FRIT 7235 Digital Learning Environment

Summative Evaluation Assignment: Phonemic Awareness

https://sites.google.com/view/lwaldencontentmodule

Lesley Walden

Dr. Jacobs

Spring 2020
1. Instructional Objectives

The following objectives, created along with Georgia Standards of Excellence, will work

together to help the students who are performing below grade level (non-readers) in terms of

phonemic awareness/pre-reading skills. Students will need to master the standard of fluently

reading and comprehending single syllable words with 90% accuracy to show mastery.

Objective 1 (Cognitive Domain)

SMART Learning Objective: When presented with single syllable words, the student will

identify the initial and final sounds with 90% accuracy.

Related Standard: ELAGSE1RF2: Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).

Objective 2 (Cognitive Domain)

SMART Learning Objective: ​ When given a sentence, the student will use context clues to

determine the meaning of the new word with 90% accuracy.

Related Standard: ​ELAGSE1L4: Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly

from an array of strategies.

2. Description of Assessments

Day 1

Activity 1 - Initial/Final Sound Pretest​: Students completed a google form or Kahoot quiz to

assess prior knowledge of beginning and ending sounds. The assessment showed a picture and

the students were to identify the beginning or ending sound. The first five questions assessed

beginning sounds, while the last five assessed ending sounds. The assessment consisted of 10

questions and were scored on a 10pt grading scale.

Day 2

Activity 2 - Beginning Sounds​: Students met with me via Google Meets. I showed a written

three syllable word and read the word to the student. The student, then, identified the beginning

sound of the word spoken. The assessment consisted of 10 words and were scored on a 10pt

grading scale.

**This assessment was modified due to virtual learning. In the original assessment, Students

used a reading pen to hear pronounced words when reading a given text. Students, then,

identified the beginning sound of the word read. An alphabet reader was provided to assist in

letter recognition and teacher support was offered when needed.

Day 3

Assessment - Beginning/Ending Sounds Posttest:​ Students completed a google forms assessment

to assess the beginning and ending sounds skills. The assessment was set up exactly like the
pretest, only different pictures/words. The assessment consisted of 10 questions and were scored

on a 10pt grading scale.

Day 4

Activity 1 - Vocabulary Pretest:​ Students completed a Google Forms or Kahoot Quiz to assess

prior knowledge of vocabulary skills. Students were given a sentence and were to use context

clues to identify the missing word. The assessment consisted of 10 questions and were scored on

a 10pt grading scale.

Day 5

Assessment - Vocabulary Posttest​: Students took the assessment on Google Forms or Kahoot.

The posttest was set up like the pretest, with different sentences and vocabulary words to

identify. Students were also provided assistive technology as needed. ​The assessment consisted

of 10 questions and were scored on a 10pt grading scale.

3. Detailed Data

Day 1
Pre-Assessment on beginning and ending sounds
Day 2
Beginning Sounds Assessment

Day 3
Beginning and Ending Sounds Post Assessment
Day 4
Pre-Assessment of Vocabulary
Day 5
Vocabulary Post-Assessment

4. Data Analysis
Day 1

Activity 1:​ Pretest on Beginning and Ending Sounds

Minimum Score: 30%

Medium Score: 40%

Maximum Score: 50%

Based on the pre-assessment given, all four of the students were lacking an understanding in

initial and final sounds within single syllable words. All students had a great deal of growth to

be made in order to meet the goal of 90% accuracy. The maximum score was 50%, or correctly

answering five of the ten questions given. Two students scored 40%, correctly answering four of

the ten questions given, and one student scored 30%, correctly answering three of the ten
questions given. With an average of 40%, this data shows that these particular students could

greatly benefit from initial and final sounds skills.

Day 2

Activity 2: Beginning Sounds

Minimum Score: 60%

Medium Score: 68%

Maximum Score: 80%

This assessment was originally created to be done using the Reading Pen, but the school closure

prevented this from happening. Instead, students met individually with me on Google Meets.

