Week
5
Week 5 assignments: Read
the QRI overview. QRI assignments Part One and Part Two - Background, Word
Lists, and Prior Knowledge (pages 1-50 in the QRI book)
QRI Assignments: Duration 4 weeks
The QRI (Qualitative Reading Inventory) is a type of literacy assessment called an Informal Reading Inventory (IRI). The major purpose of an IRI is to enable the teacher to identify a student's functional reading levels. There are seven functional reading levels which can be identified by administering an IRI. Background information about IRI's and functional reading levels is in the PowerPoint presentation, "Informal Reading Inventories." After gaining knowledge about IRI's in general you will look in-depth at one IRI which is called the QRI.
Overview of all of the QRI Assignments: This is an overview of the QRI work. The actual assignments follow.
Part 1). Review: If necessary, review the Power Point Presentation, Informal Reading Inventory. There is nothing which needs to be e-mailed or turned in for this assignment.
Part 2). Learning
about the QRI A Reading
Guide with Self-Evaluation Questions has been included to help you learn the
important information given on pages 1 through 86. You do not need to turn
in any of the answers to these study questions. They are only to help you
learn the important information.
Use the reading study guide
and study questions below while you read and take notes on the QRI book pages
assigned.
This part of the assignment is divided into seven parts: QRI
Background, QRI Word Lists, QRI Assessment of Prior Knowledge, QRI The Passages,
QRI
Word Identification in Context: Oral Reading, QRI Comprehension, and
QRI Summarizing the Results.
Each of these parts has two
elements to help you acquire this information:
1) a reading study
guide with questions. Use the questions in one of two ways. You
could use them as you read to guide you as to what parts are important to know
and, therefore, should be read carefully. A second way you could use the
questions is after you have read an assigned part, see if you can orally answer the questions.
2) a worksheet activity to complete or a question to answer. These assignments must be turned in for part of the course grade. These activities are clearly marked. After you read a part and have used the questions to self-evaluate your knowledge, complete the worksheet or respond to the discussion question. E-mail or turn in the completed worksheet or the response to the discussion question.
Part 3). Prepare for
and practice the administration of a QRI.
a) Prepare testing materials. You may want to write notes on the
examiner's pages to remind yourself of how to administer the various parts of
the QRI.
b) Practice giving the test to a spouse or other friend. This will give you practice learning the system used to code oral reading miscues. You should get to the point where you can quickly and easily mark miscues using the shorthand "coding" system given.
Part 4).
More practice
administering the QRI using the CD.
Go through the practice
administration of the assessment which I have provided for you on the CD.
Part 5). Test on the QRI.
Part 6) Administration of the QRI to a student in the field
When given permission,
administer QRI to a student in the field.
Part 7). Turn in all parts of the QRI assessment to be evaluated for a grade.
Below is the QRI work. Follow the directions for each of the six parts.
Part 1: Review 0 points Review the Power Point presentation on the Informal Reading Inventory, if necessary. Nothing needs to be turned in for Part 1.
Part 2:
Learning About the QRI - 0
points There
are reading guide statements and questions to guide you page by page through the
reading of the six chapters on pages 1-35. This is followed by 17 study
questions. You do not need to turn in the answers to either the
reading guide statements or the study questions.
Background- PAGES 1
through 33.
The Qualitative Reading
Inventory-3 (QRI) is one of many informal reading inventories on the
market. The QRI was selected as the IRI to present in this course
because it offers more information for the teacher than some of the other IRI's.
Reading Guide - This part guides you
through the background reading in the QRI book. The questions provided are only to help you know what
to look for in the text and do not require written answers.
Chapter 1, page 1:
The QRI is similar to other informal reading inventories in several
ways.
Bottom of page 1 and page 2: The
QRI differs from other IRI's in several ways. Make sure you
understand how it differs in terms of 1) use of narrative and expository
text, 2) assessment of prior knowledge, 3) assessment of
comprehension. This is found on page 2.
What are the three ways provided by the
QRI to assess comprehension?
Make sure you understand "look-backs" described on page 2.
Chapter 2 "Why Another Informal
Reading Inventory?" Pages 3-13
in the QRI test
book. This chapter has excellent information related to literacy in
general and the QRI techniques of assessing literacy elements.
For this class you do not need to remember any of the researchers' names or the
dates of the research. However, there is much important information
you should read.
Page 4 and the top of page 5:
The authors give a summary of the stages of reading acquisition.
