This document summarizes research on various social factors that influence student academic success. It reports on a survey of 106 college students that found cultural stereotypes may negatively impact minority student performance, with Caucasian students more likely to have a GPA over 3.5. It also found that students with loans reported their financial status as more influential on grades and had slightly lower GPAs. Further, students with more involved parents or alloparents in their education tended to have higher GPAs. The document concludes that social factors likely influence academic success but the study results were inconclusive due to limitations.
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
The assessment of deep word knowledge in young learnersCindy Shen
The document summarizes a study that assessed deep word knowledge in young first and second language learners. The study developed a Word Association Task (WAT) to measure productive lexical knowledge. 795 Dutch-learning third and fifth graders completed the WAT and a definition task. Results showed the WAT had acceptable reliability and validity, though it measured a slightly different construct than the definition task. While easy to administer, the WAT only partially overlapped with definition scores, suggesting it provides a different perspective on deep word knowledge.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
1) The study investigated differences in language learning strategies between male and female students. It found that female students tend to use memory, cognitive, affective, meta-cognitive, and compensation strategies more than male students. However, male students tended to use communication strategies more than female students.
2) Interviews with students supported the results from the questionnaire. Female students reported using memory, cognitive, affective, meta-cognitive, and compensation strategies more, while male students reported using communication strategies more.
3) The conclusion was that gender differences exist in language learning strategy use, with females using most strategies more than males except for communication strategies, which males tended to use more.
Student Z is a 5th grade Latino male student with a learning disability in reading and math. He was given biweekly progress monitoring assessments in 3rd grade math using an EasyCBM Numbers & Operations probe to track his progress toward his IEP goal of 70% mastery. While his performance varied, his trendline showed only slight progress toward the aimline goal. It is recommended that he continue receiving math intervention focused on fractions using manipulatives and games.
Effects of e-readers on student engagement in readingEunsook Hong
The document summarizes an action research project that examined whether providing students with e-readers increased engagement in independent reading. 24 students in grades 4-8 were given e-readers loaded with digital books to use at home and school. Students took reading assessments at the start and end of the school year and submitted weekly reading logs. The results indicated that most students enjoyed reading more and completed their reading logs. While reading skills improved, the direct impact of the e-readers could not be determined due to a lack of pre-activity survey data.
This document summarizes research on various social factors that influence student academic success. It reports on a survey of 106 college students that found cultural stereotypes may negatively impact minority student performance, with Caucasian students more likely to have a GPA over 3.5. It also found that students with loans reported their financial status as more influential on grades and had slightly lower GPAs. Further, students with more involved parents or alloparents in their education tended to have higher GPAs. The document concludes that social factors likely influence academic success but the study results were inconclusive due to limitations.
This document outlines various reading strategies that can be used before, during, and after reading. Some key strategies discussed include activating prior knowledge through questioning, using graphic organizers to organize information from the text, partner reading to improve comprehension, and summarizing to consolidate understanding after reading. Overall, the strategies aim to engage students with the text, monitor their comprehension, and help them retain important information.
Research Presentation keynote (not yet result)Riniort Huang
This slide was made for the research program of Social Science Methodology course (PO300), BMIR program, Thammasat University, Thailand
Our current research status is under the process of data collection. Our questionnaire that show in this slide is the beta version and may not being use in our actual form of our questionnaire.
The assessment of deep word knowledge in young learnersCindy Shen
The document summarizes a study that assessed deep word knowledge in young first and second language learners. The study developed a Word Association Task (WAT) to measure productive lexical knowledge. 795 Dutch-learning third and fifth graders completed the WAT and a definition task. Results showed the WAT had acceptable reliability and validity, though it measured a slightly different construct than the definition task. While easy to administer, the WAT only partially overlapped with definition scores, suggesting it provides a different perspective on deep word knowledge.
Barker, kimberly the power of play nftej v21 n3 2011 copyWilliam Kritsonis
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
1) The study investigated differences in language learning strategies between male and female students. It found that female students tend to use memory, cognitive, affective, meta-cognitive, and compensation strategies more than male students. However, male students tended to use communication strategies more than female students.
2) Interviews with students supported the results from the questionnaire. Female students reported using memory, cognitive, affective, meta-cognitive, and compensation strategies more, while male students reported using communication strategies more.
3) The conclusion was that gender differences exist in language learning strategy use, with females using most strategies more than males except for communication strategies, which males tended to use more.
Student Z is a 5th grade Latino male student with a learning disability in reading and math. He was given biweekly progress monitoring assessments in 3rd grade math using an EasyCBM Numbers & Operations probe to track his progress toward his IEP goal of 70% mastery. While his performance varied, his trendline showed only slight progress toward the aimline goal. It is recommended that he continue receiving math intervention focused on fractions using manipulatives and games.
Effects of e-readers on student engagement in readingEunsook Hong
The document summarizes an action research project that examined whether providing students with e-readers increased engagement in independent reading. 24 students in grades 4-8 were given e-readers loaded with digital books to use at home and school. Students took reading assessments at the start and end of the school year and submitted weekly reading logs. The results indicated that most students enjoyed reading more and completed their reading logs. While reading skills improved, the direct impact of the e-readers could not be determined due to a lack of pre-activity survey data.
