District: Brentwood School District
School: Northeast Elementary School
Teacher: Male
Grade level: Second
Day 3: March 30, 2011
QRI-5 - Administering and Scoring the First Passage
Phase two of The Qualitative Reading Inventory 5 (QRI-5) is assessment from the two Reading Passages, one from day three and one from day five of my field observations, that enables one to score a student’s abilities in reading and comprehension. This phase is an eight step process.
I chose two narratives, because it was important to the cooperating teacher and myself to find the correct reading level based on the students comfort level. In addition, the end result would be concluded on two assessments, one at “Primer” and one at “First” grade levels to compare with similar text, with a truer scoring accuracy. Unlike assessing with additional variables to effect scoring, such as one narrative passage at “Primer” and one expository passage at “First” grade level.
The First step in this phase is preparation for the administrator and the student to be assessed. Materials that are required are examiner and students copies for the passage, 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 reading passages. It is important the student is comfortable and understands what is about to happen.
My choice to include the original examiner scoring worksheet for the passage was important for me to allow you the reader to understand the fast pace of administering the “Reading Passages”. This is much more in depth then the previous word list and that which is know as a “Running Record.” 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 passage worksheet and the student passage. In this phase I choose to go back to grades two grades from grade 2 to primer. I prepared the teacher’s and student copies for the primer level passage.
Step Two is administering the “Concept Questions” for the passage to be read. We knew each other prior to our meeting today from past observation hours and we had a brief conversation to make sure he was comfortable. As per the QRI-5 instructions, I said to the boy, “Before you read, I want to know what you already know about some ideas of the text, I will ask you a few questions to find out.” The boy was ready so we proceeded. He scored 9 out of 9, which was 100% at familiarity.
Step Three is administering the “Prediction” task. As per the QRI-5 instructions, I said to the boy, “The title of the passage is The Trip it includes all the ideas of the previous questions I just asked you; Can you take a guess or make a prediction what the passage will be about?” The boy answered and his prediction was correct with a strong clear response.
Step Four is administering the “Passage”. The first reading passage administered was a “Primer” narrative titled “The Trip”. As per the QRI-5 instructions, I said to the boy, “You now get to show me how you can read on your own; We’ll see how well I pick things for you to read so some you will read loud and some you can read to yourself; Do you understand so far?; and that my job is to make sure I remember all the things you do as a reader; I’m going to take notes and record this; This will make sure I don’t miss any of the great things you do; Since this is your time to show me who you are as a reader; I can’t give you any hints or any help; If you come to a word you don’t know, do your best and keep on going, Do you understand so far?” The boy responded, “Yes.” I continued the instructions as per the QRI-5 by saying, “When you are done reading; I will ask you to retell what you read; Your job is to pretend that I didn’t hear you read this or that I didn’t know this reading passage; So tell me as much as you can; After you tell me all you can remember; I will ask you some questions; Again pretend I do not know anything about this reading passage so tell me all that you can, Do you have any questions? The boy responded, “No.” I then asked him if he was ready and he said, “Yes”. I told him the title of the passage is called “The Trip.” I told him to begin, and I started the recorder with a stopwatch.
Step Five is monitoring the student reading the passage and documenting the miscues. The total number of words in this passage is 119 words and it was read by the boy in 187 seconds. The number of total miscues, also known as total accuracy, is six. Three of the six miscues are meaning change which is also known as the total acceptability. The level he was reading was instructional for both total accuracy and total acceptability.
Step Six is the “Retelling of the Passage”. He was able to recall nine ideas. Six were categorized as “Events” and the final three were other ideas recalled that included inferences.
Step Seven was the questions for the passage. The boy was able to answer a total of 6 out of 6 questions. All six were answered correctly, four explicit as well as the two implicit questions. This score meant the boy was at independent level.
The final step, step Eight of phase two is making meaning from it all. On the next few pages one can review my scoring from the teacher’s passage worksheets. In retrospect, as I indicated with phase one, the “Word List”, this second phase, the “Reading Passage”, the student will need to improve on his knowledge of site words. By improving site words, the boy will spend less time figuring out words and meanings by concentrating more on what the story is about. He had a high independent level of comprehension but his reading level was at an average instructional level. The reading and writing exercise at the end of this report will help guide this student to academically advance into third grade. However, one will soon review the a “Second Passage” at grade level one read by the student on Day 5 of my field observation hours.
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