Instructional Design Report #3 Differentiated Novel Study April 17, 2012 EME 6601 Spring 2012

Bernadette Harris University of North Florida College of Education & Human Services Graduate Scho

Review of Literature:

The first research article I selected for my study of instructional design methods and models was found through a search of the Thomas Carpenter Library database and comes from the Turkish Journal of Education. According to Isman (2011), the main focus of designing instruction is to structure student learning in such a way that the students learning opportunity and acquisition is maximized. According to Isman (2011), this process begins with a needs analysis and identifying specific goals and objectives for student learning and mastery. The second step of this model is to carefully plan instructional activities that will help students realize these goals and meet the objectives. The next step is to design assessment tools to measure student mastery of objectives, and finally to adjust instructional activities based on student assessment performance as well as their attitude toward the learning activities. The two steps that struck me most in this model were the design of instructional activities, which is where much of student education seems to fall apart if the activities are not designed according to student needs. Differentiation of needs and activities must be the guiding force behind this phase of instructional design. Another area of particular interest to me is the assessment phase. I found it interesting that the model mentions designing assessment to measure student performance on objectives. Many times in education assessments do not necessarily measure what has been or should have been taught, or there is a disparity between the learning objectives and the content being assessed. As is common in many strategic business models and curriculum design models, Ismans model is cyclic, in that as you go through the phases, you cycle back through previous phases again as necessary. Although not mentioned specifically, this is what, as educators, we consider formative assessment. This model, for me, fits nicely with the purpose of my project, in designing a differentiated novel study, based on student independent and instructional reading levels. It also mirrors the process of elementary education lesson planning and instructional design. The second article that I selected relates to an instructional design model created for the purpose of teaching university level biology courses, and imitates one known as the ADDIE model, which was created by Dick & Carey in 2004. The first component of Koksals (2009) model is identifying instructional goals, which, according to Koksal, includes identifying the expected learning outcome after instruction has been implemented. Plans for ongoing formative assessment and analysis of student learning experiences is to be included here as well. Instructional goals, according to Koksal, must be based on student content knowledge, and other needs of students. This must include explicit intention to

teach, which Koksal identifies as a separate part of goal setting. This is where the explicit instruction designed according to the individualized levels of the learners come into play. During this phase, Koksal states that the question what entry knowledge, attitudes and behaviors does the learner need in order to begin instruction? (Koksal 2009, p.9). The next phase in Koksals model is instructional strategy development, which he states includes two aspects: content knowledge and extraneous aspects, such as learner differences. This is where instructional activities are selected based on the type of outcome wanted; cognitive, affective or psychomotor. Next is the design of formative assessment which, according to Koksal, should include one-on-one evaluation, small group skills assessment and field trial. Based on assessment results, the instructor cycles back through the prior phases of the model and adjusts methods, activities, materials, etc. according to learner outcomes and attitudes. I found this model to be very similar in design to the first one, and the components, although named differently and with slight differences in their particulars, took a very similar approach to instructional design. This article was also found using the University of North Florida librarys database. I found both models to be similar and equally useful in guiding the design of instruction. I found the latter to be more detailed in the components of some of the phases, and it seemed to break down many of the aspects to be considered a little more finely than the first did. In designing my unit for differentiated novel study, I will implement these phases and consider the many aspects of not only content objectives but learner levels and individual needs as well as including frequent formative assessments.

Design Project Report #1: Project Title : Differentiated Novel Study I. Project Description: This project is intended to be a novel study literacy unit for fifth grade. The purpose of the project is to create a unit which will provide explicit instruction and engaging learning opportunities for students which align with the Florida State standards and objectives in reading that they are required to master in fifth grade. The novels will be selected and activities will be designed based on the needs analysis of the students, according to their instructional and independent reading levels, based on D.R.A. assessment, Reading Benchmark Scores, informal teacher observations and formative reading assessments. The result of this unit of instruction will be that the students will have improved in reading fluency and application of reading strategies and skills, expanded their vocabulary and improved reading comprehension, according to post-instruction assessment. The lowest quartile of students, according to the needs analysis, has an instructional reading level of Grade 4, and an independent reading level of Grade 34. A fourth grade level novel, Mrs. Frisby and the Mice of Nimh, has been selected for this group of students. The highest quartile of students has an instructional reading level of Grade 7, and an independent reading level of Grade 6-7. For this group, a seventh grade novel, The Giver by Lois Lowry, has been selected. The mid-level 50th percentile of the students have an instructional reading level of Grade 6, with an independent reading level of Grade 5. For these students, Number the Stars, a fifth-sixth grade level novel has been selected. II. Needs Assessment: The needs assessment has revealed that this project is based on normative, felt and expressed needs. In identifying these needs, the participants who have been instrumental in helping identify the specific target audience of the project are the teacher, school administration and the Curriculum Resource Teacher. Data collection and analysis includes prior years FCAT scores, and Benchmark I and II assessment data, described in the table below. Normative The target audience, consisting of 24 fifth graders, were compared Needs against other fifth graders in the state and nation based on prior years reading FCAT scores and current years Benchmark assessment scores. Both revealed a disparity in academic performance in reading which placed about 25% with reading comprehension, vocabulary and literary analysis skills above grade level, abut 50% performing at grade level, and 25% performing significantly below grade level. The

Benchmark assessments are predictors of FCAT performance. This class of students have achieved overall scores in the 58th and 65th percentile, respectively, on Benchmark I and II.Data from Benchmark I and II rendered and explicit item analysis which allowed the data to be disaggregated by skill as well as by individual student, to allow instruction to target specific academic performance gaps. Felt Needs The felt need is derived from the teachers desire to implement a differentiated novel study in order to target specific instructional needs based on normative data. A felt need is also expressed by the Curriculum Resource teacher and school administration, as the students are approaching taking the FCAT again. All interested parties listed above feel there is a need to improve reading skills before the FCAT is given. It is also the belief of the education team listed above that the academically stronger/gifted students need more challenging and rigorous instruction in order to keep them motivated and engaged in reading class. The remaining 50% that are performing at grade level also need more challenging and engaging instruction in order to continue growing and performing at higher levels. The administration and CRT (Curriculum Resource Teacher) have implemented weekly data chats and created progress tracking charts for each individual student in this class as well as the entire grade level in order to create accountability for learning gaps being addressed. They have created Instructional Focus Calendars with explicit skills to be taught an assessed each week based on the available assessment data. The teacher has attended multiple professional development sessions and located resources to use to implement explicit instruction. She has also disaggregated the Benchmark assessment data by student and skill, as well as analyzing individual test items that the students performed poorly on. Using this data, the teacher has created differentiated learning groups to target specific skills, and has reviewed test items with the class as well as small groups of students.

Expressed Needs

III. Goal Analysis: The needs assessment revealed specific learning gaps and academic performance deficits in some of the fifth grade students in the subject of reading. It also identified the need to challenge higher / average performers. Lack of Knowledge/ Skills: Literary analysis skills such as identifying and using text feature elements of informational text, and making connections across texts and themes Vocabulary: there were varying levels of vocabulary proficiency across the class and grade level.

Comprehension: some students scored very low in the area of identifying a storys main idea, plot structure and character development.

Environmental Factors: Poor background knowledge: many of the low performing students come from low socioeconomic backgrounds with little or no academic support at home ESE: most of the lowest 25% are ESE students who are on IEPs and 504 Plans with accomodations in reading Poor foundation in reading: a few of the students entered our school from very poor performing prior schools where they did not receive adequate foundational instruction in reading. Academically gifted/ high performing students are prone to boredom or loss of interest and/or engagement in class activities if the work seems too easy or below their instructional level. Learning Environment: The learning environment in this school is very positive and student-focused. The goal of the school as well as all of the educators is to work with individual students to help them reach their academic goals and realize their full learning potential. Students are encouraged to succeed and are challenged and held accountable for their learning. The education team at this school is knowledgeable and well prepared to implement explicit instructional strategies to help these students improve in their academic performance. Training was necessary to instruct the teacher on how to utilize the data to identify specific learning gaps and target explicit instruction. The target audience, including the teacher, CRT and administration, set a goal to improve student performance from 58 to 75% by Benchmark III, and for each student to remain a Level 3 or higher, or move up a level on the FCAT, with 70% of the students making gains from last year. Goal Statement: It is the goal of the implementers of this project to target individual learning needs and implement effective explicit instruction that will result in student mastery of currently weak reading skills. IV: Learning Competencies: In order for students to participate in the differentiated novel study, the following competencies are necessary: All students, regardless of which leveled group they will be participating in, need a strong basic phonemic awareness and ability to read somewhat fluently. They must be familiar with reading strategies such as predicting, inferring, visualizing, summarizing, identifying some plot structure elements such as main

idea, problem/resolution, rising/falling action, climax, character development. They will need to have a reading vocabulary of a fourth-sixth grade level. They must be able to read orally and silently within a small group and to participate in group discussions in order to assess comprehension. They also must be able to summarize story events and expand upon story details in their own words, with accuracy. They should be able to predict story events based on context clues and use details in text as well as background knowledge to make inferences. They should be able to recognize similarities and differences in plot structure elements across texts. Many of these skills will vary in proficiency, based on the individual students current level. Design Project Report #2: Summary of Changes from Report #1: revised title edited and revised Project Description section revised Needs Assessment to include specific data sources used for determining goals of project and included goals for higher quartile placed Needs Assessment in table format revised Goals Analysis with specific benchmark testing data revised & updated Task Analysis & Learner Competencies and created table placed Learner Interview Data into chart and added details added detail to Description of Learners Created Instructional Objectives table Created flowchart of Instructional Sequence & Strategies Created Detailed Lessons & Objectives section

Project Title : Differentiated Novel Study I. Project Description: This project is intended to be a novel study literacy unit for fifth grade. The purpose of the project is to provide explicit instruction and engaging learning opportunities for students which align with the Florida State standards and objectives for fifth grade reading. The novels have been selected and activities designed based on the needs analysis of the students, according to their instructional and independent reading levels, D.R.A. assessment, Reading Benchmark Scores, informal teacher observations and formative reading assessments. The result of this unit of instruction will be that the students will have improved in reading fluency and application of reading strategies and skills, expanded their vocabulary and improved reading comprehension, according to post-instruction assessment.