This document provides information about administering an Informal Reading Inventory (IRI) to students in grades K-2. An IRI is used to assess a student's functional reading level, reading strategies, comprehension, and word identification. It involves having students do oral reading, silent reading, and listening comprehension activities across various grade-level texts to identify their independent, instructional, and frustration reading levels. The document outlines the procedures for administering the different IRI components and how to record and use the results to inform reading instruction.
1. When assessing children whose native language is not English, teachers must develop an understanding of the child's background, determine if a translator is needed, and become knowledgeable about their life.
2. English Language Learners make up 10% of the student population, which is increasing. Many struggle with literacy skills but their schooling in their native country should not be assumed to be inadequate.
3. With more students who don't speak English as their native language, teachers must be able to conduct assessments in other languages and understand differences in word usage across cultures.
The survey results show:
- Most staff rated the academic program as very effective and agreed the school meets standards for curriculum, assessment, and professional development. However, some were dissatisfied with the amount of administrator classroom visits and professional development.
- The majority of parents agreed the school sets high academic expectations and helps students succeed. However, some parents felt the school could better communicate student performance and challenges.
- Students generally felt positive about the academic rigor and support from teachers. Some students wanted more feedback and recognition of academic improvement.
UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Ari...TAEDTECH Sig
Presentation summary:
An exploration into how UAE high school students feel about responding and receiving responses from their peers about their writing. The experiment I am going to present aims at showing the audience how motivating using blogs in writing classes can be. Questions are most welcome. Both secondary and tertiary teachers will find the presentation useful. This experiment has been so overwhelmingly successful that participants will try it with their own classes to implement effective peer-feedback routines in their classes.
Presenter bio
Arini Muntaha has been teaching English for more than 10 years. She earned her MA TESOL Degree at the American University of Sharjah. She is interested in exploring new ideas and techniques for teaching English. She considers using computers in classrooms a major challenge which is worth exploring.
Where does low quality of education come from Ayaka Handa
This document discusses the results of an experiment testing the Balsakhi program in India, which aimed to help weaker students through additional support from Balsakhis (women with 10-12 years of education). The experiment separated students into treatment and control groups. Results showed that helping weaker students through programs like Balsakhi can improve literacy outcomes. The author's opinion is that the low quality of education in India comes from teachers, as students are able to achieve more when they understand lesson content.
I do not have enough context to summarize the given document. The document appears to contain data and analysis related to student performance and school improvement efforts but does not provide an overall summary or context. Could you please provide a brief overview of the purpose or topic of discussion for the document? That would help me determine the most important points to highlight in a summary.
Assessment tools are used by various professionals and parents to evaluate child development. A speech therapist uses the CELF-4 to assess language skills. A preschool teacher uses Teaching Strategies Gold to document progress in social, physical, and cognitive domains. An ECEAP teacher administers the DIAL-3 to measure motor, concepts, and language skills. Parents complete screening questionnaires like the Denver II to help pediatricians identify any delays. The tools provide consistent data to guide instruction, identify needs, and promote each child's full potential through collaboration between home and school.
This study investigated the levels of comprehension (literal, inferential, evaluative) challenged by questions in Bahasa Indonesia and English textbooks used in Indonesian junior high schools. It found that Bahasa Indonesia textbooks focused more on inferential questions (45.9%) while English textbooks focused primarily on literal questions (62.9%). Fewer evaluative questions were asked in both. Most teachers did not modify the textbook questions. This uneven focus on comprehension levels could lead students to guess answers without reading critically. The study recommends textbook writers and teachers include questions targeting all comprehension levels to improve reading skills.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
The document discusses information processing and memory in 6th grade students. It provides data on the student enrollment at Akimel Middle School by race and gender. It then outlines tasks that were completed which included observing classroom attention strategies, interviewing teachers about memory strategies, and interviewing students about what helps them learn and remember information. The problem is determining what more can be learned about memory and how to apply that knowledge to benefit students. It discusses various memory strategies and assessments related to cognitive learning and independent learning in middle school students. Solutions proposed include instructing students on proper memory strategies with practice, encouraging peer collaboration, and using quizzes that promote higher-level thinking.
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
This document provides an overview and history of the Fountas and Pinnell Benchmark Assessment System for literacy. It describes how Fountas and Pinnell developed the system over 20 years through research and collaboration with teachers. They created a text gradient from levels A-Z and benchmark books to match each level. Studies show the system is effective at improving students' reading skills and aligns with standardized test score gains. Teachers receive training from literacy coaches to properly administer and interpret the assessments.
1. Benchmark assessments provide teachers with useful information to guide individualized and small group instruction, as well as book selection for guided reading and independent reading.
2. Teachers can use assessment results to group students and identify instructional targets, select appropriate books, and develop goals to improve areas like fluency, comprehension, and oral discussion of texts.
3. The continuum of literacy learning and assessment results should inform lesson planning and interactive read alouds to engage students in higher-level thinking about what they read.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
This document contains an example of an assessment given to students, along with analysis and discussion of it. It includes:
1) A test with various activities assessing spelling, verbs tenses, adjectives, and short answers. The assistant provides analysis of strengths and weaknesses of different activities.
2) A second example test assessing present continuous, numbers, spelling, abilities like counting, and grammar. Again the assistant analyzes aspects of different activities.
