Report I

ITEC 7430

1.0 Problem Analysis

1.1 What is your system of interest?

Currently, I work as a Second-Grade teacher at Oglethorpe County Primary School in Lexington,

Georgia. I served as Lead Teacher for second grade from 2017-2021. During the summer of 2021
the lead teachers in kindergarten, 1st and 2nd grade, along with the principal of the school,
decided to try and implement a common phonics program across all three grade levels for the
2021-2022 school year. We chose the Reading A-Z Phonics program. We updated the curriculum
maps for all three grade levels to reflect the new phonics program. We put together notebooks
for each teacher that included resources for each phonics lesson. The implementation never
really happened like we hoped it would. There was push back and no support from the central
office. We will try and implement the program again for the 2022-2023 school year. I plan to
show my 2nd Grade team how to implement the Reading A-Z Phonics program in their
classrooms step by step.

1.2 What are the sub-systems?

The abilities of the teachers

There are 8 teachers in second grade, including myself. Five out of the eight teachers have a
Master’s degree or higher. Each teacher brings a different skill set to the table. Some are
stronger in Reading/phonics, and some are stronger in Math.

Teachers’ Prior Knowledge of Phonics

The teachers seem overwhelmed by a new program. Teachers did not receive any training on
how the program works. Guidance is needed so that the teachers buy into the program.

Resources available

The teachers have not used a common phonics program since 2008. Teachers have been able to
use whatever they want to in their classrooms. The Reading A-Z phonics program has resources
that can be printed to use in the classroom. The phonics lessons are somewhat scripted and
easy to follow.

1.3 What Symptoms drew your attention to this system of interest?

The push back that we received and the lack of support of what the lead teachers developed is
where my interest came from. I observed that the second-grade teachers seemed overwhelmed
and wanted someone to walk them through how to teach each lesson.
 2.0 Front End Analysis

2.1 Are there any performance gaps involved in this problem that might justify a learning
intervention?

Is there a gap in
performance?

Yes No

Can the teachers

learn how to use the Ask the following.
program?

Training about how to Is performance punishing?

implement the program.
No

Modeling how a lesson looks

Is performance non-rewarding?
in the classroom.
No

Teachers will practice a

lesson in the classroom.
Is it motivational to teachers?

Yes. Having students reading on

Provide Feedback about the grade level is the goal.
lesson.
3.0 Needs Assessment

3.1 Optimals

3.1.1 What information and data would you collect?

I would use the A-Z phonics initial assessment and then take the scores to help
guide the training.

3.1.2 How would you collect that information and data?

I would have the second-grade teachers give the A-Z Phonics initial assessment
and then score the assessment.

3.2 Actuals

3.2.1 What information and data would you collect?

I would use the data from the second-grade students’ MAP Reading
assessments.

3.2.2 How would you collect that information and data?

I would provide data from the second-grade students’ MAP Reading

assessments to drive home the need for the A-Z Phonics program. The student
MAP Reading reports will break down the test into sections and provide data in
the specific area of phonics.

3.3 What are the discrepancies between the current (actual) and desired (optimal) state?

The absence of the Reading A-Z initial phonics assessment is an obvious discrepancy. The MAP
Reading program will break down the test into subsections to provide specific phonics data.

3.4 What priorities can you assign to the identified discrepancies or goals?

The review of the MAP data from the most recent test date will be a more accurate depiction of

how the students are performing. Knowing what needs the students have in the area of phonics

will drive the implementation of the Reading A-Z phonics program.

3.5 Prepare a Learning Goal Statement:

3.5.1 The goal is for each second-grade teacher to be able to implement the Reading A-Z

Phonics program in their classrooms.

