Week 5 QRL5 Assessment

 1. Mary read at a level two word list, a total of 17 words read correctly out of 20.

2.  Mary read at an instructional level 2 and passed then she was given a level 3 word list and got only 4 out of 20 which is only 20%. correct.

3. Mary did not have any prior knowledge of knowing about whales and fish.  Mary started off well with her reading, then she started getting stuck and self correcting her self a lot.  Also, Mary would lose her spot of where she was reading.Surprisingly Mary was able to answer a lot of the examiners questions about the story especially her oral assessment was very choppy.

4.  Mary did struggle a bit with the passage but she was able to answer most of the questions.  Mary demonstrates that she is on a level 2. Mary needs instructional help with level 2 so that she can read on a level 3 independently.  Mary needs help with prior knowledge as well.

Week 4 Task #2 Structure of Reading Interventions

Powerpoing for Stucture of Reading  
*Click *    https://screencast-o-matic.com/watch/cqnYnl0nAL  

WK4 Assign. #1 Describe your understanding of RTI

Describe your understanding of RTI and its structure of intervention in details. What other questions do you still have about RTI? 
According to the videos that I viewed literacy is everyones' business.  Teachers are assisted in anyway for students who are struggling.  Reading is taught 3hrs a day. Tier 1 is all of the students. No child is left out of tier 1 instruction.  If there is no progress with reading in certain students then tier 2 would be implemented along with tier 1.  The student would have extended instruction. Phonics, comprehension, fluency or whatever the child may need will be implemented in tier 2. All tiers does not replace the core curriculum. Students should have differentiated work.  Tier 3 will be given to the small percentage of students who are struggling. Tier 3 is more intensity of the instruction increases because of the students who are at risk.  Not all students who are at tier 3 will go to special ed.

Question  What training do teachers get on each intervention program?

Week 3 Assignment #2 P21 Common Core Tool Kit

Discuss what assessments are needed to measure students' learning outcomes and how teachers can address these common core learning standards if you have students of various reading levels

Assessments needed to measure students learning outcomes can be given in many different ways.  Students can display their knowledge and skills.  Rubrics for evaluation exams questions, quizzes, essays, and standardized test cam be given. 

Teachers can dissect the CCSS in grade level.  Teachers can identify what knowledge and skills that is needed to have by the end of the grade.  Understanding sills and standards, teachers will have a clearer of what students should know by the end of the school year.  Learning standards set goals of what students should know by the end of the school year depending on their grade level.  Teachers can use the CCSS as a guide to instructional planning so students can build upon it from grade to grade. Teachers have to taylor the needs of other students when planning to the common core.

Week 3 Assignment # 3 QRI-5

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     What is QRI5?

QRI-5 can help to figure out what level or reading development a student is in. It is an individually administered informal reading inventory designed to provide information about conditions under which students can identify words and comprehend text, according to “Description of the QRI-5”

·    What is the purpose of using QRI5?

The purpose of using QRI-  give assessments to estimate students’ reading levels, grouping students for guided reading sessions, or to choose appropriate books for literacy circles, reading work shop, and independent reading. (Descriptive of the QRI-5)

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

     It reminds me of fountas and pinnell and Dibels.

·   What is your impression of QRI5?

I like that students are not compared to others when taking this test.  Student scores are interpreted only in regard to the individual and not any norm group.

Week 2 Learning Task#3 & Assignment3

One of the videos I watched was growing writers.  It showed how the teacher allowed her students to get grounded in writing.  The teacher scaffold writing into each subject during the day.  Each child has a writers notebook. I like that she has students share out their writing and in return the other students give warm feedback.

Helping struggling readers caught my eye.  Teachers say one to one instruction is highly effective when teaching phonemic awareness.  I find this interesting, I taught  struggling reader's in  a program called "Reading Rescue" I did one to one teaching for thirty minutes a day with a child in a separate location in my school. In the video the teacher goes from decoding the word with the student then chopping  the word up and then  blend the word,  The one on one teaching with  guidance and provided  feed back  gives the struggling reader more clarity.

What else matters was another video I watched. This teacher had at least five or more literacy corners in her classroom.  They had a post office corner where the students write letters to one another.  I think I will incorporate this into my classroom.  The teacher used balanced literacy from whole group to small groups.  Students can do work through guided instruction as well.