Shannon Moore

KA I Identification of Learning Problem Target Audience The target audience consists of all students in grades 6-8 at Harlem Middle School that are reading at or below their current grade level.

Problem Identification At the end of each school year, teachers examine Criterion-Referenced Competency Test (CRCT) scores specifically in the reading areas. Along with their reading score on the CRCT, a Lexile Score is also identified for each child. A Lexile Score measures a students reading ability and that score corresponds with a grade level in which the child is reading at. Teachers have identified many students that are reading far below their current grade level and not being able to identify this issue until the end of the year is a big concern for our teachers. There are no known factors as to why so many students are struggling with reading, but the evidence from previous CRCT and Lexile scores show there is a problem somewhere. Another trend that was found after looking at the scores was a connection to the other subjects. Generally, if students performed poorly on the reading portion of the CRCT, they also performed at a low level in Science and Social Studies. Having so many students that struggle to read is a concern for teachers and the need for a program to address these needs and help students increase their reading ability throughout the year is very important. This program will address these concerns and help improve reading scores (ability/comprehension). Students will begin reading at their current grade level according to their Lexile score and progress to their actual grade level through the year. By using two different online reading programs, students will be able to track their own progress throughout the year to meet their goals. Instructional Goals Provide students in grades 6-8 with an opportunity to increase their Lexile score. Provide students in grades 6-8 with strategies to help improve their reading abilities by selecting appropriate reading material. Provide students in grades 6-8 with an opportunity to increase their reading comprehension in all subject areas.

KA II Learner Analysis

Introduction The target group of learners is a group of 6th grade students at Harlem Middle School in Harlem, Georgia. There are a total of ninety-three students in this group and the demographics are as follows: Gender = 48% Female and 45% Male, Race = 75% White, 15% African American, 5.3% Hispanic, 2% Multi-Racial, 1% Asian, and 1% Alaskan Native American, Economically Disadvantaged = 45.2%, Gifted Students = 13.9%. All information was obtained from the Statewide Longitudinal Data System (SLDS). SLDS also provides scores from previous years on the Criteria Reference Competency Test (CRCT) which is a statewide test that is administered in grades 3-8. Lexile Scores are also available along with a chart that shows the students progress over the past years.

Entry Skills and Prior Knowledge

Ability to read at (at least) a second or third grade level Ability to log into the reading software program(s) Use software programs such as Accelerated Reader and Total Reader Search for books or other reading material to read that is of interest to them

Attitudes Toward Content and Academic Motivation I conducted this analysis through a student survey that consisted of five questions. The students had the options of no understanding, some understanding, and fully understand when asked about data analysis. Students had the option to answer not skilled, few or some skills, or fully skilled when asked about their computer skills. For the motivations to learn, students had the options to answer by no motivation, some motivation or fully motivated. 38% of

my students said they fully understand data analysis, while 50% said they had some understanding of data analysis. Only 12% of students claim to have no understanding at all about data analysis. When asked about their computer skills, 87.3% of students said they were fully skilled, 10.7% had few or some skills, and 2% expressed that they were not skilled. I was very pleased with the results of the motivation to learn. 98% of my students said they were fully motivated to learn while only 2% said they had some motivation to learn. Thankfully, no one said no motivation.

Educational Ability Levels Using the most recent Lexile Scores from the CRCT (fifth grade year), 42% of this years sixth grade students (that I teach) are reading below grade level. A Lexile Score of 925-1185 indicates grades six through eight. A range of 585-940 was indicated for this group of students not reading on grade level.

General Learning Preference & Attitude Toward Teachers and School The following information was gathered through student-teacher interviews. I interviewed each class as a whole to gather this information. Students prefer to learn by hands-on activities, interactive games, computer based learning, or any form of technology (I-Pad, Student Responders, SmartBoard, etc.). When asked about their attitude towards the teacher(s), the majority of students responded by we love our teachers, they work really hard to help us learn, and they make learning fun for everyone. Their attitude towards the school itself was very mixed. There are very few computer labs available to students (only 3 in the whole school)

and this is a concern for them. Our building is also not equipped for wireless internet so this also poses a problem for students and their ability to use other forms of technology in the classroom.

