Efficient Techniques is the Use of Qualitative Reading Inventory - 5

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Table of contents
1. Project overview
2. An overview of Qualitative Reading Inventory (QRI)
3. EEL case study
a, information of student no 1
4. Teacher interview
5. Strategy used
6. lesson plan
7. Student Oral Language Observation Matrix (SOLOM)
8. Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
9. EEL case study
b, information of student no 2
10. Strategy used
11. Student’s work
12. Recommendations

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Name
Institution
Course
Instructor
Date
EDLI636 ELL Writing Project through Literacy Partnership (guidelines & rubric)
1. The project overview
The target EEL student is one student from second grade and another student from 7th
grade. The project will evaluate the learning process and outcome of two EEL students from two
different grades in order to understand Qualitative Reading Inventory 5. The project will begin
by analyzing the (QRI: 5) as a basic concept incorporated in mastering the English language. The
Qualitative Reading Inventory (QRI: 5) help teachers to assess his student’s ability to spell
words, comprehend passages, fluently read passages and recognize vocabularies (Leslie &
Caldwell, 2011). After administering the technique to the two students, the report will determine
their weaknesses, strengths as well as their potential index. In such a point, the tutor will be in a
position to identify strategic proposals of helping these students to overcome their English
learning challenges. The project portrays these assessments comprehensively in two different
tables. Each table represents each student and their reading and comprehension levels. After
evaluating the strengths and weaknesses of each student, the project will go ahead and
implement a proposal. The proposal includes setting up a one hour session twice a week teaching
program for the afore-mentioned students. The session will take place after classes and each

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student will have a 30 minutes session each. After outlining the proposal and its implementation,
the project will conclude by offering other recommendable strategies that the teachers and
parents can utilize to enhance their children’s learning ability.
2. Qualitative Reading Inventory (QRI)
The QRI: 5 is a reliable evaluation tool applied by language tutors to evaluate young
learners’ reading ability. The young learners are categorized from pre-primer 1 up to high school
levels. QRI: 5 is an inventory of IRI Informal Reading Inventory; hence it is the latest version of
QRI: 6. Thus, it is a recommended tool by District of Columbia Public School Office of
Bilingual Education for ESL (English as a Second Language) as a first language learning tool. It
greatly helps teachers to diagnose reading challenges. QRI: 5 contain passages and word lists
that are composed in both narrative and expository passages. The QRI has multiple components
but the tutor should use their finding to understand the appropriate test to administer to the
student at different levels. Therefore, unlike the previous IRI Informal Reading Inventories, QRI:
5 comprehensively facilitate exceptional learning process to the ELL student.
The QRI Assessment reading and comprehension performance is evaluated on
independent, instructional, and frustration level. The independent level allows the student to read
and complete the task independently, with ease and without any support (Leslie & Caldwell, 33).
Instructional level reading refers to the ability of the student to read with moderate support, while
frustration level means that the student finds it very difficult to read and in most cases learning
can hardly take place.
3. EEL case study

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(a) Student No 1.
Name: Max Kelly
Grade: two
Age: 7 Yrs. 3 months
School: Palm Tree Academy, Illinois.
Date of Testing: 12th December, 2019
Tests administered: Qualitative Reading Inventory.5 (QRI:5)
Reason for Referral
The grade 2 student is 7 years and bears the name Max Kelly. The student has been to
U.S for the past two years after his parents relocated from the Columbia. Additionally, Max has
been undergoing homeschooling since kindergarten; hence, he is exposed to an environment
where he learns solely. The assessment will help in evaluating his reading and spelling levels as
well as his word knowledge. This assessment will greatly play a role to the English teacher
especially when considered that Max recently got admission to a formal school.
Background Information
Max is a highly active student and performs above average in the many literacy areas he
was tested on. His academic ability aligns perfectly with children his age. Max also portrays
effective reading skills despite that he was a homeschooled child. More so, his social/behavioral
skills as well as reading skills are similar to his peers. However, the enclosed schooling

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environment administered to him since he was 5 years greatly affects his competition and
cooperation with fellow students.
4. Teacher interview
Below is an overview of the pre-service teacher’s perspectives on what they believe as
limiting factors for ELLs’ learning experiences. The interview that was carried out by the
cooperating teacher highlights the following:
“I think that the biggest problem for ELLs is that the two students undergoing the case
study speak their first languages at home all the time. The parents allow it too which halts the
EEL learning progress. Therefore, the students need to speak English every time and everywhere
and the parents should encourage it. Both the two students and their parents should recognize the
value of maintaining ELLs’ first language in their learning. Nevertheless, the two students have
showed a great urge to learn English which is good for motivation. In this case I look forward to
handle the students’ needs diligently in the next two months and I believe the outcome will be
positive”.
5. Strategy used
In order to evaluate Max’s reading level, Qualitative Reading Inventory: 5 (QRI:5 ) was
administered. The QRI-5 has the ability to evaluate his reading recognition and isolation, reading
speed, word recognition in context as well as reading comprehension. Thus, the QRI-5 evaluates
four components of the reading process.
Considering that the student is a 2nd grade student, he will be assessed under the pre-
primer levels whereby he will undertake 3 narratives and 1 expository withpictures (Leslie &
Caldwell, 41). His word list will contain 17 low frequency words. This word list helps the

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teacher to estimate the knowledge of letter sounds vowel patterns possessed by the student. More
so, it allows the teacher to estimate the startingpoint for the next step, which is QRI -5 passages.
The comprehension part entails a session where the student retells a narrative in order to show
his comprehension level.
Results for oral reading QRI-5 narrative passage administered
Passage title Passag
e level
Total no
of
miscues
Total
accuracy
Total
acceptabili
ty
Correct
explicit
Correct
implicit
Comprehensi
on level
Overall level
of
assessment
The cat and
the rabbit
1 3 98% 99% 4 3 instructional Instructional
Where is my
toy?
2 5 96% 98% 3 4 frustration Frustration
My friend 3 2 99% 96 3 3 instructional Instructional
Johnny’s lost
bicycle
4 4 95% 2 5 frustration Frustration
Results for oral reading QRI-5 expository passages administered
Passage title Passag
e level
Total no
of
miscues
Total
accuracy
Total
acceptabili
ty
Correct
explicit
Correct
implicit
Comprehensi
on level
Overall level
of
assessment
The busy bee 1 3 98% 100% 4 3 independent independent
The big whale 2 5 96% 100% 3 4 frustration Frustration
My favorite cat 3 2 99% 100% 3 3 instructional Instructional
The beaver in
the woods
4 4 95% 98% 2 0 frustration Frustration
Results for silent reading QRI-5 narrative passage administered