ELAR Module 2.8 Performance Assessment Instructions: Directions Part I?? – Identifying Word Reading Errors Record all responses on the template provided. Templ
ELAR Module 2.8 Performance Assessment Instructions:
Directions Part I – Identifying Word Reading Errors
Record all responses on the template provided. Template for ELAR Module 2.8 Performance Assessment.docx Download Template for ELAR Module 2.8 Performance Assessment.docx (attached)
1. Review the teacher's notes on the three (3) informal reading inventories attached. ELAR Module 2.8 Performance Assessment Student IRIs.pdf Download ELAR Module 2.8 Performance Assessment Student IRIs.pdf (attached)
2. For each student’s informal reading inventory:
1. Record any reading behavior that occurred during the assessment other than a checkmark.
2. Describe the student's reading behavior – what did the student do when reading the passage?
3. Indicate if the reading behavior counts as an error.
3. Calculate each student’s reading accuracy (total number of words read correctly divided by the total number of words in the passage).
4. Identify each student's reading level (independent, instructional, or frustrational).
Direction Part II – Analyzing Word Reading Errors
· Review Kaleb's reading errors.
· Identify the two patterns of errors. In other words, which specific word recognition skills did Kaleb struggle with repeatedly?
· For each pattern of errors, list 2 strategies the teacher can use to help Kaleb improve word recognition.
· Upload your completed performance assessment to the drop box.
*Be sure to review the grading rubric below to ensure your assignment includes all requirements. (attached)
ELAR- Performance Assessment 2.8 Rubric
Expectation Descriptions |
Points |
Ricardo’s IRI: 1. All reading behaviors are recorded. 2. All reading behaviors are described accurately. (what did the student do wrong?) 3. Reading accuracy is calculated accurately. 4. Reading level is identified accurately. (5 points each) |
20 |
Adriana’s IRI: 1. All reading behaviors are recorded. 2. All reading behaviors are described accurately. (what did the student do wrong?) 3. Reading accuracy is calculated accurately. 4. Reading level is identified accurately. (5 points each) |
20 |
Kaleb’s IRI: 1. All reading behaviors are recorded. 2. All reading behaviors are described accurately. (what did the student do wrong?) 3. Reading accuracy is calculated accurately. 4. Reading level is identified accurately. (5 points each) |
20 |
Candidate accurately identified the two patterns of errors. (5 points each) |
10 |
Candidate accurately identified why each error is being made. (5 points each) |
10 |
Candidate provided two (2) strategies for each error pattern. (4 strategies total) |
10 |
Response includes evidence tied to specific information from the course content. |
10 |
,
Informal Reading Inventory #1 Student: Ricardo Grade Level: 6 Age: 11 Total Words: 136 Total Errors: Reading Accuracy: Student's Reading Level:
Moles
v' v A mole is a small animal about six inches long. Moles have a long snout like a
1V -r pig, a short thick neck, and a pink tail. Their ears are not visible but are concealed in
their fur.
If a mole is placed on the ground it will begin to scramble about looking for a
./ soft spot to dig. Once a mole begins to dig, it will disappear in less than a minute.
OJXl. 'V Often, mole~awns and gardens by making ridges in them caused from their
1"? burrowing through the ground.
l2- Most of a mole's life is spent in darkness because it lives underground. A
mole's home is usually a nest made from grasses and leaves. Its home is nearly
5e, v'. always located beneath something like a rock, tree stump, or stone wall, which gives
it more protection.
Informal Reading Inventory #2 Student: Adriana Grade Level: 6 Age: 11 Total Words: 172 Total Errors: Reading Accuracy: Student's Reading Level:
Bees
./ One of the most useful insects that can be made to work for men is a bee. Two
"' v v -rf? of the most important ways in which the bee benefits us are in the making of honey
and the growing of fruit and flowers.
