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Analytical Reading Inventory Comprehensive Standards Based Assessment For All Students Including Gifted and Remedial 10th Edition Ebook PDF
Analytical Reading Inventory Comprehensive Standards Based Assessment For All Students Including Gifted and Remedial 10th Edition Ebook PDF
Analytical Reading Inventory Comprehensive Standards Based Assessment For All Students Including Gifted and Remedial 10th Edition Ebook PDF
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Report Results 10
Model Record Sheets
• Model 1: Assessment/Instruction Element (A/I E) Miscues
and Cueing Systems Record Sheet 11
• Model 2: A/I E Record Sheet 12
• Model 3: A/I E Comprehension Question Responses Record Sheet
and Q & Q Passage Summary Record Sheet 13
viii Contents
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Step 4—Prior Knowledge/Prediction Directions 38
Step 4—Prior Knowledge/Prediction Background 39
Step 4—PDToolkit Resource 39
Step 5—Oral Reading Miscues Directions 40
Step 5—Oral Reading Miscues Background 41
Step 5—PDToolkit Resource 41
Miscue Codes—ARI Examiner’s Chart 42
Miscue Clarifications—ARI Examiner’s Chart 43
Step 6—Fluency Directions 44
Step 6—Fluency Background 44
Step 6—PDToolkit Resource 45
Step 7—Retelling and Summary Statement Directions 46
Step 7—Retelling and Summary Statement Background 47
Step 7—PDToolkit Resource 47
Step 8—Comprehension Question Responses Directions 48
Step 8—Comprehension Question Responses Background 49
Step 9—Silent Reading Level Passage Directions 50
Step 9—Silent Reading Level 50
Step 9—Silent Reading Level Background 51
Step 10—Listening Capacity Directions 52
Step 10—Listening Capacity Background 53
Step 11—Informational Text Reading Level: Science and Social Studies
Passage Directions 54
Step 11—Informational Text Background 55
Contents ix
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SECTION VI ARI QUICK ASSESSMENTS 69
Introduction: Quick Assessments 70
Directions—ARI Passage Quick Assessment (one or two passages) 70
PDToolkit Resource 71
ARI Quick Assessment with Classroom Reading Material 75
Passage Selection 75
Directions: ARI Quick Assessment with Classroom Reading
Material 76
ARI Quick Assessment with Classroom Reading Material—
Condensed Sample Templates 78
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SECTION IX APPENDIX 113
Answer Keys 114
References 121
References for Research and Instruction 121
ARI Ninth Edition Website References 124
10th Edition References 124
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READER’S PASSAGES
Form A: Word Lists and Literature Passages, Preprimer–Level 9 1
Form B: Word Lists and Literature Passages, Preprimer–Level 9 15
Form C: Word Lists and Literature Passages, Preprimer–Level 9 29
Form S: Informational Science Passages, Level 1–Level 7 43
Form SS: Informational Social Studies Passages, Level 1–Level 7 51
xii Contents
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Preface
The Analytical Reading Inventory, 10th edition, offers many new comprehensive,
convenient, and time-saving features.
New, efficient, and thorough record sheets have been designed for the ARI
10th edition, offering educators a highly comprehensive, yet a reasonable and
easy way to:
1. record Common Core State Standards (CCSS) data,
2. summarize quantitative and qualitative data,
3. select an instructional focus, and
4. report quantitative and qualitative results.
Long-time ARI users will find the new record sheets a welcome revision, and
newcomers will find them to be easy-to-use, comprehensive learning tools. The
sheets are titled:
◗ Assessment/Instruction Element (A/I E) ② Miscues and Cueing Systems
Record Sheet
The PDToolkit makes it ◗ A/I E ① ③ ④ Record Sheet with Literature Forms A, B, or C (Prior
possible for the A/I E ① Knowledge/Prediction, Fluency, Retelling/Summary Statement)
③ ④ Record Sheets to be ◗ A/I E ① ③ ④ Record Sheet with Informational Text, Forms S or SS (Prior
completed electronically. Knowledge/Prediction, Fluency, Retelling/Summary Statement)
◗ A/I E ⑤ Comprehension Question Responses Record Sheet and Q & Q
Passage Summary Record Sheet
The content of each record sheet is organized around one or more of the five
ARI Assessment/Instruction Elements (A/I E). The five elements cover the gamut
of reading assessment and instruction, and each element is matched with the
corresponding Common Core State Standards (CCSS) for English Language Arts.
