FRIT 7231_Key Assessment

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Final Key Assessment
Part I: Identification of Learning Problem
General Audience
The primary audience consists of a small class of fifth grade students at David L. Rainer
Elementary School Kingsland, Georgia. The students’ ages range between 10-12 years old.
These students are in an Early Intervention Program (EIP) for various degrees of below grade
level reading skills.
Problem Identification
The primary audience has been placed within the EIP class because they met the eligibility
criteria for early intervention. These students were placed in EIP from a previous grade (K-4).
Since being placed, these students have repeated EIP with very little development to determine
an exit decision. To determine an exit decision, students must show student achievement
data/evidence through teacher checklists and assessments.
All students take the Criterion-Referenced Competency Test (CRCT) assessment, with or
without accommodations. Students in reading and language arts also take Benchmark
assessments, the Standardized Test for the Assessment of Reading (STAR) reading assessment,
Accelerated Reader tests, and Dynamic Indicators of Basic Early Literacy Skills (DIBELS) tests.
Other assessments are completed to coincide with assignments in class. Through these
assessments, the students have shown low scores for both reading and writing skills. Students
show reading levels at least two grades below on-grade level.
For these students, during the Reading and Language Arts block they are to go to the EIP
classroom for 40 minutes to receive remediation. During this time, the EIP teacher is to guide the
students with reading and writing; also, to provide them with strategies to help with these skills.
After a brief interview with the Reading and Language Arts teacher, she states that the students
show a lack of motivation for the subjects. The teacher also states that the current EIP program is
not working because through assessments the students show lack of or no growth from being in
EIP. She is concerned that there is not a set program within EIP. If there was a set program, why

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would the same students be in there year after year without any progress to show for it? These
students should be just below grade level or on-grade level, not two grades below.
According to the Georgia Department of Education’s (GADOE) website:
EIP is designed to serve students who are at risk of not reaching or maintaining
academic grade level. The purpose of the EIP is to provide additional instructional
resources to help students who are performing below grade level obtain the necessary
academic skills to reach grade level performance in the shortest time possible.
Through this definition provided by the GADOE and the findings, there seems to be a need for
change within the Early Intervention Program. The students need to become more motivated to
learn, be provided with strategies that will help them make progress, and be able to exit the EIP
program as soon as possible.
With this Key Assessment the hope is to instruct the students through multiple means of
representation using videos, webquests, and Web2.0 tools. Students will use the computer to
complete lessons and instruction. By using an online module, it is the hope to motivate the
students to engage further in their learning. Students will acquire strategies to help with reading
comprehension. By the end of the learning module, there is a hope to show student growth and
impact through performance-based assessments. Also, by the end of the learning module there is
a hope that the students will be able to exit the EIP program, and furthermore pass the CRCT
assessment with a “Meets Criteria” or higher.
Instructional Goals
 Users will validate the new program’s use through improved test scores, and possible exit
decisions of the program.
 Users will be able to demonstrate improved reading and writing skills.
 Users will be able to apply reading and writing skills to meet goals.
 Users will be able to utilize programs on the computer and other technologies to increase
motivation and skills.
Part II: Learner Analysis

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Introduction
The targeted group consists of a small class of fifth grade students at David L. Rainer
Elementary School in Kingsland, Georgia. The students’ ages range between 10-12 years old.
This is a heterogeneous group comprised of 11 students total; there are 6 girls and 5 boys. The
students’ ethnicities and cultural backgrounds vary: 1 Multi-Ethnic, 1 Hispanic, 4 African
Americans, and 5 Caucasians. Out of the eleven students, three of them come from single-parent
homes.
All of these students are in an Early Intervention Program (EIP) for various degrees of below-
grade level reading and math skills. Two of these students receive accommodations. One student
has a 504 Plan-this means that the student is given accommodations to ensure access to learning
environments and academic success- to receive small group instruction and extended time for
tests. The other student has accommodations for ESOL (English for Speakers of Foreign
Languages) during tests a proctor will read the test to the student.
Information about these learners was obtained through interviews with teachers and faculty
members.
Entry Skills and Prior Knowledge
 Able to log onto a computer
 Use basic internet search engines
 Know how to use mouse and keyboard
 Able to read at a 2nd
-3rd
grade level
 Able to write basic sentences
 Able to figure basic math: addition and subtraction
This information was obtained through student interviews, observation, and various assessments
in both Math and Reading. These students are qualified for EIP because they scored less than
70% on assessments. When a student scores less than 70% it means they are not proficient in
those skills.
Attitudes toward Content and Academic Motivation

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During student interviews only 3 of the 11 students stated that they liked to read. The students
that did not like to read were asked why and most responded that they thought reading was
boring. When asked about their comfort levels with reading and writing 60% stated that they
needed additional help and had little confidence in their reading abilities; 25% of students stated
themselves as having some confidence in their reading abilities and needed some help, and 15%
said they were confident in their reading abilities and needed minimal help. However, all of these
students when tested for reading scored less than 70% proficiency.
When asked about computer skills, 80% of the class rated themselves as knowledgeable, 10%
rated themselves as having some knowledge, and 10% rated themselves as having little
knowledge. When the students were asked to rate their motivation of using the computer to
complete class work 100% of the students said they would enjoy it or would really want to.
Students were also asked if they had computers in their homes only 60% stated they had
computers and 40% stated they did not.
Educational Ability Levels
From the most recent CRCT reading scores, all of the students scored in the does not meet range,
which means that they scored less than 800.
DIBELS uses a composite score that is a combination of using multiple DIBELS scores. This
score gives the best overall estimate of a student’s reading proficiency and early literacy skills.
With the DIBELS assessment, according to reports the students’ composite scores were below
benchmark or well below benchmark, which means the students’ scores were 356 or below.
When scores are 356 or below at the beginning of the year, this shows that students are likely to
need strategic or intensive support.
STAR Reading tests provide many types of scores in a Diagnostic Report. When I asked the
teacher for scores, she provided a cumulative Grade Equivalency score which was between 2.5
and 3.9. This means that the students reading grade equivalencies are between that of a second
grader in their fifth month of school and that of a third grader in their ninth month of school. The
teacher did not provide any more details or scores from the STAR. She just stated that these

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scores help to decide the Zone of Proximal Development (ZPD) for students’ Accelerated
Reading management or in other words, the grade level range for books the student may read.
General Learning Preferences
Through observation and student/teacher interviews the learners showed a preference for hands-
on activities. They also enjoy small group activities, interactive lessons on the SmartBoard, and
playing games. Some of the students also enjoy drawing and watching videos.
Attitude towards Teachers and School
The students’ general attitude towards school was indifference and that they come to school
because they have to. When it came to asking the boys about how they felt about school 4 out of
5 boys stated they would rather be at home playing video games or sports; only 1 boy said he
liked coming to school and really liked his teachers. Likewise, 3 out of 6 girls stated they liked
school because they enjoyed seeing all their friends; the other 3 stated school was not a place
they enjoyed being at. However, all the girls stated they liked their teachers. Furthermore, all the
students even though they felt indifference still showed respect towards their teachers.
Group Characteristics
The school is located within Camden County, Georgia. The median income for this school is at
or below the poverty level. Most students within the school receive free and reduced lunch which
qualifies the school as a Title I school.
The students in this study are within the appropriate age range for elementary fifth grade. There
are 2 girls and 1 boy whom have been retained from previous grades, and their ages are 11 and
12. Most of the students in the EIP class are Caucasian or African-American. One student is
Multi-ethnic and one is of Hispanic origin. All the students speak English.
The students all seem to become very engaged when interactive technology is used, and become
more motivated when they are to do group activities.
Part III: Task Analysis

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Task Analysis
For the task analysis I conducted both a topic and procedural analysis. I felt both would be
relevant to the assessment. I conducted a topic analysis first because it is necessary that the
students recognize each of the three reading components: Main Idea, Sequencing, and Cause &
Effect. Then I conducted a process analysis stating the steps to finding each of the three reading
components.
To create the task analysis I used information found through observation, interview, assessment
scores, and through the subject matter expert (SME). With observation I watched the students’
interaction within the class, among their peers, and during work time; if the students were idle
during work, this showed me that they were not motivated or they were perhaps confused about
the subject. I conducted brief interviews with the students asking them how they felt about the
subject matter and their interests to get a better sense of who they are. The SME allowed me to
interview her and provided access to assessment scores such as previous benchmarks and
CRCTs, in which I was able to see how the students rated and the areas they were struggling
with. I wanted to ensure that for my outline I was providing the correct information, so I also
utilized other sources that are also incorporated within the school and its curriculum. These
sources were educational websites such as Brainpop.com and Brainpopjr.com; and also the
teaching model/strategy Learning Focused.
Originally I started off with just a topic analysis of three critical Reading Comprehension skills:
Main Idea, Sequencing, and Cause & Effect. These skills occur on the Criterion-Referenced
Competency Test (CRCT) and are also found in the Common Core Georgia Performance
Standards (CCGPS). Also, through talking with the SME, she stated that these skills were
significant to not just Reading, but all subjects. However, while conducting the topic analysis I
felt it was important to list the steps to finding each of these skills. As a result, I attempted to list
all the relevant and necessary steps for each component combining both the topic and procedural
analyses.
The content structures included facts (the names, definitions and descriptions of the reading
skills); the concepts would be the three reading skills that are a part of Reading Comprehension;
rules (i.e., When does an effect occur?); and procedures (how you find or recognize the skill).

