Factor 5: Instructional Design

Elliot Zackoski

Learning
Objectives

Instructional
Activities

Assessments

Week 1
Pre-Assessments

The student completed the

following pre-assessments:
- PAST
- Phonics Inventory
- Vocabulary Assessment
- DIBELS
- DRA2
Week 2

Success will be
measured by how
well I can use the
information about
the student that I
have learned.

Guided Reading

Making Connections

Read leveled texts

while using strategies
to help monitor and aid
comprehension.

Introduce the 3 different

types of connections:
Text to Self
Text to Text
Text to World

Success will be
measured by the
students ability to use
and apply the taught
comprehension
strategies to aid in
comprehension
through participation,
activities, and accurate
answers.

Comprehension Strategies:
- Identifying the Main Idea
- Identifying
Problem/Solution
- Identifying
Beginning/Middle/End
- Sequencing Events
- Making Connections
- Providing Evidence and
Supporting Details

Read leveled texts

fluently.
Fluency Strategies:
- Repeated Readings
- Phrased Reading
- Poetry
- Model Fluent Reading

Continue to build sight

words and vocabulary.

Independent
Reading

Read story modeling think

alouds and pausing to
reinforce making connections.
Allow time for students to
share their connections.
Check comprehension of story
using discussion cards.
Practice high frequency words
and story content words:
Day 1: Read, locate in book,
write on white-boards
Day 2: Stamp or Tiles; add to
word wall
Day 3: Use in sentences

The student will learn and

practice the 5 Finger Rule.

Making Connections
Graphic Organizer
Success will be
measured by
improvement in
fluency after
successive reading of
leveled books.

Success will be
measured by students

Read and comprehend

leveled texts
independently.
- Use Readers Response
Sheet

Student will start building

their reading stamina and
graph their time.

ability to choose an
appropriate leveled
book and read
independently for at
least 10 minutes.

Select appropriate
leveled books.
- Five Finger Rule

Increase sustained
reading time.
- Graph Sustained Reading
Time

Word Work

Short and Long Vowels

Practice and apply

phonics skills and word
analysis skills while
reading to decode
unknown words.

Introduce and review the

short and long vowels A, E, I,
O, and U (through vowel
poems).

Skills to Improve:
- Short and Long Vowel
Sounds
- Diphthongs
- Suffixes
- Silent Letters (sight words)
- Syllabication

Complete toad and frog (long

and short) vowel sort.

Writing

Mini Lesson: When do I use

capital letters? How do I know
when to use a period,
question mark, or
exclamation mark?

Compose various types

of writing
Use background
knowledge and
personal experiences
to assist in
composition.

Student will review what

words get a capital letter
(Holidays, Names, First Word
in a Sentence, Places, Months,
Days of the Week, and the
word I) and the correct types
of punctuation (period,
exclamation mark, and
question mark).
Student will look through a

Success will be
measured by the
students ability to
identify short and long
a, e, I, o, and u vowels.

Success will be
measured by students
ability to use and apply
background knowledge
and newly learned
knowledge to create
dialogue using capital
letters and punctuation
correctly.

picture book and create

sentences to go along with
the pictures, using correct
punctuation and capitol
letters.

Week 3
Guided Reading
Read leveled texts
while using strategies
to help monitor and aid
comprehension.
Comprehension Strategies:
- Identifying the Main Idea
- Identifying
Problem/Solution
- Identifying
Beginning/Middle/End
- Sequencing Events
- Making Connections
- Providing Evidence and
Supporting Details

Read leveled texts

fluently.
Fluency Strategies:
- Repeated Readings
- Phrased Reading
- Poetry
- Model Fluent Reading

Continue to build sight

words and vocabulary.

Independent
Reading
Read and comprehend
leveled texts
independently.
- Use Readers Response
Sheet

Select appropriate
leveled books.
- Five Finger Rule

Identifying
Beginning/Middle/End of
a Story
and Sequencing Events
Use graphic organizer to help
determine
beginning/middle/end of the
story and also sequencing the
events.
Read book model think
alouds and pausing to
reinforce strategies.
Check comprehension
through asking questions.
Practice high frequency words
and story content words:
Day 1: Read, locate in book,
write on white-boards
Day 2: Stamp or Tiles; add to
word wall
Day 3: Use in sentences

Mini Lesson: How do I fill out

a reading response sheet?
The student will choose a
book from a bin using the 5
finger rule.
The student will read
independently, fill out reading
response sheet, and graph
their time.