Group Characteristics Harlem Middle School is a Title I school. Over 50% of our student body is on free and reduced lunch, which is the indicator for a Title I school. Even though Harlem is located in a very affluent county, the majority of our community is either at or slightly below the poverty level. Of the total number of students that I teach, 45% (42 students) are economically disadvantaged. All students are age appropriate for 6th grade (ages 11-12) except for one student. This student came from Russia and is older than the other students. All students speak fluent English, even the 5% of Hispanic students. Around 25% of students come from a single parent home or are being raised by someone other than their mother or father (i.e. grandparents).

KA III Task Analysis For the task analysis, I used a topic analysis to guarantee that all students know the facts, concepts, and principles for this instruction. The majority of students are very aware of their CRCT (Criterion-Reference Competency Test) scores, but many are not aware of the Lexile score that is also part of their reading score. The purpose behind the topic analysis is to provide students with a better understanding of what the Lexile represents and what teachers may use that score for, and how to improve their reading ability. Students have used reading programs before in elementary school so there is a familiarity with the program(s). It is not necessary for me to perform a full procedural analysis on this part of the instruction for this reason. Task Analysis Outline 1.0 Define Lexile score and explain its purpose 1.1 A Lexile score measures a students reading ability on a developmental scale(also known as text complexity band) 1.1.1Low Lexile measurements represent low reading ability and vice versa. 1.1.2 Lexile scores are used to predict how well a student will/can comprehend a text 1.2 Purpose 1.2.1 Helps readers find books that are at an appropriate reading level(difficulty) for them specifically 1.2.1.1 How to search for books in the media center or local library that is on the appropriate reading level for them 1.2.2 Teachers can monitor a readers growth in their reading ability over time 1.2.2.1 Use reading programs such as Accelerated Reader and Total Reader

2.0 Individual Reading CRCT scores and Lexile scores 2.1 Provide each student with their scores 2.2 Explain how to view/understand the scores 2.2.1 Each reading passage from the test is provided with the difficulty level or Lexile measure, for students to examine also 2.3 Self-Evaluation 2.3.1 A comparison chart will be provided on the overhead for students to view and determine where they are (grade level) depending on their Lexile score 3.0 Picking out the right book(s) 3.1 Using their Lexile score, students will pick out appropriate books to read 3.2 Use the Media Specialist to assist 4.0 Reading programs 4.1 Accelerated Reader 4.1.1 Review program the elementary schools use this reading program already so students are familiar with how to use it 4.2 Total Reader 4.2.1 Program overview 4.2.1.1 Log-in 4.2.1.2 Selecting story/book of choice 4.2.1.3 Completing assessment

Subject Matter Expert (SME) I (Shannon Moore) will serve as the Subject Matter Expert for this instructional plan. My educational background and qualifications consist of a Bachelors Degree in Middle Grades Education with concentrations in English Language Arts and Social Studies from Augusta State University in Augusta, Georgia. I am currently pursuing a Masters Degree in Instructional Technology from Georgia Southern University in Statesboro, Georgia.

I currently serve on our schools Data Team and also serve as the sixth grade Language Arts representative for Harlem Middle School at the county level. The Data Team has also identified Lexile scores as being an indicator of low reading scores/levels, and has also determined that this is a measureable goal to help improve students reading abilities. I have seven years of experience in the Language Arts content and have also been part of the changing of curriculum from Georgia Performance Standards to the Common Core Standards. Flowchart of Task Analysis

Define Lexile score and explain purpose

Provide students with current Lexile score

Students will perform a self- evaluation on their current Lexile score

Identify level appropriate books/reading material to help increase

Using those books students will use an online reading program to increase Lexile scores and monitor progress

