VUSD - Protocol for the Basic Reading Inventory (BRI) - Grades 2 -6
PLEASE NOTE: This has been updated for the 2014-15 school year.
The Basic Reading Inventory (BRI) is used to screen students for approximate reading levels in comprehension, word recognition, and
fluency. It is also used to analyze reading skills and provide information to help plan instruction for students. The BRI assessment is
administered by the classroom teacher.
Grade
Level
Beginning of the
Year
New student or
no CST Score
2nd
3rd
4th
5th
6th
DRA 16
2C
3C
4D
5C
BRI Forms for each Grade Level
1st Trimester
2nd Trimester
Students scoring
CST Basic or below or
have CMA scores
1A
2A
3A
4A
5A
6A
Students who did not read
at grade level on BRI in the
first trimester
1B
2B
3B
4B
5B
6B
End of Year
Students who did not read
at grade level on BRI in the
second trimester
1C
2C
3C
4D
5C
6D
WHO SHOULD BE TESTED
GRADE 2:
Ø First Trimester, begin BRI administration after the student has successfully passed DRA level
16. If student has NOT passed DRA level 16, assess using the DRA.
ü After a student has scored Instruction or above on grade level BRI AND have reached
Benchmark on WPM in Fluency, assessment is complete for the year.
ü If a student does not score Instruction or above on grade level BRI or has not reached
Benchmark WPM in fluency, the teacher has the option to administer BRI 1A, 1B, or 1C
(see the administration chart above). Be certain to assess the student the following
trimester.
GRADE 3:
Ø First Trimester, All students will be administered the BRI.
ü Calibrated BRI Assessors will use BRI 3A to screen all students
ü After a student has scored Instruction or above on grade level BRI AND has reached
Benchmark on WPM in Fluency, assessment is complete for the year.
ü If a student does not score Instruction or above on grade level BRI or has not reached
Benchmark WPM in fluency, the classroom teacher has the option to administer BRI 2A. If
a student does not score Instruction or above on 2A on Word Recognition or Comprehension,
or has not reached Benchmark WPM in Fluency the classroom teacher has the option to
administer BRI 1A. Be certain to assess the student the following trimester (see the
Assessment Forms Chart, above).
USE THE ASSESSMENT TO DETERMINE INSTRUCTION.
o If a student scores Instruction/Frustration in Word Recognition or Comprehension,
he/she should be receiving strategic intervention (RtI Tier 1; a minimum of
instruction during Universal Access time).
o If a student scores Frustration in Word Recognition or Comprehension, he/she should
be receiving intensive intervention (RtI Tier 2; a minimum of instruction during
Universal Access time and 30 minute additional instruction).
ü Administer BPST 3 if Word Recognition score is Instruction/Frustration or below on the
grade 3 BRI. This will help determine specific area of need.
Grades 4-6
Ø First Trimester, All students will be administered the BRI.
ü Calibrated BRI Assessors will use the grade level BRI to screen all students
ü After student scores Instructional or above on grade level BRI and have read at Benchmark
for WPM in Fluency, assessment is complete for the year.
ü If a student does not score Instruction or above on grade level BRI or has not reached
Benchmark WPM in fluency, the classroom teacher has the option to administer the below
grade level BRI. Be certain to assess the student the following trimester (see the
Assessment Forms Chart, above).
USE THE ASSESSMENT TO DETERMINE INSTRUCTION.
o If a student scores Instruction/Frustration in Word Recognition or Comprehension,
he/she should be receiving strategic intervention (RtI Tier 1; a minimum of
instruction during Universal Access time).
o
If a student scores Frustration in Word Recognition or Comprehension, he/she should
be receiving intensive intervention (RtI Tier 2; a minimum of instruction during
Universal Access time and 30 minute additional instruction).
Directions for administering the Basic Reading Inventory (BRI)
Materials needed:
• Stop watch or second hand on clock ¸
• Student copy of the reading passage(s)
• Teacher assessment copy of the reading passage(s)
• Pencil or pen
• Calculator
• Words Per Minute (WPM) Fluency Chart
•
Give the student the Student Copy of the reading passage with the text covered.
•
Next, uncover the title of the story. Ask the student to tell what he/she thinks the story will be about.
Based on this prediction, record on the Teacher’s Copy whether you believe background knowledge to be
high, medium, or low.
Example: Background: Low I--x-----I-------I High
•
Say to the student: “Today I am going to listen to you read. I’ve given you part of a story to read. When I
say, “Begin”, please begin reading. I will be timing you and making notes as you read. This does not mean
that you have made a mistake. I will be reading with many students in the class and I need to take notes so I
can remember how you read. If you get stuck, do as well as you can to figure out the words. I cannot help
you because I need to know what you can do by yourself. After you finish, I will be asking you some
questions about what you read.”
