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| Preface | |
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| OVERVIEW OF THE CRI-2 TESTS | |
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| The Interest Inventory | |
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| Reading Attitude Survey: Elementary Grades (K-5) | |
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| Concepts of Print Assessment | |
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| Phonemic Awareness and Other "Alphabetics" Assessment Tests | |
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| Phonemic Awareness Tests (PAT) | |
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| Initial Consonant Sounds Test | |
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| Phonemic Segmentation Test | |
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| Blending Sounds Test | |
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| Letter Naming Test | |
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| Phonics and Decoding Tests | |
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| Phonics Test (PT) | |
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| Oral Reading and Analysis of Miscues | |
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| Vocabulary Assessment: The High Frequency Word Knowledge Survey | |
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| Comprehension Assessment | |
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| Fluency Assessment (and Norms Table) | |
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| After testing, then What? | |
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| CRI-2 Administration procedures | |
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| The CRI-2 Assessment Process | |
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| Using the Instructional PDToolkit to Get Acquainted with the CRI-2 | |
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| Administering And Scoring The CRI-2 | |
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| Administration Procedures: Graded Sentences for Initial Passage Selection | |
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| The Preprimer (PP) and Primer (P) Passages | |
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| Reading Passages: Narrative and Expository (Forms A-D) | |
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| General Procedures | |
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| Specific Procedures | |
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| Silent Reading Comprehension | |
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| Oral Reading and Analysis of Miscues | |
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| Miscue Grid: Error Types | |
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| Miscue Grid: Analysis of Miscues | |
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| Fluency: Determining Reading Rate | |
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| Miscue Analysis | |
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| Listening Comprehension (Optional) | |
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| Completing the Student Summary | |
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| Student Interview | |
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| "Alphabetics" and Vocabulary Knowledge | |
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| Reading Comprehension, Fluency, and Oral Reading Assessments | |
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| Instructional Implications (IF - THEN Analyses) | |
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| Student's Intervention History | |
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| Pre- and Post-testing | |
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| Setting Intervention Goals in Tiers | |
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| Classroom Accommodations | |
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| Response to Intervention (RtI) Using the CRI-2 | |
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| IES Recommendations | |
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| Tier 1 Interventions: Translating Assessment Data Into Classroom Lesson Plans | |
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| IF - THEN Thinking: Selecting Appropriate Intervention Strategies | |
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| Instructions for Using The Comprehensive Reading Inventory-ESPA�OL version (CRI: Espa�ol) | |
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| References | |
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| The Comprehensive Reading Inventory - 2<Sup>nd</Sup> edition (CRI-2) | |
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| Preliminary Assessments | |
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| Interest Inventory | |
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| Reading Attitude Survey - Elementary Grades (K-5) | |
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| Concepts of Print Assessment | |
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| Alphabetics Assessments | |
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| Phonemic Awareness Tests (PAT) | |
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| Letter Naming Test | |
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| Phonics Test | |
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| Vocabulary Assessments | |
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| Form A | |
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| Narrative Reading Passages | |
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| Sentences for Initial Passage Selection | |
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| Narrative Reading Passages | |
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| Level PP: The Accident | |
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| Level P: Let's Go Swimming | |
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| You Cannot Fly! | |
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| The Pig and the Snake | |
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| The Big Bad Wolf | |
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| New Clothes | |
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| Hot Shoes | |
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| Mountain Fire | |
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| The Canoe Trip | |
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| The Eagle | |
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| The Case of Angela Violet | |
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| Examiner's Assessment Protocols | |
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| Level PP: The Accident | |
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| Level P: Let's Go Swimming | |
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| You Cannot Fly! | |
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| The Pig and the Snake | |
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| The Big Bad Wolf | |
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| New Clothes | |
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| Hot Shoes | |
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| Mountain Fire | |
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| The Canoe Trip | |
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| The Eagle | |
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| The Case of Angela Violet | |
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| Form B | |
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| Narrative Reading Passages | |
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| Sentences for Initial Passage Selection | |
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| Narrative Reading Passages | |
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| Level PP: Eyes in My Closet | |
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| Level P: The T-Ball Game | |
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| Birthday at the Zoo | |
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| Mary's New Bike | |
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| Bedtime | |
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| A Different Time | |
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| Afternoon Walk | |
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| Laser Boy | |
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| The Paper Route | |
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| Riley and Leonard | |
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| The Long Night | |
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| Examiner's Assessment Protocols | |
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| Level PP: Eyes in My Closet | |