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The attitude towards Reading Comprehension among students is not a positive one, so the
importance of the listed skills will be emphasized through various activities and objectives.
Task Analysis Outline
I. Main Idea
A. The central point in a piece of writing that an author tries to make.
B. Can be an opinion, argument, or general idea.
C. Can be found in both nonfiction and fiction writing.
D. Topic Sentence
1. Tells what the main idea is.
2. Tells what the paragraph or writing is about.
3. Usually occurs at the beginning, but sometimes the concluding sentence
in the paragraph.
4.Sets up the writing or mood for the reader:
a. Tone
1) How the writer feels about the subject
2) Why is he/she writing this?
3) Who is he/she writing to?
4) What does he/she want the readers to learn, understand, or
think about?
5) Can be subjective or objective
b. Voice
a. The author’s personality coming through in the writing
c. Style
a. The way the writer puts or combines sentences and words
together.
E. Supporting details
1.Sentences that back up the main idea.
2.Provides information that proves or explains the author’s point.
3.Good supporting details are:
a. Organized

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b. Clear
c. Transition
d. Descriptive
F. How to find the Main Idea
1.Read the title and make a prediction about the text.
a. This will be the topic.
2.As you read, look for specific key points or information.
a. These will be your details.
3.Think about how all the details work together.
a. What is it they are discussing?
b. What is the big idea?
II. Sequence of Events
A. The order in which things occur or are described.
B. Tell of an event or action.
1.Who
2.What
3.When
4.Where
C. Can occur in both nonfiction and fiction
1.Actions
a. Directions to do something
2.Events
a. May include dates
3. Settings
4.Feelings
5.Characters
6.Problems
D. Transition words
1.Connect ideas together
2.Also called Signal Words
3.Examples of transition words

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a. First
b. Then
c. Next
d. Finally
E. Steps to finding the Sequence
1.Think about the text and when events happened in it.
2.Describe the events that occurred
a. In the beginning or first in the text.
b. In the middle or next.
c. At the end or finally.
3. Put the events in the correct order.
III. Cause and Effect
A. Cause
1.Why an event happens
2.More than one cause can happen in an event
B. Effect
1.What happens or the event that happens after or because of the cause
2.More than one effect can happen in an event
C. What cause and effect do together
1.Tell about an event
2.State a problem and how it was solved
D. Example phrases to indicate cause and effect
1.If…then
2. Reason
3.Therefore
4.So that
5.Because
6.Since
7.As a result
E. Steps to find the Cause & Effect
1.While reading, look or find something that happened in the text.

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2.Think about…..for the cause
a. How it happened
b. What was the reason it happened?
c. What made it happen?
3.Think about …for the effect
a. What happened next
b. Identifies the consequences
Subject Matter Expert (SME)
The subject matter expert (SME) assisting with this task analysis is Christine Adcox. She has
been teaching for over 20 years in both elementary and middle schools. Mrs. Adcox has been
teaching in the 5th
grade for over 12 years at David L. Rainer, and has been teaching Reading and
Language Arts since her career began. She has been working with or in EIP for 12 years; one of
those years was a self-contained classroom. I feel that Mrs. Adcox possesses all the
qualifications to assist with the analysis. She knows the skills and concepts that students struggle
with; she knows the kinds of questions that are asked for on statewide assessments; and she has
been teaching these two subjects all of her career. The SME has been very cooperative and
willing to provide information when asked. I can interact with the SME as often as needed.
During my time with the SME, I inquired about what important skills/ concepts she felt that
students needed to know about Reading Comprehension. I originally was just trying to focus on
Reading Comprehension, but she informed me that it was just too broad of a subject. I should
narrow down my assessment to only a few concepts. That is when she suggested that Main Idea,
Sequencing, and Cause & Effect were concepts that students struggled with. As an adult these
concepts seem simple, but time and again the students have difficulties answering and
completing work over these approaches.

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Task Diagram
Part IV: Instructional Objectives
Terminal Objective 1: To identify a main idea and the supporting details. (Fact/Recall)
Enabling Objectives:
1A. Select the main idea of a paragraph. (Fact/Recall)
1B. List the supporting details within a text. (Fact/Recall)
1C. Practice identifying main ideas and supporting details. (Concept/Application)
Terminal Objective 2: Develop graphic representations and discussions of main ideas and
supporting details. (Concept/Application)
Main Idea
Read the title and make a
prediction about the text. This
will be the topic.
As you read, look for specific
key points of information.
These will be your details.
Think about how all the
details work together. What is
it they are discussing? What is
the big idea?
Sequencing
Think about the text you are
reading and when events
happened in it.
Describe the events that
occured. What happened in the
beginning? Middle? At the
end?
Put the events in the correct
order of how they happened
within the text.
Cause and
Effect
While reading, look or find
something that happened
within the text.
Think about how it happened,
what was the reason it
happened, and what made it
happen? This will be the cause
in your text.
Think about what happened
next and identifies the
consequences or results. This
will be the effect in your text.

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2A. Create a graphic organizer online identifying the main idea and details.
(Concept/Application)
2B. Design an online presentation (e.g., poster, blog, video, cartoon, etc.) that tells about the
main idea and details of a specific text. (Procedure/Application)
2C. Describe and give examples of a main idea and supporting details. (Concept/Recall)
Terminal Objective 3: Evaluate events and put them in the correct sequence. (Principle/Recall)
3A. Recognize sequence of events. (Concept/Application)
3B. Manipulate pictures on the computer into the correct order. (Attitude/Application)
3C. Assemble events from a text into the correct sequence. (Fact/Recall)
Terminal Objective 4: Select a topic and correctly arrange events in sequence.
(Procedure/Recall)
4A. Describe events using transitional words to show order. (Principle/Recall)
4B. Justify in a discussion why you think or do not think events are in the correct order.
(Attitude/Recall)
4C. Design an online presentation (e.g., poster, blog, video, cartoon, etc.) that tells about an
event in sequential order. (Procedure/Application)
Terminal Objective 5: Explain cause and effect relationships in a text. (Concept/Recall)
5A. Identify cause and effect. (Fact/Recall)

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5B. Engages in an online discussion about the cause/effects of an event, idea, or concept.
(Attitude/Application)
5C. Diagram a cause/effect relationship after reading a text. (Procedure/Application)
Terminal Objective 6: Assess a passage or text into main idea and details, sequence, and cause
and effect. (Principles/Recall)
6A. Recalls the main idea and supporting details, sequence, cause and effect. (Fact/Recall)
6B. Design an online presentation (e.g., poster, blog, video, cartoon, etc.) that displays the main
idea, details, sequence, and cause and effect of a specific topic. (Concept/Application)
6C. Attempts to evaluate texts into the separate components: main idea and details, sequence,
and cause and effect within a discussion and its prompt. (Attitude/Recall)
Performance-Content Matrix
Content
Performance
Recall Application
Fact 1, 1A, 1B, 3C, 5A, 6A
Concept 2C, 3A, 5 1C, 2, 2A, 6B
Principles 3, 4A, 6
Procedure 2B, 4, 4C, 5C
Interpersonal
Attitude 3B, 4B, 6C 5B

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Standards and Objectives
Instructional
Objectives
Georgia Performance Standards
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ELACC5RI2: Determine two or more main ideas of a text and explain how they
are supported by key details; summarize the text.
1A
1B
1C
3
ELACC5RI5: Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts or
information in two or more texts.
3A
3C
5
5A
5C
6
6A
3B ELACC5W3: Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
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4A
ELACC5W3c: Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
2C ELACC5L1. Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 5 topics and
texts, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
3B
4B
6C
ELACC5L1d. Review the key ideas expressed and draw conclusions in light of
information presented in diverse media and formats, including visually,
quantitatively, and orally.
5B
ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas
logically and using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
2
ELACC5SL5: Include multimedia components (e.g., graphics, sound) and
visual displays in presentations when appropriate to enhance the development of
main ideas or themes.
2A
2B
4C
6B

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Part V: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Pretest:
Students will
complete a
pretest to check
for
understanding.
Identifies the
students’ prior
knowledge.
Highlights
critical features.
Instructor will use
information to
differentiate levels
for students.
Lesson 1:
Introducing
Main Ideas and
Details
Students will
complete a
WebQuest on
main idea and
details.
Students will
watch an
instructional
video on
brainpop.com
about main ideas
and details.
Students will
complete an
internet
scavenger hunt.
Identifies a
main idea and
its supporting
details.
Lists details
that support
the main idea.
Objective 1: To
identify a main
idea and the
supporting
details.
1A. Select the
main idea of a
paragraph.
1B. List the
supporting
details within a
text.
1C. Practice
identifying main
ideas and
supporting
details.
Students will
read information;
watch and listen
to a video; and
practice the
concept.
Students will
follow links to
sites where they
can read or listen
to information.
Students will be
given visuals to
see.
Students will fill
in blanks to
questions as part
of scaffolding.
Performance based
assessment:
Instructor will check
Webquest for
understanding and
provide feedback.
For the scavenger
hunt: The students
will follow links to
websites. The
students will read the
passages. Then the
students will return to
the page with the
links and identify
what the main idea is.
The students will list
details that support
the main idea.
Lesson 2: Using
Organizers to
Display Main
Idea and
Details
Students will
participate in an
online
discussion.
Students will be
Demonstrate
their
understanding
of
diagramming
a main idea
and details.
Discuss
his/her own
ideas or
feelings about
Objective 2:
Develop graphic
representations
and discussions
of main ideas &
supporting
details.
2A. Create a
graphic
organizer online
identifying the
main idea and
Students
collaborate
together to
engage in
meaningful
discussion, and
learn from each
other.
Students are
given multiple
examples.
Constructed
Response:
Students’ response in
online discussion.
“For many people, it
is easier to
understand ideas or
information when
they can look at
pictures or graphs,
such as in a graphic
organizer. Do you