The lowest quartile of students, according to the needs analysis, has an instructional reading level of Grade 4, and an independent reading level of Grade 34. A fourth grade level novel, Mrs. Frisby and the Rats of Nimh, has been selected for this group of students. The highest quartile of students has an instructional reading level of Grade 7, and an independent reading level of Grade 6-7. For this group, a seventh grade novel, The Giver by Lois Lowry, has been selected. The mid-level 50th percentile of the students has an instructional reading level of Grade 6, with an independent reading level of Grade 5. For these students, Number the Stars, a fifth-sixth grade level novel has been selected. II. Needs Assessment: The needs assessment has revealed that this project is based on normative, felt and expressed needs. In identifying these needs, the participants who have been instrumental in helping identify the specific target audience of the project are the teacher, school administration and the Curriculum Resource Teacher. Data collection and analysis includes prior years FCAT scores and Benchmark I and II assessment data, described in the table below. Normative The target audience, consisting of 24 fifth graders, was compared Needs against other fifth graders in the state and nation based on prior years reading FCAT scores and current years Benchmark assessment scores. Both revealed a disparity in academic performance in reading which placed about 25% with reading comprehension, vocabulary and literary analysis skills above grade level, about 50% performing at grade level, and 25% performing significantly below grade level. The Benchmark assessments are predictors of FCAT performance. This class of students has achieved overall scores in the 58th and 65th percentile, respectively, on Benchmark I and II. Data from Benchmark I and II rendered and explicit item analysis which allowed the data to be disaggregated by skill as well as by individual student, to allow instruction to target specific academic performance gaps. The felt need is derived from the teachers desire to implement a Felt Needs differentiated novel study in order to target specific instructional needs based on normative data. A felt need is also expressed by the Curriculum Resource teacher and school administration, as the students are approaching taking the FCAT again. All interested parties listed above feel there is a need to improve reading skills before the FCAT is given. It is also the belief of the education team listed above that the academically stronger/gifted students need more challenging and rigorous instruction in order to keep them motivated and engaged in reading class. The remaining 50% that are performing at grade level also need more challenging and engaging instruction in order to

Expressed Needs

continue growing and performing at higher levels. The administration and CRT (Curriculum Resource Teacher) have implemented weekly data chats and created progress tracking charts for each individual student in this class as well as the entire grade level in order to create accountability for learning gaps being addressed. They have created Instructional Focus Calendars with explicit skills to be taught an assessed each week based on the available assessment data. The teacher has attended multiple professional development sessions and located resources to use to implement explicit instruction. She has also disaggregated the Benchmark assessment data by student and skill, as well as analyzing individual test items that the students performed poorly on. Benchmark scores indicate that only 58% of fifth grade students are proficient in text features of informational text, connections across texts/themes, identifying main idea in a passage, and explaining how figurative language is used to increase the readers understanding of a texts meaning. Using this data, the teacher has created differentiated learning groups to target specific skills, and has reviewed test items with the class as well as small groups of students. R.T. I Level I is being used to target the areas listed above, and design explicit instruction and assessments to measure progress in these areas. The novel study activities are targeted to address explicit instruction in these skills as well. R.T.I. Level II instruction is being used on all ESE reading students, which make up 10% of the fifth grade student population at this school, as well as 2 students who are going through the R.T.I. process so that they can be referred for psychological testing. Intense instruction and guided activities have been designed (as well as the novel that has been selected) to be used with this group of students.

III. Goal Analysis: The needs assessment revealed specific learning gaps and academic performance deficits in some of the fifth grade students in the subject of reading. It also identified the need to challenge higher / average performers. Currently, 42% of the fifth grade students show performance deficits in the areas mentioned above. Of the 58% performing at the proficient level, 22% are above average, with 3% identified as gifted. Lack of Knowledge/ Skills: Literary analysis skills such as identifying and using text feature elements of informational text, and making connections across texts and themes; also abiity to identify and use elements of informational text.

Vocabulary: there were varying levels of vocabulary proBficiency across the class and grade level. Comprehension: some students scored very low in the area of identifying a storys main idea, plot structure and character development.

Environmental Factors: Poor background knowledge: many of the low performing students come from low socioeconomic backgrounds with little or no academic support at home ESE: most of the lowest 25% are ESE students who are on IEPs and 504 Plans with accommodations in reading Poor foundation in reading: a few of the students entered our school from very poor performing prior schools where they did not receive adequate foundational instruction in reading. Academically gifted/ high performing students are prone to boredom or loss of interest and/or engagement in class activities if the work seems too easy or below their instructional level. Learning Environment: The learning environment in this school is very positive and student-focused. The goal of the school as well as all of the educators is to work with individual students to help them reach their academic goals and realize their full learning potential. Students are encouraged to succeed and are challenged and held accountable for their learning. The education team at this school is knowledgeable and well prepared to implement explicit instructional strategies to help these students improve in their academic performance. IV: Learner Site Elements: The learner site will be at our elementary school, primarily taking place in our fifth grade classroom. The classroom has numerous educational technologies. Some technologies include a SMARTBoard, LCD projector, Laptops, desktop computers, MP3 players. Utilization of these technologies will be key in our novel study. However, as we explore the various books, field trips to the media center are scheduled. We have a few computers in our classroom, but allowing opportunities to access the Internet from the media center, will allow the entire class of students to do additional research on the book at the same time. The library also offers other technologies such as video cameras and digital editing tools. These tools will be used to expand the learners understanding of the novel study. Training was necessary to instruct the teacher on how to utilize the data to identify specific learning gaps and target explicit instruction. The target audience, including the teacher, CRT and administration, set a goal to improve student performance from 58 to 75% by Benchmark III, and for each student to remain a

Level 3 or higher, or move up a level on the FCAT, with 70% of the students making gains from last year. Goal Statement: It is the goal of the implementers of this project to target individual learning needs and implement effective explicit instruction that will result in student mastery of currently weak reading skills, or challenge the higher level readers to perform above grade level. IV: Learning Competencies & (Task Analysis): The table below describes the proficiency goal of this novel study, separated by skill. The students proficiency goals in FCAT-assessed reading skills are noted with the goal % that students should be with that skill at the end of the novel study. Tasks that include the use of certain competencies are listed, but do not include a % goal, since they are measured through informal observations, and the time requirements and levels of difficulty will be differentiated based on individual student needs and learning goals. For example, cooperative learning requirements will be different in the lower quartile group than they will in the other two groups. The reason for this is that the lower quartile group will complete 75% of their reading in a guided reading format, with the teacher present and reading with the students, stopping them frequently to prompt them to note details and implement reading strategies as appropriate. They also will have much shorter sustained silent reading periods than the other two reading groups, based on individual attention spans and ability to focus while reading independently. Since all of these students are on I.E.P.s (Individual Proficiency Goal of Novel Study: Reading fluency (80%) Competency Required: Phonemic awareness Ability to decode unfamiliar words Ability to use context clues Self-monitoring

Education Plans) that include accomodations for reading instruction, task requirements will be differentiated for these students as well.

Comprehension of plot structure elements (80%) (main idea, falling/rising action, climax, problem/resolution, authors perspective, character development, setting)

Ability to predict storyline events Ability to make inferences Ability to use background knowledge to make text-to-self connections Ability to recognize story context and elements Ability to visualize story events based on background knowledge, context clues and/or discussion Ability to summarize & paraphrase story events by noting important details while reading

Vocabulary (80%)

Sustained Silent Reading

Cooperative Learning

Ability to recognize and understand word meanings at a Grade 4-6 level (depending on reading group & novel selected) Ability to remain focused and engaged in story content during periods of 15-30 min of sustained silent reading Ability to work cooperatively in assigned group Ability to participate and complete assigned parts of group work

V. Learner Interview Data: After interviewing students from all three reading groups and discussing their concerns and interests in the novel study, including some of the planned activities, an analysis of the data is displayed below.

Learner Level/ Novel: Lowest Quartile: Mrs. Frisby & The Rats of NIMH

Concerns: Interests: Low self-efficacy Personification of Questions ability to rats peaks interest complete novel of Use of sticky notes this length during reading to Apprehension about note details reading aloud in Creating comic group due to low strip to show fluency character development as one of scheduled novel study activities Option to use Nook or Kindle for silent reading Boys showed some concern for interest based on cover & title seeming girly Length of novel Concerned with knowing amount of silent reading required to complete novel study Unsure of story line Some prefer to read independently vs. reading with a group Role-plays to show character development as a scheduled activity Ability to read in groups during most of novel study Option to use Nook or Kindle for silent reading Excited to create test questions and multiple choice answers to test each other as a scheduled reading response activity Role-playing and/or video creation to show character development Ability to use Nook or Kindle for silent reading

Middle 50%: The Secret Garden

Highest Quartile: Gossomer

VI: Description of Learners: The learners involved in this novel study vary in race, religion, socioeconomic status, as well as learning styles. The racial breakdown of the students is 15% Hispanic, 55% Caucasian and 30% African American. This is a public charter school which is part of Charter Schools U.S.A. It is in a suburban area, with less than 30% of the student population on free or reduced lunch. This is this school sites first year in business, so they do not currently have a school grade. However, there are 31 sister schools, also owned by Charter Schools U.S.A. in the state of Florida, all of which had a school grade of A or B in 2011 VII. Instructional Objectives: Learning Objective: LA.5.2.1.7:Identify and explain an authors use of descriptive, idiomatic, and figurative language Task/Condition: read novel that uses personification and/ or other figurative language recognize use of & type recognize how the use of f.l. contributes to main idea, authors purpose, creates mood, etc. leveled combination of cooperative reading groups & sustained silent reading identify & describe specific examples of f.l. using response task cards Note-taking to identify elements Summarizing elements & how they contribute to readers understanding of story Reading response task cards to answer Proficiency Goal at End of Study: Middle 50th percentile: 80% High Quartile: 80% Low Quartile: 70% or as outlined in IEP

LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development,

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 70% or as defined by IEP

rising/falling action, problem/resolution

LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text LA.5.1.7.8 - [5-5] [The student will] use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, notemaking, summarizing LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an authors perspective influences text;

questions to demonstrate comprehension of plot structure elements Role-plays of character development Charts/comic strips to show character development Making inferences Visualizing events Predicting story events Noting details Group discussion Reading task card to answer questions to demonstrate comprehension of text structure Making inferences Exit Tickets Monitoring for understanding by stopping every 3 pgs to discuss story when reading in groups Journal responses after silent reading Making accurate predictions based on context clues

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 70% or as defined by IEP
Formatted: Font: Bold

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 70% or as defined by IEP

Making inferences using context clues and background information Group discussions about story details Noting details

