Part I: Identification of Learning Problem

Target Audience:
My target audience consists of students within the Johnson County School System. My primary
audience would be second grade students. There are approximately 17 students in the class
chosen.
Problem Identification:
Many children have difficulty with learning to read. Through phonological awareness, children
learn to associate sounds with symbols and create links to word recognition and decoding skills
necessary for reading. As children develop their skills in phonological awareness, they also
develop many more skills that will help them become more successful readers. They show
awareness of sounds in a language, awareness of rhymes, awareness that sentences can be broken
down into words, syllables, and sounds, the ability to talk about, reflect upon, and manipulate
sounds, as well as understanding the relationship between written and spoken language.
As teachers, we all want our students to not only feel successful but be successful. One of those
areas that we can help with is improving phonological awareness to help our students be
successful readers. Reading is an imperative skill that students need in their lives. With that said,
we also know the development of phonological awareness skills will help to launch our students
into the literacy world.
Many students at this grade level may feel as if they have the foundation of reading, such as
learning the names of the letters as well as their sounds; however, the main problem is that they
do not understand how to put them together to make words and then connect them into reading.
Instructional Goals:

Students will read short and long vowel words.

Students will read words involving vowel teams.
Students will decode words with prefixes and suffixes.
Students will decode two syllable words.
Students will identify words with common spelling and sound relationships.
Students will read irregularly spelled words.

Part II: Learner Analysis

Introduction:
The targeted groups of learners are 2nd graders at Johnson County Elementary School in
Wrightsville, Georgia. The students range in ages from 7 to 9 with the most common age being
age 7. There are a total of 17 students with 10 being girls and 7 being boys. The class contains 8
African Americans, 7 Caucasians, and 2 Multi-Ethnic students. 2 of the students receive Speech
Services from a Speech Therapist, and 7 of the students have been identified as EIP (Early
Intervention Program). All of the students receive small group instruction daily with a certified
teacher as well as a para-professional. The students are separated into 4 groups with each group
having 4 to 5 students. Sixty-five percent of the 17 students have always been enrolled in the
Johnson County School System; whereas, 35% have been enrolled in another school system at
some point in their school career. 77% of the students come from single parent homes or from
homes where a guardian is the primary caregiver.
To obtain this information, multiple methods were used. To begin the process, the students
registration forms were reviewed. From this the students race, gender, birthdate, and
guardianship were established. After reviewing the registration forms, the students records were
reviewed to establish promotions and schools attended along with special education and response
to intervention (RTI) information. Some of the information was also obtained through an
information database for teachers known as Infinite Campus. Infinite Campus is an online grade
book database that records student information, attendance, and grades.
Entry Skills and Prior Knowledge:
Students recognize, decode, and pronounce the following phonetic elements:

Letter Names
Letter Sounds
VC and CVC
Common Beginning- and Ending-Consonant Digraphs
CVCC and CCVC
Silent e
R-Controlled Vowels
Advanced Consonant Sounds, Silent Consonants, and Consonant Digraphs
Vowel Digraphs, Diphthongs, and Advanced Vowel Sounds
Common Prefixes and Common Suffixes
Two Syllables
Three Syllables
Four Syllables

This information was obtained by administering an assessment called a Quick Phonics Screener
(QPS). QPS is an assessment that measures a students ability to pronounce the phonetic
elements in real and nonsense words. By giving this assessment, teachers can quickly and
accurately diagnose their students strengths and instructional needs. Results can be used to
monitor students progress as their phonics skills develop. Students are monitored three times

during the school year to see how their phonetic skills are developing. The students are tested at
the beginning (August), middle (January), and end of the year (May).
Attitudes Towards Content & Academic Motivation:
Most students seem to understand that learning phonological and phonics skills are important,
but at their age level, I feel that the students do not fully comprehend why they are learning these
skills until they are told that these skills will help them to become better and stronger readers.
The majority of the students show more interest in the individually. All students mentioned
enjoying working with a new program called IStation that works with phonics skills as well as
other reading skills. As far as motivation, 41% of the students give their full effort and are
motivated to learn the material presented. 18% of the students show some motivation and effort;
whereas, the other 41% seem to have a lack of motivation. Those students receive extra
assistance and extra time with the teacher and para-professional to try to achieve more effort and
motivation in learning of the content presented.
Educational Ability Levels:
From the most recent testing, many of the students fell in the area of not meeting the
requirements, or they were considered meeting but by borderline standards. Based on teacher
observation and scores, 18% of the students would be considered high ability level. 47% of the
students would have middle ability level, and 35% would be low level ability. Based on the
information, the majority of the students require a great deal of repetition and practice on tasks.
Also due to the varied levels, many activities are completed in a small group setting or require
extra assistance to be completed individually.
General Learning Preferences:
The learners show greater interest in hands on activities and activities that involve a visual. They
seem to enjoy games, interactive activities and working on the computers. The students do not
do as well with auditory only activities due to the fact that they do not hold their attention. This
information was gathered from teacher observation.
Attitude Towards Teachers and School:
Students seem to have respect for the teacher and para-professional in the classroom. Some
students show through effort and participation that they do not enjoy coming to school; however,
the remainder of the class seems to enjoy their daily experiences in the school and classroom.
Group Characteristics:
The school is located in what is known as the Wrightsville / Johnson County community. All
students receive free or reduced lunch which qualifies the school as a Title I school. The
students in the class are age appropriate for second grade. Students seem to enjoy small group
instruction and seem to be more engaged in a small group setting. They seem to be more
engaged when able to be hands-on or have a visual in front of them.

Part III: Task Analysis

I conducted the task analysis using a topic analysis approach. I created an outline of the topics
included in the Quick Phonics Screener to show phonics skills that need to be taught to improve
phonological awareness as well as to allow students to become better readers in general.
I.

Letter Names and Sounds

a. Depending on grade level, students may understand these concepts from previous
grade levels as prerequisite skills.

II.

VC and CVC Pattern

a. Students must be able to say each individual sound of the word presented as well as
blend the sounds to pronounce the whole word.
i. Nonsense Words
ii. Short Vowel Words

III.

