In today's staff meeting we reviewed our reading assessment tool, the QRI-4. While we all use the same tool to assess reading ability, many of us do not use the tool in the same way. It is important for our students that we build some consistency around the use of this tool.
Developing consistency in administration of the QRI-4 begins with everyone coming to a common understanding of the tool, its benefits and limitations. Through today's activities and discussions, and also the assigned readings (Chapter 10 & 11 of the QRI-4 manual), our hope is to achieve that understanding.
After reading Chp. 10 & 11, please post (using the blog comment tool) your thoughts in response to the questions listed below.
NOTE: PLEASE SAVE YOUR COMMENTS as a WORD file before posting -- as you might lose them in virtual space if there is a sudden glitch in the program (i.e. you have been typing for too long and the program "times out"). If you have trouble posting, email your responses to me and I will make certain they get posted. Thanks.
QRI4 Guiding Questions
Selected Readings: Qualitative Reading Inventory 4, Leslie and Caldwell (2007), Chaptesr 10 & 11
· What kinds of miscues are recorded, and how are they recorded?
· What can different types of miscues tells us about the ways in which the student is successfully/unsuccessfully comprehending the passage?
· What can different types of miscues tell us about specific reading strategies or interventions we might need to implement in order to support students developing comprehension skills?
· What are some reasons that explain the instruction to “number” the recalled details during the retell portion of the assessment?
· Beyond basic recall of facts/details what other information is revealed by the way in which a student retells the information from the passage?
· Why might it be important to find both a student’s “independent” reading level, and their “instructional” reading level?
· In what ways do you use either of these level designations (independent/instructional) to determine instructional approaches?
· Why might anecdotal comments and observations be critical to record on the assessment data recording sheet? How can you make these comments more useful?
Tuesday, October 30, 2007
Wednesday, September 12, 2007
Instructional Strategies for Aspergers Students...
Did you know that Aspergers and AD/HD are both considered to be part of the family of Autism Spectrum disorders?
Did you know that instances and diagnoses of these conditions are on the rise -- at what some experts would catagorize as an unprecedented rate?
Even at Seven Arrows, we are beginning to see more and more children in our classrooms that are facing the unique challenges of ADHD and Aspergers. As I reflected on our students, I realized that in nearly each and every class, there is at least one student who either has been diagnosed with ADHD, or Aspergers, or is a child that we suspect may have either condition.
Children with these conditions present us with special teaching challenges. While typically incredibly smart and high functioning, they also present with gaps in significant areas. Socially they are challenged. They miss social cues that for other students are painfully obvious. In language arts they struggle with inferential reasoning and abstractions. In math, they excel when the instruction is logical and linear, but are often lost in the circular/spiral instruction of programs like Every Day Math.
So then, what to do?
Well, I've been looking for resources for some time. I came across a resource today that I found quite helpful, and I'd like to get your opinion. Please click on the link below, and print a copy of the PDF that it opens:
On Aspergers...
http://www.education.gov.ab.ca/k_12/specialneeds/autism/autism5b.pdf
Once you have read through the article, I'd like for you to document some of your thoughts here on the blog. Basically my questions are:
**What value do you see in using these strategies in your classroom (regardless of who is/isn't diagnosed)?
**In what ways might other students benefit from the use of these strategies?
**How easy/practical are the implementation of the strateiges/ideas suggested in the article?
**Which of the strategies might you implement and why?
To post your comments, all you need to do is look near the bottom of this post, and click the "comment" tool. A little box will pop up, and you will be able to type your comments directly into that box.
When you are done, it will ask you for your identity. Please click "other" and then you can just type your name (that way you do not have to be a registered user to leave a comment). Don't worry if you don't see your post right away. It takes a bit of time. Thanks and I look forward to your thoughts!
Did you know that instances and diagnoses of these conditions are on the rise -- at what some experts would catagorize as an unprecedented rate?
Even at Seven Arrows, we are beginning to see more and more children in our classrooms that are facing the unique challenges of ADHD and Aspergers. As I reflected on our students, I realized that in nearly each and every class, there is at least one student who either has been diagnosed with ADHD, or Aspergers, or is a child that we suspect may have either condition.
Children with these conditions present us with special teaching challenges. While typically incredibly smart and high functioning, they also present with gaps in significant areas. Socially they are challenged. They miss social cues that for other students are painfully obvious. In language arts they struggle with inferential reasoning and abstractions. In math, they excel when the instruction is logical and linear, but are often lost in the circular/spiral instruction of programs like Every Day Math.
So then, what to do?
Well, I've been looking for resources for some time. I came across a resource today that I found quite helpful, and I'd like to get your opinion. Please click on the link below, and print a copy of the PDF that it opens:
On Aspergers...
http://www.education.gov.ab.ca/k_12/specialneeds/autism/autism5b.pdf
Once you have read through the article, I'd like for you to document some of your thoughts here on the blog. Basically my questions are:
**What value do you see in using these strategies in your classroom (regardless of who is/isn't diagnosed)?
**In what ways might other students benefit from the use of these strategies?
**How easy/practical are the implementation of the strateiges/ideas suggested in the article?
**Which of the strategies might you implement and why?
To post your comments, all you need to do is look near the bottom of this post, and click the "comment" tool. A little box will pop up, and you will be able to type your comments directly into that box.
When you are done, it will ask you for your identity. Please click "other" and then you can just type your name (that way you do not have to be a registered user to leave a comment). Don't worry if you don't see your post right away. It takes a bit of time. Thanks and I look forward to your thoughts!
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