Katie Bates Key Assessment Dr.

Tamim FRIT 7231 26 November 2013

Part I: Identification of Learning Problem

General Audience The primary audience is composed of male and female 2nd grade students ages 7-8. They come from a varied range of backgrounds with Hispanic and African American cultures predominant. Two-thirds of the second grade students at this elementary school are ESOL students. The population of this elementary school is highly transient with most students living in apartments or rental housing. The school is classified as Title One due to over 90% of the students receiving free or reduced lunch.

Problem Identification Part of the second grade curriculum (Gwinnett County AKS with Georgia Common Core Standards) is non-fiction research and research writing. Students are asked to research a topic using different resources (with a push towards online sources) and write their nonfiction research paper. At this particular elementary school there are challenges to meet this standard. The first is the limit of one classroom computer. In the average second grade classroom there are 25-27 students. This presents difficulty in classroom research. There are 4 computer labs but limited spots available for consistent research due to the size of the school, online testing needs, and mandatory Classworks sessions. Therefore the planning of consistent lab time is difficult, so research needs to be done in as few sessions as possible. Most students do not have computer access at home to do research at home. Therefore the need to develop and use effective online research skills at school is paramount in meeting this nonfiction writing and research requirement. If the students can research more efficiently, then the time that they do receive in the computer labs will be sufficient to do the proper research.

Instructional Goals Students will be able to locate relevant and age appropriate research sources Students will be able to successfully search and find relevant topics within the research sources Students will be able to self-navigate through appropriate research sites with some support from the teacher

Part II: Learner Analysis Introduction The targeted group of learners is 2nd graders at Hopkins Elementary School in Lilburn, Georgia. The students range in age from 7-8 years of age. There are 13 boys and 14 girls. 5 have previously been retained in a lower grade. There are 17 Hispanic students, 7 African-American students, and 3 Caucasian students. There are 17 students that require ESOL (English as a Second Language) services, which is a pullout model for 40 minutes a day every day. One of these students is classified as an NEP (Non-English Proficient) student. One student receives special education speech services for 30 minutes 3 times a week. 10 students receive EIP pull out services for 30 minutes a day every day of the week. Students have various family structures, with a majority of the students coming from two parent households and the rest coming from single parent homes. 95% receive free and or reduced lunch. This information was obtained from the students records and personal interviews with the students.

Entry Skills and Prior Knowledge Ability to log on to a computer Ability to find an internet browser once logged on Basic reading and writing skills

Prior Knowledge Identification of fiction versus non-fiction Ability to summarize information Asking questions and finding the answers in text

This information was obtained through the observation of students using computers to log on, samples of the students writing and reading assignments, and through small group work with the teacher.

Attitudes Towards Content and Academic Motivation Through observation and small group work with the students, as well as student interviews, students were found to have high interest in working with computers. They enjoy using computers with their learning and are given the opportunity to do so at least once a week in the

computer lab. Many discuss working on the computer at home or at the public library. Overall they are very enthusiastic about technology. Through observation of books checked out of the library, over 50% of students are independently interested in non-fiction, with a gravitation towards animals. Recent science units studying life cycles of plants and animals had students highly engaged with enthusiasm for learning more. These conclusions were made based on student interviews and observation as well as work samples.

Educational Ability Levels Based on Fountas and Pinnells Reading Scale, approximately 1/3 of the class is reading above grade level (above a level J) 1/3 of the class is reading at grade level (at or around a level J) and approximately 1/3 of the class is reading below grade level (below a level J). This includes one non-reader, a non-verbal NEP student. On the ACCESS (Assessing Comprehension and Communication in English State to State) test (determining levels of ability for ESOL students) he identified as a 1.7 on reading and a level 4 on listening, which gives him high listening comprehension but not high reading comprehension. After a given writing sample, 2/3 of the students are writing below grade level mechanically but score high in the ideas section. This says that students have the creativity and knowledge of what they want to write about but difficulty when it comes to grammar and mechanics. This information was gathered by the teacher with one on one reading tests and the students writing samples. ESOL information and scores were obtained through the students file.

General Learning Preferences Through teacher observation and student interviews, it was found that students work best with visuals, small groups, and hands on activities. They also enjoy any time that they get to work with the computers in the computer lab or in the classroom.

