Lesson 7: Instructional Strategy

Betty Spiers

bettyks@vt.edu

February 23, 2016

Needs Assessment

The general topic that I want to develop an instructional program is alphabetizing words. I am designing this instructional program for second graders due to data gathered following a nine weeks assessment. Following the assessment, it was determined that of the 106 students tested 56 of the students showed a weakness with this particular skill. Many of these students receive either Title I tutoring, PALS tutoring, or small group instruction. In addition, a large number of these students have difficulty staying focused during classroom instruction and experience more success by completing individual activities with immediate right/wrong feedback.

The instructional need is additional teaching and practice on alphabetizing words to the second letter. This is a necessary skill that needs to be mastered by students in order for them to be successful with English SOL 2.10. After analyzing the data, students are able to alphabetize words to the first letter but experience difficulty when alphabetizing words to the second letter. I feel that a multimedia instructional program will provide them with a review of how to put words in alphabetical order, as well as supply them with the needed practice to be successful with this skill.

Multimedia instructional programs can focus on specific skills and tailor instructional time to center around a student’s individualized needs. These programs can incorporate a combination of text, audio, video, graphics, and animation to produce a more appealing learning environment than traditional classroom settings. In addition, these programs can provide immediate feedback which will encourage student engagement, as well as the student checking to see how they are progressing with the skill. Finally, multimedia instructional programs provide the flexibility for the student to complete the instructional program in a time that works best in their schedule without having to miss classroom or group instruction.

Goal Statement

Following the completion of the multimedia program, second grade students will be able to alphabetize words to the second letter. This skill will be necessary in order to effectively use reference materials. The tools that the learners will need to accomplish this goal in a real-world context are a dictionary, glossary, and indices.

Multimedia Design

Learner Analysis

The target group of students consists of second graders that need additional instruction with how to alphabetize words to the second letter which is part of the English SOL 2.10. Each of these targeted students attends one of two elementary schools in Dinwiddie County. One school is a Title I school that has a 70% poverty rate and the other school is not a Title I school. Some of the students in this target group, receive small group tutoring, Title I tutoring, or PALS tutoring. The rest of the students in the target group only receive instruction and support from their classroom teacher. These students have entry skills of knowing the letters of the alphabet and ordering the letters in the alphabet correctly. They also have prior knowledge in alphabetizing words to the first letter and have shown mastery with this skill. Overall the students have a good attitude towards their teacher and their learning environment. They are not resistant to learning new skills and are motivated when using multimedia instructional materials to learn new information, review skills, or participant in various activities. The students have seen the importance of learning how to alphabetize words as they have used dictionaries and glossaries in class. The students have seen firsthand that this skill will be helpful as they have used these resources during instruction. It is within reason to expect each of these students to learn this skill regardless of the different ability levels within the group. With the proper support and activities, the students will be motivated to learn and be successful with alphabetizing words to the second letter. All of the students prefer hands-on activities and enjoy using technology integration when learning. The students respond well to the instructional staff that provides them with their daily instruction and there should not be any negative issues during the remediation of this skill. Other than some of the students receiving additional support through the various tutoring programs offered at the school, there are no significant diversities among the students. This information was provided by the classroom teachers and the tutors that work with the target group on a daily basis.

Performance Context

The target group of students will expect to receive managerial support from the classroom teacher and tutors that work with the students. This group of students will also receive support from the school’s reading facilitator who oversees student progress for each student through fifth grade. Students will have support from these faculty members as they use and show mastery with the skill. This support team will also assist students in making a connection from this skill to other standards that use this skill in second grade, as well as grades to come. It is important to include the physical aspects of the various sites that this skill will be used in such as an office or library. Some examples of resources that would require using this skill would be file cabinets with folders, patient information cards, and books. Some jobs can expect to use the skill often and some jobs can expect to use this skill continuously in a day. This skill can also be used in many day to day tasks such as using a dictionary or locating names in a directory. As students in the target group use the skill, they can work independently, with a co-worker, and even within a small group. This skill will also expand into upper grades as students learn to use guide words, conduct research, or organize information for works cited. The new skills are also relevant to requirements that an individual may come across in a work place. There are many jobs that

require their personnel to alphabetize information such as an office technician, stock manager, or librarian. These skills will also be used personally such as when using a dictionary, maintaining personal files, and using other available resources that are in alphabetical order. There are typically no physical, social, or motivational constraints to use the new skill. The one possible constraint would be for the visually impaired and whether there are modifications available such as Braille. Finally, the information for the performance context was obtained by visiting the library, school store, and the school office. During these visits, observations and interviews with employees were conducted to gather information on how they perform their job using these skills.

