Text Reading and
Comprehension (TRC)
mCLASS®:Reading 3D™
TRC Overview
Basic Early
Literacy Skills
Administered
Materials
•Accurate and Fluent Reading of Connected Text
•Reading Comprehension
•Vocabulary and Language Skills
• BOY Kindergarten through EOY Grade 3
• Mobile Device
• Leveled books/cards
• Written Comprehension Question
(Level F - Above)
TRC Benchmark Goals
Grade
BOY Reading
Level Goal(s)
MOY Reading
Level Goal(s)
EOY Reading
Level Goal(s)
Kindergarten
RB to B
C
D
Grade 1
D
G-H
J-K
Grade 2
J-K
L
M-N
Grade 3
M-N
O
P-Q
Correlation Chart
Criteria for
Instructional Level
Frustrational
Instructional
Accuracy ≤ 89%
or
Retell/Recall = 1/3
or
Oral Comp. ≤ 3/5
Accuracy 90 – 94%
and
Retell/Recall ≥ 2/3
and
Oral Comp. ≥ 4/5
Independent
Accuracy ≥ 95%
and
Retell/Recall ≥ 2/3
and
Oral Comp. ≥ 4/5
TRC identifies the student’s instructional reading level.
Print Concepts
• Goal: 13 out of
16
•
Cover: Front of Book
•
Print Contains Message
•
Directionality: Beginning,
L to R, Return Sweep
•
1:1 Match
•
First and Last Words on a Page
•
Meaning of Quotation Marks,
Comma, Question Mark, and
Period
•
Identifies Uppercase Letter
•
Identifies one letter, one word,
first and last letter
Reading Behaviors
Goal: 5 out of 6
•
Indicate Title
•
Matches Words 1:1
•
Left-Right Directionality
•
Return Sweep
•
Maintains Language
Pattern
•
Uses Picture Support
TRC Knowledge of Print
(KOP)
•
Marking
• Correct
• Incorrect
•
Observe
• Instructions to assessor
• Assessed concepts
• Page numbers
• Use of index cards
• Running score
TRC: Print Concepts
Partner Practice
•
Assessor
1.
From Main Menu choose Reading
3D
2.
Choose BOY
3.
Select a Kindergarten student.
4.
Choose Benchmark.
5.
Select TRC.
6.
Select Print Concepts (PC) and On
the Table book from dropdown
box.
7.
Tap Begin.
8.
Score student responses on
device.
TRC: Reading Behaviors
Partner Practice
•
Assessor
1.
Select a Kindergarten student.
2.
Choose Benchmark.
3.
Select TRC.
4.
Select Reading Behaviors (RB)
and the Look at Me book.
5.
Tap Begin.
6.
•
Score student responses on
device.
Student
•
Read aloud the script.
PC and RB Administration Check-In
1. What was easy?
_________________________________________________
2.
What was difficult?
_________________________________________________
3.
What do you need to practice?
_________________________________________________
TRC: Text Reading and
Comprehension Records
The ability to accurately read and comprehend authentic text
Settings
Tap Level list to
select book level.
Tap Book list to
select book title.
Record Reading Behaviors
If the student says, “Every sat-, Saturday”:
1. Tap the word Saturday.
2. Write exactly what the student said (“sat-”).
3. Tap Save.
Repetition
If the student says, “We like to
dance, dance”:
1. Tap the Repetition button at
the top left of the screen.
2. Tap and drag to select the
repeated word (dance).
3. Repeat steps 1 and 2 for
subsequent repetitions.
To mark a repeated phrase, tap
the Repetition button, then swipe
the entire phrase.
Record Errors
• Self Correction (SC)
• Substitution (sub)
• Insertion (^)
• Omission (omit)
• Told (told)
Substitution
If the student says,
“Everything looks fun”:
1. Tap the word funny.
2. In the freehand space,
write “fun.”
3. Tap sub.
4. Tap Save.
Insertion
If the student says,
“It’s my best friend, Jill”:
1. Tap the word after
the insertion (friend).
2. In the freehand
space, write “best.”
3. Tap Insertion (⌃).
4. Tap Save.
Omission
If the student says, “I see living room”:
1. Tap the omitted
word (the).
2. Tap omit.
Told
If the student says,
“Things look di-, dif-”:
1. Record any attempt(s).
2. Wait five seconds for
a complete response.
3. Say “different.”
4. Tap the word you tell
the student (different).
5. Tap told.
6. Tap Save.
Self-Correction
If the student says, “Here
is my mane, I mean, name”:
1. Tap the word (name).
2. In the freehand space,
write “mane.”
3. Tap sub.
4. Tap SC.
5. Tap Save.
Contractions
If the student says, “hadn’t”
instead of “had not”:
1. Tap the first word (had).
2. In the freehand space,
write “hadn’t.”
3. Tap sub. Tap Save.
4. Tap the second word (not).
5. Draw a line or slash in the
freehand space.
6. Tap Save. “Not” will display
in bold, but does not count
as an error.
TRC Reading Record
Quick Reference
Correct
Incorrect
Student reads correct words
Insertions
Student correctly sounds out
words
Substitutions
Student repeats words
Omissions
Words read in the wrong order
Student self-corrects
Five-second hesitations
Proper nouns
(the first instance only)
Reading Record Results Screen
Tap Accuracy
rate to review
probe.
Tap Delete to
invalidate probe.
Tap Motiv. or
Note to record
additional
information.
Comprehension
tasks required
TRC Demonstration
TRC Partner Practice
•
1.
2.
3.
4.
5.
Assessor
Select a Grade 1 , 2 or 3 student.
Choose Benchmark.
Select TRC.
Select a Level and a book title.
Select Start Timed
Administration.
6. Score student responses on
device.
7. Record motivation and notes.
TRC Administration Check-In
1. What was easy?
_________________________________________________
2.
What was difficult?
_________________________________________________
3. What do you need to practice?
_________________________________________________
TRC Retell/Recall
(Benchmark Levels E and lower)
Fiction
Non-Fiction
Tap Retell to access
questions.
TRC Oral Comprehension
(Benchmark Level D – Above)
Tap Oral Comp to
access
questions (Benchmark)
Tap Correct or Incorrect
to record answers to
questions provided.
TRC Written Comprehension
(Benchmark Levels F – Above)
Tap Written Comp. to
Access the rubric.
Written Comprehension Scoring Rubric
Score
0
1
2
3
Level
No Understanding
Minimal
Understanding
General
Understanding
Complex
Understanding
What it means
What it requires
The response demonstrates 
no understanding of the
text.

