Vocabulary Professional Learning

Jessica Shuff

Dr. Akcaoglu
FRIT 7231
Fall 2017
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Part 1: Identification of Learning Problem

General Audience

The primary audience for this professional learning will consist of all certified teachers including

pre-k through fifth grade regular education teachers, ESOL teachers, and special education

teachers. All required participants have varying educational degrees and teaching experience.

Teachers of grades 2-5 are departmentalized and concentrate on one or two subject areas.

Teachers of grades pre-k through first grade teach all subject areas.

Problem Identification

Bayvale Elementary is a Title 1 School located in Richmond County, Georgia. The school serves

over 500 students from pre-k through fifth grade. The population consists of 65.8% African

American, 22.46% Hispanic, 10.5% Caucasian, and 0.12% multicultural students. Two-thirds of

students live in single parent households and over 90% of the students live at or below the

poverty level. According to the Georgia Milestone test in 2016, 65% of Bayvale third graders

were considered “beginning learners” and only 8% of third graders were considered “proficient

learners” in English Language Arts. These statistics are similar across all grade levels and subject

areas.

Although these scores look bleak, they can improve with effective instruction. Richmond County

is well aware there is a vocabulary knowledge deficit. It is widely known that students from

lower socioeconomic households score significantly lower on language development versus

students from higher socioeconomic households. Coupled with a growing ELL population,

vocabulary knowledge has become a serious issue. This problem has been identified by teachers,

administrators, and curriculum developers. During Richmond County teacher training in the
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summer of 2017, a portion of the professional learning was devoted to teaching vocabulary.

However, the session was just over an hour long and only focused on using the Frayer Model for

vocabulary acquisition. This model is an effective tool, but is time consuming and cannot be the

only vocabulary teaching method teachers employ. Teachers should be equipped with additional

teaching strategies and assessment techniques to meet the needs of the diverse learners. When all

teachers are taught effectively and employ the strategies with fidelity, vocabulary instruction will

improve.

Instructional Goals

• Teachers will be able to use a variety of researched-based vocabulary strategies in their content

area(s).

• Teachers will be able to plan for vocabulary instruction throughout the school year based on

county curriculum maps.

• Teachers will be able to promote both incidental and explicit vocabulary learning.

• Teachers will be able to develop vocabulary assessments.

*Statistics from The Georgia Department of Education

Part II: Learner Analysis

Introduction

Bayvale Elementary is a Title 1 School located in Richmond County, Georgia. The school serves

over 500 students from pre-k through fifth grade. The student population consists of 65.8%

African American, 22.46% Hispanic, 10.5% Caucasian, and 0.12% multicultural students. Two-

thirds of students live in single parent households and 100% of students live in economically

disadvantaged backgrounds. The most recent College and Career Readiness Performance Index
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score Bayvale has received is 58.6 out of 100. The school was placed on the Focus School list

due to this low figure during the 2015-2017 school years. Bayvale has been removed from the

Focus School list during the 2017-2018 school year. This teaching vocabulary training will be

geared towards certified pre-k through fifth grade teachers. Bayvale has 34 certified staff

members including the regular education, special education, and ESOL teachers. The certified

teaching population consists of 64.7% African American, 32.4% Caucasian, and 2.9% Hispanic

individuals. 85.2% of teachers are female while 14.71% are male. The teachers’ ages range from

23-51 years old. Teaching experience ranges from year one to 22 years.

Entry Skills & Prior Knowledge

All certified teachers have been through a teacher program at an accredited college or university.

Certified teachers have passed the GACE in their area of certification. Teachers have attended

professional learnings and trainings to keep their certification up-to-date. All teachers have been

required to attend Richmond County professional development during the summer of 2017. A

portion of the professional development was devoted to teaching vocabulary. Due to this,

teachers are familiar with the Frayer Model for vocabulary acquisition as well as the importance

of integrating vocabulary throughout content areas. When Bayvale teachers were surveyed,

33.3% feel fairly comfortable teaching vocabulary in their content area and 66.6% feel an

average or above average comfort level.

Attitude Toward Content & Academic Motivation

According to a survey conducted, the teachers at Bayvale are highly motivated to learn new

teaching approaches and techniques when the approaches are relevant to their content area and

grade level. However, many teachers voiced the need to see these new approaches in practice,
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not just in theory. 100% of the staff members who completed the survey said they are willing to

learn new vocabulary teaching and assessment methods.