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 80% or as defined by IEP

LA.5.1.6.3 - The student will use context clues to determine meanings of unfamiliar words. LA.5.1.7.3 - The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details. RF.5.4. Read with sufficient accuracy and fluency to support comprehension

Reading surrounding words/ sentences to determine meaning

Middle 50th percentile: 85% High Quartile: 90% Low Quartile: 75% or as defined by IEP Middle 50th percentile: 85% High Quartile: 95% Low Quartile: 75% or as defined by IEP

Making inferences based on context clues & background knowledge Summarizing story Noting important details to identify main idea Cooperative discussions Read aloud in groups daily to increase fluency Read text that is at independent/instructi onal reading level based on DRA and teacher observation data

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 75% or as defined in IEP

Assessments: Reading Response Task Cards: completion with 80% accuracy Written summaries with adequate details to support inferences made and story elements identified Group charts, graphic organizers, etc. will be assessed for completeness, accuracy of details Informal observation of student participation and ability to respond orally as well as in writing to comprehension questions Exit tickets will be assessed for accuracy, detail and ability to demonstrate mastery of content IFC Assessments given weekly to assess mastery of standards Student journal entries assessed for accuracy and sufficient detail to explain, summarize, etc

Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5" Formatted: Font: Bold Formatted: Font: Bold Formatted: Font: Bold Formatted: Font: Bold Formatted: Font: Bold Formatted: Font: Bold Formatted: Font: Bold

VIII. Instructional Sequence & Strategies: The flowchart below provides a plan for instructional strategies that will be used over the span of 4 weeks while this unit is implemented. These strategies will support teaching the objectives listed above, with explicit direct instruction, read alouds to whole group, guided practice in implementing the skills and strategies required for the students to meet the objectives listed. It also includes independent and group practice of the skills and strategies to demonstrate mastery. Main Idea: model noting details; read aloud, cite details, engage students in guided practive making inferences and predictions based on context clues/background knowledge; then apply to independent/group reading Text Structure: whole group discussion and read aloud to help students identify text structure and then apply to independent/group reading

Week 1:

Week 2

Descriptive/Figurative Language Read aloud and engage whole group with stories that use personification, metaphors, similes, idioms daily; guided practice identifying & defining each then apply skill during inepenent /group reading with assigned task cards & response activities

Author's Purpose & Perspective: read aloud & engage whole group in discussion of main idea as previously identified; model using knowledge of main idea and context clues to make inferences about author's point of view; provided guided practive in identifying author's point of view and purpose requiring the students to provide explicit Week 3 & 4: details from story to support their answers; then apply skill to independent / group reading activities Plot Structure: read alouds, guided practice identifying plot structure elements then apply skill to independent/group reading tasks

VIII. Practice & IX. Details / Lessons to Teach Objectives: Week 1: Main Idea: Readers Workshop to include I do, we do, you do activities o I do (D.I) read aloud modeling monitoring, predicting and inferring to identify main idea *daily o We do (guided practice) students are called upon during read aloud to make inferences & predictions citing explicit context clues used to make these o You do (independent/group reading) students read in leveled group from assigned novel applying skills to identify main idea, using sticky notes to note important details, make predictions and inferences based on context clues; journals to summarize main idea after reading, Grade 5 reading task cards to be used to answer comprehension questions on main idea. Task cards ask explicit questions, at varying levels, for students to answer to demonstrate mastery. Text Structure: I do, we do, You do activities: o I do (D.I.) read aloud sample passages with variety of text structures stopping to model how to identify type of text structure (cause & effect, compare/contrast, etc.) o We do (Guided Practice) whole group helps to identify text structure of silent reading passages/ paired reading passages using context clues and class discusses/ clears misconceptions o You do (independent/group reading) apply skill by noting details that support text structure identified; explain in reading response with thorough summary and specific context clues cited. Week 2: Descriptive/Figurative Language: Readers Workshop to include I do, We do, You do activities o I do (D.I.) read aloud from text using personification, similes, metaphors & idioms, stopping to model identifying each o We do (Guided practice) use of promethean board and sample reading passages from Promethean Planet to engage students in helping identify types of descriptive language and how they contribute to mood or theme of passage o You do (independent/group reading) students will note examples of figurative language used in their novels then create a chart of figurative language samples, type and the mood or theme created by them at various parts of the story; some groups will create an additional page or chapter and implement use of figurative language in their additions.

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold Formatted: Font: Bold

Formatted: Font: Bold Formatted: Font: Bold

Formatted: Font: Bold Formatted: Font: Bold

Week 3:

Authors Purpose/ Perspective: Readers Workshop I do, we do, you do activities: o I do (D. I.) read aloud from text and model making inferences based on story clues to identify authors point of view about topic/main idea (familiar text to students) and authors purpose for writing, citing explicit details to support o We do (guided practice) use promethean board and promethean planet flip chart to engage students in helping identify authors perspective and purpose of a text using inferences, context clues and explicit details; (flipchart Context Clues Grades 3-5) o You do (independent practice) students note details to support their inferences about authors perspective and purpose and use these to complete group and independent response tasks; Examples of tasks: Group 1: will use netbooks to research allusions used in character development by Lemeny Snicket. They identify the historical figures characters are named after, and what these figures are famous for. They must make connections between the personalities of the book characters and the historical figures and identify AUTHORS PURPOSE for choosing each with specific story details and inferences to support this. Group 2: Character sketches using character sketch graphic organizers and listing specific character traits of the book characters and mythological creatures and the similarities and differences which identify the reason the author had for using these characters (creatures) Group 3: use netbooks to research breeds of owls mentioned in the text and the characteristics of each breed; create a table and include the names of the owls in the book under each breed/type. Make inferences using story details and context clues and list the reasons the author probably had for making each owl character in the book the specific type owl he/she is. Group 4: Guided reading using sticky notes to note important details and make inferences about characters and story events, with coaching and clues provided by teacher; also examine Grimms Fairytale books and internet information to make connections to the title and story events that provide clues about why the author chose these. Students will create a group

Formatted: Font: Bold

Formatted: Font: Bold Formatted: Indent: Left: 2", No bullets or numbering

poster with charts and tables of characters in Grimms fairytales and in the text, and make connections, listing similarities between them and make inferences as to why author chose them. Week 4: Plot Structure: Readers workshop I do, we do, you do activities o I do (D.I.) through daily read alouds identify various elements of plot structure and model use of context clues, explicit information and inferences to identify o We do (guided practice) using a familiar text we have read aloud from and all students have read independently from the series (Diary of a Wimpy Kid), guided practice identifying all plot structure elements using context clues & inferences o you do (ind/group practice) students will apply skills to identify plot structure elements as assigned and produce independent and group assignments to demonstrate mastery; they will use sticky notes and stop every 2 pgs to identify plot structure elements and note them; after reading, they will use their sticky notes to write short summaries explaining the elements identified AND THE CONTEXT CLUES that support them.

Formatted: Font: Not Bold

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold Formatted: Indent: Left: 1.5", No bullets or numbering

Assessments will be both formative and summative, and are listed in detail under Instructional Objectives. Feedback will be provided with formative ongoing specific praise during informal observation and guided practice, as well as during questioning used during all Direct Instruction. In addition, student summaries, journal entries, task card responses and exit tickets will receive written feedback with specific notes to clear misconceptions and recognize mastery, growth and achievement. Written work and IFC Assessments will be graded in student gradebook, and ability to demonstrate mastery through orally responding to comprehension questions will be noted as participation grade as well. X. Preinstructional Activities: Benchmark Testing: Students have been given three formal assessments of Reading Benchmark Testing through Discovery Education. Data from these assessments has helped the teacher identify areas of weakness and lack of mastery of specific reading objectives. Informal Observation: Regular informal observations have been conducted weekly during guided reading time with each student and group of students. During guided sessions, teacher has modeled objectives for the students, then engaged them in working through the objectives independently, while

Formatted: Font: Not Bold

Formatted: List Paragraph, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5" Formatted: Font: Bold

asking questions to identify strengths and weaknesses as well as level of mastery of objectives. Formal Assessments: formal reading assessments of literature read in class have been administered. The data from these has been used as an additional measure of student mastery of objectives. D.R.A. Assessment: teacher has conducted three sessions of D.R.A. assessment on each child to identify their independent and instructional reading levels, in order to group students homogeneously and heterogeneously for various activities, and to identify where most assistance and scaffolding is needed. IEPs: Students with Individual Education Plans have specific modifications and accomodations listed on the IEP which helped inform the teacher of learning needs. Learner Interviews and ongoing conversations helped the teacher identify student apprehensions about reading, as well as what materials they have a high interest in. Teacher Read Alouds: teacher read alouds from texts which research indicates illicit a high level of engagement were used to peak interest from students. Texts included A Series of Unfortunate Events book, Diary of a Wimpy Kid, and poetry from Shel Silverstein. Cereal Box Book Reports: students were allowed to create cereal box book reports from a book of their choice and present them to the class. This allowed for a lot of individuality and sharing of favorite things. Create Your Own Diary: An activity packet of Create your own Diary of a Wimpy Kid was used as a reading activity to increase student motivation. Promethean Planet: interactive reading activities from Promethean Planet were used, as well as mini laptops and Kindles during reading time.

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold

Formatted: Font: Bold Formatted: List Paragraph

One-To-One Formative Assessment Plan for one-to-one formative Evaluation: I. Learners: The learners involved in the study are fifth grade students in a public charter school in Jacksonville, FL. Prior to the implementation of this differentiated novel study instructional plan, an Instructional Design Report was created, outlining the data used to identify the instructional need, current independent and instructional reading levels of all learner participants, specific goals and objectives for instruction

and student achievement, instructional strategies and materials to be used, and a plan for evaluating learner mastery of objectives after instruction. For the one-to-one formative evaluation, two students from each of the lower, middle and high level groups will be selected. They will participate in explicit oneon-one instruction with the teacher and be given differentiated reading and postreading tasks to complete to demonstrate mastery of objectives defined. II. Materials: 2 copies of each of the novels being used Series of Unfortunate Events #8 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Large index cards for exit tickets Novel Study Project Rubric Reading Task Cards

III. Procedures: On alternating days during Readers Workshop, my plan is to pull individual students from each of the levels of groups to read to/with me one-on-one and complete differentiated reading tasks during and after reading. The two objectives to be mastered are defined in the table below, along with the differentiated task assignments that will be given to the students to complete to demonstrate mastery. Before beginning any instruction in this novel study, all students will be given a rubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, and to turn in with their final packet. I will go over the rubric in detail to insure that they understand the expectations of each category and assignment if they wish to receive full credit. IV. Objectives, Explicit Instruction & Learner Tasks: Objective: LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution Intructional Strategies: Teacher will activate backround knowledge by discussing/questioning student about elements of plot structure and what part of the story each is found in and context clues Learner Tasks: After reading & noting details, student will use Reading Task Card to demonstrate ability to identify plot structure elements by answering questions and providing

that help reader identify each. Teacher will read aloud from A Series of Unfortunate Events stopping frequently to engage student in helping identify plot structure elements & note on sticky notes. Student then reads aloud to teacher from differentiated novel, stopping every 3-4 pages (depending on comprehension & reading level of student) to note details/clues of plot structure elements.