For this course you will not need to know the names of the stages (logographic,
alphabetic, etc.), however, read the information so you can get an idea of when
knowledge of letter-sound relationships begins. Terms from this reading that you
should be familiar with include:
"onsets," "rimes," "phonological skills," and
"sight word reading." Much of this may be your notes from the
foundation reading class.
Read the information about the QRI passages at the top of page 4.
Bottom half of page 5 - page 6: Again, this information is probably a review from the foundations reading course. Read the information regarding "Text Structure" on the bottom half of page 5 and on page 6. The last part of this tells how the QRI accommodates different text structures.
Bottom of page 6--top page 8: Read the information about "prior knowledge" and "oral and silent reading." You may find some information on "prior knowledge" in your foundations course under "schema" or "schema activation." Make sure you are ready to discuss information on both "prior knowledge" and "oral and silent reading" and make sure you know how the QRI incorporates these areas.
Pages 8 through the top of page 11: Look-Backs and Think-Alouds: Read the information about these two topics. Make sure you thoroughly understand what they are and how they are incorporated into the QRI.
Page 11: Speed and Automaticity Skim through this information. Nothing needs to be written for this.
Pages 12-13: Oral Reading Miscue Analysis This is important information. We will cover much of this with the Power Point handout. Be sure to skim through this information. Look in the QRI at the test pages and find these parts so you can see what the authors are describing.
Chapter 3 - Pages 14-19 This chapter is important in showing you the contents of the QRI. You need to read this, but I don't expect you to remember it in detail. Start by reading the last paragraph on page 19. Then go back and read the other pages (pages 14 -19).
Chapter 4
Pages 20-top half of 21: These pages describe the independent,
instructional, and frustration reading levels. If you need to, read these
for review.
Pages 21-top 22 Read the section on "level variety"
carefully.
Page 22: Look over the sample of questions which can be answered by
administering a QRI.
Page 23 - Look over the types of information you can get from the QRI.
Chapter 5: Uses of the Qualitative Reading Inventory - pages 24-33. Read Chapter 5. I have referred to this chapter in the study questions below, question #1.
Chapter 6: Preparation for Testing, pages 34-35. Skim through these pages.
Study Questions on pages 1-33: These
are the questions to use during or after the reading for self-evaluation. They do not require written answers. Nothing needs to be turned in
regarding these questions.
Pages 1 - 2:
1. What are the three "assessment options" offered by the QRI?
These three options are listed on page 1 in the second paragraph, but details
about each of the three can be found in Chapter 5, pages 24 through 33. Be
sure to add the information from chapter 5 to this.
2. The QRI is similiar to other informal reading inventories in what ways?
3. What is the range of reading levels assessed in the QRI?
4. How does the QRI differ from other IRI's?
5. What are the three ways the QRI provides assessment of comprehension? (Details of these three ways can be found on pages 18 and 19. Be sure to include the information on these two pages in your answer to question #5.)
Pages 3-13:
6. At the early stage of reading, children identify words on the basis of
___________
as opposed to sound cues.
7. At the alphabetic stage, children begin to use knowledge of
_________________.
8. Also, at the alphabetic stage they have difficulty making meaning
directly from print without the aid of ___________________ and the use of
____________________.
9. Which is easier for students to comprehend: narrative or
expository? Why? Briefly discuss several reasons.
10. What is the relationship between prior knowledge and recall and comprehension?
11. Research indicates that students younger than 8th grade rarely used "look-backs" as a strategy when reading. What are the four possible reasons for this?
12. Can the strategy of "look-back" be taught? Explain your answer
13. How do you have a student do a "think-aloud?"
14. How is a "think-aloud" beneficial to the teacher in diagnosing a student's needs?
15. What have "think-alouds" indicated about skilled readers?
16. One factor that affects the quality of miscues is the quantity of miscues. Discuss the research related to this.
17. Another factor that affects the quality of miscues is prior knowledge. Discuss the research related to this.
You are at the end of one part of gaining background about the QRI.
QRI Word Lists - pages 36 through 43:
Page 36-top 37: These pages
are important so read them carefully.
I have summarized some of this
information below and then following this there will be questions for you to use
to self-evaluate your knowledge.
Answers to the questions do not
need to be turned in.
