QRI 5 Assessment

Student Background:

The student I worked with for the QRI 5 assessment is a second grader who we will refer to as Andrew, he is a Caucasian male who is showing signs of having difficulty with comprehension and is in the processing of being tested. He is a sweet funny child who is happy just about all the time and is a chatterbox. He does stutter when he speaks and sometimes looses his train of thought and says “ what was I saying?” I notice during a read along the teacher was asking questions and when called on him and he did not know what was read, he just made something up.  On numerous of times I would work with him during guided reading and after a page I will ask for him to retell me what he just read and could not. He would honestly guest majority of the time. I was happy that I was able to do this assessment on him.

Assessment:

Word List:

I started to work at the premier level because the teacher stated this would be good so I can see his progress in the words. Andrew went through the words so quick with a score of 100; I went to the next level and the same. He went to level three and had some trouble scoring 17 out 20. I thought this was a good time to stop. He had to pronounce and think of the words and stated, “Wow these words are harder and what does this mean”.  I think Andrew being in the third level is good because he is only in the second grade. The more he is interested in expanding his vocabulary and their definitions it expands his knowledge.

Expository:

Being that Andrew has great vocabulary and is able to pronounce his words efficiently he cannot retain or comprehend what we read. He read the passage “The Family’s First Trip” and only had a total of 1 miscues, which placed him in the independent level. However when Andrew had to retell the story he only gave me one fact from the story and drifted off topic. When answering the questions He did not do so well either, some questions were answered half way and he just did not know.  I feel if Andrew reads slower, takes his time to understand what he has read and stopped after each paragraph to summarize what he read then the retelling and answering questions would have been easier. Questions that were answered without looking back to the story put in in a frustration level and questions answered looking back placed him in the Instructional level.

Reflection:

After assessing Andrew I feel with vocabulary and reading with fluency he is right on target with his grade level. However Andrew needs to develop more skill in comprehension and retelling what he has read. The key is to find numerous way he can achieve this in order to retain important information.

            To help his comprehension I would let Andrew do daily activities that involve reading and comprehension. Some applications like Raz-Kids.com are great for this. If Andrew is called on in class to read the teacher should have him explain what he just read and not move on to another student. The teacher can also have another in small groups where you can work one to one with him. Another option for Andrew is when reading highlight important key facts in each story. Overall he did good but if this continue, ,when testing him not comprehending questions can lead to him not doing well.

            Even though I was not able to work with two students because the teacher in the upper grade did not allow it. I believe working with Andrew was sufficient enough and gave me a understand of the QRI-5. It also was fun and easy to do administer. I think because of Andrew’s personality the assessment went very smooth and funny. He enjoyed pronouncing the words very much.

Lesson Plan:

Candidate’s Name: Erika Garcia

Grade Level: 2^nd Grade

Title of the lesson: Practicing Comprehension

Length of the lesson: 30 minutes on weekly bases and at home.

Central focus of the lesson: Student will practice on comprehending short stories and questions. Students will work on this weekly to improve his comprehension level and exceed to his grade level. Knowledge of Students: Student will have an understanding of reading with fluency and pronouncing grade level words.

Key questions: ·       Why is it important to understand what we read? ·       How can we break up a passage? ·       How do we refer back to the story to look for key details?

Common Core State Standards CCSS.ELA-LITERACY.RF.2.4.A Read grade-level text with purpose and understanding. CCSS.ELA-LITERACY.RF.2.4.B Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-LITERACY.RF.2.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language The lesson is to reinforce great reading skill to achieve the goal of comprehending what was read. Vocabulary ·       Familiar and new words that are being read in the stories. Sentence Level ●     Sentence structure, transitions/connectives, complex verb tenses Discourse ●     Text structure, rereading the material as many times before understanding it and moving on.

Learning objectives 1.     Student will be able to comprehend what they read. 2.     Student will be able to answer questions 3.     Students will be able to break down the story to make it a better understanding for them.

Formal and informal assessment ·       Student answering questions correctly and accordantly to the passage they read. ·       Student moving on to the next level on Raz-Kids ·       Student being able to read and answer questions on their own with minimal help during class activities (guided reading groups)

Instructional procedure: 1.     The teacher will start the lesson by reviewing different ways we can enhance our comprehension level and what to look for while reading. 2.     We will then move on to log in to Raz-Kids.com. Students will be given instructions to follow and will get assistance if needed. The teacher will walk through the steps on the smart bored as well in cases students get lost.  This is also another form of reading techniques. 3.     Prior to students logging in the teacher assigned them to different levels in Raz-kids. The teacher gets an assessment after each short story the student has read. They cannot go on to the next level unless the teacher movies them up. 4.     Students will do this for two week straight once a day. 5.     The teacher will retest for comprehension after two weeks, and compare the results from the QRI 5 to the assessment on Raz-Kids 6.     Students will continue using this for the rest of the year and hopefully show room for improvement and continue going up the levels.

Instructional resources and materials ·       Ipad / Computer ·       Raz-Kids.com ·       QRI-5 assessment ·       Smart board

Reflection ·       Was the student able to learn new learning techniques on improving their comprehension level? ·       Did the teacher give enough time to retest for the assessment? ·       Was the student able to probably navigate Raz-Kids.com?