Pre-Assessment Data On the GORT-5, Jarrod’s average rate was one minute and 71 seconds or 131 seconds. Jarrod reads very slow and is focused too much and pronouncing the words correctly that he is not able to make meaning from the text. Although reading comprehension was his strongest skill area in the GORT-5, research on reading fluency, has shown that when students are able to read fluently, students are able to improve their comprehension. Jarrod will benefit from explicit instruction in reading rate, prosody and building confidence reading aloud. RTI Objective Jarrod will improve his rate score on the GORT-5 from a “3” to a “2” by reading a passage no less than 45 seconds less than the target timeframe. RTI Instructional Plan To improve Jarrod’s fluency scores a variety of instructional strategies will be employed. First, Jarrod will receive one on one fluency intervention at his instructional level. Jarrod will be given explicit instruction …show more content…
Jarrod will work with a peer who is reading at 650L or higher on a text that is Jarrod’s frustration level. Jarrod and his partner will begin work on lesson 1 on the red LLI kit. The red LLI kit is designed for students reading in between 300L and 600L. Jarrod Jarrod will read the first 100 words on the passage by himself and running record will be completed to assess his correct words per minute. Then, Jarrod will begin working with the peer using choral reading or echo reading. Jarrod and his partner will read the text aloud at the same time, for at least two readings. On the second day Jarrod will read one time with partner using choral reading, then Jarrod and his partner will take turns reading a page to each other. Jarrod will continue this pattern for two days, then Jarrod will be assessed using a running record and 5 basic comprehension questions, with the target score of 80 percent
This is a reading intervention classroom of six 3rd grade students ages 9-10. This intervention group focuses on phonics, fluency, and comprehension. The students were placed in this group based on the results of the DIBELS Oral Reading Fluency assessment. Students in this class lack basic decoding skills.
Hunter was assessed using a running records assessment. This type of assessment is done with the student reading a book out loud to the instructor while the instructor follows along on a sheet to mark off any mistakes made. Hunter read confidently for the most part, only stumbling over a few words. He substituted the word “individual” for “instinctual” and, at first, said “have” instead of “live”, but this error he quickly corrected and was able to continue with the reading without a problem. The results of the running record assessment done on Hunter show that he is a very proficient reader. He only made a total of two mistakes and, of these two, one was self-corrected. Hunter’s accuracy rate is 99.5%,
Two subtests comprise the Reading Composite: Letter and Word Recognition and Reading Comprehension. Catalina’s overall performance fell within the Average range (Reading Composite Standard Score of 95; 37th
2) Reading Miscue Inventory (RMI)In-Depth procedure consists of a reader orally reading an authentic text. The RMI will be administered one-one-one with participants. One Spanish and one English text will be prepared by the PI to be used during the RMI. The selection of these texts will be according to the participants'
In September 2015, PVHMC established the Hospital Gold Alert policy with the purpose of establishing a quick response notification process for patients presenting with two or more indicators of Systemic Inflammatory Response Syndrome (SIRS). According to the Sepsis policy indicators for SIRS include: 1) heart rate great than 90 beats/minute, 2) Respiratory rate greater than 20 breaths/minute or PaCO2 less than 32 mmHg, 3) WBC great than 12,000 cells/mm3, less than 4,000 cells/mm3 OR bands greater than 10%, and 4) Temperature greater than 38oC/100.9oF OR less than 36oC/96.8oF. It is also noted in the policy that either a nurse or a physician can initiate a “Gold Alert.” Upon identification of two or more indicators, the “Gold Alert” is announced via overhead speaker and includes responder location.
It is merely difficult to predict what out come would be with this plan. Most likely Carlos would be able to improve his reading, writing, precision and awareness. Direct and daily measurement will be acquired to scrutinize the progress of Carlos. Standardize intelligence and achievement test will be supportive to measure Carlos's development. Precision Teaching procedure will enhance the instructional decisions based on changes in the frequency of Carlos's performance.
