Project1


 * REPORT 1**

I. Goal statement: Third grade students will be able to identify literary elements of fiction. (PA Standard 1.3.3.C.)

Rationale: identifying literary elements of fiction is a PSSA (Pennsylvania System of School Assessment) tested skill for third grade (standard is noted above). Being able to identify these elements is an essential skill within the classroom as well. Students participate in literature discussions within their reading classes many times during the week, and it is imperative that they are able to discern and use this information from selections they've read so that their input is valuable.

II. Goal analysis: Identify the literary elements of fiction Type of learning: Intellectual skill
 * Table 1.1**

Explanation: While there are other literary elements of fiction, the designer of this project has chosen to concentrate on the five main elements identified in the PA Standard 1.3.3.C. Upon completion of this unit, students will be able to correctly identify the characters, setting, problem/solution, and main events within a fiction piece of writing.

III. Subskill analysis: Explanation: To be able to meet the goal stated at the beginning, students will need to be able to successfully complete all of the objectives listed above.
 * Table 1.2**

IV. Identification of entry behaviors: Students are English-speaking students who are able to read, write, and spell at least at the beginning second grade level. Students are able to discern between fiction and non-fiction passages and may have been exposed to the elements of fiction (character, setting, plot, etc.); however, this project will require that they synthesize what they've learned into one Story Map about one passage. (see VI. included below for more information)

V. Description of learner interview: 2. The teacher will assess the reading level of each student (using Fountas and Pinnell benchmarks).
 * 1) The teacher will review student profile sheets sent from previous year's teacher, making special note of responses to the "reading level" and "reading performance" sections of the profile.
 * Table 1.3**

VI. General description of learners: The third grade learners, generally ages 8-10, are participants in a regular education classroom. While some may be receiving Title I (remedial reading) support, all learners are reading on at least a beginning second grade level (indicated below as "2.1 level").
 * Table 1.4**

VII. Description of performance context, implications for instruction: Following instruction on the elements of fiction, students will read a new passage and be evaluated on their ability to identify the elements of this passage. Students will use a Story Map on which they will need to write the passage's characters, setting, problem, solution and (at least) 4 events.


 * Table 1.5**