week 5 assignment #1-4

ASSIGNMENT #1

Mary is a third grader. According to the guideline, the examiner should start below two grade level to examine her and that's what she was administered the level 1 material. When the result met the independent level, examiner upward to level two. 

Based on the video,

total correct automatic 15/20=75%

total correct identified 2/20=10%

total number correct 17/20=85%

The result of her word identification loaded in instructional level.

ASSIGNMENT #2

In the third level, her performance as below,

total correct automatic 2/20=10%

total correct identified 2/20=10%

total number correct 4/20=20%

Her percentage is below 70%, level is frustration

So examiner decided her level is 2.

ASSIGNMENT #3

According to QRI 6, 

Accuracy rate (198-7miscues ) /198*100%=96.4%
Rate: 198*60=11880/ 256 seconds =46.4 WPM
WCPM: (191*60) / 256 =44.76 WCPM

Her acceptability is instructional level.

ASSIGNMENT #4 

Before assessment, Mary didn't answer the conceptual question very well, but her reading was acceptable. 

Her strengths:

1. The girl's word recognition in context loaded in 96%, it meant she met between the independent and instructional level. And the text might be comparatively easy to her. From her retelling, it seemed she comprehended the story so I assumed she was enjoying the text while she read.

2. Her self-correction rate is 1:2.75, the rate showed the child is self-monitoring and using decoding strategies very well. Among the reading, she used finger-pointing strategy to help her allocate the word after she got lost in the first paragraph. She also tried the Visual skill of cueing system to decode the unfamiliar word, for instance, flippers. 

Her needs:

To me, it's hard to provide any suggestion to this girl because I am not sure her age, background and when the assessment was done. These elements all factor her reading ability.  From the video, I couldn't differentiate her other behavior such as head movement, But accually, her accuracy rate is very encouraging. I would like to do some assistance such as model word-analysis strategy, finger-pointing for tracking the text ,and reading by analogy to expand her word recognization. 

week 4 assignment #2

Here is my presentation, https://screencast-o-matic.com/watch/cFn2booKIy

week 4 assignment #1

Assignment#1  Describe your understanding of RTI and its structure of the intervention in details. What other questions do you still have about RTI? 

   Intervention never has been and still is not a quick fix. It takes time for students developing and for teachers reflecting the teaching plans and assessments. There are five components infuses in intervention programs, "phonemic awareness, phonics, fluency, comprehension, vocabulary", which are key elements for students' literacy learning.

   In my understanding, the interventions which focus on K-5 most likely to move nonreaders into the alphabetic stage and acquire the ability of making connections of sound and vocabulary. The interventions incorporate word identification with fluency development and word meaning. For 6-12, though it has been receiving less attention, however, it's designed addressing fluency and word identification as well, but it emphasizes the comprehension.  

   I believe:
1) Setting high expectation. Students could feel it and try to meet my expectation.
2) Selecting good texts for them playing a crucial role in their reading and writing. 
3) Providing class a balanced intervention that blends decoding, vocabulary, and comprehension. Students can develop all-rounded skills. 
4) Setting a stable schedule, because it can empower them to feel safe and learn effectively. 
5) Modeling read aloud and think aloud for students to see how to become a good reader and good writer. 
6) Providing instructional-level and grade-level content following regular assessment.
7) Emphasizing word study and allowing students to have time explore. 
8) Assist pull-out students to integrate with the regular class. 
9) Considering the size of the group to make sure the quality of intervention. 
10) Inviting parents to understand the present situation and providing them resources. 
11) Training some volunteers or collaborating with students teacher to provide more individual assistance toward students needed.

    So far, I do concern about district budget and availability of professional personnel. These two factors could make or break the good means! 

week 3 assignment #3

Assignment #3 Introduction to QRI5 (Qualitative Reading Inventory 5). ( Post it on your blog)

Listen to the recorded PPT about QRI5.

Read the Description of the QRI-5.

Read all the content (texts and video clips) on the CD to orient yourself with QRI5. It highlights QRI5 in a nutshell. We will start learning how to conduct each part of assessment next week. This CD comes with your book. In the CD, you will find the video clips, audio clips, and forms and figures. Go through all CD content (texts and video clips) and answer the following questions:

• What is QRI5?

