Assignment #2 Exploring Technology that will enhance student's development of language and literacy: Prezi

http://prezi.com/ocj07orfczog/?utm_campaign=share&utm_medium=copy

Assignment # 1 Technology to Support Literacy

My first impression about the article was multimedia technology tools to support digital story telling. However, the article did mention that students do need to follow creative steps of literacy writing. In so doing students need to organize their thoughts on paper, brainstorm, drafts, review, revise,edit and polish. I believe these writing steps could also be completed digitally with an added dimension which includes publication of polished digital story. I did find a digital literacy tool intended for middle-and high school students. The digital tool which I could integrate in my classroom to support literacy instruction is scholastic.com/write it essay. I though this digital literacy tool was great to support student’s literacy skills because they can follow the creative steps of writing a story in different genres and content areas, write with writers, and many different writing activities. Activities such as, descriptive writing, journalism, myth, and many more student friendly projects to explore. I also found that telling a story using multimedia can bog students down with semantics of video production; so this does not happen the article suggested a story board organizer plan-with four parts first, next, then and last. The article also introduced me to different strategies for cooperative groups if computer space is limited. For example if space is limited students could sign  up on a computer sheet and take turns for internet use-(30 minute each); also for weaker students they can be paired with a computer buddy which could be an older student or parent volunteer for help with practical skills. 

https://docs.google.com/document/d/18Imm6z3rRcm6UsdspOPGZ6OuSQhNsVHj8Sm5co7jLu0/edit?usp=sharing 

QRI-5 Report

DIBELS Assessment Report Student XX

https://www.dropbox.com/s/ekt6qyy6buj7mre/DIBELS%20Assessment%20Report%20Student%20XX.docx?dl=0

Assignment #3 Use graphic organizers to enhance comprehension

I found the article very informative in the description on explaining how to teach informative exploratory text. The graphic organizers on how to analyze structures in expository text will help students organize their writing information in a meaningful comprehensive way. Expository structure graphic organization with the sequence of events, cause /effect, compare /contrast and problem solving will lead to student’s critical growth in their writing and reading  comprehensions. Learning how to read expository informational text is crucial in science and many major content areas because these texts require students to read for understanding, not mere pleasure. Another important point the article brought out, was giving students plenty of time to analyze the text structures with teacher guided practice. In addition, to students analyzing text for signal words and phrases to aid in identification.  Students are familiar with narrative text comprehension identification and structure, however reading for information is a little more difficult for them. I feel it is very helpful for students to use graphic organization strategies while reading and writing because it will make expository text less difficult. 

Mini Lessons

https://docs.google.com/a/nyit.edu/document/d/1UsbdHf3ruVV7Y48O6K-SYAbK8GDYvTTUc33TygMEyIw/edit?usp=sharing
https://docs.google.com/a/nyit.edu/document/d/1MbdyeXsw6CItegrdNnfwSdf8pJQ3DaH_VqNswAhGqxg/edit?usp=sharing
https://docs.google.com/a/nyit.edu/document/d/1SZCK4mzi8MJVDgsqvNDYKcoHmdJi8i8oIX5jj7aeRGw/edit?usp=sharing

Assignment #5: Recapturing a Writing Lesson

https://docs.google.com/a/nyit.edu/document/d/1UdSfW1-MT4Jge9EITIRp5naSLuFdvl3riJnRkeldLE4/edit?usp=sharing

Compare and Contrast QRI5 and DIBELS WK 9

Summarize the assessment batteries tools:

 DIBELS is a researched based short assessments focused on a series of benchmarks for a child’s literacy skills from grades k-6, were as QRI-5 is informal reading of passages with retelling comprehension through grades k-12. DIBELS assessments is on specific literacy skills sets of short initial sound fluency, naming letters, sounds, nonsense words, fluency recorded correctly beginning in k-6. ORI5 is informal literacy narratives, and expository text reading composed of look backs, retelling from specific questions and think aloud. QRI5 also measures the frustration level of text before student begins to read for difficulty levels.

