FRIT7231InstructionalDesign

DesignDocument

DebbieParker

Dr.Hodges
Summer2016

IdentificationofLearningProblem

TheLexileFrameworkforReading(Lexile)andthestateofGeorgiastatethatstudentsneedto
bereading1185L1385Lbythetimetheygraduatehighschool.ThisisthestretchLexilelevel,
whichisactuallyhigherthanthegradelevelbandsidentifiedbythecreatorsoftheLexile
measurement.Thestretchsystemfiltersallthewaydownintoelementaryschool.Inmyfourth
gradeclassroom,studentsareexpectedtoreadatastretchLexileof740L1010Ltobeontrack
tograduateCollegeandCareerready.However,thegradebandforfourthandfifthgradeis
640L850L.Itisclearthatthereisadiscrepancybetweenthegradelevelexpectationsandthe
necessarylevelofperformancetobecomeCollegeandCareerreadybygraduation.Therealityis
thatadiscrepancyexistsatthelowerendofthemeasurementaswell.Manystudentsenterfourth
gradereadingfarbelowthegradelevelexpectation(whichisalsotheLexilelevelatwhichthey
aretested).LibertyCountyusestheSTARassessmentasitsuniversalscreenerforreadinglevels
inadditiontotheLexilereportprovidedwiththeGMASscores.Examinationofthisdatafrom
lastyearsthirdgradestudentsshowedsomestudentsbeginningfourthgradeatandabovegrade
levelandsomestudentsbelow400L,someaslowasBR(beginningreader).Mostofthisyears
fourthgradersbegantheyearinthe400Lrange.Thisisnotanewproblem,butonethathasa
longlastingimpactonstudents.

Longterm,studentswhoarebehindinreadinglevelwillhaveahardertimebeingsuccessful
throughoutschoolandpossiblyintotheiradultlives,ifthedeficiencyisnotcorrected.Themore

immediateshorttermissueisthatthereisyetanotherGMAStestlurkingattheendoffourth
grade,andthattestiswrittenongradelevel.Thiscreatesacomparativeneed.Inthelongterm,
furtherverticalteamplanningandalignmentwillbenecessarytobegincorrectingthebroader
problem.Butinthecontextofnextyearsfourthgradestudents,someinterventionmustbe
attemptedtoclosetheperformancegap.
WhileincreasingLexilesiscurrentlyastateandlocalgoal,thedeficiencyisonethatIhave
noticedinmyownclassroomandthathascausedproblemsformystudents.Forthepasteleven
years,fourthgradehasbeendepartmentalizedatmyschool,soIhavebeentheELAteacherfor
allfourthgradestudents.Thisproblemhasbecomemoreprevalentinmystudents.
HerearethestandardsIamaddressing:
ELAGSE4RL1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsays
explicitlyandwhendrawinginferencesfromthetext.
ELAGSE4RL10:Bytheendoftheyear,readandcomprehendliterature,includingstories,
dramas,andpoetry,inthegrades45textcomplexitybandproficiently,withscaffoldingas
neededatthehighendoftherange.

GOAL:
Thegoaloftheinstructionisforstudentstomakeappropriateinferencesfromtextstheyread.

LearnerAnalysis

AudienceandGeneralLearnerCharacteristics

Theprimaryaudienceforthisinstructionwillbeapproximately45fourthgradestudentsat
TaylorsCreekElementary.Theiragesrangefrom911yearsold.Thegendermakeupwillbe
approximately51%femaleand49%male.Thereare11EIPlearnerswhoareservedinasmall
classsetting,3giftedlearners,and0IEP(studentswithdisabilities).EIPlearnerstypically
underperformtheirpeers,butdonotfallintotheSWDcategory.Giftedlearnerstypically
performhigherthantheirpeers,andarepulledoutonedayaweekforselfcontainedgifted
instruction.Themajorityoftheselearnersdonotliketoreadbooks.Afterlookingatthelearners
currentLexilesattheendofthirdgrade,theirLexilesrangefroma60L495L.Thisputsthe
learnersonakindergartentoasecondgradereadinglevelbasedontheLexilestretchbands.

InformationUnknown
Sincethesearenotmycurrentstudents,theknowninformationislimited.Idonothaveaccess
yettotheirsocioeconomicstanding,nortotheir504status.Thatinformationwillbecome
availableinthefall.Ifschoolwidetrendsholdup,about30ofthe45studentsarefreeor
reducedlunchstatus,and3or4ofthemwillhavea504plan.


