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Part I: Identification of Learning Problem

Target Audience:
My target audience consists of students within the Johnson County School System. My rimary
audience would be second grade students. There are aro!imately "# students in the class
chosen.
Problem Identification:
Many children ha$e difficulty with learning to read. Through honological awareness% children
learn to associate sounds with symbols and create lin&s to word recognition and decoding s&ills
necessary for reading. As children de$elo their s&ills in honological awareness% they also
de$elo many more s&ills that will hel them become more successful readers. They show
awareness of sounds in a language% awareness of rhymes% awareness that sentences can be bro&en
down into words% syllables% and sounds% the ability to tal& about% reflect uon% and maniulate
sounds% as well as understanding the relationshi between written and so&en language.
As teachers% we all want our students to not only feel successful but be successful. 'ne of those
areas that we can hel with is imro$ing honological awareness to hel our students be
successful readers. (eading is an imerati$e s&ill that students need in their li$es. )ith that said%
we also &now the de$eloment of honological awareness s&ills will hel to launch our students
into the literacy world.
Many students at this grade le$el may feel as if they ha$e the foundation of reading% such as
learning the names of the letters as well as their sounds* howe$er% the main roblem is that they
do not understand how to ut them together to ma&e words and then connect them into reading.
Instructional +oals:
Students will read short and long $owel words.
Students will read words in$ol$ing $owel teams.
Students will decode words with refi!es and suffi!es.
Students will decode two syllable words.
Students will identify words with common selling and sound relationshis.
Students will read irregularly selled words.
Part II: Learner Analysis
Introduction:
The targeted grous of learners are ,
nd
graders at Johnson County -lementary School in
)rights$ille% +eorgia. The students range in ages from # to . with the most common age being
age #. There are a total of "# students with "/ being girls and # being boys. The class contains 0
African Americans% # Caucasians% and , Multi1-thnic students. , of the students recei$e Seech
Ser$ices from a Seech Theraist% and # of the students ha$e been identified as -IP 2-arly
Inter$ention Program3. All of the students recei$e small grou instruction daily with a certified
teacher as well as a ara1rofessional. The students are searated into 4 grous with each grou
ha$ing 4 to 5 students. Si!ty1fi$e ercent of the "# students ha$e always been enrolled in the
Johnson County School System* whereas% 657 ha$e been enrolled in another school system at
some oint in their school career. ##7 of the students come from single arent homes or from
homes where a guardian is the rimary caregi$er.
To obtain this information% multile methods were used. To begin the rocess% the students8
registration forms were re$iewed. 9rom this the students8 race% gender% birthdate% and
guardianshi were established. After re$iewing the registration forms% the students8 records were
re$iewed to establish romotions and schools attended along with secial education and resonse
to inter$ention 2(TI3 information. Some of the information was also obtained through an
information database for teachers &nown as Infinite Camus. Infinite Camus is an online grade
boo& database that records student information% attendance% and grades.
-ntry S&ills and Prior :nowledge:
Students recogni;e% decode% and ronounce the following honetic elements:
Letter <ames
Letter Sounds
=C and C=C
Common >eginning1 and -nding1Consonant ?igrahs
C=CC and CC=C
Silent e
(1Controlled =owels
Ad$anced Consonant Sounds% Silent Consonants% and Consonant ?igrahs
=owel ?igrahs% ?ihthongs% and Ad$anced =owel Sounds
Common Prefi!es and Common Suffi!es
Two Syllables
Three Syllables
9our Syllables
This information was obtained by administering an assessment called a @uic& Phonics Screener
2@PS3. @PS is an assessment that measures a student8s ability to ronounce the honetic
elements in real and nonsense words. >y gi$ing this assessment% teachers can Auic&ly and
accurately diagnose their students8 strengths and instructional needs. (esults can be used to
monitor students8 rogress as their honics s&ills de$elo. Students are monitored three times
during the school year to see how their honetic s&ills are de$eloing. The students are tested at
the beginning 2August3% middle 2January3% and end of the year 2May3.
Attitudes Towards Content B Academic Moti$ation:
Most students seem to understand that learning honological and honics s&ills are imortant%
but at their age le$el% I feel that the students do not fully comrehend why they are learning these
s&ills until they are told that these s&ills will hel them to become better and stronger readers.
The maCority of the students show more interest in the indi$idually. All students mentioned
enCoying wor&ing with a new rogram called IStation that wor&s with honics s&ills as well as
other reading s&ills. As far as moti$ation% 4"7 of the students gi$e their full effort and are
moti$ated to learn the material resented. "07 of the students show some moti$ation and effort*
whereas% the other 4"7 seem to ha$e a lac& of moti$ation. Those students recei$e e!tra
assistance and e!tra time with the teacher and ara1rofessional to try to achie$e more effort and
moti$ation in learning of the content resented.
-ducational Ability Le$els:
9rom the most recent testing% many of the students fell in the area of not meeting the
reAuirements% or they were considered meeting but by borderline standards. >ased on teacher
obser$ation and scores% "07 of the students would be considered high ability le$el. 4#7 of the
students would ha$e middle ability le$el% and 657 would be low le$el ability. >ased on the
information% the maCority of the students reAuire a great deal of reetition and ractice on tas&s.
Also due to the $aried le$els% many acti$ities are comleted in a small grou setting or reAuire
e!tra assistance to be comleted indi$idually.
+eneral Learning Preferences:
The learners show greater interest in hands on acti$ities and acti$ities that in$ol$e a $isual. They
seem to enCoy games% interacti$e acti$ities and wor&ing on the comuters. The students do not
do as well with auditory only acti$ities due to the fact that they do not hold their attention. This
information was gathered from teacher obser$ation.
Attitude Towards Teachers and School:
Students seem to ha$e resect for the teacher and ara1rofessional in the classroom. Some
students show through effort and articiation that they do not enCoy coming to school* howe$er%
the remainder of the class seems to enCoy their daily e!eriences in the school and classroom.
+rou Characteristics:
The school is located in what is &nown as the )rights$ille D Johnson County community. All
students recei$e free or reduced lunch which Aualifies the school as a Title I school. The
students in the class are age aroriate for second grade. Students seem to enCoy small grou
instruction and seem to be more engaged in a small grou setting. They seem to be more
engaged when able to be hands1on or ha$e a $isual in front of them.
Part III: Tas& Analysis
I conducted the tas& analysis using a toic analysis aroach. I created an outline of the toics
included in the @uic& Phonics Screener to show honics s&ills that need to be taught to imro$e
honological awareness as well as to allow students to become better readers in general.
I. Letter <ames and Sounds
a. ?eending on grade le$el% students may understand these concets from re$ious
grade le$els as rereAuisite s&ills.
