Course Description:
Thursday, October 20, 2011
Last Class Tonight!
I also got an official declaration of the books for the next class that starts next week. They are somewhat different than the syllabus I had from before:
When readers struggle: teaching that works by Fountas and Pinnell
One Child at a Time by Pat Johnson
Both are pretty standard finds and should be easily available through most book stores.
Friday, October 14, 2011
Blog On
Thursday, October 13, 2011
final post, homestreeech!
Freaking OUT!
Seriously- I cannot get it together today. Who knew that little kids are so hard to observe, listen, and write with.... bleh. Give me a child with multiple disabilities, needs tube fed, and bathroomed ANY DAY!!!!
And this is all I have time for....
An open letter to Comcast:
As you are a massive cable company with thousands of customers, I suspect that my particular internet situation is of no consequence. In fact, based on the treatment I have received from your "helpful" customer service reps., I am positive that my situation is at the absolute bottom of your list of priorities.
What you don't realize is that not having internet in the week before I have multiple assignments due in a graduate level reading assessment course is crippling. What is worse is that the time I could have spent working on the assignments that did not require internet access was spent on four different phone calls, waiting in line at a service center (at which you only had 2 reps. during an afternoon rush), uninstalling and reinstalling modems, and screaming a string of obscenities at my computer. I wasted all of this time only to find out that you had, in fact, sent me on a wild goose chase and I would have to wait until Thursday for a technician. Oh, and I would have to leave work as you don't schedule evening hours.
Needless to say, I will be finding a new internet service provider.
Your former customer,
Jessica
I have to say, that made me feel much better.
As for the work this week, it's been a rough one, but I'm sure you've already figured that out. The thing I am struggling most with is the assessment critique. I consider myself an intelligent person, but trying to decipher the technical language about the content validity and reliability of the SRI could just make my head explode. I did, however, enjoy administering the observation survey to my adorable little goddaughter. It's not often that I get to work with the little ones. It's a nice change from teenagers from time to time.
At least the end is in sight, right?
Wednesday, October 12, 2011
I'm Beginning to See the LIGHT!
The kiddo I worked with did a really good job with letter identification and struggled a little with word reading and dictation. I was intrigued by the fact that during the word reading he looked at the word "Mother" and instantly said, "I don't know this word" and moved on. I don't think he even really looked at it a full 3 seconds! This is where I had to keep a straight face because as we went through the list any word he came across where I think he felt he hadn't seen before or maybe felt like he couldn't sound out, he just omitted as if it weren't even on the list! I don't know why I think it's so funny...but it's as if he never saw the word at all...he just carried along and kept working his way down the list.
The dictation test gave me a greater appreciation for you wonderful K/1/2 teachers who have to make sense out a few letters to get to the amazing stories these kids have to share. I really enjoyed this part of the observation survey because in working with only older kids, it is very interesting to witness and understand where literacy begins with our students.
I'm feeling better this week about the workload for this class. After finishing up the Reading Observation Survey, the Formal Assessment Critique, my Literacy Assessment Toolkit, and now my blog response, I can spend the rest of my time focusing on reviewing and studying the massive amount of assessment terms and compiling all the information I've gathered for my Case Study project. It's amazing we are already hitting the halfway point of October and that now we've only got one more class after tomorrow!
Last Post!
Clay's Survey
This week as I was putting together my observation survey for one child, I kept thinking about how much time it takes to assess one single student and how much time it would take to assess an entire class. I continued through the process, doing every subtest as I was supposed to, then I prepared the summary sheet and gathered all the different scores and stanines. When I was finished I was quite happy and felt like I had a very comprehensive look at the child. Reporting all the scores at the end was very easy and I was reminded why it is so important to take good notes on each test as you go along. I am sure many of the little things I observed would have been lost somewhere in my memory if I hadn’t notated each one as I went along. I would definitely use this in my classroom in the future.
Tuesday, October 11, 2011
Background Knowledge
Monday, October 10, 2011
Child Development/Assessment/Last Post
My thinking around early literacy keeps returning to our discussion last week about Switzerland. They are patiently waiting for their youth to be ready to read. They are giving them background knowledge, experiences and choices around play and story telling and phonemic awareness to trust their gradual entrance into the world of reading text. These developmental years between 3 and 6 years of age are so important for building diversity in dendrite growth. On the contrary, many Americans are sacrificing important dramatic play and story telling time for phonics and word reading lessons in preschool and Kindy. Also, they are allowing T.V. and video games, both of which are not optimal for building phonemic awareness, to be experienced at home. I guess I am a people person who is worried about loosing the ability to laugh and play in the light of literacy. After all, literacy is reading, writing, speaking and thinking - not just reading.