EntryCharacteristics

Mostofthelearnershaveagoodunderstandingofphonicsastheirfluencyratesrangefrom
7590wordsperminutebasedontheirendofthirdgradeDIBELSscores.Thisisclosetowhere
theyshouldbewhenstartingfourthgrade.BasedontheircurrentLexileranges,textcomplexity
andvocabularyareanissue.LearnersunderstandthattheirLexilesneedtobeinthe640L850L
rangeinordertobesuccessfulinfourthgradeandmovingtowardthe740L1010Linordertobe
CollegeandCareerready.Themajorityofthelearnersdonotenjoyreadingbooks,howeverthey
doenjoyusingtheiPads,whichtheyhaveaccesstoonaonetoonebasisattheschool.A
fractionoftheselearnershavepreviouslyusedtheMyonprogram.However,theywereusingit
incorrectlybynotreadingtextintheirLexilerangeandnotcompletingtheLexilebenchmarksat
thepredeterminedintervals.Thesamelearnersdidnotfinishmultiplebooksbeforetakingthe
AcceleratedReadertestsonthosetitles.

TaskAnalysis
Iwillbeperformingatopicanalysisformytaskanalysis.BeforeIcanconsiderthesteps
inmylesson,Imustfirstthinkaboutwhatkindsofquestionsstudentsmightbeaskedtoinfer.
Iwillbeservingasthesubjectmatterexpert(SME)forthistaskanalysis.Iamqualified
toserveastheSMEbecauseIamtheEnglishLanguageArtsteacherforfourthgradeatTaylors

CreekElementary.IhavebeentrainedininterpretingandusingLexilescoresandholdareading
endorsement.Ihavefourteenyearsofexperiencewiththesubjectmatter.

TopicAnalysis

InstructionalObjectives
1. Thelearnerwillanalyzeagivenpassagefordetails(suchastonewords,moodwords,
hintsatcharactermotivation,hintsatwhatmightcomenext,etc.)tosupportinferences.
2. Thelearnerwillpredictoutcomesnotexplicitlystatedinapassage.
3. Thelearnerwillevaluatewhetherastatementistruebasedoninferencestheyhavemade
fromapassageandsupporttheiranswerwithevidencefromthepassage.
Eachoftheseobjectivesisclassifiedascognitivedomain.

Assessments

Iselectedthreeassessments,onetoaddresseachobjective.Assessmentsoneandthree
arestructuredsimilarly.Studentsmustreadbriefpassagesandanswerinferencebasedquestions.
Inassessmentone,studentsarerequiredtochoosethecorrectinference(s)andassessmentthree
requiresstudentstochoosetheappropriateevidencetosupportaninference.Assessmenttwo
requiresstudentstomakeaninferenceandsupportitthroughconstructedresponse.

Ihavealsoincludedafourthassessment,whichisdifferentiated.Studentsarerequiredto

choosetwoquotesfromalist,answerinferencebasedquestionsaboutthem,andcreateaproduct
thatreflectstheirunderstanding.Notonlydostudentshavechoiceincontentbecausetheygetto
choosetheirquotes,buttheyalsohavechoiceofproductbecausetheyareallowedtochoosethe
methodbywhichtheycreate.Therubricaddressesscoresstudentsinfiveareasacrossfour
levels,whichcanbetotaledforagrade.Thescoringlevelsareclearlydividedandwrittenin
languagethatstudentscanunderstandandthatwouldmakeiteasyfortheteachertoprovide
feedback.

Appendix

Name: _______________________________ Date: ____________

Inference Assessment #1
Directions: Read the passages and answer the questions.

1. What happened when Zeus nodded?

Check all that are true.

The sky grew black.

The mountains trembled and smoked.
The earth quaked.
The storm-clouds hurled thunderbolts.
The sun hid his face.

2. WhatcanyouinferaboutFreckles'interestlevelinthemoth?

o Frecklesismoreinterestedinthemorningsun.
o Frecklesissomewhatinterestedinseeingthemoth.
o Freckleshasnointerestinthemoth.
o Frecklesisveryinterestedinwatchingthemoth.

www.studyisland.com

3. What can you infer about the job the Boss has in mind?
o
o
o
o

The job has already been given to another person.

The job is difficult to learn because it is complicated.
The job requires a lot of physical activity and movement.
The job is perfect for someone with one hand.

4.
o
o
o
o

What can you infer about Freckles?

Freckles has a stout heart and strong body.
Freckles is often ignored by other people.
Freckles is proud of his great wealth.
Freckles never tells the truth.

www.studyisland.com

5. What can you infer about the Boss, McLean?

o
o
o
o

He has a big family and spends a lot of his time at home.

