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ID Brief-First Draft

Designer’s Name: Nuong Nguyen


Title: Reading Strategy for First Graders

Project Description: More than one-third of first-grade students at John E. Steinbeck School are

not reading at grade level. The goal of this project is to teach students reading strategies to help

them with word recognition, word patterns, and to build automaticity while reading. The project

will provide practice of the multiple reading strategies through an e-learning module to help

students accurately decode words. The students will have access to laptops, as well as iPads.

Each module will present one strategy. There will be 7 modules. The reading strategies

will include: looking at pictures, making each phoneme sound, stretching out the sound,

changing the vowel sound, breaking up the words into syllables or word families, rereading, and

using context clues to figure out the word. The first module for the final project will teach

students to look at pictures when struggling to read a word.

Since students like animals, each learning strategy in the e-learning module will be paired

with an animal to help students remember and connect the information. For example, “Eagles

Eye” will help students to remember to look at the picture for clues on how to decode the

unknown word (Tejeda, 2016). The animal is not only a good memory aid, but will also make

learning fun and grab the students’ attention.

Target Audience: The target audience is first-grade students ranging from age six to eight.

Students show a range of reading skills from knowing some alphabet sounds to being able to

read words with shorts and long vowels.


Learning Objectives:

1. Given a reading selection, first-grade students will be able to apply one to two reading

strategies. (Applying)

2. Given a list of strategies and animals, first-grade students will be able to match the

animals associated with the reading strategies. (Remembering)

3. From memory, first-grade students will say or list the reading strategy.

(Remembering)

4. Given an example or reading selection, first-grade students will be able to identify

which strategy is being used with 80% accuracy. (Remembering, understanding,

applying, analyzing)

Task Analysis: How to decode an unknown word.

1. The student will read the sentence.

2. At an unknown word, the student will remember the memory aid “Eagles Eye,” which

reminds them to look at the picture.

3. Students will look at the picture to help them read the word.

4. Then the students will reread the sentence again to see if the picture matches with the

word correctly and it makes sense.

Assessment: After the demonstration on how to look at the picture and find clues, the students

will be able to practice what they have learned. At the end of the module, the students will be

tested on the objectives. There will be various questions: fill-in-the-blank, multiple choice, and

true and false.


Instructional Strategies:

1. Gagne’s Nine Events of Instruction

According to Gagne’s Nine Events of Instruction (1981), there are nine important parts to

a lesson: gain attention, inform the learner of the objective, stimulate recall of prior knowledge,

present the material, provide guidance, elicit performance, provide feedback, assess

performance, and enhance retention and transfer. These events will help learners with “attention,

encoding, and retrieving” (Reiser & Dempsey, 2012). The eLearning module will be used in

conjunction with the in-class instruction to provide more practice and immediate feedback.

2. Cognitive Information Processing Theory (CIP)

Cognitive Information Processing Theory (CIP) was first developed by George Miller,

Noam Chomsky Alan Newell, and Herbert Simon at a “Symposium on Information Theory” in

1956, which explains how the mind works and organizes sensory data (Gredler, 2009). The

theorists describe the mind as being similar to a computer with its input and output functions that

include attention, encoding, storing, and retrieval. The CIP theory also focuses on the

importance of a learner’s prior knowledge.

In the eLearning module, it should activate the students’ prior knowledge and help

students make connections between the words and the picture. Also, since there will be lots of

sensory data, the module will call attention to what is important. There will only be small

amounts of new information presented at a time and memory aids, like “Eagles Eye” will remind

students to look at the picture.

Media Resources:
Brenda Tejeda’s visual aids posters “Reading Strategies Posters and Guided Reading Cards.

References

Gagne R. M., Wager, W., & Rojas, A. (1981). Planning and authoring computer assisted

instruction lessons. Educational Technology, 21 (9), p 17-21.

Gredler, M.E. (2009). Learning and instruction: Theory into Practice (6th ed.). Upper Saddle

River, N.J.: Pearson/Merrill Prentice Hall. Retrieved from

https://eric.ed.gov/?q=planning+and+authoring+computer+assisted+instruction&id=EJ25

5193

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology

(3rd Edition). Boston, MA: Pearson.

Tejeda, B (2016). Reading strategies posters and guided reading cards. Retrieved from

https://www.teacherspayteachers.com/Product/READING-STRATEGIES-Posters-and-

Guided-Reading-Cards-2501689