3) A discussion that testing is important for teacher evaluation but should be a mix of formative and summative assessments, and frequent testing is good if used for continuous formative assessment rather than high-stakes summative exams.
This document contains an example of an assessment given to students, along with analysis and discussion of it. It includes:
1) A test assessing numbers, verbs, adjectives and short answers. The assistant provides analysis of exercises and whether they are appropriate for the students' level.
2) Another example test assessing present continuous, numbers, spelling, abilities. Again the assistant analyzes difficulties and appropriateness of exercises.
3) A discussion that testing is important for teacher feedback but too much summative testing bases grades on exams alone. Frequent formative testing through continuous assessment helps teachers track student progress.
This document provides information about administering an Informal Reading Inventory (IRI) to students in grades K-2. An IRI is used to assess a student's functional reading level, reading strategies, comprehension, and word identification. It involves having students do oral reading, silent reading, and listening comprehension activities across various grade-level texts to identify their independent, instructional, and frustration reading levels. The document outlines the procedures for administering the different IRI components and how to record and use the results to inform reading instruction.
1. When assessing children whose native language is not English, teachers must develop an understanding of the child's background, determine if a translator is needed, and become knowledgeable about their life.
2. English Language Learners make up 10% of the student population, which is increasing. Many struggle with literacy skills but their schooling in their native country should not be assumed to be inadequate.
3. With more students who don't speak English as their native language, teachers must be able to conduct assessments in other languages and understand differences in word usage across cultures.
The survey results show:
- Most staff rated the academic program as very effective and agreed the school meets standards for curriculum, assessment, and professional development. However, some were dissatisfied with the amount of administrator classroom visits and professional development.
- The majority of parents agreed the school sets high academic expectations and helps students succeed. However, some parents felt the school could better communicate student performance and challenges.
- Students generally felt positive about the academic rigor and support from teachers. Some students wanted more feedback and recognition of academic improvement.
UAE High School Students’ Attitude towards Peer Response using Blogs (Ms. Ari...TAEDTECH Sig
Presentation summary:
An exploration into how UAE high school students feel about responding and receiving responses from their peers about their writing. The experiment I am going to present aims at showing the audience how motivating using blogs in writing classes can be. Questions are most welcome. Both secondary and tertiary teachers will find the presentation useful. This experiment has been so overwhelmingly successful that participants will try it with their own classes to implement effective peer-feedback routines in their classes.
Presenter bio
Arini Muntaha has been teaching English for more than 10 years. She earned her MA TESOL Degree at the American University of Sharjah. She is interested in exploring new ideas and techniques for teaching English. She considers using computers in classrooms a major challenge which is worth exploring.
Where does low quality of education come from Ayaka Handa
This document discusses the results of an experiment testing the Balsakhi program in India, which aimed to help weaker students through additional support from Balsakhis (women with 10-12 years of education). The experiment separated students into treatment and control groups. Results showed that helping weaker students through programs like Balsakhi can improve literacy outcomes. The author's opinion is that the low quality of education in India comes from teachers, as students are able to achieve more when they understand lesson content.
I do not have enough context to summarize the given document. The document appears to contain data and analysis related to student performance and school improvement efforts but does not provide an overall summary or context. Could you please provide a brief overview of the purpose or topic of discussion for the document? That would help me determine the most important points to highlight in a summary.
Assessment tools are used by various professionals and parents to evaluate child development. A speech therapist uses the CELF-4 to assess language skills. A preschool teacher uses Teaching Strategies Gold to document progress in social, physical, and cognitive domains. An ECEAP teacher administers the DIAL-3 to measure motor, concepts, and language skills. Parents complete screening questionnaires like the Denver II to help pediatricians identify any delays. The tools provide consistent data to guide instruction, identify needs, and promote each child's full potential through collaboration between home and school.
This study investigated the levels of comprehension (literal, inferential, evaluative) challenged by questions in Bahasa Indonesia and English textbooks used in Indonesian junior high schools. It found that Bahasa Indonesia textbooks focused more on inferential questions (45.9%) while English textbooks focused primarily on literal questions (62.9%). Fewer evaluative questions were asked in both. Most teachers did not modify the textbook questions. This uneven focus on comprehension levels could lead students to guess answers without reading critically. The study recommends textbook writers and teachers include questions targeting all comprehension levels to improve reading skills.
What is the Georgia Milestones Assessment System?Theresa Friedman
The Georgia Milestones Assessment System is a comprehensive summative assessment for grades 3-high school that measures student mastery of state standards in core subjects. It replaces the CRCT and EOCT. The Milestones includes multiple choice, constructed response, and extended response items. Students and teachers are preparing for the Milestones through practice tests and focusing on skills like using evidence from texts. The assessments will be administered in April-May and results provide information on student learning and readiness.
The document discusses information processing and memory in 6th grade students. It provides data on the student enrollment at Akimel Middle School by race and gender. It then outlines tasks that were completed which included observing classroom attention strategies, interviewing teachers about memory strategies, and interviewing students about what helps them learn and remember information. The problem is determining what more can be learned about memory and how to apply that knowledge to benefit students. It discusses various memory strategies and assessments related to cognitive learning and independent learning in middle school students. Solutions proposed include instructing students on proper memory strategies with practice, encouraging peer collaboration, and using quizzes that promote higher-level thinking.
