Choosing a Just Right Book

Team 2: Karen Hall; Erin Huggins; Crystin Irwin; Meghan Little

ECI 716: Fall Semester

Chapter 1,
Activity 3

1. List the instructional problem have you selected:

First and second grade students cannot select a book that is on their independent reading level
based on teacher observations with a combined teaching experience of over 27 years.
Formative student comprehension assessments taken after read to self (independent
reading time) also show that students at this age frequently choose books that are too difficult
or too easy for their specific comprehension level. Analysis of students performance shows
that students have the greatest difficulty initially analyzing books on their independently
reading level and often choose texts that have too many (5 or more) or too few (less than 1)
tricky words, which affects overall comprehension and recall of specific events.
2. List the purpose of your WBI:
At the end of this WBI, students will be able to analyze a text to identify if the text is at their
independent level by looking for tricky words (words that they have a difficult time decoding
independently), an interesting text, and a book that they can comprehend. This will be
measured by teacher formatively assessing students by having them read their chosen book.
The teacher will identify if the student has chosen a book with too many (5 or more) or too
few (less than 1) tricky words per page and is able to retell the story by identifying important
events in sequence from the text.
3. List the content area and topic(s) you have selected:
Literacy in the 1st and 2nd grade elementary school classroom based on the Common Core
State Standards
CCSS.ELA-LITERACY.RL.1.10 and RL.2.10
With prompting and support, read prose and poetry of appropriate
complexity for grades 1-2.
CCSS.ELA-LITERACY.RI.1.10 and RI.2.10
With prompting and support, read informational texts appropriately complex
for grade 1.
CCSS.ELA-LITERACY.RF.1.3 and RF. 2.3
Know and apply grade-level phonics and word analysis skills in decoding
words
CCSS.ELA-LITERACY.RF.1.4 and RF 2.4
Read with sufficient accuracy and fluency to support comprehension.
4. List the target participants for your project and verify you have access to several individuals
to help you test your project later in the semester:
Our target participant for our project is first and second grade students in four schools in
North Carolina within Wake, Chatham, and Durham counties.. All of us on our team teach K-2
and have experience teaching this concept on a regular basis. This is a skill that K-2 students in
particular struggle with and once taught, they can carry with them throughout their education
career.

5. Explain how your target participants will access your Web-based instruction (e.g., computer
lab at your school, individual laptops at their homes, etc.):
Our students will access the WBI from the schools computer lab during the first lesson (whole
group). Then, students will work in small groups or individually on laptops to access the
remaining of the WBI. There will also be a self evaluation piece to the WBI to enhance student
learning in order to promote better analysis of books.
Other Questions: What do you see as the main advantages and disadvantages of WBI? How do
advantages and disadvantages differ based on the varying perspectives (institution, instructor,
or learner)? Do the varying perspectives conflict with each other? How may conflicts be
resolved?

Chapter 1,
Activity 4

Chapter 1,

One advantage is that learners can continue to come back to the same resource again and
again. This does not require additional teacher/student time and encourages students to
become more independent. WBI is very engaging and can captivate students attention better
than a group discussion on the same topic. One disadvantage is that students might not have
access to a computer at home and will not be able to use the resource to help them select a
book. This could cause students to practice the concept incorrectly. We do not feel that the
varying perspectives conflict with each other. Potential conflicts can be resolved by providing
students access to computers at school every day. In the first lesson, the teacher needs to
explicitly teach students in order to field any questions they might have on how to operate the
WBI. The teacher can also do quick checks with students throughout the school year to make
sure everyone is still grasping the concept and is not choosing books that are not a good fit for
them.
How do Web-based learning communities relate to Web-based learning environments?
Describe situations that fit high, medium, and low levels of participant interactivity based on
the continuum of types of learning communities. How are those situations appropriate for the
type of learning community selected?
The difference between a learning environment and a learning community are that the
learning environment includes the component from the administrative and technical
infrastructures. The learning community includes the stakeholders such as: students,
instructions, and instructional support team. Our grad class is the learning community while
Wolf Ware is the learning environment where we are actually getting our instruction. Student
to student and student to teacher would be a high level. Low level would be student to
instruction. At the medium level would be groups of students collaborating together and
some independent instruction. Since we are doing an overview as well as group interaction for
students we feel our project falls in the medium level of the learning community continuum.
This is the most appropriate level for our students since they need more support but are also
capable of some independent work as well. We would be using a live link for students to
access when needed. This link could be embedded in a school or classroom website for easy
access on a regular basis. The media coordinator at our school and/or the public library will be
linked to provide additional resources for students.
Have you participated in Web-based, Web-enhanced, or Web-supported instruction? If so,

Activity 5

which did you prefer? Why? If not, reflect on the differences and consider how you might view
each type.
Currently, we are all participating in web-based instruction through ECI 716 since we are all
online all of the time. One of us has been involved in web-supported instruction. Here, all of
her meetings are face-to-face, but they have to go online to respond and post to forums.
Crystin has been involved with Web-enhanced instruction when she took a hybrid class.
As a team, we decided it depends on the situation. We like Web-based instruction, but like
synchronous classes versus asynchronous.
Begin thinking about the type of online instruction that you may create for your own project.
Explain why it would be an appropriate choice for you.

