James E. Gentry, Ed.D.



Module 2: Chapters 15, 3, 4, 5, & PP. 195 to 196/215~ch 7:

Module 2 assignments are due June 28 by Midnight (FRIDAY).

1. Response Assignments: for your response assignments, please entitle them by assignment titles, that is, Chapter 1 Assignment A, etc. (Please access response assignments through Assignments on the COURSE TOOLS menu)

2. Please include your name on all attachments.

3. Please look at the calendar and assignment deadlines, no late work is accepted.

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Chapter 15: Organization of Early Intervention & Corrective Programs

Please read Chapter 15

Discussion:

Today intervention specials and classroom teachers work together to try and implement proven intervention strategies. The days of a teacher closing the door to the classroom are over. Modern teaching is moving from a closed system to an open system where teamwork is valued and expected to meet the learning/literacy needs of all students.

Response Assignment A: Literacy Committees

Review the following concerning Literacy Committees from the North Central Regional Educational Laboratory:

• LIT COMMITTEE

In the Assignments area, discuss and compare the textbook's depiction of literacy committees (pages 528-529) to North Central Regional Educational Laboratory depiction.

Response Assignment B: Components of a Successful Reading Intervention Program

• Review these websites Early Intervention and Successful Intervention Programs

• Read pages 530 to 538

In the Assignments area, after reviewing the Websites and the textbook pages assigned, provide an outline illustrating the top five components needed for a successful reading intervention program. Make sure you explain your reasoning for each of the five components listed in the outline specifically referring to the textbook (CITE PAGE #’s) and Websites readings.

Response Assignment C: (a) Readability, (b) Subjective Readability, (c) Readability, (d) Lexile

In the Assignments area,

(a) Define the following terms...

1. readability

2. New-Dale-Chall Readability formula

3. Primary Readability Formula

4. Fry Readability Graph

5. Flesh-Kincaid Readability Formula

6. leveling books

7. subjective factors

8. voluntary reading

9. assistive technology

10. e-books

(b) Using the Subjective Readability Index on Table 15.1 (Page 542), please use this instrument on yourself in relation to one of the e-books listed below:

• A Christmas Carol

• Andersen's Fairy Tales

• The Jungle Book

Make sure you state which e-book you used...

(c) Using the Flesh-Kincaid Readability Formula in MICROSOFT WORD's GRAMMAR CHECKER, determine readability by copying and pasting a page of words from one of the e-books you used with the Subjective Readability Index on Table 15.1. (SEE HOW TO USE IT IN WORD BELOW). Report the readability score or grade level and describe the pros and the cons of this measure.

[pic]

• Read this pdf pertaining to readability and WORD 2003

• WORD 2010(WORD 2010 Ver.

• WORD 2007 (SEE BELOW)

Word @ ()

1. Click the Microsoft Office Button[pic], and then click Word Options.

2. Click Proofing.

3. Make sure Check grammar with spelling is selected.

4. Under When correcting grammar in Word, select the Show readability statistics check box.

(d) Readability has a long history… Review the following document that offers a synopsis of readability measures used in American schools. With the WORD experience above, you used the FLESCH and the FLESCH-KINCAID readability measures. Pay close attention to the following in the article below:

1948—The Flesch Formulas................................................................................................96

Introduction..........................................................................................................................96

A New Readability Yardstick .............................................................................................99

LINK(READ & REVIEW The Flesch Formulas



As early as 1954, several reading experts question totally trusting a numerical value for readability. Read their thoughts using the link below…

LINK(READ & REVIEW Limitations of the Readability Formulas



Today, we still use readability formulas to help match kids and challenge kids with meaningful reading experiences. Renaissance Learning is a company many of you know well. They are the makers of Accelerated Reading (AR). Their formula is ATOS. They define ATOS as “a highly accurate measure of text readability specifically designed for books, is an open system educators use to begin the process of matching books to students.” (p. 1).

Accelerated Reader™ By Renaissance Learning, Inc.

AR utilizes the ATOS readability formula—a verified measure of quantitative text complexity for the Common Core State Standards. Each book with an AR Quiz has an ATOS book level and an interest level—a qualitative measure of text complexity. This information is free and easily accessible on AR BookFinder. The ATOS Analyzer allows you to submit text and instantly receive an ATOS level. Read about leveling using the ATOS using the links…

LINK(READ & REVIEW Matching Books to Students & Reading Level Conversion Chart & Accelerated Reader, ATOS, and the Common Core State Standards

LINK( READ & REVIEW: WHAT KIDS ARE READING?~The Book-Reading Habits of Students in American Schools

Also, many teachers find readability of older books using the ATOS ANALYZER. I want you to experience this too. First learn how to use it~LINK(READ & REVIEW: ATOS for Text – Instructions…

LINK( ATOS for Text and an APP for APPLE PRODUCTS



Until the STAAR reading test, the TAKS reading test used lexile scores for text leveling. This seems to not be the case with the NEW STAAR test for reading. However, lexile score are used by many programs. For example, SCHOLASTIC often provides a lexile score for books they sell. Read about lexile and the controversy between ATOS and LEXILE in the following links.