Learning Context

The site that will be used to conduct instruction will be one classroom at each of the two schools. The classroom is located in close proximity to the second grade classrooms and is adequate in size for the number of students, as well as being equipped with plenty of laptops with headphones. The laptops available in the room also have PowerPoint software loaded on them which will be needed for the instructional program. Dictionaries and textbooks with a glossary will also be available in the classroom. Scheduling is not a problem since students will be able to utilize the instructional program at various times of the day such as before instruction starts in the morning, during tutoring time, or small group instruction time. Both schools can use the tutors to monitor and support the students when working in the designated site. To provide the students with a real world experience, labeled files with last names or index cards with words will be setup at the learning site so that students can apply their knowledge of alphabetizing words to the second letter. The room was evaluated by the classroom teacher and the tutors to determine that the site is conducive to the students and the instruction. The desktop support personnel checked the laptops to make sure they are working properly and will run the instructional program.

Terminal Objective:Given seven words with the same first letter, arrange a group of the words in alphabetical order to the second letter in an alphabetical order multimedia program. Learner will arrange all words in the correct alphabetical order in the multimedia program.

Skill Objective Assessment1.0 – Locate the first letter of each word.

1.0 Objective - Given a list of words, identify the first letter of each word. Learner will correctly identify the first letter of each word.

Look at the provided list of words. What is the first letter of each word?Click on the first letter of each word.

2.0 – Does each word begin with the same letter?

2.0 Objective - Given a list of words, identify if the words begin with the same letter or if they begin with different letters. Learner will correctly distinguish if all words begin with or do not begin with the same letter.

Look at the provided list of words. Do all the words begin with the same letter or do they begin with different letters?

3.0 – Identify the second letter of each word.

3.0 Objective - Given a list of words, identify the second letter of each word. Learner will correctly identify the second letter of each word.

Look at the provided list of words. What is the second letter of each word? Click on the second letter of each word.

4.0 – Select from a list the word that comes first in alphabetical order.

4.0 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word that comes first in alphabetical order and place it in the first box.

Look at the provided list of words. Which word comes first in alphabetical order? After double clicking on the word in the box on the left side of the screen, place the word in the first box on the right side.

5.0 – Select from a list the word that comes next in alphabetical order.

5.0 Objective - Given a list of words, select the word that comes next in alphabetical order. Learner will correctly select the word that comes next in alphabetical order and place it in the second box.

Look at the list of words. Which word would come second in alphabetical order? Double click on the word in the box on the left side of the screen. Place the word in the second box on the right side.

6.0 – Return to Step 5.0 until all words are in ABC order.

6.0 Objective - Given a list of words, select the word that comes next in alphabetical order. Learner will correctly list the word that comes next in alphabetical order and place it in the correct box.

Look at the list of words. Put all of the words in alphabetical order. Double click on each word in the box on the left side of the screen. Place each word in the correct box on the right side.

2.1 – Use the first letter of each word put words in alphabetical order.

2.1 Objective - Given a list of words, use the first letter of each word to place words in alphabetical order. Learner will correctly use the first letter of each word.

Look at the provided list of words. Use the first letter of each word to determine how to alphabetically order the words correctly. Click on the first letter of each word.

2.2 – Select the word that comes first in alphabetical order.

2.2 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word

Look at the provided list of words. Which word comes first in alphabetical order? Double click on

that comes first in alphabetical order and place it in the first box.

the word in the box on the left side of the screen. Place the word in the first box on the right side.

2.3 – Select the word that comes second in alphabetical order.

2.3 Objective - Given a list of words, select the word that comes second in alphabetical order. Learner will select the word that comes second in alphabetical order and place it in the second box.