My experience with the Observation Survey really has me asking these questions about child development. I ran into an interesting article that asks the question that I am commenting on above. When should more formal skills in reading and writing be taught. This quote grabbed my attention. “In fact, a child who is introduced to formal reading and writing skills before they are ready is at risk of losing confidence and more importantly, a love of learning. By forcing a child into reading and writing too early, parents and teachers run the risk of creating specific learning difficulties, under-achievement and behavioral problems” (Blythe, 2009.)
after completing my formal assessment review tonight I am feeling ready to study for our exam. However, more importantly It is feeling so good to have some knowledge about why we assess students. I am excited to be able to discuss, argue and defend my views on assessing our youth.
Assessment Term Test: Helpful Hints
2. Practice using the terms in sentences.
3. You may use your own notes as long as they are in your words.
4. Writing involved. Make sure to bring your favorite writing utensils (paper, pen, pencil, laptop...)
Study hard but don't stress. You'll be fine!
See you this week.
T
Sunday, October 9, 2011
This week's reminders:
Due:
Observation Survey, including all subtests, and analysis sheet (David Douglas crew only)
*Reminder that Molalla cohort will turn this in at the next class
Formal assessment critique
Last blog response
In Class:
Observation Survey discussion/ complete summary sheet
Formal assessment critique discussion/share
Review of terminology
Test of Assessment Terms
Saturday, October 8, 2011
Last Blog Post
Friday, October 7, 2011
#4 Observation Surveys and Livebinders
Reading about Clay’s observation survey was very insightful for me. For one, as a kindergarten teacher a few years back I had to give the “concepts of print” assessment. All of the questions were pretty much the exact same as Clay’s survey, except we were not given the scoring guide or directions (and definitely not the book Sand). It’s pretty much common sense as far what your trying to find out about what the student knows, but now I feel like I actually I have a better way of asking the questions and I like the other four components of her survey. The Clay book I will actually keep and use as reference since it is very applicable for 1st grade.
Also this last weekend I was going to start putting together my Assessment toolkit, so I started looking at the livebinder.com website. Great website for anyone who hasn’t looked at it yet! Some (maybe all I didn’t look into the technicalities of them yet) of the livebinders are open for everyone to see and access. I found one on the Daily 5 and the Café and I love it! Great resources and websites… all for free. : )
Thursday, October 6, 2011
Blog #4: Programme, Behaviour, and Tea (not coffee)
Pay me now, or pay me later:
In chapter 3 Dr. Clay makes a strong case for early identification and intervention of emergent readers who struggle. She maintains that school systems cannot afford to wait until a child is two reading grade levels behind before remediation begins. As we all know, the gap widens with every tear of the calendar unless intensive support raises the trajectory of the struggling reader. Yes, I’m a middle grade teacher, but I see the value of substantial investments in early reading. Such investment benefits all future learning, including that done in middle school.
Run, Run, Run Records Away:
I have now had the opportunity to conduct several running records with a handful of my students. While I still get a bit “deer in the headlights” before (and during) a session, I’m starting to see some direct application to my instruction. Using the QRI-5 I’ve noticed some characteristics and tendencies of my sixth grade readers that I’m sure that I’d not have observed otherwise. For example, this week I did a running records with a student that I’d thought was about an early fourth grade level. I based my assessment primarily on his difficulty with fluency during a few short oral readings. However, I’ve discovered that his comprehension is much higher than “he sounds.” Even when I bumped him up to a sixth-grade level selections he was able to comprehend the material with fairly high accuracy. Who knew?
DONE!
I'm looking forward to seeing how everyone analyzed their running records. I went back and looked at the livebinder material and then looked again at the running records I took and felt that it will take a few of these to see if I'm coming to valid conclusions. Listening to other people in our class discussing their thinking will also help to solidify the connections and the decisions we need to make to best support the student. One thing I noticed is if we do this with fidelity, then the outcomes will be more meaningful and helpful.
I can't think of a clever title right now...
