Ellison, Caitlin QRI Summary Final Draft 1

Name of striving reader: Sarah Instructional Expository Reading level: level 2

Grade level of striving reader: 4th
Striving readers chronological age: 10
Word list level: high 2nd level, low 3rd level
Instructional Narrative Reading level: level 3
Name of evaluator: Caitlin Ellison
Dates of evaluation: 4/7/16, 4/14/16, 4/21/16,
4/28/16
School: East Elementary

I. Interest Inventory/Card Game and Book Tasting

a. Goals
i. Build rapport with Sarah
ii. Observe Sarahs preferences/book selection process
b. Administration
i. Card game was administered one-on-one in informal setting in hallway among other
students. Cards had questions pre-printed. Took turns reading different cards and
answering the questions. Sarah was prompted that I could read any card for her if she
chose. Sarah was able to read all cards except one.
1. See Appendix A for list of card game questions and responses.
ii. Book tasting was administered one-on-one in empty classroom. Sarah quickly put
pre-selected books into three piles 1) Definitely want to read books; 2) Might want to
read books; and 3) Do not want to read books. Sarah used the cover to primarily
place books into groups. Two books were flipped through, looking at the pictures.
Sarah did not read any book jackets or back cover summaries to facilitate decision.
1. See Appendix B for list of Book Tasting choices and groupings.
c. Purpose
i. Gather background knowledge about Sarah
ii. Information gleaned drove selection for passages
d. Analysis
i. Card game
1. Sarah is a spunky, quiet girl who is eager to please those around her. Sarah
does not like to read aloud in class, as she feels Everyone is looking at her.
a. Confidence is low work on building up comfort level.
2. Enjoys reading class, when interested in story.
3. Starts new books and spaces it out over several days I dont want it to be
over too soon, and thats a lot of reading to do at one time.
ii. Book tasting
1. Goes for books trending amongst peers (Diary of a Wimpy Kid).
2. Encouraged by teacher to read chapter books books chosen were short
chapter books to fill this need (Hank the Cowdog series).
3. Shies away from books that are at approximate Lexile level, but deemed Too
little kid-ish (King Arthur).
a. Cognizant that other students are reading more difficult books.
II. Word Lists (Word Recognition in Isolation)
Correct Automatic words read correctly instantly
 Ellison, Caitlin QRI Summary Final Draft 2

Correct Identified words read correctly, but not instantly

a. PrePrimer 2/3
i. Automatic 18/20, 90%
ii. Identified 1/20, 5%
iii. Total correct 19/20, 95%
iv. Independent
b. Primer
i. Automatic 15/20, 75%
ii. Identified 2/20, 10%
iii. Total correct 17/20, 85%
iv. Instructional
c. First
i. Automatic 17/20, 85%
ii. Identified 1/20, 5%
iii. Total correct 18/20, 90%
iv. Independent
d. Second
i. Automatic 14/20, 70%
ii. Identified 3/20, 15%
iii. Total correct 17/20, 85%
iv. Instructional
e. Third
i. Automatic 9/20, 45%
ii. Identified 3/20, 15%
iii. Total correct 12/20, 60%
iv. Frustration
f. Fourth
i. Automatic 12/20, 60%
ii. Identified 2/20, 10%
iii. Total correct 14/20, 70%
iv. Instructional
g. Fifth
i. Automatic 5/20, 25%
ii. Identified 3/20, 15%
iii. Total correct 8/20, 40%
iv. Frustration
Sarah began slowing down on the third list. Voice became quieter as word lists became more
difficult. Although she scored at an instructional level on the fourth list, her instructional level is
closer aligned to a high second/low third. On the second and third lists, Sarah was able to identify
more words than on the fourth list. On the fourth list, the miscues made were for different/unrelated
words (i.e. environment became inventorment), while on the third list, there were endings left off,
showing that she is at least vaguely familiar with the words on the list (i.e. confused became confuse,
introduced became introduce).
III. Oral Narrative and Expository Passages (Word Recognition in Context)
Accuracy total number of miscues
Ellison, Caitlin QRI Summary Final Draft 3

