Description of the student profile
A DIBELS assessment was performed for a student in her third grade who is learning the English language i.e., both writing and reading. The student was quite good with almost all English vocabulary, but the problem arouses while he wrote and read g and q letters. During a daily reading assessment, I have found that most of the words with g and q was not spelled and written correctly. It was quite interesting to note that he was able to understand the meaning of the paragraphs and was able to recall the facts from the readings quite easily. However, the problem lies in her spelling or writing the words with g and q. To improve that, the following DIBELS test has been performed.
DIBELS Assessment Information
Benchmark
Benchmark test is considered to be a systematic process that helps in the screen the candidate on the essential skills predictive of the reading performance. The assessment was done based on progress monitoring and summative assessments.
Middle of the Year
In the middle grade, the candidate is going to be assessed during the 4th to 6th month. For Nonsense word fluency (correct letter sounds), the recommended goals are 0 to 49, 50 to 69, and 70 and above. However, the candidate has scored 35. This implies that there is a need for intensive support. In the case of the whole word read (WWR), the score obtained was 15. It meant that there was a need for strategic support (Nelson, 2008). For the Oral Reading Frequency (words correct), the score obtained was weak, and so there was a need for intensive support for the child (Hoffman, Jenkins and Dunlap, 2009). Oral Read Frequency or Accuracy was between the ranges of 0 to 72, so there was a need for intensive support.
Grade Level
3rd grade level of the DIBELs was considered for the assessment.
Test LNF
Through the LNF test, the candidate is going to assess the individual’s letter and also try to spell it (Stoolmiller, Biancarosa, and Fien, 2013). It allows the student to work on the different types of lower and upper case letters. For the LNF test, the candidate was made to play ‘Undersea ABC’ in this game; the candidate needs to pop the bubbles with the letter than is stated by Larry, the Lobster. This game has both the Upper and the Lower case versions (Hoffman, Jenkins and Dunlap, 2009).
Data analysis on the DIBELS
The length of the lesson plan: 30 minutes.
The objective of the plan:
- To make the student familiar with the letters in the English language.
Procedure for instruction.
Five minutes: The student is made familiar with the small and upper case letters of the English language.
10 minutes: The student has presented a sheet where he was prepared to write the message along with spelling the letter
10 minute: The teacher will be taking a close look at the paper and provide the details regarding the progress of the student.
5 minutes: The student will be able to share her or his opinion with the teacher.
The assessment is going to help in reducing the difficulty of the student to recognize the letter g or q. There was a problem found during analysis of the sheet and oral conversation where b was written as d and vice versa (Hoffman, Jenkins and Dunlap, 2009).).
Instructional decisions and suggested activities
For teaching the student on the problem of letters of the English language, it was important for the teacher to ask the student to spell it allowed and not consider scolding the candidate as this can lead the candidate to get devastated (Francis et al., 2008). This is the reason there is a need for implementing positive strategies such as having a place to put things away (Martin and Shapiro, 2011).
The two activities that can be carried out are:
- The candidate can be made to use the tactile cards. The use of the tactile card is going to helps in exploring the letter by tracing the letter with their fingers (Good III et al., 2001).
- Another activity involves the use of dough for stamping names as that is going to help in understanding the letters.
Reflection of the assessment experience.
The use of DIBELS been considered a significant measure to validate and recognize the skills concerning the outcomes of reading. Each of the tests has been a very important for this part of the research. The assessment went ahead with providing me with a unique experience as I had to undergo a series of steps concerning accomplishing the DIBELS assessment (Cummings, Park and Bauer Schaper, 2013). In the very first instance, I was required to interact with a sweet little boy to study in the first stand. I was required to assess about determining her learning effectiveness of both English reading and writing. In the initial stages, he was not interacting with me at all as I was a stranger to her. However, with time he started interacting with me freely, thereby easing the process of assessing her based on DIBELS criteria. The overall experience was found to be very interesting as I gained real-life experience of the different stages that a child undergoes while grasping a new language in her early childhood days. The little student was fond of learning, and her interest in seizing control over the English language was found to be very interesting. The only problem that the student faced in this regard was differentiating some specific capital and small letter alphabets of English. Its found to be one of the significant challenges that children in the early stages of learning are found to experience. He primarily faced difficulty in differentiating E for B and that of b for d. The pattern of mistakes performed by her in this regard was found to be exciting as he was found certain misspelling words containing those letters after a series of few pauses.
