TK-20 Documents

The following documents will be posted to TK-20:

1. Summary Sheet for QIWK and QIWK Word Study Grouping Sheet

2. Summary Sheet for ASU WRI

3. Student Summary Sheet

The documents are due for section RE-3030 414 on April 21 and on April 22 for sections RE-3030 416 and 417.

Let me know if you have any questions.
~Dr. Ari

Course Evaluation

Hi all,

I need your (constructive) feedback to improve the course. Submit your course evaluation by May 6^th.  The department will close the evaluations at 5 pm on the 6^th.

Please follow the steps below:

• Choose correct faculty member (Omer Ari)
• Choose correct course (RE3030)
• Must add section; very important!
  

Go to the course evaluation.

Thanks!

Let me know if you have any questions.

~Dr. Ari

· Please make sure to submit your course evaluation by May 6^th.  The office will close the evaluations at 5 pm on the 6^th.

·

· Please follow the steps below:

· Choose correct faculty member (drop down)

· Choose correct course (drop down)

· Must add section (very important!)

Internship Reflections

Post a reflection for each week you intern for a total of 4 reflections starting March 26.

Reflections are due by the midnight of the following days:

Reflection #1: March 26

Reflection #2: April 2

Reflection #3: April 16

Reflection #4: April 23

Include in your reflections the following:

What have you seen in language arts/reading instruction? What connections have you seen between what you observed and our readings  and/or class discussions.

Have you done any teaching in your internship? What have you taught ? Have you worked with a child or a group of children? What did you do with them (e.g., picture/word sort, DRTA, Text Talk) ?

Comment on any interesting things that you have noticed about your school, the teachers, the students, or the curriculum.

Post any questions that you have about teaching/learning.

Respond to 2 of your classmates’ reflections each week.

Let me know if you have any questions.

~Dr. Ari

Assessment Assignment

You will be conducting (A) a whole class spelling assessment with your internship partner(s) in your 2^nd, 3^rd, 4^th, or 5^th placement classroom and (B) an individual assessment.

(A) Classroom assessment: Estimating instruction levels for spelling and reading

Administer and write-up with your same-grade partner(s).

Purpose: The purpose of this whole class assessment is fourfold. First, such an evaluation allows you to see the range of phonemic awareness/phonics/spelling development across a single class. This information can be used to establish instruction level word study groups. Second, by analyzing error features at students’ instruction levels, you can determine what features are being “used but confused” by that group or individuals and thus are appropriate for word study. Third, such measures, if given both early and late in the year, can provide reliable evidence of growth. Fourth, such an evaluation allows you—if checked against reading performance—to see relationships between word knowledge as represented in both spelling and reading ability.

(1) Give a diagnostic classroom spelling assessment using the Qualitative Inventory of Word Knowledge (QIWK Short Form). Read a word, use it in a sentence, read the word again. Use the QIWK Spelling Answer Sheets for students.

Once the assessment has been given:

(2) Score each student’s answer sheet, mark the words missed and write the correct spelling next to the missed word, then total the percentage correct for each list for each student. See example for scoring_spelling_answer_sheets.

(3) Rank order the students from highest to lowest and enter the scores on the Summary Sheet for QIWK. See example_summary_sheet_for_QIWK.

(4) Determine the instruction level of each child in the class (criteria below).

(5) Record the instruction level of groups of students by placing them in groups; use the QIWK Word Study Grouping Sheet.

(6) Ask your host teacher to look at these rankings by spelling level (Word Study Grouping Sheet) to see if they correspond generally to the reading levels within the class. (That is, are the high, middle, and low spellers also the high, middle, and low readers?)

(7) Write a brief discussion of your findings for the class, summarizing the range and levels. Select a group of students (roughly same level), describe the features that they are missing, and describe the word study focus for that group and why you think that should be the focus.

You will submit the Summary Sheet for QIWK(16) to TK20.

