Introduction

During the pandemic, students were forced into virtual learning situations for safety reasons.
Students, from Pre-AP to At-Risk students, were learning through screens and were unable to
work alongside an instructor regularly. To help our students in the practice of close reading and
annotating, I developed a digital annotations document and design document to help guide
students as they read a digital text. Digital annotations are an instructional strategy that helps
students who are reading below grade level to work through a text without missing key concepts
and pertinent vocabulary words. This design document is designed to help At-Risk to PreAP
students understand grade-level text when they are not in a room with a teacher to assist.

Goal Analysis
a. Tenth grade English students will be able to digitally annotate a text by asking
questions, taking notes, identifying unknown vocabulary words, and
paraphrasing text in Google Docs using the comments, editing, and highlighting
features found in their HISD Google Suite on their school-issued laptop.

b. Instructional goal’s domain of learning classification: Psychomotor Skills

c. Major steps:
1. Open assignment in the HUB.
2. Access Google Document inside of the assignment.
3. Read a text piece on a Google Document.
4. Highlight sections of the text while reading.
5. Add comment/definition/question using Google comments.
6. Continue to annotate throughout the document.

d. Diagram:
Subordinate Skills Analysis
a. Open assignment in the HUB.
b. Psychomotor skills
c. Photo of Subordinate Skills Analysis on Notecards/Post-it Notes:
d. Diagram:
Learner Analysis

Entry behaviors:
Learners need to be able to login into their computers, locate the assignment in the HUB
for our English class, and navigate to open the Google Doc inside of their assignment.

Prior knowledge of the topic area:

Learners use Google Docs in class, but only for entering data or writing. Students have
seen Google comments on their assignments as feedback from me.

Attitudes toward content:

My learners are intrigued by the extra tools and digital annotating. My learners are also
discouraged by the pandemic and the digital learning environment. My learners are also
students, so they tend to be more open to new ideas and learning experiences.

Attitudes towards the delivery system:

I am anticipating that my instruction will still be virtual when we are learning digital
annotating. Virtual instruction is not most of their preferred learning style. I also miss
out on immediate feedback from a class full of students.

Academic motivation (ARCS):

Attention: My hope is that introducing digital annotations will keep students’ attention
longer when they are reading. Creating opportunities for them to stop and think about
what they just read while they are inside the document or story will help them to
engage with digital texts just like they could a paper copy in an actual classroom.
Relevance: I believe the relevance is definitely there for learners. Linking to previous
knowledge by using Google Docs, which we already use in class for assignments. Also
giving them future usefulness by teaching them a skill they can use in other classes, for
the next two years in high school, and potentially in college.
Confidence: Confidence can be built by creating a better understanding of the text that
they are reading by requiring them to actively engage in that reading. Also, Google Docs
allows for direct teacher feedback inside the document.
Satisfaction: Students will be able to immediately see the results of this learning by
applying these skills to other classes, and the greatest reward will be understanding of
the text!

Education and ability levels:

My learners are all PreAP students, but there is still a diverse group within these classes.
I have incredibly high achieving students who are excelling during virtual learning and at
the same time some students who are lacking motivation at all. There are no ELs in
this group.
 General learning preferences:
My learners have diverse preferences for learning. Right now students are choosing to
be virtual or in person, most are virtual. Most of them need a more structured learning
environment.

Attitudes toward class, group, or organization:

Right now, the attitude and general feeling towards school, in general, is low. Most
students are learning from home. They do tend to have a positive feeling towards my
class, so hopefully, they will embrace the learning and succeed.

Group characteristics:
I have three PreAP classes; they range in size from 24 to 32. Most of the students are
currently learning virtually. There is a mix of Gifted and Talented and hard-working
students. My impression of them is positive. Most of them are frustrated with their
learning environment and the pandemic in general. I am hoping that greater knowledge
and access to online documents and duplicating in class habits will have a positive effect
on them.

Context Analysis

The learning context is very compatible with the instructional requirements. The
classroom is now virtual, and they are having to interact with texts online more often. As
for social aspects, virtual learning is very independent. However, learning to use the
Google comments sections allows students to interact with each other on a text.
The learning context is very adaptable to different instructional approaches. Annotating
digital documents does not exclusively mean short stories or articles for an English
classroom. Digital annotations provide an opportunity for the transfer of learning into
many other subjects and potential future jobs.

