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 (e.g., rate). Individual assessment has side effects (Why am I doing this? Am I a bad student?). Explain the purpose of the assessment (So I can be a better teacher for you.)

Main Steps in IRI Administration Explain the process and establish rapport. Administer word list starting with a level 2 years below grade placement (back up if there are errors). Continue until WR drops to about 50%. Administer first passage starting from the level of the highest 100% word list (back up if there are errors) continuing until a clear Frs level has been reached. Begin administering listening passages at the next highest level in the same form. If Comp < 75% back up (in another form), otherwise continue until Comp drops to about 50%.

Administer first reading passage starting from the level of the highest 100% word list (back up if there are errors) and continuing until a clear Fr level has been reached. WHY? The first level we want to find is the IND level so we should start with an easy passage. We MUST establish both IND and FRS levels to assure we have captured the full instructional range of the student. Data from the FRS level can be diagnostically important (e.g., decoding & context use).

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

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: 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

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: 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?

Completion Quick-check Have clear IND and FRS levels been identified? Have all miscues been clearly coded (or has the session been taped)? Have all desired passages been administered (e.g., silent or listening)? Have I praised the student for her effort and her strengths as a reader?

Reading Levels Independent Reading Level: – Student can read without assistance – Fluent reading and comprehension of text – Reading materials chosen at this level can be used to learn and practice new strategies and practice fluent reading.

Reading Levels Instructional Reading Level: – Student can read with assistance – Still fluent with some pauses – Reading materials at this level can be used for instruction in reading and other content areas. New vocabulary/concepts will be introduced and background knowledge is necessary at this level.

Reading Levels Frustration Reading Level: – Student is unable to read material because of inadequate word identification or comprehension of text. – Reading is often word for word on this level. – Reading materials at this level should be avoided.

What does the IRI tell us about our students? Vocabulary: Decoding Skills – Sight words – Word shape – Letter knowledge – Use of phonics based strategies for SOME students. – Do students use other strategies? Word Knowledge (Meaning) – Telling what the word means. – Single vs multiple meanings – Conceptual signing (translation) Does the student use one single sign and/or fingerspelling and/or an explanation of the word with context?

Information adapted from Karen Martin's IRI flowchart, Dec What does the IRI tell us about our students? Reading Comprehension: (Narrative Text) Retelling – Using logical sequence, including beginning, middle and end. – Identifying problem/solution – Goal outcome – Story elements Answering Questions – Explicit/Literal Recall Answers are right there in the text. Information has to be recalled from the story. – Implicit/Inferential Answers are not right there. Students must make connections, use critical thinking skills and make interpretations.

What does the IRI tell us about our students? Reading Comprehension: (Expository Text) Retelling – Identifying main idea and supporting details – Determining which ideas are important – Synthesizing information (making summary statements and inferences) Answering Questions – Explicit/Literal Recall Answers are right there in the text. Information has to be recalled from the story. – Implicit/Inferential Answers are not right there. Students must make connections, use critical thinking skills and make interpretations.