ࡱ> hjg7 @$bjbjUU "T7|7|% llllllll6668nMB2H^^^gggAAAAAAA$C F<AlgE"gggA] ll^^B] ] ] gl^l^A] gA] ] $<llH?^& 0E6}=H?B0MB=UF FUFH?] llll This assignment is due October 19th. You need to turn in: Word Flash: Scored summary of instructional level based on that instrument (download WRI summary sheet and fill it out) IRI: summary chart interpretive summary Use the questions on page 8 to guide your writing of the interpretive summary. Be sure to support your written responses with examples from the reading assessments. As always, edit your work for grammar, punctuation, usage and spelling errors. list of books for independent and instructional reading levels Spelling Assessment For the Word Flash, you will need the disc with the program, a computer, and answer sheets. For the IRI assignment, the best possible situation is for you to: Use a stopwatch Use a tape recorder Work with a partner who will keep the time for you and mark the oral reading and comprehension questions; then, you can compare your oral reading markings and scoring of comprehension questions. You will need the reading passages, a stop watch or wrist watch, answer sheets. If you work with a partner, you will each have to do your own assessment. That is, each of you will have to work with a child, not the same child. You need to meet with a student from your field placement school who is in third, fourth, fifth, or sixth grade. If your placement is in kindergarten, first or second grade, please make arrangements with another teacher. Completion of Reading Assessment Heres what you need to do: Explain to the teacher that you are going to administer a word flash assessment (on a computer) and an informal reading inventory with a student. You will have the child read lists of graded words and then 3-4 passages and answer some questions about each passage. Ask the teacher to recommend a student. Ask the teacher to tell you at what level the student is reading. For example, a third grader may be reading at the second grade level, or at the third grade level, or at a higher level. Ask the teacher to share any testing information regarding the childs reading level. For example, she may share with you previously administered IRI scores, STAR Reading Test Scores, etc. Meet with the student in a quiet place with a computer. You might start off by asking the student to tell you about what shes reading or if she likes to read. Explain to the student that you are going to ask her to read a list of words that will appear on the computer screen. The student is to say the word (while you write down what she says only if she misses the word). Start with the pp list to practice the technique. Go through the lists until the child misses half or more. Once the word flash is complete, explain to the child that she will read a few short passages and then answer some questions about them. Use the attached table (reading level/passage) to figure out what passage to ask students to read. Select a passage one level below the level recommended by the teacher, or a level below the instructional level indicated by the flash results. Thats where you will start. Have the student read aloud. 7. As soon as the student begins reading, start your stop watch. As soon as the student reads the last word, stop the stop watch. 8. While the student is reading, mark any errors: Type of Error Example Substitution or mispronunciation the train (Note: Count proper name mispronunciation only 1 time!) Omissions in the water Insertions the puppy Self-Correction a fine day Help from teacher impossible task Skipped lines (Count as 1 error) The tape-recording will allow you to listen more careful several times to carefully score the passages. If the student reads wellgood rate and accuracygo on to the next passage. If student reads haltingly, has difficulty pronouncing words, or answering comprehension questions, do not go on to another level. For example, if the student takes a long time to read, makes a lot of mistakes and