As I watched this video and read over the steps to administering a QRI-5 I realized that I do this very often with my own students. My district uses the Fountas and Pinnell leveled kits to administer reading tests to students three times a year. I use the leveled word lists at the beginning of each evaluation to determine which book to use during the test. If a student misses two or more words I go down a level when I give the book test. After the student reads the word list, I then administer the boko test and check for fluency as the child reads out loud. Students then read the rest of the book to themselves and then when tehy are finished, I ask them questions in which answers can be found within the text, beyond the text, and about the text. I then score the student a 0,1,2, or 3 to determine comprehension. Using the word list really helps to narrow down which level to start off a book test with and saves time by not having to test a student multiple times in one sitting.
After I administer a book test, I am then able to determine what that student struggles with and then create lessons that are focused on those skills. I can group students based on skills in order to effectively teach those skills in small groups or one on one.
Through tutoring, I can encourage my tutee to administer a word list then determine the student's level for a book test. The word list also gives important information to the teacher such as vocabulary knowledge, and decoding strengths and weaknesses. Through the word list, my tutee can then determine what skills the student needs when encountering unfamiliar words. After my tutee has administered a word list and the book test a lot of information can be gained from comprehension questions such as a student may be able to answer low level questions but have difficulty with higher level questions. In which case, a plan of action would be discussed and carried out.
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