Week 7/8 Assignment 2 Videos

• How did Charmon Evans and Shari Frost differ in their phonics instruction? Why do you think they used different approaches?

Ms. Evans took the small group approach.  Front loading vocabulary she knew the students would read in the new story she would be introducing.   Ms. Frost used the whole group instruction approach.  The majority of the group help her build words that are a part of the “ug” family.  The brought in their background knowledge of words they have heard.

 

• Which principles of phonics instruction were illustrated in these classroom lessons?

The words generated by Ms. Frost’s students were rhyming words until they thought of the words ugly, juggle, and muggle.  Ms. Evans used alphabet principle.

 

• Which lessons seemed to promote more student engagement and motivation?

I think both lessons promoted student engagement and motivation.  In Ms. Evans small group, students were engaged in using their knowledge regarding the silent “e” and created words using the prompts given to them by the teacher.  In Ms. Frost class, the whole group was engaged and motivated they enjoyed creating their word list together and reciting the Poem of the Week.

 

• Shari Frost used her "Poem of the Week" and Becky Pursley used her "Readers Theater activities" to practice reading accuracy and fluency. How did student performance in the two activities differ? How would you assess the reading fluency of students performing Readers Theater based on the three stages of fluency?

 

In Ms. Frost lesson, all students were engaged in practicing the poem of the week.  In Ms. Pursley’s lesson, the students in the readers theatre were practicing their communication skills along with reading fluency.  The remainder of the class was practicing their listening skills. 

 

• What other activities have you planned to promote reading fluency?  I have not planned any activities to promote reading fluency.  I teach 6^th grade math and the students do have good fluency when reading; however, some do struggle with comprehension.

QRI5 Week 7

I chose a kindergarten boy to do a QRI5 assessment.  This is the same student who I previously assessed for print awareness, phoneme awareness, and phonics.  I started the fluency assessment with the Pre-Primer I word list.  The student was only able to identify 8 out of the 17 words (47%), which is at a frustration level.  It does concern me that he did not try to use his phonics knowledge to decode the words.  If he could not say the word immediately, he would quickly say, “I don’t know it.”  Even with prompting to sound out the words, he would not try.

The student read the story “I Can” (Pre-Primer I). 

Number of Total Miscues:  5  - frustration

Number of Meaning-Change Miscues: 0

Rate:  2220/120 = 18.5 WPM

Correct WPM:  (37-5)x60 = 1920/120 = 16 CWPM

 

Recalled:  4 out of 12 ideas = 33%

Comprehension Questions:  3 out of 5 (frustration) – student did not identify the girl at the beginning of the story.  He group all kids together, answering hop, sleep, eat and dream.  On question number 2, the student did not know what another girl did in the story.

 

From this short assessment, this student is struggling with vocabulary, applying phonics and phonemes to decode, and comprehension.  Student will need immediate intervention at the Tier II level of RTI.  I also observed the student seemed to have trouble focusing during assessment.  He would also whine and state he hated reading.

Assignment #3 Student Awareness Assessement

The student I assessed was a boy in kindergarten.  The following is the results from my assessment of print awareness, sounds of speech, phonemic awareness and phonics. 

Print Awareness

Student was able to : 

      ·         identify the front, back and spine of the book

·         knew where to begin reading and title of the book

·         could recognize letters, words and the first word and last word of a sentence

·         lowercase letters

Student could not:

·         Capital letters

·         Punctuation marks (stated a comma meant to stop)

·         First and last word on a page

Sounds of Speech

Phonemic awareness

Student was able to:

·         relate sounds heard to letters and words

·         recognize the first sound in the words: van, man, cat, and Amber

·         related the beginning sound of the word cat to the beginning sound of his name

·         identify that fix, fall and fun all began with the same sound /f/

·         listen to a sequence of separately spoken phonemes and combine to form a word

·         count out accurately the sounds in words such as box and map

·         substitute one phoneme for another to make a new word such as bug to bun

Student could not:

·         recognize the odd sound in a set of words

·         count out accurately the separate sounds in some words such as grab and trip (said each was only 3 sounds)

·         recognize the word that remains when a phoneme is removed (smile à mile)

·         make a new word by adding a phoneme (park à spark)

Phonics

                Student was able to:

·      identify letters in the alphabet and their sounds

·      use phonic awareness to sound out words such as bat, hat, pit and run

Summary:

The first mini lesson I would have with the student is with print awareness, focusing only on punctuation, first and last word on a page and capital letters.  I would also need to focus small group instruction or individual instruction on the odd sound in a set of words.  The student would need to have index cards with the words written on them.  The assessment was only auditory; may have needed a visual.  The visual of adding and taking way a sound to form new words will also need to be auditory and visual.  This can be done using magnetic letters of the alphabet.

Websites to develop areas of concern:  http://www.gamequarium.org/dir/Readquarium/Phonics_and_Phonemes/

http://pbskids.org/lions/games/theospuzzles.html and http://www.abcmouse.com/phonics_games

Assignment 1 - 4

Print Awareness Assessment:  Pre-test 80% and Post-test 90%

On the pre-test I did not focus on what I was doing.  On the question about which is an example of print awareness, I thought the selection said "reading" Twinkle Twinkle Little Star, and I choice all the above.  It actually said leading the song.  Of course leading a song is not print awareness. On the second one I missed, I thought I had clicked the right answer, but I clicked the one below it by accident.  On the post-test, I did a little confused.  I though pictures were apart of print awareness like the example of the McDonald's sign.  I guess the key word in that problem was "is different from".

Speech Assessment:  Pre-test 90% and Post test 100%
My son receives speech services and from personal experience with him, I have learned about the importance of speech and phonemes and phonics with learning how to read.


