Agenda Introduction 1 Introductory Activity 1. Record two personal goals for this training. • ___________________________________ • ___________________________________ 2. Create one school or district goal. ___________________________________ ___________________________________ Introduction 2 mCLASS: Reading 3D Assessment Measurement Tool Reliable Easy Repeatable Sensitive to Growth and Change Introduction 3 Make It Real There is a Jake in every classroom, in every school. 1. Who is your Jake? _______________________ 2. What instructional changes did you make when your Jake did not progress? ___________________________________________________________________ ___________________________________________________________________ Introduction 4 Speedboat vs. Oil Tanker You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker. – Catherine E. Snow, professor of education, Harvard Graduate School of Education Introduction 5 Basic Early Literacy Skills Phonemic Awareness • First Sound Fluency (FSF) • Phoneme Segmentation Fluency (PSF) Phonics Accurate and Fluent Reading of Connected Text Reading Comprehension Vocabulary and Language Skills Introduction 6 Basic Early Literacy Skills Phonemic Awareness Phonics • Nonsense Word Fluency (NWF) • DIBELS® Oral Reading Fluency (DORF) • Word Recognition (WR) Accurate and Fluent Reading of Connected Text Reading Comprehension Vocabulary and Language Skills Introduction 7 Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text • DIBELS® Oral Reading Fluency (DORF) • Text Reading and Comprehension (TRC) • Word Recognition (WR) Reading Comprehension Vocabulary and Language Skills Introduction 8 Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text Reading Comprehension • DIBELS® Oral Reading Fluency (DORF) • DIBELS® Maze (Daze) • Text Reading and Comprehension (TRC) Vocabulary and Language Skills Introduction 9 Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text Reading Comprehension Vocabulary and Language Skills • Word Use Fluency (WUF) • Text Reading and Comprehension (TRC) Introduction 10 Reading 3D Check for Understanding NWF (Nonsense Word Fluency) DAZE (DIBELS ® Maze) PSF (Phoneme Segmentation Fluency) The ability to understand and use words to acquire and convey meaning Vocabulary and Language Skills LNF (Letter Naming Fluency) DORF (DIBELS® Oral Reading Fluency) The system of letter–sound relationships that is the foundation for decoding words The ability to hear, Identify, and manipulate Individual phonemes in spoken words The process of an intentional interaction between reader and text to convey meaning Phonemic Awareness Reading Comprehension TRC Introduction 11 FSF (First Sound Fluency) Phonics The ability to read a text accurately and quickly with automaticity Accurate and Fluent Reading of Connected Text WR Basic Early Literacy Skills Phonemic Awareness Alphabetic Principal Accuracy and Fluency Comprehension Vocabulary FSF NWF DORF DORF WUF PSF WR TRC DAZE TRC WR TRC mCLASS: DIBELS Next ELD mCLASS: Reading 3D Benchmark Assessment Calendar FSF *LNF PSF NWF DORF DAZE TRC & WR K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (EOY) Grade 3 Grade 4 Grade 5 Grade 6 * While LNF measures an important skill in a student’s development, it does not correlate with any of the five Big Ideas in Beginning Reading. Introduction 13 mCLASS®:DIBELS® Helps Teachers • Inform instruction to meet individual needs. • Create reading groups. • Make effective decisions to meet learning objectives. • Monitor student progress. Introduction 14 mCLASS®:DIBELS® System Mobile Device Web Reports Introduction 15 Composite Score (Replaces the Instructional Recommendation) Composite Score Introduction 16 How Composite Score Is Calculated The mobile device calculates the score automatically. FSF Score + DORF Words