Summary: Having the student orally read some of the lists of words can
provide several pieces of information to the teacher.
a). It may help the teacher estimate the level of the reading passage
at which to begin testing.
b). It can give an estimate of how automatically the student reads
words. (This is sometimes called sight vocabulary or sight word
recognition.) In the QRI, automatic word identification in reading a
word in the
word list is measured by how quickly the student reads the word.
c). It can give some information about the student's knowledge of
letter-sound association (phonics) knowledge. Here the teacher looks at
the words on the word list which were not read quickly--those that had to be
"sounded out" or "figured out." By looking at how the
student sounded out the words that were not known automatically or quickly, the
teacher may get some information about phonics
knowledge.
d). Having the student read the words on some of the word lists can also
give the teacher information about the student's ability to use context
clues to figure out a word. Since many of the words in the lists come from
the passages, the teacher can compare how the student did when reading the words
in isolation (on the lists) with how the student did when reading the word in
context (in the passages).
Questions on pages 36-37: These do not require written answers. Use them during the reading to guide
you through the selection and/or use them after the reading to self-evaluate
your knowledge.
1. How does the teacher estimate automaticity of word identification? In your answer, include the
amount of time used to
determine automaticity."
2. What is the relationship between automaticity and fluency?
Bottom of page 37 - 38: Look through this information. My recommendation is that you use a blank (unlined) index card when administering the word list assessment. Cover the words in the list. Uncover the words, one at a time, and have the student read the words. I don't think you need to make individual word cards or use a "window card." Make sure you give the reader the right amount of time to read the word. Count in your head "one thousand and one."
Questions on page 39 and the sample
of page 40: You do not need to write answers to these. Use them to
self-evaluate your knowledge.
3. How do you decide which list to start having the student
read?
As the student reads the words on a
list, the teacher is recording exactly what the student says on the examiner's page. The teacher
must keep track of two things while the student is reading:
a). How accurately the student read each word.
b). How quickly or automatically the student read each word.
4. What does accuracy refer to?
5. What does the teacher write down if the student does not read the word
accurately?
6. What does the teacher write down if the student self corrects an error?
7. What does the teacher write down if the student skips a word?
8. What does the term automaticity of response refer to?
9. How do you discriminate between words identified automatically and those identified after some delay?
10. What is the length of the delay that makes the difference between deciding if a word is read automatically or if it is not? (What does the mentally counting of "one thousand and one" supposedly equal?)
Read pages 41-43 and use the following questions as a reading
guide and/or as self-evaluation questions after completing the reading.
You do not need to turn in answers to these questions.
11. The teacher determines which list to start the word list
reading. The student then reads the list orally while the teacher and
"scores"
it. The score comes out as "instructional level." What
should the teacher do next?
12. After finding the student's independent level on the lists, what should the teacher do?
13. How does the teacher know when to stop having the student read the lists?
14. How can you use the level of the lists to help you determine which passage level to start the test?
Assignment: Worksheet:
"Practice with Word Lists"
Complete and
e-mail or turn in. 15 points possible
There are three questions at the bottom of this worksheet which require basic Word List
knowledge. Items #1-10 are to see if you
know how to record information when the student is reading the Word Lists.
Information is given telling you how the word was read.
Information is also given telling the amount of time it took to read the
word. This information is in ( ). -1 = The word was read
in less than 1 second . 1+ = It took more than 1 second
to read the word. Using this information, use the blanks to show how the
examiner should mark each word. For items #1 - #10 write the titles for
the two columns and then write the number of the item followed by your responses
on the appropriate line or lines. After you have responded to the
ten word list items and the three questions, e-mail or turn in your responses to
the instructor. Here is a sample using an example item to show you
the format for writing your responses to items #1 - # 10.
Example item: The student read the word "apple" as "appear" (-1) and then read it as "apple" (+1).
Your response:
Identified Automatically Identified
#Example appear SC
Following are the ten word list items and the three questions. Mail or turn in your responses to the instructor. You can earn up to 15 points with this assignment (1 point each on items #1-10 and on item #13. 2 points each on items #11 and #12)
1. Student read the
word
Identified
Automatically
Identified
correctly
(-1)
_________
________
2. The word "lunch"
was
read
_________
________
with a short "a" sound
instead of short "u."
(-1)
3. The word "lion" was looked
at
_________
________
but the student said he didn't
know it. (+1)
4. "Swim" read with a
short "a" (+1)
_________
________
5. "Sheep" read as "sleep" (-1),
then
_________
________
read as "sheep" (+1)
6. "Wool" read as "wood" (+1), then
_________
________
read as "wool"
7. "Then" was read as "than." (-1) _________ ________
8. "Some" was read correctly. (+1) _________ _________
9. "Give" was read "goat" (-1), then
read as "give."
(+!)
_________
_________
10. "This" was read correctly. (+1) _________ _________
Question: 11. How do you know which level of Word List to use for beginning this part of the QRI?
Question: 12. After the teacher determines which list to start the Word List reading, the student reads the list, and then the teacher scores it. The score comes out as "instructional level." What should the teacher do next?
