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.