Heather Cuccia QRI-5
Assessment Report #1
Student: Leah
Background on Leah:
I did the QRI-5 assessment with a student named Leah in
second grade at Summit Lane Elementary school located in Levittown Ny. This
school is very up to date with technology and resources to help students succeed
in area’s that they need to early on. Leah’s parents have a Spanish background
and speak fluent Spanish at home. Leah performs at her second-grade reading
level but is struggling with fluency so it take’s her longer to give details
and recall information than someone who is reading exactly at second grade
reading level.
Assessment:
I administered the Level Pre-Primer1 narrative passage called
“I can” from the QRI-5 to help me evaluate Leah’s ability to read and comprehension.
While she read the passage, I conducted a Miscues analysis and running record
to help me address the issues with reading if any are to be present this is the
time I would find it. Leah kept re-reading some words, even though it felt like
she knew what she was reading it was as if she was not confident enough to read
the passage. She has trouble understanding what she is reading as she often
does not pause for a breath in between and just reads straight through. Her
teacher has her working on taking pauses after each sentence to help her slowly
recall the information and to remind her that she also needs to comprehend what
she is reading rather than just read because you were told to do so. She is reading
at an instructional level.
Comprehension Check:
I then administered a passage that was 2 grade levels below
her reading level which is Kindergarten level, I choose to do this to check for
her comprehension and see if there was any improvement in her confidence level
with this type of text. She overall did a great job with this although there was
not as much rush with this passage and re-reading of words, she was able to
tell me what the passage was about in detail. I than decided that I wanted to
try grade level 1 passage with her and this is where the problem had made
connections with earlier study I did, she was struggling with some words and re
reading and she wasn’t going as fast as prior, but she was taking pause to catch
up like she was taught by her teacher. I felt that Leah is in between grades 1
and 2 for reading in terms of mid-level in between grades so to speak.
Strengths and Weaknesses:
Leah is a student who needs help with fluency she tends to
read quickly without pause and that becomes an issue because she is unable to
recall and retain the information from the passages. The goal when reading is
to be able to make connections with the passage and be able to recall in detail
main ideas and key events. My goal for Leah is for her to learn how to properly
recall and retain information in terms of comprehension to be able to
understand the content she is reading and know it correctly. She is a lovely
student with a positive personality this is one thing that if we work on we can
help her and in turn by mastering this with her she can succeed at other
subjects because her reading comprehension is being affected.
Reflection on Leah
and QRI-5:
I feel that using the QRI-5 is beneficial in assessing
students and it provides the teachers an option to get greater clarity in how
they are going to help these students and what methods they should use to help
the students. I personally felt that I did a good job in assessing Leah, I was
nervous at first and was unsure if I was picking the right passages and levels
but once I started to see the outcome I knew I was on to something good here in
terms of helping her. I was able to assess her needs for fluency and comprehension.
In time with the lesson I have created
she will be able to slow down in reading and be able to recall and retain
information.
Candidate’s Name: Heather Cuccia
Grade Level: 2nd
grade
Title of the lesson: Leah’s
Comprehension Lesson
Length of the lesson: 40 minutes
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Central focus of the lesson (The central focus should align with
the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts)
Key questions:
●
what do you want your students to learn?
Student will learn how to read at a
solid pace and be able to recall and retain information from a passage in detail.
●
what are the important understandings and core
concepts you want students to develop within the learning segment?
Reading is essential for all subjects
and to comprehend what we are reading it is beneficial so that we can discuss
key facts that we are reading about.
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
●
What do students know, what can they do, what
are they learning to do?
Student knows how to read, student
knows how to sound out words, student needs to learn how to read at a steady
pace and be able to pay attention to key details to recall information for
comprehension purposes.
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What do you know about your students’ everyday
experiences, cultural backgrounds and practices, and interests?
Student has Spanish speaking background
but also speaks English fluently, the student does not always feel confident
in reading and needs to be encourages to do so.
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
CCSS.ELA-LITERACY.RL.2.1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RF.2.4.B
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
CCSS.ELA-LITERACY.RF.2.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
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Support literacy development
through language (academic language)
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Identify one language function (Retell- events
from the passage/story to check for comprehension)
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Identify a key learning task from your plans that
provide students opportunities to practice using the language function. (Re-read,
re-read a passage more than once to help gain comprehension)
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Describe language demands (oral) students need
to understand and/or use. Student needs to verbally tell in detail key events
about a passage she has read.