Chapter 1,
Activity 6

For the purposes of our project, we feel Web-supported would be the way to go. This would
be formatted in a way such that the teacher gives initial instruction to students presenting the
WBI whole group. Students can then independently access the WBI for review. This way
students can get support from the teacher and independently practice the skill.
If you have participated in or observed WBI, what technological tools were used? Were they
used effectively? How would you have improved the teaching and learning experiences?
Moodle has been used for our instruction as students. However, as teachers, we have used
programs such as Reflex, ClassWorks, IXL Math which provide instruction at a students level
with repetition and feedback. We believe all of these WBI were used effectively.
Think about the type of technological tools you will be able to use in your WBI project.
Describe the tools you would choose and explain why they would meet the needs of your
instructor (or you as the instructor) and of learners.
For our project we can use Screencast-o-matic as part of our whole group lesson for students.
For the independent aspect of the project we are still searching for the best platform for our
students. We would like to use something similar to Weebly. For the self evaluation and
reflections from our students we plan on using Google Forms to provide students with
immediate feedback on their book selection. We would also like to use something to help
buddy students up with each other.

Chapter 3,
Activity 2

The problem that will be addressed is 1st and 2nd grade students have a difficult time
choosing an independent level reading book. At this age, students reading levels are
changing quickly as they develop basic reading skills, which also changes their
independent level. As students independent level changes, they need to be able to
find a new independent level book to practice their current skill development.
The symptoms of the problem are students reading books that are too easy for them,
therefore not practicing new and critical skills to reach the next level. Symptoms also
include students choosing books that are too hard, which does not allow them to

practice necessary skill. Another symptom is when students flip through a book and
confuse something exciting for a book at their level.
The root cause of the problem is 1st and 2nd grade students do not know what to look
for when choosing an independent level book. Students do not always realize that
there are different levels of text, some of which they can read and some levels that are
too easy or hard. Students do not know how to monitor a book to identify the criteria
of an independent level text.
Instruction is an appropriate solution to this problem, as it will teach lacking skills for
students so that they may choose a book at their independent level. WBI is
appropriate instruction because it will allow for students to learn the skill of finding an
independent level book, self-check, and relearn skills if needed throughout the year
(without teacher losing face to face instructional time)
I
Actual

Problems (Gap)

Some students know their

current independent level text,
not all

Optimals

Students who do not know Student knows current

their level will not know
independent reading
how to begin looking at text level
characteristics

Students choose a book that theyStudent does not know that Student identifies text
know they can read, one that is their familiar book is too
that is too easy
familiar
easy, they choose the book
because they know they
can read it.
Students look for an interesting Student does not realize
Student identifies text
cover to choose book
text is too hard, they focus that is too hard
on something engaging
about the book. They will
not be able to decode and
comprehend successfully.
Students are randomly choosing Students do not have an
books without a process to guide internalized method for
their method.
identifying a text that is at
their level.

Student identifies text

that is just right

Student chooses book at their oldStudents do not realize

level, or an easier level because they need to apply skill to a
they do not realize their level has different, more challenging,
changed.
set of books.

Student recognizes that

text level changes, and
can still apply skill of
choosing independent
level text successfully

st

A problem facing 1 and 2

nd

grade students is that they have a variety of breakdowns

in skill when choosing an independent level book. Based on classroom observations

with students at these levels, several problems were identified. These problems
include: students choosing books that are too hard or too easy and students not
knowing how to find books at their level once their level changed. These problems
seem to stem from the same root cause. Students have not received or have not
internalized instruction that teaches them a process for identifying just right books.
Students either have not been exposed to this instruction, or need this instruction
multiple times. Both of these root causes can be addressed through WBI. Students
can be explicitly taught a process for choosing their just right book, then they can
practice and self-check. Students who need instruction multiple times for
internalization, can refresh their knowledge by participating in the WBI again (this is
appropriate for the grade level).
Chapter 3,
Activity 3

Learners will be able to generate process to determine whether a chosen text is their
independent level by following the just right book process of steps.
*This instructional goal falls under Gagnes Intellectual Skill of Higher-order rules or
problem solving.