Education Ability Levels

Teachers in grades 2-5 are departmentalized, meaning they teach one or two subjects for an hour

a day. Students rotate to different teachers throughout the school day. However, those who teach

pre-k through first grade, teach all core subjects (English Language Arts, mathematics, science,

health, social studies). Of the 34 certified teachers at Bayvale, 46.1% have a Bachelor’s degree,

26.9% have a Masters degree, 20% have an educational Specialist degree and 2.9% have a

Doctoral degree.

General Learning Preferences

Generally, professional learning at Bayvale is held in the computer lab. However, there is limited

seating around tables and the Promethean Board often has technical difficulties. Due to this, the

teachers were asked where they would prefer to conduct future professional learnings. 68% of

teachers suggested the media center where there is ample seating and table space. However, 25%

of teachers wanted a smaller setting for the PL. Those teachers would like to conduct the training

in the grade level chair’s classroom. The survey also asked teachers how they would like the

training to be conducted. The choices were: lecture, lecture with group discussion, hands-on

learning, technology based, or a mixture of all. These choices gave more insight on the learning

preferences of the teachers at Bayvale. 33% prefer a lecture with group discussion, 16% prefer a

hands-on approach, 16% prefer a technology based session, and 33% prefer a mixture of all.

Group Characteristics
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Bayvale has 34 certified staff members including the regular education, special education, and

ESOL teachers. The certified teaching population consists of 64.7% African American, 32.4%

Caucasian, and 2.9% Hispanic individuals. 85.2% of teachers are female while 14.71% are male.

The teachers’ ages range from 23-51 years old. Teaching experience ranges from one year to 22

years.

Part III: Task Analysis

In order to conduct this task analysis, I decided to complete a procedural analysis. First, I had to

review the overall goals I hope the participants will achieve. I then focused on the new

vocabulary teaching and assessment method I would teach to all certified teachers at Bayvale

Elementary. Within this professional learning, I decided to introduce the total physical response

theory as well as cloze reading passages. Both these methods are used with English Language

Learners and since Bayvale has 23% Hispanic students, I figured these methods would be

appropriate for our population.

I listed each step that would be required to introduce the teachers to the new methods. These

steps will help guide me, the subject matter expert, when designing the instruction. There are

clear steps that will help the participants understand the information. There is also a portion of

time for the participants to implement their knowledge.

Teachers of second-fifth grade will complete this professional learning as a vertical team. (i.e. all

social studies content area teachers will train together). Teachers of pre-k, kindergarten, and first
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grade will complete the professional learning with their grade level. All teachers will have access

to computers.
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Task Analysis Outline

I. Introduction to total physical response theory
A. Definition
B. Benefits
1. Value in ESL classrooms
2. Value in mixed-ability classrooms
3. Benefits to various learning styles
a) Visual
b) Auditory
c) Kinesthetic
4. Involves both left and right brain learning
C. Drawbacks
1. Must be used in conjunction with other vocabulary methods
2. Shy students
3. Suitable only for beginning learners
D. How is total physical response theory implemented?
1. Steps and procedures for implementation
a) Teacher gives definition of new word
b) Teacher uses gestures, facial expressions, props or body movements to support
definition
c) Students imitate body movements while saying the word
d) Teacher writes the words to connect written expression to oral language
e) Repeat and practice
II. Teacher discussion
A. Gather in groups of 2, 3 or 4
B. Teachers answer questions
1. How could the total physical response theory be used in your classroom?
2. How would you introduce this concept to your current group of students?
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3. How can this theory be adapted to an upper-grade classroom?

III. Introduction to cloze reading passages
A. Definition
1. A passage where some words have been deleted and students add the missing
words based
2. Used often as an assessment strategy
B. Benefits
1. Use of context clues
2. Emphasis on active reading
a) Allows students to make predictions
b) Allows students to make connections
c) Activates background knowledge
3. Encourages discussion
4. Gives teacher information on how student ability to process language
5. Can be used in all content areas
C. How to prepare
1. Choose the vocabulary words to assess
2. Decide if the cloze passage will include a word bank
3. Create sentences with an adequate amount of context
4. Delete the vocabulary words
IV. Practice
A. Log on to a computer
B. Visit rcboe.rubiconatlas.org
C. Log in using Richmond County username and password
D. Click on one subject
E. Click on “Unit 1”
F. Scroll to find unit 1 vocabulary
1. Within groups of 2, 3 or 4, identify vocabulary in unit 1 that could be taught by using the Total
Response Theory
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2. Discuss in groups: How can you use the Total Response Theory to teach the words identified?
V. Implementation
A. Each member in the group will choose 1 word to teach to the group using the total physical
response theory
1. Follow to procedure
2. Give definition of new word
3. Teacher uses gestures, facial expression, props or body movement to support definition
4. Students imitate body movements while saying the word.
5. Teacher writes down the word to connect written expression with oral language.
6. Repeat and practice until each group member teaches a word.
B. Each group member will use the word that was taught and create a cloze sentence.
A. Create a sentence with an adequate amount of context
B. Delete the vocabulary word
C. Share sentence with group
A. Discuss two positive aspects of the sentence and one suggestion
Subject Matter Expert (SME)
I (Jessica Shuff) will serve as the subject matter expert for the vocabulary professional learning

at Bayvale Elementary. I have received a bachelor’s degree in Early Childhood Education from