He is obsessed with cleaning and hates dirtiness.
He is not very good at his job as a manager.
He is worried that someone will steal or destroy the valuable trees.

www.studyisland.com

Teachers Answer Key

Inference Assessment #1

Directions: Read the passages and answer the questions.

1. What happened when Zeus nodded?
Check all that are true.

The sky grew black.

The mountains trembled and smoked.
The earth quaked.
The storm-clouds hurled thunderbolts.
The sun hid his face.

www.studyisland.com

2.WhatcanyouinferaboutFreckles'interestlevelinthemoth?

o Frecklesismoreinterestedinthemorningsun.
o Frecklesissomewhatinterestedinseeingthemoth.
o Freckleshasnointerestinthemoth.
o Frecklesisveryinterestedinwatchingthemoth.

3. What can you infer about the job the Boss has in mind?
o
o
o
o
4.
o
o
o
o

The job has already been given to another person.

The job is difficult to learn because it is complicated.
The job requires a lot of physical activity and movement.
The job is perfect for someone with one hand.
What can you infer about Freckles?
Freckles has a stout heart and strong body.
Freckles is often ignored by other people.
Freckles is proud of his great wealth.
Freckles never tells the truth.

www.studyisland.com

5. What can you infer about the Boss, McLean?

o
o
o
o

He has a big family and spends a lot of his time at home.

He is obsessed with cleaning and hates dirtiness.
He is not very good at his job as a manager.
He is worried that someone will steal or destroy the valuable trees.

www.studyisland.com

Name: ____________________________ Date: ______________

Inference Assessment #2
Directions: Read the passage.

Greek Myth

A long time ago there lived a young woman named Arachne. Arachne
was neither beautiful nor rich but she was skilled at weaving the most amazing cloth in all the land.
Everyone in her village raved about her talent and soon Arachne's work became famous.
Unfortunately, as her fame grew, so did her pride.
"I am the most skilled weaver there ever was", she would boast. "Not even the goddess
Minerva could make anything as exquisite as my cloth!" Minerva wove cloth for all the gods and she
was proud too, thinking that no human's work could compete with hers. Eventually Minerva heard
what Arachne said and she became very angry.
Minerva decided to search the countryside until she found Arachne's home. When she got
there, she challenged Arachne to a weaving contest. "We will weave a length of cloth and see who is
able to create the most beautiful piece of work."
Arachne agreed and she set up to looms so that she and Minerva could start weaving.
Minerva wove a rainbow cloth that sparkled in the sunlight. It was so light and airy that it looked
like the wings of a butterfly. Arachne's cloth was a golden color and sparkled like rare jewels. The
villagers admired both cloths but all agreed that Arachne's was the winner.
Minerva was furious! She took a small bottle of magic water and sprinkled it on Arachne.
Immediately Arachne grew smaller and smaller until she could almost not be seen and her arms and
legs were covered in brown hair. She had become a tiny brown spider. Arachne would never boast
again and she spent the rest of her life weaving fine webs.

Copyright2014TheTeacherNextDoor

Directions: Answer the questions in complete sentences.

1. Make an inference about Arachne's weaving talent. How did she become
famous?

2. Why did Minerva get angry when hearing that Arachne thought her work was
better than Minerva's?

3. Why do you think Minerva chose to turn Arachne into a spider?

4. Do you think Arachne learned her lesson? Why or why not?

Copyright2014TheTeacherNextDoor

Teachers Answer Key

Inference Assessment #2
Directions: Read the passage.

Greek Myth

A long time ago there lived a young woman named Arachne. Arachne
was neither beautiful nor rich but she was skilled at weaving the most amazing cloth in all the land.
Everyone in her village raved about her talent and soon Arachne's work became famous.
Unfortunately, as her fame grew, so did her pride.
"I am the most skilled weaver there ever was", she would boast. "Not even the goddess
Minerva could make anything as exquisite as my cloth!" Minerva wove cloth for all the gods and she
was proud too, thinking that no human's work could compete with hers. Eventually Minerva heard
what Arachne said and she became very angry.
Minerva decided to search the countryside until she found Arachne's home. When she got
there, she challenged Arachne to a weaving contest. "We will weave a length of cloth and see who is
able to create the most beautiful piece of work."
Arachne agreed and she set up to looms so that she and Minerva could start weaving.
Minerva wove a rainbow cloth that sparkled in the sunlight. It was so light and airy that it looked
like the wings of a butterfly. Arachne's cloth was a golden color and sparkled like rare jewels. The
villagers admired both cloths but all agreed that Arachne's was the winner.
Minerva was furious! She took a small bottle of magic water and sprinkled it on Arachne.
Immediately Arachne grew smaller and smaller until she could almost not be seen and her arms and
legs were covered in brown hair. She had become a tiny brown spider. Arachne would never boast
again and she spent the rest of her life weaving fine webs.

