Basic Reading Inventory BRI January

BRI Overview The BRI enables teachers to provide responsive instruction in reading. Primary to responsive instruction is noting individual differences of students’ skills. “Students have a right to reading assessment that identifies their strengths as well as their needs.” Making a Difference Means Making It Different International Reading Association (2000) 2

Connecting to the Common Core (CCSS) Grades k-5 - Foundational Skills Phonics and Word Recognition CCSS.ELA-Literacy.RF.X.3 Know and apply grade-level phonics and word analysis skills in decoding words.CCSS.ELA-Literacy.RF.X.3 3

Connecting to the Common Core (CCSS) Grades k-5 Fluency CCSS.ELA-Literacy.RF.X.4 Read with sufficient accuracy and fluency to support comprehension.CCSS.ELA-Literacy.RF.X.4 4

Connecting to the Common Core (CCSS) Grades 6-12 Key Ideas and Details CCSS.ELA-Literacy.RL.X.1 Cite (strong and thorough) textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.CCSS.ELA-Literacy.RL.X.1 5

Connecting to the Common Core (CCSS) Grades 6-12 Key Ideas and Details CCSS.ELA-Literacy.RL.X.2 Determine a theme or central idea of a text (and how it is shaped and refined) and how it is conveyed through particular/specific details; provide a (objective) summary of the text distinct from personal opinions or judgments.CCSS.ELA-Literacy.RL.X.2 6

Connecting to the Common Core (CCSS) Grades 6-8 Key Ideas and Details CCSS.ELA-Literacy.RL Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.CCSS.ELA-Literacy.RL

Connecting to the Common Core (CCSS) Grades 9-10 Key Ideas and Details CCSS.ELA-Literacy.RL Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.CCSS.ELA-Literacy.RL

Connecting to the Common Core (CCSS) Grades Key Ideas and Details CCSS.ELA-Literacy.RL Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developedCCSS.ELA-Literacy.RL

Connecting to the Common Core (CCSS) Grades 6-10 Craft and Structure CCSS.ELA-Literacy.RL.X.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the (cumulative) impact of a specific word choice on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).CCSS.ELA-Literacy.RL.X.4 10

Connecting to the Common Core (CCSS) Grades 6-8 Craft and Structure CCSS.ELA-Literacy.RL.X.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.CCSS.ELA-Literacy.RL.X.5. 11

Connecting to the Common Core (CCSS) Grades 6-8 Craft and Structure. CCSS.ELA-Literacy.RL.X.6 Explain how an author develops the point of view of the narrator or speaker in a text CCSS.ELA-Literacy.RL.X.6 12

Match the concern to the remediation »THAT’s why we administer the assessments. 13

BRI Components at a Glance An individually administrated informal reading test to support daily instructional decisions 1. ORAL READING FLUENCY (WPM) Introduction and Preview – Stick to the Script Record of Oral Reading – Accuracy 2. WORD RECOGNITION Different beginnings Different middles Different endings Insertions Omissions Repetitions 14

BRI Components at a Glance An individually administrated informal reading test to support daily instructional decisions 3.COMPREHENSION Topic Fact Inference Evaluation Vocabulary 15

Purpose of BRI Determine: Independent Reading Level – the level the student reads fluently with excellent comprehension 16

Purpose of BRI Determine: Instructional Reading Level – the level at which the student can make maximum progress in reading with teacher guidance. * word recognition *comprehension 17

Purpose of BRI Determine: Frustrational Level – the level at which the student is unable to pronounce (word recognition) many of the words and/or is unable to comprehend the material satisfactorily. 18

Purpose of BRI Determine: Strategies For Word Identification – the teacher can evaluate the student’s ability to use sight vocabulary, phonetic analysis, context cues, and structural analysis to pronounce words. (What strategies does the student use for unknown words?) 19

Purpose of BRI Determine: Fluency – the teacher can determine the student’s rate of reading (in words per minute) and make informal judgment about phrasing and expression (prosody). 20

Purpose of BRI Determine: Strengths and Weaknesses in Comprehension – the teacher can evaluate the student’s ability to answer various types of comprehension questions. 21

WHO will you assess? When in doubt…. –Check out the grade level protocol in the Pacing Guide Binder Basically….. 22 See pages 1 – 5 of your packet. Find your grade level.