Beginning / Ending Consonant Digraphs

a. Students must be able to produce the sounds that correspond to frequently used
consonant digraphs (two sounds that are blended together to make their own
individual sound).

IV.

CVCC / CCVC Pattern

a. Students must be able to understand the correspondence of the letters and sounds of
the words to be able to read the words.
b. Words may include consonant blends and consonant digraphs.

V.

Silent E
a. Students must be to understand the phonetic skills of CVC and adding the silent e to
turn the vowel into a long vowel sound.
i. Example: can cane

VI.

R-controlled Vowels
a. Students must understand that when a vowel is followed by an r the r changes the
sound that the vowel makes.
b. It is often referred to as the bossy r because the r bosses the vowel to make a new
sound.
i. Example: ar car, or corn, er, ir, ur her, bird, fur (make the same sound)

VII.

Silent Consonants
a. Students must be aware that learning silent consonants do not follow a given rule.
b. Students must recognize that silent consonants must be learned through automoticity
rather than learning them phonetically.
i. Example: kn, gn sound of n, wr sound of r

VIII.

Vowel Digraphs / Diphthongs

a. Students must be able to understand that vowel digraphs include two letters where the
first vowel is usually long and the second is silent.
i. Example: oa, ea, ee, ai, ay
b. Student must know that diphthongs are also two successive vowels that create there
own individual sounds in isolation.
i. Example: oi, oy, ou, ow

IX.

Prefixes and Suffixes

a. Students must be able to understand that prefixes and suffixes can change the
meaning of words.
b. Students must understand that a prefix is added to the beginning of a root word
whereas a suffix is added to the ending of a root word.

X.

Multisyllabic Words
a. Students must be reading sight words fluently to move on to reading multisyllabic
words.
b. Students must understand that to read larger and more advanced words that they are
broken down into smaller word chunks.
c. Students need to understand that dividing larger words into segments allows the
students to have better focus on reading the whole word.

Subject Matter Expert (SME)

I (Rana Powell Winfrey) will serve as the SME for this instructional plan. My formal education
consists of a bachelors degree in Early Childhood Education from Georgia Southern University
in Statesboro, Georgia. I am also currently pursuing a masters degree in Instructional
Technology from Georgia Southern University in Statesboro, Georgia.
My primary qualification to serve as SME is my position as a elementary school teacher for eight
years. I have been teaching second grade for six years, and one of my many responsibilities in
the classroom is phonics instruction.

Flow Chart:
Teaching Phonics Through Small
Group Instruction

Reteach through Intervention

(Suggestions: Flashcards)

Successful at
Letter Names / Sounds
No

Yes

Reteach through Intervention

Successful at
VC / CVC

(Suggestions: Short Vowels)

No

Yes

Successful at
Beginning / Ending Consonant
Digraphs

Reteach through Intervention

(Suggestions: th, ch, sh, etc. Word
Lists)

No

Yes

Reteach through Intervention

(Suggestions: Digraphs, Short
Vowels)

Successful at
CVCC / CCVC
No

Yes
Exit
Reteach through Intervention
(Suggestions: Long Vowel + Short
Vowel Tiles)

Successful at
Silent E

Reteach through Intervention

(Suggestions: Chunking )

No

Successful at
Multisyllabic Words
No

Yes
Yes
Reteach through Intervention
(Suggestions: Word Lists)

Successful at
R-Controlled Vowels

Reteach through Intervention

(Suggestions: Word Lists)

No

Successful at
Prefixes / Suffixes
No

Yes
Yes
Reteach through Intervention
(Suggestions: Word Lists)

Successful at
Silent Consonants
No

Yes

Reteach through Intervention

(Suggestions: Word Lists)

Successful at
Vowel Digraphs / Diphthongs
No

Part IV: Instructional Objectives

Terminal Objective 1:
Students will correctly apply grade-level phonics and word analysis skills in decoding words to
help improve reading skills.
Terminal Objective 2:
Students will distinguish long and short vowels when reading regularly spelled one-syllable
words.
Enabling Objective(s):
A. Students will name words with short vowels.
B. Students will name words with long vowels.
C. Students will classify words as having long or short vowels.
Terminal Objective 3:
Students will identify spelling-sound correspondences for common vowel teams.
A. Students will define a vowel team.
B. Students will correctly read words with vowel teams and vowel digraphs.
C. Students will list words that contain vowel digraphs.
Terminal Objective 4:
Students will decode multi-syllabic words.
A. Students will define what syllables are.
B. Students will define what multi-syllabic means.
C. Students will describe how a word has one or more syllables.
Terminal Objective 5:
Students will decode words with common prefixes and suffixes.
D. Students will classify words using a prefix.
E. Students will classify words using a suffix.
F. Students will classify words as to whether they have a prefix or a suffix.
Terminal Objective 6:
Students will identify words with inconsistent but common spelling sound correspondences.
A. Students will classify words using silent consonants.
B. Students will classify words using diphthongs.
C. Students will classify words containing r-controlled vowels.
Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation

Standard / Objective
2A, 2B, 2C, 3, 3A, 4A, 4B
5A, 5B, 5C, 6, 6A, 6B. 6C
1, 3B, 3C, 4, 4C, 5
2

Content
Fact
Concept
Principle and Rules
Procedure
Interpersonal
Attitude

Performance
Recall
2A, 2B, 3, 4A, 4B
6

2C, 3A

Application

2, 5A, 5B. 6A, 6B, 6C

3B, 3C, 4, 4C, 5, 5C

Part V: Development of Assessments

The assessments that I have created are performance based rather than criterion referenced
assessments. I want students to be able to correlate the concepts they learn and use that
information to be able to perform a task. At the end of the unit, students should be able to
demonstrate what they have learned and be able to use their phonics and word analysis skills to
improve their reading skills.
Instructional
Strategies
Lesson 1:
Students practice
distinguishing
between short and
long vowel words
by creating a slide
presentation
Students share
information with
the class and
discuss how they
understand that a
word has a short
or long vowel
sound.

Lesson 2:

Goals
Students will be
able to
determine the
difference
between a word
with a short
vowel and a
long vowel and
be able to read
them correctly.

