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Module 1.2 F&C CRI-2

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Lauren Brannan

on 3 September 2017

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Transcript of Module 1.2 F&C CRI-2

It's the beginning of the year in your first grade
classroom. According to the book, what should be your first step when using the CRI-2?
Measuring Affective Characteristics
Alphabetics
Synthesize
the Findings
Interest inventory
Attitude survey
Concepts of print
Phonemic awareness
a.) administer the interest inventory
b.) administer the concepts of print assessment
c.) administer the high-frequency word assessment
d.) administer the graded sentences
With your team, fill in the Student Summary Form
What's in the book?
Phonics and decoding
High-frequency words
Comprehension
Fluency
The Road to Instruction:
The Flynt & Cooter
Comprehensive Reading
Assessment

EDU 331
Module 1.2

Review the Interest Inventory and Attitude Survey Data posted in Resources in USA Online.

With your team, use the whiteboard to list 2 ways a teacher can use the information from these assessments?
Initial Sounds Test
Listen and notate.
What does it assess?

whether students have an awareness of beginning spoken sounds
What do I notate?

Circle each word where the student is able to correctly identify the beginning sound.
What is this student's developmental level?

a. proficient
b. developing
c. emergent
Phonemic Segmentation
Listen and notate.
What does it assess?

whether students can isolate individual sounds in spoken words.
What do I notate?

Record what the student says under the Student Responses column.
What is this student's developmental level?

a. proficient
b. developing
c. emergent
Blending Sounds Test
Listen and notate.
What does it assess?

whether students can blend
individual sounds
onsets and rimes
What do I notate?

Place a checkmark next to correct responses.
What is this student's developmental level?

a. proficient/mastery
b. developing
c. emergent
Letter Naming
Listen and notate.
What does it assess?

whether students can name capital and lowercase letters
What do I notate?

Circle the letters the student names correctly.
What is this student's developmental level?

a. proficent
b. developing
c. emergent
High-Frequency
Words
What does it assess?

whether students can recognize some of the highest utility words in print
What do I notate?

Circle any words the student does not recognize within 5 seconds.
Review the High Frequency Word Assessment results in Resources in USA Online.
With your team, make a list on your whiteboard of the first five words you would teach the student.

Sentences
for Passage Selection
What does it assess?

provides an estimate of the appropriate beginning level of passages assessment
What do I notate?

Mark each type of miscue over the sentence using the miscue marks provided in the text.
Review the CRI-2 Sentences handout found in Resources in USA Online.

At which level should the teacher begin the readers passages?

a. preprimer
b.primer
c. 1
d.2

Silent Reading
Comprehension
What does it assess?

At which level can a student comprehend written text independently & with support.
What do I notate?
Oral Reading
Analysis
What does it assess?

ability to decode text accurately
which information systems the student uses
What do I notate?

Mark each type of miscue over the words using the miscue marks provided in the text.
Record error types and determine MSV.

Record findings on parts 2 and 3.

What is the teacher's next step?
a. stop testing
b. continue testing at the next level
Listen to the student audio and mark the miscues on your examiner copy.
Listening Comprehension
Your Turn!

Overview of Intervention Notebook
Mark questions that were answered through the retelling of the text with "UA" for unaided.
Mark questions that were answered after being asked with "A" for aided.
Leave unanswered questions blank.
Objectives
For instructor: https://drive.google.com/file/d/0ByJsPU5kg5tnZDVWeU5ha002bUE/view?usp=sharing
1. Given the CRI-2, determine a beginning point in the assessment.
2. Given Interest Inventory and Attitude Survey data, list at least one appropriate instructional resource that could be used with the student and one possible goal that could be set for the student.
3. Given an assessment from the CRI-2 and audio recording, record notations on the examiner form.
4. Given phonemic awareness assessment data, analyze student data and determine a student’s developmental level.
5. Given alphabetics assessment data, analyze student data and determine a student’s developmental level.
6. Given high-frequency words assessment data, analyze student data and determine an instructional focus.
7. Given data from the Sentences for Passage Selection assessment, determine the level for beginning the readers’ passages.
8. Given miscue analysis data, determine whether a student used meaning, syntax, or visual cues when attempting to solve unfamiliar words.
9. Given miscue analysis data, determine whether a passage was too easy, adequate or too hard for a student.
10. After determining whether a passage was too easy, adequate or too hard, decide the examiner’s next steps.
11. Given a blank student summary form, synthesize the assessment findings and identify priority areas.
Part A: Onsets and Rimes
Part B: Individual Sounds
Primer Level
Listen to the student audio and mark the miscues on your examiner copy.
Level 1
Record student responses.
With your team, list at least two skills the student struggled with in listening comprehension.
Full transcript