QRI-5 Assessment Forms

Week 11 Assignment

Assignment #1:

• Good readers are able to preview the text to get a feel of the story before reading. They use connections to relate the story details with real life; connecting the story to thoughts and experiences that they have. The students also can use their classmates to lead discussions on the text. These are some good points on practices of a good reader.
• Teachers can develop comprehension by using the following:

1. teach strategies
2. build vocabulary
3. build background knowledge
4. provide opportunities to comprehend
5. teach about text
6. enable discussion
7. encourage writing
8. ensure authenticity

They can have the student learn new strategies to connect with their reading. Comprehension can be developed with the constant use of strategies with their reading assignments.

• Teachers can help struggling students by giving more opportunities to practice their reading and writing. They can also get intense monitoring and coaching; all students need those strategies, but the struggling students need more encouragement.

Assignment #2:

• I think that the coaching and the student-led discussion groups stuck with me more than the rest. The methods that allow the students to lead their reading and idea gathering is important. The coaching from the teachers allows the students to feel more involved in their development.
• I am not in a classroom yet so all the strategies that were shown in the video was new to me. I would definitely use the monitoring and use personal connections with their reading selections and writing assignments.
• I would use the ideas presented in many hands-on activities, also in the assignments that I send home for the students to complete.

Assignment #3:

After reading the article on text structuring, I have learned that one of the keys to reading comprehension was text structuring. Teachers should train the students to structure text; they will be able to read text more efficiently. By using the text structure classifications in order, the student will learn to understand analyze text. The order of description, sequence, compare/contrast, cause/effect, and problem/solution would be the structure of the text comprehension. The text structure classifications should not be taught all at the same time. Informational text is better used than a story. One area should taught first and then another once there is an understanding gained by the student. Once the expository text structuring is developed the students can work on graphic organizers that are blank independently.

Mini-lessons:

Lesson: Family Tree

Grade: 2nd grade

Time: 45 minutes each day for 3 days

Graphic Organizer: Organizational Outline

Learning Outcome: The student will understand the structural design of an unit (family for instance). By using the family structure, the student will be able to design from the head of the family to the sub-units, allowing the student to create history using their own family.

Common Core Standards:

• CCSS.ELA-Literacy.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
• CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  

Lesson Plan:

• Student is given an organizational outline chart to take home to work with their parents to fill in the names.
• With the sheet completed with at least two generations of immediate family, the student will design a family outline.
• If needed, more sub-charts can be added to accommodate the family structure.
• The student will give a chronology of their family structure with their occupational and what they mean to them.
• They will write a story about their family in two to three paragraphs.
• After presented to the class, each student will show their understanding of the comparisons and contrast of this activity against story structure.

Lesson: Funny Animal Story

Time: 30 minutes each for one week

Graphic Organizer: Idea Web

Learning Outcome: The students will be able to create an entertaining story about the animal of their selection. They will be able to structure the form of a story from the title, body and conclusion. They can include illustrations at the end, but they will be constructing the foundation of the story.

Common Core Standards:

• CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
  

• CCSS.ELA-Literacy.RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
  

• CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  

Lesson Plan:

• The students will name several animals that they are familiar with.
• They will select from the animals listed, the one that their story will feature.
• In a group setting, the students will discuss funny scenarios to write about.
• Once they have brainstormed with each other, they will use the Idea Web to create a web of how the ideas will connect.
• The story will develop through the web of ideas and the placement that they will have.

Lesson:

Time: 45 minutes each day for three days

Graphic Organizer: Story Map

Learning Outcome: The students will learn to take the ideas that they created and add to the story map. This will encourage the understanding of the development of a story. Using the parts of a story will create the story structure.

Common Core Standards:

• CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  

• CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
• CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  

Lesson Plan:

• When the web, from the prior lesson is completed, the students will begin to develop their stories.
• They will use the Story Map to create the placement of text for the story
• They will develop a first draft of the story.
• The students will revise their work and have their work placed on the class wall when completed.