Correct + LNF Score + Retell Score (x 2) PSF Score + DORF Accuracy Percent Value + NWF CLS Score = DIBELS® Composite Score = Kindergarten, MOY DIBELS® Composite Score Grade 2, MOY www.dibels.com/next/downloads/DIBELSNextBenchmarkGoals.pdf Introduction 17 Assessment Options Benchmark All students Multiple measures Three times a year Identifies need for Progress Monitoring Progress Monitoring Primarily high- and some-risk students Assessed every 1 to 4 weeks Introduction 18 Benchmark Summary Screen Tap to begin assessment. Introduction 19 After the Assessment Score Patterns Motivation Note Forgot his glasses. Introduction 20 Web Report Score Notes Response Patterns Motivation Introduction 21 Mobile Device Essentials Charge battery, power on/off, and check battery status. Calibrate screen. Reset the device. Launch mCLASS® software. Sync data to mCLASS®:Home. Change users. Resources: www.mclasshome/assessment Wireless Generation Customer Care: help@wgen.net or (800) 823–1969, option 3 Manufacturer device documentation Introduction 22 Agenda LNF 23 LNF: Letter Naming Fluency Measures the ability to recognize and name letters of the alphabet fluently and with automaticity LNF 24 LNF Overview Basic Early Literacy Skills • Not applicable Administered • BOY Kindergarten through BOY Grade 1 Materials • Mobile Device • Student Materials Booklet LNF 25 LNF Student Materials Beginning of Year Benchmark Grade 1 LNF 26 Class List Screen Time of Year Button Students in Selected Class Sync Status LNF 27 Class Dropdown Menu Assessment Selection Screen Select Progress Monitoring Select Benchmark LNF 28 BOY Student Benchmark Summary Screen Student Tap icon to begin assessment Measures not available at MOY or EOY LNF 29 Reminders and Directions LNF 30 LNF Trainer Demo Timing Features • Start • Response timer • Warning screen Marking • Incorrect • Self-correct • Skipped row Observe • Placing bracket LNF 31 LNF Results Student’s Score Score, Patterns, Motivation, Note, and Review Buttons LNF 32 Reviewing the Assessment Letters Read Correctly Incorrect or Skipped Letters Skipped Line LNF 33 Invalidating the Assessment After the Assessment During the Assessment LNF 34 After the Assessment Patterns Motivation Note forgot his glasses LNF 35 LNF Web Report Score Notes Response Patterns Motivation LNF 36 LNF: Common Scoring Rules • Tap the letter again to rescore the response within 3 seconds. • Mark correct. Schwa Sounds, Articulation, or Dialect Self-Correction • After 3 seconds, say the letter and mark it incorrect. • If student misses all letters in 1st row of the measure, the device prompts assessor to discontinue. Hesitation Rule Discontinue Rule LNF 37 LNF Scoring Rules, page 1 of 2 Letter Similarities: Mark correct a lower case L named I. upper case L and lower case L upper case i LNF 38 LNF Scoring Rules, page 2 of 2 Incorrect and omitted letters: Indicate incorrect or skipped letters by tapping the letters. For a skipped row, tap the X that precedes it. Letter Read Incorrectly or Skipped Skipped Line LNF 39 LNF One-Time Reminders • If a student names letters from top to bottom, or points randomly, say, “Go this way,” and sweep your finger across the row. • If the student skips four or more consecutive letters, but does not skip the whole row, say, “Try to say each letter name.” • If the student says letter sounds, rather than letter names, say, “Say the letter name, not its sound.” LNF 40 LNF As-Needed Reminders • When a student stops (and it’s not a hesitation on a specific item), the teacher can say, “Keep going.” • If the student loses his/her place, the teacher can point to the page. LNF 41 LNF Quick Reference Correct Incorrect Correct letter Incorrect letter Articulation and/or dialect Three-second hesitation Similarly shaped font (uppercase i and lowercase L) Skipped letters LNF 42 LNF Check for Understanding 1. LNF assessments are only administered during the ______________ times of year. 2. Mark correct the lower case letter ____ read as an ____. 