Giving the Qualitative Inventory of Word Knowledge, Short Form:

Grade 2: Give lists I, II, and III.

Grade 3: Give lists I, II, and III.

Grade 4: Give lists II, II, and IV

Grade 5: Give lists II, III, IV, and V

Scoring the Qualitative Inventory

Grade each of the students’ spelling tests separately. Write the correctly spelled word beside each incorrectly spelled word. Based on the number correct, determine the instruction level for each test (see scoring guidelines below).

90% – 100%  Independent

50% – 89%    Instruction

Below 40%   Frustration

Word Study Grouping: When instruction levels have been determined, place student names in the columns in the QIWK Word Study Grouping sheet on the lists at which they are instruction (use the highest level at which they were instruction).

For students who have only independent level scores on the list(s) administered, place their names in the “Above Highest Instruction Level” column.

Summary Sheet for QIWK should be uploaded to TK20.

(B) Individual Assessment

Administer and write-up yourself.

Purpose: The broad purpose of the whole class assessment (above) is to see patterns of relative strength and weakness in a single classroom. Such information can be helpful in establishing instruction groups. The individual assessment is designed to take a careful and detailed look at patterns of strength and weakness in an individual child. This very detailed diagnostic information can be used to make both general and highly specific adjustments to instruction.

Each of you will test one child from the class to which you gave the QIWK, using the Word Recognition Inventory (WRI) Word Flash.

a. Starting point: Begin student at the Preprimer level.

b. Administration: Use a computer with Internet access. Click Word Recognition Inventory (WRI) Word Flash to go to the software program (URL:  http://services.rcoe.appstate.edu/wri/index.aspx). In the event that you can’t locate a computer with Internet access, use the WRI Manual Form and administer the test manually. Words in the manual WRI are “flashed” using stiff 3×5 cards. Press the two cards together just above the first word.  Then lower the bottom card to expose the word for 1/3—1/2 second, quickly pulling down the top card to cover the word (YOU NEED TO PRACTICE THIS.) If the student reads the word correctly, proceed to the next word. If the response is incorrect, raise the top card to expose the missed word, and ask the child to “take another look,” or use the computer button to display the word a second time. After another response or no response, flash the next word.

c. Marking the examiner’s sheet: Use the WRI Assessment Answers Sheets to score this assessment. Correct and immediate responses to the flashed presentation receive no written mark. If a student hesitates significantly on the flashed exposure (1 or more seconds) before giving the correct answer, mark an H in the Flash column and place a check mark in the Untimed column. The Flash hesitation will be counted as an error in the Flash column and as a correct response in the Untimed column because the student’s response was correct but not immediate. If the student mispronounces or says an incorrect word on the flashed presentation, write the exact response on the answer sheet in the Flash column. If the student does not provide a word in response to the flashed presentation, mark DK in the Flash column.

In either case that a correct response is not given, reveal the word for an untimed attempt to recognize the word. If the correct response is given during the untimed presentation, place a check mark in the untimed column. If an incorrect response is given on the untimed presentation, write the response in the untimed column. “No response” is again recorded as a DK.

EXAMPLE

Level: 3rd                    Flash                Untimed

1. accept                      asset________ DK_

2. favor                        flavor ________√_

3. seal                             H ___________√_

4. buffalo                    ________________

5. slipper                      DK _______sipper

d. Stopping point: For WRI levels PP and P, stop the administration of the test when the Flash score drops to 50% or below when coupled with an Untimed score of 60% or below. For WRI levels 1 and higher, stop the administration of the test when the Flash score drops to 50% or below regardless of the score on the Untimed presentation.

e. Scoring: Each of the 20 words counts 5% on the Flash and on the Untimed list. To score each level of the test, first count the number of errors in the Flash column. For each error, subtract 5 points from a possible score of 100. For example, 6 errors would give a Flash score of 70% of the words correct. To then calculate the Untimed score, count the number of check marks in the untimed column. For each check add 5 points to the Flash score to arrive at the Untimed score (the Untimed score reflects our assumption that the student would be able to correctly recognize any word on the untimed presentation that was recognized incorrectly on the flashed presentation). For example, a student who scores 70% on the Flash portion and gives 4 correct responses on the Untimed portion of the test would have a score of 90%.