misses most of the comprehension questions, there is no need to go any further. Use your criteria information to guide you. Thank the student at the end of the session. Calculate rate, accuracy, and comprehension, and record findings on the summary sheet. To calculate instructional level based on word flash: Find the grade level where the student scored below 50%. Go to the score before (where the student scored 80% or better). That is the instructional reading level as indicated by the flash. IRI Assessment Materials by Grade Level (From Woods & Moe, 1980) Reading level PassagePrimer Pat Sat by the TreeFirst grade Lost Baby TurtleSecond grade Look Out!Third grade Mark and BoxerFourth grade Incredible Journey Fifth grade Sheila YoungSixth grade Garrett Morgan To calculate reading rate: (Number of words in passage x 60)/students reading time in seconds For example, if student read Mark and Boxer in 1 minute 10 seconds (70 seconds): 143 x 60 = 8580/70 = 123 words per minute (rate) To calculate reading accuracy: (Number of words in passage errors)/number of words in passage For example, if student made 6 errors while reading Mark and Boxer: 143 6 = 137/143 = 96 % accuracy To calculate comprehension: Score each comprehension question as correct or partially correct. When you have scored them all, total the number correct and divide by the number possiblethis will give you the percentage correct. For example, a student scores 4 out of 6 questions. Divide 4 by 6 and you get 67% (rounding up) correct. IRI Summary Sheet Students Initials_____ Investigator:___________________(your name) Grade: ________ Reading level recommended by teacher: ____________ Instructional Reading Level (Flash) _____ Date of assessment:_________ Passage/ Grade LevelRate (WPM)Accuracy (%)Comprehension (%)Spelling (%)       Average End-of-Year Oral Reading Rates (Expected Range) Grade Words per minute 1st 45-85 2nd 80-120 3rd 95-135 4th 110-150 5th 125-155 6th 135-160 7th 145-160 Reading Accuracy Independent Level 98-100% Instruction Level 95-97% Gray Area (Low) 90-94% Frustration Level Below 90% *Note: 90-94% accuracy is marginal; take a close look at Rate.  Comprehension: Did the students understand the gist of the story? Below 50% is Frustration. Spelling: At what point does the student begin to struggle? Where does the student miss many of the words but also makes many unlikely mistakes? Frustration is missing 8 or more on a list. Based on the assessment scores, I think __________________s (students name) Independent reading level is_____________________ Instructional reading level is _____________________. Interpretation of Reading Assessment Write an interpretive summary of the reading assessment using the following questions as a guide: What level is the student comfortable reading? What level seems to be too difficult for the student to read? What seemed to make a passage difficult for the student to read? What do you notice about the students reading rate as the passages become more difficult? What do you notice about the students accuracy as the passages become more difficult? What is the students instructional grade level for reading accuracy? That is, at what grade level did the student read 95-97% of the words correctly? What is the relationship of this score with the flash score? What is the students reading rate at the IRI instructional level for accuracy? Is this rate above or below the expected rate at that grade level? What grade level books would this student be able to read independently? Application of Reading Assessment Use the leveled books resources on our class Web site to find lists of grade appropriate texts. Given the assessment information (independent and instructional reading levels) list books that would be appropriate for this student to read. Leveled Book List:  HYPERLINK "http://home.comcast.net/%7Engiansante/" http://home.comcast.net/%7Engiansante/ 5 books the student could read independently (title/author)5 books the student could read in an instructional situation (title/author)   RE 4030 Snow  PAGE 9 + w Fth:D]8MNPYZ\gitȼȲȦȲȲȲȼȼȲȲȼȼȟȼxxCJH*OJQJ^J5H*OJQJ\5OJQJ\OJQJ CJOJQJ OJQJ^J5>*CJOJQJ^J5CJOJQJ^J5CJOJQJ\^JCJOJQJ^J5CJOJQJaJCJOJQJaJCJ OJQJaJ $jCJOJQJUaJmHnHu/*+B*+v w $ & Fa$$a$$ & F a$$ & F a$$a$%$?