1. A study evaluated the effects of a blended learning instructional experience for 6th grade students in an English/language arts course across two blended learning schools compared to a traditional school.
2. The study found no significant differences in reading achievement growth between students in blended learning versus traditional classrooms. Students' reading scores generally declined between pre- and post-tests, possibly due to test fatigue.
3. The study provides valuable information that blended learning did not negatively impact student performance compared to traditional instruction. Students with disabilities progressed similarly to general education peers in blended environments.
This document provides an overview and history of the Fountas and Pinnell Benchmark Assessment System for literacy. It describes how Fountas and Pinnell developed the system over 20 years through research and collaboration with teachers. They created a text gradient from levels A-Z and benchmark books to match each level. Studies show the system is effective at improving students' reading skills and aligns with standardized test score gains. Teachers receive training from literacy coaches to properly administer and interpret the assessments.
1. Benchmark assessments provide teachers with useful information to guide individualized and small group instruction, as well as book selection for guided reading and independent reading.
2. Teachers can use assessment results to group students and identify instructional targets, select appropriate books, and develop goals to improve areas like fluency, comprehension, and oral discussion of texts.
3. The continuum of literacy learning and assessment results should inform lesson planning and interactive read alouds to engage students in higher-level thinking about what they read.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Exploring Differences in Motivation between Students Who Excelled and Under P...Hooi Shyan
This study examines the motivation levels of students who excelled and underperformed in learning English as a second language in Chinese secondary schools. The researcher used a questionnaire based on a tripartite motivation framework to measure students' learner-internal factors, social psychological perspectives, and pragmatic gains. Interviews with English teachers were also conducted. The results showed differences in motivation levels between high-achieving and underperforming students for factors like need for achievement, attitudes toward learning English, anxiety, and perceptions of English language culture. The study aims to help teachers identify ways to improve motivation among underperforming students.
This document contains an example of an assessment given to students, along with analysis and discussion of it. It includes:
1) A test with various activities assessing spelling, verbs tenses, adjectives, and short answers. The assistant provides analysis of strengths and weaknesses of different activities.
2) A second example test assessing present continuous, numbers, spelling, abilities like counting, and grammar. Again the assistant analyzes aspects of different activities.
3) A discussion that testing is important for teacher evaluation but should be a mix of formative and summative assessments, and frequent testing is good if used for continuous formative assessment rather than high-stakes summative exams.
This document contains an example of an assessment given to students, along with analysis and discussion of it. It includes:
1) A test assessing numbers, verbs, adjectives and short answers. The assistant provides analysis of exercises and whether they are appropriate for the students' level.
2) Another example test assessing present continuous, numbers, spelling, abilities. Again the assistant analyzes difficulties and appropriateness of exercises.
3) A discussion that testing is important for teacher feedback but too much summative testing bases grades on exams alone. Frequent formative testing through continuous assessment helps teachers track student progress.
Face-to-Face Staff Development: MobyMaxAshley Miller
This is a presentation on MobyMax and how to use certain features such as making reports; assigning groups; assigning assignments; and using the Wall, student response system, and contests.
This order addresses several applications seeking modification of a previous order regarding the National Eligibility cum Entrance Test (NEET) for admission to MBBS/BDS courses.
The Supreme Court had previously upheld NEET as the single entrance exam for these courses. In this order, the Court considers arguments that NEET affects the rights of states and private institutions. However, it finds no infirmity in NEET on these grounds.
To address concerns of students who could not sit for NEET-I, the Court allows eligible candidates a chance to sit for NEET-II. It also clarifies that only NEET will enable admission to these courses. With these modifications, all applications and petitions regarding NEET
Performance testing is used to observe a system's behavior under load by simulating virtual users. It determines key performance metrics like response time and throughput. There are different types including load testing, stress testing, endurance testing, and scalability testing. Performance testing involves requirement gathering, workload modeling, test environment setup, load test execution, analysis and reporting. It is important to identify bottlenecks proactively and ensure good user experience. Common tools used include JMeter, LoadRunner, and ApacheBench.
The document discusses the benefits and challenges of Open Educational Resources (OER). The benefits are that OER allows students to access course content from any device, can help lower student costs, and can be adapted for different classrooms. OER also provides a way for faculty to share ideas and resources, and connects educators to a broad world of knowledge. Some challenges are it takes time to filter OER to find high-quality content, institutions rely on electronics to access OER, and financial costs are needed over time to support OER as technologies evolve. Adoption of OER also requires an adjustment period for educators and institutions.
Aboderin John Olusegun is a Nigerian national with over 10 years of experience in project management, administration, and strategic planning. He has worked in various industries like restaurants, automotive, photography, and cooperatives. Currently, he is a self-employed photographer focusing on events and portraits. Aboderin holds a National Diploma in Cooperative Economics and Management from the Federal Cooperative College in Ibadan, Nigeria. He is seeking new professional opportunities where he can apply his skills in leadership, budgeting, communication and staff management.
Judge in the Dock: As the March 10 deadline for Justice Karnan’s response to contempt notice nears, the larger issue of disciplining judges assumes a national dimension
The document provides information on identifying a learning problem and target audience for an instructional plan. It discusses a problem identified by teachers at Harlem Middle School, where many 6th-8th grade students are reading below grade level. Two online reading programs will be used to help students increase their Lexile scores, which measure reading ability, and improve their reading comprehension. The instructional goals are to provide opportunities for students to increase their Lexile scores, learn reading strategies, and boost comprehension in all subjects.
