DESIGN DOCUMENT 1

Stephen Roper

FRIT 7231 Instructional Design

Design Document

Dr. Purcell

Fall 2018
DESIGN DOCUMENT 2

Identification of Learning Problem

Hephzibah Comprehensive High School is a grades 9-12 high school in Hephzibah, Georgia,

near Augusta. It is one of fourteen high schools in the Richmond County School System. For the

2018-2019 school year, the total student enrollment is 960 students. The target audience for the

learning problem to be addressed includes all 11th graders. There are 259 11th grade students at

the school as of 8/16/2018 (enrollment data provided by Cordaryl Middleton, Assistant Principal

in charge of instruction at Hephzibah High School).

The problem identified is that reading Lexile scores (L) for 11th graders are low compared to the

scores at some of the other high schools in the Richmond County School System. The problem

was identified using Lexile scores from the 2017-2018 American Literature End-of-Course Test,

part of the Georgia Milestones assessment system, and by comparing the Lexile scores to those

of the other high schools in the school system. From data captured from the 2017-2018 EOC test,

53.5% of Hephzibah High School juniors scored at or above grade level by their Lexile scores (at

or above 1185L). (See embedded Excel chart provided by Mr. Middleton).

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Mr. Middleton defined the students’ scores as a problem, challenging the Language Arts

Department to come up with an action plan to increase the scores by ten percent at the end of this

school year on this year’s EOC Test. The justification for why instruction is needed is that

students need to be able to read at or above grade level in order to increase Lexile scores based

on the EOC results, with the importance of the results being that the scores affect the school’s

CCRPI rating that is reported to the state.

I conducted a phone interview with Mr. Middleton on 8/16/18 as part of a needs assessment/goal

analysis to provide feedback relating to the problem he defined (the results of which are

documented throughout this document).

These were the eight questions:

1. Who is the target audience for addressing the problem?

2. What makes it a problem? What is the justification for using instruction to solve it?
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3. Is this focus on solving this problem a school-based initiative, district-based initiative, or

both?

4. What data supports this need? What is the source of the data?

5. What are the discrepancies between the actual and desired scores?

6. Is the data supporting the need normative (compared nationally or statewide) or comparative

(compared to other schools)?

7. Did other individuals in the school system chain of command identify this need and pass it

down to you, or did you determine that this is a need?

8. What goals should be set, preferably SMART goals, related to increasing Lexile scores? Is

there a goal increase in mind, how will it be measured, by when?

The instructional goal to address the problem of low reading Lexile scores is to develop and

implement online instruction to increase reading Lexile levels of students taking the 2019

American Literature and Composition End-of-Course Test at Hephzibah High School by 10%,

improving from 53.5% of the juniors with reading Lexile scores at or above grade level (1185L)

to 63.5% at or above grade level.

DESIGN DOCUMENT 5

Learner Analysis

General Learner Characteristics

The primary audience, for whom the online curriculum will be mandatory, consists of 259

students taking American Literature and Composition at Hephzibah Comprehensive High School

in Richmond County, Georgia, during the 2018/2019 school year. (The secondary audience will

consist of selected administrators, faculty, former students and/or alumni, and others willing to

use the online curriculum and provide feedback prior to or during pilot testing. Learner

characteristics for the secondary audience will not be included in this document). Student ages

range from 15-19, with the average age being approximately 16-17 years old. Of the 259

students, there are 153 females and 106 males. Their ethnic backgrounds are 79% African-

American, 12% Caucasian (non-Hispanic), 2% Hispanic, and 7% Multi-racial. With the

exception on one student whose primary language spoken at home is Spanish, all students’

primary language is English. All students live in Richmond County, Georgia.

Disabilities

There are 12% of the 259 students who have IEPs which require them to get services from the

SPED department, of which many have disabilities that may affect their learning. Students

identified as gifted make up 6% of the students. Twenty-eight students are serviced by a SPED

inclusion teacher in their American Literature classes. Students with 504 plans number 4%, some

with disabilities such as visual problems that can affect reading ability.
DESIGN DOCUMENT 6

Readiness Levels/Entry Characteristics

According to student scores on the EOC (End-of-Course) Test for Ninth Grade Literature and

Composition, reading levels based on reading Lexile scores range from 750L-1280L, with an

average Lexile of 1020. A grade-level reading Lexile range for the 11th grade is considered to be

from 1130L-1440L (“The Lexile range shown is the middle 50 percent of reader measures for

each grade. This means that 25 percent of students had Lexile measures below the lower number

and 25 percent had Lexile measures above the higher number.”) (“Matching Lexile Measures to

Grade Ranges,” n.d).

Also from the EOC Test for Ninth Grade Literature and Composition, the breakdown by learner

categories is as follows: 25% Beginning Learners, 40 % Developing Learners, 30% Proficient

Learners, and 5% Distinguished Learners. Based on the number of Carnegie units (credits)

earned by the students, 90% are classified as current high school juniors, 5% are sophomores,

3% seniors, and 2% are freshmen. Of the 259 students, 93% are taking American Literature and

Composition for the first time, 6% for the second time, and 1% for the third time.