Acceptability total number of meaning-change miscues

WPM Words read Per Minute
WCPM Words read Correctly per Minute
Below range, above range, in range, low range

a. Primer Narrative A Night in the City

i. 1 miscue 99%
1. Accuracy Independent
2. Acceptability Independent
ii. WPM 97 (range 28-66)
iii. WCPM 96 (range 10-52)
b. Level One Narrative - The Surprise
i. 8 Miscues 96%
1. Accuracy Instructional
2. Acceptability Independent
ii. WPM 74 (range 37-77)
iii. WCPM 71 (range 20-68)
c. Level Two Narrative The Familys First Trip
i. 11 miscues 96%
1. Accuracy Instructional
2. Acceptability Independent
ii. WPM 71 (range 43-89)
iii. WCPM 69 (range 19-77)
d. Level Two Expository Whales and Fish
i. 6 miscues 97%
1. Accuracy Instructional
2. Acceptability Independent
ii. WPM 79 (range 43-89)
iii. WCPM 77 (range 19-77)
e. Leve Three Narrative A Special Birthday for Rosa
i. 32 miscues 93%
1. Accuracy Instructional
2. Acceptability Instructional
ii. WPM 59 (range 56-104)
iii. WCPM 55 (range 53-101)
iv. Analysis
1. 30% omissions
2. 5% insertions
3. 70% substitutions
a. 46% similar letter-sound pattern
b. 46% meaning-change
i. 14% corrected meaning change
c. 51% non-meaning change
i. 3% corrected non-meaning change
f. Level Three Expository Cats: Lions and Tigers in Your House
i. 18 miscues 93%
1. Accuracy Instructional
 Ellison, Caitlin QRI Summary Final Draft 4

2. Acceptability Instructional
ii. WPM 58 (range 56-104)
iii. WCPM 54 (53-101)
iv. Analysis
1. 24% omissions
2. 5% reversal
3. 71% substitutions
a. 53% similar letter-sound pattern
b. 59% meaning-change
i. 0% corrected meaning change
c. 41% non-meaning change
i. 0% corrected non-meaning change
g. Level Four Narrative Biography Amelia Earhart
i. 14 miscues 95%
1. Accuracy Instructional
2. Acceptability Instructional
ii. WPM 55 (range 57-115)
iii. WCPM 52 (range 54-112)
iv. Analysis
1. 7% omissions
2. 71% substitutions
a. 43% similar letter-sound pattern
b. 79% meaning-change
i. 0% corrected meaning change
c. 21% non-meaning change
i. 0% corrected non-meaning change
Sarahs instructional level for oral reading is at the third grade. Her accuracy and acceptability both
scored as Instructional. Her reading rate is in range, but at the lower end. Her WCPM dropped below
range in grade 4. 71% of all Sarahs miscues are substitutions, where she changed the word in the text to
a different word. Only 15% of the substitutions changed the ending of the word, while 43% are new
words. 61% of Sarahs miscues changed the meaning of the text. When reading, Sarah does not correct
mistakes. She does not stop to see if It makes sense. Checking back on miscues is one aspect that
will need further instruction.
IV. Comprehension of narrative and expository passages
Retelling student retells the passage as if told to someone who had never read/heard it before.
Explicit questions answered directly in the text.
Implicit questions answered based on conclusions drawn from the text.
a. Primer Narrative A Night in the City
i. Familiarity 56%, familiar
ii. Retelling
1. 4/13 31% details recalled
iii. Questions
1. Explicit 4/4
2. Implicit 2/2
iv. Independent
Ellison, Caitlin QRI Summary Final Draft 5

b. Level One Narrative The Surprise

i. Familiarity 88%, familiar
ii. Retelling
1. 5/24 21% details recalled
iii. Questions
1. Explicit 4/4
2. Implicit 2/2
iv. Independent
c. Level Two Narrative The Familys First Trip
i. Familiarity 88%, familiar
ii. Retelling
1. 12/24 50% details recalled
iii. Questions
1. Explicit 4/4
2. Implicit 1/4
iv. Frustration
d. Level Two Expository Whales and Fish
i. Familiarity 58%, familiar
ii. Retelling
1. 7/18 39% details recalled
iii. Questions
1. Explicit 3/4
2. Implicit 1/4
iv. Frustration
e. Level Three Narrative A Special Day for Rosa
i. Familiarity 83%, familiar
ii. Retelling
1. 9/32 28% details recalled
iii. Questions
1. Explicit 3/4
2. Implicit 3/4
iv. Instructional without lookbacks
f. Level Three Expository Cats: Lions and Tigers in Your House
i. Familiarity 72%, familiar
ii. Retelling
1. 0/19 0% details recalled
iii. Questions
1. Explicit 1/4
2. Implicit 3/4
iv. Frustration without lookbacks
g. Level Four Narrative Biography Amelia Earhart
i. Familiarity 50%, unfamiliar
ii. Retelling
1. 2/18 11% details recalled
iii. Questions
1. Explicit 0/4
 Ellison, Caitlin QRI Summary Final Draft 6