Look at the provided list of words. Which word comes second in alphabetical order? Double click on the word in the box on the left side of the screen. Place the word in the second box on the right side.

2.4 – Repeat until all words are in alphabetical order.

2.4 Objective - Given a list of words, order the remaining words alphabetically until all words have been used. Learner will order all words alphabetically.

Look at the provided list of words. Which word would comes next in alphabetical order? Double click on the word in the box on the left side of the screen. Place the word in the correct box on the right side. Repeat until all words are in alphabetical order.

4.1 – Use the second letter of each word.

4.1 Objective - Given a list of words, use the second letter of each word to place words in alphabetical order. Learner will correctly use the second letter of each word.

Look at the list of words. Use the second letter of each word to determine how to alphabetically order the words correctly. Click on the second letter of each word.

4.2 – Identify the word that comes first in alphabetical order.

4.2 Objective - Given a list of words, identify the word that comes first in alphabetical order. Learner will select the word that comes first in alphabetical order and place it in the first box.

Look at the provided list of words. Identify which word comes first in alphabetical order. Double click on the word. Place the word in the first box on the right side.

2.1.1 – Identify that alphabet letters are always arranged in the same order.

2.1.1 Objective - Given the letters of the alphabet, identify that letters are always arranged in the same order. Learner will identify which groups of letters are in alphabetical order.

Look at the letters of the alphabet. Use what you know about how letters are arranged in alphabetical order. Select the group of letters that are placed in alphabetically order correctly.

4.1.1 – Use knowledge of alphabetical order.

4.1.1 Objective - Given a list of words, identify which list is in alphabetical order. Learner will identify which groups of words are in alphabetical order.

Look at the words. Use what you know about alphabetical order. Select the group of words that are correctly placed in alphabetical order to the first letter.

Sequence and Clustering of Objectives

CLUSTER OBJECTIVES TIME1 1.0 Objective - Given a list of words, identify the first letter of each word.

Learner will correctly identify the first letter of each word.2.0 Objective - Given a list of words, identify if the words begin with the same letter or if they begin with different letters. Learner will correctly distinguish if all words begin with or do not begin with the same letter.Response of Yes from 2.0:2.1.1 Objective - Given the letters of the alphabet, identify that letters are always arranged in the same order. Learner will identify which groups of letters are in alphabetical order.2.1 Objective - Given a list of words, use the first letter of each word to place words in alphabetical order. Learner will correctly use the first letter of each word.2.2 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word that comes first in alphabetical order and place it in the first box.2.3 Objective - Given a list of words, select the word that comes second in alphabetical order. Learner will select the word that comes second in alphabetical order and place it in the second box.2.4 Objective - Given a list of words, order the remaining words alphabetically until all words have been used. Learner will order all words alphabetically.

20 minutes

2 Response of No from 2.0:3.0 Objective - Given a list of words, identify the second letter of each word. Learner will correctly identify the second letter of each word.4.1.1 Objective - Given a list of words, identify which list is in alphabetical order. Learner will identify which groups of words are in alphabetical order.4.1 Objective - Given a list of words, use the second letter of each word to place words in alphabetical order. Learner will correctly use the second letter of each word.4.2 Objective - Given a list of words, identify the word that comes first in alphabetical order. Learner will select the word that comes first in alphabetical order and place it in the first box.4.0 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word that comes first in alphabetical order and place it in the first box.5.0 Objective – Given a list of words, select the word that comes next in alphabetical order. Learner will correctly select the word that comes next in alphabetical order and place it in the second box.6.0 Objective – Given a list of words, select the word that comes next in alphabetical order. Learner will correctly select the word that comes next in alphabetical order and place it in the correct box.