Interests, Personal Goals, and Preferences

When students responded to a survey given at school, 70% said that they consider themselves

good readers, while 30% said no. Books were the primarily preferred type of reading material, at

62%, while 30% preferred web content, 6% graphic novels, and 2% other types of reading

material. The technology used to read was 53% in print, 41% on their phone, and 6% on a
DESIGN DOCUMENT 7

computer. The breakdown of fiction genres preferred was 47% realistic, 28% adventure, 14%

romance, 9% horror, and 2% other. For nonfiction preferred, it was 51%

music/television/movies, 21% sports, 16% history, and 6% other. When asked how difficult they

found reading to be, 28% said very easy, 39% easy, 24% hard, and 9% very hard. Some of the

most mentioned titles when asked for titles of their favorite books include Tears of a Tiger, To

Kill a Mockingbird, The Hunger Games, Harry Potter, and Twilight. Sixty percent of the

students surveyed said they plan to go to college or another secondary school program, 29% said

they would join the military after high school, and 11% were undecided.

Due to having taken many mandatory state assessments online at school, the students are

proficient at using computers to take assessments. Most students have access to the internet at

home via smart phones and/or laptops, and the school has sufficient computer labs and laptop

carts to facilitate student access to technology at school.

DESIGN DOCUMENT 8

Task Analysis

In order to increase students’ Reading Lexile scores, a topic analysis was needed to “defin[e]

[the] cognitive knowledge” (Morrison, 2013, p. 75) of how the Lexile level of a text is

determined, then look at how student Lexile scores are calculated and determine the elements

needed in the module to increase Lexile scores. As Morrison states in Designing Effective

Instruction (2013), a topic analysis first “identifies the content that is the focus of the intended

instruction,” then “identifies the structure of the components” (p. 77). It is used to “define the

facts, concepts, principles, and rules that will make up the final instruction” (p. 77).

The topic analysis is presented in outline form, followed by a flowchart containing an overview

of the chronological processes that will be contained in the learning module.

Using the two main components of Lexile level calculation, word frequency and sentence length,

and the baseline percentage used in that calculation, 70 percent, the module students will use to

improve their Reading Lexile scores will focus on developing knowledge of vocabulary

acquisition (for the word frequency component) and elements of sentence syntax (for the

sentence length component). Students will read passages to tie those elements to the task, reading

for comprehension.

For the task analysis, I also served as the subject matter expert. I have ten years of experience

teaching high school English and am knowledgeable concerning the elements of developing

vocabulary and teaching syntax.

DESIGN DOCUMENT 9

Topic Analysis

I. Determining Lexile Level of a Text

A. Divide the text into 125-word sections
B. Calculate the word frequency for each section
C. Calculate the sentence length for each section
D. Compare the results with the Lexile scale
E. Assign the text a Lexile level

II. Calculating Student Lexile Levels

A. A student’s Lexile score is the Lexile level (according to the Lexile scale) of a
text of which the student is able to comprehend about 70 percent. “A reader whose Lexile
measurement is 400L, for example, should be able to comprehend about 70 percent of
any book within 50L of his measurement (350L to 450L).” (xxxxxxxxxxx)

III. Building Vocabulary (for Word Frequency component of Lexile)

A. Knowledge of roots
B. Knowledge of prefixes
C. Knowledge of suffixes
D. Determining meaning through context clues

IV. Working with Longer Sentences

A. Knowledge of syntax
B. Types of clauses
C. Types/Complexity of sentences
D. Punctuation in longer sentences

V. Reading Passages
A. Setting Pre- and Post- Test Lexile Levels
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Pretest for Student Lexile Level: Reading Passages

Vocabulary Instruction:
Word Meanings with Assessment Mastery 80%
Greek and Latin Roots

NoO

Yes

Vocabulary Instruction:
Vocabulary Strategies Assessment Mastery 80%

Nos

Yes

Using Phrases and Assessment Mastery 80%

Clauses

No

Yes
Next Page
DESIGN DOCUMENT 11

From Previous Page

Sentences: Assessment Mastery 80%

Constructing Interest  
and Meaning  

No

Yes

Post-test for Student Lexile Level: Reading Passages

DESIGN DOCUMENT 12

Instructional Objectives

Related Standards from Georgia Standards of Excellence, ELA K-12 (Georgia Department of

Education, 2015):

READING LITERARY (RL), Craft and Structure

ELAGSE11-12RL4: Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings; analyze the impact of specific word choices on

meaning and tone, including words with multiple meanings or language that is particularly fresh,

engaging, or beautiful. (Include Shakespeare as well as other authors.)

READING INFORMATIONAL (RI), Craft and Structure

ELAGSE11-12RI4: Determine the meaning of words and phrases as they are used in a text,

including figurative, connotative, and technical meanings; analyze how an author uses and

refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines

faction in Federalist No. 10).

READING LITERARY (RL), Range of Reading and Level of Text Complexity

ELAGSE11-12RL10: By the end of grade 11, read and comprehend literature, including stories,

dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as

needed at the high end of the range.