LA.5.1.7.3 - The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details.

details to support answers. * Lowest Level Student: select 3 of the questions to answer thoroughly; teacher provides coaching and guides student through noting accurate details/context clues and then also through using them to answer questions; *Mid-Level Student: select 5-6 questions to answer thoroughly using sticky notes of details noted while reading then complete EXIT TICKET with short summary of elements identified and a prediction of one or two not yet read (eg: problem/resolution) *Highest Level Student: answer questions on task card independently, then complete first section of Plot Structure Elements Across Texts matrix Teacher will activate *Lowest Level Student: students background will read aloud to teacher knowledge about what the stopping every 1/3 pg, as main idea of a story is teacher guides them through discussion and through using details and reviewing stories the class context clues to make has previously read & inferences about story having the student explain events & characters, their main idea, clearing having student note misconceptions during details on sticky notes. discussion. Next, the After reading the assigned teacher will remind the number of pages, the student how making student will choose three inferences is sometimes questions from the Main necessary in really Idea Reading Task Card to identifying a storys answer thoroughly, using essential message as their sticky notes to assist

well as characters feelings, disposition, etc. Next, teacher will model making inferences about the characters and events and how they help support and define the storys main idea while reading aloud from A Series of Unfortunate Events, stopping every 2-3 pages to ask high order questions about main idea and guide student through making inferences (or have them do so independently depending on level of student), and note these on sticky notes. After reading, student and teacher will recap what was noted and student will complete differentiated postreading task to demonstrate mastery.

them. Teacher will guide them through answering the questions and provide extra support. *Mid-level Student: will read aloud to teacher, stopping every 1-2 pages to make inferences about story and characters, noting on sticky notes. After reading, student will use these to answer all question on Main Idea Reading Task Card thoroughly and write a 2 paragraph summary about the inferences they made and the specific context clues that helped them to make them, and include the main idea in their summary. *High Level Student: after reading aloud to teacher from A Series of Unfortunate Events, stopping every 3-4 pages to independently note inferences on sticky notes, student will fill in part 2 of matrix, identifying similarities & differences in main idea, characters and story elements between the 2 texts.

V. Results of Formative Evaluation: The results of the formative one-on-one evaluation were as follows: The low level students required teacher support in answering Reading Task Card questions and completing their exit tickets. One student completed additional questions on Reading Task Card. The mid-level students were able to complete all assigned tasks with minimal

to average teacher assistance. One student completed and expanded upon what was assigned. The high level students were able to proficiently complete their tasks independently, and the assigned work was sufficient to keep them engaged for the entire reading block. The level of difficulty of the tasks seemed to be accurate at each of the three levels. Highest level students seem to enjoy the most variety in task assignments while the lower level students seem to be more comfortable with repeated or familiar tasks.

VI. Adjustments Made to Original Plan: I did not make many changes to the original instructional plan as a result of this evaluation with the following exceptions: In order to further challenge and engage the higher level students, I will research and locate additional higher level critical thinking novel study activities for the specific novels they are reading. I am also going to add a media project for them to create a Promethean Planet flipchart presentation about their book. This may also be assigned at the mid and lower level, to different degrees of difficulty, depending on their progress in completing their novel reading and assigned response tasks. The high and mid-level groups will very likely finish their books before the lower group. For this reason, I am going to design smaller group within the group reading activities using alternate texts for them in case they finish early. Small Group Assessment Plan for Small Group Evaluation: I. Learners: The learners involved in the study are fifth grade students in a public charter school in Jacksonville, FL. Prior to the implementation of this differentiated novel study instructional plan, an Instructional Design Report was created, outlining the data used to identify the instructional need, current independent and instructional reading levels of all learner participants, specific goals and objectives for instruction and student achievement, instructional strategies and materials to be used, and a plan for evaluating learner mastery of objectives after instruction. - One-to-One Evaluation: Of the total group of learners, several were selected to participate in a formative

one-to-one instructional evaluation using similar materials to be used in the small group model. They read independently as well as reading aloud to the instructor, and worked on activities designed to show mastery in two of the total objectives they would continue working on in the small group novel study. Data collected during the one-to-one evaluation allowed for adjustments to the design of the small group novel study described herein. II. Materials: 6 copies of Mrs. Frisby & The Rats of NIMH 6 copies of Gossemer 12 copies of The Secret Garden Guided reading planning cards for all 3 novels Rubrics for students Series of Unfortunate Events #9 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Character Interactions Graphic Organizer Text Elements Organizer Large index cards for exit tickets Reading Task Cards Student netbooks with PowerPoint software Student netbooks with internet access Blooms leveled question cards

III. Characteristics of Learners and Groupings: For the differentiated novel study, students are grouped homogeneously according to their independent and instructional reading levels. This was determined using a combination of data, such as student IEPs, informal teacher observations, running records, DRA assessment and Benchmark Assessment scores. The lowest quartile consists of six students who are reading below grade level independently. One of the students is currently receiving Tier III RTI interventions outside of the reading block. All others are receiving Tier II RTI interventions outside of the reading block. This group will require the most scaffolding and teacher support during the novel study. The teacher will work daily with this group, observing and keeping running records on their reading proficiency, reading some of the novel aloud to them to help increase their comprehension, model pacing fluency and use of inflection, guide them through identifying relevant details and assisting them in locating information needed to complete assessment assignments, such as task cards, summaries, etc.

The middle group consists of twelve students who are reading at grade level. Due to the size of the group, they will be divided into two equal groups of six, with a somewhat equal number of boys and girls in each group. Consideration for behavioral patterns will be used in grouping these two groups of students, to avoid unnecessary disruption or off task behavior during group reading time. They will require less scaffolding from the teacher. The teacher will work with this group two to three times a week, observing and keeping a running record of their reading proficiency and group discussion participation. Each group will have a designated group leader that will monitor response activities. The leader role will change weekly. The highest group consists of six students who are reading above grade level. Of the six, three are identified gifted students, who receive pull out services for Gifted Education activities once per week. They are reading a sixth-to-seventh grade level novel, and will require very little intervention from the teacher. The teacher will work with this group once a week for approximately 15-20 minutes, to check in on their progress of completing their differentiated tasks. IV. Procedures: Before beginning any instruction in this novel study, all students will be given a rubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, and to turn in with their final packet. I will go over the rubric in detail to insure that they understand the expectations of each category and assignment if they wish to receive full credit. A table of learner objectives, differentiated tasks and evaluation tools to assess mastery of each objective using these tasks is included below. Objectives, Learner Tasks, Evaluation Learning Objective:: Task/Condition: read novel that uses personification and/ or other figurative language recognize use of & type recognize how the use of f.l. contributes to main Evaluation: Task card responses will be submitted on exit tickets; students will be evaluated, according to their proficiency levels, on whether or not their task card responses demonstrate mastery of explaining authors use of

LA.5.2.1.7:Identify and explain an authors use of descriptive, idiomatic, and figurative language

idea, authors purpose, creates mood, etc. leveled combination of cooperative reading groups & sustained silent reading identify & describe specific examples of f.l. using response task cards

descriptive/figurative language.

LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution

Note-taking to identify elements Summarizing elements & how they contribute to readers understanding of story Leveled Blooms Taxonomy task cards used to guide students through summarizing what the specific plot structure elements in the story are and how they contribute to the storys overall theme. Noting details, Students will use sticky notes and note explicit details that will prove their determination of the text structure used by the author. They will explain the text structure and what details prove it on an exit ticket.

A.5.1.7.5 The student will identify the text structure an author uses (comparison/co ntrast, cause/effect, sequence of events) and explain how it impacts

Using leveled Blooms Taxonomy guided reading cards, students will be assigned to summarize the plot structure elements in their novels, including explicit details to support their responses. Lower quartile will use the infer (lower level) Blooms card; two middle groups will use the analyze and evaluate cards, and the high level group will use the justify Exit tickets explaining text structure, and teacher observation of group discussion and individual student contribution to discussion and ability to select relevant details and identify text structure.

meaning in text LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an authors perspective influences text;

Making inferences using context clues and noting details on sticky notes, the group will identify the authors purpose. They will write a brief summary explaining what it is, and include many explicit details from the story that support this. Students will use sticky notes while reading in their groups and will stop frequently to note details that support the storys essential message, or main idea. They will make inferences about these details that help them arrive at their conclusion about the main idea. They will answer questions on reading task cards with details. Teacher will observe students and record pace and fluency of reading as well as student participation in group discussion following reading activity. Using a character interaction graphic organizer, students

LA.5.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details.

Summaries will be evaluated according to student performance levels. The lowest group will have a modified content evaluation, as they will not be required to include as many details from the story and some will require prompting and help writing the summary. Task card responses

RF.5.4. Read with sufficient accuracy and fluency to support comprehension

Running records of individual reading fluency and discussion participation

LA.5.2.1.2 locate and analyze the elements of plot structure,

Detail and thoroughness of graphic organizers

including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction; LA.5.2.1.4: identify an author's theme, and use details from the text to explain how the author developed that theme

will identify the main and supporting characters and how they interact with each other in the story to create character development Students will complete differentiated tasks, such as using the internet to look up allusions used in character creation, create electronic story summary of their book, or research literature mentioned within their text in order to deepen their understanding of the theme created by the author

Lowest group will research Grimms fairytales and their origin, and connect with those cited in the story; with guidance they will deepen their understanding of the theme the author intends to create. Middle group will use internet to research allusions and other places/ events from their text and explain in an oral presentation to the class. High group will use internet to expand their understanding of the gossamer, and then create an electronic storybook retelling in their own words, to present to the class.