Students will
show
In groups,
understanding
students will work of vowel teams
together to create and how their
word lists using
spellings and
vowel digraphs.
sounds relate to
Using a Web 2.0
each other.
tool, the students
will create a
presentation that
shows a list of
words
(approximately 810) that contains
vowel digraphs.

Objectives

UDL

Assessments

2A: Students will

name words with
short vowels.
2B: Students will
name words with
long vowels.
2C: Students will
classify words as
having long or
short vowels.

Multiple means
of
representation is
being used.
Students
will listen to or
read the sets of
words provided.
Multiple
means of action
and
expression are
also being used.
Students are
being given a
choice in
technology tools
to create their
presentation.

Students will
practice
distinguishing
between short
and long vowel
words by
creating a slide
presentation that
displays a slide
for short vowel
words and a slide
for long vowel
words.

Objective 3:
Students will
identify spellingsound
correspondences
for common vowel
teams.
3A: Students will
define a vowel
team.
3B: Students will
correctly read
words with vowel
teams and vowel
digraphs.
3C: Students will

Multiple means
of action and
expression are
being used.
Students are
being given a
choice of
technology tools
to create their
presentation.
Also, the
instructor may
allow a smaller
number of
words for those
experiencing

Using a Web 2.0

tool, the students
will create a
presentation that
shows a list of
words
(approximately
8-10) that
contains vowel
digraphs

Objective 2:
Students will
distinguish long
and short vowels
when reading
regularly spelled
one-syllable
words.

When completed,
students may
present their
presentations to
the class.

Lesson 3:
A tutorial lesson
will be shown on
inconsistent
spelling sound
correspondences
that relates to
using silent
consonants,
diphthongs, and rcontrolled vowels.
Individually,
students will take
a quiz where they
hear a variety of
words. Students
will be given a
choice of how to
spell the words,
and they must
choose the correct
one.
Lesson 4:
A tutorial lesson
on SmartBoard
will be shown on
introducing
prefixes and
suffixes. Words
will be given

list words that

contain vowel
digraphs.

Students will be
able to identify
words with
inconsistent
spelling and
sound
relationships.

Objective 6:
Students will
identify words
with inconsistent
but common
spelling sound
correspondences.

Students will be
able to read and
spell words with
silent
consonants.

6A: Students will

classify words
using silent
consonants.
6B: Students will
classify words
Students will be using diphthongs.
able to read and 6C: Students will
spell words with classify words
diphthongs.
containing rcontrolled vowels.
Students will be
able to read and
spell words with
r-controlled
vowels.
Students will
read and
understand the
meaning of
words with
prefixes and
suffixes.

Objective 5:
Students will
decode words with
common prefixes
and suffixes.
5A: Students will
classify words
using a prefix.

difficulty, or as
a challenge, the
students may
take on more
than 10 words.
The instructor
could assign a
certain digraph
to each student
or to each
group. .
Multiple means
of
representation is
being used in
the lesson. Even
though the
assignment is
completed
individually,
students are
offered levels of
challenge on the
quiz.

Multiple means
of
representation
and multiple
means of
expression and
action are
apparent in this
lesson.

Students will
take a quiz where
they hear a
variety of words.
Students will be
given a choice of
how to spell the
words, and they
must choose the
correct one.

Students will
work with a
partner to create
a Wordle Cloud
of a prefix and
suffix that was
randomly
selected

examples of how
a prefix and suffix
is used along with
the base / root
word to change its
meaning.
Individually,
students will
interact along
with the
SmartBoard
presentation, but
they will also
work with a
partner to create a
Wordle Cloud of a
prefix and suffix
that was randomly
selected. Once
completed, the
partners can share
their Wordle and
display them on a
word wall for
future reference.

Lesson 5:
Using a
PowerPoint
presentation,
students are

5B: Students will

classify words
using a suffix.
5C: Students will
classify words as
to whether they
have a prefix or a
suffix.

Students will
decode and read
multi-syllabic
words.

Objective 4:
Students will
decode multisyllabic words.
4A: Students will

Students are
taught with
multi media as
well as are
being
interactive with
the lesson. They
are also given
choice of how
to represent
their
information by
being allowed
to choose their
Web 2.0 tool.
The instructor
could assign a
certain prefix or
suffix to each
student or to
each group. By
having a choice
of how to
complete the
assignment, the
lesson also has
multiple levels
of engagement.
If students were
experiencing
difficulty,
students may be
allowed to use a
reference book,
such as a
dictionary, to
help them locate
words that
include the
prefix or suffix.
Multiple means
of
representation is
used in the
lesson. During
the instruction

Students will
participate in an
online learning
game. Students
will use Syllable
Factory Game to

introduced to
longer words than
what they
generally read.
The instructor
will introduce the
word and have the
students to
identify how
many chunks or
syllables of the
word they heard
by repeating it.
Students
participate in an
online learning
game. Students
use Syllable
Factory Game to
show their
understanding of
breaking syllables
apart into chunks
to help improve
their reading
skills of multisyllabic words.

Lesson 6:
Students discuss
ideas of why they
believe it is
important to learn
and understand
each of the
phonics skills
presented as well
as what they have
gotten from each
lesson.
Students are given
a list of words

define what
syllables are.
4B: Students will
define what multisyllabic means.
4C: Students will
describe how a
word has one or
more syllables.

Students will
apply what they
have learned of
phonics skills
and apply it to
their reading to
become better
readers.

Objective 1:
Students will
correctly apply
grade-level
phonics and word
analysis skills in
decoding words to
help improve
reading skills.

section, pictures
can be used
along with the
words for
identification
and reading
purposes. Also,
the instructor
could have the
students to clap
out the syllables
as they say the
words to bring
more of a
hands-on and
interactive feel
to the lesson.
On the Syllable
Factory Game,
students are
allowed to
choose different
levels based on
their
understanding
of syllabication.
On each level,
the number of
words is
different as
well.
Multiple means
of
representation
and multiple
means of
expression and
action are in the
lesson. Students
are given a
choice of
recording
options and
technology tools
to use. For the
students that

show their
understanding of
breaking
syllables apart
into chunks to
help improve
their reading
skills of multisyllabic words.