READING INFORMATIONAL (RI), Range of Reading and Level of Text Complexity

ELAGSE11-12RI10: By the end of grade 11, read and comprehend literary nonfiction in the

grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of

the range.
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Vocabulary Acquisition and Use

ELAGSE11-12L4: Determine or clarify the meaning of unknown and multiple-meaning words

and phrases based on grades 11-12 reading and content, choosing flexibly from a range of

strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or

function in a sentence) as a clue to the meaning of a word or phrase.

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of

speech (e.g., conceive, conception, conceivable).

ELAGSE11-12L6: Acquire and use accurately general academic and domain-specific words and

phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness

level; demonstrate independence in gathering vocabulary knowledge when considering a word or

phrase important to comprehension or expression.

Knowledge of Language

ELAGSE11-12L3: Apply knowledge of language to understand how language functions in

different contexts, to make effective choices for meaning or style, and to comprehend more fully

when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as

needed; apply an understanding of syntax to the study of complex texts when reading.
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Objective One (Cognitive Domain):

The student will be able to demonstrate, with 80% proficiency, an understanding of using context

clues, word changes, prefixes and suffixes, and word roots in understanding vocabulary in

complex texts.

Objective Two (Cognitive Domain):

The student will be able to demonstrate, with 80% proficiency, an understanding of syntax when

reading complex texts.

Objective Three (Cognitive Domain):

The student will be able to demonstrate, with 70% proficiency, the ability to read and

comprehend literature and literary nonfiction

in the grade 11-CCR text complexity band (1215L–1355L).

Assessments
DESIGN DOCUMENT 15

In ThinkCERCA (2018), students will complete lessons one through four (below), taking a

formative assessment after each lesson, before taking the summative “Reading Leveling”

assessment. For lesson one, the formative assessment is not graded, per se, but is embedded

within the lesson, requiring the student to keep retrying each question until 100% is achieved

before moving on to the next part of the lesson. See Appendix A for assessments.

For lessons two through four, students will go through the self-paced series of slides, then take a

brief, five-question multiple-choice formative assessment at the end of the lesson. Students

achieving at least 80% will be allowed to move on to the next lesson. Students scoring lower

than 80% must repeat the lesson and assessment until 80% is achieved before moving on.

Each of the four lessons is differentiated with the option of selecting “play” to have the entire

lesson read to them, with students using headphones if taken in a classroom setting. Percentages

necessary to be achieved before moving on to the next lesson will be differentiated by reducing

them from the 80% standard as necessary based on individual students’ IEPs and/or 504s.

Differentiation for the “Reading Leveling” summative assessment is described under that section

below.

Objective One (Cognitive Domain):

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The student will be able to demonstrate, with 80% proficiency, an understanding of using context

clues, word changes, prefixes and suffixes, and word roots in understanding vocabulary in

complex texts.

1. ThinkCERCA Lesson and Formative Assessment: “Word Meanings with Greek and Latin

Roots”

2. ThinkCERCA Lesson and Formative Assessment: “Vocabulary Strategies”

Objective Two (Cognitive Domain):

The student will be able to demonstrate, with 80% proficiency, an understanding of syntax when

reading complex texts.

3. ThinkCERCA Lesson and Formative Assessment: “Using Phrases and Clauses”

4. ThinkCERCA Lesson and Formative Assessment: “Sentences: Constructing Interest and

Meaning”

Objective Three (Cognitive Domain):

The student will be able to demonstrate, with 70% proficiency, the ability to read and

comprehend literature and literary nonfiction in the grade 11-CCR text complexity band (1215L–

1355L).

5. ThinkCERCA Summative Assessment: “Reading Leveling”

For their authentic summative assessment, students will put into practice the skills acquired in

the previous four lessons. The assessment is authentic in that it requires the student to apply

knowledge and skills to perform a “real-world” task, reading for comprehension. Each student

will have three passages to read at three different reading Lexile levels, with a ten-question
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multiple-choice assessment at the end of each one. The assessment will be differentiated by

content based on each student’s latest recorded reading Lexile level, corresponding to a grade-

level appropriate reading passage and assessment. For example, if a student’s current reading

Lexile corresponds to that student reading at a tenth-grade level, that student will be assigned

three passages and three assessments, one on his/her reading level (10th), one below (9th), and one

above (11th). The teacher will then run a report in ThinkCERCA (see Appendix A) that will tell,

for each passage, two sources of information used to evaluate the student’s level of reading

ability for each level: “background knowledge” and “applied practice.” According to

ThinkCERCA, “Applied Practice indicates a student’s ability to apply a literacy skill to a text.

Background Knowledge indicates a student’s level of familiarity with the background knowledge

needed to understand the text.” Each result from the three passages and assessments will show up

on the report as “Proficient,” “Not Yet Proficient,” or “Not Started” (2018). The teacher will then

analyze the data to determine the reading level of the student and approximate reading Lexile

level. The following from ThinkCERCA summarizes this process:

When analyzing student leveling data, look first at Applied Practice, and use Background

Knowledge for context. If a student achieves “Not Yet Proficient” in Background

Knowledge, that may indicate that he or she did not have the level of familiarity with the

Background Knowledge to successfully access the text. In such a case, the Applied

Practice score may not accurately reflect the student’s ability level.