2. Implicit 3/4
iv. Frustration without lookbacks
Sarahs ability to retell information from the story is low. She did not have a retell score above 50%.
She is not able to identify the main idea or supporting details. Sarah is also not reading for meaning.
Sarah does not look back in the text to help answer questions about the text. She correctly answered
68% of explicit questions with no looking back. 63% of implicit questions were correctly answered
with no look backs.
Narrative text is easier for Sarah 75% explicit and 69% implicit questions were correctly answered,
compared to 50% explicit/implicit for expository text. Comprehension for expository texts will need
direct instruction.

V. Fluency
Prosody smoothness/pace of reading
Scale of 4 to 1:
4 Reads primarily in larger, meaningful phrase groups. Some or most of story is read
with expression.
3 Reads primarily in three-or-four-word phrase groups. Little or no expressive
interpretation is present.
2 Reads primarily in two-word phrases with some three-or-four-word groupings. Word
groupings may be awkward.
1 Reads primarily word-by-word with occasional two-word or three-word phrases.
a. Primer Narrative A Night in the City
i. No oral reading prosody scale given.
ii. Very smooth pace, easy to follow. Sarah used appropriate phrasings, but did not read
expressively.
b. Level One Narrative The Surprise
i. Oral prosody scale 3.
c. Level Two Narrative The Familys First Trip
i. Oral prosody scale 2.
d. Level Two Expository Whales and Fish
i. Oral prosody scale 3.
e. Level Three Narrative A Special Birthday for Rosa
i. Oral prosody scale 2.
f. Level Three Expository Cats: Lions and Tigers in Your House
i. Oral prosody scale 2.
g. Level Four Narrative Biography Amelia Earhart
i. Oral prosody scale 1.
Sarah reads mostly in two-word phrases with some three-or four-word groupings. Some of her word
groupings were awkward; there was no flow or it was not smooth. Sarah does not read with expression.
Her reading is very quiet, especially as the reading becomes more difficult. Because her rate of reading
is disjointed, it can affect comprehension. This is an area that Sarah should have additional practice
with.
VI. Other Pertinent Information
 Ellison, Caitlin QRI Summary Final Draft 7

Sarah works hard at her tasks. She wants to please others, and does her best in all tasks. Though quiet
and reserved, Sarah is not afraid to ask for clarification when a question was not clear. Sarah has been
receiving pull-out services for at least two year in the area of reading, and has now closed her gap from
being behind two grade levels to being behind one grade level. Sarah will continue to receive services
for the upcoming school year.
VII. Summary (Assertions)
a. Approximate reading level for Narrative passages
i. Third level
1. Correctly answered 6/8 comprehension questions Instructional range
a. 3 explicit and 3 implicit questions shows consistent grasp of material
2. WPM/WCPM within recommended range
b. Approximate reading level for Expository passages
i. Second level, possibly first level, depending on text
1. Correctly answered 4/8 comprehension questions Frustration range
a. Right on boundary between frustration and instructional
b. Able to answer 3/4 explicit questions, but only 1/4
2. WPM/WCPM within recommended range