$ * ` a  F3 & F & F^h^h & F$a$GHcd}~MNshij & F8^8^ & Fh^hj t|dk$$Ifl0,"LL064 la$If%&56CDWXYefsttltk$$Ifl0,"LL064 la$IfGHyz{ &dPk$$Ifl0,"LL064 la$If#$FGHIef89$If !$a$ &dPR$$Iflr ,"2RH t064 la$If R$$Iflr ,"2RH t064 la$If XRRRRRRXR$If$$Iflr ,"2RH t064 la R$$Iflr ,"2RH t064 la$If R$$Iflr ,"2RH t064 la$If 34MYRPPJJJ$If$$Iflr ,"2RH t064 la$IfYfs34st$If$IftvsuvwLMx!""###S#T#U#{#|#}#####컫xix56>*CJOJQJ\^J5CJOJQJ\^J0JCJOJQJ$jB*CJOJQJUphB*CJOJQJphjB*CJOJQJUphB*CJOJQJph5CJOJQJ^J5OJQJ\5CJOJQJ CJOJQJOJQJCJOJQJ^JCJH*OJQJ^J)tuvwMNO$a$n$$Ifl0,"LL t064 laOPQwx  IJ? @ !!!!!!""y" #}#h^h & F$a$}#~###$$ $ $ $ $ $$$$$$hn$$Ifl0,"LL t064 la$Ifh^h##$$!$$$%$2$3$9$:$;$<$=$?$@$˹%0J5CJOJQJ\^JmHnHu0J5CJOJQJ\^J#j0J5CJOJQJU\^J5CJOJQJ\^JOJQJCJOJQJ^J5CJOJQJ\^J56>*CJOJQJ\^J$$$$$$$$$$$$$$ $!$"$n$$Ifl0,"LL t064 la$If"$#$$$%$2$=$>$?$@$$a$ 1h/ =!"#$%DyK 'http://home.comcast.net/%7Engiansante/yK Nhttp://home.comcast.net/%7Engiansante/ i8@8 NormalCJ_HaJmH sH tH B@B Heading 1$@&5CJOJQJ\^JP`P Heading 2$@&^`5CJOJQJ^JF`F Heading 3$$@&a$5CJOJQJ^J<A@< Default Paragraph Font6>@6 Title$a$5OJQJ\^J.U@. Hyperlink >*B*ph, @, Footer  !&)@!& Page Number,@2, Header  !@ T*+B*+vw*`a F 3  G H c d } ~ MNshij %&56CDWXYefstGHyz{#$FGHIef8934MYfs34stuvwMNOPQwx  IJ?@y }~                    ! " # $ % 2 = A 00000 0 0 0 0 0 00000 0 0 0 00000000w0w 0w0w 0w0w 0w0w0w 0w0w 0aw 0aw 0aw0w 0w 0w0w 0w0w0w0w0w0w0w0w 0w0w0w 0w0w 0w0w 0w0w 0w0w 0w0w0w0w 0w0w 0w0w 0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w@0w@0w@0w@0w@0w0w0w@0w@0w@0w@0w@0w0w0w@0w@0w@0w@0w@0w0w0w@0w@0w@0w@0w@0w0w0w@0w@0w@0w@0w@0w0w0w@0w@0w@0w@0w@0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w000w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w0w 0w0w 0w0w 0w0w 0w0w 0w0w 0w0w 0w0w 0w0(000000000@000000000000000000000000000000@0@0 0t#@$#' jYtO}#$"$@$ !"$%&()?$T{@ X !l,R$@Vt= ̆Є@@j(    <W3f?Reading Assessment AssignmentComic Sans MSB S  ?@ TL{;t% > A  5 ? v uw% > A 33333333333$ % 1 2 < A AmiexC:\Documents and Settings\Amie\My Documents\RE4030Development of Literacy for Learning\Reading Assessment Assignment.docAmieuC:\Documents and Settings\Amie\Application Data\Microsoft\Word\AutoRecovery save of Reading Assessment Assignment.asdAmieuC:\Documents and Settings\Amie\Application Data\Microsoft\Word\AutoRecovery save of Reading Assessment Assignment.asdAmie_C:\Documents and Settings\Amie\My Documents\Reading_Resources\Reading Assessment Assignment.doc K` fK 5C2e4} 7ԘG67<:I9.gPD4XY*HZ|Uk$>rEtȠ5h^`B*OJQJo(phh ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ^`OJQJo(h ^`OJQJo(oh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(h ^`hH.h ^`hH.h pLp^p`LhH.h @ @ ^@ `hH.h ^`hH.h L^`LhH.h ^`hH.h ^`hH.h PLP^P`LhH.h ^`OJQJo(hpp^p`.^`o(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(h ^`OJQJo(h pp^p`OJQJo(oh @ @ ^@ `OJQJo(h ^`OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h PP^P`OJQJo(oh   ^ `OJQJo(^`o(.h ^`OJQJo(pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh @ @ ^@ `OJQJo(h^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH ^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH. Y*H:I9C2e4gPDrEt5G67|Uk 7K` Xj                                                                                        &56DXYfsttu   ! " A @z@ @UnknownGz Times New Roman5Symbol3& z ArialCFComic Sans MS5& zaTahoma?5 z Courier New;Wingdings"h 8!20d  2Q AmieAmieOh+'0d   , 8DLT\ ssAmiefmiemieNormalAmiel2ieMicrosoft Word 9.0@@m(@m(՜.+,D՜.+,, hp|   /8    Title 8@ _PID_HLINKSAH%http://home.comcast.net/~ngiansante/  !"#$%&'()*,-./012456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVXYZ[\]^`abcdefiRoot Entry Fa2EkData +1Table3UFWordDocument"TSummaryInformation(WDocumentSummaryInformation8_CompObjjObjectPoola2Ea2E  FMicrosoft Word Document MSWordDocWord.Document.89q