C&T 842 Supporting Striving Readers: Adolescent through Adult

QRI Summary

CAEP Standard 1.4: Demonstrate skills and commitment to creating supportive environments that
afford all PreK through 12 students access to rigorous college- and career-ready standards.

Name: Jessie Tutee Name of evaluator: Holly Elwell

Grade Level: 5 Date(s) of evaluation: September 9, 16, 23, 2016

Chronological Age: 10 School: International School Manila

Word List Level: 2

Instructional Narrative Reading Level: 2

Instructional Expository Reading Level:1

I.Interest Inventory/Card Game, Book Tasting
I used the video provided by the course instructors to come up with questions for my tutee. I
used the website Would You Rather to come up with ideas and also asked my tutee for ideas.

The goal was to start off with a fun activity to get to know one another, to help alleviate stress
and create a safe environment.

I wrote questions on notecards, which I read to the tutee after school in our classroom.

After going over the questions, I gave the tutee around 20 books and told him to sort them into
three piles. His piles included books he would like to read, might want to read, and was not
interested in reading at all. He took the job very seriously. He thumbed through almost all of
the books and remarked on the font size, amount of whitespace and pictures if they were
available. He knew exactly which books were right for him. When he came to very thick books
with small font, he didnt even waste his time thumbing through them exclaiming, Its too big!

I was also surprised at what books/authors he was not familiar with and learned I should not
make assumptions that everyone has heard of this certain person. In one of his card questions
he stated that a contraction was a thing you build (meant contraption), showing he is unfamiliar
with some terms of grammatical structures, but it able to identify it when shown a visual.

This information helped me understand how he views himself as a reader and how he goes
about choosing books. He has a positive attitude towards reading and showed an interest in at
least 15 of the 20 books from his book tasting.

My striving reader is a grade 5 student. His instructional level is 2 for narrative. He shows a
keen interest in books.

II. Word Lists

Level: First 19/20 95% chose for choose
Second 17/80 85%
 Third 10/20 50%-errors mainly on suffixes, same-letter pattern on all errors. No self-
corrections.

III. Oral Narrative and Expository Passages

Quantitative Information:
Instructional Level: 2-narrative
Accuracy-93%
Comprehension-87% without/LB
Reading rate-80wpm/71wcpm

Qualitative Information:
Miscue impacting meaning: Meaning was changed in 28% of the miscues. He miscued 5 times on
given names.
Sight Words: Accounted for 47%, meaning was changed in half of the sight words
Backtracking: 9x
Word reading in isolation versus context: Word reading in isolation versus context: words in
isolation 85%, words in context 93%
Patterns of errors:There were similar letter/sound patterns in 61% of the miscues.

Expository
Quantitative Information:
Instructional Level: 2-expository
Accuracy-96%
Comprehension- 37% with LB
Reading rate-71wpm/68wcpm

Qualitative Information:
Miscue impacting meaning: meaning was changed in 33% of miscues
Self-corrects: 50%
Sight Words: 3 words were sight words
Backtracking: 7x
Patterns of errors: 90% of the errors had a similar letter pattern

IV. Comprehension of Narrative and Expository Passages

Narrative
Quantitative Information:
Concept Questions: 7/9 77% Familiar
Number Correct Explict: 6
Number Correct Implict: 1
Total: 87%
Instructional Level without look-backs, level two narrative

Qualitative Information:
Background knowledge: familiar
Overall engagement:engaged during the session
Attitude:overall good attitude towards reading
Persistence: did not give up
Ability to predict and retell: Was able to retell many events in order
Expository
Quantitative Information:
Concept Questions 6/9 66% Familiar
Number of Correct Explict: 2
Number of Correct Implicit: 1
Total 3
Frustration Level with look-backs on 25%

Qualitative Information:
Background knowledge:familiar
Overall engagement:engaged during the session
Attitude:overall good attitude toward reading
Persistence:did not give up
Ability to predict and retell: missing details 50%

Differences between passages:

Narrative: more miscues, less self-corrections, higher comprehension, no look-backs

Expository: less miscues, more self-corrections, lower comprehension, look-backs

Instructional Level: Two Narrative

Frustration Level: One Expository

V. Fluency
Rate: 80wpm
Smoothness:some
Prosody/Expression: 2

While reading he had many hesitations, rereadings and some word-by-word pronunciations.

VI. Other Pertinent Information

I used the questions provided by this course and was amazed at how much I learned that I
would not have learned otherwise.
The tutees father reported during a face-to-face interview that his son was very sickly as a
child and had many ear infections. He was late in learning to walk (18 months). He wasnt sure
when he learned to talk. His father said a bone scan showed his biological age is 1 years
behind his calendar age. He reported that there is a long history of medical conditions, but did
not elaborate with me.
He started learning English in 2010. His mother tongue is Dutch. He now prefers to speak in
English. His father reports that the tutee is, 1000% better at reading and pronunciation than
he used to be. The tutee has received speech therapy from his previous school, but was
released for lack of progress. The tutee has never received any extra tutoring for reading
outside of school.

It has been observed by other teachers that the tutee has balance issues and walks with a
slight limp.

In light that this was my first administration of a QRI, I am sure there were mistakes made. I
should have tested him at his instructional level for expository. I was worried about text fatigue.
VII. Summary

This experience has been beneficial to me as a teacher. I realize how much more information I
should be gathering to create a full picture of my student. I was very surprised to learn about
certain genres and authors my tutee had not been exposed to. I had made assumptions that
he would be familiar with some popular aspects of literature that he was not. Also, may not be
familiar with basic grammar terminology.

These two activities really help provide a holistic picture of the person. The teacher can get a
glimpse of the students attitude, experience and what they think of themself and their abilities.
Also, in light of the readings there is ample research into what role prior knowledge plays in
comprehension. I have to know and understand my student to be able to support him or her
effectively.

VIII. Instructional Recommendations

Based on the observations of this student, he needs to work on letter-sound patterns, decoding
strategies, sight vocabulary extension to help with fluency and familiar text to support
comprehension according to table 2.1 in Intervention Strategies to Follow Informal Reading
Inventory Assessment by Caldwell and Leslie.

-practicing sight words in isolation through word cards or word sorts p.88-89

-extending sight vocabulary with the See It--Say It--Spell It activity p.86

-strategies for Cross-Checking and Cross-Checking with context clues p. 69

-practicing fluency through repeated read alouds and listening to teacher modeling

-practice (with instructional level text) comprehension skills by making predictions, asking
questions, seeking clarification and summarizing (reciprocal teaching)