Upon showing the student a picture of a single syllable word and stating the word aloud, I asked

the student to provide me with the initial sound of the word. Following the activity and

assessment, the data showed that one student scored 80% on the assessment, correctly answering

eight of the ten questions correctly. This was an increase of 30% from the pre-test. Two

students scored 60%, which was an increase from 20% and 30%. One student scored 70%,

which was a 30% increase from a pretest score of 40%. While this isn’t as high of a gain as I

would have liked to have seen, it was still quite early in the module and I was happy with the

progress made.

Day 3

Assessment​: Beginning and Ending Sounds Post Assessment

Minimum Score: 80%

Medium Score: 88%

Maximum Score: 100%

With a medium score of 88%, I feel that the students made some great gains as a whole. Two of

the students did not reach the goal of 90% mastery, but ended with 80% mastery, correctly

answering eight of the ten questions given. These two students scored 30% and 40% on the

pretest, with an increase of 40% and 50% from pretest to post assessment. Two students reached

the 90% mastery goal for the skills, scoring 90% and 100%. This was a gain of 50% for each

student from pretest to posttest.

Day 4

Activity 1: Vocabulary Pre-test

Minimum Score: 20%

Medium Score: 30%

Maximum Score: 40%

The maximum score for this vocabulary pretest is 40%. The minimum score is 20%. Two

students score 30% on the pretest, making that the medium score. With 30% as the medium, this

shows as a good skill for these four students to receive additional teaching of this skill.

Day 5

Assessment​:

Minimum Score: 60%

Medium Score: 75%

Maximum Score: 90%

Following a pretest and practice of vocabulary skills, the group of students scored a medium of

75% mastery of the skill. Only one of the four students reached the mastery goal of 90%

accuracy, having answered nine of the ten questions correctly. This was a gain of 50% from

pretest to posttest. One student scored 80%, correctly answering eight of the ten questions given.

This is 10% away from meeting the mastery goal, and a gain of 50% from pretest to posttest.

One student scored 70%, correctly answering seven of the ten questions given. This is 20%

away from meeting the mastery goal of 90%, and an increase of 40% from pretest to posttest.

One student scored 60%, correctly answering six of the ten questions given. This is 30% away

from meeting the mastery goal, with a 40% gain from pretest to posttest.

5. Field Notes

As a whole, students made a gain of 40% - 60% on beginning/ending sounds and vocabulary

skills. Student two mastered both skills with 100% and 90% accuracy. Student four mastered

beginning and ending sound with 90% accuracy, but not vocabulary. Student three was only

10% away from mastering each skill. All four students seemed to lack knowledge in

beginning/ending sounds and vocabulary skills. During the Google Meet assessment, I noticed

two of my students were very distracted by something that was taking place around them.

Having spoken with parents, many expressed that their child required a great deal of assistance