The University of Georgia in Athens, Georgia. I currently hold a valid Georgia teaching license,

and I am certified to teach pre-k through 5th grade. I also have a mathematics and reading

endorsement. I am currently completing my master’s degree in Instructional Technology and

School Library Media from Georgia Southern in Statesboro, Georgia.

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I am qualified to serve as the SME since I have been teaching for the past five years at a low-

income, low-performing school. I have implemented these vocabulary strategies in my pre-k,

kindergarten and first grade past and current teaching positions. I have seen the benefits of these

techniques and believe all students could improve vocabulary skills by using these motivating

strategies.

Part IV: Instructional Objectives

The instructional objectives for this vocabulary professional learning all relate to the cognitive
domain. The level of Bloom’s Taxonomy has been listed next to each terminal objective.

Terminal Objective 1: To explain the usefulness of the total physical response theory in a
classroom with diverse learners. (Level 2-Comprehension)
Enabling Objectives:
1A. Understand the definition of the total physical response theory.
1B. Express the value in ESL and mixed ability classrooms.
1C. Discuss the impact on various learning styles.

Terminal Objective 2: To demonstrate the use of the total physical response theory. (Level 3-
Application)
Enabling Objectives:
2A. Understand the procedures of the total physical response theory.
2B. Discuss how the theory could be used in classroom.
2C. Practice implementing the theory to a small group of peers.
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Terminal Objective 3: To discover content area vocabulary that can be taught using the total
physical response theory. (Level 3-Application)
Enabling Objectives:
3A: Find content area vocabulary on Rubicon Atlas.
3B: Choose vocabulary that can be taught using the theory.

Terminal Objective 4: To describe the usefulness of cloze reading passages. (Level 6-

Evaluation)
Enabling Objectives:
4A: Understand the definition of cloze reading passages.
4B: Describe the benefits of using this assessment strategy.
4C: Discuss how it could be used in the k-5 classroom.

Terminal Objective 5: To develop vocabulary assessments through use of cloze reading

passages. (Level 5-Application)
Enabling Objectives:
5A: Create a cloze reading sentence with a content area vocabulary word.
5B: Assess cloze reading sentence.
5C: Practice writing additional cloze sentences with content area vocabulary.

Classification of Instructional Objectives

Content Performance

Recall Application

Fact 1B, 1C, 4B

Concept 1, 1A, 4A 3

Principles 3B, 4

Procedure 2A 3A, 5, 5A, 5B, 5C

Interpersonal 2, 2B, 4C

Attitude

Relationship between Instructional Objectives and Standards

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Instructional Objectives Teacher Keys Effectiveness System

1 TKES Standard 3: Differentiated

Instruction-The teacher challenges and
1A supports each student’s learning by
providing appropriate content and
1B
developing skills which address individual
1C learning differences.

2 TKES Standard 4: Instructional Strategies-

The teacher promotes student learning by
2A using research-based instructional strategies
relevant to content area to engage students
2B
in active learning and to facilitate the
2C students’ acquisition of key knowledge and
skills.

3 TKES Standard 2: Instructional Planning-

The teacher plans using state and local
3A school district curricula and standards,
effective strategies, resources, and date to
3B
address the differentiated needs of all
students.

4 TKES Standard 5: Assessment Strategies-

The teacher systematically chooses a variety
4A of diagnostic, formative, and summative
assessment strategies and instruments that
4B
are valid and appropriate for the content
4C and student population.
TKES Standard 6: Assessment Uses-The
5 teacher systematically gathers, analyzes,
and uses relevant data to measure student
5A
progress, to inform instructional content
5B and delivery methods, and to provide timely
and constructive feedback to both students
5C and parents.

Part V: Development of Assessments

Lesson 1: An Introduction to Cloze Reading Passages & Designing Cloze Reading Passages
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Objective 3: To describe the usefulness of cloze reading passages.

3A: Understand the definition of cloze reading passages.

3B: Describe the benefits of using this assessment strategy.

3C: Discuss how it could be used in the K-5 classroom.

Objective 4: To develop vocabulary assessments through use of cloze reading passages.