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presented with
graphic
organizers and
examples of
how to use one
for main ideas
and supporting
details.
Students will
use a Web 2.0
tool for a
presentation and
use a graphic
organizer to sort
information.
graphic
organizers.
details.
2B. Design an
online
presentation
(e.g., poster,
blog, video,
cartoon, etc.)
that tells about
the main idea
and details of a
specific text.
2C. Describe
and give
examples of a
main idea and
supporting
details.
Students will
read, view, listen,
and interact with
models.
Students get to
select the topic of
their choice.
Students will use
a Web 2.0 tool
that is
interactive.
Students can
write, draw, post
videos, add
graphics, etc. and
then share their
information with
others that can
add to their web
organizer.
agree with this
statement? Do you
like organizing your
ideas into graphic
organizers? Why or
why not? Answer the
question, then read
and respond to a
classmate’s
thoughts.”
Performance based
assessment:
Students will choose
a specific topic (e.g.,
an animal) and create
a web diagram of the
topic. Using the Web
2.0 tool, Popplet. The
students will organize
the information to
identify the main idea
and the details. The
students may type
text, use videos, draw
pictures, and post
pictures within the
organizer. After the
presentation is
complete, students
will share with their
class. Then the
students must
respond to at least
one other classmate’s
organizer by adding a
new detail about their
classmate’s topic.
Instructor will use the
rubric to check for
understanding and
provide feedback.
Lesson 3:
Sequencing
Defend his/her
own ideas or
feelings about
Objective 3:
Evaluate events
and put them in
Students will
collaborate
together to
Constructed
Response:

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Students will
participate in an
online
discussion.
Students will
complete a
webquest on
Sequence of
events, and
watch a video
about
Sequencing.
Students will
read a passage
and determine if
the events are in
the correct
order. Students
will use the
appropriate steps
to decide.
putting things
in order.
Identifies
process of
putting things
in sequential
order.
the correct
sequence.
3A. Recognize
sequence of
events.
3B. Defend why
order is or is not
important in a
discussion.
3C. Assemble
events from a
text into the
correct
sequence.
engage in
meaningful
discussion, and
learn from each
other.
Throughout the
presentation
critical features
will be
highlighted and
given multiple
examples of
sequence of
events.
Students will be
provided the
opportunity of
support by the
teacher to
prompt, check, or
provide feedback
to the students.
Background or
prior knowledge
will be checked.
online discussion.
“Do you think it is
important to do
things in order?
Explain why or why
not? Then respond to
another classmate’s
response.”
Performance based
assessment:
Students will go
through the
Sequencing
webquest. Students
will watch a
presentation of why
sequence of events is
important and look at
the steps involved in
the process. Students
will then recall steps
as they read a
passage about a
common task (e.g.,
getting ready for
school). The task will
not be in the right
order. The students
must order the events
in the appropriate
steps.
Lesson 4: This
is How You Do
It
Students will be
given a prompt
about events in
or out of order.
The students
will justify or
explain their
thinking in an
online
discussion.
Defends
his/her ideas
or feelings
about a topic.
Correct use of
transitional
words.
Identifies the
process of
putting things
in sequential
order.
Objective 4:
Select a topic
and correctly
arrange events
in sequence.
4A. Describe
events using
transitional
words to show
order.
4B. Justify in a
discussion why
you think or do
not think events
Students will be
given feedback
and can
collaborate or
learn from others
in the class
through a
discussion/chat.
Students are
given an example
displayed with
audio and visual
(text in video).
Constructed
Response:
Read the following
steps on how to make
a grilled cheese
sandwich. Decide if
the events are in
order or not. Then
explain why you think
the steps are in order
or are not.
How to Make a
Grilled Cheese:

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Students will be
given an
example of a
procedure. They
will be
introduced to
transitional
words
throughout the
demonstration,
and then recall
the transitional
words.
Students will
use a Web 2.0
tool to present a
topic.
are in the
correct order.
4C. Design an
online
presentation (i.e.
poster, blog,
video, cartoon,
etc.) that tells
about an event
in sequential
order.
Students are
given the
opportunity to
practice what
they have
learned.
Student is given
a choice of topic
and media to
present for the
class. Students
will be provided
prompt feedback,
support, and
opportunities to
practice the skill.
1. Put the
sandwich in
the pan.
2. Gather all of
your
ingredients
and tools.
3. Put the cheese
onto the
bread slices.
4. Lay out two
pieces of
bread.
5. Cook until the
cheese has
melted and
the bread is
golden brown.
6. Eat and
enjoy!
Performance based
assessment:
Students will use a
Web 2.0 tool to
create a presentation
about a task they
think they know how
to do really well
(e.g., how to make a
paper airplane). The
student will use
transitional words
and pictures to
demonstrate the task.
Lesson 5:
Cause and
Effect
Students will
participate in an
online
discussion.
Students will be
Defines a
cause and
defines an
effect.
Identifies the
cause and
effect of a
problem.
Objective 5:
Explain cause
and effect
relationships in
a text.
5A. Identify
cause and effect.
5B. Engages in
an online
discussion about
Students will use
background
knowledge, and
will collaborate
or respond to
others ideas in a
“safe”
environment.
Students use
Constructed
Response: Micah
asked his friend Alice
to watch his bird
while he went on a
trip. Micah tells Alice
to make sure that she
closes the bird cage
when she leaves
because Petey can

19
provided with
the definition
and example of
cause and effect.
Students will
evaluate
problems and
decide what is
the cause and
effect.
Students will
use a Web 2.0
tool to present a
topic.
Demonstrates
his/her
understanding
of a topic.
the cause/effects
of an event,
idea, or concept.
5C. Diagram a
cause/effect
relationship
after reading a
text.
background
knowledge and
opportunities to
demonstrate the
skills. The
instructor will
provide prompt
feedback and
support to the
student.
fly. When Alice goes
to check on Petey,
she opens the cage to
get out his water.
While she is doing
this, the doorbell
rings, so Alice stops
what she is doing to
go answer the door.
What do you think
happens next, and
why? Then respond
to a classmate’s
response.
Performance based
assessment:
Student will read a
passage. Then create
a diagram using a
Web2.0 tool of the
cause and effect
relationship. The
students will start
with the cause and
then show the
events/effects that
follow.
Lesson 6: The
Final
Assessment
Students will be
shown the three
reading
comprehension
strategies,
Students will tell
which reading
strategy is
shown and
discuss how
they know that
is it.
Student will use
Identifies
student
understanding
of all the
concepts.
Breakdown
information
into smaller
components.
Demonstrates
an
understanding
of the
concepts.
Objective 6:
Assess a
passage or text
into main idea
& details,
sequence, and
cause & effect.
6A. Recalls the
main idea and
supporting
details,
sequence, cause
and effect.
6B. Design an
online
presentation (i.e.
poster, blog,
video, cartoon,
Students are
shown multiple
examples of the
content, and
critical features
are highlighted.
Multiple texts in
a range of
difficulty levels
will be provided.
Students will
also be given
choices on how
to access the
content (text,
audio, etc.).
Performance based
assessment:
Student will create a
presentation of their
choice from one of
the many linked
topics given in the
modules. The
students must
culminate all three
reading strategies
into a presentation.
The student will
breakdown his/her
topic into the three
parts: a graphic
organizer showing
main idea and

20
a Web 2.0 tool
to present a
topic.
etc.) that
displays the
main idea,
details,
sequence, and
cause and effect
of a specific
topic.
6C. Attempts to
evaluate texts
into the separate
components:
main idea and
details,
sequence, and
cause and effect
within a
discussion and
its prompt.
Students are
given a choice on
how to present
the material with
a Web 2.0 tool
and demonstrate
their skills and
knowledge.
supporting details;
identify which details
or ideas happened in
the correct order; and
which ideas or details
were the cause or
effects of the event.
one of the many Web
2.0 tools
demonstrated
throughout the online
learning module.

21
Pre-test
1. What is a main idea?
a. Tells the order that something occurs.
b. The central point of a piece of writing.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
2. What is a detail?
3. Read the following passage then fill out the diagram:
Termites are insects that live in large groups called colonies. Some termites build
mounds as their homes. Termite mounds are made with dirt and saliva. Termites
build tunnels inside the mound. Termites travel through the tunnels.
The tunnels help keep the termite mound cool. Some mounds can be more than 20
feet tall!