KA IV- Instructional Objectives Terminal Objective 1 Define Lexile score Enabling Objectives 1A. To identify Lexile scores as a students ability to read on a measurable scale or text complexity band 1B. To understand that the lower the Lexile score is, the lower the reading ability of a student will be and vice versa Terminal Objective 2 Reason(s) why teachers use Lexile scores Enabling Objectives 2A. Students will be able to find reading level appropriate books according to their own Lexile score/level to comprehend what the text is about 2B. Monitor student(s) growth in their reading ability overtime (within a years time) Terminal Objective 3 Use Lexile scores to pick appropriate reading material Enabling Objectives 3A. Students will use prior knowledge of what their Lexile score is to pick out appropriate reading material to use to increase their Lexile score/level 3B. Use the Media Specialist as needed to help students pick the right text Terminal Objective 4 Use a computer based program(s) to increase Lexile scores Enabling Objectives 4A. Use Accelerated Reader to increase Lexile scores 4B. Use Total Reader to increase Lexile scores

Classification of Instructional Objectives Content Fact Concept Principles Procedure Interpersonal Attitude Recall 1, 1A, 1B 2 Performance Application 2A, 4, 4A, 4B 2B 3, 3A, 3B 2B

Relationship between Instructional Objectives and Standards Instructional Objective(s) 1, 1A, 1B, 2, 2B Georgia Performance Standards/ Common Core Standards ELACC6RL(I)10 By the end of the year, read and comprehend literature, including literary nonfiction, stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC6RL(I)2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. National Technology Standard 6 Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. 6a. Understand and use technology systems 6b. Select and use applications effectively and productively AASL Standards 4.4.6 Evaluate own ability to select resources that are engaging and appropriate for person interest and needs.

2A

4, 4A, 4B

2A, 3, 3A, 3B

KA V Development of Assessments Instructional Strategies Lesson 1Students will use a Web 2.0 tool of their choosing to demonstrate their understanding of what a Lexile score is and explain its purpose in the classroom Goals Define what a Lexile score is and understand its purpose Objectives Objective 1 Define Lexile score 1A. To identify Lexile scores as a students ability to read on a measurable scale or text complexity band 1B. To understand that the lower the Lexile score is, the lower the reading ability of a student will be and vice versa Objective 2 Reason(s) why teachers use Lexile scores 2A. Students will be able to find reading level appropriate books according to their own Lexile score/level to comprehend what the text is about 2B. Monitor student(s) growth in their reading ability overtime (within a years time) UDL Students are given the choice of which technology tool they would like to use to exhibit their understanding of the content Assessments Web 2.0 tool of choice to demonstrate or express student understanding of Lexile scores

Lesson 2 Students will use a different Web 2.0 tool (different from Lesson 1) to demonstrate their understanding of why teachers use Lexile scores and what they do with those scores

Understand why teachers use Lexile scores and what teachers do with the score

Students are given the choice of which technology tool they would like to use to exhibit their understanding of the content

Web 2.0 tool of choice (not the same one as Lesson 1) to demonstrate or express student understanding of the reasons why teachers use Lexile scores

Lesson 3 Students will create SMART goals for increasing their Lexile score. This will be done twice a year; once at the beginning, and then again after the second semester.

Student will be able to pick out appropriate books/reading material with or without the help of the Media Specialist to help increase their reading ability/Lexile score

Objective 3 Use Lexile scores to pick appropriate reading material 3A. Students will use prior knowledge of what their Lexile score is to pick out appropriate reading material to use to increase their Lexile score/level 3B. Use the Media Specialist as needed to help students pick the right text Objective 4 Use a computer based program(s) to increase Lexile scores 4A. Use Accelerated Reader to increase Lexile scores 4B. Use Total Reader to increase Lexile scores

Students are in charge of their own learning, and beginning to create artifacts and evidence of learning and progress

Students will create SMART goals for increasing their Lexile score. Students must have three goals stated and be able to meet those goals at the end of each semester

Lesson 4 Students will use two different online reading programs to increase their Lexile score and monitor their progress. Students will create a data chart showing their progress over time.

Use an online reading program to help increase their Lexile score and monitor their progress throughout the school year

Students are in charge of their own learning, and beginning to create artifacts and evidence of learning and progress

Multiple computer-based quizzes provided by the reading programs.

