Week 13 Assignment # 3 Technology to support literacy Instruction

Please find below the link to my Prezi presentation on technology that can be used to enhance literacy instruction.
https://prezi.com/p/seqxk_lv39bg/

Week 13 Assignment # 2 Using Technology to Support Literacy

Using Technology to Support Literacy 

    Many teachers may identify with past models of literacy that are paper and pencil bound; however, with the advent of the Internet they have seen a greater demand for students to move in the direction of using innovative text formats like multiple media or hybrid texts; or new reader expectations like reading non-linearly;as well as new activities like website publication. Therefore, we cannot ignore the changes in literacy emerging from new technologies. Instead, we need to be equipped to incorporate different technological tools into our instruction not only to engage, but to help students learn in a way that is natural for them. Moreover, I believe that preparing our students to understand and adjust to these literacy demands is critical to current and future expectations for pleasure, future college or work.

    Technology can help to extend traditional literacy experiences with comprehension of information on the Internet; through the effective use of search engines and databases to locate information; evaluate and synthesize Internet sources, word processing and productivity tools to make charts, graphs, diagrams, or apps like flowcharts, poplets,etc; communicate using e-mails, text,chat, video tools, imaging tools, audio recording tools,etc; as well as to use word processing programs. Moreover, technology can be used simply in classrooms by accessing the internet on a computer, using a word processor, or presentation software. Technology can also be used to create authentic writing projects, communicate with peers from school and outside of school, and proudly display work for families and friends to see. 

    Some of the technology used in the classroom today includes; class web sites, virtual field trips, Flocabulary videos, You tube videos, blogs, Kahoots and the lists goes on. However, my favorite is the Kahoot which can be used by students to create questions that they would have other classmates answer. This help them with critical thinking as well as collaboration in the classroom. Also, a virtual field trip is an excellent idea of technology use in the classroom because students can travel the world without ever having to leave the classroom. To me this allows students to learn about different people, cultures,and places without leaving the classroom. 

    I never heard about digital storytelling until I read this article and I was amused about what it can do for students. With digital storytelling, students can complete projects that express their creativity without being a stellar artist or wordsmith; they can tell stories or impart information in their own way and on their terms. All students need a vehicle for self-expression, to show what they have learned, to see new-found knowledge and skills in a practical light, to take risks, and to take learning into their own hands. This is sounds exciting and I would definitely like you use this in my classroom.

Below is the link to my lesson plan with technology integration to enhance learning outcomes.

https://docs.google.com/document/d/1JI-Y-dcMLQK9xF1fCNGh_3rXCeiDVdEPz8PJXjPaYnU/edit?usp=sharing

Week 12 Assignment # 3 Three Mini Lessons

Below is the link to the three mini lessons using graphic organizers:

https://docs.google.com/document/d/1gddz9dyWQ-AJ80Xvgtx6r1KgefqoVlhQwCLUvC1Vhpc/edit?usp=sharing

Week 11 Assignment #4 Recapturing Writing Lesson

Below is the link to my writing Lesson Plan
https://docs.google.com/document/d/1yMvboNQZR2spzyDc6HCWPCv6VYmoY6AQZWks9qCYm4g/edit?usp=sharing

Week 9 Assignment #3 Compare/ Contrast QRI-5 & DIBELS

QRI-5 & DIBELS

   Qualitative Reading Inventory (QRI-5) is an individually administered kindergarten to twelfth grade informal reading inventory (IRI) that provides information on two distinct reading markers. The first is the conditions under which students can identify words and comprehend text successfully and secondly, evidence that marks unsuccessful word recognition or comprehension. It use a variety of Narrative passages as well as Expository texts, graded word lists, retelling, questioning, look backs and think aloud to assess oral/silent reading and listening ability. The purpose of this informal assessment is to find students independent, instructional and frustrational reading levels and to provide valuable diagnostics. It also helps to document student growth, group students for guided reading, choosing appropriate books for literacy circles,reading workshops and independent reading.

   Dynamic Indicator of Basic Early Literacy Skills (DIBELS) is a formal, standardize tools for assessment that educators use to measure, monitor and provide intervention for many students. It is a series of short (one minute) test that are used in kindergarten to sixth grade, to regularly monitor the development of literacy and reading skills such as phonemic awareness, alphabetic principles, accuracy and fluency. DIBELS helps teachers to identify students who may need extra literacy instruction early and then provide help for them to become proficient.

