Page Contents

Goal Statement

Goal Analysis

Subskill Analysis

Identification of Entry Behaviors

Description of Learner Interview

General Description of Learners

Description of Performance Context


Goal Statement (return to top)

Teacher will be able to apply a consistent process to teaching intermediate students how to respond to any open-ended question about a reading selection.



Goal Analysis (green): (return to top)

Subskill Analysis (blue) (return to top)

Entry Behaviors (gray) (return to top)

Goal_Analysis_6.jpg

Description of Learner Interview: (return to top)


Does the student have appropriate entry skills and prior knowledge? Part of the interview will be a pretest to determine the knowledge the students already possess.
The following are the types of questions that will be on this pretest.
Q. What characteristics must a clause have to be a complete sentence?
Q. What are action verbs?
Q. How would you respond differently to these two statements: List an example, or list examples?
Q. Which of these statements is a generaliztion? Why?
Q. Boys like to play football. The Eagles jerseys are white and green.

A key step to successful completion of the task is to value not stopping until proof is found.Questions such as the following will aid in determining the
student's attitude and motivation:
Q. When doing a difficult task that doesn't seem like it can be done, do you quit easily, quit after trying for a few minutes, quit after trying for a long time, almost never quit.
Q.Do you think you could become good at writing answers to open-ended questions based on something you have read?

The steps in the goal analysis are to be followed, however how the teacher decides to present the process may vary according to the learners' learning preferences. These are the kinds of questions that should appear in the interview, but if there are not time constraints a thorough inventory could be given.
Q. Do you prefer working alone or in a group?
Q. Would you rather play music or draw a picture?
Q. Do you prefer listening to stories or telling stories?
Q. Do learn best by thinking for awhile or by writing something down?

General Description of Learners: (return to top)

The target population is suburban 10-14 year old students who are on appropriate reading comprehension level or who are one year or less behind in reading comprehension.

The target group is heterogeneous in race, ethnic background, gender, and socioeconomic status.

The residency of the target group is varied. About half students have been in the same school/district for their entire school career while the other half have move to a new school at least once with some having moved to new schools several times.

Description of Performance Context: (return to top)

Students:
Location -
Initially, students will perform task in language arts classroom, applying the process to select reading passages in order to demonstrate comprehension of the text.
Subsequently, students will apply process in content areas in other classes as well as in other grades or educational settings in order to demonstrate comprehension of text.
Finally, students will apply the process to textual information in the workplace to make decisions for solving real-world problems.

Support-
Students have a copy of the top level steps in the goal analysis to refer to when answering open-ended question except during summative tests or standardized testing such PSSA or 4Sight tests.

Social Aspects of Site -
Students will be able to compare and contrast their own results of using the process with the results of peers.

Relevance -
Students will be able to demonstrate reading comprehension through open-ended responses that is consistent with their reading abilities.

Teachers:
Location-
Teachers will apply the process in intermediate classrooms with 18-30 students.

Support-
Teachers will have support during the instructional of combinations of the following: special education teacher, classroom aides, tutors, or interns.
Teachers will always have access to the flow chart showing the steps in the process, the subskills, and the entry level skills.

Social Aspects of Site -
Teachers will use a common vocabulary when discussing the process with other teachers, and classroom support personnel.

Relevance -
Following the process should satisfy the need to instruct students to apply a consistent approach to responding to open-ended questions.