1. EDS 711 Overview MKSanford.wikispaces.com Syllabus

2. THE BASICS Purpose: – Designed to determine students entry reading level. – Confirming a student’s progress. – Assisting the tutor with choosing teaching techniques. – Aiding in securing grants, funding showing the effectiveness of the program.

3. THE TEST Skills Assessed: – Reading Comprehension Language Comprehension Decoding Cipher Knowledge Phoneme Awareness Letter Knowledge Concepts About Print Phonology Syntax Phonological Awareness

4. Overview of Test: Section 1- – Word Recognition 8 word lists (Pre-primer to Level 6) Section 2- – Reading Comprehension Section 3- – Writing Sample. Assessment includes Each section builds upon the previous.

5. Section 1: Is the starting point. The list becomes progressively more difficult with each lettered list. Ask the student to read consecutively higher lists until three or more words are missed. Record which Word List is at the student’s independent level (no more than one mistake), instructional level (no more than two mistakes) and lowest frustration level (three or more mistakes). Word recognition

6. EXAMPLES OF WORD LISTS Word List A (Preprimer) ___ the ___ am ___ get ___ is ___ and ___ here ___ see ___ not ___ can ___ will Word List D (Level 2.0) ___ biggest ___ where ___ yourself ___ those ___ before ___ things ___ stopped ___ place ___ always ___ everyone

7. SCORING WORD RECOGNITION a. If the word is pronounced correctly, place a “” next to the word. b. If the word is pronounced incorrectly, place an “X” next to the word and write the word as the student pronounced it. c. If the reader self-corrects, add a “C”. d. If a word part is omitted, draw a line through the part omitted. e. If the student fails to pronounce the word at all, draw a line through the entire word.

8. Section 2: Is based on the number of mistakes the student makes in Section 1. Start at independent level Have student read passage aloud. Have the student retell the story and number the memories in order. Record number or “unprompted memories”. Use questions to recall information not given. Record “prompted memories:” Reading Comprehension

9. EXAMPLES OF READING COMPREHENSION Reading Card A: The Dog Show (preprimer level) I went to a dog show. I saw big dogs. I saw little dogs. I saw dogs with long hair. And dogs with short hair. There were dogs everywhere.

10. SCORING READING COMPREHENSION Who read the passage? – Student read aloud, Student read silently Examiner read Please retell the story: (Number the memories in the order mentioned. Use the questions behind the memories, if necessary, to prompt the student’s recall of the story.) – ___ dog show (Where did the person go?) – ___ big dogs ___ little dogs (What size were the dogs?) – ___ long hair ___ short hair (What was their hair like?) – ___ everywhere (Where were the dogs?) Memories ___ # Unprompted ___ # Prompted Organized retelling? Yes No

11. Section 3: Is based upon the number of errors a student makes in Section 2. Chose a passage one or two grades below instructional level. Read sentences and ask student to write them down. If they are unable let them copy the sentences. There are two sets of passages those used for dictation and those used for copied passages. Important teacher administers the right passage. Note the top half of the page is for a dictated writing sample and the bottom half is for a copied writing sample Writing Sample

12. FOLLOW-UP Go over assessment with student – Point out strengths for encouragement – Tell student reading level not grade level Fill out comprehension assessment Finishes scoring summary and mark highest level in which required errors were not met

13. SCORING Scoring Summary – Word Recognition Scoring: ___ Highest independent level ___ Highest instructional level ___ Lowest frustration level Also check which card the student reads from.

14. Our Commentary We do not fully agree with the review about the inadequacy of this slide. We think the test is practical for a classroom teacher who needs to assess areas of reading within a fairly short time period. We could use this with students this year, especially for assessing aspects of reading. We like the spectrum of skills covered by the test. We noticed that despite the informality of the test, results match up with scores from classroom basal readers. We like the extra writing section on the test. We like the option to test comprehension all orally. We like the option of testing fluency quickly. We like the clear cut, user friendly manual that uses the same scoring short hand as the QRI – 4 and other formal reading tests. We like choosing from one set of passages without having to jump around. We don’t like the mix of expository and narrative passages as the leveled reading progresses. We think, We like, We agree…

15. Sample Scoring Sheet

16. Reading Comprehension Observations

17. Writing Sample