LINK(READ & REVIEW: LEXILE SITE & ATOS vs. LEXILE & Lexile Map

1. Take the following sample highlighted in yellow and run it through the ATOS for Text analyzer. What is the grade level?

NOTE: DO NOT USE THE INSTRUCTIONAL LEVEL CHART IT GIVES…. USE THE INDEPENDENT READING ONE(Reading Level Conversion Chart

SAMPLE TAKEN FROM:

The Jungle Book

Rudyard Kipling

This eBook is designed and published by Planet PDF. For more free eBooks visit our Web site at

It was seven o’clock of a very warm evening in the Seeonee hills when Father Wolf woke up from his day’s rest, scratched himself, yawned, and spread out his paws one after the other to get rid of the sleepy feeling in their tips. Mother Wolf lay with her big gray nose dropped across her four tumbling, squealing cubs, and the moon shone into the mouth of the cave where they all lived. ‘Augrh!’ said Father Wolf. ‘It is time to hunt again.’ He was going to spring downhill when a little shadow with a bushy tail crossed the threshold and whined: ‘Good luck go with you, O Chief of the Wolves. And good luck and strong white teeth go with noble children that they may never forget the hungry in this world.’

2. BY EXAMPLE…LET’s THINK: Suzzy, a 2nd grader, has a ATOS level of (1.6). What is her lexile score range for narrative texts? What is the highest grade level she can read independently according to the lexile map? Read about book leveling again in the textbook. What are some of the concerns educators may have in using lexile scores for book leveling?

• Suzzy & ATOS & LEXILE SCORES

o Lexile Map (THIS LINK CAN BE FOUND IN BB LINKS)

Chapter 3: Overview of Assessment

Please read Chapter 3

Response Assignment D: Define Assessment Terms

Define terms related to assessment and provide an example for each definition.

1. Dynamic assessment

2. Assisted testing

3. Authentic assessment

4. Norm-referenced

5. Criterion referenced test

6. Raw score

7. Percentile rank

8. Grade-equivalent

9. Normal-curve equivalents

10. Stanine

11. Scale scores

12. Lexile scores ((SEE Response Assignment C: (d)

13. Mean scores

14. Reliability

15. Validity

16. Standard error of measurement

Response Assignment E: Assessment Usefulness and Fairness with ELL

ANTICIPATION BEFORE RESPONSE:

• Reread pages 78-79

• Watch Katherine Johnson’s ELL Teaching Example WMV (YOU NEED Windows Media Player)

In the Assignments area, answer the following challenge…

Jimenez (2004) suggests literacy profiles need to be created to meet ELL students’ needs. Read the ELL case study about David and answer the bulleted list on page 78 in relation to the ELL case study about DAVID. Also, from the video explain how Ms. Katherine Johnson, K-teacher, is assessing her ELL learners while acting out the story “The Very Hungry Caterpillar by Eric Carle.”(YOU NEED TO INFER HERE).

• ELL DAVID CASE STUDY

Chapters 4: Placing Students & Motoring Progress

Please read Chapter 4

Response Assignment F: IRS Compare & Contrast (Textbook vs. PPT)

In the Assignments area, compare and contrast the Ekwall/Shanker Reading Inventory (5th ed) Power Point and textbook description of IRI found in chapter 4. Which one do you like more? Explain. (YOU CAN ALSO USE THE Ekwall/Shanker Reading Inventory TEXT.)

• Ekwall/Shanker Reading Inventory (5th ed) Power Point

Chapters 5: Assessment of Reading & Writing Processes

Please read Chapter 5

Response Assignment G: (a) Define Terms and (b) Review BDA Strategies

In the Assignments area…

(a) define the terms below….

1. Decoding

2. Comprehension

3. Retelling

4. Think-Alouds

5. BDA (Before During After Reading)

6. Anecdotal records

7. Holistic scoring

8. Analytic scoring

9. Portfolios

(b) Review BDA strategies from the following Website. Take one BDA strategy and explain how a teacher will assess a student’s reading comprehension of some content using the said strategy.

• BDA STRATEGIES for REVIEW

Discussion:

Writing assessment can be difficult. Texas has several rubrics to assess writing. Our textbook describes (see pages 138-146) three main writing assessments: Holistic scoring, Analytic scoring, Portfolios. Spelling is connected to phonemic and grapheme understandings and is a developmental form of writing.

Response Assignment H: (a) Writing Assessment, (b) Spelling Dev., & (c) Invented Spelling

In the Assignments area…

(a) Complete 1 & 2 below…

1. Which assessment type does the TEXAS EXPOSITORY writing rubric represent? Explain.

2. Of the three types of assessment, which one do you like most? Explain.

(b) Which stage of spelling development does the following child writing represent below? Explain your answer.

• Child Writing(

(c) Watch the video about spelling development below, read pages 195 to 196 (ch 7) SHADOW WRITING, and respond to the following statement using textbook information (cite specifics and page #’s) and USE your experience with spelling…

STATEMENT(”Invented spelling is nonsense and should not be used at all in schools today!”

• VIDEO ((SPELLING DEVELOPMENT or EMERGENT WRITING)

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