One of the interesting facts that I came across this assessment process was that although the student faced difficulty in identifying a few letters; however, her reading capability was found to be magnificent. He exhibited a high degree of effectiveness in terms of understanding the true meaning of the paragraphs that he is required to read as a part of enhancing her English learning experience. However, using the parameters of the DIBELS, I mostly went ahead with helping her overcome the difficulties associated with writing the four alphabets appropriately. I feel that the consideration of benchmark focused test approach in the case of DIBELS is found to be of immense significance (Good, 2002). It has mostly facilitated the process of undergoing a series of systematic steps to be used in the context of the screening ability of a student. In this regard, with the help of the DIBELS test, I was mostly able to accomplish the complicated process of understanding the necessary skills that an individual requires for predicting the letter reading capability as well as the performance effectiveness of the student. Therefore, I feel that the DIBELS assessment test is one of the essential tools to be used to validate as well as recognize the skills that a student is required to possess for predicting appropriate reading outcomes (Hoffman, Jenkins and Dunlap, 2009). Every stage that I went through this process has been an integral part of helping me accomplish the research work on the considered individual mostly.
Reference
Candle Light Stories, 2019. Undersea ABC: An Alphabet Learning Game for Kids. Ava
Cummings, K.D., Park, Y. and Bauer Schaper, H.A., 2013. Form effects on DIBELS Next oral reading fluency progress-monitoring passages. Assessment for Effective Intervention, 38(2), pp.91-104.
Francis, D.J., Santi, K.L., Barr, C., Fletcher, J.M., Varisco, A. and Foorman, B.R., 2008. Form effects on the estimation of students’ oral reading fluency using DIBELS. Journal of School Psychology, 46(3), pp.315-342.
Good III, R.H., Kaminski, R.A., Simmons, D. and Kame’enui, E.J., 2001. Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven Model: Steps to Reading Outcomes. OSSC Bulletin, 44(1), p.n1.
Good, R.H. ed., 2002. Dynamic indicators of basic early literacy skills: DIBELS. Dynamic Measurement Group.
Hoffman, A.R., Jenkins, J.E. and Dunlap, S.K., 2009. Using DIBELS: A survey of purposes and practices. Reading Psychology, 30(1), pp.1-16.
Martin, S.D. and Shapiro, E.S., 2011. Examining the accuracy of teachers’ judgments of DIBELS performance. Psychology in the Schools, 48(4), pp.343-356.
Nelson, J.M., 2008. Beyond correlational analysis of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS): A classification validity study. School Psychology Quarterly, 23(4), p.542.
Stoolmiller, M., Biancarosa, G. and Fien, H., 2013. Measurement properties of DIBELS oral reading fluency in grade 2: Implications for equating studies. Assessment for Effective Intervention, 38(2), pp.76-90.
Brief report
I have applied the technique relating to Quantitative Reading Inventory-5 reading on a third-grade student and a sixth-grade student as far as the derivation of the effective outcomes is concerned. It is an incredible tool concerning the measuring of the reading ability of students as far as their lucid understanding of words and sentences through reading accordingly concerning the accuracy that would lead to the desired outcomes accordingly (Dickens and Meisinger, 2016). It is observed and assessed that the two students were able to read short passages and answer the questions incredibly associated with them even though they faced certain challenges related to the understanding of some difficult words, most notably in very long passages which were overcome after a little guidance accordingly. There were also difficulties for the third-grade student in terms of memorizing the passage concerning the comprehending upon the man theme of the passage, which was also addressed without any major challenges and hindrances accordingly. However, the other student was able to grasp the main theme of the passage without memorising that would lead to effective results accordingly. The sixth-grade student could understand passages regarding complex themes such as biographies of famous personalities along with the subject matters in terms of science, history geography and culture.