Success will be
measured by the
students ability to use
and apply the taught
comprehension
strategies to aid in
comprehension
through participation,
activities, and accurate
answers.
Beginning/Middle/End
and Sequencing
Graphic Organizer
Success will be
measured by
improvement in
fluency after
successive reading of
leveled books.

Success will be
measured by students
ability to select an
appropriate fit book
and their reading
response sheet.

Increase sustained
reading time.
- Graph Sustained Reading
Time

Word Work
Practice and apply
phonics skills and word
analysis skills while
reading to decode
unknown words.
Skills to Improve:
- Short and Long Vowel
Sounds
- Diphthongs
- Suffixes
- Silent Letters (sight words)
- Syllabication

Writing
Compose various types
of writing
Use background
knowledge and
personal experiences
to assist in
composition.

Diphthongs
aw, au
ew, oo
oi, oy
ow, ou
Sound and Pattern Lists
Sound and Pattern
Sort/Games

Success will be
measured by ability to
identify words
containing the
diphthongs learned.

Look for diphthongs in our

books.

All About Me Piece

(Autobiography)
The student will fill out a
graphic organizer to help
organize and collect his
information about himselve.
Then the student will write a
guided paragraph.

Success will be
measured by
completion of writing
prompt.

Week 4
Guided Reading
Read leveled texts
while using strategies
to help monitor and aid
comprehension.
Comprehension Strategies:
- Identifying the Main Idea
- Identifying
Problem/Solution
- Identifying
Beginning/Middle/End
- Sequencing Events
- Making Connections
- Providing Evidence and
Supporting Details

Identifying Problem and

Solution
Use a graphic organizer to
help identify the problem and
solution of the story.
Read book model think
alouds and pausing to
reinforce strategies.
Check comprehension
through asking questions.

Success will be
measured by the
students ability to use
and apply the taught
comprehension
strategies to aid in
comprehension
through participation,
activities, and accurate
answers.
Problem and Solution
Graphic Organizer

Read leveled texts

fluently.
Fluency Strategies:
- Repeated Readings
- Phrased Reading
- Poetry
- Model Fluent Reading

Practice high frequency words

and story content words:
Day 1: Read, locate in book,
write on white-boards
Day 2: Stamp or Tiles; add to
word wall
Day 3: Use in sentences

Success will be
measured by
improvement in
fluency after
successive reading of
leveled books.

Continue to build sight

words and vocabulary.

Independent
Reading
Read and comprehend
leveled texts
independently.
- Use Readers Response
Sheet

Select appropriate
leveled books.
- Five Finger Rule

Student will choose a

nonfiction book from a bin
using the 5 finger rule.
The student will fill out a
response sheet.
Student will read
independently and graph
their time.

Success will be
measured by students
ability to read a
nonfiction book and
pick out information.
Success will be
measured by the
students ability to
gradually increase
reading stamina.

Increase sustained
reading time.
- Graph Sustained Reading
Time

Word Work

Suffixes

Practice and apply

phonics skills and word
analysis skills while
reading to decode
unknown words.

Review root words and

introduce commonly used
suffixes and their meanings
through creating a list.

Skills to Improve:
- Short and Long Vowel
Sounds
- Diphthongs
- Suffixes
- Silent Letters (sight words)
- Syllabication

Suffix worksheet
Suffix Flowers Flower
contains a suffix and students
write words containing the
suffix from that flower on the
petals.

Success will be
measured by the ability
to identify suffixes.
Suffix Worksheet
Suffix Flowers

Writing
Compose various types
of writing
Use background
knowledge and
personal experiences
to assist in
composition.

Animal Reports (Nonfiction

Writing)
The student is given a graphic
organizer to help organize
information and facts they
collect on their animal from
nonfiction books and the
computer.

Success will be
measured by
completion of writing
prompt.
Success will be
measured by the use of
nonfiction features.

Students then write a

nonfiction flyer incorporating
their facts along with
nonfiction features (captions,
pictures, title, subtitles, etc.)

Week 5
Guided Reading
Read leveled texts
while using strategies
to help monitor and aid
comprehension.
Comprehension Strategies:
- Identifying the Main Idea
- Identifying
Problem/Solution
- Identifying
Beginning/Middle/End
- Sequencing Events
- Making Connections
- Providing Evidence and
Supporting Details

Read leveled texts

fluently.
Fluency Strategies:
- Repeated Readings
- Phrased Reading
- Poetry
- Model Fluent Reading

Continue to build sight

words and vocabulary.