Chapter 3,
Activity 4

Main Elements in
Context Analysis

Aspects

Organizational
Infrastructure

Instruction will take place in a computer lab or in the

classroom with a laptop cart that provides each
student in the class access to a computer and access
to school server. Most schools have scheduled times
throughout the week when classes are scheduled to
meet in the computer lab or times that they can
reserve. WBI will take place during these scheduled
blocks. The WBI will be available online, so only
internet access and web browsers are needed. The
computers must also be outfitted with Microsoft Word,
Open Office, or another word processor that can open
online documents. Teachers will be the planners and
managers once the WBI has been developed. They
will plan, organize, lead, and control how students
access instruction. The designers should coordinate
with staff to identify any changes that need to be made
to WBI. There should not be any ownership issues
involving this WBI. It will be available online at no cost.
Little administrative support will be needed for WBI to
be delivered or reviewed, but teachers may need to
contact school administrators or technology personnel

if problems arise with internet access or the computers

themselves.
Allocation and
Competencies of
Personnel

The designers (Erin Huggins, Meghan Little, Crystin

Irwin, and Karen Hall) are themselves 1st and 2nd
grade teachers. The development of the WBI will be
based on their personal experiences and expertise in
teaching students this age and WBI will be used within
their classrooms. The designers will provide other
instructors with an overview of how to use the WBI that
includes lesson plans and guides for assessing
students.
A technology teacher should be involved to help
resolve any technical issues that may arise during
WBI. Since the developers are the initial instructors,
assistance will be available during the entire WBIs
design, development, and implementation. The
developers will work together to assist and support
each other, other instructors, and learners. Support
services will be available through a link on the WBI
site, and questions will be answered on a first-come,
first-serve basis.

Chapter 3,
Activity 5

Learner Location and

Technology

Students are accessing the WBI with distance in time

and space from some instruction. There will not be any
synchronous instruction from the WBI or the designers,
but the instructors will provide instruction during the
initial instruction and help students navigate the WBI
during review.
Students will complete training in the schools
computer lab. Students will have access to desktop or
laptop computers with internet connection and
speakers. Follow up instruction may take place in the
computer lab or classroom.

Main Elements in
Learner Analysis

Aspects

General
Characteristics

WBI will serve all 1st-2nd grade students in 4

elementary school classrooms in Wake County, NC.
These students are choosing their own books from the
library and may or may not be having difficulty

deciding what books are appropriate for them.

These students come with some foundational reading
skills that will evolve (some very dramatically)
throughout the school year. Most students at this age
are becoming fluent and independent readers but may
not have a great deal of experience in choosing their
own books up to this point. Ability at this age will vary
quite a bit, so some students will be at a much higher
reading level than others. Students at this age often
want to pick books based solely on their subject of
interest and not necessarily on their reading ability.
Most students at this age do not know how to pick
books that are appropriate for their reading level.
Students at this age have had some experience
navigating computers, but most will not have mastered
using a mouse and keyboard while exploring
websites.This may also be students first time using
WBI, so some anxiety is to be expected. This is why it
is important for educators to guide students as they
work through WBI for the first time.
There are several commonalities among students at
this age, and pertinent ones include their growing and
evolving reading levels, comprehension skills, and
technology capabilities. Students are by nature
heterogeneous. They cannot be put into one nice,
neat box and described, so there will be many
distinctions between students including their individual
reading levels, specific strengths and weaknesses
with specific comprehension tasks, their access to
literature and adults who read to/with them at home,
their past experience with books, and their individual
technical skills.
Student information would be gathered from formative
classroom data that includes reading and
comprehension scores, library records to identify what
types of books they have checked out, and past
school records to examine past reading and
comprehension performance.

Motivations

They want to develop independence in choosing

books that interest them and are also at their reading
level. All students would participate in training, and the

varying range of abilities needs to be taken into

account when designing WBI. You could assess
motivation levels in kids of this age by asking a series
of questions and having students raise their hands.
(e.g. How many of you think it is hard to pick out your
own book from the library? What kinds of books do
you pick out? Would you like to learn how to find just
the right book for you?) as well as giving them a
student-friendly questionnaire (listed below). You
could then extend the discussion to focus on specific
skills the students need help with.
Prior Knowledge

Students must have prior reading instruction that

allows them to read simple to complex books.
Students should also have some experience using a
computer, typing on a keyboard, using a mouse, and
navigating a basic website by choosing task buttons.
They may lack the ability to identify challenging books
on their specific reading level that will be appropriate
for independent reading. They may also lack the ability
to use a computer to access online tutorials. Some
students may feel anxious, upset, or uncertain about
choosing their own books. At this age, they are
beginning to develop independent skills, and this could
potentially be a stressful task for many students.

Communication Skills

Students are able to orally communicate their wants

and needs in 1st and 2nd grade. Written
communication may be limited to a few sentences.
They should be able to communicate with a group with
teacher support and identify when they are struggling
with a task by asking for help.