The response demonstrates
a minimal understanding of 
the text.
Completely incorrect, irrelevant to
the question, or missing

Partially addresses the demands of
the question
Uses text-relevant information to
show understanding
The response demonstrates
a general understanding of 
the text.
The response demonstrates 
an understanding of the
complexities of the text.

Minimally addresses the demands
of the questions
Uses minimal information to show
understanding of the text in relation
to the question
Addresses the demand of the
question
Effectively uses text-relevant
information to clarify or extend
understanding
MSV Analysis
Meaning
• Does the word the student used
make sense?
• Did the student preserve
meaning?
Syntax/Structure
• Does the word the student used
sound right?
• Did the student preserve
language structure?
Visual
• Does the word the student used
match the print?
• Did the student preserve the
visual appearance of the word?
TRC Results with MSV
• The bar graph shows
the frequency of
each strategy.
• An underrepresented strategy
indicates the
opportunity for
instruction.
MSV Group Activity Practice
Which strategies did this student use to substitute while reading?
1. We live in a home at the lake.
house
2. We walked to a store.
the
3. Our family had a ran cat.
pet
4. I got a new pair of shoes.
have
5. Billy and the girl playing ball until dark.
played
6. We are going to ride he bus to he beach.
the
the
M
S
V
M
S
V
M
S
V
M
S
V
M
S
V
M
S
V
Retell, Oral & Written
Comprehension, MSV Partner
Practice
•
Assessor
1. Select the same student you
administered the TRC previously.
2. Choose Benchmark.
3. Select Pause button beside TRC.
4. Administer the Retell, Oral Comp.
or Written Comp, MSV
5. Score student responses on
device.
TRC Retell, Comprehension & MSV
Administration Check-In
1. What was easy?
_________________________________________________
2.
What was difficult?
_________________________________________________
3. What do you need to practice?
_________________________________________________
WR: Word Recognition
•Measures the ability to accumulate a reading
vocabulary of high-frequency words
From List A
to
and
my
From List B
with
run
down
From List C
who
first
want
WR Overview
Basic Early
Literacy Skills
• Alphabetic Principle
• Accurate and Fluent Reading
of Connected Text
Administered
• Reading levels A/1 to E/8
Materials
• Mobile Device
• WR Assessment Materials
Booklet
WR Student Materials and Device
WR Common Scoring Rules
•Mark correct.
•Mark correct.
Self-Correction
Schwa Sounds,
Articulation, or
Dialect
•After three seconds,
select nr, point to the
next word, and say
“What word is this?”
Hesitation Rule
WR Results Screen