II. =C and C=C Pattern
a. Students must be able to say each indi$idual sound of the word resented as well as
blend the sounds to ronounce the whole word.
i. <onsense )ords
ii. Short =owel )ords
III. >eginning D -nding Consonant ?igrahs
a. Students must be able to roduce the sounds that corresond to freAuently used
consonant digrahs 2two sounds that are blended together to ma&e their own
indi$idual sound3.
I=. C=CC D CC=C Pattern
a. Students must be able to understand the corresondence of the letters and sounds of
the words to be able to read the words.
b. )ords may include consonant blends and consonant digrahs.
=. Silent -
a. Students must be to understand the honetic s&ills of C=C and adding the silent e to
turn the $owel into a long $owel sound.
i. -!amle: can cane
=I. (1controlled =owels
a. Students must understand that when a $owel is followed by an ErF the ErF changes the
sound that the $owel ma&es.
b. It is often referred to as the Ebossy rF because the ErF bosses the $owel to ma&e a new
sound.
i. -!amle: ar car% or corn% er% ir% ur her% bird% fur 2ma&e the same sound3
=II. Silent Consonants
a. Students must be aware that learning silent consonants do not follow a gi$en rule.
b. Students must recogni;e that silent consonants must be learned through automoticity
rather than learning them honetically.
i. -!amle: &n% gn sound of n% wr sound of r
=III. =owel ?igrahs D ?ihthongs
a. Students must be able to understand that $owel digrahs include two letters where the
first $owel is usually long and the second is silent.
i. -!amle: oa% ea% ee% ai% ay
b. Student must &now that dihthongs are also two successi$e $owels that create there
own indi$idual sounds in isolation.
i. -!amle: oi% oy% ou% ow
IG. Prefi!es and Suffi!es
a. Students must be able to understand that refi!es and suffi!es can change the
meaning of words.
b. Students must understand that a refi! is added to the beginning of a root word
whereas a suffi! is added to the ending of a root word.
G. Multisyllabic )ords
a. Students must be reading sight words fluently to mo$e on to reading multisyllabic
words.
b. Students must understand that to read larger and more ad$anced words that they are
bro&en down into smaller Eword chun&sF.
c. Students need to understand that di$iding larger words into segments allows the
students to ha$e better focus on reading the whole word.
Subject Matter Expert (SME)
I 2(ana Powell )infrey3 will ser$e as the SM- for this instructional lan. My formal education
consists of a bachelor8s degree in -arly Childhood -ducation from +eorgia Southern Hni$ersity
in Statesboro% +eorgia. I am also currently ursuing a master8s degree in Instructional
Technology from +eorgia Southern Hni$ersity in Statesboro% +eorgia.
My rimary Aualification to ser$e as SM- is my osition as a elementary school teacher for eight
years. I ha$e been teaching second grade for si! years% and one of my many resonsibilities in
the classroom is honics instruction.
9low Chart:
Teaching Phonics Through Small
+rou Instruction
Successful at
Letter <ames D Sounds
Ies
Successful at
=C D C=C
Ies
Successful at
>eginning D -nding Consonant
?igrahs
Ies
Successful at
C=CC D CC=C
Ies
Successful at
Silent -
Ies
Successful at
(1Controlled =owels
Ies
Successful at
Silent Consonants
Ies
Successful at
=owel ?igrahs D ?ihthongs
Ies
Successful at
Prefi!es D Suffi!es
Ies
Successful at
Multisyllabic )ords
-!it
(eteach through Inter$ention
2Suggestions: Short =owels3
(eteach through Inter$ention
2Suggestions: th% ch% sh% etc. )ord
Lists3
<o
<o
(eteach through Inter$ention
2Suggestions: ?igrahs% Short
=owels3
<o
(eteach through Inter$ention
2Suggestions: Long =owel J
Short =owel Tiles3
<o
(eteach through Inter$ention
2Suggestions: 9lashcards3
<o
(eteach through Inter$ention
2Suggestions: )ord Lists3
<o
(eteach through Inter$ention
2Suggestions: )ord Lists3
<o <o
<o
<o
(eteach through Inter$ention
2Suggestions: )ord Lists3
(eteach through Inter$ention
2Suggestions: )ord Lists3
(eteach through Inter$ention
2Suggestions: Chun&ing 3
Part I=: Instructional 'bCecti$es
Terminal 'bCecti$e ":
Students will correctly aly grade1le$el honics and word analysis s&ills in decoding words to
hel imro$e reading s&ills.
Terminal 'bCecti$e ,:
Students will distinguish long and short $owels when reading regularly selled one1syllable
words.
-nabling 'bCecti$e2s3:
A. Students will name words with short $owels.
>. Students will name words with long $owels.
C. Students will classify words as ha$ing long or short $owels.
Terminal 'bCecti$e 6:
Students will identify selling1sound corresondences for common $owel teams.
A. Students will define a $owel team.
>. Students will correctly read words with $owel teams and $owel digrahs.
C. Students will list words that contain $owel digrahs.
Terminal 'bCecti$e 4:
Students will decode multi1syllabic words.
A. Students will define what syllables are.
>. Students will define what multi1syllabic means.
C. Students will describe how a word has one or more syllables.
Terminal 'bCecti$e 5:
Students will decode words with common refi!es and suffi!es.
?. Students will classify words using a refi!.
-. Students will classify words using a suffi!.
9. Students will classify words as to whether they ha$e a refi! or a suffi!.
Terminal 'bCecti$e K:
Students will identify words with inconsistent but common selling sound corresondences.
A. Students will classify words using silent consonants.
>. Students will classify words using dihthongs.
C. Students will classify words containing r1controlled $owels.
Cogniti$e ?omain Standard D 'bCecti$e
:nowledge ,A% ,>% ,C% 6% 6A% 4A% 4>
Comrehension 5A% 5>% 5C% K% KA% K>. KC
Alication "% 6>% 6C% 4% 4C% 5
Analysis ,
Synthesis
-$aluation
Content Performance
(ecall Alication
9act ,A% ,>% 6% 4A% 4> ,C% 6A
Concet K
Princile and (ules
Procedure ,% 5A% 5>. KA% K>% KC 6>% 6C% 4% 4C% 5% 5C
Interersonal
Attitude
Part =: ?e$eloment of Assessments
The assessments that I ha$e created are erformance based rather than criterion referenced
assessments. I want students to be able to correlate the concets they learn and use that
information to be able to erform a tas&. At the end of the unit% students should be able to
demonstrate what they ha$e learned and be able to use their honics and word analysis s&ills to
imro$e their reading s&ills.