Scores of “Consistent Mastery” may indicate that a student should be assigned to a higher

reading level. Similarly, scores of “Proficient” may indicate that the student is at the
DESIGN DOCUMENT 18

correct level of challenge, and scores of “Not Yet Proficient” may indicate that the

student should be assigned to a lower level. Outlier scores should be disregarded. (2018)

Content Sequencing and Instructional Strategies

DESIGN DOCUMENT 19

Sequence Description Objective

1 Word Meanings with Greek and Latin Roots 1

2 Vocabulary Strategies 1

3 Using Phrases and Clauses 2

4 Sentences: Constructing Interest and Meaning 2

5 Reading Leveling 3

Objective #1: The student will be able to demonstrate, with 80% proficiency, an understanding

of using context clues, word changes, prefixes and suffixes, and word roots in understanding

vocabulary in complex texts. (Procedure/Application)

Initial Presentation:

The student will begin with a one-slide overview of the three components of the lesson:

How are words formed from prefixes, roots, and suffixes?

How can readers identify words of Greek and Latin origin in sentences?

How can readers and writers create words based on Greek and Latin word parts?

After the overview, the student will progress through the online lesson on each component. Each

segment (page) of the lesson has an embedded formative assessment applying the information

just learned to analyze new material. The student must complete with 100% accuracy before

moving on to the next segment. Students will correct any wrong answers and resubmit until

100% mastery is achieved. Hints are available for correcting incorrect answers.
DESIGN DOCUMENT 20

Strategy: Concept Application

Generative Strategy: Integration, Organization: Each segment (page) of the lesson has an

embedded formative assessment applying the information just learned to analyze new material.

Differentiation: Hints are available for correcting incorrect answers. Also, the student has the

option of selecting the “Play” button to have the entire lesson and assessments read to them.

Initial Presentation:

The student will begin with a one-slide overview of the three components of the lesson:

What context clues can help to determine unknown vocabulary meanings?

Synonyms

Antonyms

Definitions

Examples

Resources

After the overview, the student will progress through the online lesson, which is composed of

thirty-one slides on vocabulary strategies. At the end of the slide presentations, the student will

take a five question formative assessment on the material consisting of both recall and

application questions.

Strategy: Concept application

Generative Strategy: Repetition, Review, Concept Application

DESIGN DOCUMENT 21

The slides teach definitions of synonyms and antonyms, then how to apply them to determine

meanings of unfamiliar vocabulary each time a new concept is introduced.

Differentiation: The student has the option of selecting the “Play” button to have the entire

lesson and assessments read to them. Some students who do not achieve 80% will be allowed to

move on to the next lesson at 60% mastery.

Objective #2: The student will be able to demonstrate, with 80% proficiency, an understanding

of syntax when reading complex texts. (Procedure/Application)

Initial Presentation: The student will begin with a one-slide overview of the two components of

the lesson:

What are the different types of phrases, and how do they function in sentences?

What are the different types of clauses, and how do they function in sentences?

After the overview, the student will progress through the online lesson, which is composed of

twenty-five slides on using phrases and clauses in sentences. At the end of the slide

presentations, the student will take a five question formative assessment on the material

consisting of application questions.

Strategy: Concept application

Generative Strategy: Repetition, Review, Concept Application

DESIGN DOCUMENT 22

The slides teach definitions of phrases and clauses, then how to apply them correctly to build

sentences.

Differentiation: The student has the option of selecting the “Play” button to have the entire

lesson and assessments read to them. Some students who do not achieve 80% will be allowed to

move on to the next lesson at 60% mastery.

Initial Presentation: The student will begin with a one-slide overview of the two components of

the lesson:

What are the four different types of sentences in function, and how are they used?

What are the four different types of sentences in structure, and how are they used?

After the overview, the student will progress through the online lesson, which is composed of

twenty-nine slides on identifying and using different types of sentences. At the end of the slide

presentations, the student will take a five question formative assessment on the material

consisting of application questions.

Strategy: Concept application

Generative Strategy: Repetition, Review, Concept Application

The slides teach definitions of different types of sentences, then how to apply them to determine

meanings of longer sentences.

Differentiation: The student has the option of selecting the “Play” button to have the entire

lesson and assessments read to them. Some students who do not achieve 80% will be allowed to

move on to the next lesson at 60% mastery.

DESIGN DOCUMENT 23

Objective #3: The student will be able to demonstrate, with 70% proficiency, the ability to read

and comprehend literature and literary nonfiction in the grade 11-CCR text complexity band

(1215L–1355L).

Initial Presentation: The student will be presented with a text to read, followed by ten reading

comprehension questions.

After the first reading passage and assessment, the student will do the same for two more reading

passages, one below and one above their reading level. The assessments will require them to

apply the skills acquired in the previous four lessons.