Section II, Examiner’s Passage and Passage Summary Record Sheets Model, describes
each element.
◗ A/I E ① Prior Knowledge/Prediction (qualitative)
See Section II, pages 7–14. ◗ A/I E ② Miscues and Cueing Systems (quantitative and qualitative)
◗ A/I E ③ Fluency (qualitative)
◗ A/I E ④ Retelling and Summary Statement (qualitative)
◗ A/I E ⑤ Comprehension Question Responses (quantitative and qualitative)
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The summary record sheets are organized to ensure that you report quanti-
tative and qualitative results for each Assessment/Instructional Element. Quantita-
tive data is expressed in an accuracy percentage. For example, on the Assessment/
Instruction Element ② Miscues and Cueing Systems Record Sheet, directly below
the passage, the accuracy percentage for each possible miscue is calculated for you. On
the A/I E ⑤ Comprehension Question Responses Record Sheet, the accuracy per-
centage for each possible question error is calculated for you. You need no calculator!
On the Q & Q Passage Summary Record Sheet, the quantitative and qualitative
data are summarized. The qualitative data for each element is listed in the textbox
entitled, Qualitative Strengths, and is located on the right side of the record sheet.
The record sheet’s easy-to-use checklist format ensures that you will report com-
prehensive common core standards data results.
Finally, review the passage and highlight an instructional focus. When you
report results, report directly from the record sheets. Rewriting or transferring
data is unnecessary. Your conferences will be thorough, precise, and professional.
The ARI Quick Assessments offer classroom teachers, reading specialists, special
See Section VI, pages 69–80. education teachers, Title I teachers, and school psychologists comprehensive Quick
Assessments aligned with the Common Core State Standards. These time savers
can be used for placement of new students; as a whole-class beginning, middle, and
end-of-year assessment, or for periodic progress monitoring of selected students.
Teachers say that the Q & Q Trifold Summary Record Sheet is extraordinarily
useful. Summarize the quantitative and qualitative data for each ARI Assessment/
Instruction Element with the easy-to-use check box format. Finally, directly on the
sheet, highlight the reader’s instructional focus. At a conference with a student,
family members, and other educators, report results d irectly from the trifold. Re-
writing or transferring data is unnecessary.
Sentence Structure
Often there is a mismatch between the sentence structure a reader uses in oral
See Section VII, pages 81–104. language and what is found in the texts read as classroom or leisure reading mate-
rial. All ARI 10th edition record sheets include sentence structure data collection.
In Section VII, Transition to Instruction, recommendations are made for teach-
ing and holding students accountable for the day-to-day use of grammatically
correct simple, compound, and more-than-compound sentences. This assessment
and instruction accountability is designed to prepare students to meet the chal-
lenges found in classroom and leisure reading texts, as well as to improve writing,
listening, and speaking skills.
Section III, ARI for Your Reference, includes a collection of information, resources,
and advice about the ARI. Some highlights are:
1. Why Is Quantitative and Qualitative Analysis Essential?
2. How Are the Common Core State Standards and the Five ARI Assessment/
Instruction Elements Matched?
3. What Are Examiner Assessment Behaviors and Teacher Instruction Behaviors?
4. Do Readers Comprehend Literature Passages Better Than Informational Text
Passages?
5. Quick Reference for ARI Vocabulary
6. Reader Commitment Reference
7. Reading Levels Graph and % Accuracy Reference
xiv Preface
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PDToolkit Resource
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Assessment passages to summarize data, select an instructional focus, and
prepare for a conference.
Section VI: Quick Assessments
This section in the book includes directions for administering two types of Quick
Assessments, one with ARI passages, and the other with classroom reading
materials. The accompanying PDToolkit resources include videos of benchmark
readers, showing how an examiner administers Quick Assessments, summarizes
data, selects an instructional focus, and conducts a student/family member con-
ference. An audio clip provides practice as you learn how administer a Quick
Assessment and summarize the data. Also included are electronic templates
intended for use with Quick Assessments using classroom reading material.
Section X: Model Case Study—Reading Levels Independent Through Frustration
This section in the book contains written documentation of a fourth grader’s case
study. Accompanying PDToolkit resources include a audio clips that provide
practice for learning how to administer each case study passage. Accompanying
videos demonstrate, passage-by-passage, how an examiner summarizes the case
study data, selects an instructional focus, and prepares for a case conference.
