Basic Reading Inventory Assignment Directions

Basic Reading Inventory Assignment Directions

Order ID	53563633773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Basic Reading Inventory Assignment Directions

MOST IMPORTANT – Essential readings before beginning this assignment

The Basic Reading Inventory, Jerry L. Johns, 12th Edition.

Overview pp. 3-17

Self-test pp.18-20

Administering and Scoring pp. 21-67

Determining Reading Levels. pp.57-67

Results of the BRI, 98-99 This is the format you are to use in reporting your results in your reflection.

How the BRI Helps Students, p.115

The student chosen must be a struggling reader ( one or two years behind grade level). On the other hand, this assignment is not appropriate for severely disabled children (autistic, severe learning disability, emotionally disabled). If you have any questions regarding this, please contact me before beginning.

Make sure you know the answer to these questions before beginning:

BRI Self-test

How will you establish rapport with your student?
What grade level word list will you start out with for your student?
Why will you start at this level?
When do you stop administering the word list to your student?
At what grade level will you begin the graded reading passages?
Should you help your student with words not known or mispronounced?
Where will you record the student’s oral reading miscues?
After asking the 10 comprehension questions at the conclusion of the oral reading passages, how will you score the student’s comprehension?
What are the three reading levels that the BRI is able to identify?
Can your student have a range of reading levels?

Youtube videos may also be helpful, but they DO NOT take the place of the directions you need for THIS assignment.

Basic Reading Inventory Instructions Overview – See “Checklists” for specific page numbers to be submitted.

1. Administer an informal reading inventory to a struggling reader of your choice, but Do not choose a student reading proficiently or a student below 4th grade or you will not gain any practice coding miscues, etc.

. (Text – Jerry L. Johns, Basic Reading Inventory).

2. Establish Rapport (Instructions p.22)

3. Regardless of whether you are testing an elementary or secondary student have the student start reading the Graded Word Lists Form A two grade levels below the student’s present grade in school.You want to make it easy for the student in the beginning.(See page 23 for complete instructions.)

NOTE: Since the youngest child eligible for this testing is in fourth grade, you will not need to go lower than the first grade word list to start.

4. Continue to administer the graded word lists until seven words are missed. The scoring guide at the bottom of the Graded Word Lists pages helps you to determine the student’s Independent, Instructional, and Frustration levels. (Complete directions begin on page 23.)

5. Begin Administering the Graded Oral Reading Passages (Complete instructions on page 27) one level below the independent level as determined by the graded word lists. For grades 4-8 use Form A passages. Grades 9-12 use Form LL. You will score the miscues, and the Word Recognition Scoring Guide

at the bottom of the page will help you determine the reading level.

6. After each reading passage ask the comprehension questions (Complete instructions on page 29.) Make notes for yourself, as you will need them

6. You will be scoring the miscues and comprehension pages. You will write the results on the summary sheets. You will be turning these in.

7. The final section is the “REFLECTION”.It SHOULD BE 2-3 PAGES IN LENGTH, and must include each of these four areas:

Part I: The Findings What did you learn about the student from administering and scoring the BRI?

What are the scores and what do they mean?

Part II: What did you learn from administering and scoring the BRI?

How does it contribute to your knowledge of teaching?

8. You must turn in all the relevant pages. The Checklists posted in this module give you all the page numbers required to be submitted.

You can scan them into a Word document or create a PDF document. Other options are to put the individual pages/images into a Power Point, or take pictures and send them as a jpeg file.

However you send them, they must be readable. Pages with the top or bottom cut off or not readable will not be accepted.

Before you attempt to administer this reading inventory, make sure to read all the directions carefully, and to access the book’s website where you will find an instructional video and copies of all the forms mentioned here. Instructions for log in and setting up an account are on the back cover of the book.

Use this as a guide for what to complete, and what pages are to be submitted if you are testing a child from Grade 3-Grade 8. (You may not test a child below grade 3.)

CHECKLIST OF WHAT TO SUBMIT:

Informal Reading Inventory (J. Johns, Basic Reading Inventory, 12th Ed.) Assessment Results Checklist (Assignment worth 20 points total)

This assignment is required to pass the course.

For Students Grade 4 – Grade 8

1. First administer Form A Graded Word Lists pp. 153-158 (directions on pp. 22- 23)

Submit:

Completed Form A Word Lists (p. 153, which is grade1, to p.158 which is grade 12, as many pages as completed until the student reaches frustration which is 13 words correct or less.)

Word list accurately marked (directions pp.23-24)
Scoring Guide marked (Independent, instructional, and frustration levels) and recorded on the bottom of the word lists. (directions pp.57-67)

2. Administering Oral Reading Passages (directions on pp. 27 and on online video)

Form A, p.165 (grade1) to184 (grade 8) (as many pages as completed until the student reaches frustration measured by total and significant miscues listed on the bottom of the page. Start the Oral Reading one grade level below the level the student reached on the word lists.

Submit:

For each passage administered, fill out and submit:

Total Miscues (directions p.32)
Significant Miscues (directions p.35)
Qualitative Analysis of Word Identification
Word Recognition Scoring Guide
Questions missed
Comprehension Scoring Guide
Qualitative Analysis of Comprehension
Retelling Rubic (directions pp. 30-31)
Retelling Notes
Do Not administer the Writing Prompt.

Also Submit:

Basic Reading Inventory Performance Booklet Form A (Summary of Student’s Reading Performance) p.150 completely filled out.

Qualitative Analysis of Basic Reading Inventory Insights p.151 filled out.

Before you attempt to administer this reading inventory, make sure to read all the directions carefully, and to access the book’s website where you will find an instructional video and copies of all the forms mentioned here. Instructions for log in and setting up an account are on the back cover of the book.

Use this as a guide of the testing procedure and what to complete if you are testing a student from Grade 9-Grade 12.

For Students in Grades 9 through 12

1. First administer Form A Graded Word Lists pp. 153-158 (directions on pp. 22- 23)

Submit:

Completed Form A Word Lists (pp. 153 – 158 as many pages as the student can read until frustration is reached (13 or fewer correct)

Word list accurately marked (directions pp.23-24)
Scoring Guide marked (Independent, instructional, and frustration levels) and recorded on the bottom of the word list sheets.

2. Administering Graded Passages (directions on pp. 27 and on online video)

Form LL Performance Booklet, Teacher Copy, p.317

Submit:

Miscue Summary Sheet p. 318

Basic Reading Inventory Performance Booklet LL Literary for the reading passages (Summary of Student’s Reading Performance Form) p. 319 completely filled out

Qualitative Analysis of Basic Reading Inventory Insights p. 321 filled out

Start the Oral Reading one grade level below the level the student reached on the word lists. For each passage fill out:

Total Miscues (p.32)
Significant Miscues (p.35)
Word Recognition Scoring Guide
Questions missed
Comprehension Scoring Guide
Retelling Rubic (pp. 30-31)
Retelling Notes
Do Not administer the Writing Prompt, or calculate the rate of reading.

Basic Reading Inventory Assignment Directions

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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