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/

Week 6 Assignment #1 Mary's Intervention

Below is the link to my screencast-o-matic presentation on Mary
https://screencast-o-matic.com/watch/cqef0903Vj

Week 5 Assignment #1 QRI-5 Mary's Assessment

Assignment # 1 

After reading eighteen(18) words in the level one(1) word list correctly, it became evident that to the examiner that Mary was on an independent reading level. Upon this revelation the examiner decide to move Mary to the level two(2) word list to gauge how well she would do in this level.

Assignment # 2

Using the level two(2) word list, Mary read seventeen(17) correctly which indicated that she was on an instructional level, even-though she showed some signs of frustration.

Assignment # 3

To ascertain Mary’s starting point, a level three(3) list was given just to make sure. Mary’s frustration was immediately evident at this level, s the examiner stopped the test and began the comprehension assessment with level 2 passage.

Assignment # 4 My decision for Mary

Since Mary was able to answer seven (7) questions correct,level 2 will be her instructional level.

Mary’s Strengths

• She knows high frequency words
• She is reading for meaning 
• She is persistent
• She has a fair letter sound knowledge
• She possess the ability to recall and talk about the story
• She uses self monitoring or self correcting

Mary’s Needs

• She does not use look back to help with retelling
• Stopping to self correct when words don’t sound right
• Using word parts and breaking words into syllables to identify longer words 

Progress

 As an emergent reader Mary will need practice with high frequency words, phonemic awareness, and word solving strategies. Also, guided reading and small group instructions will be very helpful for Mary.

Week 4 Assignment #2 Structures of Reading Interventions

                                 
                                   Learning Task#2 Structure of Reading Interventions 
Anticipatory questions: 

1.  What do teachers do to help strengthen or enhance students’ reading strategies and skills?  
To help strengthen or enhance students’ reading strategies and skills the teacher needs to first of all; identify students’ strengths and weaknesses to pinpoint specific needs in reading, writing, vocabulary, and word knowledge, then the teacher needs to administer a reading assessment and finally the teacher needs to target teaching on phonemic awareness and/or phonics (depending on the students’ needs and grade level), fluency, vocabulary, and reading comprehension strategies.

2.  What are the available reading intervention programs? 
The available reading intervention programs that exist today are numerous; however, in Ann Duffey-Hester’s article; Teaching struggling readers in elementary classroom: A review in classroom reading programs and principles for instruction; she posits that there are six(6) main reading intervention programs which include:
Book Club Program(BCP)
Concept- Oriented Reading Instruction (CORI)
Fluency- Oriented Reading Instruction (FORI)
The Four Block Approach (FBA)
The Kamehameha Early Education Program (KEEP) Whole Literacy curriculum
Success For All (SFA)

3.  What can I do to implement my in-class intervention instruction? 
In order implement an intervention instruction in my classroom, I would identify a reading program that is provides multiple context for students to learn, flexible and diverse and well balanced with justifiable components and elements. Next, I would use student independent and instructional levels to provide daily read-alouds from a variety of genre and combine that with word identification, comprehension, vocabulary and writing task to get a baseline of where my students are. Then, I would use one of the reading assessments to document reading skills or strategies, which in turn will help me make a decision on the program that will best meet the needs of that student(s). Finally, I would reflect on the reading program I chose to make sure it is meeting the goals for the student success.

Please click the link below for my Screencast-o-matic video:
https://screencast-o-matic.com/watch/cqnYcO0nUh

Week 4 Assignment #1 Understanding RTI

I believe that Response to Intervention (RTI) is important because all children can learn. However, the thing that is evident; is that  at-risk students may need more access to learning opportunities that are finely attuned to their individual needs than on grade or above grade students. To me RTI can address these issues because it is about providing immediate benefits to the student by combining assessment and intervention. The assessment data are used to decide what the intervention will be as well as determine its effectiveness. It starts with General instruction /Tier 1 intervention where everyone receives the same high quality instruction, if students do not respond to this and still exhibits signs of deficiencies, then they are referred to small group instruction/ scientifically based strategies/Tier 2 intervention where more highly trained teachers and resource person provide additional help to them. If tier 2 doesn’t help then a more deeper solution may need to be sought after, parents maybe called in for meeting, testing may be done and then students may be referred for special education services (Tier 3). This model make plenty of sense to me because assessment doesn’t drive the curriculum, but the achievement of students goals are the deciding factor.

In this model the teacher usually starts off with a Narrative text which is either read orally or silently by the student. The teacher will then a lot a time frame for reading to be completed, while student reads the teacher records miscues (omissions, substitutions and insertions). After reading the teacher will ask for a retell of the story and some comprehension question.In a nutshell, RTI is simply a proactive data-driven decision making tool to help struggling students.