Section XI: Examiner’s Record Sheets
This section in the book contains hard copies of all of the reproducible e xaminer’s
record sheets used to administer and summarize ARI data. The P DToolkit
includes an electronic version of the A/I E ① ③ ④ Record Sheet, offering the
option to record electronically three of the five assessment elements.
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Acknowledgments
Sometimes words don’t adequately convey the depth of gratitude felt toward the
many individuals involved in the development of the Analytical Reading Inven-
tory (ARI). Yet, without making acknowledgments, the gratitude would go unre-
corded. First and foremost, to Katherine, John, and Ken, family of the first author,
a thank-you for a memory that holds forever in mind—support, through thick and
thin, from the 1st through the 10th edition—through laborious writing, revising,
and editing, and more writing, revising, and editing—you always gave encour-
agement and fostered confidence.
The ARI 10th edition is written for teachers who work hard to understand
their student’s academic needs, and despite all pressures that prevail upon teach-
ers today, provide energetic and well-informed instruction. Special thank-yous go
to Jennifer Edwards, Becky Marciniak, and all the other teachers from the Center
for Inquiry at Indianapolis Public Schools #84, #27, and #2 who piloted the new
record sheets and Quick Assessments. Also, huge thanks go to Jenny Stapp, Annie
Labo, Bob Sanborn, Ken Woods, David Thompson, and Barbara Strickland, who
so generously listened as the first author thought through each new idea and deci-
sion, and who promptly, kindly, and patiently answered all questions. Thank you
to reviewers, Jessica DeShetler, Heritage Middle School (CT); Rosemary E. Garr,
University of Maryland, Adjunct Faculty, Towson University, Adjunct Faculty;
Dr. Denise M. Littleton, Norfolk State University; Patricia Taylor-Denham,
University of Evansville, who provided essential and productive feedback.
The ARI ninth edition is devoted to providing you, the ARI user, with the most
clear-cut, logically organized, standards-based, research-based informal assessment
tool. A huge thank-you goes Jenny Stapp, who encouraged me to make the record-
keeping forms more efficient, and to develop a progress-monitoring system. To Ken
Woods, Maddie Stapp, Nancy Steffel, Margaret Jo Shepherd, Holly Collins, Aurora
Martinez, and Linda Bishop for supporting me as I prepared the ARI ninth.
The eighth edition is committed to supporting those who teach others to
use the ARI. University professors, staff developers, and self-taught learners now
have easy-to-use study packets for ready-made lectures and study sessions. Learn-
ing how to use the ARI has never before been so thorough and so convenient.
Thank you to Ken Woods for providing support throughout the whole process.
Thank you to Linda Bishop, Editor, Merrill/Prentice Hall, who provided percep-
tive, outstanding editorial advice. Thank you to Jeff Johnston, Mary Irvin, and
other Merrill editorial staff for their continued support. Finally, thank you to the
reviewers of the manuscript for their insights and thoughtful comments: Judith
Calhoon, University of New Mexico; Porfirio Loeza, California State University,
Sacramento; Alexa Parker, University of Oregon; Margaret Pope, Mississippi State
University; and Timothy Shanahan, University of Illinois at Chicago.
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Many people supported the development of the seventh edition. Thank you
to Kaaren Allen, Supervisor of Curriculum and Student Assessment, Research,
Development and Accountability, Albuquerque Public Schools, whose hard
work with informal assessment and whose perceptive staff development ques-
tions created a focus for the revision; and to all of the Albuquerque second-grade
and special education teachers who participated in the benchmark assessment
project. Thank you to Jenny Stapp, second- and third-grade teacher at Fishback
Creek Public Academy, Indianapolis, Indiana, who listened, reflected, and edited;
to Jennifer and Darren Wall, second- and third-grade teachers at Fishback Creek
Public Academy, Indianapolis, Indiana, who participated in the remake of the au-
dio CD; to Darren Wall, who illustrated the Preprimer, Primer, and Level One
passages; to Stephani Johnes-Remetta, University of Indianapolis WICR 88.7 FM,
who served as the technical engineer, producing and editing the seventh edition
CD; to Molly Seward, University of Indianapolis, who piloted the seventh edition;
to Beth Berghoff, Indiana University Purdue University at Indianapolis, who read
and critiqued; and to Lebanon Community Schools Summer Academy teachers
and administrators, who provided revision feedback.