22
4. What is the sequence of events?
5. Read the following sentences then put them in sequential order with numbers 1-5.
I brush my teeth.
I arrive at school.
I open my eyes and wake up for the day.
I leave school for home.
I get out of bed to get ready for school.
6. Read the following sentences, then choose the transitional word from the box.
Lay out two slices of bread.
Eat and enjoy!
Spread the jam onto the slices.
Put the bread slices together.
Gather all the ingredients.
7. What is a cause?
b. Tells what happened after an event occurred.
First Second Next Then Last

23
8. What is an effect?
9. Read the following passage then answer the following questions.
Do you skip breakfast most mornings? If you’re like most kids, you probably do!
A new school year can be a good time to get into the habit of eating a healthful
breakfast, say experts. Recent studies show that eating breakfast boosts both
your health and your brainpower.
Circle your answer.
(I) You can boost your brainpower and health, (II) if you get into the habit of
eating a healthful breakfast.
When you read the sentence, part I is the: Cause
Effect
When you read the sentence, part II is the: Cause
Effect
10. Read the passage. Then tell which reading strategy it is using the word bank, you
may use the abbreviation provided below the word.
Casey knew he wasn’t supposed to play basketball in the living room. So he just
bounced the ball once. Well, twice. He was about to go outside when the ball hit a little
vase on the end table. It crashed to the floor. It broke into about a million pieces.
“I’ll clean it up,” he thought. “Maybe no one will notice.” He looked outside. His mom
was in the backyard, playing with his little brother.
He got a broom and dustpan from the kitchen. The broom missed some little pieces of
the glass. So he used his hand to sweep the glass into the pan.

24
“Ouch!” His cut his finger. It began to bleed, right onto the white sofa.
He dropped the dustpan and ran to the bathroom. Little red drops trailed behind him.
He filled the sink and ran warm water over the cut.
He opened the cabinet. The bandages were on the top shelf. He went into his room to
get a chair. It was piled high with junk. He went down the hall to get the kitchen ladder
and realized he forgot to turn off the water. Just then, he heard the sounds of water
flowing and the door opening.
a. Casey knew he wasn’t supposed to play ball inside of the house. As a result of this,
Casey had a lot of accidents.
b. The passage is about how accident prone Casey is. He knew he wasn’t supposed to
bounce the ball in the house but he did it anyways. When he did that he broke a vase
and cut his finger.
c. First, Casey bounced the ball in the house twice. When he did that, the ball hit a vase
and he cut his finger. Before he cut his finger, he tried to clean up the vase and pick
up the broken pieces with his hands. Then he cut his finger. After he cut his finger, he
tried to clean the cut. He needed a bandage but couldn’t reach it, so he got a chair.
Lastly, he forgot to turn the water off after he cleaned his cut, but realized that as the
backdoor opened.
Main Idea Sequence of Events Cause and Effect
MI SE CE

25
Pre-test Answer Key
Objective 1
Objective 2
feet tall!

26
Objective 3
3 I brush my teeth.
4 I arrive at school.
1 I open my eyes and wake up for the day.
5 I leave school for home.
2 I get out of bed to get ready for school.
Objective 4
Second Lay out two slices of bread.
Last Eat and enjoy!
Next Spread the jam onto the slices.
Then Put the bread slices together.
First Gather all the ingredients.
Objective 5
17. What is a cause?

27
b. Tells what happened after the event occurred.
19. Read the following passage then answer the following two questions below.
Read this sentence to answer the questions. Circle your answer.
(I)You can boost your brainpower and health, (II) if you get into the habit of eating a
healthful breakfast.
Effect
Effect
Objective 6

28
Casey knew he wasn’t supposed to play basketball in the living room. So he just bounced the
ball once. Well, twice. He was about to go outside when the ball hit a little vase on the end
table. It crashed to the floor. It broke into about a million pieces.
“I’ll clean it up,” he thought. “Maybe no one will notice.” He looked outside. His mom was in
the backyard, playing with his little brother.
He got a broom and dustpan from the kitchen. The broom missed some little pieces of the
glass. So he used his hand to sweep the glass into the pan.
He dropped the dustpan and ran to the bathroom. Little red drops trailed behind him. He filled
the sink and ran warm water over the cut.
He opened the cabinet. The bandages were on the top shelf. He went into his room to get a
chair. It was piled high with junk. He went down the hall to get the kitchen ladder and realized
he forgot to turn off the water. Just then, he heard the sounds of water flowing and the door
opening.
a. Casey knew he wasn’t supposed to play ball inside of the house. As a result of this, Casey had
a lot of accidents.
Cause and Effect (CE)
b. The passage is about how accident prone Casey is. He knew he wasn’t supposed to bounce
the ball in the house but he did it anyways. When he did that he broke a vase and cut his
finger.
Main Idea (MI)
c. First, Casey bounced the ball in the house twice. When he did that, the ball hit a vase and he
cut his finger. Before he cut his finger, he tried to clean up the vase and pick up the broken
pieces with his hands. Then he cut his finger. After he cut his finger, he tried to clean the cut.
He needed a bandage but couldn’t reach it, so he got a chair. Lastly, he forgot to turn the
water off after he cleaned his cut, but realized that as the backdoor opened.
Sequence of Events (SE)
MI SE CE

29
Assessment Examples
Lesson 1: Introducing Main Ideas and Details
Objective 1: To identify a main idea and the supporting details.
1A. Select the main idea of a paragraph.
1B. List the supporting details within a text.
1C. Practice identifying main ideas and supporting details.
Performance-based assessment:
For the scavenger hunt: The students will follow links to websites. The students will read the
passages. Then the students will return to the page with the links and identify what the main idea
is. The students will list details that support the main idea.
UDL: This assessment provides multiple means of representation for the students because
students can be engaged in multiple ways by watching videos, listening to what is being said,
reading the text, etc. Students will be given visuals to see. They will fill in blanks to questions as
part of scaffolding.
This is an example of what a Webquest Scavenger hunt may look like:
Directions: Follow the links and read, watch, or listen to the passages. Then return to this page to
fill in the blanks.
Duck-billed Platypus:
http://kids.nationalgeographic.com/kids/animals/creaturefeature/platypus/
1. Duck-billed Platypus are strange looking animals because they are small,
amphibious mammals with a tail like beaver, feet and beak like a bird, and the walk of a
reptile.
2. Platypuses are in a family of animals called monotremes . This means they are egg-
laying mammals.
Geckos:
http://kids.nationalgeographic.com/kids/animals/creaturefeature/geckos/
3. Geckos are reptiles and are found on all the continents except Antarctica .

30
4. Most geckos are nocturnal , which means they are active at night.
Helen Keller:
http://www.brainpopjr.com/socialstudies/biographies/helenkeller/
5. Helen Keller found ways to communicate with her family.
6. How did Anne Sullivan help Helen Keller?
She taught her how to use sign language , which is spelling words with your
hands.
Lesson 2: Using Organizers to Display Main Idea and Details
Objective 2: Develop graphic representations and discussions of main ideas & supporting
details.
2B. Design an online presentation (e.g., poster, blog, video, cartoon, etc.) that tells about
the main idea and details of a specific text.
2C. Describe and give examples of a main idea and supporting details.
Constructed Response and UDL:
Students will be given a discussion prompt, such as the one below. The students will respond to
the question(s) in a discussion, and respond to another classmate’s answer. This will engage the
student in meaningful learning because they are learning from others thoughts and opinions. It
also allows the student to express his/her thoughts and feelings to the topic. It allows the
instructor to get an understanding of what the students’ prior knowledge is.
“For many people, it is easier to understand ideas or information when they can look at pictures
or graphs, such as in a graphic organizer. Do you agree with this statement? Do you like
organizing your ideas into graphic organizers? Why or why not? Answer the question, then read
and respond to a classmate’s thoughts.”
Discussion Rubric
Not Completed Needs Improvement Meets Expectations
Answers Post
No post. Did not really answer
the post nor add to the
Topic is answered
fully and in a

31
discussion. thoughtful manner.
Response to Others
No response. Made minimal or little
response to one
classmate.
Response to classmate
is clear, respectful,
and makes a
connection to oneself,
other posts, and/or
other lessons.
Timeliness
No submission. Post was made so late
that classmates did
not have time to
respond to post.
All the posts were
made on time.
Total Score: 5 pts. 0 0.5 1
Students will choose a specific topic (e.g., an animal) and create a web diagram of the topic.
Using the Web 2.0 tool, Popplet. The students will organize the information to identify the main
idea and the details. The students may type text, use videos, draw pictures, and post pictures
within the organizer. After the presentation is complete, students will share with their class. Then
the students must respond to at least one other classmate’s organizer by adding a new detail
about their classmate’s topic.
UDL:
Students collaborate and engage in meaningful discussion, but also learn from each other. They
are given opportunities to express their knowledge in multiple means of representation (text,
pictures, video, drawings, etc.). Students are able to engage and share information with others.