Students will be
given a list of
words that are
separated by
sections of
phonics skills
taught. They
will also be
given a brief
story that
includes words
that relate to the
phonics skills
taught.
Individually,

that are separated

by sections of
phonics skills
taught. They are
given a story that
includes words
that relate to the
phonics skills
taught.
Individually, each
student will create
a recording and
read the words
and story they
were given. This
will show that the
students can not
only read the
words, but it will
begin to work
with fluency as
well.

need a
challenge, the
instructor could
ask for them to
create their own
story instead of
giving them a
story.

each student will

create a Voki and
record the
reading of the
words and story
they were given.
This will show
that the students
can not only read
the words, but it
will begin to
work with
fluency as well.

Assessment 1: Long or Short Vowels

Objective 2:
Students will distinguish long and short vowels when reading regularly spelled one-syllable
words.
2A: Students will name words with short vowels.
2B: Students will name words with long vowels.
2C: Students will classify words as having long or short vowels.
Students will practice distinguishing between short and long vowel words by creating a slide
presentation that displays a slide for short vowel words and a slide for long vowel words.
I chose to use a Web 2.0 tool to create the slide presentation. I have attached the link to the
Prezi.
http://prezi.com/ht0wfnupcphr/?utm_campaign=share&utm_medium=copy&rc=ex0share
Differentiation:
Multiple means of representation is being used. Students will listen to or read the sets of words
provided. Multiple means of action and expression are also being used. Students are being given
a choice in technology tools to create their presentation
Rubric:
Criteria
Presentation includes
all vowels.
Presentation has at
least 5 different
sections.
There are at least 3
examples for each
short vowel.

Not Evident
0

Somewhat Evident
5

Clearly Evident
10

1-2 sections
10

3-4 sections
20

5 or more sections
30

1 example is present
for each short vowel.
10

2 examples are present

for each short vowel.
20

There are at least 3

examples for each long
vowel.

1 example is present
for each long vowel.
10

3 or more examples
are present for each
short vowel.
30
2 examples are present 3 or more examples
for each long vowel.
are present for each
20
long vowel.
30
Total:

Assessment 2: All About Vowel Digraphs

Objective 3:
Students will identify spelling-sound correspondences for common vowel teams.
Objective:
3A.
Students will define a vowel team.
3B.
Students will correctly read words with vowel teams and vowel digraphs.
3C.
Students will list words that contain vowel digraphs.
I chose to use PowerPoint and upload it to a Web 2.0 tool. I have attached the link to SlideShare.
http://www.slideshare.net/rana_winfrey/vowels-digraphs
Differentiation:
Multiple means of action and expression are being used. Students are being given a choice of
technology tools to create their presentation. Also, the instructor may allow a smaller number of
words for those experiencing difficulty, or as a challenge, the students may take on more than 10
words. The instructor could assign a certain digraph to each student or to each group.
Rubric:
Criteria
Presentation includes a
title page.
Presentation includes
at least 2 vowel teams /
vowel digraphs.
Each vowel team /
vowel digraph has 8-10
examples.

Not Evident
0

Somewhat Evident

Clearly Evident
10

No vowel teams are

present

1 vowel team is
present.

2 or more vowel
teams are present.
40

1-3 examples are

present for each
vowel team.
20

20
4-7 examples are
present for each vowel
team.
35

8 or more examples
are present for each
vowel team.
50
Total:

Assessment 3: Relating Spelling to Sound

Objective 6:
Students will identify words with inconsistent but common spelling sound correspondences.
6A: Students will classify words using silent consonants.
6B: Students will classify words using diphthongs.
6C: Students will classify words containing r-controlled vowels.
Teacher Word List to be read aloud
R-controlled Words

Silent Consonants

Vowel Diphthongs

sparkle
birth
north
verse
turtle

knuckle
wreath
design
crumb
wrestle

point
loyal
crowd
ground
jewel

Student Answer Sheet (Easy)

Pick the correct spelling of each word.
1.

sparkle
birth

2.
5.

spurkel
buerth
6.

loil
croouowd

crum
restel
crumb
wrestle

3.

gnukle
wreath
7.
10.

loyal
crowd

11.

knuckle
reeth

north
verse

ground
juel
groun
jewel

4.

point

8.

noorth
virse

12.
15.

poyntt

design

9.

deasin

13.

turtle
terirtl

14.

Student Answer Sheet (Middle)

Pick the correct spelling of each word.
1.

6.

sparkle
birth

2.
5.

3.

poyntt

sparkel
beerth

knuckle
wreath

point

spurkel
birth

gnukle
wreath

point

loil
croud

7.
10.

loyoial
croouowd
\
loyal
crowd
11.

nucle
reeth

crum
restel

12.
15.

north
verse

8.

desikn

noorth
virse

design

noorrth
vurse

deasin

grouown
juel

13.

turtle

crumb
wrestle

groun
jewwle

terirtl

crumb
wrresel

ground
jewel

turirtel

4.

9.

14.

Student Answer Sheet (Difficult)

Pick the correct spelling of each word.
1.

sparkle
birth
sparkel
beerth

2.
5.

nucle
reeth
knuckle
wreath

3.

poyntt
point

4.

6.

11.

spurkel
burth

gnukle
wreaeath

poyttn

sperkkel
bearth

nuckel
reith

pooiint

loil
croud

7.
10.

north
verse

8.

desikn

loyoial
croouowd
\
loyal
crowd

noorth
virse

design

noorrth
vurse

deasin

looial
croughd

noarth
vuerse

deesikn

crum
restel

12.
15.

grouown
juel

13.

turtle

crumb
rwrestel

groun
jewwle

terirtl

crumb
wrresel

grououndd
jewel

turirtel

cruummb
wrestle

ground
juele

tuertel

9.

14.

Answer Key (Easy)

Pick the correct spelling of each word.
1.

sparkle
birth
spurkel
buerth

2.
5.

knuckle
reeth
gnukle
wreath

3.

poyntt
point

4.