The virtual classroom and the lack of face-to-face is a huge constraint on my instruction.
Students often run into roadblocks in their learning but do not reach out to ask for help.

Very relevant. The entire school is in a hybrid model where we all use digital learning
platforms and Google and Microsoft documents for everyday classwork.
Performance Objectives

a. First goal step

i. Open assignment in the HUB.

ii. Given a school issued laptop (C), a student (A) will be able to open
Google Chrome and navigate to the HUB (B). The student must locate
their English course and locate their assignment and have it on their
screen (D).

b. Second goal step

i. Access Google Document inside of the assignment.

ii. Given a school issued laptop (C), a student (A) will be able to open Google
Document (B). The student must open the document and have it on their
screen(D).

c. Third goal step

i. Read a text piece on a Google Document.

ii. Given a piece of text in a Google Document (C) using a school issued
laptop (C), a student (A) will read the words in the document(B). The
student will read the entire document (D).

d. Fourth goal step

i. Highlight sections of the text while reading.

ii. Given a school issued laptop(C), a Google Document (C), a piece of text
(C), and the Google taskbar, a student (A) will be able to use the
highlighter function (B) to identify the main idea/point in each
paragraph(D).

e. Fifth goal step

i. Add comment/definition/question using Google comments.

ii. Given a piece of text in a Google Document and the (C), a student (A) will
be able to insert a comment on the right side of the document (B). The
student will define words they do not know or ask questions about the
text for the first two paragraphs (D).
 f. Sixth goal step
i. Continue to annotate throughout the document.

ii. Given a piece of text in a Google Document and the (C), a student (A) will
be able to insert a comment on the right side of the document (B). The
student will define words they do not know or ask questions about the
text with a total of at least 15 comments(D).

Assessments
a. Assessment measure for Objective 1:

Digital Annotation Checklist

Name:
Observer:
Date:

Instructions to the observer: The teacher will create an assignment inside of

the English II HUB course. First, the student needs to locate the course in the
HUB, locate the assignment, and open the Google Document to access the text
and assignment. Next, the student needs to read the text and be able to
identify the main idea. While doing so, the main idea in each paragraph needs
to be highlighted. At least 15 comments need to be made with the Google
Editing tools asking clarifying questions or defining unknown vocabulary.

Note the following:

1. Did the student open up the HUB, the Yes No

assignment, and the attached Google
Document without assistance? Comments:

2. Did the student identify the Yes No

sentence that was the main idea in
the first two paragraphs? Comments:

3. Is the student actively reading the Yes No

document and annotating within
 the time frame of the class? Comments:

4. Did the student ask a question and Yes No

identify and define an unknown word
in the first two paragraphs? Comments:

5. Did the student identify the sentence Yes No

that was the main idea in the rest of
the paragraphs of the text? Comments:

6. Did the student ask a question and Yes No

identify and define an unknown word
in the rest of the paragraphs of the Comments:
text?

g. Assessment measure for Objective 2: See Digital Annotation Checklist

h. Assessment measure for Objective 3: See Digital Annotation Checklist

i. Assessment measure for Objective 4: See Digital Annotation Checklist

j. Assessment measure for Objective 5: See Digital Annotation Checklist

k. Assessment measure for Objective 6: See Digital Annotation Checklist

l. Assessment organization chart

Goal Analysis Step Performance Objective Assessment

1. Open assignment in Objective 1: Given a school Digital Annotation Checklist

the HUB. issued laptop (C), a student Rubric
(A) will be able to open
Google Chrome and navigate
to the HUB (B). The student
must locate their English
course and locate their
assignment and have it on
their screen (D).
2. Access Google Objective 2: Given a school Digital Annotation Checklist
Document inside of issued laptop (C), a student Rubric
the assignment. (A) will be able to open
Google Document (B). The
student must open the
document and have it on
their screen(D).

3. Read a text piece on a Objective 3: Given a piece of Digital Annotation Checklist

Google Document. text in a Google Document Rubric
(C) using a school issued
laptop (C), a student (A) will
read the words in the
document(B). The student
will read the entire document
(D).

4. Highlight sections of Objective 4: Given a school Digital Annotation Checklist

the text while issued laptop(C), a Google Rubric
reading. Document (C), a piece of text
(C), and the Google taskbar, a
student (A) will be able to use
the highlighter function (B) to
identify the main idea/point
in each paragraph(D).