while they maneuvered through the module. Being in first grade, these particular students cannot
 read to know where to click to find the needed sections within the module. Students enjoyed the
activities and assessments. They especially enjoyed the interactive game on Read, Write, Think.
6. Peer Rubric
Content Module Review for ​Lesley Walden
Peer Reviewer: ​Anna Collins
Unacceptable (1 Point) Acceptable (2 Points)
Module 4 Content curation tool is linked to
Curated the online course. OR
Resources ● Content curation tool
selected from the article
“17 of the Best Content
Curation Tools” and links
to a minimum of ​4 unique
web resources​. OR
● Many duplicate web sites
included. OR
● Tool selected was not from
the content curation list.
OR
● Resources do not match
the instructional objectives.
OR
● Most resources are not
age-appropriate. OR
● More than one link is not
active. OR
● Annotations are
missing/incomplete.
Module 5 Online Module does not include
Communicati any social media. OR
onSocial ● Social media is not
Media effectively integrated. OR
and
● Social media links are not
Discussions
active. OR
● Course does not contain
sufficient discussions. OR
● Discussions do not match
course objectives.
Module 6
Assessment
Course rubric does not contain
sufficient levels. OR
Rubrics
● Course rubric does not
and
contain criteria that align
Quizzes
with content. OR
1. Content curation tool is
embedded (not linked) in the online
course. AND
2. Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and links to
a minimum of​ 6 unique web
resources.
BUT Also…
● One duplicate website
included. OR
Resources do not exactly
match the instructional
objectives. OR
● Some resources are not
age-appropriate. OR
● One of the links is not active.
OR
● Annotations are complete but
some simply provide a content
summary.
1.Online Module contains at least
two different social media apps.
AND
2. All links to social media are
active. AND
3. Social media is integrated into
the course content in a meaningful
way. AND
4. Course contains at least two
discussions. AND
5. Discussions match content. AND
6. At least one discussion post is
created using a social media
format.
1.Course rubrics contain levels that
are well defined. AND
2.Course rubric contains at least
two levels of student performance.
AND
Review Date:
Target (3 Points) Points
Must have all of these criteria:
1. Content curation is embedded 3
(not linked) in the online course.
2. Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and links
to a minimum of ​8 unique web
resources​ (do not select more
than one from a single domain
name.)
3. Resources match the
instructional objectives, are
high-quality and age appropriate.
4. ALL links are active.
5. Annotations are descriptive and
qualitative.
6. Annotations are age-appropriate
to guide learners to use of the
resources.
Must have all of these criteria:
1.Online Module contains 2 or 3
more different social media apps.
2.All links to social media are
active.
3.Social media is effectively
integrated into the course content
in a meaningful way.
4. Course contains multiple (>2)
discussions.
5. Clear match between the
discussion question and the
instructional objectives.
6. Discussion focuses on higher
level thinking.
7. At least two discussions are
posted using a social media format
(ie. Facebook, Pinterest, Twitter,
etc).
Must have all of these criteria:
1.Course rubric contains levels
3
that are well defined and fit the
learning target.
 ● Quiz does not measure the
stated objectives. OR
● Quiz contains grammatical
and/or spelling errors. OR
● Quiz is not created using
an online tool (ie. Quizlet
or Google Forms).
Module 8 1.Online Module does not show
Diversity evidence or has limited
and evidence of meeting the needs
Accessibility of diverse learners.
Content and 1. Much of the instructional
Organization content I needed to
complete the content
module was missing. OR
2. I couldn’t access the site
on the first try. OR
3. I had to request access on
3 or more embedded
content and/or links. OR
4. Navigating through the
course was confusing OR
it was hard to find things
OR there is a lot of
extraneous content on the
site. OR
5. The text on the site is hard
to read. OR
6. There are multiple
grammatical, punctuation
or spelling errors.
Peer Reviewer Comments:
3.Rubric criterion align with overall
content. AND
4.Quiz questions match
instructional objectives. AND
5.Quizzes are grammatically correct
and do not contain any
misspellings. AND
6.Quiz is created using an online
tool such as Quizlet or Google
Forms.
1.Online Module utilizes 3+
elements of Universal Design for
Learning. AND
2. Online Module offers some
evidence of Differentiated
Instruction. AND
3. Online Module shows evidence
of some accessibility adaptations.
AND
4. Links to (2+) assistive technology
resources provided.
1. Most of the instructional
content I needed to complete
the content module was
present. AND
2. I could access the site on the
first try. I had to request
access on no more than 2
embedded content and/or
links. AND
3. It was easy for work through
the course most of the time.
AND
4. There is some extraneous
content on the site, but it
wasn’t distracting or confusing.
AND
5. The site is well designed and
visually appealing. All text is
legible. AND
6. There are one or two
grammatical, punctuation or
spelling errors.
2. Course rubric contains 3 or
more levels to distinguish between
student performance.
3. Rubric criteria directly align with
the activity it is intended to assess.
4. Quiz questions match
instructional objectives.
5. All multiple choice questions
have at least 3-4 response
options; No True/False questions.
6. Quizzes are grammatically
correct and do not contain any
misspellings.
7.Quizzes are created using an
online tool such as Quizlet or
Google Forms.
Must have all of these criteria:
3
1. Online Module clearly utilizes
Universal Design for Learning
(6+ checkpoints).
2. Online Module utilizes
Differentiated Instruction as
evidenced by differentiated
assignments.
3. Online Module includes
specific accessibility and/or
assistive technology
resources.
4. Multiple (4+) assistive
technology resources are
linked to.
Must have all of these criteria:
3
1. All of the instructional content
I needed to complete the
content module was present.
2. I could access the site and all
embedded content and links
on the first try.
3. It was easy to work through
the course. I knew what to do
next.
4. There is no extraneous or
placeholder content on the
site.
5. The site is well designed and
visually appealing. All text is
legible.
6. There were no grammatical,
punctuation or spelling errors.
Total Score
15
Curated Resources: ​Your List.ly was age appropriate for your model and I think that students will have a lot of fun learning phonics with your
resources! All videos and links were easily accessible and matched the instructional objectives.