Question: 13. How do you know when to stop administering the Word Lists?
QRI Assessment of Prior Knowledge: 0 points pages 44 through 50: These pages are important. Use the questions to guide your reading and/or use them after the reading to self-evaluate your knowledge. You do not need to turn in the answers.
Page 44: Read page 44. You may want to review the importance of prior knowledge (schema and schema theory) before you read this.
The QRI provides two methods for assessing
prior knowledge.
1. What are these two methods?
The QRI gives you detailed information on examining the student's answers to Conceptual Questions Task. The general procedures are explained at the top of page 45. Read this explanation. Look over the scoring of the conceptual-questions task on pages 45-47, but you don't need to do anything right now with that information.
The second method of assessing prior knowledge is described on page 48. Read the General Procedures section on page 48.
2. If the teacher wants to have the student do the prediction tasks, what should the teacher say to the student?"
3. How is this second method of assessing prior knowledge scored? (page 48)
4. How is the score on this second method interpreted? (page 50) Be sure to know about the typical three levels of quality. (page 50)
Continue on to the next section:
QRI
Administration and Scoring of the Passages.
Week 6
Week 6 assignment: Part Two - QRI Administraton
and Scoring of the QRI: The Passages, Oral Reading, and Comprehension
(pages 51-75 in the QRI book)
QRI Administration and Scoring of the QRI: The Passages: pages 51 through 58: These pages are important. Use the questions as a guide through the reading. You do not need to write the answers to the questions.
Pages 51-52
1. One purpose for
having the student read the passages orally and silently is to determine the
student's functional reading levels. To determine the student's oral
independent, oral instructional, and oral frustration reading level, the student
reads the graded passages orally. The teacher counts the miscues to arrive
at a designation of level. There are two ways the miscues can be
counted. Name and describe the two ways.
2. The examiner then determines the independent, instructional, and
frustration levels for comprehension questions. What are the other two purposes for administering the
passages? (page 52)
Assessment Options - Bottom of page 52 and top of page 53. Skip this part.
Page 53 through the top of page 54. General Administration Guidelines Start with the last line of the first paragraph. "He or she should then ask the student to read the passage orally or silently." Carefully read the next two paragraphs of this section. The only change in this information for this class is that I do not want you to time the reading of the passages (end of the second paragraph under General Administration Guidelines.)
Pages 54 through page 58 - Skim through this if you want to.
You do not need to e-mail answers to any of the above study questions.
QRI: Administration and Scoring: Word Identification in Context: Oral Reading Read pages 59 through 68: These pages are important. There are no questions to use to self evaluate on this part. This section only requires reading and studying. This is a very important part, so be sure to spend the time necessary to master the shorthand "coding" system used to record oral miscues.
Page 59 - 61: The authors give you the miscues you are to mark when the student is reading orally. (They give you the "shorthand" system of symbols to use to show what miscues were read and they give some explanation about the miscues.) Learn the miscues and the "shorthand" system to use to code the miscues. You'll need to know the "shorthand" system for marking the miscues. I have developed a page which lists the "shorthand" system and gives some explanation of the miscues. Following is a copy of the shorthand system and the explanations. It's called "Coding Miscues During Oral Reading." Be sure to study this information and practice the shorthand system. Have someone read to you and make mistakes. While the person is reading you should practice marking mistakes made on your copy of what is being read.
"Handout" on Coding Miscues During Oral Reading
The following five types of major
miscues should be counted when determining the student's oral independent,
instructional, and frustration levels:
old
1. Insertions Ex. He saw the ^car.
(Write in the word inserted and use a caret to show where it was inserted.)
2. Omissions
Ex. The black dog ran around the yard. If this sentence was
read, "The dog ran around the yard." you would circle
the word "black" to show it was omitted.
3. Substitutions This is when the student
substitutes a real word or a nonsense word for the word in
print.
house
Ex. The horse was ready to run the race. If this sentence was read,
"The house was ready to run the race." you would write in the word
substituted for "horse."
annomence
Ex. He did not hear the announcement. The sentence was read,
"He did not hear the annomence. You would write the nonsense word the
student substituted.
4. Reversals Ex. If the student would read "was" for the text word "saw," you would count this as a reversal.
A
5. Assistance Ex. The man noticed the
horse.
In the sample sentence above, the student stopped when she got to the word
"noticed." The student did not continue reading until the
teacher said, "Just skip over the word if you don' know it and keep on
reading."
