Tasks Week #7

District: Brentwood School District

School: Northeast Elementary School

Teacher: Male

Grade level: Second

Field Experience

Day 2: March 16, 2011
Part I1: QRI-5 - Administering and Scoring the Word Lists

            The Qualitative Reading Inventory 5 (QRI-5) is a means to assess a student’s abilities in reading and comprehension.  It is a two phase, thorough, lengthy, but necessary process that starts with students reading from a selected word list to find reading fluency with site words identified automatically to ensure a non frustrating reading level passage that ensures scoring accuracy.  There are three steps required in order to administer the “Word Lists” correctly.

            Phase one is the “Word List”, and step one of three, is the preparation for the administrator and the student to be assessed.  Materials that are required are examiner and students copies of the word list, pencils, stopwatch, audio recorder, a quiet area with two chairs, and a desk or clipboard.  Equally important are copies of the instructions on how to administer the word list.  It is important the student is comfortable and understands what is about to happen.

            My choice to include the original examiner word list was important for me to allow you the reader to understand the fast pace of administering the word list.  As simple as it is, an examiner will not know all that goes into this until you administer one.  Please find attached, on the following page, copies of the teacher’s word list worksheet and the student word list.  In this phase I choose to go back to grades from grade 2 to Primer.  I prepared the teacher’s and student copies for the Primer, Grade 1, and Grade 2 word list.

            Step two for this phase for administering the word list.  The student and myself knew each other prior to our meeting today from past observation hours and we had a brief conversation to make sure he was comfortable.  I introduced the word list as suggested by the QRI-5 instructions.  As per the QRI-5 instructions, I told the boy, “I have a list of some words for you to read; Some you will know and some you may not know; Don’t worry, you are not expected to know all the words, I can not help you or let you know if you are right or wrong; Do your best; Are you ready.”  The boy was ready so we proceeded.

            The first word list administered was “Primer” and the student had a score of the Total number of correct words read at 75%.  He had 15 out of 20 correct words read automatic, 0 out of 20 correct words read identified, with a total number words read correct at 15 out of 20.  The level he was reading is at middle “Instruction”, a range between 14-17 words read correct and 70-85% respectively.

            The second word list administered was “First” and the student had a score of the Total number of correct words read at 70%.  He had 8 out of 20 correct words read automatic, 6 out of 20 correct words read identified, with a total number words read correct at 14 out of 20.  The level he was reading is at low “Instruction”, a range between 14-17 words read correct and 70-85% respectively.

            The final word list administered was “Second”, the student grade level, and the student had a score of the Total number of correct words read at 30%.  He had 4 out of 20 correct words read automatic, 2 out of 20 correct words read identified, and with a total number words read correct at 6 out of 20.  The level he was reading is at “Frustration”, below 14 words read correct and below 70%.

            The final step, step three of phase one, is making meaning from it all.  On the next few pages one can review my worksheet scoring from the teacher’s word list.  In retrospect, the student will need to improve on his knowledge of site words. The reading and writing and exercise at the end of this report will help guide this student to academically advance into third grade.