Running Head: REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Report 1:
Instructional Analysis of The Daily 5 in a 2nd Grade Classroom
Madison J. Minor
Coastal Carolina University

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM
Abstract
This is the 1st part of an instructional analysis of a group of seventeen 2nd grade students and the
implementation of The Daily 5 literacy structure during the English Language Arts block. This
first report will focus on the pre-instructional components of the instructional design process,
such as the context of instructional analysis, rationale for selection of context, description of
context and learners, performance context of learners and implementations for instruction, goal
analysis, subskills analysis, and entry behaviors analysis. Parts 2 and 3 will focus on the
instructional and post-instructional components of the instructional design process.

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Context of Instructional Analysis

This instructional analysis is designed around a group of 2nd grade students and a component
of the 2nd grade English Language Arts curriculum, The Daily 5. The Daily 5 is a literacy
structure that encourages learners to be independent readers and writers. The five elements
include Read to Self, Work on Writing, Read to Someone, Listen to Reading, and Word Work.
The setting in which this analysis will take place is my 2nd grade classroom at Waccamaw
Elementary School (Georgetown County School District) in Pawleys Island, South Carolina.
Specifically, learning will be examined during our English Language Arts block, which is
approximately one hour each morning.

Rationale for Selection of Context

This particular context was chosen because The Daily 5 is a major part of the students
English Language Arts curriculum. The skills learned while performing the five elements are
lifelong skills that students will continue to build upon and improve each school year. Reading,
writing, listening, and speaking skills are essential to excel in both the classroom and the real
world. By examining these skills more closely, I am able to determine if students need assistance,
are on grade level, or are surpassing grade level standards and need to be challenged.

Description of Context
The Daily 5 is a literacy program that is organized so that learners are introduced to each
component one at a time. They work on building their stamina for one particular activity before
being introduced to the next. Eventually, they will practice mastering all five activities. Each day,
students will be asked to choose three of the five components to work on. The students are

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

expected to choose an activity, retrieve the materials needed for that activity, and, depending on
the activity, work independently or with a partner for a duration of 20 minutes. Students will then
clean up materials for the activity and record the activity on a sheet. They will repeat this process
two more times for a total of three activities per day. The Daily 5 is introduced to students in
Kindergarten, so students are familiar with the framework. They have two years of experience
performing these activities, in Kindergarten and 1st grade, prior to entering my 2nd grade
classroom.

Description of Learners
In order to properly perform the instructional analysis, information was gathered about my
students. According to Dick, Carey and Carey, useful information includes entry skills, prior
knowledge of the topic area, attitudes towards content and potential delivery systems, academic
motivation, education and ability levels, general learning preferences, attitudes towards the
organization giving the instruction, and group characteristics (97). In order to obtain this
information, the methods used were interviews, observations, test data, and records.
The learners consist of seventeen 2nd grade students. There are five Caucasian males, three
African American males, seven Caucasian females, one African American female, and one
Hispanic female. Four of the students are 8 years old and thirteen of the students are 7 years old.
Thirteen students are able to independently listen, read, speak, and write; most possess the basic
entry skills to efficiently complete the goal. Three students receive special education services and
two students receive speech services. All seventeen students have performed The Daily 5
activities in previous grades, so they have prior knowledge of the topic area. All seventeen
students have a positive attitude toward the content and delivery system, which consists of

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

utilizing computers, headphones, textbooks, paper, and pencils. They enjoy the variety the
delivery system offers; they are not performing the same activity every day. Sixteen of the
seventeen students are motivated to perform well in school. The majority of the learners are
eager to correctly perform The Daily 5 activities. They gain a sense of pride and independence,
and they are eager to please their teacher.
Learners are heterogeneous in that they come from different 1st grade classrooms. Although
all seventeen students have experience performing the activities, their amount of experience may
vary depending on how much The Daily 5 was emphasized in previous grades. They have
varying skills, and represent a mix of age, gender, and cultural backgrounds. According to their
Measures of Academic Progress (MAP) scores, ten students are on or above grade level
expectations and seven are below grade level expectations for English Language Arts. Instruction
will need to be efficient, effective, and interesting in order for learners to reach their instructional
goal.