5. Add Objective 5:Given a piece of Digital Annotation Checklist

comment/definition/ text in a Google Document Rubric
question using Google and the (C), a student (A) will
comments. be able to insert a comment
on the right side of the
document (B). The student
will define words they do not
know or ask questions about
the text for the first two
paragraphs (D).

6. Continue to annotate Objective 6: Given a piece of Digital Annotation Checklist

throughout the text in a Google Document Rubric
document. and the (C), a student (A) will
be able to insert a comment
on the right side of the
 document (B). The student
will define words they do not
know or ask questions about
the text with a total of at
least 15 comments(D).

Instructional Strategy

a. Sequence and Cluster Objectives

CLUSTER OBJECTIVES TIME

1 1. Given a school issued laptop, a student will be able to 10 mins

Introduction open Google Chrome and navigate to the HUB. The
student must locate their English course and locate
their assignment and have it on their screen.

2 1. Given a school issued laptop, a student will be able to 5 mins

Access open Google Document. The student must open the
Document/ document and have it on their screen.
Assignment

3 1. Given a piece of text in a Google Document using a school 20 mins

Reading issued laptop, a student will read the words in the
document. The student will read the entire document.

4 1. Given a school issued laptop, a Google Document, a piece 25 mins

Annotations of text, and the Google taskbar, a student will be able to
use the highlighter function to identify the main
idea/point in each paragraph.
2. Given a piece of text in a Google Document and the, a
student will be able to insert a comment on the right side
of the document. The student will define words they do

not know or ask questions about the text for the first two
paragraphs.
3. Given a piece of text in a Google Document and the, a
student will be able to insert a comment on the right side
of the document. The student will define words they do
not know or ask questions about the text with a total of
at least 15 comments.

b. Pre-instructional, Assessment, and Follow-Through Activities

PRE-INSTRUCTIONAL ACTIVITIES

Motivation: Be sure to address ARCS.

I plan to get my students Attention by displaying assignment directions on the smartboard in
front of the class. I will also begin the assignment with them, by reading the first paragraph
and highlighting the main idea and defining unknown words with comments.

I will relay the relevance of this assignment by communicating the necessity to annotate
reading materials as they read. This skill is important for understanding. I will also show
relevance for the digital aspect of annotations by explaining to students that as technology
develops, the way we read and do schoolwork will change. We must update our annotating
skills from paper to computer.

Confidence will be reinforced by verbal positive feedback as I walk around the class. Students
will be able to see their own progress as they add comments and highlight sections of the
article.

Satisfaction will be when the students see their completed document with annotations. The
students' articles will be filled with colorful highlighting and Google comment boxes have
their name and picture in there, so they get to see all the progress they made.

Objectives:
My objectives will be posted in their digital classroom on the HUB in the lesson plan. The
objectives will also be posted on the Agenda Board in the physical classroom. They will learn
how to digitally annotate using Google Documents and identify main points in paragraphs.

Entry Skills:
I will inform the students of the necessary entry skills at the beginning of the lesson. At the
beginning of class, they are expected to open their laptops, turn their laptops on, and login.
These are tasks that are performed every day. We build these skills daily. They are supported

by positive reinforcement.

Student Groupings and Media Selection:

Students will be working individually to access and read the document. They have
desk/elbow partners that they can confer with about questions or main ideas.

ASSESSMENT

Pretest:
No pretest. Teacher will actively monitor to make sure students’ login.
Practice Tests: Students will be asked to create a comment annotation for the title to practice
inserting comments. We will also highlight a word in the first paragraph and define it
together.

Posttest:
Students will be graded by Digital Annotations Checklist.

Student Groupings and Media Selection:

Students graded individually.

FOLLOW-THROUGH ACTIVITIES

Memory Aids:
Teacher model annotations document will be in the resources folder in their HUB course.

Transfer:
Transfer will occur through feedback within the document itself. I will use the comments in
Google Documents to provide positive feedback and comments using the same tool they
used.

Student Groupings and Media Selection:

Students will be working individually. Talking with elbow partners is encouraged. We will use
the Google Comments tool to interact with our media.

c. Content Presentation and Student Participation

Objective 1: Given a school issued laptop, a student will be able to open Google Chrome and
navigate to the HUB. The student must locate their English course and locate their assignment
and have it on their screen.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will display assignment name and
expectation on the board.