Technical Skills

They should be able to identify a computer, laptop,

mouse, speakers, and other basic technology
equipment and have some proficiency using these
devices. Some students will have more technical skills
than others depending upon their access to these
devices at home and how much technology is used
within their school. Most students at this age will need
assistance accessing the internet and maneuvering
through online tutorials at first.

Abilities and
Disabilities

Students will begin with a wide range of abilities and

disabilities within each school system. Some older
students with disabilities who are on a first or second
grade reading level may participate in WBI as well.

Students may come in having extensive experience

using computers and navigating the Web at home,
while others may not. Students will disabilities may
have impairments that make using online tools difficult
such as visual/fine-motor/hearing impairments that
would inhibit their ability to complete tasks
independently without accommodations as well as
cognitive and processing issues that make it difficult
for them to follow directions or complete necessary
tasks. Instructors should be aware of these possible
needs and accommodate students accordingly.
Other Learner
Characteristics

Designers and instructors need to keep in mind that

student success in choosing the right book may vary
from day to day depending on any number of
extraneous factors including: whether or not they have
eaten or gotten a good night of sleep, personal
stresses in or outside of school, proper medication
being delivered, etc.

Students in 1st and 2nd grade would take this course as a supplement to their normal
reading and comprehension instruction. It is not mandatory curriculum-based
instruction, and students performance on these tasks will not be reflected in their
grades. This impacts the way we develop our WBI. Because this instruction is
supplementary and aimed at helping students develop their overall reading skills
(which will affect their academics down the line), we want make instruction fun and
easy for young students to follow. By engaging them in the WBI, we increase the
chances of them retaining and generalizing the skills as well as returning to the
content for later practice.
We could assess general student motivation levels during morning meeting or circle
time by having students raise their hands as we ask questions about their reading
level. Using a questionnaire at this age would be appropriate if the instructor ensures
the questions are written at a first/second grade verbal comprehension level and are
read aloud to the group with one-on-one assistance as needed for students who have
slower processing speed or have difficulty attending to each question as it is read. The
questionnaire below was taken a paper written by Kathrine Torres titled Factors that
Influence Students Motivation to Read Across Grade Levels and would be an
appropriate method for gathering motivational data on students.
Motivation Toward Reading Questionnaire Link
https://docs.google.com/document/d/1LPr8YS1AeCm8qHnV11M3fPE5JqpBF3jdLSfN45IJNU/edit?usp=sharing

Chapter 4,
Activity 1

See Gliffy I created here at: http://www.gliffy.com/go/publish/6200022

Conduct an instructional content analysis on your instructional goal. Decide which
type of analysis and Learning Task Map (LTM) format you will use. To break down
the goal, ask yourself, "What do learners need to know or do to reach the goal?"
Repeat this question for each of the major steps to determine the subskills. You
should have between 3 and 12 major steps.
As you conduct your analysis, begin working on your Learning Task Map (LTM).
Write the WBI goal in a box above your major steps. Determine the major steps to
reach this goal and then break each step into subskills. Use short phrases for the
learning task items within the boxes. Set the instructional line between the to-belearned and entry skills using information from your learner analysis.
Use a technology tool, such as Inspiration (Inspiration Software, Inc., 2005) or
the draw portion of Microsoft PowerPoint or Word (or other word processor
program), to develop your Learning Task Map (LTM). Novice LTM builders may
find it helpful to begin their LTM by first using a "sticky notepad," rearranging each
"sticky note" until they find an optimum sequence. These notes can then be drawn
using a technology tool.
ECI 716 students are recommended to use http://www.gliffy.com to create your
LTM online. When finished, publish your Gliffy diagram to a public URL and paste
your URL into this template, so I can check your work. I advise you to log out of
your Gliffy account and check your URL to make sure you are pasting-in a public
URL that can be accessed by someone without your Gliffy ID and password. In the
past, many students have erroneously pasted-in a private Gliffy URL that only they
could access. This error will slow down the grading process and your progress
through this project.
Identify the outcome level for each major step and subskills using the Categories
of Learning or some other domain taxonomy. Once you are satisfied with your
analysis and have a workable Learning Task Map (LTM), try to find a subject
matter expert (SME) to review your LTM. Place your LTM in this Design
Document.

Chapter 4,
Activity 2

Begin a Task-Objective-Assessment Item Blueprint (TOAB) for your WBI project.

Use this tool to align your learning task items to corresponding outcome levels.
Place the instructional goal at the top of the table. List all of the major steps with
their corresponding subskills in a sequential order, preserving the task numbering
system established in your Learning Task Map (LTM). Add the entry skills last. List
the outcome level of each major step and subskill. Use the overview in Table 4.1
as your template:
Learning Task
Item and Number

Objective

Outcome Level

Assessment Item

Instructional Goal

Select a Just

Intellectual skill:

Performance

Right Book.

