ELL Case Study

ELL Case Study

Below are links to student samples and sample activities from the classroom I observed.

Student Sample Argumentative Essay Rubric
Student Sample Body Paragraph Draft
Student Sample Conclusion Draft
Student Sample Final Draft Essay
Sample Graphic Organizers
Sample Student Activity

Week 12

Technology in Literacy Instruction Prezi

Assignment #2

Digital literacy is a major component of literacy instruction in today’s classrooms.  Students should be able to write with not only text but audio and video as well.  Digital storytelling is an emerging form of literacy.  The ability to hear and see a story simultaneously helps students develop fluency and better understand content.  Some resources such as iMovie, Podcasts and other audio and video devices allow students to record themselves telling a story and/or presenting their work.  Since students live in a world consumed by technology it is important to bring that into the classroom in order to capture and maintain their interest.  The most obvious forms of technology used in the classroom are word processors, IWB’s, and presentation software.  Most classroom use these resources to present content to students and to share student work.  I cannot imagine my classroom without these.  Other invaluable resources include blogs, Google Docs, and presentation tools such as Smore and Prezi.   It is important for teachers to familiarize themselves with the available technologies and to teach their students to use them appropriately.  I feel like instruction is lacking without some sort of technology component.  Although there are teachers who can effectively teach without the aid of technology I think technology improves any lesson tremendously.  Students are excited to share learning experiences that involve digital and interactive content.  As a teacher I am just as excited as my students are when I find and/or test out a new technology resource.

QRI5 / DIBELS Assessment Report

QRI-5 Assessment Report
QRI5 Docs



DIBELS Assessment Report

Week 11

Cause and Effect Text Structure Lesson

Compare and Contrast Text Structure Lesson

KWL Lesson

Week 10 Assignment 5

https://docs.google.com/a/nyit.edu/document/d/1k-2xZbuRc733lMJaXTqwu3o9deJUcy-fCTyC_59T9GM/edit?usp=sharing

Week 9 Assignment 3

Summarize each assessment battery tool. 

QRI5 is an informal reading inventory used to assess the level at which a student is reading.  The measures assess whether students are able to read independently and how much they need help from the teacher.  Passages provided for students are chosen based on student grade level and the level at which they are expected to read.  Students are assessed based on the words per minute they are able to read and their ability to retell a story.  QRI5 is used to identify students’ independent, instructional and frustration levels as readers.

DIBELS is a system of assessments that are used to measure different aspects of reading.  The system is used to assess early level reading and literacy skills.  The assessments are used often and are brief.  Phonemic awareness, alphabetic principle, comprehension, vocabulary and fluency and accuracy with text can all be measured using the DIBELS system.  In most cases students are scored based on the number of words/sounds/phonemes they produce correctly.

Describe the similarities and differences of both assessments. 

Similarities. The two literacy assessments are similar in that they are used to measure student reading skills and abilities.  Both can be used to measure student progress toward a goal and identify student strengths and weaknesses.  Each assessment method scores students based on the words they read correctly and counts the number of errors the student makes when reading. 

Differences. DIBELS is primarily to determine early reading skills and determine early success where as QRI5 can be used throughout high school.  The DIBELS assessments seem to be mostly kept to one minute where QRI5 did not have such specific time constraints.  These assessments also seem to be more specific and there are different assessments for each big idea reading skill.

Describe how they can be used (in the classrooms or as a standardized tool) for instructional planning and decisions. 

Both assessments can be used to determine student reading level and the appropriate text to provide students with.  They can also be used to measure student progress toward goals and to create new reading goals for students.  The assessments should be repeated throughout the year to track student growth and determine new levels of student’s reading skills.  These can be used in small groups and with individual students (DIBELS is used individually).  The results of these assessments can and should be used to plan appropriate instruction for students and decide what level of text is appropriate for students.  They can also help to identify at risk students and areas of weakness.  The information provided by these assessments can be used to gauge and promote student reading fluency and comprehension.

Week 8 Assignment 3

Fluency Lesson Plan

Above is the link to my fluency lesson plan for this week!  Any feedback is appreciated.