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Exit Slips #1

Describe the assessments you will use for instructional level readers, define the levels
(independent, instructional, frustration), and explain the factors that will influence your
grouping for instruction.
Instructional- This level is the best for learning new vocabulary. It requires the assistance of the
teacher. This is where the best progress is made in reading. With Fountas & Pinnell at levels A-K
students need to have 90-94% accuracy with excellent or satisfactory comprehension or 95-100%
accuracy with limited comprehension and at levels L-Z students need to have 95-97% accuracy
with excellent or satisfactory comprehension or 98-100% accuracy with limited comprehension
at the instructional reading level.
Independent- easy reading; In oral reading, a child would have one or less word errors. Students
can read text alone with ease. With Fountas & Pinnell at levels A-K students need 95-100%
accuracy with excellent or satisfactory comprehension and at levels L-Z 98-100% accuracy with
excellent or satisfactory comprehension at the independent level.
Frustration level- This is the level were the reader becomes frustrated. Word errors are over 5 per
100 words. Comprehension questions are below 70 % accuracy. With Fountas & Pinnell at levels
A-K students will have below 90% accuracy with a comprehension score and at levels L-Z
students will have below 95% accuracy with an comprehension score at the frustration reading
Assessments used for instructional readers: QRI, DSPA, IRI, WRC, WRI, Running Record
QRI- Qualitative Reading Inventory is an individually administered informal reading inventory
designed to provide information about conditions under which students can identify words and
comprehend text successfully and conditions that appear to result in unsuccessful word
identification or comprehension.
DSPA- Dynamic Screening for Phonological Awareness is a screening test that helps identify
children who are at risk for reading disabilities and in need of supplemental and/or diagnostic
testing. Early identification of children at risk can reduce or eliminate the consequences
associated with reading disabilities. The DSPA is a ten-minute 20 item screening based on the
two best predictors of at-risk readers, sound and syllable deletion. Dynamic assessment means
that the examiner gives the student feedback and instructions, prompts, throughout the test. If
the student answers incorrectly the examiner provides a series of prompts until the student
answers correctly or until all prompts are given. The standardized verbal and visual prompts in
the DSPA are presented in a hierarchy. This dynamic assessment provides information about the
student’s ability to respond to instruction and his potential to improve phonological awareness
skills. Once you determine which prompt level increases a student’s successful performance you
can provide specialized intervention that fits the student’s learning needs. The test items are
presented verbally and if the student responds incorrectly or does not answer within 10 seconds,
the examiner provides prompts until the student answers correctly or all of the prompts have
been given. Allowable prompts are written on the test form.
IRI- Informal Reading Inventory is an on-going assessment and should be completed several
times throughout the student’s schooling. In kindergarten it should be performed twice per year,
at mid-year and at the end of school. In first and second grades, it should be done three times,
at the beginning of the school year, at mid-year and at the end of the year. If a student is
struggling, the inventory should be done more often in order to have an accurate picture of the

student’s progress. After a student finishes the passage, check for understanding through explicit
and implicit questions. Open-ended questions should be asked about the vocabulary found in
the passage. This is an assessment that can be given to students in grades one through twelve.
Students should be expected to master age-appropriate material
WRC (Words Read Correctly)- Do one-minute reading assessments calculating the total number
of words read minus errors made which equals words correct per minute. Repeat the procedure
several times during the year graphing the students’ WCPM throughout the year to capture the
reading growth. At the end of first grade students should be able to correctly read 60 words per
minute. At the end of second grade students should be able to correctly read 90 words per
minutes. At the end of 3rd grade students should be able to correctly read 115 words per minute.
WRI- Flash the word study words to the students quickly and then cover it back up so that they
can work on learning the words.
Running Record- A running record allows you to assess a student’s reading performance as
he/she reads from a benchmark book. Benchmark books are selected for running record
assessment purposes. After completing a running record, you may want to assess a student’s
comprehension of the book read. Running records are most often taken at the earlier stages of
reading. For students who are not progressing at the expected rate should be assessed more
frequently than others/ The lower the reading level the more often the student should be
Early Emergent Readers- aa-C – assessed every 2 – 4 weeks
Emergent Readers- D-J – assessed every 4 – 6 weeks
Early Fluent Readers- K-P – assessed every 6 – 8 weeks
Fluent Readers- Q-Z – assessed every 8 – 10 weeks
Factors: Reading level, behavior, push up border line students