f. Interpretation: Scores of 50% or below on the flashed presentation indicate a Frustration Level for word recognition in isolation (WRI). Scores between 65 and 85% on the flashed presentation indicate an Instruction Level for WRI. Scores between 90 and 100% on the flashed presentation indicate an Independent Level for WRI. You would expect these levels to predict the same determination of levels in contextual reading. [Note: At the PP and P levels of WRI, the Untimed scores can also be considered when determining word recognition in isolation errors.]

g. Recording and reporting the results:

(1) Fill out the score sheets as you administer the WRI (turn in copies of all testing artifacts). Then summarize the scores in the Summary Sheet for ASU WRI (like the summary below). Identify the instruction level in WRI, if you can. (The child will either be at Instruction Level for each level of words you are testing or below [Frustrational Level] or above [Independent Level].)

Student’s First Name:		Grade:
Graded Level of List	Flash Score %	Untimed Score %
Preprimer
Primer
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
Flash Scores Indicate Student is Instruction at _____________________ Flash Scores Indicate Student is Independent at _____________________ Flash Scores Indicate Student is Frustration at _____________________

(2) Based on the WRI, write a fully developed paragraph indicating the child’s Instruction Level for word recognition in isolation and how you arrived at it. Do you know the child’s Independent and Frustration levels for word recognition in isolation?  Describe the strengths and weaknesses in the child’s automatic word recognition and decoding. To what extent does the level and error analysis agree or disagree with the spelling assessment? Given these data, in what level texts do you expect the child should be reading?

(3) Explain how you might use this assessment in the future.

Summary Sheet for ASU WRI is uploaded to TK20.

Assessment data is due on April 7th for RE3030 section 414 and on April 8th for RE3030 sections 416 & 417; bring all data you have to class for analysis.

Let me know if you have any questions and remember this assignment makes up 25% of your grade. You have to collect good data. Make sure you are well prepared before you start collecting the data.

~Dr. Ari

Great Text Talk Lesson Plans for Goldilocks and the Three Bears

I enjoyed reading the Text Talk lesson plans written by Crystal McDonald; Sarah Grzesik; Maggie Melvin; Amy Thomas; Hiley Davis; Kelsie Roper; Leah Laffitte; Emily Waterman; Jessie Davis.

~Dr. Ari

Great Beck and McKeown (2001) Responses

I enjoyed reading the responses those of you listed below have written for the Beck and McKeown article:

Victoria Brown; Stacey Robinson; Sarah Smith; Sarah Madden; Rebecca Crago; Kendall Robinson; Kelly Roten; Jessica Eten; Diana Narducci; Dave Hochreiter; Crystal McDonald; Cierra Ferguson; Maggie Melvin; Lindsey Martin; Julie Ann Walker; Ashley Hebert; Amy Thomas; Ali Rodgers; Ryan Mitchell; Rachel Graham; Barbara Abee; Emily Waterman; Jamie Sloan; Jessie Davis; Kate Odgers; Brooke Hardy; Carley Nobles; Deanna Lyons

~Dr. Ari

DRTA Lesson Plan (due Sunday, March 7, midnight)

You will plan a DRTA lesson on one of the Frog and Toad Together stories other than Dragons and Giants. Use the example DRTA lesson in the Curt chapter and your notes from the DRTA demonstration I conducted in class on Dragons and Giants. Post your lesson plan on the same page as your Text Talk lessons.

Your DRTA lesson is due on your blog by Sunday (March 7) midnight.

Let me know if you have any questions.

~Dr. Ari

Rasinski (2004) Assignment (due Sunday, March 7, midnight)

Your second reading for next week is the Rasinski (2004) article about reading fluency.