30 minutes

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIESMotivation:Students will walk into the designated classroom where a set of folders are scattered on a table. The teacher/tutor will present them with a “problem” that she is having. “I have taken each student’s creative writing papers and placed them in a folder. Each student has their own folder of work. The problem is I need to organize them in a way that I can easily find a students’ folder. Do you have any ideas of what I can do to organize these so I can find a student’s folder quickly?” Students will share suggestions of how the teacher/tutor can become more organized. After the students determine that one way is to put the folders in alphabetical order, the teacher/tutor will announce they are going to complete an interactive multimedia program on alphabetical order. Students will sit at a computer that has the program ready for them to use. This will lead into the instruction of objectives1.0, 2.0, 2.11, 2.1, 2.2, 2.3, and 2.4. Motivation will be maintained through the instruction and the interactive components of the program as each student will use the multimedia program on Alphabetizing Words. The program will include two instructional videos and ongoing interactive challenges.

Each component of the ARCS model is accounted for in this motivational activity and multimedia program. Attention will be gained in the preinstructional activity as the “organizing files problem” provides an opportunity for the students to consider a real world scenario that impacts their teacher and classmates. This scenario also provides the relevance to learning the skill by motivating the students to come up with ideas that will impact the way files are organized in their classroom and how alphabetical order is an important skill to learn. As students provide suggestions to the teacher, they will establish confidence in knowing they are offering options to solve the problem. Students will also be motivated by the interactive multimedia program in which they will actively participate in alphabetical order activities. The students will also gain confidence as they work through the program by receiving positive feedback as they work through the activities. The student’s personal success will motivate them to complete the program which in turn will increase their self-esteem. Each of these features will provide the student with the satisfaction of the accomplishments they have made as they work with alphabetical order.

Gagne’s Event of Instruction – Gaining attention

Objectives:Students will be told they are going to learn how to alphabetize words to the second letter. At this point, the student will discuss how this skill will be helpful when involved with different activities such as looking for books in the library, helping the teacher file papers, learning guide words in third grade, and completing research when they are older. We will also talk about how this skill will be helpful in different jobs they may have when they grow up such as a secretary or a librarian. Following this discussion, students are told that they will be interacting with a multimedia program in which they will learn about alphabetical order, as well as having the opportunity to practice putting words in alphabetical order to the first and second letter. Students will open the program on the computer. They instantly will see words being arranged in alphabetical order. This animation will quickly show what they will be doing in the program.

Following the title slide, students will begin the various interactive activities by being shown a list of words in which they will focus on the first letter of the word.

Gagne’s Event of Instruction – Informing learner of objectives

ASSESSMENTPretest:Students were selected to complete this program due to the low scores on their 2nd nine weeks benchmark assessment in the category of alphabetical order. There will not be any other pretest given.

Posttest:Students will be assessed during the multimedia program. They will also take a post test at the completion of the multimedia program. The classroom teacher will administer the assessment independently to students to check for mastery of the skill.

Gagne’s Event of Instruction – Assessing the performance

FOLLOW-THROUGH ACTIVITIESMemory Aids:Students will recall from memory the letters and order of the alphabet that was taught in kindergarten and first grade. The students can make an alphabet strip that can be used during the activity. The actual multimedia program will provide verbal memory aids. Students will be prompted on the “try again” slide with information that will help them reanswer the question.

Gagne’s Event of Instruction – Stimulating the recall of prior learning

Transfer:Once students learn how to correctly put words in alphabetical order, there will be 100% transfer to individual situations of applying alphabetical order such as using the skill in the library and in the classroom. The multimedia program will support the transfer to other situations by providing practice activities within the program that are completed by the students. Students will then be able to transfer the information into other skills they will learn in grades to follow such as working with guide words and using a dictionary.

Gagne’s Event of Instruction –Enhancing retention and transfer

Content Presentation and Student Participation

OBJECTIVE:1.0 Objective - Given a list of words, identify the first letter of each word. Learner will correctly identify the first letter of each word.2.0 Objective - Given a list of words, identify if the words begin with the same letter or if they begin with different letters. Learner will correctly distinguish if all words begin with or do not begin with the same letter.Response of “No” from 2.0:2.1.1 Objective - Given the letters of the alphabet, identify that letters are always arranged in the same order. Learner will identify which groups of letters are in alphabetical order.2.1 Objective - Given a list of words, use the first letter of each word to place words in alphabetical order. Learner will correctly use the first letter of each word.2.2 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word that comes first in alphabetical order and place it in the first box.2.3 Objective - Given a list of words, select the word that comes second in alphabetical order. Learner will select the word that comes second in alphabetical order and place it in the second box.2.4 Objective - Given a list of words, order the remaining words alphabetically until all words have been used. Learner will order all words alphabetically.

