Final Key Assessment

Final Key Assessment
Part I: Identification of Learning Problem

Target Audience:
The target audience consists of 5
th
grade general education, special education, and gifted students both male and female ages 10 13,

Problem Identification:
With the implementation of Common Core Standards, an emphasis has been put on students ability to read, understand, and use
nonfiction texts. In order to use nonfiction texts to support learning goals, students need to be able to demonstrate effective and
efficient test taking strategies of nonfiction texts or passages. As nonfiction texts become a primary focus and use in the classroom,
direct instruction of test taking strategies involving nonfiction text features, text structures, authors purpose, and types of multiple
choice questions is both essential and appropriate for all content and curricular areas.

Part II: Learner Analysis

Introduction

The targeted group of learners is 5
th
graders at Sonny Carter Elementary School in Macon, Georgia. The students range in ages from
10 to 12 with the most common age being age 10. There are 10 girls and 15 boys out of whom 2 boys have been retained in a lower
grade. The class is compromised of 14 African Americans, 9 Caucasians, and 2 Asian students. 6 students are served one day a week
in the Gifted Program, 1 student is served on a 504 plan for math, and 7 students are served by the Program for Exceptional Children
(PEC Special Education) under Individualized Education Plans (IEP). Of the 7 special education students, 4 receive services for
reading and language arts, 2 receive services for math, and 1 is EBD (Emotional Behavior Disorder). All 25 students are taught in an
inclusion co-teach model classroom. 52% of the students receive free and reduced lunch. 16% of the students come from single
parent households. 12% of the students come from homes with no working parent/parents. To obtain information about the learners,
several methods were employed. The information about free and reduced lunch was supplied by lunch form applications. Information
about single/two parent households and working parents was obtained by required school questionnaires. Data about special
education students was obtained from Individual Education Plans and the special education teacher. Student cumulative record folders
provided information about retention, 504 plans, Response to Intervention Plans (RTI), CRCT, and ITBS data. The classroom teacher
was also interviewed to supply any relevant information in regards to students backgrounds, grades, and district assessment scores.

Entry Skills and Knowledge

Basic reading and comprehension skills reading levels vary from early 2
nd
to 11
th
grade levels
Use of a computer for taking online assessments and practicing reading and math skills
Use of word processing and/or Web 2.0 tools to create presentations
Reading/listening to comprehension fiction and nonfiction passages and answering questions related to passages

Prior Experience
Although all learners have been exposed to nonfiction texts and passages and can recognize nonfiction text features such as
titles, headings, sub-headings, graphs, pictures and captions, maps, and charts/tables, many do not actively use the text features,
structures, authors purpose, or types of multiple choice questions to read and answer multiple choice questions effectively, efficiently,
or accurately.

Common errors made by many learners
Reading the passage without first making observations of the text features
Not reading all multiple choice answers before choosing the best answer
Not using key words in the questions or passage to support answer choices
Not re-reading or skimming/scanning the text features and/or passage

This information was obtained by administering a 10 question (5 literal and 5 inferential) pretest that assessed prior knowledge of test
taking strategies for a nonfiction reading comprehension passage. Read aloud accommodation of questions only was given to students
whose IEP stated read aloud questions as an accommodation. The pretest results showed that 68% of students (17 out of 25) did not
use visible test-taking strategies (write connections to text features before reading the passage, label paragraphs, underlined key
information, write thinking in the margin, underlined key words/information in the questions, eliminate answer choices) to answer
questions on more than 70% of the questions. Of these 17 students, 64% scored less than 70% on the comprehension questions.
When the 17 students were orally questioned individually, 5 out of 17 students were able to verbally demonstrate their thinking
process as far as using key words in questions and in the passage to help them determine an answer. The other 12 students were not
able to verbally state their thinking process that demonstrated using test taking strategies. The answers of these 12 students were as
follows: I read the passage and answered the questions, I guessed on the questions I didnt know, I read the questions and answered
because I had read the passage and remembered the answer. 32% of students used visible test-taking strategies on more than 70% of
the questions and scored higher than 70% on the comprehension questions. More students missed inferential questions than literal
questions.

Attitudes Towards Content and Academic Motivation

48% of students did not recognize the importance of using test-taking strategies while reading and answering questions to a nonfiction
reading comprehension passage. When asked about reading a passage and then answering questions, 48% of students (12 out of 25)
stated they just read the passage and then answered the questions they knew when they first read them and then guessed the answers if
they didnt immediately know the answer to the question. When asked why they missed questions they thought they knew, these
students stated they thought that was the correct answer based on what they had read. 52% of students (13 out of 25) understood that
they used test-taking strategies to answer comprehension passages but only 3 students used them consistently and accurately on all 10
questions. Students were asked if they wanted to learn more about test-taking strategies to help them with reading nonfiction passages
and answering multiple choice comprehension questions, and 80% said they wanted more help. 20% felt they already knew enough
about test taking and didnt need more help. These results were gathered through the use of a student survey and learner interviews.

Educational Ability Levels

Based on 2011-12 CRCT data, 32% did not meet standards (scored less than an 800). Of this 32% (8 students), 1 student was
administered the CRCT-M and did not meet basic proficiency for reading. 44% (11 students) met standards (scored between 800 and
849). Of this 44%, 3 students scored between 800 and 810 and are considered bubble students. 24% (6 students) exceeded
standards (scored 850 or higher). All 6 of these students are students identified as gifted students and are currently being served in the
Gifted Program. Upon further analysis of the individual domains of the reading CRCT test, no significant deficiency was noted.
Therefore, based on the scores and the teachers observations/analysis of students pretest, the teacher believes that general test-taking
strategies are an area of weakness in the classroom as well as on standardized tests. The teacher reports that all of the students (with
the exception of 1 special ed. student who receives resource support for reading decoding/fluency) are able to read 95% of the words
on a 5
th
grade nonfiction passage and have basic comprehension when passages are discussed and questioned orally with teacher
guidance. The teacher reports that a majority of students need direct instruction and practice with test-taking strategies of nonfiction
comprehension passages.

General Learning Preferences

The learners expressed preference for use of technology (computer passages that can be read aloud, use of a document camera, audio
books, computer programs, United Streaming videos), whole group class discussions, small group activities, and teacher/student
guided read alouds. Some students expressed a need to see and hear a nonfiction reading passage while other students preferred to
read passages silently and independently. All students agreed that visual examples (pictures, videos, movies, charts, diagrams,
instructional strategies) were needed when learning something new (a concept, a procedure). This information was gathered by a
student survey.

Attitude Toward Teachers and School

100% of learners liked their teachers and believed that they were working hard to help them become better students. 76% (19
students) enjoyed and looked forward to coming to school, 16% (4 students) liked school but didnt always want to come, and 8% (2
students) thought school was ok but just would rather be doing something else.

Group Characteristics

Sonny Carter Elementary is located in Macon, Georgia where the median income is ____, and is 1 of 36 Title I Bibb County
elementary schools. 52% of this class receives free and reduced lunch. The learners in this class are age appropriate for 5
th
grade with
the exception of 2 students who have previously been retained. The majority of the learners are African American, and all students
speak English. All of the students are dressed appropriately and have all needed supplies. The learners are grouped in 6 groups of 4
students (1 student was in the resource room for reading instruction per his IEP). Learners were engaged and working together to
check comprehension question answers and discuss/explain their reasoning for their answer choice. Students were asking questions of
one another and explaining their thinking. All learners stayed on task and worked together to complete the assignment; however, one
group needed redirecting by the teacher due to a student who the teacher later identified as a special education student (EBD). It was
obvious that the students understood the classroom expectations for working in small groups and were exposed to this type of setting
before this observation.

Part III: Task Analysis

I chose to do a topic analysis and a procedural analysis. I needed to do a topic analysis in order to understand what facts, concepts,
and principles students needed to know in order to complete the process of using test-taking strategies for a nonfiction reading
comprehension passage with multiple choice questions. I also used a procedural analysis in order to determine the steps students
needed to take to be able to read a nonfiction passage and then answer multiple choice comprehension questions using test-taking
strategies.

I interviewed the regular education teacher to obtain information for this task analysis. The regular education teacher has a Bachelors
Degree in Early Childhood Education and a Masters in Reading and Literacy. She is certified to teach grades P-5. I also used my own
personal experience as the special education teacher in the inclusion classroom. I co-teach with the regular education teacher. I have
a Bachelors Degree in Political Science, Masters Degree in Middle Grades Social Studies and Science, Specialist in Middle Grades
English Language Arts and Social Studies, and a Reading Endorsement P-12. I hold Early Childhood Certification P-5, Middle
Grades Certification 4-8 (ELA and Broad Field Sciences), and Special Education Certification P-12.