QRI-5 Report

Keystone Field Project: Assessment Reports

Professor Hsu

EDLI 636

By: Ayanna Brown

Due: April 2, 2013

Field Observation in the School:

I conducted my field observation at Explore Charter School in Brooklyn, New York. I was observing the 2^nd grade class; there were two teachers in the room, Ms.Lopez and Ms. Muira. The classroom was energetic and decorated in a manner that created a positive learning environment. During the observation, the students were allowed to select the Center Time choices. The choices were clear they were to select one choice and a bonus. Most of the students selected the independent reading and then for the bonus, they wanted to book shop (the students would go to the library and select new books for the week). The children that were in need of instruction in reading were placed in a small group with one teacher. They would go through the text together, while the other students completed the tasks that were assigned for them.

The students were given a sheet that displayed a pie chart. The chart represents the Center work that the students can choose, and then on the bottom of the sheet are the bonus choices. The children are to monitor their own progress; they shade in the part of the pie that they have completed. Once the tasks are completed, they then can select the bonus choice. The book shopping choice was the most popular with most of the students. The students were very eager to read, they loved to select books and to explain what the stories are about. The teacher used the instructional method of assisting in the reading groups with the identified students. They also applied the independent reading to the students that did not need to have a teacher assist them.

QRI-5 Reporting:

I conducted the testing on a Kindergarten student that was a member of the student population in the school. Keyno is in the second class of the Kindergarten body, he is a general education student with no identified special needs at this time. I used the First word list to determine his reading level. He only got 40% (words out of 20) correctly. He was not able to even try some of the words, such as enough, afraid and move. At some point in the reciting of these words, he was frustrated and did not want to continue. I then used the Primer word list, this list he was able to recite the words better. Keyno was able to initially identify 90% (18 out of 20) correctly, 2 of the words he self corrected without my assistance. The end result for this word list was 100%, so I determined that he would be able to read on a Primer level.

Keyno was very energetic and needed no assistance when it came to the Primer list, we took a break so that he could relax his mind and refocus on the task. The next step was to have him read two different reading passages to gain insight in his level of accurate reading. The QRI-5 helps to identify any issues or developmental needs for the students. We selected two Primer reading passages, “The Pig Who Learned to Read” and “Who Lives Near Lakes”. We decided to use “Who Lives Near Lakes” first because it was a shorter passage; I wanted to see if he could get through the passage with success. He was able to get through the passage with ease.

The concept questions that were connected to the passage (Lakes) he was able to answer 44% of the questions. Even though the passage was not long, he recalls scarce and basic details. The details that he recalled were enough to get a clear answer, but he did not elaborate or extend his answers. He did not seem familiar with the passage even after reading it. We did not do a recheck at first, but decided to do one after he answered the concept questions, so he could review the passage. When he was reading the passage, he recalled 13 ideas, which was 72% of the story. He could recall the details better than he could answer the questions about the story.

He needed instructional assistance to get the basis of the questions being asked. Keyno needs to be able to clearly think about the concept questions, but takes too long to develop an answer. He gets frustrated when he does have a ready answer and does not want to complete the task. He did enjoy retelling the story and was happy to give the details to me without me leading him to the details. He did not want to look at the story again, and wanted to give the details in his own words. For the retelling task, Keyno is very capable of relaying the details; he did not like the concept question task, even though it was about the same details that he relayed in the retelling task.

The general question tasks were just as frustrating for Keyno as the concept questions. He was ranged at frustration level; he got 2 explicit answers correct and 1 implicit answer correct. This test shows that Keyno would need to do recheck when answering questions about the story. He could maybe draw the story details first and then answer the questions. He does better with details where he retells the story, then to create a thought that answers the question given. He would need an instruction that will enhance his creative side and encourage him to express himself.

The second day of testing, we read the passage “The Pig Who Learned to Read”; this was a colorful story that sparked interest in Keyno. He was excited to read the story and it had more content than the prior passage. He was so into the story that he wanted to read it twice. Keyno still got 44% in the concept questions. He showed interest in the story, but still was unable to give details when questions are asked. He is an independent reader with a total of 4 miscues during his reading. He was fluent while reading with minimal stops or assistance from me. He self corrected more of the words than he got incorrect.

