Week 9 Compare and Contrast QRI5 and DIBELS

Assignment# 3 Compare and Contrast QRI5 and DIBELS (This assignment would also fulfill the requirement for one of the major project, DIBELS).

• Summarize each assessment battery tool.
• Describe the similarities and differences of both assessments.
• Describe how they can be used (in the classrooms or as a standardized tool) for instructional planning and decisions.

Summarize

QRI-5- The Qualitative Reading Inventory-5 is an individually administered informal reading inventory (IRI) designed to provide information about (1) conditions under which students can identify words and comprehend text successfully and (2) conditions that appear to results 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 from the pre-primer 1 through the high school levels.

-Number of assessment options-results can be used to estimate students’ reading levels, to group students for guided reading sessions, or to choose appropriate books for literacy circles, reading workshops, and independent reading.

-Information for designing and evaluating intervention instruction.

-Can be used to document student growth.

The QRI-5 does not provide comparative data (does not compare an individual’s score that is evaluated in terms of the score of the norm group). The QRI-5 is not a standardized instrument (standardized instrument-are administered identically for all students). QRI-5 use traditional percentages to determine independent, instructional, and frustration levels, students scores are interpreted only in regard to the individual and not to any norm group.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

DIBELS is a set of procedures and measures for assessing early literacy skills from K-6. They are designed to be short fluency measures used to regularly monitor the development of early literacy and early reading skills. DIBELS consist of 7 measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. The theory behind DIBELS is that giving primary school students a number of quick tests, educators will have the data to identify students who need additional assistance and monitor the effectiveness of intervention strategies. Early identification and intervention are essential for helping at risk students or students with reading difficulties.

COMPARE: Similarities and Differences

Similarities

Determines students strengths and weaknesses in reading fluency, vocabulary, and comprehension

Used to identify reading levels and determine the accurate level of text for each student

Provides information for designing and evaluating intervention instruction

Differences

QRI-5 offers assessment materials K-12

DIBELS offers assessment materials K-6

DIBELS assesses issues such as phonemic awareness, alphabetic principle, accuracy and fluency, vocabulary, and comprehension.

QRI-5 has word lists, concept questions, miscue analysis, retelling, and comprehension questions. Does not identify is the student is having trouble with phonics or phonemes.

DIBELS-Short one minute tests

QRI-5 is not a standardized instrument (standardized instrument-are administered identically for all students).

DIBELS rates students as At-Risk, Some-Risk and Low Risk for beginning of the year assessments and deficient, emerging and established during the middle and end of the year.

QRI-5 rates students according to their reading level: independent, instructional, and frustrated.

Classroom 

Both assessments can be used to determine a student’s reading level and provide information for intervention. DIBELS can be used to identify areas of weakness within an individual student’s fluency, whether it is in phonological or phonemic awareness. Both assessments can be used to document student’s growth. Early identification and intervention using either assessment is essential for helping at risk students or students with reading difficulties.

Week 7 Early Literacy Assessment

Assignment #1 Print Awareness (include your pre- and post-test results, what you learned about this assessment, what you still need to know, and your questions about this assessment, if any.) Pre-test

See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red.

1. Print awareness is: a.recognizing written language and understanding how it's used b.understanding that print is made with a pen or pencil c.analyzing students' printed handwriting d.none of the above

2. Print awareness: a.develops faster in girls than in boys b.develops through child/adult interaction with various forms of print c.is present at the time of a child's birth d.none of the above

3. Which of the following is NOT an example of print awareness? a.knowing that print proceeds from top to bottom on a page b.knowing that print proceeds from left to right on a page c.knowing that print is easier than cursive handwriting for most children d.knowing that print is an expression of written language

4. Children's performance on print awareness tasks: a.cannot predict future reading achievement b.is a reliable predictor of future reading achievement c.is a way of measuring how fast they can read d.none of the above

5. Activities that help children become aware of print include: a.being read to by adults b.playing with magnetic letters c.pretend reading d.all of the above

6. Children with print awareness are able to: a.count the number of words in a sentence b.distinguish between a word and a letter on a page c.recognize the logo for McDonald's on a billboard d.all of the above