Attitude Towards Teachers and School When surveyed, all of the students showed a respect for the teacher and enjoy coming to class. Some reported being reluctant to come to school in the morning but once they arrived they enjoyed it. None expressed a dislike for the school, class, or teacher.

Group Characteristics The school is located in Lilburn, which is varied economically. The area in which Hopkins serves is highly transient, mostly consisting of apartment complexes or rental housing. The income for families is below or at poverty level. All but 2 of the students in this class receive free and/or reduced lunch. The school overall has a 95% rate of free and reduced lunch which makes it a Title I school. This classroom of learners is age appropriate for elementary school. Even the students previously retained in Kindergarten or 1st grade do not appear older than those who did not. The majority of the class is Hispanic but all speak English except for the non-verbal NEP. He understands it. Students are dressed appropriately and have supplies most of the time. The students work together in groups when asked to but are also able to work independently. Part III: Task Analysis Task Analysis The approach I took towards the task analysis was largely procedural but I also approached it with a topic analysis. I took this approach because the task itself is mostly procedural but because I would be introducing some concepts unfamiliar to the learners I wanted to approach it from a topical standpoint as well. My first step was to approach the task from the viewpoint of the learner. The teacher portal I use on the computer is different from the one the students would access at home and at school so I took the steps that they would take during my instruction. I took notes on exactly what I did so that I could be as precise as possible. I did not know how many steps there would be until I wrote them down!

For the topic analysis, I had to identify the topics I would be teaching that needed precise knowledge or explanation. I had to identify the facts students would have to know (how to login to the computer, what their user name was, etc.), the concepts (what is a research database? being one example) and the principles (we use research databases to easily locate relevant and reliable information).

The procedural and topic analysis were combined to formulate the complete task analysis presented below.

Task Analysis Outline

1. Double click on Internet Explorer or Google Chrome 2. In the search box located in the upper right hand corner type Gwinnett county schools 2.1-When the search results come up, click the link titled Gwinnett County Public Schools 3. Now we are on the homepage for Gwinnett County Public Schools. 3.1-Click My eClass which is located in the upper right hand corner 4. This is the login screen for my eClass 4.1-In the username box, type student number 4.2-In the password box, type mustangs13 4.3-Click the Login button 4.3.1-If it does not let you log in due to an incorrect user name or password, check caps lock to see if caps lock is turned on. Try again. 4.3.1.1-If it does not work a second time, ask your teacher or parent for help so you are not locked out. 4.3.2-If a screen comes up and asks if you want to save your username and password, click no (Internet Explorer) or Never for this site (Google Chrome) 5. Logged into My eClass 5.1-On the right side of the screen there is a tab called Apps. Click on it. 5.1.1-Click on the box that says Online Research Library 6. Online research library page 6.1-Click on the red rectangle that says Elementary 7. What is a research database? 7.1-A research database is a nonfiction resource 7.2-These resources come from magazines, newspapers, and encyclopedias 7.3-These are reliable resources to use because the articles and information has been posted by experts 8. Why should I use a research database? Why not use a search engine? 8.1 The information on a research database is already organized by topic 8.2 Anyone can publish anything on the internet. 8.3 When we use search results they may or may not be from reliable (expert) sources 8.4 Research databases only publish articles written by experts

9. On the research database page, scroll down until you find a rectangle that says Pebblego 10. What is Pebblego? 10.1 Pebblego is a research database with many topics 10.2 It is easy to use and search 10.3 You can have the articles read out loud to you 11. Click on Pebblego 12. Click a database 12.1 Animals 12.2 Biographies 12.3 Earth and Space 12.4 Social Studies 13. Once you are on a database, narrow down your category to one of the topics listed 13.1 You can also use the search box to find your topic 14. Read the article on your topic 14.1 Click on the microphone picture if you want it to be read out loud to you 15. Write down important facts related to your topic on your paper or graphic organizer 15.1 Do not copy the words exactly 15.2 Write the information in your own words 16. Why cant I copy the information exactly? 16.1-Plagarism: Writing down someones words and using them as your own 16.1.1 Its against the law Subject Matter Expert (SME) My name is Katie Bates and I will serve as the SME for this instructional plan. I received my Bachelor of Science degree in Early Childhood Education from the University of West Georgia in Carrollton, Georgia. I am currently pursuing my Masters Degree in Media and Instructional Technology from Georgia Southern University in Statesboro, Georgia.

