Wk-5 Administering QRI 5 Assignments 1-4

Assignment 1

Mary is in 3^rd grade. Mary’s first language is Spanish. She is identified an Ell student. Mary is in the third grade Mary is also in a pull-out Intervention. A  word list was used to estimate a beginning point.  The assessment usually starts two grades below the student’s grade level, therefore, Mary started Mary at the 1^st grade word level, Mary was reading at independent level in level 1-word list 18 words correct/ 2 identified.

                                       Total correct Automatic 16/20

                                        Total correct Identified   2/20

                                        Total number correct     18/20

                                        Independent Reading Level 18-20

                                                                 90-100%

Assignment 2

Mary is now given given the level 2-word list. Mary got 17 words correct. This is borderline of instructional and frustration.

                                           Total correct Automatic 14/20

                                           Total correct Identified   3/20

                                            Total number correct      17/20

              This puts Mary at the boarder of Independent and frustration level

                                              Independent                Frustration

                                                    14-17                          below 14

                                                   70-85%                        below 70%

Assignment 3

Mary was given level 3-word list. However, the examiner immediately stopped, because Mary begin to struggle. It was decided that Mary would begin the comprehension assessment with level 2 a second-grade passage.

Assignment 4

Mary’s strengths and needs:

Mary’s total number of Miscues is 10, Number of meaning-change Miscues is 5. Words per minute (46) correct words per minute (44). This put’s Mary at the instructional level. I think Mary will benefits for phonics lessons. It is also important to note, Mary had great self-correcting skills. 

Wk-4 Assignment 2 RTI Narrated Powerpoint using ScreenCast-O-Matic

Wk-4 Assignment 1 Describe your understanding of RTI and its structure of intervention.

What is RTI?

RTI (Response to Intervention) is multi-tier approach to early identification and support of student learning. RTI is a process that incorporates both assessment and intervention. The multi-tier triangle begins with, Tier 1, all students receive this instruction at the level. It includes differentiated instruction, delivered by general Ed teachers using an evidence-based curriculum. This level supports 80-85% of all students.

Tier 2-  Builds upon Tier 1, however, the level of intervention increases. Students continue to participate in Tier 1.  This level meets the needs of 15% of the populations who’s needs were not met by Tier 1.

Tier 3- is the most intensive level of instruction. This level meets the needs of 5% of the students who’s needs were not meet in Tier 2. Students participation in Tier 3 does not eliminate Tier 1 or Tier 2; it supplements them, does not replace them.

I currently, don’t have any question on the RTI framework. However, it’s a power tool to help catch children before they develop problems with reading.

Wk-3 Assignment #3 Introduction to QR15

Wk-3 Introduction to QR15

1.       What is QRI5?

The Qualitative Reading Inventory-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 result in unsuccessful word identification or comprehension.

2.       What is the purpose of using QRI5?

QR15 used to identify subjects’ reading levels—independent, instructional, and frustration— and to provide diagnostic information.

3.       Have you seen similar assessment activities like QRI5? What are they?

Yes, the Running Record Assessment. It helps teachers to identify patterns in student reading behaviors. The similarities of the QR15 and Running Record are the individualized attention each student receives. In addition, retelling is apart of both assessments.

4.       What is your impression of QRI5?

I like that the QR15 does not use comparative data and that is in individualized for it students. Additionally, it includes expository material at all levels. Also, all passages contain concept question which measure prior knowledge. This allow the educator to know it the student has knowledge of the basic concept.

Wk-3 Assignment #2 - P21 Common Core Tool Kit

What assessments are needed to measure students’ outcomes?

Student outcomes can be measured by the students’ ability to successfully meet the Common Core Standard outlined in the lesson. In addition, Student outcomes are also measured by the students’ ability to to explain ideas, events, and procedures including what happened and why based on text specific information. Similarly, you can assess the level of student comprehension during in class discussions and students writing samples.

After view the lesson starter in the Common Core Tool Kit, it became clear to me the importance of my lessons being aligned with the standards. I find the standards helpful, because they create a beginning point for lesson creation. In addition, student outcomes reveal if students' have met the standards. Therefore, it is vital for teachers to align lessons with the standards. This ensures students are given instruction in the areas needed according to the standard. Finally, Common Core Standards creates a foundation for greater student learning outcomes.

How do teachers address these Common Core Standards if students are of various reading levels?

Teacher can group children together who are at similar reading levels, who need to work on and develop the same skills. Fluent reader may be given the opportunity to pick out what books they want to read next.

Wk-2 Assignment #3 Reading 101: What Should You Know?

Wk-2

Assignment # 3

After watching the series of videos, on print awareness, sound, speech, and comprehension. The message is clear, modeling the love of learning to our children is key. As parents, or caring adults to children, we can give them a head start in literacy simply by reading to them daily. In addition, teaching children the alphabet will help children later with phonemic awareness. In like manner, the more parents are engaged with children the process of learning is made easier.

Similarly, the importance of children reading with fluency is another key factor. The more fluent a reader is, the more time is spent on focusing on what they have read. In like manner, the students can spend more time on comprehension instead of constantly decoding.  The more we invest in the mind of a child, speaking, reading and listening to them; Has proven to be a foundational building block for literacy.