To ensure I understood all the knowledge and steps considered essential for the effective use of test taking strategies using a
nonfiction passage with multiple choice questions, I previewed several nonfiction texts and passages and listed the most common text
features, text structures, and authors purposes students would need to know and understand in order to read, understand, and answer
multiple choice corrections correctly. I also looked at several multiple choice questions in order to understand what features such as
key words would help students be able to identify if the questions were literal, inferential, or both. The regular education teacher and I
practiced reading and using test-taking strategies of a nonfiction passage in order to determine the number and order of the steps
needed. One important discovery we found was the ability for us to share our thoughts about the passage and the strategies.
Therefore, we wanted to be sure to incorporate the opportunity for students to share their thoughts with other students.

Once the knowledge and steps for using test taking strategies on a nonfiction multiple choice passage were identified, I created the
combined task analysis outline below.

Task Analysis 1.0 3.0; Procedural Analysis 4.0

1.0 Define and identify nonfiction characteristics/text features
1.1 Nonfiction presents information (facts) that tells about real people, places, events, objects, or ideas
1.2 Has a title
1.3 Can include headings and sub-headings
1.4 Can include pictures, captions, charts, diagrams, or maps
1.5 Can include key vocabulary
1.5.1 Bold print
1.5.2 Italics
1.6 Written in paragraph form
1.6.1 Main idea
1.6.2 Supporting details

2.0 Evaluate nonfiction text structures and authors purpose
2.1 Text Structures
2.1.1 Cause/Effect
2.1.2 Compare/Contrast
2.1.3 Problem/Solution
2.1.4 Sequence/Time Order (Chronological Order)
2.1.5 Descriptive
2.2 Authors Purpose
2.2.1 Inform
2.2.1.1 Explain, warn, honor
2.2.2 Persuade
2.2.2.1 Convince to think or act
2.2.3 Describe
2.2.3.1 Use details related to senses to create mental images
2.2.3.2 Describe steps for how to do something
2.2.4 Entertain
2.2.4.1 Provide pleasure

3.0 Analyze questions as literal, inferential, or both
3.1 Literal questions ask for information that can found directly in the text
3.1.1 Who, what, where, when details stated directly in the text

3.2 Inferential questions ask for information that is not directly stated in text
3.2.1 Infer
3.2.2 Predict
3.2.3 Draw conclusions
3.2.4 Generalize
3.2.5 Authors opinion/attitude
3.2.6 Main idea
3.3 Both some questions can be considered both inferential or literal based
on key words, so further analysis of other key words in the question and text
are necessary

4.0 Use strategies while reading a nonfiction passage and answering multiple choice questions
4.1 locate the title, heading, and sub-headings
4.1.1 connect - write to side, on sticky note, or graphic organizer
4.1.2 question - write to side, on sticky note, or graphic organizer
4.1.3 predict - write to side, on sticky note, or graphic organizer
4.2 locate pictures, captions, charts, diagrams, or maps
4.3 Locate questions
4.3.1 identify key words by highlighting or underlining
4.3.1.1 people, places, dates, events, vocabulary
4.3.2 label as literal, inferential, or both - write to side, on sticky note, or graphic organizer
4.4 Read first paragraph
4.4.4 identify key words by highlighting or underlining
4.4.4.1 people, places, dates, events, vocabulary
4.4.5 determine main idea and supporting details and label the
paragraphs main idea with a word or phrase
4.5 Read each of the other paragraphs following the procedures for 4.4
4.6 Reread each literal question
4.6.1 Use identified key words in questions (from 4.3) and
information produced from 4.4
4.6.1.1 Eliminate answer choices based on key words
in question if applicable
4.6.1.2 Scan paragraph labels for key information to determine
where to first look of answer in passage
4.6.1.3 Scan paragraph for key words/information based on
key words identified in questions
4.6.1.4 Reread the question and answer choices to determine if
the correct answer can be chosen
4.6.1.4.1 If answer cannot be determined, repeat steps
4.6.1
4.7 Reread each inferential question
4.7.1 Use identified key words in questions (from 4.3) and
information produced from 4.4
4.7.1.1 Eliminate answer choices based on key words
in question if applicable
4.7.1.2 Scan paragraph labels for key information to determine
where to first look of answer in passage
4.7.1.3 Scan paragraph for key words/information based on
key words identified in questions
4.7.1.4 Reread the question and answer choices to determine if
the correct answer can be chosen
4.7.1.4.1 If answer cannot be determined, repeat steps
in 4.6.1

Part IV: Instructional Objectives

Terminal Objective 1: To define and identify nonfiction characteristics/text features

Enabling Objectives:
1A: To classify a passage/text that presents/explains ideas about people, places, events, ideas, and objects presented as fact as
nonfiction
1B: To identify title, headings, and sub-headings
1C: To locate pictures, captions, charts, diagrams, or maps
1D: To list or highlight facts presented in text
1E: To differentiate between the main idea and supporting details in a paragraph

Terminal Objective 2: To evaluate nonfiction text structures and authors purpose

2A: To compare and contrast types of nonfiction text structures and
authors purpose
2B: To describe characteristics of types of nonfiction and
authors purpose
2C: To classify a nonfiction passage according to its text structure and
authors purpose

Terminal Objective 3: To analyze questions as literal or inferential

3A: To identify a literal question by who, what, where, when key words
3B: To identify an inferential question by key words: infer, predict, draw conclusions, generalize, authors opinion/attitude, main idea
3C: To identify a question as both and needing further analysis of key words in the question and passage

Terminal Objective 4: To use strategies while reading a nonfiction passage and answering questions multiple-choice questions

4A: To use the title, headings, and sub-headings to question, predict, and make connections
4B: To use the pictures, captions, charts, diagrams, and maps to question, predict, and make connections
4C: To categorize multiple-choice questions based on key words as literal or inferential
4D: To use each paragraph to question, predict, and make connections
4E: To analyze each paragraph for main idea and supporting details and label each paragraph with a word or phrase describing the
main idea
4F: To identify key words (people, places, dates, events, vocabulary) in the passage as supporting evidence for answering multiple-
choice questions
4H: To categorize questions as literal or inferential by identifying key words in questions
4I: To evaluate answer choices based on types of questions and key words in question and supporting evidence in the passage and
produced by reader

Classification of Instructional Objectives:

Content Recall Application
Fact 1B, 1C
Concepts 1 1A, 1D, 1E, 3, 3A, 3B, 3C
Principles 2, 2A, 2B, 2C
Procedures 4, 4A, 4B, 4C, 4D, 4E, 4F,
4H, 4I
Interpersonal
Attitude

Relationship between Instructional Objectives and Standards:

Instructional Objectives Standards
1, 1A, 1B, 1C, 1D, 1E

1E
CCSS.ELA-Literacy.RF.5.4a Read grade-level text with
purpose and understanding

CCSS.ELA-Literacy.RI.5.2 Determine two or more main
ideas of a text and explain how they are supported by key
details; summarize the text
2, 2A, 2B, 2C

CCSS.ELA-Literacy.RI.5.5 Compare and contrast the
overall structure of events, ideas, concepts, or information in
two or more texts
CCSS.ELA-Literacy.RI.5.8 Explain how an author uses
reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which
point(s).
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view
or purpose shapes the content and style of a text
3, 3A, 3B, 3C CCSS.ELA-Literacy.RI.5.7 Draw on information from
multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem
efficiently
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text
when explaining what the text says explicitly and when
drawing inferences from the text
4, 4A, 4B, 4C, 4D, 4E,
4F, 4H, 4I

4E

4C, 4F, 4H, 4I
CCSS.ELA-Literacy.RI.5.10 By the end of the year, read
and comprehend information texts, including history/social
studies, science, and technical texts, at the high end of grades
4-5 text complexity band independently and proficiently

CCSS.ELA-Literacy.RI.5.2 Determine two or more main
ideas of a text and explain how they are supported by key
details; summarize the text

CCSS.ELA-Literacy.RI.5.7 Draw on information from
multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem
efficiently
CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text
when explaining what the text says explicitly and when
drawing inferences from the text

Part V: Development of Assessments

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
Student will view
nonfiction text
features YouTube
tutorials and create
a list of NF text
features using
word processing or
Web 2.0 of choice.
Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
characteristics/text
features of
nonfiction.