Evaluation of the report
The instructional goals and objectives about the Quantitative Reading Inventory-5 imply the ensuring of the learning of the students to read very long passages that are exploratory that would lead to the comprehending upon the main them of the passage effectively and to answer the questions without any major impediments or hindrances about the desired outcomes (Schimmel and Ness, 2017). The instructional goals and objectives about the Quantitative Reading Inventory-5 also imply the facilitation of the understanding of the students concerning the linking of two consecutive sentences effectively as far as fluency and coherence is concerned that would lead to the efficiency in comprehending upon the passages accordingly to address the questions properly and appropriately that would lead to the desired results. It is also imperative that instructional goals and objectives about the Quantitative Reading Inventory-5 would help in the improvement of the reading skills of the two students in general effectively that would lead to the comprehensive results accordingly. The third-grade student would improve in a comprehensive manner and the sixth-grade student would progress at higher levels of readibg in an incredible manner. In this regard, practice tests would be quite useful about the effectiveness involved in learning as far as reading for the two students are concerned. It is assessed and evaluated that the literacy development of the child would be facilitated properly under the application of Quantitative Reading Inventory-5 as far as the enhancement of reading very long passages and addressing the questions are concerned. The passages would be on various topics relating to science and technology along with basic humanities such as history, geography, and cultural studies accordingly. The passages would also be on basic narratives as far as stories are concerned concerning fiction, accordingly taking account of the effective understanding of the students.
Synthesis
The results of the assessment report imply that the students would hugely benefit from the Quantitative Reading Inventory-5 as far as the addressing of the learning needs is concerned. It is also observed form the results that the students would improve their reading skills in a manner that would help them to grasp long and difficult passages effectively if the strategies are followed properly accordingly. As per the result, the third-grade student is enthusiastic and motivated about reading as far as passages in the form of stories are concerned that would lead to the answering of the questions efficiently (Carnahan et al., 2016). The sixth-grade student as aforesaid can comprehend upon passages pertaining to different kinds of subjects in an effective manner. However, some more attention is required for the students to comprehend the passages effectively as far as memorization of the detailed facts of the passages is concerned, thereby leading t beneficial outcomes taking account of the long term goals and objectives accordingly. It can be decided from the results that Quantitative Reading Inventory-5 is an effective tool concerning the testing of the reading ability of the students as far as the results are concerned that would lead to the effective results in terms of the addressing of the learning needs of various kinds of students accordingly. It would help in the derivation of the desired outcomes taking account of the results concerning the reading levels of the students. It is also analyzed form the results that the two students would heavily benefit in the future if proper procedures and techniques are followed by them concerning the understanding of more difficult passages at higher levels effectively as far as the grasping of the adequate knowledge is concerned (Vavasseur, Crochet and Dempster, 2016). A lesson plan in this regard would be quite helpful, which is outlined below. Such a lesson plan would help in addressing the literacy needs of the student effectively and efficiently as far as the comprehensive outcomes are concerned, taking account of the assessment results that would lead to effective outcomes in the long run accordingly. The results also imply the strengths of the child concerning the understanding of short passages and answering the questions properly as far as the knowledge is concerned that would lead to the effective results accordingly.
Additionally, the observances made form the report imply that the progress of the two students is above average that would get better to lead to effective outcomes (Ward Parsons et al., 2019). It is also imperative that the Quantitative Reading Inventory-5 would help in the aspect of instruction planning concerning reading strategically as far as the effective results are concerned taking account of the fact both different students to have different techniques and abilities in terms of reading thereby implying that there should be different approaches relating to the imparting of instructions properly as far as the desired results are concerned accordingly. It would help in the beneficial outcomes of the students concerning the responsiveness involved in terms of the application of the tool related to the Quantitative Reading Inventory-5. Therefore, it can be deduced that the Quantitative Reading Inventory-5 is an effective tool concerning the enhancement of reading skills of students as far as the desired results are concerned accordingly concerning the understanding of the focal theme of very long passages and answering the questions properly and appropriately.
