ࡱ> |{  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklnopqrstuvwxyz~RdO)ڝ_ Pictures PowerPoint Document( SummaryInformation(m  !"#$%&'()*+,-./01234n {ߡwיЁɿ(a>+,PNG  IHDR0 ܤsBIT&C`PLTE!!9)ޭJ91޵!{ZRkcKVtRNS@fbKGD IDATx횉HYC!m@t#39vD2N9^򒗼%/y'/W>OuS%,3d?wHu;',3$ ~%?OBvR::eVCkvԩ0 $ T"fZPv.I/g ]w]Eu pW38 ! )8:3 eB Lѩ 4攉(;|5E(tɡؿn5ϕ\<4;لfdV9p1Ǯ 4=f-EG0xpNT Yԅ%kq#ƠDhFD0(0fUk#SȮQ 5;`Pqa;Y[_vL0],JdPGhԵg@-pllK]xSGj$PZtlb IfqQO\sjS8-9%@ۥ!U=≆n,PJC&xArmJojLd㩖dP"I0Jz2Vˉ.f`^/F3 xP@ K)x͍:,@oѫ¶#A^x\e-B(vȬvhN6갣ݠK$Wg|KZb}:QI>f褶\{VR]n-h"w®ac2 ߊRWf e'"F! 7#d$l=DIRcɨ ܰ(J~/LZ*Xr4rZ5rC$AZ`>v(Y=պ_A4%]HC >=407R5bgV Ȣ'Y3sx|b7Q#HUkȪ*!%@v9$GC.]LuVSf# &J]m=];qON\tʄH"4(C?O2^wy/gY`4Νnnջ$|Y~H5"w(|>x,'wo }z#+t#5%5hc>"|_@ƙlD>d-b gdKBޫqDJQgY葍:6jG#2<&;GH#!-W^lG3/~܎O=ȁQ ՗3о:{q1*s. 5d=)@( rT\^ )ꪞ[YNk)?RgD%EZelrbU+=gpA`̪_@azmƬ 6~(`ѨW x$cS&ŸMpWl^^_*C)rFY&"-2mRm]?J#N@GoGoO= дpY#3y5(Xn?81qXU3 kSpVR;z"4+Iw1MR(t7<"ç˸>Ї9аâ)B]ȷ:ѐ蟋G?O#-@:r!Xh. DcyoFjz#B|G*"2 |c l xJPFel#+t"Fxfa Gii)?J]ÆFʒ\2IENDB` ,_College of Education"żŻǻƻǽý ˿ĿûZ@( *l/ 0DTimes New Romanx PRPR d DArial Blackmanx PRPR d " DTahomalackmanx PRPR d "0DMonotype Sortsx PRPR d @DArialpe Sortsx PRPR d "PDTimespe Sortsx PRPR d   @n?" dd@  @@`` x4N+ ' )   + 01,b$ɿ(a>+, (c $@8> g4LdLdPR4`7ppp@ <4BdBdgȕg4?d?dPR4`7p@ pp? %O =l7 Warm-up Questions   What specific informal assessment instruments, techniques, and/or approaches can be used to gain information about: prereading skills and emergent literacy, phonemic awareness, basic sight vocabulary, word identification strategies, contextual reading, developmental spelling, 0tt t     Informal Assessment of Reading    Prereading skills--Concepts About Print Test Phonemic awareness--Yopp-Singer (simple) & Bruce (compound) tests Basic sight vocabulary--The Instant Words list Word identification strategies---Names Test Reading words in context---Running Records Developmental spelling--the Monster list   ,  7   -$Concepts About Print   This test is appropriate for what age level? Is is given to individuals or groups? Briefly describe how this assessment is administered. What information does this assessment yield that could augment data collected from the QRI-3?Z  3%Assessing Phonemic Awareness   Name two tests commonly used to assess phonemic awareness in children. Can these tests be administered to groups? Briefly describe each of these tests of phonemic awareness. What information do these tests provide regarding reading performance?Z  4& Assessing basic sight vocabulary!!    Describe what type of information these types of assessment yield as far as reading performance is concerned. Offer at least two examples of assessing basic sight vocabulary and describe how they are conducted.  5'(Assessing Word Identification Strategies))  ) ZDescribe the procedures using two forms of evaluating students word identification strategies? What information does this type of assessment gather compared to the QRI-3?  6(Using a Running Record   What is a  running record and how does it differ from the test of contextual decoding used in the QRI-3? How are running records used to identify reading strengths and weaknesses in students?  7)Evaluating spelling errors   Describe stages of spelling development and explain whether or not this information has a direct relationship with student reading performance. Explain the procedures involved in administering a test of spelling development.  