Week 5 Assignments

Week 5 Assignment  #s 1-4

As Mary did the First Level Word Lists, her total score was 90%- Independent Level.  She identified 80% automatically which placed her at instructional level.  She didn’t know the word “brain” and skipped it. She also said “aired” instead of “heard”.  Since her total score is at independent level, the proctor then moves along to the Level Two Word List.  Her Total score is at instructional level- 85%, even though her identified automatic was at frustration level- 65%. Since her total score was just at the verge of independent level, the proctor then administers the Level  Three List.  Mary reached frustration level quickly and gave up trying after the word “wear”.  Only the words- lunch and lion were identified correctly. 

                Based on the results of the word recognition, the teacher decided to start Mary off with an expository text from Level 2: “Whales and Fish”.  I tried my best to record any miscues.  She scored total accuracy of 96% (8 miscues) and total acceptability of 97%.  There were about 5 miscues that would be considered “meaning changing”.  Both of these scores are at instructional level.  Mary had teacher direction on the word- “tails”.  Her reading rate was about 46 WPM- which is within range of oral reading rates of students reading on a first level-  instructional level. 

                I believe that some of Mary’s strengths is the fact that during her expository text, she resulted in no miscues of insertions or omissions.  Her weaknesses might include her low reading rate for her age group.  During the word recognition, she sometimes omitted the final consonant.  While reading aloud, Mary sometimes loses her position on the page.  Her fluency definitely needs improvement.  When the teacher asked Mary what the story was about, she had a hard time adding details in order to retell.

Week 4- Assignment 2- Reading Interventions PowerPoint

Check out the following link to view the PowerPoint:

https://drive.google.com/file/d/0B5fhDts-CKaTMC1WY1ZCTHl5VW8/edit?usp=sharing

Week 4 Assignment #1- R.T.I

R.T.I- Response to Intervention has a structured intervention plan.  There are three tiers to this intervention.  All students in the general education classroom are instructed under Tier 1.  The teacher provides differentiated instruction to all student s and uses evidence- based core curriculum.  If a student is not successful in progress, then evaluation is needed for Tier 2 intervention.  This builds on Tier 1.  Students ‘catch up’ in small group instruction in challenging areas.  The resource teacher and/or reading specialist gives the classroom teacher support. Strategic evidence-based intervention is used.  This tier is offered to about 15% of all students who don’t respond to tier 1 instruction.   The core curriculum is not replaced but supplemented.   For example, the program used in Iron Springs Elementary school gives Tier 2 students an extra half hour per day of intervention, along with their core curriculum instruction in the classroom.  If needed, an extra half hour more of intervention will be given if students show no progress in Tier2.  If a student still has challenges progressing, there is a referral to special education services- Tier 3.  About 5% of students are referred to this tier. A portion of these students can be required to take special education services.  More intensive, evidence based intervention is given to individuals in a very small group setting.  Intervention is supported by a specialist or special education teacher.  Fewer students are referred to Tier 3 intervention because of tier 2 interventions.  At Iron Springs Elementary School, skills that are worked on during intervention are able to be used in other settings by students. 

Concern and Question:  Although it was stated in the video that curriculum is NOT replaced but supplemented, schools do face the challenge of avoiding scheduling tier 2 and tier 3 interventions simultaneously with the core curriculum instruction of their classroom.  How can teachers ensure that the tier 2 or tier 3 interventions allotted time doesn’t interfere with tier 1 instruction?

Week 3- Assignment #3- What is QRI5?

The QRI-5 assesses word identification, fluency, and comprehension. It is also used to identify a student’s reading level in grades Pre-K-12. It also gives information about conditions under which students can identify words and comprehend text successfully.  The purpose of using the QRI5 is to provide valuable diagnostic information. The diagnostic information can be used to group students for guided reading sessions, reading workshops, and independent reading, or to choose appropriate books for literacy circles . The QRI-5 can guide intervention instruction based on data. Finally, the QRI-5 can be used to measure and record student growth. I have seen similar assessment activities like the QRI5. The E-CLAS also has graded word lists and various passages used to assess reading ability.  I have a great impression of the QRI5.  I believe that it’s a great tool to use to plan great implicit instruction.  The miscue analysis will guide your intervention approach and leaves little room for wasted time or misdirection.

Week 3- Assignment #2

Assessments that are aligned to the common core learning standards are needed to measure students’ learning outcomes.  Learning outcomes include citing text based evidence to support analysis, engaging in collaborative discussions, read and comprehend complex text, writing narratives, and use technology to produce and publish writing.  Teachers can address these common core learning standards in spite of the various reading levels of students in class.   Tasks would need to be differentiated- not necessarily the text itself.  The approach to student learning would have to be planned effectively to improve the learning experience of all students.

Week 2 Assignment #3

 

n the Reading 101 video and website, I’ve learned that print awareness is vital to pre-readers.  The younger that children are exposed to various forms of print and sounds- the better. Although the 32- month old girl doesn’t know how to decode  words yet, she played in the dramatic center area and was aware that books are used to help with cooking.  Those parents who introduce print to their pre-readers, give them a great head start to equip them in becoming great readers. Having rich exposure to books and print encourage children to read.  Print awareness such as the parent moving her finger underneath each word as she reads to her toddler and infant, and turning the pages in the right direction- all foster a great planting ground for great readers to sprout and grow.

My name is Renee Bacchus.  If I were to write a book about myself it would probably be called, "On This Journey to Success".  I've been on quite a journey that never seems to ever end.  Nevertheless, I'm enjoying the journey.  A joke I've heard was: " what did the ocean say to the beach?...............Nothing, it just waved".  I have been teaching General Education for over ten years now in the elementary education school setting.  This is my last required class on my pathway to reading certification.  I do know something about teaching language arts since I teach it to my students weekly. I understand "new literacies" to be the integration of  information and communication technologies into the curriculum.  In this course, I am concerned with keeping up to date with all of the new technology applications required. However, I do hope to learn from my mistakes.