Week 13 Prezi Presentation / Tech Tools That Support Literacy

https://prezi.com/view/fJM5eu0TOYLbfndKSFXA/

Week 13 Assignment#2 Article (s) Reflection & What technology tools I would use in Lessons

Assignment#2 Summarize what you’ve learned and describe what technological tools you’d like to integrate to support your literacy instruction. 

     Technology integration in today’s classroom is a great way to engage learners and support literacy. Multimedia tools offer a dynamic pedagogical method that broadens what children are capable of learning because their generation requires more interactive teaching and modeling. Multimedia tools are a wonderful way to begin a lesson much like the hook of the topic sentence in an expository text; it catches the reader’s attention. Some schools today still offer a Keyboarding class, which focuses on how to type with speed and how to use Microsoft programs. As graduate school learners, we know the importance of new literacies in the form as multimedia, podcast, presentations, interactive games and so on are beneficial to supporting literacy. However, for the last seven years, teachers have gotten accustomed to teaching a curriculum where the focus has been and still is, to move students from a deficiency to mastery, and how to successfully run an inclusive classroom. It is also the teacher’s responsibility to see that students receive the benefits of technology integration happen. I have discovered that technology integration not only supports literacy, and student reflection of their learning, technology also helps teachers to better manage the time to teach a lesson. However, teachers need more professional development on this subject so they will be able to plan more effective lessons and to teach students how to use multimedia tools. Sadly, teachers are busy analyzing student data not realizing that technological tools can help students to read better, build confidence in writing and other subject matter areas. Administrators would do well to offer incentives to those teachers who are knowledgeable in new literacies who will support teachers build intentional multimedia/ technology lesson planning. Also, to advocate for more funding toward developing staff and for themselves. 

    The tools I would use to integrate my literacy instruction are those that are user-friendly and free such as Wix.com where students could create portfolios by uploading their writing pieces and sharing or Prezi. Students could use Wixc.com to create a project-based business plan where they would follow rubric uploaded on Google docs to follow. The student would be required to write an Executive Summary, Market Analysis, and components of a business plan. Using this tool allows students to tap into more metacognitive skills because they create their own business as the CEO and they use Google search engine to do research. I introduced Prezi to ELL students and to Tier 2 students because it is easy to use and has fun features. What ended up happening was that Tie4 3 and Tier 4 students began using it for their presentations as well. I found that when we think a particular multimedia tool will fit one category of students, another group is able to take the tool and expand its uses further to meet their desired goal. Interactive/ mutli-media games are favored by students for very good reasons. 

      For example, the simulation Lemonade Stand multi-media game and spreadsheet activity are considered as a cognitive tool approach that supports literacy because it promotes cognitive thinking that allows students to activate metacognitive skills as the project-based learning does. Students have to think about the choices made each day, what worked /what didn’t work on a particular day according to the weather. Then students are required to transfer information from sales to the spreadsheet as if they are keeping track of their own business. The simulation is a great motivator, as it evokes the Six C’s of Motivation can be enhanced by playing this game. Given the Choice and Control of what and how to spend. I could see how a student would have control of their own learning to promote responsibility, independence, and self-regulation.  

Another tool I would use is EDpuzzle, this multimedia tool is perfect for those students who are absent often for reasons beyond their own control to get their work completed because EDpuzzle is are video created by the teacher and the beauty about is that students can watch it over and over until they have learned the concept/context. I would also use this in a Flipped classroom. Technology strengthens daily lessons because I would be able to work with a small group or test a student using DIBLES while some students do EDpuzzle or unfinished homework before the end of the school day. 

 Below are more technological tools I would use to integrate into my lessons to support literacy 

Google Search, Goggle ,Earth, Google Draw, Google Sites, Google Forms, Google Meet Prezi, Wix, Glogstar, EDpuzzle, Edmondo Podcast, Voice Thread, Exittix, Kahoot, Quizlet Voki, Screencastify Canva- Graphic organizers K12learningliftoff.org audiobooks, New York Times Online Learning Plans, Starfall, Jing

Week 13 Assignment #2 Using Technology Intergration Lesson /Welcome to China

Week 13 Using Technology to Support Literacy



https://docs.google.com/document/d/1s9wBOh-ET4E2LRfg1f3K3RGuMp27-y1VcwLFcM4DW_M/edit?usp=sharing

