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5 pages/≈1375 words
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2 Sources
Style:
APA
Subject:
Education
Type:
Essay
Language:
English (U.S.)
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MS Word
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$ 19.8
Topic:

Administering a Basic Reading Inventory

Essay Instructions:

PLEASE CHECK ATTACHED EXAMPLE PAPER THAT SHOULD HELP YOU AND I ALSO HAVE ATTACHED THE FORMS THAT YOU NEED TO FILL OUT I ALSO ATTACHED THE TEXTBOOK
you need to fill out the forms for every graded word list the student read and for each graded passage the student read. Remember, you have to find three levels for the graded word list and three levels for the graded passages. They are instructional level, the independent level, and their frustration level.
You can write one paper with the results from the graded word list and the graded passage, and then one reflection at the end of that paper.
THE CHILD IS MY SON HIS NAME IS ADAM HE IS IN 5TH GRADE YOU CAN WRITE THIS ADMINISTERING THE BASIC READING INVENTORY ABOUT HIM
Assignment instruction:
The instructions and access code are available on the inside of the back cover of the book.
View video clip/s of a teacher administering a running record from the BRI in a model.
https://www(dot)youtube(dot)com/watch?v=5Ao8Xy2O3AE
Part 1 Administer the BRI Graded Word Lists. Code, score and complete the summary form.
Part 2You do not have to administer the timed oral reading section. Administer the passages and comprehension questions and complete the summary form.
BRI Reflection (IRA Standard 3.3) See example attached
Basic Reading Inventory Instructions
1. Administer an Informal Reading Inventory to a struggling reader of your choice. ( I CHOSE MY SON ADAM HE IS IN 5TH GRADE he is struggle reader ) (See Jerry L. Johns, Basic Reading Inventory).
Do not choose a student reading proficiently or a student below 3rd grade or you will not gain any practice coding miscues, etc.
2. Read the Jerry L. Johns, Basic Reading Inventory textbook. It tells you which form to use for which grades and gives you detailed instructions on how to administer and score the assessment.
3. Follow the directions about what level to use when beginning the word list. You are trying to determine the student’s instructional level. In order to do this, you must continue to administer the word list until the student begins to get frustrated.
4. You will score each word list and keep track of the results on the summary form. You will be turning these in.*
5. The summary form is like the one on p. 150 in the textbook (not student book). This is for Form A. Use a Form B summary form if you use that form, etc.
6. Based on your findings from the word list, you will continue to the reading portion. This includes the miscues and the reading comprehension. You are trying to determine the instructional level, so you will continue with this process until the student begins to get frustrated.
7. You will be scoring the miscues and comprehension pages. You will write the results on the summary sheet. You will be turning these in.
8. The final section is reflection.
*Most students scan in the individual pages. However, it is also possible to take pictures and send them as Jpeg files. If you do this, make sure the entire page is clear, label/title each individual image, and place them in the order they were administered.
BRI Reflection (2-3 pages)
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?

Essay Sample Content Preview:

Title
Name
Subject and Section
Professor’s name
Date
Identifying Information
Student’s Name: AdamTester:
Student’s Grade: 5 Date of Testing:
School:
Graded Word Lists: Performance:
List (B) Grade 1 Independent
List (B) Grade 2 Instructional
List (B) Grade 3 Frustration
Comprehension: Performance:
Grade 2: “Bill at Camp Independent
Grade 3: “The Pet Shop” Instructional
Grade 4: “The Purse Detectives” Frustration
This task requires administering a basic reading inventory. It is a type of assessment commonly used in education to determine a student’s reading level and identify areas for improvement. Thus, for this task, I decided to administer the assessment to Adam, my son, a fifth-grader. Although he is already in the 5th grade, he is a struggling reader with a negative attitude toward reading. This conclusion is not solely based on my observations; his attitude toward reading has also been evident in school. His teachers claim that he frequently uses alibis to avoid activities that require a lot of reading and that if he is forced to read, he reads slowly and often asks for help. Even though he is a struggling reader with a negative attitude toward reading, I asked him if he wanted to improve his reading skills, and he said yes. He indicated that improving his reading skills will enable him to participate in more school activities. Thus, the assessment is given to Adam, a fifth-grader who struggles with reading and has a negative attitude toward it.
I invited him to our study area, and he assumed I was checking on him. I usually meet him in the study area to see if he has any homework, check on his school activities, and teach him any lessons he may find challenging. However, when he saw the papers containing words and passages, he became perplexed and asked, “Mom, what are these for?” I explained that I would use it to assess his reading skills and that it was the first step he needed to take if he wanted to improve his reading skills. He nodded and immediately took a seat.
It is recommended that students begin with a reading list that is easy for them, so I asked him to read the graded word lists in Grade 1. Experts suggested that the student begin two levels below their current grade level. However, because he is a struggling reader, I started with words that he may find easy so that he will be confident in reading the following graded word lists.
Adam has achieved the “Independent” level after reading the words in the Grade 1 word list. He has one mistake, he read “light” for the little. Adam was so pleased with the outcome and eager for the following word list that I moved on to the Grade 2 word list. Some of the words on this list need to be clarified for him. He could not read five of the words on the list. These words are: country, enough, should, crawl, and machine. As a result of the five errors, Adam has achieved the “Instructional” level in this word list. I continued with the Grade 3 word list because Adam’s...
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