Week 12, Assignment 3

Technologies that Enhance Literacy Skills

 

Please see my Prezi!

 

http://prezi.com/ru5hxk03rlpy/?utm_campaign=share&utm_medium=copy

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.

 

 

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

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.

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].) Common Core Learning Standards for ELA and Literacy)  Fluency: CCSS.ELA-Literacy.RF.2.4 Read with sufficient accuracy and fluency to support comprehension. 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 (academic language)  Students will read grade level text with fluency, expression, and speed.

Learning objectives   Students will read grade level text with purpose and understanding. Students will read with sufficient accuracy and fluency to support comprehension.

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.

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.

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/

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.

 

Dr. Hui-Yin Hsu Spring 2014

 

 

 

 

 

Week 11, Assignment 3

Mini Lessons using Graphic Organizers

 

https://drive.google.com/file/d/0BzftkSVJfaAoU2xJRjIyeEcyazg/view?usp=sharing

 

https://drive.google.com/file/d/0BzftkSVJfaAoS1BIRHZrNnlGRFk/view?usp=sharing

 

https://drive.google.com/file/d/0BzftkSVJfaAoeUJ4RDBqY3JlOUU/view?usp=sharing

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 12^th 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.

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

 

 

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.

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!

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].) Common Core Learning Standards for ELA and Literacy)   Fluency: CCSS.ELA-Literacy.RF.1.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.1.4.a Read grade-level text with purpose and understanding. 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.

Support literacy development through language (academic language)   Reading with fluency.

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.

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.

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

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.

 

Dr. Hui-Yin Hsu Spring 2014

 

 

 

Week 6, Mary's Intervention Instruction

Please see my screencast of Mary's intervention instruction:

 

http://screencast-o-matic.com/watch/cbefYZ6t43

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.  

 

 

 

 

Week 4, Assignment 2: Reading Intervention programs

Please see the attached link to view my presentation:
http://screencast-o-matic.com/watch/cbnrrt6Dmn

Week 4, Assignment 1: RTI

RTI is a literacy instruction program based on a three-tiered model. Tier 1 is instruction for all students which include effective differentiated instruction.  It incorporates solid phonics and literacy programs that help approximately 80-85% of students meet their needs. If a student is not meeting his or her needs he gets supplemented instruction through tier 2. In addition to his daily learning in the classroom of tier 1, he will receive 30 minutes of systematic and strategic small group intervention. If tier 2 still doesn’t meet the students’ needs he will move in to additional intensive intervention by participating in tier 3. Only about 5% of students in the RTI program need tier 3 interventions. Students can and do receive intervention without being labeled for special education or disabled.

I like the way this program sounds. I have several questions. Who decides if a student should receive additional intervention and how are assessments made in this program? How quickly do students receive the necessary help? Do schools did more staff members to implement this program?

 

week 3, assignment 3

Qualitative Reading Inventory - 5

What is QRI5?

A comprehensive assessment tool that is used from pre-k-12^th grade which analyses student reading behavior and identifies reading level through expository and narrative text, concept questions that assess prior knowledge, word lists, vocabulary, comprehension, and fluency.

Its main component is very similar to the running record and miscue analysis.

What is the purpose of using QRI5?

The purpose is to identify student reading level and his or her reading behavior so proper instruction can be made.

Have you seen similar assessment activities like QRI5? What are they?

It includes a running record and miscue analysis learned in last semester.

What is your impression of QRI5?

It is very comprehensive including word list to identify entry point to assessment so assessments are at the correct instructional level. It is very informative since it includes questions on prior knowledge, a running record, retelling, all kinds of questions explicit and implicit giving a great picture of a student’s reading behavior.  

Week 3, Assignment 2

It was very interesting to read the 4^th grade lesson starters and how they are aligned with the common core and the P21 Common core tool kit. It is crucial that students meet the skills dictated in the common core as well as important 21st century tools for technology and communication to make it in the big world.

 

A teacher can assess if students meet the skills stated in the common core and the necessary tools needed to complete assignments in a few ways. Informal assessments include observing group collaboration and participation, assessing reading comprehension and clarity from group/ class discussions.  Formal assessments may include grading projects through rubric guidelines. In addition, listening and viewing of recordings and presentations to evaluate students’ work.

Week 2, Assignment 3 Video takeaway!

After watching the videos here are some important points I came away with:

·         Children are sponges and observe everything they hear, see and touch. They can even discern between sounds when they are just six months old. Therefore, reading to them from the very start is important. Showing then letters and creating an awareness of print will help them become readers fast! Playing with children rhyming games can be fun and extremely helpful to their phonics and reading skills.

·         As a teacher developing initial phonics sounds builds students' phonemic awareness.

·         Word webs develop rich vocabulary and a vast knowledge of words which directly help with reading comprehension.

·         It was interesting to watch about creating a semantic gradient for vocabulary, since I have never seen this method before. I like that children need to talk about the words to figure out where to place them on the line.

·         Providing children with corrected spelled words to sort and find patterns can be effective rather than giving children a root word to spell.

·         Jigsaw learning helps develop reading comprehension and creates ownership of learning.

·         Writing should be integrated throughout the day every day.

·         Assessments are important so teachers can tailor plans for children’s’ needs.

Self Introduction

Hi Everyone!

1.    Check out my voki introduction!

 http://tinyurl.com/zl2w275

2. If you were to write a book about yourself, what would you name it? 

Just one me!

3. Tell us one of your favorite joke.

When is the best time to go to the dentist? 2:30! (Tooth hurty) heee heee heee…..

4. Tell us what subject you teach, years of teaching, and how far you are in the Teacher Education or MSIT program.

I am currently teaching preschool age children. I have been assisting for two years and this year I became the lead teacher. Before that I taught first grade boys in New Jersey for two years. This is my third semester (out of five!) at NYIT and I am really learning and enjoying!

 

5. How much do you know about teaching language arts?

 

We have touched on the topic in previous semesters discussing literacy instruction and assessments and I have taught reading and handwriting for two years.

6. How much do know about "new literacies?"

 

I know “new literacies” refers to incorporating methods of technology needed in today’s world into learning and the classroom.

7. What are your concerns about taking this course?

I hope to manage all my many responsibilities!