COCA

The COCA assessment system is an effective tool to measure student informational comprehension to first and second graders who show signs of poor comprehension. Unlike the QRI-5, COCA does not use word list to define comprehension or reading passages in the traditional way. Using an unconventional method of no words on a page, COCA assesses four different dimensions of informational comprehension through the use of vocabulary knowledge (V), the use of comprehension strategy (CS), comprehension of graphics in the context of text (GCT), and knowledge of informational text features (TF). Questions and prompts are used to assess each of the four dimensions. Students are required to answer some questions by providing a missing word in a sentence or provide an answer based on what was heard. Graphics or pictures on a page assist students with a required answer. Scoring for this assessments range from 0 – 2. If a child scores several 0’s on questions assessing informational text features (TF) such as table of contents, index, glossary, labels, or pronunciation guides, the teacher can provide additional instruction for that student. If a student scores lower than a 1 on several questions pertaining to vocabulary words used in informational text, such as examine, observe, and kinds, instruction can be given to improve students comprehension in that area. With each dimension, a teacher can provide instruction to improve a student’s skills or knowledge in that area.

Since many students have a more difficult time with comprehending informational text, COCA addresses these issues by concentrating on assessing the skills and strategies needed to improve comprehension. Although these assessments are not determining student level of reading, it does reveal certain kinds of thought processes needed for good comprehension. If COCA were used in conjunction with the QRI-5, it would be most beneficial to students who read but struggle with comprehension. In the future, I hope there is more documentation revealing the improvement of informational comprehension using COCA. It is a system I would like to learn to help struggling students.

Reflection on Christopher Myers

Before this video clip, I have never heard of children's author, Christopher Myers. What a positive role model he is to students! He has a powerful message to students: Being different is cool! He uses his own oddities to transfer to students that being different is great and that is what makes you special. When students hear this from someone who has accomplished so much, it brings positive feelings about themselves. He also has a great message for students who do not like to read because it is difficult for them. His advice: keep reading! Every time you read you will get better and better. Many students need to hear and understand this when they are struggling with anything, especially reading. So often students reach a level of frustration that causes them to shut down. This can be avoided if students are reminded that it's alright not to know that word or words; keep trying, it will get better. This is something that I will say to the ELL student that I will be working with. Positive reinforcement will encourage him to continue to read and not give up even when he is frustrated with himself.

Observation Update

Great news!!!
As of yesterday, I finally have placement for this class! I will observe an ELL student with a reading teacher at Clayton Huey Elementary School. I will meet the teacher on Tuesday and will ask the interview questions. I will also get the background information I need on the student.