Principals of Instructional Design

Instructional Design Project

Report 3-Post-Instructional Components
Renee Ford

Characteristics of Learners
Student

Exceptionality

CG
DG

Pull-Out Reading
Learning
Delay/RBHS

ZH

Pull-Out
Reading/Speech

MJ
ML

Pull-Out
Reading/RBHS
Learning Delay

ZL

Learning Delay

JL

Learning Delay

ZM
JP

BR
TS
BS

Learning Delay

Accommodations

*Small Group Setting

for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams
*Ask and Answer
Questions
*Repeat Responses
*Extended Time for
Responses

*Small Group Setting

for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams
*Small Group Setting
for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams
*Small Group Setting
for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams
*Small Group Setting
for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams

Fountas and
Pinnell BOY
Reading Scores
(Independent)
B
Pre-A

Reading
MAP Fall
Scores

145

149

Pre-A

130

Pre-A

135

Pre-A

125

D
B

139
137

D
D
D

160
167
145

140
141

SS

Learning Delay

KS
PS
HT
JV

Pull-Out Reading

*Small Group Setting

for Quizzes and Exams
*Extended Time for
classwork, quizzes, and
exams

RBHS

147

B
B
D
D

159
144
N/A
162

Summative Assessments/Evaluations
Summative assessments used for assessment of short and long vowels was created by the grade
level.

Vowels Running Record Reading

This assessment was created by grade level teachers during the 2014-2015 school year. It was
modified during the 2015-2016 school year due to state standards change.
Instructional Goal Statement
LA.1.RL.P.2: Demonstrate understanding of spoken words, syllables, and sounds.
LA.1.RL.P.2.1: Distinguish long from short vowel sounds in spoken single-syllable
words.
The district requires a score of at least 80% accuracy to demonstrate mastery of the standard,
goal, objective, or skill.
Vowels Assessment
Student Edition
Part 1
Words in Isolation
Read the list of words.
mice
get
rose
made
tube
Part 2
Words in Context
Read the sentences.

hat
rid
game
like
cut

flute
cave
hut
tune
rode

hot
time
cute
note
not

He rode his bike to the store to get a hat.

We like to play games by the bat cave.
My mom put a note in my bag.
The pig made a mess in the mud.
Jane can cut a cute shape in no time.
Part 3
Words in Context
Read each story.
Kate the Cat
Kate was a big black and orange cat. She liked to take naps in the sun. One day, she took a nap
on a cute red mat until a little white rat ran by. She chased the rat into a cave and there it stayed
the rest of the day.

Jake the Snake

Jake the snake liked to bake cakes. He would bake five cakes a day. One day, Sam the cat
stopped by and asked Jake to bake him a pie. The first pie was small, but tasted fine. The next
pie was big, but did not taste good at all. Jake made one more pie. It was not too small or too
big and it tasted sweet.
Vowels Assessment
Scoring Edition
Name: ______________________________

Date: _____________________

Part 1
Words in Isolation
Read the list of words.
Teacher: Place a check each word read correctly. Write the word that is substituted as needed.
mice
get
rose
made
tube

hat
rid
game
like
cut

flute
cave
hut
tune
rode

hot
time
cute
note
not

Part 2
Words in Context
Read the sentences.
Teacher: Place a check each word read correctly. Write the word that is substituted as needed.
Score: ____ out of 45 words = _____%

He rode his bike to the store to get a hat.

We like to play games by the bat cave.

My mom put a note in my bag.

The pig made a mess in the mud.

Jane can cut a cute shape in no time.

Part 3
Words in Context
Read each story.
Teacher: Place a check each word read correctly. Write the word that is substituted as needed.
Accuracy: ______

Fluency: _____

WPM: _____

Kate the Cat

Kate was a big black and orange cat. She liked to take naps in the sun.
One day, she took a nap on a cute red mat until a little white rat ran by.
She chased the rat into a cave and there it stayed the rest of the day.

Jake the Snake

Jake the snake liked to bake cakes. He would bake five cakes a day. One day, Sam the cat
stopped by and asked Jake to bake him a pie. The first pie was small, but tasted fine. The next
pie was big, but did not taste good at all. Jake made one more pie. It was not too small or too
big and it tasted sweet.
List of Evaluation Materials

Vowel Assessment (Student Edition)

Vowel Assessment (Scoring Edition)
Pencil (1) (For marking)
Pointer (1) (Available to each student as needed)
Fountas and Pinnell Reading Calculator (1)
Clipboard (1)

Procedures Used in Evaluation Process

The Vowel Assessment was designed by the Grade Level Team. The Vowel Assessment is an end
of the unit assessment that gauges what a student has retained from the short and long vowel
units. Part 1 requires students to read skill words in isolation. Part 2 requires students to read
skill words in sentence context. Part 3 requires students to read skill words in story context.
Students who do not reach mastery will receive additional instruction during guided reading and
during resources time frames.
Time
The Vowel Assessment will be conducted in the morning during independent and guided reading
times. There is no time limit on the assessment.
Place
The assessment will take place at Easterling Primary School in the Marion County School
District. The location of the assessment will occur in the regular education classroom Room 106.
Procedures
The procedures for the Vowel Assessment require students to be tested individually. The first
section of the test requires students to read words in isolation. The second section requires
students to read words within sentence context. The third section requires the students to read
words within story context. The other students will be completing independent reading while
individuals are being tested.
Schedule
Per the Grade Level Team, the Vowel Assessment should be given within 5 days of concluding
the unit of study. Students are expected to read words in isolation within 3 seconds, but other
areas of the assessment do not have a requirement placed on the student.

Environment
The classroom needs to have a quiet and calm environment. Students will test at the guided
reading table where there are little distractions and disruptions. The area will be free of clutter
that might distract students. Students will be called individually to guided reading table and
complete all parts of the assessment individually.
Concerns
There are several concerns revolving around this assessment. The first concern is for the
students who do not have the prior skills or knowledge to succeed on this assessment. There are
six students who are still learning their entry level skills of learning the alphabet. It is
understood that not all students have the skills to master, but are included in the lessons and
activities to expose them to the material. This turns into a concern of assessment. If those
students are there to be exposed to the material, but not comprehend it; how do we go about
effectively assessing them. The second concern is for students who master the skills with ease.
How does this assessment meet their needs? It is believed that this assessment needs to be
revised to be more aligned to the student population. The third concern is for students with
testing anxiety. These students will be provided breaks between parts as needed. This is done to
alleviate some of the testing anxiety.