6.

loil
croouowd

7.
10.

loyal
crowd

11.

crum
restel

north
verse

8.

noorth
virse

12.
15.

crumb
wrestle

ground
juel

design

9.

deasin

13.

groun
jewel

turtle

14.

terirtl

Answer Key (Middle)

Pick the correct spelling of each word.
1.

6.

sparkle
birth

2.
5.

3.

poyntt

sparkel
beerth

knuckle
wreath

point

spurkel
birth

gnukle
wreaeeth

poynntt

loil
croud

7.
10.

loyoial
croouowd
\
loyal
crowd
11.

nucle
reeth

crum
restel
crumb
wrestle

12.
15.

north
verse

8.

desikn

noorth
virse

design

noorrth
vurse

deasin

grouown
juel
groun
jewwle

13.

turtle
terirtl

4.

9.

14.

crumbb
wrresel

ground
jewel

turirtel

Answer Key (Difficult)

Pick the correct spelling of each word.
1.

6.

11.

sparkle
birth

2.
5.

nucle
reeth

3.

poyntt

sparkel
beerth

knuckle
wreath

point

spurkel
burth

gnukle
wreaeath

poyttn

sperkkel
bearth

nuckel
reith

pooiint

loil
croud

7.
10.

north
verse

8.

desikn

loyoial
croouowd
\
loyal
crowd

noorth
virse

design

noorrth
vurse

deasin

looial
croughd

noarth
vuerse

deesikn

crum
restel

12.
15.

grouown
juel

13.

turtle

crumb
rwrestel

groun
jewwle

terirtl

crurmbb
wrresel

grououndd
jewel

turirtel

4.

9.

14.

cruummb
wrestle

ground
juele

tuertel

Differentiation:
Multiple means of representation is being used in the lesson. Even though the assignment is
completed individually, students are offered levels of challenge on the quiz.

Assessment 4: Prefixes and Suffixes

Objective 5:
Students will decode words with common prefixes and suffixes.
5A: Students will classify words using a prefix.
5B: Students will classify words using a suffix.
5C: Students will classify words as to whether they have a prefix or a suffix.

Rubric:
Criteria
Wordle includes a
prefix and suffix.

Not Evident
0
1-2 examples
10

Somewhat Evident
Only a prefix or suffix
is present.
5
3-4 examples
25

Clearly Evident
Both a prefix and a
suffix are present.
10
5 or more examples
35

Wordle has at least 5

examples using the
chosen prefix.
Wordle has at least 5
examples using the
chosen suffix.
Presentation is
complete and easy to
read.

1-2 examples
10

3-4 examples
25

5 or more examples
35

Presentation is
complete but is
difficult to read.
10

Presentation is
complete and
somewhat easy to
understand.
20

Presentation is
complete and easy to
read.
20
Total:

Differentiation:
Multiple means of representation and multiple means of expression and action are apparent in
this lesson. Students are taught with multi media as well as are being interactive with the lesson.
They are also given choice of how to represent their information by being allowed to choose
their Web 2.0 tool. The instructor could assign a certain prefix or suffix to each student or to
each group. By having a choice of how to complete the assignment, the lesson also has multiple
levels of engagement. If students were experiencing difficulty, students may be allowed to use a
reference book, such as a dictionary, to help them locate words that include the prefix or suffix.

Assessment 5: More Than One Syllable!

.
Objective 4:
Students will decode multi-syllabic words.
4A: Students will define what syllables are.
4B: Students will define what multi-syllabic means.
4C: Students will describe how a word has one or more syllables.
Before completing the assessment, students would complete a formative assessment to determine
their learning level for the online learning game.
Write 1, 2, 3, or 4 to determine the number of syllables in each word.
hopeful
______
water
______

pajamas

______

independent

______

king

need

______

encourage

______

kitten

______

______
helicopter
______

beautiful

______

If students score 60 or below, they will be assigned Level 1.

If students score 70 or 80, they will be assigned Level 2.
If students score 90 or above, they will be assigned Level 3.
Answer Key:
hopeful
king
beautiful

2
water
1
helicopter
3

pajamas

independent

need

encourage

kitten

2
4

This assessment is an online learning game. Scores will be determined based on student score
from the number of points on the game. I have linked the website.
http://www.bbc.co.uk/skillswise/game/en01soun-game-syllables-factory
Differentiation:
Multiple means of representation is used in the lesson. During the instruction section, pictures
can be used along with the words for identification and reading purposes. Also, the instructor

could have the students to clap out the syllables as they say the words to bring more of a handson and interactive feel to the lesson. On the Syllable Factory Game, students are allowed to
choose different levels based on their understanding of syllabication. On each level, the number
of words is different as well.

Assessment 6: Ready, Set, Read!

Objective 1:
Students will correctly apply grade-level phonics and word analysis skills in decoding words to
help improve reading skills
Say the words.
dad

sit

fog

cup

let

red

map

tub

in

on

gasp

bran

mint

prod

sled

club

romp

snip

just

soft

nice

mole

cave

doze

fate

ripe

rule

tile

cane

vote

cart

pork

verb

shirt

furl

stir

turn

mark

fern

torn

lick

sling

sunk

wrap

ship

whiz

moth

sign

chin

knob

foam

creak

scoop

bleed

waist

scold

gray

shout

join

royal

haul

straw

goes

chew

pillow

dismiss

nonstop

intent

return

station

jealous

madness

mission

portable

fastest

battle

fearful

traffic

beneath

demand

moment

bacon

escape

crazy

basket

liberty

elastic

entertain

volcano

practical

community

inventory

emergency

evaporate

prehistoric

Read the story.

We Want To Play
It was a long hot day, and the kids wanted to play. They knew that they could go to the park.
The kids asked their mom and dad to take them. Mom said that she was fearful of rain, but that
they would go for a little while. The kids were very excited. When the kids arrived, it seemed
that everyone in the community was there. The kids enjoyed every moment of playing with their
friends. It was a fantastic day!