Instructional
Strategies
+oals 'bCecti$es H?L Assessments
Lesson ":
Students ractice
distinguishing
between short and
long $owel words
by creating a slide
resentation
Students share
information with
the class and
discuss how they
understand that a
word has a short
or long $owel
sound.
Students will be
able to
determine the
difference
between a word
with a short
$owel and a
long $owel and
be able to read
them correctly.
'bCecti$e ,:
Students will
distinguish long
and short $owels
when reading
regularly selled
one1syllable
words.
,A: Students will
name words with
short $owels.
,>: Students will
name words with
long $owels.
,C: Students will
classify words as
ha$ing long or
short $owels.
Multile means
of
reresentation is
being used.
Students
will listen to or
read the sets of
words ro$ided.
Multile
means of action
and
e!ression are
also being used.
Students are
being gi$en a
choice in
technology tools
to create their
resentation.
Students will
ractice
distinguishing
between short
and long $owel
words by
creating a slide
resentation that
dislays a slide
for short $owel
words and a slide
for long $owel
words.
Lesson ,:
In grous%
students will wor&
together to create
word lists using
$owel digrahs.
Hsing a )eb ,./
tool% the students
will create a
resentation that
shows a list of
words
2aro!imately 01
"/3 that contains
$owel digrahs.
Students will
show
understanding
of $owel teams
and how their
sellings and
sounds relate to
each other.
'bCecti$e 6:
Students will
identify selling1
sound
corresondences
for common $owel
teams.
6A: Students will
define a $owel
team.
6>: Students will
correctly read
words with $owel
teams and $owel
digrahs.
6C: Students will
Multile means
of action and
e!ression are
being used.
Students are
being gi$en a
choice of
technology tools
to create their
resentation.
Also% the
instructor may
allow a smaller
number of
words for those
e!eriencing
Hsing a )eb ,./
tool% the students
will create a
resentation that
shows a list of
words
2aro!imately
01"/3 that
contains $owel
digrahs
)hen comleted%
students may
resent their
resentations to
the class.
list words that
contain $owel
digrahs.
difficulty% or as
a challenge% the
students may
ta&e on more
than "/ words.
The instructor
could assign a
certain digrah
to each student
or to each
grou. .
Lesson 6:
A tutorial lesson
will be shown on
inconsistent
selling sound
corresondences
that relates to
using silent
consonants%
dihthongs% and r1
controlled $owels.
Indi$idually%
students will ta&e
a Aui; where they
hear a $ariety of
words. Students
will be gi$en a
choice of how to
sell the words%
and they must
choose the correct
one.
Students will be
able to identify
words with
inconsistent
selling and
sound
relationshis.
Students will be
able to read and
sell words with
silent
consonants.
Students will be
able to read and
sell words with
dihthongs.
Students will be
able to read and
sell words with
r1controlled
$owels.
'bCecti$e K:
Students will
identify words
with inconsistent
but common
selling sound
corresondences.
KA: Students will
classify words
using silent
consonants.
K>: Students will
classify words
using dihthongs.
KC: Students will
classify words
containing r1
controlled $owels.
Multile means
of
reresentation is
being used in
the lesson. -$en
though the
assignment is
comleted
indi$idually%
students are
offered le$els of
challenge on the
Aui;.
Students will
ta&e a Aui; where
they hear a
$ariety of words.
Students will be
gi$en a choice of
how to sell the
words% and they
must choose the
correct one.
Lesson 4:
A tutorial lesson
on Smart>oard
will be shown on
introducing
refi!es and
suffi!es. )ords
will be gi$en
Students will
read and
understand the
meaning of
words with
refi!es and
suffi!es.
'bCecti$e 5:
Students will
decode words with
common refi!es
and suffi!es.
5A: Students will
classify words
using a refi!.
Multile means
of
reresentation
and multile
means of
e!ression and
action are
aarent in this
lesson.
Students will
wor& with a
artner to create
a )ordle Cloud
of a refi! and
suffi! that was
randomly
selected
e!amles of how
a refi! and suffi!
is used along with
the base D root
word to change its
meaning.
Indi$idually%
students will
interact along
with the
Smart>oard
resentation% but
they will also
wor& with a
artner to create a
)ordle Cloud of
a refi! and suffi!
that was randomly
selected. 'nce
comleted% the
artners can share
their )ordle and
dislay them on a
word wall for
future reference.
5>: Students will
classify words
using a suffi!.
5C: Students will
classify words as
to whether they
ha$e a refi! or a
suffi!.
Students are
taught with
multi media as
well as are
being
interacti$e with
the lesson. They
are also gi$en
choice of how
to reresent
their
information by
being allowed
to choose their
)eb ,./ tool.
The instructor
could assign a
certain refi! or
suffi! to each
student or to
each grou. >y
ha$ing a choice
of how to
comlete the
assignment% the
lesson also has
multile le$els
of engagement.
If students were
e!eriencing
difficulty%
students may be
allowed to use a
reference boo&%
such as a
dictionary% to
hel them locate
words that
include the
refi! or suffi!.
Lesson 5:
Hsing a
PowerPoint
resentation%
students are
Students will
decode and read
multi1syllabic
words.
'bCecti$e 4:
Students will
decode multi1
syllabic words.
4A: Students will
Multile means
of
reresentation is
used in the
lesson. ?uring
the instruction
Students will
articiate in an
online learning
game. Students
will use Syllable
9actory +ame to
introduced to
longer words than
what they
generally read.
The instructor
will introduce the
word and ha$e the
students to
identify how
many Echun&sF or
syllables of the
word they heard
by reeating it.
Students
articiate in an
online learning
game. Students
use Syllable
9actory +ame to
show their
understanding of
brea&ing syllables
aart into chun&s
to hel imro$e
their reading
s&ills of multi1
syllabic words.
define what
syllables are.
4>: Students will
define what multi1
syllabic means.
4C: Students will
describe how a
word has one or
more syllables.
section% ictures
can be used
along with the
words for
identification
and reading
uroses. Also%
the instructor
could ha$e the
students to cla
out the syllables
as they say the
words to bring
more of a
hands1on and
interacti$e feel
to the lesson.
'n the Syllable
9actory +ame%
students are
allowed to
choose different
le$els based on
their
understanding
of syllabication.
'n each le$el%
the number of
words is
different as
well.
show their
understanding of
brea&ing
syllables aart
into chun&s to
hel imro$e
their reading
s&ills of multi1
syllabic words.
Lesson K:
Students discuss
ideas of why they
belie$e it is
imortant to learn
and understand
each of the
honics s&ills
resented as well
as what they ha$e
gotten from each
lesson.