Features of QRI$    Word lists Graded Passages (Expository and Narrative) Procedures for assessing familiarity Implicit and explicit comprehension questions Assessment of strategic reading Listening Look-Backs L  The Word Lists are designed to:     Assess accuracy of word identification Assess speed and automaticity of word recognition Identify word identification strategies Determine starting point for reading of initial passage" 9   t The passages are designed to:$   Determine a student s independent, instructional, and/or frustration levels for word identification in context Determine a student s independent, instructional, and/or frustration levels for reading/listening comprehension Conduct a miscue analysis Assess a student s ability to comprehend different types of texts Assess a student s ability to comprehend passages read orally and silently   Criteria for word/text skills$    Independent Level Word identification 98% Comprehension 90% Instructional Level Word identification 90-95% Comprehension 70% Frustration Level Word identification <90% Comprehension <70% --/---  Procedures for Administration$   pEstimate starting points for preparing materials Administer listening Administer word lists Administer passages (ppp  Preparing materials$   Xerox teacher word lists and passages at grade levels you will administer Plan to administer word lists and passages above and below estimated grade level Read passage at estimated RA (Reading Age) or below for listening<JRBJRB  Administer Listening$   Determine familiarity on narrative passage(s) If score is 55% or higher read passage If score is <55% then determine familiarity on different or lower level passage Read passage to student Ask/score comprehension questions Stop at instructional level<.wV.wV  Administer word lists$   Begin at least one grade level below instructional listening level Mark as Identified Automatically or Identified If Incorrect write in response Score to determine starting point for passage reading  Administer passages$   Begin at highest independent level or lowest instructional level as determined by word lists Read passage(s) Determine familiarity Mark and count miscues Record time Score comprehension questions Score Look-Backs Stop at instructional level `mimi  ."Assessing Strategic Reading$    BLook-backs Think-alouds Note-taking ability Questions and prompts CC,  +  /# Reading Rate$      Pre-primer 13-35 WPM Primer 28-68 WPM First 31-87 WPM Second 52-102 WPM Third 85-139 WPM Fourth 78-124 WPM Sixth 113-165 WPM   *Recording Data on the QRI-3 Profile Sheet+* +  Begin with lowest level of list or passage administered and move to the right with higher levels. Organize passages into groupings: narrative, expository, familiar, unfamiliar. When recording scores, record information for familiar narratives first. After listing results for familiar narratives, record scores for unfamiliar narratives. Record familiar expository scores, then record unfamiliar expository scores. For listening comprehension, group scores to the far right of the Profile Sheet, drawing a separating line. bOIXMl   !Jamie Listening Comprehension    Passage: Sequoyah Grade: 4 Passage Type: Narrative/ Familiar Comprehension: Independent Level Passage: Martin Luther King, Jr. Grade: 5 Passage Type: Narrative/Familiar Comprehension: Instructional Level .6    r  W ")Jamie Entry Level Assessment - Word Lists**  * Grade Three Word Lists: Instructional Level Grade Four Word Lists: Frustration Level Grade Five Word Lists: Frustration Level  #)Jamie General Reading Level- Oral Reading**  *  Passage: A Trip to the Zoo Grade: 3 Passage Type: Narrative/Familiar Word Identification: Instructional (Accuracy) Word Identification: Instructional (Acceptability) Comprehension: Independent Total Passage: Instructional  $*Jamie General Reading Level - Oral reading++  + Passage: Amelia Earhart Grade: 4 Passage Type: Narrative/Familiar Word Identification: Instructional (Accuracy) Word Identification: Frustration (Acceptability) Comprehension: Instructional Look-Backs: Instructional Total Passage: Instructional     %*Jamie General Reading Level - Oral reading++  + Passage: Christopher Columbus Grade: 5 Passage Type: Narrative/Familiar Word Identification: Frustration (Accuracy) Word Identification: Frustration (Acceptability) Comprehension: Frustration Look-Backs: Frustration Total Passage: Frustration  &*Jamie General Reading Level - Oral reading++  + Passage: The Busy Beaver Grade: 4 Passage Type: Expository/Familiar Word Identification: Instructional (Accuracy) Word Identification: Frustration (Acceptability) Comprehension: Frustration Look-Backs: Frustration Total Passage: Frustration  ',Jamie General Reading Level - Silent reading--  - ~Passage: Johnny Appleseed Grade: 4 Passage Type: Narrative/Familiar Comprehension: Frustration Look-Backs: Frustration     e +!DJamie Jamie - Miscue Analysis (Reference pages 104-107 QRI)8E   E Instructional Level: 37% of miscues graphically similar in initial position 22% of miscues graphically similar in final position 41% of miscues semantically acceptable 19% of miscues self-corrected Frustration Level: 68% of miscues graphically similar in initial position 56% of miscues graphically similar in final position 13% of miscues semantically acceptable 8% of miscues self-corrected P  @-"Jamie - Summary of QRI - 3 results##  #   A.Jamie - Suggested Interventions      /,01289:;<sx,,  c yg(,,(d'`  ` ^WN̙f` ^WNff3` 999MMM` ^WNf` ff33` ff33` ^WN̙f>?" dd@(?zdd@ y x@" `  n?" dd@   @@``@n?" dd@  @@``PR   @ ` ` p>>  )(     s *#8  `   V Click to edit Master title style! !    c $T$8  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   s *%8 Tt   a* 2    s *$8 Tt    c*(2    s *4&8 T@t   c*(2  x  PAA:\paint.GIF<@.Z  B޽h))? ? ^WNff3 *Contemporary Portrait  d\P(  W[   s *5 @@   V Click to edit Master title style! !   c $5  @    Y#Click to edit Master subtitle style$ $   s *5 T   a* 2^WN    s *D5 T    c*(2^WN    s *5 T@   c*(2^WN  x  PAA:\paint.GIF@rZ  B޽h))? ? ^WNff3 0`( wY   0t"8 P     e*"      06      g*"    d  c $ ?     06  @   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S   6d6 `P    e*"      66 `    g*"    H  0޽h ? ̙33D  @D(  D D 06 P     Y*    D 06      [*    D 6d6 `P    Y*    D 66 `    [*   H D 0޽h ? ̙33   ,(  ,l , C r7 p   l , C t7 P     H , 0޽h ? ^WNff3  P@(   @l @ C d6 @p`   l @ C 6  T   H @ 0޽h ? ^WNff3  `$( @ p r  S 5  `   r  S d5 @`$   H  0޽h ? ^WNff3  p$( @ p r  S 5  `   r  S d6  @   H  0޽h ? ^WNff3  $( @ p r  S 6  `   r  S 6  @   H  0޽h ? ^WNff3  $( * r  S 5  `   r  S $5  @   H  0޽h ? ^WNff3  $( @ p r  S ,  `   r  S ,  @   H  0޽h ? ^WNff3  $( @ p r  S ,  `   r  S t,  @   H  0޽h ? ^WNff3  d(  dl d C ,  `   l d C ,  @   H d 0޽h ? ^WNff3  h(  hl h C ,  `   l h C t,  @   H h 0޽h ? ^WNff3  l( ohptH enepleenr ll l C 4,  `   l l C , p @   H l 0޽h ? ^WNff3  p(   pl p C ,  `   l p C ,    H p 0޽h ? ^WNff3  t(  `b tl t C ,  `   l t C ,  @   H t 0޽h ? ^WNff3  x(  xl x C ,  `   l x C ,  @   H x 0޽h ? ^WNff3   |( Lb4b |l | C T, `   l | C ,  @   H | 0޽h ? ^WNff3  0( bX l  C 45  `   l  C 5  @   H  0޽h ? ^WNff3  @( ` l  C 5  `   l  C T5  @   H  0޽h ? ^WNff3  P$( () r  S 5     r  S t5 p@p    H  0޽h ? ^WNff3  `$( t)Z8 r  S ԇ5  `   r  S 45  @   H  0޽h ? ^WNff3  pL(  P Ll L C 5    l L C 5  d   H L 0޽h ? ^WNff3  ( # l  C 5  `   l  C 5  @   H  0޽h ? ^WNff3  ( b2bb l  C Ԋ5  `   l  C 45  @   H  0޽h ? ^WNff3  (  l  C 5  `   l  C 5  @   H  0޽h ? ^WNff3  (  l  C t5  `   l  C ԍ5  @   H  0޽h ? ^WNff3  (  l  C 45  `   l  C 5  @   H  0޽h ? ^WNff3  (  l  C 5  `   l  C 5  @   H  0޽h ? ^WNff3  (  l  C t5 ``   l  C D5  @   H  0޽h ? ^WNff3  ( <@c l  C 5 P    l  C 5   @   H  0޽h ? ^WNff3  0( q" 0l 0 C Tm4  `   l 0 C l4  @   H 0 0޽h ? ^WNff3  4( j 4l 4 C t4  `   l 4 C tt4  @   H 4 0޽h ? ^WNff3 z`(  R  3      C 5 @     H  0޽h ? ̙33 " H @  (  X  C    @   S tk4 @    Also provides some additional procedures for assessing strategic reading. Look-backs: Allow to distinguish between poor comprehension due to poor memory or poor comprehension due to inability to understand the text. Give the student the text and ask them if they can look back to find the answers that were not known or incorrectly answered. This alternative