Shi WangSPED 6276

FINAL ASSESSMENT PROJECT

Purpose: Informally Assessing a fourth grade CLD student with dyslexia

Theories: DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

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 diffi culties.

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 diffi culties, which is a significant symptom of dyslexia, and monitor the academic achievement. This test is administered to children ages 6-0 to 23-11.

INTRODUCTION

Age: 10English Proficiency Level: Intermediated Where is the Student:DIBELS Oral Reading Fluency- Words Correct

Gort-5:

STUDENT DESCRIPTION

GORT-5

Established Goals:--Common Core State Standard RL4.5. The student will be able to describe the overall

structure (comparison) of events, ideas, concepts or info in a text of part of a text.

Learning Outcomes: Understand and identify by comparing and contrasting the

content in a comparative reading material (Different Kinds of Deserts around the world.)

Big Ideas: Deserts have various features. Clues can be find in words, phrases and sentences Charts and Diagrams can be used to compare and contrast.

DESCRIPTION AND APPLICATION

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

DESCRIPTION AND APPLICATION

Performance & Dynamic Assessment & Self Evaluation 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. Read Aloud: Pronunciation, Intonation, Fluency (Hall, 2006) 2. Instruction: Provide explicit and systematic instruction (Ehri et

al., 2001) Most children do not learn to read or spell “naturally” but instead learn

from instruction. Main Idea, Sentence Length, How many sentence use Assessment: Accuracy Material Selection: Level P, Picture Assistance, Audio Reading Book Instructional time spent on independent, silent reading with minimal

guidance or feedback has not currently been confirmed by research to improve reading fluency.

Document the student’s reading achievement

THEORETICAL AND PRACTICAL FRAMEWORKS

3. Set up short-time goals Be able to read the short text in level P Activity participant rates increased: Maximize opportunities

for students to participate and respond Enable Self-Evaluation: provide feedback

4. Graphic Organizer The student will be able to select words for graphic

organizer to describe the features of a desert. Word Selection (Academic/General)

5. Venn Diagram Meaningful Information Writing Fluency Monitoring Progress

Through implement effective core reading instruction and intervention, Students will be able to :

Reading the material (Level P) aloud to the teacher paragraph by paragraph, and increase accuracy to 60%

Generalize the main idea of each paragraph, and draw pictures of plants or animals live in desert. Citation from the text (70%)

Fill in the graphic organizer about the features of different deserts

Using Venn Diagram to compare and contrast different deserts Accuracy information of features of deserts (80%)

Discuss and share their findings with the teacher. Writing Fluently

EFFECTS ON LEARNING

Discuss and Presentation (Singleton, 2010)Oral ExpressionEye-contactBackground Information Used (Words, phrase,

sentences)

Summary: Objective: R.L.4.5 Grade: 4 Reliability: ESL with dyslexia

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:1. Establishing the critical relationship between assessing students

and delivering data-driven, tailor- made intervention to at-risk students

2. Promoting an inquiry-based approach to intervention3. Being a collaborative team member 4. Being a l ifelong learner 5. Recognizing the opportunities that change brings

RECOMMENDATION & DISCUSSION

Chamot, A. U. (2009). The Calla Handbook (6 t h Ed). Implementing the cognitive academic language learning approach. Pearson Education, 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 . The University of Texas at Austin. Retrieved from http://resources.buildingrti.utexas.org/PDFv/Response_to_Intervention_Reading.pdf

REFERENCES