This document outlines a data-driven supervisory plan to improve reading proficiency among grade 5 learners. It begins by identifying the focus area and questions. Data is then collected on learners' reading levels, academic performance, and demographics. Analysis found most challenges were learners at frustration reading levels performing poorly in other subjects. Key drivers were identified as poor reading habits, lack of collaboration with families, and need for teacher training. An action plan was created to implement differentiated instruction, reading opportunities, integrate reading across subjects, train teachers, and strengthen existing programs. Progress will be monitored through assessments to determine if the desired changes in reading proficiency have been achieved.
This document provides a learner analysis of 9 students in a 9th grade literature and composition course. It summarizes their demographics, prior academic performance on standardized tests, motivation levels, and skills related to the learning standard of formulating reasoned judgments about oral and written communication. Most students met standards on previous tests, though two will need extra support. Motivation levels vary among the students and are influenced by factors like sports, peer competition, parental expectations, and personal interests in course material.
This study aims to determine the perceived impact of absenteeism on the academic performance of grade 12 students at Calamba Integrated School for the 2017-2018 school year. Specifically, it seeks to understand the demographic profile of students and assess the impact of absenteeism in terms of failing grades, low grades, and lack of learning. It also aims to identify potential action plans to reduce absenteeism, such as implementing an attendance policy, rewarding good attendance, and offering more school activities. The study is limited to 15 male and female students from two grade 12 sections and uses a questionnaire to collect data on absenteeism and its relationship to academic performance.
EDUCARNIVAL 2014@ IIT Delhi- Unpacking the cognitive and ethical dimensions o...Eduexcellence
This document summarizes a presentation on unpacking the cognitive and ethical dimensions of high achieving schools. It discusses findings from studies on the social attitudes and values as well as cognitive learning outcomes of students in top schools in India. Regarding attitudes, many students held views against gender equality, diversity, and acceptance of differently abled persons. Cognitive skills like problem solving and applying concepts were also found to be weak. The presentation focused on the need for high achieving schools to develop these dimensions from an early age through conscious efforts and improving teaching methods to reduce rote learning and strengthen skills.
The school counseling program at Rosa Parks Elementary School conducted classroom lessons on bullying prevention and conflict resolution. Pre- and post-tests showed that students increased their knowledge of bullying, improved attitudes about solving conflicts, and learned strategies for dealing with bullying situations. The counselors also ran small group sessions for 5th graders with behavioral issues, which helped increase pro-social attitudes and skills. Initial data showed decreases in bullying-related discipline referrals and unsatisfactory citizenship marks. The counseling program aims to further improve student behavior and academic performance through ongoing guidance lessons and data tracking.
The document evaluates the Read Naturally reading intervention program used at Douglas Intermediate School. It analyzes student attendance, test scores, surveys of students, teachers, and parents to determine the program's effectiveness. The results were mixed - student test scores and grades improved for regular attendees, but not all teachers felt it helped or that missed class time interfered. While the program seems to benefit some students, it cannot be said to be the sole factor in raising reading achievement.
The document examines whether NAPLAN test results provide a fair and accurate assessment of student learning ability. It explores known facts about NAPLAN, as well as confusions and contradictions. Evidence from a teacher survey and classroom observation suggest NAPLAN does not adequately assess all students and has negatively impacted teaching practices. However, a resolution proposes that teachers can reduce test pressure, use results to help learning, and remember NAPLAN's purpose is to assess students, not rank schools or teachers. While issues remain, NAPLAN data may still benefit students if its role in the classroom is de-emphasized.
Individualized Education Program (Aug 2014 revision) Page 1 .docxjaggernaoma
Individualized Education Program (Aug 2014 revision) Page 1
School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
IEP documents attendance, not agreement.
NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Educational Agency Rep(Chair)
IEP for
Individualized Education Program (Aug 2014 revision) Page 2
Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
Signature of Parent/Guardian/Surrogate:
IEP for
Individualized Education Program (Aug 2014 revision) Page 3
TRANSFER OF RIGHTS AT AGE OF MAJORITY
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 year.
Place Middle School students are failing to meet state writing standards. Only 26% of 7th graders scored proficient on the writing portion of the state assessment. The needs assessment identifies gaps in the writing curriculum and recommends designing a new curriculum focused on grammar, organization, and providing effective feedback to students to improve their writing skills. Recommendations include using graphic organizers, daily grammar lessons, the 6 Traits writing model, and formative feedback to help students meet state standards.
The document summarizes the Extended Learning Program (ELP) at Strawberry Hill Elementary. The ELP provides approximately 30 minutes of differentiated or accelerated coursework daily for students whose academic needs are not being met in the classroom. Students qualify based on high scores on standardized tests like MAP or cognitive ability tests. The document also discusses identifying gifted students, the identification process, characteristics of gifted vs bright children, parent involvement, and plans for instructional decision making.
The Russell Group surveyed hundreds of pupils and teachers about subject choice in school and its importance for university applications. The survey found that teachers ranked subject choice as more important than other factors like grades or personal statements, while pupils saw it as less important. Most year 10 pupils had not decided on A-levels yet. Private school pupils were more likely than comprehensive pupils to be considering university when choosing subjects. The new Informed Choices website was found useful by both pupils and teachers. It increased confidence in subject selection more for pupils from disadvantaged backgrounds. The results suggest these resources can help fill information gaps faced by less advantaged students.
