1. Designing Appropriate Instruction: The Use of Informal Observations
Gaining insights to enhance and refine instruction

2. Two ways: Formal / Informal
CASAS
TABE
How did “they” get the number “2.7” grade level?
From the formal tests…
What does 2.7 mean?

3. How did “they” get 2.7? Give 1000 2nd grade students in grade 2.7
Raw score of 24
Anyone who scores 24 = 2.7
Give rd grade students in grade 3.7
Raw score of 32
Therefore anyone scores 32 = 3.7
What if some got a score of 28
extrapolation = 3.2

4. So how well does 2.7 read?
Given any materials, she / he reads as well as anyone who scored 2.7?
But if given materials written on 2.7 level – how well will she/ he read the materials?
Usually - struggles with TOO many errors to be considered appropriate for instruction.

5. Purpose of Formal Test Compare one group with another group
Compare a group’s progress over time

6. Norm weight of ABS Faculty
Establish norm for ABS faculty:
Men = 201 pounds
Women = 171 pounds
But, What is a healthy weight for Men?
Women?

7. What criteria were used to establish these “ideal” weights?

8. Criteria established for “ideal” growth in reading…
Observing successful readers
Comparing unsuccessful readers’ practices with successful readers
Clinical observations of “unsuccessful readers” growth when given successful readers’ type practices… (Independent Reading Level)

9. Process we use for developing HEALTHY readers
Establish criteria – MOST thrive and grow
Follow criteria to accomplish
Hippocratic Oath

10. How do we come up with a criteria for developing READERS?
Those who learn to read and LOVE to!!!
Success - Independent Reading Criteria
Instructional Reading Criteria
Failure - Frustration Reading Criteria

11. Success - Independent Reading Level
90 % comprehension
percent Instant and accurate pronunciation of the words
Fluency

12. Instructional Reading Level
70 % comprehension
95 % of the words instant and accurate pronunciation
Fluency

13. Failure - Frustrational Reading Level
Below 70 % comprehension
Below 95 percent of instant and accurate pronunciation of words
Poor fluency - showing frustration.

14. Informal Oberservation Design
The closer the “test” looks like real reading the better insights the observations will provide…
Goal:
When faculty understands/uses the basic criteria – any printed material can be used as an “observation tool”…

15. How do we determine reading levels of text materials?
Readability of text
Usually number of syllables in 100 words
Number of sentences in a 100 words
Compare IRI passages…
OR type into Microsoft Word – get Grade Level

16. TABE Equivalents Table 2. TABE Test Levels
Test Level Grade Level Equivalent
L Literacy 0.0–1.9
E Easy 2.0–3.9
M Medium 4.0–5.9
F Difficult 6.0–8.9
A Advanced 9.0–12.9
Page 5

17. CASAS Reading Grade Level Equivalent below 200 1 201 – 205 2
Table 1. CASAS Scaled Levels and Corresponding Grade Level
Reading Grade Level Equivalent
below
201 –
206 –
211 –
216 –
221 –
226 –
231 –
236 –
241 –
246 –
251 –
Page 5

18. Bananas and Apples Standard Reading Test Grade Level Raw score= = = =
Informal Reading Inventory
Grade Level
Raw score
AAA = 1.1 to 1.3
AA / A = 1.5 to 1.7
B = 2.0 to 2.5
C = 3.0 to 3.5

19. Generalizations about Formal Test
Placing students in “materials” on or near suggested grade level will usually result in…
FRUSTRATION reading
experiences
Rule of thumb –
DROP 1 to 1 ½ grade levels

20. Compare TABE / CASAS with IRI
TABE IRI Practice
Sam < 4
Agnes < 5
Ronald < AA
Regina < 3
Rule of Thumb – 1 to 1 ½ levels below for major practice in reading

21. Purposes of Informal evaluations
Establish comfortable place to begin instruction
Monitor on-going of progress
Modify instruction based on how one functions in “real” reading
Pick up on clues as to what needs targeted instruction
Best way to assist student in monitoring his/her own progress

22. Answers we want when observing…
What levels can the student read “independently”?
Reading instructional level – what problem(s) keep(s) student from reading this level - independently?
Alphabetics (Word Recognition)
Word meanings
Comprehension
Fluency

23. Training eyes to see – ears to hear
Informal Reading Inventory
What is it?
How do we use it?
Mistakes we note
Answers we want…
Instructional level – what keep it from being independent?
Ultimate goal… use techniques without the “test”…

24. Marking errors: Substitutions
Substitutions- the learner substitutes a different word for the one that is printed. Write the substituted word above the line. If the substituted word is a nonsense word, write it phonetically cow
Bob and Sue have to get a car.
cow
The old car will not run.

25. Marking errors:
Omissions- the learner omits a word or leaves off an ending or part of a word.
Circle the word or part that the student does not say.
Bob and Sue like to fish. The car they get will have to be big.

26. Marking errors: Insertions
Insertions- the learner inserts a word or phrase into the sentence. Mark the sentence with a caret (^) and write the word or phrase above the line.
old
They have a big ^ dog. The dog likes to ride in the car.

27. Marking Errors: Pronunciation
Pronunciation- the instructor pronounces the word for the learner after five seconds.
Put a “P” above the word that was pronounced for the learner.
P P
Sue wants the car to be blue. Bob says
he wants a red car.

28. “Non-counted” errors.
Corrections- the learner makes an error and then corrects it himself Mark the error as usual and then put a “C” over it.
pig
They have a big dog.
Repetitions- the learner repeats a word or phrase.
Draw an arrow beneath the word or phrase repeated.
They have a big dog. 
Choppiness- the learner reads in a choppy manner. Mark the sentence with slash marks where choppy.
They/have a big/dog. C

29. Planning Appropriate Instruction: Observations…
What information can I get from a word list?
How can I best use this information?
What can I learn from having the learner read paragraphs?
How will assessing comprehension help me in planning instruction?
How will marking word identification errors help me in planning instruction?

30. Collaborative Assessment
View the student as a collaborator in the assessment process.
The instructor encourages the student to monitor his/her own performance.

31. Gain Insight from Student
What seems to be the problem which keeps the student from being a good reader at the upper end of his/her independent reading level?
Is it comprehension? word identification skills? fluency/anxiety?

32. Example: Ask the student to:
put a check next to each word that takes more than a second or two to figure out
circle the words that are hard to recognize

33. Explain Criteria to a student
Success - Independent reading
Instructional reading
Failure - Frustration

34. Questions Is this level comfortable for the learner?
Did the learner’s errors make sense?
Does the learner know basic “sight words?”
What kinds of questions did the learner answer correctly?
How well did the learner understand the selection?
At which level(s) did the learner read independently, instructionally or with frustration?
What keeps the learner from reading well at the instructional level?

35. Students experience success when…
Most reading time – independent reading level
98+ % instant word identification
90+ % comprehension
Fluency – near normal speech flow
Limited reading – only with direct instruction – Instructional reading level
95 % instant word identification
70 % comprehension

36. Nature of successful practice
Great readers – most of their practice has been – independent reading level
Great readers – rarely encounter a word they don’t know – 1 in 200 or 500 words…
100 hours of easy meaningful practice will produce a years growth!!!!!!!