V. Summary of Results of Small Group Evaluation: The results of the formative small group evaluation were as follows: The low level students required extensive teacher support in answering Reading Task Card questions and completing their exit tickets, graphic organizers, summaries, and Blooms Taxonomy responses. They were very engaged with this novel and enjoyed the amount of action and the references to fairytale characters. They also enjoyed learning about the Grimm Fairytales, how they originated, and why the author chose to include them as part of the story line. The mid-level students were able to complete all assigned tasks with minimal teacher assistance. On several occasions, during my running record observations, they made many extended text-to-self, text-to-text, and text-toworld connections and expanded the discussion and summaries, suggesting additional content to include. The high level students were able to proficiently complete their tasks independently, and the assigned work was sufficient to keep them engaged for the entire reading block. They also were very engaged by the story line of Gossemer and the challenge of participating in lengthy book talks where they shared opinions and contemplated the meaning of the characters and how they developed. They very much enjoyed creating their culminating project. The level of difficulty of the tasks was very accurate at each of the three levels, providing the teacher accounted for and expected to provide a significant amount of prompting, probing, answer prompting and coaching to the lowest group. VI. What I learned There was a fair amount of work that went into selecting these novels, planning the instruction, including the pacing and observational assessment. Finding engaging and diverse guided reading activities and methods for students to demonstrate comprehension required extensive research and planning. However, when evaluating the results and the projects and tasks completed by the students, the level of engagement in their reading, and the quality of their performance on all tasks, I found that this was much more relevant in improving their reading and mastering their grade level objectives than using the basal reading series that is provided to our grade level. I will design many more of these for the students. I also learned that heterogeneously grouping the middle and higher groups would be very productive and helpful in challenging those middle level students to reach the higher level. In future grouping, I will consider heterogeneous grouping which would also allow for a fourth novel to be implemented into the study.

Instructional Design Report #3 I. Revisions Since Report #2: The primary revisions to this instructional design report that have taken place since Report #2 are the one-to-one formative assessment, small group formative assessment and the reflective responses to each. In addition, there are additional materials and activities, as well as changes to student grouping that will be implemented in the next study. Those are described in more detail at the end of this report. II. Instructional Analysis & Report #2 Learning Objective: Task/Condition: Proficiency Goal at End of Study: Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 70% or as defined by IEP

LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution

Note-taking to identify elements Summarizing elements & how they contribute to readers understanding of story Reading response task cards to answer questions to demonstrate comprehension of plot structure elements Role-plays of character development Charts/comic strips to show character development Making inferences Visualizing events Predicting story events

LA.5.2.1.7:Identify and explain an authors use of descriptive, idiomatic, and figurative language

read novel that uses figurative language recognize use & type recognize how the use of f.l. contributes to main idea, authors purpose, creates mood, etc. leveled combination of cooperative reading groups & sustained silent reading identify & describe specific examples of f.l. using response task cards

Middle 50th percentile: 80% High Quartile: 80% Low Quartile: 70% or as outlined in IEP

LA.5.1.7.5 The student will identify the text structure an author uses (e.g., comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain)

Noting details Group discussion Reading task card to answer questions to demonstrate comprehension of text structure Making inferences Exit Tickets Making inferences using context clues and background information

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 70% or as defined by IEP

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 80% or as

and how an authors perspective influences text; LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an authors perspective influences text; LA.5.1.6.3 - The student will use context clues to determine meanings of unfamiliar words. LA.5.1.7.3 - The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details.

Group discussions about story details Noting details Making inferences using context clues and background information Group discussions about story details Noting details Reading surrounding words/ sentences to determine meaning

defined by IEP

Middle 50th percentile: 80% High Quartile: 90% Low Quartile: 80% or as defined by IEP Middle 50th percentile: 85% High Quartile: 90%

Low Quartile: 75% or as defined by IEP Making inferences Middle 50th percentile: based on context 85% clues & background High Quartile: 95% knowledge Low Quartile: 75% or as Summarizing story defined by IEP Noting important details to identify main idea Cooperative discussions

Assessments: Reading Response Task Cards: completion with 80% accuracy Written summaries with adequate details to support inferences made and story elements identified Group charts, graphic organizers, etc. will be assessed for completeness, accuracy of details Informal observation of student participation and ability to respond orally as well as in writing to comprehension questions Exit tickets will be assessed for accuracy, detail and ability to demonstrate mastery of content IFC Assessments given weekly to assess mastery of standards Student journal entries assessed for accuracy and sufficient detail to explain, summarize, etc

III. Instructional Sequence & Strategies: The flowchart below provides a plan for instructional strategies that will be used over the span of 4 weeks while this unit is implemented. These strategies will support teaching the objectives listed above, with explicit direct instruction, read alouds to whole group, guided practice in implementing the skills and strategies required for the students to meet the objectives listed. It also includes independent and group practice of the skills and strategies to demonstrate mastery.
Main Idea: model noting details; read aloud, cite details, engage students in guided practive making inferences and predictions based on context clues/background knowledge; then apply to independent/group reading Text Structure: whole group discussion and read aloud to help students identify text structure and then apply to independent/group reading Descriptive/Figurative Language Read aloud and engage whole group with stories that use personification, metaphors, similes, idioms daily; guided practice identifying & defining each then apply skill during inepenent /group reading with assigned task cards & response activities

Week 1:

Week 2

Author's Purpose & Perspective: read aloud & engage whole group in discussion of main idea as previously identified; model using knowledge of main idea and context clues to make inferences about author's point of view; provided guided practive in identifying author's point of view and purpose requiring the students to provide explicit details from story to support their answers; then apply skill to independent / group reading activities Week 3 & 4: Plot Structure: read alouds, guided practice identifying plot structure elements then apply skill to independent/group reading tasks

IV. Preinstructional Activities: Benchmark Testing: Students have been given three formal assessments of Reading Benchmark Testing through Discovery Education. Data from these assessments has helped the teacher identify areas of weakness and lack of mastery of specific reading objectives. Informal Observation: Regular informal observations have been conducted weekly during guided reading time with each student and group of students. During guided sessions, teacher has modeled objectives for the students, then engaged them in working through the objectives independently, while asking questions to identify strengths and weaknesses as well as level of mastery of objectives.

Formal Assessments: formal reading assessments of literature read in class have been administered. The data from these has been used as an additional measure of student mastery of objectives. D.R.A. Assessment: teacher has conducted three sessions of D.R.A. assessment on each child to identify their independent and instructional reading levels, in order to group students homogeneously and heterogeneously for various activities, and to identify where most assistance and scaffolding is needed. IEPs: Students with Individual Education Plans have specific modifications and accomodations listed on the IEP which helped inform the teacher of learning needs. One-to-One Formative Assessment: (below) Small Group Formative Assessment; (below) Learner Interviews and ongoing conversations helped the teacher identify student apprehensions about reading, as well as what materials they have a high interest in. Teacher Read Alouds: teacher read alouds from texts which research indicates illicit a high level of engagement were used to peak interest from students. Texts included A Series of Unfortunate Events book, Diary of a Wimpy Kid, and poetry from Shel Silverstein. Cereal Box Book Reports: students were allowed to create cereal box book reports from a book of their choice and present them to the class. This allowed for a lot of individuality and sharing of favorite things. Create Your Own Diary: An activity packet of Create your own Diary of a Wimpy Kid was used as a reading activity to increase student motivation. Promethean Planet: interactive reading activities from Promethean Planet were used, as well as mini laptops and Kindles during reading time.

V. Practice & Details / Lessons to Teach Objectives: Week 1: Main Idea: Readers Workshop to include I do, we do, you do activities o I do (D.I) read aloud modeling monitoring, predicting and inferring to identify main idea *daily o We do (guided practice) students are called upon during read aloud to make inferences & predictions citing explicit context clues used to make these o You do (independent/group reading) students read in leveled group from assigned novel applying skills to identify main idea, using sticky notes to note important details, make predictions and

inferences based on context clues; journals to summarize main idea after reading, Grade 5 reading task cards to be used to answer comprehension questions on main idea. Task cards ask explicit questions, at varying levels, for students to answer to demonstrate mastery. Text Structure: I do, we do, You do activities: o I do (D.I.) read aloud sample passages with variety of text structures stopping to model how to identify type of text structure (cause & effect, compare/contrast, etc.) o We do (Guided Practice) whole group helps to identify text structure of silent reading passages/ paired reading passages using context clues and class discusses/ clears misconceptions o You do (independent/group reading) apply skill by noting details that support text structure identified; explain in reading response with thorough summary and specific context clues cited. Week 2: Descriptive/Figurative Language: Readers Workshop to include I do, We do, You do activities o I do (D.I.) read aloud from text using personification, similes, metaphors & idioms, stopping to model identifying each o We do (Guided practice) use of promethean board and sample reading passages from Promethean Planet to engage students in helping identify types of descriptive language and how they contribute to mood or theme of passage o You do (independent/group reading) students will note examples of figurative language used in their novels then create a chart of figurative language samples, type and the mood or theme created by them at various parts of the story; some groups will create an additional page or chapter and implement use of figurative language in their additions. Authors Purpose/ Perspective: Readers Workshop I do, we do, you do activities: o I do (D. I.) read aloud from text and model making inferences based on story clues to identify authors point of view about topic/main idea (familiar text to students) and authors purpose for writing, citing explicit details to support o We do (guided practice) use promethean board and promethean planet flip chart to engage students in helping identify authors perspective and purpose of a text using inferences, context clues and explicit details; (flipchart Context Clues Grades 3-5)

Week 3:

o You do (independent practice) students note details to support their inferences about authors perspective and purpose and use these to complete group and independent response tasks; Examples of tasks: Group 1: will use netbooks to research allusions used in character development by Lemeny Snicket. They identify the historical figures characters are named after, and what these figures are famous for. They must make connections between the personalities of the book characters and the historical figures and identify AUTHORS PURPOSE for choosing each with specific story details and inferences to support this. Group 2: Character sketches using character sketch graphic organizers and listing specific character traits of the book characters and mythological creatures and the similarities and differences which identify the reason the author had for using these characters (creatures) Group 3: use netbooks to research breeds of owls mentioned in the text and the characteristics of each breed; create a table and include the names of the owls in the book under each breed/type. Make inferences using story details and context clues and list the reasons the author probably had for making each owl character in the book the specific type owl he/she is. Group 4: Guided reading using sticky notes to note important details and make inferences about characters and story events, with coaching and clues provided by teacher; also examine Grimms Fairytale books and internet information to make connections to the title and story events that provide clues about why the author chose these. Students will create a group poster with charts and tables of characters in Grimms fairytales and in the text, and make connections, listing similarities between them and make inferences as to why author chose them. Week 4:

Plot Structure: Readers workshop I do, we do, you do activities o I do (D.I.) through daily read alouds identify various elements of plot structure and model use of context clues, explicit information and inferences to identify o We do (guided practice) using a familiar text we have read aloud from and all students have read independently from the series (Diary of a Wimpy Kid), guided practice identifying all plot structure elements using context clues & inferences

o you do (ind/group practice) students will apply skills to identify plot structure elements as assigned and produce independent and group assignments to demonstrate mastery; they will use sticky notes and stop every 2 pgs to identify plot structure elements and note them; after reading, they will use their sticky notes to write short summaries explaining the elements identified AND THE CONTEXT CLUES that support them. Assessments will be both formative and summative, and are listed in detail under Instructional Objectives. Feedback will be provided with formative ongoing specific praise during informal observation and guided practice, as well as during questioning used during all Direct Instruction. In addition, student summaries, journal entries, task card responses and exit tickets will receive written feedback with specific notes to clear misconceptions and recognize mastery, growth and achievement. Written work and IFC Assessments will be graded in student gradebook, and ability to demonstrate mastery through orally responding to comprehension questions will be noted as participation grade as well. VI. One-to-One Formative Assessment: Learners: The learners involved in the study are fifth grade students in a public charter school in Jacksonville, FL. Prior to the implementation of this differentiated novel study instructional plan, an Instructional Design Report was created, outlining the data used to identify the instructional need, current independent and instructional reading levels of all learner participants, specific goals and objectives for instruction and student achievement, instructional strategies and materials to be used, and a plan for evaluating learner mastery of objectives after instruction.

