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Running head: COMPREHENSIVE PLAN

Instructional Comprehensive Plan


Brittney Rountree
University of West Georgia

COMPREHENSIVE PLAN

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Instructional Comprehensive Plan

Client Description
The client, Brenda Ruger (rugerbr@boe.richmond.k12.ga.us) is a kindergarten teacher, in
Richmond County. She has been teaching for twenty years. Mrs. Ruger has shown interest in
using media to assist students in learning basic literacy skills.
Instructional Problem
Kindergarten students have shown difficulty grasping an early literacy concept: rhyme.
This year is critical to developing a strong foundation for acquiring language and basic reading
concepts. Rhyme is a skill presented at the beginning of the year and revisited throughout the
year. In the beginning of the year, students are encouraged to identify rhyme by sound. This skill
is built upon as the year progresses, so pupils will be able to transfer rhyme to written form. By
the end of the year, students are required to recognize patterns in rhyme and identify words that
rhyme.
Redesigned Lesson
The lesson will address the following standard, ELAGSEKRF2a. Recognize and produce
rhyming words. The original lesson includes a read aloud, flash cards, and song. Mrs. Ruger and
I discussed using a visual aid, like an infographic. This instructional material uses dual coding to
help students assimilate new ideas. If pupils can see the onset, rime, and picture, acquisition of
rhyme will have a higher success rate. For this lesson, both visual aids will be differentiated
infographics. The infographic will meet the needs of the lower level learners using images only
as well as on level and above level learners using images and text to convey rhyme.
According to student needs, the redesigned instructional materials can be presented at the
same time during the year. The materials can be used to differentiate learning for various levels

COMPREHENSIVE PLAN

of language acquisition or one can be used to introduce the lesson and the other to revisit the
concept. Using the materials in this manner would require the teacher to present the image only
infographic in the beginning of the unit. The other infographic containing images and text can be
used as the kindergarten students begin to develop understanding of written text, in addition to
rhyme.
The teacher will use the image only infographic to introduce rhyme. She will question
students about the images, in a whole group setting. During this guided practice, we will
acknowledge students answers. Students with correct answers will be praised and others who
offer incorrect answers, will be encouraged to consider other responses, through prompting. After
whole group and guided practice, the teacher and I will review the image only infographic with
students we recognized as struggling learners. Students that obtain advanced rhyming skills will
be exposed to the more challenging infographic with images and text.
Methods to Assess/Evaluate the Lesson
The teacher and I will observe students, throughout the lesson. Observations will be
recorded, using rubrics. The rubric will allow educators to objectively assign scores. We will
review rubric scores to address the diverse needs of the teachers kindergarten population.
Artifacts in Redesigned Lesson Create a Solution
In this course, I have learned the impact of the dual coding theory, in instruction. I have
also learned that there is limited capacity for acquiring new information. Multimedia principles
also support the proximity of image and text and the amount of information included in an
effective visual artifact. The artifacts I have created are supported by each one of the
aforementioned concepts, in visual literacy. In addition to the principles of media and dual

COMPREHENSIVE PLAN

coding theory, the materials were designed to differentiate learning to meet the diverse needs of
young learners.
ACRL Visual and Literacy Competency
The artifacts address the following outcomes: standard three, indicator 4 a. participates in
classroom and other discussions about images and indicator 4 c. informs analysis with disciplinspecific perspectives and approaches. Students are required to use knowledge of rhyme to
interpret and/or read rhyming words conveyed in the infographics. They are engaged in both,
whole group and small group settings to discuss understandings of rhyme.
Reflection
I enjoyed creating a solution to encourage learning. I teach gifted during the school year
and the most challenging issue was creating or redesigning materials for kindergarten. Students
enter school at more varying rates than any other grade. Some can write their name and some
cannot. Others are not able to identify letters, so creating material that is engaging to the
youngest learner of formal education, was difficult. As a gifted teacher, my students are
comprised of grades one to five, so my experience with students younger than first graders is
minimal. I enjoyed working with the teacher to help her prepare an effective and interactive
lesson for the upcoming school term. Also, when trying to upload rubrics, the rubrics would not
upload. I had to create a button and link them using the website. They would not upload directly
to the site.

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