IDT Project 3

Science of Reading Final Design Document
IDT 520: Instructional Systems Analysis and Design
Kaitlyn Isaacson
December 6, 2022

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Executive Summary
Title: The Science of Reading
Description: The science of reading is a very important topic that is being discussed more and
more in the education community as students have been falling behind in their reading
development. The instruction will provide an introduction into the science of reading and the
different benefits that the science of reading provides for students.
Target Learners: The target learners for this course are future educators that are a part of an
education program or current educators that are wanting to learn more about the science of
reading.
Goal of Project: The goal of this project is to educate current or future educators on the science
of reading, how the science of reading compares to current reading instruction, and finally how
the science of reading can benefit students' instruction and their reading skills.
Rationale: The science of reading is a topic that has been making its way around the education
world recently due to concerns about students' reading levels dropping due to various reasons.
States and schools have been looking for a new way to teach reading instruction to help students
get to where they should be when it comes to their reading development. It is good that states are
trying to find ways to solve the problem, but the issue is that not many educators or future
educators have much knowledge on what the science of reading is and how it is different from
the current reading instruction. There is a lot of different research out in the world about the
science of reading, but it is a lot to go through so compiling all that information into one course
can help give educators and future educators a gateway into learning more about the science of
reading.

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Needs Assessment
Rationale for the development of the project
The problem:
Schools are currently facing a major problem with low reading scores and students
struggling to read on grade level. As it currently stands our current reading instruction that is
being used in schools isn’t working with students and that means schools, districts, and states are
looking for different ways to teach students their reading instruction. That has led into a growing
discussion on the science of reading and how it can help promote student learning and
engagement in reading. The science of reading isn’t a new topic to education but with the
growing concern on students reading scores there has been more conversations on how this form
of reading instruction can benefit students. The problem is that many teachers do not know about
the science of reading and how it can help students' reading development compared to the
reading instruction that is currently taught in schools.
It is important that we address this problem as with our current reading instruction in the
United States reading scores have been going down and more and more adults are growing up to
not be able to read. According to the National Assessment of Educational Progress in 2019 34%
of students were reading below NAEP basic, only 31% of students were reading at NAEP basic,
26% of students were reading at or above NAEP proficient, and the last 9% were reading at
NAEP advanced. Many students across the nation are reading below the NAEP standard of
proficiency for reading. Also, when compared to other countries education systems the US ranks
8th
in reading literacy when comparing the reading scores of 15-year-old to other countries
education systems according to the PISA Reading assessment that was completed in 2018. The
US is falling behind compared to other countries with our reading skills. Both are concerning as
students shouldn’t be falling behind in reading skills. This is also a problem because it shows
that compared to other education systems, we have an issue with the reading instruction that is
currently being used in classrooms. During COVID there has been a major drop in reading levels
for students and on average students are reading at least one to two grade levels below where
they should be reading. Students need to catch up to where they should be at and current reading
instruction isn’t able to catch them fully. Many states are seeing the issue that is shown with
current reading instruction as many states are switching their reading instruction to science of
reading based instruction.
Instructional Solution:
The instructional solution for this problem is to present the learners with a different way to
teach students how to read. The current reading instruction isn’t working for students, so
educators are needing to learn new ways to teach students how to read. This instruction is for the
learners to be able to learn and understand the science of reading and how it can work for their
students or future students. The course walks through the science of reading and the different
components that make up the science of reading.
.