Describe the similarities and difference in both assessments:

 The similarities between the two literacy assessments are the reading of the short paragraphs in which students are coded for oral miscues,  read aloud correctives, words admitted, word substitutions, and word self-corrections. However, DIBELS is timed for one minute while the QRI5 is timed for the amount of words read in a specific time then divided into the time to code for word accuracy, independent levels frustrations levels and instructional levels. QRI5 is informal inventory both are used to guide instructions, and for reading interventions. Also, both assessment tools can distinguish a child’s reading level for instruction and independent reading. What differs the most between the two assessments is DIBELS measures specifically for initial sound fluency, phonemic segregation, nonsense word fluency, letter naming in specific short batteries of tests.

Describe how they can be used in the classroom or as a standardized too for instruction.

Both literacy assessment will promote the progress of a student’s literacy comprehension in the classroom.  Both can be used in the classroom to inform instruction and guide student with specific literacy skills. In addition, the measurement towards student goals in both literacy tools are good indicators for students at risks in the classroom for any given instructional level or independent literacy levels. At which necessary tailored interventions can be used to support student’s literacy learning planning decision trajectories in the classroom.

WK 8 Lesson Plan: Literacy Task #3

https://www.dropbox.com/s/hzkr74z0ligx35m/Shakes%20edTPALessonPlanTemplateLiteracyTasks1-3.docx?dl=0

WK 7 Assignment #5

Assignment #5

https://www.dropbox.com/s/fcv9xpjxzs2kvzs/WK%207%20literacy%20Student%20X%20kindergarten.docx?dl=0

WK 6 Scoring and Analysis and Instructional Intervention

If Mary was in my class the kind of instructional intervention would include expository text that is favorable materials to student. If student’s interest are assessed prior to reading and writing about expository text this will promote connection to prior knowledge and increase student confidence. Mary will actually enjoy reading expository text and will improve her reading strategies with innate capabilities. Mary needs to improve strategies for comprehension of expository text that she is not familiar with. By gaining recall comprehension strategies with enjoyable expository text Mary can incorporate strategies learned for other unfamiliar expository text to improve comprehension by retelling details.

 Mary’s unfamiliarity with the text and format of exploratory text indicated low accuracy levels 33% with a comprehension of 63% as shown by being able to read text with 95% accuracy without major understanding or retelling of ideas. Mary also displayed frustration when answering questions of (5 out of 8 correct) 2 explicit questions correct and 3 implicit question correct indicating need for working on elaboration details of the passage.

The length of interventions for Mary would be dependent on ELA blocks in the classroom. Let say if hypothetically my ELA block is one hour and 30 minutes a day, Mary’s intervention could acquaint to approximately 30 minutes per day 3 to 4 times a week of individual and small group instruction while maintaining the rest of the class.

Mini lesson:

• Assess what Expository text Mary likes reading and writing about. If Mary enjoys reading about animals build confidence with enjoyable animal expository text. 
• Ask questions about the text before it is read and let the student ask themselves questions also.
• Activate/schema by letting the student make connections to text from what they already know and understand by verbalizing those connections. Give the student plenty of time.
• Once the text is chosen: read the same text for week intervention. The teacher will read the text aloud to model correct reading strategies 
• Corral read with the student-then show student words from cue cards (Write story words individually on index cards or post it’s)  individually and out of sequence from the story. Let student reread the story individually. 
• Student will read cue cards organize and place them on a Venn diagram noting difference and species similarities.
• Reread the story and ask student to answer explicit and implicit questions give plenty of time to look back for additional clues for details.
• Include questions that activate sense and include innate visualization-pictures, how do these animals look, smell, sound, feel, etc.…
• Student will then summarize what was read and tell details with created Venn diagram.  

Week # 5 Assignments: 1, 2, 3, 4

The student read first grade level with two miscues from the word list. The student was able to sound out the beginning letters of the words /b/, brain and /a/ afraid and not blend all letters for the whole word.  Accounting for 16 correct automatic and 2 correct identified totaling 18 (90% independent level) with 2 miscues, 

Word List page 160

https://www.dropbox.com/s/j280g6eoo2hp4co/WORD%20LIST%20107.pdf?dl=0

The student identified 17 words automatically and MC or identified 3 incorrectly breath (did not know), insects (sounded out incorrectly) and noticed (sounded out incorrectly). The student skipped over these words and went straight to word 20. Although, directed back to number 16 word the student struggled with words 16, 17 and 19. With 14-17 correct 70-85% (student scored 85%) is an instructional level. 