•
Say “Begin reading now.” ¸ When the student begins reading the story, start timing the student.
Do not time the title. When the student finishes the sample, stop timing.
When scoring Word Recognition, use Total Miscues. Use scoring conventions below
Scoring Conventions
Behavior
Substitution
Code
loved
lived
Omission
bear
Insertions
Waits/hesitates
Self-corrections
Dialect
ed endings
Repetitions
dark
the ^ woods
w
The big bear lumbered
along the path.
loved sc
lived
git
get
look-tid
looked
the dark woods R
Description
Each Substitution is counted as an error.
Each omitted word is counted as an error. Circle the word to show
an omission.
Each inserted word is an error and is marked with a ^ symbol.
When a student waits or fails to correctly pronounce a word, wait
about 3 seconds, tell the student to go on, and count it as an error
unless the word is read correctly. Write “w” next to words where
the student waited, to show an interruption in fluency.
Mark self-corrections with “sc” and count as correct.
Variations in pronunciation that are clearly dialectical are marked for
analysis purposes, but are not counted as errors.
Mispronunciation of “ed” endings are recorded every time,
but counted as an error only the first time.
Draw a line above all of the repeated words.
Repetitions are not counted as an error.
•
Comprehension: When the student finishes reading, cover the story. Ask comprehension questions and
record responses. If answers differ from those given, accept reasonable responses. If a question
requires a multi-part answer, complete answers get full credit, and partial answers give ½ credit.
•
Calculating Words per Minute (Oral Reading Fluency: ORF): ¸ Convert the time into seconds and
put it in the equation at the bottom of the page in order to calculate words per minute. To determine
words per minute, divide the number at the bottom of the page (3000 for pre-primer, 6000 for all other
levels) by the total number of seconds that it took the student to read. (Example: 6000 divided by 80
seconds = 75 words per minute)
BRI Results Rubric
Screening Component
At Grade Level
Strategic
Intervention
Intensive
Intervention
Needing Additional
Instruction
(RtI level 1; minimum of
instruction during Universal
Access)
Needing Additional
Instruction
(RtI level 2; minimum of
instruction during
Universal Access and
additional 30 minutes of
intervention)
Basic Reading Inventory
(BRI)
Reading Comprehension
Independent and
Instruction Level:
0–2 ½
comprehension
questions missed
Instruction/Frustrati
on Level:
3–4½
comprehension
questions missed
Frustration Level:
5 or more
comprehension
questions missed
Basic Reading Inventory
(BRI)
Word Recognition
Independent and
Instruction Level:
0–5 - Miscues
Instruction/Frustrati
on Level:
6 - 9 - Miscues
Frustration Level:
10 - Miscues
WORDS PER MINUTE (WPM) FLUENCY CHART
Oral Reading Norms for Students in Grades Two Through Six
Fall
Winter
Percentile
WCPM
WCPM
90
98
122
75
74
98
50
49
72
25
23
46
10
12
20
90
128
144
75
101
117
50
73
90
25
48
58
10
26
37
90
143
164
75
119
139
50
95
111
25
70
86
10
44
60
90
163
180
75
135
154
50
108
125
25
85
97
10
60
72
90
176
193
75
153
165
50
128
139
25
98
111
10
66
81
Grade
2
3
4
5
6
Spring
WCPM
140
115
89
64
37
160
136
107
78
45
180
153
124
99
72
194
167
138
108
79
203
178
151
123
93
BRI Results Rubric
Screening Component
Basic Reading Inventory (BRI)
Fluency
Basic Reading Inventory (BRI)
Reading Comprehension
.
Basic Reading Inventory (BRI)
Word Recognition
At Grade Level
Needing Additional
Intervention
(RtI Tier 1 – i.e.: Instruction
during Universal Access)
50th percentile rank or
above
26th to 49th percentile rank
Independent and
Instruction Level:
0–2 ½ comprehension
questions missed
Independent and
Instruction Level:
0–5 - Miscues
Instruction/Frustration
Level:
3 – 4 ½ comprehension
questions missed
Instruction/Frustration
Level:
6 - 9 - Miscues
Needing Substantial
Intervention
(RtI Tier 2 – i.e.:
Instruction during
Universal Access and
additional 30 minutes)
25th percentile rank or
below
Frustration Level:
5 or more comprehension
questions missed
Frustration Level:
10 - Miscues