Week 12 Assignment # 3 Mini Lessons 1-3 Comprehension Support Using Graphic Organizers

 https://docs.google.com/document/d/1CgiORi42AfPsizA3_18i9F-nWyY7VHCvOlQFglwAS_k/edit?usp=sharing

Week 12 Article Relection: How To Teach Expository Text Structure to Facilitate Reading

How to Teach Expository Text Structure to Facilitate Reading Comprehension Article Refection 

   Teaching students how to recognize the underlying structure of content areas such as expository text or explanatory text can help students focus their attention on key concepts and relationship anticipate what will come next as they read and what they write. They know how to monitor their comprehension as they read. Students need to understand and how to recognize text features and important skills teachers need to develop and students are how to actually build strong awareness text organization and structure. Text structures refer to the ways that authors organize information in a text. Students who enter kindergarten with print awareness and phonemic awareness have an advantage because they have some idea of what text structures and they have an advantage versus a student who is unaware or not exposed to literacy prior to kindergarten. As the student enters 3rd & 4th-grade comprehension text become rigorous (informational, historical nonfiction) and some teachers may not be teaching necessary reading organizational skills. There are multiple ways teachers can plan lessons using graphic organizers.

    Within the ELA reading comprehension track there exits common themes of reading and writing to respond to an expository text such as sequencing; where the author may use numerical or chronological order likewise, compare and contrast a student is given the task to compare two or more things. Then there is a cause and effect theme, the author describes one or more causes and the underlining effect always different subject areas. Graphic organizers are easily assessable tools support students to better understand textbook and picture books because it helps the students to focus on the text structure. Here’s a good example, Write an expository summary on the differences between Barack Obama v. Donald Trump. The student can use a Venn diagram graphic organizer to list the differences according to the first two years in office. The Venn diagram must list the similarities between them. Barack Obama was the first African American, Donald Trump was the first millionaire with no political experience. Obama net approval was 6.9 percent Trump, -16.3. Once the student is given this task, he is able to use the graphic organizers will help guide him to write a well-organized expository text or summary.
   
    Teachers can support reading patterns by modeling how to use text structures so that students can improve and make reading more enjoyable teaching structural elements as a skill in the lesson plan my modeling how to by way of anchor charts or uploaded mini-lessons on a Chromebook at the beginning of the school year will help support the students comprehension this way it teaches can I access what the students know where the student store now. I find that some students begin the year using graphic organizers that they to annotating the text identifying text features as they answer in short or by the extended response.

Week 11 Assignment#4 Recapturing a Writing Lesson / view point

https://docs.google.com/document/d/1rZD2AneHJ6aRSJwc6GKCKKApLOxXD20TSzAle43sQzw/edit?usp=sharing

Week 9 Assingment #3 Compare and Contrast DIBELS & QRI5

Assignment# 3 Compare and Contrast QRI5 and DIBELS Summarize each assessment battery tool.

Describe the similarities and differences of both assessments. Describe how they can be used (in the classrooms or as a standardized tool) for instructional planning and decisions.

 QRI-5 is Qualitative Reading Inventory 5 edition, is used as an individually administered informally reading inventory that provides 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. The inventory is a list of vocabulary words or grade leveled words and passages for students to read aloud or silently. QRI-5 is used to shape a student’s reading level by tailoring the reading habits to meet grade level standards. This intervention program begins in grade 1- elementary and goes up to high school. QRI-5 gives teacher multiple ways to assess students reading level and deficiencies. Teachers are able to create reading groups. This grouping allows the teacher to place students with their peers for guided reading, small group instruction, and independent reading. Inventoried books and text match levels in which the student is able to read.

 The QRI-5 does not provide comparative data (does not compare an individual’s score that is evaluated in terms of the score of the norm group). The QRI-5 is not a standardized instrument (standardized instrument-are administered identically for all students). QRI-5 use traditional percentages to determine independent, instructional, and frustration levels, students scores are interpreted only in regard to the individual and not to any norm group.