./ g There are three different types of bees in each hive: the workers, the queen,
/ ./ v v and th~ The workers are probably the most interesting members of the bee TP c~n v.
colony. The workers do several jobs such as~ he hive, acting as nurses, and
protecting the hive from enemies. When the worker bees are a_9efllt ten days old, they
begin to make short excursions away from the hive. When they first leave they learn
to find their way back usin~uch as trees and houses. During these trips, 1f ./ v 5G V"'
the bees learn to gather nectar from the flowers. The bees bring tlie necfar back to the
hive to make honey. ,( One man discovered that bees do a~ 11, .. iud of dance to inform other bees
where flowers ),efith nectar are located.
Informal Reading Inventory #3 Student: Kaleb Grade Level: 6 Age: 11 Total Words: 142 Total Errors: Reading Accuracy: Student's Reading Level:
Beavers
lP T? The beaver is the largest rodent in North America. Adult beavers can weigh
~ " anywhere from 35 to 75 pounds. Th~ orgof a beaver 1s waterproof and
../ hCo.l dense, which allows it to swim in cold water while keeping a~body
-rP temperature.
v 12 v were., A beaver has sharp teeth so they can cut down trees. Their teetl@away as
they use them, but unlike humans, their teeth keep growing as long as the arumal
'j2.. v lives. Beavers have webbed feet which helps them be good swimmers. Beavers also
TP have very large lungs to carry oxygen, so they can stay submerged in water for as
v a long as 15 minutes. Th~of a beaver is wide and flat and is covered with s~y
-rP v v skin. When danger approaches, a beaver will warn the otli.ers by slapping the surface
of the water with its tail.
,
Informal Reading Inventory #1 Student: Ricardo Grade Level: 6 Age: 11 Total Words: 136 Total Errors: Reading Accuracy: Student's Reading Level: |
||
Reading Behavior |
What did the student do? |
Does the reading behavior count as an error? |
Example: TP concealed |
The student did not know the word, so the teacher provided the word. |
Yes |
Informal Reading Inventory #2 Student: Adriana Grade Level: 6 Age: 11 Total Words: 172 Total Errors: Reading Accuracy: Student's Reading Level: |
||
Reading Behavior |
What did the student do? |
Does the reading behavior count as an error? |
Informal Reading Inventory #3 Student: Kaleb Grade Level: 6 Age: 11 Total Words: 142 Total Errors: Reading Accuracy: Student's Reading Level: |
||
Reading Behavior |
What did the student do? |
Does the reading behavior count as an error? |
Part II: Analyzing Word Reading Errors
Directions:
· Review Kaleb's reading errors.
· Identify two patterns of errors Kaleb exhibited in his assessment. In other words, what specific skills did Kaleb struggle with repeatedly?
· Using information from ELAR Module 2, list 2 strategies the teacher can use to help Kaleb improve word recognition.
Reading Errors |
Why did Kaleb make this error? What is the pattern of errors? |
Strategies to Address Reading Errors |
Example: car for her |
The student struggled with reading words that contain r-controlled vowels. |
1. Have the student sort words that contain r-controlled vowels. 2. Have the student work with a partner to read a word list that contains r-controlled vowels. |
1st Pattern of Errors |
||
2nd Pattern of Errors |
,
ELAR Module 2.8 Performance Assessment Instructions:
Directions Part I – Identifying Word Reading Errors
Record all responses on the template provided. Template for ELAR Module 2.8 Performance Assessment.docx Download Template for ELAR Module 2.8 Performance Assessment.docx (attached)
1. Review the teacher's notes on the three (3) informal reading inventories attached. ELAR Module 2.8 Performance Assessment Student IRIs.pdf Download ELAR Module 2.8 Performance Assessment Student IRIs.pdf (attached)
2. For each student’s informal reading inventory:
1. Record any reading behavior that occurred during the assessment other than a checkmark.
2. Describe the student's reading behavior – what did the student do when reading the passage?
3. Indicate if the reading behavior counts as an error.
3. Calculate each student’s reading accuracy (total number of words read correctly divided by the total number of words in the passage).
4. Identify each student's reading level (independent, instructional, or frustrational).
Direc
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