Students are gi$en
a list of words
Students will
aly what they
ha$e learned of
honics s&ills
and aly it to
their reading to
become better
readers.
'bCecti$e ":
Students will
correctly aly
grade1le$el
honics and word
analysis s&ills in
decoding words to
hel imro$e
reading s&ills.
Multile means
of
reresentation
and multile
means of
e!ression and
action are in the
lesson. Students
are gi$en a
choice of
recording
otions and
technology tools
to use. 9or the
students that
Students will be
gi$en a list of
words that are
searated by
sections of
honics s&ills
taught. They
will also be
gi$en a brief
story that
includes words
that relate to the
honics s&ills
taught.
Indi$idually%
that are searated
by sections of
honics s&ills
taught. They are
gi$en a story that
includes words
that relate to the
honics s&ills
taught.
Indi$idually% each
student will create
a recording and
read the words
and story they
were gi$en. This
will show that the
students can not
only read the
words% but it will
begin to wor&
with fluency as
well.
need a
challenge% the
instructor could
as& for them to
create their own
story instead of
gi$ing them a
story.
each student will
create a =o&i and
record the
reading of the
words and story
they were gi$en.
This will show
that the students
can not only read
the words% but it
will begin to
wor& with
fluency as well.
Assessment ": Long or Short =owels
'bCecti$e ,:
Students will distinguish long and short $owels when reading regularly selled one1syllable
words.
,A: Students will name words with short $owels.
,>: Students will name words with long $owels.
,C: Students will classify words as ha$ing long or short $owels.
Students will ractice distinguishing between short and long $owel words by creating a slide
resentation that dislays a slide for short $owel words and a slide for long $owel words.
I chose to use a )eb ,./ tool to create the slide resentation. I ha$e attached the lin& to the
Pre;i.
htt:DDre;i.comDht/wfnuchrDLutmMcamaignNshareButmMmediumNcoyBrcNe!/share
?ifferentiation:
Multile means of reresentation is being used. Students will listen to or read the sets of words
ro$ided. Multile means of action and e!ression are also being used. Students are being gi$en
a choice in technology tools to create their resentation
(ubric:
Criteria <ot -$ident Somewhat -$ident Clearly -$ident
Presentation includes
all $owels.
/ 5 "/
Presentation has at
least 5 different
sections.
"1, sections
"/
614 sections
,/
5 or more sections
6/
There are at least 6
e!amles for each
short $owel.
" e!amle is resent
for each short $owel.
"/
, e!amles are resent
for each short $owel.
,/
6 or more e!amles
are resent for each
short $owel.
6/
There are at least 6
e!amles for each long
$owel.
" e!amle is resent
for each long $owel.
"/
, e!amles are resent
for each long $owel.
,/
6 or more e!amles
are resent for each
long $owel.
6/
Total:
Assessment ,: All About =owel ?igrahs
'bCecti$e 6:
Students will identify selling1sound corresondences for common $owel teams.
'bCecti$e:
6A. Students will define a $owel team.
6>. Students will correctly read words with $owel teams and $owel digrahs.
6C. Students will list words that contain $owel digrahs.
I chose to use PowerPoint and uload it to a )eb ,./ tool. I ha$e attached the lin& to SlideShare.
htt:DDwww.slideshare.netDranaMwinfreyD$owels1digrahs
?ifferentiation:
Multile means of action and e!ression are being used. Students are being gi$en a choice of
technology tools to create their resentation. Also% the instructor may allow a smaller number of
words for those e!eriencing difficulty% or as a challenge% the students may ta&e on more than "/
words. The instructor could assign a certain digrah to each student or to each grou.
(ubric:
Criteria <ot -$ident Somewhat -$ident Clearly -$ident
Presentation includes a
title age.
/ "/
Presentation includes
at least , $owel teams D
$owel digrahs.
<o $owel teams are
resent
" $owel team is
resent.
,/
, or more $owel
teams are resent.
4/
-ach $owel team D
$owel digrah has 01"/
e!amles.
"16 e!amles are
resent for each
$owel team.
,/
41# e!amles are
resent for each $owel
team.
65
0 or more e!amles
are resent for each
$owel team.
5/
Total:
Assessment 6: (elating Selling to Sound
'bCecti$e K:
Students will identify words with inconsistent but common selling sound corresondences.
KA: Students will classify words using silent consonants.
K>: Students will classify words using dihthongs.
KC: Students will classify words containing r1controlled $owels.
Teacher )ord List O to be read aloud
(1controlled )ords Silent Consonants =owel ?ihthongs
sar&le &nuc&le oint
birth wreath loyal
north design crowd
$erse crumb ground
turtle wrestle Cewel
Student Answer Sheet 2-asy3
Pic& the correct selling of each word.
". sar&le ,. &nuc&le 6. oyntt 4.
birth 5. reeth
sur&el gnu&le oint
buerth wreath
K. loil #. north 0. design ..
croouowd "/. $erse
loyal noorth deasin
crowd $irse
"". crum ",. ground "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
wrestle Cewel
Student Answer Sheet 2Middle3
Pic& the correct selling of each word.
". sar&le ,. nucle 6. oyntt 4.
birth 5. reeth
sar&el &nuc&le oint
beerth wreath
sur&el gnu&le oint
birth wreath
K. loil #. north 0. desi&n ..
croud "/. $erse
loyoial noorth design
croouowd $irse
P
loyal noorrth deasin
crowd $urse
"". crum ",. grouown "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
wrestle Cewwle
crumb ground turirtel
wrresel Cewel
Student Answer Sheet 2?ifficult3
Pic& the correct selling of each word.
". sar&le ,. nucle 6. oyntt 4.
birth 5. reeth
sar&el &nuc&le oint
beerth wreath
sur&el gnu&le oyttn
burth wreaeath
ser&&el nuc&el ooiint
bearth reith
K. loil #. north 0. desi&n ..
croud "/. $erse
loyoial noorth design
croouowd $irse
P
loyal noorrth deasin
crowd $urse
looial noarth deesi&n
croughd $uerse
"". crum ",. grouown "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
rwrestel Cewwle
crumb grououndd turirtel
wrresel Cewel
cruummb ground tuertel
wrestle Cuele
Answer :ey 2-asy3
Pic& the correct selling of each word.
". sar&le ,. &nuc&le 6. oyntt 4.
birth 5. reeth
sur&el gnu&le oint
buerth wreath
K. loil #. north 0. design ..
croouowd "/. $erse
loyal noorth deasin
crowd $irse
"". crum ",. ground "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
wrestle Cewel
Answer :ey 2Middle3
Pic& the correct selling of each word.
