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Kindergarten Collaborative Lesson Instructional Design Plan

Part I: Identification of the Learning Problem


My target audience is a kindergarten class with 18 students. After conferencing with the
teacher, the specified information literacy area of weakness identified is informational writing.
This is only due to this being a new concept for the students, as they are just beginning to form
complete sentences. The teacher would like to strengthen their writing skills before the end of the
year to help ensure success in first grade.
Goal
The goal is for students to be able to focus on a topic and write three to four complete sentences
giving information about a that topic.
Part II: Learner Analysis
My target learners consist of 18 kindergarteners consisting of boys and girls ages five and
six. These kindergarteners are from low to middle income families that live in a rural community.
They enter kindergarten with a variety of readiness skills. At this point in the year, most all of the
students in this particular class are right where they need to be at this point in the year.
Part III: Task Analysis
The task analysis will be conducted using the procedural analysis. I expect that learning
will most likely occur through practice. The kindergarten teacher and I discussed ways to get the
students writing complete sentences giving information focusing on one topic.
SME (Subject Matter Expert)
The subject matter expert for this instructional plan is the kindergarten teacher. She has a
Masters degree in Early Childhood Education. This is her twenty-fifth (and final year as she is
retiring this year) teaching kindergarten.
Task Analysis Outline
I. Brainstorming
A. Fill in graphic organizer on Kidspiration to link words to the topic.
1. Add at least six words to the organizer using the guiding words can, have, are.
II. Writing
A. Write complete informational sentences from the words brainstormed.
1. Write at least three or four complete sentences giving information about the
topic.
III. Illustrating
A. Draw a picture to illustrate each sentence written.

Part IV: Instructional Objectives


1. To complete a graphic organizer by brainstorming words linked to the topic.
2. To write complete sentences to give information on a topic.
3. To draw pictures to illustrate writing.
4. To use a variety of tools to produce and publish writing.
Classification of Instructional Objectives

Performance
Content
Recall Application

Fact

Concept

Principles and Rules

Procedure 1,2,3,4

Interpersonal

Attitude

Standards for the 21st Century Learner


1.4.4 Seek appropriate help when it is needed.

2.1.2 Organize knowledge so that it is useful.

2.1.4 Use technology and other information tools to analyze and organize information.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new
understandings.

2.2.4 Demonstrate personal productivity by completing products to express learning.

2.3.1 Connect understanding to the real world.

2.4.3 Recognize new knowledge and understanding.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that
others can view, use, and assess.

4.3.2 Recognize that resources are created for a variety of purposes.

Georgia Performance Standards


ELAGSEKRI10: Actively engage in group reading of informational text with purpose and understanding.
ELAGSEKRF1: Demonstrate understanding of the organization and basic features of print. a. Follow words from
left to right, top to bottom, and page-by-page. b. Recognize that spoken words are represented in written language
by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all
upper- and lowercase letters of the alphabet.

ELAGSEKW2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.

ELAGSEKW6: With guidance and support from adults, use a variety of tools to produce and publish writing,
including digital tools in collaboration with peers.

ELAGSEKW8: With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

Alabama Learning Standards


Actively engage in group reading activities with purpose and understanding. [RL.K.10]
Actively engage in group reading activities with purpose and understanding. [RI.K.10]
Demonstrate understanding of the organization and basic features of print. [RF.K.1]

a. Follow words from left to right, top to bottom, and page by page. [RF.K.1a]

b. Recognize that spoken words are represented in written language by specific sequences of letters. [RF.K.1b]

c. Understand that words are separated by spaces in print. [RF.K.1c]

d. Recognize and name all uppercase and lowercase letters of the alphabet. [RF.K.1d]

Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they
name what they are writing about and supply some information about the topic. [W.K.2]
With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed. [W.K.5]
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers. [W.K.6]

Part V: Assessments
Objective 1 Assessment: Students will create a web on Kidspiration to brainstorm ideas about a
topic. Teacher/LMS will check to make sure at least six words are included in the web.
Objective 2 Assessment: Students will write three or four informational sentences using the
ideas about their topic. Teacher/LMS will check for three or four complete sentences about the
topic with capital letters and periods.
Objective 3 Assessment: Students will draw pictures to illustrate their writing. Teacher/LMS
will check for illustrations for each sentence and make sure they complement the sentence.
Objective 4 Assessment: Students will take their written sentences with illustrations and transfer
them onto the computer using storymaker on abcya.com. The teacher/LMS will use a rubric to
assess students final product. The learners will use a checklist to self-assess their final product.
LMS/Teacher rubric
Student used at least 6 words in Kidspiration organizer
web.
Student wrote 3 or 4 informational sentences using ideas
about their topics.

Student used capital letters correctly in sentences.

Student used punctuation correctly in sentences.

Student drew pictures to go with each sentence.

Pictures correlated with sentences.

Student transferred written work into digital element.

Student self-assessment rubric

I used 6 words or more in Kidspiration.

I wrote 3 or more sentences about cows.

I used capital letters in every sentence.


I used periods in every sentence.

I drew pictures to go with every sentence.

My pictures go with my sentences.

I put my work on Storymaker in abcya.com.

