Week 9 Assignment 3

Summary of QRI 5:

The QRI 5 provides two major components in students, can a student identify words and comprehend a text and if a student is unsuccessful in word identification and comprehension. The assessment is individual to each student and based on informal reading. These assessments also help teachers determine their students reading level for guided reading, independent reading and other reading activities that are done in the classroom.

Summary of DIBELS:

DIBELS are procedures and measures that access student’s achievements in grades k-6^th literacy skills. All of the assessments with in the DIBELS are short and only 1 minute long, each assessment measures early literacy and reading skills. The purpose of designing the DIBELS is to help identify students who are struggling early on as a preventative measure. The seven measures that are in the DIBELS are as followed, phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension and vocabulary.

Similarities:

Both the QRI 5 and DIBELS are assessments that measure students reading level and listening level/ability. As well both assessments allow you to record and track the students results. They also both give teachers the ability to assess again and track students progress. Both assessments are also done in a short time period.

Differences:

Some differences of both assessments include that the QRI 5 is for students in grades 1^st-12^th, and DIBELS are for students in grades k-6^th. The scoring is also significantly different as for the QRI 5 each student score is individually based on how they do. DIBELS scores students against a group of students. Each part of both assessments are also scored differently.

Week 7 -Assignment 5

 I was able to sit down this week with a child I sit down majority of the time with. He is in 2^nd grade and has a difficult time reading.  I find that majority of the time he has a difficult time in each category.

Print Awareness-

The students went to the library where they choose a book of their liking. They encourage students to choose books in certain areas based on their reading level. The student I observed chose Diary of a Wimpy Kid by Jeff Kinney, it’s a very popular book among the other students. We sat down and read a chapter together. In the past I have red with this student so he was comfortable reading with me. The student was able to:

-       Tell me what the author does, but wasn’t comfortable explaining to me what the illustrator does. After some hints he did put it together.

-       We took turns reading a page each. While reading a page it took about 3 minutes. He had a very difficult time pronouncing the words and reading with fluency. He wasn’t confident either so it made it harder for him to actually give the word a try without him thinking he was wrong. After reading he couldn’t recall what happen with out me helping him and giving clues. I find the reason for this is because he was focused on the words and not the language or print awareness.

-       He did look at the pictures some pages had and put two and two together to figure out what the page was saying or the chapter in general.

-       We eventually ran out of time reading in the library and only go through 3 pages of the chapter.

During this observation I found that the student was not strong with print awareness.

Phonological Awareness-

The students had to read and answer questions on Amelia Earhart , they were beginning to study her for the month. The reading was only a page long with about 5 short paragraphs. The student and I read the page together and broke down words that had syllabus. At first he had a difficult time because he does not like pronouncing the word and for it to be wrong. I had to model it a few times and turn it into a clapping game. He then enjoyed this and laughs.

For additional practices: www.raz-kids.com

Phonics:

The student was given vocabulary for the week and they were working on writing out large numbers. For instance, fifteenth, sixteenth, hundredths etc. He had a very hard time with this; on the pre-test he got 15 out of 20 words. He has now been studying these words for almost two weeks. To prep him for the test, we made flash cards, develop different study methods and just kept quizzing him. I hope he did better on the exam.

For additional practice: www.brainpop.com

Fluency:

For this assessment I used a running record out of books that the classroom teacher already had. The book was on building, it had a total of 220 words. It took the student 3 minutes to read the entire passage. He had about 15 errors, he self-correct 3. I assisted with some words he had trouble pronouncing. He did not use any expression and was reading very slow and monotone. This is clear to show that he is below grade level and needs intervention, which he is currently in the process of receiving.

For additional help Pbskids.com and Raz-kids.com works great especially to track the students reading.