32
Main Idea Activity Rubric
Not
Completed
Needs Improvement Meets Expectations
Web
Organizer
Not present. Main idea is not present.
Less than 3 details are
given.
Main idea is clearly the central
point.
At least 3 clear details are given.
Response to
Others
response to one classmate.
Response to classmate is clear,
respectful, and makes a
connection.
Organization
No
organization.
Items are just randomly
placed.
Shows clear organization and is
appealing.
Audience
Appeal
No resources
or variety.
Contains only one or two
of these: Eye-catching,
creative, colorful, and
appealing.
Uses just one feature of
Web 2.0 tool.
Is eye-catching, creative,
colorful, and appeals to
audience.
Includes various features
available in Web 2.0 tool such
as: typed sentences, drawings,
video, pictures and/or graphics.
Timeliness
No
submission.
Post was made too late for
others to have time to
respond to post.
All posts were made on time.
Total Score:
10 pts.
0 1 2

33
Lesson 3: Sequencing
Objective 3: Evaluate events and put them in the correct sequence.
3A. Recognize sequence of events.
3B. Defend why order is or is not important in a discussion.
3C. Assemble events from a text into the correct sequence.
Students will collaborate together to engage in meaningful discussion, and learn from each other
in a safe environment. Below is an example of the discussion prompt:
“Do you think it is important to do things in order? Explain why or why not? Then respond to
another classmate’s response.”
Students are required to answer the questions and respond to another classmate’s response in a
timely manner.
Discussion Rubric
Answers Post
discussion.
Topic is answered
fully and in a
thoughtful manner.
Response to Others
response to one
classmate.
and makes a
other posts, and/or
other lessons.
Timeliness
that classmates did
not have time to
respond to post.
All the posts were
made on time.
Performance-based assessment and UDL:
Students will go through the Sequencing webquest. Students will watch a presentation of why
sequence of events is important and look at the steps involved in the process. Students will then

34
recall steps as they read a passage about a common task (e.g., getting ready for school). The task
will not be in the right order. The students must order the events in the appropriate steps.
Students are given multiple means of representation (video, text, and audio). Students engage in
the activity by using their prior knowledge to put events in the correct sequence.
An example of this would be:
Getting Ready for School
Directions: Number the events in the right order so they make sense.
1 Open your eyes and get out of bed.
4 Stand at the bus stop.
3 After you’ve eaten you, brush your teeth.
2 Eat breakfast.
6 Arrive at school.
5 Get on the bus.
Lesson 4: This is How You Do It
Objective 4: Select a topic and correctly arrange events in sequence.
4A. Describe events using transitional words to show order.
4C. Design an online presentation (i.e. poster, blog, video, cartoon, etc.) that tells about
an event in sequential order.
Students would respond to a prompt such as the one below. The students would engage in
meaningful discussion with others because they are using their prior knowledge to discern if the
steps are correct or not. Then they are justifying their answers. They can debate with other
students or make comments to others. They are expressing themselves by justifying their
answers.
Read the following steps on how to make a grilled cheese sandwich. Decide if the events are in
order or not. Then explain why you think the steps are in order or are not.

35
How to Make a Grilled Cheese:
1. Put the sandwich in the pan.
2. Gather all of your ingredients and tools.
3. Put the cheese onto the bread slices.
4. Lay out two pieces of bread.
5. Cook until the cheese has melted and the bread is golden brown.
6. Eat and enjoy!
Discussion Rubric
Answers Post
discussion.
Topic is answered
fully and in a
thoughtful manner.
Response to Others
response to one
classmate.
and makes a
other posts, and/or
other lessons.
Timeliness
that classmates did
not have time to
respond to post.
All the posts were
made on time.
Performance-based assessment and UDL:
Students are given a choice of a topic and Web2.0 tool to use for a presentation. The students are
to create a presentation that focuses on a simple task that they feel they are really well at. The
students will then use pictures, text, video, speech, etc. to show how to do the task. The students
should use transitional words as demonstrated in the video at the beginning of the lesson.
Students should use the rubric as a guide for the grade.
This presentation highlights UDL because it provides students multiple means of representation.
The students can express themselves how they choose as long as it follows the rubric guidelines.

39
Sequencing Activity Rubric
Not
Completed
Sequence
No sequence. Events are in sequential
order, but no transitional
words are used.
Events are in sequential order
with the use of transitional
words.
Organization
No
organization.
placed.
Shows clear organization and
is appealing.
Audience Appeal
No resources
or variety.
appealing.
Web 2.0 tool.
audience.
video, pictures and/or
graphics.
Sentence
Structure,
Spelling and
Grammar
Not present. Some incomplete
sentences or run-ons.
Some misspelled words.
Failure to capitalize
beginning of sentence.
Sentences are clear and
complete.
Words and grammar structure
are correct.
Timeliness
No
submission.
Post was made too late
for others to have time to
respond to post.
All posts were made on time.
Total Score:
10 pts.
0 1 2
Lesson 5: Cause and Effect
Objective 5: Explain cause and effect relationships in a text.
5A. Identify cause and effect.
5C. Diagram a cause/effect relationship after reading a text.
Constructed Response:
Students will be given a scenario and asked what they think will happen next. Below is an
example of the discussion prompt:
Micah asked his friend Alice to watch his bird while he went on a trip. Micah tells Alice to
make sure that she closes the bird cage when she leaves because Petey can fly. When Alice goes
to check on Petey, she opens the cage to get out his water. While she is doing this, the doorbell

40
rings, so Alice stops what she is doing to go answer the door. What do you think happens next,
and why? Then respond to a classmate’s response.
UDL: Students will use background knowledge, and will collaborate or respond to others ideas
in a “safe” environment. It provides the students the opportunity to engage in meaningful
learning. They not only use their own background knowledge; but they get to read and respond
to another classmate’s thoughts or opinions of the scenario, which is a part of expression.
Discussion Rubric
Answers Post
discussion.
Topic is answered
fully and in a
thoughtful manner.
Response to Others
response to one
classmate.
and makes a
other posts, and/or
other lessons.
Timeliness
that classmates did
not have time to
respond to post.
All the posts were
made on time.
This assessment is performance based because students show the skills they have learned about
Cause and Effect. Students will read a passage. Then create a diagram using a Web2.0 tool of the
cause and effect relationship. The students will start with the cause at the center of the diagram.
Then they will show the events or effects that follow the event.
UDL: Students use their background knowledge and are provided opportunities to demonstrate
their skills. The students are given the opportunity or choice in how they want to represent their
presentation (using a Web2.0 tool). Some Web2.0 tools allow students to include videos,
pictures, speech, and movement. It is up to the student to decide how to represent the material.
Students are also given the opportunity to express their learning any way they choose, as long as
the presentation follows the rubric criteria.

41
Cause and Effect Activity Rubric
Not
Completed
Cause and Effect Not present.
Cause is present but not
Effects.
Effects are present but no
clear cause.
Use of transitional words
are not present.
Cause and Effects are clearly
present.
Transitional words are used.
Sentence
Structure,
Spelling and
Grammar
Not present.
Some incomplete
sentences or run-ons.
Some misspelled words.
Failure to capitalize
beginning of sentence.
complete.
Words and grammar structure
are correct.
Organization
No
organization.
Does not use a graphic
organizer.
placed.
Uses a graphic organizer.
Shows clear organization and
is appealing.
Because Mr. Lee
took his dog
Hunter for a
walk in the field,
and let Hunter
off his leash.
First, Hunter ran into
the tall grass, and
Mr. Lee couldn't see
him.
So Mr. Lee called for
Hunter. However, he
heard a strange
noise and walked
towards the grass.
When he got to the
grass, Mr. Lee
smelled a terrible
smell.
Then he saw a skunk
run out of the grass.
The skunk had
sprayed Hunter!
As a result, Mr. Lee
told Hunter it was
time for a bath!!

42
Audience Appeal
No resources
or variety.
appealing.
Web 2.0 tool.
audience.
video, pictures and/or
graphics.
Total Score:
10 pts.
0 1.5 2.5
Lesson 6: The Final Assessment
Objective 6: Assess a passage or text into main idea & details, sequence, and cause & effect.
6A. Recalls the main idea and supporting details, sequence, cause and effect.
6B. Design an online presentation (i.e. poster, blog, video, cartoon, etc.) that displays the main
idea, details, sequence, and cause and effect of a specific topic.
6C. Attempts to evaluate texts into the separate components: main idea and details, sequence,
and cause and effect within a discussion and its prompt.
This assessment is a performance-based assessment because the student is demonstrating the
knowledge they have learned throughout the whole learning module.
The students will use one of the many Web2.0 tools demonstrated throughout the learning
modules. The students will culminate all three reading strategies into one presentation. The
student is given a list of passages, and they must choose one of them to make a presentation on.
The students will breakdown his or her topic into three parts: main ideas and details, sequence of
events, and cause and effect. They may create a graphic organizer showing main idea and
supporting details. They will identify which details or ideas happened in the correct order using
transitional words (sequencing). Also, they will tell which ideas or details were the cause and
effects in the event.
UDL: Depending on the students reading level they will be allowed to choose from a certain list
of passages. Students are given the choice to represent the presentation any way they want using
the Web2.0 tools from the modules. These Web2.0 tools have various tools and options in them;
some allow students to put video, graphics, text, speech, and drawings in them. It is up to the
student to represent the material the best way they know how. The students are given the
opportunity to express themselves how they choose.

43
Project Presentation Example
Project Presentations Rubric
Main Idea and
Supporting
Details
No main idea or
details present.
Shows main idea but less
than 3 details.
Shows 3 details but no
main idea.
Shows main idea and 3
details but not in a
complete sentence.
Main idea is present in a
clear, complete sentence.
Details- 3 or more are
present in a clear,
complete sentence.
Sequence of
Events
No sequence
present.
Events are in sequential
order but no transitional
words are used.
Sentences are not
complete or run-on.
Events are in sequential
order with the use of
transitional words.
complete.

