Tuesday, April 30, 2019
Sunday, April 28, 2019
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
https://docs.google.com/document/d/1s9wBOh-ET4E2LRfg1f3K3RGuMp27-y1VcwLFcM4DW_M/edit?usp=sharing
Friday, April 19, 2019
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.
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.
Tuesday, April 16, 2019
Monday, April 8, 2019
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
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
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