WK 3

What is a QRI-5 ?
A Qualitative Reading Inventory-5 (QRI-5) is an individually administered informal reading inventory (IRI) designed to provide information (1) conditions under which students can identify words and comprehend text successful an (2) conditions that appear to result in unsuccessful word identification or comprehension.

What is the purpose of a QRI-5?
The purpose of a QRI-5 is an informal reading inventory which identifies a students reading level, independent, instructional and frustration level. The informal data gathered from a QRI-5 can be used to inform instructional levels, choose appropriate grade leveled readers, assess students reading comprehensions. In addition to, retelling story's to confirm compression grade levels in an informal individualized continuous non-standardized testing environment conducive to student learning.

Have you seen similar assessment activities like QRI-5? What are they?
I have seen a similar on going assess such as RR-running records of students comprehension that could be compared to the methods in a QRI-5. A RR is also considered an  individualized informal inventory of a students reading assessment to inform reading literacy.


What is you impression of QRI-5?
In my opinion/impression a QRI-5 is a comprehensive cumulative non-formal continuous assessment of a students ability to read and comprehend different types of texts in student centered environment with out pressures of a standardized test.

literacy in ELA-is incumbent on  expected performances which measure students: Higher order thinking with critical thinking reasoning communication and media/information technology, strong content knowledge, response to varying demands of audiences/peers comprehension as well as critique peer in constructive communication value and view evidence to build arguments, demonstrate age appropriate levels of independence, come to understand others perspectives and cultures; in addition to building on the use of technology and digital media strategies. The teacher should integrate analytical digital text and a range of information and media. In writing to promote articulation that develops inquiry based on research skills in context reading and writing.  Also, inclusive of student reading comprehension-by speaking and listening in a class content of subject’s inclusive of science and technical subjects.

The 4^th grade samples of ELA lesson Starters I

 Students participate in literature circle discussions of short story-reading and prepare open-ended discussions questions. They used voice recorders to record evaluate effectiveness of points raised in response to peers questions, insights shared and balance participation. Podcast recording can be published with accompanying reflections on the quality of the discussion; ICT literacy with expected outcomes of students demonstrating an understanding of text by working together to identify and ask significant questions to clarify various points.

 In the 4^th grade sample lesson starter 2, students review profiles at entrepreneurial micro financing site such as www.kiva.org students worked in groups to research the economic and social impact of several proposals. Each group selected one proposal and created a presentation to persuade classmates to choose that proposal. Then the class voted on the most persuasive proposal and created an appropriate activity plan that might be used to raise money to support the chosen proposal. From the skills presented/represented were financial literacy, critical thinking, collaboration, communication, information literacy, creativity, and global awareness. The expected student outcomes were to frame and synthesize information from a range of text in order to solve problems and answer questions.

In sample ELA lesson starter 3, students used open ended inspiration for writing such as Chris Van Allsbur’s Mysteries of Harris Burdick, each student writes the beginning of a story and recorded it as a Podcast. Student in other classes were able to listen to Podcast stories, create episodes and record additional podcast until final groups writes and records the conclusions. Expected outcomes are to develop, implement and communicate new ideas to others through original writing. Students represent skills by demonstrating financial literacy, critical thinking, collaboration, communication, information literacy, creativity and global awareness.