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
To begin, the RTI process my school begins with the teacher. At the beginning of the year, a battery of assessments is conducted to help identify students’ levels in reading. Students take the first Dibbles benchmark to determine their fluency rate as well as the Star test to diagnose phonemic awareness, vocabulary, and comprehension. Also, students are administered the Words Their Way spelling inventory to identify and create word study interventions. Once teachers have gathered all the data, they create a reading learning plan for students who scored significantly below the benchmark for the beginning of the year.
I'm writing because I believe the City of Alexandria, Virginia is in violation of their agreement with part-time non eligible VRS employees. VRS employees would receive a state pension and their Prudential Supplemental Pension. The only thing I would receive as a part-time employee would be the Supplemental benefit from Priudential. Again, The City of Alexandria is penalizing it's part-time employees. Three years ago they riffed part-time employees who were making high hourly wages and had served the city for an average of 25 years or more, majority, minorities,women, and considered seniors (well documented). The city has also coaxed individuals into changing their classifications, so the city would not have to offer those employees insurance. Now, they are penalizing employees for taking the Lump Sum payment from the Supplemental Prudential Plan.
Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained E/BD classroom. Preventing School Failure, 46, 167-173.
After reading about fluency and word identification case studies. My selection was Nathan a fourth grader who has a difficult time in reading. He likes reading, able to recognize sight words, and decode one syllable words. Lately Nathan attitude has change because of the task in reading he cannot master. “Skills in decoding words assists students in developing spelling skills” (Wilde, 1997). Nathan will as a goal decode 2nd and 3rd grade level text, running records with a 75% accuracy as measured by assessments, assignments, and observation. Nathan will decode 10 multi-syllabic words adding high frequency words to build up his vocabulary. Nathan reads 55 words a minute. His second goal is to have him reading 80 words a minute to bring him
For this assignment, I reviewed the Speed Reading Fundamentals through the Lynda website. Throughout high school and college, I have desired to improve my reading skills; while they are similar to the average individual, I wish to become a more advanced reader. This Lynda assessment delves into various subjects such as reading with electronic devices, speed reading, comprehending the information being read, etc. With these lessons, I have found various skills and advice in order to help enhance my reading proficiency.
Reading and writing is a key part of everyone’s life. There has been some encouraging levels of reading development in primary school assessments. According to the National Assessment Program Literacy and Numeracy report (2015), 95.5% of students achieve at or above the national minimum standard of reading. It is important to know effective ways to teach reading so children can become active problem solvers to enable them to read for meaning or for fun. Over the years, there has been a big amount of research into the most effective ways to teach reading skills to students. There are some systematically taught key skills and strategies that help achieve these levels of reading. Some of these skills include phonological awareness, phonemic awareness,
in order to see how she is as a reader. The first one I performed was a miscue analysis. Through this I was able to assess T.J. based on the cueing systems and see how she approaches reading. “Miscue analysis is an excellent way of evaluating a students use of strategies as well as monitoring their reading strengths and areas requiring word recognition instruction (Flippo, 67).” During my miscue analysis I was able to find several things. Before we read the book we briefly flipped through the pages and went over names of the people, in order to avoid any miscues that involved names. Students often stumble over names if they are uncommon. I wanted to ensure her miscues were words rather than the names of the characters. She rarely miscued on the names of the characters since we went over that information. Although overall she would repeat many times during reading, yet she was good about correcting her
How does a teacher assist students in bridging the gap from phonemic awareness and knowledge of sight words to adequate fluency and comprehension skills? How can we reach all students within our classroom? It is very important to remember that general comprehension strategies encompass two main categories of cognitive processing: top-down and bottom-up strategies (Farr & Conner, 2017). These two kinds of processing may be addressed through any of the standard comprehension strategies. Text are placing demands on the student’s linguistic abilities, memories, conceptual analysis, and knowledge of the words (Shanahan, 2017). The teaching of reading comprehension should focus on how to help students overcome these barriers. (Shanahan, 2017). Major attention needs to be put on reading and making sense of the text instead of answering a list of questions about the text. (Shanahan, 2017). Text choices are a very valuable part of teaching reading comprehension also. No matter the strategy that a teacher uses, if a student does not have any interest in the text that they are reading, they will be immediately be turned off from the text and the possibility of a student achieving deeper learning through the reading will