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Student examples and writing a report(10)

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Student examples and writing a report(10)

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Ethan: In 6th grade.  4th gd. instructional level.  Serious reading problem in both word recognition. fluency develop. and comprehension of varied text.
Hallie: 4th grade.  Above grade level for narrative read orally but below grade level for expository and silent read narratives.  Intervention: focus on helping her transfer to silent reading & provide strategies for comprehension of text in different disciplines.
Miranda: 8th grader - mother requested testing - worried high school may be too difficult for student. She demonstrated fine recall for passage events. Will probably be successful. Should be tested on expository texts.
Seventh Grade Classroom:
Teacher administered the Inference-Diagnostic social studies passage to her class to determine their ability to answer different kinds of text based inference questions allied to CCSS. Majority of students were not able to analyze the text, describe individual points of view, etc.  Teacher used results to set priorities for future lessons.
Writing the Report:
Report should be brief, utilizing the headings: Background, Assessment Format, Word ID Accuracy, Word ID Fluency, Comprehension, Summary & Recs.

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After administering the word lists, passages, comprehension questions, 1+ inference-diagnostic passages, and the student profile sheet, you can begin to look at the results. You can analyze your results to determine if the student has a reading problem that requires intervention, and, if so, determine what interventions are appropriate for their areas of weakness.

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Example of Completed Student Profile Sheet(10)

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Example of Completed Student Profile Sheet(10)

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The section highlights the importance of completing a student profile sheet. Without a profile sheet, the scores seem to stand on their own and can create misconceptions during evaluation. Looking at the big picture allows us to see how the scores connect, and where the student needs improvement. The example they give is a 5th grader who cannot identify words on a 3rd grade list. The initial observation was that he needed support in phonics.  However, looking at his reading passage scores as well, he went up to 5th grade texts, signifying that unidentified stand-alone words were identified with 100% accuracy in texts. His scores show that reading comprehension is the real issue. The teacher concluded that he needs support in comprehension and using look-backs as a skill to improve these skills.

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If your student reads one of the new Inference-Diagnostic Passages, you will summarize the scores according to the Common Core State Standards. Use a chart to keep track of the results. The chart includes the passage name, readability level, passage type, concepts familiar/unfamiliar, and performance on standards

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If your student reads silently, you would use the same methods as Oral Reading, but you have no word accuracy scores to include. Below is a picture of the chart you could use to show findings:

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Recording Oral Reading Context Scores(10)

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Recording Oral Reading Context Scores(10)

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-Combination of Word ID and Comprehension scores.
-Broken down into 9 sections: concept questions are marked as familiar or unfamiliar, miscues are recorded under accuracy, comprehension is marked as explicit correct (without looking back into text) and correct with looking back, WPM, WCPM
-Refers to Section 7 for formulas to score.

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Depending on the sections of the QRI-6 you will use different  parts of the Student Profile Sheet.  This section talks about how to complete the tableBelow is one example of the chart:

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Using the new inference passages grade 4 through high school(11)

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Using the new inference passages grade 4 through high school(11)

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At the 4th grade level the QRI-6 inserts 3 additional informational text reading passages: science, social studies, and biography. These are based on the CCSS and ask the student to write a summary of a portion of the Social Studies or Science passage OR if reading the biography they write an entire summary of that passage.

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Using the QRI-6 to assess the common core state standards' foundational skills(11)

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Using the QRI-6 to assess the common core state standards' foundational skills(11)

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The QRI-6 uses three different types of text from 4th grade through high school. Those texts include social studies, science, and biography. This is so that the kinds of comprehension questions they are asked are similar to the questions asked by the CCSS. The QRI analyzes similar skills as the CCSS. For example, in grade 3 the QRI and the CCSS measure decoding of multisyllabic words.

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Using the QRI-6 to describe specific reading behaviors as a guide for intervention(11)

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Using the QRI-6 to describe specific reading behaviors as a guide for intervention(11)

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There are questions to help guide you to describe reading behaviors. Use the answers to these questions to help you make suggestions for intervention.