Third word list was stopped at tongue-number 8, because the student became frustrated and begun struggling with the rest of the words. This word list determined which level the student's level of reading.

Word Lists page 107
https://www.dropbox.com/s/j280g6eoo2hp4co/WORD%20LIST%20107.pdf?dl=0

The student is ready for Level: Two "Whales and Fish", prior to reading the story the anticipatory/prediction based on content questions are asked.  Of which a score of 2/9, 22% is received. Response to two concept questions was "I don;t know", this indicates unfamiliarity with whales and fish=expository. After reading the passage number of meaning changers were 6, must to most, though MC, live to lived, and a few self corrects. Total accuracy 191-6 miscues % 197=96%, which is instructional level for this student.  Retelling the story questions: indicated the student grasped some main ideas with little detail, numbers correct explicit 4 and number correct implicit 2 for a total of 6 which indicates second grade instructional level.

Page 223 Expository Question
https://www.dropbox.com/s/93yzuj6qplt5caz/PAGE%20223.pdf?dl=0

Page 224 Retelling Scoring Sheet For Whales and Fish
https://www.dropbox.com/s/ka8tg1b815ya0ox/PAGE%20224.pdf?dl=0

Page 225 Retelling part II
https://www.dropbox.com/s/ybyaen2aovzrrll/PAGE%20225.pdf?dl=0

Structure of Reading PP Assignment 2

P.P.
https://www.dropbox.com/s/h3c7eqlic0ml10g/Structure%20of%20Reading%20Interventions%20WK%204.pptx?dl=0

Assignment 1 wk 4

Assignment#1 (a) Describe your understanding of RTI and its structure of intervention in details. What other questions do you still have about RTI? (b) Provide comments and feedback on at least two your peers’ blogs (Due Feb. 17, by midnight, on your blog and your peers’ blogs) 


My understanding of RTI-is an intervention process to develop literacy skills in students that are not at grade level benchmarks in lieu with their peers during an every day classroom setting. However, there is a process and due diligence must be met to suit the students learning needs. In other words, literacy entry screening measures are employed to reveal students benchmark scores for grade levels. Assessments screens ranges from Dibbles, PALS, TPRI, ISEL, and some school districts implement their own. Once screens have determined students levels, it becomes important for all educators to collaborate to share information on a students response to interventions that have been designed to meet the students needs. Team collaboration takes a lot of effort because the students progress has to be monitored and assessed twice a week. If the students continues to struggle individualized intervention are intensified in smaller groups withing the classroom setting. However, after watching the implementation of RTI, in the videos it became much clearer deepening my understanding. The videos depicted RTI,  on a three tier intervention model of instruction. With tier 1 being effective differential instruction implemented by the general education teacher inclusive of evidence based core curriculum in a classroom setting. With tier 2 for students that did not responded to tier 1; with tier  2 building upon tier 1 grade levels of instruction delivered with in a small group for approximately 30 minutes once a week. If students do not respond to tier 1, and tier 2 interventions through evidenced based assessments, intensified interventions are employed in tier 3, still within a classroom setting. However, the student groups in tier 3 are much smaller with increased times ( 30 minutes X 2) for individualized instruction delivered by a specialist or special education teacher. If students do not responded to interventions in a tier 3 model of instruction they are reevaluated as students with special needs. Iron Springs Elementary school was a good example of RTI, their intervention strategies promoted educator collaboration through the reading teacher as coordinator. The intervention taught was Reading Horizons: Discovery Phonics (K-6 reading program) seemed specific to their school. As with many RIT interventions specific to student needs. However, the phonics resources promoted independent discover through goal comprehension, with intensive phonics awareness, computer games, implemented at tier 2 and further intensified in tier 3.

Questions about RTI:  What interventions are in place for students reading above grade level?

WK 3

What is a QRI-5 ?
A Qualitative Reading Inventory-5 (QRI-5) is an individually administered informal reading inventory (IRI) designed to provide information (1) conditions under which students can identify words and comprehend text successful an (2) conditions that appear to result in unsuccessful word identification or comprehension.

