Administering and Interpreting an Informal Reading Inventory (IRI) Reading Levels John E. McEneaney Oakland University Rochester, MI.

Slides:

Advertisements

Similar presentations

A Focus on Higher-Order Thinking Skills

Advertisements

Informal Reading Inventory

 Reading Assessment informs instruction  We base our reading instructional program on the student’s reading strengths and weaknesses  Differentiate.

Reading Assessment and Instruction Using Levels of Functioning to Assess Reading and Determine Instructional Expectations.

IRI defined RICA Domain I Other Assessments Online resources

PHONOLOGICAL AWARENESS PHONICS FLUENCY VOCABULARY COMPREHENSION National Reading Panel Components of an Effective Reading Program.

Informal Reading Inventory

Michael C. McKenna University of Virginia Sharon Walpole University of Delaware Using Informal Assessments in RF IRI.

Objectives WRITING WORTHWHILE OBJECTIVES FOR YOUR CLASS.

Effective Intervention Using Data from the Qualitative Reading Inventory (QRI-5) Developed by the authors of the Qualitative Reading Inventory (QRI) -5,

Basic Reading Inventory

Identification of Intensive Reading Intervention Candidates Curriculum and Standards April 22, 2010.

Marzano Art and Science Teaching Framework Learning Map

Clinical Psychology Leaflet Task By the end of the session you will have had the opportunity to reflect on how well you achieved the learning outcomes.

JHLA Junior High Literacy Assessment. The school year saw the first administration of the Junior High Literacy Assessment. The assessment was.

Assignment Checklist. Use this checklist to help you build strong assignments.

Specifying a Purpose, Research Questions or Hypothesis

Grouping for Instruction Group IRI (leveled materials) Cluster Analysis (curricular focus) Scattergram (multiple measures)

Administering and Interpreting an Informal Reading Inventory (IRI) Part 3: Diagnostic Analysis (Melissa Case) John E. McEneaney Oakland University Rochester,

Specifying a Purpose, Research Questions or Hypothesis

Bloom's Taxonomy of Learning (Cognitive domain)

Grouping for Instruction Group IRI (leveled materials) Cluster Analysis (curricular focus) Scattergram (multiple measures)

John E. McEneaney Oakland University Rochester, MI

Reading Assessment Chapter 11. Differentiated Instruction is needed because:  The range of reading abilities widens at each succeeding grade level. 

Action Research Students K and M Kindergarten Steffani Baxter ECE Block 2014.

Word Recognition Inventory How to administer the Informal Reading Inventory to a student.

Formulating objectives, general and specific

Goals and Objectives.

March 21, 2011 Bassett High School Bloom’s Taxonomy Revised and Revisited.

Lecture 8A Designing and Conducting Formative Evaluations English Study Program FKIP _ UNSRI

Joanne Chen Irvine Valley College.  SLOs are statements that specify what students will know, be able to perform and to demonstrate.  SLOs specify an.

Analytical Reading Inventory Grades 4-8. What? The ARI is an informal, individualized reading inventory. This inventory will allow you to analyze decoding,

Assessment Case Study Checklist RDG 3320 Table of contents accurately reflects all contents All appropriate materials present. Introduction: students.

Paul Parkison: Teacher Education 1 Articulating and Assessing Learning Outcomes Stating Objectives Developing Rubrics Utilizing Formative Assessment.

David Steer Department of Geosciences The University of Akron Writing Learning Outcomes October 2013.

Department of Secondary Education Program Assessment Report What We Assessed: Student Learning Outcomes (SLOs) and CA State Teaching Performance.

Method Participants. Approximately 64 second (43.8%) and third (56.3%) grade students. 51.6% female and 48.6% male Measures Oral Reading Fluency (ORF)

A Framework of Diagnostic Teaching II. Framework A form of progress monitoring, continuous assessment (CA) is another way for the teacher to assess growth.