". sar&le ,. nucle 6. oyntt 4.
birth 5. reeth
sar&el &nuc&le oint
beerth wreath
sur&el gnu&le oynntt
birth wreaeeth
K. loil #. north 0. desi&n ..
croud "/. $erse
loyoial noorth design
croouowd $irse
P
loyal noorrth deasin
crowd $urse
"". crum ",. grouown "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
wrestle Cewwle
crumbb ground turirtel
wrresel Cewel
Answer :ey 2?ifficult3
Pic& the correct selling of each word.
". sar&le ,. nucle 6. oyntt 4.
birth 5. reeth
sar&el &nuc&le oint
beerth wreath
sur&el gnu&le oyttn
burth wreaeath
ser&&el nuc&el ooiint
bearth reith
K. loil #. north 0. desi&n ..
croud "/. $erse
loyoial noorth design
croouowd $irse
P
loyal noorrth deasin
crowd $urse
looial noarth deesi&n
croughd $uerse
"". crum ",. grouown "6. turtle "4.
restel "5. Cuel
crumb groun terirtl
rwrestel Cewwle
crurmbb grououndd turirtel
wrresel Cewel
cruummb ground tuertel
wrestle Cuele
?ifferentiation:
Multile means of reresentation is being used in the lesson. -$en though the assignment is
comleted indi$idually% students are offered le$els of challenge on the Aui;.
Assessment 4: Prefi!es and Suffi!es
'bCecti$e 5:
Students will decode words with common refi!es and suffi!es.
5A: Students will classify words using a refi!.
5>: Students will classify words using a suffi!.
5C: Students will classify words as to whether they ha$e a refi! or a suffi!.
(ubric:
Criteria <ot -$ident Somewhat -$ident Clearly -$ident
)ordle includes a
refi! and suffi!.
/ 'nly a refi! or suffi!
is resent.
5
>oth a refi! and a
suffi! are resent.
"/
)ordle has at least 5
e!amles using the
chosen refi!.
"1, e!amles
"/
614 e!amles
,5
5 or more e!amles
65
)ordle has at least 5
e!amles using the
chosen suffi!.
"1, e!amles
"/
614 e!amles
,5
5 or more e!amles
65
Presentation is
comlete and easy to
read.
Presentation is
comlete but is
difficult to read.
"/
Presentation is
comlete and
somewhat easy to
understand.
,/
Presentation is
comlete and easy to
read.
,/
Total:
?ifferentiation:
Multile means of reresentation and multile means of e!ression and action are aarent in
this lesson. Students are taught with multi media as well as are being interacti$e with the lesson.
They are also gi$en choice of how to reresent their information by being allowed to choose
their )eb ,./ tool. The instructor could assign a certain refi! or suffi! to each student or to
each grou. >y ha$ing a choice of how to comlete the assignment% the lesson also has multile
le$els of engagement. If students were e!eriencing difficulty% students may be allowed to use a
reference boo&% such as a dictionary% to hel them locate words that include the refi! or suffi!.
Assessment 5: More Than 'neQ SyllableR
.
'bCecti$e 4:
Students will decode multi1syllabic words.
4A: Students will define what syllables are.
4>: Students will define what multi1syllabic means.
4C: Students will describe how a word has one or more syllables.
>efore comleting the assessment% students would comlete a formati$e assessment to determine
their learning le$el for the online learning game.
)rite "% ,% 6% or 4 to determine the number of syllables in each word.
hoeful MMMMMM aCamas MMMMMM indeendent
MMMMMM water MMMMMM
&ing MMMMMM need MMMMMM encourage
MMMMMM helicoter MMMMMM
beautiful MMMMMM &itten MMMMMM
If students score K/ or below% they will be assigned Le$el ".
If students score #/ or 0/% they will be assigned Le$el ,.
If students score ./ or abo$e% they will be assigned Le$el 6.
Answer :ey:
hoeful , aCamas 6 indeendent 4
water ,
&ing " need " encourage 6
helicoter 4
beautiful 6 &itten ,
This assessment is an online learning game. Scores will be determined based on student score
from the number of oints on the game. I ha$e lin&ed the website.
htt:DDwww.bbc.co.u&Ds&illswiseDgameDen/"soun1game1syllables1factory
?ifferentiation:
Multile means of reresentation is used in the lesson. ?uring the instruction section% ictures
can be used along with the words for identification and reading uroses. Also% the instructor
could ha$e the students to cla out the syllables as they say the words to bring more of a hands1
on and interacti$e feel to the lesson. 'n the Syllable 9actory +ame% students are allowed to
choose different le$els based on their understanding of syllabication. 'n each le$el% the number
of words is different as well.
Assessment K: (eady% Set% (eadR
'bCecti$e ":
Students will correctly aly grade1le$el honics and word analysis s&ills in decoding words to
hel imro$e reading s&ills
Say the words.
dad sit fog cu let
red ma tub in on
gas bran mint rod sled
club rom sni Cust soft
nice mole ca$e do;e fate
rie rule tile cane $ote
cart or& $erb shirt furl
stir turn mar& fern torn
lic& sling sun& wra shi
whi; moth sign chin &nob
foam crea& scoo bleed waist
scold gray shout Coin royal
haul straw goes chew illow
dismiss nonsto intent return station
Cealous madness mission ortable fastest
battle fearful traffic beneath demand
moment bacon escae cra;y bas&et
liberty elastic entertain $olcano ractical
community in$entory emergency e$aorate rehistoric
(ead the story.
)e )ant To Play
It was a long hot day% and the &ids wanted to lay. They &new that they could go to the ar&.
The &ids as&ed their mom and dad to ta&e them. Mom said that she was fearful of rain% but that
they would go for a little while. The &ids were $ery e!cited. )hen the &ids arri$ed% it seemed
that e$eryone in the community was there. The &ids enCoyed e$ery moment of laying with their
friends. It was a fantastic dayR
Scoring +uide:
Say the words.
dad sit fog cu let
red ma tub in on MMMMMMM D "/
gas bran mint rod sled
club rom sni Cust soft MMMMMMM D "/
nice mole ca$e do;e fate
rie rule tile cane $ote MMMMMMM D "/
cart or& $erb shirt furl
stir turn mar& fern torn MMMMMMM D "/
lic& sling sun& wra shi
whi; moth sign chin &nob MMMMMMM D "/
foam crea& scoo bleed waist
scold gray shout Coin royal
haul straw goes chew illow MMMMMMM D "5
dismiss nonsto intent return station
Cealous madness mission ortable fastest
battle fearful traffic beneath demand MMMMMMM D "5
moment bacon escae cra;y bas&et MMMMMMM D 5
liberty elastic entertain $olcano ractical MMMMMMM D 5
community in$entory emergency e$aorate rehistoric MMMMMMM D 5
(ead the story.
