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Shavannah Newkirk

FRIT 7739

Face to Face Staff Development Design Document

Dr. Downs

Fall 2017
Identification of Learning Problem

Clayton County students consistently score below state standards in reading. Clayton County

schools have seen lowest standardized test score throughout each academic level and it is

presumed to be due to students low Lexile scores. Reading is generally taught at the elementary

school level therefore to positively impact the learning problem a solution is needed for early age


Goal 1: Learners will be able to engage students by incorporating technology based reading

lessons into their individual classrooms.

Goal 2: Learners will be able to increase overall reading initiative for the student body.

Learner Analysis

Target learners for this instruction include teachers of early age learners. These teachers teach

grades Kindergarten through fifth grade. Although the participants in this school come from

various backgrounds and have acquired different experiences in teaching, the commonality is

that they currently teach groups of students that have repeatedly fallen below state standards in


This module will impact these learners to be able to effectively encourage reading to their early

learners. The readiness level of these particular participants is partial to their prior knowledge.

This lesson covers a free software that is not unfamiliar to teachers but they have not determined

how to utilize the software in their own classrooms.

Task Analysis

In this module I have tiered the usage of technology into appropriate levels for each grade. For

Kindergarten through second grade teachers, they will learn how to implement the Starfall

technology into their reading lessons to provide an engaged foundation of young learners. Third

grade teachers will learn to use technology students are familiar with to introduce more advanced

reading techniques such as identifying characteristics and determining meaning of words and

phrases. Fourth and fifth grade teachers will use Book creator to keep students engaged in

reading by allowing them to produce their interpretation of a book or creating their own book

from content derived from other content classes.

Instructional Objectives

1.) Learners will be able to formulate a technology lesson for reading.

2.) Learners will be able to develop a plan for reading incentives school wide.


Instructional goals and objectives will be assessed through learners lesson plans for use of the

technology as well as evaluating the content and delivery of course. Learners will brainstorm

incentives for immediate implementation throughout the entire school as a ticket out the door. To

differentiate the assessment learners will work in pairs to discuss and create lesson plans and

brainstorm incentive programs.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 K-2 Instructional Plan-Starfall Technology 1

2 3rd Grade Instructional Plan-Advance Starfall Technology 1

3 4th-5th Grade Instructional Plan-Book Creator 1

4 Incentive Programs 2

1. I will first explain the instructional plan of explicit instruction as it pertains to K-2

teachers implementing the Starfall technology into their reading lesson.

2. The next step in the sequence is explain how to use Starfall in more progressive reading

lessons for third grade students. Students should be able to use the Starfall technology

that they are familiar with to learn about identifying characters and determining meaning

of words and phrases.

3. In this step I will show that fourth and fifth grade students can use technology to keep

them engaged in reading by using the Book Creator technology.

4. Lastly, I will suggest some incentives to be used school wide for students reading such as

implementing a book club social for the books that are checked out the most.
Instructional Design Summary

Gain Attention of learners To introduce the lesson, learners will review

current statistics on clayton county
standardized test scores as well as watch a
video on State initiatives to influence reading
in learners.

Objectives The objectives are stated in the beginning of

the lesson before the content

Prior Knowledge Obtaining the learners prior knowledge of the

content is done through a needs assessment
and participant participation during workshop.

Content/Instructional Sequence (learning 30 minute slide presentation with participant

activities and assessments) involvement

K-2 Teachers explore content suitable for

their particular learners

3rd Grade Teachers explore advancing their

learners on familiar content within the
technology program

4th and 5th Grade Teachers are introduced to

technology to continue engage learners in

Feedback Learners will receive feedback face to face

while exploring the different components that
meets their learner needs.

Differentiation/UDL Learners will work in teams to comprise

lesson plans so they can support those that are
struggling with the content.
Representation: Statistic of clayton county
students standardized reading scores
Action: Visual aids as well as listening aids
are incorporated into the technology program.
Engagement: Students are able to expand on
given during workshop and comprise how it
will impact their students.

Formative Evaluation Plan

Participants will complete a lesson plan at the conclusion of the workshop. Participants will also

perform an evaluation on the content and delivery of the staff development. Participants will

participate in a ticket out the door activity by brainstorming incentive programs that they can

immediately implement school wide.