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.