week 12 assignment 3

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week 12 assignment 2

Technology integration is useful during this lesson. I will us technology for differentiated instruction in my classroom. The most used device is the Smart Board which is a blackboard that is interactive. Its basic feature allows me to write notes on the board and highlight in color important points. Students can come up to the board and circle key words and play matching games. The Smart board can also be connected to youtube to watch a video related to the lesson at hand. This helps visual and auditory learners. It helps catch students' attention in a better way than lecturing does. I have witnessed the students engaged in the lessons through the use of technology.

https://docs.google.com/document/d/1mf5nN-XQ8iFHKhyU6kowiYT6eyxMYH5dX6yC_1-QoG4/edit?usp=sharing

week 11 assignment 3

https://docs.google.com/document/d/1NeKLs5y14p88oqBNiUkbvlQ8-GGyIxwN7y5YB4uH6Zk/edit?usp=sharing

https://docs.google.com/document/d/1BZvPCss77vFp0XZeG0VdDaZfKNPJSxfYUOTLCoz7rK4/edit?usp=sharing

https://docs.google.com/document/d/1jjlcNPBQKewGs-uLgC3QWot3eZNObrQMLT1QtklmhK4/edit?usp=sharing

week ten assignment 4

https://docs.google.com/document/d/18VIB7YbnkEvGvEiOuhj0oIMTyFfBxYDjcqI2e7CBdTA/edit

week 9 assignment 3

A QRI5 stands for the Qualitative Reading Inventory. It is an informal reading assessment that is administered individually to students that are kindergarten through high school. It helps determine the students reading level, group students for guided reading sessions, or to help them choose appropriate books. It is also used to determine if a student can identify words and comprehend texts successfully. It provides word lists and passages to assess the students. The word lists are there to assess the accuracy of word identification. The passages are there to assess a student’s ability to read and comprehend a text.  The QRI-5 measures a student’s comprehension ability by having them retell the story, looking back and asking them questions.

DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. It is a set of procedures and measures for assessing children’s early literacy skills. They are given to children that are in kindergarten through sixth grade. The DIBELS assessments can be  used for benchmark screening which is the screening of student’s essential skills predictive of later reading performance.  DIBELS provides testing materials and is administered to students individually. Progress monitoring is an important part of individualized reading instruction. Students must be monitored to see if they are improving with they intervention they got or if they need more. Frequent monitoring can also help students not slip through the cracks and get them intervention immediately if necessary.

Both the QRI-5 and the DIBELS assessments are used to identify reading levels, see student’s strengths and weaknesses, and to see if intervention is necessary and if so to what extent. Both assessments are aimed at finding out a student’s literacy skills. They are both administered individually.  The QRI-5 is administered from grade kindergarten though high school, while the DIBELS is administered from grade kindergarten through sixth grade. A QRI-5 is more specific, while a DIBELS assessment is more general and is assessing the big picture. Another main difference is that the DIBELS assessments are timed and most of the QRI-5 assessments are untimed and even if it’s timed, the time is not the main focus.

Both the QRI-5 and the DIBELS assessment can be used in the classroom to help guide a teacher in instructional planning and decisions. It can help a teacher know their student’s strengths and abilities and help her intervene and  gear her instruction towards their needs.

week 8 assignment 3

https://docs.google.com/document/d/11oqh52DJC03ACTy-qjtlAlgyxyb0bMTboM1ig1K7IFk/edit

week 7 assignment 5

I assessed a first grade student. She was able to do my print awareness activity with ease. She had trouble with pointing out some of the different punctuation points. I would create a short lesson, which focused on punctuation marks.  She had some trouble with the phonemic awareness activity. She wasn’t able to state the correct number of phonemes in all the words I read to her. For phonics awareness, I created a matching game with rhyming words. She was able to play the matching game with no mistakes. For fluency I calculated the words correct per minute. She read twenty words correctly for every error she made.

Helpful activities:

Print Awareness-

Give a student a storybook and ask him or her to show you:

•   The front of the book

•   The title of the book

•   Where you should begin reading

•   A letter

•   A word

•   The first word of a sentence

•   The last word of a sentence

•   The first and last word on a page

•   Punctuation marks

•   A capital letter

•   A lowercase letter

The back of the book

http://www.readingrockets.org/article/print-awareness-guidelines-instruction

Phonemic Awareness

Read a list of words and ask how many phonemes do you hear when I say the words?

http://www.readingrockets.org/teaching/reading101-course/modules/phonological-and-phonemic-awareness/phonological-and-phonemic

Phonics

I created a memory matching game with rhyming words and asked her to pair the matches, which were also rhymes.

Fluency

Give the student independent level texts that she can practice again and again. Time the student and calculate words-correct-per-minute regularly. The student can chart his or her own improvement.

http://www.readingrockets.org/helping/target/fluency