 DIBELS stands for Dynamic Indicators of Basic Early Literacy Skill designed for students in grades K-6 but now extended to 8th grade. My preliminary understanding is that DIBELS is intervention formative assessment tools used to identify students who are in need of instructional literacy support toward long-term goals. DIBELS are measures that help teachers and schools determine how students are performing on important reading skills. It is not the type of assessment used to determine if a student has mastered a grade level skill or concept. Instead, it serves as an intervention tool that measures whether or learning the concepts and measures if the student is making gains toward the long-term goal.

 DIBELS allow more flexibility and can be administered as often as once each week. The goal is recognizing initial sounds (phonemic awareness), naming the letters of the alphabet (alphabetic principle), segmenting words into phonemes (phonemic awareness), reading nonsense words (alphabetic principle), oral reading of a passage (accuracy and fluency), retelling (comprehension), and word use (vocabulary). The student is given a text to read to measure fluency performance one minute is enough time to test fluency performance. During this assessment, the teacher uses a DIBELS form while students read the number of errors is counted and recorded. Then the total numbers of errors are subtracted from the words the students were able to read correctly any words the student hesitates to read or misses is considered an error and marked on the tool. The teacher then counts and record the total number of errors. Subtract the errors from the total and record the words read correctly. The formula used to calculate accuracy is the median number of words read correctly divided by the median number of correct words plus incorrect words (or total words read), times 100.

Week 9 Assignment#3 Part 2 Compare and Contrast DIBELS & QRI5 Venn Diagram

https://drive.google.com/file/d/0BzpLrudijWAZMGpZUDljQXZTbFlHN3kzVzdKNnlGYkRGcmdZ/view?usp=sharing

Week 8 Assignment#3 Fun Fluency Reflection Lesson

https://docs.google.com/document/d/1LFqpTK38EhYEt6HRIeKRqx9uejilc8bgtyP82HtBDr8/edit?usp=sharing

Week 7 Assigment # 5 Student Reading Assessment

Week 7 Assignment# 5
Student information: 1st. grade male student who reads at instructional grade level. For this assessment, I used a Fountas & Pinnell 1st grade level H reader, timer and assessment form. First, on day 1, the student chose one of the three first-grade level picture books. Next, on day two, I used the assessment tool Initial Sounds Form 2.
Duration: 2 days 23 minutes each day

Print Awareness: Day 1 The first-grade student was able to tell me the title, front, of the book, and the back of the book. Once the book was open he began to read. I asked the student, to show and tell me where the story began and where it ended. He paused and then said, “from the left side, and it stops at the right.”I then asked him to tell me the difference between a period and a question mark and he said the question mark is asking you a question. Student A identified the page number pages 1-3 in his storybook. The student was also able to tell me that the author writes the story and the illustrator draws the pictures. The student was able to answer all print awareness questions. Phonological / Phonemic Awareness: Phonological- The first-grade student choose one book from his Fountas & Pinnell benchmark assessment. I went on with the assessment by asking him a series of questions. For this assessment, I asked how many words are in the sentence? “I am happy to hear you read today.” student counted and responded correctly 8. Do these words rhyme sound, hound? Yes, I then asked him to point and say the word he could not. The student was unfamiliar with the words. What about these, flop, stop? Yes. Syllable blending- I am going to say a word in parts Listen, gol…den? What word did I say “you said, golden” I am going to say a word in parts? Syllable segmentation, can you tell me the two-word parts in open? /o/ pen/ No response. Syllable deletion Say golden without the -en. No response

Phonemic: Based on student A responses, I asked the following phonemic questions. Phoneme matching which words sound alike? man, sat, sip (Correct response: sat, sip Phoneme isolation – initial (first) sound What's the first sound in sat? (Correct response: /s/) Phoneme isolation – final (last) sound What's the last sound on sat? (Correct response: /t/) Phoneme isolation – medial (middle) sound What's the middle sound in sat? (Correct response: /a/) Phoneme blending What word do these sounds make? /h/ – /o/ – /t/ (Correct response: hot) Phoneme segmentation what sounds do you hear in hot? /h/ - /o/t/ When the student was asked (phoneme segmentation) what sounds do you hear in the words sound or brown? No answer I told the student, the sound has the /ow/ even though it is spelled with /ou/ and that it has one syllable. Student A is expected to master or manipulate phoneme segmentation by the middle of the first grade. The student can identify up to three and four letter words on his grade level. Student A has difficulty with decoding. I would recommend.

http://www.readingrockets.org/helping

Day 2.