Although the vast majority of American parents believe their child is performing at or above grade level, in reality two-thirds of U.S. teenagers are ill-prepared for college when they leave high school.
Why this enormous disconnect? Could it be that test scores signaling that kids are “less than proficient” don’t register with parents because they conflict with the grades on their child’s report card?
This document summarizes a board meeting on social and emotional learning (SEL). It includes presentations from experts on defining SEL, the research supporting SEL, economic benefits of SEL programs, and teacher and student perceptions of SEL. SEL is defined as developing competencies in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Research shows SEL programs improve academic achievement, behavior, and well-being. Cost-benefit analyses find SEL programs yield an average return of $11 for every $1 invested. Teachers and students believe SEL prepares students for school, careers, and life. The meeting discusses implementing free-standing SEL standards and measuring factors like growth mind
This document outlines an action research project that assessed the reading performance of grades 5 and 6 learners at Alamada Sabawa Elementary School in the Philippines using the Philippine Informal Reading Inventory (Phil-IRI). The results showed that many grade 6 learners were still struggling readers performing at grade 3 or 4 levels. To address this, the researcher proposed several interventions including establishing a reading center, implementing a reading development program, and providing teacher training on developing reading strategies. The goal was to identify learners' reading needs and design a program to improve performance in word recognition, reading speed, and comprehension.
Updated nada alamaddine parental engagement research 2014Nada Alamaddine
This study examined the relationship between parental engagement and student academic growth. The author analyzed data on 435 students, including their Developmental Reading Assessment (DRA) category scores from fall 2013 to spring 2014 and parental attendance at 11 educational meetings. Students with significant parental engagement (attending 6+ meetings) were compared to those with non-significant engagement (attending 5 or fewer meetings). The findings showed that students whose parents were not significantly engaged were less likely to show academic growth, especially those starting in the Below or Meeting DRA categories. The author recommends providing targeted parental meetings and resources to help support the learning of lower-performing students.
This document provides an overview of standards-based grading for parents. It explains that standards-based grading measures student achievement based on standards rather than comparisons to peers or progress. It outlines the benefits of standards-based grading for teachers, students, and parents. Key differences from conventional grading are that it provides more consistent grading, separates work habits from academics, and communicates student mastery of standards through rubric levels like exceeding, meeting, or developing standards.
Week 6 Final Assignment AnnouncementThis final ass.docxcockekeshia
Week 6 Final Assignment Announcement
This final assignment is in 3 parts. I have included all parts here in this announcement. GCU allows you to bring in some of your course work you have already completed during this course to address some of the criteria of this paper. You do not need to turn your paper to Turnitin and you do not have to worry about high familiarity percentages.
Take your time with this paper. Make sure that you address all the criteria of the assignment.
Part 1
Survey of Teacher Websites and Communication Efforts
The Internet has become an integral way schools and teachers communicate with students, families, and community members. Compare the online communication efforts of two teachers working in different schools and different districts.
Assume you are a parent or guardian of at least one elementary student enrolled in each of your selected teacher’s classes, and complete and submit the "Survey of Teacher Websites and Communication Efforts" document from that point of view.
Conclude this assignment by writing a 250-500-word summary of what you thought worked and what did not with the websites. Include one to three recommendations for each teacher to improve or make valuable additions to his or her website.
APA style is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
40.0
Part 1
Interview a certified elementary or middle school teacher about the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are shared and made visible across the campus and in the classroom.
Your interview questions should probe:
1. The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations
2. The forms and locations in which the expectations are posted on the school grounds and in the classroom
3. How expectations are initially taught, reinforced, and monitored schoolwide and at the classroom level
4. How students who enroll after the start of the year are taught the school’s behavioral expectations
5. The teacher’s reflections on the overall degree of effectiveness of his or her school’s behavior-management program
6. The teacher’s recommendations for changes to the school’s behavior-management program based on personal experiences
Ask additional questions and follow-up questions as appropriate. Retain a copy of the questions asked and responses received.
Document your time on your Clinical Field Experience Verification Form accessed in Taskstream.
Submit the completed Clinical Field Experience Verification Form along with this assignment to your instructor in LoudCloud.
You will also submit the completed Clinical Field Experience Verification Form to Taskstream with your Benchmark Assessment.
APA format is not required, but solid academic writing is expected.
You are not required to sub.
FRIT 7739- Technology Program EvaluationAshley Miller
The Wayne County High School media center serves as the hub of the school and takes on many responsibilities to meet the needs of stakeholders. These responsibilities include technology instruction, equipment distribution, and collaboration with teachers. While the media center is meeting its goal, some responsibilities could potentially be delegated to reduce the workload. The document evaluates the media center's operations and provides recommendations to streamline procedures and better utilize personnel like technology apprentices.
This document provides information about a 3-lesson unit on descriptive writing for 5th grade students. Lesson 1 focuses on sensory writing and having students create descriptive stories using their five senses. Lesson 2 teaches idioms and has students illustrate their own idiom in a comic or video before writing a short story. Lesson 3 continues practicing descriptive writing skills. The lessons aim to enhance students' creative writing through techniques like sensory details, idioms, and clear descriptions. Formative assessments include group projects, comics/videos, and exit tickets to check understanding of key concepts.