Social Media & Discussions: ​The discussion questions on Padlet were easy to access. The Pinside discussion question took me to the
Pinside website and prompted me to enter an email address and password. If your model is like mine, I’m sure it was set up so that students
could access it using your student’s login and passwords that the school has assigned them.

Rubrics & Quizzes: ​Rubric levels were well defined and fit the learning target. The FlexQuiz and Google Classroom quizzes were easily
accessible and met the instructional objectives. I really liked the FlexQuiz on Beginning and Ending Sounds!

Diversity & Accessibility: ​There are 4 links provided for assistive technologies. There is evidence that instruction is differentiated through the
availability of speech to text, the use of manipulatives (if needed), and by offering the assessment with either Kahoot or Google Forms.
Various engaging and interactive activities are offered in the model. It is evident that online model utilizes Universal Design for Learning.

Content & Organization: ​Your site is well organized and easy to navigate! All content needed to complete the module was present and all
links were accessible on the first try (other than the PinSide discussion question). I did not notice any grammatical, spelling, or punctuation
errors. Overall, your ID Model is laid out very well! I don’t see that you students will have any issues navigating through the course.

7. Additional Data

The vocabulary was a little difficult for my students and required additional assistance from

parents, since the module was completed at home.

8. Evaluated Peer Rubric

Content Module Review for Lauren Caslen

Peer Reviewer:​ Lesley Walden
Unacceptable (1 Point) Acceptable (2 Points)
Content curation tool is linked to the
Module 4 online course. OR
Curated ● Content curation tool selected
Resources from the article “17 of the Best
Content Curation Tools” and
links to a minimum of ​4 unique
web resources​. OR
● Many duplicate web sites
included. OR
● Tool selected was not from the
content curation list. OR
● Resources do not match the
instructional objectives. OR
● Most resources are not
age-appropriate. OR
● More than one link is not active.
OR
● Annotations are
missing/incomplete.
1. Content curation tool is
embedded (not linked) in the online
course. AND
2. Content curation tool selected
from the article “17 of the Best
Content Curation Tools” and links to
a minimum of​ 6 unique web
resources.
BUT Also…
● One duplicate web site
included. OR
Resources do not exactly
match the instructional
objectives. OR
● Some resources are not
age-appropriate. OR
● One of the links is not active.
OR
● Annotations are complete but
some simply provide a content
summary.
Review Date:
Target (3 Points) Points
Must have all of these criteria:
1. Content curation is
embedded (not linked) in the
online course.
2. Content curation tool selected
3
from the article “17 of the Best
Content Curation Tools” and
links to a minimum of
8 unique web resources​ (do
not select more than one from a
single domain name.)
3. Resources match the
instructional objectives, are
high-quality and age
appropriate.
4. ALL links are active.
5. Annotations are descriptive
and qualitative.
6. Annotations are
age-appropriate to guide
learners to use of the resources.
 Module 5 Online Module does not include any 1.Online Module contains at least Must have all of these criteria:
Communication social media. OR two different social media apps. 1.Online Module contains 2 or
Social Media ● Social media is not effectively AND more different social media
and integrated. OR 2. All links to social media are apps.
Discussions active. AND 2.All links to social media are
●