7. _______ does NOT encourage developement of print awareness: a.teaching a lesson about the parts of a book (cover, title page, author, illustrator) b.using a "big book" to read a story aloud c.leading the song, Twinkle, Twinkle, Little Star d.helping a student write his name

8. Activities that help promote print awareness in children include: a.labeling objects in a classroom b.reading aloud to students c.pointing out punctuation marks at the end of sentences d.all of the above

9. Children who begin school without print awareness: a.tend to be better readers than other students b.will never learn to read c.are at risk for reading difficulty d.none of the above

10. Pretending to write a shopping list: a.can help a child develop print awareness b.may be bad if the child does not know the alphabet c.has no effect on learning d.none of the above

You answered 8 questions correctly.

Post-test See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red. 1. Print awareness is: a.the best predictor of later reading success b.the part of phonemic awareness that focuses on print c.understanding the function of print and how it is organized on a page d.none of the above 2. An example of print awareness can be seen in which of the following? a.a child lies in her father's arms, listening to a bedtime story b.a child asks her mother if she can watch "Between the Lions" on PBS c.a child points to a McDonald's billboard and yells, "Mommy! I want a Happy Meal!" d.a child carefully cuts out a red paper heart with the words, "To: My Valentine" appearing across the middle 3. Which of the following is NOT an example of print awareness? a.a child indicates that print proceeds from top to bottom on a page b.a child indicates that print proceeds from left to right on a page c.a child indicates that he can sing the alphabet song d.a child indicates that you should start reading a book from the front cover 4. Print awareness tasks: a.can be given by the classroom teacher b.can help students to develop print awareness c.are related to children's later success in reading d.all of the above 5. Print awareness typically, but not always, begins to develop: a.before children begin school b.during the child's first year of schooling c.at the end of first grade d.none of the above – children are born with print awareness 6. Which child has an understanding of print awareness? a.Mary, a pre-school student who, after scribbling on a piece of paper, proudly proclaims that what she has written says, b.Timmy, a kindergarten student who points to the written representation of his name and states, "That's my name!", but is unable to actually read that it says "Timmy" c.Lauren, a first grade student who is able to count the number of words on a page d.all of the above 7. A child who writes from top to bottom and from left to right possesses: a.legible handwriting b.print awareness c.number awareness d.none of the above 8. Print awareness is an understanding that print: a.is different from pictures on a page b.carries meaning c.has practical uses d.all of the above 9. What is the relationship between spoken and written language? a.Print is used to represent the words we speak b.Speech is superior to writing c.Writing has been around longer than speech d.Spoken and written language have no relationship 10. Which of the following is an example of print awareness? a.Books are square b.Print is read from left to right c.The alphabet originated in China d.none of the above You answered 10 questions correctly. I learned that children who begin school without print awareness are at risk for reading difficulty. I also learned different ways to practice print awareness with children in your classroom or what parents can do at home as well.  Assignment #2 Pre-test  The sounds of speech  See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red. 1. Speech sounds are also called: a.graphemes b.phonemes c.scriptemes d.none of the above 2. There are _______ sounds in the English language: a.exactly 26 b.over 60 c.over 40 d.exactly 52 3. Children who have trouble hearing speech sounds may have a(n) _______ problem. a.visual b.auditory c.comprehension d.olfactory 4. _______ are used to represent phonemes in writing. a.syllables b.words c.pictures d.letters 5. The definiton of phoneme is, "The smallest part of _________ language." a.spoken b.written c.informal d.formal 6. The word ran has how many phonemes? a.5 b.4 c.3 d.2 7. Phonemes are: a.speech sounds b.letter names c.short syllables d.written words 8. How are phonemes represented in writing to differentiate them from actual words? a.by placing the letters between slashes /b/ b.by placing the letters between asterisks *b* c.by placing the letters in parentheses (b) d.by placing the letters between percent signs %b% 9. How many phonemes do you hear in the word nope? a.1 b.2 c.3 d.4 10. Which of the following words have two phonemes? a.me b.bee c.sigh d.all of the above You answered 8 questions correctly.