Copyright2014TheTeacherNextDoor

Directions: Answer the questions in complete sentences.

1. Make an inference about Arachne's weaving talent. How did she
become famous?
The villagers told other people and word spread that way.
2. Why did Minerva get angry when hearing that Arachne thought her work was
better than Minerva's?
Minerva had a lot of pride and she didnt want anyone being better than her.
3. Why do you think Minerva chose to turn Arachne into a spider?
Answers may vary.
She turned into a creature that was a weaver like herself. She wanted to
bring her ego down to size, so she made her into a lowly spider.
4. Do you think Arachne learned her lesson? Why or why not?
Yes, she learned that it was best not to boast. As a spider, she never
boasted again.

Copyright2014TheTeacherNextDoor

Name: ______________________________ Date: ____________

Inference Assessment #3
Directions: Read the passages and answer the questions.

1. Which detail supports the inference that people were feeling troubled while
moving on from the war
o Families were watching old movie reels.
o Families were rebuilding.
o Families visited Tommy's grave.
o Families were mending and mourning

2. Which detail supports the inference that Toby often does not eat dinner?
o
o
o
o

Toby remarks that he never seems to have a dinner.

It is a cold day, and Toby is in his usual place in the city.
Toby was talking to himself and did not notice anyone nearby.
Toby thinks of dinner when the bells chime twelve o'clock.

www.studyisland.com

3. Which detail supports the inference that Meg brought her father something to
eat?
o
o
o
o

Meg is carrying a covered basket when she sees her father.

Meg wants her father to smell something with a delicious aroma.
Meg's father did not expect her to visit him today.
Meg calls out to her father when she is close to him.

4. Which detail supports the inference that Meg has happily agreed to marry
Richard?
o Meg says that this is a dear and happy day.
o Richard wants to marry Meg on New Year's Day.
o A footman ordered them all off the steps.
o Some gentlemen gave Trotty a letter to carry.

www.studyisland.com

5. Which detail supports the inference that the donkey has made the king rich?
o Every night, gold pieces tumbled out of the donkey's ears.
o The king was beloved by his subjects and was happy.
o The donkey had the most splendid stall, but he did not look remarkable.
o Strangers heard that the king had collected the rarest curiosities.

www.studyisland.com

Teachers Answer Key

Inference Assessment #3
Directions: Read the passages and answer the questions.

1. Which detail supports the inference that people were feeling troubled while
moving on from the war?
o
o
o
o

Families were watching old movie reels.

Families were rebuilding.
Families visited Tommy's grave.
Families were mending and mourning

2. Which detail supports the inference that Toby often does not eat dinner?
o Toby remarks that he never seems to have a dinner.
o It is a cold day, and Toby is in his usual place in the city.
o Toby was talking to himself and did not notice anyone nearby.
o Toby thinks of dinner when the bells chime twelve o'clock.
www.studyisland.com

o
o
o
o

3. Which detail supports the inference that Meg brought her father something
to eat?
Meg is carrying a covered basket when she sees her father.
Meg wants her father to smell something with a delicious aroma.
Meg's father did not expect her to visit him today.
Meg calls out to her father when she is close to him.

4. Which detail supports the inference that Meg has happily agreed to marry
Richard?
o Meg says that this is a dear and happy day.
o Richard wants to marry Meg on New Year's Day.
o A footman ordered them all off the steps.
o Some gentlemen gave Trotty a letter to carry.
www.studyisland.com

5. Which detail supports the inference that the donkey has made the king
rich?
o Every night, gold pieces tumbled out of the donkey's ears.
o The king was beloved by his subjects and was happy.
o The donkey had the most splendid stall, but he did not look remarkable.
o Strangers heard that the king had collected the rarest curiosities.

www.studyisland.com

Name: _______________________________ Date: _____________________

Inference Differentiated Assessment
Directions 1:
Choose 2 quotes that you would like to make inferences about.
The secret to getting ahead is getting started. Mark Twain
Faith is taking the first step, even when you cant see the whole staircase. Martin
Luther King, Jr.
Be yourself, everyone else is taken. Oscar Wilde
Be the change you wish to see in the world. Mahatma Gandhi
If you dont like something, change it. If you cant change it, change your attitude. Dont
complain. Maya Angelou

