Week 5: Administering QRI-5

Assignment#1 

 Assessing Mary requires a wordlist as an entry point to determine what instructional level passage should be done for the assessment. Assessment start with word lists two grade levels lower as not to frustrate the student. In Mary’s case, she read level one at independent level so she was given level two. She read 16/20 words correctly, making that 80% correct. This is her instructional level.

Assignment#2 

Mary attempts to read level 3. She manages to read 4/20 words. Clearly this level is at frustration point. Since level two indicated instructional level, the rest of the assessment will be done on level 2.

Assignment#3 

 When accessing Mary’s prior knowledge, Mary could not share information she answered “I don’t know”, to 2 out 3 questions and the one she answered “What does baby being with their mothers mean to you?” her reply didn’t quite make sense giving her a 1/9. She is unfamiliar about the topic.

Mary read the passage with 9 errors out of 198 words. She self-corrected herself 3 times. The assessment shows Mary is reading at her instructional level with some self-corrections.  Her WPM is 46. Her WCPM was 44. Mary retells the similarities and differences with clarity she also recalls the main idea, however cannot remember all details. She could not recall about how fish or whales breathe.

Assignment #4:

Mary read with a 95% accuracy. Her miscues involved many added suffixes and she confuses the word must with most. She does insert words and repeats herself as well.  On the retell map she remembered about 15 ideas. She grasped the main idea. I feel with continued instruction including accessing Mary’s prior knowledge and providing retelling strategies Mary would improve.