WHO will you assess? 1) ALWAYS –Students new to VUSD (without an RLA folder) 2) First trimester –Students scoring Basic, Below Basic, Far Below Basic in RLA….in other words, they are not proficient in reading. 23

WHO will you assess? Why? –To determine WHY the student is not proficient. *Data determines instructional need 24

WHO will you assess? 3) Second Trimester –Only students who read “instruction/frustrational” or “frustrational” at grade level the last trimester assessment. –(In other words, they didn’t pass at grade level.) 25

WHO will you assess? Why? –To determine WHY the student is not proficient. *Data determines instructional need 26

WHO will you assess? 3) Third Trimester –Only students who read “instruction/frustrational” or “frustrational” at grade level the last trimester assessment. (In other words, they didn’t pass at grade level.) 27

WHO will you assess? Why? –To determine WHY the student is not proficient. *Data determines instructional need 28

Remember…. The validity of a student’s performance on the BRI is related to how completely and accurately the teacher is able to record the student’s reading performance and answers to the comprehension questions. 29

Selecting the passage Unsure? Use the grade level word list. –Have the student quickly read the words. –Stop at 14 errors –Use the score guide at the bottom of the page to determine level (up a grade or down a grade) 30 See pages 6 – 8 of your packet. Find your grade level.

Grade Level Passage Use the graded passage one level below the highest level achieved on the graded word list. Why do you think this is? 31

Word Recognition in Context Record miscues on the corresponding copy of the passage. –Substitution; wood for good –Omission; skips the word –Insertion; adds a word in –Mispronunciation; manly for many 32

Record of Oral Reading Guidelines Reading Behavior How to Record Observed Behavior CodeExamples Error Accurate Reading No Notation SubstitutionRecord Substitution Repetition Insert “R” and an arrow to indicate words repeated Self- Correction Insert “SC” after substitution OmissionCircle omitted words Insertion Use caret to record added words Reversals Use the reversal symbol when words are reversed Sounding Out Record letter sounds and use slash marks to show how words were segmented – must sound like a word Appeal Insert “A” Prompt with “You try.” Insert “YT” Insert “T” if told by teacher. Long Pause Insert a “W” above the pauses SC R / / / girl.. boy girl The boy ran home. The boy R ran home. 1 ^ The boy ran home. A YT and/or T runs/SC The boy ran home. fast The boy ran home. ^ The boy r/a/n h/o/me. A YT T The boy ran home. W W Page 10 of your packet.

Additional Scoring Guidelines … If the child makes the same error repeatedly, count as an error every time. run for ran The substitution of a proper name is recorded every time, but counted as an error only the first time. Mary for Maria Substitutions involving contractions count as one error every time. I will for I’ll I’ll for I will

Additional Scoring Guidelines Cont. … Words mispronounced due to a speech problem or dialect are recorded but are not counted as errors. git for get are for our Mispronunciation of “ed” endings are recorded every time, but counted as an error only the first time. stop-ted or stop-ed for stopped

Let’s try it~ I’ll read You record just word recognition using the recording guidelines 36 Page 11 of your packet.

Compare with a partner Convince your partner that you are right and they are wrong in the scoring. Unsure? Check with another pair until you come to agreement. 37

What if….. ….a student scores instructional/frustration or frustration? This indicates that the child is not reading on that grade level, so…. reassess at the grade level below. 38

Fluency Fluency ---saying words quickly--- frees brain up to comprehend. Prosody ---saying words with expression--- demonstrates comprehension. Time the length of time it takes the student to read the passage. 39

Fluency Divide the number of seconds into the words to find out how many words per minute the child reads. Compare to the National Norms or the “benchmark” (50%) Page 13 of your packet. 40

Oral Reading Rate in VUSD Oral Reading Rate is noted; however, in VUSD we don’t hold back for fluency on the BRI, but note it as a teaching point. If a student experiences difficulty in fluency, use fluency materials in Treasures for additional practice.

