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Emily Flower

QRI Assessment and Instructional Plan

QRI Assessment

For the purpose of this assignment, the student that I tested chose to go by the pseudonym Hippo. Hippo is currently seven years old and is in second grade
at a public school. Hippo has not been diagnosed with a disability and his parents and teachers do not see any reason to have him tested for anything at this time.
Hippo is very smart and only struggles with behavior in school and not in any subjects. Hippo’s parents believe that he behaves poorly in school because the work
is too easy for him, which causes him to be bored and get into trouble.

Hippo did very well on the word lists. I started with the first grade word list and went to fourth grade. Hippo was at an independent level for both the first
and second grade word lists, an instructional level for the third grade word list, and a frustrational level for the fourth grade word list. Based on this data, I chose to
start testing Hippo on a level 2 reading passage. Hippo was at an instructional level for this passage (decoding and comprehension), which means that I was unable
to identify his independent level for decoding and comprehension. By the level 4 passage, Hippo had reached a frustrational level for comprehension, but did not
reach the frustrational level for decoding until level 6. This shows that Hippo is above grade level in regards to decoding and comprehension, but he is more
advanced with his decoding skills than his comprehension skills.

During Hippo’s oral reading of the passages, the most significant miscue that he had consistently was ignoring punctuation. On the level 3 passage, Hippo
also struggled with the names and only was able to decode one of the names (Carlos) correctly. Although Hippo was very good at decoding, he did struggle with
omitting or substituting small words like of, is, and on. Hippo knew the majority of the key words that were underlined in the passages and when he did come
across an unfamiliar word, he attacked it and attempted to decode it. Often times, he would decode the word correctly, but sometimes was unable to. However,
even his incorrect decoding of words were fairly similar to the actual word. One interesting thing that I noticed with Hippo’s comprehension was that he included
some inferences when asked to recall ideas from the stories.

Hippo read fluently and was not choppy in his reading. Hippo was fidgety and made sounds/noises while not reading or answering questions, but was able
to focus when he needed to read a passage. Hippo struggled with recalling ideas from the story, regardless of the level of the passage but was able to answer the
majority of the comprehension questions until the stories became more difficult. Overall, Hippo is above grade level in his decoding and comprehension abilities
according to this QRI assessment.
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QRI Instruction Plan

Passages Read: “The Family’s First Trip” (level 2), “The Trip to the Zoo” (level 3), “Johnny Appleseed” (level 4), “Martin Luther King, Jr.” (level

5), and “Abraham Lincoln” (level 6).

Decoding and Comprehension Levels: As stated previously in the student background, Hippo does not struggle with school subjects and is

advanced for his grade level. However, I was unable to get his independent level for decoding and reading comprehension. In regards to decoding,

Hippo did not reach his frustrational level until level 6, which is a sixth grade passage. For decoding, he was at an instructional level from level 2 to

level 5. On the other hand, Hippo reached his frustrational level much quicker when testing comprehension. Hippo was at a frustrational level at level

4, which is a fourth grade passage. He was at an instructional level for level 2 and level 3. Based on this data, for my instructional plan, I will be

focusing on the story “The Trip to the Zoo,” which is a level 3 passage, because Hippo was at an instructional level with this passage for both

decoding and comprehension.

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Words Read Correct Score: 312/9

Words Read Correct Score
and Reading Level Decoding: Instructional (had 13 total miscues)

Comprehension: Instructional (recalled 17 ideas, got 4 explicit questions correct and 3 implicit questions correct)

Fluency and Prosody Strengths:

Analysis: strengths and -Self corrected: “They didn’t want to be late for the school today”- inserted “the” but self corrected and fixed his
difficulties mistake quickly.
-Even though he did incorrectly decode some words, he consistently used the incorrect word: said attacked instead
 Repetitions of acted twice
 Hesitations
 self-corrections Difficulties:
 intonation/phrasing -Ignored punctuation: “Carlos and Maria jumped out of bed and dressed in a hurry they didn’t want to be late…”
and flow (word by -Improper intonation: last sentence did not “show” exclamation mark in his reading
word, choppy) -Slight hesitations when attacking unknown words: said attacked instead of acted, dived instead of divided

provide examples directly

from the reading to support
your analysis

Decoding Analysis: strengths Strengths:

and difficulties -Words that he knew: noticed, worried, entrance, lunch, special, carefully
List: * Knew all of the key words underlined in the passage/story
 Words the student was
able to read Difficulties:
 Words they had -Words that were difficult: acted (said attacked instead twice), divided (said dived instead), watching (said waiting
difficulty with instead)
 Substitutions and -Struggled with decoding names; only got Carlos’ name correct (said Angle instead of Angela and Mara instead of
omission (were the Maria)
substitutions were -Omits or substitutes small words: “didn’t want to be late for the school today,” “all of the children”
graphophonically
similar or not etc.)
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Comprehension Analysis:
strengths and difficulties -Answered all questions (implicit and explicit) but missed one implicit question because he did not know the
 What types of answer (did not even attempt to answer it)
questions was the
student able to answer -Only recalled 17 ideas (did not get any in the goal section and got a couple in each of the other sections, got all of
 What did they have the ideas in the resolution section)
trouble with?
 What are some -Gives details with his answers (said “he was lost and so he could go to the ice cream stand because Mr. Lopez
answers that were said to”)
particularly insightful
(either because they -His decoding level is much more advanced than his comprehension level. He had very little trouble decoding the
were very astute or story, but struggled with remembering ideas from the story and answering the questions even though he only
they were totally missed one question.
incorrect)?
 Draw parallels
between the students’
ability to read the
passage and their
ability to answer the
comprehension
questions.
provide examples directly
from the reading to support
your analysis
Measurable goal(s) for area(s)
of need -Hippo will recognize punctuation in a passage 80% of the time.

-Hippo will use proper intonation in a passage 90% of the time.

-Hippo will not omit or substitute small words in a passage 90% of the time.

-Hippo will recall at least half of the ideas in a passage.

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Remediation Plan Ideas and
Strategies for -Increase the size of the punctuation in the passages to ensure that Hippo sees the punctuation marks.
Fluency/Prosody
-Explicitly taught the proper intonation for each type of punctuation mark; tested informally by giving Hippo a
passage and having him read it while focusing on using proper intonation.

Remediation Plan Ideas and

Strategies for Decoding - Tested with Repeated Reading method- shows Hippo which words he omitted or added into the passage, will
eventually realize he needs to be paying attention to the small words in addition to the big and difficult words.

Remediation Plan Ideas and

Strategies for Comprehension -Informal assessment- give Hippo a reading checklist to complete while reading a story (ex. highlight the
characters and their descriptions in green, the setting in yellow, the events in blue, the problem in pink, and the
resolution in orange).

-Informally quiz Hippo on recalling these ideas after he has completed the reading checklist and has read the entire
story.