Concrete concept

tasks graded
using a rubric
during daily 5
reading
instruction.

Major Step
1.0

Select a book
that is interesting
to the student.

Intellectual Skill:
Discrimination

Multiple choice
test that ask about
what they like and
then ask them to
select book that
interest them

Subskill
1.1

Determine if the
book topic is
interesting by
looking at the
pictures of the
text.

Intellectual Skill:
Discrimination

Essay- Students
will choose a book
and state why
they think the text
would be
interesting to them

Subskill
1.2

Determine if they
have necessary
reading stamina
to read the
selected text

Intellectual Skill:
Discrimination

Students will
select a picture of
text length that
looks just right for
their independent
reading level.

Major Step
2.0

Identify tricky
words when
reading a page of
a book.

Intellectual Skill:
Concrete
Concept

Performance
Assessment
Circle tricky words
as reading a page.

Subskill
2.1

Count and
remember tricky
words they have
read.

Intellectual Skill:
Concrete
Concept

Students read a
simple text and
are asked to count
the highlighted
words in the text.

Major Step
3.0

Comprehend
what they read in
the book.

Intellectual Skill:
higher-order rule

Mclass: TRC
assessment

Subskill
3.1

Retell events of
self-selected text

Cognitive
strategy

Beginning Middle
End Story Map

Entry Skill
0.1

Identify topics of
books they like to
read.

Intellectual Skill:
Concrete
Concept

Be able to select
books of interest
in the class or

school library

Chapter 5,
Activity 11

Entry Skill
0.2

Define reading
stamina

Verbal
Information

What is reading
stamina essay

Entry Skill
0.3

Show print and

book awareness
concepts.

Intellectual Skill:
rule

Book and Print

Awareness
Assessment
http://www.helpfor
reading.com/blog/
wpcontent/uploads/C
CSS-K-and-1stPrintAwareness1.pdf

Make your preliminary plans for your own summative evaluation. Decide on its
timing, general purposes, and data sources. Outline methods and tools you might
use. Determine how you will communicate your results and recommendations.
Describe these elements and supply a rationale for your decisions:
Evaluation Criteria
Effectiveness: Was the
instruction effective?

Main Questions
Can the child choose a
high interest book on
their reading level with
2-5 tricky words per
page?

Data Sources
Performance activity
(book chosen by the
child)

Can the child choose a

book that they can
comprehend?
Can the child choose a
book on a topic that they
find interesting?
Efficiency: Was the
instruction
efficient?

How long did students

spend initially learning to
pick Just the Right
Book?
How many times did

Documentation of class
time

students return to the

WBI to review and
revisit the information
after initial instruction?
How long did it take
learners to complete
instruction
independently during
review sessions?
Appeal: Was the instruction
appealing?

Will learners revisit

module as needed?

Survey at the end of

module

As necessary, modify main questions and data sources into final form.
The Summative Evaluation Plan
Who are the primary and secondary stakeholders?
Primary stakeholders would be literacy coach, teachers, and librarians. The
secondary stakeholders are administrators, parents of the learners, as well as
the students themselves.
What is being evaluated?
Design Plan
Objectives
Order of objectives
Assessment tool
Instructional Strategies
Website
Usability
Layout
Student Demonstration of skill
Student application
Who are the evaluators (internal or external)?
Teachers, literacy coaches, and /or librarians would act as evaluations of the
WBI. This would be considered internal evaluation.
Who will be asked to participate in the evaluation?
Teachers, students, literacy coaches, and librarians that participate in the
program will be asked to evaluate the program for its effectiveness and
design..
What are the evaluation methods and tools?
Evaluations will be conducted using surveys to gather student interest data
and teacher observational data of student skill mastery. Additional evaluation
data will be gathered through initial usage feedback about usability of the WBI

from teachers. Tools to evaluate will include surveys and teacher observation
forms about performance.
How are data collected and analyzed?
Data will be collected through surveys, teacher feedback, and teacher
observation forms. These data will be analyzed internally by the teachers who
are implementing the WBI.
How are evaluation results reported?
Results for each student will be reported to the classroom teacher and used to
identify struggling students that need continued instruction through the WBI
module. Documentation of student performance will be provided to each
teacher through a Google Doc.

Chapter 6,
Activity 3

Using your Learning Task Map (LTM), write objectives for your WBI. Each LTM
item should have an objective. Be sure that each objective is aligned with a
learning outcome as well as with the learning task item. Refer to Tables 6.3 to 6.5
for proper formatting. Remember that each objective should contain a condition,
performance (action verb), and criteria. Organize your objectives into the identified
Task-Objective-Assessment Item Blueprint (TOAB) columns. Leave the
assessment item column blank.
Note any changes to your Task-Objective-Assessment Item Blueprint (TOAB) as
you review and revise your WBI design. If the changes are significant, you may
need to create a new TOAB and explain the reasons for the modifications:
Learning Task
Item and Number

Objective

Outcome Level

Assessment Item

Instructional Goal

Given a basket of
books, students
will be able to
select a Just
Right Book more
than 80% of the
time when
selecting
independent
reading text.

Intellectual skill:
Concrete concept

Performance
tasks graded using
a rubric during
daily 5 reading
instruction.

Major Step
1.0

Given a basket of
books, SWBAT
select a book that

Intellectual Skill:
Discrimination

Multiple choice
test that ask about
what they like and

they have an
interest in at least
4 out of 5 times.

then ask them to

select book that
interest them

Subskill
1.1

Given a basket of
books, SWBAT
determine which
book topic is
interesting by
looking at the
pictures of the
text in 3 out of 4
times.

Intellectual Skill:
Discrimination

Essay- Students
will choose a book
and state why they
think the text
would be
interesting to them

Subskill
1.2

Given a high
interest book of
the students,
choosing,
SWBAT
determine if they
have necessary
reading stamina
to read the
selected text 4
out of 5 time with
80% accuracy.

Intellectual Skill:
Discrimination

Students will
select a picture of
text length that
looks just right for
their independent
reading level.

Major Step
2.0

Given a book on
their independent
reading level,
SWBAT Identify
2-5 tricky words
when reading 100
words in a book.

Intellectual Skill:
Concrete
Concept

Performance
Assessment
Circle tricky words
as reading a page.

Subskill
2.1

Given a selfselected text,

SWBAT count
and remember
tricky words they
have read 4 out of
5 times.

Intellectual Skill:
Concrete
Concept

Students read a
simple text and are
asked to count the
highlighted words
in the text.

Major Step
3.0

Given a selfselected text,

SWBAT
comprehend what
they read in the

Intellectual Skill:
higher-order rule

Mclass: TRC
assessment

book by retelling
the book with at
least 3 major
events in
chronological
order and
answering
teacher given
comprehension
questions with
80% accuracy.
Subskill
3.1

Given a selfselected text,

SWBAT retell
events of the text
in order providing
details about the
beginning, middle
and end with 80%
accuracy.

Cognitive
strategy

Beginning Middle
End Story Map

Entry Skill
0.1

Given a list of
genres, SWBAT
identify topics of
books they like to
read 3 times.

Intellectual Skill:
Concrete
Concept

Be able to select
books of interest in
the class or school
library

Entry Skill
0.2

When asked
about their
personal reading
stamina, students
will be able to
provide the
correct definition
4 out of 5 times
with 80%
accuracy.

Verbal
Information

What is reading
stamina essay

Entry Skill
0.3

Given a text,
SWBAT show
print and book
awareness
concepts with
100% accuracy.

Intellectual Skill:
rule

Book and Print

Awareness
Assessment
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Chapter 6,
Activity 4

Decide on the type(s) of assessment and schedule for assessing student

performance for your WBI. Consider creating a checklist or rubric for authentic
assessment tools. When creating a rubric be sure to define your scoring
descriptors. If using subjective tests (e.g., essays, short answer items), consider
developing the questions and the scoring key.
Complete the last column of the Task-Objective-Assessment Item Blueprint
(TOAB). For each objective create a sample test item or indicate how an
alternative assessment will be used for the objective. Be sure that you use the
TOAB to review the sample items for congruence with stated objectives, learning
outcomes, and the learning task item. Make whatever adjustments needed so that
all TOAB elements correspond with each other.

Chapter 6,
Activity 5

Chapter
7,
Acti
vity
1

Complete the organization of your proposed WBI by clustering objectives into

major topics, regardless of their order in the Learning Task Map (LTM). Chunk and
sequence the objectives logically within each cluster. Define each cluster with a
name that you may use later as a unit title. Preserve and include the task
item/objective numbers from the Task-Objective-Assessment Item Blueprint
(TOAB) in this Design Document for added clarity as to how you grouped the
objectives together.
Major Topics

Unit Title
Name

Task
item/Objecti
ve Numbers

Learners will
be able to
select a book
that is of
interest to
them.

Choosing a
good book

Major Step
1.0 and
Subskill 1.1
and 1.2

Learners will
identify words
that are too
difficult for
them to read
or define.

Examining
the book

Major Step
2.0 and
Subskill 2.1

Learners will
be able to
comprehend
what they
read in the
book.

What was the

book about?

Major Step
3.0 and
Subskill 3.1

For your project, use the WBI Strategy Worksheet (see Table 7.1) to provide an
overview of the entire WBI design for your project. Once that is completed (and
possibly reviewed and approved), provide a detailed plan for each of your
clustered objectives. The worksheet is a part of this Design Document and should
provide enough explanation and description that anyone on the design team could
develop the WBI from it. Be sure to have your design plans evaluated and
approved as necessary.
Orientation to Learning
Subcomponents
1. Provide an
overview of entire
WBI (or each
instructional unit)

Instructional Strategies for Entire WBI (or Each Unit)

Learners will be introduced to the WBI by the

following:
The introductory page will show a picture of
Goldilocks holding a book, and the title will say:
How to PIck a Just Right Book
Students will be prompted to click on a bowl of

porridge to enter the site.

They will enter a bookroom/library that has
different genres of books labeled. They will see
the title How to Pick a Book I Like. Goldilocks
will provide the audio overview.
Once they have navigated through the book
room, they will click on a rocking chair with the
word next above it.
They will enter another room with the title Finding
just the right number of tricky words. Goldilocks
will explain this concept and demonstrate how to
do this..
Once students have completed this section, they
will click on a picture of a bed with the word
nextabove it.
Students will enter a classroom with the title How
to Understand What I Read.
Goldilocks will explain how to summarize what
you read by retelling events in order.
Students will be prompted to click on a picture of
a house that has Review written at the top.
They will see Goldilocks again. She will briefly
summarize all the steps.
She will prompt students to use these steps to
pick a just right book from their bookshelf or
library. Students will come back and click on the
? icon that will be their assessment.
Students will self assess using 3 questions: Did
you pick a book you liked? Turn to the first page.
Did you find 2-5 tricky words? Can you retell the
story in at least 3 sentences?
There will be an option for students to return to
the first page to review the skills again if they
answered no for any of the three questions. A
review button will take them back.

2. State the goal

(and/or objectives)
and performance
outcomes

1. Learners will be able to select a book that is of

interest to them.
2. Learners will identify words that are too difficult
for them to read or define.
3. Learners will be able to comprehend what they
read in the book.

3. Explain relevance
of the WBI (or Unit)

1st and 2nd grade students have a difficult time

choosing an independent level reading book. At
this age, students reading levels are changing
quickly as they develop basic reading skills, which
also changes their independent level. As
students independent level changes, they need
to be able to find a new independent level book to
practice their current skill development.

4. Assist learner recall

Students must have prior reading instruction that

of prior knowledge,
skills, and
experiences

5. Provide directions
on how to start,
navigate, and
proceed through
WBI (or Unit)

allows them to read simple to complex books.

Students should also have some experience
using a computer, typing on a keyboard, using a
mouse, and navigating a basic website by
choosing task buttons. They may lack the ability
to identify challenging books on their specific
reading level that will be appropriate for
independent reading. They may also lack the
ability to use a computer to access online
tutorials. Some students may feel anxious, upset,
or uncertain about choosing their own books. At
this age, they are beginning to develop
independent skills, and this could potentially be a
stressful task for many students.
The instructors will be informed how to use the WBI
on an informational page. Students will receive
information on how to start and navigate each
page of the WBI using a Voki since they have
limited reading levels. The navigation buttons
need to be clearly marked. The lessons will be
identified with numbers (1, 2, 3). Lessons will be
proceed in order so all students need to do is to
click the next or forward arrow button. At the end
of the WBI students will click the end button so
they know when they have completed all the
lessons.

Begin developing the instructional strategies for the Orientation to Learning for your
first unit of instruction. Use the WBI Strategy Worksheet to detail and document
the strategies, following the template given in Table 7.2. Create strategies that are
appropriate to the instructional goal, learners, content, and learning tasks. Make
sure that your orientation strategies reflect your theoretical approach to learning,
as well. Describe the strategies in such a way that resulting Web pages can be
developed. Remember, this part of concurrent design is a description of how to
present the instruction, not the actual development of the plans.
For each unit of instruction, plan the instructional strategies for Orientation to Learning.
If you are the lone designer/instructor, you may find it easiest to complete one
unit's detailed description before starting another. If more than one designer is
involved in the project, then multiple units may be started at the same time. Again,
the detailed unit design plans are evaluated as designated in your formative
evaluation plan and according to your project's timeline.
Chapter
7,
Acti
vity
2

Determine the instructional strategies for Instruction on the Content subcomponents for
each unit of your WBI, using Table 7.3 as your template. You can select different
strategies for each lesson or establish a standard set of strategies based on your
theoretical approach to learning, your instructional goal, and your design
experience. The more specificity that you provide in this part of the Design
Document, the easier your WBI development will be.
Instruction on the Content
Subcomponents

Instructional Strategies for Entire WBI (or Each

Unit)

6. Present content
information

Chapter
7,
Acti
vity
3

Direct instruction through presentations

using audio (Voki), multimedia (Toondoo),
videos.
Modeling

7. Provide learning cues

Use graphics or audio to guide the learner

through the WBI

8. Present opportunities for

practice

Self-guided questions
Exercises to practice choosing and reading
just right books.
Reflection journals

9. Provide feedback on
practice performance

Immediate feedback from quiz

Discussion with peers/instructor
Instructor feedback to learner practice

10. Provide review of and

close the unit

Goldilocks will summarize how to choose a

just right book.

