Week 5- Assignments 1-4 -Aministering QRI 5

Calculation of Mary's scores
Miscues-8
Meaning-Change miscues- 5
Mary is at the instructional level .
Words Per Minute- 46 (45.99)
Correct Words Per Minute- 44 (43.65)


Mary did rather well overall, in my opinion. She repeatedly read the word "must" as "most" and she read "live" as "lived. Mary would benefit from a lessons in verb tenses, and specifically present and past. She seems to have a weakness in this particular field of reading and recognizing works.  Furthermore, I would recommend that Mary is to keeps practicing readings at a second grade level to monitor her progress with such texts.

Week 4: Assignment 2- Reading Interventions PowerPoint

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Week 4: RTI

RIT (Response to intervention) is an approach to identifying specific learning disabilities or issues that are holding back a student from achieving or reaching expectations at their level. In the process of RTI, students are identified by the teacher, and through a number of assessments, they students are given opportunities to demonstrate their skills –or current abilities- as well as their weaknesses in regards to the level they are in. The goal is to set up a plan that will help the students have academic achievement, when the regular class structure is not working for that specific student. After issues have been identified, students then are brought up to the attention of school administrators, other teachers and discussion take place as to the best way (s) to aid the student.

Week 3: Assignment #3 Introduction to QRI5

• What is QRI5?

The Qualitative Reading Inventory-5 (QRI-5) is an individually administered informal reading inventory (IRI) is an assessment designed to provide information about the conditions under which students can identify

words and comprehend text successfully and the conditions that appear to result in unsuccessful word

identification or comprehension. 

 • What is the purpose of using QRI5?

There are various purposes for using this assessment. One of the purposes of the QRI5 is to identify a

subjects’ reading levels which the fall at 3 levels: independent, instructional, and frustration. The

assessment also to provide valuable diagnostic information, so further instruction for that individual

student can be designed by those assessing the student(s). according to the article provided, results can be used to allocate students abilities and assign reading at proper levels. Finally, the QRI-5 can also be used to document student growth over time so that progress can be monitored.

 • Have you seen similar assessment activities like QRI5? What are they?

The only assessment that I have seen is the running record to determine what reading level is appropriate for a student. However, working at the 6^th grade, and coming from higher grades, (High school) I have not been seen running records being used in a school setting.

 • What is your impression of QRI5?

I think that the QRI5 is an effective way to assess a student’s reading levels. The assessments manages to make a very specific measurement on a students skills and abilities, and allows one to record, to monitor, and to assign readings that are in a correct level for that particular student. The QRI5 seems to be a very strong tool for determining a student, and placing him/her in the proper reading path.

Week 3: Assignment 2 - Reaching the Common Core

Teachers can assess a students learning outcomes through formative assessments in class. Educators can use literature circles and reflections on text in order to educate students and to scaffold them into important routines that will benefit their skills and ability to recognize complex texts. These assignments can be given through independent practice and even through group work, in order to allow students to work on various skills (the teachers should deliberately plan accordingly to his plan for every student).

Teachers can address and meet common core standards with students of various levels by implementing curriculum based work in an individualized manner. What this means is that teachers can (and should) assess a student’s skills and abilities in order to properly identify their levels of skills. Then, use the information gathered through assessments in order to teach students with information at their level, and in order to exposed them to text that are appropriate to their levels or skills.

Week 2: Task 3

After observing the videos in the Reading Rockets website under Reading 101, I noticed how many different aspects of print awareness are involved in becoming an effective reader at a young age. There is no doubt that Each and every component that was demonstrated is vital for success in reading at a young age. I found the research to be very interesting in regards to the importance of reading to babies at a very early age, and how this impacts their ability to succeed as well.  It's important for parents to encourage reading in the home and use samples from everyday normal routines. When a child comes into school having a supportive learning environment at home they get a big head-start in becoming great readers and learners. Parents taking time out even 20 minutes per day to help their child with their reading can improve areas mention in the print awareness above. This is information that is useful for parents, but also for teachers, who must keep such theories in mind when working o their practice and including such knowledge into their panning. Also, it may certainly be useful to keep these theories in mind as one speaks with parents about how they can support children at home.