The following people contributed to the sixth edition. Jenny Stapp, second
grade teacher, Central Elementary School, Lebanon, Indiana, worked tirelessly and
with dedicated spirit through the process—from editing, to laborious layout, to
providing readers for the audiotape, Jenny hung in there. Nanci Vargus, primary
multi-age teacher, Lynwood Elementary School, Indianapolis, Indiana, assisted in
providing readers for the audiotape and kindly agreed to read and provide editorial
advice. Thank you to Nancy Steffel, University of Indianapolis, who continues to
provide trusted advice. Shannon Lohrmann and Tony Hamilton, journalism students
from Butler University, Indianapolis, Indiana, served as proofreaders. Students from
Central Elementary School in Lebanon, Indiana (John, Lillian, Amanda, Kala, Patrick,
Andrew, and Chris), and children from Lynwood Elementary School, Indianapolis,
Indiana (Freddie, Lindsey, Caitlin, Erin, Abigail, and Rachel), volunteered to read for
the audiotape. A thank-you also goes to the parents of the students for granting per-
mission and for transporting the students to the University of Indianapolis radio sta-
tion. Jason Collins and Christa Burkholder, University of Indianapolis, WICR 88.7 FM,
were the technical engineers for the audiotape. Matt Rademacher, sixth-grade special
education teacher, served as the narrator on the audiotape (sixth edition).
For the fifth edition, Nancy Steffel from the University of Indianapolis, and
Janet Groomer, Reading Specialist from Brownsburg Public Schools, Brownsburg,
Indiana, provided important feedback; a special thank-you is given for their friend-
ship and caring expertise. Thank you to Joanna Uhry and Margaret Jo Shepherd,
Columbia University Teachers College, for allowing the first author to speak with
their graduate assessment classes. Their valuable feedback helped the authors to
make meaningful and useful revisions.
Many people provided valuable feedback and support during the prepa-
ration of the fourth edition. Susan Robinson, Harcourt Elementary School, and
Debbie Corpus, Washington Township Public Schools, both in Indianapolis,
Indiana, provided invaluable feedback for decisions related to the content-area
material; the first author holds the highest regard for their professional opin-
ions and personal friendships. To the teachers and students of Orchard School,
Indianapolis—specifically Mrs. Colip’s second grade, Mrs. Ayres’ third grade,
Mrs. Ator’s fourth grade, Mrs. Yates’ fourth grade, Miss White’s seventh and
eighth grades, Shirley Steele, and the first author’s fifth and sixth graders—a
hearty thank-you for their candid feedback about narrative and expository text.
Thank you to Marcia Allington and her sixth graders, also from Orchard, who
provided recommendations related to gifted students.
xviii Acknowledgments
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As far back as the first and second editions, a sincere thank-you goes to Helen
Felsenthal, who encouraged the first author to undertake this project in 1975.
Thank you to Michael Igo and Anna Sanford for field testing the first e dition of the
ARI with undergraduates, for use of the inventory in the clinic, and for construc-
tive suggestions for changes. Gratitude is extended to Gloria Brown and C ynthia
Pulver for the time and energy expended in analyzing the passages. Thank you
to Joan Gipe for field testing the ARI with undergraduates and for assistance in
determining the readability levels of the narrative passages.
Mary Lynn Woods
Acknowledgments xix
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Overview
This section defines the Analytical Reading Inventory (ARI), answers some commonly asked ques-
tions about the ARI, and briefly overviews each section.
SECTION HIGHLIGHTS
Like Doctors—Like Other Professionals—Like Teachers 2
What Is the Analytical Reading Inventory (ARI)? 2
How Does the ARI 10th Edition Benefit You? Five Important Reasons 2
Which Students Should Be Given ARI Assessments? 3
When Can ARI Assessments Be Administered? 3
What Is Included in Each Section? 4
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Like Doctors—Like Other Professionals—Like Teachers
The Analytical Reading Inventory (ARI) is an informal reading inventory (IRI) designed
to determine a student’s reading level, and also to establish an instructional plan for
improvement. The ARI is comprised of a series of literature and informational text read-
ing passages of increasing difficulty, Preprimer through Level 9, and can be used with
very young readers through high school readers. The student reads a passage from the
Reader’s Passages section as the examiner records quantitative and qualitative common
core standards data on the Examiner’s Passage Record Sheets. The record sheets are
thoughtfully organized, making it reasonable and easy to record data, summarize data,
identify an instructional focus, and report data directly from the record sheets.
