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.

Week 6 - Assignment 1

Lesson Plan Voice Over

This lesson Plan should be done twice a week and some night for homework during a 3 month course of time. The teacher should compare each assessment to see if Mary is improving with her reading, vocabulary and comprehension. This way the teacher can switch the assignment and also move Mary's reading level up or down. The great thing about using Raz-kids the entire class can do it independently because each student has their own account and it can be independent work. This also would not have a student like Mary feel behind. 

Candidate’s Name: Erika Garcia

Grade Level: 4^th Grade

Title of the lesson: RazKids mini lesson

Length of the lesson: 30 minutes

Central focus of the lesson – Student will practice identifying words while reading short stories. Students will also practice on comprehension by answering questions after they read the story. Students will familiarize the words they did not identify correctly by having them as spelling words. This reading activity would be complete on Raz-Kids. Knowledge of students: Reading skills

Key questions: ·      What words were hard to remember and pronounce while reading your story? ·      What is hard to understand the definition of some words that were in the text? ·      What key facts were not clear in the passage?

Common Core State Standards CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

Support literacy development through language This lesson would help clarify comprehension and vocabulary. Vocabulary ·      Words students are struggling with through out the text. This list would grow and become their vocabulary words. Sentence Level ●      Sentence structure Discourse ●      Text structure

Learning objectives 1.     Students will be able to use their vocabulary words in complete sentences and with proper grammar. 2.     Students will be able to answer questions based off the short story. 3.     Students comprehension level should go up at least 1-2 levels in reading

Formal and informal assessment ·      Were students able to pass their spelling test at the end of the week? ·      Were students able to go to the next reading level in Raz-kids? ·      Were students able to answer the questions correctly by referring back to the text?

Instructional procedure ·      Students will log into their Raz-kids account where I already set their reading level to begin reading.  They will listen to the story once and then read it on their own twice. After they have read it twice they will answer a series of questions. Students should be able to complete two stories. The teacher would receive their scores immediately after to record their assessment. ·      Students will also write down any words they had trouble understanding. Raz-kids will give them vocabulary   words to answer. If they get them incorrect those words would add on to their vocabulary list. ·      The students will look up the definition in the dictionary of the words and create a sentence for each word. ·      After the teacher has graded and review their definition and sentences they will create a short story in their writing notebooks with these words. ·      Struggling students will only have to read one story and take their time with creating a short story.

Materials: ·      IPad- www.Raz-kids..com ·      Internet ·      Paper ·      Pencil ·      Writing notebooks

Reflection ●      Were students able to complete this task on time? ●      Were students able to complete a short story with their vocabulary words? ●      Were students able to navigate and use Raz-kids?

WEEK 5 QRI5

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.

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.