Explanation:
If the reader comes to an unknown word and
doesn't say anything or if the reader asks you what it is, the authors of the
QRI recommend that you do not assist the reader. They do not
want you to tell the reader the word. (Many other IRI's have you tell the
reader the word.) Instead of pronouncing the word, tell the reader to just keep going. You should mark the word to show that the reader
stopped reading and waited for help or that he/she asked you what the word was.
Use an "A" to represent "Appeal for Assistance." (The student
waited for assistance or asked you for assistance.) You should count this
when determining levels.
The following should also be coded, but do not count them:
1. Repetitions Ex. The river was beginning to flood. (If the reader read this in the following way, you would have a repetition. "The river was beginning to . . . was beginning to flood." You would draw a wavy line under "was beginning to" to show the repetition.
2. Hesitation Ex. Do you think this candidate will win? (If the reader hesitates in reading the word "candidate," you would put a check mark above the word to show he waited a few seconds before saying the word.
3. Poor phrasing
Ex. Did you see the horse in the pasture behind the barn?
Poor phrasing would be if the reader read this sentence without proper grouping
of the words. The reader with poor phrasing would read the sentence in the
following way:
"Did . . . you . . . see . . . the . . . horse . . . in . . . the . . .
pasture . . . behind . . . the . . . barn?" Use a slash mark between
each word where there was poor phrasing. The above sentence would be
marked in the following way:
"Did/you/see/the/horse/in/the/pasture/behind/the/barn?
4. Self Corrections This is where the reader makes a miscue but then goes back and correct it. Use the symbol "C" to show the reader self corrected. (See the note below.)
The authors of the QRI-3 want you to mark and count self corrections. For this class, I want you to mark self corrections, but don't count them.
Notes:
1. Miscues on proper nouns:
If the reader pronounced it as a nonsense word or a real name and constantly calls it the same
name, count it as one miscue. (Calls "Maria" as
"Marin" throughout the passage, count it as one miscue. Call
"Tom" as "Tim" throughout the passage, count it as one
miscue.)
2. If the reader refers to "Maria" as "Marin," "Morin," and "meres," count each deviation as a separate miscue.
3. Omission of an entire line or phrase, count as one miscue.
4. If the reader makes the same miscue on the same word several times (if the student repeats the same miscue on the same word several times within the passage) and if this miscue does not change the meaning of the passage, count it as only one miscue. Example: "Pup" for "Puppy"
5. You can count miscues in two
ways:
a. Determine independent, instructional, and frustration levels by
counting all of the miscues. This is called total accuracy.
or
b . You can determine independent, instructional, and frustration levels
by counting only the miscues that change or distort meaning. This is
called total acceptability.
For this class use total accuracy. You will count all of the five major errors: insertions, omissions, substitutions, reversals, and appeals for assistance.
This is the end of the "handout" on coding and counting oral miscues.
Be sure to look over the sample FIGURE 10.1 on page 61 of the QRI book.
Note with my comments: You can count miscues in one of two ways. Total Accuracy OR Total Acceptability. This was first introduced on page 52. For this class use TOTAL ACCURACY. (Use of Total Accuracy will be less subjective since you won't be using judgment in making decisions about if a miscue changes the meaning of a passage or not. In actual classroom practice, though, I would recommend using Total Acceptability. Using Total Acceptability would be more like a modified miscue analysis which is always a good practice.)
Pages 61-top 63:
Since we will use Total
Accuracy during RDG 4250 QRI activities, carefully read the bottom
of page 61, all of page 62 and the top of page 63.
On page 62 there is detailed information on how to score miscues made on proper names, on making the same miscue on the same word several times, on consistent miscues that change meaning, etc. I don't expect you to memorize all of this during this course, but I highly recommend that you make a note about these guidelines, and keep that note with your QRI test materials.
Also on page 62 the authors describe how you use the total number of miscues to determine the student's performance (independent, instructional, or frustration). You do not need to figure the percents because the scale is at the bottom of the passage on examiner's page for you to use. (I'm not sure why the authors would even talk about the teacher figuring the percents and then provide the table which makes this figuring unnecessary.)
Page 63 - top of page 68: You may skip all of this if you want to.
Assignment: Complete the following worksheet on administering and scoring the passages. E-mail or turn in the completed worksheet.
Worksheet: "Administering and Scoring the Passages." E-mail or turn in the answers to this "worksheet." 15 points possible
Directions: Hypothetically, after administering the Word Lists, you find that you should start the oral and silent reading with the passages written at the second level. Part of the second-level passage has been written below and is labeled "Original Passage." Also written below is how it was read. This second version is written exactly as the student read it, so you can "hear" the miscues and it is labeled "Passage As Read." On the original version of the passage, mark the miscues using correct coding symbols and then determine the level of this passage. Is it at the student's independent level, instructional level, or frustration level?