Post-test See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red. 1. How many phonemes are in the word RAKE? a.1 b.2 c.3 d.4 2. How many phonemes are in the word SHAKE? a.1 b.2 c.3 d.4 3. How many speech sounds are there in the English language? a.between 26 and 28 b.between 30and 32 c.between 42 and 44 d.none of the above 4. There are ________ phonemes in the word rank. a.two b.four c.one d.three 5. Which word contains three phonemes? a.day b.sight c.walk d.cart 6. Digraphs such as "sh" make ___________ sound(s). a.1 b.2 c.3 d.none of the above 7. Students with auditory problems may have difficulty: a.hearing sounds in words b.saying sounds in words c.learning to read d.all of the above 8. Phonemes are: a.the largest unit of spoken language b.the smallest unit of spoken language c.the largest unit of written language d.the smallest unit of written language 9. The word ___________ contains 3 phonemes. a.pit b.see c.pay d.all of the above 10. Which letter combination(s) represent a single sound? a.TH b.IGH c.SH d.all of the above

You answered 10 questions correctly.

I learned that there are between 42 and 44 different speech sounds in the English Language. There is not an exact number, because experts don't agree on the exact number pf phonemes found in the English language.

Assignment #3
Pre-test

See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red.

1. The ability to hear, identify, and manipulate the onsets and rimes in words is called___________: a.phonics b.phonological awareness c.phonemes d.phonemic awareness

2. The ability to hear, identify, and manipulate discrete, individual sounds in words is called _________. a.phonics b.phonological awareness c.phonemes d.phonemic awareness

3. Phonemic awareness differs from phonics in that phonemic awareness: a.is understanding that spoken words are made up of sounds b.is learning of sound-spelling relationships c.is understanding that words have meaning d.all of the above

4. An example of phonemic awareness is: a.a child writing his own name b.a child categorizing pictures that begin with the same sound c.a child retelling a story d.a child re-reading a story to help foster his fluency

5. Phonemic awareness activities include: a.blending sounds together to make a word b.identifying words that begin with the same letter c.breaking a word into individual sounds d.all of the above

6. Phonemic awareness activities include________________: a.word blending b.story writing c.text comprehension d.none of the above

7. To teach phonemic awareness, teachers should focus on developing their students ______ skills. a.oral b.written c.comprehension d.all of the above

8. An example of phoneme segmentation would be a child ______________: a.breaking a word into its separate sounds b.being told a series of sounds and then being asked to combine those sounds to form a word c.substituting the beginning sound in a word with a different sound to form a new word (replacing the first sound in cat with /m/ to create mat) d.none of the above

9. Phonemic awareness: a.can be assessed by teachers b.is a necessary component of reading c.can be introduced to students as a game d.all of the above

10. Phonemic awareness is the same as: a.phonological awareness b.phonics c.print awareness d.none of the above

You answered 5 questions correctly

Post-test

See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red.

1. Which of the tasks listed below can be used to build phonemic awareness in young children? a.segmenting words b.blending words c.both A and B d.neither A nor B

2. Phonemic awareness activities are primarily: a.oral b.written c.silent d.all of the above

3. (Identify the phonemic awareness activity or activities) The child is asked to__________________: a.recognize the individual sounds in a word b.combine sounds to form a word c.break a word into separate sounds d.all of the above

4. Phoneme blending calls on a child to: a.listen to a set of sounds and then combine those sounds to form a word. (Child is asked to merge the sounds /m/ /a/ /p/ into a word. Child replies, "map" b.break a word into separate sounds c.identify the first sound in the words star, sun, and sea d.none of the above

5. Which of the following is an example of phoneme segmentation? a.a child telling his teacher that the first sound in run is /r/ b.a child sounding out an unknown word ("/b/ /e/ /s/ /t/ ... best") c.a child telling his teacher there are four sounds in truck, /t/ /r/ /u/ /ck/ d.A child telling his teacher that the last sound in cup is /p/

6. Phoneme blending is: a.breaking a word into individual parts b.combining individual sounds to form a word c.changing the middle sound in a word to form a new word d.all of the above

