ELL case study

https://docs.google.com/document/d/1esDrHj1Ad53tyqsl_crBS3aC0j2TFiqOPvPLkTE2HXE/edit

week 12 assignment #3

http://youtu.be/_3VCZNXGGkg?hd=1

week 12 assignment #2

My lesson plan integrated new literacy.
https://docs.google.com/document/d/1Bv6R7cQsos-lzob5Kgz5I5u4xGXQyBtIEvK73y3vfwU/edit

week 11 assignment #3

Lesson 1 
Lesson 2
Lesson 3

QRI5 project

Reading Assessment Reports

l   Background instruction

I have been in Taiwan since last summer, so I tried to reach out to my friends making some calls for this assignment. Both students, first grader and fifth grader, were a little bit shy to meet me when they took assessment because it’s their first time to see me and not familiar with the assessment.

The first grader performed well in narrative part. The result was predictable because she was very familiar with the topic. Even though she didn’t read aloud fast, she did good job in retelling and answering questions. Her parents told me they read story to her almost every night and she always respond to story properly. The family just moved to Taiwan recently due to her father’s job.

The fifth grader, he is a mix in Taiwan. He did well too. From the report, the retelling might not score high points but he still could answer questions before look-backs. When he retold the story, he just gave me very rough ideas. But it was spring break when I took the assessment, I assumed he reluctantly participated in this meeting. His mother told me they worried about his English level since they lived here for more than a decade and the student often speak bilingual in daily life.

l   Assessment results.

First grader: https://docs.google.com/document/d/1Xwx5-Fk69eCbG_wlu5jJKqhZ-2TrE5EGAMn0jza5DRs/edit

Fifth grader: https://docs.google.com/document/d/1qDlek36UJNLikoWjez5w-ga3awNclYEvrzxc5iIVSgQ/edit

l   Analyze and synthesize data from the assessments to develop an evaluation of the child’s literacy development and to establish instructional goals/objectives.

For first grader:  the girl has been exposed to reading sufficiently. She understands various genres and interacts well with reader as her parents mentioned.  I would like to develop an instruction focusing on word decoding for her word recognition.

For fifth grader: it’s not easy to analyze the boy’s situation since there are another variable then.  But if it’s his learning habit not paying attention to the detail of the story, I would like to design curriculum with graphic organizer to scaffold him collecting the information from text in most content areas.

l   Develop one technology infusion lesson plan aligning NYS P-12 Common Core Learning Standards ELA for each assessment results accordingly.

             The lesson plan for first grader:

https://docs.google.com/document/d/1aeRf5gR-14JZ3jEqlh8xtkniljjcVMoaFkJ6NAsMFbY/edit

The lesson plan for fifth grader:

https://docs.google.com/document/d/1Ja_mpdcAplvnVIYbQm1ktlpwrLiNiaQP2Gkn7iyfEHs/edit

l   Reflection

1.          Did your instruction support learning for the whole class and the students who need great support or challenge?

Yes, with assistant, struggling students can have more support individually. Without assistant, internet platform can accommodate to diverse students in their pace.

2.          What changes would you make to support better student learning of the central focus?

It’s better if students can have their own tablet when they read and play.

3.       Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.

Students will have more chance to practice in the first-grader’s lesson; for fifth-grader they can increase motivation when they play Kahoot.

4.       Overall reflection

I get more understanding and confidence after applying these two QRI-6 assessments. It’s good to have intensive practices and get familiar with the procedures such as when to hand the reading texts to students and how to explain to them. I get praise from students’ parents and they all agree it’s important to recognize children’s strengths and weaknesses. I know I could do better next time if I have sufficient time to get along with my targeted students, I believe more comfortable they feel, more nature they perform and more accurate the result are.

week 10 assignment #4

Here is the recapture of the lesson:

https://docs.google.com/document/d/1PyxV9BsoW2aU7kwHO5LBDFnt0m4KJ-v6lCdi6kpKEW0/edit

week 9 assignment #3

Assignment# 3 Compare and Contrast QRI5 and DIBELS (This assignment would also fulfill the requirement for one of the major project, DIBELS).

·         Summarize each assessment battery tool.

·         Describe the similarities and differences of both assessments.

·         Describe how they can be used (in the classrooms or as a standardized tool) for instructional planning and decisions.

Summarize 

The Qualitative Reading Inventory-5 (QRI-5) 

QRI 5 is an individually administered informal reading inventory (IRI) designed to provide information about (1) conditions under which students can identify words and comprehend text successfully and (2) conditions that appear to results in unsuccessful word identification or comprehension.

The QRI-5 provides graded word lists and numerous passages designed to assess the oral and silent reading and listening ability of students from the pre-primer 1 through the high school levels; number of assessment options-results can be used to estimate students’ reading levels, to group students for guided reading sessions, or to choose appropriate books for literacy circles, reading workshops, and independent reading.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

DIBELS is a set of procedures and measures for assessing early literacy skills from K-6. They are designed to be short fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS consist of several measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. 
DIBELS' measures all link to "Big Ideas in Beginning Reading" which is a website designed to provide information, technology, and resources to teachers, administrators, and parents across the country. The theory behind DIBELS is that giving primary school students a number of quick tests, educators will have the data to identify students who need additional assistance and monitor the effectiveness of intervention strategies. Early identification and intervention are essential for helping at risk students or students with reading difficulties. 

COMPARE

Similarities:

Analyze where students’ level are in terms of word recognitions, vocabulary, reading fluency, and comprehension. After the assessment of students’ reading levels, the results provide important reference for educators to determine further support or intervention instruction.

Differences:

Grade covering	QRI-5 offers assessment materials K-12
	DIBELS offers assessment materials K-6
Individual/ group	QRI-5 can provide group administration at level3  and above
	DIBELS mainly one on one model
Exam category	QRI-5 has word lists, concept questions, miscue analysis, retelling, and comprehension questions.
	DIBELS assesses issues such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension.
Scale	QRI-5 rates students according to their reading level: independent, instructional, and frustrated.
	DIBELS rates students as At-Risk, Some-Risk and Low Risk for beginning of the year assessments and deficient, emerging and established during the middle and end of the year.
Benchmark	QRI-5 only in regard to the individual and not to any norm group.
	DIBELS has been researched and validated specifically for benchmark testing in kindergarten through sixth grade.
Technology	QRI-5 paid paper version only
	DIBELS  free material download/ paid tablet-based app
Test duration	QRI-5 no time limitation
	DIBELS most aspects take 1 minute to implement.
Support	QRI-5 during text, not automatically hint.
	DIBELS when students encounter difficulty, provide prompt.
direction	QRI-5 general instruction.
	DIBELS very detailed, including discontinue rules, articulation and dialect effect, etc.

Classroom 

Both assessments can be used to determine a student’s reading level and provide information for intervention. They both can be used to document student growth. In my class, I would like to take QRI 5(6) as a general assessment because it is suitable for K-12. However, for students who need to be identified the difficulty in  “Phonemic Awareness” or “ Alphabetic Principle”, I would like to take DIBELS. Or, if I don’t have much time to practice the routine, I willingly use DIBELS’ tablet-based app to assess and have a completed report!