44
Cause and Effects
No cause and
effect present.
Cause is present but not
Effects.
Effects are present but no
clear cause.
Use of transitional words
are not present.
Sentences are incomplete
or run-on.
Cause and Effects are
clearly present.
Transitional words are
used.
complete.
Organization No organization.
placed.
Shows clear organization
and is appealing.
Display
No visual display
present.
No use of pictures or
graphs.
Display is not colorful.
Uses pictures and/or
graphs.
Display is colorful and
creative.
Total Score:
20 pts.
0 2 5
Part VI: Content Sequencing and Instructional Strategies
Instructional Sequence
Sequencing Description Objective
1 Identify a main idea and the supporting details. 1
2 Develop graphic representations and discussions of main ideas &
supporting details.
2
3 Evaluate events and put them in the correct sequence. 3
4 Select a topic and correctly arrange events in sequence. 4
5 Explain cause and effect relationships in a text. 5
6 Assess a passage or text into main idea & details, sequence, and cause
& effect.
6
For this sequence the concepts and contents are based upon a concept-related order which uses:
class relations, propositional relations, sophistication, and logical prerequisite. The module will
use class relations by teaching what a main idea and details are before representing them in a
graph; teaching what sequence is before the use of transitional words to arrange topics in order;

45
and explaining what a cause and effect relationship is before having the learners assess what the
cause or the effect was. Propositional relations would be showing the students examples of
graphic representations before explaining how to create the representation. Sophistication would
be teaching the students main idea before teaching sequence or cause and effect. Lastly, logical
prerequisite teaching the learner main idea before details; teaching what a sequence is before
transitional words in a sequence; teaching what a cause is before effect or transitioning words for
cause and effect.
The learner will proceed through the instruction just as a teacher would proceed through
planning a lesson. Like a teacher’s lesson, adjustments may be needed; the learner may not be
able to just continue through each objective but instead the student must master the terminal
objective- a prerequisite into the next terminal objective. The sequence of instruction will check
prior knowledge before moving onto more complex or unknown components. The sequence will
also keep the learner motivated by using topics that may interest the learners; activities may
include videos and discussion boards. Lastly, the sequence ends with an accumulation or final
assessment of the developed skills.
Lesson 1: Introducing Main Idea and Details
Objective 1: To identify a main idea and the supporting details. (Fact/Recall)
1A. Select the main idea of a paragraph.
1B. List the supporting details within a text.
1C. Practice identifying main ideas and supporting details.
Initial Presentation: Students will be introduced to their modules. The first module will be a
main idea Webquest. It will introduce the definition of a main idea and the supporting details.
Students will look at examples of how to identify main ideas. Then the students will look at
examples of supporting details. Afterwards, students will try to identify the components on their
own.

46
Strategy: Concrete facts strategy (Zheng, Perez, Williamson, & Flygare, 2007) (Halat,
2008)
Plan for Differentiation (UDL): For this strategy, students will read information; watch
and listen to a video; and practice the concept. (Hall, Strangman, & Meyer, 2003)
Generative Strategy: Students will complete an internet scavenger hunt in which they follow
links to passages. The links will contain brief passages. After the students have read the
passages, they will once again identify what the main idea is. Then the students will list details
that support the main idea. Upon completion of the Webquest and scavenger hunt, the students
should have a better understanding of a main idea and details.
Strategy used: Lists facts strategy (Lindroth, 2007)
Plan for Differentiation (UDL): Students will follow links to sites where they can read
or listen to information. Students will be given visuals to see. Students will fill in the
blanks to questions as part of scaffolding. (Hall, Strangman, & Meyer, 2003)
Lesson 2: Using Organizers to Display Main Idea and Details
Objective 2: Develop graphic representations and discussions of main ideas & supporting
details. (Concept/Application)
2B. Design an online presentation (e.g., poster, blog, video, cartoon, etc.) that tells about
the main idea and details of a specific text.
2C. Describe and give examples of a main idea and supporting details.
Motivational Strategy: In a discussion, ask the students to consider how they feel about
organizing ideas into graphic models. (e.g., web diagram and outlines).
Strategy used: Organization concept strategy (Lee & Jeong-hoon, 2012)

47
Plan for Differentiation (UDL): Students collaborate together to engage in meaningful
discussion, and learn from each other. (Hall, Strangman, & Meyer, 2003)
Initial Presentation: Present the learners with the various graphic organizers and an example of
how to use one for main ideas and supporting details.
Strategy used: Organization concept strategy (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Students are given multiple examples. Students will
read, view, listen, and interact with models. (Hall, Strangman, & Meyer, 2003)
Generative Strategy: Ask the students to choose a specific topic (e.g., an animal) and create a
web diagram of that topic. The learners will organize the information they have found, then
“share” with classmates, and respond to another classmate’s diagram.
Plan for Differentiation (UDL): Students will use a Web 2.0 tool that is interactive.
Students can write, draw, post videos, add graphics, etc. and then share their information
with others that can add to their web organizer. Students are given a choice of what they
want to do. (Hall, Strangman, & Meyer, 2003)
Lesson 3: Sequencing
Objective 3: Evaluate events and put them in the correct sequence. (Principle/Recall)
3A. Recognize sequence of events.
3B. Defend why order is or is not important in a discussion.
3C. Assemble events from a text into the correct sequence.
Motivating Strategy: Students will be asked in a discussion if doing things in order is important
and why?
Strategy used: Elaboration (Campbell, 2007)

48
Plan for Differentiation (UDL): Students collaborate together to engage in meaningful
discussion, and learn from each other. (Hall, Strangman, & Meyer, 2003)
Initial Presentation: Students will work on a webquest for sequence of events. Students will
watch a presentation of why sequence of events is important and look at the steps involved in the
process. Students will be shown examples.
Strategy used: RULEG (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Throughout the presentation critical features will be
highlighted and given multiple examples of sequence of events.
(Hall, Strangman, & Meyer, 2003)
Generative Strategy: Students will recall the steps involved in the sequencing process. Students
will be asked to read a passage about a common task (e.g., getting ready for school, making a
sandwich, etc.), the task will not be in the correct sequence. Students must order the events in the
appropriate steps.
Strategy used: Integration (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Students will be provided the opportunity of support
by the teacher to prompt, check, or provide feedback to the student. Background or prior
knowledge will be checked. (Hall, Strangman, & Meyer, 2003)
Lesson 4: This is How You Do It
Objective 4: Select a topic and correctly arrange events in sequence. (Procedure/Application)
4A. Describe events using transitional words to show order.
4C. Design an online presentation (i.e. poster, blog, video, cartoon, etc.) that tells about
an event in sequential order.

49
Motivational Strategy: Students will be given a prompt (e.g., how to make a sandwich) the
instructor will either write it in order or not. The students must decide if the steps are correct, and
justify or explain their thinking.
Strategy used: Elaboration procedure (Kerr, 2011)
Plan for Differentiation (UDL): Students will be given feedback and can collaborate or
learn from others in the class through a discussion/chat.
Initial Presentation: Students will be given an example of a procedure (e.g., watch a video).
They will be introduced to transitional words throughout the demonstration. At the end of the
demonstration, the student will recall the transitional words.
Strategy used: Demonstration and organization (Morrison, Ross, Kalman, & Kemp,
2013)
Plan for Differentiation (UDL): Student is given an example displayed with audio and
visual (text in video). Students are given the opportunity to practice what they have
learned. (Hall, Strangman, & Meyer, 2003)
Generative Strategy: The student will be prompted to create a presentation to share with
classmates on how to do a task of his/her choice. The student will use transitional words and
pictures to demonstrate the task.
Strategy used: Elaboration and practice (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Student is given a choice of topic and media to present
for the class. Student will be provided prompt feedback, support, and opportunities to
practice skill. (Hall, Strangman, & Meyer, 2003)
Lesson 5: Cause and Effect
Objective 5: Explain cause and effect relationships in a text. (Concept/Recall)

50
5A. Identify cause and effect.
5C. Diagram a cause/effect relationship after reading a text.
Motivational Strategy: Students will be given a scenario and asked what they think will happen
next.
Strategy used: Integration concept strategy (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Students will use background knowledge, and will
collaborate or respond to others ideas in a “safe” environment.
Initial Presentation: Students will be provided with what a cause and effect relationship is, the
definition of it, and an example. Students will then look at problems and decide what is the cause
and the effect of it.
Strategy used: Integration concept strategy (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Students are provided with multiple examples and the
critical features are highlighted. (Hall, Strangman, & Meyer, 2003)
Generative Strategy: Students will read a passage, and then put into a diagram what happened,
starting with the cause and the events that followed (effects).
Plan for Differentiation (UDL): Students use their background knowledge and
opportunities to demonstrate their skills. The instructor will provide prompt feedback and
support to the student. (Hall, Strangman, & Meyer, 2003)
Lesson 6: The Final Assessment