)e )ant To Play
It was a long hot day% and the &ids wanted to lay. They &new that they could go to the ar&.
The &ids as&ed their mom and dad to ta&e them. Mom said that she was fearful of rain% but that
they would go for a little while. The &ids were $ery e!cited. )hen the &ids arri$ed% it seemed
that e$eryone in the community was there. The &ids enCoyed e$ery moment of laying with their
friends. It was a fantastic dayR
MMMMMMM D "5
Total Score: MMMMMMM D ",/
?ifferentiation:
Multile means of reresentation and multile means of e!ression and action are in the lesson.
Students are gi$en a choice of recording otions and technology tools to use. 9or the students
that need a challenge% the instructor could as& for them to create their own story instead of gi$ing
them a story.
Part =I: Content SeAuencing and Instructional Strategies
Instructional Sequence:
SeAuence ?escrition 'bCecti$e
" ?istinguish between words with long and short $owels ,
, Produce words with beginning and ending digrahs 6
6 Identify words with inconsistent selling sound relationshis K
4 Produce words with refi!es and suffi!es 5
5 Identify words with more than one syllable 4
K Aly honics s&ills to imro$e reading "
The seAuence builds on concet related order. The learner will roceed through the instruction
with it being organi;ed by sohistication. The instructor will begin with the concrete and more
simle of the concets and lead into the more comle! tas&s.
Lesson 1: Long or Short Vowels
'bCecti$e ,:
Students will distinguish long and short $owels when reading regularly selled one1syllable
words.
'bCecti$e2s3:
,A. Students will name words with short $owels.
,>. Students will name words with long $owels.
,C. Students will classify words as ha$ing long or short $owels.
Initial Presentation:
Students will be shown a set of words and e!lain that each word has a consonant $owel
consonant 2C=C3 attern. This indicates that the word contains a short $owel. <e!t% ha$e the
students to loo& at a different set of words. These words will ha$e consonant $owel consonant e
2C=Ce3 attern. This will indicate that the word contains a long $owel.
+enerati$e Strategy:
Students will ractice distinguishing between short and long $owel words by creating a slide
resentation that dislays a slide for short $owel words and a slide for long $owel words. After
creating their lists% students can share with the class. Then% students can discuss how they
understand that a word has a short or long $owel sound.
?ifferentiation:
Multile means of reresentation is being used. Students will listen to or read the sets of words
ro$ided. Multile means of action and e!ression are also being used. Students are being gi$en
a choice in technology tools to create their resentation 2Morra B (eynolds3
Lesson 2: ll bout Vowel !igraphs
'bCecti$e 6:
Students will identify selling1sound corresondences for common $owel teams.
'bCecti$e:
6A. Students will define a $owel team.
6>. Students will correctly read words with $owel teams and $owel digrahs.
6C. Students will list words that contain $owel digrahs.
Initial Presentation:
A $ideo tutorial will resent the ideas and e!amles of $owel digrahs.
+enerati$e Strategy:
In grous% students will wor& together to create word lists using $owel digrahs. Hsing a )eb
,./ tool% the students will create a resentation that shows a list of words 2aro!imately 01"/3
that contains $owel digrahs. )hen comleted% students may resent their resentations to the
class. -ach student would be resonsible for resenting a section of the resentation.
?ifferentiation:
Multile means of action and e!ression are being used. Students are being gi$en a choice of
technology tools to create their resentation. Also% the instructor may allow a smaller number of
words for those e!eriencing difficulty% or as a challenge% the students may ta&e on more than "/
words. The instructor could assign a certain digrah to each student or to each grou. 2Morra B
(eynolds3
Lesson ": #elating Spelling to Soun$
'bCecti$e K:
Students will identify words with inconsistent but common selling sound corresondences.
'bCecti$e2s3:
KA. Students will classify words using silent consonants.
K>. Students will classify words using dihthongs.
KC. Students will classify words containing r1controlled $owels.
Initial Presentation:
A tutorial lesson will be shown on inconsistent selling sound corresondences that relates to
using silent consonants% dihthongs% and r1controlled $owels. -ach concet will be slit into
different sections so that confusion does not arise.
+enerati$e Strategy:
Indi$idually% students will ta&e a Aui; where they hear a $ariety of words. Students will be gi$en
a choice of how to sell the words% and they must choose the correct one. As they ma&e their
choice% students would recei$e feedbac& about their choice.
?ifferentiation:
Multile means of reresentation is being used in the lesson. -$en though the assignment is
comleted indi$idually% students are offered le$els of challenge on the Aui;. The instructor could
ha$e different $ersions of the Aui; that include different le$els such as easy% medium% and
challenging. This could suly a different number of choices for the user to choose from. -asy
may include only two choices. Medium could ha$e three choices% and challenging could ha$e
four choices to choose from on the Aui;. 2Morra B (eynolds3
Lesson %: &re'ixes an$ Su''ixes
'bCecti$e 5:
Students will decode words with common refi!es and suffi!es.
'bCecti$e2s3:
5A. Students will classify words using a refi!.
5>. Students will classify words using a suffi!.
5C: Students will classify words as to whether they ha$e a refi! or a suffi!.
Initial Presentation:
A tutorial lesson on Smart>oard will be shown on introducing refi!es and suffi!es. It will also
include some commonly used refi!es and suffi!es and words that include refi!es and suffi!es.
The words will gi$e the students e!amles of how a refi! and suffi! is used along with the
base D root word to change its meaning.
+enerati$e Strategy:
Indi$idually% students will interact along with the Smart>oard resentation% but they will also
wor& with a artner to create a )ordle Cloud of a refi! and suffi! that was randomly selected.
'nce comleted% the artners can share their )ordle and dislay them on a word wall for future
reference.
?ifferentiation:
Multile means of reresentation and multile means of e!ression and action are aarent in
this lesson. Students are taught with multi media as well as are being interacti$e with the lesson.
They are also gi$en choice of how to reresent their information by being allowed to choose
their )eb ,./ tool. The instructor could assign a certain refi! or suffi! to each student or to
each grou. >y ha$ing a choice of how to comlete the assignment% the lesson also has multile
le$els of engagement. If students were e!eriencing difficulty% students may be allowed to use a
reference boo&% such as a dictionary% to hel them locate words that include the refi! or suffi!.
2Morra B (eynolds3
Lesson (: More )han *ne+ S,llable-
'bCecti$e 4:
Students will decode multi1syllabic words.
'bCecti$es:
4A. Students will define what syllables are.