3. Students identify the _________ of the letters, not the _________. 4. The ability to identify the letters of the alphabet is a reliable indicator of _________ in learning to read. 5. If a student ______ a row, tap the gray “X” to the left of the line. 6. ___________ to the page to show the student where to resume reading if she loses her place. Word Bank: skips, I, risk, point, sounds, names, risk, benchmark, L LNF 43 LNF Points to Remember • LNF is a reliable indicator of risk. • Do not penalize students who confuse lowercase letter L with uppercase letter I. • There is no Progress Monitoring for LNF. • There are no Benchmark goals for LNF, yet it is included in the calculations for the Composite Score. • __________________________________ • __________________________________ LNF 44 LNF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s LNF assessment data showed: • A pattern of identifying letter sounds instead of names? _______________________________ ___ _______________________________ ___ 3. What questions do you have? ____________________________________________________________ ___________________________________________________________________ LNF 45 Agenda FSF 46 FSF: First Sound Fluency Measures the ability to isolate the first sound in a word /ch/ /ea/ /f/ The word “chief” comprises three phonemes. FSF 47 FSF: First Sound Fluency Basic Early Literacy Skills • Phonemic Awareness Administered • BOY and MOY Kindergarten • Progress Monitoring as needed Materials • Mobile Device only (auditory task) FSF 48 Phonological Awareness Phonemes Sentences Words Onset-Rimes Syllables Rhymes FSF 49 What is Phonemic Awareness? The ability to recognize, produce, and manipulate sounds in spoken language /b/ /a/ /t/ “chop” comprises the sounds: /ch/ /o/ /p/ “box” comprises the sounds: /b/ /o/ /k/ /s/ “dried” comprises the sounds: /d/ /r/ /ie/ /d/ “bat” comprises the sounds: FSF 50 Why First Sound Fluency? Initial sounds include the first group of sounds in the word (i.e., onsets), not necessarily individual phonemes. crab /k/ or /kr/ nine /n/ or /nie/ friend /f/ /fr/ or /fre/ FSF 51 FSF Benchmark Goals Minimum Number of Points Grade BOY Kindergarten 10 MOY Kindergarten 30 Points are given for correct initial phonemes identified by the student during one minute of assessment. FSF 52 FSF Trainer Demo Timing Features • Starting timer • Response timer • Warning screen Marking • 2-point response • 1-point response • Incorrect • Self-correct Observe • Practice items • Next word prompt FSF 53 FSF Common Scoring Rules •For a self-correction, tap the correct 1- or 2-point response. Self-Correction •Mark correct. Schwa Sounds, Articulation, or Dialect •After 3 seconds, tap the zero mark and say the next word. •If a student receives zero points in the first five words, the device prompts assessor to discontinue. Hesitation Rule Discontinue Rule FSF 54 FSF Scoring 2 points for saying the correct initial phoneme in isolation 1 point for saying the correct initial sounds goat g goa block b bl or blo FSF is the only measure for which you record the student’s best answer rather than the student’s final answer. FSF 55 FSF Scoring Rules 1 of 2 Correct Sounds Select the first sound or group of sounds that matches the student’s response. Screenshot of FSF screen showing correct scoring options for stated phonemes TK FSF 56 FSF Scoring Rules 2 of 2 Incorrect Sounds Tap the incorrect box. FSF 57 Speech & Articulation Count these common articulation errors correct: • The phoneme /j/ for /dr/ as in “drop” • The phoneme /ch/ for /tr/ as in “trash” FSF 58 FSF Reminders