For the one-to-one formative evaluation, two students from each of the lower, middle and high level groups were selected. They participated in explicit one-onone instruction with the teacher and were given differentiated reading and postreading tasks to complete to demonstrate mastery of objectives defined. A. Materials: 2 copies of each of the novels being used Series of Unfortunate Events #8 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Large index cards for exit tickets

Novel Study Project Rubric Reading Task Cards

B. Procedures: On alternating days during Readers Workshop, I pulled individual students from each of the levels of groups to read to/with me one-on-one and complete differentiated reading tasks during and after reading. The two objectives to be mastered are defined in the table below, along with the differentiated task assignments that were given to the students to complete. Before beginning any instruction in this novel study, all students were given a rubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, and to turn in with their final packet. We went over the rubric in detail to insure that they understood the expectations of each category and assignment if they wished to receive full credit. C. Objectives, Explicit Instruction & Learner Tasks: Objective: LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution Intructional Strategies: Teacher will activate backround knowledge by discussing/questioning student about elements of plot structure and what part of the story each is found in and context clues that help reader identify each. Teacher will read aloud from A Series of Unfortunate Events stopping frequently to engage student in helping identify plot structure elements & note on sticky notes. Student then reads aloud to teacher from differentiated novel, stopping every 3-4 pages (depending on comprehension & reading level of student) to note Learner Tasks: After reading & noting details, student will use Reading Task Card to demonstrate ability to identify plot structure elements by answering questions and providing details to support answers. * Lowest Level Student: select 3 of the questions to answer thoroughly; teacher provides coaching and guides student through noting accurate details/context clues and then also through using them to answer questions; *Mid-Level Student: select 5-6 questions to answer thoroughly using sticky notes of details noted while reading then complete EXIT TICKET

details/clues of plot structure elements.

LA.5.1.7.3 - The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details.

with short summary of elements identified and a prediction of one or two not yet read (eg: problem/resolution) *Highest Level Student: answer questions on task card independently, then complete first section of Plot Structure Elements Across Texts matrix Teacher will activate *Lowest Level Student: students background will read aloud to teacher knowledge about what the stopping every 1/3 pg, as main idea of a story is teacher guides them through discussion and through using details and reviewing stories the class context clues to make has previously read & inferences about story having the student explain events & characters, their main idea, clearing having student note misconceptions during details on sticky notes. discussion. Next, the After reading the assigned teacher will remind the number of pages, the student how making student will choose three inferences is sometimes questions from the Main necessary in really Idea Reading Task Card to identifying a storys answer thoroughly, using essential message as their sticky notes to assist well as characters them. Teacher will guide feelings, disposition, etc. them through answering Next, teacher will model the questions and provide making inferences about extra support. the characters and events *Mid-level Student: will and how they help read aloud to teacher, support and define the stopping every 1-2 pages storys main idea while to make inferences about reading aloud from A story and characters, Series of Unfortunate noting on sticky notes. Events, stopping every 2-3 After reading, student will pages to ask high order use these to answer all questions about main idea question on Main Idea and guide student through Reading Task Card making inferences (or thoroughly and write a 2 have them do so paragraph summary about independently depending the inferences they made

on level of student), and note these on sticky notes. After reading, student and teacher will recap what was noted and student will complete differentiated postreading task to demonstrate mastery.

and the specific context clues that helped them to make them, and include the main idea in their summary. *High Level Student: after reading aloud to teacher from A Series of Unfortunate Events, stopping every 3-4 pages to independently note inferences on sticky notes, student will fill in part 2 of matrix, identifying similarities & differences in main idea, characters and story elements between the 2 texts.

D. Results of Formative Evaluation: The results of the formative one-on-one evaluation were as follows: The low level students required teacher support in answering Reading Task Card questions and completing their exit tickets. One student completed additional questions on Reading Task Card. The mid-level students were able to complete all assigned tasks with minimal to average teacher assistance. One student completed and expanded upon what was assigned. The high level students were able to proficiently complete their tasks independently, and the assigned work was sufficient to keep them engaged for the entire reading block. The level of difficulty of the tasks seemed to be accurate at each of the three levels. Highest level students seem to enjoy the most variety in task assignments while the lower level students seem to be more comfortable with repeated or familiar tasks. E. Adjustments Made to Original Plan: I did not make many changes to the original instructional plan as a result of this evaluation with the following exceptions: In order to further challenge and engage the higher level students, I will research and locate additional higher level critical thinking novel study activities for the specific novels they are reading. I am also going to add a media project for them

to create a Promethean Planet flipchart presentation about their book. This may also be assigned at the mid and lower level, to different degrees of difficulty, depending on their progress in completing their novel reading and assigned response tasks. The high and mid-level groups will very likely finish their books before the lower group. For this reason, I am going to design smaller group within the group reading activities using alternate texts for them in case they finish early. VII. Small Group Formative Assessment: Characteristics of Learners and Groupings: For the differentiated novel study, students are grouped homogeneously according to their independent and instructional reading levels. This was determined using a combination of data, such as student IEPs, informal teacher observations, running records, DRA assessment and Benchmark Assessment scores. The lowest quartile consists of six students who are reading below grade level independently. One of the students is currently receiving Tier III RTI interventions outside of the reading block. All others are receiving Tier II RTI interventions outside of the reading block. This group will require the most scaffolding and teacher support during the novel study. The teacher will work daily with this group, observing and keeping running records on their reading proficiency, reading some of the novel aloud to them to help increase their comprehension, model pacing fluency and use of inflection, guide them through identifying relevant details and assisting them in locating information needed to complete assessment assignments, such as task cards, summaries, etc. The middle group consists of twelve students who are reading at grade level. Due to the size of the group, they will be divided into two equal groups of six, with a somewhat equal number of boys and girls in each group. Consideration for behavioral patterns will be used in grouping these two groups of students, to avoid unnecessary disruption or off task behavior during group reading time. They will require less scaffolding from the teacher. The teacher will work with this group two to three times a week, observing and keeping a running record of their reading proficiency and group discussion participation. Each group will have a designated group leader that will monitor response activities. The leader role will change weekly. The highest group consists of six students who are reading above grade level. Of the six, three are identified gifted students, who receive pull out services for Gifted Education activities once per week. They are reading a sixth-to-seventh grade level novel, and will require very little intervention from the teacher. The teacher will work with this group once a week for approximately 15-20 minutes, to check in on their progress of completing their differentiated tasks.

The first phase of implementation was the one-to-one formative assessment, conducted as described above. A. Materials: 6 copies of Mrs. Frisby & The Rats of NIMH 6 copies of Gossemer 12 copies of The Secret Garden Guided reading planning cards for all 3 novels Rubrics for students Series of Unfortunate Events #9 for read aloud Character Development Graphic Organizer Plot Structure Elements Across Texts matrices post-it notes Character Interactions Graphic Organizer Text Elements Organizer Large index cards for exit tickets Reading Task Cards Student netbooks with PowerPoint software Student netbooks with internet access Blooms leveled question cards

B. Procedures: Before beginning any instruction in this novel study, all students will be given a rubric defining story elements and reading skills & strategies, along with task descriptions for the students to review before and throughout the novel study, and to turn in with their final packet. I will go over the rubric in detail to insure that they understand the expectations of each category and assignment if they wish to receive full credit. A table of learner objectives, differentiated tasks and evaluation tools to assess mastery of each objective using these tasks is included below. Objectives, Learner Tasks, Evaluation Learning Objective:: Task/Condition: Evaluation: Task card responses will be submitted on exit tickets; students will be

LA.5.2.1.7:Identify and explain an authors use of

read novel that uses personification and/ or other figurative

descriptive, idiomatic, and figurative language

language recognize use of & type recognize how the use of f.l. contributes to main idea, authors purpose, creates mood, etc. leveled combination of cooperative reading groups & sustained silent reading identify & describe specific examples of f.l. using response task cards Note-taking to identify elements Summarizing elements & how they contribute to readers understanding of story Leveled Blooms Taxonomy task cards used to guide students through summarizing what the specific plot structure elements in the story are and how they contribute to the storys overall theme.

evaluated, according to their proficiency levels, on whether or not their task card responses demonstrate mastery of explaining authors use of descriptive/figurative language.

LA5212 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution

Using leveled Blooms Taxonomy guided reading cards, students will be assigned to summarize the plot structure elements in their novels, including explicit details to support their responses. Lower quartile will use the infer (lower level) Blooms card; two middle groups will use the analyze and evaluate cards, and the high level group will use the justify

A.5.1.7.5 The student will identify the text structure an author uses (comparison/contrast, cause/effect, sequence of events) and explain how it impacts meaning in text

Noting details, Students will use sticky notes and note explicit details that will prove their determination of the text structure used by the author. They will explain the text structure and what details prove it on an exit ticket. Making inferences using context clues and noting details on sticky notes, the group will identify the authors purpose. They will write a brief summary explaining what it is, and include many explicit details from the story that support this. Students will use sticky notes while reading in their groups and will stop frequently to note details that support the storys essential message, or main idea. They will make inferences about these details that help them arrive at their conclusion about the main idea. They will answer questions on reading task cards with details.