4>. Students will define what multi1syllabic means.
4C. Students will describe how a word has one or more syllables.
Initial Presentation:
Hsing a PowerPoint resentation% students will be introduced to longer words than what they
generally read. The instructor will introduce the word and ha$e the students to identify how
many Echun&sF or syllables of the word they heard by reeating it.
+enerati$e Strategy:
Students will articiate in an online learning game. Students will use Syllable 9actory +ame to
show their understanding of brea&ing syllables aart into chun&s to hel imro$e their reading
s&ills of multi1syllabic words.
?ifferentiation:
Multile means of reresentation is used in the lesson. ?uring the instruction section% ictures
can be used along with the words for identification and reading uroses. Also% the instructor
could ha$e the students to cla out the syllables as they say the words to bring more of a hands1
on and interacti$e feel to the lesson. 'n the Syllable 9actory +ame% students are allowed to
choose different le$els based on their understanding of syllabication. 'n each le$el% the number
of words is different as well. 2Morra B (eynolds3
Lesson .: #ea$,/ Set/ #ea$-
'bCecti$e ":
Students will correctly aly grade1le$el honics and word analysis s&ills in decoding words to
hel imro$e reading s&ills.
Initial Presentation:
Students will discuss ideas of why they belie$e it is imortant to learn and understand each of the
honics s&ills resented as well as what they ha$e gotten from each lesson.
+enerati$e Strategy:
Students will be gi$en a list of words that are searated by sections of honics s&ills taught.
They will also be gi$en a brief story that includes words that relate to the honics s&ills taught.
Indi$idually% each student will create a =o&i and record the reading of the words and story they
were gi$en. This will show that the students can not only read the words% but it will begin to
wor& with fluency as well.
?ifferentiation:
Multile means of reresentation and multile means of e!ression and action are in the lesson.
Students are gi$en a choice of recording otions and technology tools to use. 9or the students
that need a challenge% the instructor could as& for them to create their own story instead of gi$ing
them a story. 2Morra B (eynolds3
#e'erences:
Morra% T. B (eynolds% J. Hni$ersal ?esign for Learning: Alication for Technology1-nhanced
Learning. The Journal of the =irginia Community Colleges. 4615".
Part =II: ?esign of Instruction
Instructional
Strategies
+oals 'bCecti$es H?L Assessments
Lesson ":
Students ractice
distinguishing
between short and
long $owel words
by creating a slide
resentation
Students share
information with
the class and
discuss how they
understand that a
word has a short
or long $owel
sound.
Students will be
able to
determine the
difference
between a word
with a short
$owel and a
long $owel and
be able to read
them correctly.
'bCecti$e ,:
Students will
distinguish long
and short $owels
when reading
regularly selled
one1syllable
words.
,A: Students will
name words with
short $owels.
,>: Students will
name words with
long $owels.
,C: Students will
classify words as
ha$ing long or
short $owels.
?ifferentiation:
Multile means
of reresentation
is being used.
Students will
listen to or read
the sets of words
ro$ided.
Multile means
of action and
e!ression are
also being used.
Students are
being gi$en a
choice in
technology tools
to create their
resentation
Students will
ractice
distinguishing
between short
and long $owel
words by
creating a slide
resentation that
dislays a slide
for short $owel
words and a
slide for long
$owel words.
Lesson ,:
In grous%
students will
wor& together to
create word lists
using $owel
digrahs. Hsing a
)eb ,./ tool% the
students will
create a
resentation that
shows a list of
words
2aro!imately 01
"/3 that contains
$owel digrahs.
)hen comleted%
students may
resent their
resentations to
Students will
show
understanding
of $owel teams
and how their
sellings and
sounds relate to
each other.
'bCecti$e 6:
Students will
identify selling1
sound
corresondences
for common
$owel teams.
6A: Students will
define a $owel
team.
6>: Students will
correctly read
words with $owel
teams and $owel
digrahs.
6C: Students will
list words that
contain $owel
digrahs.
Multile means
of action and
e!ression are
being used.
Students are
being gi$en a
choice of
technology tools
to create their
resentation.
Also% the
instructor may
allow a smaller
number of words
for those
e!eriencing
difficulty% or as a
challenge% the
students may
ta&e on more
than "/ words.
Hsing a )eb ,./
tool% the students
will create a
resentation that
shows a list of
words
2aro!imately
01"/3 that
contains $owel
digrahs
the class. The instructor
could assign a
certain digrah
to each student
or to each grou.
Lesson 6:
A tutorial lesson
will be shown on
inconsistent
selling sound
corresondences
that relates to
using silent
consonants%
dihthongs% and r1
controlled
$owels.
Indi$idually%
students will ta&e
a Aui; where they
hear a $ariety of
words. Students
will be gi$en a
choice of how to
sell the words%
and they must
choose the correct
one.
Students will be
able to identify
words with
inconsistent
selling and
sound
relationshis.
Students will be
able to read and
sell words
with silent
consonants.
Students will be
able to read and
sell words
with
dihthongs.
Students will be
able to read and
sell words
with r1
controlled
$owels.
'bCecti$e K:
Students will
identify words
with inconsistent
but common
selling sound
corresondences.
KA: Students will
classify words
using silent
consonants.
K>: Students will
classify words
using dihthongs.
KC: Students will
classify words
containing r1
controlled $owels.
Multile means
of reresentation
is being used in
the lesson. -$en
though the
assignment is
comleted
indi$idually%
students are
offered le$els of
challenge on the
Aui;.
Students will
ta&e a Aui;
where they hear
a $ariety of
words. Students
will be gi$en a
choice of how to
sell the words%
and they must
choose the
correct one.
Lesson 4:
A tutorial lesson
on Smart>oard
will be shown on
introducing
refi!es and
suffi!es. )ords
will be gi$en
e!amles of how
a refi! and
suffi! is used
along with the
base D root word
Students will
read and
understand the
meaning of
words with
refi!es and
suffi!es.
'bCecti$e 5:
Students will
decode words with
common refi!es
and suffi!es.
5A: Students will
classify words
using a refi!.
5>: Students will
classify words
using a suffi!.
5C: Students will
classify words as
Multile means
of reresentation
and multile
means of
e!ression and
action are
aarent in this
lesson. Students
are taught with
multi media as
well as are being
interacti$e with
the lesson. They
are also gi$en
Students will
wor& with a
artner to create
a )ordle Cloud
of a refi! and
suffi! that was
randomly
selected
to change its
meaning.