Scoring Guide:
Say the words.
dad

sit

fog

cup

let

red

map

tub

in

on

gasp

bran

mint

prod

sled

club

romp

snip

just

soft

nice

mole

cave

doze

fate

ripe

rule

tile

cane

vote

_______ / 10

_______ / 10

_______ / 10

cart

pork

verb

shirt

furl

stir

turn

mark

fern

torn

lick

sling

sunk

wrap

ship

whiz

moth

sign

chin

knob

foam

creak

scoop

bleed

waist

scold

gray

shout

join

royal

haul

straw

goes

chew

pillow

dismiss

nonstop

intent

return

station

jealous

madness

mission

portable

fastest

battle

fearful

traffic

beneath

demand

_______ / 15

moment

bacon

escape

crazy

basket

_______ / 5

liberty

elastic

entertain

volcano

practical

_______ / 5

community

inventory

emergency

evaporate

prehistoric

_______ / 5

_______ / 10

_______ / 10

_______ / 15

Read the story.

We Want To Play
It was a long hot day, and the kids wanted to play. They knew that they could go to the park.
The kids asked their mom and dad to take them. Mom said that she was fearful of rain, but that
they would go for a little while. The kids were very excited. When the kids arrived, it seemed
that everyone in the community was there. The kids enjoyed every moment of playing with their
friends. It was a fantastic day!
_______ / 15

Total Score:

_______ / 120

Differentiation:
Multiple means of representation and multiple means of expression and action are in the lesson.
Students are given a choice of recording options and technology tools to use. For the students
that need a challenge, the instructor could ask for them to create their own story instead of giving
them a story.

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence:
Sequence
1
2
3
4
5
6

Description
Distinguish between words with long and short vowels
Produce words with beginning and ending digraphs
Identify words with inconsistent spelling sound relationships
Produce words with prefixes and suffixes
Identify words with more than one syllable
Apply phonics skills to improve reading

Objective
2
3
6
5
4
1

The sequence builds on concept related order. The learner will proceed through the instruction
with it being organized by sophistication. The instructor will begin with the concrete and more
simple of the concepts and lead into the more complex tasks.
Lesson 1: Long or Short Vowels
Objective 2:
Students will distinguish long and short vowels when reading regularly spelled one-syllable
words.
Objective(s):
2A.
Students will name words with short vowels.
2B.
Students will name words with long vowels.
2C.
Students will classify words as having long or short vowels.
Initial Presentation:
Students will be shown a set of words and explain that each word has a consonant vowel
consonant (CVC) pattern. This indicates that the word contains a short vowel. Next, have the
students to look at a different set of words. These words will have consonant vowel consonant e
(CVCe) pattern. This will indicate that the word contains a long vowel.
Generative Strategy:
Students will practice distinguishing between short and long vowel words by creating a slide
presentation that displays a slide for short vowel words and a slide for long vowel words. After
creating their lists, students can share with the class. Then, students can discuss how they
understand that a word has a short or long vowel sound.
Differentiation:
Multiple means of representation is being used. Students will listen to or read the sets of words
provided. Multiple means of action and expression are also being used. Students are being given
a choice in technology tools to create their presentation (Morra & Reynolds)

Lesson 2: All About Vowel Digraphs

Objective 3:
Students will identify spelling-sound correspondences for common vowel teams.
Objective:
3A.
Students will define a vowel team.
3B.
Students will correctly read words with vowel teams and vowel digraphs.
3C.
Students will list words that contain vowel digraphs.
Initial Presentation:
A video tutorial will present the ideas and examples of vowel digraphs.
Generative Strategy:
In groups, students will work together to create word lists using vowel digraphs. Using a Web
2.0 tool, the students will create a presentation that shows a list of words (approximately 8-10)
that contains vowel digraphs. When completed, students may present their presentations to the
class. Each student would be responsible for presenting a section of the presentation.
Differentiation:
Multiple means of action and expression are being used. Students are being given a choice of
technology tools to create their presentation. Also, the instructor may allow a smaller number of
words for those experiencing difficulty, or as a challenge, the students may take on more than 10
words. The instructor could assign a certain digraph to each student or to each group. (Morra &
Reynolds)
Lesson 3: Relating Spelling to Sound
Objective 6:
Students will identify words with inconsistent but common spelling sound correspondences.
Objective(s):
6A.
Students will classify words using silent consonants.
6B.
Students will classify words using diphthongs.
6C.
Students will classify words containing r-controlled vowels.
Initial Presentation:
A tutorial lesson will be shown on inconsistent spelling sound correspondences that relates to
using silent consonants, diphthongs, and r-controlled vowels. Each concept will be split into
different sections so that confusion does not arise.
Generative Strategy:
Individually, students will take a quiz where they hear a variety of words. Students will be given
a choice of how to spell the words, and they must choose the correct one. As they make their
choice, students would receive feedback about their choice.

Differentiation:
Multiple means of representation is being used in the lesson. Even though the assignment is
completed individually, students are offered levels of challenge on the quiz. The instructor could
have different versions of the quiz that include different levels such as easy, medium, and
challenging. This could supply a different number of choices for the user to choose from. Easy
may include only two choices. Medium could have three choices, and challenging could have
four choices to choose from on the quiz. (Morra & Reynolds)
Lesson 4: Prefixes and Suffixes
Objective 5:
Students will decode words with common prefixes and suffixes.
Objective(s):
5A.
Students will classify words using a prefix.
5B.
Students will classify words using a suffix.
5C:
Students will classify words as to whether they have a prefix or a suffix.
Initial Presentation:
A tutorial lesson on SmartBoard will be shown on introducing prefixes and suffixes. It will also
include some commonly used prefixes and suffixes and words that include prefixes and suffixes.
The words will give the students examples of how a prefix and suffix is used along with the
base / root word to change its meaning.
Generative Strategy:
Individually, students will interact along with the SmartBoard presentation, but they will also
work with a partner to create a Wordle Cloud of a prefix and suffix that was randomly selected.
Once completed, the partners can share their Wordle and display them on a word wall for future
reference.
Differentiation:
Multiple means of representation and multiple means of expression and action are apparent in
this lesson. Students are taught with multi media as well as are being interactive with the lesson.
They are also given choice of how to represent their information by being allowed to choose
their Web 2.0 tool. The instructor could assign a certain prefix or suffix to each student or to
each group. By having a choice of how to complete the assignment, the lesson also has multiple
levels of engagement. If students were experiencing difficulty, students may be allowed to use a
reference book, such as a dictionary, to help them locate words that include the prefix or suffix.
(Morra & Reynolds)

Lesson 5: More Than One Syllable!