Lesson 1 What is a Lexile score? Objective 1 Define Lexile score 1A. To identify Lexile scores as a students ability to read on a measurable scale or text complexity band 1B. To understand that the lower the Lexile score is, the lower the reading ability of a student will be and vice versa Assessment: Students will be assessed on a presentation of what Lexile scores are and their purpose. Students will use a Web 2.0 tool of their choice and will be graded by a rubric.

UDL Principles: This assessment meets the UDL principle of multiple means of expression and representation. Students are given the option to choose which Web 2.0 tool they want to express their understanding of the content. Lesson 2 Why do teachers use Lexile scores? Objective 2 Reason(s) why teachers use Lexile scores 2A. Students will be able to find reading level appropriate books according to their own Lexile score/level to comprehend what the text is about 2B. Monitor student(s) growth in their reading ability overtime (within a years time) Assessment: Students will create a presentation using a different Web 2.0 tool than they did in Lesson 1. Student should be able to express the reasons why teachers use Lexile scores. Students will be graded using a rubric. UDL Principles: This assessment meets the UDL principle of multiple means of expression and representation also. Students are given the option to choose a different Web 2.0 tool than they did in Lesson 1, so they can express their understanding of the content in a different, yet, technology centered way. Lesson 3 Picking the right book and setting a goal! Objective 3 Use Lexile scores to pick appropriate reading material 3A. Students will use prior knowledge of what their Lexile score is to pick out appropriate reading material to use to increase their Lexile score/level 3B. Use the Media Specialist as needed to help students pick the right text Assessment: Students will create SMART goals based on their current Lexile score and identify ways to increase that score by the end of the year. This will be done twice during the year; once at the beginning and again after the first semester. UDL Principles: This activity and assessment meets the UDL principle of multiple means of representation. Some students will have similar Lexile scores, but the majority of students will be on different levels. Because of this, each student will be choosing books that fit their current Lexile score and one step ahead to help improve that score as well as picking books that are of interest to them.

Lesson 4 Assessing Reading Progress Objective 4 Use a computer based program(s) to increase Lexile scores 4A. Use Accelerated Reader to increase Lexile scores

4B. Use Total Reader to increase Lexile scores Assessment: Students will be assessed based on the books they choose to read. Within the online reading programs, students will take short, comprehensive quizzes that assess their knowledge of the book. Student progress will also be monitored with these programs to ensure that students are progressing to their SMART goal by the end of the school year. UDL Principles: This meets both multiple means of expression and representation also. Student will be using two different reading programs that are slightly different from each other. The intended outcome is the same, but the process of each will be different according to the books that students choose as well.

Assessment Examples Objective 1 Assessment Web 2.0 Presentation Rubric Lesson 1 What is a Lexile score? Instructional Goals/Learning Objectives Met Design 2 4 6

Instructional goal(s) or learning objectives are slightly met Presentation is difficult to understand and/or read

Instructional goal(s) or learning objectives are mostly met Presentation is understandable, but needs more work

Instructional goal(s) or learning objectives are fully met Presentation is well organized and easy to understand and/or read Presentation has no grammatical errors

Grammar/Mechanics

Presentation has 4-5 grammatical errors

Presentation has 2-3 grammatical errors

Web 2.0 Tool Used: ______________________________ Total =

Objective 2 Assessment Web 2.0 Presentation Lesson 2 Why do teachers use Lexile scores? Instructional Goals/Learning Objectives Met Design 2 4 6

Instructional goal(s) or learning objectives are slightly met Presentation is difficult to understand and/or read

Instructional goal(s) or learning objectives are mostly met Presentation is understandable, but needs more work

Instructional goal(s) or learning objectives are fully met Presentation is well organized and easy to understand and/or read Presentation has no grammatical errors

Grammar/Mechanics

Presentation has 4-5 grammatical errors

Presentation has 2-3 grammatical errors

Web 2.0 Tool Used: ______________________________ Total =

Objective 3 Assessment Creating SMART Goals Worksheet

Name: _____________________________________

SMART Goals Reading (Lexile Score)

My current Lexile score is ______________________ My goal is: ______________________________

