QRI Passages

I used the QRI Word Lists to determine a starting point for passage

administration. I used Level Diagnostic Passages to determine instructional level based on the

number of miscues and the number of implicit/explicit questions answered correctly. First, I

assessed the student’s prior knowledge by asking concept questions to evaluate the student’s

comprehension in relation to what they already know. I examined the student’s word

identification strategies in isolation through the Word Lists.

I examined the student’s word identification strategies in context by administering Level

Diagnostic Passages and counting total miscues. I also examined the student’s fluency by

calculating correct words per minute. I examined the student’s comprehension by asking him

explicit and implicit questions about the text. After completing all of these steps, I had come to

the conclusion that Oliver is currently at a second-grade instructional level. I could tell that he

would have gotten frustrated if we had moved to a third-grade level passage, which is his grade

level. I did not want the student to be frustrated or tired from participating in my study. I wanted

the student to put forth his best effort, and he was able to do that up until the second-grade

instructional level in both Expository and Narrative passages.