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CONTENT PRESENTATIONContent:An inductive pattern of content presentation will be implemented as students participate in the multimedia program. Following the preinstructional scenario, the students will be using a computer to access the PowerPoint multimedia program.

Objective 1.0 - The program begins with providing the students with a list of seven words that begin with different letters of the alphabet. Students will identify the first letter of each word by clicking on the letter.

Objective 2.0 – Students are prompted with the question “Do all of these words begin with the same letter?” They will click on either yes or no. Clicking “Yes” will prompt them to “Try Again”. Clicking “No” will carry them to the next part of the program.

The program will continue with a series of activities that will provide instruction and practice with putting words in alphabetical order to the first letter. This section of the program will begin with a short video clip focusing on putting words in alphabetical order to the first letter. After the watching the video, students will participant in a variety of activities.

Objective 2.1.1 - First they will be presented with three groups of letters. They will be asked to find the group of letters that are in correct alphabetical order. They will complete two examples of this question.

Objective 2.1 - Next students will be provided with seven groups of words. They will need to find the group of words that are in correct alphabetical order. They will complete two examples

of this question.

Finally students will be provided with the same words that were presented at the beginning of the program and asked to put them in alphabetical order. Students will begin by clicking on the first letter of the word. They will then begin to put the words in alphabetical order.

Objective 2.2 - The student will put the first word in alphabetical order in box 1 by double clicking on the correct word and then clicking in box 1.

Objective 2.3 - The student will put the second word that comes in alphabetical order in box 2 by double clicking on the correct word and then clicking in box 2.

Objective 2.4 - The student will continue arranging the words in correct alphabetical order by double clicking on the word and placing it in box 3, 4, 5, 6 and 7.

Gagne’s Event of Instruction –Presenting the stimulus material and Providing learning guidanceExamples:Objective 1.0 - The following words will be listed on the screen. These will be used to determine that students use the first letter to put in alphabetical order. This same list will be revisited by the students during the activity.friend – dream – plate – rainbow – lesson – stream – juggle

Objective – 2.1.1 - The students will determine which group of letters is in alphabetical order.b – h – k – n – q – t – u OR n – k – h – b – t – u - q OR b – k – q – n – t – u - h

Objective – 2.1.1 - The students will determine which group of letters is in alphabetical order.h – o – d – m – u – x - s OR o – m – h – x – d – s - u OR d – h – m – o – s – u – x

Objective 2.1 - The following group of words will be presented to the student to determine which groups of words are in correct alphabetical order.paper – dinosaur – mirror – ramp – wagon – hollow – beetlebeetle – dinosaur – hollow – mirror – paper – ramp – wagonhollow – mirror – paper – dinosaur – beetle – wagon - ramp

Objective 2.1 - The following group of words will be presented to the student to determine which groups of words are in correct alphabetical order.skate – crown – turtle – yarn – inside – nest – queeninside – turtle – queen – crown – nest – skate – yarncrown – inside – nest – queen – skate – turtle - yarn

Objective 2.2, 2.3, 2.4 - Students will put the following words in alphabetical order.friend – dream – plate – rainbow – lesson – stream - juggle

Gagne’s Event of Instruction –Presenting the stimulus material and Providing learning guidance

Media Selection:The media selection consists of using PowerPoint. Each student will work independently on a computer. Each computer will have headphones to prevent distracting sounds from other computers.

STUDENT PARTICIPATIONPractice Items:Objective 1.0 - Students will click on the first letter of each word.

Objective 2.0 - They will then answer the question “Do all of these words begin with the same letter?” The student will answer the question with either clicking on “Yes” or “No”.

Students will watch a short video clip on alphabetizing letters and words in alphabetical order.

Objective 2.1.1 - First, students will be provided with three sets of seven letters. They will be asked to select the group of letters that are in alphabetical order.

Objective 2.1 - Next, students will be provided with three sets of seven words. They will be asked to select the group of words that are in alphabetical order.