51
Objective 6: Assess a passage or text into main idea & details, sequence, and cause & effect.
(Principles/Recall)
6A. Recalls the main idea and supporting details, sequence, cause and effect.
6B. Design an online presentation (i.e. poster, blog, video, cartoon, etc.) that displays the
main idea, details, sequence, and cause and effect of a specific topic.
6C. Attempts to evaluate texts into the separate components: main idea and details,
sequence, and cause and effect within a discussion and its prompt.
Initial Presentation: Show students examples of the three reading comprehension strategies.
Ask students to tell which reading strategy is shown and discuss why.
Strategy used: EGRUL organizational (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Students are shown multiple examples of the content,
and critical features are highlighted. (Hall, Strangman, & Meyer, 2003)
Generative Strategy: The student will create a presentation of their choice from one of the
many linked topics given in the modules. The student must then culminate all three reading
strategies into a presentation. The student will breakdown his/her topic into the three parts: a
graphic organizer showing main idea and supporting details; identify which details or ideas
happened in the correct order; and which ideas or details caused or effected another event.
Strategy used: EGRUL organizational (Morrison, Ross, Kalman, & Kemp, 2013)
Plan for Differentiation (UDL): Multiple texts in a range of difficulty levels will be
provided. Students will also be given choices on how to access the content (text, audio,
etc.) Students are also given a choice on how to present the material and demonstrate
their skills and knowledge. (Hall, Strangman, & Meyer, 2003)

52
Works Cited
Campbell, N. (2007). Bringing ESL Students Out of Their Shells: Enhancing Participation
Through Online Discussion. Business Communication Quarterly, 37-43.
Halat, E. (2008). A Good Teaching Technique: Webquests. Clearing House, 109-111.
Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated Instruction and Implications for
UDL Implementation. Wakefield: National Center on Accessing the General Curriculum.
Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom.
TechTrends, 28-30.
Lee, J., & Jeong-hoon, K. (2012). Development and Analysis of Web-based Discussion System
for Elementary School Students. International Journal of U- & E-Service, Science &
Technology, 45-55.
Lindroth, L. (2007). How To Create and Use a Math Scavenger Hunt. Teaching PreK-8, 25.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing the Instruction:
Strategies. In G. R. Morrison, S. M. Ross, H. K. Kalman, & J. E. Kemp, Designing
Effective Instruction (pp. 136-157). Hoboken: Wiley.
Zheng, R., Perez, J., Williamson, J., & Flygare, J. (2007). WebQuests as perceived by teachers:
implications for online teaching and learning. Computer Assisted Learning, 295-304.

53
Part VII: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Pretest:
Students will
complete a
pretest to check
for
understanding.
Identifies the
students’ prior
knowledge.
Highlights
critical features.
Instructor will use
information to
differentiate levels
for students.
Lesson 1:
Introducing
Main Ideas and
Details
Students will
complete a
WebQuest on
main idea and
details.
Students will
watch an
instructional
video on
brainpop.com
about main ideas
and details.
Students will
complete an
internet
scavenger hunt.
Identifies a
main idea and
its supporting
details.
Lists details
that support
the main idea.
Objective 1: To
identify a main
idea and the
supporting
details.
1A. Select the
main idea of a
paragraph.
1B. List the
supporting
details within a
text.
1C. Practice
identifying main
ideas and
supporting
details.
Students will
read information;
watch and listen
to a video; and
practice the
concept.
Students will
follow links to
sites where they
can read or listen
to information.
Students will be
given visuals to
see.
Students will fill
in blanks to
questions as part
of scaffolding.
Performance based
assessment:
Instructor will check
Webquest for
understanding and
provide feedback.
For the scavenger
hunt: The students
will follow links to
websites. The
students will read the
passages. Then the
students will return to
the page with the
links and identify
what the main idea is.
The students will list
details that support
the main idea.
Lesson 2: Using
Organizers to
Display Main
Idea and
Details
Students will
participate in an
online
discussion.
Students will be
Demonstrate
their
understanding
of
diagramming
a main idea
and details.
Discuss
his/her own
ideas or
feelings about
Objective 2:
Develop graphic
representations
and discussions
of main ideas &
supporting
details.
2A. Create a
graphic
organizer online
identifying the
main idea and
Students
collaborate
together to
engage in
meaningful
discussion, and
learn from each
other.
Students are
given multiple
examples.
Constructed
Response:
online discussion.
“For many people, it
is easier to
understand ideas or
information when
they can look at
pictures or graphs,
such as in a graphic
organizer. Do you

54
presented with
graphic
organizers and
examples of
how to use one
for main ideas
and supporting
details.
Students will
use a Web 2.0
tool for a
presentation and
use a graphic
organizer to sort
information.
graphic
organizers.
details.
2B. Design an
online
presentation
(e.g., poster,
blog, video,
cartoon, etc.)
that tells about
the main idea
and details of a
specific text.
2C. Describe
and give
examples of a
main idea and
supporting
details.
Students will
read, view, listen,
and interact with
models.
Students get to
select the topic of
their choice.
Students will use
a Web 2.0 tool
that is
interactive.
Students can
write, draw, post
videos, add
graphics, etc. and
then share their
information with
others that can
add to their web
organizer.
agree with this
statement? Do you
like organizing your
ideas into graphic
organizers? Why or
why not? Answer the
question, then read
and respond to a
classmate’s
thoughts.”
Performance based
assessment:
a specific topic (e.g.,
an animal) and create
a web diagram of the
topic. Using the Web
2.0 tool, Popplet. The
students will organize
the information to
identify the main idea
and the details. The
students may type
text, use videos, draw
pictures, and post
pictures within the
organizer. After the
presentation is
complete, students
will share with their
class. Then the
students must
respond to at least
one other classmate’s
organizer by adding a
new detail about their
classmate’s topic.
Instructor will use the
rubric to check for
understanding and
provide feedback.
Lesson 3:
Sequencing
Defend his/her
own ideas or
feelings about
Objective 3:
Evaluate events
and put them in
Students will
collaborate
together to
Constructed
Response:

55
Students will
participate in an
online
discussion.
Students will
complete a
webquest on
Sequence of
events, and
watch a video
about
Sequencing.
Students will
read a passage
and determine if
the events are in
the correct
order. Students
will use the
appropriate steps
to decide.
putting things
in order.
Identifies
process of
putting things
in sequential
order.
the correct
sequence.
3A. Recognize
sequence of
events.
3B. Defend why
order is or is not
important in a
discussion.
3C. Assemble
events from a
text into the
correct
sequence.
engage in
meaningful
discussion, and
learn from each
other.
Throughout the
presentation
critical features
will be
highlighted and
given multiple
examples of
sequence of
events.
Students will be
provided the
opportunity of
support by the
teacher to
prompt, check, or
provide feedback
to the students.
Background or
prior knowledge
will be checked.
online discussion.
“Do you think it is
important to do
things in order?
Explain why or why
not? Then respond to
another classmate’s
response.”
Performance based
assessment:
Students will go
through the
Sequencing
webquest. Students
will watch a
presentation of why
sequence of events is
important and look at
the steps involved in
the process. Students
will then recall steps
as they read a
passage about a
common task (e.g.,
getting ready for
school). The task will
not be in the right
order. The students
must order the events
in the appropriate
steps.
Lesson 4: This
is How You Do
It
Students will be
given a prompt
about events in
or out of order.
The students
will justify or
explain their
thinking in an
online
discussion.
Defends
his/her ideas
or feelings
about a topic.
Correct use of
transitional
words.
Identifies the
process of
putting things
in sequential
order.
Objective 4:
Select a topic
and correctly
arrange events
in sequence.
4A. Describe
events using
transitional
words to show
order.
4B. Justify in a
discussion why
you think or do
not think events
Students will be
given feedback
and can
collaborate or
learn from others
in the class
through a
discussion/chat.
Students are
given an example
displayed with
audio and visual
(text in video).
Constructed
Response:
Read the following
steps on how to make
a grilled cheese
sandwich. Decide if
the events are in
order or not. Then
explain why you think
the steps are in order
or are not.
How to Make a
Grilled Cheese:

56
Students will be
given an
example of a
procedure. They
will be
introduced to
transitional
words
throughout the
demonstration,
and then recall
the transitional
words.
Students will
use a Web 2.0
tool to present a
topic.
are in the
correct order.
4C. Design an
online
presentation (i.e.
poster, blog,
video, cartoon,
etc.) that tells
about an event
in sequential
order.
Students are
given the
opportunity to
practice what
they have
learned.
Student is given
a choice of topic
and media to
present for the
class. Students
will be provided
prompt feedback,
support, and
opportunities to
practice the skill.
7. Put the
sandwich in
the pan.
8. Gather all of
your
ingredients
and tools.
9. Put the cheese
onto the
bread slices.
10. Lay out two
pieces of
bread.
11. Cook until the
cheese has
melted and
the bread is
golden brown.
12. Eat and
enjoy!
Performance based
assessment:
Students will use a
Web 2.0 tool to
create a presentation
about a task they
think they know how
to do really well
(e.g., how to make a
paper airplane). The
student will use
transitional words
and pictures to
demonstrate the task.
Lesson 5:
Cause and
Effect
Students will
participate in an
online
discussion.
Students will be
Defines a
cause and
defines an
effect.
Identifies the
cause and
effect of a
problem.
Objective 5:
Explain cause
and effect
relationships in
a text.
5A. Identify
cause and effect.
5B. Engages in
an online
discussion about
Students will use
background
knowledge, and
will collaborate
or respond to
others ideas in a
“safe”
environment.
Students use
Constructed
Response: Micah
asked his friend Alice
to watch his bird
while he went on a
trip. Micah tells Alice
to make sure that she
closes the bird cage
when she leaves
because Petey can