Examples:
1. Google Slide with assignment name projected to board.
2. Assignment name and expectation on the Agenda Board.

Student Groupings and Media Selections:

Whole class group. Using Google Slides to project expectations.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice this daily as part of their routine.

Feedback:
Actively monitoring and redirecting students not logging in.

Student Groupings and Media Selections:

Whole group, School issued laptop, and Google Suite.

Objective 2: Given a school issued laptop, a student will be able to open Google Document .
The student must open the document and have it on their screen.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will display assignment name and
expectation on the board.

Examples:
 1. Google Slide with assignment name projected to board.
2. Assignment name and expectation on the Agenda Board.

Student Groupings and Media Selections:

Whole group, smart board, projector.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice this daily as part of their routine.

Feedback:
Actively monitoring and redirecting students not locating assignments.

Student Groupings and Media Selections:

Whole group, School issued laptop, and Google Suite.

Objective 3: Given a piece of text in a Google Document using a school issued laptop, a
student will read the words in the document. The student will read the entire document.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will speak to the whole group giving
basic instructions. Teacher will read the first paragraph with students to get them started.

Examples:
1. Display assignment on board with reading selection.
2. Teacher will read aloud the first paragraph to students.

Student Groupings and Media Selections:

Whole group, smart board, projector.

STUDENT PARTICIPATION

Practice Items and Activities:

Students read a piece of writing every day in class. We practice this regularly.
Feedback:
Positive verbal feedback as the teacher monitors the room actively, making sure students are
continuing to read. Make sure correct content is on the student screen.

Student Groupings and Media Selections:

Whole group, School issued laptop, and Google Suite.

Objective 4: Given a school issued laptop, a Google Document, a piece of text, and the
Google taskbar, a student will be able to use the highlighter function to identify the main
idea/point in each paragraph.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will speak to the whole group giving
basic instructions. Teacher will also be displaying teacher screen on the white board in front
of the class, modeling expected behavior.

Examples:
1. After students read the whole piece, the teacher will annotate the first paragraph with
the students on the white board.
2. Teacher will highlight the main idea of paragraph one using the highlighter function in
the Google Taskbar.

Student Groupings and Media Selections:

Whole group, smart board, projector.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice by highlighting the main idea that the teacher has identified in the first
paragraph. Students will continue throughout the entire document, finding the main idea in
each paragraph and using the Google Taskbar to highlight that main idea.

Feedback:
After modeling the first paragraph, the teacher will walk around and give individual feedback
to students as they progress through the document.

Student Groupings and Media Selections:

Whole group, School issued laptop, and Google Suite.

Objective 5: Given a piece of text in a Google Document and the, a student will be able to
insert a comment on the right side of the document. The student will define words they do
not know or ask questions about the text for the first two paragraphs.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will speak to the whole group giving
basic instructions. Teacher will also be displaying teacher screen on the white board in front
of the class, modeling expected behavior.

Examples:
1. After students read the whole piece, the teacher will annotate the first paragraph with
the students on the white board.
2. Teacher will identify vocabulary words that students may not know. Teacher will
highlight that word, look up the definition using Dictionary.com, and use the
comments feature to write the definition in the document.

Student Groupings and Media Selections:

Whole group, smart board, projector.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice by highlighting the vocabulary words that the teacher has identified in
the first paragraph and inserting the definition in a comment. Students will continue
throughout the entire document, finding vocabulary words, looking up the definitions using
Dictionary.com, and inserting the definition in a comment.

Feedback:
After modeling the first paragraph, the teacher will walk around and give individual feedback
to students as they progress through the document.
Student Groupings and Media Selections:
Whole group, School issued laptop, and Google Suite.

Objective 6: Given a piece of text in a Google Document and the, a student will be able to
insert a comment on the right side of the document. The student will define words they do
not know or ask questions about the text with a total of at least 15 comments.

CONTENT PRESENTATION

Content: Content will be presented face-to-face. Teacher will speak to the whole group giving
basic instructions. Teacher will also be displaying the teacher screen on the white board in
front of the class, modeling expected behavior.

Examples:
1. Teacher will tell the students to continue working throughout the document.

Student Groupings and Media Selections:

Whole group, smart board, projector.