Objective 2.2, 2.3, 2.4 - Finally, students will be presented with seven words. Students will put the seven words in alphabetical order to the first letter.

Gagne’s Event of Instruction – Eliciting the performanceFeedback:The feedback will include a positive response from a popup dialogue box if they click on the first letter. Next they will click on Yes or No. If they click on “Yes”, the computer will prompt them to try again. If they click on “No”, it will carry them to the next part of the program.

As students select the letters that are in alphabetical order, students will be prompted to “Try Again” if they click on the group of letters that are not in alphabetical order. They will be praised for their great work if they click on the correct group of letters that are in alphabetical order.

As students select the words that are in alphabetical order, students will be prompted to “Try Again” if they click on the group of words that are in alphabetical order. They will be praised for their great work if they click on the correct group of words that are in alphabetical order.

Students will be provided with the correct alphabetical order of the words. They will check the order of their words to see if they match the provided list. If they do not, they will rearrange the words to put them in correct order. If they do have the words in correct alphabetical order, it will praise them for their “Great Work”.

Computerized feedback will be incorporated into the program. The immediate feedback will be presented following a student’s response to a question within the program. The feedback will allow the student to know if they answered a question correctly or incorrectly. The students will have the opportunity to correct their mistakes in the case of answering incorrectly. The “try

again” will prompt them with a comment that will assist them in changing the way they may be thinking so they can select the correct answer. Praises of “great work” will provide them with success and the motivation to continue with the program.

Gagne’s Event of Instruction –Providing feedback about performance correctnessMedia Selection:The media selection consists of using PowerPoint. A short video clip will be embedded to instruct students on alphabetizing letters and words to the first letter. Each student will work independently on a computer. Each computer will have headphones to prevent distractive sounds from other computers.

OBJECTIVE:Response of “Yes” from 2.0:3.0 Objective - Given a list of words, identify the second letter of each word. Learner will correctly identify the second letter of each word.4.1.1 Objective - Given a list of words, identify which list is in alphabetical order. Learner will identify which groups of words are in alphabetical order.4.1 Objective - Given a list of words, use the second letter of each word to place words in alphabetical order. Learner will correctly use the second letter of each word.4.2 Objective - Given a list of words, identify the word that comes first in alphabetical order. Learner will select the word that comes first in alphabetical order and place it in the first box.4.0 Objective - Given a list of words, select the word that comes first in alphabetical order. Learner will correctly select the word that comes first in alphabetical order and place it in the first box.5.0 Objective – Given a list of words, select the word that comes next in alphabetical order. Learner will correctly select the word that comes next in alphabetical order and place it in the second box.6.0 Objective – Given a list of words, select the word that comes next in alphabetical order. Learner will correctly select the word that comes next in alphabetical order and place it in the correct box.

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CONTENT PRESENTATIONContent:The program will continue with a series of activities that will provide instruction and practice with putting words in alphabetical order to the second letter.

Objective 3.0 - Students will be given a list of seven words. They will be instructed to click on the second letter in each word. Students are asked the question “Do all of the words begin with the same letter?” The students will click on either “Yes” or “No”.

After clicking on “Yes”, students will watch a short video clip focusing on putting words in

alphabetical order to the second letter. After the watching the video, students will participant in a variety of activities.

Objective 4.1.1 - Students will be presented with three groups of words. They will select the group of words that are in alphabetical order. Students will have two examples of this question.

Objective 4.1, 4.2 - Next the students will view the same seven words that were presented before the video. Students will click on the second letter of each word.

Objective 4.0 - They will then begin to put the words in alphabetical order. The student will place the first word in alphabetical order in box 1 by double clicking on the correct word and then clicking in box 1.

Objective 5.0 - The student will put the second word that comes in alphabetical order in box 2 by double clicking on the correct word and then clicking in box 2.

Objective 6.0 - The student will continue with arranging the words in correct alphabetical order by double clicking on the word and placing it in box 3, 4, 5, 6 and 7.

After placing the first group of words in alphabetical order to the second letter, they will proceed to two additional lists of seven words. Students will arrange each list of words in alphabetical order to the second letter.

