EDLI636 Diagnosis and Remedation of Literacy Disorder

THE IMPLICATIONS OF RTI FOR THE READING TEACHER (  assignment 1)    RTI is not something you can buy or acquire. It is an attitude- to be aggressive about getting students to understand and read. RTI makes sure teaching is up to par and to catch the students before they fall, providing rich sufficient instructional response.     There are 3 or 4 tiers in the RTI. The FIRST is providing ALL students with high quality classroom teaching. The LAST  is moving students into supportive special ed programs. What is in between? In class  extra instruction by the regular teacher or another teacher. It can be outside school time as well. There would be no need for special ed if the classroom is providing all the improvements necessary. We need the coordination of teachers, professionals and the students themselves to make these decisions.     Reading teachers must possess a great scope of knowledge about reading. They need to know how...

ELL STUDENTS:  I really enjoyed watching and reading how the ways to support ELL students. I wish this assignment would have been two weeks ago so I could have implemented some of the ideas with my ELL student, chaim. I really enjoyed working with him and have seen progress and connected with him through his language which is one of the ideas from the ELL teachers in Reading Rockets. Following are the lessons I've learnt about understanding, reaching and teaching ELL students: All children have different experiences in their own languages and cultures which they bring when they come to a new country. ie. museums, stories in their own languages. Teachers need to check spoken and written English ie. letters and sounds, but just as important: to assess their skills in their native language so we can access that to acquire english. It is very important to teach children at their own level so they are challenged but not frustrated. There are some schools that actually teach BOT...

OBSERVATIONS weeks of nov 4 and 11 I was looking forward to observing Mrs. Weissman’s 4th grade yiddish speaking boys class in action.They are in a school called BELZ in Lakewood NJ and the main language spoken there is Yiddish.However, the majority of the school speaks English too. There were 10 children in her self contained class made up of 2 ELL  students and the 8 others struggling at different levels. I observed that she has a lot of visual aids around her classroom that her students can use as a reference. Ie. months of the year, days of the week, vowels, consonants, classroom rules, sentence structure etc. She also has 2 contests going on at once as an incentive for good behavior and on target classwork, as well as points earned for caring for each other. I thought this was so nice since each student is his own world with his own strengths and weaknesses and they can all benefit from complementing each other with what they can give which is a self confidence booster t...

TEACHER INTERVIEW Please describe your ELL teaching experience: My name is Chanie Weissman. I worked in Lakewood Public School for 7 years. I worked with many Spanish speaking children but did not have any formal ELL  training at that time. This was a springboard to learn to make modifications for these children. I then went to school to become ESL certified and stayed on in public school. Last of the seven years, I worked with ESL students only with a wide range of levels and class size. I then worked on developing a curriculum for TENDER TOUCH based on the WIDA  standard. What is your perception on ELLs in terms of their learning motivation and performance (especially in reading and writing)? What learning difficulties do ELLs usually encounter in schools? What is the role of family and community in helping ELLs’ learning? ELL students struggle tremendously with motivation and performance in reading and writing especially. Teachers need to constantly give out ext...

sorry, my last attempt did not work. view my prezi here :

view my prezi here

           In authentic learning, Publishing is a wonderful way for children to learn, create, research, plan and try new things. Teachers can use programs like WORD, "PAGES", I-PHOTO, PICABOO, KIDPIX  to give students the opportunity to create. These let students write and share with fun innovative ways like videos and sound. Video cameras can record directly or go straight to Dvd or hard drive. Many computers have a built in microphone and recorder. Moviemaker is another option.     When teachers are planning their lessons, they can make use of a mobil lab, bringing computer screens into the classroom, creating centers with computers, listening and recording. Students can have the opportunity to scan in their drawings, take photos, use kidpix, kidspiration or tablet for ideas. Teachers can use a binding system to bind the book or use spiral. Students should be encouraged to bring in photos and downloads. The use of peer editing is great ...

Readers must be aware of text structures to be successful. Text structure is the arrangement of ideas and the relationship among ideas. Without teaching text structure, students will approach text without a reading plan and miss crucial points and ideas.Readers who are aware of text structure expect and are ready for the information to unfold in certain ways. Students learn text starting with narrative, moving on to story line, following with reading for information. Text features can help readers locate and organize information (ie. headings - which can help them hold bits of information for later reference). The text structure is broken down as follows: Description                                                                          Sequence               ...