With the retelling task, he did not do as well as the prior passage; he recalled 9 ideas from the story. He recalled the part of the story that he enjoyed the most; Keyno gave more information just by speaking in a natural conversation. He spoke about the story and was very detailed on the topics that he liked in the story. He was very hesitant to recall any other details, even when prompted. He did do better in the questions task portion of the test. Keyno was raised to Instructional reading level; he got 3 explicit answers and 2 implicit answers.

The QRI-5 testing system is designed to identify the reading level of the student. After that is determined, the system will identify the strengths and weaknesses of the student while reading and the concept of understanding. Keyno demonstrated that he works well with the Primer words and reading selections. He needs to work on answering questions with clear detail. He also should work on being patient in determining the sound of the words.

I was very glad to assess the student in this manner; I am not in a classroom so this interactive experience brought the teaching realm to me. Since I am not in a classroom presently, I only get to practice on my own family. Keyno is my own child, so this assessment helped to determine the same things that his teacher has advised me of in his own class work. I am going to use the lesson that I prepare to practice on his comprehension and understanding of the passages that we select. I think that this will also get me prepared for the classroom and the needs of my future students.

The QRI-5 and the DICBELS assessments are both great instruments to identify the strengths and weaknesses of the students' literacy comprehension. The QRI-5 creates a testing opportunity for the student to not only be tested on comprehension, but also allowed the teacher to get the correct level of reading comprehension for the student. The student may be in one grade but reading at a lower or higher level, it is important to get the correct reading level for the student to receive the assistance needed. My son was given lower reading materials because he was placed in special needs for speech. He actually read at a higher level, which was determined grades later. The identification would have been better for him in his earlier grades. The DICBELS assessment is a possible indicator that the student may struggle in reading during the elementary years. It is used more in the Kindergarten to 3^rd grades than covering all of the elementary grades. It is a little more boxed in as compared to the QRI-5 which is more open to take levels of assessment to indicate the problems and successes; also bring in the areas that they are struggling.

Lesson Plan: https://w.taskstream.com/Lesson/View/F4A9C82C8565A3EE278C9EB97AE93FB2

Rubric: https://w.taskstream.com/RubricWizard/RubricPrintView/PrintView?encLegacyRubricId=fscucxcycrcycqcg&platform=LAT

Week 10 Assignment

Ayanna Brown

EDLI 636

Professor Hsu

Assignment: Week 10

Due: April 9, 2013

Assignment #1:

• The components of an effective writing program are personal connections, writing conventions and inventions. They are important because they are what make the writing interest and unique. Using the personal connections, the student put life to the words that she writes. The writing conventions is a great way to make sure that the writing is complete, and to monitor where they fall short.
• I would reschedule the morning activities, then I would have the students copy the morning message. By copying the message they will learn new vocabulary while getting the objective of the day. In general that exercise daily will create a stronger writing experience for the students. Some mornings, I would allow 15 minutes extra to have the students write in the missing words from the message. Usually it would be words from their vocabulary lessons. For particular writing assignments weekly, I would make some of the recreation time be assigned to Student Creation Time. This time would be about twice a week for 30 minutes a day, where the students would be able to write about their weekends, vacations or the favorite parts of their day. The writing time would allow them to focus on topics that they are closely related to. They will love to write about their favorite things to do.
• The students can make personal connections in the different subject areas by allowing them to select a topic and relate it to that subject area. For example, the students can write about their weekend and add mathematical references in them. Like they went shopping with their parents and bought oranges at $.25 each. They can relate the experience to the shopping to the lesson of mathematical topic.
• By reading the writings of the students, I can determine some areas of writing conventions need to be addressed with the students. We can review the conventions as we go along, all the students will be able to work on the conventions in this manner.
• During the independent reading time, I can then add on an additional 15 minutes to have the students work on their writings. They can use inventions or experiment with the different formats that we learned independently or in a group setting if they prefer.

