Week 5: Administering QRI-5

In the Assignment 1 video clip, the third grade student, Mary, read twenty words from the Level 2 Word List. She read confidently and independently through the majority of the words.  I scored her reading 16 words correctly for an 80% score for word identification which places her on the Instructional level.  Of these 16 words, I noted 14 were identified automatically and two were identified.  Mary did not correctly identify four words (though, begins, breathe and noticed).

In the Assignment 2 video clip, Mary had considerably more difficulty identifying words in the Level 3 Word List.  I scored her reading 4 of the 20 words correctly for a 20% score for word identification. This clearly places her at the Frustration level for this Word List and supports the decision that Level 2 is the appropriate reading level for Mary.

In the video clips for Assignment 3, Mary indicates some prior knowledge about the topic of whales and fish.  In her reading of the 197 word expository passage, I recorded 10 errors and 5 self-corrections.  Mary's error rate was 1:20, her accuracy rate was 95% and her self-correction rate was 1:3.  This assessment indicates the reading passage was easy enough for Mary to read independently and that she is self-monitoring her reading.  In the Assessment of Comprehension, Mary was able to summarize the passage and recall several facts accurately.  She recalled differences (method of birth, size and how babies get food) and similarities (presence and location of fins and flippers).  Mary demonstrated good comprehension of the expository passage.

Using the examiner's scoring sheets in Assignment 4, Mary's accuracy rate of ten miscues for this reading passage places her on the Instructional level.  Her Words Per Minute (WPM) was 46 and her Correct Words Per Minute (CWPM) was 44. Of the 49 ideas listed in the Retelling Scoring Sheet, I noted that Mary recalled 22 ideas.  Combining all the measures, Mary appears to be at Level Two reading level with strengths in word identification, self-correction, comprehension and recall.  During her reading, she had a few instances of omission and insertion but most of the errors came from mispronouncing "live" and "must" which may be corrected through repetitive use of word pairs.