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1 Basic Reading Inventory Jerry L. Johns - Chapters 1-3.

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1 1 Basic Reading Inventory Jerry L. Johns - Chapters 1-3

2 2 “Effective reading instruction begins with assessment.” Cooter and Perkins, 2007

3 3 Moffett: “Evaluation is our most important teaching tool.”

4 4 National Reading Panel Phonemic awareness Phonics Fluency Vocabulary Comprehension

5 5 What can an IRI do? Identify: 1.reading level 2.type of instruction most beneficial to student

6 6 Reading Levels 1.Frustration 2.Instructional 3.Independent

7 7 7 Additional Information Strategies for word identification Fluency Comprehension strengths & weaknesses Listening Level

8 8 Highest level of comprehension when material is read to student

9 9 Responsive instruction The critical core ….. teachers !

10 10 What is the IRI? An individually administered informal reading test

11 11 Components Graded word lists Graded passages followed by questions Comprehension questions: –topic –fact –inference –evaluation –vocabulary

12 12 Comprehension Questions Re-telling Combination of the two

13 13 Other components Seven forms: –A, B, C = pre-primer to 12 word lists – pre-primer to 8 passages –D = pre-primer to 8 (silent reading) –E = pre-primer to 8 (expository) –LN and LE = ten 250-words passages grades 3-12, narrative & expository –See page 5-6

14 14 Emergent Readers (See the 10 assessments in Part 3)

15 15 What is the Independent Reading Level? 90 % excellent comprehension 99% word recognition Few or no repetitions Very fluent

16 16 Instructional Level 75-80% comprehension 95% word recognition Fluent Few unknown words Some repetitions

17 17 Frustration Level 50% comprehension 90% word recognition Word-by-word reading Many unknown words Slow rate Lack of expression Lacks fluency; fidgets

18 18 Listening Level Highest level students can understand material that is read to them Potential for improved learning 3/10 comprehension questions Don’t use in grades 1-3

19 19 Preparation for Administering an IRI

20 20 1. Page 45 summary 2. Student booklet 3. Piece of Heavy Paper (to cover passage) 4. Performance booklet (this manual and CD) 5. Desk and 2 chairs You need:

21 21 Administration Procedures 1. Select a graded word list at easy level 2. Ask student to pronounce words at comfortable rate 3. Record responses in “sight” column ( Beside the word in performance booklet) 5. Return for second attempt and note responses 6. Continue until student can’t get 14 words correct or is frustrated

22 22 Scoring Word Recognition 1. Total sight and analysis columns (page 15) 2. Consult scoring guide on bottom of teacher’s word lists 3. Record number correct and reading levels (page 26)

23 23

24 24 Scoring Word Recog. in Isolation 1.Total correct responses in both columns 2.Use scoring guide to estimate reading level for each list 3.Record scores on summary sheet See page 26

25 25 Word Recognition in Context (passages) Student reads aloud 1 level below highest independent level on lists. Teacher records miscues on copy

26 26 What are miscues? Student’s oral reading differs from the printed passage Teacher records miscues See page 28

27 27 Scoring word recognition in passages Count number of miscues Consult criteria in scoing guide Record on summary sheet

28 28 Comprehension questions 1. Ask questions in performance booklet 2. Continue until student is frustrated

29 29 Scoring Comprehension Questions 1.Count # answered incorrectly. 2.Record in box. 3.Consult criteria to convert scores into reading levels. 4.Record on summary sheet

30 30 Go to page 16 (sample test materials)

31 31 SUMMARY SHEETS PRACTICE: PAGES 61-65

32 32 TEACHING STRATEGIES CHART - PAGE 87 CLUSTER DESCRIPTIONS - PAGES 89-94


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