Principles of Instructional Design 1

Principles of Instructional Design

Instructional Design Project
Report 2 – Instructional Components
Olivia Foy
EDIT 700-D1
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Instructional Goal Statement

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.
Standard 4: Read with sufficient accuracy and fluency to support comprehension.

Performance Objective
Upon completing reading practice using Letterland and Fountas and Pinnell, the third-
grade students at Andrews Elementary School will be able to successfully read a 100-word
passage with at least 80% accuracy to promote fluency provided by a passage on the computer.

Instructional Sequence
The instructional routine for reading during the Summer Camp includes read-aloud,
guided reading, writing, and phonics. The students start off their reading block with a read-aloud
by the teacher where the teacher models how to read with expression and a steady rhythm.
Reading strategies for checking for comprehension and unknown words as discussed during the
read-aloud as well. After the read-aloud, the students participate in small groups where they are
participating in guided reading either one-on-one or with a small group no more than three
students. The student is reading the whole book to the teacher while the teacher points out words
that are misread or hard for the students to recall. Then the student answers questions for
comprehension. The teacher will provide feedback during each reading. While the student is
reading to the teacher, the other students are either completing writing based on the book during
read-aloud or guided reading. If they are finished with their writing, they will work on iReady
that is based on their needs from their reading diagnostic. The iReady program gives immediate
feedback pertaining to the lesson. After everyone has read their guided reading book with the
teacher to check for accuracy and fluency, the students will complete the Letterland lesson on a
phonics skill, mainly short and long vowels. The students will decode and learn phonic patterns
in each lesson. There are also vocabulary words in the Letterland instruction.

Pre-Instructional Activities
Before summer camp, each of the students completed an iReady Diagnostic that
measured their reading ability in comprehension, vocabulary, and phonics. The results were then
examined and their scores for each of the domains determined their levels for guided reading and
phonics. The eight students were determined to be on different reading levels with one student
on a level B, one on a level I, and the others on a level K/L. Majority were pretty low in phonics,
mainly in the K and first grade range, and it was decided by the teachers and administration that
students would start from the beginning of grade 3 with short and long vowel sounds and
complete four lessons, one for each week. The teacher will go to the guided reading room in the
school each week and picked out around 3 books for each grade level for guided reading to use
in the summer camp instruction. Students will then be asked comprehension questions during
and after independently reading.

Strategies for Teaching Each Objective

For Letterland, each lesson builds upon each other so students will show mastery of at
least 80% by completing the activities and the assessment at the end of the lesson on spelling and
vocabulary. The students will sort the words into long and short vowel sounds on the first day
and then decode on the second day to break apart the word to learn the different patterns and
blends. The rest of the week will be application where they use the word in passages and
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sentences. The guided reading books do not necessarily work off of each other being that the
books are just based on levels; however, some of the books are in series so students can build
connections and compare the books. As they progress with the books, I will check their
comprehension by asking questions and noting their responses. If they seem to being answering
the questions correctly, then I will go up to the next level in the lexile levels to challenge them a
little more while checking that they are maintaining word accuracy. If there are words that they
are struggling with, I will have a quick minilesson with them to teach strategies to help
remember the word later. The read-alouds that I will be conducting in the classroom will be
based on social-emotional concepts and will make connections to get the students thinking about
real-world problems.

Media Selection and Rationale for Delivery of Instruction

There are several different materials required for each of the subcomponents of the
reading unit for summer camp. For read-alouds, the books are chosen from the Fountas and
Pinnell kits and come with the teacher copy of the book as well as the card of questions and
additional activities for the students. Most of the students will be writing notes in their
composition notebook while the teacher is reading. The books come from similar sections of the
kits to build connections for the students and help them compare different situations and the
solutions. Phonics instruction is selected from the Letterland program materials available at the
school and copies are made for the students. We picked four lessons: short vowels, long vowels,
and two lessons on magic with that correlates with long vowel sounds. The students will each
need paper handouts from the teacher manual on word sort, decoding, passages, and other
activities that they will complete during the week. I usually take the pages for the week and
staple it together to make a packet for them for each lesson week. The teacher also needs dry
erase board or anchor chart to draw out the decoding for the students. There are cards with the
vowel sounds and patterns to show to the students to get them thinking about sounds prior to the
lesson. Sometimes I also have them complete a blooket on phonics skills if there is enough time
so this would only require a computer for each child. For the guided reading book, the teacher
will get a set of four books for each group from the guided reading room. Each group will get a
book to read each day. There will be a copy of each book for the students in the group and the
teacher to follow along as they read. Each set of books also come with a card for questions and
optional writing activities for that book. They will need their composition notebook to complete
their writing prompt for their book.

Data Assessments and Samples

Students will complete the iReady diagnostic for their beginning score to determine
placements for groups and where to start with phonics. At the end of the summer camp, the
students will take the iReady diagnostic again to determine how much they have increased using
the Letterland program as well as Fountas and Pinnell. Students will also complete a fluency
reading on google slides that calculates their accuracy and fluency. An example of the online
word passage is included below:
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Example of words for Letterland:

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Example of Letterland Word Sorts Practice (Students will complete one each week) Feedback
will be given at the end when the teacher checks it. Students will fix their mistakes after looking
at the answer key:
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Decoding steps students will use for each week’s words:

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Example of the passages that students will complete using the vocabulary and spelling words in
Letterland for each week:
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Example of card used with books from Fountas and Pinnell (Provides questions and optional
activities with the book) I use the cards with the Guided Reading kits:
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Read-aloud books:
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Example of iReady screen for individualized practice and feedback as well as the diagnostic:
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