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.