Greg Irish is developing a project to integrate MAP reading assessment data with second grade reading curriculum to improve students' literary response and analysis skills. Students will take the MAP reading test, then analyze the results to identify the weakest reading comprehension strands. A presentation will be created using iRespond clickers to question students on the story "Corduroy" targeting the weakest strands. Student responses will be analyzed to identify areas needing re-teaching.

1. Technology Training with Steve Gibbs
Technology Integration Unit Outline
Type only in the gray areas
Name: Greg Irish
Project Title: Integrating Two Different Types of Data to Inform Curriculum
Project Subject: Reading
Grade Level: 2th Grade
Essential Question: Finding ways to improve students Lit Response and Analysis
strands by using NWEA MAP data and integrating the
information into second grade reading.
Assignment Students will be tested in MAP Reading Survey w/Goals 2-5
Summary: CA V 2.1. Results will be retrieved from NWEA Reports
Website 24 hours after testing. Once Data Strands are
analyzed, we will focus on the strand that is the collectively
weakest amongst the 2th grade students. A powerpoint will
then be built that will collect responses using iRespond clickers
that is attached to the 2th grade CA Reading Standards. Data
will then be analyzed to find which question(s) students had
trouble with, and then re-teach to those trouble areas. The Data
from the iRespond clickers will be uploaded into Data Director
and analyzed into a report. The story that will be read by
students will be “Corduroy”.
Approximate Length of Unit (days, weeks)
One day for scheduled MAP testing.
One day data retrieval from NWEA (Data may be shared with students).
Two days to analyze data strands of testing.
One day to create the Powerpoint is created with add-ons for iRespond focusing on
weakest strands.
Two days to present Powerpoint presentations that is impeded with iRespond clickers.
One day to analyze answers with students.
One day to upload data into Data Director or Aeries.
Goals: Using the integrated data from NWEA MAP testing, students will be reading the
story second grade story “Corduroy”. Using a set of teacher written questions, the
students will chose the answers by clicking on the button. Depending on the level their
reading comprehension, questions that score below 69% of the class responding
incorrectly will have a reflection and time to re-read.
Objectives:
1. Students will be able to use iRespond clickers to correctly log into the clicker
system.
a. Students will be able to log into iRespond clickers with minimal issues.
b. Students will choose the correct answer based on the powerpoint slides.
2. Opportunities for reflection on answers will be based on the following:
a. Based on story, 70% or more with correct response will move to the next
question
b. Based on story, 69% or less will require reflection on question.

2. Technology Training with Steve Gibbs
Lesson Plan Sequence of Events – give day-to-day details:
Day 1 – Students will take MAP Reading test.
Day 2 through 4 – Scores will be accessed from NWEA Reports website and analyzed.
Day 5 – Present iRespond clickers to students.
Day 6 and 7 – Have class read story Corduroy and answer questions with iRespond
clickers.
Day 8 – Analyze answers with class. Re-teach any concepts with students who had
problems with questions.
Day 9 – Upload data to Data Director.
Key Websites Used: https://reports.nwea.org;
http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf;
Accommodations for Differentiated Instruction
Resource Student: English Language Learners will be partnered with other students.
Pictures from story will be imbedded into Powerpoint.
Gifted Student: A discussion with students about how inferences can usually
answer the why and how questions. Students will create questions
that can be answered by making inferences from the text.
California State Standards addressed in this Unit.
3.0. Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature.
They distinguish between the structural features of the text and the literary terms or
elements (e.g., theme, plot, setting, characters). The selections in Recommended
Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of
the materials to be read by students.
Narrative Analysis of Grade-Level-Appropriate Text
3.1 Compare and contrast plots, settings, and characters presented by different authors.
3.2 Generate alternative endings to plots and identify the reason or reasons for, and the
impact of the alternatives.
3.3 Compare and contrast different versions of the same stories that reflect different cultures.
3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.