Exit tickets explaining text structure, and teacher observation of group discussion and individual student contribution to discussion and ability to select relevant details and identify text structure.

LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an authors perspective influences text;

Summaries will be evaluated according to student performance levels. The lowest group will have a modified content evaluation, as they will not be required to include as many details from the story and some will require prompting and help writing the summary.

LA.5.1.7.3 - The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and indentifying relevant details.

Task card responses

RF.5.4. Read with sufficient accuracy and fluency to support comprehension

Teacher will Running records of observe students and individual reading fluency record pace and and discussion participation fluency of reading as well as student participation in group discussion following reading activity.

LA.5.2.1.2 locate and analyze the elements of plot structure, including exposition, setting, character development, rising/falling action, problem/resolution, and theme in a variety of fiction;

Using a character interaction graphic organizer, students will identify the main and supporting characters and how they interact with each other in the story to create character development Students will complete differentiated tasks, such as using the internet to look up allusions used in character creation, create electronic story summary of their book, or research literature mentioned within their text in order to deepen their understanding of the theme created by the author

Detail and thoroughness of graphic organizers

LA.5.2.1.4: identify an author's theme, and use details from the text to explain how the author developed that theme

Lowest group will research Grimms fairytales and their origin, and connect with those cited in the story; with guidance they will deepen their understanding of the theme the author intends to create. Middle group will use internet to research allusions and other places/ events from their text and explain in an oral presentation to the class. High group will use internet to expand their

understanding of the gossamer, and then create an electronic storybook retelling in their own words, to present to the class.

C. . Summary of Results of Small Group Evaluation: The results of the formative small group evaluation were as follows: The low level students required extensive teacher support in answering Reading Task Card questions and completing their exit tickets, graphic organizers, summaries, and Blooms Taxonomy responses. They were very engaged with this novel and enjoyed the amount of action and the references to fairytale characters. They also enjoyed learning about the Grimm Fairytales, how they originated, and why the author chose to include them as part of the story line. The mid-level students were able to complete all assigned tasks with minimal teacher assistance. On several occasions, during my running record observations, they made many extended text-to-self, text-to-text, and text-toworld connections and expanded the discussion and summaries, suggesting additional content to include. The high level students were able to proficiently complete their tasks independently, and the assigned work was sufficient to keep them engaged for the entire reading block. They also were very engaged by the story line of Gossemer and the challenge of participating in lengthy book talks where they shared opinions and contemplated the meaning of the characters and how they developed. They very much enjoyed creating their culminating project. The level of difficulty of the tasks was very accurate at each of the three levels, providing the teacher accounted for and expected to provide a significant amount of prompting, probing, answer prompting and coaching to the lowest group. D. What I learned There was a fair amount of work that went into selecting these novels, planning the instruction, including the pacing and observational assessment. Finding engaging and diverse guided reading activities and methods for students to demonstrate comprehension required extensive research and planning. However, when evaluating the results and the projects and tasks completed by the students, the level of engagement in their reading, and the quality of their performance on all tasks, I found that this was much more relevant in improving their reading and mastering their grade level objectives than using the basal reading series that is provided to our grade level. I will design many more of these for the students.

I also learned that heterogeneously grouping the middle and higher groups would be very productive and helpful in challenging those middle level students to reach the higher level. In future grouping, I will consider heterogeneous grouping which would also allow for a fourth novel to be implemented into the study. VIII. Revisions for Instruction & Assessment: After piloting the novel study and completing the one-to-one formative assessments, I determined that I would like to differentiate the next novel study even further by having the students grouped homogeneously class to class, rather than within the class. I also would like to include students in the highest level group that have demonstrated the ability level of the highest performers, but have chosen to follow the academic path of lower performers due to social issues. I would like to formatively and intently evaluate whether this would have a positive effect on their academic effort and performance in other classes as well as this class. After completing the formative small group evaluations, I determined that more differentiation and choices of novel study activities needs to be implemented into the next novel study. My goal is for the students to reach a very in depth level of experiencing the entire formation of ideas, development of characters, story line, events, plot structure, etc that is involved in authoring a novel, and not just simply identify these as isolated components. Revision for assessment would include additional opportunities to creatively demonstrate mastery in order to more highly engage all learning styles as well as performance levels. I would like to implement more technology and introduce students to creating electronic storybooks and flipcharts to be presented using the promethean board. I would like to see more students using their Nooks or Kindles in the classroom during novel studies, so that they could access word processing software, mini notes software, and possibly internet resources to assist them in completing some of their assigned activities. The future of books is going to be electronic, and electronic devices are what students of today find most engaging. This should be a very easily implemented addition to the classroom activities list.

Appendix A: Assessment Samples for Small Group Instruction: (used as pre- assessment of plot structure) Name________________________ IFC: Plot Structure Elements After reading Buffalo Hunt and identifying plot structure elements on your reading task card, answer the following questions about the story. 1. The MAIN PROBLEM in Buffalo Hunt was a. b. c. d. the Native Americans didnt have any weapons to kill the buffalo. the buffalo attacked the Native Americans as they hunted the white people came in and took over the land and killed off the buffalo many Native Americans froze in the cold winters Date___________________

2. The RISING ACTION in the story included a. the buffalo died off and the Native Americans moved to the reservations b. the railroads were built, white people took over the land and the Native Americans were moved to reservations and depended on the government c. the Native Americans hunted buffalo, used all their parts for resources, traveled across the plains, setting up camps and living in tribes d. White people used rifles and strong weapons against the Native Americans. 3. The FALLING ACTION in the story included a. the buffalo were a great resource for the Native Americans b. the railroads were built, white people took over the land and the Native Americans were moved to reservations and depended on the government c. the Native Americans hunted buffalo, used their parts for resources, traveled across the plains and set up camps within their tribes d. the Native Americans held religious ceremonies to worship buffalo. 4. How did the Native Americans feel at the beginning of the story? a. they were happy because they could hunt and meet all their needs b. they were in fear of the white people c. they were in fear of the buffalo d. they were angry because they wanted more weapons

5. How did the Native Americans feelings change at the end of the story? a. they were happy because they could hunt and meet all their needs b. they were sad and angry because the white man took over the land and killed off all the buffalo c. they were in fear of the buffalo d. they were happy to live in a new land. Post-Assessment for Plot Structure: Name Date

Strike One on the World Trade Center

By Jane Runyon America was shocked on September 11, 2001. Terrorists attacked and destroyed the World Trade Center using passenger airplanes. There were 2,992 people killed in this attack. It was a terrible disaster. What many people forget is that there was an earlier attack on the same building. The earlier attack took place on February 26, 1993. Six people were killed in this first attempt to bring the huge building down. The plan to bomb an important structure in the United States began in the Middle East in 1991. A man born in Kuwait named Ramzi Yousef entered the United States in 1992 using a fake passport. He came with another man who was working on the plot with him. The friend was stopped at the airport in New York. He was carrying instructions on how to make a bomb in his luggage. Yousef was able to sneak through customs and head to New Jersey. Here he got himself an apartment. He was also able to contact other men who would be able to help him with his plan. It was the plan of these men to disrupt the economic and communications systems that were vital to New York. The men hated the United States. Yousef himself emailed his reasons for his hatred to several New York newspapers just before he put his final plan into motion. He wanted the United States to stop giving financial help to the country of Israel. He wanted the United States to stop working with Israel on world affairs. He also wanted the United States to stop getting involved in the governments of other Middle Eastern countries. He called it meddling. He wanted the United States to stop telling these countries how to run their own governments. It cost Yousef and his friends approximately $129 to purchase the ingredients he needed to create a deadly bomb. Most of the chemicals could be purchased fairly easily in person or by phone. His goal was to put the bomb in the parking garage of one of the twin towers of the World Trade Center. If the bomb was set correctly, it would weaken the foundation of the building when it exploded. That would cause the tower to

collapse into the other tower. He figured this one bomb was capable of destroying the entire building. To make it more deadly, he added cyanide to the mix. It was his plan that upon detonation, the cyanide would turn into a deadly gas, be sucked into the ventilation system, and kill anyone who was not killed by the explosion. The final bomb weighed 1,310 pounds and almost filled the back of a rental truck. The truck was driven into one of the underground parking garages at the World Trade Center. The bomb had been rigged with four fuses that were about twenty feet long. The terrorists calculated that it would take twelve minutes for the fuses to burn before the bomb was triggered. This would give the terrorists time to escape certain death when the bomb exploded. They lit the fuses with a cigarette lighter and took off. At approximately 12:18 P.M., the bomb exploded. It blew a hole in four levels of concrete that was about 30 feet wide. The cyanide burned in the explosion and did not pose a danger. Six people were killed by the blast. There were 1,042 injuries reported. The bomb had not done the damage it was designed to do. The World Trade Center was still standing. It was scarred, but it stood. Engineers later stated that if the truck had been parked a little closer to the foundation of the building, it might have succeeded in destroying it. The bomb was successful in temporarily shutting down communications in lower Manhattan. Important electrical and telephone lines were cut off. Most of the city's television and radio stations were only able to transmit by satellite because they had no electrical power. These were temporary setbacks. Everything was back up and running within a week. Law enforcement agents were able to round-up and arrest many of the people they believed were responsible for this attack. Yousef was able to escape for a while, but he was captured and brought to the United States to stand trial. He was convicted and sentenced to prison for 240 years. A fountain was designed as a memorial to the six killed in the 1993 attack. It was dedicated in 1995. This fountain small part of the fountain was found in the rubble. The first name, John, of one of those killed was still intact. This small fragment is being used in the new memorial planned to honor those who lost their lives on 9/11. Strike One on the World Trade Center

Questions
1. The World Trade Center is in New York City. A. False

B. True 2. Where was Yousef from? A. Kuwait B. Palestine C. Iran D. Iraq 3. What three things did Yousef demand of the United States? ________________________________________________________________________ _____ ________________________________________________________________________ _____ 4. What was the bomb Yousef made supposed to do at the World Trade Center? ________________________________________________________________________ ____ 5. How much did the final bomb weigh? A. Over 1,000 pounds B. About 500 pounds C. About 1,000 pounds D. Less than 100 pounds 6. How much did materials for the bomb cost? A. $50 B. $129 C. $536 D. $14,086 7. What did Yousef add to his bomb to make it even more destructive? A. Broken glass B. Ammonia C. Cyanide D. Gun powder

Group Observation Template:

(tailor template for one-to-one observation)

Date: 4/10/12 Time: 8:40 AM Students: Michael, Khalib, Harrison, Catherine, Tatiyana, Inez Age: 10-11 Observer: B. Harris

Setting: small group novel reading noting details that support character development Task: students are to be reading roundrobin, stopping every 2-3 pgs to discuss character traits and note on sticky notes; after reading they are to use these to complete a character interaction graphic organizer

Michael was reading when I joined the group. After reading his page (which was the third consecutive to have been read), he explained some of his observations about the gossamer to his group, including that some of the descriptions of the character make it confusing for the reader, to this point, to know what they are. Khalib and Harrison added commentary about other examples of incidents in the story where the story alluded to the gossamer being some type of fairy. Then he turned back a few pages and read a section of the story that the group agreed could have also made them seem like some form of animal. I returned at the end of the group reading time and observed them completing the character interaction graphic organizer. Tatiyana and Inez worked together, Michael and Catherine worked together, and Harrison & Khalib. All three pairs made very relevant notes and consulted the rubric as they were writing down explicit details about how the different supporting characters interacted and related to the main character in the book.

