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A P P E N D I X D
Jennings Informal
Reading Assessment
The Jennings Informal Reading Assessment , an informal reading inventory (IRI), was
developed by Dr. Joyce Jennings. It was field-tested in the Reading Center of
Northeastern Illinois University and in several schools in the Chicago metropoli-
tan area with the help of graduate students in the Departments of Reading and
Special Education at Northeastern Illinois University.
The word lists consist of 25 words each. They were developed using Basic
Reading Vocabularies (Harris & Jacobson, 1982). Each word presented in the word
lists is included in the passages read by the students. For those words appearing
in the oral reading passages, you can compare students’ ability to recognize words
in isolation and in context.
The reading passages consist of two passages per level: Preprimer through
Grade 8. One set of these graded passages can be used to assess students’ oral
reading, and the other can be used to assess silent reading. You may also wish to
use the silent reading passages to assess students’ listening comprehension.
Abbreviations used in this instrument include:
Lit. = Literal Ind. = Independent Level
Inf. = Inferential Inst. = Instructional Level
Comp. = Comprehension Frust. = Frustrational Level
When you have completed the IRI, use the Summary Record Sheet to record
your results. Then determine the oral, silent, and estimated overall reading levels
as described in Chapter 3.
426 Appendix D
Silent Total Oral Passages Passages Reading Listening
Word Recognition Accuracy Comp. Passage Comp. and Passage Passage Level Level Level Level Passage Level Level Level
Preprimer
Primer
Informal Reading Inventory Summary Record Sheet
Preprimer Level, Oral Passage 86 Words
Background Question Do you have a special friend? What do we mean when we say that
someone is a special friend?
Prompt: In this story, Jill and Sue are friends. Read this story to find out what they like to do
together.
Jill and Sue Make a Cake
Jill likes to play with Sue. They like to
run and jump. They like to ride bikes,
too.
One day, they wanted to make a
cake. Jill asked her mom if they could
make a cake in her house. Jill’s mom
said no. She did not have time to help.
Jill and Sue went to Sue’s house. Sue
asked her mom if they could make a
cake in her house. Sue’s mom said yes.
Jill and Sue made a cake. Sue’s mom
helped. It was good.
428 Appendix D
Comprehension Questions
Inf-1 Who is Jill’s friend?
Sue
Lit-2 What are two things they like to do together?
Name two: play, run, jump, play games, ride bikes, bake
Lit-3 What did they ask Jill’s mother?
If they could bake a cake
Inf-4 Why couldn’t they make the cake at Jill’s house?
Accept either: Jill’s mom didn’t have time to help them or Jill’s mom said no
Lit-5 What did Sue’s mother say when they asked to make the cake at Sue’s house?
Yes
Inf-6 What was said in the story that made you know that Jill and Sue liked the cake?
It was good
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–2 Independent 5½–6 Independent # of seconds =
3–4 Instructional 4½–5 Instructional # secs/60 = min/ secs
5 or more Frustrational 4 or less Frustrational ≤ 6 min, 37 sec?
Appendix D 429
Comprehension Questions
Lit-1 Where did Nick and his dad go?
To the lake
Inf-2 Why do you think Nick and his dad were trying to be still?
Accept either: so the animals would come close to them or so they wouldn’t frighten the animals
Lit-3 What two animals did Nick and his dad see?
Duck, frog
Lit-4 What did the duck do?
Accept either: swam to the rock or flew away
Inf-5 What made the duck fly away?
Accept either: the frog or the noise the frog made
Inf-6 Why was Nick surprised to see a frog?
Accept either: he thought he would see something big, and the frog was little or the duck was big and the
frog was little, but the frog scared the duck
Appendix D 431
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–2 Independent 5½–6 Independent # of seconds =
3–4 Instructional 4½–5 Instructional # secs/60 = min/ secs
6 or more Frustrational 4 or less Frustrational ≤ 3 min, 26 sec?
432 Appendix D
Level 1, Oral Passage 109 Words
Background Question: Do you ever help your mom or dad clean up the house? How do you feel
when you want to do something fun and your mom or dad want you to
work?
Prompt: Read this story about how Ben helped his mom.
Ben Helps his Mom
Ben was sad. He wanted to go to the park with
the other children. But his mom said he had to
stay home.
Ben’s grandma was coming to see his family.
He had to help clean the house.
Ben had to put away his toys. He had to make
his bed. He had to move the chairs. Then Mom
cleaned the floor.
Then he had to watch his baby brother while
Mom baked a cake.
At last, Grandma’s car was coming down the
road! She got out of the car. She had a big box.
Ben heard a noise. It came from the box. It
sounded like a bark!
Level 2, Oral Passage 140 Words
Background Question: Have you ever been to camp? What is a camp like?
Prompt: Read this story to find out why Danny is so excited about going to camp this year.
Danny Goes to Camp
Danny is very happy this morning! This is the first day of camp.
Last year, Danny went to day camp. This year, he can spend nights
at camp. He is going to stay a whole week, just like his brother.
Last night, Danny packed his clothes. This morning, he
dressed and brushed his teeth. Then he went to the kitchen.