Vocabulary
●
General academic terms: describe, explain,
interpret, predict, question, retell, summarize.
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Content specific vocabulary (See, Jump, can, weather,
breathe, excited)
Sentence
Level
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Sentence structure based on grade level
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Discourse
Instructional level
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Conversation, discussion about what was just read.
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Learning
objectives
1.
Student will learn how to read a passage with ease
2.
Student will learn how to recall main events in
detail
3.
Student will learn how to read with purpose.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Formal Assessment: Student will
be able to answer the 5W’s worksheet and verbally answer my questions about
the passage.
Informal Assessment: I will be
watching to see how the student is reading a loud and how confident she feels
during the readings.
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Instructional procedure:
Instructional strategies and learning tasks (including what you and the
students will be doing) that support diverse student needs. Your design
should be based on the following:
Do Now: I will let the student
know that we will be working on reading comprehension together and have a
mini talk about why reading comprehension is important.
Next, I will take a mini
passage and take out a worksheet that we will both have next to one another
that states the basic who, what, where, when and why questions on the paper (The
5 W’s Worksheet). I will explain that during this passage these are the
things we need to look out for. I will also remind this student that we are
in no rush so to take her time with reading and pause when needed like at the
punctuation marks.
Than I will read the passage
out loud to her first and we will answer the 5 W’s worksheet together.
After that is mastered I will
than give her a passage to read on her own and have her do the 5 W’s
worksheet on her own based on that passage , once that is completed I will
look the worksheet over and then verbally ask her questions pertaining to
certain events in the passage she has read , and ask her to answer in detail
the questions I am asking her.
Once this is completed the
lesson will be over, but I will do a recheck with her once a week for her to
fully master the reading comprehension that she needs.
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Instructional resources and
materials used to engage students in learning.
5 W’s
worksheet
Pencil
2 reading Passages
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Reflection
●
Did your instruction support learning for the
whole class and the students who need great support or challenge? YES
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What changes would you make to support better
student learning of the central focus? None this is a great way for her to
gain the confidence to read and for her to be able to comprehend what she is
reading and be able to recall main ideas.
●
Why do you think these changes would improve
student learning? Support your explanation from evidence of research and/or
theory. N/A
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Heather Cuccia QRI-5
Assessment Report #2
Student: Jake
Background on Jake:
I did the QRI-5 assessment with
a student named Jake. He is in the 4th grade at Summit Lane
Elementary school located in Levittown, NY. This school has the latest technology and
features to help the students get the extra help they need to succeed. Jake has
Irish and German parents both born and raised in Levittown, NY. The teacher I
was working with had his father when he was younger. He is a quiet kid and
usually only speaks when spoken to. Jakes performance is below grade level in
reading and therefore the assessment will be taking place.
Assessment:
I used the QRI-5 to assess Jake which
is from an independent reading passage. As he read the passage I conducted a
running record and miscue analysis from the reading. Jake tends to forget where
he is reading once he starts and I had to remind him where he is at, he is not fully
focused on the passage. Jake is good at decoding words as his teacher has made
me aware of this. Jake can decode words in a timely manner. Jake is reading at
the independent level.
Comprehension Check:
I wanted to check Jakes comprehension,
so I decided to have him read a passage from 2 grade levels below which would
be a second-grade reading level passage. It personally sounded a bit choppy to
me and broken up in ways. I also want to take note that I choose a passage that
would gain Jakes interest in reading because he does have issues when it comes
to focusing sometimes. Jake did answer
questions I asked based on the passage he read but it was short and to the
point not a lot of extra details unless I tried to pull them out of him by
asking more questions. Once this section was completed I went on to assess based
on a 4th grade level reading passage. There were some issues that I
did notice with Jake such as him not being 100% on reading comprehension and he
needs more questions being asked to help him recall information.
Strengths and Weaknesses:
Jake is excellent at decoding
words and can sound out unfamiliar words properly. He can identify words
correctly most of the time. Jake needs reading passages that interest him, or
he seems to lose focus on what he is reading and sometimes it causes him to lose
his place during the reading. My goal for Jake is to help him focus and gain
greater comprehension skills.
