Technologies that Enhance Literacy Skills
Please see my Prezi!
Monday, May 1, 2017
Sunday, April 30, 2017
Week 12, Assignment 2 Technology
Summary of articles:
In today’s day and age, it is the teacher’s responsibility
to prepare her students for the big world. In the world we live in computers, iPads,
web, apps, and online tools are all part of the “musts” a student should know in
order to succeed. There are many ways to incorporate technology into classroom
learning that support the development of literacy skills. One method that
incorporates the advancement of literacy and technology is digital
storytelling. Students create online
stories using word processing tools and various web programs that help them
design their stories and presentations. They can insert personal drawings, art,
videos, pictures and other multi-media sources. There are dozens of great apps and web programs
that help students practice what they are learning and familiar themselves with
technology.
In my lesson, I have utilized some great apps and websites
that help students practice their literacy skills.
Candidate’s
Name: Esther Perlow
Grade Level: 2
Title of the lesson: Reading
with fluency using recordings and QR codes.
Length of the lesson: 45 min.
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Central focus of the lesson (The central focus should align with
the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts)
Key questions:
● what do you
want your students to learn?
● what are
the important understandings and core concepts you want students to develop
within the learning segment?
Sample: reading with fluency and accuracy
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
● What do
students know, what can they do, what are they learning to do?
● What do
you know about your students’ everyday experiences, cultural backgrounds and
practices, and interests?
Sample: Students know how good readers sound. They are
practicing to read with fluency, accuracy and speed.
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
Fluency:
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. |
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Support literacy development
through language (academic language)
Students will read grade level text with
fluency, expression, and speed.
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Learning objectives
Students will read grade level
text with purpose and understanding.
Students will read with sufficient
accuracy and fluency to support comprehension.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Teacher will assess students
informally while they read and record themselves. Teacher will formally
assess students’ final recordings from QR codes on the books.
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Instructional procedure:
Instructional strategies and learning tasks (including what you and the
students will be doing) that support diverse student needs.
Teacher will read aloud a book
from the class read- aloud box. She will demonstrate good reading
strategies and record herself using Audio boom.
Discussion: The class will
discuss what good reading habits the teacher demonstrated. They will listen
to the recording and decide if it sounds perfect.
Each student will choose a
book from the read aloud box on their instructional level. Using the class
ipads, each student will record himself reading through Audioboom . With
a peer, each student will listen to their recording and make sure it sounds
clear and fluent.
Each recording will be made
into a QR code. The QR codes will be placed on the books so other classmates
can listen to fluent reading during the appropriate time.
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Instructional resources and
materials used to engage students in learning.
Books for each student from
the read aloud box
IPads
Audioboom.com
http://www.qr-code-generator.com/
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
Yes, by providing good teacher
modeling, along with supportive technological tools and differentiated
instruction this lesson is accessible to all.
● What
changes would you make to support better student learning of the central
focus?
I think having a teacher or teacher’s
assistant review the recordings with each child would be very beneficial.
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
One on one modeling of
fluency skills helps all children.
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Dr. Hui-Yin Hsu Spring 2014
Saturday, April 29, 2017
Thursday, April 27, 2017
Week 9, assignment 3: QRI-5 and DIBELS
QRI-5:
The
QRI-5 is comprehensive assessment tool that is used from pre-k-12th grade which
analyses student reading behavior and identifies reading level. It consists of graded word lists and
narrative and expository passages. The word lists and passages, which range
from pre-k to high school levels, vary in familiarity, and prior knowledge is
assessed before the student reads each passage. Comprehension is assessed
through retelling, questions, look-backs, and think a louds.
DIBELS:
The Dynamic Indicators
of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures
for assessing the acquisition of early literacy skills from kindergarten
through sixth grade. The design is with short fluency measure that monitor
early reading skills. It is usually done one on one with assessments lasting
between 5-10 minutes. DIBELS are comprised of seven measures to function as
indicators of phonemic awareness, alphabetic principle, accuracy and fluency
with connected text, reading comprehension, and vocabulary. All students are
screened three times a year to ensure proper instruction is provided to fit
their needs. If student show signs of weakness and are at risk for reading with
difficulty he/she is monitored once or twice a month to ensure correct
intervention.
Differences:
QRI-5 is
an assessment tool that does not use normed or comparative data. It is not a
standardized instrument as well. Standardized
instruments are administered identically for all students. Those using QRI-5, make
their own decisions as to the number and type of passages to administer and
which assessment options to use. DIBELS, on the other
hand, are a set of specific measures that are administered to each student,
identically at each grade level.
Another
difference between the assessment tools is their grade levels. The QRI-5 is
geared for students from pre-k to 12th whereas the DIBELS is limited
to kindergarten through grade six.