To me, QRI5 is a wonderful tool for a want-to-be teacher. I realize the importance of assessment but have no idea where to start and what the benchmark is. QI5 provides me not only a tool but some confidence. This informal reading inventory enables teachers to evaluate students' reading level with optional ways. The result could be an accountable reference for teachers if they would like to take intervention instruction. And as other assessments, it could be used to document students' improvement.   

• What is the purpose of using QRI5?

I believe the purpose of using QRI5 is to take a proactive step to find out the at-risk or emergent students in reading. Through the process, teachers could estimate students' level in terms of reading and comprehension both by listed materials. Then, teachers can apply the information to match students with appropriate reading materials, place children in guided reading groups, design instruction to address students needs.

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

I have not seen similar assessments before due to the different national education system. But I found out a website provided some useful information, here is the URL, https://goo.gl/j2q5DY

• What is your impression of QRI5?

To me, it's very helpful for a teacher having a scientific and systematic assessment activity. The model is designed logically and explicitly. When I quickly go through the designated textbook, I found adequate sources in the eText. The videos encompass demonstrations of retelling direction, look-back procedure, think-aloud procedure. For users who would like to practice scoring, the eText even provides students' recording. I believe if I could learn step by step, I would develop professional ability to assess and help my students. 

week 3 assignment #2

Read P21 Common Core Tool Kit (pages 14, 15, and 16, the 4th Grade – Sample ELA Lesson Starter 1, 2, and 3).

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. (Note: This exercise will help you familiarize with Common Core Standards and think about how you can use assessments to inform your instruction.) 

After reading the articles of assignment #1, I developed the idea that well-designed assessment had the power leading the learning pattern. Implementing the assessment, schools would try to meet the standards and teachers would accordingly design the proper curriculum conformed to the criteria. Besides, teachers set a meaningful and purposeful assessment can empower the students to foster skills and content knowledge. Such assessments should be relevant and supportive of long-term success paying the way for students' college, career and life.

Since the content of P21 Common Core Tool Kit introduced the 21st-century skills, I would like to incorporate the elements into the assessment. Assessment strategies that measure 21st-century skills should be developed in concert with common core standards, curriculum, instruction and professional development approaches.

 For various reading levels,

1. I would like to adjust my perspective and build confidence with them. I would like to put aside my stereotype and dig deeper to recognize my students' difficulties by culturally, ethnically, or linguistically. Most of all, I will set high expectations for the success of all students and a belief that all students can succeed.

2.I would like to apply diverse teaching strategies designed to respond to each student as an individual. Backward design is my primary framework, and it's nature including deliberately designed assessment.

3. After the assessment, for at-risk students, I would like to provide more support during center time or have the more small group or pairs discussion to help targeted students have a chance to emulate peers. According to my experience, students learn faster when they have assistance from the peer by using the same language.

4. For obvious left behind students, I would like to team up with experts. Analyzing all-facet in a student could provide educators more objectively perspective. Family or community involvement would be required when necessary.

5. Always deliver an essential idea to students, " see a learning obstacle as meaningful task".

week 2 assignment #3

Learning Task#3 & Assignment3 

1. Watch the 10 mini-video clips on this website and skim through resources on this website:  Reading 101: What You Should Know (print awareness, sound of speech.... to comprehension)

2. Summarize in details of what you've learned on the Blog  

English is a magic language which for readers to make connections between sounds and spelling. Though the videos, the teachers and the parents both demonstrated some useful strategies to motivate students becoming better reading or transiting into writing. I would like to say not critiquing students is very crucial, from videos I saw most teachers providing a happy learning environment for children, understanding their shorts and empowering them to learn gradually. Personally, I like jigsaw method the most because the strategy exemplifies the collaboration and language skills. Students need to read, comprehend, listen, discuss, share and summarise during the process. Of course, it's very challenging for the teacher to design the proper material and arrange the group. But when I saw the students' smile and confidence I knew it desired to try.