4A: Create a cloze reading sentence with a content area vocabulary word.

4B: Assess cloze reading sentence.

4C: Practice writing additional cloze sentences with content area vocabulary.

Assessment: The learners will differentiate between cloze reading passages with sufficient

context clues and reading passages with insufficient context clues. This assessment serves as a

quick check for understanding.

UDL Principles: The assessment questions will be in large print and have an audio option.

Assessment: The learners will create a product or develop a presentation explaining how cloze

reading passages are useful in the elementary classroom. Within the product, participants will

also include an example of a cloze reading passage based on their content area.

UDL Principles: The learners will complete the product or presentation using a Web 2.0 tool of

their choice.

Lesson 2: An Introduction to Total Physical Response Theory

Objective 1: To explain the usefulness of the total physical response theory in a classroom with

diverse learners.

1A. Understand the definition of the total physical response theory.

1B. Express the value in ESL and mixed ability classrooms.

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1C. Discuss the impact on various learning styles.

Assessment: The learners will create a video or write a paragraph detailing the benefits of TPR.

UDL Principles: Prior to creating the video, learners will log onto TodaysMeet and discuss ways

to include this theory in a classroom with diverse learners. This discussion will allow learners to

collaborate and share their ideas with others. It will guide learners to formulate their opinions

and ideas. The learners are given a choice in describing the benefits.

Lesson 3: Practice and Implementation

Objective 2: To demonstrate the use of the total physical response theory.

2A. Understand the procedures of the total physical response theory.

2B. Discuss how the theory could be used in classroom.

2C. Choose vocabulary that can be taught using the theory.

2D. Practice implementing the theory.

Assessment: The learners will create a video implementing a short lesson using TPR.

UDL Principles: The learners will choose the vocabulary words that will be taught using the TPR

method.

Assessment Examples

Objective 3 Assessment

Directions: Read and sort the following cloze reading passages into the “sufficient context clues”
box or the “insufficient context clues” box.
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Sufficient Context Clues

Insufficient Context Clues

The plant life cycle describes how plants
grow. Plants begin as ____________. After
the seed is given water, _________ form in
the soil. The ________ are not seen by an
observer. A sprout begins to grow after the
plant takes root.
The plant _______ _______ describes how
plants grow. Plants begin as ____________.
After the seed is given water, _________ form
in the _________. The ________ are not seen
by an observer. A sprout begins to grow after
the plant takes ________.

Plants have many parts including _______,

Plants ________ many things to live. The
need __________, __________, and
___________. Plants need to take water and
nutrients from the _______.
stem, and leaves. Each part is found in a
different location on the plant. The roots are
______ the soil. The ______ is above the soil.
The _______ are at the end of the stems. The
stem takes the water from the roots and
transfers it to the __________.
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Sufficient Context Clues

The plant life cycle describes how
plants grow. Plants begin as
____________. After the seed is
given water, _________ form in the
soil. The ________ are not seen by an
observer. A sprout begins to grow after
the plant takes root.
Plants have many parts including _______,
stem, and leaves. Each part is found in a
different location on the plant. The roots are
______ the soil. The ______ is above the
soil. The _______ are at the end of the
stems. The stem takes the water from the
roots and transfers it to the __________.

Insufficient Context Clues

The plant _______ _______ describes how plants
grow. Plants begin as ____________. After the
seed is given water, _________ form in the
_________. The ________ are not seen by an
observer. A sprout begins to grow after the plant
takes ________.
Plants ________ many things to live.
The need __________, __________,
and ___________. Plants need to take
water and nutrients from the _______.

Answer Key-Directions: Read and sort the following cloze reading passages into the “sufficient
context clues” box or the “insufficient context clues” box.
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Objective 4 Assessment

You have learned some information regarding cloze reading assessments and their usefulness in
the elementary classroom. You are now ready to explain the usefulness as it pertains to your
classroom and content area.

Activity:
• You will create a product or develop a short presentation describing how cloze reading
passages are used in the elementary classroom.
• Be sure to address the following in your presentation:
• How are cloze reading passages developed?
• How are cloze reading passages used for assessments?
• Describe two ways cloze reading passages be differentiated.
• Describe three benefits of cloze reading passages.
• Create a short cloze reading passage
• Your product can be developed using a Web 2.0 tool of your choice. Examples include: Prezi,
Emaze, Google Docs, Powtoon & VoiceThread.

Rubric for Cloze Reading Presentation and Example

1 Developing 2 Progressing 3 Proficient

Development The presentation or The presentation or The presentation or

product does not product briefly product fully
describe how cloze describes how cloze describes how cloze
reading passages are reading passages are reading passages are
developed. developed. developed.

