Using Context Clues to Infer meaning Analysis Report ITLS 6350 All parts­­Michelle Chester Instructional goal: ​
Students will be able to use context clues to infer meaning. This includes using context clues to infer word definitions as well as using context clues to infer author’s underlying meaning in reading texts. Entry level skills: ​
Target group will have basic English skills with decoding skills as well as comprehension skills ranging from 3rd to 9th grade (as seen in their lexile level from Scholastic Reading Inventory (SRI) testing). The students will be able to read and write at least at a basic level. Target population:​
Junior high students in 7­9th grade English and reading classes. Most of these students will be low level readers who have difficulty inferring as they read. This lesson is intended to be an intervention for lower readers. Analysis of Learner Characteristics Categories Data Sources Learner Characteristics Entry skills SRI testing Learners will have basic English skills with decoding skills as well as comprehension skills ranging from 3rd to 9th grade (as seen in their lexile level from Scholastic Reading Inventory (SRI) testing). The students will be able to read and write at least at a basic level. Prior Knowledge of topic area SRI, SAGE testing (Utah Learners show little to no prior knowledge in using context clues to infer state testing), and Granite meaning. The Learners have general knowledge of Reading skills including School District Benchmarks decoding words and looking for meaning, but consistently fail to use context clues to find meaning of words or underlying meaning in a text. Attitudes toward content Observation Learners believe that reading is important to education; however most of the learners feel that reading is difficult, boring, or irrelevant to their life beyond school. Motivation for instruction Observation Learners are not self­motivated to learn content. Most learners will be asked to use time in their advisory period or during English class to use the intervention. The motivation for some will be increasing their SRI score so they can transfer out of their reading class and into an elective of their choosing. Educational and ability levels SRI, SAGE testing (Utah Most learners are struggling learners who have been identified as at risk due to state testing), and Granite low test scores, low GPA, and other educational factors. The learners are also School District Benchmarks having difficulty reading in their other core classes (mostly science and history). Some of the students are IEP students who are mainstreamed into English and Reading classes in addition to their special education classes. General Group Characteristics Observation, Granite School District demographics Learners are mostly homogeneous, coming from upper middle class neighborhoods; however, several have been identified as low income, homeless, or in danger of being homeless. There are a few more boys than girls ranging in ages 11­15. Performance Context Analysis Information Categories Data Sources Performance Site Characteristics Managerial/Supervisory Support observation Students will be supervised by a teacher (myself or another English teacher); however, for the lesson, students will be working through the content on their own as there will be other students performing other tasks at the same time. Physical aspects of the site observation The facilities will be Churchill Junior High in Salt Lake City, Utah. Students will be in an English Classroom where they will have access to Chromebooks. Social Aspects of the site observation Students will have access to the teacher when needed. Students will also be with other learners, so potential for social interaction is available and will be monitored by the teacher. Relevance of skills to the workplace observation, SRI, SAGE test One of the largest indicators of student success in classes is their reading scores level and ability. The skills taught in this lesson will enable students to comprehend text in English as well as in other content areas. These skills also transfer to future performance in college and careers . Students need inference skills to navigate the educational world as well as the world beyond school. Reflection: ​
In creating the instructional analysis, I found it very difficult to articulate the steps to follow in order to use context clues to infer meaning. I feel that I may have left out some steps; likewise, I am unsure if I really simplified the steps enough or if I may have simplified them too much. The tasks in the analysis did help me to solidify what it is that I want to accomplish with my project. It seems that I may need to continue to tweak the learning goal as I get into the project and see how long each step will realistically take. As a teacher, I teach on a block schedule and so I plan for 90 minutes of instruction, it has been interesting to try to figure out what can be done in an hour. You would not think that 30 min makes a big difference, but it does.