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| Level P: The T-Ball Game | |
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| Birthday at the Zoo | |
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| Mary's New Bike | |
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| Bedtime | |
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| A Different Time | |
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| Afternoon Walk | |
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| Laser Boy | |
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| The Paper Route | |
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| Riley and Leonard | |
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| The Long Night | |
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| Form C | |
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| Expository Reading Passages | |
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| Sentences for Initial Passage Selection | |
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| Expository Reading Passages | |
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| Bears | |
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| The Night Sky | |
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| Flying Flowers | |
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| The Story of Coca-Cola | |
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| Popcorn | |
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| Cooking Without Fire: The Microwave Oven | |
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| Diamonds | |
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| The Future Is Here | |
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| Visual Illusions | |
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| Examiner's Assessment Protocols | |
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| Bears | |
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| The Night Sky | |
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| Flying Flowers | |
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| The Story of Coca-Cola | |
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| Popcorn | |
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| Cooking Without Fire: The Microwave Oven | |
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| Diamonds | |
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| The Future Is Here | |
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| Visual Illusions | |
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| Form D | |
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| Expository Reading Passages | |
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| Sentences for Initial Passage Selection | |
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| Expository Reading Passages | |
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| Animal Friends | |
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| Making Pictures Is Art | |
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| The History of Books | |
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| Mountain Man | |
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| Music of Mexico | |
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| Jesse Owens | |
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| Nails: A Carpenter's "Fastener" | |
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| The Environments of Africa | |
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| The Mathematics of Health | |
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| Examiner's Assessment Protocols | |
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| Animal Friends | |
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| Making Pictures Is Art | |
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| The History of Books | |
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| Mountain Man | |
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| Music of Mexico | |
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| Jesse Owens | |
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| Nails: A Carpenter's "Fastener" | |
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| The Environments of Africa | |
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| The Mathematics of Health | |
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| Appendix | |
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| Student Summary Forms | |
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| references | |
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| About the Authors | |
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| Resources Found On The PDToolkit | |
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| Guidelines for Administering CRI-2 | |
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| An Overview of the Comprehensive Reading Inventory (CRI) | |
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| How to Administer & Score the CRI | |
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| Basic Teacher Preparations to Administer the CRI Effectively | |
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| Comments Regarding the Administration of Procedures | |
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| Interest Attitude Interview: Primary Form with Darryl | |
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| Interest Inventory Analysis | |
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| Explanation of Alphabetics Tests | |
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| Phonemic Awareness Tests/Initial Consonant Sound Tests: An Oddity Task with Darryl | |
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| Analysis of the Initial Consonants Sounds Test with Darryl | |
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| Explanation of the Blending Sounds Test | |
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| Phonemic Awareness Tests/Blending Sounds Test Part A: Onsets and Rhymes with Darryl | |
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| Phonemic Awareness Tests/Blending Sounds Test Part B: Blending Individual Sounds with Darryl | |
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| Analysis of the Blending Sounds Tests | |
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| Explanation of the Phonemic Segmentation Test | |
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| Phonemic Awareness Tests/Phonemic Segmentation Test with Darryl | |
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| Analysis of the Phonemic Segmentation Test | |
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| Explanation of the Letter Naming Test | |
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| Letter Naming Test with Darryl | |
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| Analysis of Letter Naming Test | |
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| Explanation of the Phonics Quick Test | |
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| Phonics Quick Test: Nonsense Words with Darryl | |
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| Analysis of the Phonics Quick Test | |
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| Explanation of the Vocabulary Assessment | |
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| High Frequency Word Knowledge Survey with Darryl | |
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| Analysis of High Frequency Word Knowledge Survey | |
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| Introduction of Use of Graded Sentences for Initial Passage Selection | |
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| Using Graded Sentences with Darryl | |
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| Analysis of Sentences for Initial Passage Selection | |
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| Silent Reading Comprehension: Retelling of the Story for Level 3 Big Bad Wolf (Form A) with Darryl | |
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| Oral Reading and Analysis of Miscues for of Level 3 Big Bad Wolf (Form A) with Darryl (Fluency) | |
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| Analysis of Silent Reading Comprehension (Level 3, Form A) and Oral Reading and Analysis of Miscues | |
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| Silent Reading Comprehension: Retelling of the Story for Level 4 New Clothes (Form A) with Darryl | |
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| Oral Reading and Analysis of Miscues for Level 4 New Clothes (Form A) with Darryl (Fluency) | |
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| Analysis of Silent Reading Comprehension (Level 4 New Clothes, Form A) and Oral Reading and Analysis of Miscues | |
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| Silent Reading Comprehension: Retelling of the Story for Level 5, Hot Shoes (Form A) with Darryl | |