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AKS Discrepancy Analysis
Desired Performance:
It is desired that after taking the course the learners will have gained knowledge on the
science of reading and its uses in school classrooms to help students' performance. The learners
should be able to describe the differences between how students are currently taught with reading
instruction and how students are taught under the science of reading instruction. They should be
able to explain what the science of reading is and the 5 different components of the science of
reading. This knowledge is important for educators to have especially if they would end up using
the science of reading in their classroom or future classroom. The learners should also be able to
describe how students can benefit from the science of reading being taught in a classroom. They
should know some of the benefits that it can provide students.
Current Performance:
Currently a lot of educators don’t know what the science of reading is, especially if they
are just leaving their education program that they may have done in college. They would have
been taught the ways that reading is currently taught in a classroom and not how reading is
taught under the science of reading. The learners should have some basic knowledge of the way
reading is currently taught in classrooms. They will also have some knowledge of the 5
components of the science of reading but as they relate to current reading instruction instead of
how they are used under the science of reading. They also may not have any knowledge on how
students can benefit from the science of reading instruction in a classroom. The educators also
won’t know what the science of reading is and how it is different from the current reading
instruction that is used in many schools today.
References
National Center for Education Statistics. (2022). Reading Performance. Condition of Education. U.S.
Department of Education, Institute of Education Sciences. Retrieved September 11th, 2022,
from https://nces.ed.gov/programs/coe/indicator/cnb.
Program for international student assessment (PISA) - welcome to Pisa 2018 Results. National
Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of
Education. (n.d.). Retrieved December 4, 2022, from
https://nces.ed.gov/surveys/pisa/pisa2018/index.asp#/reading/intlcompare

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Goal and Objectives
Goal Statement
Learners will be able to describe the different components of the science of reading and its uses
in the classroom.
Learning Objectives
Terminal objective:
The learners will be able to define the 5 key components of the science of reading.
Enabling objectives:
The learner will be able to define phonemic awareness with 90% accuracy.
The learner will be able to define phonics with 90% accuracy.
The learner will be able to define fluency with 90% accuracy.
The learner will be able to define vocabulary with 90% accuracy.
The learner will be able to define comprehension with 90% accuracy.
Terminal objective:
The learner will be able to provide the uses of the 5 key components of the science of
reading in the classroom for reading instruction.
The learner will be able to provide one example of the use of phonemic awareness under
the science of reading and its uses in the classroom.
The learner will be able to provide one example of phonics under the science of reading
and how it is used in the classroom.
The learner will be able to provide one example of fluency under the science of reading
and how it is used in the classroom.
The learner will be able to provide one example of vocabulary under the science of
reading and how it is used in the classroom.
The learner will be able to provide one example of comprehension under the science of
reading and how it is used in the classroom.
Terminal objective:
The learner will be able to compare the differences in the science of reading and current
reading instruction
The learner will be able to compare some of the differences in the use of phonemic
awareness in the science of reading instruction and current reading instruction with 80%
accuracy.
The learner will be able to compare some of the differences in the use of phonics in the
science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of fluency in the
science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of vocabulary in
the science of reading instruction and current reading instruction with 80% accuracy.
The learner will be able to compare some of the differences in the use of comprehension
in the science of reading instruction and current reading instruction with 80% accuracy.

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Terminal objective:
The learner will be able to describe the benefits of the science of reading instruction in a
classroom.
The learner will be able to explain 3 benefits the science of reading provides in terms of
students reading scores.
The learner will be able to explain 3 benefits the science of reading instruction provides
students.