Strategy: Concept application

Generative Strategy: Repetition, Review, Concept Application

Differentiation: The assessment will be differentiated by content based on each student’s latest

recorded reading Lexile level, corresponding to a grade-level appropriate reading passage and

assessment. For example, if a student’s current reading Lexile corresponds to that student

reading at a tenth-grade level, that student will be assigned three passages and three assessments,

one on his/her reading level (10th), one below (9th), and one above (11th).
DESIGN DOCUMENT 24

Instructional Design Summary

Gaining the Attention of Learners

The module will gain learners’ attention throughout the lessons by PowerPoint slides that will

describe the goals of each unit, by embedded practice activities based on skills and knowledge

learned in each unit, and by real-world examples of the skills and knowledge. Students will be

assessed on understanding both by the embedded ongoing practices as well as the quizzes at the
DESIGN DOCUMENT 25

end of each unit and the final lesson and assessment. The units are designed to have students be

active learners as they acquire new skills and knowledge and build on prior knowledge.

Informing the Learners of the Objectives

Objectives for each lesson are on the first slide of each lesson’s instructional PowerPoint, then

repeated again at the end, where students will view a slide with a summary of the objectives

again.

Activating Relevant Prior Knowledge

Students will relate knowledge and skills that they already possess to new skills, knowledge, and

application. Each module will access student knowledge of the subject, then tie that to new

knowledge and skills, then give students an opportunity to apply the new skills and knowledge.

For example, students will be introduced to prefixes they may already know, then will be shown

how those prefixes relate to new prefixes, then see how the previously learned and newly learned

prefixes are applied to roots and suffixes to form words.

Delivering Content to Learners

All content will be delivered through the online platform, ThinkCERCA.com. Students will be

assigned each unit, which they will then sign in to the platform, then access each in the order

given. Students are familiar with how to log in to the platform and complete assignments

already, as they are working on other assignments in the platform throughout this school year.

They will view PowerPoints, take quizzes, then take the final reading leveling assessment in

ThinkCERCA.com.
DESIGN DOCUMENT 26

Sequence of Instruction

Activity 1 Goal Objective(s) Differentiatio Assessment Feedback

n/ UDL

Initial Introduce Objective Hints are After the Students will

Presentation: student to the One: The available for overview, the see graphics
objectives of student will correcting student will such as
Word the lesson. be able to incorrect progress fireworks for
Meanings demonstrate, answers. through the completing
with Greek Teach with 80% online lesson embedded
and Latin students proficiency, Student has on each questions
Roots lessons an the option of component. correctly,
leading to understanding selecting the Each segment with phrases
The student mastery of of using “Play” button (page) of the like
will begin the objective. context clues, to have the lesson has an “Congratula-
with a one- word entire lesson embedded tions!”
slide changes, and formative
overview of prefixes and assessments assessment
the three suffixes, and read to them. applying the
components word roots in information
of the lesson: understanding Students will just learned to
vocabulary in correct any analyze new
How are complex wrong material. The
words formed texts. answers and student must
from resubmit until complete
prefixes, 100% with 100%
roots, and mastery is accuracy
suffixes? achieved. before
moving on to
How can the next
readers segment.
identify Students will
words of correct any
Greek and wrong
Latin origin answers and
in sentences? resubmit until
100%
How can mastery is
readers and achieved.
writers create
words based
on Greek and
Latin word
DESIGN DOCUMENT 27

parts?

Generative
Strategy:

Integration,
Organization:
Each segment
(page) of the
lesson has an
embedded
formative
assessment
applying the
information
just learned
to analyze
new material.

Activity 2 Goal Relevant Differentiatio Assessment Feedback

Objective n/UDL

Initial Introduce Objective Hints are At the end of Students will

Presentation: student to the One: The available for the slide see graphics
objectives of student will correcting presentations, such as
The student the lesson. be able to incorrect the student fireworks for
will begin demonstrate, answers. will take a completing
with a one- Teach with 80% five question embedded
slide students proficiency, Student has formative questions
overview of lessons an the option of assessment correctly,
the three leading to understanding selecting the on the with phrases
components mastery of of using “Play” button material like
of the lesson: the objective. context clues, to have the consisting of “Congratula-
word entire lesson both recall tions!”
What context changes, and and
clues can prefixes and assessments application
help to suffixes, and read to them. questions.
determine word roots in
unknown understanding Some
vocabulary vocabulary in students who
meanings? complex do not
Synonyms texts. achieve 80%
Antonyms will be
Definitions allowed to
Examples move on to
DESIGN DOCUMENT 28

Resources the next

lesson at 60%
After the mastery.
overview, the
student will
progress
through the
online lesson,
which is
composed of
thirty-one
slides on
vocabulary
strategies. At
the end of the
slide
presentations,
the student
will take a
five question
formative
assessment
on the
material
consisting of
both recall
and
application
questions.

