Narrative
(Payton)
Comprehensive Reading Inventory (CRI)
CRI Administered by: Kayla Teeney
Introduction
Payton
Grade Level: 3
Assessment: The Flynt/ Cooter Comprehensive Reading Inventory
Form A
Date Started: January 27, 2014
Date Completed: March 13, 2014
Interest Inventory
This inventory was completed on 1/27/14
The purpose of this inventory was to explore the interests that students have. These interests are often overlooked, unintentionally, by teachers but can provide a crucial element to linking the child to a love of reading. This inventory revealed that Payton has an interest in family. She also reads at home and enjoys reading chapter books as well as fairy tales. She was also read to when she was little but for the most part this has stopped at home. It seems to be something she rather enjoyed.
Reading Attitude Survey
This inventory was completed on 1/27/14
The purpose of this inventory was to establish students’ fundamental attitudes about reading in all aspects of life. Included in this inventory are the spheres of home, school and pleasure. This inventory revealed that Payton is extremely cautious and uneasy about reading in the school context but really enjoys reading for pleasure. Payton really enjoys reading books or magazines at home, receiving books as gifts, beginning new books, using the dictionary, and reading for science or social studies. She does not particularly enjoy reading when school is out for the summer or reading for classes at school.
Concepts of Print
Date: 2/5/14
Purpose: to determine how well a student understands the concept of books in English, in other words how books in English work.
Strengths:
Book Concepts: Payton knows how to hold a book, can show the cover, she can identify the author and illustrator, can show the back of the book, can point to the books title, and can show the title page of the book.
Directionality and Text Concepts: Payton can identify which page to read first, which page to read last, she can locate where to start reading a book including the first word on the first page, she can show which way text is meant to be read, she can show where to go after reading one page (left-to-right page sequence), she can point to a word on a page and tell how many words are in a sentence, identify correctly letter in words including first and last letters, find a capital letter, and identify lower case letters.
Punctuation Marks: Payton can correctly identify period marks, commas, and question marks and knows what to do when she reads them. She could not identify exclamation marks or quotation marks or what to do when she comes across them in a passage.
Needs: Payton, although she could identify some punctuation and say what some of them do, was unsure of how to treat most punctuation in the context of a sentence. She had trouble identifying exclamation marks and quotation marks specifically.
ALPHABETICS ASSESSMENTS
Initial Consonant Sounds Test
Date: 1/29/14
Purpose: “Helps one to determine the students ability to hear, segment, and produce beginning sounds (phonemes) into spoken words”(3)
Score: 10
Developmental Level: Proficient
Student’s Needs: Students seems to have mastered this skill and no further instruction is needed.
Phonemic Segmentation Test (PST)
Date: 1/29/14
Purpose: “measures a student’s ability to hear whole spoken words, then segment the words into separate sounds (phonemes).” (3)
Score: 15/15
Beginning Sounds: 5/5
Medial Sounds: 5/5
Final Sounds: 5/5
Developmental Level: Proficient
Student’s Needs: Students seems to have mastered this skill and not further instruction is needed.
Blending Sounds Test: Onset and Rime
Date: 2/3/14
Purpose: “measures the student’s ability to hear and blend spoken sounds (phonemes) to produce words” (3)
Score: 21/24
Developmental Level: Proficient
Student’s Needs: Student did not score perfectly but has done well and scored in highest category. If student falters in the future, further instruction can be included in lessons.
Blending Sounds Test: Blending Individual Sounds
Date: 2/3/14
Purpose: “measures the student’s ability to hear and blend spoken sounds (phonemes) to produce words” (3)
Score: 30
Developmental Level: Proficient
Student’s Needs: Student has mastered this skill and not further instruction is required.
Letter Naming Test (LNT)
Date: 2/5/14
Purpose: to assess how well students can identify letters, both in upper case and lower case form.
Score: 25/26
Incorrectly stated letters: J was said as G
Developmental Level: Developing
Student’s Needs: I believe the student confused J for G, as sometimes happens when being asked to take a test. For example when you go to the eye doctor and say one of the words on the eye chart wrong. However, we will do light work with letter identification to make sure it was just a misspoken letter rather than a lack of understanding.
Phonics Test
Date: 2/10/14
Purpose: The assessment was designed to assess a students’ phonics abilities quickly and accurately. This assessment focuses on onsets, rimes, syllabication, affixes and r-controlled vowels.
