Malika Romine

Factor #5 Instructional Design

Learning
Objective
Pretesting
Word
Work

Guided
Reading &
Vocabular
y

Instructional Activities
Week 1: April 6-April 10, 2015
DIBELS

Students will recognize consonant blends: initial and

final positions
1. Consonant blends are consonants that follow each
other and blend a little bit, but each letter sound is
heard.
2. The word frog has the blend fr at the beginning.
The word cart has the blend rt at the end.
3. Have the student look for consonant blends in their
names: Brandon, Grace, Blake
4. Challenge the students to find a partner and play
Consonant Blend Charades. Start by taking turns
acting out words with the st blend, such as stop, rest,
and stir. Try more blends.
5. Hand out worksheets: review the first five problems
with the whole class, then have them work in partners
to complete the rest of the page.
6. Create Study Island practice skills for students to work
on during independent seatwork time.
So You want to be an Inventor?
Day 1:
1. Introduce author: Judith St. George
2. Question: Have you ever invented something?
3. Vocabulary words: tinker, levers, cogs, inventor
4. Read aloud: page 9 for the students, pick two
volunteers to read aloud
5. Writing: In your notebooks, write five sentences
about something you would like to invent. Pick a name
for your inventions, make sure to describe the color,
shape, size, and function.
Day 2:
1. Question: Can anyone tell me who the name of the
inventor is on page 10? What do you know about him?
2. Vocabulary words: fireplace damper, odometer,
bifocal glasses [explain history behind each invention
on page 11]
3. Read aloud: page 11
4. Writing: Benjamin Franklin invented List the seven
things mentioned on page 11 the Benjamin Franklin
invented.
5. Vocabulary Words: patriot, submarine, Revolutionary
War
6. Read aloud: page 12
7. Writing: Write/copy down the name and inventions of
David Bushnell [page 49] and [page 50]
Day 3:
1. Think-Pair-Share: Was there ever a time when you
wished you could complete a task in a shorter amount
of time?

Assessments

Success will be measure

by tracking performance in
students IEPs.
The students will practice
the skill daily. Students
with disabilities learn at a
slower pace. One skill will
take at least a week to
learn before they are able
to take an assessment.
The assessment will have
ten words with consonant
blends. The students will
be asked to place a B, if
the blend is at the
beginning of the word and
an E, if the blend is at the
end of the word.
Comprehension will be five
question paper/pencil test
with four multiple choice
answer. Pages are read
orally during class. This
tests not only
comprehension, but active
listening as well.
Vocabulary Tests will be
given according daily
schedule. Vocabulary four
square diagrams (attached
in Reading 541 Vocab
Screening) are completed
and considered as part of
the students vocabulary
grades.

Malika Romine
Factor #5 Instructional Design
2. Writing: [whole class] Brainstorm with the class and
write about an invention the students came up with
that will save time.
3. Vocabulary Words: scythe, reaper, lubricator
4. Read aloud: pages 14-15
5. Homework Assignment: read pages 9-15 with
parents, vocabulary quiz on Day 4
Day 4:
1. Vocabulary Quiz: Begin reading class with vocabulary
quiz
2. Read aloud: page 16
3. Writing: [independently complete the sentence]
Alexander Graham Bell invented the Igor Sikorsky
invented the
4. Read aloud: page 19
5. Writing: [independently complete the sentence]
Clarence Birdseye came up with the idea of Georges
de Mestral invented

Day 5:
1. Vocabulary Words: rubber, sulphur, filament,
incandescent
2. K-W-L: What do you know about Thomas Edison?
What would you like to know? What did you
learn?
3. Read Aloud: page 21
4. Explain: History and relevance of both Charles
Goodyear and Thomas Edison. Show pictures on
board.
Day 6:
1. Vocabulary words: steamboat, folly [page 22]
2. Read Aloud: page 22
3. Activity: Read historical information on Robert
Fulton and his steamboat. Describe what the
steamboat looked like then and have the
students take a minute to imagine it in their
heads. Students must draw and color their own
steamboat putting in at least details discussed in
class in their picture.
[10 points] Rubric
-name
-title Robert Fultons Steamboat
-three details -color
-neatness
-creativeness
-participation -setting
Day 7:
1. Vocabulary Word: hoaxer [page 23]
2. Read Aloud: page 23
3. Watch: Clip about space shuttles and explain
about the progression of science and inventions
since Robert Goddards liquid fuel rocket.
4. http://video.nationalgeographic.com/video/kids/sc
ience-space-kids/space-shuttle-sci-kids/
5. Writing: Read to the students a short biography

Malika Romine
Factor #5 Instructional Design
of Robert Goddard and have the students write
an informative text about Goddards life and
achievements.

