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

week 6 assignment 1

http://screencast-o-matic.com/watch/cbeVrQ6ZmE

week 5

Assignment one

Mary read a level two word list with a total of 16 words read correctly out of twenty.

Assignment two

Mary read four of twenty words correctly. She scored at 20%, which indicates that level two is the appropriate level for her.

Assignment 3

Mary read the passage with relative ease. For every one error she read nineteen words correctly. The accuracy rate was 1:5. She self corrected herself a couple of times. wpm-46 wcpm-44. Mary demonstrated that she is comfortable with level two. When retelling the story she was able to recall the main idea but not many details. 
Assignment 4
From this reading assessment it is clear that Mary is on level two. When she was given the level three word list she was having trouble reading it. Mary can use improvement in her comprehension skills. When retelling the story she couldn't recall all the details.   

week 4 assignment 2

http://screencast-o-matic.com/watch/cbnrc26omK

week 4 assignment 1

The RTI method seems like a wonderful approach to identifying students with specific learning disabilities. RTI tries to intervene right away, whereas the discrepancy model sometimes waits until its too late and the students fall way behind. RTI assesses the students frequently to see if intervention is necessary and if it is they start right away. They don’t have to wait for a standardized test or an IQ test to be performed. The goal for us as teachers is to have our students read and have the ability to link the text to prior knowledge. Some students are failing to perform well on the NAEP exam because it focuses on thoughtful responses and teachers aren’t focusing their lessons on that. They are focusing on having their students perform well on standardized tests and that test focuses on memorizing details and spitting back information. In my opinion until the standardized test get switched to the NAEP format teachers aren’t going to focus on the thoughtful literacy, which is a shame because that’s a really important skill.

RTI is a three tier system which recognizes early on if a student needs extra help. They start off in tier 1 and continue moving up if they need extra help. If the students in tier 3 still need extra help then they are referred for special education. RTI prevents many students from having to need special education. They catch the problem early on and intervene right away.

RTI is a great system but it requires a large amount of funds and human resources. Can every school handle this?

week 3 assignment 3

1. A QRI5 is an informal reading assessment that is administered individually. It is not a standardized instrument.

 2, A QRI5 is used to provide information  about how students can identify words and comprehend texts and vice versa. It helps determine the students reading level, group students for guided reading sessions, or to help them choose appropriate books.

3. The only other reading assessment that I know of that sounds familiar to this is a running record assessment.  It is also  administered individually and tests similar things.

4. My impression of the QRI5 is that it sounds like a great instrument to measure a students reading level but I would like to try an administer one this way I can get a real feel of it.