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B asic R eading I nventory BRI January 2013

B asic R eading I nventory BRI January 2013. BRI Overview. The BRI enables teachers to provide responsive instruction in reading. Primary to responsive instruction is noting individual differences of students ’ skills.

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B asic R eading I nventory BRI January 2013

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  1. BasicReading InventoryBRIJanuary 2013

  2. 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)

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. Connecting to the Common Core (CCSS) Grades 6-8 • Key Ideas and Details • CCSS.ELA-Literacy.RL.6-8.3 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.

  8. Connecting to the Common Core (CCSS) Grades 9-10 • Key Ideas and Details • CCSS.ELA-Literacy.RL.9-10.3 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.

  9. Connecting to the Common Core (CCSS) Grades 11-12 • Key Ideas and Details • CCSS.ELA-Literacy.RL.11-12.3 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 developed

  10. 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).

  11. 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. • .

  12. 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

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

  14. BRI Components at a GlanceAn 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

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

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

  17. 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

  18. 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.

  19. 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?)

  20. 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).

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

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

  23. 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.

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

  25. 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.)

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

  27. 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.)

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

  29. 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.

  30. 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) See pages 6 – 8 of your packet. Find your grade level.

  31. 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?

  32. 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

  33. Record of Oral Reading Guidelines Page 10 of your packet. The boy ran home. 0 girl . . boy girl The boy ran home. 1 0 R The boy R ran home. runs/SC The boy ran home. 0 SC 1 The boy ran home. fast The boy ran home. ^ 1 ^ 1 The boy ran home. / / / 0 The boy r/a/n h/o/me. A YT T The boy ran home. A YT and/or T 1 W WW The boy ran home. 0

  34. 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 oneerrorevery time. • I will for I’ll • I’ll for I will

  35. 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 orstop-edfor stopped

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

  37. 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.

  38. 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.

  39. 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.

  40. 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.

  41. 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.

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

  43. 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.

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

  45. 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

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

  47. 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.

  48. 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.

  49. 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.

  50. Continue to assess until the student scores instructional • This is considered the child’s reading level for this informal assessment. See page 11- 13 of your packet.

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