How accurate is the student in identifying words?

How automatic is the student in identifying words?

What word-identification strategies are used by the student?

Is there a difference between a student's ability to identify words in isolation and words in context?

Which types of text can the student handle most successfully?

Which modes of reading represent a strength for the student?

is there a problem with recall following reading?

Is there a difference between a student's ability to answer literal/explicit questions and inferential/implicit questions?

Does the student effectively use look-backs?

What comprehension strategies does the student employ while reading?

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The Classroom teacher is able to use the QRI-6 to estimate individual instructional reading level by doing the following: 

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The Classroom teacher is able to use the QRI-6 to estimate individual instructional reading level by doing the following: 

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(Alissa Walters)
1) asks the student to read orally (selects a narrative level-diagnostic passage at appropriate age level)
2) teacher counts the miscues and uses a 90% cutoff score.
3) asks comprehension questions (as opposed to retelling).  If student achieves an instructional level you can estimate that the student is at least at grade level in a narrative text.
4) If the student is at a frustration level, administer the next-lower passage in order to determine an instructional level.
*Important note: QRI-6 only offers an estimate of the reading level.

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Using the QRI-6 to indicate growth and monitor progress(11)

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Using the QRI-6 to indicate growth and monitor progress(11)

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Student's growth in reading should be recorded throughout the year. The QRI can be used to monitor student progress, as well as determine if students need reading intervention. You should also be determining if interventions (reading, or otherwise) are effective by doing pre- and post-assessments. You can administer the QRI at the next highest level as a post-assessment or just a different passage at the same level.

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Questions about student's reading behavior (10)

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Questions about student's reading behavior (10)

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Answers to common questions:
- Students may have different instructional levels for different types of text, so skills in one type of text may not translate to another area
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The classroom teacher using the QRI-6 to estimate individual instructional reading levels(11)

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The classroom teacher using the QRI-6 to estimate individual instructional reading levels(11)

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-Administer a grade level passage to a student (either orally or silently depending on grade level)
-Count miscues if read orally
-Administer comprehension questions and score student's level
-If student achieves instructional then they are most likely at grade level, if they score frustration level then administer a passage of the next grade level down
-Students' ability and leveling is not exact here but an estimate, and it may vary depending on which genre is administered

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The reading or special education specialist assessment using the QRI-6 to determine reading level(11)

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The reading or special education specialist assessment using the QRI-6 to determine reading level(11)

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Only those students significantly below grade level should be advised by the assessment specialist. The specialist will use classroom performance or score on standardized assessments to guide interventions .  Usually start by administering at least 2 grade levels below. Focus on the narrative then consider moving to word lists to refine your findings.

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The classroom teacher using the QRI-6 to estimate ability in answering inferential questions(11)

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The classroom teacher using the QRI-6 to estimate ability in answering inferential questions(11)

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(Alissa Walters)
Focus on different cognitive activities and the ability to answer one type of inference question that may not transfer cognitive activities and the ability to answer one type of interference question.
To do this:
- follow the same procedure of duplicating a passage and preparing sheets that contain questions followed by space for the answers.
- the prior knowledge concept questions are present on the student answer sheet.
- score the answers according to the guidelines provided in QRI-6.
- note specific question types.

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The classroom teacher using the QRI-6 to estimate reading level and monitor progress through group administration(11)

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The classroom teacher using the QRI-6 to estimate reading level and monitor progress through group administration(11)

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-Grades 4 & above
-Students administered QRI in a group setting to mimic the typical classroom setting
-Read silently on their own and answer comprehension questions through written response
-Do not take points off for spelling, punctuation, or penmanship
-Results may underestimate students' reading levels depending on their writing abilities
-Continue to administer to students until frustration level is determined
-Can be administered in this fashion multiple times a year to monitor student progress