Activity 3 Goal Relevant Differentiation/ Assessment Feedback

Objective
UDL

Initial Introduce Objective Hints are At the end of Students

Presentation: student to Two: The available for the slide will see
the student will correcting presenta- graphics
The student objectives be able to incorrect tions, the such as
will begin with of the demonstrate, answers. student will fireworks
a one-slide lesson. with 80% take a five for
overview of proficiency, question completing
the two Teach an formative embedded
components of students understand- Student has the assessment questions
the lesson: lessons ing of syntax option of on the correctly,
DESIGN DOCUMENT 29

when reading material with

Using Phrases leading to complex selecting the consisting of phrases like
and Clauses mastery of texts. “Play” button to application “Congratula
the have the entire questions. -tions!”
The student objective. lesson and
will begin with assessments read
a one-slide to them.
overview of
the two
components of Some students
the lesson: who do not
achieve 80%
What are the will be allowed
different types to move on to
of phrases, and the next lesson
how do they at 60% mastery.
function in
sentences?

What are the

different types
of clauses, and
how do they
function in
sentences?

After the
overview, the
student will
progress
through the
online lesson,
which is
composed of
twenty-five
slides on using
phrases and
clauses in
sentences. At
the end of the
slide
presentations,
the student will
take a five
question
formative
DESIGN DOCUMENT 30

assessment on
the material
consisting of
application
questions.

Activity 4 Goal Relevant Differentiation/ Assessment Feedback

Objective
UDL

Initial Introduce Objective Hints are At the end of Students

Presentation: student to Two: The available for the slide will see
the student will correcting presenta- graphics
What are the objectives be able to incorrect tions, the such as
four different of the demonstrate, answers. student will fireworks
types of lesson. with 80% take a five for
sentences in proficiency, question completing
function, and Teach an formative embedded
how are they students understand- Student has the assessment questions
used? lessons ing of syntax option of on the correctly,
leading to when reading selecting the material with
What are the mastery of complex “Play” button to consisting of phrases like
four different the texts. have the entire application “Congratula
types of objective. lesson and questions. -tions!”
sentences in assessments read
structure, and to them.
how are they
used?

Sentences: Some students

Constructing who do not
Interest and achieve 80%
Meaning will be allowed
to move on to
After the the next lesson
overview, the at 60% mastery.
student will
progress
through the
online lesson,
which is
DESIGN DOCUMENT 31

composed of
twenty-nine
slides on
identifying and
using different
types of
sentences. At
the end of the
slide
presentations,
the student will
take a five
question
formative
assessment on
the material
consisting of
application
questions.

Activity 5 Goal Relevant Differentiation/ Assessment Feedback

Objective
UDL

Initial Allow Objective The assessment After the The teacher

Presentation: students to Three: The will be first reading will analyze
demonstrate student will differentiated by passage and the data to
The student mastery of be able to content based on assessment, determine
will be using the demonstrate, each student’s the student the reading
presented with skills and with 70% latest recorded will do the level of the
a text to read, knowledge proficiency, reading Lexile same for two student and
followed by gained in all the ability to level, more reading approxi-
ten reading the lessons read and corresponding to passages, mate
comprehension to meet comprehend a grade-level one below reading
questions. objective literature and appropriate and one Lexile
three. literary reading passage above their level. d
Reading nonfiction in and assessment. reading
Leveling the grade 11- For example, if a level. The
CCR text student’s current assessments
After the first complexity reading Lexile will require
reading band corresponds to them to
passage and (1215L– that student apply the
assessment, the 1355L). reading at a skills
DESIGN DOCUMENT 32

tenth-grade acquired in
student will do level, that the previous
the same for student will be four lessons.
two more assigned three
reading passages and
passages, one three
below and one assessments, one
above their on his/her
reading level. reading level
The (10th), one
assessments below (9th), and
will require one above
them to apply (11th).
the skills
acquired in the
previous four
lessons.

Formative Evaluation Plan

A formative evaluation of the learning module will be conducted to provide needed information

during planning and development. The formative evaluation will provide information about

“what works and what doesn’t, early enough to improve the system while it remains malleable”

(Moore, 2002). The evaluative components of the formative evaluation will be an expert review

with a survey and a small group trial with a learner survey.

As part of a connoisseur-based study, or expert review, designed as part of the formative

evaluation, Mrs. Jule Edmunds will serve as an expert reviewer for this learning module. Mrs.

Edmunds currently teaches British Literature and Composition and American Literature and

Composition at Hephzibah High School in the Richmond County School System. She is a

content expert, as she has over twenty years of experience teaching English, and has extensive
DESIGN DOCUMENT 33

professional knowledge and experience with all aspects of Language Arts best practices in

curriculum, instruction, and assessment. She has years of experience teaching diverse learners of

all kinds, including those with IEPs and 504s. She will examine and review the instructional

module and give her opinions regarding it in terms of (1) content appropriateness and accuracy,

(2) completeness, and (3) usability and appeal. Mrs. Edmunds will give her recommendations for

revising the instruction where improvements are needed (Morrison, p. 323).

SME Survey:

Content Appropriateness and Accuracy

1. The module was appropriate for 11th grade students of diverse abilities.

strongly disagree disagree agree strongly agree

2. The module accurately aligned with the objectives and standards addressed.

strongly disagree disagree agree strongly agree

3. The unit tests and other assessments satisfactorily assess the instructional objectives.

strongly disagree disagree agree strongly agree

4. The module length is appropriate for grade level and student abilities.

strongly disagree disagree agree strongly agree

5. For any answers of “disagree” or “strongly disagree” in 1-4 above, please elaborate on the

reason(s) and ways to improve the learning module.

