1 / 12

Final assessment project

Final assessment project. Shi Wang SPED 6276. Introduction . Purpose : Informally Assessing a fourth grade CLD student with dyslexia Theories: DIBELS ( Dynamic Indicators of Basic Early Literacy Skills)

sebastian-sykes
Télécharger la présentation

Final assessment project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Finalassessmentproject ShiWang SPED6276

  2. Introduction • Purpose:InformallyAssessingafourthgradeCLDstudentwithdyslexia • Theories: • DIBELS (DynamicIndicatorsofBasicEarlyLiteracySkills) • culmination of years of work by many individuals concerned with improving reading outcomes for children • DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. • DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties. • GORT-5 • Gray Oral Reading Tests-5th Edition (GORT-5) is a test that can measure individual’s reading rate, accuracy, fluency and comprehension. It can assist the diagnosis of oral reading difficulties, which is a significant symptom of dyslexia, and monitor the academic achievement. This test is administered to children ages 6-0 to 23-11.

  3. StudentDescription • Age:10 • EnglishProficiencyLevel:Intermediated • WhereistheStudent: • DIBELSOralReadingFluency-WordsCorrect • Gort-5:

  4. GORT-5

  5. Descriptionandapplication • EstablishedGoals:--CommonCoreStateStandard • RL4.5.Thestudentwillbeabletodescribetheoverallstructure(comparison)ofevents,ideas,conceptsorinfoinatextofpartofatext. • LearningOutcomes: • Understandandidentifybycomparingandcontrastingthecontentinacomparativereadingmaterial(DifferentKindsofDesertsaroundtheworld.) • BigIdeas: • Desertshavevariousfeatures. • Cluescanbefindinwords,phrasesandsentences • ChartsandDiagramscanbeusedtocompareandcontrast.

  6. Descriptionandapplication • Student will understand that…. • How desert forms? • What is the common/general feature of desert • Location of the desert decides their features • How will people compare and contract different types of deserts

  7. TheoreticalandPracticalFrameworks • Performance&DynamicAssessment&SelfEvaluation • Progress monitoring-- a practice that helps teachers use student performance data to continually evaluate the effectiveness of their teaching and make informed instructional decisions. • 1.ReadAloud:Pronunciation,Intonation,Fluency (Hall, 2006) • 2.Instruction:Provide explicit and systematic instruction (Ehrietal.,2001) • Most children do not learn to read or spell “naturally” but instead learn from instruction. • MainIdea,SentenceLength,Howmanysentenceuse • Assessment: Accuracy • MaterialSelection:LevelP,PictureAssistance,AudioReadingBook • Instructional time spent on independent, silent reading with minimal guidance or feedback has not currently been confirmed by research to improve reading fluency. • Document thestudent’s reading achievement

  8. 3. Set up short-time goals • BeabletoreadtheshorttextinlevelP • Activityparticipantratesincreased:Maximize opportunities for students to participate and respond • EnableSelf-Evaluation:providefeedback • 4.GraphicOrganizer • Thestudentwillbeabletoselectwordsforgraphicorganizertodescribethefeaturesofadesert. • WordSelection(Academic/General) • 5.VennDiagram • MeaningfulInformation • WritingFluency • MonitoringProgress

  9. Effects on learning • Throughimplementeffectivecorereadinginstruction and intervention, • Studentswillbeableto: • Readingthematerial(LevelP)aloudtotheteacherparagraphbyparagraph,andincreaseaccuracyto60% • Generalizethemainideaofeachparagraph,anddrawpicturesofplantsoranimalsliveindesert.Citationfromthetext(70%) • Fillinthegraphicorganizeraboutthefeaturesofdifferentdeserts • UsingVennDiagramtocompareandcontrastdifferentdesertsAccuracyinformationoffeaturesofdeserts(80%) • Discussandsharetheirfindingswiththeteacher.WritingFluently

  10. Discuss and Presentation(Singleton,2010) • Oral Expression • Eye-contact • Background Information Used (Words, phrase, sentences) • Summary: • Objective:R.L.4.5 • Grade:4 • Reliability:ESLwithdyslexia

  11. Recommendation&Discussion • Every single teacher is a teacher of language and content. • Collaboration • Pull out->Push in (Teachers are training for teaching second-language learners, and they are responsible for all students, including ELLs) • Encourage and facilitate an inclusive school culture that promotes ESL teachers and content teachers working together. • Self-Evaluation • Portfolio(Chamot,2009) • Challenges: • Establishing the critical relationship between assessing students and delivering data-driven, tailor- made intervention to at-risk students • Promoting an inquiry-based approach to intervention • Being a collaborative team member • Being a lifelong learner • Recognizing the opportunities that change brings

  12. References • Chamot,A.U.(2009).TheCallaHandbook(6thEd).Implementingthecognitiveacademiclanguagelearningapproach.PearsonEducation,Inc. • Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the national reading panel's meta-analysis. Reading Research Quarterly, 36(3), 250-287. • Hall,L. (2006). Why read aloud? Southwest Review, 91(3), 386. • Morris, P. (2008) Response to Intervention/3-Tier Reading Model. Vaughn Gross Center for Reading and Language Arts.TheUniversityofTexasatAustin.Retrievedfromhttp://resources.buildingrti.utexas.org/PDFv/Response_to_Intervention_Reading.pdf

More Related