1B: The student
will identify title,
headings, and sub-
headings.
1C: The student
will locate
pictures, captions,
charts, diagrams,
and maps.
Multiple means of
representation and
engagement

Multiple means of
expression
Word processing or
Web 2.0 presentation
of choice of
nonfiction text
features
Lesson 1:
The student will
read and/or listen
to a NF passage,
list and categorize
5-10 facts on
teacher created
chart, and classify
passages as fiction
or NF using word
processing or Web
2.0 tool of choice

Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
features of
nonfiction.

1A: The student
will classify a
passage/text that
presents/explains
ideas about
people, places,
events, ideas, and
objects presented
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option

Teacher created chart

Word processing or
of choice classifying
passages as fiction or
NF

as fact as
nonfiction
1D: The student
will list or
highlight facts
presented in text
Lesson 1:
The student will
watch main
idea/supporting
details YouTube
tutorials, identify
main ideas of
paragraphs and
give them a label
using a teacher
created chart or
word
processing/Web
2.0 tool
Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
features of
nonfiction.

1E: The student
will differentiate
between main idea
and supporting
details in a
paragraph.

Multiple means of
representation and
engagement

Leveled passages
with auditory
option


Word processing or
of choice labeling
main ideas of
paragraphs
Lesson 2:
The students will
watch YouTube
tutorials on
nonfiction text
structures and
authors purpose
and create a
presentation of
characteristics of 5
types of text
Evaluate NF
passages based on
text structures and
authors purpose
Objective 2: The
student will
evaluate nonfiction
text structures and
authors purpose.

2B: The student
will describe
types of NF text
structures and 4
Multiple means of
representation and
engagement

Multiple means of
expression
Word processing or
Web 2.0 tool of
choice to present
characteristics of text
structure and authors
purpose
structures and 4
types of authors
purpose using
word processing or
Web 2.0 tool of
choice

types o authors
purpose.
Lesson 2:
Student will view
others students
presentations,
compare/contrast
NF text structures
and authors
purpose using
passages of choice,
and classify each
passage using
word processing or
Web 2.0 tool of
choice
Evaluate NF
passages based on
text structures and
authors purpose
Objective 2: The
student will
evaluate nonfiction
text structures and
authors purpose.

2A: The student
will compare and
contrast 5 types of
NF text structures
and 4 types of
authors purpose
2C: The student
will classify NF
passages according
to text structure
and authors
purpose
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option

Word processing or
Web 2.0 tool of
choice to classify
passages based on NF
text structure and
authors purpose
Lesson 3:
Student will view
presentation of
types of questions
along with
passages
Classify NF
passage questions
as literal,
inferential, or both
Objective 3: The
students will
analyze questions
as literal,
inferential, or
both.
Multiple means of
representation and
engagement
Multiple means of
expression

Venn Diagram
comparing and
contrasting types of
questions

Word processing or
highlighted with
key words, will
create a Venn
Diagram listing
key words that
signal literal,
questions, view
other students
diagrams, and use
leveled NF
passages with
multiple-choice
questions to create
a presentation of
choice using word
processing or Web
2.0 tool of choice
classifying the
questions as literal,

3A: The student
will identify a
literal question by
who, what, where,
when key words.

3B: The students
will identify an
inferential
question by keys
words: infer,
predict, draw
conclusions,
generalize,
authors opinion or
attitude, main idea.

3C: The student
will identify a
question as both
and needing
further analysis of
key words in the
question and
passage

Leveled passages
with auditory
option

Web 2.0 tool of
choice to compare
and contrast key
words in types of
questions
Lesson 4:
Student will watch
a teacher tutorial
modeling test-
Analyze NF
passages using
reading
comprehension
Objective 4: The
student will use
strategies while
reading a
Multiple means of
representation and
engagement


Word processing or
Web 2.0 tool of
taking strategies,
share online with
other students their
questions,
connections, and
predictions on a
teacher created
chart, and use a
leveled passage of
choice, to generate
questions,
predictions, and
connections based
on text features
and present these
using word
processing or Web
2.0 tool of choice.
and test-taking
strategies.
nonfiction passage
and answering
multiple-choice
questions.

4A: The student
will use the title,
headings, and sub-
headings to
generate questions,
predictions, and
connections

4B: The student
will use the
pictures, captions,
diagrams, and
maps to generate
questions,
predictions, and
connections
Multiple means of
expression

Leveled passages
with auditory
option

choice presenting
questions,
connections, and
predictions generated
by NF text features
Lesson 4:
Student will watch
a teacher tutorial
modeling how to
categorize multiple
choice questions
as literal,
and using the same
chosen passage
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

4C: The student
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option
Word processing or
Web 2.0 tool of
choice classifying
types of questions
based on key words
from the previous
lesson, will present
questions key
words and
categorization
using word
processing or Web
2.0 tool of choice.
will categorize
multiple-choice
questions based on
key words as
literal, inferential,
or both.

Lesson 4:
Student will watch
a teacher tutorial
modeling how to
generate questions,
predictions, and
connections based
on each paragraph
and identify key
words to analyze
the main idea and
supporting details,
share their own
questions,
connections, and
predictions with
students online
using the same
passage as the
teacher on a
teacher created
chart, and use the
same chosen
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

4D: The student
will use each
paragraph to
generate questions,
predictions, and
connections.

4E: The student
will analyze each
paragraph for main
idea and
supporting details
and label each
paragraph with a
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option


Word processing or
Web 2.0 tool of
choice presenting
paragraphs main
idea labels
passage from the
previous lesson, to
present
paragraphs key
words, questions,
predictions,
connections, and
main idea labels
using word
processing or Web
2.0 tool of choice.
word or phrase
describing the
main idea

4F: The student
will identify key
words (people,
places, dates,
events,
vocabulary) in the
passage as
supporting
evidence for
answering
multiple-choice
questions.

Lesson 4:
Student will watch
a teacher tutorial
modeling how to
evaluate answer
choices to
questions of NF
passages, share
their explanation if
they agree,
disagree, or dont
understand
teachers
explanation on a
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

4H: The student
will evaluate
answer choices
based on types of
questions and key
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option


Word processing or
Web 2.0 tool of
choice to present
explanation of
evaluations of
multiple-choice
answers
teacher created
chart, and use the
same chosen
passage from the
previous lesson, to
present an
explanation for
elimination,
keeping, or
choosing an
answer choice
using word
processing or Web
2.0 tool of choice.
words in questions
and supporting
evidence in the
passage and
produced by the
reader.

Lesson 1: An introduction to nonfiction characteristics and text features

Objective 1: The student will define and identify characteristics/text features on nonfiction

Objective 1B: The student will identify title, headings, and sub-headings

Objective 1C: The student will locate pictures, captions, charts, diagrams, and maps

Assessment: Students will create a list of nonfiction text features using word processing or Web 2.0 tool of choice. (Objectives
1, 1B, 1C)

Nonfiction Text Features List

Captions

Graphics

Maps

Illustrations/Photographs

Labels

Special Print like bold or italics

Title

Headings

Sub-Headings

Charts

UDL Principles: Students will be given a choice as to how to present their list of NF text features. By having a choice, students with
varying levels of technology skills, learning abilities, and interests will be able to present their information in a manner meets their
needs. Students can type or narrate their list and can include pictures (multiple means of expression). Some students need specific
support tools that can be used in word processing or Web 2.0 tools, while other students can choose to challenge themselves by using
new tools or going into more depth of the presentation or content.


Objective 1A: The student will classify a passage/text that presents/explains ideas about people, places, events, ideas, and objects
presented as fact as nonfiction

Objective 1D: The student will list or highlight facts presented in text

Assessment: Students will list and categorize 5-10 facts on teacher created chart and classify passages as fiction or NF using
word processing or Web 2.0 tool of choice (Objective 1A, 1D)

Helen Keller
Helen Keller was born June 27, 1880, in Tuscumbia, Alabama. Though not wealthy, her father owned a cotton plantation, and
was the editor of a weekly newspaper called The Alabamian. Helens growth was normal until she was 19 months old when she
became very ill with a high fever. Helens doctors did not know what was wrong with her but told her parents that she would
probably die. Doctors now believe that Helen most likely had scarlet fever or meningitis, diseases that cause high fevers. Helens
high fever eventually went away, and it looked like she would get better, but Helens mother noticed that she did not respond to
sounds like the dinner bell, and she did not blink if somebody waved a hand in front of her face. Helen survived the illness but lost her
eyesight and hearing. Helen was blind and deaf.
Helen was frustrated because she could not see or hear and had to rely on touch to discover the world. This frustration led to
many behavior problems; Helen had terrible temper tantrums and horrible table manners. At dinner, she would move around the table
eating off everyones plates. Her relatives thought she needed to be placed in an institution because her parents could not control her.
Helens mother decided to look for help, and she found a doctor who specialized in the deaf and blind. This doctor told her to contact
Dr. Alexander Graham Bell, the inventor of the telephone, who also worked with the deaf. Dr. Bell believed Helen could be taught,
and he helped her mother find Anne Sullivan, a teacher.
Anne suffered from vision problems herself but had operations to improve her eyesight. Despite the operations, Anne had
trouble finding a job. When the offer came to teach Helen, Anne agreed even though she had no experience teaching the deaf and
blind. Anne began by teaching Helen to finger spell and by trying to correct Helens bad behavior. Helens behavior improved, but
she did not truly understand finger spelling until April 5, 1887, when Anne poured water into one of Helens hands and finger spelled
the word water on the palm of Helens other hand. Helen finally understood what Anne was saying, and from that point, Helen
quickly learned hundreds of words.
Helen eventually learned Braille, an alphabet of raised dots that blind people feel with their fingers and even went on to
graduate from college with Anne by her side the entire time. Helen became a writer and lecturer, working to improve life for blind and
deaf people. Anne worked with Helen translating so audiences could hear what Helen had written or signed. Helen and Anne lived
and worked together for many years making the country a better place for the blind and deaf.