The
QRI-5 measures fluency, accuracy and comprehension. DIBEL focuses on the early
reading skills.
Similarities:
Both
assessment tools test a student’s accuracy, fluency, and comprehension of text in
different proportions. Through the assessments appropriate instruction is
decided. Wordlists and passages are used in both.
Tuesday, March 21, 2017
Week 8: More Spaghetti I Say - Fluency lesson
Candidate’s Name: Esther Perlow
Grade Level: 1-2
Title of the lesson: More
Spaghetti I Say, Fluency lesson.
Length of the lesson: 1 hour
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Central focus of the lesson (The central focus should align with
the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts)
Key questions:
● what do you
want your students to learn?
Students will learn to read a
text with accuracy, speed and good expression.
● what are
the important understandings and core concepts you want students to develop
within the learning segment?
Continued practice of reading to improve
skills of fluency and ultimately comprehension.
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
● What do
students know, what can they do, what are they learning to do?
They know high frequency
words, sight words, and have phonemic awareness. They know good reading is
with fluency, expression, and proper usage of punctuation.
● What do
you know about your students’ everyday experiences, cultural backgrounds and
practices, and interests?
Students love to read and act
out fictional silly stories!
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
Fluency:
CCSS.ELA-Literacy.RF.1.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-Literacy.RF.1.4.c
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
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Support literacy development
through language (academic language)
Reading with fluency.
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Learning objectives:
Students will observe good
reading practices through teacher modeling.
Students will practice reading
with good expression.
Students will develop fluency
skills through rereading fictional text.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Formal assessment: There is no
formal assessment in this lesson.
Informal assessment: Teacher
will informally assess students by listening to them read as a class, independently,
and with partners.
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Instructional resources and
materials used to engage students in learning.
Teacher will introduce the
book. More spaghetti I say, by Rita Gelman. She will display the cover and
ask the children what they think the story is about. As a class they will
read the title discuss what might happen in the story.
Teacher modeling:
Teacher will tell students to
look out for good reading habits and keep them in mind.
Teacher will read about half
of the story to model good reading habits, expression, and correct usage of
punctuation.
Through think pair and share,
students will discuss how the teacher displayed fluency and share with the
class.
As a class, they will read
aloud the book.
Students will receive a copy
of the book and independently read to themselves. They will have the opportunity
to record or video themselves and see how it sounds and to see their facial
expression.
Then students will pair up and
each take a role as Minnie or Freddy and read to each other.
Extension: Students can read
to their parents and siblings at home. They can upload their videos onto the
class blog with the help of their parents.
Technology used:
Voice recorder
Video camera
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Reflection
● Did your
instruction support learning for the whole class and the students who need
great support or challenge?
Yes, with good modeling, whole
class reading and peer work it met the needs of all students. In addition, the
teacher will be circulating during independent and peer work to provide
additional support.
● What
changes would you make to support better student learning of the central
focus?
I would review high frequency
words in the story before reading, to help build the children’s fluency.
● Why do
you think these changes would improve student learning? Support your
explanation from evidence of research and/or theory.
Good practice of words help
fluency and comprehension.
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Dr. Hui-Yin Hsu Spring 2014
Saturday, March 4, 2017
Week 6, Mary's Intervention Instruction
Please see my screencast of Mary's intervention instruction:
Monday, February 27, 2017
Week 5: Administering QRI-5
Assignment#1
Assessing Mary
requires a wordlist as an entry point to determine what instructional level
passage should be done for the assessment. Assessment start with word lists two
grade levels lower as not to frustrate the student. In Mary’s case, she read
level one at independent level so she was given level two. She read 16/20 words
correctly, making that 80% correct. This is her instructional level.
Assignment#2
Mary attempts to read
level 3. She manages to read 4/20 words. Clearly this level is at frustration
point. Since level two indicated instructional level, the rest of the assessment
will be done on level 2.
Assignment#3
When accessing Mary’s
prior knowledge, Mary could not share information she answered “I don’t know”, to
2 out 3 questions and the one she answered “What does baby being with their
mothers mean to you?” her reply didn’t quite make sense giving her a 1/9. She
is unfamiliar about the topic.
Mary read the passage with 9 errors out of 198 words. She self-corrected
herself 3 times. The assessment shows Mary is reading at her instructional
level with some self-corrections. Her
WPM is 46. Her WCPM was 44. Mary retells the similarities and differences with clarity
she also recalls the main idea, however cannot remember all details. She could not recall about how fish or whales breathe.
Assignment #4:
Mary read with a 95% accuracy. Her miscues involved many
added suffixes and she confuses the word must with most. She does insert words and
repeats herself as well. On the retell
map she remembered about 15 ideas. She grasped the main idea. I feel with
continued instruction including accessing Mary’s prior knowledge and providing
retelling strategies Mary would improve.
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