7. Which child displays knowledge of phonemic awareness? a.Adam, who writes his name in cursive b.Ashely, who combines separate sounds to form a word c.Abigail, who knows letter names d.Aaron, who sees a Burger King sign and says,

8. Phonemic awareness is one part of ____________, which also includes activities on phonemes, rhymes, syllables, and more: a.phonological awareness b.text comprehension c.print awareness d.all of the above

9. A child who changes the beginning sounds to /b/ in the song "Happy Birthday," thus singing "Bappy Birthday bo boo..." displays knowledge of: a.rhyme awareness b.phonemic awareness c.lyric awareness d.none of the above

10. Which task might you find on a phonemic awareness assessment? The child ____________: a.reads a story aloud b.sings the ABC song c.answers comprehension questions d.blends a set of sounds into a word

You answered 10 questions correctly.

Assignment #4

Pre-test See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red. 1. Phonics instruction teaches: a.the relationship between letters and sounds in written form b.the understanding that speech is made up of individual sounds c.the awareness that print carries meaning d.none of the above 2. Phonics instruction has an impact on a child's: a.reading ability b.writing ability c.both reading and writing ability d.neither reading nor writing ability 3. Teaching students that the letters ph represent the /f/ sound is an example of what type of instruction? a.whole language b.vocabulary c.phonics d.all of the above 4. Which of the following is a true statement? a.phonics involves looking at the sounds letters make in spoken words b.phonics involves looking at the relationship between letters and sounds in written form c.phonics involves looking at how print works d.phonics involves looking at the difference between consonants and vowels 5. Phonics instruction is most effective when it begins in: a.preschool or pre-kindergarten b.kindergarten or first grade c.second or third grade d.none of the above 6. Which of the following is an approach used for phonics instruction? a.children learning the letters or letter combinations that represent sounds b.children using word parts or families to identify unknown words c.children learning to segment words into sounds and writing letters for these sounds d.all of the above 7. Effective phonics instruction may improve: a.fluency b.word recognition c.spelling d.all of the above 8. Phonics instruction: a.is an entire reading program b.is one component of a reading program c.should be introduced in grades two and three d.none of the above 9. The best way to teach letter-sound relationships is to use instructional methods: a.that your elementary school teachers used with you b.discussed in your teacher education program c.that have a clear and logical sequence d.that introduce letters in the same order they appear in your favorite storybook 10. Phonics instruction is effective for which of the following groups of children? a.learners of teh English language b.children from low socioeconomic level households c.children who are struggling with comprehension d.all beginning readers You answered 8 questions correctly

Post-test

See how you did! Your answers are marked in the buttons next to each option, while the correct answers are highlighted is red.

1. Phonics instruction: a.should not be taught because English spellings are too irregular b.should not be taught because it interferes with fluency c.should be taught because it teaches a system for remembering how to read words d.should be taught because it is the most important component of a reading program

2. The alphabetic principle is understanding: a.the relationship between letters and spoken words b.the written alphabet c.spoken language d.none of the above

3. The written letter A is a: a.morpheme b.grapheme c.phoneme d.naneme

4. Phonics programs are effective when they: a.include a carefully selected set of letter-sound relationships organized into a logical sequence b.include a set of precise directions for teaching these relationships c.include lots of opportunities for children to apply learning to reading and writing d.all of the above

5. Phonics instruction is most effective when it is taught: a.in primary grades b.in upper elementary grades c.anytime, as long as it is taught d.all of the above

6. Which is NOT an example of non-systematic phonics instruction? a.teaching in a way that focuses on whole-word or meaning based activies b.teaching a set of sight vocabulary words c.teaching a set of letter-sound relationships in a clearly defined sequence d.teaching letter-sound relationships only when letters appear in student reading materials

7. Effective phonics programs provide students with opportunities to practice applying their knowledge about phonics as they: a.read b.write c.blend sounds to form words d.all of the above

8. A teacher who is explaining how to place a set of words into categories based on their spelling patterns is engaged in: a.vocabulary instruction b.phonics instruction c.comprehension instruction d.none of the above

9. Phonics instruction is important because it helps students to: a.understand the relationship between letters and sounds b.recognize unfamiliar words c.improve reading comprehension d.all of the above

10. Which of the following is a component of a reading program? a.phonemic awareness instruction b.phonics instruction c.print awareness instruction d.all of the above

You answered 10 questions correctly.