 3.5.2
LEARNING GOAL WORKSHEET

Program: Reading A-Z Phonics Program Date: February 21, 2022 Instructor(s): Laura Leard

LEARNING GOAL MEASUREMENT

The goal is for each second-grade teacher to be able to implement the Reading A-Z  Class Evaluation………….. ___
Performance Test………… __
  Phonics program in their classrooms. On-the-Job Follow-Up……. _X_
ROI Effect………………… __X__
Learning Outcomes
Performance Condition Criterion
(tasks to perform goal) (learning (restrictions,
environment) tools)
Intellectual Skills Cognitive Verbal Motor Attitude
Strategies Informatio Skills
n
Access the website Classroom Ability to access Restate Suggest Typing Able to Classroom
and materials on the the website and website. teachers quickly laptop;
website successfully. find material. look for access Reading
materials the A-Z
on the website. website
website.
Interpret lessons Classroom Understand how Basic None; Typing Teachers Classroom
from the website. to carry out a phonics Teachers must laptop;
phonics lesson. knowledge. must choose a Reading
decide lesson to A-Z
what teach. website
lesson is
right for
their
class.
Use a lesson in the Classroom Choosing the Knowledge Teachers Speaking Teachers Print out
classroom. right lesson to of how to will teach will of Phonics
start with teach a the lesson teach a lesson;
according to lesson. they have lesson.
students’ chosen.
performance on
the MAP
Reading test.
4.0 Instructional Analysis

4.1 Goal Analysis

4.1.1 What is the domain classification and type of learning (or type and level of
learned capability) for your problem?
The domain for the problem presented is classified as an intellectual
skill. The Reading A-Z Phonics program will require the second grade
teachers to use and apply their knowledge of phonics to interpreting
and teaching a phonics lesson.
4.2 Subordinate Skills Analysis
4.2.1 Goal Analysis Model
2. Are teachers
able to teach a
Reading A-Z
Teach a Phonics lesson? 6. Choose a lesson
Reading A-Z to teach based on
Phonics lesson the needs of the
successfully.
students and their
MAP Reading
scores.

Yes

No
 3. Learn how to access
the website and
materials on the website
successfully.

4.1.1 Show which skills are entry level skills.

The following skills are the skills that teachers must already possess before

teaching a phonics lesson.

- Teachers must already have a teaching degree in Early Childhood Education

P-5.

- Teachers must already have a knowledge of phonics.

- Teachers must know how to read and interpret MAP Reading scores.

Report II
5. Learner and Context Analysis
5.1 What is the target population?

The target population are seven 2nd grade teachers at Oglethorpe County Primary School.
 5.2 Describe how you would determine the characteristics of the target population.

5.2.1 I would examine the entry skills of the target population by determining their

educational background. In addition, I would test their knowledge of phonics by

talking through a lesson to see if there are any questions. A short questionnaire

would be given to determine the teaching preferences of the teachers.

Determining who is comfortable and who is not comfortable teaching phonics will

guide my instruction for the group. Individual instruction will be given if it is

determined that any teachers need the extra help.

2nd Grade Teachers

Lowe 30 1 A little bit I will let you know

Compton 30 7 Yes
Are you comfortable No
Would you like to
Resop 53 30 Yes No
Teacher
Patton Age
39 Years Taught
17 teaching phonics?
Yes meet with me one
No
Bright 30 7 Yes No
on one?
Wilson 37 0 I need practice Yes
Johnson 24 0 I need practice Yes

5.3 Describe how you would determine the physical and organizational environment?

5.3.1 The teachers would bring their laptops to my classroom and sit so that they are facing
the Smartboard. I will give instruction using my desktop computer which will display my screen on the
Smartboard. I will begin my instruction by showing the teachers how to access the Reading A-Z website.
They will simultaneously pull up the website for we can walk through it together. I will provide them
with the username and password to be able to login. We will look at each section so they know where to
find the materials they will need for their lessons. As the teachers are exploring the website I will walk
around to see if there are any questions about where to find the materials.
 Technology Integration Assessment

Technology Planning and Policies Teachers will need to bring their laptop. The
ability to access the Reading A-Z website will
better equip the teaches to implement the
phonics program.

Finance The school has a budget for online programs

that are used for academics.

Equipment and Infrastructure Every teacher in the school has a school

issued device assigned to them for
instructional purposes.

Maintenance and Support The school has designated the lead teacher in
each grade, Kindergarten, First and Second
grade, to support the teachers if they have any
questions about the Reading A-Z program.

Professional Development This training would serve as professional

development to teachers.