Assignment #2:

• The factors that help student growth in writing are oral language, connecting reading and writing, and feedback. The students need to be able to connect their reading with their writing. Once they read their books, they will begin to adapt the method of writing from the stories. They will gain new vocabulary and the structure of correct writing. Feedback from the teachers should be help the student feel more attached to the writing.
• Personalized responses are very supportive to the writer, it encourages them to feel the work that they produce. The writer feels the importance of their work and recognizes that the feedback is to strengthen their production. I am not in the classroom as yet, so at this point I think that the comments that Ms. Ruiz made with the classroom examples are good.
• I could increase student discussion opportunities during the independent reading time, it could be that all the students are reading the same books. That way they can get the idea and feel of discussing the parts of lessons. I could also create more discussion time in the lesson periods that we have. During math time, we could use our words more to explain how we solve the problems. During science, we could discuss the lesson that is being practiced, such as the processes of the experiment or parts of bodies.
• I could provide the students with samples of writings previously done, something that was written by other students. The writings will reflect the familiar tones of students of their same grade levels. If I write something they may not feel like I understand some of the issues that they face, so their peers' writings will be better to use.
• I can allow the students to read some of the things that they have written. Also they can read to each other during a circle time in groups, they can use this time to reflect on their story ideas. Feeding off of each other, they can create a strong understanding of their peers' opinions and take notes from the audience.

Assignment #3:

• The benefits of the writing strategies that were proposed are that the student is really involved in the process. The portfolio allows reflection from both the student and the teacher. They work together to find goals that would benefit the student. The monthly writing assessment is great because it helps the student become familiarized with the writing formats and genres; not only for the test but also for future writing.
• The benefits are that the portfolio helps the student monitor their own progression. They can see the progress and work on the goals that would improve their weaker areas. The challenges are that the student may not recognize on their own where they are lacking and need support. They are to be encouraged to be in control of their goals, but it might deter them from wanting assistance in their problem areas.

Week 9 Assignment

Assignment #1:

After reviewing the information that was provided for DIBELS, I learned that is a test that was created to indicate the students that may need more instruction in reading. Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an set of assessments that are used for the progression and monitoring of the students' reading skills. The assessments are used within the K-6 grades, they are designed for the students to develop stronger reading skills. It was started in the University of Oregon and they are designed to help educators monitor potential instruction for struggling readers. The tests have benchmarks for each grade that determines the test that is given, the assessment level that they should achieve, and the results obtained from the assessments. The DIBELS measures are broken into many sets:

• ISF: Initial Sound Fluency
• LNF: Letter Naming Fluency
• PSF: Phoneme Segmentation Fluency
• NWF: Nonsense Word Fluency
• WUF: Word Use Fluency
• ORF: Oral Reading Fluency
• RTF: Retell Fluency

The students are given the assessments and timed to get the results that they complete the assessments in a specific time frame. The assessment are not as detailed in identifying the struggling areas as accurately as the QRI-5 to me, in reviewing the two systems.

Assignment #2:

The DIBELS is broken into areas of assessment and the measures are administered as follows:

Phonological Awareness:

• The Initial Sound Fluency (ISF) assessment is administered with the student being shown four pictures. They have 3 minutes to complete this assessment. The child is asked to identify the picture that represents the sound made by the examiner. For example, the examiner says /m/ to which the student selects the picture of milk. This assessment is to develop the student's knowledge of the beginning sounds and pictures that are determined by the amount of time taken and converts it into the correct number of initial sounds in 1 minute.
• The Phoneme Segmentation Fluency (PSF) is used to assess a student's ability to segment 3- and 4-phoneme words into their individual phonemes. They are to break the words apart and acknowledge the phoneme sounds. The student is assessed on how fluently they are able to complete the task. The assessment is done in 2 minutes, the student hears the words and then gives the sounds. Scoring is done while the sounds are produced, and placed in a scoring booklet.

Alphabetic Principles:

• The Nonsense Word Fluency is an assessment that tests the student's alphabetic principle knowledge. The student has to demonstrate the ability to blend sounds. The words that are given do not have a sensible combination. The student can sound out or say the word as spelled; either way they will receive a 3-letter correct score for the task. This assessment has the student demonstrate their ability to pronounce unfamiliar words. They will be able to say the word and not just the letters, and to measure the speed of the word pronunciation.