Week 6

Assignment 

Assuming Mary is in your class, what kind of in-class instructional intervention you will design to focus on the Mary’s strengths while addressing possible areas of need. Describe in details on the following:

1. Instructional focus based on the assessment results
2. Length of Intervention (How many weeks? Daily lessons? How long is the lesson while maintaining the rest of your class?)
3. Intervention structure (intervention components, such as repeated reading, decoding, encoding, expository structure and details, writing…)
4. Create one sample mini-lesson that addresses Mary’s areas of need. 

 The assessment results indicate that Mary is in the 3rd grade reading at the 2nd grade instructional level. She was able to retell some parts of the story, but she left out some important details. This may indicate that Mary can read at the 2nd grade level, but may not understand structure of paragraphs in expositions. 

Some techniques that could help Mary...

1.) Making sure Mary understands the concept Questions before reading the passage. The teacher could add to Mary's answers and explain the concept questions in more detail (this may help Mary when she is reading the passage and also retelling and comprehending what she just read). 

2.) Passages with pictures. If the passage had pictures that Mary could refer back to may help Mary remember what she read. 

Mary's Intervention 

Should be daily intense lessons with an reading teacher. She is not too far behind so if she gets the help she needs now she can catch up and not fall behind. The reading teacher should use different techniques with Mary to help her comprehension skills and recalling the texts. I would also work with Mary in small groups in the classroom as well. Contently asking Mary questions about the passages that were just read. I also would have Mary practice reading texts that she is more familiar with...this will allow her to practice comprehending a topic she can relate to. 

MINI lesson

I could have Mary work in a small group with me. I would have her read the title of the passage and tell me all the things that come to her mind and what she thinks the story is about. Then I would ask her some concept questions before reading the story. I would have Mary also add on to what the other children in her group think the story is about and their answers to the concept questions. Once I feel that Mary has a good understanding of the story I would have Mary read the passage out loud and have her underline the important details in the story. Then I would have the children and Mary read and explain why they chose to underlined the sections they did. After discussing this I would have Mary tell me what the story is about. I think this constant repetition and practicing of retelling would help Mary catch up in know time. 

Week 5 Week 5 Administering QRI5

Word list level one 
Total Correct Automatic- 16/20    80%
Total Correct Identified -  2/20      10%
Total Number Correct -    18/20     90% 

Assignment#1 Use p.106 examiner’s word list to calculate Mary’s level in word identification.

Total Correct Automatic- 13/20     65%
Total Correct Identified- 4/20       20%
Total Number Correct-  17/20       85% 

Assignment#2 Use p.107 examiner’s word list to calculate Mary’s level in word identification.

Total Correct Automatic- 3/20     15%
Total Correct Identified- 1/20      5%
Total Number Correct- 4/20        20% 

Assignment#3 Use p.107 examiner’s word list to calculate Mary’s level in word identification.

Mary had extreme difficulty reading list level 3 words. She didn't even try to read most of the words from the list. She fell to the frustration level and the instructor noticed this and quickly stopped Mary and decided to begin the comprehensive assessment. Taking Mary's results the instructor decided to start Mary with the level 2 expository passage. Before Mary began reading the passage the instructor asked Mary 3 concept questions that went along with the passage. Mary scored 33%, answering one of the concept questions correctly (3/9).  I scored Mary on the passage she read "Whales and Fish"- 8 Errors and 4 self corrections. Rate 47 WPM and her Correct WMP 45. 


Mary is at an instructional level 2 of reading, but I think she has trouble retelling the story and the comprehension because she leaves out some important detail. Something that would help Mary is maybe going over the concept questions before reading the story (adding on to her answers and giving her some examples of the ones she didn't know). Also reading a book or passage that has pictures in it so she can recall what she just read.  