Danny’s dad gave him some eggs and toast. But Danny was too
happy to eat!
Danny’s dad drove him to camp. The trip seemed like it would
take forever. Finally, they came to the camp. There were hundreds
of boys and girls all dressed in blue shorts and yellow shirts. As
soon as the car stopped, Danny saw his friend Joe. Joe told him
they would be sleeping in the same tent. Danny knew this would be
a great week!
434 Appendix D
Comprehension Questions
Lit-1 Where was Danny going?
To camp
Inf-2 What is different between this camp and last year’s?
Last year Danny couldn’t stay overnight, but this year he can
Lit-3 How long will Danny be at camp?
A week
Lit-4 Why couldn’t Danny eat?
He was too excited
Lit-5 How did Danny get to camp?
His dad drove him
Inf-6 How do you know this was a big camp?
There were hundreds of boys and girls
Inf-7 How did Danny feel about sleeping in the tent with Joe?
He was happy that he would be with Joe
Inf-8 Why does Danny think this will be a great week?
Accept either: he wanted to go to camp or now he will be with his friend
Appendix D 435
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–3 Independent 7–8 Independent # of seconds =
4–7 Instructional 5½–6½ Instructional # secs/60 = min/ secs
8 or more Frustrational 5 or less Frustrational ≤ 2 min, 41 sec?
Comprehension Questions
Lit-1 Where does Kay live?
On an island
Lit-2 Why is Kay unhappy?
Accept either: she doesn’t have any friends or she is lonely
Inf-3 How long has Kay’s family lived on the island?
A year
Lit-4 Why do Kay’s parents want to live on the island?
Accept any of the following: they are studying the animals, they are discovering new animals, or they are
photographing animals
Inf-5 Why do you think Kay’s father plans to name his discovery after her?
Accept either: he knows she is unhappy or he wants to make her feel better
Lit-6 What colors is the fish that Kay’s father discovered?
Accept either: orange fins or blue tail
Inf-7 Why is it so hard for Kay’s father to take a picture of the Kayfish?
Accept either: it only comes out in the morning and just before night or it hidesin the seaweed
Inf-8 Why does Kay want to go back to her old home?
Accept either: to go to her old school or to see her friends
Appendix D 437
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–4 Independent 7–8 Independent # of seconds =
5–10 Instructional 5½–6½ Instructional # secs/60 = min/ secs
11 or more Frustrational 5 or less Frustrational ≤ 2 min, 12 sec?
Level 4, Oral Passage 228 Words
Background Question: What is ice skating?
Prompt: Read this story to find out about an ice skater named Jessie.
Jessie, Champion Skater
More than anything, Jessie wants to be a champion skater! She can’t
remember a time she didn’t want to skate or a time she didn’t want to be the best.
Jessie began skating instruction when she was three years old. In her first ice
show, she played the part of a ladybug. She still remembers her red and black
spotted costume. Most of all, Jessie remembers the audience clapping their
approval of her first performance.
Jessie doesn’t have much time for ice shows anymore. Now she must practice
jumps and turns. When Jessie was six, she started skating in contests for ages six
to twelve. By the time she was eight, Jessie was the junior state champion. Now that
she is thirteen, Jessie competes with adults. She is the state champion in ice
skating.
Last week, a sports writer wrote an article about Jessie’s performance. It said
she was a “brilliant young athlete.” It said her skating showed “confidence and
grace.” Jessie thought about the countless falls she had taken to make each jump
look perfect. She didn’t feel very graceful or confident!
Next week, Jessie will represent her state in a national meet. This will be the
first time she has skated at this level. She hopes all her practice and hard work will
pay off. Jessie hopes that her confidence and grace will help her win.
438 Appendix D
Level 5, Oral Passage 289 Words
Background Question: What is it like to go camping? What kinds of things do people do when they
go camping?
Prompt: Read this story to find out what happened when Ted and his family went camping.
Ted’s Camping Trip
Ted’s family was taking one last camping trip before school started. They found the
perfect campsite! It was just where a clear stream trickled into placid Green Lake. The
surroundings were ideal. Ted and his brothers could swim to their hearts’ content. They
could row into hidden coves along the shore. It was a perfect place to fish or relax.
The first two days were great, with spectacular sunrises and adventurous days. The
nights were cool and refreshing. Just before nightfall on the third day, a rainfall began.
Everyone joked and laughed as they packed their belongings. But, by the second day of
continuous rain, tensions rose. The four boys grew tired of sharing their cramped tent. Late
that night, Ted was awakened by a loud crash. He realized he was floating! Their quiet
stream had become a rampaging river and their tent had been washed into it! Ted roused
his brothers and they thrashed about in the darkness as they struggled to pull themselves
onto the riverbank. Streaks of lightning flashed across the sky. Thunderbolts shook the
earth. The storm raged through the night.