Assessment Specifications Gronlund, Chapter 4 Gronlund, Chapter 5.

Informal Reading Inventory Dr. Melissa Comer Tennessee Tech University.

The selection of appropriate assessment methods in a course is influenced by many factors: the intended learning outcomes, the discipline and related professional.

 Research Questions. Consider…  Being able to EVALUATE research is the first step in becoming a researcher. This said…read, read, read…every study that.

Crystal Hilts Sped 670 Week 9 Informal Reading Inventory (IRI) -Can be used in a diagnostic-reading and improvement program. -Is a diagnostic reading.

Learning Goals at St. John Fisher College Peter J. Gray, Ph.D. Director of Academic Assessment United States Naval Academy May 2004.

Understanding Assessment The Basics Office for Institutional Effectiveness and Assessment.

Qualitative Reading Inventory

Assessment What are the differences between authentic and traditional assessment? What kinds of artifacts can be collected in authentic assessment for.

Explain the process and establish rapport. WHY? We want to learn what the child can do. If the child misunderstands the task, our assessment may be useless.

Karen Viskupic Department of Geosciences Boise State University Writing Learning Outcomes November 2014.

Karen Viskupic Department of Geosciences Boise State University (but you have to suffer through Stuart presenting) Writing Learning Outcomes June 2015.

 Rubrics are our Friends. Rubrics in our life Self Reflection  What is your current view of rubrics? Write down what you know about them and what experiences.

Bloom’s Revised Taxonomy Creating Higher Level Discussions.

Strategic Teaching and Evaluation of Progress

I. Formal assessments have data that supports the conclusion made from test. Formal assessments are Standardized. Informal assessments are not data driven.

Patricia - Listening Comprehension Passage: Margaret Mead Grade: 5 Passage Type:Narrative/ Familiar Comprehension: Independent Level Passage: Pele Grade:

Informal Reading Inventory

ASSESSMENT METHODS – Chapter 10 –.

To assess students instructional needs in: -Word recognition

Areas Related to Assessment Practices

A Focus on Higher-Order Thinking Skills

الوحدة 20 مهارات التواصل مع الآخرين

EDU 602 Innovative Education- -snaptutorial.com

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان

مركز تطوير التدريس والتدريب الجامعي ورقة بعنوان إعداد

CHAPTER 12: Assessing Reading Achievement

Clinical Assessments and Report Writing

Learning Outcomes: Design Aspects

A Focus on Higher-Order Thinking Skills

Verbs A-C Verbs C-D Verbs D-I Verbs I-R Verbs S-V

Presentation transcript:

Administering and Interpreting an Informal Reading Inventory (IRI) Reading Levels John E. McEneaney Oakland University Rochester, MI

IRI Levels Outcomes You should be able to … 1.Describe the criteria used to assign levels. 2.Recognize implausible hypotheses about overall reading levels based on IRI data. 3.Apply criteria in generating plausible hypotheses about overall reading levels based on IRI data. 4.Justify the assignment of levels that are made based on IRI data.

Reading Levels (based on Betts’ criteria) Reading Level Word Recognition Percentage Comprehension Percentage Independent99-100%90-100% Instructional95-98%75-89% Instructional or Frustration 91-94%51-74% Frustration90% or less50% or less WR % = (number of words – miscues)/number of words COMP % = number of questions correct/number of questions

Establishing Levels After administering the IRI … Find the level that is clearly Independent Find the level that is clearly Frustration Examine the levels between your Ind & Fr levels to assess whether one of these should replace your tentative levels. Levels between the final Ind & Fr levels should all be identified as Instructional.

Informal Reading Inventory Student:Grade:Age: Word List (A) Oral Reading (Form: ___ )Silent Reading (Form: ___ ) LST ( ___ )Overall Reading Levels Word RecognitionComprehension Comp Level%RL% % % PP P

Informal Reading Inventory Student: TonyGrade: 2Age: 7 Word List (A) Oral Reading (Form A)Silent Reading (B) LST (C) Overall RLs Word RecognitionComprehension Comp Level%RL% % % P Assign levels to each oral and silent WR & Comp score. Then identify overall levels.