I am qualified to be the SME for this instructional plan due to my position as a second grade classroom teacher at Hopkins Elementary School in Lilburn, Georgia. For four of the seven years I have taught I have taught 2nd grade. I am familiar with the research skills that the AKS and

Common Core require and have worked with this population of students and their circumstances for almost 7 years. Part IV: Instructional Objectives Terminal Objective 1: To locate the Gwinnett County Public Schools Research Database Enabling Objectives: 1A: To identify the steps of logging on to My eClass 1B: To select the proper links to reach the database 1C: Reference these steps in the future Terminal Objective 2: To choose the proper database for a chosen research topic Enabling Objectives: 2A: Recognize why choosing the proper database is important 2B: Analyze the choices given and choose the best database 2C: Compare different databases for chosen information Terminal Objective 3: To select information and resources pertinent to a chosen research topic Enabling Objectives: 3A: Assess the information given to see if it is valuable to the chosen research topic 3B: Distinguish what information will be used 3C: Compare information from sources used Terminal Objective 4: To write the researched information in ones own words Enabling Objectives: 4A:Identify the concept of plagiarism 4B Synthesize researched information for given concepts 4C: Formulate the main ideas of the research and using them Terminal Objective 5: To identify reputable online research resources Enabling Objectives: 5A: Recall that not all online resources are reputable 5B: Interpret the concept of the Internet and that it is an open forum 5C: Identify sources that are creditable and ways to access them

Objective To locate the Gwinnett County Public Schools Research Database

Standard ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question. ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question. ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

To identify the steps of logging on to My eClass

To select the proper links to reach the database

Reference these steps in the future

To choose the proper database for a chosen research topic

Recognize why choosing the proper database is ELACC2SL2: Recount or describe key ideas or important details from written texts read aloud or information presented orally or through other media Analyze the choices given and choose the best database
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2W2: Write informative/explanatory texts

Compare different databases for chosen information

To select information and resources pertinent to a chosen research topic

Assess the information given to see if it is

valuable to the chosen research topic

in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

Distinguish what information will be used

Compare information from sources used

To write the researched information in ones own words

Identify the concept of plagiarism

Synthesize researched information for given concepts

Formulate the main ideas of the research and using them

To identify reputable online research resources

Understanding that not all online resources are reputable

Discussing the concept of the Internet and that it is an open forum

ELACC2SL1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.

Identifying sources that are creditable and ways to access them

Content Fact Concept Principles Procedure Interpersonal Attitude

Classification of Instructional Objectives Performance Recall Application 1, 5, 5A 3A, 3B, 3C, 5C 2A, 5B 2,2B, 3 4A 1A 1B, 1C, 2C, 4, 4B, 4C

Part V: Assessment of the Learner

Instructional Strategies Lesson 1: Students will complete the Further Research/Fill in the Blank activity on the website, underneath the Activities tab after viewing the video Goals Explains how there are reputable and disreputable internet resources for research and how to distinguish them Objectives Objective 5: To identify reputable online research resources Enabling Objectives: 5A: Recall that not all online resources are reputable 5B: Interpret the concept of the Internet and that it is an open forum 5C: Identify sources that are creditable and ways to access them UDL Students may also use the closed captioning to have the words appear on the screen. UDL Principle: Providing multiple means of representation Assessments BrainPoP activity: http://www.brainpop.com/technology/computersandinternet/onlinesources/activity/ UDL: Students may work with a partner to help them See labeled picture below the table. The activity will be used to assess how well the students understand the concepts and apply the knowledge learned about online resources.

Lesson 2: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website after reading the article.

Explains what plagiarism is and how to avoid it.

Objective 4: To write the researched information in ones own words Enabling Objectives: 4A:Identify the concept of plagiarism 4B Synthesize researched information for given concepts 4C: Formulate the main ideas of the research and using them

Students that have difficulty reading may have it read aloud to them through the articles audio option UDL Principle: Multiple means of representation

Plagiarism quiz: http://www.brainpop.com/english/writing/plagiarism/quiz/ UDL: Students may choose the retake option or the non-retake option on the quiz to have multiple chances of answering the questions. The quiz will measure how the student understands and applies the knowledge they have learned about plagiarism. Quiz is below.

