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

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?

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 1000 3rd 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

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.

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

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?

What criteria were used to establish these “ideal” weights? http://www.disabled-world.com/artman/publish/height_weight.shtml

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)

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

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

Success - Independent Reading Level 90 % comprehension 98-100 percent Instant and accurate pronunciation of the words Fluency

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

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

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”…

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

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 http://www.nationalcommissiononadultliteracy.org/content/assessmentmellard.pdf

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 200 1 201 – 205 2 206 – 210 3 211 – 215 4 216 – 220 5 221 – 225 6 226 – 230 7 231 – 235 8 236 – 240 9 241 – 245 10 246 – 250 11 251 – 255 12 266+ 13+ http://www.nationalcommissiononadultliteracy.org/content/assessmentmellard.pdf Page 5

Bananas and Apples Standard Reading Test Grade Level Raw score 17 = 1.5 23 = 2.5 31 = 3.5 40 = 4.5 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

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

Compare TABE / CASAS with IRI TABE IRI Practice Sam 5.0 4 < 4 Agnes 8.2 5 < 5 Ronald 2.1 1.7 < AA Regina 5.3 3 < 3 Rule of Thumb – 1 to 1 ½ levels below for major practice in reading

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

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

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”…

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.

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.

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.

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.

“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

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?

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

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?

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

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

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?

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

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!!!!!!!