As-Needed: • If a student appears to have forgotten the directions (e.g., provides rhyming words or claps syllables) say, “Remember to tell me the first sound you hear in the word.” Immediately say the next word. One Time: • If a student says a letter name, say, “Remember to tell me the first sound in the word, not the letter name.” Immediately say the next word. FSF 59 FSF Quick Reference Correct Incorrect Initial phoneme No response Initial consonant and vowel Letter name (prompt with one-time reminder) Initial consonant blend Ending sound(s) Initial consonant blend and vowel 3 second or longer hesitation /ch/ substituted for /tr/ /j/ substituted for /dr/ Whole word repeated FSF 60 FSF Check for Understanding 1. How do you record a correct response? 2. How do you record an incorrect response? 3. What do you do when the child hesitates for 3 seconds? 4. When do you discontinue FSF? 5. How do you score an improperly pronounced response that is due to articulation or dialect? FSF 61 FSF Points to Remember • The student receives two points for identifying the initial phoneme in isolation. • The student receives one point for identifying the first group of sounds. • FSF is an indicator of early Phonemic Awareness skills. • __________________________________ • __________________________________ FSF 62 FSF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s assessment data showed: • • a pattern of consonant + vowel identified as initial sound? (e.g., saying /vo/ for “vote”) no correct initial sounds? 3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________ FSF 63 Agenda PSF 64 PSF: Phoneme Segmentation Fluency Measures the ability to segment two- to four- phoneme words into individual phonemes b o t The word “bought” comprises three phonemes. PSF 65 PSF Overview Basic Early Literacy Skills • Phonemic Awareness Administered • MOY Kindergarten through BOY Grade 1 • Progress Monitoring as needed Materials • Mobile Device only (auditory task) PSF 66 What is Phonemic Awareness? The ability to recognize, produce, and manipulate sounds in spoken language /b/ /a/ /t/ “chop” comprises the sounds: /ch/ /o/ /p/ “box” comprises the sounds: /b/ /o/ /k/ /s/ “dried” comprises the sounds: /d/ /r/ /ie/ /d/ “bat” comprises the sounds: PSF 67 PSF Benchmark Goals Time of Year Minimum Number of Segmented Sounds per Minute Kindergarten MOY 20 spm Kindergarten EOY 40 spm Grade 1 BOY 40 spm PSF 68 PSF Trainer Demo Timing Features: • Starting timer • Response timer • Warning screen Marking: • Incorrect sounds • Self-correct • Blended sounds • Overlapped segments Observe: • Removing markings • Location of score • Location of next word PSF 69 PSF Common Scoring Rules •Tap the segment again to rescore the response. •Mark correct. Self-Correction Schwa Sounds, Articulation, or Dialect •After 3 seconds, if a student has not said the next sound segment, say the next word. Do not tap the phoneme. •If a student does not say any correct segments in the first five words, the device prompts the assessor to discontinue. Hesitation Rule Discontinue Rule PSF 70 PSF Scoring Rules 1 of 6 Underline correct sounds, whether in isolation, blended, or as a whole word. sack Student says: /s/ Student says: /s/ /a/ /k/ /s/ /s/ /a/ /k/ 1/3 /a/ 3/3 PSF 71 /k/ PSF Scoring Rules 2 of 6 Underline then tap incorrect sounds. sack Student says: /z/ /a/ /k/ Student says: /s/ /o/ /k/ /s/ /s/ /a/ /k/ 2/3 /a/ 2/3 PSF 72 /k/ PSF Scoring Rules 3 of 6 Underline blended or repeated sounds. sack Student says: /sa/ /k/ Student says: /s/ /s/ /ak/ /s/ /s/ /a/ /k/ /a/ 2/3 2/3 PSF 73 /k/ PSF Scoring Rules 4 of 6 Leave blank any omitted sounds. sack Student says: /s/ /k/ Student says: /s/ hmm… /s/ /s/ /a/ /k/ /a/ 1/3 2/3 PSF 74 /k/ PSF Scoring Rules 5 of 6 Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation. got