Erica Navarrette

QRI Write Up

EDUC529

Jack 2nd grade

Formative Measure (prior to 8 weeks of explicit instruction)

Word List Results

Grade Primer First Second Third

Level% Automatic 100% 85% 70% 25%
Level% Toal 100% 100% 85% 35%

Oral Reading Results

Passage Name Family Trip Seasons Rosa

Readability Level 2 2 3
Passage Type Narrative Expository Narrative
Concepts familiar/unfamiliar 63% Familiar 66% Familiar 66% Familiar
Level% Total Accuracy 96% Instru. 97% Instru. 89% Frustration
Retelling % Number of Ideas 33% 11% 11%
# Explicit Correct 3 2 1
# Implicit Correct 3 4 4
Level% Comprehension 75% Instru. 75% Instru. 63% Frustration
Rate WPM/CWPM 42 WPM 43 WPM 31
Total Passage Level Instructional Instructional Frustration

Recommendations:

Jack is in my class. Jack is a very hard worker and always tries his best. Jack came into the year
one book level behind where he needed to be. Jack came into 2nd grade reading an independent I,
instructional J. Ideally, Jack would have been reading an Independent J, instructional K. Jack has just
begun reading instructional K level texts, so he has made a lot of progress. I was interested to see how
he would do on this assessment.

Jack scored at an instructional level for the word lists in 2nd grade. His frustration level became
at a 3rd grade level. Therefore, I started him on the 2nd grade passages. The results showed Jack reading
at an instructional level of a 2nd grader for oral reading and comprehension. His frustration level for oral
reading and comprehension where at a 3rd grade level.
 My biggest concern for Jack is building his sight word vocabulary and his decoding of multi-
syllabic words. So after further analyzing the word lists, I noticed that Jack slowed down a little bit on
the 2nd grade word lists when multi-syllabic words appeared. For example, he was only able to identify
the words insects, breathe, and begins, those words were not automatic. I gave him the 3rd grade word
list just to see how that would go. He only answered 7 out of the 20 words correct. It is evident that Jack
needs practice with multi-syllabic words out of context. My first suggestion would be to review vowel
teams and different endings with Jack. We would review /ious/, /tion/, and the different sounds /ed/
can say. I would work on decoding nonsense words with Jack as that solely relies on Jack’s ability to
solely decode without relying on the context around the word.

In addition to decoding out of context, I would also work on decoding in context. Jack made
several errors in both second grade level texts due to his area of need with decoding. For example Jack
said Uncle for Unlike, Jack said Court for Country, and sitter for sister. Jack made several errors where
the error had similar letter-sound patterns. This shows Jack is clearly looking through the word he is
reading and has a clear strength of visual cues. However, Jacks errors often changed the meaning of the
text. My second suggestion would be to work on Jack’s self-monitoring skills. If Jack is able to catch his
errors based on “wait that doesn’t sound right or make sense!” he will be able to self-correct at the
point of error. For example, one sentence was “he brought long plants and a shirt for going out to
dinner.” I know that he knows you would bring pants and a shirt for dinner, not plants. This is an
example of why working on Jack’s self-monitoring skills would be helpful. I would have a sheet where
every time Jack makes an error and stops before continuing to read, he would get a tally. He would set a
goal for himself prior to reading and see if he met his goal. This will put the responsibility back on Jack to
monitor his reading.

Lastly, Jack has great comprehension. I would continue working on his retelling skill, especially in
expository text. Jack was only about to retell 2 of the 18 points when retelling the expository text
Seasons. In order to improve his retelling skill (especially in an expository text), I have to provide Jack
with the opportunity to read non-fiction text. We are often reading fiction text in reading group,
however, I am going to incorporate more non-fiction text that interests him so we can practice the
retelling skill.

Reflection:

After administering the assessment for the first time to Jack, I had a lot to reflect on! I was very glad that
I recorded our time together because I was able to listen to the video to ensure I had all parts of his
retell. I also realized this assessment takes a lot of time. Although I feel like I have gathered more
information from this assessment than any other running record I have given, I am wondering how I
could make this manageable in my classroom. I also realize now that you have to have a plan going into
the assessment of what skills you exactly want to test. I would like to administer the silent reading
comprehension assessment to see if Jack’s comprehension stays strong when he is reading a text
independently. I now realize that you have to have a plan going into each assessment for each student
so it is very important to have all of the materials copied, prepped, and ready to go. Overall, for the first
time I was pleased with how smooth it went and how much information I was able to gather.
Jack 2nd grade

Summative Measure (After 8 weeks of explicit instruction)

Word List Results

Grade First Second Third

Level% Automatic 100% 90% 50%
Level% Toal 100% 100% 60%

Oral Reading Results

Passage Name Family Trip Seasons Rosa

Readability Level 2 2 3
Passage Type Narrative Expository Narrative
Concepts familiar/unfamiliar 63% Familiar 66% Familiar 83%
Level% Total Accuracy 98% Indep. 97% Instru. 88%
Retelling % Number of Ideas 57% 33% 16%
# Explicit Correct 4 4 3
# Implicit Correct 4 3 2
Level% Comprehension 100% Indep. 86% Instru. 63%
Rate WPM/CWPM 43 WPM 42 WPM 45 WPM
Total Passage Level Instructional Instructional Frustration

Jack made noticeable progress in the area of comprehension. His retelling percentages went from
33% and 11% to 57% on the narrative text and 33% on the expository text. Jack also made
noticeable growth with the word lists. Jack has received intentional instruction in decoding
(vowel teams, endings, etc.). Jack has made a lot of progress applying his decoding skills to
multi-syllabic words in isolation. His comprehension also improved around explicit and implicit
questions, which was the focus of his instruction for the last 8 weeks. I will continue to work
with Jack on his phrasing as he reads. He continues to be “choppy” and “robotic” occasionally
when he reads. Overall, I am impressed with his growth and progress. Jack went from an
instructional 2nd grade level to an independent 2nd grade level in two months. I look forward to
the continued progress.