ELL Case Study

Here is a copy to my ELL Case Study. 

ELL Case Study 

QRI-5 Assessment

QRI-5 Assessment

The Qualitative Reading Inventory-5 (QRI-5) is an informal reading inventory (IRI) that is designed to provide information about how students can identify words and comprehend text. It assesses conditions that result in unsuccessful word identification or comprehension. The QRI-5 provides graded word lists and numerous passages designed to assess the oral and silent reading and listening ability of students. There are a number of assessment options given by the QRI-5 that can be used to determine students reading levels, how to group students in guided reading sessions, and how to choose appropriate books for literacy circles, reading workshops, or independent readings. The word lists are designed to assess accuracy of word identification, assess speed and atomicity of word identification, and determine a starting point for reading the initial passage. The passages are meant to be read orally or silently and they assess the student’s ability to read and comprehend different types of texts. The comprehension of all passages is measured through retelling and questions and is designed to assess the quality of the readers unaided recall, the readers understanding of the text when prompted with questions, and to examine the quality of a student’s comprehension during reading. The thing I liked best about QRI-5 was that it can be done from kindergarten and go through 12^th grade. Comprehension is bound to be at a higher success rate when the same formality is being done from an early age.

When becoming a teacher, it is extremely important to know the students’ academic strengths and weaknesses in order to determine the right learning environment for that student. When working with an appropriate grade level reading program, students’ reading success is dependent on the teacher’s ability to match each student with appropriate texts.  I recently administered a Qualitative Reading Inventory-5 (QRI) to one of the struggling readers in a second-grade classroom at Tooker Avenue Elementary School in the West Babylon School District. I am going to call this student Chesney. After assessing Chesney, I was able to determine their ability to identify words, their oral reading fluency and their comprehension.

The QRI-5 assessment has three reading levels based of the percent of words correctly identified; independent (90-100%), instructional (70-85%), and frustration (below 70%). A child’s independent reading level is that which the student can read the text comfortably with little or no errors. Chesney started with a Pre-Premier level word list and read at an independent word level with a score of 17/17 or 100%. We then moved to Pre-Primer level 2/3 word list where Chesney scored at an independent level again with 18/20 or 90%. When Chesney read the primer word list, he read at an instructional level with a score of 17/20 or 85%. Lastly, I had Chesney read the First level word list where he fell to a frustration level with a score of 11/20 or 55%. At the conclusion of the word lists, I knew that Chesney would have to read a Primer Level passage in order for him to be at his instructional level.

I was given a Primer level passage for Chesney to read called Mouse in a House. Chesney used very few letter clues to figure out words and frequently paused and needed answers. He relied heavily on context as he read word by word but does make accurate self-corrections at the end of sentences. Chesney correctly identified 232/250 or about 92%. His fluency rate was 42 wpm. Chesney had six instances of self-corrections and he answered 5/6 comprehension questions correct which is at his instructional level. Chesney’s independent reading level was at an early first grade level and his instructional reading level fell at a mid to late first grade level. His self-corrections show that he is using context to create meaning with print and showing metacognition, where he stopped to check to see if what he was reading is making sense. Chesney used minimal phonics to identify words and relied solely on the first letter.

Chesney’s comprehension is sufficient and future goals and intervention should focus on fluency and word recognition. Chesney should focus on one phonogram a day and review basic letter sound associations. The lesson plan I used as a post activity for Chesney is a phonemic-phonics hybrid activity. Knowledge of letter-sound correspondences is essential in reading and writing. In order to read a word, the learner must recognize the letters in the word and associate each letter with its sound. In order to write or type a word, the learner must break the word into its component sounds and know the letters that represent these sounds. Knowledge of letter-sound correspondences and phonological awareness skills are the basic building blocks of literacy learning. These skills are strong predictors of how well students learn to read.

