Week 12 Metacognition and Comprehension

What do good readers do?

• Make connection to prior knowledge
• Use Context clues
• Predict
• Infer
• Reread for meaning
• Apply background knowledge
• Ask themselves questions

What can teachers do to develop comprehension?

• Teach comprehension strategies
• Build vocabulary
• Enable Discussion
• Have students apply multiple comprehension strategies
• Teach about the text
• Model comprehension
• Encourage writing
• Promote opportunities to comprehend
• Motivation
• Authenticity

What can teachers do to help struggling readers?

• Many of the strategies that are used for regular readers are incorporated in helping struggling readers, but with the struggling reader it takes more intensive practice.
• Monitoring
• Teach the student to make adjustments such as rereading and using illustrations within the text.

This video has depicted a lot of great tools that can be incorporated into the class to help students better comprehend a text. The firs thing that I observed in the vide was the many poster sheets with strategies that students can use to better comprehend. I believe this is such a great tool because this gives students something to reference back to when they are reading or when they are having trouble with a particular word. There were two things that stuck out to me while watching this video which were the IRE model of questioning and the use of open-ended questions. The IRE model of questioning is basically like having a one-on-one discussion with one student, the teacher ask a question and receives one answer and the teacher gives praise to that one student for the correct answer. I believe this way of questioning is not helping the student comprehend anything from the text because they are strictly giving the answer without any explanation of why. The IRE model of questioning does not promote discussion in a class, and discussion in a class is extremely important because through discussions the student builds knowledge and authenticity. I believe open-ended questions also stuck out as an important idea for teaching comprehension because it also promotes discussion which in many ways increases comprehension. When there are more open-ended questions in a class it makes the students come up with their own ideas and predictions and this keeps the student thinking. Some new instructional practices that I would incorporate in my classroom would be to have my students activate their prior knowledge. I believe activating prior knowledge is extremely important because when students can use what they already know to comprehend something new it will not only be stored in their long term memory, but they will also comprehend the information better than if they had no prior knowledge about the topic. In order to promote comprehension among the students that I am observing I would incorporate class discussions because the students do well with answering open-ended questions and formulating their own opinions and questions about a specific topic. Overall this video was extremely helpful in giving comprehension strategies for struggling readers.

Week 10- DIBELS vs QRI-5

I believe DIBELS and the Qualitative Reading Inventory 5 are both two extremely useful assessment tools but they differ in many ways. The QRI-5 allows the student to build up their confidence by starting two levels below the students grade level which I believe is a great way to start.In DIBELS you are focusing on many different areas of reading, which include fluency,initial sound recognition, and etc. While using the QRI-5 I found it easier to score the student because the information was their for me to reference back too. I was able to go back to the story the student read and determine the miscues. Although I was able to go back and reference back to the scoring sheet, I still had to come up with a lesson that would enhance the students reading level and comprehension. While using DIBELS I was more or less confused about how to properly grade the student. I do believe that DIBELS is a great assessment tool because it gives the cooperating teacher an analysis of the assessment, within the analysis DIBELS formulates different activities to better assist the student. I believe that is the greatest part of using DIBELS because it comes up with a specific lesson to meet the need of the specific student. Overall I believe using DIBELS and QRI-5 is a great way to monitor the students reading progress when used accurately,but if I had to choice one assessment to use I would use the QRI-5.

Observation Reflection-4/8/11

During my observations I was able to observe students reading a folklore tale called "Why Mosquitoes buzz in people's ears". After the story students were assigned to write a essay describing the reasons why mosquitoes buzzed in people's ears. In this essay students had to write at least 4 paragraphs. Each paragraph had to have 3 supporting sentences to back up the folklore.

I was honestly excited because this was the first time I was able to see the students writing ability outside of them working on the practice ELA exams. The class was definitely divided some students had exceptional stories where other students stories could barely write a proper beginning sentence. A lot of the students had great supporting details from the story which made their essay stick out from the rest of the class.

Practice QRI-5 with Brianna

During our practice QRI-5 session we are introduced to "Brianna" a 3rd grade ELL student. As instructed we began Brianna with the primer word list which would determine which reading level we would begin with. She was able to complete the primer word list with confidence and accuracy. So we continued on! During the first word list she began to struggle. At this point it was clear that we had to begin at the first grade reading level and work are way up depending on her confidence level. In level one she was given the Narrative writing prompt,

" Mouse in a House", in this section she was familiar with the topic. She was able to answer the concept questions with accuracy. Even though she was in the instructional level at this time we decided to continue onto level two just to be sure.

In level two Briana reads the expository writing prompt "Whales and Fish. In this section she was extremely unfamiliar with the topic. She was unable to answer many of the concept questions. At this point we can begin to see Brianna's confidence diminish. She is unable to recall most of the main details of the story. At this point due to Brianna's confidence level we will remain at level two.

Overall I believe Brianna did well on the narrative section because she was familiar with the topic. She was familiar with how people feel about mouses in their houses. Even though Brianna is reading below her grade level, I believe there are many tools the cooperating teacher can use to increase Brianna's reading level. This assessment is useful in differentiating instructions to meet the needs of the students in the class because in every classroom their are going to be students who are below their reading level. It is up to the cooperating teacher to adjust the lesson to meet the needs of all his/her students.