Lesson plan
Length of the lesson: 1 week
Objectives:
- The cohesiveness regarding sentences in passages would be taught to the students.
- Students would be able to develop techniques which would help in reading very long passages in a better manner
- In all the sessions, a projector would be used to imply that students are properly attentive during the sessions concerning the lesson plan accordingly.
Standards:
CCSS.ELA-LITERACY.RI.3.2
Determination of the main idea of a text; recount the key details and explanation of how they support the main idea.
CCSS.ELA-LITERACY.RI.6.6
Determination of an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Procedure regarding instructions:
Day 1: The students are to be shown the understanding of a passage in a detailed manner concerning its importance in terms of the addressing of the questions that follow effectively as far as the comprehension upon the main theme is concerned
Day 2: The main agenda of the day would be to imply the understanding of the students concerning the intention of the author about the message the author wants to convey t the reader
Day 3: Critical analysis of the author’s perspectives under the detailed understanding of the passage as far as the effective outcomes about the same are concerned accordingly. It would involve the development of a critique on the part of the reader properly as far as the two students are concerned.
Day 4: A paragraph would be read out by the teacher concerning a passage, and students would be asked to present their understanding of the paragraph lucidly. Such an understanding would be assessed by the teacher, thereby implying the ability of the students about the reading ability in terms of passages. Such an evaluation would be followed by proper feedback, thereby implying the improvements to be made n terms of reading passages for the students.
Day 5: Students would be asked to present their own opinions in the form of a feedback thereby implying the steps and measures that are to be taken by the teachers concerning the impartment of literacy programs along with the preparation f lesson plans in a more effective manner to attract the attention of more students as far as their improvement in the ability to comprehend reading passages is concerned.
Reference List
Carnahan, C.R., Williamson, P., Birri, N., Swoboda, C., and Snyder, K.K., 2016. Increasing comprehension of expository science text for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 31(3), pp.208-220.
Dickens, R.H. and Meisinger, E.B., 2016. Examining the effects of skill level and reading modality on reading comprehension. Reading Psychology, 37(2), pp.318-337.
Munger, K.A., 2016. 5. Types of Literacy Assessment: Principles, Procedures, and Applications. Steps to Success: Crossing the Bridge Between Literacy Research and Practice.
Schimmel, N. and Ness, M., 2017. The effects of oral and silent reading on reading comprehension. Reading Psychology, 38(4), pp.390-416.
Vavasseur, C.B., Crochet, F. and Dempster, S., 2016. The Impact of Digitally Enhanced Reading Interventions on Struggling Readers and Teacher Education Candidates. Open Journal of Social Sciences, 4(11), p.97.
Ward Parsons, A., Parsons, S.A., Dodman, S.L., Nuland, L.R., Pierczynski, M. and Ramirez, E.M., 2019. Longitudinal literacy professional development in an urban elementary charter school. The Journal of Educational Research, pp.1-16.
English Language Learning
Week 1
The aspect relating to English Language Learning implies the addressing o issues of students about the grasping of the English language in certain form or the other as far as effectively gaining command is concerned. The case study would involve the assessment relating to English Language Learning for students through a lesson plan that would involve the analysis of the learning needs of a student accordingly. The literacy partnership approach in this matter would be taken not a consideration, thereby leading to the desired outcomes accordingly in terms of the learning of in-service teachers from pre-service teachers. The lesson plan below would provide a detailed overview of the project effectively, thereby leading to the desired outcomes.
