Week 5 Assisnments

Assignment#1 

Use p.106 examiner’s word list, QRI6, page 87, to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at independent level in Level 1 Word List (with 18 words correct, out of 18, 2 identified), she was given Level 2 Word List(see QRI5, p101, QRI6, page 87, subject word list and p.107, QRI6, page 93, examiner’s word list to read further (http://www.youtube.com/watch?v=gqj3ZVerm_g).

Result: The reader answered

• 13/20 correct automatic at 65%
• 3/20 correct identified at 15%
• 16/20 total number correct for total of 80%

This put the reader at an inst4uctional level (14-17) (70-85%)

Assignment#2 

Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since Mary was reading at instructional level in Level 2 Word List (with 17 words correct, on the borderline of instructional and frustration), so she was given Level 3 Word List (see QRI5, p102, QRI6, page 88, subject word list and p.107, QRI6, page 93, examiner’s word list to read further to make sure Level 2 is the right passage to begin the assessment (http://www.youtube.com/watch?v=TED2ZGSD0S8).

 Result: The reader answered only

• 3/20 correct automatic at 15%
•  1/20 xorrect identified at 5%
•  4/20 total number correct for total 20%

This put the reader at a frustration level (below 14) (below 70%) and examination was immediately stopped.

Assignment#3 

Use p.107, QRI6, page 93, examiner’s word list to calculate Mary’s level in word identification.

Decision examiner made: Since examiner sensed that Mary started to struggle and was reading at frustration level in Level 3 Word List, the examiner immediately stopped and decided to begin comprehensive assessment with Level 2 (2^nd grade) passage.

Result: 

The student only knew one of the concept questions and received a 3/12 at 25% which categorizes as unfamiliar with the concept.

Assignment#4 

Use examiner’s scoring sheet(pp.223-225)to calculate the scores and to determine Mary’s strengths and needs(I will share with you the examiner’s results and analysis next week,week 6)

Result:

• Total Accuracy: 11 miscues
• Total Acceptability: 3 miscues
•  According to my results, Mary was at the instructional stage in total accuracy and independent stage for total acceptability.

Mary read at 46 WPM and 44 WCPM

Conclusion:  

Mary was able to retell the story quite well. She left out some major details when retelling the story but remembered intricate details about alikes and differences. Her WPM and WCPM were very close in range identifying that she was reading with good accuracy. The fact that Mary did get lost often and lost her place in the story or number word she was on shows that she is definitely still in the instructional stage and is not reading at an independent level.

Week 4 Assignment 2 PP

http://screencast-o-matic.com/watch/cbnrbs6DwM

Week 4 Assignment 1

Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. RTI extends student opportunity for learning and catching up to other classmates.  In Tier 1, all students participate in effective differentiated instruction delivered by a general education teacher. Tier 1 uses evidence based core curriculum instruction that meets the learning needs of 80-85% of all students. Tier 2 instruction does not replace tier 1 core curriculum; it is used as a supplement and builds upon Tier 1. Instruction is more systematic and designed to catch up students in areas of difficulty. Instruction is delivered to small groups in the general ED classroom and is usually offered to 15% of the students that didn’t respond to Tier 1 instruction. Tier 3 instruction is supplemented for Tier 1 & 2. This is offered to about 5% of students and uses intensive evidence based instruction provided individually or in very small groups. The opportunity for direct instruction is extended and sometimes delivered by a specialist or special education teacher. The role of collaboration is to make sure every child’s needs are met. If intervention is handled in Tier 2 & 3 and parents are involved in team meetings, there may be no need for special education beyond Tier 3. Everyone is included in the instruction of literacy down to the custodian.

Week 3 Assignment 3

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.