Phonics: For this assessment, I used Initial Sounds Form 2. The student had to make letter-sound relationships with each picture. Student A had to name the pictures in each row and put an X on the picture in each row that starts with a different sound. I told him to make sure he identifies the proper name for each picture. I practiced with the first row of pictures: “ I am going to say the name of each picture in each first row Top Dog tiger top and tiger begin with the T sound dog is different it begins with the D sound I will mark an X on a dog.” Student A had 2 minutes to complete the task. The student placed an X on six pictures out of ten because he needed more time. I recommend this website.    https://sightwords.com/phonemic-awareness/sound-pronunciations/

Fluency: For this assessment student A read a grade leveled book and was able to decode 41 out of 53 words correctly in one minute and fifty-two seconds (1:53). He could not decode, large, golden, shiny, found, hound, strong, brown eg. The student reads with some fluency but stopped between words because he could successfully read the first-grade book. He was able to recall that the book had sticks (straws) and that the animals found something. I ended up assessing him on a Level D (kindergarten) book and he was able to read the first 3 pages without error. The student will not benefit from reading a lower level book. This student moved to 1st-grade leveled books 3weeks ago and given that fact he is considered a beginner reader, he will need RTI in order to be on grade level by the end of the school year. I strongly believe he can benefit from reading activities and games on the website below. Student A is motivated about literacy and enjoys reading.

https://www.startfall.com/hltr-classic/

Week 6 In Class Reading Intervention Program

Mary's In Class Reading  Intervention &  mini-lesson

https://www.youtube.com/watch?v=CmZ5DGkmoWc#action=share

Week 5 Assignment#4

Week 5 Assignment # 4  

Intervention Decision for Mary is she reads at an instructional level 2 

Strengths
• Mary identified all excpet about but two level 2 words
• Mary can sound out words (in-sect)
• Mary ability to identify leveled words allow her to read with ‘some’ fluency
• Mary tries to us her finger to track words as she reads

Areas of Growth
•Even though Mary begins to read in a motivated pitch, she soon begins to struggles and shows signs of frustration
• Mary is unable to recall key details of the text
 • Mary confuses reading concepts and creates what she believes the text is about

RIT 
As an ELL student, Mary will need one to one intervention with site words and colorful picture books to assist with understanding (what the words in the text mean). As Mary is able to identify the meaning of words, and working in small groups such as Guided Reading her fluency reading skills will expand. In the small group setting, she can work on comprehension and recall what was read. Another intervention tool I would use is a recorder, so she could listen to a story/text and read along. Listening to word - sounds and determining Mary's favorite books will aid in the RIT.

Week 4 Assignment#2 Undertanding Structure of Reading Interventions

http://youtu.be/kKnMoPPygJo?hd=1

Understanding Week 4 Assignment #2The Structure of Reading and Interventions

PowerPoint- Understanding the Structure of Reading Interventions


http://youtu.be/kKnMoPPygJo?hd=1

Week 4 Task# 2 Anticipatory Questions

Week 4 Learning Task#2 Structure of Reading Interventions Anticipatory questions:

 1. What do teachers do to help strengthen or enhance students’ reading strategies and skills?

Teachers identify weakness, then find a meaningful text on their instructional level where to tie in work activities such as phonics, vocabulary and comprehension skills. I focus on targeted strategies this way they are on their way to becoming fluent, skilled readers. This is targeted instruction; I make sure my small groups receive intentional intervention. If I do not see growth within the goals between 4-6 weeks, the next steps are viewing the data with the Child Support Enforcement (CSE) team which is the intervention process used at my school. The child may have to be seen by an Academic Intervention Service instructor.

2. What are the available reading intervention programs? The goal of guided reading is for students to use certain strategies independently on their way to becoming fluent, skilled readers. Guided Reading is important because its number one goal is to mold great readers. Another reading intervention program that I have used the first hand is Reading Rescue. This program is tailored to help students from K-2 reach their foundational reading goals. This program is important for children in the lower grades to fill the gaps between phonics by using a multisensory approach. It is a research-based instruction that helps accelerate struggling readers’ literacy skills.