Original Passage: Read
the original passage below.
It was a Saturday morning. John looked at the toys in his room. They
were all old and he wanted
something new. John went to this mother. "All my toys are old," he said. "I want something new to
play with." His mother looked at him. "John, we don't have the money to buy you anything new.
You'll have to find a way to make something new." John went back to his room and looked around
at the toys. There were many toys that were fun, but he had played with them so much that they
weren't fun anymore. Then he had an idea.
Passage As Read: Miscues are in bold. Read the passage which is written exactly as it was read by the student. Bold print is used to show where the student deviated from the original text.
It was a Sunday morning. James looked at
the toys in his room. They were all old toys and he
wanted something new. James went to
this mother. "All my toys are old," he said. "I
want
something new to play with." His mother looked at him. "James,
we don't have the monkey to buy
you anything new. "James, we don't have the money to buy you
anything new." You'll have to
find a way to make something new." James went back to his room
and looked around at the toys.
There were many toys that were fun. But he had played with them so much
that they weren't fun
anymore. Then he had an ________. Mrs. Nichols, what is that
word?.
1. Use the coding system learned on the handout above and mark the miscues in the "Original Passage." Your coding will be evaluated.
Answer the following questions:
2. How many miscues are counted as major miscues?
3. Using the "Total Accuracy" Scale, is this passage at the student's independent, instructional, or frustration reading level?
0-4 miscues = Independent Level
5-18 miscues = Instructional Level
19+ miscues = Frustration Level
4. E-mail or turn in the passage marked with miscues and the answers to questions #2 and #3. There are 15 points possible.
QRI Comprehension Read pages 69 through 75: These pages are important. Use the questions during the reading as a guide and/or after the reading to self-evaluate. You do not need to write or turn in the answers to the following eight questions.
Page 69:
1. What are the two ways the
teacher can check comprehension of passages read orally and silently?
2. Do the authors highly recommend that the teacher use both
methods of
checking comprehension?
3. Which method should be done first?
Pages 70 through the middle of page
73: Read the information on the procedure and scoring of
"retelling" and look over the sample of page 71, Figure
11.1. Read over the "Analysis of Retelling" at the
bottom of page 71 through the middle of page 73.
4. Is "retelling" used to determine independent, instructional,
and frustration levels?
5. How can information about the student's ability to "retell"
be used by the teacher?
Bottom half of page 73 through page
75.
6. Why should the teacher ask the comprehension questions if the
student has completed the retelling? (Why not just stop with the
retelling?)
7. Name and define the two types of comprehension questions provided by the QRI.
8. What is the opinion of the authors regarding the scoring of answers and the giving of partial credit?
Skip chapter 12 on pages 76 -
84: Assessing Strategic Reading.
Week 7
Week 7 assignment: Part Two -
Summarizing the Results (pages 85 - 86 in the QRI book); Part Three -
Preparation and Practice; Part Four - More Practice Administering the QRI
- #1 through #4 (Practice with a friend and then practice using the CD.)
QRI: Summarizing the Results: Pages 85 through 86: These pages are important. Read this guide and the information indicated. There are no study questions, but be sure to look over the QRI Summary Sheet below.
Page 85-86: The authors ask you to fill out a Student Profile Sheet which you can see on page 86. For RDG 4250, please do not use this sheet. Instead use the QRI Summary Sheet I have designed. This sheet is below.
QRI Summary Sheet:
On the QRI Summary Sheet, you can use the following abbreviations
if you want to record detailed information about the text the student read.
F = familiar text
UF = unfamiliar text
N = narrative text
E = expository text
P=Text with pictures
NP = Text with no pictures
Pages 87-91--Skip these pages.
Part 3: Prepare for and Practice of the
Administration of a QRI
a) Prepare testing materials. You may want to write notes on
photocopies of the
examiner's pages to remind yourself of how to administer the various parts of
the QRI.
b) After you have all of the background information on how to administer the test, practice giving the test to a spouse or other friend. Learn the system used to code oral reading miscues. You should get to the point where you can quickly and easily mark miscues using the shorthand "coding" system given.