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Learner/Context Analysis
Description of learners:
There are two different types of learners for this course. There are the teachers who have
already started working in the classroom and pre-service teachers who have not started graduated
from their education program yet. Preservice teachers have basic knowledge of education and
how to teach reading, but this can vary depending on the classes that they are required to take in
terms of reading instruction. Most pre-service teachers will have very basic knowledge of the
science of reading, and how to use reading instruction in a K-5 classroom. The preservice
learners are around 18-30 years old. They may have taken some education classes depending on
how far a long in their education program they are. These learners are predominantly female.
Teachers who have been in the classroom for a while. These learners will have a more in-
depth knowledge of the way you teach students to read. They may have some knowledge on the
science of reading depending on what professional development they have completed in the past.
They can be aged around 20-40 years old and predominantly female. They will have some
knowledge of current reading instruction that is used in schools but will not have much
knowledge on the science of reading.
Characteristics Brief description Instructional design implication
Strengths Willingness to
help their
students
achieve
Teachers are always willing
to do what they can to help
their students learn and
develop the best that they
can.
Showing and explaining ways that the
science of reading can benefit their
students’ reading skills and reading
scores
Hard working
to learn and
develop their
skills
Educators and college
students working to become
educators are very hard
working and are willing to
learn and work through
anything to develop their
skills as educators to help
their students.
Provide opportunities for the learners
to be able to learn more about new
skills regarding the science of reading.
The learners will also be provided
opportunities to show the skills that
they are learning in the course and
practice the knowledge they are
gaining.
Understanding
the basics of
reading
The teachers have a basic
understanding on how
reading instruction is used in
the classroom and what they
currently use for reading
instruction as teachers use in
the classroom. Education
students also learn about
The learners have a good
understanding of the basics of reading,
how to teacher readers, and how
reading skills develop as students age.
But they will need guidance on how
the science of reading affects how you
teach reading, and how it meets
students' reading skills development.

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reading instruction
throughout their degree.
Understanding
the basics of
student
development
Educators know how
students develop
academically and they use
that to help decide what
instruction is used in their
classroom to help their
students learn and grow
academically.
The learners have an understanding on
student development academically,
but they will use those skills to relate
that to the science of reading and how
the science of reading works with
students’ academic development
weaknesses Some teachers
have trouble
adjusting to
using new
techniques
Some educators have
problems when learning
about new techniques in the
classroom and they aren’t
always receptive to learning
how to use new tools.
Showing and explaining the benefits
that a new way to teach reading
instead of continuing with the old way
of reading and how it’s not benefiting
their students. Also using real life
examples to show the science of
reading benefits students and how it
will work in real life use in the
classroom.
Time
constraints
when
completing
new learning
Educators have very real
time constraints where there
is a lot to do in the day and
there is not always enough
time to be able to work on a
learning course on top of
their workload.
Making the course self-paced to where
the educators can take their time to
complete the course where they are
able to do small parts at a time within
their schedule.
Potential
difficult
content areas
Understanding
how different
the science of
reading is
compared to
current reading
instruction
There are some components
that are like each other in the
science of reading and
current reading instruction
but how they are used is
different. Currently
phonemic awareness is used
in both types of instruction,
but the way phonemic
awareness is taught under
the science of reading is
completely different from
current reading instruction.
Explaining in depth the ways that
reading instruction is different under
current reading instruction and under
the science of reading.

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Description of learning Context:
This course will be an online self-paced course that educators will be able to work
through at their own pace with support from an online instructor. This means that the learners
will be able to complete the course when they are able to if they have the technology that allows
them to access the course through an LMS.
Brief description Instructional design implication
Advantages Accessible training opportunities When the training is online means that the
training can be completed by any educator within
their time constraints
Access to more information about
topics that can be used for more in
depth learning
The use of online learning means that the course
can provide access to other outside resources to
provide a deeper learning opportunity on the
science of reading.
Limitations Not everyone has access to proper
technology at home
Not everyone has access to the proper
technology to access the course and complete the
course which can cause delays when completing
the course or cause people to not be able to
complete the course
Limited amount of time The information in the course is a lot and could
be discussed in courses that take weeks to
complete so trying to limit the number of
materials that is used to be what fits in a 1-to-2-
hour course.
Delivery System
This course will be an online course where the learners will be able to complete the course going
through modules and getting feedback from the instruction for assessments. This allows learners to
complete the course around their schedule and on their own time. This will also allow learners to access
the information for future reference. The course will be somewhere everyone should be able to access
with the technology that they have available to them. To address the issue of technology the course
could be offered on different LMS systems or have an alternative to be used depending on the
technological requirements of the course.