●
Social media links are not active.
OR
Course does not contain
3. Social media is integrated into
the course content in a meaningful
active.
3.Social media is effectively 3
way. AND integrated into the course
sufficient discussions. OR 4. Course contains at least two content in a meaningful way.
● Discussions do not match discussions. AND 4. Course contains multiple (>2)
course objectives. 5. Discussions match content. AND discussions.
6. At least one discussion post is 5. Clear match between the
created using a social media discussion question and the
format. instructional objectives.
6. Discussion focuses on higher
level thinking.
7. At least two discussions are
posted using a social media
format (ie. Facebook, Pinterest,
Twitter, etc).
Module 6 Course rubric does not contain 1.Course rubrics contain levels that Must have all of these criteria:
Assessment sufficient levels. OR are well defined. AND 1.Course rubric contains levels
Rubrics that are well defined and fit the
● Course rubric does not contain 2.Course rubric contains at least
and learning target.
criteria that align with content. two levels of student performance.
Quizzes
OR AND 2. Course rubric contains 3 or
● Quiz does not measure the 3.Rubric criterion align with overall more levels to distinguish

●
stated objectives. OR
Quiz contains grammatical
content. AND
4.Quiz questions match
and/or spelling errors. OR instructional objectives. AND
● Quiz is not created using an 5.Quizzes are grammatically correct
online tool (ie. Quizlet or Google and do not contain any
Forms). misspellings. AND
6.Quiz is created using an online
tool such as Quizlet or Google
Forms.
Module 8 1.Online Module does not show 1.Online Module utilizes 3+
Diversity evidence or has limited evidence of elements of Universal Design for
and meeting the needs of diverse Learning. AND
Accessibility learners.
2. Online Module offers some
evidence of Differentiated
Instruction. AND
3. Online Module shows evidence
of some accessibility adaptations.
AND
4. Links to (2+) assistive technology
resources provided.
Content and 1. Much of the instructional content 1. Most of the instructional
Organization I needed to complete the content content I needed to complete
module was missing. OR the content module was
2. I couldn’t access the site on the present. AND
first try. OR
between student performance.
3. Rubric criteria directly align
with the activity it is intended to
3
assess.
4. Quiz questions match
instructional objectives.
5. All multiple choice questions
have at least 3-4 response
options; No True/False
questions.
6. Quizzes are grammatically
correct and do not contain any
misspellings.
7.Quizzes are created using an
online tool such as Quizlet or
Google Forms.
Must have all of these criteria:
1. Online Module clearly
utilizes Universal Design
for Learning (6+ 3
checkpoints).
2. Online Module utilizes
Differentiated Instruction
as evidenced by
differentiated assignments.
3. Online Module includes
specific accessibility and/or
assistive technology
resources.
4. Multiple (4+) assistive
technology resources are
linked to.
Must have all of these criteria:
1. All of the instructional
content I needed to
 3. I had to request access on 3 or
more embedded content and/or
links. OR
4. Navigating through the course
was confusing OR it was hard to
find things OR there is a lot of
extraneous content on the site.
OR
5. The text on the site is hard to
read. OR
6. There are multiple grammatical,
punctuation or spelling errors.
Peer Reviewer Comments:
I enjoyed reviewing your module. Everything looked great! I even gained some ideas of
adjective activities to use with my 1​st​ graders from your Resources/Curation page.
2. I could access the site on the
first try. I had to request
access on no more than 2
embedded content and/or
links. AND
3. It was easy for work through
the course most of the time.
AND
4. There is some extraneous
content on the site, but it
wasn’t distracting or confusing.
AND
5. The site is well designed and
visually appealing. All text is
legible. AND
6. There are one or two
grammatical, punctuation or
spelling errors.
complete the content
2.
module was present.
I could access the site and 3
all embedded content and
links on the first try.
3. It was easy to work
through the course. I knew
what to do next.
4. There is no extraneous or
placeholder content on the
site.
5. The site is well designed
and visually appealing. All
text is legible.
6. There were no
grammatical, punctuation
or spelling errors.
Total Score
15