Objective 4:
Students will decode multi-syllabic words.
Objectives:
4A.
Students will define what syllables are.
4B.
Students will define what multi-syllabic means.
4C.
Students will describe how a word has one or more syllables.
Initial Presentation:
Using a PowerPoint presentation, students will be introduced to longer words than what they
generally read. The instructor will introduce the word and have the students to identify how
many chunks or syllables of the word they heard by repeating it.

Generative Strategy:
Students will participate in an online learning game. Students will use Syllable Factory Game to
show their understanding of breaking syllables apart into chunks to help improve their reading
skills of multi-syllabic words.
Differentiation:
Multiple means of representation is used in the lesson. During the instruction section, pictures
can be used along with the words for identification and reading purposes. Also, the instructor
could have the students to clap out the syllables as they say the words to bring more of a handson and interactive feel to the lesson. On the Syllable Factory Game, students are allowed to
choose different levels based on their understanding of syllabication. On each level, the number
of words is different as well. (Morra & Reynolds)
Lesson 6: Ready, Set, Read!
Objective 1:
Students will correctly apply grade-level phonics and word analysis skills in decoding words to
help improve reading skills.
Initial Presentation:
Students will discuss ideas of why they believe it is important to learn and understand each of the
phonics skills presented as well as what they have gotten from each lesson.
Generative Strategy:
Students will be given a list of words that are separated by sections of phonics skills taught.
They will also be given a brief story that includes words that relate to the phonics skills taught.

Individually, each student will create a Voki and record the reading of the words and story they
were given. This will show that the students can not only read the words, but it will begin to
work with fluency as well.
Differentiation:
Multiple means of representation and multiple means of expression and action are in the lesson.
Students are given a choice of recording options and technology tools to use. For the students
that need a challenge, the instructor could ask for them to create their own story instead of giving
them a story. (Morra & Reynolds)

References:
Morra, T. & Reynolds, J. Universal Design for Learning: Application for Technology-Enhanced
Learning. The Journal of the Virginia Community Colleges. 43-51.

Part VII: Design of Instruction

Instructional
Strategies
Lesson 1:

Goals

Objectives

Students will be
able to
Students practice determine the
distinguishing
difference
between short and between a word
long vowel words with a short
by creating a slide vowel and a
presentation
long vowel and
Students share
be able to read
information with
them correctly.
the class and
discuss how they
understand that a
word has a short
or long vowel
sound.

Objective 2:
Students will
distinguish long
and short vowels
when reading
regularly spelled
one-syllable
words.

Lesson 2:

Objective 3:
Students will
identify spellingsound
correspondences
for common
vowel teams.
3A: Students will
define a vowel
team.
3B: Students will
correctly read
words with vowel
teams and vowel
digraphs.
3C: Students will
list words that
contain vowel
digraphs.

Students will
show
In groups,
understanding
students will
of vowel teams
work together to
and how their
create word lists
spellings and
using vowel
sounds relate to
digraphs. Using a each other.
Web 2.0 tool, the
students will
create a
presentation that
shows a list of
words
(approximately 810) that contains
vowel digraphs.
When completed,
students may
present their
presentations to

2A: Students will

name words with
short vowels.
2B: Students will
name words with
long vowels.
2C: Students will
classify words as
having long or
short vowels.

UDL

Assessments

Differentiation:
Multiple means
of representation
is being used.
Students will
listen to or read
the sets of words
provided.
Multiple means
of action and
expression are
also being used.
Students are
being given a
choice in
technology tools
to create their
presentation

Students will
practice
distinguishing
between short
and long vowel
words by
creating a slide
presentation that
displays a slide
for short vowel
words and a
slide for long
vowel words.

Multiple means
of action and
expression are
being used.
Students are
being given a
choice of
technology tools
to create their
presentation.
Also, the
instructor may
allow a smaller
number of words
for those
experiencing
difficulty, or as a
challenge, the
students may
take on more
than 10 words.

Using a Web 2.0

tool, the students
will create a
presentation that
shows a list of
words
(approximately
8-10) that
contains vowel
digraphs

the class.

Lesson 3:
A tutorial lesson
will be shown on
inconsistent
spelling sound
correspondences
that relates to
using silent
consonants,
diphthongs, and rcontrolled
vowels.

Students will be
able to identify
words with
inconsistent
spelling and
sound
relationships.

Objective 6:
Students will
identify words
with inconsistent
but common
spelling sound
correspondences.

Students will be
able to read and
spell words
with silent
consonants.

6A: Students will

classify words
using silent
consonants.
6B: Students will
classify words
using diphthongs.
6C: Students will
classify words
containing rcontrolled vowels.

Individually,
students will take
a quiz where they
hear a variety of
words. Students
will be given a
choice of how to
spell the words,
and they must
choose the correct
one.

Students will be
able to read and
spell words
with
diphthongs.

Lesson 4:

Students will
read and
understand the
meaning of
words with
prefixes and
suffixes.

A tutorial lesson
on SmartBoard
will be shown on
introducing
prefixes and
suffixes. Words
will be given
examples of how
a prefix and suffix
is used along with
the base / root
word to change

The instructor
could assign a
certain digraph
to each student
or to each group.
Multiple means
of representation
is being used in
the lesson. Even
though the
assignment is
completed
individually,
students are
offered levels of
challenge on the
quiz.

Students will
take a quiz
where they hear
a variety of
words. Students
will be given a
choice of how to
spell the words,
and they must
choose the
correct one.