How Does the ARI 10th Edition Benefit You? Five Important
Reasons
1. The ARI 10th edition offers two assessment scenarios.
A. Case Study—Reading Levels Independent Through Frustration is intended
to be used by:
• educators first learning how to administer the ARI, classroom teachers
who wish to refresh IRI assessment skills for classroom use, reading
specialists, Title I teachers, special education teachers, and school psy-
chologists who must assess a student for special placement.
B. Quick Assessments provide means of collecting in-depth data in a short
amount of time. These assessments are intended to be used by:
• classroom teachers, reading specialists, Title I teachers, special education
teachers, and school psychologists who already know how to adminis-
ter the ARI. Quick Assessments are used for placement of new students;
as whole-class beginning-, middle-, and end-of-year assessments; or as
progress monitoring after a period of instructional focus.
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2. Examiner’s Passage Record Sheets are organized into five ARI Assessment/
Instruction Elements (A/I E). The five elements cover the gamut of reading
assessment and instruction, and each element is matched with the correspond-
ing Common Core State Standards (CCSS) for English Language Arts.
◗ A/I E Prior Knowledge/Prediction
◗ A/I E Miscues and Cueing Systems
◗ A/I E Fluency
◗ A/I E Retelling and Summary Statement
◗ A/I E Comprehension Question Response
The A/I E Record Sheets can be completed electronically. These
time-saving record sheets contain the Assessment/Instruction Elements Prior
Knowledge/Prediction, Fluency, and Retelling and Summary Statement.
3. The ARI Examiner’s Passage and Summary Record Sheets, Q & Q Summary
Case Study Record Sheet, and Q & Q Summary Trifold Record Sheet are
thoughtfully organized, making it reasonable and easy for you to record,
summarize, and report both quantitative and qualitative (Q & Q) data. To
identify a common core standards instructional focus on the record sheet,
merely highlight the common core standards that emerge as an instructional
need. To report results, you will talk directly from the conference-ready record
sheets. Nothing has to be rewritten or transferred.
4. The PDToolkit is a website accompanying the text that offers the learning
tools needed to administer the ARI, summarize data, select an instructional
focus, and report results. Currently, the following multimedia resources,
which include video, audio, Word, and PDF formats, are available: a case
study, assessment and summary demonstrations, presentation models, record
sheets, practice experiences, presentation charts, quick assessments, electronic
record sheets, and other electronic templates.
5. Common Core Standards Instructional Strategies, for each of the common
core standards matched to Assessment/Instruction Elements, are recommended
in Section VII, Transition to Instruction, pages 81–104.
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What Is Included in Each Section?
This section demonstrates how the ARI Examiner’s Passage and Passage Sum-
mary Record Sheets make it reasonable and easy for you to record and summarize
qualitative and quantitative common core standards data, identify a common core
standards instructional focus, and report results.
Use this section as a reference, repeatedly referring to it as you learn how to give
the ARI, and as you continue to use the ARI in your classroom. Topics such as the
value of Q & Q analysis, CCSS matched to the five ARI Assessment/Instruction
Elements, a quick reference to ARI vocabulary, List of Passage Titles, and Passage
Word Counts are included.
This section includes directions for learning how to summarize data, identify an
instructional focus, and report results. PDToolkit videos demonstrate how an
examiner summarizes data, identifies instructional priorities, and prepares for a
conference.
As well as multi-passage case study assessment, the ARI offers classroom teach-
ers, reading specialists, special education teachers, Title I teachers, and school
psychologists comprehensive Quick Assessments aligned with the common
core standards. These time savers can be used for placement of new students;
as a whole-class beginning-, middle-, and end-of-year assessment; or for periodic
progress monitoring of selected students. Teachers say that the Q & Q Summary
Trifold Record Sheet is extraordinarily useful. This section is accompanied by a
series of videos demonstrating how the Quick Assessments are administered,
how to summarize data, how to select an instructional focus, and how to con-
duct a conference.
After summarizing the results, you will select an instructional focus. This section
recommends common core standards instructional strategies for each Assessment/
Instruction Element.
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SECTION VIII ARI Development and Validation
Considerable effort was devoted toward establishing the content validity and passage-
level accuracy of the ARI Reader’s Passages. This section contains descriptions of
field testing done for past editions, readability and vocabulary diversity scores for
all ARI passages, and other topics.