Assessments The presentation or The presentation or The presentation or

product does not product briefly product fully
address how to use addresses how to use addresses how to use
cloze reading cloze reading cloze reading
passages for passages for passages for
assessments. assessments. assessments.

Differentiation The presentation or The presentation or The presentation or

product does not product describes one product describes two
describe how cloze way cloze reading ways cloze reading
reading passages can passages can be passages can be
be differentiated. differentiated. differentiated.
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1 Developing 2 Progressing 3 Proficient

Benefits The presentation or The presentation or The presentation or

product describes one product describes two product describes
cloze reading passage cloze reading passage three cloze reading
benefit. benefits. passage benefits.

Final Product The learner does not The learner produces The learner produces
produce a short cloze an insufficient cloze a sufficient cloze
reading passage. reading passage. reading passage.

Objective 1 Assessment

After reading and watching videos detailing the procedures for TPR, you will log into
TodaysMeet to discuss ways you could implement this theory in an elementary classroom. You
will post one original comment answering the question: How can TPR be used in the elementary
classroom? You will also respond to at least one classmate on TodaysMeet. You will then create a
video or write a paragraph reflection describing three benefits TPR can bring to your classroom.

Rubric for TPR Introduction

1 Developing 2 Progressing 3 Proficient

Original Discussion The post does not The post briefly The post thoroughly
Post address how to use describes how to use describes how to use
TPR in the TPR in the TRP in the
elementary elementary elementary
classroom. classroom. classroom.

Response to The learner does not The learner responds The learner responds
Discussion respond to a peer. to one peer with an to more than one peer
original idea. with an original idea
or develops an
extension of peer’s
idea.

Reflection The learner describes The learner describes The learner describes
one benefit TPR can two benefits TPR can three benefits TPR
bring to the bring to the can bring to the
elementary elementary elementary
classroom. classroom. classroom.
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Objective 2 Assessment

Now that you have found content vocabulary, it’s time to create your own lesson using TPR. You
will use the vocabulary you have chosen from your curriculum to implement a lesson. Your
lesson will include two related content vocabulary words. You will address all procedures
included in introducing new vocabulary words as prescribed by TPR. You will upload a video of
your TPR lesson.

1 Developing 2 Progressing 3 Proficient

Vocabulary The learner does not The learner uses The learner uses
use related related vocabulary related vocabulary
vocabulary to but does not connect and connects the
develop the lesson. words throughout the vocabulary within the
lesson. lesson.

Teacher Modeling The learner does not The learner uses The learner uses
model words using ineffective facial effective facial
facial gestures, props, gestures, props, or gestures, props, or
or body movements body movements to body movements to
to illustrate the illustrate the meaning illustrate the meaning
meaning of the word. of the word. of the word.

Student Modeling/ The students do not The students model The students model
Participation model the teacher’s the teacher’s actions the teacher’s actions
actions and do not but do not say the and say the new
say the new new vocabulary word vocabulary word
vocabulary word. while doing so. while doing so.

Writing The learner does not The learner writes the

write the word so word so the students
students can make the can make the
connection between connection between
oral and written oral and written
language. language.

Repetition and The learner does not The learner teaches The learner teachers
Practice teach the next word the next word using the next word using
using the same the same method. the same method and
method. reviews and practices
words to ensure
learning.

Table Correlating Objectives and Assessments

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Objectives Assessments

Objective 3: To describe the usefulness of The learners will create a product or

cloze reading passages. develop a presentation explaining how
cloze reading passages are useful in the
elementary classroom.

Objective 4: To develop vocabulary Participants will include an example of a

assessments through use of cloze reading cloze reading passage based on their
passages. content area.

Objective 1: To explain the usefulness of the The learners will create a video or write a
total physical response theory in a classroom paragraph detailing the benefits of TPR.
with diverse learners.

Objective 2: To demonstrate the use of the total The learners will create a video
physical response theory. implementing a short lesson using TPR.

Part VI: Instructional Sequence

Sequence Description Objective

1 To describe the usefulness of cloze reading passages. 3

2 To develop vocabulary assessments through use of cloze reading 4

passages.

3 To explain the usefulness of the total physical response theory in a 1

classroom with diverse learners.

4 To demonstrate the use of the total physical response theory. 2

This instructional sequence was developed through use of the familiarity learning-related

sequence. Many participants who will be involved in the professional learning have been

exposed to and have used cloze reading passages to assess vocabulary. Beginning the

professional learning with a topic that is familiar will not overwhelm the participants.
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The participants will review the concepts and the benefits of the cloze assessment strategy.