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Formative Assessment Blueprint
Content Outline Remember Understand Apply Analyze Evaluate Create
Key components of
the Science of
reading
define phonemic awareness
with 90% accuracy.
(FAI_01)
define phonics with 90%
accuracy.
(FAI_02)
define fluency with 90%
accuracy.
(FAI_03)
define vocabulary with 90%
accuracy.
(FAI_04)
define comprehension with
90% accuracy.
(FAI_05)
29% 5 100% 5
Uses of the 5 key
components of the
science of reading
choose one example of the
use of phonemic awareness
under the science of reading
how it is used in the
classroom
(FAI_06)
Choose one example of
phonics under the science of
reading and how it is used in
the classroom

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(FAI_07)
Choose one example of
fluency under the science of
reading and how it is used in
the classroom
(FAI_08)
choose one example of
vocabulary under the science
of reading and how it is used
in the classroom
(FAI_09)
choose one example of
comprehension under the
science of reading and how it
is used in the classroom
(FAI_10)
29% 5 100% 5
Differences in the
science of reading
and current reading
instruction
compare some of the
differences in the use of
phonemic awareness in the
science of reading instruction
and current reading instruction
with 80% accuracy (FAI_11)
compare some of the
phonics in the science of
reading instruction and current
reading instruction with 80%
accuracy (FAI_12)
compare some of the

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fluency in the science of
accuracy (FAI_13)
compare some of the
vocabulary in the science of
accuracy (FAI_14)
compare some of the
comprehension in the science
of reading instruction and
current reading instruction with
80% accuracy (FAI_15)
29% 5 100% 5
The benefits of the
science of reading
instruction
explain 2 benefits the science
of reading provides in terms
of students reading scores
(FAI_16)
explain 2 benefits the science
of reading instruction
provides students (FAI_17)
13% 2 100% 2

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Formative Assessment (Embedded Items)
FAI_01
Fill in the blank
__Phonemic Awareness____ is a way of teaching children to read and write which is built upon a framework of 44
sounds, known as ‘phonemes.
FAI_02
Fill in the blank
___Phonics_____ is the ability to identify and manipulate individual sounds (phonemes) in spoken words.
FAI_03
Fill in the blank
____Fluency_____ is the ability to read as well as we speak and to make sense of the text without having to stop and
decode each word.
FAI_04
Fill in the blank
____Vocabulary______ refers to the words we must understand to communicate effectively.
FAI_05
Fill in the blank
_____Comprehension_____ is the complex cognitive process readers use to understand what they have read.
FAI_06
Fill in the blank
Breaking the work mat into /m/ /a/ /t/ is an example of ___Phonics _____
FAI_07
Fill in the blank
Answering in depth questions about a topic that as read about is an example of ___Comprehension_____
FAI_08
Fill in the blank
Teaching students the sound that -th makes and how it is said in words is an example of ___Phonemic
awareness______
FAI_09
Fill in the blank
Teaching content area words needed to understand a topic in a science lesson is an example of
____Vocabulary______
FAI_10
Fill in the blank
Completing a progress monitoring reading assessment with a student is an example of _____Fluency_____

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FAI_11 Short answer: What are two of the differences in the use of phonemic awareness in the science
of reading instruction and current reading instruction?
FAI_12 Short answer: What are two differences between the use of phonics in the science of reading
instruction and current reading instruction?
FAI_13 Short answer: What are two of the differences between the use of fluency in the science of
reading instruction and current reading instruction?
FAI_14 Short answer: What are two of the differences between the use of vocabulary in the science of
reading instruction and current reading instruction?
FAI_15 Short answer: What are two of the differences between the use of comprehension in the science
of reading instruction and current reading instruction?
FAI_16 Short answer: What is a benefit the science of reading provides in terms of improving students
reading scores.
FAI_17 Short answer: What is a benefit the science of reading instruction provides students.

