Hogan-D183 Task 2

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Jan 9, 2024

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Brandy Hogan Designing Curriculum and Instruction I D183 Task 2 November 2023

A. 1 Curriculum, content area, and grade  Title: 95 Percent Group  Source: 95 Percent Group  Content area: Language Arts  Grade: Third grade  Goal: Help students to be able to decode multisyllabic words by explicitly teaching the 6 types of syllables in the English language. A. 2  The first design principle that 95 Percent follows is sequence. The program explicitly teaches syllables in an intentional order so that students can build a foundation that allows them to decode words using syllable types. 95 Percent begins with closed syllable identification, then moves to accurately and fluently reading closed syllable words and ends with accurately and fluently reading 2-syllable words with closed syllable patterns. Each part of the closed syllable portion is intentional and provides scaffolded instruction to ensure success throughout the lessons that follow. The second design principle that 95 Percent follows is transferability. Throughout 95 Percent, there are performance tasks that allow students to apply what they have learned thus far. These performance tasks allow students to understand how and why this program is so beneficial to their reading and decoding skills. (95 Percent Group, 2023) A. 3  The ideology that best fits the design of 95 percent is social efficiency. The program progresses in a specific way that allows students to build on what they have already learned from the lesson before and so on. Students are given many opportunities within 95 Percent to practice skills and concepts throughout each lesson. Schiro says that “learners may require a lot of practice to gain and maintain mastery of skills”. (Schiro, M.S, 2012) The students' progress through three levels on each syllable type and allow many opportunities to practice the concept. Additionally, the second portion that best relates to social efficiency within 95 Percent is that “teachers manage instruction by selecting and using educational strategies designed to help learners acquire behaviors prescribed by their curriculum”. (Schiro, M.S, 2012) 95 percent allows students to practice throughout the module with much of us but allows for a more hands-on approach. They provide the class with tangible items like sound cards, and sound chips that allow students to interact with the curriculum. This allows me to truly guide the students through the curriculum to ensure that they understand the concepts we are learning and are better prepared to apply them in the real world. o Social efficiency supports the 95 Percent goal to help decode multisyllabic words by teaching them the 6 different syllable types by allowing students to manipulate words and sounds through explicit instruction that builds on grades prior to third grade. Students are better equipped to decode words in the real world because of the explicit instruction they received. They will be able to apply the concepts and skills when they come across a word, they are unfamiliar with, and they have the schema to apply what they learned from the program.

A. 4  The learning theory that best supports 95 Percent is constructivism. Jerome Burner was an American psychologist “ that students could usually learn more than had been traditionally expected as long as they were given appropriate guidance and resources.” ( Course hero 2023) Burner called these types of supports “instructional scaffolding”. ( Course hero 2023) Scaffolding means that students were given age-appropriate guidance and resources to aid them in mastering the skills. For example, in the first unit of closed syllables students are given sound chips that match a certain type of sound. In unit one, for the student to build the word cat, they would need 2 blue sound chips for consonants and a red sound chip for the short vowel sound. This ensures that students understand that the medial vowel is closed in by two consonants. This allows the student to understand the construct of a closed syllable pattern without the mental load of having to show or write letters. Once students are firm on the construct of a closed syllable patterns students can move on to Elkonin boxes with letter tiles or writing. (95 Percent Group, 2023) o Constructivism supports the 95 Percent goal by giving my students support through me when it is needed. But as students develop their skills the scaffolding can be taken away as needed to ensure that students are mastering the skills needed and encourage higher level thinking. Once earlier skills have been mastered, students can progress to harder skills in the curriculum. ( Course hero 2023) B.1 Context  Students will learn how to decode closed syllable pattern words. B.2 Input  One part of 95 Percent that addresses the need for students to decode closed syllable words is the preassessment to find if students have any prior knowledge of this skill before moving on to the lessons. The next component of 95 Percent is that students can use the sound chips throughout the lesson to help them show the different sounds they hear within the words we are working with. This encourages different learning styles as well.  I will see if my students can successfully decode closed-syllable words by the end of each week's unit. I will use this information to see if I need to change my delivery of the content within the curriculum. B.3 Process  I will follow the suggested sequence of 95 Percent to ensure that the students are building a firm foundation in decoding closed syllables. The curriculum builds upon itself to give the best chance for mastery of the skill.  I will use the end of the unit assessments to see if the students have been successful within the unit before moving on to long vowel syllable types. If the students master the concept without further interventions, then the curriculum would be effective. B.4 Product  If students can decode closed syllable words and pass their end of unit assessments this will decide if the curriculum is successful.

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 If my students are not successful in decoding closed syllable words after using the curriculum I will need to reevaluate and find what my students were missing. I will need to identify if the curriculum is lacking in areas. I may need to reassess my students to see where their weaknesses are and try to find if it was the curriculum, student needs are not being met, or if it was the way I was implementing the curriculum within my classroom. After I evaluate my finding, I will decide whether to continue the 95 Percent curriculum or find another option.

Works Cited 95 Percent Group. (2023). https://my.95percentgroup.com/ Course hero . Educational Psychology | | Course Hero. (2023). https://www.coursehero.com/study-guides/educationalpsychology/major- theories-and-models-of-learning/ Michael Stephen Schiro. (2012). Curriculum Theory: Conflicting Visions and Enduring Concerns . SAGE Publications, Inc.

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