Near daybreak, the lightning and thunder ceased. The brothers could see the path of
destruction left by the storm. The huge oak across the stream had been struck down. Now
it was no more than a jumbled woodpile. Their canoes had been tossed about the shore like
toys. They worked hard all morning to restore their campsite. During lunch, a park ranger
came by to see if they were okay. He told them a camper had been injured when a tree was
hit by lightning and fell on his tent. Ted and his brothers were lucky to have escaped with
only scratches and bruises.
440 Appendix D
Comprehension Questions
Inf-1 Why did Ted and his family think the campsite was perfect?
Accept any of the following: They could do all the things they liked, it was quiet,or it was near a lake
Lit-2 What were some of the things that Ted and his brothers liked to do?
Accept any two: swim, fish, row
Inf-3 What was the loud crash that Ted heard?
Accept either: lightning and thunder or the oak tree falling
Lit-4 What awoke Ted?
Accept any of the following: a loud noise, thunder or the tree falling
Inf-5 How did the stream become a dangerous river?
All the rain made it bigger and faster
Lit-6 What did the brothers see when the storm was over?
Accept either: How much of the area had been destroyed or specific items, damaged canoes or tree
Lit-7 Why did the park ranger come to the campsite?
To see if they were okay
Inf-8 Why did Ted and his brothers have to work so hard to restore the campsite?
Because the storm had done so much damage
Appendix D 441
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–7 Independent 7–8 Independent # of seconds =
8–15 Instructional 5½–6½ Instructional # secs/60 = min/ secs
16 or more Frustrational 5 or less Frustrational ≤ 3 min, 42 sec?
Appendix D 443
Comprehension Questions
Lit-1 Why was Mike trying to earn money?
To buy a bike
Lit-2 What was Mike doing to earn money?
Digging a ditch
Inf-3 What was wrong with Mike’s old bike?
Accept either: it was an embarrassment or it was old and beaten up
Inf-4 Why did Mike yell at his mom?
Accept either: He was frustrated or angry that she said she couldn’t buy him a bike
Inf-5 Why didn’t Mike think Mr. Painter’s plan for the drainage ditch would be effective?
It was in the same direction as the old ditch
Inf-6 How do you think Mike felt about Mr. Painter as he was working?
He didn’t like him
Lit-7 How much more money did Mike need to buy the bike he wanted?
Fifty dollars
Lit-8 Why didn’t Mike want to stop when Mr. Painter suggested he quit for the day?
He wanted to finish before it rained
Lit-9 How much did Mr. Painter promise to pay Mike for digging the ditch?
Forty dollars
Inf-10 Why do you think Mr. Painter paid Mike more than he had promised?
Accept any of these: Mike suggested how to dig the ditch, he wanted to stay and finish, or he cleaned the
tools
BBaacckkggrroouunndd WWoorrdd RReeccooggnniittiioonn AAccccuurraaccyy CCoommpprreehheennssiioonn RRaattee//FFlluueennccyy
Check Check Adequate/Inadequate
or − # of errors # correct IND, INST, or FRUS + or −
− 0–7 Independent 9–10 Independent # of seconds =
8–18 Instructional 7–8½ Instructional # secs/60 = min/ secs
19 or more Frustrational 6½ or less Frustrational ≤ 2 min, 54 sec?
Level 7, Oral Passage 350 Words
Background Question: What happens when someone gets in trouble in your class?
Prompt: In this passage, Peter gets in trouble with Mr. Galvin. Read it to find out what happens.
In Trouble Again
I knew I shouldn’t be drawing in algebra class, but I just couldn’t resist. Mr. Galvin had such a
comical look as he peered over his bifocals at Jamie’s futile attempt to solve the problem on the
board. Maybe I could call this brilliant work of art “Galvin-eyes” or something equally insulting.
I suddenly realized Mr. Galvin was calling my name, “Peter, what is your solution to this
problem?” Oh no, Mr. Galvin was walking in my direction! If I got in trouble again, I could be
suspended. In desperation, I tried to adjust my book to cover the drawing, but it was too late. “Peter,
have you completed the computation for problem number seven?”
Even though I hadn’t even started the problem, I replied in my most respectful tone, “Not quite,
sir.” When he stopped at the front of the row, it bolstered my confidence. “I’ll have it done in just a
couple of minutes.” Why did I always have to open my big mouth, instead of leaving well-enough
alone? Now he was coming directly toward my desk.
Mr. Galvin, in a tone of total mistrust, suggested, “Why don’t you come to the board and show
us how far you’ve gotten, and perhaps your classmates can help you complete the problem?”
As I fumbled for an answer, Mr. Galvin reached my desk. He lifted my book with the expectation
of finding a partially solved algebra problem. Instead, he found a drawing of himself, bifocals and all,
glaring at Jamie with a quizzical look on his face. At least I hadn’t had time to write the caption!
“Peter!” boomed Mr. Galvin, “just what do you expect to make of yourself with this kind of
behavior?”
Without thinking how it might be taken, I replied, “A cartoonist.”
Wrong answer! The class gave an appreciative round of applause. But Mr. Galvin perceived
this as yet another attempt on my part to confront him. Once again, I had tried to undermine his
authority with the class.
I had ample opportunity to think of alternative replies while I waited in the assistant principal’s
office.
444 Appendix D