Candidate’s Name: XYZ
Grade Level: 3
Title of the lesson: ABC
Length of the lesson: 10 weeks
| The central focus of the lesson (The central focus should align with the CCSS/content standards and support students to develop an essential literacy strategy and requisite skills for comprehending or composing texts in meaningful contexts) ● The students would be learning to write complex English sentences● Within the learning segment, the students would develop the approach to writing various aspects as far as cohesion and fluency in making sentences is concerned |
| Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) Key questions:● The students know about the basics of writing sentences. They need to know about difficult words along with the learning of constructing complex sentences● The aspects known about students include the daily experiences in terms of their grasping of the segments of the lesson, |
| Common Core State Standards (List the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s].)Common Core Learning Standards for ELA and Literacy) CCSS W 3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons |
| Support literacy development through language (academic language) ● The language function as effectively-identified involves the effective summarization of various kinds of stories● The learning task would involve the structuring of sentences in a proper manner● The written aspect regarding the language demands would imply the conveying of the idea in a lucid manner, thereby guiding the reader effectively. |
| Learning objectives Sample: 1. The student will know about writing personal opinions properly2. The student will be able to brainstorm ideas thereby being able to write effectively along with reasons |
| Formal and informal assessment (including type[s] of assessment and what is being assessed) The application of sounds during the impartment of teaching regarding writing techniques would be quite effective in this regard. |
| Instructional procedure: Instructional strategies and learning tasks (including what you and the students will be doing) that support diverse student needs. Your design should be based on the following:● understanding of students’ prior academic learning and personal/cultural/community assets● research and/or theory● developmental● appropriatenessConsider all students, including students with IEPs, ELLs, struggling readers, and/or gifted students. Sample: Explain the creative aspects of writing. Provide various kinds of writing samples along with explanations involved Theory/research: Technique to develop coherence in sentence formation. Accommodations and modifications: ELLs/struggling writers: Technology |
| Instructional resources and materials used to engage students in learning. Sample: The website starfall.com would be quite helpful in this matter |
| Reflection● The instruction effectively addressed the issues about the addressing of needs of certain kinds of students● I would like to incorporate creativity in the application of writing techniques● Such changes would help students to generate novel ideas as implied by various observations made accordingly. |
Week 2
The discussions are to be made with the co-operating teacher in terms of the identification of the target students by the application of strategies as far as the addressing of the learning needs of the student is concerned concerning the development of writing skills. The information of the student would be obtained through the records along with the conversation with the student in an effective manner also the engagement of the respective parents as deemed to be necessary
Week 3-4
Q1: How has our experience in terms of English Language Learning been so far?
Q2: How would you address issues relating to diversity in terms of English Language Learning?
Q3: How would you address learning difficulties?
Q4: How have you benefitted from the partnership program?
Q5: What would you like to suggest for improvements regarding English Language Learning?
The writing activity would be under the ambit of the curriculum, which would be ensured while working with the co-operating teacher
Fig 1: Writing rubric
Fig 2: SOLOM matrix
Week 5
00:01-02:30
The interviewee talks about the addressing of learning difficulties and diversity issues in terms of English Language Learning
02:31-05:00
The interviewee presents the personal experience along with the suggestions for improvements
The observations made by me imply that I would benefit dramatically through the project, thereby leading to the effective outcomes taking account of the learning needs of the student as far as the development of writing techniques is concerned in terms of opinions about stories accordingly. It is observed that the student is motivated to learn and is properly developing skills required to write personal opinions about various stories in an effective manner. The writing activity implies the reports about the observation being presented in a lucid manner.
Weeks 6-10
The procedures to be followed while working with the co-operating teacher imply that that the co-operation should be in a proper manner, thereby implying effective collaboration along with the imbibing of the experiences of the co-operating teacher in a proper manner. It would help in the effectiveness involved in terms of the desired results. The challenges encountered this week imply the policies of the school administration concerning the scheduling of activities as far as the timely results are concerned.
Week 11
The report about the case study implies that the student is capable of improving the skills relating to the writing of opinions in an effective manner as far as personal reflection through brainstorming of ideas is concerned accordingly. The case study is also focused on the aspect of the program relating to the literary partnership concerning English Language Learning.