Week 3 Assignment #2 P21 and Common Core Toolkit

                            Week#3 Assignment #2 P21 Common Core ToolKit

With the introduction of Common Core State Standard (CCSS) in 2010 a majority of states have agreed to a common baseline for academic knowledge and college readiness skills. Thus, the Partnership for 21st Century Skill(P21) has advocated for standards that adequately address core academic knowledge and complex thinking skills needed for life in 21st century. In order to succeed students will need to be assessed on creativity, innovation,communication, critical thinking,and digital citizenship. Teacher and educators will have the task of adjusting the way they traditionally assessed core subject by including more performance based assessments.
To meet the needs of students with various reading level teachers need to ensure assessment targets standards and that they are Responsive(inform curriculum and instruction), Flexible (adapted to students’ setting), Integrated(Both formative and Summative assessments), Informative(clear goals and objectives), Multiple methods( different assessments), communicated(transparency of data), technically sound(adjustment and accommodations are fair,valid and reliable), and systemic (balanced and inclusive). Moreover, these assessments must measure students’ creativity( creativity and innovation), Motivation(life and career skills), critical thinking skills, health literacy, global awareness,financial literacy,civic literacy and environmental literacy.

Week3 Assignment #3 Introduction to QRI-5

                           Week#3 Assignment#3 Introduction to QRI-5

What is QRI-5? 
QRI-5 is an individually administered 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.

What is the purpose of using QRI-5? 
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.

Have you seen similar assessment activities like QRI-5? What are they?
At my school we have used a variety of reading assessment tools which includes: Fountas and Pinnell, Reading Rescue, Measures of Academic Progress(NWEA MAP), waggle and IReady.

What is your impression of QRI-5? 
After reading the about QRI-5, I believe that it is a very thorough assessment that can highlight various aspects of students reading abilities. I like that it used prior knowledge and making prediction so as to merge experiences with content to improve comprehension. Additionally, it uses passages that have familiarity in other subject areas like Science and Social Studies and is not limited to elementary school but is also extended to high school. Moreover, it pinpoints the areas that students need further instruction and shed light on successful/unsuccessful strategies that are being used by each student. Finally, I like that it is scored individually and not on norms which will help provide the scope for differentiated instructions.

Week 2 Assignment# 3 Summary of videos

After viewing the ten videos; Becoming aware of print, Tuning in to speech sounds, Fun with phonemes, The Alphabet Principles, Developing Fluency, Semantic gradient, spelling Patterns, Jigsaw, Room of Writers and Assessing reading skills, I learned that extracting meaning from text is the real reason for reading. In the first video, we see that when priority is given to reading, it becomes pleasurable and not a chore. In the second video, it was clear that at very early stage in life children are able to recognize variation in sounds which can help them with language development. In Fun with Phonemes; two great strategies are reading aloud and word games because they help student identify and isolate word parts. In The alphabet Principle, I noticed that phonemic awareness was independent of Intelligence Quotient(IQ). Very smart student could still struggle with letter sounds and word recognition. In the video, Developing fluency, a variety of strategies were used in the program RAVE-O. These included read -aloud and word webs that helped decoding and comprehension. Semantic Gradient focused on strategy to think about words and help develop vocab through relationship. Spelling patterns was done through a program called RISE which focus on daily reading for ninety minutes every day. Spelling is a major component that allow student to see a vast amount of words that can be added ti their vocabulary. In Jigsaw a cooperative society is developed where some student acts as experts in specific area and then teach it to their peers. For the video Room of Writers, they focus on the various layers of writing like ;mechanics, Idea, purpose, audience and Genre. Finally, in Assessing reading Skills, they focus on a tailored instruction to help struggling readers.

Professor's Blog

 https://edli636sp18fcedrhsu.blogspot.com/

school work

Self Introduction

  Hello everyone my name is Lonzil McLean. I am a husband and father of three children. I love  playing Basketball and Chess. I am presently a teacher's assistant in a fifth grade classroom at a charter school in Queens, New York. If I had to write a book, the most fitting title would be "Double Trouble" since I am an identical twin and my brother and I enjoyed pulling a pranks  on our unsuspecting family and friends. My favorite joke is Why is the Math book so sad? Because it has so many problems. This is really on of my son's joke! I have been teaching for eight years at my current school and this is my first semester at New Institute of Technology. I know language Art is a skill that involves reading, writing and speaking however I am not familiar with "New Literacies". My major concern about taking this course is time management..

This is the link to my Voki video:
http://tinyurl.com/ycv4p2b6