Performance Context of Learners and Implications for

Instruction
Analyzing Performance Context
The performance context of learners is essential for the learners to reach their instructional
goal and for the designer to develop a more authentic learning experience, herby enhancing the
learners motivation, sense of instructional relevance, and transfer of new knowledge and skills
to the work setting (Dick, Carey and Carey, 99). There are four main areas to consider when
analyzing the performance context. The first is managerial or supervisor support. Support will be
available to students from administrators, the school curriculum coach, the students parents, and

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

the teacher. Students will be encouraged to use their new skills and will be provided support if
needed.
The second area is the physical aspect of the site. The physical characteristics of the
classroom are similar to those in which the skills can be applied, at home. At school, the learning
will take place within the classroom; the students will not be performing The Daily 5 activities
anywhere else in the school. Resources and equipment will be provided by the teacher and
include computers, headphones, books, paper, and pencils. Students will work on these activities
in the morning, from about 10:30-11:30 a.m. The only physical difference would be if students
didn't have access to computers at home. Students should be able to read, write, speak, and listen
at both school and home. Most students have books, paper, and pencils at home; these can be
provided if students do not have them.
The third area is the social aspect of the site. Students will be able to work independently and
with a partner both at school and home. Although they work with a peer in the classroom when
reading to someone, they can work with a parent or sibling at home. When working
independently at school, students are supervised by the teacher. At home, they will be supervised
by a parent or guardian.
The last area to consider when analyzing the performance context is the relevance of skills to
the workplace. Students will use skills learned in the performance site, the classroom. They will
read, write, speak, and listen throughout their entire educational experience and at home.

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

Analyzing Learning Context (Implications for Instruction)

According to Dick, Carey and Carey, when analyzing the learning context, the focus is on
the following elements: the compatibility of the site with instructional requirements, the
adaptability of the site for simulating aspects of the workplace or performance site, the
adaptability of the site for using a variety of instructional strategies and training delivery
approaches, and the constraints present that may affect the design and delivery of instruction
(101).
The site is compatible with instructional requirements. The space provided is adequate for
students to work. They can work at the computer table, their desks, the reading carpet, or other
areas around the classroom. Students are spread out enough so that noise is not an issue and
distractions are kept to a minimum. Directions are provided by the teacher and instructional
materials are provided by the school or teacher.
The site is adaptable for simulating aspects of the workplace or performance site. The skills
performed in the classroom (reading, writing, listening, and speaking) can be performed
anywhere else. The materials used to perform the activities are likely to be found in future
performance sites, such as other classrooms or at home.
The site is also adaptable for using a variety of instructional strategies and delivery
approaches. Students are expected to work independently or with a partner when performing The
Daily 5 activities. They can easily work this way within the 2nd grade classroom. They rotate
through three activities over a duration of one hour during their English Language Arts block.
This is also easily done in an organized manner in the classroom.

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

There are two constraints that may affect the design and delivery of instruction. The main
constraint is the lack of students skills and ability to work independently. Students cannot
perform the activities on their own if they cannot read, write, listen, or speak. They will need
teacher support until they are able to master the activities independently. A second constraint is
behavior and class management. If a student cannot follow instructions, he/she may not be able
to complete the activities. This may also cause other students to be distracted.

Instructional Goal Statement

There are four aspects of a goal statement in order to make it complete: the learners, what
learners will be able to do in the performance context, the performance context in which the
skills will be applied, and the tools that will be available to the learners in the performance
context (Dick, Carey and Carey, 27). When this knowledge is applied, the goal is: Provided
with a choice of The Daily 5 activities and materials, 2nd grade students will choose an
activity and properly perform it for 20 minutes. As previously stated, the five activities
students can choose from are Listen to Reading, Read to Self, Read to Someone, Word Work,
and Writing. The learners are the 2nd grade students and they are expected to choose an activity
from The Daily 5. They are expected to apply this choice to perform the activity. The tools
provided are the materials needed to perform each activity.

