FRIT 7231 Instructional Design

Design Document

Shea Hurst

Dr. Hodges

Summer 2016

Identification of Learning Problem

My target audience is four second grade classes with 20-23 students in each class. These

students attend an IB (International Baccalaureate) school that has excellent state test scores
meeting and exceeding the standards in all grade levels. The problem is that these second grade

students writing skills are not at the level they should be by the end of second grade. The

majority are not passing the writing portion of the weekly reading tests from the state adopted

reading program. This test requires the students to use text evidence, compare and contrast, and

extend on their answer in paragraph form. Students are having a hard time organizing their

thoughts to answer all parts of the question in a paragraph. There is no topic or closing sentence

and the details in the writing are lacking. Many of them want to give a one or two sentence

answer. Students are also scoring low on the writing portion of the end of the year district test.

This test requires students to write three paragraphs comparing and contrasting and giving details

on a passage they have read. Here students are struggling with the same problem as the reading

test. Organization of the writing to answer all parts is a struggle as well as putting the answer into

paragraph from. Students are writing one or two sentences without paragraph structure.

Goal

The goal is for students to be able to write a well-organized paragraph with five or more

sentences that includes a topic, detailed sentences with text evidence, and a closing by the end of

the school year.

Learner Analysis

My target learners consist of twenty plus second grade boys and girls ages seven and

eight. These second graders are from middle income families with various multi-racial and

multicultural backgrounds. They enter second grade with a variety of readiness levels. There are

some who are below grade level, some who are right where they need to be for second grade, and
some who are in the gifted program who are performing way above the second grade level. They

prefer a regularly scheduled routine in a safe environment. They show great interest in words,

have rapidly developing vocabularies, and enjoy one on one conversations with adults. Second

graders dislike taking risks and making mistakes. Most of them try hard to make their work look

perfect and enjoy reviewing their learning. They like to collect, organize, and sort things. Second

graders can reason logically about actual objects but have a hard time with abstract reasoning

unless it relates to real life experiences. They are more physically coordinated. They have many

different interests in school and in their personal life. Many of them participate in sports and

other extracurriculars outside of school. There are not many school clubs available to the second

graders but many participate in the ones that are offered to them (book club, bricks for kids, and

garden club). Their personal goal is to master the second grade standards to be ready for third

grade by the end of the school year.

Task Analysis

The task analysis will be conducted using the procedural analysis. I expect that learning

will most likely occur through practice. I started by creating an outline of the steps required to

create a well- organized paragraph. To ensure that I did not miss any steps, I discussed my

outline with a second grade teacher colleague for feedback. We were able to pinpoint my

potential problems through this collaboration. As a result of this collaboration, I was able to

clarify the steps of the task in creating a well-organized paragraph with five or more sentences

that includes a topic sentence, detail sentences with text evidence, and a closing by the end of the

school year.

SME (Subject Matter Expert)

 I (Shea Hurst) will serve as the Subject Matter Expert (SME) for this instructional plan.

My formal education consists of a bachelors degree in Early Childhood Education from

Columbus State University and a masters degree from Troy State University. I am gifted

certified and I am currently pursuing my technology/media certification from Georgia Southern

University.

My primary qualification to serve as my own SME is my current position as a second

grade teacher at Clubview Elementary School. I have taught second grade for three years and

continue ongoing collaboration with my second grade team. Two years ago, my school district

adopted a new reading program with a rigorous writing component. After participating in several

training sessions, I continue to improve on implementing the writing process in all subjects in my

classroom. Test scores and writing skills have greatly increased in my class during this time.

Students are motivated, more confident in their writing, and are performing at a higher level in

this area.

Task Analysis Outline

I. Prewrite
A. Brainstorm/choose a topic to write about.
B. Fill in a graphic organizer to link words to the topic.
1. Add at least 3 supporting details for your topic.

II. Draft

A. Form a topic sentence.

1. Make sure the sentence states a main idea based on the topic.

B. Form detailed sentences about the topic.

 1. Use the 3 supporting details from the graphic organizer to create

detailed sentences to support the topic.

C. Form closing sentence.

1. This sentence should sum up your writing and let your reader

know that you are finished with your paragraph.

III. Revise

A. Reread for descriptive sentences and organization.

1. Students add details, add and substitute words and phrases, and

delete and rearrange material in the piece.

IV. Edit

A. Students correct spelling, punctuation, and grammar in preparation for

publication.
1. An editing checklist can be used.
2. Editing can be done by the individual writer or with the help of

peers or teacher to achieve correctness.

3. A wait time of 24 to 48 hours should pass before asking students to

edit a piece.

V. Publish

A. A final copy of the writing with corrections is written or typed.

Writing process flowchart created on Lucidchart

Instructional Objectives

1. (cognitive) To write narrative, informative, and expository texts with a beginning, middle,

and end.

a. Brainstorm a topic

b. Form detailed sentences about the topic.

 c. Form a closing sentence to sum up writing.

2. (behavioral) To strengthen writing as needed by revising and editing.

a. Add details to writing.

b. Substitute words and phrases.

c. Delete and rearrange materials in the piece.

d. Correct spelling, punctuation, and grammar.

3. (cognitive) To use a variety of tools to produce and publish writing.

a. Write or type a final copy with corrections made.

Classification of Instructional Objectives

Performance
Content
Recall Application

Fact

Concept

Principles and Rules

Procedure 1a, 1b, 1c, 1d, 2, 2a, 2b, 2c, 3, 3a

Interpersonal

Attitude 2

Relationship between Instructional Objectives and Standards

Instructional Content Standard

Objectives

1 ELAGSE2W1: Write opinion pieces in which they introduce the topic or

1a book they are writing about, state an opinion, supply reasons that support
1b the opinion, use linking words (e.g., because, and, also) to connect opinion
1c and reasons, and provide a concluding statement or section.
1d ELAGSE2W2: Write informative/explanatory texts in which they introduce
a topic, use facts and definitions to develop points, and provide a concluding
statement or section.
ELAGSE2W3: Write narratives in which they recount a well-elaborated
event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and
provide a sense of closure.

