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.