Reading the article: Download and read this short article (RASINSKI_04) carefully.

Posting to your blog: Answer the following questions as you are reading the article and post your responses on your blog:

1.    What are the three dimensions of fluency? How can you assess each dimension?
2.    Rasinski refers to fluency as a “bridge” between decoding and comprehension. What does he mean by the “bridge” metaphor?
3.    What instructional methods does Rasinski suggest for students with difficulties in automatic and prosodic reading?
4.    Multidimensional Fluency Scale (MFS) is used to measure prosodic quality of oral reading. List components of the MFS and describe briefly what each refers to (p. 49).

Your post is due Sunday (March 7) midnight.

Let me know if you have any questions.

~Dr. Ari

Curt Assignment 2 (Due Sunday, March 7, midnight)

For next week, you will go back to the Curt chapter and read the Summary of Initial Reading Assessment section (pages 170-173).

Reading the section: Download the curt_the_late_first_morris chapter and read pages 170-173.

Posting to your blog: Answer the following questions as you are reading this section and post your responses on your blog:

Look at the summary of scores in the table on page 170.  Notice that there are scores for the grade-level lists of words from the Word Recognition Test (Flash and Untimed) and scores for oral reading grade-level passages (accuracy of word reading, e.g. percentage of words read correctly & rate expressed in number of words read per minute).

1. What grade is Curt in?

2. What was the flash score for words at: first-grade level? second-grade level? third-grade level?

3. What was the accuracy score at: 1-2 level? 2-1 level? 2-2 level?

4. What was the rate score at: 1-2 level? 2-1 level? 2-2 level?

Look at the spelling scores in Table 5.2 on page 172.

5. What was the percentage correct score for: first-grade words? second-grade words?

Consider the following expected scores, then compare those expectations to the scores Curt produced. With the Word Recognition Test, flash scores are generally interpreted as follows: 90-100% indicates Independent Level; 60-85% indicates Instruction Level; Below 50% indicates Frustration Level.

With oral reading accuracy, scores are generally interpreted as follows: 98-100% indicates Independent Level; 95-97% indicates Instruction Level; Below 92%   indicates Frustration Level.

With oral reading rate, expected grade-level ranges are as follows:

Grade–Words per minute

1^st–45-85

2^nd–80-120

3^rd–95-135

With spelling scores, around 50% correct indicates Instruction Level.

6. Which grade-level flash score is the best choice for Instruction Level? (*Note: 92-94% accuracy is marginal; take a close look at Rate.)

7. Which grade-level accuracy score is the best choice for Instruction Level?

8. What do Curt’s rate scores indicate about his grade-level reading? Where is he instructional according to rate?

9. What do Curt’s spelling scores indicate about his Instruction Level.

10. Put all of these scores together, and what do they indicate Curt’s reading level to be?

Your post is due Sunday (March 7) midnight.

Let me know if you have any questions.

~Dr. Ari

Words Their Way Assignment 2 (due Friday, Feb 26, midnight)

For the past few weeks we have studied stages of spelling development. We have examined the chief characteristics of the Preliterate (Emergent), Letter Name-Alphabetic, Within Word Pattern, Syllable & Affixes, and Derivational Relations stages.

For next week’s second reading, you will go back to the words_their_way chapter and read about the “synchrony of literacy development”, from page 15-24. After carefully reading this second part (pages 15-24) of the chapter, answer the following questions in your blog post:

1. How does a Preliterate (Emergent) speller read and write?

2. How does a Letter Name-Alphabetic speller read and write?

3. How does a Within Word Pattern speller read and write?

4. How does a Syllable and Affixes speller read and write?

5. How does a Derivational Relations speller read and write?

6. What is the existing research evidence on the relationship between spelling and reading. Briefly describe research findings discussed on page 20.

Your response is due on your blog by Friday (Feb 26) midnight.

Let me know if you have any questions.

~Dr. Ari