VIII. Instructional Recommendations

a. Retelling
i. Based on low retelling scores, the first area of focus for Sarah should be increasing
comprehension in narrative text through retelling.
1. Reinforce story elements/structure
a. Develop understanding of event structure
b. Focus on text structure
i. Teach goal what the character wants
ii. Teach problem what sand in the way of character achieving
goal
iii. Teach events what happens in story that explains how goal is
met/problem solved
iv. Teach solution/resolution whether/how goal/problem is
achieved/solved
c. Graphic aids
i. Story maps
1. Graphic organizers, concept maps, outlines
ii. After focusing on retelling in narrative texts, move to retelling in expository texts.
1. Focus on text structure
a. Sequential
b. Cause/effect
c. Problem/solution
d. Compare/contrast
2. Provide modeling through read-alouds
3. Emphasize both oral and written focus
a. Concept map created together, then used as discussion aid
4. Encourage and support rereading
Ellison, Caitlin QRI Summary Final Draft 8

b. Fluency
i. Read-alouds
1. Model fluent reading
2. Discuss text read
ii. Wide reading
1. Exposure to variety of texts
a. Student has some choice in texts
b. Not just repeated reading of the same text
c. Practiced until comfortable, then moved to independent book choice
for student
d. Build up collection of books read independently by student
c. Rereading
i. Lookbacks
1. Annotating text (sticky notes)
a. Text-based evidence to support question answer (See Appendix C for
sample of annotated text)
2. Note taking system
a. Two-column notes
i. Also aids in retelling (See Appendix D for sample of 2-column
notes)
ii.
Ellison, Caitlin QRI Summary Final Draft 9

Appendix
Appendix A: Card game questions/student responses
Appendix B: Book tasting list/student responses
Appendix C: sample of annotated text
Appendix D: sample of 2-column notes
Ellison, Caitlin QRI Summary Final Draft 10

Appendix A
(Blue responses are for-fun questions, not directly pertaining to literacy)
1. Would you rather read mystery or historical books?
When misreading historical as hospital, *Sarah* said she would like to read hospital books. Mother
is finishing school to become a nurse, so this was a point of reference for Sarah. After being
prompted that hospital was historical, answer changed to mystery.
2. Would you rather hear the book read aloud or read the words in your head?
I dont like hearing people read aloud, so I hear them in my head. When I read, I hear them in my
mind, like people are saying them.
3. Would you rather read on a kindle or hold a real book?
It depends. On a kindle, I can read at night, although its bad for me. I can also click on a word and
it will give me the definition right there. But I also like holding a book.
4. Would you rather live without a telephone or a TV?
Telephone. I dont have a cell phone, so its easy for me.
5. Would you rather read a book and then see the movie, or see a movie and then read the book?
I want to read first. It never matches the picture in my head. Plus, movies leave out a lot of things.
6. Would you rather take a reading test/do worksheets, or do a project on a book?
Project. I would get a group of friends together and we would read and reread a section of the book.
Then we would act out that part. I think that would be a lot of fun.
7. How do you feel when its time for reading class?
When I am into the story, I like it. When Im not, its boring.
8. How do you feel when you read aloud in class?
I dont like to read aloud in front of people. I feel embarrassed with everyone staring at me. If Im
by myself, I will sometimes read aloud.
9. Would you rather live without electricity or indoor plumbing?
Indoor plumbing. I go camping a lot, so it doesnt bother me to go to the bathroom outside. Even
when it is cold and wet, it doesnt bother me. I do what I need to then Im good. I like electricity
better because then I can have lights and music and TV.
10. Would you rather be blind or deaf?
Deaf. I could learn to talk with my hands, and be ok. Being blind means that I couldnt do anything,
because I couldnt see what I was doing.
11. Would you rather read a comic book or a magazine?
Definitely comic books! I love comic books.
12. Would you rather have a robot or a helper monkey?
Maybe a robot. Im kinda scared of monkeys.
13. How do you feel about starting a new book?
I like to start new books. I like to read a little bit at a time, to spread it out over a few days. That
way it lasts longer. I dont want it to be over really fast. Thats a long time to be reading.
14. Would you rather read to learn or read for fun?
Definitely reading for fun. I love reading Diary of a Wimpy Kid and about animal heroes. Not
where people save animals, although thats cool, but when animals are the heroes and save people.
15. Would you rather it be noisy or quiet when you read?
My dad always has the TV on, so Im used to reading with it on. It cant be really loud, but it cant
be completely quiet. There has to be a little noise, so I can block it.
Ellison, Caitlin QRI Summary Final DraftWant to read books 11
Book Author/Source Genre/Format/Text Notes
Type
Hank the Cowdog John R. Erickson, author Fiction, mystery, Cute
The Case of the Double Gerald L. Holmes, chapter book Chapter book
Bumblebee Sting illustrator
The Battling Bands Frank Cammuso, Fiction, graphic I love comics
author/illustrator novel
Might like to read books
The Garden
Bookof Abdul Chris Author/Source
Van Allsburg, Fiction, Caldecott
Genre/Format/Text I like the detail in the
Notes
Gazasi author/illustrator Honor Book,
Type pictures
picture
Fiction,book Cool
100 Cupboards, Book 1 N.D. Wilson, author chapter Wouldblack
like and white
to read
book pictures
first
Magic School Bus Joanna Cole, author Fiction, science Half
Not incomic, half
my level
Lost in the Solar Bruce Degen, illustrator educational
Looks hard, but looks
System Something small
really interesting
Miss Spiders Wedding David Kirk, Fiction, picture Love the pictures
Kept coming back to
author/illustrator book Heard
it another story
Diary of a Wimpy Kid, Jeff Kinney, author Fiction, chapter about
I read Miss
DiarySpider
of a
Old School book Wimpy Kid, but this
doesnt look that
interesting
Miss Hunnicutts Hat Jeff Brumbeau, author Fiction, picture The story looks
Gail de Marcken, book interesting, but the
illustrator pictures are weird.
16. Would you rather have a dog head/human body, or a human head/dog body?
Thats a weird question. Human head/dog body. The other way would just be creepy.
17. Would you rather only read sports books for the rest of your life or science fiction?
Sports. I like basketball and football.
18. How do you feel about reading instead of playing?
I would totally play over having to read.

