Administering the Johns Basic Reading Inventory Part 1

>> Hi. This is for my teammates.

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

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

You're going to need a calculator.

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

You're going to need your timer.

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

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

You're going to need a pen.

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

Let me go over it really briefly.

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

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

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

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

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

We have the actual ROI.

These are very short.

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

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

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

You'll get to see that in the IRA.

So down here at the bottom
we have total miscues.

That's any mistakes that the child makes.

And then significant miscues.

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

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

Not so much.

That doesn't really that's not significant.

You're looking for significant miscues.

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

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

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

and I will be recording any
words that they misspell

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

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

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

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

The diviser is how many seconds.

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

It's 60 seconds.

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

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

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

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

where the marker or the highlighter comes in.

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

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

I will actually highlight the actual words.

If they're paraphrasing I
will highlight underneath.

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

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

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

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

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

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

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

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

or three point retelling scale.

Unsatisfactory.

Satisfactory.

And excellent.

I prefer to use a four point scale.

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

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

Or they remember like one thing.

A two is, "Yeah.

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

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

So they're remembering a lot.

They're just not remembering
the structure of the text.

I would call that a two.

And satisfactory I would give that a three.

And excellent a four.

So I give it a four point scale.

And then over here we have our questions.

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

There's always 10 questions
in the basic reading inventory

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

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

There's always five factual.

All right.

So we have our five fact questions.

They're facts from the story.

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

We have one evaluative question
and one vocabulary question.

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

And you write the number of questions missed.

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

that are in the samples I circle them.

If they say something else I write it.

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

down of what kinds of questions they're missing.

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

in just a folder, three pronged folder.

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

And they are starting from lowest to easiest.

Sorry there keeps being all
these fits and starts,

but I keep having all these interruptions today.

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

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

of a secret code as to what level it is.

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

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

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

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

of numbers and this one says A7141.

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

This one says 8224.

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

The numbers can be in any order.

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

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

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

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

and then here is there's some longer versions.

So if you think, "Well, gosh.

This is way too short to do."

Here are your long narratives.

They start at third grade.

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

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

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

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

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

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

Thanks for tuning in.

Bye.