Assignment: Post information on the Forum regarding how you practiced the coding of oral miscues, how much time you think you spent practicing, and your comfort level about actually giving the QRI. Also, post any questions you have about administering the QRI. 5 points possible
Part
4: More practice administering the
QRI
1. You will be using the CD
to do your formal practice of the QRI. On the CD I will read the word lists
and the passages. You will be using copies of the Examiner's Word Lists
and passages and mark the word lists and the passages, fill out the appropriate
blanks on the passage pages, and finally fill out the "QRI Summary
Sheet." Before you start, you will need to make photocopies of the following pages
from the QRI book:
a. Examiner Word Lists - preprimer and primer levels - page 116
b. Examiner Word Lists - first and second levels - page 117
c. Examiner Word Lists - third and fourth levels - page 118
d. Pre-primer passage pages - "Lost and Found" - pages 136 and
137
e. Pre-primer passage pages - "Spring and Fall" - pages 138 and 139
f. Primer passage pages - "A Trip" - pages 156 and 157
g. Primer passage pages - "Fox and Mouse" - pages 158 and
159
h. Level one passage pages - "Mouse in a House" - pages 176,
177, and 178
i. Level one passage pages - "Marva Finds a Friend"
- pages 179, 180, and 181
j. Level two passages pages - "What Can I Get for My Toy? -
pages 198, 199, and 200
k. Level two passage pages - The Lucky Cricket" - pages 201, 202, and
203
l. Level three passage pages - "The Trip to the Zoo" -
pages 221, 222, and 223
m. Level four passage pages - "Johnny Appleseed" - pages 246, 247 and
248
2. Use the CD and the photocopies of the
QRI pages you photocopied to do your first formal QRI practice.
Important: There are places on the CD, particularly on the Word
Lists, which are somewhat misleading. In several cases I read the words
too quickly or too slowly and you may count a word as less than a second where
it really was more or you may count it as having been read in more than one
second and the CD will say it was less. There is also an error in one
place in the number of miscues
Assignment: 0
points
3. After you have completed the
entire practice provided on the CD, e-mail or turn in a written response to the
following question: What part or parts of the QRI are confusing to
you? (If you understand how to administer all parts of the QRI,
then just tell the instructor that in the e-mail.) 0 points possible
4. Write the answers to the QRI
test below. See
Assignment Part 5 below.
After the QRI Test answers, I will e-mail you
and let you know if you have permission to administer the QRI to a
student in the field. You may be asked to work with the practice CD more
before administering the test to a student.
Week 8
Week 8 Assignments: Part 5
- Take the test on the QRI
Part 5: Test on the QRI: Write your responses to the 38 items below. Be sure to number each answer clearly. E-mail or turn in your responses. It is possible to earn 68 points on this test.
Test #1: RDG 4250 - QRI
Items 1-16 are 2 points each except for #4 which is 4 points.
1. What is the range of reading levels assessed in the QRI?
2. Name two ways the QRI differs from other IRI's?
3. What are two ways the QRI provides assessment of
comprehension?
4 Which is easier for students to comprehend: narrative or
expository? Why? Briefly discuss three reasons.
5. What is the relationship between prior knowledge and recall and
comprehension?
6. Can the strategy of "look-back" be taught? Explain
your answer.
7. How does the teacher estimate automaticity of word
identification when administering the Word Lists?
8. What is the relationship between automaticity and fluency?
9. The teacher determines which list to start the word list reading. The student then reads that list orally while the teacher "scores" it. If the score comes out as "instructional level," what should the teacher do next?
10. After finding the student's independent level on the lists, what should the teacher do?
11. How does the teacher know when to stop having the student read the lists?
12. How can you use the level of the lists to help you determine which
passage level to start the test?
13. Assume the student you are going to assess is in the 5th
grade. You are going to start by administering the Word Lists. With
which level list should you begin?
14. After administering the Word Lists, you find that you should start the oral and silent reading with the passages written at the second level. Is it at the student's independent level, instructional level, or frustration level as determined by the word lists?
Use the passage below which has been coded for oral miscues
to answer items #15-38 below
sunny
Line #1:
It was a Saturday morning.
James
Line #2: John looked at the toys in his room.
A
Line #3: They were all old and he wanted
something new.
mom
Line #4: He went to his
mother.
very
Line #5: "All my toys are
^ old," he said.
A
Line #6 "I want something
new to play with."
mom
Line #7: His mother looked at
him.
Line #8: "We
don't have the money to buy you anything new.
A
Line #9: You'll have
to find a way to make something new."
James
Line #10: John went back to his room and looked around at the toys.
so
Line #11: There
were ^ many toys that were fun, but he had played
with them so much that they weren't fun anymore.
Items #15 - #38 refer to the coded passage above:
15. How many miscues are counted as major miscues?
16. Using the "Total Accuracy" Scale, is this passage at the student's independent, instructional, or frustration reading level?