3. What can I do to implement my in-class intervention instruction? In order to implement in-class intervention instruction, you need to see where your students are academically. I would administer different forms of diagnostic assessments. This will help create a meaningful plan for each of my scholars. These diagnostic exams also help me create rigorous activities for my Tier 1, Tier 2, and Tier 3 scholars. Next, I have to take into consideration my scholars interests. Focusing on your students' interests allows an educator to incorporate multisensory activities that will keep my students engaged. Giving scholars incentives and having data chats about their goals is important during the intervention cycle.

Assignment #1 (a) What other questions to I still have about RTI?

1. I have a number of students with disruptive behaviors in my class. Does RTI cover that too? Explain.

2. Has anyone used the RTI Top Down approach first-hand? If so, was it successful?

My Understanding of RTI

Week 4 Assignment #1

My understanding of RTI is that it is an intervention framework added the Individual With Disability Education Act IDEA) and it is used to identify and track students who are not successful in the area of literacy (reading comprehension, decoding, phonemics) to prevent students who struggle with reading and fall into Tier1. Tier2 students have the ability to read but because they too struggle'they fall into this category as well. RTI focuses on avoiding student failing. RTI changes the focus on how children are identified for special education services and relies on support and intervention. Based on a student's data, a teacher can request a diagnostic screening to determine how to support the student. The goal is to differentiate a targeted instruction for the student with continued assessments.

This collaborative effort that includes teachers, phycologist special education teachers, social workers, and the parent agrees to their child receiving the intervention. The data is used to guide and to plan instruction to service the student’s area of deficiency. This intervention can take up to five or more weeks. This gives sufficient time for the support team to effectively compare where the student is and where he needs to be. The framework goal is to measure and give students enough support to steer toward progression. Tier I student observations and data will determine if the student needs special education services or not because the student has moved up a reading level and is not promotion in doubt. If the student is unable to decode words and comprehend leveled-books then a recommendation for special education services is made by the SST Team. As an intervention method, RTI requires an ongoing relationship with the student and support team. The student in question -Tier 1 student. Tier1 students may read fluently because they are familiar with a set of words, yet they do not understand its meaning and as they move to the new grade reading becomes more difficult. This suggests that students in this category could have benefited from RTI because ongoing tracking of reading incapabilities would have been recognized.

RTI  requires intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress (as mentioned above) after a reasonable time in Tier 2 small group instruction Tier 3.  Tier3 students require different treatment. Teachers are to implement concentrated instruction that is focused on a small but targeted set of reading skills.

·Adjust the overall lesson pace.

·Schedule multiple and extended instructional sessions daily.

·Include opportunities for extensive practice and high-quality feedback with one-on-one instruction.

·Plan and individualize tier 3 instruction using input from a school-based RTI team.

  Ensure that tier 3 students master a reading skill or strategy before moving on.

I believe it is most beneficial to the student when early intervention is activated, so intervention can begin. With RTI and diagnostic assessments, teachers can plan a more meaningful lesson and collaborative learning activities with a targeted goal for Tier1 as well as Tier2 at the beginning of the school year.

Assignment # What Type of Assessments Needed To Measure Learning

The type of assessments needed to measure students' learning outcomes and how teachers can address common core learning are as follows: Below are what I use daily/weekly

                                                                                            Formal & Informal

• Designing thought-provoking short response questions at the end of a lesson
• Assessing small group learning with collaborative incentives
• Gallery Walks - ELA - (in groups) conduct a gallery walk and read a text. They then have to determine the Theme of the text and write on a log sheet. Science- Solar System  & Social Studies - 50 States on a Box. Students identify a state they nothing about and report it on top of a shoebox.  Done in expository writing, creative and independent of the teacher .
• Exit tickets 
• Homework- reading comprehension
• Quizzes/end of lesson/unit exams
• student-driven inquiry 
• I-Ready technological assessments. Each student has there individual learning plan based on reading, writing, and math. Work is generated and students must be on their Chromebooks for 30 minutes each day during the week. Student progress is monitored by the teacher, parents, and students. The I-Ready program can be utilized at home with the students'- school led google account. When gains are made, students are pleased and receive incentives for time spent in I-Ready.  When a student shows no improvements in a particular area or unit, the program redistributes leveled work. 

Assignment #3 QRI-5

Assignment #3

What is QRI-5?