Phonemic Assessment:  Pre-test 80% and Post-test 100%
The definitions for phonemic awareness and phonological awareness are very similar.  They both state hearing, identifying and manipulating.  However phonological awareness is the onsets and rimes and phonemic is discrete individual sounds.

Phonics Assessment:  Pre-test 80%  and Post -test 90%
One one question, I thought the answer choice with "separate word into sound" was talking about word segmentation with is phonemic.  However it did say "and writing letters for these sounds" which is phonics.  The other question I missed, I just forgot to go back and answer.  On the post-test, I missed that the letter A was a grapheme.  I know know that a grapheme is written language and phoneme is spoken language.

Week 7 Assignment 1 kindergarten

The kindergarten teachers incorporated all parts of language development in their whole group lesson.  They had speaking, listening, reading, viewing, and writing.  Even though the students were not individually writing, they were working as a group to fill in missing words in a story in Mr. Sinnett’s class.  In Ms. Owens class, one student was writing his sentence using a pointer will the rest of the class read his sentence as he pointed it out using the word wall words.  In both classrooms, students were speaking, listening and reading.  They used the word wall as a resource to get high frequency words into writing. 

 

The primary focus of both classroom lessons was word identification; however it was approached in different ways.  Ms. Owens used word identification in creating new sentences personalized by the student.  The student pointing at the words on the word wall did not read his sentence to the class, but the class read his sentence out loud as he pointed.  In Mr. Sinnet’s class the seconds created sentences by identifying missing words from the sentence.  This class also used phonological awareness with the word “good”.  They used the word wall and prior knowledge to help them identify the missing words.  Both classrooms used sight words and prior knowledge to build developing the parts of language.

 

Both teachers had students reading aloud words or sentences developing the phonological awareness and the letter and word recognition.  Each of the activities meet students’ individual needs, and allowed students to experiment with language, by providing opportunities to uses prior knowledge and ideas to develop sentences.

Each teacher had specific goals and outcomes for the direct lesson of using the word wall words and high frequency words to build sentences.  Ms. Owens stated that she specifically placed words on the word wall that the student was having difficulty with in written text.  When the student in Ms. Owen’s class had to start his sentence over because he realized it did not make sense when he inserted the word “like,” Ms. Owens took that opportunity to teach a strategy.  She told the students it was okay to start your writing over again when you get stuck or make a mistake, opportunistic instruction

 

Mr. Sinnet has specific words and letters (using sound recognition) that will need to be placed in the sentences to complete the letter he has written to his students.  When the first student suggested for the word “to” to be placed in the sentence, Mr. Sinnet took the opportunity to check for reasonableness.  He read the sentence to the students with the word “to” and the students immediately recognized “to” did not work and the word needed to be changed to “is.”

Week 6 Assessment

Since Mary is reading at a 95% accuracy at the 2^nd grade level, the focus of intervention should be on expository structure and details.  The length of intervention should occur during small group instruction rotations at the teacher table daily or at least three times a week for at least three weeks.  Mary is an ESL student and is also receiving language acquisition intervention.  It is possible for Mary to read with fluency and accuracy, but not understand the meaning of the words, especially in narrative texts. 

I believe having Mary write about a familiar topic can help the teacher find a book about that topic of interest on the 2^nd grade level.   This will help Mary connect to previous knowledge when predicting and retelling of expository text.   

As an intervention, the teacher can also show Mary pictures of whales and fish and how they are alike and different.  Mary may need visual aides to help in the understanding the text.  When retelling a story, Mary may need to have a high frequency word list to help her verbalize what she remembers about the story.  Some ESL students have trouble with recalling the correct word to use in a sentence.

 

Mini Lesson: at teacher table or after school tutoring

Ask Mary: (calling upon previous knowledge)

Do you like apples?

What is your favorite color of type of apple?

What ways can you use apples?

How do apples grow?

1.  Have Mary read the book, “Apples: And How Do they Grow?” by Laura Driscoll.  As student is reading, ask questions that will help student connect (self-to text) according to her answers to the personal questions above. 

2.  At the end of the book, ask Mary questions about the main idea and the supporting details. 

3.  Have pictures available of the main idea and details from the text.  Allow student to point to or pick up pictures in order to help her retell the story with detail. 

4. Have student draw a picture of herself within the story and how she was there growing the apples.

 

Week 5 Assignment 4

Student did not have any prior knowledge regarding whales and fish.  While reading the passage, the student had 8 miscues.  Out of the 8 miscues, two were teacher corrections.  The student also had 5 self corrections.  This score has a total accuracy at the instructional level.  The rate was 11,820/258 = 45.8 WMP.  The Correct WPM is (197-8)x60 = 11340/258 = 43 CWPM.

However if I include the 5 self-corrections, student is at the instructional total accuracy level.  Yet at a frustration level at the total acceptability level.  The correct WPM would be (197-13)x60 = 11040/258 = 42.7 CWPM.

The student recalled 15 ideas and was only able to answer 4 out of the 8 questions about the story.  She did answer the explicit of the fins being on the tail and backs.  She answered the explicit, knowing the whales and fish are alike because they have fins.  She also answered the explicit that the whales and fish are different size and they babies eat differently when they are born.  The student answered one implicit.  She knew that whales and fish have similaritiest and differences.

Week 5 Assigment 3

The student made many mistakes in Word List 3.  She identified automatically "lunch" and identified "believe."  She said "clouds" for "claws" and did not know the rest of the words.

Week 5 Assignment 2

17/20 - 85%  for "though" she said "thought" and did not identify two words.  She is at the instructional level.  Still hard to hear her sometimes.

Week 5 Assignment 1

18/20- 90% however I am unsure.  I thought I heard her mispronounce another word. It was hard to hear the student speaking.