Group discussion, readings, and guided practice will be implemented in teaching the first two

objectives. The least familiar concept to the group of learners is the total physical response

theory or TPR. For learners to grasp and understand the usefulness of this theory in a classroom

of diverse learners, the theory will be introduced. The participants will view how the total

response theory is taught through use of videos and modeling by the subject matter expert. The

learners will then read research that supports the use of this theory. Lastly, participants will

practice using this theory through use of their curriculum guiding resources. The variety of

strategies that will be implemented use all four generative categories.

Lesson 1: An Introduction to Cloze Reading Passages & Designing Cloze Reading Passages

Objective 3: To describe the usefulness of cloze reading passages.

3A: The student will state the definition of cloze reading passages.

3B: The student will describe the benefits of using this assessment strategy.

3C: The student will discuss how it could be used in the K-5 classroom.

Motivational Strategy: Using Wordle, participants will type information they know about cloze

reading passages.

Plan for UDL: Participants can the device they feel most comfortable with when completing the

Wordle.

Justification of this strategy: Most participants are already familiar with the concept of cloze

reading passages. This motivational strategy will activate prior knowledge. As Kalman et al.

(2013) states, “The design should activate the existing knowledge structures (i.e. recall of prior
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knowledge) and then help the learner alter and encode the new structures” (139). This strategy

will allow students to share their thoughts, ideas, and preconceived notions about the topic.

Initial Presentation: Two poor examples of a cloze reading passage (lack of adequate context

clues and no word bank) and two good examples of a cloze reading passage will be displayed.

Participants will complete or attempt to complete the passages. Participants will be directed to

view the website: ESOL Online at: http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/

Pedagogy/ESOL-teaching-strategies/Oral-language/Teaching-approaches-and-strategies/

Reading/Interactive-cloze. This will help to prepare for group discussion.

Justification of this strategy: Within the initial presentation, a non-example of a cloze reading

passage will be presented. The use of non-examples and examples will serve as a guide for

learners. Giving the examples and non-examples to the participants before reading about the

procedures for creating cloze reading passages will help learners construct their own knowledge.

This presentation of ideas follows the EGRUL and organizational rule (Kalman et al, 2013, p

146).

Plan for UDL: The passages displayed could have an audio option for the auditory learners.

Generative Strategy: Participants will first discuss the possible improvements that could be

made to the displayed passages based on the reading from ESOL Online. The learners will post

their ideas through TodaysMeet. Next, participants will view a video that discusses the benefits

of cloze reading passages and how to prepare them. The students will create a graphic organizer

using the online module that details what they have learned.

Justification of this strategy: The learners can voice their struggles with the non-example and

how the lack of adequate context clues and word bank would result in a poorly designed
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assessment. Participants would use the example and non-example to compare and contrast.

“Using examples helps students to generalize concepts and see relationships among similar

ideas. Non-examples, on the other hand, teach students to differentiate among ideas and concepts

so that they do not over-generalize (Berry et al, 2014 p. 4). Learners have now become invested

in learning about these passages. They have become active participants and are invested in the

topic partly because they have some familiarity. However, some participants may have been

creating cloze reading passages much like the non-examples. The video will help learners

understand the procedures for creating good passages with adequate context clues and even a

word bank (for lower grade students). The use of the graphic organizer will allow students to

organize their thoughts. According to Kalman et al., (2013), “Organization helps the learner

identify how new ideas relate to existing ideas (p. 139). This graphic organizer can help the

instructor assess the learner’s knowledge thus far.

Plan for UDL: The video will include subtitles for participants to follow along.

Objective 4: To develop vocabulary assessments through use of cloze reading passages.

4A: The student will create a cloze reading passage with a content area vocabulary word.

4B: The student will assess cloze reading sentence with use of a rubric.

4C: The student practices writing additional cloze passages with content area vocabulary.

Initial Presentation: Review the benefits of cloze reading passages and the procedures for

creating them through use of the online module. Models of effective cloze reading passages will

be presented. Learners will use Wordle to describe the aspects presented within the examples.

Learners will then be directed to use curriculum materials from RCBOE Rubicon Atlas at https://

rcboe.rubiconatlas.org to select related content vocabulary to create a cloze reading passage.

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Justification of this strategy: The participants will use the examples provided “to process the

materials a a semantic, or deeper, level of processing” (Kalman et al., 2013, p. 138). The use of

the examples will serve as a guide or model for participants when creating their own cloze

passages. Using curriculum documents will make the professional learning relevant and useful.

Plan for UDL: Provide a visual representation of the cloze reading procedures for learners to

reference. Learners can use the unit vocabulary they are currently teaching so it is relevant.

