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.