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| Oral Reading and Analysis of Miscues for Level 5, Hot Shoes (Form A) with Darryl | |
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| Analysis of Silent Reading Comprehension (Level 5, Hot Shoes), Oral Reading, Analysis of Miscues and Closing | |
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| CRI: Espa�ol | |
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| Introduction | |
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| Entrevista de Inter�s y Actitud (Interest/Attitude Interview): Primary Form | |
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| Entrevista de Inter�s y Actitud (Interest/Attitude Interview): Upper Level Form | |
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| Forma A | |
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| Sentences for Initial Passage Selection | |
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| Narrative Passages | |
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| Nivel PP: El accidente | |
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| Nivel P: Vamos a nadar | |
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| �No puedes volar! | |
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| El cerdito y la serpiente | |
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| El lobo grandey feroz | |
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| Ropa nueva | |
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| Los zapatos de moda | |
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| Un fuego en la monta�a | |
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| Un viaje en canoa | |
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| El �guila | |
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| El caso de Karina G�mez | |
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| Examiner's Assessment Protocols | |
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| Nivel PP: El accidente | |
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| Nivel P: Vamos a nadar | |
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| !No puedes volar! | |
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| El cerdito y la serpiente | |
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| El lobo grandey feroz | |
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| Ropa nueva | |
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| Los zapatos de moda | |
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| Un fuego en la monta�a | |
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| Un viaje en canoa | |
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| El �guila | |
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| El caso de Karina G�mez | |
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| Forma B | |
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| Sentences for Initial Passage Selection | |
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| Narrative Passages | |
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| Nivel PP: Ojos en mi armaria | |
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| Nivel P: Beisbol | |
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| Mi cumplea�os en el zool�gico | |
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| La bicicleta nueva de Mar�a | |
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| Hora de dormir | |
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| En otra �poca | |
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| Un paseo por la tarde | |
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| Ni�o l�ser | |
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| La entrega de peri�dicos | |
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| Ram�n y Leonardo | |
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| Una larga noche | |
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| Examiner's Assessment Protocols | |
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| Nivel PP: Ojos en mi armaria | |
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| Nivel P: Beisbol | |
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| Mi cumplea�os en el zool�gico | |
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| La bicicleta nueva de Mar�a | |
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| Hora de dormir | |
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| En otra �poca | |
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| Un paseo por la tarde | |
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| Ni�o l�ser | |
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| La entrega de peri�dicos | |
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| Ram�n y Leonardo | |
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| Una larga noche | |
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| Forma C | |
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| Sentences For Initial Passage Selection | |
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| Expository Passages | |
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| Osos | |
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| El cielo nocturno | |
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| Flores voladoras | |
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| La historia de la Coca-Cola | |
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| Palomitas | |
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| Cocinando sin fuego: El micro-ondas | |
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| Diamantes | |
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| Va est� aqu� el futuro | |
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| Ilusiones visuales | |
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| Examiner's assessment protocols | |
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| Osos | |
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| El cielo nocturno | |
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| Flores voladoras | |
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| La historia de la Coca-Cola | |
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| Palomitas | |
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| Cocinando sin fuego: El micro-ondas | |
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| Diamantes | |
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| Va est� aqu� el futuro | |
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| Ilusiones visuales | |
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| Forma D | |
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| Expository Passages | |
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| Altoparlantes estereof�nicos | |
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| Cambio de apariencia | |
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| Comunicaciones de fibra �ptica | |
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| Examiner's Assessment Protocols | |
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| Altoparlantes estereof�nicos | |
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| Cambio de apariencia | |
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| Comunicaciones de fibra �ptica | |
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| Additional Resources | |
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| Form E Levels 10-12 (English) | |
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| Expository Passages | |
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| Stereo Speakers | |
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| Changing the Way We Look | |
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| Fiber Optic Communications | |
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| Examiner's Assessment Protocols | |
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| Stereo Speakers | |
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| Changing the Way We Look | |
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| Fiber Optic Communications | |
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| Interest Inventory-English Version | |
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| High Frequency Word Cards | |
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| Guidelines for Marking Miscues | |
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| Miscue Grid | |
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| Miscue Analysis Summary | |
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| Selected Common Miscues and Intervention Strategies | |
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| Selected Books for Guided Reading: Reading Level Translations | |
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| Student Summary Form | |