Week6 Assignment#1 : QRI-5 Scoring and Analysis and Instructional Intervention

Assignment#1 https://screencast-o-matic.com/watch/cFntcRDnWV

Click to watch my video on my Instructional Intervention for Mary.

WEEK5 : Adminstering QRI5

Assignment#1  Mary is a third grade student in the 4th quarter of school who was identified as a English Language Learner and received "pullout" intervention in the resource room. Mary's first language is Spanish as well. The examiner started her off with Grade level 1 reading because we usually start with two grades below a student current grade level and than move up. Mary did well on grade level 1 reading independently with 18 words correct out of 18 and 2 identified, for this reason she was given grade level 2 word list. Which she read 17 words correct  15 were automatic and 2 were identified out of the 20 given to her which puts her on the borderline of instructional. 

Assignment#2: Mary was on the instructional grade level 2 reading so the examinator gave her grade level 3 word list. This was done to make sure level 2 is the right passage for her to begin being assessed at. Mary got 4 out of the 20 in this level correct. This proves now that instructional grade level 2 is best for Mary and where she is at as a reader. 

Assignment#3: Mary was reading at a frustration level in the 3 word list because of this the examiner stopped and decided to being the comprehensive assessment with Level 2 passage. The examiner started with Level 2 expository passage Whales and Fish reason for this is because students do better with text with story structure. I feel she read the passage well overall but needed to correct herself at times with certain words. She did understand what she was reading so her comprehension to the passage was there. 

Assignment#4: Based on the examiners scoring sheet I have determined Marys strengths and needs . 

Number of total Miscues is 10. Number of meaning - change miscues is 5. Words Per Minute  (46)  Correct Words Per Minute (44) This makes her at the instructional level .  I feel mary needs instructional help with pronouncing words , she tends to hold back and shy off from unfamiliar words.  From her being able to have confidence to sound out the words I feel she would have did a good job at that. Overall I think she did really good work and those are the changes I would make and work with her on as a student to help enhance her confidence in pronouncing unfamiliar words. 

Week 4 Assignment#2 Narrated Power Point Presentation

https://screencast-o-matic.com/watch/cFnInJoJjB

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Week4 : Assignment#1 RTI ( Response to Intervention)

RTI ( Response to Intervention)

After reading and watching the video's I have learned that RTI is basically a General Education Framework for instruction in the classroom setting. It helps determine a students progress and has a tier of levels in which a student will meet .
Tier1:  Differentiated Instruction , evidence based core curriculum. Taught solely by the General Education teacher .  80-85% of students will meet this criteria.
Tier 2: This tier builds upon Tier 1 with more strategic , evidence -based interventions. Small groups will be used in this tier and also it will supplement the core-curriculum.  15% falls into this criteria. This allows for Tier 1 instruction  to be in place but also Tier 2 which is considered extending learning. So the student can be in the regular classroom activities but may have a period of time in small group to work with the General Education teacher.
Tier 3: This is the most intensive supplement for Tier 1 and Tier 2. Intensive evidence based interventions . Students in very small groups . Delivered by the Special Education teacher or a specialist. 5% fall into this criteria and some may even require special education services once in this tier.

I do not have any questions about RTI , this is something that is familiar to me because I was a prior student of Special Education growing up and I remember being pulled out for a longer period of time and worked on skills that I needed extra help on in order to master my other subjects. In some schools once you hit tier 3 they consider you a candidate for Special Education and that is trough IEP's and constant evaluations of the students progress.

Week3 Assignment#3 Introduction to QRI5

1) What is QRI5?
QRI5 is a qualitative reading inventory-5 individually administered informal reading inventory designed to provide information about conditions under which students can identify words and comprehend tet successfully and conditions that appear to result in unsuccessful word identification or comprehension. Helping teachers assess students from preschool-high school.

2) What is the purpose of using QRI5?
This helps assess students reading levels and to help make groups for guided readings. You can determine what books for reading is useful for students and how to go about your reading workshops and independent readings. Also is used to document student growth.

3) Have yo seen similar assessment activities like QRI5? What are they?
Using running records is something I have seen that relates to this. Checking for fluency and comprehension. Using reading passage to determine a students reading levels and how to determine the way to navigate lessons for that student in order to support where there reading levels should be at and how to best get them where they need to be.

4) What is your impression of QRI5?
I like the fact that this can be used at a young age  and also with a variety of different age groups and I feel that it will help in catching students up to the best of their ability by starting at a younger age in assessing them.

WEEK3 Assignment#2 P21 Common Core Tool Kit

The types of assessments that are needed to measure a students learning outcomes  needs to reflect  that the student has comprehended the lesson itself. Using items such as a rubric or a project to use an an assessment can help check for understanding based on what you taught. Using literature circles for discussions and asking open ended questions will help engage students and they will be able to recall information and use collaborative discussions in the classroom. Teachers can address these common core learning standards when having students on various reading levels by if needed making changes to the lesson plan that will benefit all students, review and go over the questions or main idea before giving a worksheet for the students to work on. Draw evidence from literature to support the reflections , go back into the text to show where the answer is clearly written. Also teachers can check for  grade level appropriate texts and worksheets that students can comprehend and go over  new vocabulary words when needed to help students in the long run with the lesson.Sometimes students are grouped by ability. Keeping a record of monthly assessment weather it be test or essay to see the progress and development of each student is beneficial with students on different grade levels. You will know as a teacher what is best for your students and every year it will be different but basing the lesson from the Common Core Standards and using different types of assessment will help inform the instruction given for each lesson . for example you may have students who cannot use phonics properly but they can comprehend so you may add a bit more phonics into the lesson to ensure success in the long run.