Differentiation for assignment


Students will complete two to three sentences instead of three to four. Students will work with a
buddy to complete digital components.
Brief Narrative
Students have been studying animals on the farm for two weeks now. Several informational
books on different farm animals have been read throughout the past two weeks. The LMS will
read Cows by Emily Green. A discussion of cows will be led by the LMS after story is read.
Students will offer information learned about cows. The LMS will complete and display a
graphic organizer from Kidspiration on the Smartboard as the students give the information.
Students are familiar with Kidspiration from past projects. The students will then create their
own organizer on Kidspiration (the information on the Smartboard will not be displayed while
students are creating their own). The students will then take the key words from the organizer
and use handwriting paper to write an informational sentence with a capital letter and period and
draw a picture to illustrate the sentence. The student will repeat this process to complete three or
four sentences and illustrations. The LMS and teacher will help students as needed. Curated
resources of information on cows will be available for students to view as needed. The LMS will
show the students how to view the information on the curated list on Listly. When the student
completes his/her writings and illustrations, they will then use their papers to copy them into
digital format on the computer using Storymaker on abcya.com. The LMS/teacher will use the
rubric to assess the final product. Students who need extra help during this assignment will have
modifications on amount of work, will get extra assistance from the LMS or teacher or will be
assigned a partner to work with.
Resources

Cows (2007) by Emily K. Green


Graphic organizer web created on Kidspiration at http://www.inspiration.com/go/kidsmaps
Curated resources created on http://list.ly/
Final Product created in Storymaker on http://www.abcya.com/story_maker.htm
Part VI: Content Sequencing and Instructional Strategies
Lesson 1: Brainstorming information
Objective 1: To complete a graphic organizer by brainstorming words linked to the topic.
Initial Presentation: The learner will listen to Cows read aloud and discuss facts about cows.
Generative Strategy: The learner will create a graphic organizer web on Kidspiration with facts
learned about cows. The students will view the curated resources created on listly if needed.
Lesson 2: Use details from graphic organizer to write sentences about cows.
Objective 2: To write complete sentences to give information on a topic.
Generative Strategy: The learner will use 3 or 4 words from organizer to write complete
sentences to tell facts about cows.
Lesson 3: Illustrations
Objective 3: To draw pictures to illustrate writing.
Generative Strategy: The learner will draw a picture to correlate with each sentence.
Lesson 4: Digital Product
Objective 4: To use a variety of tools to produce and publish writing.
Initial Presentation: The LMS and teacher will show students how to use Storymaker on
abcya.com.
Generative: The learner take their completed writing with illustrations to transfer sentences and
drawings onto computer using storymaker on abcya.com. The learner will then complete the self-
assessment rubric.
Part VII: Instructional Design Summary

Gain the Instructional Goals Objectives UDL Assessments


Learners Strategies
Attention
*A mobile *Students *To *Students * Students are *Completion
dairy cow is will create a understand will complete presented of organizer,
scheduled to graphic how to write a graphic information written
visit before organizer informational organizer by through sentences
this lesson. online. sentences brainstormin multiple media and pictures
about one g words types. and digital
*The *Students topic. linked to the component
students will pick a topic. *Differentiatio product will
will visit the key detail n is provided be monitored
farm behind about cows *Students through a and assessed
the school and put it in will write modified and by LMS with
to see the a complete complete assigning a rubric.
cows. sentence. sentences to partner as
give needed. *Students
*Several *Students information will self-
books and will draw on a topic. assess their
videos will pictures to work with
be read and illustrate *Students checklist.
shown their will draw
before and sentences. pictures to
during the illustrate
lesson. *Students writing.
will type *Students
*Images of their will use a
cows on the sentences variety of
farm will be and create tools to
shared. pictures produce and
online. publish
writing.

Part VIII: Formative Evaluation Plan

The Subject Matter Expert (SME) and LMS will complete a survey together. This survey will be
conducted prior to the lesson being implemented in the kindergarten classroom. The Subject
Matter Expert, for the purposes of analyzing the lesson, will be a teacher with twenty five years
experience in the kindergarten classroom.

SME Survey

Strongly Disagree Neutral Agree Strongly


Disagree Agree

The informational books read aloud were helpful and


useful.

The graphic organizer on Kidspiration was appropriate


and helped the learners reach their goal.

The curated resource list was appropriate and helped the


learners reach their goals.

The writing activity was appropriate.

The digital component, Storymaker, on abcya.com was


appropriate.

The student checklist is appropriate and will help the


learners reach their goal.

The differentiated instruction is appropriate in helping


the learners reach their goal.

The sequence of the lessons is appropriate.

Overall this lesson is complete and covers all necessary


basis in order for the learners to be successful in
meeting their goal.

Reviewing and Analyzing Data

Data from this objectives-based formative evaluation will be reviewed and analyzed according to
the students final products. Learner evaluation data will be reviewed after the learner has
completed the lesson. Necessary changes will be made to the lesson after analyzing the answers
from the SMEs survey. Suggestions for improvement will be provided and taken into
consideration on any questions marked disagree or strongly disagree on the subject matter
experts survey. Necessary changes will be made for any future use of the lesson.