I think that in order to keep my sanity, I keep looking at these final assignments as a series of baby steps. The case study as a whole kind of frightens me, but a couple of paragraphs on background followed by a couple of paragraphs on previous testing, etc...seems like a much friendlier assignment. It's all about the self delusion at this point.
As for the reading, I have absolutely no frame of reference for what was discussed in the Gillet this week except for my daughter. She is in some of these early reading stages and I always get a little giddy when I see something that she is currently doing. However, my husband doesn't quite understand when I get all excited about her early signs of Transitional Alphabetic Reading. Go figure.
Reading #4
AND so now that I've gotten that out of my system...I was glad to have been assigned with the reading this week from the Clay because it has given me an itsy bit of clarity on the observation survey assignment that I would like to get done and out of the way. I feel like there are just so many little parts to get done here and there all the time. It reminds me how lucky I am to be a MATH teacher! Math is absolute...sure there are different ways to solve a problem, but for the most part we remain linear, going from point A to point B. Although I have been able to make several connections between the tools and strategies for literacy and how I can apply them in/with my math curriculum, I still feel grateful that I don't have to do all of the DRA/QRI-5, running records, surveys, etc. I know that informal and formal assessments, when used and understood correctly, can make a world of a difference in guiding BEST teacher practice; but I just can't get over what a time and energy commitment it must be for classroom teachers without any EA, building or parent volunteer support.
I guess my question is...How often are we seeing classroom teachers effectively using these strategies and assessments in their core literacy blocks on a regular basis, AND are they able to still find the time to cover all necessary curriculum? Any thoughts or opinions?
Days gone by. . .
Wednesday, October 5, 2011
#4
as i read all the chapters this week and was trying to complete 3 running records and one msv analysis... I asked myself- why do people do these. I do a giant amount of paperwork each day for students on IEP's- which consists of many QRI/IRI/reading assessments but the running record is a whole new level. It was painful to complete and 3 times was murderous. I have tons of respect for teachers that do these throughout the year or on a regular basis. Don't get me wrong- the information is great, but trying to remember what each mark means as a kids read 120 words per minute is a tad difficult.
reading response #4
For this week: Running Records and the Observation Survey
Don't Forget to Bring:
3 Running Records with completed MSV analysis and a recording of one to share
Have copies of one to share or something that we can all see on a document camera
Bring your copy of "Sand" so we can practice the observation survey pieces a bit
Don't forget your blog entry.
See you this week!
Tuesday, October 4, 2011
Finally Understanding the Survey
I remember seeing the early primary students flourish with their writing progress between October and Holiday break last year. Portfolios are very powerful at this age. When the literacy begins to come together in the brain it really happens quickly. I am inspired tonight for sure. A musical assessment, beyond hearing and recording sounds, is the only part of this early childhood survey that I see is missing. I exhale.... I finally understand what the Observation Survey is about.
Today.
During this class I don't think I have ever read, realized, or thought so much about reading before. I have uncovered an entire world! I think the more I practice administering reading assessments and go back and analyze my collected data I will begin to understand more.
This was today and I'll take it.
Week 4 Reading
For much of the reading my thoughts were I hope I don't Know when I might run into this or the need for this assessment. However, now I have references to start so that I can assess this information if i need to. I like the reminders of words I have not used in a long time like Homophones and Homographs. While reading about those I thought about re-looking at these types of words for a just for fun game in class to help support my ELL and ELL monitored students. All and all I enjoyed the thoughts on words and teaching words.
It is interesting to think about how hard it is to undo something that the student has ingrained into their mind as the right way to do something or how hard it is to redirect misconceptions in any subject area. One point in the text I very much agree with which is that some students are auditory readers and some students are visual learners. After reading through the observation survey I am a little nervous about following through with the procedures. However, I am a scientist and as a scientist thinks I want to make sure to follow the procedures exactly. For chapter 6 I find most of the assessments interesting and I always find the process of something even the process of learning or the process that most learners follow as very intriguing. Anyhow, I know at some point I will take the time to re-look at these chapters by looking at what I wrote or what I highlighted and make notes to focus upon.
#4 - Loads of Reading - Great Reminders
Response #4
The section on early intervention programs and reading recovery programs was very insightful. The link between both of them is that even with great instruction, and even one on one instruction the progress made is not always an indicator of future success. Future success depends on what is done in the classroom and afterwards in the home. As with many things, teachers can gather the bricks and set the foundation but it is what happens after the walls go up that spells success for the student.