I will reach my goal by this date: ___________________________________________

To reach my goal, I will pick three books with different Lexile scores. They are: 1. _____________________________________________ Lexile Level # _________________ 2. _____________________________________________ Lexile Level # _________________ 3. _____________________________________________ Lexile Level # _________________

I have reached my goal when: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Objective 4 Assessment Online Reading Program Quizzes Example #1 Accelerated Reader Student App for IPad

Example #2 Accelerated Reader Progress

Example # 3 Total Reader Quiz

Example # 4 Total Reader Results

KA VI Content Sequencing and Instructional Strategies

Instructional Sequence Sequence 1 2 3 4 Description Define Lexile score and its purpose Reasons why teachers use Lexile scores Picking out the appropriate books/reading material Increasing Lexile scores using an online reading program Objective 1 2 3 4

The instructional sequence for this lesson is a learning-related sequence. Students must first understand what Lexile scores are before moving onto any other part of the lesson. Next, the students will know what Lexile scores are used for and why their teacher(s) may use them in the classroom or for any assignment. This sequence allows students to fully understand one concept before moving to another, more complex concept. Each lesson builds upon the previous lesson to ensure student understanding. Lesson 1 What is a Lexile score? Objective 1 Define Lexile score 1A. To identify Lexile scores as a students ability to read on a measurable scale or text complexity band 1B. To understand that the lower the Lexile score is, the lower the reading ability of a student will be and vice versa Initial Presentation: Students will research Lexile scores by answering the following prompts. 1. What is a Lexile score? 2. What does the Lexile score represent? After this discussion of Lexile scores, students will be asked to self-assess their own Lexile score (what they think their Lexile score is). After the self-assessment, students will be given their current Lexile score. UDL: Students who need more direction as to where to find this information will be given two specific websites to search on. Other students who are more advanced and computer skills ready will have the options to search independently with the search engine of their choice. Resource: Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-Assessment of Knowledge: A Cognitive Learning or Affective Measure?. Academy Of Management Learning & Education, 9(2), 169-191. doi:10.5465/AMLE.2010.51428542

Lesson 2 Why do teachers use Lexile scores? Objective 2 Reason(s) why teachers use Lexile scores 2A. Students will be able to find reading level appropriate books according to their own Lexile score/level to comprehend what the text is about 2B. Monitor student(s) growth in their reading ability overtime (within a years time) Motivational Strategy: Students will first speculate on what Lexile scores are used for and why teachers may use them. UDL: Students will be able to use multiple means of expression to show their knowledge and higher order thinking skills when replying to the prompt.

Resource: Andre, T. (1979). Does answering higher-level questions while reading facilitate productive learning? Review of Educational Research, 49(2), 280-318.

Lesson 3 Picking the right book and setting a goal! Objective 3 Use Lexile scores to pick appropriate reading material 3A. Students will use prior knowledge of what their Lexile score is to pick out appropriate reading material to use to increase their Lexile score/level 3B. Use the Media Specialist as needed to help students pick the right text Initial Presentation: Students will view a brief presentation on how books are identified by Lexile levels. After viewing this information, students will have an understanding of what books are appropriate for them to read and what books can help them increase their reading ability. Motivational Strategy: Students will complete a SMART Goals worksheet that will help them reach their goal(s) by the end of the school year. UDL: Students will have multiple means of expression and representation with this activity. Each student will have their own personal goals to set for reading, so no two students should be the same. Resource: The Power of SMART Goals: Using Goals to improve Student Learning. (2006). Adolescence, 41(161), 215.

Lesson 4 Assessing Reading Progress Objective 4 Use a computer based program(s) to increase Lexile scores 4A. Use Accelerated Reader to increase Lexile scores 4B. Use Total Reader to increase Lexile scores Generative Strategy: Students will be assessed through two different online reading programs. Once students have read a book of their choosing and appropriate Lexile level, they will take a quiz on that book. The quiz scores for comprehension of the material, gives a grade, and also tracks the students progress over a period of time. UDL: This strategy is a principle concept of multiple means of expression. Students are given the choice of hundreds of books in the Media Center to read, as long as the book is within that students Lexile range. Resources: Archer, L. E. (2010). Lexile Reading Growth as a Function of Starting Level in At-Risk Middle School Students. Journal Of Adolescent & Adult Literacy, 54(4), 281-290. doi:10.1598/JAAL.54.4.6 HIEBERT, E. H. (2012). The Common Core State Standards and Text Complexity. Teacher Librarian, 39(5), 13-19.