Directions 2:
Make inferences by answering the following questions. You will be creating a digital
product from the preapproved list.
What is the message of the quote?
What clue words help you make inferences to determine the message of the quote?
How can you apply this quotes to your own life?
Who would you like to share this quote with and why?
Directions 3:
After you have answered your questions, then you are ready to create your digital product.
Choose one of the following to create your product on inferences.
Edmodo Make a post in Edmodo. Make sure you include your quotes and answers to your
questions in 2 separate posts.
Wixie Create a presentation in Wixie to represent the quotes you chose. Make sure
you create a title slide, a quote slide, a slide for each question with your complete
response, and a credits slide.
Create a poster using an infographic tool such as Piktochart, Easel.ly, Venngage, or any
program that you have approved with me.

PanickedTeacher

Teachers Answer Key/Notes

Inference Differentiated Assessment
Directions 1:
Choose 2 quotes that you would like to make inferences about.
The secret to getting ahead is getting started. Mark Twain
Faith is taking the first step, even when you cant see the whole staircase.
Martin Luther King, Jr.
Be yourself, everyone else is taken. Oscar Wilde
Be the change you wish to see in the world. Mahatma Gandhi
If you dont like something, change it. If you cant change it, change your
attitude. Dont complain. Maya Angelou
Directions 2: Student answers are going to vary as long as they make appropriate
and logical connections, then they are on the right track.

Make inferences by answering the following questions. You will be creating a digital
product from the preapproved list.
What is the message of the quote?
What clue words help you make inferences to determine the message of the
quote?
How can you apply this quotes to your own life?
Who would you like to share this quote with and why?
Directions 3: These are set up from easiest to most difficult.
After you have answered your questions, then you are ready to create your digital
product. Choose one of the following to create your product on inferences.
Edmodo Make a post in Edmodo. Make sure you include your quotes and answers
to your questions in 2 separate posts.
Wixie Create a presentation in Wixie to represent the quotes you chose. Make
sure you create a title slide, a quote slide, a slide for each question with your
complete response, and a credits slide.
Create a poster using an infographic tool such as Piktochart, Easel.ly, Venngage,
or any program that you have approved with me.
PanickedTeacher

Inference Differentiated Assessment Rubric

Quotes
Questions

Product

Sentence
Structure

Advanced
(16-20 pts)
Clearly
chooses 2 or
more quotes
Answers all 4
questions
completely
and
thoughtfully
Uses the
production
tool to create
a thorough
product

Proficient
(11-15 pts)
Clearly
chooses 2
quotes
Answers all 4
questions
completely

Basic
(6-10 pts)
Clearly
chooses 1
quote
Answers all 4
questions but
may be
incomplete

Unsatisfactory
(1-5 pts)
Does not choose
a quote

Uses the
production
tool to create
a product

Does not use the

production tool
to create an
acceptable
product

Sentences
have complex

Sentences are
simple and

Uses the
production
tool to
create a
product but
may be
lacking
Sentences
are simple

Does not answer

all 4 questions

Sentences
contain many

Creativity

Column
Total

structure with
no
grammatical
or punctuation
errors

some complex
structure.
There are few
grammatical
or punctuation
errors

Product shows
creativity
through
writing and
visual

Product shows
creativity
through
writing or
visual

with few
mistakes
grammatical
and/or
punctuation
errors are
present
Product
shows little
creativity
through
writing
and/or visual

mistakes many
grammatical
and/or
punctuation
errors are
present
Product shows
very little or no
creativity
through writing
and/or visual

Total Points

Created by Debbie Parker

ContentSequencingandInstructionalStrategies

Sequence Description

Objective

Reviewthedefinitionofinference.

Reviewhowtomakeaninference.

Readassignedpassages.

Makeinferencesaboutassignedpassages
usingtonewords,moodwords,hintsat
charactermotivation,hintsatwhatmight
comenext,etc.

Reviewexplicitandimplicit.

Makeinferencesaboutinformationthatisnot
explicitlystated.

Reviewusingevidencetodetermine
inferences.

Useevidencetodetermineifaninferenceis
true.

Objective1:Thelearnerwillanalyzeagivenpassagefordetails(suchastonewords,mood
words,hintsatcharactermotivation,hintsatwhatmightcomenext,etc.)tosupportinferences.
(Concept/Application)

InitialPresentation:First,reviewthedefinitionofinferenceandhowitcanbesupportedwith
evidenceinthesentenceorpassages.Next,readsentencesandshortpassagestopreparefor
makinginferences.Lastly,useclues,suchastonewords,moodwords,hintsatcharacter
motivation,hintsatwhatmightcomenext,etc.tomakeinferencesaboutthepassages.

