Week 12 - Using Technology to Support Literacy

Assignment#2 Summarize what you’ve learned and describe what technological tools you’d like to integrate to support your literacy instruction. 


I learned that lesson integrating with technology may not be as complex as it could be.  Simple lesson can be to encourage students to make their own story book using Microsoft word on computer and added with pictures or videos taken with iPhoto on iPad.  We may also include recording to have students to record their reading of their own stories and even adding their own background music for their classmates to listen to their reading using Seesaw and Garage Band.  Teachers can create technology centers for this kind of lesson such  as Computer Center, Listening Center, Recording Center, etc. for students to work individually or in small groups.  


Please see below link on my lesson on literacy instruction with technological tools - blogging integrated to enhance students' comprehension:  

Lesson Plan on Literacy with Technology




Assignment#3 Use Prezi to present how you will use technologies to enhance the development of each component listed below. 

https://prezi.com/view/lDDNSEo7IXkyPMW1Ys8j/

Week 11 - Metacognitive Assessment and Comprehension

Assignment #3: Use Graphic Organizers to enhance comprehension

1. Read this article and reflect on what you've learned from reading all related materials:  How to Teach Expository Text Structure to Facilitate Reading Comprehension. 

In order for students to comprehend expository text easier, it is important that students can recognize and analyze expository text structures as follows:
- Description on topic
- Sequence order of list items or events
- Compare and contrast of similar events, topics or objects
- Understanding of causes and effects
- Identify the problem and answer to solve the problem

Teachers should introduce singe text struct in each lesson and demonstrate on how to complete a graphic organizer so students can have better understanding on how to list and organize their thoughts and ideas on the paper.  Then, let students to complete their graphic organizer on their own.


2. website for graphic organizer: http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension


3. Mini lessons using graphic organizer to enhance students' comprehension. 
https://docs.google.com/document/d/1S-4BvEJoic78YSQSksb0Bdv-0vzDUguoEos6Bepo2JA/edit?usp=sharing

Week 10 - What contributes to an effective writing program

Assignment #4 Please see below google doc link for lesson plan that recapture a writing lesson from Video

https://docs.google.com/document/d/17PPmdmnCWIV4a0okDugSxYicVanzO6mxH1KQZTx-THw/edit?usp=sharing

Week 9 - QRI-5 vs. DIBELS

QRI-5 vs. DIBELS

QRI5: The Qualitative Reading Inventory-5 is an informal reading to assess students' ability in words reading and passage comprehension.  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. Teachers can analyze based on QRI-5 assessments to design and evaluate intervention instruction and keep track of students' improvement on reading performance.

DIBELS: The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are short assessments  (usually around one minute) which are used to regularly monitor the development of five main areas in literacy including phonemic awareness, alphabetic principal, accuracy and fluency with text, vocabulary and comprehension.

Similarities: Both of QRI5 and DIBELS are assessments on students' literacy and comprehension skills. Both of them can be used for instructional design to monitor or keep track of students’ progress.

Differences: DIBELS is short assessment in which designed to take around 1 minutes and will usually will be taken regularly throughout the semester on each student to keep track on their literacy and comprehension progress.  DIBELS is used for k-6 grade students. Whereas QRI5 usually takes at least 15 minutes to implement and will assess on students who are identified as students with learning needs. And QR15 is designed for K-12 grade students.

Reflection: Although DIBELS and QR15 are different, I can cross over both and use them both  in the classroom. I can use DIBELS to assess students on a regular basis to determine if they are on pace in regards to their literacy acquisition. On the other hand, QR15 can be a great tool to use after using DIBELS to determine exactly where the problem areas lie for a student. Moreover, I can assign students with appropriate level texts based on the assessment results. 

Keystone assignment QRI5 assessment

Keystone assignment QRI5 assessment:

QRI5 Assessment Report

During my field experience, I had the opportunity to assess on Hailey, a 3^rd grade ELL student at an International School in Hong Kong.  Hailey was born in Hong Kong.  Her family speaks mainly Cantonese at home, but Hailey can speak fluent English as the School teaches in fully English. 

The classroom teacher, Mr. Stephen, told me that Hailey can read and write English at instructional level.  However, as her parents are very busy at work and always at business trips, Hailey does not have much chance to expose outside other than home and school.  Therefore, her understanding or comprehension skills may be at a lower level than average grade 3 students as she lacks of real experience connection to what she is reading. 

