Principals of Instructional Design

Instructional Design Project

Report 1-Pre-Instructional Components
Renee Ford

Instructional Analysis Context:

My first grade inclusion class is made up of 18 students between the ages of six and eight
years. Our class is located at Easterling Primary in Marion, South Carolina. Seven of my
students have an Individualized Educational Plan (IEP). Six of my students have been diagnosed
as having a learning disability while the other student has been diagnosed as having a speech
delay only. In total there are four of the seven students who receive speech services through an
IEP. Additionally, four of the general education students receive reading intervention pull out
services to address reading skills and concerns. Two others students are currently being tested
for a possible learning disability. The student population of the class consists of 10 boys and
eight girls. Student diversity within the classroom consists of four Caucasian students and 14
African-American students. My class is one of three inclusion classes within first grade. The
class was created due to the number of students with IEPs.
Each student within the class receives small group reading instruction weekly. Students
with an IEP due to learning disabilities receive daily resource from a certified special education
teacher who pulls them out of class for 25 minutes and then returns to class and remains in the
class for 40 minutes to complete small group reading instruction with them. Students who
receive speech services are pulled out for one hour weekly. One student in the class receives
small group pull out with a reading interventionist for 45 minutes five days per week. Three
students in the class receive small group pull out with a reading interventionist for 30 minutes
three to four days per week. These four students are receiving additional reading instruction
based on their MAP scores from the fall MAP testing cycle. During the fall MAP testing cycle,
three students scored above level, four students scored below level, 11 students scored
significantly below level. As a whole, my students learn best through hands-on learning
experiences which involve visual aids, kinesthetic activities, and audio aids. This is done to
engage students and encourage participation and interest in the material. Students tend to be
eager to learn when they are engaged and can interact with the material. Instruction is delivered
through a variety of methods which include whole group, small group, individualized, and access
to Lexia Core 5 at least once a week within the classroom and the ELA computer lab.
Rationale:
The Marion County School District has placed an emphasis on ELA for the 2016-2017
school year due to a decrease in student scores from the previous years. Through a state reading
initiative, the district has been allotted specific funds to assist in increasing reading scores.
These funds have been used to purchase books for independent reading, to purchase Lexia Core
5 for elementary schools (which is an interactive online reading program), and hire additional
reading interventionists and ELA teachers. First grade students are expected to move from a
Fountas and Pinnell reading level D to a reading level J by the end of the year or demonstrate a
years worth of growth based on their end of the year score from the previous school year.
Additionally, students are expected to demonstrate a years worth of growth on the ELA MAP
assessment or score a 177.5 by the end of the year. Students ideal growth is based on the
NWEAs projected MAP score rather than the districts expectations.
In first grade, my inclusion class, will be focusing on kindergarten ELA standards as well
as first grade ELA standards due to the needs of students. Many of the students within the class
are unable to identify individual letters and letter sounds while others struggle with letter
recognition, decoding, and blending sounds. Students receive whole group instruction, small

group instruction, pull out instruction, and one-on-one instruction throughout the course of the
day.
Description of Context:

Identify 26 letters and corresponding letter sounds.

Read, decode, and blend words with short and long vowels.
Distinguish the difference between short and long vowels.
Move from levels A-D to a level J in the Fountas and Pinnell (F&P) reading assessment
program (essentially students are expected to demonstrate one years growth from the
previous years end of year score).
Work for at least 40 minutes a week in the Lexia Core 5 program.
Read words in isolation as well as in context (sentence/paragraph).
Demonstrate a years growth in ELA MAP which is based on the NWEAs projected
scores.

Description of Learners
Key: A=African American; C=Caucasian
Beginning of Year MAP for on level=161
Student
Student 1
Student 2

Gende
r
M
M

Lunch
Status
Free
Free

Ethnic
Background
A
A

Student 3

Free

Student 4
Student 5
Student 6

M
M
F

Free
Free
Free

C
A
A

Student 7

Free

Age IEP
Services
6
8
*Extended time
to complete
assignments
*Small group
setting for
quizzes/tests
*Ask and answer
at least four
questions daily
6
*Ask and answer
at least four
questions daily
6
6
6
*Extended time
to complete
assignments
*Small group
setting for
quizzes/tests
7
*Extended time

Fall ELA
MAP
141
140

Projected
ELA Score
158
157

145

162

149
173
130

166
188
148

135

153

Student 8

Free

Student 9
Student 10

M
F

Free
Free

A
A

6
6

Student 11
Student 12
Student 13
Student 14
Student 15

F
M
F
F
F

Free
Free
Free
Free
Free

A
C
A
A
C

6
7
6
6
7

Student 16
Student 17
Student 18

M
F
M

Free
Free
Free

C
A
A

6
6
6

to complete
assignments
*Small group
setting for
quizzes/tests
*Ask and answer
at least four
questions daily
*Extended time
to complete
assignments
*Small group
setting for
quizzes/tests
*Ask and answer
at least four
questions daily
*Extended time
to complete
assignments
*Small group
setting for
quizzes/tests