______________________________________________________________________________

______________________________________________________________________________

Completeness
DESIGN DOCUMENT 34

6. Does the module include all learning components needed for students to master the

objectives?

Yes _________ No _________

If no, what lessons need to be included or revised?

______________________________________________________________________________

______________________________________________________________________________

7. Are the assessments adequate to measure student mastery of the objectives?

Yes _________ No _________

If no, what assessments need to be added or revised?

______________________________________________________________________________

______________________________________________________________________________

8. Did the module include easy access for learners with disabilities to get assistance if needed?

Yes _________ No _________

If no, what needs to be added or revised?

______________________________________________________________________________

______________________________________________________________________________

Usability and Appeal

9. The module was easy to navigate, with no broken links.

strongly disagree disagree agree strongly agree

10. The module includes lessons that will engage students.

strongly disagree disagree agree strongly agree

11. The module includes feedback that will be helpful for students.

strongly disagree disagree agree strongly agree

DESIGN DOCUMENT 35

12. The module components are cohesive in design and sequence.

strongly disagree disagree agree strongly agree

13. For any answers of “disagree” or “strongly disagree” in 1-4 above, please elaborate on the

reason(s) and ways to improve the learning module.

______________________________________________________________________________

______________________________________________________________________________

After the small group trial made up of 11th grade students currently taking American Literature

and Composition, the participants will complete a student/learner assessment to inform the

formative evaluation. While Morrison states that evaluating attitudes toward instruction in

formative evaluations can be hampered by social pressures and delayed results, student surveys

can provide formative data for “evaluating instruction and evaluating affective outcomes” (p.

305).

Test Audience Survey (11th Grade Students):

Time Required to Complete the Instruction

1. How much time did it take you to complete the module?

______________________________________________________________________________

______________________________________________________________________________

2. Was the module too long or too short for you to learn the material?

Too long About right Too short

Usability of the Materials

DESIGN DOCUMENT 36

3. If you used the option to have the lesson read to you, did it work okay?

Yes No Did Not Use

4. If you used the option to see hints, did they help you learn the material?

Yes No Did Not Use

5. Did the lessons and assessments load smoothly with no problems?

Yes No

6. How could the module be improved to make it easier for you to use?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

General Appeal of the Materials

7. The lessons were interesting.

strongly disagree disagree agree strongly agree

8. The questions inside the lessons kept me engaged in learning.

strongly disagree disagree agree strongly agree

9. I liked the graphics.

strongly disagree disagree agree strongly agree

10. How could the module be improved to keep you more engaged?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________
DESIGN DOCUMENT 37

Appendix A

Assessments and Reading Leveling Rubric

All assessments come from ThinkCERCA.com (2018).

Correct answers have an “X” beside them.

ThinkCERCA Formative Assessment: “Vocabulary Strategies”

1. This lesson taught you how to

X A. use strategies to help with unknown words.

B. use strategies to make new words.

C. read with fluency.

D. put the correct punctuation at the end of sentences.

2. Definition, examples, synonyms and antonyms are all types of

A. reading styles.

B. vocabulary words.

C. homophones.

X D. context clues.
DESIGN DOCUMENT 38

3. Select the meaning of the italic word, periodicals, in the following sentence using the context

clues.

“My grandparents have many types of periodicals in their home, such as the newspaper, TV

Guide, and Popular Science.”

A. grandparents

B. types of books

X C. magazine or newspaper

D. chairs

4. “That afternoon the wind blew fiercely, and it was cold. Ma called Mary and Laura into the

house. She built up the fire and drew her rocker near it, and she sat rocking Baby Carrie and

singing softly to her.“

Which context clues help you to understand the italic word “drew”?

A. blew fiercely

X B. near it

C. sang softly

D. sat rocking

5. It is important to use context clues when you are reading because

X A. they will help you to know the meaning of unknown words.

B. they will help you read faster.

C. they will increase your grammar knowledge.

DESIGN DOCUMENT 39

D. using them helps with mathematical operations.

ThinkCERCA Formative Assessment: “Using Phrases and Clauses”

1. Choose the sentence that contains an appositive phrase.

A. Montezuma was the emperor of the Aztecs.

X B. Hernando Cortés, a Spanish conquistador, defeated Montezuma’s forces.

C. Wearing gold jewelry indicated elite status in Aztec society.

D. The conquistador’s goal was to return to Spain with large amounts of gold.

2. Read the passage. Which of the choices is a subordinate clause?

The Industrial Revolution brought change to America. People moved from rural to urban areas,

and the cities became crowded with new arrivals. Although work was plentiful, working

conditions were terrible. To survive in the cities was a challenge. Many people, children among

them, died from disease and neglect.