STUDENT PARTICIPATION

Practice Items and Activities:

Students will practice by highlighting the vocabulary words that the teacher has identified in
the first paragraph and inserting the definition in a comment. Students will continue
throughout the entire document, finding vocabulary words, looking up the definitions using
Dictionary.com, and inserting the definition in a comment.

Feedback:
After modeling the first paragraph, the teacher will walk around and give individual feedback
to students as they progress through the document.

Student Groupings and Media Selections:

Whole group, School issued laptop, and Google Suite.
 d. Assignment of Objectives and Activities to Session(s) with Time Estimates

SESSION OBJECTIVES AND ACTIVITIES TIME

1 1. Given a school issued laptop, a student will be able to open 60 min.

Google Chrome and navigate to the HUB. The student must
locate their English course and locate their assignment and
have it on their screen.
2. Given a school issued laptop, a student will be able to open
Google Document. The student must open the document
and have it on their screen.
3. Given a piece of text in a Google Document using a school
issued laptop, a student will read the words in the
document. The student will read the entire document.
4. Given a school issued laptop, a Google Document, a piece
of text, and the Google taskbar, a student will be able to use
the highlighter function to identify the main idea/point in
each paragraph.
5. Given a piece of text in a Google Document and the, a
student will be able to insert a comment on the right side of
the document. The student will define words they do not
know or ask questions about the text for the first two
paragraphs.
6. Given a piece of text in a Google Document and the, a
student will be able to insert a comment on the right side of
the document. The student will define words they do not
know or ask questions about the text with a total of at least
15 comments.

e. Consolidation of Media Selections and Choice of Delivery System(s)

SESSION OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

AND MEDIA SELECTIONS

1 1 Whole class group. Using Projected on the white board will be

Google Slides to project a Google Slide with starting
expectations. instructions for the students and the
name of the assignment they need
to access.
 2 Whole group, smart board,
projector.
3 Whole group, smart board,
projector.
4 Whole group, smart board,
projector.
5 Whole group, smart board,
projector.
Once students have accessed the
assignment, teacher will switch
white board projected display to the
assignment they are working on.
Teacher will use Google Documents
and Google Task Bar to model
highlighting and adding comments
to a Google Document in real time.

6 Whole group, smart board,

projector.

Formative Evaluation Plan

a. One to One evaluators are 2 SMEs from my PLC who also teach English II and
one student from my 6th period English PreAP class.
My small group evaluation will be the three students that come in person for
my 8th period English II class.

b. One on One evaluations will start with the SMEs in a Google Form and an
email. I am going to send them the objectives and the instructional design
materials. They will do this on their own time and we will meet afterward to
discuss. The student will work during tutorial hours and will not receive a
Google Form. The student will get a print out of the directions and the
objective.
Small group evaluation will take place during tutorial hours after 8th period.
We have about an hour for the students to work through the lesson.

c. About 15 minutes with the teachers and about an hour with the students.

d. For the teachers I am going to go over their responses to the Google Form
and then listen to their feedback in person. For the student

e. If the objective needs clarification, how long it took them to complete,

technical difficulties, overall experience, overall thoughts, improvements to
be made?

f. Student Directions, https://forms.gle/x7nmsHGrQRoxaqAX7, Digital

Annotation Checklist - Assessment, Will Wifi Ruin Mt. Everest - Annotations
 (UH)

One-to-One Evaluations
a. Description of who served as one-to-one evaluators and why they were chosen
i. English II PreAP teacher SME. I chose this teacher for my one-to-one
evaluation because she is my SLC partner, and we lesson plan together
every week. She also teaches students who are the same learner level as
my target audience.
ii. English II PreAP Student. I chose this student because she is in my target
learning group. She consistently comes to in person school and agreed to
help me during her tutorial’s hours.
iii. Special Ed High School push in teacher - Not SME. I chose this teacher
because he works with our special education population of our target
learners. He is not an SME but will look at the instruction from a place of
differentiation.
(All three know how to operate our ItsLearning HUB and use the Google suite
and Google Documents)

b. Length of the one-to-one meetings

Teachers: Sent out a Google Form to limit the time the teachers needed to meet.
15 minute meeting after. SME met with me during our PLC period. Sped Push in
teacher met with me during my off period.
Student: 1 hour while in the classroom for tutorials.