GenerativeStrategy:HavestudentscreateadigitalinteractivenotebookonBookCreatorwith
examplesofusingtonewords,moodwords,hintsatcharactermotivation,andhintsatwhat
mightcomenexttosupportinferences.

Objective2:Thelearnerwillpredictoutcomesnotexplicitlystatedinapassage.
(Concept/Application)

InitialPresentation:First,reviewexplicitandimplicit.Next,readthegivenpassages.Lastly,
useevidencetodetermineiftheinferenceisnotexplicitlystated.

GenerativeStrategy:HavestudentsaddtotheirdigitalinteractivenotebookonBookCreator
sentencesand/orashortoriginalpassagewithanexampleofinferencingthatisnotexplicitly
stated.

Objective3:Thelearnerwillevaluatewhetherastatementistruebasedoninferencestheyhave
madefromapassageandsupporttheiranswerwithevidencefromthepassage.
(Concept/Application)

InitialPresentation:First,reviewusingevidencetodetermineifinferencesaretrue.Next,read
thegivenpassages.Lastly,useevidencetodetermineiftheinferenceistrue.


GenerativeStrategy:HavestudentsaddtotheirdigitalinteractivenotebookonBookCreator
sentencesand/orashortoriginalpassagewith2examplesofinferencesthataretrue.

DifferentiatingInstruction
Thereareseveralwaysthislessoncanbedifferentiated.Studentswillbeabletochoose
whethertheyuseStudyIslandorMobyMaxtocompletethelessons.Eachplatformprovides
review,guidedpractice,andindependentpractice.ForstudentswhoprefertouseStudyIsland,
theymaychoose(aboveaminimum)howmanyquestionstoanswerbasedonhowwellthey
understandandwhethertheywouldliketoincreasetheirscore.Becausebothplatformsareon
theiPad,strugglingreadersmaychoosetoenablethespeechaccessibilityfeaturetohave
passagesand/orquestionsandchoicesreadaloudtothem.

InstructionalDesignSummary
GainAttentionofLearners

Priortothewebbasedinstruction,students
andteacherwillcreateananchorcharton
Inferencing.
EX:

InformtheLearnersofObjectives

1. Attheendofthelesson,youwillbe
abletoanalyzeagivenpassagefor
details(suchastonewords,mood
words,hintsatcharactermotivation,
hintsatwhatmightcomenext,etc.)to
supportinferences.
2. Attheendofthelesson,youwill
predictoutcomesnotexplicitlystated
inapassage.
3. Attheendofthelesson,youwill
evaluatewhetherastatementistrue
basedoninferencesyouhavemade
fromapassageandsupportyour
answerwithevidencefromthe
passage.

ActivatePriorKnowledge

Toactivatestudentspriorknowledgeon
howtomakeinferencesaboutasituation,I
becomeanactress.Iusuallyactoutan
emotionsuchasbeinghappy,orangryabout
somethingthatishappening.Maybeits
someonesbirthdayormaybesomeonehasa

messydesk.Idontusewords,justactions.
ThenIaskthestudentstoinferwhatis
happening.Manytimes,theydothisquickly
becausetheyknowhowtoreadaperson.I
thenrelatethatsuccesstohowtheycan
successfullymakeinferencesabouttextthey
readinthesameway.

DeliverContent

Studentswillworkthroughthebrief
reviewlessononinferencingthatwas
developedbytheteacherinGoogleSlides.
StudentswilluseStudyIslandorMobyMax
tocompletetheonlineinstruction.The
teacherpreparesthelessonbychoosingthe
appropriatestandard,appropriatepassage
basedoninterestandreadinglevel,andthe
minimumnumberofquestionsthestudents
mustanswer.Duetovaryingabilitiesamong
students(Lexilelevels),theteachermakes
thesechoicesonaperstudentbasis.Theywill
have57daystocompletetheselessons.The
lessonscanbecompletedinclassduring

designatedtimesorathomeafterschoolhas
ended.EverystudentshasaniPadtocomplete
theirlessonson,howeverbothprogramscan
alsobeaccessedonanycomputerthathas
Internetcapabilities.
SequenceofInstruction

1.Reviewthedefinitionofinference.
Studentswillbeledthroughatutorialon
eithertheStudyIslandorMobyMaxplatform.