SECTION IX Appendix
This section includes the answer keys that correspond to each of the ARI practice
exercises found in Section IV, Directions—Reading Levels Independent Through Frustra-
tion and Section VI, ARI Quick Assessments. It also provides the research references
used during the development of the 10 ARI editions.
This section includes a case study model for reading levels independent through
frustration. The model offers you the chance to listen to a reader and to practice
recording data, summarizing data, identifying an instructional focus, and report-
ing results. The model supports your learning ease with written documentation
and accompanying PDToolkit audio and video resources.
This section includes all reproducible record sheets in one convenient, easy-to-
find location. A/I E Record Sheets can be completed electronically.
Included are:
◗ Introduction
◗ Electronic Record Sheets
◗ A/I E With Literature Forms A, B, or C
◗ A/I E With Informational Text Forms S or SS
◗ Q & Q Summary Record Sheets
◗ Q & Q Summary Case Study Record Sheet—Reading Levels Indepen-
dent Through Frustration
◗ Q & Q Summary Trifold Record Sheet
◗ Whole Class Record Sheets
◗ Whole Class Record Sheet—Reader Commitment
◗ Whole Class Record Sheet—Reading Level With Grade Level Text
◗ Examiner’ Passage and Passage Summary Record Sheets
◗ Form A: Word Lists and Literature Passages Preprimer–Level 9
◗ Form B: Word Lists and Literature Passages Preprimer–Level 9
◗ Form C: Word Lists and Literature Passages Preprimer–Level 9
◗ Form S: Informational Text Science Passages Level 1–Level 7
◗ Form SS: Informational Text Social Studies Passages Level 1–Level 7
This section is for the reader’s use, and includes passages for all forms: A, B, C, S,
and SS. The reader reads from the Reader’s Passages section as you record data
on the corresponding Examiner’s Passage Record Sheet. To prepare the Reader’s
Passages section for use, tear the section out of this book, trim the left edge, three-
hole punch it, and place it in a binder.
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This section demonstrates how the ARI Examiner’s Passage and Summary Record Sheets make it
reasonable and easy for you to record and summarize qualitative and quantitative Common Core
State Standards (CCSS) data, identify a common core standards instructional focus, and report
results.
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Title: Analytical Reading
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Introduction
In this section you will review a model of the Examiner’s Passage and Summary
Record Sheets:
◗ Model 1: A/I E Miscues and Cueing Systems Record Sheet (p. 11)
◗ Model 2: A/I E Record Sheet (p. 12)
◗ Model 3: A/I E Comprehension Question Responses Record Sheet and
Q & Q Passage Summary Record Sheet (p. 13)
You will use these record sheets, in all ARI forms—Forms A, B, C, S, and
SS—to record data and summarize results for each passage read by the reader.
The sheets are thoughtfully organized to make it reasonable and easy for you to:
1. record CCSS data,
2. summarize CCSS data—quantitative and qualitative (Q & Q),
3. select a common core standards instructional focus, and
4. report Q & Q results.
The content of each record sheet includes one or more of the five ARI
ssessment/Instruction Elements (A/I E). Each A/I E is matched to the corre-
A
sponding Common Core State Standards for English Language Arts. Each A/I E
measures quantitative and/or qualitative data.
◗ A/I E Prior Knowledge/Prediction (qualitative)
◗ A/I E Miscues and Cueing Systems (quantitative and qualitative)
◗ A/I E Fluency (qualitative)
◗ A/I E Retelling and Summary Statement (qualitative)
◗ A/I E Comprehension Question Responses (quantitative and qualitative)
As you review the record sheets on the following pages, notice the dotted-lined
textbox located next to each A/I E. This textbox lists the common core standards
that match each element. For example, look at the A/I E Record Sheet,
page 12. Notice that A/I E Retelling and Summary Statement is matched to
CCSS Reading Standards #2 and #3, Speaking and Listening Standards #4 and #6,
and Language Standards #1 and #4.
In the common core standards document, Reading Standards #2 and #3 (retell;
recount key details from a text; determine the central message, etc.), Speaking and
Listening Standards #4 and #6 (report on a topic or text; tell story in an organized
manner using appropriate facts and relevant descriptive details; speak in complete
sentences), and Language Standards #1 and #4 (demonstrate command of conven-
tions of standard English grammar, and produce complete simple and compound
sentences) all relate to one another.