57
provided with
the definition
and example of
cause and effect.
Students will
evaluate
problems and
decide what is
the cause and
effect.
Students will
use a Web 2.0
tool to present a
topic.
Demonstrates
his/her
understanding
of a topic.
the cause/effects
of an event,
idea, or concept.
5C. Diagram a
cause/effect
relationship
after reading a
text.
background
knowledge and
opportunities to
demonstrate the
skills. The
instructor will
provide prompt
feedback and
support to the
student.
fly. When Alice goes
to check on Petey,
she opens the cage to
get out his water.
While she is doing
this, the doorbell
rings, so Alice stops
what she is doing to
go answer the door.
What do you think
happens next, and
why? Then respond
to a classmate’s
response.
Performance based
assessment:
Student will read a
passage. Then create
a diagram using a
Web2.0 tool of the
cause and effect
relationship. The
students will start
with the cause and
then show the
events/effects that
follow.
Lesson 6: The
Final
Assessment
Students will be
shown the three
reading
comprehension
strategies,
Students will tell
which reading
strategy is
shown and
discuss how
they know that
is it.
Student will use
Identifies
student
understanding
of all the
concepts.
Breakdown
information
into smaller
components.
Demonstrates
an
understanding
of the
concepts.
Objective 6:
Assess a
passage or text
into main idea
& details,
sequence, and
cause & effect.
6A. Recalls the
main idea and
supporting
details,
sequence, cause
and effect.
6B. Design an
online
presentation (i.e.
poster, blog,
video, cartoon,
Students are
shown multiple
examples of the
content, and
critical features
are highlighted.
Multiple texts in
a range of
difficulty levels
will be provided.
Students will
also be given
choices on how
to access the
content (text,
audio, etc.).
Performance based
assessment:
Student will create a
presentation of their
choice from one of
the many linked
topics given in the
modules. The
students must
culminate all three
reading strategies
into a presentation.
The student will
breakdown his/her
topic into the three
parts: a graphic
organizer showing
main idea and

58
a Web 2.0 tool
to present a
topic.
etc.) that
displays the
main idea,
details,
sequence, and
cause and effect
of a specific
topic.
6C. Attempts to
evaluate texts
into the separate
components:
main idea and
details,
sequence, and
cause and effect
within a
discussion and
its prompt.
Students are
given a choice on
how to present
the material with
a Web 2.0 tool
and demonstrate
their skills and
knowledge.
supporting details;
identify which details
or ideas happened in
the correct order; and
which ideas or details
were the cause or
effects of the event.
one of the many Web
2.0 tools
demonstrated
throughout the online
learning module.
Part VIII: Formative Evaluation Plan
The Evaluation Plan for Learners
To collect learner evaluations of my online module I would complete an Objective-based
evaluation with objectives based on CCGPS standards. The evaluations would include a pre-test
and a post-test to determine if the learners showed improvement from the beginning to the end of
the online module. I would assess learner progress from the activities. I would also complete a
survey/ questionnaire to assess the learners’ thoughts and feelings at the end of the module.
Pre-test for Learners
See following pages
Evaluation for Learners
See following pages
Plan for Review and Analysis of Learners

59
To review and analyze the results of the evaluations I would write a report of the findings from
the learners. For pretest and post-test results, I would disaggregate the data on which questions
the learners did very well on and those questions that the learners did not. I would highlight these
questions and make notes on both the high and low scored questions. Then I would put the scores
of both the pre-test and post-test into graphs to visually show any improvements or weaknesses.
For any results that do not have a numerical score, such as the learner survey, I would put the
results into a graphic representation. If learners did not like certain parts of the module or they
did not understand certain parts; I would make note of it and seek to improve them based on the
learner and SME feedback. After completion of review and analysis, I would make any
additional changes and improvements as needed to the online module.
*Subject Matter Evaluation follows learner evaluations
Pre-Test

60
feet tall!
I brush my teeth.
I arrive at school.
I open my eyes and wake up for the day.
I leave school for home.
I get out of bed to get ready for school.
Lay out two slices of bread.
Eat and enjoy!

61
Spread the jam onto the slices.
Put the bread slices together.
Gather all the ingredients.
7. What is a cause?
9. Read the following passage then answer the following questions.
Circle your answer.
(II) You can boost your brainpower and health, (II) if you get into the habit of
eating a healthful breakfast.
Effect

62
Effect
Casey knew he wasn’t supposed to play basketball in the living room. So he just bounced the
ball once. Well, twice. He was about to go outside when the ball hit a little vase on the end
table. It crashed to the floor. It broke into about a million pieces.
“I’ll clean it up,” he thought. “Maybe no one will notice.” He looked outside. His mom was in
the backyard, playing with his little brother.
He got a broom and dustpan from the kitchen. The broom missed some little pieces of the
glass. So he used his hand to sweep the glass into the pan.
He dropped the dustpan and ran to the bathroom. Little red drops trailed behind him. He filled
the sink and ran warm water over the cut.
He opened the cabinet. The bandages were on the top shelf. He went into his room to get a
chair. It was piled high with junk. He went down the hall to get the kitchen ladder and realized
he forgot to turn off the water. Just then, he heard the sounds of water flowing and the door
opening.
d. Casey knew he wasn’t supposed to play ball inside of the house. As a result of this, Casey
had a lot of accidents.
e. The passage is about how accident prone Casey is. He knew he wasn’t supposed to bounce
the ball in the house but he did it anyways. When he did that he broke a vase and cut his
finger.
f. First, Casey bounced the ball in the house twice. When he did that, the ball hit a vase and he
cut his finger. Before he cut his finger, he tried to clean up the vase and pick up the broken
MI SE CE

63
pieces with his hands. Then he cut his finger. After he cut his finger, he tried to clean the cut.
He needed a bandage but couldn’t reach it, so he got a chair. Lastly, he forgot to turn the
water off after he cleaned his cut, but realized that as the backdoor opened.
Learner Evaluation
Circle your answers.
1. On a scale of 1 to 3, how would you rate the Main Idea webquest?
1 2 3
Didn’t like it It was okay Really liked it
2. On a scale of 1 to 3, how would you rate the Main Idea graphic organizer activity?
1 2 3
3. On a scale of 1 to 3, how would you rate the Sequence of Events webquest?
1 2 3
4. On a scale of 1 to 3, how would you rate the Sequence of Events activity?
1 2 3
5. On a scale of 1 to 3, how would you rate the Cause and Effect webquest activity?
1 2 3
6. On a scale of 1 to 3, how would you rate the Final Project activity?
1 2 3

64
7. On a scale of 1 to 3, how would you rate doing discussions?
1 2 3
8. On a scale of 1 to 3, how do you feel about working online?
1 2 3
9. On a scale of 1 to 3, how do you feel about working by yourself?
1 2 3
Check Yes or No. Then answer any questions.
10. Did these activities keep you interested? No Yes
11. Did the webquests help you to better understand the topics? No Yes
12. Did you find any of the activities too difficult? No Yes
If yes, which one(s)? Why?
13. Would you make changes to any activity? No Yes
If yes, which one? Why?
14. Do you think you have learned more from the online lessons than in a regular class?
No Yes
Answer the following questions.
15. Which activity did you like the most and why?
16. Which activity did you like the least and why?

65
The Evaluation Plan for SME
For the Subject Matter Expert (SME) to evaluate the learning module a Connoisseur-based study
would be done. The SME has had over 20 years experience in teaching Reading and Language
Arts and working with EIP for over 12 years. Her feedback to the module should provide
accurate and objective comments. I would provide the SME with access to all the learning
modules. I would ask that she take notes of any deficiencies or discrepancies. Upon completion
of reviewing the learning modules, I would have the SME complete a questionnaire that
evaluates the online module.
The Evaluation for SME
See following pages
Plan for Review and Analysis
To review and analyze the results of the evaluation for the SME, I would write a report of the
findings. I would make notes of the comments and feedback given by the SME. I would make
note of the weaknesses found within the module and seek to improve them. I would consult with
the SME for further explanation and understanding of her findings. I would take the scaled
results and put them within a graph, and compare them with those of the learners. After review
and analysis, I would make any additional changes and improvements as needed to the online
module based on both the learner results and the SME results.
Subject-Matter Expert Evaluation
Rate the following questions.
1. On a scale of 1 to 5, how would you rate the Main Idea webquest?
1 2 3 4 5
Very Easy Average Difficult
2. On a scale of 1 to 5, how would you rate the Main Idea graphic organizer activity?
1 2 3 4 5

66
3. On a scale of 1 to 5, how would you rate the Sequence of Events webquest?
1 2 3 4 5
4. On a scale of 1 to 5, how would you rate the Sequence of Events activity?
1 2 3 4 5
5. On a scale of 1 to 5, how would you rate the Cause and Effect webquest?
1 2 3 4 5
6. On a scale of 1 to 5, how would you rate the Final Project?
1 2 3 4 5
Answer the following questions.
7. What is your general reaction to the learning modules? Make any comments about the
way the lessons and content were taught, learner participation, or any other aspects that
you feel are relevant.
8. Do you think that the learning modules met the objectives?
9. What suggestions do you have for improving the activities?
10. Did you find any of the activities or content too difficult for student comprehension?

67
11. Did you find any of the activities or content too simple for student comprehension?
12. Did you find any of the tools difficult to use?
13. Do you think more instructor support is needed for any of the modules?
14. Would you make any changes to an activity?
15. Do you have any additional comments or suggestions for the learning module?

FRIT 7231_Key Assessment

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FRIT 7231_Key Assessment