            Therefore, Mr. Stephen and I tried assess Hailey on Misque Analysis based on the story “The Hunting Trip”, which was at Reading Level R with total 151 words.  And below was her score:

Misque Analysis:

Accuracy Rate: 96%

Error Rate: 1:25

Self-correction Rate: 1/151

WPM:  44

Based on this assessment, although her score is within the range of Independent Level, we noticed that she was struggled with some tricky words and words with “I” sound.  Also, she did not read fluently. 

            Then we had asked Hailey some concept questions to test her comprehension skill based on the story we just read on “The Hunting Trip”.  Below is her score:

Comprehension Analysis:

Text-based:  2/4

Inference: 0/3

Critical Response: 2/3

Based on this assessment, Hailey was at frustrational level 3^rd grade level.   Hailey could answered 66% critical response, only 50% correct on text-based questions and she couldn’t answer any of the inference questions.  She was struggled with understanding what she was reading. 

Therefore, I will tailor a lesson plan especially for her learning needs.  To target on improving her reading fluency and comprehension skills, I will use the same story for a more focus reading lesson for her.  I will read aloud the story once and ask her to relate things that connect to her personal life.  Then, I will go over some difficult words to review pronunciation and meaning.   After that, she will be reading the story with my guidiance and we will go over the story map graphic organizer together.  At last, Hailey will read the story on her own and I will ask her question to test her comprehension level after re-read.   Hopefully, this can help Hailey read story more fluently while gaining a better understanding of what we are reading.

The Qualitative Reading Inventory-5 (QRI-5) is a great assessment tool. It helps teachers assess students reading levels effectively.  Teacher can based on the analysis from the assessment to plan for a focus and effective interventions for students.  I will definitely continue to use QRI-5 in my classroom in the future. 

Candidate’s Name:  Ka Wai (Karrie) Chan

Grade Level:  3

Title of the lesson:  Reading Comprehension

Length of the lesson:  45 min

Central focus of the lessons Reading Fluency and Reading Comprehension

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ●      reading comprehension strategies

Common Core State Standards Fluency: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. Key Ideas and Details: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Support literacy development through language (academic language) Vocabulary, Fluency, Reading Comprehension

Learning objectives 1.     Will learn what it is like to be proficient reader with fluency and expression 2.     Will learn pronunciation and meaning of some difficult words 3.     Will have better understanding on the story

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      Miscue Analysis ●      Graphic Organizer: Story Mapping ●      Comprehension Analysis

Instructional procedure: Activate Prior Knowledge: 1. Ask questions about what she knows about hunting and/or What she think hunters do Read Aloud:       2. Teacher read aloud “The Hunting Trip”       3. During reading, teacher will ask questions for discussion to connect her personal life with the story for students’ better understanding on the story Vocabulary:       4. Write down the difficult words from the story and ask her to try pronounce and figure out meaning based on the text.  If she does not get the correct meaning, encourage her to look up from dictionary.  Then add the new words on vocabulary list for her easy reference on all vocabulary she learned Guided Reading       5. Teacher guided Hailey to read together Activities to check comprehension: 6. Teacher guides her on filling out a part of Graphic Organizer – Story Map 7. She will try fill out the rest of Story Map by listing the key ideas based on understanding of the story Independent Reading: 8. Hailey read independently herself while teacher re-assess with Misque Analysis 9. Teacher re-assess with Comprehension Analysis

Instructional resources and materials used to engage students in learning.       Pencils, papers, markers        Story Book “The Hunting Trip"          Graphic Organizer – Story Map

Week 8: Word Identification Instruction: Fluency Summarizing the Results of QRI-4

Assignment#3 - Lesson Plan on Fluency

Candidate’s Name:  Ka Wai (Karrie) Chan

Grade Level:  3

Title of the lesson:  Travel Around The World

Length of the lesson:  45 min

Central focus of the lesson Student will understand cultural difference around the world

Theory Base:   The educational and literacy based strategies used:  scaffolding and gradual release framework, IMSCI

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ●       What do students know about the other cultures (ex: India, China, and the culture student selected for their project?

