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.