Lesson 3: Students will follow the steps of the screencast to practice accessing and logging in to the GCPS research database. They will then find a database that suits their needs.

Explains how to log on to the research database

Objective 1: To locate the Gwinnett County Public Schools Research Database Enabling Objectives: 1A: To identify the steps of logging on to My eClass 1B: To select the proper links to reach the database 1C: Reference these steps in the future Objective 2: To choose the proper database for a

Students may work with a partner to locate a proper database for research. UDL Principle: Multiple means of engagement

http://kwiksurveys.com/s.asp?sid=w3ryylkulzrh6zm257369 UDL: Students may work with a partner to help them understand the words. This survey was created to assess where the students are in the research process and if they understand what they have learned thus far. It is pictured below the table.

chosen research topic Enabling Objectives: 2A: Recognize why choosing the proper database is important 2B: Analyze the choices given and choose the best database 2C: Compare different databases for chosen information

Students will take the quiz to see what they learned from the video. Then they will use the online Essay Map

Explains how to organize their thoughts and their research.

Objective 3: To select information and resources pertinent to a chosen research topic Enabling Objectives: 3A: Assess the information given to see if it is valuable to the chosen research topic 3B: Distinguish what information will be used 3C: Compare information from sources used

Students may use the closed captioning feature to have the words appear on the screen. Students may work with a partner. UDL Principle: Multiple means of engagement

http://www.readwritethink.org/files/resources/interactives/essaymap/ UDL: Students may work with a partner This resource will take the students step by step through the outlining process of organizing their research. This is also pictured below the table

Assessment objective 5:

Assessment for Objective 4

Assessment for Objectives 1 & 2

Assessment for Objective 3

Part VI: Instructional Sequence Sequence 3 Description To locate the Gwinnett County Public Schools Research Database To choose the proper database for a chosen research topic Objective 1

To select information and resources pertinent to a chosen research topic

To write the researched information in ones own words To identify reputable online research resources

This sequence builds on concepts in world-related temporal sequencing. Each lesson builds on the learning from the previous lesson and proceeds in the natural order in which one would do

research. This enables the students to have the background knowledge necessary to efficiently and successfully locate reliable, relevant research that has been processed in their own words. The temporal sequence allows for student discussion with peers, active engagement with technology, and additionally allows the student to practice before researching their chosen topic. ((Morrison, Ross, Kalman & Kemp, 2013)

Lesson 1: Identifying Reputable Online Resources Objective 5: To identify reputable online research resources Enabling Objectives: 5A: Recall that not all online resources are reputable 5B: Interpret the concept of the Internet and that it is an open forum 5C: Identify sources that are creditable and ways to access them Initial Presentation: Students will view the brainpop.com video Online Sources. Students may also use the closed captioning to have the words appear on the screen.("Brainpop prewriting: Organizing," 2013) Generative Strategy (Brown, 2001): Students will complete the Further Research/Fill in the Blank activity on the website, underneath the Activities tab. Students may watch the video as many times as needed to complete this activity. The purpose of this activity is to have the students analyze what they have learned and organize it into their own words. UDL: Students may also use the closed captioning to have the words appear on the screen. UDL Principle: Providing multiple means of representation

Lesson 2: What is Plagiarism and how can I avoid it? Objective 4: To write the researched information in ones own words Enabling Objectives: 4A:Identify the concept of plagiarism 4B Synthesize researched information for given concepts 4C: Formulate the main ideas of the research and using them Initial Presentation: Students will read the article on kidshealth.org titled What is Plagiarism? (Dowshen, 2011). Students that have difficulty reading may have it read aloud to them using the audio selection tool on the article. Generative Strategy: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website (Lycoming College, 2013). The purpose of this game is to identify examples of plagiarism so the students can avoid it in their research writing. Students who have difficulty with the game will be allowed multiple tries. UDL: Multiple means of representation

Lesson 3: The GCPS Research Databases Objective 1: To locate the Gwinnett County Public Schools Research Database Enabling Objectives: 1A: To identify the steps of logging on to My eClass 1B: To select the proper links to reach the database 1C: Reference these steps in the future Objective 2: To choose the proper database for a chosen research topic Enabling Objectives: 2A: Recognize why choosing the proper database is important 2B: Analyze the choices given and choose the best database 2C: Compare different databases for chosen information

