BBasicasic RReading eading IInventorynventory

BRIBRI

January 2013January 2013

BBasicasic RReading eading IInventorynventory

BRIBRI

January 2013January 2013

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BRI OverviewThe 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)

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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).

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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.

• .

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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

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Match the concern to the remediation

»THAT’s why we administer the assessments.

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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

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BRI Components at a Glance

An individually administrated informal reading test to support daily instructional

decisions

3.COMPREHENSION• Topic• Fact• Inference• Evaluation• Vocabulary

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Purpose of BRIDetermine:

Independent Reading Level – the level the student reads fluently with excellent comprehension

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Purpose of BRIDetermine:

Instructional Reading Level – the level at which the student can make maximum progress in reading with teacher guidance.

* word recognition*comprehension

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Purpose of BRIDetermine:

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.

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Purpose of BRIDetermine:

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?)

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Purpose of BRIDetermine:

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

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Purpose of BRIDetermine:

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

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WHO will you assess?•When in doubt….

– Check out the grade level protocol in the Pacing Guide Binder

Basically…..

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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.

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WHO will you assess?•Why?

–To determine WHY the student is not proficient.

*Data determines instructional need

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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.)

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WHO will you assess?•Why?

–To determine WHY the student is not proficient.

*Data determines instructional need

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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.)

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WHO will you assess?•Why?

–To determine WHY the student is not proficient.

*Data determines instructional need

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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.

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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)

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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?

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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

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Record of Oral Reading Guidelines

Reading Behavior

How to Record Observed Behavior Code Examples Error

Accurate Reading

No Notation

Substitution Record Substitution

Repetition Insert “R” and an arrow to indicate words repeated

Self-Correction

Insert “SC” after substitution

Omission Circle omitted words

Insertion Use caret to record added words

ReversalsUse 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

AppealInsert “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

0

1

0

1

1

0

0

1

0

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.The boy ran home.

fast The boy ran home.̂

The boy ran home.

The boy r/a/n h/o/me.

A YT T The boy ran home.

W W W The boy ran home.

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

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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.

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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.

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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.

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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.

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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

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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.

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Comprehension

• The purpose of reading!

• Five types of questions (Bloom’s Taxonomy)– Topic– Fact– Inference– Evaluation– Vocabulary

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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

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Let’s try it~

I’ll read

• You record the

answers to the

comprehension questions

(Page 11 of your packet)

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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.

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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.

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• Now what?– If a student scores independent or instructional he/she is considered

on grade level.

– If a student scores instructional/frustration or

frustrationTIME TO ASSESS AT THE GRADE LEVEL

LOWER.

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• Continue to assess until the student scores instructional

• This is considered the child’s reading level for this informal

assessment.

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See page 11- 13 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

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Word IdentificationGetting more information

• BPST

• Word Lists

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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

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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?

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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?

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Word Identification• What strategies does the child use in

attempting unknown words?

• What about dialect pronunciation?– Ask = ax

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Discuss with your table groups

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BRI OverviewThe 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.

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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?

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Additional AssessmentsFOUND IN TREASURES…•California Summative

•Unit Assessments

•Progress Monitoring

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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?

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

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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?

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Think and share

What is a new realization you had today?

What is an affirmation of knowledge that you had today?

TellYour tablemates a reason that you are glad you came here today.

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

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As the teacher you need to know …

what the child is able to do and …

what the child needs toknow how to do …

in order to …

make the most powerful teaching decisions.

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