Generative Strategy: Participants will log into the curriculum website and choose related

content vocabulary that can be used as an assessment. Participants will use the cloze reading

models as a guide in creating their cloze reading passages for their content area. Learners will

assess their passage with use of a rubric provided in the module.

Justification of this strategy: At this point, the learners are ready for the elaboration strategy

where learners, “Add their ideas (i.e elaborations ) or existing knowledge to the new information

(Kalman et al., 2013, p. 140). This strategy requires learners to display their knowledge. This

will serve as an assessment piece. Having the learners assess their passages with use of a rubric

will allow them to see areas of strengths and weakness.

Plan for UDL: The visual representation of the cloze reading procedures and the rubric will

serve as a guide during the development of the reading passage.

Lesson 2: An Introduction to Total Physical Response Theory

Objective 1: To explain the usefulness of the total physical response theory in a classroom with

diverse learners.

1A. The student will explain the definition of the total physical response theory.
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1B. The student will express the value in ESL and mixed ability classrooms.

1C. The student will discuss the impact on various learning styles.

Initial Presentation: Participants will view a video introducing the total physical response or

TPR. Then participants will be directed to a web page, The Teacher Toolkit at http://

www.theteachertoolkit.com/index.php/tool/total-physical-response-tpr. This web page details the

benefits of using TPR for vocabulary instruction.

Justification of this strategy: Since TPR is a new concept for learners, watching a video that

models the concept will be a way for learners to “[attend] to stimuli in the environment and then

[give] meaning to those stimuli based on [...] prior knowledge and experiences (Kalman et al.,

2013, p. 138). After viewing the video, some participants may realize they have completed

aspects of TPR in their classroom. It may put some learners’ minds at ease knowing this isn’t

totally foreign, and they have prior knowledge relating to the concept. Learners will then read

additional information about TPR and to gain further perspective on the topic. During the initial

presentation, learners will be asked to recall and describe the steps of the procedure (Kalman et

al., 2013, p. 147).

Plan for UDL: The video will include subtitles for participants to follow along.

Generative Strategy: Participants will use TodaysMeet to discuss the benefits of using TPR in

the context of their own classroom. Participates will generate specific ways in which to use TPR

in their own classroom by creating a video.

Justification of this strategy: Discussing with other participants can help learners gain different

perspectives and retain knowledge. Discussing questions supports learning of the new concept.

(Kalman et al., 2013, p. 145). After discussing, the participants will use the strategies of
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integration, organization, and elaboration to create a video or other multimedia tool detailing

how to use TPR in their classroom.

Plan for UDL: Participants can choose various tools such as a video, powerpoint, or other

presentation tool to display their learning.

Lesson 3: Practice and Implementation

Objective 2: To demonstrate the use of the total physical response theory.

2A. The student will state the procedures of the total physical response theory.

2B. The student will discuss how the theory could be used in classroom.

2C. The student will choose vocabulary that can be taught using the theory.

2D. The student will practice implementing the theory.

Initial Presentation: The participants will review the procedures for TPR. Next, the participants

will access their curriculum documents from RCBOE Rubicon Atlas at https://

rcboe.rubiconatlas.org and find related content vocabulary.

Justification of Strategy: Using the curriculum documents from Richmond County will make

the practice more relevant. As Roberson points out, “Relevance is important to teaching and

learning because it is directly related to student engagement and motivation” (2013, p.1). The

participants will be able to use what they learned from the training and apply to their classrooms

immediately.

Plan for UDL: There will be a list stating how to access the curriculum documents for those

unfamiliar with accessing the documents online.

Generative Strategy: The participants will think about the procedures and use curriculum

vocabulary words to prepare, model, and apply TPR strategies. The participants will prepare a
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lesson to teach to a small group of students by using the procedures. The participants will create

a video of this lesson.

Justification of Strategy: Participants now have the opportunity to demonstrate their learning.

They will use the strategies of demonstration, organization, elaboration, and practice while

completing the video. As stated by Kalman et al., the learner must practice the procedure to

understand the process. (2013, p. 148).

Plan for UDL: Participants can choose to collaborate with other learners or complete the task

individually. A rubric will be given to participants to guide their development of the lesson.