Person Place Event Idea Object
Dr. Alexander
Graham Bell
invented the
telephone
Helen Keller
was born
6/27/1880 in
Tuscumbia, Al
Braille is an
alphabet of
raised dots that
blind people
feel with their
fingers
Helen was
blind and deaf

Anne Sullivan
was Helens
teacher

Student created T-Chart to classify passages as fiction or nonfiction using word processing tool

Fiction Nonfiction
Snowball Beaver

The Eager Beaver
In the United States, the beaver is one of the largest members of the rodent family. This animal can manipulate the
environment to suit its own needs and can even construct its own home. Beavers are vulnerable to predators when they are on dry
land, so they need deep water for safety. If nearby water is not deep enough, a beaver will build a dam to make the water deeper. A
beaver dam can be very large and can contain thousands of pieces of wood cut by the beaver. Beavers even cut down small trees to eat
the bark, leaves and twigs. Because beavers are members of the rodent family, they have four incisor teeth in the front of their mouths
that never stop growing, so beavers must continuously chew on wood to keep their teeth from growing too long.
Beavers have other unusual characteristics that make them fascinating. Some of these flat-tailed creatures build homes called
lodges while some live in holes in the riverbanks. Years ago, beavers were prized for their fur and so many were trapped that they
almost became extinct. Hunters found the beavers by looking for their dams and lodges, so some beavers stopped building and began
living in riverbank holes. Even though beavers are now protected, some beavers still live in these holes, but most build lodges. Even
beavers that build lodges keep a few riverbank holes and escape tunnels to use in case of an emergency.
Another interesting feature of beavers is that they will store a bunch of branches under the water near their lodge to use as food
during the winter. When their lake or stream is covered with ice, the beaver has a handy supply of food sealed under the ice. A colony
of beavers, which usually consists of five or more, can stay warm in their lodge with their food supply nearby. They can survive in
their lodge for at least four months during the coldest days of winter. When spring comes and the ice thaws, beavers will feast on
water lily tubers, clover and the new green shoots and bark of saplings, or small trees. Though the beavers eat tree branches and bark,
this pruning actually helps some of the trees grow new branches, making them bushier the next year.

Snowball
Hello, my name is Snowball, and I am a five-year-old, male, white, longhair Persian cat. I understand that Cats are not
supposed to think about what they want to say. They are not supposed to think at all; at least that is what humans say. Well, that is
not true. If I could talk, I would tell you about the many things I have seen and all the numerous things I know. In other words, there
is a lot I want to write. You probably think I am crazy, but what is crazy about getting things off your chest?
First, I am a peculiar cat. I think a lot about everything, and I analyze everything. I was merely five months old when a teenage
girl found me in west Los Angeles. I was starving and had been left for dead on the street. Susan found me and took me home, saving
my life. I was so tired and famished that I immediately dozed off after eating a huge can of cat food. When I awoke, there was still
plenty of food for me. It was a regular all-you-can-eat cat smorgasbord. There was dry food and wet food, and the choice was mine. I
could eat until I was satiated. I was so thrilled that I had found a new home, one equipped with plenty of food. I was king of the castle
and I still am today.
Joy is Susans mother and Marty is her father. At first, Marty was doubtful about my becoming a member of the family, but
Joy convinced him to let me stay. They had some new rules that I had to follow. I had to learn to use the litter box in the bathroom,
and I was not allowed outside of the house unless Joy or Marty accompanied me. For my own safety, I could not stay long outside,
and I had only five minutes to roll in the grass and sniff the trees in front of our residence. There are canines in our neighborhood,
stupid, drooling creatures with bad breath that find it funny to chase us finer felines.
Despite my lack of time outdoors, life was just fine, until Coco came along. Coco is the other cat that lives with me now, a
female Calico that came to the back door one November day after a heavy rain. She was only four months old and she was hungry.
Joy let her in, fed her and kept her. Cats tend to be extremely territorial and do not like interlopers coming into their territory. Coco
had to learn who the boss was, ME! We fought constantly until we made a truce, but even though we get along now, I never let her
forget who rules the roost!

UDL Principles: A teacher created chart is used to provide an example and structure to students as the first part of the assessment.
The second part of the assessment allows students to choose a word processing or Web 2.0 tool to present their classification of
passages. By having a choice, students with varying levels of technology skills, learning abilities, and interests will be able to present
their information in a manner meets their needs. Students can type or narrate their list and can include pictures (multiple means of
expression). Some students need specific support tools that can be used in word processing or Web 2.0 tools, while other students can
choose to challenge themselves by using new tools or going into more depth of the presentation or content.


Objective 1E: The student will differentiate between main idea and supporting details in a paragraph.

Assessment: Students will highlight key words/information in a nonfiction passage, choose the main idea and supporting
details, and label paragraphs. Students will present their work using word processing or Web 2.0 tool of choice(Objective 1E).

Breaking a Bone
An adult human has about 206 bones. These bones come in all shapes and sizes. As people grow, the bones in their bodies are
very much alive. Bones are constantly growing and changing along with the person. One way they change is that bones in a young
child are very soft, but as people get older, their bones gradually harden. Bones are fully grown and have reached their maturity when
someone reaches the age of 25. Bones have a number of different functions, but two of the most important are that bones provide
support and protection for the body. Bones give the body its shape and also protect sensitive organs like the heart, lungs, and brain.
Human bones are very strong, but, no matter how strong bones are, sometimes they break.
A broken bone is called a fracture, which can be very painful. When people fracture a bone, they go to the doctor, who will try
to fix the fracture. For a while it hurts to move the injured part of the body; but fortunately, a doctor can fix a broken bone and make
the injured person feel better. The first thing a doctor will do is to take an x-ray to see where the break is. An x-ray is a picture, taken
by a special machine, of the inside of your body. Once the doctor has an x-ray, he can see what a persons bones look like and if one is
broken. If it is a complex fracture, the doctor might have to operate to put the pieces back together before putting on a cast. If it is a
simple fracture, many times the doctor can use the cast to keep the bones in the right place so they can heal. A cast is made of wet
bandages put around the part of your body with the break, and the bandages harden so the bones cannot move.
The human body is very good at fixing itself when a part of the body is injured. When there is a fracture, the body sends lots of
blood to the area to bring nutrients to the injury. The bones will then use those nutrients and start to grow. The bones will eventually
mend together. Once the bones heal back together the cast be removed. A special saw is used to remove the cast. The process of
removing the cast does not hurt. Although breaking a bone can be scary, it is good to know doctors can help.

1). What is the main idea of this passage?
A. Bones do not heal themselves when injured.
B. Bones protect the internal organs.
C. Bones sometimes break but can mend.
D. Bones provide support for the body. (Answer D)

2). Which of the following is a supporting detail in this passage?
A. The human body is very good at fixing itself.
B. A broken bone is called a fracture.
C. The first thing a doctor will do is to take an x-ray to see where the break is
D. An adult human has 206 bones

Paragraph 1 Facts about bones
Paragraph 2 Doctors fix broken bones
Paragraph 3 Human body heals broken bones

UDL Principles: Students will be given a choice as to how to present their paragraph key words and main idea labels. By having a
choice, students with varying levels of technology skills, learning abilities, and interests will be able to present their information in a
manner meets their needs. Students can type and/or narrate labels and can include pictures (multiple means of expression). Some
students need specific support tools that can be used in word processing or Web 2.0 tools, while other students can choose to challenge
themselves by using new tools or going into more depth of the presentation or content. Students will be able to choose a leveled
passage to meet their reading abilities. Some students may want to use the audio passage due to a preference in auditory learning
style.