Students will be
able to read and
spell words
with rcontrolled
vowels.
Objective 5:
Students will
decode words with
common prefixes
and suffixes.
5A: Students will
classify words
using a prefix.
5B: Students will
classify words
using a suffix.
5C: Students will
classify words as

Multiple means
of representation
and multiple
means of
expression and
action are
apparent in this
lesson. Students
are taught with
multi media as
well as are being
interactive with
the lesson. They
are also given

Students will
work with a
partner to create
a Wordle Cloud
of a prefix and
suffix that was
randomly
selected

its meaning.
Individually,
students will
interact along
with the
SmartBoard
presentation, but
they will also
work with a
partner to create a
Wordle Cloud of
a prefix and suffix
that was
randomly
selected. Once
completed, the
partners can share
their Wordle and
display them on a
word wall for
future reference.

Lesson 5:
Using a
PowerPoint
presentation,
students are
introduced to
longer words than
what they
generally read.
The instructor
will introduce the
word and have the
students to
identify how
many chunks or

to whether they
have a prefix or a
suffix.

Students will
decode and read
multi-syllabic
words.

Objective 4:
Students will
decode multisyllabic words.
4A: Students will
define what
syllables are.
4B: Students will
define what multisyllabic means.
4C: Students will
describe how a
word has one or
more syllables.

choice of how to
represent their
information by
being allowed to
choose their Web
2.0 tool. The
instructor could
assign a certain
prefix or suffix
to each student
or to each group.
By having a
choice of how to
complete the
assignment, the
lesson also has
multiple levels of
engagement. If
students were
experiencing
difficulty,
students may be
allowed to use a
reference book,
such as a
dictionary, to
help them locate
words that
include the
prefix or suffix.
Multiple means
of representation
is used in the
lesson. During
the instruction
section, pictures
can be used
along with the
words for
identification
and reading
purposes. Also,
the instructor
could have the
students to clap
out the syllables

Students will
participate in an
online learning
game. Students
will use Syllable
Factory Game to
show their
understanding of
breaking
syllables apart
into chunks to
help improve
their reading
skills of multisyllabic words.

syllables of the
word they heard
by repeating it.
Students
participate in an
online learning
game. Students
use Syllable
Factory Game to
show their
understanding of
breaking syllables
apart into chunks
to help improve
their reading
skills of multisyllabic words.

Lesson 6:
Students discuss
ideas of why they
believe it is
important to learn
and understand
each of the
phonics skills
presented as well
as what they have
gotten from each
lesson.
Students are
given a list of
words that are
separated by
sections of
phonics skills
taught. They are
given a story that
includes words
that relate to the
phonics skills
taught.
Individually, each

as they say the

words to bring
more of a handson and
interactive feel to
the lesson. On
the Syllable
Factory Game,
students are
allowed to
choose different
levels based on
their
understanding of
syllabication.
On each level,
the number of
words is
different as well.
Students will
apply what they
have learned of
phonics skills
and apply it to
their reading to
become better
readers.

Objective 1:
Students will
correctly apply
grade-level
phonics and word
analysis skills in
decoding words to
help improve
reading skills.

Multiple means
of representation
and multiple
means of
expression and
action are in the
lesson. Students
are given a
choice of
recording
options and
technology tools
to use. For the
students that
need a challenge,
the instructor
could ask for
them to create
their own story
instead of giving
them a story.

Students will be
given a list of
words that are
separated by
sections of
phonics skills
taught. They
will also be
given a brief
story that
includes words
that relate to the
phonics skills
taught.
Individually,
each student will
create a Voki and
record the
reading of the
words and story
they were given.
This will show
that the students
can not only read
the words, but it
will begin to

student will create

a recording and
read the words
and story they
were given. This
will show that the
students can not
only read the
words, but it will
begin to work
with fluency as
well.

work with
fluency as well.

Part VIII: Formative Evaluation Plan

I will be using an open ended questionnaire for my SME and an online survey for my learners for
my formative evaluation plan. I would provide a comfortable setting for the SME to follow
through with working through the instructional unit. I feel that the SME would give a truthful
evaluation of the plan because they would also be in the same role as me. I would expect for the
SME to give recommendations for revising any instruction to make improvement on the unit.
The SME would provide valuable information that would lead to refining the instruction to be
the most successful for the students participating in the unit.
Open-Ended Questionnaire for SME:
1.

After completing the unit, what are your feelings on the topic of this unit?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2.

In your opinion, what was the greatest strength of the teaching approach(es) used for
learning the material on this unit?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3.

Do you feel that the content and organization of the unit was adequate for the targeted
audience? Please explain your thinking.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________

4.

In your opinion, do you think the learner is provided with all the necessary content to
complete the unit successfully?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

5.

Is there any content that should be included to make the unit more successful? Please
explain your thinking.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

6.

Is there any content that should be taken out to make the unit more successful? Please
explain your thinking.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

7.

How demanding do you feel the online experience was compared to a conventional unit?
Explain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

8. What suggestions would you give to the instructor of the unit to improve the lessons or
overall unit?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Survey for Learners:

1. Before completing the online unit, how interested were you in the topic that was presented?
1 I did not know anything about the topic
2 not interested
3 not sure
4 a little interested
5 very interested
2.

As you completed the online unit, how easy or difficult did you find the unit to be for you
1 too easy
2 a little easy
3 perfect for me
4 a little difficult
5 too difficult

3. Were the lessons and directions easy and clear to follow?

1 very unclear
2 a little unclear
3 undecided
4 pretty clear
5 very clear
4. After completing the unit, how interested are you in the topic that was presented?
1 I do not know anything about the topic
2 not interested
3 not sure
4 a little interested
5 very interested
5. After completing this online unit, how confident are you in your abilities of phonemic
awareness, phonics, and your ability to read words?
1 not confident
2 a little confident
3 not sure
4 a little confident
5 very confident
6.

Are there things that you did not understand or had questions about from the unit? Please
list them.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

7.

Do you have ideas that you believe would make this unit better or more enjoyable?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

After the surveys and questionnaires have been complete, I will review the information provided
and look at the data using qualitative analysis. This will help me to see the reaction and thoughts
of the learners as well as the SME. After reviewing the data from the questionnaire, I will use
the information to help me review the unit and see where the participants believe improvements
need to be made. I will go through each suggestion and take them into consideration; however
that does not mean that each suggestion will be implemented into the revised unit. Overall, I will
use the suggestions to try to help to improve the unit as well as instruction to help the
participants to be successful when the unit is fully implemented.