Indi$idually%
students will
interact along
with the
Smart>oard
resentation% but
they will also
wor& with a
artner to create a
)ordle Cloud of
a refi! and
suffi! that was
randomly
selected. 'nce
comleted% the
artners can share
their )ordle and
dislay them on a
word wall for
future reference.
to whether they
ha$e a refi! or a
suffi!.
choice of how to
reresent their
information by
being allowed to
choose their )eb
,./ tool. The
instructor could
assign a certain
refi! or suffi!
to each student
or to each grou.
>y ha$ing a
choice of how to
comlete the
assignment% the
lesson also has
multile le$els of
engagement. If
students were
e!eriencing
difficulty%
students may be
allowed to use a
reference boo&%
such as a
dictionary% to
hel them locate
words that
include the
refi! or suffi!.
Lesson 5:
Hsing a
PowerPoint
resentation%
students are
introduced to
longer words than
what they
generally read.
The instructor
will introduce the
word and ha$e
the students to
identify how
many Echun&sF or
Students will
decode and read
multi1syllabic
words.
'bCecti$e 4:
Students will
decode multi1
syllabic words.
4A: Students will
define what
syllables are.
4>: Students will
define what multi1
syllabic means.
4C: Students will
describe how a
word has one or
more syllables.
Multile means
of reresentation
is used in the
lesson. ?uring
the instruction
section% ictures
can be used
along with the
words for
identification
and reading
uroses. Also%
the instructor
could ha$e the
students to cla
out the syllables
Students will
articiate in an
online learning
game. Students
will use Syllable
9actory +ame to
show their
understanding of
brea&ing
syllables aart
into chun&s to
hel imro$e
their reading
s&ills of multi1
syllabic words.
syllables of the
word they heard
by reeating it.
Students
articiate in an
online learning
game. Students
use Syllable
9actory +ame to
show their
understanding of
brea&ing syllables
aart into chun&s
to hel imro$e
their reading
s&ills of multi1
syllabic words.
as they say the
words to bring
more of a hands1
on and
interacti$e feel to
the lesson. 'n
the Syllable
9actory +ame%
students are
allowed to
choose different
le$els based on
their
understanding of
syllabication.
'n each le$el%
the number of
words is
different as well.
Lesson K:
Students discuss
ideas of why they
belie$e it is
imortant to learn
and understand
each of the
honics s&ills
resented as well
as what they ha$e
gotten from each
lesson.
Students are
gi$en a list of
words that are
searated by
sections of
honics s&ills
taught. They are
gi$en a story that
includes words
that relate to the
honics s&ills
taught.
Indi$idually% each
Students will
aly what they
ha$e learned of
honics s&ills
and aly it to
their reading to
become better
readers.
'bCecti$e ":
Students will
correctly aly
grade1le$el
honics and word
analysis s&ills in
decoding words to
hel imro$e
reading s&ills.
Multile means
of reresentation
and multile
means of
e!ression and
action are in the
lesson. Students
are gi$en a
choice of
recording
otions and
technology tools
to use. 9or the
students that
need a challenge%
the instructor
could as& for
them to create
their own story
instead of gi$ing
them a story.
Students will be
gi$en a list of
words that are
searated by
sections of
honics s&ills
taught. They
will also be
gi$en a brief
story that
includes words
that relate to the
honics s&ills
taught.
Indi$idually%
each student will
create a =o&i
and record the
reading of the
words and story
they were gi$en.
This will show
that the students
can not only read
the words% but it
will begin to
student will create
a recording and
read the words
and story they
were gi$en. This
will show that the
students can not
only read the
words% but it will
begin to wor&
with fluency as
well.
wor& with
fluency as well.
Part =III: 9ormati$e -$aluation Plan
I will be using an oen ended Auestionnaire for my SM- and an online sur$ey for my learners for
my formati$e e$aluation lan. I would ro$ide a comfortable setting for the SM- to follow
through with wor&ing through the instructional unit. I feel that the SM- would gi$e a truthful
e$aluation of the lan because they would also be in the same role as me. I would e!ect for the
SM- to gi$e recommendations for re$ising any instruction to ma&e imro$ement on the unit.
The SM- would ro$ide $aluable information that would lead to refining the instruction to be
the most successful for the students articiating in the unit.
'en1-nded @uestionnaire for SM-:
". After comleting the unit% what are your feelings on the toic of this unitL
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,. In your oinion% what was the greatest strength of the teaching aroach2es3 used for
learning the material on this unitL
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6. ?o you feel that the content and organi;ation of the unit was adeAuate for the targeted
audienceL Please e!lain your thin&ing.
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4. In your oinion% do you thin& the learner is ro$ided with all the necessary content to
comlete the unit successfullyL
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5. Is there any content that should be included to ma&e the unit more successfulL Please
e!lain your thin&ing.
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K. Is there any content that should be ta&en out to ma&e the unit more successfulL Please
e!lain your thin&ing.
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#. Sow demanding do you feel the online e!erience was comared to a con$entional unitL
-!lain.
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0. )hat suggestions would you gi$e to the instructor of the unit to imro$e the lessons or
o$erall unitL
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Sur$ey for Learners:
". >efore comleting the online unit% how interested were you in the toic that was resentedL
" O I did not &now anything about the toic
, O not interested
6 O not sure
4 O a little interested
5 O $ery interested
,. As you comleted the online unit% how easy or difficult did you find the unit to be for you
" O too easy
, O a little easy
6 O erfect for me
4 O a little difficult
5 O too difficult
6. )ere the lessons and directions easy and clear to followL
" O $ery unclear
, O a little unclear
6 O undecided
4 O retty clear
5 O $ery clear
4. After comleting the unit% how interested are you in the toic that was resentedL
" O I do not &now anything about the toic
, O not interested
6 O not sure
4 O a little interested
5 O $ery interested
5. After comleting this online unit% how confident are you in your abilities of honemic
awareness% honics% and your ability to read wordsL
" O not confident
, O a little confident
6 O not sure
4 O a little confident
5 O $ery confident

K. Are there things that you did not understand or had Auestions about from the unitL Please
list them.
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#. ?o you ha$e ideas that you belie$e would ma&e this unit better or more enCoyableL
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After the sur$eys and Auestionnaires ha$e been comlete% I will re$iew the information ro$ided
and loo& at the data using Aualitati$e analysis. This will hel me to see the reaction and thoughts
of the learners as well as the SM-. After re$iewing the data from the Auestionnaire% I will use
the information to hel me re$iew the unit and see where the articiants belie$e imro$ements
need to be made. I will go through each suggestion and ta&e them into consideration* howe$er
that does not mean that each suggestion will be imlemented into the re$ised unit. '$erall% I will
use the suggestions to try to hel to imro$e the unit as well as instruction to hel the
articiants to be successful when the unit is fully imlemented.