![]() After the student is finished reading the passage, remove the passage from the student’s view, and ask the comprehension questions Adjust levels and repeat steps 3-6 to identify the students instructional, independent, and frustration level.ġ8 Step 8: Data Analysis Quantitative information expressed in grade equivalent scores to indicate the readers independent reading level, instructional reading level, frustration level, and listening comprehension level. Ask the student to read the silently and look up when he or she is finished. Share thoughts at each stop sign.ġ7 Step 7: Adjust up or down Present the student with a different form of the inventory at the same grade level. Look-Backs Application NOT Memorization Think-Alouds 1st Read: Read and do NOT stop to think-aloud 2nd Read: Read passage with stop signs. Retelling With Look-Backs Without Look-Backs # of Questions Independent Instructional Frustration 5 5 correct 4 correct 0-3 correct 6 6 correct 8 8 correct 6-7 correct 0-5 correct 10 9-10 correct 7-8 correct 0-6 correct Retelling Remove passage Questions Look-Back or Not Look-Back? Continue reading progressively higher until the student falls below 70% comprehension on a passage. Punctuation Ignored Mark an “X” on any punctuation that the reader ignores. Total Accuracy Reversal Mark it with a symbol. Self-correction Write the miscue and mark it with a “C”. Insertion Write the insertion and mark it with a ^. Total Acceptability Substitution Write what the student said over the word as it appears in print. Choice: If the passage is the student’s instructional or independent reading level, repeat the process with another passage on that level to verify findings.ġ1 Step 4: Oral Passages – Recording Miscuesġ2 Miscue Marking System Miscue Marking Total Accuracy or Mark all the miscues on the teacher’s copy as the student reads. Ask the student to read the passage orally. Present the student’s copy of the first passage to the student, and read the introductory. ![]() Tell the student what will be expected during the assessment process. Locate a passage at the student’s placement level. ![]() Teacher Recording Sheet Identified Automatically OR Identified Student Copyġ0 Step 4: Oral Passages – Recording Word Recognition Miscues ![]() Independent 18-20 words correct Instruction 14-17 words correct Frustration 14 words correct The highest level word list on the student’s independent level is where you should begin during the oral passage segment. Continue this process until you identify the independent, instructional, and frustration levels. Mark correct responses and miscues for each word. Word List Oral Passages Listening Comprehension Calculate error, accuracy, and self-correction rate Analyze the QRI for cues used Quantitative Qualitative Identify appropriate levels Compose an Individual Reading Planĥ IRI Criteria Level Word Recognition Comprehension Independentĩ8% or higher 90 % or higher Instructional 90% counting all miscues 95% counting only miscues that change the meaning 70% or higher Frustration Below 90% Below 70% Listening Comprehension 75% or higherĦ Step 1: Set the stage Choose appropriate location Establish rapportħ Step 2: Word Lists Begin with a list that is two years below the student’s grade placement level. Written record of reading behaviors Assessment for analyzing students’ strengths and needs Assessment of reading level Guide to choosing appropriate reading material Assessment to determine focus of instruction Assessment for monitoring student progressģ Why would I use a QRI? Determine the appropriate book level of a student To show how students process print Group students for instruction Monitor progress Determine if a child is ready to increase their book level Determine lesson focus Provide long-term documentation (PST) Focus on strategies students use while readingĤ Steps to take Reading and Record Taking 2 What is a Qualitative Reading Inventory?
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