Week 4 The structure of Intervention Sessions

Assignment#1 (a) Describe your understanding of RTI and its structure of intervention in details. What other questions do you still have about RTI? (b) Provide comments and feedback on at least two your peers’ blogs

Response to intervention (RTI) is an academic strategy for struggling learners. RTI is an approach teachers can use to ensure struggling learners receive the intervention and support they need. RTI has three tiers that consist of tracking, monitoring and managing intervention. Tier one is a lesson that is taught to the entire class. If a student is struggling or falling behind in this lesson the child should be moved to tier two. In tier two the child will receive tier one intervention as well as additional instructional time as well (example-student will receive extra help in a smaller group from the teacher or a teacher’s aid at an intense level). If the child is still struggling they will be moved to tier three. Tier three the students will receive the most intensive evidence based interventions individually or in small groups by a specialist or special education teacher. Again these interventions supplement the instruction provided at tier one.

RTI is a great academic strategy for teachers to use. It allows students to receive the extra intervention and intense instruction they need to be successful. It allows teachers to catch the students who are struggling before they fall too far behind. RTI allows students to receive the extra help they need without being labeled as having special needs. One question I have about RTI is do children move back down the ladder of tiers as they moved up it? So if a child is improving do they stay at the tier they are or do they move back down it getting less intervention and intense instruction? 

Assignment #2 

Powerpoint

Assignment #3

QRI5- Qualitative Reading Inventory-5 is an individually administered informal reading inventory designed to provide information about (1) conditions under which students can identify words and comprehend text successfully and (2) conditions that appear to result in unsuccessful word identification or comprehension.
QRI5 provides
*Graded word lists and numerous passages designed to assess the oral and silent reading and listening ability of students from the pre-primer 1 through the high school levels
*A number of assessment options-results can be used to estimate students' reading levels, to group students for guided reading sessions, or to choose appropriate books for independent reading
*Information for designing and evaluating intervention instriction
*Can be used to document student growth

Week 3 The Structure of Intervention

Assignment#2 

Discuss what assessments are needed to measure students' learning outcomes and how teachers can address these common core learning standards if you have students of various reading levels. (Note: This exercise will help you familiarize with Common Core Standards and think about how you can use assessments to inform your instruction.)

There are many ways teachers can assess students that follow along with the common core learning standards. Teachers can create their lessons by using the common core standards as a guideline. Teachers can create each lesson by first thinking of what the overall goal of the lesson is (what they want their students to take away from the lesson) then the assessments are created after this step (backward design). Another way teachers can assess students who have various reading levels are to assess them throughout the lesson, not just at the end of the lesson. This will allow the teacher to know which students need extra help and which students need to be challenged more. Teachers should all ready have planned this out when they were creating each lesson (how they will get the students who need extra help to reach the overall goal of the lesson...and how they will challenge the students who need to be challenged a little more). By having different options will allow all the students to succeed and hit each standard.

Assignment #3 

• What is QRI5?

The Qualitative Reading Inventory-5 is an individually administered informal 

reading inventory (IRI) designed to provide information about (1) conditions under 

which students can identify words and comprehend text successfully and (2) conditions 

that appear to result in unsuccessful word identification or comprehension. 

• What is the purpose of using QRI5?

The purpose of using QRI5

- To determine a students reading ability and comprehension. 

- Assess the oral and silent reading and listening ability of students from the pre-primer 1 through the high school levels.  

- Estimate students’ reading levels, to group students for guided reading sessions, or to choose 

appropriate books for literacy circles, reading workshops, and independent reading.

- Provides information for designing and evaluating intervention instruction.

-Can be used to document students growth.

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

The only activity that I have seen that is like the QRI5 is the "Running Record." 

• What is your impression of QRI5?

The QRI5 seems like a great method to determine a students reading ability. It also provides teachers with different techniques and methods of reading assessments. It is a great way to record a students growth and progress. 

Week 2 Assignment #3

The website showed me just how important a parent’s role is in their child’s reading ability and their desire to read. Just speaking to children when they are babies is teaching them to distinguish different sounds and words from one another. This allows children to recognize words that sound alike from one another. Parents can read and have their children follow along with them so they can understand print and the different forms of print. This also will encourage children to learn how to read and become interested in reading. Children’s parents who practice these techniques with them will have a head start when they enter school.