Informal Reading Inventory Student: TonyGrade: 2Age: 7 Word List (A) Oral Reading (Form A)Silent Reading (B) LST (C) Overall RLs Word RecognitionComprehension Comp Level%RL% % % P100 Ind100Ind100Ind 19598Inst100Ind92Ind 28595Inst83Inst83Inst In/Fr69In/Fr75Inst Fr50Fr38Fr63 557

Informal Reading Inventory Student: TonyGrade: 2Age: 7 Word List (A) Oral Reading (Form A)Silent Reading (B) LST (C) Overall RLs Word RecognitionComprehension Comp Level%RL% % % P100 Ind100Ind100Ind 19598Inst100Ind92Ind 28595Inst83Inst83Inst100Inst 38093In/Fr69In/Fr75Inst75In/Ls 46087Fr50Fr38Fr63Fr 557

Informal Reading Inventory Student: JennyGrade: 3Age: 8 Word List (A) Oral Reading (Form A)Silent Reading (B)LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % PP9685 P Assign levels to each oral and silent WR & Comp score. Then identify overall levels.

Informal Reading Inventory Student: JennyGrade: 3Age: 8 Word List (A) Oral Reading (Form A)Silent Reading (B)LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % PP96Inst85Inst85Inst P99Ind100Ind90Ind 197Inst85Inst75Inst 295Inst85Inst75Inst 383Fr45Fr30Fr

Informal Reading Inventory Student: JennyGrade: 3Age: 8 Word List (A) Oral Reading (Form A)Silent Reading (B)LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % PP96Inst85Inst85Inst P99Ind100Ind90Ind 197Inst85Inst75Inst 295Inst85Inst75Inst 383Fr45Fr30Fr

Informal Reading Inventory Student: PaulaGrade: 5Age: 10 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % Assign levels to each oral and silent WR & Comp score. Then identify overall levels.

Informal Reading Inventory Student: PaulaGrade: 5Age: 10 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % 4100 Ind100Ind95Ind 5100 Ind100Ind90Ind Ind80Inst75Inst Inst65In/Fr55In/Fr 89095Inst45Fr50Fr 98095Inst30Fr25Fr

Informal Reading Inventory Student: PaulaGrade: 5Age: 10 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % 4100 Ind100Ind95Ind 5100 Ind100Ind90Ind Ind80Inst75Inst Inst65In/Fr55In/Fr 89095Inst45Fr50Fr 98095Inst30Fr25Fr

Informal Reading Inventory Student: JasonGrade: 8Age: 14 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % Assign levels to each oral and silent WR & Comp score. Then identify overall levels.

Informal Reading Inventory Student: JasonGrade: 8Age: 14 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % Ind100Ind95Ind Inst80Inst85Inst In/Fr65In/Fr55In/Fr In/Fr45Fr40Fr Fr50Fr35Fr65

Informal Reading Inventory Student: JasonGrade: 8Age: 14 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % Ind100Ind95Ind100Ind 69596Inst80Inst85Inst100Inst 78091In/Fr65In/Fr55In/Fr90Fr 87590In/Fr45Fr40Fr80Lst 97088Fr50Fr35Fr65

Informal Reading Inventory Student: JennaGrade: 7Age: 14 Word List (A) Oral Reading (Form A)Silent Reading (B) LST Overall RLs Word RecognitionComprehension Comp Level%RL% % % What is puzzling about this IRI data? What might explain this?

IRI Levels Outcomes Can you … 1.describe the criteria used to assign levels? 2.recognize implausible hypotheses about overall reading levels based on IRI data? 3.apply criteria in generating plausible hypotheses about overall reading levels based on IRI data? 4.justify the assignment of levels that are made based on IRI data?