Group Novel Study Project Rubric:

CATEGOR Y Inferring text's theme 4 Student lists all the main details of the text that support identifying its theme 3 The student lists most of the main details that support identifying the text's theme 2 The student lists SOME details that support identifying the text's theme 1 The student cannot accurately pick out important details and identify how they support the text's theme Text Structure Student creates Student creates Student's summary is a complete summary with accurate supporting the text's structure and how it contributes to the meaning and theme Plot Structure Elements student creates a venn diagram with sufficient details to compare & student creates a venn diagram with SOME details to compare & student creates a venn diagram with only a FEW details to story's setting in student is unable to identify similarities and the story's a summary with details that lacking sufficient identification of the it contributes to the meaning and theme some supporting details to support their explain the text's text structure and how how it contributes to the meaning and theme Student has great difficulty summarizing the text's structure.

details to explain structure and

compare & contrast the differences in

contrast the different parts of the text THEME student identifies FOUR OR MORE similarities and differences in themes across texts using group novel and teacher read aloud novel for comparison Text Structure student identifies similarities and differences between text structure across texts, with many supporting details

contrast the different parts of the text student identifies TWO OR THREE similarities and differences in themes across texts using group novel & teacher read aloud novel for comparison student identifies similarities & differences between text structure across texts, with some supporting details to

different parts of the text

setting at different times in the text

story's setting in story's setting in

student identifies ONE similarity or difference, or requires coaxing and teacher assistance to identify two or more similarities/differences in themes across texts

student is unable to identify similarities and differences in themes across texts even with teacher assistance

student identifies similarities & differences between text structure across texts with teacher assistance, or with only one or two details to support

student is unable to identify similarities and differences of text structure across texts even with teacher assistance

Appendix B: Student Task Samples (for both small group and one-to-one assessment)

Reading Task Cards:

MAIN IDEA (LA.3-5.1.7.3)

What is the MAIN IDEA of this story/passage/article? What is the most important lesson learns in the story/passage? Why do you think this story/article has the title ? What would be another good title for this story? Which sentence best tells what the passage is about? What is the essential message in the story/article? What is the primary topic of the article? Which sentence gives the best summary? Which accomplishment/idea is the most valuable? Which statement best describes the lesson/moral of the story?

CAUSE AND EFFECT (LA.3-5.1.7.4)

Describe the cause or effect of an action or event in fiction, nonfiction, poetry or drama. What caused to ? What effect did have on ____ ? What are the events that caused ? What might happen if ? What is the effect of ? Why does a character (take a particular action ) ? Why does decide to ? What were the results of (an event or action)? probably chooses over _____

RELEVANT SUPPORTING DETAILS (LA.3-5.1.7.3)

Which is a way to improve ? At the end of the story, where does go? Which detail from the article helps show how _______? Other relevant detail questions begin with: oHow? oWhat happened? oWhat caused? ***************************************************************

How does____________ support the idea that _________________________? Why does____________ offer to ____________________________________?

Appendix C: One-to-One Formative Assessment Tools:

Continuum of Reading Behaviors The Continuum of Reading Behaviors is a guide to help teachers understand the developmental skills and strategies students need to become a proficient reader. The stages are not necessarily static. Students will display various behaviors depending on the types of text they are reading. It should come as no surprise if a student displays behaviors from different stages simultaneously. In general, there are four stages of reading behaviors: emergent, early, transitional and fluent (Fountas and Pinnell, 1996; Dorn & Soffos, 2001; Mooney, 1990). Each of these stages involves the students ability to construct meaning using their prior knowledge while interacting with text. The students must be flexible in knowing when to use the appropriate skills and strategies efficiently and effectively. As students become more proficient readers, they continue to build upon their skills and strategies and are fluid in knowing when and how to use each. To determine which stage the student is in, the teacher must use multiple sources of information. Observing students (Module 2), administering early reading assessments (Module 3), analyzing running records (Module 5) are some ways in which you can gather information. Once information is collected and analyzed, determine what type of behaviors the student exhibits the most to give you a sense of which stage the child is currently at. The following pages will guide teachers in understanding the stages of reading, an approximation of the students grade and age range, and some of the behaviors that students may demonstrate. Emergent Readers Emergent readers are in the pre-reading or beginning stage. These students are learning the connection between print and oral language and how it is used in text. In addition to the illustrations, students learn that it is the text that tells the story. Age: 5-6 Grade: pre-K-1 Behaviors: Uses picture cues when talking about a book, e.g., pointing to a picture of the three little pigs says, The three little pigs left home. Demonstrates understanding of oral stories or picture books by connecting them to own knowledge and experiences Talks about favorite stories May tell a story from pictures Tells/draws personal stories in sequence Listen to and retells stories in sequence Mainly uses memory for reading May invent text Knows that pictures and text exist Knows the meaning of some signs (Stop, McDonalds) Uses pictures to assist with meaning Displays reading-like behavior o holds book upright o turns pages o looks at words and pictures o uses pictures to construct ideas Understands that print is read top to bottom and left to right Knows concepts of book, right way up, front, back, upside down Recognizes own name in print

Recognizes most letter sounds Recognizes own name in print Knows several words by sight (I, dad, mom, stop) Early Readers

Early readers are becoming confident readers. They have established understanding of how print operates and are beginning to read for meaning by predicting and confirming letter sound association. During this stage, they are paying close to attention to meaning. When meaning is lost, they are rereading or self-correcting. Age: 5-7 Grade: K-2 Behaviors: Recognizes when the reading isnt making sense Listens to stories and responds Orally connects own experiences to reading Can tell the sequence of events Recalls main idea and details Knows concepts of beginning, middle, and end. Predicts what will happen next Visualizes what is happening Looks at print and pictures Uses beginning and/or final letter and sounds to predict a word Locates/reads known words (sight words). Stops at an unknown word Matches words spoken to words in print (one-to-one match) Understand the difference between a sentence, word, letter Understands that print carries meaning. Uses word parts to read unknown words (e.g., endings s, ed, ing; blends sp, bl, st; digraphs ch, sh, th; and simple word families at, ad, op) Increases sight word vocabulary Increases use of context, grammatical, and/or phonics cues Begins to use a variety of ways of cross checking (e. g., Checks the picture, re-reads sentence, and looks closely at the letters to make sure the word is correct.) Begins to self-correct errors Begins to read in phrases as opposed to word-by-word Pauses appropriately when reading orally Uses period, question mark, and exclamation mark when reading Transitional Readers (aka Ready Readers) Transitional readers are discovering ways to use reading strategies independently and simultaneously. They have obtained a large core of sight words and are spending less time solving words and paying closer attention to fluency and meaning (Pinnell & Scharer 2003). Age: 6-8 Grade: 1-3 Behaviors: Retells story in sequence Summarizes story Orally responds to questions about character, setting, problem, and solution

Backs up literal statements with proof from story. Forms an opinion about a story Visualizes what is happening Distinguishes fact from fiction Connects own experiences to reading (Text to Self T-S) Connects text to other texts (Text to Text T-T) Begins to solve unknown words by using word families (ate, eat, een, etc.). Increases sight word vocabulary Uses beginning, middle, and final letter sounds to read unknown word Crosschecking is automatic (e.g. checks the picture, re-reads sentence, and looks closely at the letters to make sure the word is correct.) Solves unknown words by using syllables or meaningful word parts (e.g., root words tie, do, read; prefixes un, re, pre; suffixes ful, ly, est) Looks for known parts of words to help with unknown words Solves words by analogy (e.g., uses the words fur and serious to help figure out the word furious. Uses quotation marks and commas when reading Self corrects automatically Reads orally with expression and appropriate pauses

Fluent Readers Fluent readers are able to integrate all sources of information smoothly. They are able to read fluently and maintain meaning with longer more complex text structures (Mooney, 1990). Age: 7 and older Grade Range: 2 and higher Behaviors: Compares ideas read to prior knowledge Summarizes major events Responds to literature questions orally and in writing Uses information draw conclusions Identifies character, setting, and plot Evaluates characters, authors, and books Understands the story line through longer texts Connects own experiences to reading (Text to Self T-S) Connects text to other texts (Text to Text T-T) Connects text to the world (Text to World T-W) Visualizes what is happening Makes inferences (e.g., determines a character is brave based on her actions.) Knows how to question self before, during, and after reading Uses word identification strategies appropriately and automatically when encountering an unknown word Recognizes and remembers specialized vocabulary (e.g., unusual names, unfamiliar terms/concepts) Continues to expand a sight vocabulary Recalls word meaning by giving an example Listens and responds orally to others opinions and questions about a text Integrates reading strategies fluently and effectively Adjusts reading rate to meet the demands of the text

**For additional one-to-one assessment templates, refer to Houghton-Mifflin Diagnostic Reading Assessment http://www.houghtonmifflin.com.

References:

Instructional flipcharts retrieved from http://www.prometheanplanet.com. Isman, Aytekin (2011). Instructional design in education: new model. Turkish Online Journal of Education Technology, (10) 1. Koksal, M.S. (2009). An instructional design model to teach nature of science. Asia-Pacific Forum on Science Learning and Teaching, (10) 2. Morrison, G.R., Ross, S.M., Kalman, H.K. & Kemp, J.E. (2011). Designing effective instruction. NY: John Wiley & Sons. Reading assessments retrieved from http://www.edhelper.com. Reading task cards property of http://csusa.com.