0-4 miscues = Independent Level
5-18 miscues = Instructional Level
19+ miscues = Frustration Level
Use the following key and the coded passage to answer items #17 - #38 . Write the letter
which indicates the correct response. Items #17-38 are 1 point each.
A. Substitution
B. Insertion
C. Omission
D. Repetition
E. Appeal for help
F. A significant miscue which should be counted
G. A miscue which is not significant and should NOT be counted
17. What is the type of miscue in Line #1?
18. Is the miscue in Line #1 significant (F) or not significant (G)?
19. What is the type of miscue in Line #2?
20. Is the miscue in Line #2 significant (F) or not significant (G)?
21. What is the type of miscue in Line #3?
22. Is the miscue in Line #3 significant (F) or not significant (G)?
23. What is the type of miscue in Line #4?
24. Is the miscue in Line #4 significant (F) or not significant (G)?
25. What is the type of miscue in Line #5?
26. Is the miscue in Line #5 significant (F) or not significant (G)?
27. What is the type of miscue in Line #6?
28. Is the miscue in Line #6 significant (F) or not significant (G)?
29. What is the type of miscue in Line #7?
30. Is the miscue in Line #7 significant (F) or not significant (G)?
31. What is the type of miscue in Line #8?
32. Is the miscue in Line #28 significant (F) or not significant (G)?
33. What is the type of miscue in Line #9?
34. Is the miscue in Line #9 significant (F) or not significant (G)?
35. What is the type of miscue in Line #10?
36. Is the miscue in Line #10 significant (F) or not significant (G)?
37. What is the type of miscue in Line #11?
38. Is the miscue in Line #11 significant (F) or not significant (G)?
Items #39-43 are 2 points each.
39. What are the two ways the
teacher can check comprehension of passages read orally and silently?
40. Do the authors highly recommend that the teacher use both
methods of
checking comprehension? yes no
41. Which method should be done first?
42. Is "retelling" used to determine independent, instructional,
and frustration levels? yes no
43. What is the opinion of the authors regarding the scoring of
answers to comprehension questions and the giving of partial credit?
E-mail or turn in the test answers.
Week 9
Week 9 assignment: Administer and summarize the results of a QRI given to a student in the
field. Submit all related assessment and summary material to the
instructor.
Part
6: Prepare to administer the QRI & then when given permission,
administer the QRI to a student in the field: 44 points possible
Identify a student
to take the QRI. Unless the student is your own child, be sure to secure
permission to give the QRI from the parent, principal, and teacher.
When given permission from the instructor, administer the QRI to a student in the field.
After you have
administered the QRI, mail or turn in the following materials:
1. All of the photocopied teacher examiner pages you used for the word
lists.
2. All of the passages where you coded the oral reading miscues.
3. All of the silent passages.
4. All of the listening level passages.
5. The completed QRI Summary Sheet.
The following rubric will be used to evaluate your actual administration of the QRI to a student in the field:
Rubric for Evaluating the Results of the Administration of the QRI to a student in the field: 44 points possible.
0 points 1 point 2 points 3 points 4 points
Accuracy
4+
errors 3
errors 2
errors 1
errors 0 errors
in the Word List
section
Accuracy of
the
4+
errors 3
errors 2
errors 1
error
0
errors
oral miscue coding
& figuring of oral
passages
Accuracy of
adminis-
4+
errors 3
errors 2
errors 1
error
0
errors
tration & figuring of
silent passages
Accuracy of
adminis-
4+
errors 3
errors 2
errors 1
error
0
errors
tration & figuring of
the listening level
Accuracy of
the
4+
errors 3
errors 2
errors 1
error
0
errors
"QRI Summary
Page"
Comprehension:
Statements
Inaccurate
Somewhat
Accurate Accurate &
unaided & unaided not
written
accurate
comprehensive
Syntactic
cueing Statement
Inaccurate
Somewhat
Accurate Accurate &
system
not written
accurate
comprehensive
Semantic
cueing
Statement
Inaccurate
Somewhat
Accurate Accurate &
system
not written
accurate
comprehensive
Graphophonic
Statement
Inaccurate
Somewhat
Accurate Accurate &
cueing system:
not written
accurate
comprehensive
General Summary
Graphophonic
Statements
Inaccurate
Somewhat
Accurate Accurate &
cueing system:
not written
accurate
comprehensive
specifics re. the
use of the beginning,
middle, & ending
sounds
Next Step(s)
Statement
Inaccurate
Somewhat
Accurate Accurate &
not written
accurate
comprehensive