In the ARI, when you summarize the data from a reader’s retelling, you will
record and summarize data for reading, speaking, listening, and language stan-
dards. Document the data on the Q & Q Passage Summary Record Sheet, page 13,
under Qualitative Strengths in the checkboxes indicated as:
Retelling and Summary Statement
◗ Retold All Descriptors
◗ Retold in Order
◗ Vocab. (Vocabulary) Matched Author’s
◗ Sentences Com. (Compound) & Grammatical
◗ Sum. (Summary) Statement Adequate
8 SECTION II Examiner’s Passage and Passage Summary Record Sheets Model
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Why the Five Elements Are Called Assessment/
Instruction Elements
As you can see, three Assessment/Instruction Elements are placed on this record
for ARI, 10th Edition
sheet. This sheet is universal in the sense that it can be used for all ARI forms
Click on PDToolkit Resources (Forms A, B, C, S, SS) and across all passage levels. Each A/I E on this sheet renders
and search for “Model 2: A/I E qualitative data.
(1) (3) (4) Record Sheet.”
There are two versions of this record sheet. Notice that on the A/I E
Retelling and Summary Statement portion, page 154, literature descriptors
are measured. On the other version, page 155, informational text descriptors
are measured. Retelling descriptors for literature differ from retelling descrip-
tors for informational text; thus, one record sheet is designated for Litera-
ture, Forms A, B, or C (p. 154), and one sheet for Informational Text, Forms S
or SS (p. 155).
This record sheet can be filled out electronically or written by hand. Many
teachers find it faster to type, for example, a reader’s retelling. If you choose the
electronic version, you will find it within the PDToolkit.
If you choose to record responses by hand, a hard copy of each version is
located in Section XI, Examiner’s Record Sheets. Copy one stack for literature and
another stack for informational text, providing you with multiple copies that will
last for many assessment sessions.
SECTION II Examiner’s Passage and Passage Summary Record Sheets Model 9
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Q & Q Passage Summary Record Sheet
On this record sheet, you will summarize quantitative and qualitative passage
data. You will skim back through all A/I E record sheets, reviewing the reader’s
responses to each assessment element. Then, fill in the Q & Q Passage Summary
Record Sheet, including the following:
1. Enter the already-calculated-for-you quantitative word recognition and com-
prehension accuracy percentages.
2. Highlight, on the Reading Levels graph, the approximate location of the read-
er’s quantitative word recognition and comprehension accuracy percentages.
3. Check the boxes under Qualitative Strengths that describe the reader’s qualita-
tive strengths. If you leave boxes unchecked, you are essentially reporting that
within the passage, common core standard expectations were not met.
In the Qualitative Strengths textbox, based upon the data from the passage, high-
light one, two, or three standards that you feel need instructional support. Teach
the selected standards for a period of time, and then use a one-passage Quick
Assessment to monitor progress. Section V, Directions—Summarize Data, Identify
Instructional Focus, and Report Results provides thorough directions and PDToolkit
provides video support.
Report Results
If you are preparing a case study that includes passage levels independent through
frustration, compile the record sheets for each passage, fill out the easy-to-use
Q & Q Summary Case Study Record Sheet—Reading Levels Independent Through
Frustration, and staple them all together.
If you administered a Quick Assessment, fill out the Q & Q Summary Trifold
Record Sheet, and staple all of the record sheets together.
To prepare for a conference, there is no need to transfer the data to another
record sheet or to rewrite any data in another format. All documentation is auto-
matically ready for a student, family member, or educator conference.
During a conference, like an expert, talk directly from all record sheets. As
you talk through each element, show the reader’s actual responses to provide the
evidence that supports the results.
A conference report such as this makes the data far more understandable,
telling the story about a reader’s current status through the expectations of the
grade-level common core standards.