KA VII Design of Instruction Instructional Strategies Lesson 1Students will use a Web 2.0 tool of their choosing to demonstrate their understanding of what a Lexile score is and explain its purpose in the classroom Goals Define what a Lexile score is and understand its purpose Objectives Objective 1 Define Lexile score 1A. To identify Lexile scores as a students ability to read on a measurable scale or text complexity band 1B. To understand that the lower the Lexile score is, the lower the reading ability of a student will be and vice versa Objective 2 Reason(s) why teachers use Lexile scores 2A. Students will be able to find reading level appropriate books according to their own Lexile score/level to comprehend what the text is about 2B. Monitor student(s) growth in their reading ability overtime (within a years time) UDL Students are given the choice of which technology tool they would like to use to exhibit their understanding of the content Assessments Web 2.0 tool of choice to demonstrate or express student understanding of Lexile scores

Lesson 2 Students will use a different Web 2.0 tool (different from Lesson 1) to demonstrate their understanding of why teachers use Lexile scores and what they do with those scores

Understand why teachers use Lexile scores and what teachers do with the score

Students are given the choice of which technology tool they would like to use to exhibit their understanding of the content

Web 2.0 tool of choice (not the same one as Lesson 1) to demonstrate or express student understanding of the reasons why teachers use Lexile scores

Lesson 3 Students will create SMART goals for increasing their Lexile score. This will be done twice a year; once at the beginning, and then again after the second semester.

Student will be able to pick out appropriate books/reading material with or without the help of the Media Specialist to help increase their reading ability/Lexile score

Objective 3 Use Lexile scores to pick appropriate reading material 3A. Students will use prior knowledge of what their Lexile score is to pick out appropriate reading material to use to increase their Lexile score/level 3B. Use the Media Specialist as needed to help students pick the right text Objective 4 Use a computer based program(s) to increase Lexile scores 4A. Use Accelerated Reader to increase Lexile scores 4B. Use Total Reader to increase Lexile scores

Students are in charge of their own learning, and beginning to create artifacts and evidence of learning and progress

Students will create SMART goals for increasing their Lexile score. Students must have three goals stated and be able to meet those goals at the end of each semester

Lesson 4 Students will use two different online reading programs to increase their Lexile score and monitor their progress. Students will create a data chart showing their progress over time.

Use an online reading program to help increase their Lexile score and monitor their progress throughout the school year

Students are in charge of their own learning, and beginning to create artifacts and evidence of learning and progress

Multiple computer-based quizzes provided by the reading programs.

KA VIII Formative Evaluation Plan I will use a summative evaluation for the student learner for the online module. I will use a combination of interviews and achievement test (monitored progress from the beginning to the end of the school year) from the online reading programs. For the SME, I will use a connoisseur-based study with the assistance of our Media Specialist. Our Media Specialist has over fifteen years experience in the Language Arts classroom and is also working on her Instructional Technology degree. Student Interviews 1. Did you enjoy this online course? 2. Do you feel like you understand the learning objectives that were presented to you? 3. What were your goals? 4. Did you meet your goals? 5. Did this online course help you achieve your goals? 6. What do you think could be done differently in this course? 7. Other comments: After collecting this data, I will analyze and interpret the data based on either positive and/or negative feedback. Also, I will focus on the opinions and attitudes expressed in their comments and answers. SME Connoisseur-based Study I will ask the SME to examine the online course and provide her opinions based on the following: 1. Organization and Flow 2. Accuracy of Content 3. Readability 4. Representation of current best practices 5. Overall effectiveness After collecting this data, I will analyze the results based on her expert opinion and make changes accordingly.