So Much Information
As I move towards conferencing and strategy grouping, I also move away from my mandated reading program and I better be able to defend that action. In reading Clay and Gillet's Chapter 6, I reviewed all the teaching and assessment techniques I was kind of "raised on" as a new teacher back in the early 90's. It is a reminder for me that as I build on my case study's strengths, we can begin to address his reading habits and limits that do not serve him as a reader.
In a school where kids are place in reading groups by DIBELS ORF alone, the only information I got was ORF 7, INTENSIVE RISK. Doing the DRA and Clay assessments, I am armed with the information that he DOES use picture cues. He DOES use visual and meaning cues. He does have basic comprehension skills. He has very limited English vocabulary. He cannot read in his primary language. He knows the majority of his letters and sounds. He struggles with speech production and articulation. He does have the majority of the concepts about print. He HAS learned a great deal since entry in kindergarten. This is so much more informative and diagnostic to me. It helps me to plan what is next instructionally for him.
Monday, October 3, 2011
Seeing, Acting, Emerging: Ch. 6 Reflection
Once again Chapter 6 provides a great framework for a whole body of knowledge that I feel I already own live teaching skills in. I notice that the Project Glad model follows many bits and pieces from this chapter. The print orientation concepts and alphabet and letter matching games are solid teaching practice that can be repeated over and over throughout the primary years. There is a certain element of trickery that the teacher must engage in to promote literacy development in these years. I liked the strategies in getting the students to write how they will defend themselves from the monsters that they developed. This is meeting kids at their level after you have already hooked them.
Sunday, October 2, 2011
#4 Reading Response
I am excited to administer the Concepts About Print observation survey. This seems like a wonderful tool to use for those kids who are new to print. If I were a kindergarten teacher, I'd definitely use this. I can see how it's important to practice a few times though.
After reading chapter six of Gillet, I am reminded of the importance of the anticipatory set of a lesson. I know very well that it is so important to get students hooked and engaged at the beginning of a lesson, but I sometimes find that I do not put enough energy into this as I should. If my lesson has a purpose, I better arouse my students' interest so that the lesson can be more meaningful.
Heading into the school week, I plan to continue DRA assessments. They are so time consuming! The 1st and 2nd grade teachers got a sub so that they could do their assessments. It's definitely something I am considering! I might even do the QRI, though I don't like how there's only a measure of grade level. The DRA is so specific, beginning 3rd, middle 3rd, and end of 3rd grade. It's so much more detailed it seems. On the other hand, I think the questions on the QRI assessment tell more about the raw comprehension than it does on the DRA. I'm thankful that I at least have access to both the DRA and QRI.
More goodies on the livebinder!
I have now posted exemplar papers and assessment terminology to the livebinder for your perusal. The terminology is not a complete list, but a good one for the most part to prepare for the test. In addition, make sure you review the powerpoints and complete the assigned reading. Knowing the names of major players in the reading field, and their programs, is very important as well. You can find the list under the first tab.
I created a new tab for exemplar papers (unfortunately, all mine). I put them in the order they were completed. In my class, we started with Sandra Wilde's miscue analysis system, then moved on to Running Records. In order to understand the case study, you should read them in order. Please also remember that my requirements were not exactly the same as yours, and that you need to follow the syllabus in regards to what needs to be in your paper. I posted these so that you could get a generalized picture of what a case study analysis looks like. Please be kind...lol.
Blog #3
MSV miscue analysis… I thought at first it was going to just be hard to keep up with the child as they were reading a passage, that turns out to be not so bad with my first graders. It’s analyzing their mistakes and self-corrections that is a lot more taxing then I thought. For the most part I feel like I can understand where my student is needing extra support after completing a few running records with them. However, the MSV miscue analysis is taking it one step further and looking specifically at every single detail. Very time consuming! I can see myself using this strategy when I have a child that continues to struggle after interventions have been put in place, rather than on every single child in my classroom.
I too liked reading Gillet’s chapter covering the different reading strategies. It was a good list of reminders of things I know to do, but sometimes forget. I definitely do a lot of those strategies throughout the day, but I get comfortable and don’t always switch up my activities as often as I should.