Assignment 1-
Mary had to read a level 1 word list of 20. Her results were 18 out of 20, she had skipped 2 words. This leaves Mary in the independent level.
Assignment 2-
Mary read level 2 words and read 17 out of 20 words correctly. Mary skipped 2 words and this leaves her in the instructional level.
Assignment 3-
Mary had to read level 3 words, she was only able to read 4 words. The examiner stopped the exam when Mary was showing the difficulty in words. This leaves Mary in the frustration level.
Passage Results-
10 Miscues, 5 were self corrected
46 WPM
44 WPM
Mary is in the instructional level.
Strengths-
Mary was able to read level 1 and level 2 word list pretty strong with out much difficulty. On level 3 it showed she had many difficulties. When reading the passage she did not start off strong because she lost her place while reading. After she was directed to read with her finger she began to read with fluency and showed some strength. Unlike the words in word list she didn't skip over any words and tried her best on self correcting herself and producing the words she did not know. After the passage she was able to somewhat retell the story and understand what she read. Overall Mary read at a second grade level.
Needs-
Mary needs to work on strengthening her fluency while reading. As well she needs to practice on a larger vocabulary, this comes with reading more. She needs to always read with a pointer finger to not loose her place and to keep focus. While reading words it showed that she needs to cover the words as she goes down. If Mary were to read more and get pulled into a small group or one-to-one her reading skills can strengthen a bit more.
Sunday, February 26, 2017
Monday, February 20, 2017
Week 4 Assignment 1
After I watched all tree video I gathered more information
and knowledge about RTI, however the first video is the one I found better
because I gathered more knowledge on how RTI is used and it explain the three
tiers. Each tier targets students that every teacher has in the classroom and
does not leave one out.
Tier 1 – Differentiated Instruction that uses evidence based
core curriculum instruction. This level is given to all students and is
effective to 80-85% of the students. The 15% of students who are not effective
in this tier move on to tier 2.
Tier 2 - This tier builds on tier 1 using more strategic
based intervention that helps students. As previously mention in tier 1 this
group is about 15% of all students. These students work in small classroom
groups with the teacher or a teacher’s assistant. The work that they work on is
only a supplement of the core curriculum, so these students are getting
additional help on top of the work given in tier 1. For example in tier 1 they
work on 90 minutes of reading and in tier 1 they will receive an additional 30
minutes of RTI extension in a small group.
However there will still be 5% of students who need additional help in
tier 2 that need to move to tier 3.
Tier 3 – Intensive evidence based instruction given to a very
small group of students. This can be
provided to students one to one or a small group out side the class. A
specialist or special Ed teacher can assist these students with directed
instruction. A small portion of these students may need to go further and be
required special Ed services. As well
students do not need to be disabled to require these tier services.
Questions:
Based on student’s observations and working with students
they always ask why they have to do more of the same work they just did while
they were pulled out. Just recently a child did 30 minutes of math with a one
to one teacher, had to come back to the classroom to do more math problems and
he didn’t want to. How would I keep this student engaged to do more?
For classes who do not have an additional teacher how can you
keep your one to’ one of small group focus? I find this will be a challenge.
Sunday, February 12, 2017
Week 3 -Assignment 3
• What is QRI5?
The
QRI5 is an individual administered informal reading inventory designed to
provide information about, conditions under where students can identify words.
As well as comprehend text and conditions that appear to results in
unsuccessful word identification or comprehension. In addition it helps to
identify reading levels, independent, instructions and frustration.
• What is the
purpose of using QRI5?
The
purpose of using the QRI5 is to provide information for designing and
evaluating intervention instruction. As well to get students reading levels,
put students in groups for guided reading sessions, have students and teachers
choose appropriate books for literacy during circle time and independent
reading.
• Have you
seen similar assessment activities like QRI5? What are they?
The
only similar activity I have seen and did like the QRI5 is a running record. It
is similar because it students have to read different books and passages to
measure there reading level. With the results students can be given extra help
and the teacher can focus on groups the students belong in together. It also
helps teachers prepare for assessments and exams students have.
• What is your
impression of QRI5?
I
honestly like the QRI5, because it is very informative and you get to gather
great results from it. I also like that each grade level has a different
measures. To me the best part of the QRI5 is that it can be done at an early
grade from k- 12. Students receiving help at an early especially for reading and
comprehension can help long term.
Week 3- Assignment 2
Discuss what assessments are
needed to measure students' learning outcomes and how teachers can address
these common core learning standards if you have students of various reading
levels
Different measures of
assessment can be used for students to monitor their learning outcomes. Formative
and summative methods can be use to asses many different students depending on
what is being taught. As well each of these assessments will comply with common
core learning outcomes.
•
Quizzes
•
Discussions ( In large or
small groups)
•
Open ended questions
•
Reflections on texts or
literature that has been read or they are reading
•
Groups projects or individual
projects involving technology
Teachers can address common
core standards by providing
•
One to one with students on
a weekly basis
•
Setting groups with students
have different strengths and weakness, so each students can learn from one
another, or set groups the teacher can sit with at different times.
•
Give students guidance while
using technologies and show them different ways they can use it to their
advantage.
Tuesday, February 7, 2017
Reading Blog- What you should know? Week 2 Assignment 3
I enjoyed all these videos, I even notice I do some of these
with my son while we are at home or out. He is only one and saying some words
but why not let him hear the sounds and letters now to develop words in the coming
months of him speaking. Becoming and familiarizing children with prints are
very important especially that they are so many options to give these students.
Print Awareness- Saying the latter, the sound and giving an
example of a word. So for example I usually say to my son A for Ariyen (his
name) or A for Apple. He gets really excited and smile, so now every time I say
a letter he waits for me to say a word and response. At a very early age
children learn by sound, visual images, pictures, and interaction. It is very important
to express language while speaking and playing.
Phoneme Swapping/ Word Games- This games worked out really
well in the video and I can see myself do this in my future classroom. I
thought the students in the 3rd grade swapping letters with the
letter ‘A’ was very unique and a great development for vocabulary. Semantic radiance
is great as well because it expands student’s vocabulary and great for sentence
structure and an expandable vocabulary.
Overall I enjoyed all the videos because it’s something I
have taken notes on and will hopefully incorporate in my future classroom. There
are so many ways to help students learn to read, expand vocabulary and so
forth.
Into
Hi everyone –
I’m a very fun and bubbly person so I laugh at a lot of things, I however do not have a favorite joke because I laugh at just about everything. HAHHA! If I were to write a book about myself I would title it, “ Introducing Erika, Reggie & Ariyen: The crazy edition”.
I been teaching for years birth -2 and doing internship with grades 1-6. I’m currently not teaching and working in an office until I find a job at a school. I feel like this is my only concern taking the course is not being able to relate the information to students in my own class. So far I have been in the program for 3 semesters and cannot wait to be done. =) With previous courses and my internships I’m very familiar with language arts and new literacies and cannot wait to continue to learn more.
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