procedures begins with third grade passages. Why not before? Thin Aloud Statements High School passages have STOP written throughou. Notion is to stop and think out loud about efforts to understand, judge, reason, the content of the passage. The examiner first shares their own think aloud, asks for student s and writes it in. Might ask a secondary student to take notes from a passage read or not read. Suggest passage not read, but could do either. Not scored but does give you some diagnostic information. Questions and prompts not on QRI but it is the way you teach comprehension. In general we spend very little time teaching comprehension, we ask questions, (assess) give assignments (practice) do not teach. Exchange that the book provides is a good example of a teacher actually teaching a student how to understand text. Read from TEXT (pages 181-183)$    H  0޽h ? ̙33P# (  X  C      S 4l4 @   zExtremely wide range of rates of WPM. Time reading of text and then use the formula to determine WPM. Must record number of seconds then rate = number of words in passage times 60 divided by the number of seconds = number of words per minute Get a sense if the reader is very slow or reading too quickly. Want to determine word per minute at instructional level. (Page 68) { H  0޽h ? ̙33 $ pp(  X  C      S d5 @   rIf preprimer is at frustration level then must use an alternative form of assessment. Recommend Concepts About Print. Booklets SAND and STONES are read to the students. Teacher asks questions to determine nkowl concepts of printed language. Also measures knowledge of letter names. <     H H  0޽h ? ̙33>% (  X  C      S 5 @   PWhat is phonemic awareness? Insight or understanding that every spoken word can be conceived as a sequence of phonemes . Phonemes are the units of sound represented by the alphabet an awareness of phonemes is a prerequisite to understanding the logic of the alphabetic principle, leads to the learning of phonics and spelling. Yopp-Singer phoneme Segmentation Test Given words student asked to break them apart. Assesses simple phonemic awareness Bruce Phoneme Deletion Test Asked what word remains when a specific letter is deleted. S -t- and (sand) Assesses compound phonetic awareness$K   H  0޽h ? ̙33b& "(  X  C      S 5 @   Sight words refer to words a student recognizes instantly or  on sight , high frequency words, and phonetically irregular words. High frequency words - Students should read words to the teacher rather than identifying after read to. Controversy as to whether to assess in isolation or in context. Context is helpful when the word is some familiarity with unknown word and combines use of context with partial knowledge of s -s correspondences. To assess in context prepare sentences with high frequency words. To assess in isolation have students read lists of words out loud.  G H  0޽h ? ̙33K'  (  X  C      S 5 @   uAlthough you can assess use of context within IRI paragraphs a test designed to measure this strategy explicitly might be useful. Select several paragraphs for each reading level. Students must be tested at their instructional level. Periodically omit words that can be determined from the context of the selection. Some to be identified from meaning of the passage, some from syntactic clues, etc. When omitting words retain the first letter, or letters if the word begins with a consonant blend or digraph. Variation is to first test potential words in isolation. Then those words the students does not know test in context.  v H  0޽h ? ̙33( \T(  X  C    T  S Tj4 @   Use strategies employed with a miscue analysis while student is reading selections in the classroom. Running records can be undertaken with any stories without preparation, thus a teacher can examine a student s reading behaviors more frequently , thus having a thorough and ongoing observation record. If planning to take a running record select passages of 100-200 words, may select one hard passage, one read with some help, and one easy passage. Very useful diagnostic tool.   