X A. Although work was plentiful

B. the cities became crowded with new arrivals

C. To survive in the cities

D. children among them

DESIGN DOCUMENT 40

3. Choose the sentence in which the prepositional phrase modifies a verb.

A. The car’s driver was the champion of Europe.

B. The racecar was the fastest in the race.

C. The racecar was the newest on the team.

X D. The racecar screamed down the straightaway.

4. Choose the sentence in which the prepositional phrase modifies an adjective.

X A. The monkeys were the most popular animals in the zoo.

B. They lived in the treetops.

C. The babies of the biggest monkey were hungry.

D. They banged on the bars.

5. In which of these sentences is the italicized word a gerund?

A. Miguel was swimming in the river.

X B. The class practiced painting in the afternoon.

C. It was snowing all last week.

D. I was supposed to be cleaning the kitchen.

DESIGN DOCUMENT 41

ThinkCERCA Formative Assessment: “Sentences: Constructing Interest and Meaning”

1. Which of these is a declarative sentence?

A. When does the movie start?

B. Get two tickets for us.

C. Do you want some popcorn?

X D. This movie is going to be so funny.

2. Which of these is an imperative sentence?

X A. Buy some eggs at the store.

B. I’m going to make pancakes.

C. Would you like orange or apple juice?

D. We should go for a walk after breakfast.

3. Read the two sentences. Choose the most appropriate conjunction to combine them.

The sky was clear. We noticed storm clouds gathering in the distance.

A. , so

X B. , but
DESIGN DOCUMENT 42

C. , for

D. , or

4. Choose the best way to combine these two sentences.

Kevin studied history. Bella also studied history.

A. Kevin studied history; Bella also studied history.

B. Kevin studied history, but Bella also studied history.

X C. Kevin and Bella studied history.

D. Kevin studied history, and Bella also studied history.

5. Which of these is a complex sentence?

A. The dog chased the squirrel through the yard.

B. My cousin and I both went to the park yesterday and played baseball.

C. Anthony was the best artist I knew, but I was the best writer.

X D. The Chinese restaurant, which had been closed since Tuesday, finally reopened this

weekend.
DESIGN DOCUMENT 43

ThinkCERCA Summative Assessment: “Reading Leveling”

(This is only one grade level’s assessment. The reading passages and assessments that

accompany them will be differentiated to include grade levels seven through twelve. The

assessment below is from the 12th grade reading passage).

Read the text and answer the questions below.

1. What does it mean to coin a word?

X A. to invent a new word

B. to combine word parts

C. to name a place with a word

D. to determine the meaning of a word

2. What phrase could be substituted for communally in the statement “All property was owned

communally”?

A. only temporarily

X B. by everyone together

C. in a fair and equal way

DESIGN DOCUMENT 44

D. by those who had made it

3. Which of the following is the best synonym for credo?

A. rule

B. saying

X C. philosophy

D. recommendation

4. Which claim can be inferred from the article?

A. Most Americans misunderstood Shakers’ goals.

B. Shakers influenced American attitudes toward work.

X C. Shaker ideas about equality were ahead of their time.

D. If Shakers had allowed marriage, they would still be thriving.

5. Which detail from the article best explains why products made by the Shakers were famous

for their quality?

A. Shakers wanted to serve others.

B. Shakers owned property communally.

C. Shaker schools were known to be good.

X D. Shakers tried to achieve perfection in their work.

6. Evidence provided in the article suggests that, before the Civil War, Shakers in the South who

owned slaves most probably

DESIGN DOCUMENT 45

X A. freed their slaves.

B. educated their slaves.

C. left the Shaker community.

D. treated male and female slaves similarly.

7. What evidence from the article best supports the claim that the Shakers engaged in an effort to

establish Utopia in the New World?

A. They tried to restore the world to God.

X B. They hoped to create heaven on earth.

C. They lived in groups called “holy families.”

D. They led simple lives that stressed duty to God and to others.

8. If the article ended with a colon followed by a statement identifying the element that doomed

the Shakers, what would it say?

A. : Everyone is equal in God’s eyes.

B. : Both sexes should have equal power.

X C. : Members should not become parents.

D. : Young adults may choose to leave or stay.

DESIGN DOCUMENT 46

The following is example of the reading leveling rubric and results. The names are fictional.
DESIGN DOCUMENT 47

References

Georgia Department of Education. (2015). Georgia Standards of Excellence, ELA K-12.

MacKay, Jenny. How is a Lexile level for a book determined? Retrieved from

https://classroom.synonym.com/lexile-level-book-determined-5209047.html

Matching Lexile measures to grade ranges, n.d., Retrieved from

https://lexile.com/educators/measuring-growth-with-lexile/lexile-measures-grade-

equivalents/

Moore, David & Lockee, Barbara & Burton, John. (2002). Measuring Success: Evaluation

Strategies for Distance Education.. Educause Quarterly. 1.

Morrison, G.R., Ross, S.M., Kalman, H.K., Kemp, J.E. (2013). Designing effective instruction

(7th ed.). Hoboken, NJ: Wiley.

ThinkCERCA. (2018). ThinkCERCA | Personalized Close Reading & Argumentative Writing

Lessons. [online] Available at: https://thinkcerca.com/ [Accessed 12 Oct. 2018].