The lesson introduces idioms to 5th grade students. It begins with reviewing what idioms are using a Prezi presentation that provides examples. Students then complete worksheets to practice identifying idioms and illustrating one in a drawing. They write a short story using idioms and are evaluated on their writing. To conclude, students state an idiom as their "ticket out the door." The goal is for students to enhance their writing by incorporating idioms.
The document summarizes pre- and post-test results from a MobyMax workshop for 8 participants. On average, participant scores improved from 56.25 to 83.25. Two participants saw no change, while 2 others improved by over 60 points. The question about students choosing topics scored lowest, possibly due to wording or lack of emphasis in the workshop. Understanding which standards MobyMax aligns with showed the most improvement.
This is evidence of reports created by my eight online workshop participants. In addition, I have included the testing data from the participants with a brief evaluation of their results.
This document provides a learner analysis for a unit on digital citizenship for a 6th grade class of 45 students in Brunswick, Georgia. It describes the class makeup, including 24 boys and 21 girls ranging in age from 11-13 years old and with diverse ethnic/cultural backgrounds. 10 students have special needs - including ADHD, auditory processing disorders, ESOL, and learning disabilities. Based on interviews, the students have basic computer skills and some knowledge of internet safety and digital citizenship, but seem bored by the topics. They prefer hands-on activities using computers. The unit will be designed around further evaluating the students' technology use to guide topic selection.
For FRIT 7739, I created this collaborative unit on digital citizenship. This unit focuses on digital communication and etiquette. It was presented to sixth graders.
MobyMax presentation I created for my Face-to-Face Staff Development Workshop. I presented this to elementary school teachers showing them features that are available on MobyMax. Videos were included but you can not see them on the PDF.
Face-to-Face Staff Development Evidence Part IIAshley Miller
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can have mental and physical health benefits over time by helping people feel more relaxed and focused.
Key Assessment- Assessment Item ObjectivesAshley Miller
From FRIT 7236, this is the assessment item document I created which uses various types of assessment choices like multiple choice, performance, higher order thinking skills, short answer, and essay. It also highlights the levels of Bloom's Taxonomy that would be used in each objective.
This document provides an overview of a professional development unit on using Web 2.0 tools to engage students. The unit is 1 hour and aims to help teachers understand what Web 2.0 tools are, how to use some tools, and how tools can motivate students. Teachers will learn about different tool types and how to incorporate tools into lessons. As an assessment, teachers will create a lesson using a presented tool and share the finished product link with peers. The unit involves a presentation on tools, an interactive activity, and a final teacher-created presentation. Feedback showed administrators and teachers were impressed with learning new tools and seeing their potential for student engagement.
This grant proposal seeks $2,500 from the AASL Innovative Reading Grant to start a Book Trailers Club at an elementary school. The club will run from August 2016 to May 2016 and will teach students how to create short video book trailers to promote reading engagement. Students will storyboard, film, and edit book trailers using video editing software to represent and advertise books read. The goals are to motivate students to read using technology and teach 21st century skills like video production and online sharing.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
This lesson plan aims to teach fifth grade students about banned books and their First Amendment rights. Students will research a banned book of their choice, analyze why it was banned, and create an online poster using Glogster to promote the book. In their posters, students must include the book title, character descriptions, reasons for banning and why the book shouldn't be banned. The teacher will provide context on banned books and the First Amendment, while the librarian will introduce Glogster and assess students' final posters. The goal is for students to understand challenges to intellectual freedom and use technology to showcase banned literature.
This unit plan aims to teach 5th grade students how to create book trailers using web 2.0 tools to motivate other students to read. Students will learn how to properly cite sources from the internet and avoid plagiarism. They will brainstorm ideas, develop a script, and create a book trailer with correct citations. Formative assessments will check understanding of book trailers and ethical internet use. The performance task requires students to create an original book trailer to share what they have learned. Teachers will provide examples, checklists, and modeling to support students through the project.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
FRIT 7231_Key Assessment
1. 1
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
2. 2
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
3. 3
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
4. 4
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
5. 5
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
6. 6
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).
7. 7
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
8. 8
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
9. 9
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.
10. 10
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.
11. 11
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.
12. 12
Enabling Objectives:
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)
Enabling Objectives:
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)
Enabling Objectives:
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)
Enabling Objectives:
5A. Identify cause and effect. (Fact/Recall)
13. 13
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
14. 14
Standards and Objectives
Instructional
Objectives
Georgia Performance Standards
1
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.
4
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
15. 15
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
16. 16
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:
Students’ response in
17. 17
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:
18. 18
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. 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. 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.
Students will choose
one of the many Web
2.0 tools
demonstrated
throughout the online
learning module.
21. 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?
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.
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. 22
4. What is the sequence of events?
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.
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?
a. Tells the order that something occurs.
b. Tells what happened after an event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
First Second Next Then Last
23. 23
8. What is an effect?
a. Tells the order that something occurs.
b. Tells what happened after an event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
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. 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. 25
Pre-test Answer Key
Objective 1
11. 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.
12. What is a detail?
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.
Objective 2
13. 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!
26. 26
Objective 3
14. What is the sequence of events?
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.