2.Reviewhowtomakeaninference.
Reviewofhowtomakeinferenceswill
continuewiththesametutorialandexamples
willbeshown.

3.Readassignedpassages.
Studentswillreadthepassagethatisassigned
tothembytheprogram.

4.Makeinferencesaboutassignedpassages
usingtonewords,moodwords,hintsat
charactermotivation,hintsatwhatmight
comenext,etc.

Studentswillusetheirknowledgefromthe
lessonstoanswerquestionsusingtone,mood,
etc.Studentsreceiveimmediatefeedbackas
totheaccuracyoftheirresponses.Incorrect
responsesgetasecondchanceandan
explanation.

InteractiveDigitalNotebookAssignment
Studentswillcreateadigitalinteractive
notebookonBookCreatorwithexamplesof
usingtonewords,moodwords,hintsat
charactermotivation,andhintsatwhatmight
comenexttosupportinferences.

Assessment#1
Assessment#1willbeadministeredon
ebackpack.Ebackpackisawebbased
environmentwherestudentswillhaveaccess
totheassessmentmuchlikeGoogle
Classroom.Theteacherwillrelyonreports
fromStudyIslandandMobyMaxtoseewho
isreadyfortheassessment.Studentswill
opentheassessment#1,readandanswerthe
questionsusingthepentoolintheprogram.
Thenstudentswillturninthedocumenttothe
teacher.Theteacherwillgradeandreturnthe

documentviaebackpack.

5.Reviewexplicitandimplicit.
Studentswillreviewthedefinitionofexplicit
andimplicit.Theywillcontinuewiththe
sametutorialandexampleswillbeshown.

6.Makeinferencesaboutinformationthat
isnotexplicitlystated.
Thetutorialcontinueswithstudentslooking
atinferenceexamplesthatarenotexplicitly
statedandpracticeoccurs.

InteractiveDigitalNotebookAssignment
Studentswilladdtotheirdigitalinteractive
notebookonBookCreatorsentencesand/ora
shortoriginalpassagewithanexampleof
inferencingthatisnotexplicitlystated.

Assessment#2
Assessment#2willbeadministeredon
ebackpack.Ebackpackisawebbased
environmentwherestudentswillhaveaccess
totheassessmentmuchlikeGoogle
Classroom.Theteacherwillrelyonreports
fromStudyIslandandMobyMaxtoseewho

isreadyfortheassessment.Studentswill
opentheassessment#2,readandanswerthe
questionsusingthepentoolintheprogram.
Thenstudentswillturninthedocumenttothe
teacher.Theteacherwillgradeandreturnthe
documentviaebackpack.

7.Reviewusingevidencetodetermine
inferences.
Nextthetutorialswitchestousingevidenceto
supportinferences.Studentsareledthrough
anexampleandpractice.

8.Useevidencetodetermineifaninference
istrue.
Thelessonconcludeswithstudents
determiningthefactsleadingtoatrue
inference.Onceagaintheyareprovided
examplesandapracticequestion.

InteractiveDigitalNotebookAssignment
Studentswilladdtotheirdigitalinteractive
notebookonBookCreatorsentencesand/ora
shortoriginalpassagewith2examplesof
inferencesthataretrue.

Assessment#3
Assessment#3willbeadministeredon
ebackpack.Ebackpackisawebbased
environmentwherestudentswillhaveaccess
totheassessmentmuchlikeGoogle
Classroom.Theteacherwillrelyonreports
fromStudyIslandandMobyMaxtoseewho
isreadyfortheassessment.Studentswill
opentheassessment#3,readandanswerthe
questionsusingthepentoolintheprogram.
Thenstudentswillturninthedocumenttothe
teacher.Theteacherwillgradeandreturnthe
documentviaebackpack.

FeedbacktoLearners

Feedbackinbothprogramsisimmediateto
thelearnerduringthelessonportionaswell
asduringtheindependentpracticemode.As
soonasthestudentsfinishtheassessments
andreturnthemtotheteacherviatheonline
platform,thentheteacherwillgradethemand
returnthemfortimelyfeedback,alsoviathe
onlineplatform.InteractiveNotebookswillbe

sharedwithclassmatesasadigitalproject
assignmentandgradedbytheteacher.
Differentiation&UniversalDesign

Differentiationwilloccurduringthe
processofstudentschoosingwhichplatform
theyusefortheirlessonsandpractice.
StudentshavetheoptionofchoosingStudy
IslandorMobyMax.
InStudyIsland,studentswillalsobeable
todeterminehowmanyquestionstheyhave
topracticewith.Aminimumwillbeassigned
bytheteacher,howeverstudentscanchange
thattobeabovetheassignment.Studentscan
alsochoosewhethertheypracticeingame
modeornot.Ingamemode,studentswillbe
immediatelyrewardedfortheircorrect
responseswithashortgame.Attheendofthe
practicesession,studentswillearnascore
andablueribbonwillbeawardedtostudents
meetingorexceedingthestandard.Students
willhavetheoptiontoredotheirpracticeto
obtainahigherscore.