Let’s try it~ I’ll read You record the just the fluency rate 42

Compare with a partner Convince your partner that you are right and they are wrong in the scoring. Unsure? Check with another pair until you come to agreement. 43

Comprehension The purpose of reading! Five types of questions (Bloom’s Taxonomy) –Topic –Fact –Inference –Evaluation –Vocabulary 44

Comprehension The purpose of reading! Ask the questions and record the student’s responses. If the student is unable to answer half the questions and frustration is apparent, discontinue the assessment. –Answers do not need to be exact; use your judgment 45

Let’s try it~ I’ll read You record the answers to the comprehension questions (Page 11 of your packet) 46

Compare with a partner Convince your partner that you are right and they are wrong in the scoring. Unsure? Check with another pair until you come to agreement. 47

What do we do with the data? The purpose of the assessment Word Recognition: –Look for patterns of errors. Reversals? Letter sounds? Blends? What else? Discuss in your teams how the data would influence your instruction. 48

Now what? –If a student scores independent or instructional he/she is considered on grade level. –If a student scores instructional/frustration or frustration TIME TO ASSESS AT THE GRADE LEVEL LOWER. 49

Continue to assess until the student scores instructional This is considered the child’s reading level for this informal assessment. 50 See page of your packet.

Determining Strengths and Weaknesses Word Identification –What are some questions that can be used to guide your analysis? –How will you get more information? Comprehension 51

Word Identification Getting more information BPST Word Lists 52

Determining Strengths and Weaknesses Word Identification –What are some questions that can be used to guide your analysis? –How will you get more information? –How will you use this information? Comprehension 53

Word Identification When miscues occur, does the student appear to monitor by rereading or correcting? Does the student’s limited vocabulary, background or concept development appear to affect oral reading? Are miscues influenced by the student’s dialect? 54

Word Identification Does the student’s oral reading reflect a balanced use of sight vocabulary, context clues, phonics, structural analysis and syntactic clues? Do weaknesses appear to exist in any or all these areas? To what extent do the student’s miscues alter or interfere with the meaning of the passage? 55

Word Identification What strategies does the child use in attempting unknown words? What about dialect pronunciation? –Ask = ax 56

Discuss with your table groups 57

BRI Overview The BRI enables teachers to provide responsive instruction in reading. Primary to responsive instruction is noting individual differences of students’ skills. “Students have a right to reading assessment that identifies their strengths as well as their needs.” Making a Difference Means Making It Different International Reading Association (2000) 58

What do we do with the data? The purpose of the assessment Word Recognition: –Look for patterns of errors. Reversals? Letter sounds? Blends? What else? Comprehension: –Look for areas of comprehension weakness and strength Discuss in your teams how the data would influence your instruction. 59

Determining Strengths and Weaknesses Word Identification –What are some questions that can be used to guide your analysis? –How will you get more information? –How will you use this information? Comprehension –What are some questions that can be used to guide our analysis? –How will you get more information? 60

Additional Assessments FOUND IN TREASURES… California Summative Unit Assessments Progress Monitoring 61

Determining Strengths and Weaknesses Word Identification –What are some questions that can be used to guide your analysis? –How will you get more information? –How will you use this information? Comprehension –What are some questions that can be used to guide our analysis? –How will you get more information? –How will you use this information? 62

We are “over testing” our kids if we don’t use the information to guide how, who, and what we teach. 63

Discuss with your table groups What can you use to reteach? What can you use to supplement? How can you organize your room for reteaching or supplementing? 64

Think and share What is a new realization you had today? What is an affirmation of knowledge that you had today? Tell Your tablemates a reason that you are glad you came here today. 65

Once we understand how children learn to read, the issue of how or what to teach becomes much clearer. Morrison 66

As the teacher you need to know … what the child is able to do and … what the child needs to know how to do … in order to … make the most powerful teaching decisions. 67