Lesson 2: Identifying text structures and authors purpose in nonfiction

Objective 2: The student will evaluate nonfiction text structures and authors purpose

Objective 2B: The student will describe characteristics of 5 types of nonfiction text structures four types of authors purpose.

Assessment: Students will create a presentation of the characteristics/definitions of 5 types of text structures and 4 types of
authors purpose using word processing or Web 2.0 tool of choice (Objectives 2, 2B).

Authors
Purpose
Inform
Entertain Persuade

Describe

Warn
Honor
How
to
Convince Pleasure

Text Structure Definition Characteristics/Key
Words
Problem/Solution

Identifies a problem
and its solution
One answer is, a
solution,
questionanswer,
the problem is,
evidence
Cause/Effect Attempts to explain
why something
happens: how facts
or events (causes)
lead to other facts or
events (effects)

Shows the cause
and the effect
(result) what
happened and why
As a result,
therefore, because
of, consequently, for
this reason
Sequence or
Chronological Order
Provides a series of
steps or gives
dates/timeline
First, second, before,
after that, at the
same time, dates or
time
Compare/Contrast Shows the Compare same as,
similarities and
differences between
two or more things
alike, similarly, as
well as, not
onlybut also
Contrast on the
other hand, as
opposed to,
different from,
instead of, however
Descriptive Provides
information such as
facts or
characteristics about
a subject, event,
person, or concept.

Describes
something
Looks like, tastes
like, smells like,
feels like

UDL Principles: Students will be given a choice as to how to present the characteristics of NF text structures and authors purpose.
By having a choice, students with varying levels of technology skills, learning abilities, and interests will be able to present their
information in a manner meets their needs. Students can type and/or narrate their characteristics and can include pictures (multiple
means of expression). Some students need specific support tools that can be used in word processing or Web 2.0 tools, while other
students can choose to challenge themselves by using new tools or going into more depth of the presentation or content.


Objective 2A: The student will compare and contrast 5 types of nonfiction text structures and four types of authors purpose.

Objective 2C: The student will classify a nonfiction passage according to its text structure and authors purpose.

Assessment: Students will compare and contrast text structures and authors purpose and classify nonfiction passages using a
graphic organizer using word processing or Web 2.0 tool of choice (Objective 2A, 2C)

1. The Age of the Dinosaurs

Dinosaurs existed about 250 million years ago to 65 million years ago. This era is broken up into three periods known as the Triassic,
Jurassic and Cretaceous periods. The Triassic Period lasted for 35 million years from 250-205 million years ago. Planet Earth was a
very different place back then. All the continents were united to form one huge land mass known as Pangaea. The Jurassic Period
was the second phase. The continents began shifting apart. The time scale for this famous period is from 205 to 138 million years ago.
The Cretaceous Period was the last period of the dinosaurs. It spanned a time from 138 million to about 65 million years ago. In this
period the continents fully separated. However, Australia and Antarctica were still united.

2. Vicious Predators

The Cretaceous Period was filled with dangerous predators, but two of the most feared hunters were the tyrannosaurs rex and the
velociraptor. The tyrannosaurs rex was one of the largest carnivores to ever walk the Earth. He was 20 feet tall and weighed seven
tons. His jaws could crush down with 3,000 lbs. of force, enough to smash the bones of his prey. The velociraptor was very small
compared to rex. Raptors only stood three feet tall and were seven feet long, weighing merely 35 pounds. But the velociraptor was
fast. Scientists think that raptors could run 24 miles per hour and turn on a dime. Both dinosaurs used their jaws to kill prey, but the
raptor had a secret weapon: a retractable toe claw that he pulled out like a knife to slash at his prey. Both dinosaurs had eyes on the
front of their heads, which helped them track prey. If these two dinosaurs had fought, it would be difficult to say which would win;
however since raptors died over ten million years before the first tyrannosaurs was born, scientists dont believe such a fight ever
occurred.

3. Creating a Faux Dinosaur Fossil

Materials: plaster of Paris, mixing bowl, large spoon or other mixing utensil, sand paper bowl or cup, objects to fossilize, paint

Look for or collect an object to fossilize. This can be anything from a plastic toy dinosaur to a leaf. Pour about an inch of sand into a
paper bowl or cup. Press the object into the sand. Do not bury it. Mix the plaster of Paris according to the manufacturers directions.
Parents should do this step for their children. Pour the plaster onto the sand. Let it set overnight. Once the plaster has set remove it
from the paper bowl or plate. You may need to peel or tear the paper away. Remove or brush off the sand and object to reveal the
fossilized imprint. Optional: Paint if desired.

4. What Happened to the Dinosaurs?

There are many theories about why the dinosaurs vanished from the planet. One theory that many people believe is that a gigantic
meteorite smashed into the Earth. Scientists believe that the meteorite was very big and that the impact may have produced a large
dust cloud that covered the Earth for many years. The dust cloud may have caused plants to not receive sunlight and the large plant
eaters, or herbivores, may have died off, followed by the large meat eaters, or carnivores. This theory may or may not be true, but it is
one explanation as to why these giant reptiles no longer inhabit the Earth.

5. Fossil Mishap

The fossil record can give us large amounts of knowledge, but there are many other ways that the fossil record is incomplete or
misleading. For example, the brontosaurus is a type of dinosaur that never really existed. Many people still believe in the
brontosaurus today, but the brontosaurus is actually the body of an apatosaurus with the head of a camarasaurus. The brontosaurus
was made up from these two mismatched fossils. Thats why it is important to think critically about information that people tell you,
even if its information you find on a book or in a worksheet. Keep these problems in mind when studying fossil records to come to
conclusions about dinosaurs and their lifestyles.

Cause/Effect

Problem
Solution

Sequence
Time Order

Compare
Contrast

Descriptive

Authors
Purpose
Authors
Purpose
Authors
Purpose
Authors
Purpose
Authors
Purpose
What
Happened to
the Dinosaurs?

To inform
Fossil Mishap

To inform
The Age of
Dinosaurs

To inform
Vicious
Predators

To inform
Creating a
Faux Dinosaur
Fossil

To describe

UDL Principles: Students will be given a choice as to how to present their classification of NF text structures and authors purpose.
By having a choice, students with varying levels of technology skills, learning abilities, and interests will be able to present their
information in a manner meets their needs. Students can type and/or narrate labels and can include pictures (multiple means of
choose to challenge themselves by using new tools or going into more depth of the presentation or content. Students will be able to
choose a leveled passage to meet their reading abilities. Some students may want to use the audio passage due to a preference in
auditory learning style.

Lesson 3: Classifying questions as literal, inferential, or both

Objective 3: The student will analyze questions as literal, inferential, or both

Objective 3A: Identify a literal question by who, what, where, when key words

Objective 3B: Identify an inferential question by key words: infer, predict, draw conclusions, generalize, authors opinion/attitude,
main idea

Objective 3C: To identify a question as both and needing further analysis of key words in the question and passage

Assessment: Students will create a venn diagram and list key words in questions that signal a literal, inferential, or both
(Objective 3, 3A, 3B, 3C)

UDL Principles: Students can use any type of Venn diagram they prefer. This allows students to create a diagram that meets their
learning styles and needs. Some students prefer to use overlapping circles, while others may choose to use overlapping squares. For
some this is a simple preference, but for others they may need to use circles or squares depending on their visual and spatial awareness
some may even need to create a diagram that does not overlap but is labeled so that the teacher knows how each key word is
classified.

Lesson 3: Classifying questions as literal, inferential, or both

Objective 3: The student will analyze questions as literal, inferential, or both

Objective 3A: Identify a literal question by who, what, where, when key words

Objective 3B: Identify an inferential question by key words: infer, predict, draw conclusions, generalize, authors opinion/attitude,
main idea


Assessment: Students will highlight key words in questions and classify the questions as literal, inferential, or both using word
processing or Web 2.0 tool of choice (Objectives 3, 3A, 3B, 3C).

1.) What are the two most important functions of bones in the human body?
A. For height and balance.
B. For nutrients and healing.
C. For movement and strength.
D. For support and protection.

2.) What is the main idea of this passage?
D. Bones provide support for the body.
3.) Why must a special saw be used when removing a cast?
A. Because it is very painful to have a cast removed.
B. Because a cast is made of material that requires a special saw.
C. Because a regular saw is not strong enough to cut the cast.
D. Because a regular saw might cut a persons skin.

