Content Area Reading Inventory - Handout

Format of a Content Area Reading Inventory (CARI)

A CARI should have 3 main sec4ons. They are:

Part I - Evalua4on of the Ability to Use Common Textbook Components

• Knowledge of Book Parts (text organiza4on) (4 - 5 ques4ons)
• Use of Comprehension Aides (bold print, sub-headings etc.)(2 ques4ons)
• Interpreta4on, Comprehension & use of Charts & Diagram (2 ques4ons)

Part II - Content Vocabulary Knowledge (4-6 ques4ons)

• Knowledge & recall of relevant vocabulary
• Use of context clues to understand vocabulary

Part III - Informa-onal Reading Comprehension Skills and Strategies

• Comprehension of the Main Idea (1 ques4on)
• Understanding of suppor4ng details (2 ques4ons)
• Explicit or fact based (2 -3 ques4ons)
• Comprehending implicit informa4on (drawing conclusions/evalua4ng/judging) (2
- 3 ques4ons)

Crea)ng a CARI


Step 1
Choose a passage of at least 3 - 4 pages from the textbook you have chosen.

Step 2
Construct about 20 ques4ons related to the text. It is recommended to create about:
8 - 10 ques4ons for Part I
4-6 ques4ons for Part II
7 - 9 ques4ons for Part III
Step 3
• explain to students that the CARI is not meant for grading purposes but for planning
teaching ac4vi4es
• Be sure to walk your students through the sec4ons of the CARI and model appropriate
responses

Step 4
• Don’t give the en4re CARI on one day. You could give Part I on one day and Parts II and
Part III on separate days. Each part shouldn’t take more than approximately 20
minutes.

Reference: Reutzel, R. & Cooter, R. (2008). Teaching Children to Read: The teacher makes the difference. 5th Ed. New Jersey:
Pearson Educa4on. pp. 352-353
 Content Area Reading Inventory - Handout

Sample Questions - Using Book Parts

Introduction: These questions are designed to help you understand the
organization of your text and to enable you to use it more effectively. You
may use your text in answering the questions.
1. Where would you look to locate a chapter on municipal government in
the text?
a) Glossary
b) Table of Contents
c) Literary Terms and Techniques
d) Index of Authors and Titles
2. If you came across the word “council” in your reading in the text, where
would you look first for a definition?
a) Table of Contents
b) Literary Terms and Techniques
c) Glossary
d) Dictionary
3. The study and discussion questions for most of the information in the text
are found:
a) in the Table of Contents
b) after each chapter
c) in a separate section at the end of the book
d) immediately before each selection
(Are students are aware of and know how to use the unique features of the
assigned textbook. Questions may be open-ended or multiple choice.)



Rakes, Thomas, & Smith, Lana. Assessing Reading in the Content Areas - Table 9.1
Retrieved in: http://www.kendallhunt.com/contentarealiteracy/articles/
rakes_smith.pdf
 Content Area Reading Inventory - Handout

Strategies for Evalua0ng Vocabulary

Knowledge of word meanings clearly influences reading performance. A word is a label
for a concept or an idea. An individual’s words reflect generalized knowledge about a
topic.

What to Consider When EvaluaAng Vocabulary

- Does the student aEend to the print (leEers etc.)?
- Can the student relate vocabulary to categories?
- Does the student recognize mulAple meanings for words?
- Does the student recognize affixes/prefixes/root words?

How to Assess Vocabulary

• Read a word and circle a defini&on.

• Read a word and circle a synonym.
• Read a word and circle an antonym.
• Read a sentence and write in the missing word.
• Read a passage and fill in the missing blanks (cloze).
• Read a word and put it in a category.
• Find the word in a category that doesn’t belong.

Other Examples
Provide a definiAon:
“The spectators were excited by the acAon.” In this sentence what does spectators
mean?_________________________________________________

Or
Draw & Label 2 types of leaves. 1 leaf should have an alternaAng leaf paEern and the other a composite leaf
paEern.
Then write a sentence below your drawing to describe each leaf paEern.

Alternating Leaf Pattern: Composite Leaf Pattern:

_________________________ ________________________
_________________________ ________________________
 Content Area Reading Inventory - Handout

Students Self-Evalua0on of Vocabulary

In addiAon, here is an example of an INFORMAL method for students to self-assess their

own vocabulary on the topic of volcanoes:

I have never I’ve heard this word & I am very familiar

Word heard this word. I know something with this word.
about its meaning
molten
lava
crater
crust

A blank chart similar to this one could be used in a student’s notebook at the beginning
of each new unit.
Lipson, M., & Wixson, K., (2009). Assessment & Instruc&on of Reading and Wri&ng Difficul&es: An Interac&ve Approach. (4th ed.). Boston:
Pearson EducaAon, Inc. (pp. 323-326).
 Content Area Reading Inventory - Handout

References for further Informa0on:

20 Ways to Teach Text Structure.

Retrieved in: http://www.stclair.k12.il.us/ccore/ELAShifts/documents/
Info%20Text/Textstructure_resources.pdf

Lipson, M., & Wixson, K., (2009). Assessment & Instruction of Reading
and Writing Difficulties: An Interactive Approach. (4th ed.). Boston:
Pearson Education, Inc. (pp. 323-326).

Parts of A Book: Knight Story

Retrieved in: http://www.slideshare.net/jamiefleming/parts-of-a-
book-14207256

Rakes, T. & Smith, L. Assessing Reading in the Content Areas

Retrieved in: http://www.kendallhunt.com/contentarealiteracy/
articles/rakes_smith.pdf

Reutzel, R. & Cooter, R. (2008). Teaching Children to Read: The

teacher makes the difference. 5th Ed. New Jersey: Pearson Education.
pp. 352-353

Think Literacy: Cross-Curricular Approaches.

Retrieved in:
https://www.edu.gov.on.ca/eng/studentsuccess/thinkliteracy/files/
Reading.pdf