Michael Ambrogio

Grade 2

Phoneme Isolation

Three 25-minute Sessions

Central Focus of the Lesson: Students will: ·      engage in games and chants to recognize the same sounds in different words. ·      match objects with the same beginning or ending sound. ·      identify whether a given sound occurs at the beginning or ending of a word. ·      connect phonemes with graphemes.

Common Core State Standards: ·      CCSS.ELA-LITERACY.RI.2.7 o   Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. ·      CCSS.ELA-LITERACY.RF.2.3 o   Know and apply grade-level phonics and word analysis skills in decoding words. ·      CCSS.ELA-LITERACY.RF.2.3.A o   Distinguish long and short vowels when reading regularly spelled one-syllable words.

Support Literacy Development through Language: The phonemic awareness activities should be ongoing. I will have the students continue doing the games and activities with increasingly harder words. I will dictate a word aloud and have  thestudents "air write" or write on paper the letter they hear at the beginner or end of the word. I will give the students additional practice with beginning-letter sounds by having them play the Picture Match game. They can also use the game to practice identifying short- and long-vowel sounds. To extend these activities and challenge students, I will have them play the Puzzle Me Words game. This game has students listen to a word read aloud and then drag and drop letters to spell it. At the beginner level, students can focus on one short-vowel sound at a time.

Learning Objectives: ·      Chant beginning and ending phonemes in words ·      Match objects with the same beginning or ending sound ·      Identify whether a key phoneme occurs at the beginning or end of a word ·      Connect phonemes with written letters

Formal and Informal Assessment: ·      Students will be assessed through observation and anecdotal notes during the games and activities. ·      Students will also be assessed using the worksheet they complete individually to see if they are able to isolate the phonemes.

Instructional Procedure: First session: ·      Using the bag of objects, I will pull one object out of the bag. ·      I will ask the students to identify the object. ·      I will ask them what sound they hear at the end of the word. ·      I will have students make the sound. ·      I will begin a chant by slapping knees and clapping hands with the object. ·      I will continue the chant with all objects in the bag. ·      I will be sure to alternate the chant between beginning and ending sounds. ·      I will display the transparency or enlarged worksheet from the lesson pack. ·      I will say each object aloud and ask students which sound they hear at the end of the word. If they are able, I will have the students identify the correct letter for that phoneme. If not, I will tell the students which letter makes that sound. ·      I will have a student volunteer circle the correct letter. Second session: ·      I will have the students sit in a circle and tell them that they are going to play a sound game. ·      I will give the students two signals – one for if they hear the sound at the beginning of the word, and one if they hear the sound at the end of the word. For example, they could hop on one foot if the sound is at the beginning, or two feet if the sound is at the end. ·      I will give the students a key phoneme to listen for. ·      I will then say a word aloud and have students give the appropriate signal if the sound is at the beginning or end of the word. ·      I will continue the game several times, alternating between beginning and ending sounds. ·      I will display the worksheet on the Smartboard. ·      I will point to the last letter and ask students the sound the letter makes. ·      Then I will have the students say the name of the picture aloud. ·      I will ask a student volunteer to write the letter p at the beginning or end of the word, depending on where they hear the key sound. ·      I will complete the worksheet together in the same manner. Third Session: ·      I will gather the students into a circle and tell them that they are going to play another game. ·      I will get the set of index cards that I prepared previously. ·      I will begin with either the beginning sound pairs or the ending sound pairs. ·      I will choose half of the students and give them each an index card. ·      At the signal, I will tell the students that they must find their partner who has the card with the same sound, beginning or ending depending on which set they are using. ·      I will switch off and allow the other half of the students to play. ·      I will pass out the first worksheet to students and ask them to complete it independently.

Instructional Resources and Materials: Paper bag Select objects/object images Chart paper Markers Index cards Smart Board

Reflection: ·      Did your instruction support learning for the whole class and the students who need great support or challenge? ·      What changes would you make to support better student learning of the central focus? ·      Why do you think these changes would improve student learning? Support your explanation from evidence of research and/or theory.