Shi Wang SPED 6276 FINAL ASSESSMENT PROJECT

INTRODUCTION

 Age: 10  English 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

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 Expression  Eye-contact  Background 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 intervention 3.Being a collaborative team member 4.Being a lifelong learner 5.Recognizing the opportunities that change brings RECOMMENDATION & DISCUSSION

 Chamot, A. U. (2009). The Calla Handbook (6 th 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),  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 ention_Reading.pdf REFERENCES