Independent

Identifying Main Ideas

and Providing Evidence
and Supporting Details
Use a graphic organizer to
help identify the main idea
along with evidence and
supporting details.
Read book model think
alouds and pausing to
reinforce strategies.

Success will be
measured by the
students ability to use
and apply the taught
comprehension
strategies to aid in
comprehension
through participation,
activities, and accurate
answers.

Check comprehension
through asking questions.

Main Idea and

Supporting Details with
Evidence Graphic
Organizer.

Practice high frequency words

and story content words:
Day 1: Read, locate in book,
write on white-boards
Day 2: Stamp or Tiles; add to
word wall
Day 3: Use in sentences

Success will be
measured by
improvement in
fluency after
successive reading of
leveled books.

Student will choose a book

Success will be

Reading
Read and comprehend
leveled texts
independently.
- Use Readers Response
Sheet

Select appropriate
leveled books.
- Five Finger Rule

from a bin using the 5

finger rule.
The student write a
response.

measured by
students ability to
independently
choose, read, and
comprehend a
leveled book.

Student will read

independently and graph
their time.

Increase sustained
reading time.
- Graph Sustained Reading
Time

Word Work
Practice and apply
phonics skills and word
analysis skills while
reading to decode
unknown words.
Skills to Improve:
- Short and Long Vowel
Sounds
- Diphthongs
- Suffixes
- Silent Letters (sight words)
- Syllabication

Syllabication
Review syllables and rules.
(One vowel sound per
syllable)
List examples of one, two,
and three syllable words.
Have student add words.

Success will be
measured by the
students ability to
determine the amount
of syllables in given
words.

Practice breaking words into

syllables.
Syllable word sort.

Writing
Compose various types
of writing
Use background
knowledge and
personal experiences
to assist in
composition.

Post-Assessments

Whats your story? (Fictional

and Creative Writing)
Give the student a
funny/crazy picture from a
magazine with their picture in
place of the persons. Have
them write about themselves
in that situation.

Student will complete the

following post assessments:
Phonics Inventory

Success will be
measured by
completion of writing
prompt.

Success will be
measured by student
improvement and

DRA2

progress.

The pre-assessment data allowed me to identify my students

strengths and weaknesses in terms of the five pillars of reading. After
administering the Phonics Inventory Assessment, I learned that my student
struggled with most phonics skills. The student only showed proficiency in
final e sounds. From the DIBELS and DRA2 assessments, I learned he
struggled with retelling and comprehension. The student gave short answers
and did not support his answers with information or details from the text.
Lastly, the student mildly struggled with fluency. His reading was fairly
fluent; however, he would often ignore words he did not know or replace
them with a completely different words. Overall, the data shows the student
is about a full year behind where he should be. His independent reading level
was a G (or 12 in DRA) when it should be an L (or 24 in DRA). To combat his
deficits I have designed lessons and interventions incorporating scaffolded
instruction, guided practice, and a variety of reading strategies and skills. I
also considered his interests when selecting books and topics. The chart
above maps out the individualized lessons and interventions that I designed
specifically for my student for the next four weeks in guided reading,
independent reading, word work, and writing.
In guided reading, a selected leveled text (reading a-z or from the
resource room at the school) will be used throughout the week. The selected
text will be used to help teach comprehension skills and new vocabulary. This
will also provide the student with opportunity to practice and polish his
phonics skills and fluency. I will also model and provide practice with Think Alouds to illustrate how good readers think while reading.
For independent reading, the student will learn how to select
appropriate fitting books based on the 5 Finger Rule. He will be given a bin of
different leveled texts in which he needs to select an appropriate leveled

book to read during the independent reading block. He can then read
anywhere in the room that he feels comfortable. After reading the student
will graph his time and set goals to read more each time increasing his
motivation. The student will also learn how to fill out a reading response to
benefit his comprehension.
During word work, the student will focus on specific phonics skills that
were presented throughout their leveled reader for that week. The phonics
skills had the student manipulate letters and build words. The same story
and sight words that were used in guided reading are some of the same
words that will be used and worked with during word work. This allows the
words and skills to be practiced and become automatic. This section contains
many fun and interactive games and activities.
Lastly, in the writing block the student will participate in many different
writing experiences including: All About Me (Autobiography), Animal Report
(Nonfiction), and Whats the Story? (Fictional and Creative Writing). The
writing activities were based off the students interest and personal
connections. The first week contains a mini lessons reviewing the correct use
of punctuation and capital letters. Graphic organizers will be utilized to help
the student organize his thoughts and sequence for his writing. Additional
mini lessons and writing activities will be added as needed based on the
students performance.