4.) What must a doctor do first when fixing a fracture?
A. Operate on the broken bone.
B. Take an x-ray of the broken bone.
C. Put a cast on the broken bone.
D. Send nutrients to heal the bone.

5). Why must beavers continually chew on wood?
A. To satisfy their hunger during the winter.
B. To keep their teeth from growing too long.
C. Because they are unable to find water lily tubers.
D. To cut down trees so they can build a lodge.

6). What would be another good title for this passage?
A. Hunting for Beavers.
B. How Beavers Affect Tree Growth.

C. The Beavers Favorite Food.
D. The Interesting Habits of Beavers.

7). According to the passage, why did some beavers begin living in riverbank holes?
A. They were easier to build than tree branch lodges.
B. So that hunters could not use the lodges to find them.
C. Because the holes stay warmer in winter than lodges.
D. Because more beavers can live together in a hole than a lodge.

8). How do beavers prepare for the winter?
A. They build a dam in which to live.
B. They have many babies.
C. They store branches under the water.
D. They grow a thick fur coat.

9). What type of feelings does the narrator have about stars?
A. Dread and fear.
B. Indifference and apathy.
C. Wonder and respect.
D. Sympathy and understanding.

10). In which layer is air pressure the greatest?

A. Stratosphere
B. Troposphere
C. Mesosphere
E. D. Thermosphere

Literal Inferential Both
1 2 3

4
5
6
7
8
9
10

UDL Principles: Students will be given a choice as to how to present their classification of questions. By having a choice, students
with varying levels of technology skills, learning abilities, and interests will be able to present their information in a manner meets
their needs. Students can type and/or narrate labels and can include pictures (multiple means of expression). Some students need
specific support tools that can be used in word processing or Web 2.0 tools, while other students can choose to challenge themselves
by using new tools or going into more depth of the presentation or content. Students will be able to choose a leveled passage to meet
their reading abilities. Some students may want to use the audio passage due to a preference in auditory learning style.

Lesson 4: Using test-taking strategies to answer multiple-choice questions of a nonfiction passage.

Objective 4: The student will use strategies while reading a nonfiction passage and answering multiple-choice questions.

Objective 4A: The student will use the title, headings, and sub-headings to generate questions, predictions, and connections.

Objective 4B: The student will use the pictures, captions, diagrams, and maps to generate questions, predictions, and connections.

Assessment: Students will generate questions, predictions, and connections to text features using the same passage as the
teacher and record them on a teacher created chart (Objectives 4, 4A, 4B). Students will also choose a passage of choice to
generate questions, predictions, and connections and present them using word processing or Web 2.0 tool of choice

Use with passage below, Animals in CrisisAre People to Blame? (Example for teacher created chart and student choice)

Questions Which animals are in crisis?
How are people hurting the animals?
How can people help animals that are in
crisis?
Predictions I think elephants might be an animal in
crisis.
I think people are taking over the
animals homes.
I think laws might be passed to help
animals in crisis.
Connections My dad likes to hunt and because too
many does were killed last year, now
people can only shoot a certain number
on special days so that they dont all die.
I remember seeing a show about global
warming. I think it is something about
too much heat trapped on the earth.



Objective 4C: The student will categorize multiple-choice questions based on key words as literal, inferential, or both.

Assessment: Students will highlight key words in questions and label questions as literal, inferential, or both and present their
information using word processing or Web 2.0 tool of choice (Objective 4C). Students will use the same passage they chose for
the previous lesson and assessment.

Use with passage below, Animals in CrisisAre People to Blame?

1) What animal was hunted for its tusks? - Literal

2) How do you think the author feels about protecting animals? Inferential

3) What is the main idea of this passage? Inferential

4) Who is responsible for endangering animals? Literal

UDL Principles: Students will be given a choice as to how to present their classification of questions. By having a choice, students
with varying levels of technology skills, learning abilities, and interests will be able to present their information in a manner meets
their needs. Students can type and/or narrate labels and can include pictures (multiple means of expression). Some students need
specific support tools that can be used in word processing or Web 2.0 tools, while other students can choose to challenge themselves
by using new tools or going into more depth of the presentation or content. Students will be able to choose a leveled passage to meet
their reading abilities. Some students may want to use the audio passage due to a preference in auditory learning style.


Objective 4D: The student will use each paragraph to generate questions, predictions, and connections.

Objective 4E: The student will analyze each paragraph for main idea and supporting details and label each paragraph with a word or
phrase describing the main idea

Objective 4F: The student will identify key words (people, places, dates, events, vocabulary) in the passage as supporting evidence for
answering multiple-choice questions.

Assessment: Students will generate questions, predictions, and connections using the same teacher passages paragraphs and
label each paragraph on a teacher created chart (Objective 4D, 4F). Students will then generate questions, predictions, and
connections to paragraphs using the same chosen passage from the previous lesson and present their information using word
processing or Web 2.0 tool of choice.

Use with passage below, Animals in CrisisAre People to Blame? (Example for teacher created chart and student choice)

Paragraph Questions Predictions Connections
1 Which animals
are in danger?
I think
elephants may
be endanger of
dying off
The bald eagle
used to be an
endangered
species
2 What animals
are overhunted
My dad and
brothers are
hunters, but eat
the meat of the
deer and
turkeys they
hunt
3 Are there laws
protecting any
of the homes of
some animals
I think that as
animals get
moved out of
their natural
homes, they
will become
less wild
Deforestation
reminds me of
cutting down
trees in a
rainforest
4
5
6
7



Objective 4H: The student will evaluate answer choices based on types of questions and key words in question and supporting
evidence in the passage and produced by the reader.

Students will explain why they agreed, disagreed, or did not understand how a teacher evaluated multiple choice answer
choices on a teacher created chart (Objective 4H). Using the same chosen passage from the previous lesson, students will then
evaluate multiple-choice answer choices and explain their reasons for keeping, eliminating, or choosing an answer choice and
present their information using word processing or Web 2.0 tool of choice.

Question Agree Disagree Dont Know
1 I agree with
Choice D
because it is
stated directly
in the passage

2 I understand
why you
eliminated
choice A and D
but not C
because
protection is a
function of
bones
3 I agree that all
four choices
could be
correct but

that choice D
is the best
choice
4 I agree
because I
found the
sentence that
states the first
thing a doctor
does

1). What are the two most important functions of bones in the human body?
A. For height and balance.
B. For nutrients and healing.
C. For movement and strength.
D. For support and protection.
Teacher Explanation: Choice A can be eliminated because neither are mentioned in the passage. Choice B is more about a bone
healing after it has been broken. Choice C is about muscles connected to bones. Choice D is stated in the first paragraph as the two
most important functions.

2). What is the main idea of this passage?
D. Bones provide support for the body.
Teacher Explanation: Choice A is only about one paragraph of the passage it is one of them main ideas. Choice B is one example
of what bones are good for. Choice C is about the same main idea Choice A. Choice D is the overall main idea that each of the little
main ideas are about my paragraph labels of bone facts, doctors fix broken bones, and human body heals broken bones are all about
bones providing support for the body

3). Why must a special saw be used when removing a cast?
A. Because it is very painful to have a cast removed.
B. Because a cast is made of material that requires a special saw.
C. Because a regular saw is not strong enough to cut the cast.
D. Because a regular saw might cut a persons skin.

Teacher Explanation: Choice D is the best choice because using a saw near or on a person is very dangerous, and it could cut the
person. Choice A, B, and C are all true, but Choice D is the most important reason for using a special saw for the safety of the person.

4). What must a doctor do first when fixing a fracture?
A. Operate on the broken bone.
B. Take an x-ray of the broken bone.
C. Put a cast on the broken bone.
D. Send nutrients to heal the bone.

Teacher Explanation: I can go back to the paragraph labeled doctors fix broken bones and find the sentence that tells me the first
thing a doctor does I found the word first and kept reading and found answer Choice B. Choice D is what happens after the bone
has been put in a cast. Choice doesnt make sense because not all broken bones have to be operated on. Choice C isnt the answer
because the passage states directly what the first thing a doctor does.


Part VI: Content Sequencing and Instructional Strategies

Sequence
Description
Objective
1 Define and identify nonfiction characteristics/text features 1
2 Evaluate nonfiction text structures and authors purpose 2
3 Analyze questions as literal or inferential 3
4 Use strategies while reading a nonfiction passage and answering multiple
choice questions
4

This sequence builds on learning-related sequencing. The learner will begin with understanding nonfiction text structures in order to
be able to use text structures to support the learners comprehension of a nonfiction passage so that he/she will be able to correctly
answer multiple-choice questions. The learner is familiar with nonfiction, but based on teacher observations, the learner needs a more
in depth understanding of nonfiction. The learner will proceed through the sequence beginning with easier tasks that are concrete in
nature and move towards more difficult tasks of application and analysis.

