Order ID: 89JHGSJE83839 | Style: APA/MLA/Harvard/Chicago | Pages: 5-10 |
Instructions:
MOST IMPORTANT – Essential readings before beginning this assignment
The Basic Reading Inventory, Jerry L. Johns, 12th Edition.
Overview pp. 3-17
Self-test pp.18-20
Administering and Scoring pp. 21-67
Determining Reading Levels. pp.57-67
Results of the BRI, 98-99 This is the format you are to use in reporting your results in your reflection.
How the BRI Helps Students, p.115
The student chosen must be a struggling reader ( one or two years behind grade level). On the other hand, this assignment is not appropriate for severely disabled children (autistic, severe learning disability, emotionally disabled). If you have any questions regarding this, please contact me before beginning.
Make sure you know the answer to these questions before beginning:
BRI Self-test
How will you establish rapport with your student?
What grade level word list will you start out with for your student?
Why will you start at this level?
When do you stop administering the word list to your student?
At what grade level will you begin the graded reading passages?
Should you help your student with words not known or mispronounced?
Where will you record the students oral reading miscues?
After asking the 10 comprehension questions at the conclusion of the oral reading passages, how will you score the students comprehension?
What are the three reading levels that the BRI is able to identify?
Can your student have a range of reading levels?
Youtube videos may also be helpful, but they DO NOT take the place of the directions you need for THIS assignment.
Basic Reading Inventory Instructions Overview – See “Checklists” for specific page numbers to be submitted.
1. Administer an informal reading inventory to a struggling reader of your choice, but Do not choose a student reading proficiently or a student below 4th grade or you will not gain any practice coding miscues, etc.
. (Text – Jerry L. Johns, Basic Reading Inventory).
2. Establish Rapport (Instructions p.22)
3. Regardless of whether you are testing an elementary or secondary student have the student start reading the Graded Word Lists Form A two grade levels below the student’s present grade in school.You want to make it easy for the student in the beginning.(See page 23 for complete instructions.)
NOTE: Since the youngest child eligible for this testing is in fourth grade, you will not need to go lower than the first grade word list to start.
4. Continue to administer the graded word lists until seven words are missed. The scoring guide at the bottom of the Graded Word Lists pages helps you to determine the student’s Independent, Instructional, and Frustration levels. (Complete directions begin on page 23.)
5. Begin Administering the Graded Oral Reading Passages (Complete instructions on page 27) one level below the independent level as determined by the graded word lists. For grades 4-8 use Form A passages. Grades 9-12 use Form LL. You will score the miscues, and the Word Recognition Scoring Guide
at the bottom of the page will help you determine the reading level.
6. After each reading passage ask the comprehension questions (Complete instructions on page 29.) Make notes for yourself, as you will need them
6. You will be scoring the miscues and comprehension pages. You will write the results on the summary sheets. You will be turning these in.
7. The final section is the “REFLECTION”.It SHOULD BE 2-3 PAGES IN LENGTH, and must include each of these four areas:
Part I: The Findings What did you learn about the student from administering and scoring the BRI?
What are the scores and what do they mean?
Part II: What did you learn from administering and scoring the BRI?
How does it contribute to your knowledge of teaching?
8. You must turn in all the relevant pages. The Checklists posted in this module give you all the page numbers required to be submitted.
You can scan them into a Word document or create a PDF document. Other options are to put the individual pages/images into a Power Point, or take pictures and send them as a jpeg file.
However you send them, they must be readable. Pages with the top or bottom cut off or not readable will not be accepted.
Before you attempt to administer this reading inventory, make sure to read all the directions carefully, and to access the book’s website where you will find an instructional video and copies of all the forms mentioned here. Instructions for log in and setting up an account are on the back cover of the book.
Use this as a guide for what to complete, and what pages are to be submitted if you are testing a child from Grade 3-Grade 8. (You may not test a child below grade 3.)
CHECKLIST OF WHAT TO SUBMIT:
Informal Reading Inventory (J. Johns, Basic Reading Inventory, 12th Ed.) Assessment Results Checklist (Assignment worth 20 points total)
This assignment is required to pass the course.
For Students Grade 4 Grade 8
1. First administer Form A Graded Word Lists pp. 153-158 (directions on pp. 22- 23)
Submit:
Completed Form A Word Lists (p. 153, which is grade1, to p.158 which is grade 12, as many pages as completed until the student reaches frustration which is 13 words correct or less.)
Word list accurately marked (directions pp.23-24)
Scoring Guide marked (Independent, instructional, and frustration levels) and recorded on the bottom of the word lists. (directions pp.57-67)
2. Administering Oral Reading Passages (directions on pp. 27 and on online video)
Form A, p.165 (grade1) to184 (grade 8) (as many pages as completed until the student reaches frustration measured by total and significant miscues listed on the bottom of the page. Start the Oral Reading one grade level below the level the student reached on the word lists.
Submit:
For each passage administered, fill out and submit:
Total Miscues (directions p.32)
Significant Miscues (directions p.35)
Qualitative Analysis of Word Identification
Word Recognition Scoring Guide
Questions missed
Comprehension Scoring Guide
Qualitative Analysis of Comprehension
Retelling Rubic (directions pp. 30-31)
Retelling Notes
Do Not administer the Writing Prompt.
Also Submit:
Basic Reading Inventory Performance Booklet Form A (Summary of Students Reading Performance) p.150 completely filled out.
Qualitative Analysis of Basic Reading Inventory Insights p.151 filled out.
Before you attempt to administer this reading inventory, make sure to read all the directions carefully, and to access the book’s website where you will find an instructional video and copies of all the forms mentioned here. Instructions for log in and setting up an account are on the back cover of the book.
Use this as a guide of the testing procedure and what to complete if you are testing a student from Grade 9-Grade 12.
For Students in Grades 9 through 12
1. First administer Form A Graded Word Lists pp. 153-158 (directions on pp. 22- 23)
Submit:
Completed Form A Word Lists (pp. 153 158 as many pages as the student can read until frustration is reached (13 or fewer correct)
Word list accurately marked (directions pp.23-24)
Scoring Guide marked (Independent, instructional, and frustration levels) and recorded on the bottom of the word list sheets.
2. Administering Graded Passages (directions on pp. 27 and on online video)
Form LL Performance Booklet, Teacher Copy, p.317
Submit:
Miscue Summary Sheet p. 318
Basic Reading Inventory Performance Booklet LL Literary for the reading passages (Summary of Students Reading Performance Form) p. 319 completely filled out
Qualitative Analysis of Basic Reading Inventory Insights p. 321 filled out
Start the Oral Reading one grade level below the level the student reached on the word lists. For each passage fill out:
Total Miscues (p.32)
Significant Miscues (p.35)
Word Recognition Scoring Guide
Questions missed
Comprehension Scoring Guide
Retelling Rubic (pp. 30-31)
Retelling Notes
Do Not administer the Writing Prompt, or calculate the rate of reading.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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