What is the purpose of a QRI-5?
The purpose of a QRI-5 is an informal reading inventory which identifies a students reading level, independent, instructional and frustration level. The informal data gathered from a QRI-5 can be used to inform instructional levels, choose appropriate grade leveled readers, assess students reading comprehensions. In addition to, retelling story's to confirm compression grade levels in an informal individualized continuous non-standardized testing environment conducive to student learning.

Have you seen similar assessment activities like QRI-5? What are they?
I have seen a similar on going assess such as RR-running records of students comprehension that could be compared to the methods in a QRI-5. A RR is also considered an  individualized informal inventory of a students reading assessment to inform reading literacy.


What is you impression of QRI-5?
In my opinion/impression a QRI-5 is a comprehensive cumulative non-formal continuous assessment of a students ability to read and comprehend different types of texts in student centered environment with out pressures of a standardized test.

literacy in ELA-is incumbent on  expected performances which measure students: Higher order thinking with critical thinking reasoning communication and media/information technology, strong content knowledge, response to varying demands of audiences/peers comprehension as well as critique peer in constructive communication value and view evidence to build arguments, demonstrate age appropriate levels of independence, come to understand others perspectives and cultures; in addition to building on the use of technology and digital media strategies. The teacher should integrate analytical digital text and a range of information and media. In writing to promote articulation that develops inquiry based on research skills in context reading and writing.  Also, inclusive of student reading comprehension-by speaking and listening in a class content of subject’s inclusive of science and technical subjects.

The 4^th grade samples of ELA lesson Starters I

 Students participate in literature circle discussions of short story-reading and prepare open-ended discussions questions. They used voice recorders to record evaluate effectiveness of points raised in response to peers questions, insights shared and balance participation. Podcast recording can be published with accompanying reflections on the quality of the discussion; ICT literacy with expected outcomes of students demonstrating an understanding of text by working together to identify and ask significant questions to clarify various points.

 In the 4^th grade sample lesson starter 2, students review profiles at entrepreneurial micro financing site such as www.kiva.org students worked in groups to research the economic and social impact of several proposals. Each group selected one proposal and created a presentation to persuade classmates to choose that proposal. Then the class voted on the most persuasive proposal and created an appropriate activity plan that might be used to raise money to support the chosen proposal. From the skills presented/represented were financial literacy, critical thinking, collaboration, communication, information literacy, creativity, and global awareness. The expected student outcomes were to frame and synthesize information from a range of text in order to solve problems and answer questions.

In sample ELA lesson starter 3, students used open ended inspiration for writing such as Chris Van Allsbur’s Mysteries of Harris Burdick, each student writes the beginning of a story and recorded it as a Podcast. Student in other classes were able to listen to Podcast stories, create episodes and record additional podcast until final groups writes and records the conclusions. Expected outcomes are to develop, implement and communicate new ideas to others through original writing. Students represent skills by demonstrating financial literacy, critical thinking, collaboration, communication, information literacy, creativity and global awareness.  

 

WK 2

After watching the 10 mini videos and skimming through the resources, I learned that print awareness with fluency includes sounds of speech in the English language, phonemic awareness, reading fluency at grade levels/instructional levels, vocabulary, and spelling to build reading comprehension. Parental involvement is vital in building word and letter sight recognition. It is important for parents to read to their children at very young ages including in first stages of learning before they attend school.  Also, after watching the video, I learned that building awareness is more than just singing the alphabet. According to the video and research, students have to study words groups, word combinations, and how words fit together in the English language leading into highly developed phonically awareness. In addition to the fluency strategies I learned the importance of choral reading by the teacher in unison with students to demonstrate how fluent reading is supposed to sound. In connection to fluency level strategies: book buddies and phonic games can motivate students to learn in a fun way. I will include some of these strategies in my class; these strategies will add multiple levels of assessments for reading comprehension.  Another interesting implementation was reading tutors in which students use computer assistive devices to develop reading cues, spelling, phonically awareness, and sight vocabulary. The computer assistive device also read tricky words the student was having difficulty with. This was a great addition to motivate students and build confidence. However, the only downside might be the diversity of voice recognition. Not all students sound the same-some ELL’s student have accents and the computer assistive voice recognition device might not be sensitive to different accents. Also, I leaned about somatic gradients with building of relationships among different words spring boarding from vocabulary and concept closed (teacher) sorts with open sorts (student) to further build comprehension.