Objective 1: The student will define and identify characteristics/text features on nonfiction

Objective 1B: The student will identify title, headings, and sub-headings

Objective 1C: The student will locate pictures, captions, charts, diagrams, and maps

Initial Presentation: Students will listen and follow along to online nonfiction and a fiction text

UDL
This strategy provides multiple means of representation and engagement. The sources used include video, printed text, pictures, and
audio in order to engage learners of all styles and abilities.

Generative Strategy: Students will view several YouTube videos on nonfiction text features. After viewing the presentations multiple
times, students will create a list of nonfiction text features using word processing or Web 2.0 tools.

UDL
This strategy provides multiple means of representation and engagement and multiple means of expression by allowing students a
choice in how to present their information. The sources used include video, printed text, pictures, and audio in order to engage
learners of all styles and abilities. Students are given a choice in how to present their information. This allows students of various
abilities and learning styles to incorporate word processing or technology as a means of support or to challenge them to use new or
unknown forms of technology.

Objective 1A: The student will classify a passage/text that presents/explains ideas about people, places, events, ideas, and
objects presented as fact as nonfiction

Objective 1D: The student will list or highlight facts presented in text

Initial Presentation: Students will watch online video/presentations on fact and opinion.

UDL

Generative Strategy: Students will be given several leveled example passages (nonfiction and fiction) to read (one passage will be a 5
th

grade auditory passage). After reading, students will choose one nonfiction passage and list 5-10 facts from the passage on a teacher
created chart by categorizing each fact as a person, place, event, idea, or object. Students will classify the passages as fiction or
nonfiction using word processing or Web 2.0 tool of choice. Students will share their two charts online for other students to view.

UDL
choice in how to present their information. The sources include printed text, audio, leveled passages, and/or pictures in order to
engage learners of all styles and abilities. Leveled passages support and challenge all learners.

Objective 1E: The student will differentiate between main idea and supporting details in a paragraph.

Initial Presentation: Students will watch YouTube tutorials on main idea and supporting details.

UDL

Generative Strategy: Students will be given several leveled example paragraphs to read (grade level auditory options will be
provided). Students will practice underlining/highlighting key words or information in the paragraph. Students will be given choices
from which to choose the main idea and supporting details of the passage. Using the main idea, students will label the paragraphs
with a word or phrase depicting the main idea using a teacher created chart or word processing/Web 2.0 tool of choice. Students will
share their work online.

UDL
choice in how to present their information. The sources include printed text, audio, leveled passages, and/or pictures in order to
engage learners of all styles and abilities. Leveled passages support and challenge all learners.


Objective 2: The student will evaluate nonfiction text structures and authors purpose

Objective 2B: The student will describe characteristics of 5 types of nonfiction text structures four types of authors purpose.

Initial Strategy: Students will watch YouTube tutorials of nonfiction text structures and authors purpose.

UDL

Generative Strategy: Students will use information from the YouTube tutorials to create their own presentation of the
characteristics/definitions of 5 types of text structures and 4 types of authors purpose. Students may use a word processing or Web
2.0 tool of their choice.

UDL
unknown forms of technology.

Objective 2A: The student will compare and contrast 5 types of nonfiction text structures and four types of authors purpose.

Objective 2C: The student will classify a nonfiction passage according to its text structure and authors purpose.

Initial Strategy: Students will view each others text structure/authors purpose presentations.

UDL
This strategy provides multiple means of representation. The sources used include video, printed text, pictures, and audio in order to
engage learners of all styles and abilities.

Generative Strategy: Students will be given several leveled example passages to read (a grade level auditory option will be available).
Students will compare and contrast text structures and authors purpose by identifying characteristics. Students will classify each
passage using word processing or Web 2.0 tool of choice.

UDL
This strategy provides multiple means of expression by allowing students a choice in how to present their information. The sources
include printed text, audio, leveled passages, and/or pictures in order to engage learners of all styles and abilities. Leveled passages
support and challenge all learners.

Lesson 3: Classifying questions as literal or inferential

Objective 3: The student will analyze questions as literal or inferential

Objective 3A: Identify a literal question by who, what, where,when key words

Objective 3B: Identify an inferential question by key words: infer, predict, draw conclusions,generalize, authors
opinion/attitude, main idea


Initial Strategy: Students will view online presentations on types of questions.

UDL

Generative Strategy: Students will be given several nonfiction example passages with questions in which the key words in the
questions are highlighted, questions are labeled as literal, inferential, or both and key information in the text is highlighted to support
the answers to questions. After reviewing these examples, students will create a venn diagram. Inside the diagram, students will list
key words in questions that signal a literal, inferential, or both question and share online. Students will check their venn diagrams
using other students venn diagrams. After checking Venn Diagrams, students will be given examples of leveled nonfiction passages
with questions (one grade level auditory option will be available). Using key words from their venn diagrams, students will classify
the questions as literal, inferential, or both using word processing or Web 2.0 tool of choice.

UDL
This strategy provides multiple means of expression by allowing students a choice in how to present their information. The sources
include printed text, audio, leveled passages, and/or pictures in order to engage learners of all styles and abilities. Leveled passages
support and challenge all learners.


Objective 4: The student will use strategies while reading a nonfiction passage and answering multiple-choice questions.

Objective 4A: The student will use the title, headings, and sub-headings to generate questions, predictions, and connections.

Objective 4B: The student will use the pictures, captions, diagrams, and maps to generate questions, predictions, and
connections.

Initial Strategy: Students will watch a teacher tutorial modeling test-taking strategies as she reads the nonfiction passage and answers
multiple-choice questions.

UDL

Generative Strategy: Students will watch again the first part of the teacher tutorial of a teacher modeling how to generate questions,
predictions, and connections based on the title, headings, sub-headings, pictures, captions, diagrams, and maps. Using the same
passage as the teacher, students will generate their own questions, predictions, and connections and record them on a teacher created
chart. Students will share their charts online for other students to view. After viewing other students charts, students will practice
generating their own questions, predictions, and connections using a sample nonfiction passage of choice (leveled passages and a
grade level option will be available) and create a presentation of questions, predictions, and connections using word processing or
Web 2.0 tool of choice.

UDL
unknown forms of technology. Leveled passages support and challenge all learners.

Objective 4C: The student will categorize multiple-choice questions based on key words as literal, inferential, or both.

Generative Strategy: Students will watch again the second part of the teacher tutorial of the teacher modeling how to categorize a
question as literal, inferential, or both using key words. Using the chosen nonfiction passage for the previous generative strategy,
students will present key words in questions and categorize questions as literal, inferential, or both using word processing or Web 2.0
tool of choice.

UDL

Objective 4D: The student will use each paragraph to generate questions, predictions, and connections.

Objective 4E: The student will analyze each paragraph for main idea and supporting details and label each paragraph with a
word or phrase describing the main idea

Objective 4F: The student will identify key words (people, places, dates, events, vocabulary) in the passage as supporting
evidence for answering multiple-choice questions.

Generative Strategy: Students will watch again the third part of the teacher tutorial of a teacher modeling how to generate questions,
predictions, and connections based on each paragraph, highlight/underline key words, and analyze the paragraphs main ideas and
supporting details. Using the same passage as the teacher, students will generate their own questions, predictions, and connections for
each paragraph and record them on a teacher created chart. Students will share their charts online for other students to view. After
viewing other students charts, students will practice generating their own questions, predictions, and connections for paragraphs using
the same sample nonfiction passage as used before. Students will present the paragraphs key words, questions, predictions,
connections and main idea labels using word processing or Web 2.0 tool of choice
UDL

Objective 4H: The student will evaluate answer choices based on types of questions and key words in question and supporting
evidence in the passage and produced by the reader.

Generative Strategy: Students will watch again the fourth part of the teacher tutorial of a teacher modeling how to evaluate answer
choices to questions on a nonfiction passage. On a teacher created chart, students will explain why they agreed, disagreed, or do not
understand how the teacher evaluated the answer choices. Students will share their charts online for other students to view. Using the
same sample nonfiction passage, as before, students will practice evaluating answer choices. Using word processing or Web 2.0 tool
of choice, students will present their explanations (using all student generated questions, predictions, connections, paragraph labels,
and key words in passage and questions) for eliminating, keeping, or choosing an answer choice.