Technology Integration For anyone not proficient in using technology,

I will model how to locate the Reading A-Z
program and use it to locate materials.
6. Writing Performance Objectives
6.1 State the Terminal Objective for your instructional plan. Teachers will be able to

use the Reading A-Z program to teach phonics in their classrooms.

6.1.1 Teachers will be able to access the Reading A-Z program and know how to use

the resources on the website to teach a phonics lesson.

6.2 Prepare three [3] Subordinate Objectives.

6.2.1 Teachers will be able to access the Reading A-Z website and find material.

6.2.2 Teachers will understand how to carry out a basic phonics lesson.

6.2.3 Teachers will choose the right lesson to start with according to the MAP

Reading test.

7. Assessments
7.1 Select one SO; describe the manner by which you would assess whether or not the

learner has achieved that objective. In order to assess whether or not the teachers

are able to access the Reading A-Z website and find material I will ask them which lesson

they are on in the program and ask them which resources they are using from that

lesson.

7.2 What types of assessment instruments will your instruction have? Why? I will have the

grade level meet in my classroom every Tuesday. I will have each teacher talk about

what lesson they are on at that time. Discussing the materials that each teacher use will

help each teacher determine which resources they may want to use when they teach

that lesson.

7.3 Write items that assess the SOs in 6.2 above. Include an answer key or rubric.

SO Answer Key Rubric

6.2.1 Teachers will be able to Teachers are able to access the 1 pt= Yes
access the Reading A-Z website website and can tell what 0 pt.= No
and find material. materials they are using from
the website.
6.2.2 Teachers will understand Teachers will teach a lesson 1 pt.=Yes
how to carry out a basic phonics successfully. 0 pt.= No
lesson.
 6.2.3 Teachers will choose the Teachers will start with the 1 pt.= The teacher started with
right lesson to start with correct lesson according to the the correct lesson.
according to the MAP Reading students’ MAP scores. 0 pt. =The teacher started with
test. a random lesson.

8. Planning the Instructional Strategy: Theoretical Bases

8.1 For the TO (terminal objective), specify and exemplify an appropriate pre-instructional

activity or activities.

Teachers will be able to use the Reading A-Z program to teach phonics in their

classrooms.

When learning a new program it is often beneficial to have training on how the new

program works. Attending grade level trainings every Tuesday will build the teachers’

knowledge of the Reading A-Z Phonics program. Participating in discussions will

broaden the knowledge of how to maneuver the website and where to find resources

to use when teaching a phonics lesson.

8.2 For a SO (subordinate objective), specify and exemplify an appropriate pre-instructional

activity or activities.

Teachers will choose the right lesson to start with according to the MAP

Reading test.

Before teaching a Reading A-Z Phonics the teachers will look at the MAP Reading data,

specifically in the area of phonics. The teachers will then start at the lesson they decide

is best to meet their students’ needs. After teaching the lesson the teachers will look at

the MAP scores of the students to see if they are improving.

8.3 For the same SO, specify and exemplify an appropriate practice activity or activities.

Activities that are hands-on are most effective when learning a new program. The

teachers will use the various components of the Reading A- Z phonics lessons. Some of

the components include Decodable Readers, Read-Alouds, sound cards, word cards,

and alphabet cards. This will require the teachers to really look at the program and walk
 through a lesson to prepare to teach the lesson.

8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity

or activities.

To decide whether or not the Reading A-Z Phonics lesson was effective, the students

will take the MAP Reading test. The teachers will look at the data as a grade level. The

grade level will also look at the short assessment that is as the end of each lesson. The

students performance on the end of lesson short assessment will be another

evaluation tool.

9. Planning Logistics and management for Instructional Materials

9.1 For the TO, provide a description of the learning experience and how you have planned

for it. The process of learning a new phonics program begins with everyone believing in

the program. Without buy-in, the rate of success for any program is very small. The

teachers need to know their concerns are heard and have a chance to ask questions.

Attending grade level meetings every week and participating in discussions will help to

to ensure the teachers are on the right track. Collaborating with each other on the

planning of the up coming lessons will help keep the structure of the lessons intact with

similar teaching.

