EDLI 636- Diagnosis and Remediation of Literacy Disorders

Teachers of the 21 st century need to integrate technology in their lessons in order to prepare their students for the future ahead of them outside the classroom. Teachers should take advantages and use all the technological tools that can be used in the classroom. There are so many great and useful apps, websites and tools that can engage, and motivate students in their learning. Teachers need to constantly learn how to use the technologies, since everything is developing and changing so quickly. I would like to use tools such as PowerPoint, Prezi, digital storytelling, you tube, and interactive whiteboard in my classroom. I feel like the activity where students are creating a story, helps them become creative, and to create an illustration to represent a story. Click here to view my technology integration lesson plan: https://docs.google.com/document/d/1RihqoFPBL8KAw7e93fWeWyd-ifz976aXfF6Cu6dx-14/edit?usp=sharing

Click on the link to view the prezi https://prezi.com/view/wqn59fD0VIR4CdNQVkI5/

https://docs.google.com/document/d/1CjhEcFz5twQlj2ybSPAGABsRLqOpnvU5N7txC6g0r0s/edit?usp=sharing

Click here to view my lesson plan: https://docs.google.com/document/d/1m4tCSD8p99nBJn-gHdxSMx6Y-nkAHgfpZWKEXD2FMfo/edit?usp=sharing

QRI-5 is a comprehensive assessment tool that is given to individual students from kindergarten through 12th grade.  It measures a few things to understand how students identify different words and comprehend different texts. It uses word list and texts to assess student’s abilities. Teachers performing QRI-5 can see which level their student is at, independent, instructional, or frustration. DIBELS- is an assessment tool which measures children’s early literacy skills from K- 6 th grade. It consists of short assessments that are given regularly to monitor progress in student’s development in literacy and reading skills and aligns with many of the common core standards. DIBELS assesses different aspects of reading such as phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. Students are screened about 3 times a year using benchmark assessment to see if they are at grade level, and if intervention is necess...

https://docs.google.com/document/d/1ZWGqj8Rbi5Z6IYLo4Z8cJTVgcqCl7OPSV-XO9rL3Fs0/edit?usp=sharing

The child I used to practice the assessments was in first grade. The student was assessed in all four areas. The student had a pretty good grasp on the concept of print awareness.  She was able to show me the front and back of the book and she read from left to right and top to bottom. She was also able to point out for me the title, author and illustrator of the book. She knows the sounds that letters make and sounds them out well, however she sometimes mixes up the sounds like “ch” and “sh”.  In Phonics, the student struggled with short and long vowels. She reads a bit choppy, slowly, and not that fluently. I would say that the reason her reading is a bit choppy is because she sometimes gets stuck on the long words and is busy decoding. Helpful websites: https://www.kizphonics.com/ http://www.abcya.com/ https://www.teachyourmonstertoread.com/ http://www.readingbear.org/

https://screencast-o-matic.com/watch/cb6YVrIMaQ

Assignment # 1- Mary is reading on the independent level. Assignment # 2- Mary is reading on the instructional level. Assignment # 3- Mary is reading on the frustration level. Assignment # 4- Mary is clearly on level 2 instructional level, when given Level 3 she became frustrated right away. Mary reads quite fluently; however, she stops by some words waiting for assistance. She does self-correct. Mary tends to add in words that don’t belong and mixes up tenses. Mary has very little prior knowledge about the topic of the text. With comprehension Mary knew the main idea, but did not remember the details from the text she was reading.