2 ELAGSE2W5: With guidance and support from adults and peers, focus on a
2a topic and strengthen writing as needed by revising and editing.
2b a. May include prewriting.
2c

3 ELAGSE2W6: With guidance and support from adults, use a variety of

3a tools to produce and publish writing, including digital tools and
collaboration with peers.

Assessments

Objective 1 Assessment:

Students will create a web to brainstorm ideas about a topic. Students will put the ideas into

sentences and put the sentences together to form a paragraph about their topic. Prewrite and

Draft will be checked.

Example graphic organizers for webbing/brainstorm of ideas:

https://www.superteacherworksheets.com/graphic-organizers/hamburger-writing_WBRDM.pdf

https://www.superteacherworksheets.com/graphic-organizers/flower-writing_WBRDR.pdf

https://www.superteacherworksheets.com/graphic-organizers/web-easier_WBRFB.pdf
Objective 2 Assessment:

Students will add details to their sentences and correct any grammatical errors in their paragraph

writing. Students will swap papers with a peer for review and further corrections (if on computer,

students will send papers via internet). Writing and checklist will be checked.

Example of editing checklists:

Self check: Peer review:

Objective 3 Assessment:

Final copy of published writing will be graded with writing rubric.

Grading Writing Rubric:

Score Meanin Languag Story Sentence Paragrap Mechani Commen

g e Structur s hs cs ts
e

6 *Very *Rich and *Obvious *Generally *Creative *Challenging

imaginative, descriptive beginning, complex and topic, punctuation is
Author shows feeling language use middle, and complete. supporting and correct.
Extraordi and holds *Unique end. *Unique concluding *Correct
readers transitions. *Detailed details. sentences. spelling of
naire interest. parts of a *More than 3 above grade
*Shows story creative level
unusual *Use of details. vocabulary.
or creative different kinds *Unique *Outstanding
thinking of sentences. conclusions letter
and transitions. formation and
spacing errors.

5 *Interesting. *Use of above *Clear *Complete. *Strong topic *Most

*On topic. grade level beginning, *Includes sentences. punctuation is
Talented *Moves descriptive middle, and variation and *More than 3 correct.
Author smoothly. words. end. detail. supportive *Most spelling
*Good *Smooth *Parts of a details. is correct.
imagination. transition. story. *Strong *Good letter
*Sequential. conclusion. formation and
spacing errors.

4 *On topic. *Use of grade *Beginning, *Complete. *Clear topic *All grade
*Makes level middle, and *Some sentence. level
A Grade sense. descriptive end. variation and *3 Supportive vocabulary
Level *Uses words. *Most parts of detail. details. spelled
imagination. *Some smooth a story. *Clear correctly.
Author transitions. conclusion. *Accurate
common
punctuation.
*No letter
formation and
spacing errors.

3 *Strays off *Some simple *No clear *Short. *Weak topic *Missing
topic. descriptive beginning, *Little detail sentence. common
Becoming *Some words. middle, and or variation. *Less than 3 punctuation.
a Writer imagination. *No end. details and /or *Frequent
transitions. *Missing details go off spelling errors.
important topic. *Some letter
parts of a *No formation and
story. conclusion. spacing errors.

2 *Hard to *Little or no *No *Short and *Weak topic *Missing

understand. descriptive beginning, choppy. sentence. common
Beginning *Strays off language. middle, or *Some *Less than 3 punctuation.
to Write topic *Very brief. end. incomplete. details and /or *Frequent
frequently. *Lacks details go off spelling errors.
*More sequence. topic. *Some letter
imagination *No formation and
needed. conclusion. spacing errors.
 1 *Writing is *No *Rambling *Incomplete. *No topic *Little or no
not clear or descriptive thoughts and *Run-ons. sentence. punctuation or
Writers organized. language. ideas. *No capitulation.
Block *Off topic. supporting *Many
*Lacks details. spelling errors.
creativity. *No *Many letter
conclusion. formation and
spacing errors.

Differentiation for writing assignments and assessments:

http://www.readingrockets.org/article/differentiated-instruction-writing

Brief Narrative:

Each objective has a rubric or checklist for the students to stay on track with what is required. A

few examples of webs and graphic organizers are listed from the Superteacherworksheets

website. Once the graphic organizer/web is complete, the student begins writing based on the

details written in the organizer. This web and prewrite stage are checked by the teacher for the

student to continue to the draft stage. Once the draft stage is complete, the student will use the

self-check checklist to edit their work. After self-checking, a peer will use the peer review

checklist to further edit the writing. If work is done online, students will send a peer from the

class their work electronically. An example of these are listed from Pinterest. The student will

then go into the publishing stage to complete their final product based on the edits/suggestions

made. The published writing will be graded by the teacher using the writing rubric. This rubric

was created by using several examples from Pinterest and putting them together to make a final

product. Differentiation for writing assignments are listed from the Reading rockets link.

Resources:
Differentiated instruction for writing (2015). Retrieved from

http://www.readingrockets.org/article/differentiated-instruction-writing

Graphic organizers (2016). Retrieved from https://www.superteacherworksheets.com/index.html

Peer Review checklist (2014). Retrieved from

https://www.teacherspayteachers.com/Store/Helps4teachers

Writing and editing checklist and rubric (2013). Retrieved from https://www.pinterest.com/