Determine the instructional strategies for the Measurement of Learning

component for your WBI project, using Table 7.4 as your template. Identify
when and how often assessments will be conducted. Remember that the
outlined strategies provide directions as to how the development team will
construct the strategy. Add the information to your WBI Strategy Worksheet
and include it in this Design Document.
Assessments will be conducted after students have completed the WBI. Assessment
data will be collected both from a self-assessment students take to indicate
interest level of text chosen as well as through anecdotal data collected by the
teacher about students reading level as it corresponds to student chosen text.
Measurement of Learning
Subcomponents
11. Assess performance

Instructional Strategies for Entire WBI (or

Each Unit)

12. Advise scores for performance

or provide feedback on
progress

Use multiple-choice self assessment

quiz
Require completion of task (choosing
just right book)
Use observational data of student
book choice
Use observational data of student
ability to retell text

Provide self assessment survey

results
Encourage remediation, if necessary
Provide guidelines for success for
students to self check their chosen
text

Chapter
7,
Acti
vity
4

Determine the instructional strategies for your Summary and Close component on the
WBI Strategy Worksheet for your project, using Table 7.6 as your template.
Include the details in this Design Document. Articulate the instructional strategies
in a way that any members of the design team could develop them into the WBI.
Summary and Close
Subcomponents

Instructional Strategies for Entire WBI (or Each

Unit)

13. Provide opportunities

for retention

Use graphics to review concepts taught

Students can apply skill as wrap-up from WBI
Audio (voki) will review text on each page

14. Provide remediation for

unmet objectives

Encourage learners to review WBI frequently

until mastered all three skills.

15. Enhance and enrich

learning

Discuss how to apply this skill at home as

well as at school.
End by having Goldilocks tell the learner to
have fun choosing a book that is just right for
them.

Chapter
8,
Acti
vity
2

Teacher check-ins to determine

appropriate level of chosen text

Consider whether it is appropriate to use a metaphor or an analogy for your WBI.

If so, briefly describe the metaphor or analogy. Make an initial sketch of your
interface. What colors will you use? Where will you locate the buttons on the
Web page? Are you being consistent with colors, fonts, styles, placement of
links, icons, and so on? Is your design aesthetically appealing?
An analogy is appropriate for this WBI, in fact, it will enhance student success rate.
We will be using Goldilocks to guide us through our WBI as we choose the just
right book. Just as Goldilocks identifies the Just Right chair, bed, and porridge
in her adventure at the Three Little Bears house, students of this WBI will follow
their own adventure searching for a just right book. Students will click on a bed
icon (which will also have the words next underneath) to move on to the next
portion of the WBI. This will be consistent as they move through different parts of
the WBI. This theme will be a metaphor throughout the WBI, which will help
students navigate the page with Goldilocks.

This will be our Goldilocks voki which will provide audio

directions for students who need additional reinforcement for text directions.
Goldilocks will be consistent throughout the WBI.

In creating the WBI, icons will be consistently placed so that students can easily
navigate through the WBI. Color schemes, fonts, and styles will be consistent and
uniform throughout the WBI. The font will be simple for beginning readers to
decode. Our color scheme will be simple and uniform throughout. We will be using
a simple brown background with brightly colored accents consistently throughout
the WBI.
Here is what we envision the home page to look like:

In order to maintain simplicity and consistency, this is what we envision our next page,
Something Interesting, to look like:

Chapter
8,
Acti
vity
3

Create a flowchart for your WBI project. (If you are using a Learning Management
System, make the flowchart fit its structure.) Present how the learner will move
through the units of instruction (or lessons) and show the types of decisions that
they are allowed to make. What types of Web pages will you need to create?
Review Appendix B and identify the design type your flowchart depicts. Add the
flowchart and accompanying description to this Design Document.
http://www.gliffy.com/go/publish/6360727
[ECI 716 students, again you can use a tool like http://www.gliffy.com/ to create your
flowchart, publish the diagram to a public URL, then paste the URL into this
document so I can review it. Log out of your Gliffy account and check your URL to
make sure you are pasting-in a public URL that can be accessed by someone
without a password. In the past, many students have erroneously pasted-in a
private URL that only they could access. This error will slow down the grading
process and your progress through this project.]