Goal Analysis
According to the Dick, Carey and Carey, the goal analysis should have two fundamental
steps: to classify the goal according to the kind of learning that will occur and to identify and
sequence the major steps required to perform the goal (42). The skills students need to properly
execute this goal are intellectual skills and psychomotor skills. The reason some skills are

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

classified as psychomotor is because they need to physically set up the equipment needed
(computer, iPad, earphones) and use their listening, reading, speaking, and writing abilities to
properly perform what is asked of them.
There are several steps students must take to perform this goal: choose one of the five
activities, obtain the equipment needed to perform that activity, find the designated spot in the
classroom to perform the activity, complete activity for a duration of 20 minutes, clean up
materials, and record the activity on a checklist. These steps must be performed in this order and
without skipping any steps or the goal will not be reached.

Subskills Analysis
In order to reach the instructional goal, students must possess skills that are followed in a
certain order (steps). Each step has subskills that must be mastered in order to move on to the
next step. The steps are intellectual and psychomotor skills, so a hierarchical subskills analysis
was performed.
Diagramed below are the steps and subskills needed for the 2nd grade students to master
the goal of successfully completing The Daily 5 process. The steps are diagramed across the top
and must be completed in the order from left to right, beginning with number 1 and ending with
number 6. The subskills are not interdependent; they can be listed in any order below each step.
Instructional Goal: Provided with a choice of The Daily 5 activities and materials, 2nd
grade students will choose an activity and properly perform it for 20 minutes.
1
Choose
one of the
five
activities.
(Intellectual)

2
Retrieve
equipment
needed to
perform
the activity
chosen.
(Psychomotor
)

3
Find
designate
d spot in
classroom
to perform
activity.
(Psychomotor
)

4
Complete
activity
over 20
minute
period.
(Psychomotor
)

5
Clean up
materials.
(Psychomotor
)

6
Record
activity on
checklist.
(Psychomotor
)

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

1a: Know
what the
five
activities
are.
(Intellectual
)

5a: Know
where
materials
are stored.
(Intellectual
)

10

2a: Know
which
equipment
is needed
for each
activity.
(Intellectual

3a: Know
where areas
are located.
(Intellectual
)

4a: Know
how to
read, write,
speak, and
listen.
(Psychomot
or)

6a: Know
how to
write.
(Psychomot
or)

2b: Know
where
equipment
is located.
(Intellectual
)

3b: Know
how to
choose
which area
is best for
each
activity.

4b: Know
how to
operate
equipment.
(Psychomot
or)

6b: Know
where
checklists
are located.
(Intellectual
)

4c: Have
stamina to
perform one
activity for
20 minutes.
(Psychomot
or)

6c:
Understand
how
checklist is
organized.
(Intellectual
)

The students behaviors and abilities to perform the skills and subskills will be analyzed
in the following section.

Entry Behaviors Analysis

As stated previously, the instructional goal is: Provided with a choice of The Daily 5
activities and materials, 2nd grade students will choose an activity and properly perform it for 20
minutes. In order to successfully complete this goal, students must choose one of the five
activities, obtain the equipment needed to perform that activity, find the designated spot in the
classroom to perform the activity, complete activity for a duration of 20 minutes, clean up
materials, and record activity on checklist.
After analyzing my students behaviors, I have found that the majority of the students can
already do many of the steps listed above. This is mainly because they have prior experience
with The Daily 5 in Kindergarten and 1st grade. They know what the five activities are and are

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM

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able to choose one. Once they were introduced to the equipment needed, they were able to obtain
the equipment for each activity. They are able to find the designated spot in the classroom to
perform each activity; the spot may be on the floor with a partner, at the students desks, or at the
computer table. The students do struggle with completing the activity for a duration of 20
minutes. This should improve as students build stamina. It is difficult for some 2nd grade students
to concentrate on one single activity for that long, not get distracted, and have the confidence to
complete the activity without the assistance of the teacher. Once shown where materials are kept,
students were able to properly put materials away. Lastly, students are able to record the activity
performed on a checklist; they simply have to check which activity they performed.

Conclusion
This completes the first part of the instructional analysis on 2nd grade students and The
Daily 5 literacy structure. All aspects of student learning and the context of instruction will
continue to be analyzed and revised. Any changes to allow students to reach the instructional
goal will be made as needed.

REPORT 1: INSTRUCTIONAL ANALSYIS OF THE DAILY 5 IN A 2ND

GRADE CLASSROOM
References
Dick, W., Carey, L. & Carey, J.O. (2015). The systematic design of instruction. (8th ed.). New
York: Pearson.

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