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After completing this course I feel I have a better understanding of what is needed to motivate students to read, how to assist struggling readers, and how to identify a students independent, instructional and frustrational reading levels. This course provided me with a lot of "take aways" that I can apply to my own classroom. I have learned a lot from my classmates and how they apply these new learnings to different grade levels. After administering the CRI I have become more comfortable with the flow of the assessment and understanding the results. This class was a great introduction to the CRI an I am anxious to see what the other classes have to offer. There are a few things that I have already changed in my classroom based off the knowledge I am taking away from this class

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As a part of learning how to administer the CRI, we were given an opportunity to listen to a student read a passage and mark all the miscues. This practice was extremely helpful before administering the CRI. I am a visual leaner and this assignment provided me with the visual I needed before administering the CRI to my student.

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The Motivation to Read Profile is another survey that could be used to determine a students self-concept as a reader and their value of reading. Before administering the CRI, I chose to use the Elementary Reading Attitude Survey because  I thought the age group I was working with would respond better to this survey. If I was working with an older group of students I would administer the MRP to get a better understanding of how my students felt about themselves as readers and whether or not they valued reading.

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After administering the CRI we took a look at how students responded to the comprehension questions. We read an article Profiles in Comprehension by Applegate, Quinn, and Applegate. In the article is discusses the eight different profiles and instructional interventions. The eight profiles are Literalists, Fuzzy Thinkers, Left Fielders, Quiz Contestants, Politicians, Dodgers, Authors, and Minimalists. After reading the article we discussed which profile our students closely related to based off their responses to the CRI comprehension questions.

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There are three types of Comprehension Questions that we looked into during this course, text based, inferential, and critical thinking. Text Based questions call for the reader to recall information stated or obviously implied in the text. Inferential questions involve two elements: it must draw upon information included or implied in the story and it must draw a logical conclusion based on that information. Critical thinking questions force the reader to take a stand and state an opinion. The opinion is not nearly as valuable as the support that the readers uses to shore up the response.

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In the beginning of this course we read through a PowerPoint that pointed out some eye opening statistics. Illiteracy has become a big problem in the US. Forty Four Million adults are unable to read a simple story to their children. In America, 44% of adults will not read a book in a year and 6 out of 10 households do not buy a single book in a year. As a teacher these statistics are devastating to read. If adults are unable to read to their children or provide them with reading materials, what does this mean for their future. As an educator I see how important it is to provide not only students but parents with resources to use at home to assist students in reading.

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Fountas and Pinnell Benchmark Assessment

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Fountas and Pinnell Benchmark Assessment

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I researched the Fountas and Pinnell Benchmark Assessment for our Test Review Project. This assessment is used to determine a students Instructional reading level. The assessment is given three times a year to monitor the students growth throughout the year. The results from this assessment can be used to drive whole group or small group instruction. This assessment can be used to assess students in Kindergarten through Eighth grade.

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We spent some time talking about the interactive reading model. The interactive reading model is a balance of both the bottom-up and top-down models. The interactive reading model aligns with our Common Core standards and helps readers develop skills to fully comprehend what they read.

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This survey was used to determine how motivated students are about reading academically and recreationally. This survey was easy to administer to younger readers and something I would consider using in my classroom every year. A classroom teacher could use the results from this survey to help motivate those students who might not be as interested in reading.

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During this course, we spent a lot of time working with the Critical Reading Inventory. We learned how to administer this test and take that information and put it in to a case study. The CRI provides a reading specialist, regular education and parents with a students Independent, Instructional and Frustrational Reading level.