Part VII: Design of Instruction

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Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: An 1. Explains how Objective 3: To describe 1. Students will 1. The learners

Introduction cloze reading the usefulness of cloze be given will differentiate
to Cloze passages can be reading passages. choices to
between cloze
Reading used as an provide
Passages & assessment 3A: The student will autonomy. reading passages
Designing strategy across understand the definition 2. Participants with sufficient
Cloze the curriculum. of cloze reading passages. will also be context clues and
Reading 2. Develops cloze 3B: The student will given audio
Passages reading describe the benefits of options as well reading passages
passages with using this assessment as visual with insufficient
sufficient strategy. representations context clues.
context clues 3C: The student will such as This assessment
for related discuss how cloze reading subtitles to
content could be used in the K-5 assist with serves as a quick
vocabulary. classroom. different check for
learning understanding.
preferences.
Objective 4: To develop 3. A rubric will 2. The learners
vocabulary assessments be given to
through use of cloze participants as will create a
reading passages. a guide. product or
develop a
4A: The student will
presentation
create a cloze reading
passage with a content explaining how
area vocabulary word. cloze reading
4B: The student will passages are
assess cloze reading
useful in the
sentence with use of a
rubric. elementary
4C: The student practices classroom. Within
writing additional cloze the product,
passages with content
participants will
area vocabulary.
also include an
example of a
cloze reading
passage based on
their content area.
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Instructional Goals Objectives UDL Assessments

Strategies

Lesson 2: An Expresses how the Objective 1: To explain 1. The video 1. The learners
Introduction total physical the usefulness of the total presented to will create a video
to Total response theory is physical response theory participants or write a
Physical a useful tool in in a classroom with will be paragraph
Response teaching diverse learners. complete with detailing the
Theory vocabulary in a subtitles to benefits of TPR.
classroom with 1A. The student will assist the
ESL students and explain the definition of visual learners.
students whose the total physical response 2. Participants
abilities and theory. may choose
learning styles 1B. The student will the tool they
differ. express the value in ESL would like to
and mixed ability display their
classrooms. learning.
1C. The student will
discuss the impact on
various learning styles.
Lesson 3: Demonstrates how Objective 2: To 1. Participants 1. The learners
Practice and to use the total demonstrate the use of the may choose to will create a video
Implementati physical response total physical response work with a implementing a
on procedures in theory. partner or a short lesson using
daily practice. small group to TPR.
2A. The student will state complete their
the procedures of the total lesson.
physical response theory. 2. A rubric will
2B. The student will be given to
discuss how the theory participants as
could be used in a guide.
classroom.
2C. The student will
choose vocabulary that
can be taught using the
theory.
2D. The student will
practice implementing the
theory.

Part VIII: Formative Evaluation Plan

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An expert review will be completed by the instructional coach of the school where the

professional learning will be conducted. The subject-matter expert has twenty years of

experience in elementary and middle school. She has been an instructional coach for the past

three years and conducts professional learning for pre-k through fifth grade teachers once every

two months. The subject-matter expert is devoted to improving vocabulary instruction in all

classrooms. After completing the instruction as a learner, the subject-matter expert will complete

the expert review survey.

The expert view survey will be completed online and will include the following questions:

Content Appropriateness & Accuracy

1. Does the instruction meet the learning objectives and goals?

2. Is the content accurate? If not, what issues could be fixed?

3. Do you believe the content supports pre-k through fifth grade curriculum?

4. Do you believe the assessments reflect a mastery of skills?

Usability & Organization

4. Is the online instruction easy to use? What suggestions do you have to make it more

accessible?

5. Is the instruction organized well? What works well? What could be modified?

6. Do you like the appearance of the online instruction? Any suggestions?

7. Were there any technical issues while completing the instruction? If so, what problems

occurred?

Overall Effectiveness

8. Do you believe the instruction and content is sufficient for users to implement strategies?
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9. Do you have any suggestions to improve instruction?

The assessments at the end of instruction will help guide the formative evaluation by detailing

which parts of the instruction were effective and which parts need improvement. The participants

of the instruction will complete an online survey. The survey will assess the participants attitude

towards instruction while the assessments will demonstrate acquisition of new skills. The survey

and assessments will guide the formative evaluation for necessary improvements. The survey

will be completed through Survey Monkey.

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References

Adu-Gyamfi, K., Barker, R., Berry, C., et al., Instructional Strategy Lessons for Educators
Secondary Education (ISLES-S) [PDF document]. Retrieved from Lecture Notes Online Web
site: https://www.ecu.edu/cs-educ/TQP/upload/ISLES-S-Concept-Procedural-Aug2014.pdf

Kalman, H.K., Kemp, J.E., Morrison, G.R., Ross, S.M., (2013). Designing Effective Instruction.
Hoboken, NJ: John Wiley & Sons, Inc.

Roberson, Robin. (2013). Helping Students Find Relevance. Psychology Teacher Network, 1.
http://www.apa.org/ed/precollege/ptn/2013/09/students-relevance.aspx