Keystone assignment QRI5 assessment

Keystone assignment QRI5 assessment:

QRI5 Assessment Report

During my field experience, I had the opportunity to assess on Hailey, a 3^rd grade ELL student at an International School in Hong Kong.  Hailey was born in Hong Kong.  Her family speaks mainly Cantonese at home, but Hailey can speak fluent English as the School teaches in fully English. 

The classroom teacher, Mr. Stephen, told me that Hailey can read and write English at instructional level.  However, as her parents are very busy at work and always at business trips, Hailey does not have much chance to expose outside other than home and school.  Therefore, her understanding or comprehension skills may be at a lower level than average grade 3 students as she lacks of real experience connection to what she is reading. 

            Therefore, Mr. Stephen and I tried assess Hailey on Misque Analysis based on the story “The Hunting Trip”, which was at Reading Level R with total 151 words.  And below was her score:

Misque Analysis:

Accuracy Rate: 96%

Error Rate: 1:25

Self-correction Rate: 1/151

WPM:  44

Based on this assessment, although her score is within the range of Independent Level, we noticed that she was struggled with some tricky words and words with “I” sound.  Also, she did not read fluently. 

            Then we had asked Hailey some concept questions to test her comprehension skill based on the story we just read on “The Hunting Trip”.  Below is her score:

Comprehension Analysis:

Text-based:  2/4

Inference: 0/3

Critical Response: 2/3

Based on this assessment, Hailey was at frustrational level 3^rd grade level.   Hailey could answered 66% critical response, only 50% correct on text-based questions and she couldn’t answer any of the inference questions.  She was struggled with understanding what she was reading. 

Therefore, I will tailor a lesson plan especially for her learning needs.  To target on improving her reading fluency and comprehension skills, I will use the same story for a more focus reading lesson for her.  I will read aloud the story once and ask her to relate things that connect to her personal life.  Then, I will go over some difficult words to review pronunciation and meaning.   After that, she will be reading the story with my guidiance and we will go over the story map graphic organizer together.  At last, Hailey will read the story on her own and I will ask her question to test her comprehension level after re-read.   Hopefully, this can help Hailey read story more fluently while gaining a better understanding of what we are reading.

The Qualitative Reading Inventory-5 (QRI-5) is a great assessment tool. It helps teachers assess students reading levels effectively.  Teacher can based on the analysis from the assessment to plan for a focus and effective interventions for students.  I will definitely continue to use QRI-5 in my classroom in the future. 

Candidate’s Name:  Ka Wai (Karrie) Chan

Grade Level:  3

Title of the lesson:  Reading Comprehension

Length of the lesson:  45 min

Central focus of the lessons Reading Fluency and Reading Comprehension

Knowledge of students to inform teaching (prior knowledge/prerequisite skills and personal/cultural/community assets) ●      reading comprehension strategies

Common Core State Standards Fluency: CCSS.ELA-LITERACY.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding. Key Ideas and Details: CCSS.ELA-LITERACY.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Support literacy development through language (academic language) Vocabulary, Fluency, Reading Comprehension

Learning objectives 1.     Will learn what it is like to be proficient reader with fluency and expression 2.     Will learn pronunciation and meaning of some difficult words 3.     Will have better understanding on the story

Formal and informal assessment (including type[s] of assessment and what is being assessed) ●      Miscue Analysis ●      Graphic Organizer: Story Mapping ●      Comprehension Analysis

Instructional procedure: Activate Prior Knowledge: 1. Ask questions about what she knows about hunting and/or What she think hunters do Read Aloud:       2. Teacher read aloud “The Hunting Trip”       3. During reading, teacher will ask questions for discussion to connect her personal life with the story for students’ better understanding on the story Vocabulary:       4. Write down the difficult words from the story and ask her to try pronounce and figure out meaning based on the text.  If she does not get the correct meaning, encourage her to look up from dictionary.  Then add the new words on vocabulary list for her easy reference on all vocabulary she learned Guided Reading       5. Teacher guided Hailey to read together Activities to check comprehension: 6. Teacher guides her on filling out a part of Graphic Organizer – Story Map 7. She will try fill out the rest of Story Map by listing the key ideas based on understanding of the story Independent Reading: 8. Hailey read independently herself while teacher re-assess with Misque Analysis 9. Teacher re-assess with Comprehension Analysis

Instructional resources and materials used to engage students in learning.       Pencils, papers, markers        Story Book “The Hunting Trip"          Graphic Organizer – Story Map