c. Description of the activities done during the one-to-one meetings

For the teachers: Form sent out in advance with questions about their
experience going through the instruction and the technical aspects of the lesson.
There were technical hurdles for the teacher’s evaluation. My instructions utilize
the HUB which is specifically setup for our students. They do not have access to
a course that creates an assignment for them.
For the student: Had the student perform the tasks of the lesson from a printed-
out list of my objectives. Student walked herself through the directions and
participated in the lesson.

d. Remarks on how long it took the evaluators to complete the activities

Teachers finished the assignment (after I shared the document with them in
Google Drive which is the work around I found for them to continue) in about 30
minutes. Student completed the entire assignment in about 50 minutes.
e. Results of the assessments that evaluators completed
Both teachers were unable to be assessed on the first item of the rubric because
of the technical difficulties of them not being students in my digital classroom.
After sharing the assignment with them through Google Drive, both instructors
were successful on all checklist items.
The student was successful on all steps of the assessment. I did have to clarify
making comments for the student.

f. Feedback received from the evaluators during these sessions

From student: Steps one and two were easily manageable. Took a few minutes
to login to the computer. Accessing assignment and Google Document was easy.
Google Document was easy to use. Highlighting was a familiar tool for her. The
student needed guidance on using the comments tool.
From teachers: Both teachers liked the assignment and the ability to digitally
annotate in this virtual year. Suggestion to add a link to DIctionary.com in the
instructions was helpful. The SME was also curious about if the assessment I
included (Digital Annotations Checklist) was the only way the students were
being assessed (should they be assessed for the main idea identification)?

g. Description of revisions that could be made to instruction based on feedback

Feedback from teachers:
i. Should you insert a video with explanations of instructions? - Could be
helpful.
ii. Would it help to ask questions in the comments and have students
respond to the questions? - I could do this.
iii. Is there always one specific main idea sentence that I am looking for
students to identify? - Yes
iv. Do students have access to a dictionary or are they using the internet? -
Give students access to Dicitonary.com
v. Should I include a warmup for the students before going right into this
lesson? (This is part of our regular lesson planning structure, so we
discussed a type of warmup or a practice for searching for main idea.)

h. Links to any questionnaires, documents, or materials created specifically for

one-to-one evaluations
Will Wifi Ruin Mt. Everest - Annotations (UH)
Digital Annotation Checklist - Assessment
Student Directions
 https://forms.gle/x7nmsHGrQRoxaqAX7

Small Group Evaluation (Face-to-Face)

a. Description of how many learners were in the small group and how they represent
some of the subgroups within your target learner population (such as achievement level,
native language, learning preferences, age, etc.).
i. 3 students participated in my Small Group Evaluation. They represent a
few different subgroups in my target learner population. One student is
a high achieving student with very high-test scores and Lexile levels. One
student is a very hard worker but has more average Lexile and test scores.
The third is a student who is gifted and talented, but not highly
motivated, but he wanted to participate for extra points.

b. The length of the small group evaluation session

i. We met for one hour for this activity.

c. Description of the activities that you did during small group evaluation session
i. I prepared by having my Google Slide projected on the white board for
students with expectations and assignment name.
ii. I gave the basic instructions guiding them through opening their laptop,
logging in, locating course, and opening assignment.
iii. Praised students as they completed all of these steps successfully.
iv. I modeled the expected behavior for the students by reading the first
paragraph, identifying and highlight the main idea, and asking a question
using comments in the document.
v. I added a step by showing them Dicitonary.com and having them open
that in another tab.
vi. I then actively monitored students as they continued the work after the
modeling.

d. Remarks on how long it took the target learners to complete the activities
i. Students finished closer to 50 minutes during this session.

e. Results of the assessments that target learners completed

i. All three students were successful on the Digital Annotations checklist.

f. Feedback received from the target learners during these sessions

 i. Students seem to enjoy digitally annotating. Using Google Documents is
easy for them to do and links directly into their LMS and assignment.
ii. Might want to add a practice item for the annotation as a warmup or a
video instruction.

g. Description of revisions that could be made to instruction based on the feedback

i. Considering adding pre-written questions for students to answer as they
annotate, so that it would add some guidance for the students.
ii. Adding the link for Dictionary.com into the actual instructions on the
assignment. (Makes the website easier to access.)
iii. Mini lesson on identifying main idea in a paragraph. This was suggested
by the teachers in the One-on-One, and after working with the small
group I think it would be a beneficial warm up for the students.