Initial Presentation: Students will view the screencast at: http://ktbates22.pbworks.com/w/page/70342289/Screencast (Bates, 2013) to learn how to access the GCPS research database. Students may watch the screencast itself or use the available PowerPoint. Generative Strategy: Students will follow the steps of the screencast to practice accessing and logging in to the GCPS research database. They will then find a database that suits their needs. Students may work with a partner to find a database if need be. UDL: Multiple means of engagement Lesson 4: Research Objective 3: To select information and resources pertinent to a chosen research topic Enabling Objectives: 3A: Assess the information given to see if it is valuable to the chosen research topic 3B: Distinguish what information will be used 3C: Compare information from sources used Initial Presentation: Students will view the Prewriting: Organizing Your Thoughts video at brainpop.com. ("Brainpop online sources," 2013). Students may use the closed captioning feature to have the words appear on the screen. The video gives an introduction to the student about organizing their writing. Generative Strategy: Students will take the quiz to see what they learned from the video. Then they will use the online Essay Map ("Essay map," 2013). This is a tool that students can use online to organize their writing into a graphic organizer. Students may work with a peer to complete this if need be. UDL: Multiple means of engagement

Part VII: Design of Instruction

Instructional Strategies Lesson 1: Students will complete the Further Research/Fill in the Blank activity on the website, underneath the Activities tab after viewing the video Goals Explains how there are reputable and disreputable internet resources for research and how to distinguish them Objectives Objective 5: To identify reputable online research resources Enabling Objectives: 5A: Recall that not all online resources are reputable 5B: Interpret the concept of the Internet and that it is an open forum 5C: Identify sources that are creditable and ways to access them UDL Students may also use the closed captioning to have the words appear on the screen. UDL Principle: Providing multiple means of representation Assessments

Lesson 2: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website after reading the article.

Explains what plagiarism is and how to avoid it.

Objective 4: To write the researched information in ones own words Enabling Objectives: 4A:Identify the concept of plagiarism 4B Synthesize researched information for given concepts 4C: Formulate the main ideas of the research and using them

Students that have difficulty reading may have it read aloud to them through the articles audio option UDL Principle: Multiple means of representation

Lesson 3: Students will follow the steps of the screencast to practice accessing and logging in to the GCPS research database. They will then find a database that suits their needs.

Explains how to log on to the research database

Objective 1: To locate the Gwinnett County Public Schools Research Database Enabling Objectives: 1A: To identify the steps of logging on to My eClass 1B: To select the proper links to reach the database 1C: Reference these steps in the future Objective 2: To choose the proper database for a chosen research topic Enabling Objectives: 2A: Recognize why choosing the proper database is important 2B: Analyze the

Students may work with a partner to locate a proper database for research. UDL Principle: Multiple means of engagement

choices given and choose the best database 2C: Compare different databases for chosen information

Students will take the quiz to see what they learned from the video. Then they will use the online Essay Map

Explains how to organize their thoughts and their research.

Objective 3: To select information and resources pertinent to a chosen research topic Enabling Objectives: 3A: Assess the information given to see if it is valuable to the chosen research topic 3B: Distinguish what information will be used 3C: Compare information from sources used

Students may use the closed captioning feature to have the words appear on the screen. Students may work with a partner. UDL Principle: Multiple means of engagement

Part VIII-Plan For Formative Evaluation I will collect my learners evaluation of the online module from an online survey. I will create a separate one for my learners and one for my SME. I will give them a certain period of time to complete the surveys and then collect the data. I will analyze my data question by question to see how the module can improve. This will be a one time survey completed by the group of students that have completed all parts of the module. The SME evaluation will be completed by a colleague of mine to obtain an objective point of view from someone who may use the module in the future. I will analyze the data using graphs for each question so that I may obtain a visual of the responses. From there I will reevaluate the module. Learners evaluation: http://kwiksurveys.com/s.asp?sid=iiph978iog0oynm257387 SME evaluation: http://kwiksurveys.com/s.asp?sid=0732ftrkh91a1l6257390

Learners Evaluation:

SME Evaluation: