Week 6: Assignment 1

Happy week 6 everyone! You can find the links to my prezi presentation as well as a googledoc of my mini lesson below.

Thank you :]

http://screencast-o-matic.com/watch/cbe1rZ6UYt

https://docs.google.com/document/d/1p-AnDp5hnKK_iweefdESd2IDK2HdiSlS4m7tMpoWTcU/edit?usp=sharing

Week 5: Assignments 1-4

Assignment 1: After reading a Level 1 word list in which Mary read 18 correct words, which would place her at the independent reading level. Because Mary was able to read independently from this list, a record should be taken using level word 2 list to see how she would do at that level.

Assignment 2: After having Mary read a level 2 word list, she read 17 words correctly and it appeared that she would be at the instructional level here. She was borderline frustrated but able to read most of the words so this would be a good instructional fit.

Assignment 3: To be sure that Mary needed to start at a level 2, the instructor provided a level 3 list to double check student reading level. At the third level, Mary was only able to read a few words and became very frustrated. The instructor immediately stopped the reading and Mary is considered to be at a level 2 reading for instruction.

Assignment 4: The examiner’ results for the Whales and Fish reading with Mary were as follows:

• ·         Total Accuracy: 8 miscues
• ·         Total Acceptability: 5 miscues
• ·         Rate: 46 WPM
• ·         WCPM: 44
• ·         Reading level: instructional/acceptable

Mary’s strengths: After figuring out all of Mary’s results and watching her work through the passage, I noticed that she could retell the story providing specific details. She had little prior knowledge, from the passage she learned and could recall similarities, as well as differences, between whales and fish. Her major strength was comprehension.

Mary’s needs: Mary had difficulties keeping her place and often got lost if she wasn’t reading along with her finger. She also got confused with similar looking words such as ‘though’ and ‘thought’. To help Mary, I would suggest she continue to work on fluency by using a ruler or sheet of paper to move along with as she reads. I would also suggest that she participate in activities to tell the difference between similar looking words, and work on expanding her vocabulary by participating in more reading time. 

Week 4: Assignment 2 Reading Programs screencast

Below is a link to my powerpoint presentation on reading programs in elementary school classrooms. Thank you :]

http://screencast-o-matic.com/watch/cbnrVT6oK3

Week 4: Assignment 1 RTI details and questions

Response to intervention is a tiered instructional approach that provides all students with the methods they need to succeed. Starting be screening all students in the general education program, those who may be falling behind or struggling will move through the different levels of intervention to help accelerate their rate of learning. As students move through the different tiers, intervention based on scientific research becomes more intense. As the intensity of the intervention increases, groups become smaller to help give students the attention needed to catch up to their peers. A variety of individuals such as general education teachers, special education teachers, therapists, and even paraeducators work together to provide the interventions needed to help identify and then apply proven strategies to help these students.

3 tiers:

Tier 1 instruction is given to all students and is delivered by a general education teacher who will differentiate instruction. 80-85% of students respond to this type of instruction. For those who don’t they move up to the next step.

Tier 2 intervention is for students whose learning needs were not met during tier 1. Tier 2 is a supplement to tier 1. Students will still participate in the lessons given to the other students, but will participate in additional time in reading and other areas.

Tier 3 intervention provides instruction to the students who have not been reached by tiers 1 and 2 alone. Tier 3 groups are small and instruction may be delivered by a specialist or special education teacher. Out of the 5% of students who are in need of tier 3 intervention, those who do not respond to the supplemental instruction may qualify for special education services.

The question I still have about RTI is how the students who need these extra services fit everything into one school day. Are the required to make up the work they missed in the general education instruction? And how do they make up that missing time? 

Week 3: Assignment 3

What is QR15? The QR15 is an informal reading inventory that assess student reading levels using word lists and passages. Students are assessed on oral and silent reading, and listening ability. This inventory is designed to gather information about conditions that allow students to comprehend text and identify words, and conditions that do not allow for comprehension and word recognition. The QR15 can be used to assess students from preschool through high school, and determines student reading levels from independent reading, to needing instruction while reading, and finally to becoming frustrated when trying to read a text.

What is the purpose of using QR15? The QR15 can be used to place students at their correct reading level, choose appropriate level text for independent and guided reading, and find appropriate text for literature circles and reading workshops. The results of the inventory can also be used to inform and plan instruction based on the reading levels and needs of different students.  

Have you seen similar assessment activities like QR15? What are they? The only type of reading inventory of assessment I have seen is a running record and miscue analysis. It is similar in using reading passages to inform educators about students reading level, and to help determine what course of action needs to be taken to provide extra help, as well as how to design instruction.

What is your impression of QR15? One thing I really like about this inventory is that it can be used for so many different ages groups. Where some inventories or assessments can only be used on older children, the fact that the QR15 can be used as early as pre-school. We have seen how important early intervention is in helping students catch up if they are behind, and this is just another assessment that can properly place students at a reading level where they can grow. 

Week 3: Assignment 2

Both summative and formative assessments can be used to measure student’s learning outcomes. Formative assessment is used throughout the unit to monitor student progress and inform instruction, where summative assessment is used at the end of the unit to determine whether students reached the goals of the unit.

Formative assessment examples include:

·         Literature discussion circles

·         Preparation of open ended questions about the reading

·         Short quizzes

·         Student teacher conference

Summative assessment examples include:

·         Group or individual presentations

·         Technology final products

·         Exams

·         Peer/ Self assessments

With students of varying levels, common core standards can still be met, and these students can still be assessed with some modifications in place. One of my favorite assessment modifications I have read about so far is altering the way in which a child can present their final product to the class. Where some people may be comfortable speaking in front of the class, others may not get the best grade if they must be evaluated this way, even if their information is excellent. In this case, a student could create a voicethread, prezi or voki presenter to show they have learned the information asked for, and will still have an opportunity to get a good grade and show what they learned without the method of presentation changing things for them. Students are still responsible for learning the information, and showing what they have learned, but in a manner, that is better suited for them as an individual. 

Week 2: Assignment 3 Video Clips Response

The 10 mini-video clips and readingrockets.org website provided a great deal of information on the different aspects of helping students learn how to read. One of the most important things I learned is that early intervention is key to helping build strong readers. Reading is made up of multiple concepts and ideas that students need to grasp and build upon in order to learn how to read. Among those concepts, reading focuses not just on printed letters and comprehension, but students need to be taught about phonemic awareness, the sounds of speech, and matching letters and sounds before they can move on and learn to read fluently, spell words, and comprehend a text. The earliest introduction for children to literacy is print awareness. Print awareness in children means they can look at printed text, and understand that what they are seeing are words. Students also need to be able to differentiate between the different types of printed words (such as story books versus traffic signs) and understand that both serve different purposes.

To help children learn how to read, there needs to be a strong focus on sounds of letters and speech. These two categories help students make connections to what they hear and say, to what the letters on the paper look like and what they mean. To help with this, it is a good idea to read to and have conversations with children multiple times a day. This speech and read along is the basis for students to want to develop these skills on their own. By reading to children often, and working with them on recognizing that letters make sounds, and that the letters make up words, students can continue to build on their knowledge to learn how to put together letter sounds to make up a word. As students continue to build on what they learn, they can work towards being fluent readers, spelling words correctly, and being able to comprehend text.