1. Analytical Reading Inventory Grades 4-8

2. What? The ARI is an informal, individualized reading inventory. This inventory will allow you to analyze decoding, fluency, and comprehension.

3. Who? All students grades 4-8 who scored 325 or below on ELA CST. Grade 2-8 SDC (mild-moderate) and RSP students

4. When? Students will be tested twice a year. –Beginning of the year (the sooner the better, particularly so you have data on your students and can use it for small group instruction) –End of 2 nd trimester

5. How? Step 1- Word List Begin with the word list 2 grade levels below the student’s current grade. Continue administering word lists until student misses 5 words or does not attempt 5 words. Student is given the reading passage in which 1-4 words are missed.

6. Step 2- Reading Passage Give student the passage that corresponds with the word list results. Read aloud the directions from the top of the teacher recording sheet. Start timer as student begins to read. As student reads, record miscues. Stop timer when student finishes passage and record seconds. Circle fluency rating on teacher recording sheet.

7. Step 3- Retell & Summary Read aloud the retelling directions from the teacher recording sheet. Mark response accordingly. Repeat for summary.

8. Step 4- Comprehension Questions Ask student the comprehension questions. Record total number of errors. Scoring + correct ½ partial answer -incorrect or no response

9. Step 5- Determining Instructional Level Use the upper right hand corner of the teacher recording sheet to determine the student’s instructional level.

10. Example #1Example #2Example #3 WR = 99% Comp =90% WR = 95% Comp = 75% WR = 90% Comp = 50% IndependentInstructionalFrustration

11. The Gray Zone Questions emerge about the accurate determination of a reading level because sometimes a reader’s miscues count is out of sync with numbers indicated on the Scoring Guide Summary. (upper right hand corner of teacher recording sheet)

12. “The Gray Zone” Example: Scoring Guide Summary Word Recognition Independent 1-2 Instructional 7-8 Frustration 15+ Student score = -13 Comprehension Independent 0-1 Instructional 2 Frustration 4+ Student score = -3 1/2 To make an accurate determination at any reading level, both quantitative and qualitative factors must be considered. Comprehension score should guide final reading level.

13. Review Oral Reading Miscues Chart Omission Insertion Substitution Aided word (teacher told) Repetition Reversal The following miscues are coded but not added into the final miscue count. –Self-corrections –Hesitations –Ignores punctuation