Warm-up Questions zWhat specific informal assessment instruments, techniques, and/or approaches can be used to gain information about: yprereading skills and emergent literacy, yphonemic awareness, ybasic sight vocabulary, yword identification strategies, ycontextual reading, ydevelopmental spelling,

Informal Assessment of Reading yPrereading skills--Concepts About Print Test yPhonemic awareness--Yopp-Singer (simple) & yBruce (compound) tests yBasic sight vocabulary--The Instant Words list yWord identification strategies---Names Test yReading words in context---Running Records yDevelopmental spelling--the Monster list

Concepts About Print zThis test is appropriate for what age level? zIs is given to individuals or groups? zBriefly describe how this assessment is administered. zWhat information does this assessment yield that could augment data collected from the QRI-3?

Assessing Phonemic Awareness zName two tests commonly used to assess phonemic awareness in children. zCan these tests be administered to groups? zBriefly describe each of these tests of phonemic awareness. zWhat information do these tests provide regarding reading performance?

Assessing basic sight vocabulary zDescribe what type of information these types of assessment yield as far as reading performance is concerned. zOffer at least two examples of assessing basic sight vocabulary and describe how they are conducted.

Assessing Word Identification Strategies zDescribe the procedures using two forms of evaluating students’ word identification strategies? zWhat information does this type of assessment gather compared to the QRI-3?

Using a Running Record zWhat is a “running record” and how does it differ from the test of contextual decoding used in the QRI-3? zHow are running records used to identify reading strengths and weaknesses in students?

Evaluating spelling errors zDescribe stages of spelling development and explain whether or not this information has a direct relationship with student reading performance. zExplain the procedures involved in administering a test of spelling development.

Features of QRI zWord lists zGraded Passages (Expository and Narrative) zProcedures for assessing familiarity zImplicit and explicit comprehension questions zAssessment of strategic reading yListening yLook-Backs

The Word Lists are designed to: zAssess accuracy of word identification zAssess speed and automaticity of word recognition zIdentify word identification strategies zDetermine starting point for reading of initial passage

The passages are designed to: zDetermine a student’s independent, instructional, and/or frustration levels for word identification in context zDetermine a student’s independent, instructional, and/or frustration levels for reading/listening comprehension zConduct a miscue analysis zAssess a student’s ability to comprehend different types of texts zAssess a student’s ability to comprehend passages read orally and silently

Criteria for word/text skills zIndependent Level yWord identification 98% Comprehension 90% zInstructional Level yWord identification 90-95%Comprehension 70% zFrustration Level  Word identification <90% Comprehension <70%

Procedures for Administration zEstimate starting points for preparing materials zAdminister listening zAdminister word lists zAdminister passages

Preparing materials zXerox teacher word lists and passages at grade levels you will administer yPlan to administer word lists and passages above and below estimated grade level zRead passage at estimated RA (Reading Age) or below for listening

Administer Listening zDetermine familiarity on narrative passage(s) yIf score is 55% or higher read passage yIf score is <55% then determine familiarity on different or lower level passage zRead passage to student zAsk/score comprehension questions zStop at instructional level

Administer word lists zBegin at least one grade level below instructional listening level zMark as Identified Automatically or Identified zIf Incorrect write in response zScore to determine starting point for passage reading

Administer passages yBegin at highest independent level or lowest instructional level as determined by word lists yRead passage(s) xDetermine familiarity xMark and count miscues xRecord time xScore comprehension questions xScore Look-Backs yStop at instructional level

Assessing Strategic Reading zLook-backs zThink-alouds zNote-taking ability zQuestions and prompts

Reading Rate zPre-primer13-35 WPM zPrimer28-68 WPM zFirst31-87 WPM zSecond WPM zThird WPM zFourth WPM zSixth WPM

Recording Data on the QRI-3 Profile Sheet ¶Begin with lowest level of list or passage administered and move to the right with higher levels. ·Organize passages into groupings: narrative, expository, familiar, unfamiliar. ¸When recording scores, record information for familiar narratives first. ¹After listing results for familiar narratives, record scores for unfamiliar narratives. ºRecord familiar expository scores, then record unfamiliar expository scores. »For listening comprehension, group scores to the far right of the Profile Sheet, drawing a separating line.

Jamie Listening Comprehension zPassage: Sequoyah Grade: 4 zPassage Type:Narrative/ Familiar zComprehension: Independent Level zPassage: Martin Luther King, Jr. Grade: 5 zPassage Type: Narrative/Familiar zComprehension: Instructional Level

Jamie Entry Level Assessment - Word Lists zGrade Three Word Lists:Instructional Level zGrade Four Word Lists:Frustration Level zGrade Five Word Lists:Frustration Level

Jamie General Reading Level- Oral Reading zPassage: A Trip to the ZooGrade: 3 zPassage Type: Narrative/Familiar zWord Identification: Instructional (Accuracy) zWord Identification: Instructional (Acceptability) zComprehension: Independent zTotal Passage:Instructional

Jamie General Reading Level - Oral reading zPassage: Amelia EarhartGrade: 4 zPassage Type:Narrative/Familiar zWord Identification:Instructional (Accuracy) zWord Identification:Frustration (Acceptability) zComprehension:Instructional zLook-Backs:Instructional zTotal Passage:Instructional

Jamie General Reading Level - Oral reading zPassage: Christopher ColumbusGrade: 5 zPassage Type:Narrative/Familiar zWord Identification:Frustration (Accuracy) zWord Identification:Frustration (Acceptability) zComprehension:Frustration zLook-Backs:Frustration zTotal Passage:Frustration

Jamie General Reading Level - Oral reading zPassage: The Busy BeaverGrade: 4 zPassage Type: Expository/Familiar zWord Identification:Instructional (Accuracy) zWord Identification:Frustration (Acceptability) zComprehension:Frustration zLook-Backs:Frustration zTotal Passage: Frustration

Jamie General Reading Level - Silent reading zPassage: Johnny AppleseedGrade: 4 zPassage Type: Narrative/Familiar zComprehension:Frustration zLook-Backs:Frustration

Jamie Jamie - Miscue Analysis (Reference pages QRI) zInstructional Level: y37% of miscues graphically similar in initial position y22% of miscues graphically similar in final position y41% of miscues semantically acceptable y19% of miscues self-corrected zFrustration Level: y68% of miscues graphically similar in initial position y56% of miscues graphically similar in final position y13% of miscues semantically acceptable y8% of miscues self-corrected

Jamie - Summary of QRI - 3 results

Jamie - Suggested Interventions