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Summative Assessment Blueprint
Content Outline Remember Understand Apply Analyze Evaluate Create
Key
components of
the Science of
reading
define phonemic
awareness with 90%
accuracy. (SAI_01)
define phonics with 90%
accuracy. (SAI_02)
define fluency with 90%
accuracy. (SAI_03)
define vocabulary with
90% accuracy. (SAI_04)
define comprehension
with 90% accuracy.
(SAI_05)
29% 5 100% 5
Uses of the 5 key
components of
the science of
reading
provide one example of the use of
phonemic awareness under the
science of reading (SAI_06)
provide one example of phonics
under the science of reading and how
it is used in the classroom (SAI_07)
provide one example of fluency
it is used in the classroom. (SAI_08)
provide one example of vocabulary
it is used in the classroom. (SAI_09)

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provide one example of
comprehension under the science of
reading and how it is used in the
classroom. (SAI_10)
29% 5 100% 5
Differences in
the science of
reading and
current reading
instruction
compare some of the
phonemic awareness in the
science of reading
instruction and current
reading instruction with
compare some of the
phonics in the science of
reading instruction and
with 80% accuracy.
(SAI_12)
compare some of the
fluency in the science of
reading instruction and
with 80% accuracy.
(SAI_13)
compare some of the
vocabulary in the science
of reading instruction and

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with 80% accuracy.
(SAI_14)
compare some of the
comprehension in the
science of reading
reading instruction with
29% 5 100% 5
The benefits of
the science of
reading
instruction
explain 2 benefits the
science of reading
provides in terms of
(SAI_16)
explain 2 benefits the
science of reading
instruction provides
students. (SAI_17)
13% 2 100% 2

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Summative Assessment (Final Exam)
SAI_01 Short Answer
What is the definition of Phonemic Awareness?
the ability to identify and manipulate individual sounds (phonemes) in spoken words
SAI_02 Short answer
What is the definition of Phonics?
a way of teaching children to read and write which is built upon a framework of 44 sounds, known as
‘phonemes’
SAI_03 Short Answer
What is the definition of Fluency?
the ability to read as well as we speak and to make sense of the text without having to
stop and decode each word
SAI_04 Short Answer
What is the definition of Vocabulary?
the words we must understand to communicate effectively
SAI_05 Short Answer
What is the definition of Comprehension?
the complex cognitive process readers use to understand what they have read
SAI_06 Give one example of the use of phonemic awareness in the classroom under the
science of reading instruction.
SAI_07 Give one example of the use of phonics in the classroom under the science of reading
instruction.
SAI_08 GIve one example of the use of fluency in the classroom under the science of reading
instruction.
SAI_09 Give one example of the use of vocabulary in the classroom under the science of
reading instruction.
SAI_10 Give one example of the use of comprehension in the classroom under the science of
SAI_12 Short answer: Explain two differences between the use of phonics in the science of reading
instruction and current reading instruction.
SAI_13 Short answer: Explain two of the differences between the use of fluency in the science of
reading instruction and current reading instruction.

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SAI_14 Short answer: Explain two of the differences between the use of vocabulary in the science of
reading instruction and current reading instruction.
SAI_15 Short answer: Explain two of the differences between the use of comprehension in the science
of reading instruction and current reading instruction.
SAI_16 Short answer: Explain in depth 2 benefits the science of reading provides in terms of improving
SAI_17 Short answer: Explain in depth 2 benefits the science of reading instruction provides students.