Similarities

   Both the QRI:5 and DIBELS are assessments tools that are administered in the child’s natural classroom setting, to inform teacher about the child’s literacy, fluency and comprehension strengths or deficits. Moreover, both assessments provide information for future instructional design that are solely based on the needs of the students. Finally, both of these assessments can be used to monitor and track student progress.

Difference

   One of the biggest difference I noticed between the QRI-5 and DIBELS is that these tools assess different grade levels. The QRI-5 assesses student literacy from Kindergarten through twelfth grade,while DIBELS assesses students in the earlier grades, Kindergarten through sixth grade. Moreover, QRI-5 is an untimed assessment that focuses on how well a student can identify words and comprehend an entire text while DIBELS is a timed assessment that breaks down the specific types of literacy skills needed in various grades by letting students read a part of a text for one minute. Another difference between these two assessment tools is that the QRI-5 is not a standardized assessment tool, it is more informal and all results are dependant on the individual student, where as DIBELS is standardized, and results are compared to a larger group of students at the same grade level. 

Classroom Use

   Both DIBELS and QRI-5 are essential tools that can be used in my classroom to better understand the literacy needs of my students. The QRI-5 assessment can be used to assess reading levels and comprehension skills while the results from DIBELS can be used to help teachers make decisions regarding lesson planning, grouping and differentiated instruction. Moreover, because DIBELS results are comparative to other students as a teacher I will be able to focus on individual student scores and provide individual help for struggling students and also, I will be able to use the average scores of the group to help me determine the approach I need to take with the entire class. 

Week 8 Assignment #3 Fluency Lesson

Below is the link to my Fluency Lesson Plan
https://docs.google.com/document/d/1zXHe84QO4HQTV7CXNGhLLpzzGm-di8f8YLfm1l-gtfg/edit?usp=sharing

Week 7 Assignment # 5 Student Assessment

Student information: 2nd grade Male reading at a 2nd grade level

Print awareness:(for this assessment I used Reading Rescue which is a program my school use.)

I had the student identify the front, back, and title of the book. He was able to identify all three correctly. Then, I asked the student to identify a letter, a word, where should you begin reading, the first word of a sentence, and last word of a sentence, a punctuation mark, lower and uppercase letters. The student was able to identify everything I asked him for correctly. From this assessment, I concluded that this child has a very good idea about print awareness.

Phonological and Phonemic Awareness:

This assessment was broken up into different days and time, I continued to work with the same second grader. I started him off with a language comprehension activity where he used a pointer to count words in a sentence. This  activity appeared very easy for him. Next, I transitioned into Phonological Awareness activities where he worked on counting syllables, segmenting and blending syllables. My student did very well with each component so I decided to stop him there for the day. The next day I went straight to Phonemic Awareness activities where he completed segmenting and blending sounds, I believed he enjoyed using the boxes to represent the sounds and letters because he had never used them before. He was accustomed to using his fingers and his arms. I found this website and thought it would be good to help with all aspect of Phonemic Awareness. https://sightwords.com/phonemic-awareness/rhyming/rhyming-songs-poems/

Phonics:

For this part of the assessment, I had the student work on blending beginning sounds or  digraphs (ch, sh, th, wh, and ck). Then we transitioned to working with compound words (Lap/ top, back/ pack, bed/room, work/ book and Bath/ tub), suffix (ly, ness, less, ful, ment, and tion) and prefixes (mis, pre, un, re,ex, and un).  My  student had fun with these because he claims that they had done this in school before. Anyway, I found a website to help my student with his overall phonic development. https://www.ixl.com/ela/grade-2

Fluency:

For this assessment, I used the reading Rockets finding fluency score. I had my student read a second grade level “L” story for one minute. I recorded the number of words read out of one hundred(100), then I calculated his Words per Minute (wpm) and Words Correct per Minute (wcpm) scores. He read 77 words out of 100 word in a minute, he self corrected on two (2) words and made one(1) error. This puts him at a 77 words per minute(wpm) and 76 words correct per minute (wcpm). Even though this student is on his way to achieving his benchmark goal of 90 words by the end of the school year, I found him a website to help him improve his fluency. https://www.starfall.com/h/ltr-classic/