QRI-5

QRI -5 stands for Qualitative Reading Inventory 5th edition and provides a several assessment options for evaluating  a student's reading level.  From the results of analysis, the teacher is able to group students for guided reading, literacy circles, and readers workshop assignments.  The QRI-5 inncludes the running record, miscue analysis and comprehension checklist.  It is a flexible tool for teachers to use, allowing the teacher to choose the number and type of passages the student will read to demonstrate reading comprehension and fluency.  In the younger grades, the QRI can be used for word identification.  The QRI-5 can be used in all grade levels (K-12) to assess reading comprehension through the use of retelling, questioning, and think-alouds (thinking out loud while reading).

Week 4 Response to Intervention

Tier I  - 80 - 85% of the student population which are meeting the learning needs through differentiated instruction by general education teacher using district curriculum and state standards.

Tier II - Approximately 15% of the students who are not responding to instruction at Tier I.  General education teacher uses strategic interventions to identify strategies to help students understand and apply concepts.  Intervention is provided by general education teacher in a small group setting withing the classroom or afterschool tutoring.  The intervention is a supplement to the core curriculum.  At my school, we meet as a PLC team to address students who are struggling and work as a team to devise a intervention plan for student success.  The PLC meets at intervals to discuss student response to the intervention outlined.

Tier III - Approximately 5% or less of the students are in this top tier of the pyramid.  These students are not responding to the Tier II interventions and require additional help.  Help can be given by a reading or math specialist and if needed, students can be tested for special education services.  The following is a sample list of services under the special education umbrella.

1. Resource - students who receive instruction from a special education teacher - they are not in the general education classroom.
2. Inclusion - students who attend general education classroom but has an aide for one-on-one support.
3.  Functional academics - students who need a more self-contained classroom with a very small number of students who have the similar need for life skills
4. 504 - Language science - students with dyslexia
5. 504/OHI - other heath impaired - students with ADD or ADHD and have special accommodations
6. OT/PT - Occupational and physical therapy
7.  Speech and Vision

PowerPointe Reading Interventions

Week 3 Assignment 2

According to the reading given about P21, P21 works with the Common Core Standards to provide grade-level indicators, which include critical thinking, creativity, collaboration, communication, and integrating cross-curricular themes as well as Global Awareness, and Financial, Civic, Health and Environmental literacy.  The 4th grade sample lessons given in the reading allowed the students to create an outcome which involved them utilizing the higher level of Blooms.  Students had to analyze, synthesize, and evaluate information with real-world application.  As a teacher, i would crate a rubric to assess the project in sample number 1.  I would also assess the learning outcomes through student journal entries regarding the project, one-on-one and small group discussions.  Because students are working in groups in the first sample lesson, creating a beginning of a story in another sample lesson, instruction and the activity is differentiated for students of various reading levels.  common core Standards state that students are to engage in a range of collaborative discussions with diverse partners in order to build on ideas.  Additionally Common core Standards state that students should be able to explain events, procedures, and ideas within informational (expository) text including cause and effect based on the information provided in the text.  Therefore, as a teacher I would be designing my instruction with the end in mind.  I have to start with what I want the students to learn according to the Common Core Standards and how I would like them to demonstrate their acquisition of the knowledge.  So, the design of my assessments is informing my instruction, which is creating lessons with allow students to collaborate, be creative, communicate while critically analyzing what they have read regardless of their reading level.

Week 3 Assignment 3

QRI-5 is like running record and miscue analysis and checklist for comprehension all rolled into one.  QRI-5 is an informal reading inventory that has word lists and passages per the student's grade level.  It asses oral and silent reading and listening skills and can be used from pre-k to high school.  The QRI-5 can help determine a student's independent, instructional, and frustration level in reading.  I have not seen assessments like the ones shown in the PowerPointe.  QRI-5 like many other assessments in reading is new to me.  At this point in time,  I do not have an opinion about QRI-5; like running records, I would have to use it first.

Week 3 Assignment 1

Response to Intervention (RtI) is a tool for identifying students who may need to be tested for special education.  The teacher provides targeted instruction in addition to the regular classroom instruction.  All students start of Tier I, those students who need additional intervention is moved to Tier II.  With a team of teachers, a plan is laid out to track student progress and is reported in intervals.  If intervention strategies are not indicating student progress, the student is referred for testing.  The RtI process maybe long and requires a lot of paperwork; however, it is needed.  As teachers, we do not need to place students into special education when they do not have a learning disability.  Some students just need additional small group instruction or tutoring.

I am not familiar with NAEP, but to my understanding it sands for National Assessment of Educational Progress.  It focuses on reading.  This assessment examines the student's connection of the test to previous knowledge and experiences.  I guess this would be teaching students to connect text to text, text to self, and text to real-world.  According to the reading, NAEP also examines how students compare and contrast, evaluate, and analysis cause and effect.  These are the higher level of Blooms.