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>> Hi. This is for my teammates.

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This is part one on how to give the[br]basic reading inventory by Jerry Johns.

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This is what you're going[br]to need to get started.

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You're going to need a calculator.

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That's going to help you do your[br]words per minute percentage.

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You're going to need your timer.

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You can also use the second[br]hand of the [inaudible].

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You're going to need a marker or a highlighter.

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You're going to need a pen.

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You're going to need for yourself this is a[br]copy of the ROI that I'm going to be using.

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Let me go over it really briefly.

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Up here at the top is a place[br]for you to assess background.

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I don't have a standard way I assess background.

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I just kind of ask some questions[br]about the text and kind of ascertain

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if I feel the student has low[br]background, medium, or high.

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And you'll see me in the[br]actual ROI ask some questions.

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We have the actual ROI.

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These are very short.

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This is where you're going to be recording[br]any words the child misspells or omits.

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It's also where you're going to[br]show the evidence of their retell,

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and there's lots of white[br]space here to take notes.

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You'll get to see that in the IRA.

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So down here at the bottom[br]we have total miscues.

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That's any mistakes that the child makes.

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And then significant miscues.

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So if a child doesn't say the word A or the,[br]anything that doesn't change the meaning

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of a sentence is good, but if -- also names.

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Not so much.

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That doesn't really that's not significant.

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You're looking for significant miscues.

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And then it gives you a scale down here of[br]your total miscues and your significant miscues

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that you can figure out if they're[br]independent, instructional, or frustrational.

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So the first step that you'll see me[br]do is have the student read out loud

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and I will be recording any[br]words that they misspell

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and I'll also be timing them at the same time.

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When they're done with their retell[br]that's where I'm going to figure

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out their words per minute[br]and it's right down here.

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So over here next to the[br]division problem the -- excuse me.

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The diviser is how many seconds.

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That's important that if it's a minute[br]it's not one that you're dividing by.

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It's 60 seconds.

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If it's 2 minutes it's 120 seconds.

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If it's 3 minutes and so forth and so on.

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And then you're going to divide by that[br]number and get your words per minute.

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And then you're going to[br]do the retell and that's

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where the marker or the highlighter comes in.

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And I highlight the information[br]as the student says it to me.

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If they quote exactly from the text which many[br]students do at this grade level, fourth grade,

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I will actually highlight the actual words.

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If they're paraphrasing I[br]will highlight underneath.

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So that shows they're giving me the[br]information, but just in paraphrased form.

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The other thing I do, and I don't[br]usually do this with a highlighter,

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I do it with my pen, is I also mark the order.

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So if they told me something from here[br]I'd put a one and then if they skip

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down here I'd put a two next to it.

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And if they went over here[br]I'd put a three and so forth.

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And that tells me if they'll[br]be able to retell in order.

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Down here is the retelling scale[br]and Jerry Johns has a three section

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or three point retelling scale.

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Unsatisfactory.

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Satisfactory.

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And excellent.

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I prefer to use a four point scale.

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Basically a one which is they don't[br]remember anything, and I do have kids

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who say, "I don't remember anything."

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Or they remember like one thing.

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A two is, "Yeah.

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You're getting there, but you're still[br]not -- you're still unsatisfactory."

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I often give that to kids who can give me lots[br]of information, but none of it's in order.

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So they're remembering a lot.

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They're just not remembering[br]the structure of the text.

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I would call that a two.

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And satisfactory I would give that a three.

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And excellent a four.

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So I give it a four point scale.

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And then over here we have our questions.

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And you'll notice the questions[br]have a letter next to them.

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There's always 10 questions[br]in the basic reading inventory

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and they're always the same[br]number of questions on the topic.

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So the first one is always T[br]for the topic or main idea.

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There's always five factual.

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All right.

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So we have our five fact questions.

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They're facts from the story.

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That's the F. We have two --[br]always two inferential questions.

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We have one evaluative question[br]and one vocabulary question.

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There's a place to show you how many[br]questions missed and what level that is.

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And you write the number of questions missed.

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When you're recording what I do[br]is is they say the exact words

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that are in the samples I circle them.

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If they say something else I write it.

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And then I also circle these just[br]to give me a really quick run

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down of what kinds of questions they're missing.

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And then the last thing that you're going to[br]need is the passages and I put the passages

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in just a folder, three pronged folder.

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And I have a section for[br]fall, winter, and spring.

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And they are starting from lowest to easiest.

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Sorry there keeps being all[br]these fits and starts,

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but I keep having all these interruptions today.

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You'd think at summer school there[br]wouldn't be many people here.

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But anyway so at the bottom of[br]each of the passages is a kind

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of a secret code as to what level it is.

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So they don't actually have[br]the level like clearly on them.

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So it's down here in the[br]bottom left-hand corner.

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AA is your pre-primer and A is your primer.

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And then you'll notice -- I don't know if you[br]can see it on the camera, but there's a bunch

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of numbers and this one says A7141.

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This is a first grade passage[br]because there's two number ones.

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This one says 8224.

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This is a second grade passage[br]because there's two twos.

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The numbers can be in any order.

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But when there's two of the same[br]number that gives you the grade level.

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So I've got all my file ones here and then[br]because I want fresh eyes in the midpoint

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of the year I have another set for[br]winter, another set for spring.

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I believe in the basic reading inventory[br]there is another set that I don't have in here

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and then here is there's some longer versions.

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So if you think, "Well, gosh.

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This is way too short to do."

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Here are your long narratives.

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They start at third grade.

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They don't have a long narrative[br]form for K through 2.

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But three and up they do and that's kind[br]of nice for a little bit longer passage.

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And I will do that towards the end of the year.

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So that's everything that you need to[br]set up and in the next video I'm going

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to show you an actual ROI and then which just[br]happens to be this and then I'm going to go

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through how to analyze the ROI report[br]that you get in the third video.

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Thanks for tuning in.

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Bye.