H  0޽h ? ̙338 ) (  X  C      S j4 @   bAppear to be naturally occurring stages in most children s writing/spelling. Encoding is a mirror of processes being used to decode. Stage 1 Random or pre-literate stage - Early writing scribbling but may use letters may be used but selected randomly - may begin to use letters to represent some sounds RBT (semi-phonetic) Stage 2 - Phonetic stage or letter name stage - Most sounds heard in the word are represented by letters. Some are incorrect, but still reasonable. Stage 3 - Transitional stage - Children called within word spellers. Vowels in each word though not always correct Sometimes spell according to how words look rather than how they sound. Begin to use conventions of spelling. (TIPE) Stage 4 Syllable-juncture - Able to spell multi- syllabic words as well as most single syllable words. Difficulty with more complex rules of spelling Stage 5 Conventional spelling (incorporate rules from other languages MONSTER Test   H  0޽h ? ̙33r b@cJ Z0c\7V~ikmkoKq+s uvx!pcC#É*0P#C^z|}գ/`bdegC@ cC.AL˾¿  Oh+'0 px, LX x   '"Conducting Entry-Level AssessmentMiMichael E. Spagna, Ph.D.ses[C:\Program Files\Microsoft Office\Templates\Presentation Designs\Contemporary Portrait.potnCollege of Educationoso33lMicrosoft PowerPointoso@:@U`@ @8J(`GPICT @@( hHH484,!'h  \ o0o2o0k2o1oos0w-o3s.o3(sRwPoRsRwMw-{LwLw-wMwMw,w,{*w,{){)w*{*w*w,s,w w*w,w){*w*w w*w){*w*w)w*{+w*w+r{p{lklkjkjJjIHIHGG'GIjiiIIhIH(G{'H{'G{'{'{&{&&{&&&{&.{&{&{&{{{&{{{&{{{{{v{vvwvvvvvvrvvrvrvrvrrrvvz{{{{w {*w*{){'s{Js.s/{LwMkT{osQk5s{ lkkkkjkjjJiIhIlkJjJjjJjjIjJiIJIHI{HHG(HG{''{'&{'{{{&{{{{{{{{{{{{{{z{vrrvrvrvvrvzvvzvzvz{{%{{&{&&{&'&'(H{IJJK{m{N{n{Nll{n{pg7oVsToToTo4oTsSoToSoSo2o3sRwr{{{rwssrsrwQwPwpsRsPwP{{mljIjJiJI H(I((I('{''{zzzzzzzzzzzz zzz~zz~zzz~z~~z ~zzz~z~z~zzzz{z{{{%{{{&{&'{''(w+ gg7oSoTk6wws srws{qwOw.w-s0oo1sSo3s1onnrvrvv{w*{+w,s.w-sNw.wOwNwOwL{L{Mwo!Q         '=    %5 |       !  F  l  ] ' [ k  G 3 j  " U ! G  a  ;  ) @ v Q iBý½½dvgrd%HH 3P%Glg   dvgrdHH 3PDocumentSummaryInformation8}Current User54 ՜.+,D՜.+,`    'On-screen ShowgCSUNree : %Times New Roman Arial BlackTahomaMonotype SortsArialTimesContemporary PortraitWarm-up QuestionsInformal Assessment of ReadingConcepts About PrintAssessing Phonemic Awareness!Assessing basic sight vocabulary)Assessing Word Identification StrategiesUsing a Running RecordEvaluating spelling errorsFeatures of QRI The Word Lists are designed to:The passages are designed to:Criteria for word/text skillsProcedures for AdministrationPreparing materialsAdminister ListeningAdminister word listsAdminister passagesAssessing Strategic Reading Reading Rate+Recording Data on the QRI-3 Profile SheetJamie Listening Comprehension*Jamie Entry Level Assessment - Word Lists*Jamie General Reading Level- Oral Reading+Jamie General Reading Level - Oral reading+Jamie General Reading Level - Oral reading+Jamie General Reading Level - Oral reading-Jamie General Reading Level - Silent readingEJamie Jamie - Miscue Analysis (Reference pages 104-107 QRI)#Jamie - Summary of QRI - 3 results Jamie - Suggested Interventions  Fonts UsedDesign Template Slide Titles 6> _PID_GUID'AN{16BB5000-CBB2-11D6-827D-003065736064}H 3PCJdvgrd`HH 3PNf7 ,/- Arial Black/- '(t0Using )a Runn)ing Re)cord,Monotype Sorts(5z, Tahoma)!What is )a running record and how does(V it differ fr)om the test of contextua(l(?Vdecoding used in the Q(?RI-3?(x5z, Tahoma)!(How are running records used to identify*/#reading strengths and weaknesses in*0 students? 0o  p 1w1pdvgrd oHH 3PdvgrdHH 3PoqdvgrdHH 3Pwxdvgrd HH 3PDG dvgrd HH 3P dvgrdHH 3PdvgrdHH 3PdvgrdHH 3Pdvgrd HH 3P(+ dvgrd HH 3PdvgrdHH 3P  dvgrdHH 3PdvgrdHH 3P02dvgrdHH 3PdvgrdPHH 3Pdvgrd|_HH 3P_7Rdvgrd HH 3P