Quiz: Application Assestment
What is the accuracy rate for Lexi’s reading of Bella’s Baby Bird?
What is the self-correction rate for Lexi’s reading of Bella’s Baby Bird?
Examine the error that Lexi made on p. 8 of Bella’s Baby Bird when she read “hand” for “hands.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactic
Semantic
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
Examine the error that Lexi made on p. 9 of Bella’s Baby Bird when she read “catch” for “watch.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue?
Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactic
Semantic
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
What is the accuracy rate for Lexi’s reading of Rabbit Rescue?
What is the self-correction rate for Lexi’s reading of Rabbit Rescue?
Examine the error that Lexi made on p. 2 of Rabbit Rescue when she read “fluffy” for “furry.” Which sources of information did you mark on the miscue analysis as being similar to her miscue? In other words, which sources of information was she using when she made this miscue? Check all that apply.
Group of answer choices
Graphophonics – beginning
Graphophonics – middle
Graphophonics – end
Syntactics
Semantics
Explain how you analyzed the error in the previous question. In other words, why did you mark the answers you did?
Examine the error and self-correction that Lexi made on p. 4 of Rabbit Rescue when she read “black” for “back” and then self-corrected. Which sources of information do you think she used to make the self-correction? Check all that apply.
Group of answer choices
Graphophonics
Syntactics
Semantics
Explain how you analyzed the self-correction in the previous question. In other words, why did you mark the answers you did?
Look across the miscue analyses that you did for both running records. Would you conclude that Lexi is reading for understanding? Use evidence from the running records to support your conclusions.
Look across the miscue analyses that you did for both running records. What patterns can you find in her use of graphophonics? Use evidence from the running records to support your conclusions.
Calculate Lexi’s words correct per minute while reading Bella’s Baby Bird. Then use the National Oral Reading Fluency Norms by Hasbrouck & Tindal (2006) to determine her percentile rank if she is in the winter of her third grade year.
Explain whether she is above or below the 50th percentile compared to other third graders.
Consider each of the dimensions on the Multidimensional Fluency Scale. Provide a rating (1-4) for each of the four dimensions (Expression & Volume, Phrasing, Smoothness, Pace)? Use evidence from the first minute of each audio file to support your ratings.
In chapter 3 of Assessment for Reading Instruction and in the video tutorials, there are explanations of how running records can provide an estimate of students’ independent, instructional, and frustrational reading levels to inform text selection. Both of the books that Lexi read – one narrative and one informational – are at Fountas & Pinnell guided reading level M. Consider her accuracy rate and comprehension of these texts. What decision(s) would you make regarding text selection for Lexi for use in an instructional context (e.g. guided reading or one-on-one intervention)? Justify your decision(s).
Based on all the conclusions you have made from the running records and/or the audio files, what are two specific next steps for instruction for Lexi? Justify your answers.
