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ASSESSMENT: IDENTIFYING LEVELS ADMINISTERING AND SCORING AN INFORMAL READING INVENTORIES (IRI) Chapters 1 and 2.

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Presentation on theme: "ASSESSMENT: IDENTIFYING LEVELS ADMINISTERING AND SCORING AN INFORMAL READING INVENTORIES (IRI) Chapters 1 and 2."— Presentation transcript:

1 ASSESSMENT: IDENTIFYING LEVELS ADMINISTERING AND SCORING AN INFORMAL READING INVENTORIES (IRI) Chapters 1 and 2

2 Reading and its connection to success  Earnings  Consciousness: logic, questioning, reasoning  Incarceration  Etc.

3 The role of vocabulary  Words during the first 4 years: Words per hourTotal words the first 4 years Professional Families3,00050,000,000 Working Class Families 1,40030,000,000 Families Receiving Pubic Assistance 75015,000,000

4 Vocabulary…what matters?  ½ of all words we read are the same 107 words  The next 5,000 most frequently used words account for the next 45%  95% of all words we read are the same 5,100 words!  5% of the words we read carry the most meaning.

5 The Process Assessment Phonemic AwarenessPhonics Comprehension Indentify a readiness level for each area AND an overall instructional, independent and frustration level. Plan for instruction. The goal is to fill in the gaps that prevent the student from moving to the next level. FluencyVocabualry

6 The Role of Reading Assessment  Guide instruction  Progress monitor  Feedback to students and parent  Placement decisions  Accountability

7 Types of Assessment  Screening - everyone  Diagnostic - specific  Monitoring – formative  Outcomes Based – summative, standards-based

8 Areas to Assess  Comprehension  Fluency  Phonemic Awareness  Phonics  Vocabulary

9 Widely Used Tools  DIBELS  Running Records  DRA – 2  IRI  NWEA MAPS  AIMS webs probes  Teacher created probes  Portfolios  Rubrics

10 Stages of Learning to Read Young children move through three stages as they learn to read and write: emergent, beginning, and fluent (Juel, 1991).  Emergent Stage: Young children gain an understanding of the communicative purpose of print, and they move from pretend reading to reading predictable books and from using scribbles to simulate writing to writing patterned sentences, such as I see a bird. I see a tree. I see a car.  Beginning Reading: Growing ability to use phonics to “crack the alphabetic code” in order to decode and spell words. Children also learn to read and write many high-frequency words and write several sentences to develop a story or other composition.  Fluent Stage: Children are automatic, fluent readers, and in writing, they develop good handwriting skills, spell many high-frequency words correctly, and organize their writing into multiple-paragraph compositions.

11 Assessing Readers at Different Stages  Emergent Readers  Concepts of print  Phonemic Awareness  Alphabet  Listening  Sound symbol relationships

12 Assessing Readers at Different Stages Beginning Readers and Beyond  Comprehension  Fluency  Phonemic Awareness  Phonics  Vocabulary

13 Looking at Specific Expectations  DRA Handout

14 Differentiated Instruction  Begins with assessment  Knowledge of best practice  Research-based  Progress monitoring for continual instructional match

15 Chapter 2

16 Levels of Reading Ability Independent  Word Recognition in Context: 97 – 100%  Comprehension: 90 – 100% Instructional  Word Recognition in Context: 90 – 100%  Comprehension: 70 – 100% Frustration  Word Recognition in Context: < 90%  Comprehension: < 70% Listening Comprehension  Word Recognition: NA  Comprehension: %

17 Informal Reading Inventory  Example of assessment p  Example of scored assessment (handout)

18 DIBELS  Handout


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