Today, we finally finished all of the IRIs for the class. It took roughly a month to complete all twenty-two students. The IRI that Berkeley Hall School uses is Fountas and Pinnell's Benchmark Assessment System. It is an A-Z leveled system that provides a clear framework for reading skills at each level. In first grade, students are expected to enter at a level D and leave at a level J. First grade covers the widest range of levels than any other grade due to a "reading growth spurt." We found that in our class we have four students below grade level and four students above grade level. To determine where to start leveling, we gave each student the "where to start word list." Students read words on specific lists, and the Benchmark Assessment System (BAS) suggests what level students may be. I found that these are only somewhat accurate. Some students benefit from word solving in context and many students ended at a level significantly above the "where to start" list suggested. The BAS assesses reading accuracy, self-correction ratio, comprehension, and fluency. Accuracy is based on a percentage of errors to word ratio. A student's self-correction ratio is determined by a formula of how many times a student will self-correct versus making an error and simply moving on. Fluency is assessed by a scale of 0-3 and comprehension is assessed on the same scale. The BAS scale gives specific definitions for each number. The comprehension assessment gives sample acceptable responses for each question so that teachers can determine what is a common answer for each specific text and level. We assessed students to find their independent, and instructional level. This allows us to differentiate in-class reading books for each student and prepare accurate guided reading groups.
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