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General Instructional Implications & Instructional Strategies/Activities
Underlying Instructional Method
For this course the learners will be learning about a new teaching method that can be used
to teach students how to read. The blooms taxonomy levels for this course are understanding and
analyzing. This course will use the behaviorist instructional method to teach the topic as it is a
new or seminew topic that is being explored by the learners. The course will use the expository
learning approach mainly.. The learners will be using declarative knowledge. The way the
learners will be using declarative knowledge is mainly with learning terms and facts. They will
be by defining the different components, describing the different uses of the science of reading in
the classroom.
Global Instructional Strategies
● Students are completing a college education or have already completed a college
education so they have a strong reading level and are able to read at least at a 9th grade
level, therefore the instruction should be written at least at a 9th grade so that everyone
can understand the materials
● This course will have lots of information which poses a problem when creating and
teaching the course as to much information will make it to where the learners have
trouble comprehending the material being taught
● The learners in this lesson are hard workers who have a busy schedule to so making sure
materials that are being taught fit within the set time frame of the course as not to take to
much of the learners free time
● The learners in this lesson have varying level of knowledge on how to teach reading in
the classroom therefore providing different levels of information is very important to give
the learners new information on the topic of the science of reading
● Some educators have a hard time being open to using and learning new techniques in the
classroom, therefore by showing how to use and teach the science of reading and
providing real life examples of the science of reading being used this can help open up
teachers to be willing to use the new way to teach reading
● Breaking the modules into subtopics so that the learning can be done in smaller chunks
due to limited learning time.

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The Matrix
Learning Objective Content Bloom’s
Taxonomy
Potential difficulties Possible causes for the
difficulty
Instructional strategies Assessment
The learners will be
able to identify and
describe the 5 key
components of the
science of reading.
phonemic
awareness
Understand N/A N/A N/A FAI_01
phonics Understand N/A N/A N/A FAI_02
fluency understand N/A N/A N/A FAI_03
vocabulary understand N/A N/A N/A FAI_04
comprehension understand N/A N/A N/A FAI_05
The learner will be
able to provide the
uses of the 5 key
components of the
science of reading in
the classroom for
phonemic
awareness
understand N/A N/A N/A FAI_06
phonics understand N/A N/A N/A FAI_07
fluency understand N/A N/A N/A FAI_08
vocabulary understand N/A N/A N/A FAI_09
comprehension understand N/A N/A N/A FAI_10
The learner will be
able to compare the
differences in the
science of reading
Phonemic
awareness
analyze Knowing the
differences between the
way phonemic
awareness is taught in
current curriculum
One possible cause is that
some of the components in
the science of reading and
are similar. There are some
Completing and providing
a chart to show the
similarities and
science of reading
FAI_11

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and current reading
instruction
versus the science of
reading
similarities and also a lot of
differences.
reading instruction used.
phonics analyze Knowing the
way phonics is taught
in current curriculum
reading
differences.
a chart to show the
similarities and
science of reading
FAI_12
fluency analyze Knowing the
way fluency is taught
in current curriculum
reading
differences.
a chart to show the
similarities and
science of reading
FAI_13
vocabulary analyze Knowing the
way vocabulary is
taught in current
curriculum versus the
science of reading
differences.
a chart to show the
similarities and
science of reading
FAI_14
comprehension analyze Knowing the
way comprehension is
taught in current
curriculum versus the
science of reading
differences.
a chart to show the
similarities and
science of reading
FAI_15
The learner will be
able to describe the
benefits of the
science of reading
Benefits to student
reading scores
understand N/A N/A N/A FAI_16
Benefits to students understand N/A N/A N/A FAI_17

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instruction in a
classroom.
in other ways

25
Instructional Plan
Event Content Strategies Specific Description Embedded
Item
Materials to be
developed
E1. Gain Attention/
E2. Inform of
objectives
Introduce
current reading
level data
-Provide the educators with the current
reading data and reading levels to show the
drop in reading scores over the years when
comparing the scores from the United States
currently from reading tests in our country
and globally
Create a document
with resources on the
data discussed.
Share overall
learning goals
By the end of the course you should be able
to:
-Define the 5 key components of the science
of reading.
-Provide the uses of the 5 key components
of the science of reading in the classroom
for reading instruction.
-Compare the differences in the science of
reading and current reading instruction
-Describe the benefits of the science of
reading instruction in a classroom.
Share Course
structure
-Shows learners how to navigate through the
different modules of the course and how
different parts of the course will work
Video with voiceover
showing how to
navigate through all
the different parts of
the course in student
view
E3. Recall of Prior Discussion -Ask learners in a discussion, What they