9.2 Provide a material, technology, and resources logistics checklist.

- Materials: Reading A-Z Phonics lesson plans printed out and put in a binder.

- Technology: teacher laptops, Reading A-Z website, Smart Board with projector.

- Resources: Reading A-Z resources for each lesson.

9.3 Provide an organizational matrix/table showing learning initiatives, activities, lessons.

Learning Initiative Lessons Activities

Teachers must have
knowledge of phonics
Teachers must be able to
access the website and know
where to find lessons and
resources.
Teachers must be able to
teach a Reading A-Z phonics
Basic phonics review about
the upcoming lesson
objectives.
Ask teachers to look over the
website by themselves to
become more familiar with it.
Write a lesson plan that
follows the Reading A-Z
Meet weekly to tackle any
issues.
At a weekly meeting, ask
teachers to show everyone
how to get to a resource they
found.
Ask a colleague to observe
you teaching a phonics
 lesson with all the phonics program. lesson.
components.

Report III
10. Developing Instructional Materials

10.1 Terminal Objective: Teachers will choose the right lesson to start with according to the

MAP Reading test.

Plan for pre-instructional materials

The target population is 7 second grade teachers. The teachers will receive the

login and password for the Reading A-Z website. They will be required to look

over a lesson and prepare questions they may have about the lesson.

10.2 Subordinate Objective: Teachers will be able to access the website and know where to

find lessons and resources.

Defense of presentation materials: I will ask teachers to find various resources

on the website. I will guide them through the resources and suggest which

resources to use when teaching each lesson.

 10.3 Subordinate Objective: Teachers will be able to teach a Reading A-Z phonics

lesson with all the components.

Defense of presentation materials: Each teacher will examine the website

and MAP scores to decide which lesson to start with. Each teacher will

also create a lesson plan. This assignment will help the teachers to

become familiar with the website and the resources for each lesson.

10.4 Terminal Objective: Teachers will choose the right lesson to start with according to the

MAP Reading test.

Follow-through materials: Three times during the school year the students take

the MAP Reading test. Teachers will look at the data from the MAP Reading

test to determine what phonics lesson to start with. This will give insight to

what their students’ phonological needs are.

11. Formative Evaluation

11.1 Before the teachers assess the MAP Reading data the teacher will give a Reading A-Z

Phonics pre-test to determine what the students already know. This data will help the teachers

decide if they are on the correct lesson.

Sample Reading A-Z Phonics pre-test Questions

Activity1: Initial and Final Consonant Blends s, l, r, n
Directions: Have students read each word. Mark whether they read the
word correctly. Make notes about how students read the words
incorrectly.
Word Correct Notes
spot Y N
help Y N
melt Y N
plant Y N
craft Y N
 blend Y N
trunk Y N
stamp Y N

Activity 2: Consonant Digraphs sh, ch, th, wh, ck

Directions: Say the name of each picture. Have students read the words
next to each picture. Ask them to circle the words that have the same
consonant digraph as the picture. Circle the words that students circle.
block
(snack, whisk chin snack deck
deck)
beach
(rich,chick) rich smash thump chick

whale
(where, went wish where which
which)
shell
(ship,fresh) ship snack task fresh

path
(thin,with, thin with thick tent
thick)
12. Revision
12.1 Through the use of formative evaluation, the teachers are able to confirm whether they

have chosen the correct lesson to start with. If the students struggle to answer correctly on

the assessment, then the teacher has chosen the correct lesson to start with. If the students

already know the material the plan will be to revise the formative assessment. Revising the

assessment would entail giving to the next assessment in the next phonics lesson.

13. Summative Evaluation

13.1 For the summative evaluations, the teachers will use the MAP Reading scores data to

determine whether the Reading A-Z lessons were effective. The MAP Reading Test is given in

the Fall, Winter and Spring.

Sample MAP Test Question

1. Which word does not have a prefix at the beginning?
A. Repack
B. Begin
C. Disobey
D. Unable
2. Choose the word that is spelled correctly.
A. Bushes
B. Peashes
C. Hurse
D. cheel