Gagne’s Event of Instruction –Presenting the stimulus material and Providing learning guidanceExamples:Objective 4.1.1 - The following group of words will be presented to the student to determine which groups of words are in correct alphabetical order.break – bark – bump – bone – beep – bye – bloombark – beep – bloom – bone – break – bump – byebeep – bye – break – bark – bump – bloom – bone

Objective 4.1.1 - The following group of words will be presented to the student to determine which groups of words are in correct alphabetical order.triple – team – twin – tame – title – token – threadtitle – thread – twin – tame – triple – team – tokentame – team – thread – title – token – triple - twin

Objective 4.0, 5.0, 6.0 - The following group of words will be presented to the student and asked if they all begin with the same first letter. Students will also use these words to put in alphabetical order to the second letter.found – feather – fame – fumble – film – freedom – flew

Objective 4.0, 5.0, 6.0 - The student will put the following words in alphabetical order.please – phone – puppy – pattern – pretty – petal – pillow

Objective 4.0, 5.0, 6.0 -The student will put the following words in alphabetical order.stream – silly – swamp – scrap – sport – shell – sleep

Gagne’s Event of Instruction –Presenting the stimulus material and Providing learning guidance

STUDENT PARTICIPATIONPractice Items:Objective 3.0 - Students will click on the second letter of each word. They will then answer the question “Do all of these words begin with the same letter?” The student will answer the question with either clicking on “Yes” or “No”.

Students will watch a short video clip on alphabetizing words to the second letter.

Objective 4.1.1 - First, students will be provided with three sets of seven words. They will be asked to select the group of words that are in alphabetical order.

Objective 4.1, 4.2 - Next, the students will be presented with seven words. They will be asked to click on the second letter of each word.Objective 4.0, 5.0, 6.0 - Finally the students will put the seven words in alphabetical order.

After successfully arranging the list in alphabetical order, they will be provided with two additional lists to put in alphabetical order to the second letter.

Gagne’s Event of Instruction – Eliciting the performance

Feedback:As students select the correct group of words that are in alphabetical order, they will be prompted to “Try Again” if they click on the group of words that are not in alphabetical order. They will be prompted “Great Work” if they click on the correct group of words that are in alphabetical order.

Students will be prompted with “Great Work” if they click on the second letter of each word.

Students will be provided with the correct alphabetical order of the words. They will check their words to see if their lists match the provided list. If they do not, they will rearrange the words to put them in correct order. If they do have the words in correct alphabetical order, it will praise them for their “Great Work”.

Computerized feedback will be incorporated into the program. The immediate feedback will be presented following a student’s response to a question within the program. The feedback will allow the student to know if they answered a question correctly or incorrectly. The students will have the opportunity to correct their mistakes in the case of answering incorrectly. The “try again” will prompt them with a comment that will assist them in changing the way they may be thinking so they can select the correct answer. Praises of “great work” will provide them with success and the motivation to continue with the program.

Gagne’s Event of Instruction –Providing feedback about performance correctness

Media Selection:The media selection consists using PowerPoint. A short video clip will be embedded to instruct students on alphabetizing letters and words to the second letter. Each student will work independently on a computer. Each computer will have headphones to prevent distractive sounds from other computers.

Choice of Authoring Program and Delivery System

AUTHORING PROGRAM DELIVERY SYSTEM POTENTIAL LIMITATIONS

PowerPoint will be used to author the multimedia program. This program allows the use of different slides that can be programmed to be linear or nonlinear. The linear feature allows the students to move through a series of activities. The non-linear feature allows for immediate feedback to be built into the program. The program also has the capability of using popup dialogue boxes and animations that will also provide feedback for students. In addition, PowerPoint has the feature of embedding videos. This provides the opportunity to include instructional clips for students on the targeted skill.

The program will be delivered to the students on computers located in the classroom. The program will be placed on the school network so that multiple students can work on the program at the same time. They will also be able to save their work on the school’s network if they are unable to complete the activity in one sitting.

Currently I do not foresee any potential limitations. There are plenty of computers that have PowerPoint installed on them. The only issue would be if the school’s network was experiencing any problems that would prevent students accessing the program on the network.