Appendix B

Dont want to read books

Book Author/Source Genre/Format/Text Notes
Type
The Beatles Were Fab Kathleen Krull & Paul Biographical, Not my type
(and They Were Brewer, authors picture book Doesnt do anything
Funny) Stacy Innerst, illustrator for me
Basketball Robert G. Bluth, editor Nonfiction, I like basketball, but
The Athletic Institute instructional aid not books about
basketball
This is Iron Man Clarissa Wong, editor Fiction, picture Way too easy
Andrea DeVito & book
Ellison, Caitlin QRI Summary Final Draft 12

Rachelle Rosenberg, Only 4 words on a

illustrators page
Little kid book
Death of the Iron Paul Goble, Historical fiction, Doesnt look
Horse author/illustrator illustrated interesting
King Arthur Marc Brown, originator Fiction, transitional Its a little kid book
Stephen Krensky, author chapter book
Peter Hirsch, teleplay
Baby Animals Andrew Brown, author Nonfiction, Not into animals like
Bobbie Kalman, editor expository this
Bluth, R. G. (Ed.). (1977). Basketball (Sports Techniques). North Palm Beach, FL: The Athletic
Institute.
Brown, A. (1997). Baby animals (Extraordinary Animals). (B. Kalman, Ed.). London: Marshall
Cavendish Books.
Brumbeau, J. (2003). Miss Hunnicutts hat. New York, NY: Orchard Books.
Cammuso, F. (2011). The battling bands (Knights of the Lunch Table). New York, NY: Graphix
Scholastic.
Cole, J. (1990). Lost in the solar system (Magic School Bus). New York, NY: Scholastic.
Erickson, J.R. (2000). The case of the double bumblebee sting (Hank the Cowdog). New York, NY:
Penguin Putnam Books for Young Readers.
Goble, P. (1987). Death of the iron horse. New York, NY: Bradbury Press.
Kinney, J. (2015). Diary of a wimpy kid old school. NY: Amulet.
Kirk, D. (1995). Miss spiders wedding. New York, NY: Scholastic.
Krensky, S. (1999). King Arthur. (A Marc Brown Arthur Chapter Book). New York, NY: Little,
Brown, and Company.
Krull, K. & Brewer, P. (2013). The Beatles were fab (and they were funny). New York, NY:
Harcourt Childrens Books.
Van allsburg, C. (1979). The garden of abdul gasazi. Boston, MA: Houghton Mifflin Company.
Wilson, N.D. (2007). 100 Cupboards. NY: Random House.
Wong, C. (Ed.). (2015). This is Iron Man. New York, NY: Marvel Press.
Appendix C
Appendix D