QRI-5 is Qualitative Reading Inventory-5, is an individually administered informal reading inventory that provides 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.

What is the purpose of using QRI-5?

The purpose of using QRI-5 is to identify students’ reading levels-independent, and frustration and provide valuable diagnostic information.

Have you ever seen similar assessment activates like QRI-5? Yes

The reading assessment tool is Fountas & Pinnell (called F&Ps) covers whole group instruction, small group, and individual. I have used this assessment tool to determine individual reading levels. It is comprised of reading, phonics, spelling, and word study. Students are moved up immediately after the read aloud to higher reading grade-level and it motivates more readers. I would also like to add Guide Reading as a similar assessment because the tracking sheet used is for each student to check areas of growth and areas in reading and comprehension not yet attained.  

What is your impression of QRI-5?

My impression is –QRI-5 is a very useful informal assessment tool that provides vocabulary words and reading passages. Word recognition has hindered student’s reading skills and so he gives more options for sustainable assessments. Fluency-accuracy, oral and silent reading gives the teacher to assess how the student is reading. The student can also her himself read which can help self –assessment as well as provide flexibility to aid the student to develop a love for reading.  

Learning Task 3 Assignment #3 Reading Basic: What You Know

Learning Task 3 Assignment 3

Reading Basics: What You Know

Reading experts /educators explore and take assessments on the different ways children learn through social engagement and the environment. Take the case of Mia whose parents speak English as well as their native language and engages her reading and writing whenever they see words in the supermarket. She has Mia to identify fruits, dairy, vegetables all the things she would see at home. Mia says orange, point to it and listens to the sound. Her mom does the same. I recall using this method to teach my children when we went to supermarket shopping and continue playing these learning games with my grandchildren. It is a constructivism/critical thinking philosophy of learning. Children are learning to build phonics awareness by social connection as to the environment. This allows Mia to hear as if it was a read aloud. Hearing can be measured in other ways.  Mia has a baby brother who when mom is reading, pays close attention to the sound. Assessments can be made even with infants.  In the video, the expert uses sounds and changes the type of sound and the infants react by turning his head. The ability to hear and react is a sign that reading skills can be developed at this early stage.

An elementary teacher teaches her students how to identify the letter of an object in a box. I believe this teaching method is so holistic. Children get to move, pick an object which is not necessarily a toy but something the child can relate to. For example, a milk carton – the M i l k sound recognizing the letter M and V for vest. The children were so engaged because the game was a mystery not knowing what he or she would take out of the box, yet they could say the word and the sound. Peers can hear and this helps them build phonemes. Word games such as rhyming also build phonemic awareness.

I agree with the information in the video and would like to add that at age 3months old, we had my granddaughter to watch sensory videos on YouTube.  Sensory videos helped to develop Savanna's reading, writing, and creativity. Savanna at age 4 can write her name and knew her colors at age 2.  In addition, my granddaughter began to have a full dialogue with family members. My granddaughter also pretends to read to her dolls and enjoys singing and dancing.  To date, she does not care about watching television. Savanna’s teacher shares that she is the only student who finishes classwork quickly and she has to give her jobs to do. I told my daughter that the teacher should be differentiating her instruction to accommodate a student who was exposed to reading and sounds. Her read to her while she was pregnant. It is a proven fact child develop speech through listening to others read.

Introduction

Hi, my name is Marilyn. I'm a proud mother of three adult children and three awesome grandchildren. I enjoy fundraising, yoga/meditation and traveling to far away places. I am a Teacher's Assistant in Far Rockaway, NY. The past three years at Challenge Preparatory School has been most enjoyable. I have been in the field of education for quite some time and in my previous life, I worked for the National Education Association, NEA. In that capacity, I was responsible for organizing and teacher recruitment. I did a favorable amount of travel with the NEA. If I had to write a book, it would be Miss. International Goes to NYIT.  My favorite joke is, What is the best time to go to the dentist? Tooth-hurty (2:30).  Spring 2019, would be my first semester at  NYIT. To my understanding, New Literacies is the concept of using technological learning in the classroom. My major concerns about the course are how to apply this new learning as a part of my everyday life. I so welcome this challenge, as it will enable me to become an effective learner;  most of all a marketable teacher candidate.