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Learning Question know about current reading instruction and
what they may already know about the
science of reading.
E4. Present Content 5 Components of
the science of
reading
Define There are 5 different components of the
science of reading. Each component needs
the one before it to be developed well for
students to be able to use the different
components.
Phonemic Awareness: teaching children to
read and write which is built upon a
framework of 44 sounds, known as
‘phonemes.
Phonemic awareness is where you start
when teaching reading. With phonemic
awareness students in the classroom are
learning all the individual sounds that
make up the English language.
Phonics: the ability to identify and
manipulate individual sounds (phonemes) in
spoken words
Fluency: the ability to read as well as we
speak and to make sense of the text without
having to stop and decode each word.
Vocabulary: the words we must understand
to communicate effectively
Comprehension: the complex cognitive
process readers use to understand what they
have read.
- a document with
resources that discuss
the different
components of the
science of reading
E5. Guidance Explain the 5
components
Explain each component in depth: -
discussing what learning occurs at each
component
-how the components use the students prior

27
knowledge of other components
-around what grade level the components are
taught at
E6. Elicit
Performance
Embedded item Introduce the embedded items FAI_01
FAI_02
FAI_03
FAI_04
FAI_05
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
Provide feedback on previous embedded
items
E4. Present
Content/ E5.
Guidance
Uses of the
science of
reading
Examples of
each component
Present examples on how each component
can be used and taught in the classroom.
-provide multiple examples that show how
components can be used individually and
how they can be used together in instruction
-Graphic organizer
showing examples of
each component
E6. Elicit
Performance
FAI_07
FAI_08
FAI_09
FAI_10
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
E4. Present Content Differences
between current
instruction and
the science of
Introduce the
differences
between
phonemic
Explain the ways in which the science of
reading differs from curriculum that is
currently used in education to teach
phonemic awareness

28
reading awareness
E5. Guidance Show examples Show examples on how different the
instruction in current reading instruction is
versus the science of reading instruction
-provide examples of
curriculum that can be
used
E6. Elicit
Performance
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
between current
instruction and
the science of
reading
Introduce the
differences
between phonics
currently used in education to teach phonics
used
E6. Elicit
Performance
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
between current
instruction and
the science of
reading
Introduce the
differences
between fluency
currently used in education to teach fluency
and fluency practice

29
used
E6. Elicit
Performance
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
between current
instruction and
the science of
reading
Introduce the
differences
between
vocabulary
vocabulary
used
E6. Elicit
Performance
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
between current
instruction and
the science of
reading
Introduce the
differences
between
Comprehension
comprehension
E5. Guidance Show examples Show examples on how different the -provide examples of

30
used
E6. Elicit
Performance
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
E4. Present Content How the science
of reading
benefits students
Present Module:
-benefits to
students and
students scores
Explain what reading scores are currently at
under current curriculum and what reading
levels are currently under non science of
reading instruction
E.5 Guidance explain -Explain how student scores can benefit
from the science of reading model.
-Explain how the science of reading can be
equitable for all students
-Explain how the science of reading can
create a love for reading in students
E6. Elicit
Performance
FAI_17
E7. Provide
Feedback
Address correct
and incorrect
items on
formative
assessment
items
E8. Assess
performance
All Summative
assessment
Explain the summative assessment and how
to complete it.
E9. Enhance
retention and
All Encourage use
of supplemental
Provide learners with many different
supplemental resources and encourage them
-Create overarching
document with

31
transfer resources on
topic
to check them out if they would like to use
this form of instruction in their classroom or
would like to gain a deeper knowledge on
the science of reading.
supplemental
resources on all the
topics throughout the
course

IDT Project 3

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IDT Project 3