*Extended time
to complete
assignments
*Small group
setting for
quizzes/tests

125

143

139
137

156
145

151
160
167
145
147

167
176
182
162
164

159
144
162

175
161
178

Performance Context of Learners and Implications for Instruction:

Instructional methods include instruction during word study, shared reading, guided
reading groups, and during individualized instruction. Each week a new short vowel/long vowel
is introduced with corresponding activities such as word location within a text, isolating the
short/long vowels, decoding and blending of letter sounds, and cut and paste activities. This is

followed by an assessment to see if students can decode and blend letters and letter sounds to
create selected words. Additionally, students participate in the Phonics Song 2 which reviews
each letter and letter sound of the alphabet. Care is taking to choose books for shared reading
and guided reading that focus on the specific short/long vowel of the week while also reviewing
the previously taught short/long vowels. Students need to be able to verbally read and decode
short and long vowel words in order to master the intended learning objective. Six students at
this point in time have limited prior knowledge of letters and letter sounds which makes it
difficult for them to succeed with this objective. These students receive additional instruction to
establish a fountain in letter recognition and letter sounds. Students who master the intended
learning objective should be able to read, decode, and blend letters and letter sounds to create
words. Students who have a solid foundation in short and long vowels and can recognize all 26
letters and sounds should then be able to master the other learning objectives that proceed short
and long vowels. Students then need to be able to read the words within context. This is
demonstrated through cold reads and the F&P reading assessments. From this, students are
expected to demonstrate one years growth in ELA. This is measured through MAP scores and
the F&P reading assessment. Students have a projected end of the year MAP score that is based
on the NWEAs scoring guide which suggests that students should have a 16-point gain from the
fall testing cycle to the spring testing cycle. There is a mid-year testing cycle in December to
determine if students are moving in the correct directions. This also helps teachers to guide
instruction and regroup students for small group instruction. Fountas and Pinnell testing
windows will occur throughout the year based on student ability.
Instructional Goal Statement:
LA.1.RL.P.2: Demonstrate understanding of spoken words, syllables, and sounds.
LA.1.RL.P.2.1: Distinguish long from short vowel sounds in spoken single-syllable
words.
The students will be able to (1) demonstrate understanding of spoken words, syllables and
sounds, (2) distinguish long from short vowels in spoken single-syllable words, (3) read words in
isolation, and (4) read words in context (sentence and paragraph forms).
Goal Analysis:
Based on the instructional goal, students will be able to do the following:

Understand single-syllable sounds

Understand syllables
Understand letter sounds
Distinguish long vowel sounds
Distinguish short vowel sounds
Read words in isolation
Read words in context (sentence and paragraph forms)

Subskills Analysis:

Before students can begin to learn the material needed to master the instructional goal,
there are subskills that are needed. The following is a list of subskills needed to master the
instructional goal. Students need to be able to:

Identify all 26 letters of the alphabet

Identify all 26 letter sounds
Identify the beginning, middle, and ending sounds of words

Students are individually assessed at the beginning of the year to determine which students have
this prior knowledge mastered and which do not. Students who have not mastered the above
listed subskills receive additional instruction during guided reading, during resource instruction,
and one-on-one instruction. This is done to ensure students are provided with an opportunity to
master these needed skills.
Entry Behaviors/Prerequisite Skills Analysis:
Prior to instruction, students should be able to identify all 26 letters and letter sounds of
the alphabet and identify the beginning, middle, and ending sounds/parts of a word.
LA.1.RL.P.2: Demonstrate understanding of spoken words, syllables, and sounds.
LA.1.RL.P.2.1: Distinguish long from short vowel sounds in spoken single-syllable words.
Learning Domain
Skills Needed
Intellectual Skills
1. Complete parts of lesson (word study,
shared reading, guided reading,
individual work, journal entries)
2. Understand letters, letter sounds, letter
placement/letter sounds (beginning,
middle, and ending)
3. Distinguish long from short vowels
4. Read words in isolation and in context
Psychomotor Skills
1. Raise hand
2. Write journal entries from lesson
3. Trace letters with fingers
4. Use arm method to break apart words
5. Touch and sound words
Attitudes/Behaviors
1. Follow classroom rules
2. Answer on signal from teacher
3. Raise hand
4. Class participation
5. Complete classwork
6. Complete journal entries
Verbal Information
1. Provide letter sounds to form words
2. Ask questions
3. Answer questions