Reflection on Jake and QRI-5:
The QRI-5 is an assessment tool
that is beneficial for students and the teachers. I feel using this type of
assessment helped me with Jake and helped me determine where he stands in terms
of reading level and how I would identify his strengths and needs based on the
passages and his readings.
Candidate’s Name: Heather Cuccia
Grade Level: 4nd
grade
Title of the lesson: Jakes
Comprehension Lesson
Length of the lesson: 30 minutes
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Central focus of the lesson (The central focus should align with
the CCSS/content standards and support students to develop an essential
literacy strategy and requisite skills for comprehending or composing texts
in meaningful contexts)
Key questions:
●
what do you want your students to learn?
Student will learn how to focus while reading
and be able to answer questions in detail on what they have just read.
what
are the important understandings and core concepts you want students to
develop within the learning segment?
Reading is essential for all subjects
and to comprehend what we are reading it is beneficial so that we can discuss
key facts that we are reading about and to focus during reading.
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Knowledge of students to
inform teaching (prior knowledge/prerequisite skills and
personal/cultural/community assets)
Key questions:
●
What do students know, what can they do, what
are they learning to do?
Student knows how to read, student
knows how to decode and sound out words, student needs to learn how to focus
while reading and be able to pay attention, so the student can give key
details to recall information for comprehension purposes.
●
What do you know about your students’ everyday
experiences, cultural backgrounds and practices, and interests?
Student speaks English only and student
comes from a middle-class family, student is quiet and big into technology
and cars.
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Common Core State Standards
(List the number and text of the standard. If only a portion of a standard is
being addressed, then only list the relevant part[s].)
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. |
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Support literacy development
through language (academic language)
●
Identify one language function (Comprehension)
●
Identify a key learning task from your plans that
provide students opportunities to practice using the language function. (Focus/Fluency
and Comprehension)
●
Describe language demands (oral) students need
to understand and/or use. Student needs to verbally tell in detail key events
about a passage he has read and be able to read it fluently.
Vocabulary
●
General academic terms: Summarize and explain
●
Content specific vocabulary (Living, Sunlight,
Dynamite, Pilot.)
Sentence
Level
●
Sentence structure based on grade level
●
Discourse Independent
level
●
Read and recall information on what was just read.
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Learning
objectives
Student will learn how to read a passage with ease
Student will learn how to recall main events in detail
Student will learn how to read with
purpose.
Student
will not lose focus on what student is reading.
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Formal and informal assessment
(including type[s] of assessment and what is being assessed)
Formal Assessment: Student will
answer questions based on the passage.
Informal Assessment: I will be
watching to see how the student is reading a loud not loosing focus and being
able to read with purpose.
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Instructional Procedure:
DO Now: I will read a passage
on cars out loud to my student and then do a graphic organizer with my
student together on the passage on cars showing supporting details and main
ideas of the story and how we get to beginning, middle and end of a story and
how to make connections between that.
Next: My Student will be given
a graphic organizer and I will explain what we will be doing with that
worksheet for this assignment ( the graphic organizer) I will talk to the
student about airplanes to make a connection to the reading we will be doing
, this will help me engage the student and gain the students trust for reading.
The student will than be given
a reading passage on Airplanes and the student will begin to read it out loud.
Once he has done that I will ask him to read it one more time to himself
quietly.
Next, I will have the student
take the graphic organizer and fill it out to help him gain clarity in comprehension
using main idea and key details from the text.
Instructional resources and
materials used to engage students in learning.
Graphic organizer
Pencil
2 reading Passages
cars and airplanes
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Reflection
●
Did your instruction support learning for the
whole class and the students who need great support or challenge? YES
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What changes would you make to support better
student learning of the central focus? I feel no changes need to be made this
is a great lesson to help the student improve in reading comprehension and
fluency as well as engagement in learning to focus while reading by making connections
to the passages.
●
Why do you think these changes would improve
student learning? Support your explanation from evidence of research and/or
theory. N/A
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REFLECTION ON ENTIRE
EXPERIENCE:
I can see why using the QRI-5 is a great assessment tool , I
can see how it works in assessing different reading levels. This is a tool I
will use in order to help my students who are struggling with reading get to
the right instructional procedures so they can get the help they need in order
to become better fluent readers.