Fluency

Posttesting

Day 8:
1. Vocabulary Quiz: Begin Reading class with
vocabulary quiz
2. Vocabulary Words: homemaker, torpedoes
3. Question: What would it be like if you didnt
have a dishwasher, washer machine, microwave,
etc?
4. Read Aloud: Page 25
5. Map: Show students on map where Austria is
6. Artifact: Have a headshot of Hedy Lamarr for
the students to look at
7. Writing: The students will write in their
notebooks biographical notes on Josephine
Cochran [page 49] and Hedy Lamarr [page 50]
Read Naturally
1. Select a Leveled Story (1.0-3.5)
2. Listen to Key Words
3. Write a Prediction.
4. Cold Timing with Teacher
5. Graph Cold-Timing Score
6. Read Along Practice 3X with CD
7. Answer Questions
8. Hot-Timing with Teacher
9. Graph Pass Scores
10. Retell

DIBELS

Read Naturally is a
supplemental support that
correlates with the
students monthly
IEP/DIBELS fluency goals.
The students are able to
track their progress. Goals
vary per reading; because
they are based off of the
students cold read score.
Each child will be at a
different level and each
child might have a
different focus. Fluency
might be their strength,
but retell and
comprehension is not.
Those skills are then
addressed. This is an
informal assessment. All
data is collected and
compiled in students IEP
for future teacher to use as
a reference or starting
point, if they would like to
continue utilizing Read
Naturally in their
classroom.
Monthly progress
monitoring and tracking

Malika Romine
Factor #5 Instructional Design

According to the data DRA and DIBELS students in the Life Skills classroom still need
the foundational elements of phonemic awareness and phonics. The students are
fourth through sixths graders, who are way below the standard norm for their age.
This is an important part of their reading instruction. The Speech Therapist is able
to consult and carryover content taught in class in their speech sessions. In turn
the Life Skills teacher also consults with the Speech Therapist to see what skills
need to be taught and/or reviewed. The students are not able to transfer singular
word work skills such as recognizing initial and final consonant blends from subject
to another. The teacher focuses on teaching a particular skill, but also incorporating
or identifying that same skill in math or guided reading. For example, one of the
vocabulary words in our reading was clerk. The teacher let the class know, that
today clerks are called salespeople or sales associates. The student was able to
identify the term clerk in his math word problem and explain what it means.
Guided reading and vocabulary are joined together, because the teacher made her
own lesson plans and selected terms the students should know. Terms that were
selected were Tier 2/Tier 3 words. These words students would see in Science or
Social Studies text. Vocabulary words would be addressed first before we began to
read. The students would look at the words and repeat the vocabulary words in
funny voices after the teacher. Students were given time to personally share
examples and use the vocabulary words in a sentence. Another activity was to
have the students complete a vocabulary four square diagram: term/definition,
synonym, write the word in a sentence, and draw it. The students loved doing this.
Parents have even responded to how grown up their children sound, because of the
exposure to more words within the Life Skills classroom.
In order to instruct a large class with varied instructional levels the teacher needs to
create a lesson that will keep the learner engaged the whole time. The students
loved reading through the book So You Want to be an Inventor by Judith St. George.
It was a high-level book, but the illustrations and the content were fascinating to the
students. The students did think-pair-shares, K-W-L charts, drawings, read alouds,
computer research, and writing assignments.
Read Naturally focuses on all areas that were addressed in the instructional design.
During the cold read the instructor is looking at errors and marking the passages.
Students might add or drop endings, skip lines, mispronounce vowel sounds, and
more. After the cold read the instructor will review and highlight words the student
needs to be listening and practicing along with the CD reader. A fluency goal is also
set, this will be individualized per student and story passage. Comprehension and
retell components are a part of this as well. Information is collected and compiled
into the students IEP to show strengths and academic needs.

Malika Romine
Factor #5 Instructional Design
Again, lesson plans in the Life Skills classroom can change drastically. Students
might have a rough night due to health needs. Snow days and delays will slow
down the instructional time and lessons will need to be retaught and reviewed due
to high regression issues in a majority of students.