10 SECTION II Examiner’s Passage and Passage Summary Record Sheets Model
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Model 1: Assessment/Instruction Element (A/I E) Miscues and Cueing Systems Record Sheet
Reader: Jenny W. Grade: 4 Examiner: M.L. Woods Date: 10 September 2014
Be in
Grapho- Syntactic Semantic
SECTION II
Form C Level 3 Belonging to the Club (149 words) CCSS/ARI
phonic Acceptable CM
MATCH
M02_WOOD1543_10_SE_SEC02.indd
Reader’s Passages p. 36 O I S A Rp Rv I M F Unacceptable NCM
11
Reading
1 This was the sign that Jack read as he stood outside the Foundational
Inventory Server:
recognition and
5 AND SAY THE SECRET WORD understanding
K
11 on the clubhouse door. with calculated
14 everyone! I’m the new boy,” he explained. “Since the name of your club / To access the blank
Triggers A/I E , ,
Record Sheet used
15 is Tigers, I thought you might want to paint your clubhouse / with Form A, B, or C:
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SC
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16 yellow with black stripes!” All the kids thought this was a great idea a. To do by hand, copy
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from ARI book, page 154
11
# Miscues 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15+
sheet.
% Accuracy 100 99.3 98.7 98.0 97.3 96.6 96.0 95.3 94.6 94.0 93.3 92.6 91.9 91.3 90.6 89.9
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12
Model 2: A/I E Record Sheet Reader: Jenny W. Date: 10 September 2014
*can be done electronically or by hand* ARI Form: C Level: 3 Title: Belonging to the Club
M02_WOOD1543_10_SE_SEC02.indd 12
Prior Knowledge/Prediction: Retelling:
CCSS/ARI MATCH
1. Read the title and predict what the story is
Reading Literature and It’s about a boy who wants to belong to a CCSS/ARI MATCH
about. Informational Text # 1
preview text features
club. And he got some paint and was banging
about somebody who belongs to a club Reading Literature and
and logically predict on the door. He asked the kids if they wanted Reading Informational Text #s 2, 3
SECTION II
R: He likes those colors.
(see Retelling) support main ideas, themes
Prior Knowledge: a lot some none speak in complete sentences
appropriate for task and situation,
providing details and clarification
Language #s 1, 4
A/I E Fluency
K
demonstrate command of
Summary Statement: standard English grammar and usage
Fluency: Does the reader… produce complete simple and
CCSS/ARI compound sentences
MATCH
He wants to belong to the club.
read smoothly, accurately, in meaningful phrases?
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appropriate rate,
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the meaning of the text? ( a little ) expression,
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use punctuation to divide the text into units rereading as
necessary Literature Descriptors: Reader’s Retelling:
of meaning? ( most times ) use context to All Some None most details, logical order
ignore punctuation? ( belong on line 8 ) confirm and
self-correct Main Character(s) some details, some order
Time and Place few details, disorder
Fluency Rating Scale:
Problem
4 fluent reading/good pace Plot Details/Sequ. Summary Statement:
3 fairly fluent/reasonable pace Turning Point adequate
2 choppy, plodding/slow pace Resolution not adequate
1 clearly labored, disfluent/very slow pace
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Q & Q Passage Summary Record Sheet
Model 3: A/I E Comprehension Question Responses Record Sheet
Form C Level 3 Belonging to the Club (149 words)
+
_____(RIF) 1. Who is the main character in this
Reader: Jenny W. Grade: 4 Date: 10 September 2014
SECTION II
story? (Jack)
CCSS/ARI
M02_WOOD1543_10_SE_SEC02.indd
–
_____(PIT) 2. Why does Jack want to belong to the MATCH Quantitative Accuracy Qualitative Strengths
13
club? (he is the new boy and wants to make new Reading Literature
Inventory Server:
wants to be in the club. 98.9%–95.0% 89.9%–75.0%
cite strong,
thorough evidence
_____(RIF) 4. What did Jack dash home to get? for analysis (EAS) Miscues/Cueing Systems
(bucket of yellow paint, one of black, & several describe the Self-Corrected a Lot
connections
K
secret word have to do with this story? (Jack Retold in Order
Language #s 1, 4 Vocab. Matched Author’s
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because the text said . . . (he wanted to belong so bad that he thought of
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a clever idea to get the kids to like him) because it’s hard to ask someone if
you can join their club. Q & Q SUMMARY
With this passage, the reader is at the: This ARI passage level is:
Independent Reading Level Above Reader’s Grade Level
# Errors 56 % Accuracy
Definite Instructional Reading Level At Reader’s Grade Level
IND = 0 (100%) DI = 1 (87.5%) 2 (75.0%) TI = 3 (62.5%) Transitional Instructional Reading Level Below Reader’s Grade Level
FR = 4 (50.0%) 5 (37.5%) 6 (25.0%) 7 (12.5%) 8 (0.0%) Frustration Reading Level
13
06/01/14 10:18 AM
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no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.