Fluency with Connected Text:

• The Oral Reading Fluency assessment is designed to monitor the student while reading a passage. Any hesitations, omissions and/or substitutions is an error. The reading fluency of the student is measured by the 1-minute reading. Self-corrected texts are to be considered as read correctly, the student is correcting the word without assistance from the examiner. The number of words read correctly per minute is the reading fluency score. This assessment also measures the reading level of the student and what level they should be reading at to begin with.
• The Retell Fluency assessment provided a check for the ORF assessment; it is a comprehensive check that identifies students that has fluency, but the comprehension is not at the same level. The assessment check provides the ability to keep the examiner from practicing a misrule with the student. The comprehension of what the student is reading is an important part of the reading/learning process. The passage must have meaning recognized for the purpose of the text to be understood. It is apparent when a student can not retell the details of the passage that they were just reading the passage without comprehending. This check will eliminate the need to speed read and to place comprehension first.

Assignment #3:

The QRI-5 and the DIBELS are both assessment tools to monitor the the student's comprehension and fluency. The QRI-5 assessment is designed to monitor the comprehension of the student. Using this assessment identifies where there is an issue with the student. Detecting any struggling students with this assessment, but in the present, it does not evaluate for the future learning opportunities. The assessment results are processed and evaluated for the school year at the present time.

The DIBELS is more of a screening assessment in the areas of phonemic awareness, alphabetic principles, fluency and vocabulary. This assessment is used by the districts and schools; the district used the assessment to place children in the appropriate learning level. While the teachers use it to gauge the interventions that the student needs. The DIBELS can be used to also monitor lesson progression when there is a common issue amongst the students or a select group. The DIBELS assessment is less intensive as the QRI-5 assessments. Most districts use DIBELS because it is affordable during the times of budget cuts.

As different as they are in the manner of adminstration of the assessments, they work good together. The DIBELS is better in the realm of the K-3^rd grade level. They both assist in identifying the struggling students and where they are needing assistance. The most widely chosen assessment tool would be the QRI-5 because of the intensive nature. The schools can pinpoint the struggling student's issue and develop strategies that would effectively help them. I like the idea of the DIBELS, but I would prefer the QRI-5 much better in a classroom setting.

Week 8 Assignment

Assignment #1:

Sheila and John incorporates emergent literacy in their lessons by using the Word Wall to have the students write and read sentences. John used the missing word exercise to have the students complete the passage. He used the sight words to complete the sentences. The trial and error manner allows manner allows the students to demonstrate their vocabulary and sentence comprehension. The primary focus of the lesson were vocabulary and comprehension of the sentences. They both used the group setting to have the students participate orally in the lesson. They assisted their classmates and helped to complete the task without the teacher's assistance. The teachers used the Word Wall to have the students display their knowledge of the words they learned. Sheila used the opportunity to have them create their own sentences. John used the opportunity to have the students use the words on their wall to complete the sentences. They both had planned lessons, where the students had to use their sight words to complete the tasks. Sheila used one of the sentences that a student made; John used a paragraph with missing words.

Assignment#2:

Charmon and Shari both taught phonics lessons in the class. They chose to use different approaches because they had different lessons prepared. Charmon was teaching the a_e words before they were to read a story that had one of the words in it. She wanted them to become familiar with the words,so they could read the story clearly. Shari wanted to the teach the ug family words to the class. They used the phonics principles of finding family words and creating words with the same vowel structure and sound. The lesson that Shari created promotes more student engagement because they were allowed to select the words. Shari used her “Poem of the Week” to engage the students in a sing-song manner to learn the words. Becky's “Reader Theater” has the students practicing their scripts, which develops their vocabulary. In Shari's activity, all the students participated, but in the “Reader Theater” activity, the engagement was only from a select group of classmates.

The “Reader Theater” students would be assessed using the three stages of fluency as follows:

1. Connecting with the language: monitor the students as they practice the scripts before their presentation.
2. Getting comfortable in most situations: monitor and assess the way that the students read the script.
3. Constant improvement: while the students are presenting the script, I would assess the level of fluency when they are reading the script; compare it to the previous activities that the student completed.

Assignment #3:

The child that I practiced the QRI-5 assessment with was a Kindergarten student. He was very good with reading on a Primer level. He had some difficulty when answering the concept questions, but did better on the general questions. He needs to be assisted when developing answers in detail about the story. He will be able to move up a reading level by the end of the year, if there instructional assistance with developing question answers.