Common Core State Standards Key Ideas and Details: CCSS.ELA-LITERACY.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text, recount the key details and explain how they support the main idea CCSS.ELA-LITERACY.L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.  CCSS.ELA-LITERACY.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).  Text Type and Purposes: CCSS.ELA-LITERACY.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Range of Reading and Level of Text Complexity: CCSS.ELA-Literacy.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. Fluency: CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. CCSS.ELA-Literacy.RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Support literacy development through language (academic language) ●       Students will describe culture and traditions of children around the world through theatre script Vocabulary ●       General academic terms: compare/contrast, describe, explain, question ●       Content specific vocabulary: culture, diversity, globalization, communities, tradition, beliefs, religion, values, customs Reading with Fluency ●       Accuracy and fluency Discourse ●       Text structure, conversation, discussion

Learning objectives 1.     The cultural difference around the world 2.     Reading with accuracy and fluency at appropriate rate

Formal and informal assessment (including type[s] of assessment and what is being assessed)

Instructional procedure: Day 1 1. Tell students we would be making the tour of the world theatre play that we will perform as part of school open day performance.       2. Each student to choose their favorite country in the world and label their country on the big world map on the board.       3. Tell students the sequence will start from the country on the farthest left first, then I will ask student which is the next country that is closest to the previous, so we decide on the sequence as students learn the geography of the countries.       4. Read aloud the whole script to the students first, allow students to echo reading      5. Review the vocabulary that students may not familiar the meanings      6. Homework assignment: each students will write down 3 things to say (as listed on template under Script) that can represent the culture of that country (can search online as optional) Day 2      1. Read aloud the whole script to the students first, allow students to echo reading      2. Break into groups by continent based on students’ selection on the continental their selected country belong and practice within the group for 15 min. on the scripts that have remarks of their group name      3. Individual practice of their solo part (the part that students fill out the template on their own on what they will say) for 10 min. Teacher will walk around and listen and see if any revision needed      4. Whole class practice the whole script together (repeated reading), practice for the videotaping rehearsal tomorrow Day 3 – Video      1. The script is finalized with each individual students’ solo script consolidated and listed in order sequence.       2. Read aloud the final script to students, allow student to echo reading      3. Videotaping the rehearsal and the next day will be the official performance day.

Instructional resources and materials used to engage students in learning. - Scripts with template of the solo part       - Online song: “HELLO TO ALL THE CHILDREN OF THE WORLD” (1min30sec) https://www.youtube.com/watch?v=GpTR1wF4M6k&list=PL7QZnhsBRsJT0SOAFTYhDu3TsMmpgIkDh&index=2      - Computer with wifi, Pencils and papers

Week 7 - Early Literacy Assessment

Assignment#5: Literacy Assessment
The student that I assessed with is a 5 years old boy called James.

1. For print awareness assessment, I asked James to use his finger to point me the following:

• Front & back of the book
• Title of the book
• Where we should begin to read and the direction of reading text on a passage.
• A letter & a word 
• First word & last word in a sentence
• Punctuation mark 

Assessment result: James can point to all of them correctly except for punctuation which I will assign mini activities to go over most common used punctuation and when to apply these punctuation together, then let James to circle the correct punctuation by himself.

2.  For  phonemic & phonical Awareness assessment,

A)  I gave him a list of words and ask him to pronounce the words one by one:

• Top
• Hat
• Can
• Bug
• Kick
• Stop
• Teeth

B) Then I put some magnet letters on the table, I read him each of below word slowly and ask him to try choose the letters in right sequence that make up these words. 

• Day
• Big
• Red
• Fish
• Let
• Mom
• Noon

Assessment result: James got 5/7 correct in Part A & 4/7 correct in Part B.  In these assessment, I found out that James is not familiar with phoneme that made up of 2 letters, such as "th", "sh", "oo", etc. I will prepare a mini lesson and review with him on phoneme by "I do" , " we do","you do"

3) for Fluency assessment: 

I gave James a short paragraph of text to read in which it is for kindergarten reading level. 

Assessment result: 20 WPM which is below grade level and he doesn't read with expression and know how to pause in between punctuation. 

I will have him a simple reading strategy card to remind him some of the rule, such as when we see" ? ", We should change our tone like we are really asking questions, etc.  

I will demonstrate reading the text first, then we will read the same passage again, and then I will ask him to read independently.

Below are the online websites that I would suggest to help children literacy development.

www.ictgames.com

www.pbskids.org

www.primarygames.com