MobyMaxworksinasimilarway.Instead
ofstudentsbeingrewardedimmediatelywith
agame,MobyMaxawardsgametime.
Studentsearnsecondstoputtowardplaying
gamesattheendoftheirpracticesessions.
Gametimecanbebuiltuptoallowfora
longergamesession.
Differentiationcanalsotakeplaceinboth
platformswhenstudentsaccessthereadtome
controlslocatedintheprograms.Theycan
alsoturnontheiraccessibilityoptionsonthe
iPadforspeechandthenthetextwillberead
tothestudent.Bothplatformsallowthe
studentstheoptionstogobackandpractice
again,sothestudentfeelsreadytomoveon
oncetheyhavebeensuccessful.
Ihavealsoincludedadifferentiated
assessmentthatdoesnotoccurinsideeither
platform,butaddressestheskilland
objectivesforthisdesigndocument.Students
areanalyzingquotesformeaning.The
differentiationoccurswiththeproductthe

studentwantstousetoconveytheirmessage.
IusedsomeoftheaspectsofUniversal
Designinthedesigningofthisinstruction.
Preinstructionbeginswiththeteacher
leadingstudentsthroughthecreationofan
anchorchartasavisual.Thenprior
knowledgeisactivatedwhenstudentsinteract
withtheteacherinroleplayingtoenhancethe
preinstructionnecessaryforthelessons.
Oncestudentsbegintheirwebbasedlearning,
theyencounterlessonsbeingdeliveredviaa
platformoftheirchoosing.Atanytimeduring
theirwebinstruction,studentscanmessage
theteacherwithquestionsandconcernsabout
thelessons.Studentsareinchargeoftheir
learningthroughthelessonsandtheproducts
theycreateattheendofthelessons.

FormativeEvaluationPlan

SME

Mr.BillyParkerwillserveasmysubjectmatterexpert.HeisahighschoolEnglish
teacher.Mr.Parkerhastaughtinthisfieldfornineteenyears.Heisveryfamiliarwith
curriculumandtheELAstandardsatalllevels.HehasservedasthedepartmentheadatLiberty
CountyHighSchoolforthepasttenyears.Mr.Parkerhastaughtgradesninetwelvefrom
remedialallthewaytoAdvancedPlacement.

SMESurvey

ContentAppropriatenessandAccuracy

1.Wasthecontentpresentedinasequence
thatwasappropriateforthegradelevel?

2.Didthecontentaccuratelyrepresentthe
skillaccordingtoGeorgiaStandardsof
Excellence?

3.Whatcouldhavebeendonebettertomake
thecontentmoreappropriateandaccurate?

Completeness

4.Didthelessonspreparethelearnersforthe
assessments?

UsabilityandAppeal

5.Howeasywasittousetheonline
platforms?

6.Doyouhaveanysuggestionstomakethis
lessonbetterforthestudentsand/orteacher?

Afterthelearnerscompletetheonlineinstruction,activities,andassessments,theywill
completethelearnersurvey.Iwillanalyzetheirresponsesforstrengthsandweaknessesinthe
instructionusingqualitativeandquantitativeanalysis.IwillalsoanalyzemySMEssurvey
resultsqualitativelyandquantitatively.TheseresultswillguidehowIadjusttheinstructionfor
futurelearners.

LearnerSurvey
Timeliness

1.Wereyouabletocompletetheinstruction
quicklyandeasily?

Chooseone:YESNO

UsabilityofMaterials

2.Weretheplatformseasyforyoutouse?

Chooseone:YESNO

3.Didyouhaveanyproblemwithanyofthe
platforms?

Chooseone:YESNO

AppealofMaterials

4.Oftheplatformsthatyouused,whichwere Chooseasmanyasyoulike:
yourfavorites?

0GoogleClassroom
0MobyMax
0StudyIsland
0BookCreator

5.Whichplatformsdidyounotlikeusingand Chooseasmanyasyoulike:
why?

0GoogleClassroom
0MobyMax
0StudyIsland
0BookCreator

Why______________________________

___________________________________