View my recaptured lesson plan here

 The QUALITATIVE READING INVENTORY (QRI) is an individually administered informal reading inventory (IRI) to provide information about condition where students can identify and comprehend text successfully and where they appear unsuccessful. The QRI can document student growth, estimate reading levels, guide in grouping reading sessions and in choosing appropriate level books. It assesses oral and silent reading and listening ability in children from pre k - high school.  The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.. DIBELS subtests measure critical skills and abilities that are necessary for reading success and most offer both benchmark and progress-monitoring forms. The differences between these 2 assessment...

view my lesson here : https://docs.google.com/document/d/1yFF41viycJBvuf8G1SfhvD9lUH5kJr6edlvRASeONAw/edit?usp=sharing

I did not see the space for this assignment on the discussion board so I'm posting here: FLUENCY:  It is the ability to read with speed, accuracy and proper expression- aloud and silently. The child should be able to read phrases fluently. Fluency is a motivator! Reading is not fun if its slow and laborious. children that struggle take so long to read so there is no energy left for comprehension. To help these children, we can help them track with their finger, copy teachers expressions after they read first, use predictable rythmic patterns. We also need to be careful not to push faster reading if the student is reading slowly to aid her own comprehension. My pre test score was 8/10, post 7/10

Here are my on line resources: https://www.mc-wildcats.org/common/pages/DisplayFile.aspx?itemId=5848733 https://www.readnaturally.com/knowledgebase/how-to/9/217 https://www.kizphonics.com/product-types/1st-grade-games-1/ I assessed a 7 yr old girl for PRINT: -She successfully pointed out the front and back of book, the title, where the story begins. She had difficulty with the first word and first letter in the page and the period. -To aid in her print awareness, I would use very large print and do an exercise where she would first watch me circle the first letter and word on a page on a big screen and then attempt to do it herself with different colored markers. I would then teach what a period is and give a positive reinforcement for every period she finds on a page. I then assessed a 10 yr old boy for FLUENCY: -He read 247 wpm correctly. However his expression wasnt great since he was so focused on speed. He did stop at all the right phrases and had good innotation. He was...

view my power point here

   Mary scored 18/20 correct on the level 1 word list. she identified 17 automatically. Therefore, Mary can read first grade text independently.    Mary read the level 2 word list at an instructional level. she identified 16 correctly and automatically and could not identify 4. She left out some letters and added others . In addition she lost her place towards the end but was not yet frustrated.    Mary struggled at the level 3 word list. she was at the frustration level and identified 3 words automatically. Examiner stopped the assessment since it was too difficult for her which is what I would have done too.    Examiner chose reading passage level 2 based on her word lists. Mary read nicely with 93% accuracy , with 13 miscues. Self corrected a few of her mistakes and read at 46 WPM. 43 of those words were correct.    Mary was able to recall the passage of "Whales and Fish" with the basic idea but had difficulty with the detai...

view my power point here:  https://screencast-o-matic.com/watch/cF6iYcYbTD

   The RTI (response to intervention) identifies students with specific learning disabilities as an initial referral and identification process as well as implementing the intervention immediately.    For immediate intervention we proceed like a pyramid. Tier 1 is where all students receive effective differentiated instruction in a General Ed setting. 80-85% of students perform well through tier 1. If they are unsuccessful, we proceed to Tier 2. This systematic and carefully designed instruction is in smaller group settings. The teacher will adress a specific conern for this group of students. Is is a supplement to Tier 1, not a replacement. In Tier 3, we target students that are still falling behind after repeated Tier 2 instruction. It is more intense and more direct but does not eliminate tiers 1 and 2.   RTI ensures that teachers are on the watch for ALL  students and no student is left behind or "handed over" to a different tutor/educator.

  The QRI-5 is the QUALITATIBE READING INVENTORY. This assesses reading levels for grades pre k -12 . This test will provide information about 1. conditions where students can identify and comprehend text successfully. 2. and conditions where they are unsuccessful.It uses word lists, concept questions and measures implicit and explicit questions. It can identify when the student miscued a passage or word, changed the meaning, mixed up similar letter sounds etc. It can identify instructional, frustration, and diagnostic as an informal reading inventory . It is determined according to the INDIVIDUAL,  not comparative to any other individual or group norms. It is used to determine reading levels, aids in choosing level appropriate books, and helps guide intervention.    I have never seen a this test being administered, however I have watched similar tests being used with my own child and my clients. Like I've shared previously, I am a big fan of individualized testing...

If i would want to assess my 4th grade class in their reading ability and goals, I would want to use the common core standards which offers a wide range of methods in the 21st century to assess all students on a wide range of levels. Some examples would be a discussion using a recorder to assess and work on communication, providing proof, collaboration and technology. I loved the example of creating a podcast. This trains children in the use of technology while at the same time targetting their creativity and writing skills. Using a persuasive proposal presentation facilitates global awareness, using evidence from text and communication/collaboration skills as a  group. Im looking forward to using some of these creative and effective tools with my students.

I loved these video clips of talented teachers using assessments and such innovative programs in their classroom. I saw children who are average or struggling looking very motivated and confident in using these methods. The Rainbow was an amazing program encouraging participation, emotional connection and motivation for decoding. Semantic gradients help children learn by making connections to what they have already experienced. The RISE program helped children look at patterns and make sense of what they learn instead of memorizing. The jigsaw enabled children to learn, share and become the expert with moving around which stimulates their brain. When one of the teachers shared with her students that she too is learning from them, that really spoke to me in that the children feel responsible and important. Watching how babies start picking up sounds and their differences, get excited about looking at words even as toddlers shows how important it is for parents and caregivers to give chi...