During this session, participants will review and practice administering an informal reading inventory, also known as an IRI, to the target group of students. The individually administered IRI will provide further insight regarding each student’s abilities to identify words, read fluently, and comprehend texts at the independent, instructional, and frustration levels. Show Indicators targeted: 5.1, 5.12 Materials
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Define Session GoalsThe educator will…
Learn How to Use an Informal Reading Inventory to Collect Diagnostic Information1. Teach participants how to administer and collect reading diagnostic information using the QRI-6 (i.e., Word Lists). Classroom teachers can gain valuable insight into an individual student’s ability to recognize words and comprehend passages at various levels when administering an informal reading inventory. According to Leslie and Caldwell (2017): The Qualitative Reading Inventory – 6 (QRI-6) is an individually administered informal reading inventory (IRI) designed to provide information about 1) conditions under which students can identify words and comprehend text successfully and 2) conditions that appear to result in unsuccessful word identification or comprehension. The QRI-6 provides graded word lists and numerous passages designed to assess the oral and silent reading ability and the listening ability of students from the pre-primer 1 through the high school levels. There are two types of passages. Level-Diagnostic Passages are primarily used to determine a student’s reading level and diagnose areas of needed instruction. Inference-Diagnostic Passages are used to ascertain a student’ ability to answer different forms of inference questions allied to the Common Core State Standards (CCSS) (CCSSO, 2010). The QRI-6 provides a number of assessment options. Results can be used to estimate students’ independent, instructional, and frustration reading levels. Results can also provide information for designing and evaluating intervention instruction and for documenting student growth (p. 1). Display the QRI-6 Introduction and Practice PowerPoint. During the presentation, the presenter will stop on Slide Five to demonstrate how to administer the Word List portion of the QRI-6 with a volunteer. The volunteer will represent a fifth-grade student, named Phillip Dawson, from Ms. Teacher’s class at Practice Elementary School. While the facilitator is administering the Word List assessment, the other participants will observe the administration and practice recording “Phillip’s responses” on their copies of the Examiner Word Lists sheet. After the simulation has concluded, allow the participants to share their recorded responses with the whole group to compare results. Additionally, ask the participants to respond to the following questions:
2. Teach participants how to administer and collect reading diagnostic information using the QRI-6 (i.e., Leveled Diagnostic Reading Passages). After the educator has completed the Word Lists portion of the QRI-6, let’s look at the next set of steps s/he has to complete when administering the QRI-6. The facilitator will continue presenting information from the QRI-6 Introduction and Practice PowerPoint. As the participants are listening to the presentation, they can take down key information regarding the administration and scoring techniques for the Leveled Diagnostic Reading Passages section of the QRI-6. Once the facilitator reaches Slide 17, s/he will stop the presentation to model how to administer the first Leveled Diagnostic Reading Passage with one of the participants, who will act as the same fifth grade student, Phillip Dawson, from Ms. Teacher’s class. While the facilitator is administering the Leveled Diagnostic Reading Passages assessment, the other participants will observe the administration and practice recording “Phillip’s responses” on their copies of the Examiner Level Three Leveled Passages sheet. Before beginning the demonstration, ask the participants the following questions:
After the simulation for the first Leveled Diagnostic Reading Passage (the participant should provide responses that indicate instructional level – see Student Directions for Leveled Diagnostic Reading) has concluded, allow the participants to share their recorded responses with the whole group to compare results. Additionally, ask the participants to respond to the following questions:
CollaborateAllow participants to get with another person to form a pair. Each partner within the pair will decide which partner will be the test examiner and which partner will play the role of “Phillip Dawson.” Because this is a fourth grade reading passage (Amelia Earhart), tell the partner who is playing the role of the student to demonstrate characteristics and responses which would indicate he is at the frustration level for both his oral reading fluency and his responses to the comprehension questions. Allow 10 - 15 minutes for educators to practice administering the Leveled Diagnostic Reading Passage with one another. Note: Continued observations may take place after this session has ended. Reflect and Next StepsReflection:
Next Steps: How is PhilThe Phil-IRI Listening Comprehension is administered when the student is identified as a nonreader. The purpose is to find out how well a student understands the selection which will be read by the test administrator/teacher.
When students are given an informal reading inventory IRI that test typically consists of what type of activities for overall assessment?Typically, IRIs consist of graded word lists and passages ranging from preprimer level to middle or high school levels (Paris & Carpenter, 2003). After reading each leveled passage, a student responds orally to follow-up questions assessing comprehension and recall.
What does IRI stand for in reading?The Informal Reading Inventory (IRI) is an individually-administered diagnostic tool that assesses a student's reading comprehension and reading accuracy.
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