Score: Overall, student needs work with initial sounds and rime
Developmental Level: Initial sounds: developing; Rime: emergent; Syllabic: proficient; Affixes: proficient; r-controlled: proficient
Miscues: 3 initial sounds, 4 rimes
Passage Selection Sentences (Paragraph Form)
Date: 2/12/14
Start Level: I selected passage 1 to start with because my student is in the 3rd grade, so passage one is two levels below her grade level and it was a good way to ease into the assessment.
Assessment Level: I will begin my assessment on level 3 because on level 4 she had no errors, on level 5 she had 2 miscues and on level 6 she had 3 miscues.
Silent Reading Comprehension Narrative
Level 3
After silently reading passage 3, Payton answered 8 out of 8 questions correctly. She correctly answered 2 out of 2 character-characterization questions, 1 out of 1 story problem questions, 3 out of 3 problem resolution questions, 1 out of 1 setting questions, and 1 out of 1 theme questions.
Payton correctly answered 5 out of 5 literal questions, 2 out of 2 inferential questions, and 1 out of 1 evaluative question.
Payton’s score puts her at the instructional easy level for silent reading comprehension for level 3.
Level 4
After silently reading passage 4, Payton answered 6 out of 8 questions correctly. She correctly answered 3 out of 3 character- characterization questions, 1 out of 1 setting question, 0 out of 2 story problem questions and 2 out of 2 problem resolution questions.
Payton correctly answered 4 out of 6 literal questions, 1 out of 1 evaluative question and 1 out of 1 characterization question.
Payton would benefit from working on story problems.
Payton’s score puts her at the instructional adequate level for silent reading comprehension for level 4.
Level 5
After silently reading passage 5, Payton answered 2 out of 6 questions correctly. She correctly answered 1 out of 1 setting question, 1 out of 2 character-characterization questions, 0 out of 1 story problem question, 0 out of 3 problem resolution questions and 0 out of 1 theme question.
Payton correctly answered 2 out of 3 literal questions, 0 out of 3 inferential questions and 0 out of 2 evaluative questions.
Payton could benefit from working on character-characterization, story problem and problem resolution. Although, I think this passage was just too difficult for her to read and so she had trouble even understanding the words, making it hard for her to form meaning.
Payton’s score put her at the instructional too hard level for silent reading comprehension for level 5.
Oral Reading and Analysis of Miscues
Level 3
Number of miscues: 4
Types of errors: 2 insertions (one of which was self-corrected), 1 omission, 1 mispronunciation
Meaning/syntax/visual cue use:
Meaning: 1
Syntax: 4
Visual: 2
Fluency: Fluent
Student Needs: insertions and using meaning cues
Score on oral reading: Adequate
Continue to next level: yes
Level 4
Number of miscues: 3
Types of errors: 1 insertion, 1 mispronunciation, 1 substitution
Meaning/syntax/visual cue use:
Meaning:1
Syntax: 2
Visual: 1
Fluency: Mixed Phrasing
Student Needs: insertions, mispronunciation, substitution
Score on oral reading: adequate
Continue to next level: yes
Level 5
Number of miscues: 7
Types of errors: 2 teacher assists, 4 mispronunciations, 1 insertion
Meaning/syntax/visual cue use:
Meaning: 3
Syntax: 1
Visual: 2
Fluency: Word by Word
Student Needs: mispronunciations, syntax, visual
Score on oral reading: too hard
Continue to next level: no
Listening Level Narrative
After listening to the passage for level 6, Payton answered 1 out of 6 questions correctly. She answered 1 out of 3 problem resolution questions, 0 out of 1 setting questions, 0 out of 1 character- characterization question, 0 out of 2 story problem questions, and 0 out of 1 vocabulary question.
Payton correctly answered 1 out of 5 literal questions, 0 out of 2 inferential questions, and 0 out of 1 expressive language question.
Payton needs to work on setting, character-characterization, problem resolution, vocabulary, and story resolution. She also needs to work on literal, inferential, and expressive language questions.
Payton’s score places her below level 5. I think this passage was just too difficult for her to understand.
Summary
Instructional Level: Level 4
Patterns for story grammar elements: Payton seems to understand character- characterization, theme, and setting. Payton should continue working on story problems, and problem resolution.
Patterns for level of comprehension: Payton seems to do well with literal questions, and characterization questions. Payton should work on inferential questions and evaluative questions.
Patterns for types of miscues: Payton should work on insertions and mispronunciations.
Patterns for meaning/syntax/visual cue usage: Payton uses syntax cues but should work on using meaning cues.
Fluency: Payton reads fluent on level 3 with mixed phrasing on level 4 and word by word on level 5.
References
Cooter, K. S., Flynt, E. S., & Cooter, JR., R. B. (2007). The flynt/cooter comprehensive reading inventory-2. (2nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.