UDL

References:

DiPietro, M. (2010). Virtual school pedagogy: The instructional practices of k-12 virtual school teachers. J. Educational Computing
Research, 42(3), 327-354. (DiPietro, 2010)
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom. Tech Trends, 55(1), 28-30. (Kerr, 2011)
Rao, K., & Tanners, A. (2010). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary
Education and Disability, 24(3), 211-229. (Rao & Tanners, 2010)

Part 7: Design of Instruction

Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1:
Student will view
nonfiction text
features YouTube
tutorials and create
a list of NF text
features using
word processing or
Web 2.0 of choice.
Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
features of
nonfiction.

1B: The student
will identify title,
headings, and sub-
headings.
1C: The student
will locate
pictures, captions,
charts, diagrams,
and maps.
Multiple means of
representation and
engagement

Multiple means of
expression
Word processing or
of choice of
nonfiction text
features
Lesson 1:
The student will
read and/or listen
to a NF passage,
list and categorize
5-10 facts on
teacher created
chart, and classify
passages as fiction
or NF using word
Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
features of
nonfiction.

1A: The student
will classify a
passage/text that
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option

Word processing or
of choice classifying
passages as fiction or
NF

processing or Web
2.0 tool of choice

presents/explains
ideas about
people, places,
events, ideas, and
objects presented
as fact as
nonfiction
1D: The student
will list or
highlight facts
presented in text

Lesson 1:
The student will
watch main
idea/supporting
details YouTube
tutorials, identify
main ideas of
paragraphs and
give them a label
using a teacher
created chart or
word
processing/Web
2.0 tool
Identify a passage
as NF based on
text features and
definition of NF
Objective 1: The
student will define
and identify
features of
nonfiction.

1E: The student
will differentiate
between main idea
and supporting
details in a
paragraph.

Multiple means of
representation and
engagement

Leveled passages
with auditory
option


Word processing or
of choice labeling
main ideas of
paragraphs
Lesson 2:
The students will
watch YouTube
tutorials on
nonfiction text
structures and
Evaluate NF
passages based on
text structures and
authors purpose
Objective 2: The
student will
evaluate nonfiction
text structures and
authors purpose.

Multiple means of
representation and
engagement

Multiple means of
expression
Word processing or
Web 2.0 tool of
choice to present
characteristics of text
structure and authors
purpose
authors purpose
and create a
presentation of
types of text
structures and 4
types of authors
purpose using
word processing or
Web 2.0 tool of
choice

2B: The student
will describe
types of NF text
structures and 4
types o authors
purpose.
Lesson 2:
Student will view
others students
presentations,
compare/contrast
NF text structures
and authors
purpose using
passages of choice,
and classify each
passage using
word processing or
Web 2.0 tool of
choice
Evaluate NF
passages based on
text structures and
authors purpose
Objective 2: The
student will
evaluate nonfiction
text structures and
authors purpose.

2A: The student
will compare and
contrast 5 types of
NF text structures
and 4 types of
authors purpose
2C: The student
will classify NF
passages according
to text structure
and authors
purpose
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option

Word processing or
Web 2.0 tool of
choice to classify
passages based on NF
text structure and
authors purpose
Lesson 3: Classify NF Objective 3: The Multiple means of Venn Diagram
Student will view
presentation of
types of questions
along with
passages
highlighted with
key words, will
create a Venn
Diagram listing
key words that
signal literal,
questions, view
other students
diagrams, and use
leveled NF
passages with
multiple-choice
questions to create
a presentation of
choice using word
processing or Web
2.0 tool of choice
classifying the
questions as literal,
passage questions
as literal,
students will
analyze questions
as literal,
inferential, or
both.

3A: The student
will identify a
literal question by
who, what, where,
when key words.

3B: The students
will identify an
inferential
question by keys
words: infer,
predict, draw
conclusions,
generalize,
authors opinion or
attitude, main idea.

3C: The student
will identify a
question as both
and needing
further analysis of
key words in the
question and
passage
representation and
engagement
Multiple means of
expression

Leveled passages
with auditory
option

comparing and
contrasting types of
questions

Word processing or
Web 2.0 tool of
choice to compare
and contrast key
words in types of
questions

Lesson 4:
Student will watch
a teacher tutorial
modeling test-
taking strategies,
share online with
other students their
questions,
connections, and
predictions on a
teacher created
chart, and use a
leveled passage of
choice, to generate
questions,
predictions, and
connections based
on text features
and present these
using word
processing or Web
2.0 tool of choice.
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

4A: The student
will use the title,
headings, and sub-
headings to
generate questions,
predictions, and
connections

4B: The student
will use the
pictures, captions,
diagrams, and
maps to generate
questions,
predictions, and
connections
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option


Word processing or
Web 2.0 tool of
choice presenting
questions,
connections, and
predictions generated
by NF text features
Lesson 4:
Student will watch
a teacher tutorial
modeling how to
categorize multiple
Analyze NF
passages using
reading
comprehension
and test-taking
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
Multiple means of
representation and
engagement

Multiple means of
Word processing or
Web 2.0 tool of
choice classifying
types of questions
based on key words
choice questions
as literal,
and using the same
chosen passage
from the previous
lesson, will present
questions key
words and
categorization
using word
processing or Web
2.0 tool of choice.
strategies. and answering
multiple-choice
questions.

4C: The student
will categorize
multiple-choice
questions based on
key words as
literal, inferential,
or both.
expression

Leveled passages
with auditory
option

Lesson 4:
Student will watch
a teacher tutorial
modeling how to
generate questions,
predictions, and
connections based
on each paragraph
and identify key
words to analyze
the main idea and
supporting details,
share their own
questions,
connections, and
predictions with
students online
using the same
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

4D: The student
will use each
paragraph to
generate questions,
predictions, and
connections.

4E: The student
will analyze each
Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory
option


Word processing or
Web 2.0 tool of
choice presenting
paragraphs main
idea labels
passage as the
teacher on a
teacher created
chart, and use the
same chosen
passage from the
previous lesson, to
present
paragraphs key
words, questions,
predictions,
connections, and
main idea labels
using word
processing or Web
2.0 tool of choice.
paragraph for main
idea and
supporting details
and label each
paragraph with a
word or phrase
describing the
main idea

4F: The student
will identify key
words (people,
places, dates,
events,
vocabulary) in the
passage as
supporting
evidence for
answering
multiple-choice
questions.

Lesson 4:
Student will watch
a teacher tutorial
modeling how to
evaluate answer
choices to
questions of NF
passages, share
their explanation if
Analyze NF
passages using
reading
comprehension
and test-taking
strategies.
Objective 4: The
student will use
strategies while
reading a
nonfiction passage
and answering
multiple-choice
questions.

Multiple means of
representation and
engagement

Multiple means of
expression

Leveled passages
with auditory

Word processing or
Web 2.0 tool of
choice to present
explanation of
evaluations of
multiple-choice
answers
they agree,
disagree, or dont
understand
teachers
explanation on a
teacher created
chart, and use the
same chosen
passage from the
previous lesson, to
present an
explanation for
elimination,
keeping, or
choosing an
answer choice
using word
processing or Web
2.0 tool of choice.
4H: The student
will evaluate
answer choices
based on types of
questions and key
words in questions
and supporting
evidence in the
passage and
produced by the
reader.

option

Part 8 Formative Evaluation Plan

The formative evaluation plan consists of learner interviews, SME surveys, interview of instructor, and an analysis of the data
collected from these sources.

Learner Interview Questions:

1. What did you think of the online module instruction in terms of using onlines tools?

2. What did you think of the instruction of the content nonfiction test taking?

3. Was anything difficult to understand or complete? Please explain what was difficult and why.

4. Was anything helpful or supportive? Please explain what was helpful or supportive and why.

5. Were you able to relate to the examples why or why not?

6. How did you feel about the practice activities and required presentations?

7. Are there any changes you would recommend?

Subject Matter Expert Survey:

On a scale of 1 to 3 (1 being ineffective, 2 being effective, 3 being very effective), please rate the following:

1. Instruction and objective alignment

2. Objective and standards alignment

3. Incorporation of differentiated instruction

4. Incorporation of differentiated assessments

5. Assessment and objective alignment

6. Practice activities and instructional strategies alignment

Instructor Interview Questions:

1. What is your overall impression of the instruction, and would you change anything and why or why not?

2. Did the learners have any difficulty? If so, please explain.

3. Were the practice activities effective?

4. Were the instructional strategies effective?

5. Are there any changes you would recommend?

After gathering all data from the interviews and surveys, I will analyze strengths and weaknesses of the instructional plan and make
adjustments based on recommendations and data.

Final Key Assessment

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Part I: Identification of Learning Problem

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