15. Read the following sentences then put them in sequential order with numbers 1-5.
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
16. Read the following sentences, then choose the transitional word from the box.
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?
a. Tells the order that something occurs.
First Second Next Then Last
27. 27
b. Tells what happened after an event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
18. What is an effect?
a. Tells the order that something occurs.
b. Tells what happened after the event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
19. Read the following passage then answer the following two questions below.
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.
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.
When you read the sentence, part I is the: Cause
Effect
When you read the sentence, part II is the: Cause
Effect
Objective 6
20. Read the passage. Then tell which reading strategy it is using the word bank, you
may use the abbreviation provided below the word.
28. 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.
“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.
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)
Main Idea Sequence of Events Cause and Effect
MI SE CE
29. 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 .
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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.
2A. Create a graphic organizer online identifying the main idea and 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. 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
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.
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. 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
No response. Made minimal or little
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. 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.
Constructed Response and UDL:
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
Not Completed Needs Improvement Meets Expectations
Answers Post
No post. Did not really answer
the post nor add to the
discussion.
Topic is answered
fully and in a
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
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. 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.
4B. Justify in a discussion why you think or do not think events 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.
Constructed Response and UDL:
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. 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
Not Completed Needs Improvement Meets Expectations
Answers Post
No post. Did not really answer
the post nor add to the
discussion.
Topic is answered
fully and in a
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
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. 39
Sequencing Activity Rubric
Not
Completed
Needs Improvement Meets Expectations
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.
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.
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.
5B. Engages in an online discussion about the cause/effects of an event, idea, or concept.
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. 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
Not Completed Needs Improvement Meets Expectations
Answers Post
No post. Did not really answer
the post nor add to the
discussion.
Topic is answered
fully and in a
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
Performance-based assessment:
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. 41
Cause and Effect Activity Rubric
Not
Completed
Needs Improvement Meets Expectations
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.
Sentences are clear and
complete.
Words and grammar structure
are correct.
Organization
No
organization.
Does not use a graphic
organizer.
Items are just randomly
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. 42
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.
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.
Performance-based assessment:
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. 43
Project Presentation Example
Project Presentations Rubric
Not Completed Needs Improvement Meets Expectations
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.
Sentences are clear and
complete.
44. 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.
Sentences are clear and
complete.
Organization No organization.
Items are just randomly
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. 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. 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)
2A. Create a graphic organizer online identifying the main idea and 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.
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. 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.
Strategy used: Organization concept strategy (Morrison, Ross, Kalman, & Kemp, 2013)
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. 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.
4B. Justify in a discussion why you think or do not think events 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.
49. 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.
(Hall, Strangman, & Meyer, 2003)
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. 50
5A. Identify cause and effect.
5B. Engages in an online discussion about the cause/effects of an event, idea, or concept.
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.
(Hall, Strangman, & Meyer, 2003)
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).
Strategy used: Organization concept strategy (Morrison, Ross, Kalman, & Kemp, 2013)
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. 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. 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. 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:
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
54. 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:
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:
Students’ response in
55. 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. 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. 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. 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.
Students will choose
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. 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
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?
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.
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.
60. 60
The tunnels help keep the termite mound cool. Some mounds can be more than 20
feet tall!
4. What is the sequence of events?
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.
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!
First Second Next Then Last
61. 61
Spread the jam onto the slices.
Put the bread slices together.
Gather all the ingredients.
7. What is a cause?
a. Tells the order that something occurs.
b. Tells what happened after an event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
8. What is an effect?
a. Tells the order that something occurs.
b. Tells what happened after an event occurred.
c. Tells why an event happened.
d. Gives information that supports the author’s point.
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.
(II) 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
62. 62
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.
“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.
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
Main Idea Sequence of Events Cause and Effect
MI SE CE
63. 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
Didn’t like it It was okay Really liked it
3. On a scale of 1 to 3, how would you rate the Sequence of Events webquest?
1 2 3
Didn’t like it It was okay Really liked it
4. On a scale of 1 to 3, how would you rate the Sequence of Events activity?
1 2 3
Didn’t like it It was okay Really liked it
5. On a scale of 1 to 3, how would you rate the Cause and Effect webquest activity?
1 2 3
Didn’t like it It was okay Really liked it
6. On a scale of 1 to 3, how would you rate the Final Project activity?
1 2 3
Didn’t like it It was okay Really liked it
64. 64
7. On a scale of 1 to 3, how would you rate doing discussions?
1 2 3
Didn’t like it It was okay Really liked it
8. On a scale of 1 to 3, how do you feel about working online?
1 2 3
Didn’t like it It was okay Really liked it
9. On a scale of 1 to 3, how do you feel about working by yourself?
1 2 3
Didn’t like it It was okay Really liked it
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. 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
Very Easy Average Difficult
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3. On a scale of 1 to 5, how would you rate the Sequence of Events webquest?
1 2 3 4 5
Very Easy Average Difficult
4. On a scale of 1 to 5, how would you rate the Sequence of Events activity?
1 2 3 4 5
Very Easy Average Difficult
5. On a scale of 1 to 5, how would you rate the Cause and Effect webquest?
1 2 3 4 5
Very Easy Average Difficult
6. On a scale of 1 to 5, how would you rate the Final Project?
1 2 3 4 5
Very Easy Average Difficult
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?
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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?