Student says: /gl/ /o/ /t/ Student says: /g/ /l/ /o/ /t/ /g/ /g/ /o/ /t/ /o/ 3/3 2/3 PSF 75 /t/ PSF Scoring Rules 6 of 6 Underline the whole word if a student repeats the word without providing any sound segments. sheep Student says: /sheep/ /sh/ /ea/ Student says: /steep/ /sh/ /p/ /ea/ 0/3 0/3 PSF 76 /p/ PSF Pronunciation Guide Words Segmented /s/ /t/ /ar/ star, shirt, force /sh/ /er/ /t/ /f/ /or/ /s/ Scoring Rule R-Controlled Vowels: /ar/ /er/ and /or/ sounds are scored as a single phoneme /p/ /e/ /r/ pair, hear, tour /h/ /i/ /r/ Words with “air,” “ear” and “our” sounds are scored with two phonemes /t/ /uu/ /r/ sing /s/ /i/ /ng/ Score digraph /ng/ as a single phoneme box /b/ /o/ /k/ /s/ Score letter X as two phonemes /k/ /s/ queen /k/ /w/ /ea/ /n/ Score Qu as two phonemes /k/ /w/ PSF 77 PSF Quick Reference Student Response Scored Scoring Rule (trip) "/t/ /r/ /i/ /p/" /t/ /r/ /i/ /p/ complete, correct segmentation (trip) "/t/ /r/ /i/ /p/ /s/" /t/ /r/ /i/ /p/ insertion/addition (trip) "/t/ /r/ /i/ /ps/" /t/ /r/ /i/ /p/ segment mispronunciation (star) "/th/ /t/ /a/ /r/" /s/ /t/ /a/ /r/ articulation/dialect (fox) "/f/ /o/ /ks/" /f/ /o/ /k/ /s/ incomplete segmentation (bit) "/bi/ /i/ /it/" /b/ /i/ /t/ overlapping segmentation (red) "/r/ /d/" /r/ /e/ /d/ omission (red) "/r/ hmm…" /r/ /e/ /d/ 3-second hesitation PSF 78 PSF One-Time Reminders • If a student spells the word, say, “Say the sounds in the word.” • If the student repeats the word, say, “Remember to say all the sounds in the word.” PSF 79 PSF Check for Understanding True or False? 1. If a student self-corrects a phoneme, he or she does not receive credit unless the red marking box is deleted. 2. If a student repeats a phoneme, underline it once. 3. Responses attributed to dialect are marked incorrect. 4. If a student does not respond correctly to any of the first three words, the device prompts you to discontinue. 5. Leave blank any omitted sounds. 6. If a student hesitates for three seconds on any sound segment, do not mark the phoneme. Then, prompt with the next word. PSF 80 PSF Points to Remember • Underline everything the student says to create a precise visual record. • If a phoneme is produced incorrectly, underline the phoneme, then tap it to indicate the error. • Say the next word as soon as the student finishes responding. • __________________________________ • __________________________________ • __________________________________ PSF 81 PSF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s assessment data showed: • • Only the first sound segmented and then repetition of the word (i.e., “won” = /w/ /won/)? an onset-rime pattern (i.e., “won” = /w/ /on/; “dawn” = /d/ /on/? 3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________ PSF 82 Agenda NWF 83 NWF: Nonsense Word Fluency •Measures the ability to identify and blend letter sounds •NWF assesses two related skills: The ability to identify and say the most common sound associated with each letter. /c/ /a/ /t/ The ability to blend sounds together into words. “cat” NWF 84 NWF Overview Basic Early Literacy Skills Administered Materials • Alphabetic Principle • Basic Phonics • MOY Kindergarten through BOY Grade 2 • Progress Monitoring as needed • Mobile Device • Student Materials Booklet NWF 85 NWF Benchmark Goals Grade Kindergarten Grade 1 Grade 2 Minimum Number of Correct Letter Sounds (CLS) MOY: 17 EOY: 28 Minimum Number of Whole Words Read (WWR) n/a BOY: 27 BOY: 1 MOY: 43 MOY: 8 EOY: 58 EOY: 13 BOY: 54 BOY: 13 NWF 86 NWF Student Materials Beginning of Year Benchmark Grade 1 NWF 87 NWF Trainer Demo Timing Features • Start • Response timer • Warning screen Marking • • • • Incorrect Self-correct Blended letter sounds Additions to whole words Observe • Removing markings • Navigation arrows • Five-word sets NWF 88 NWF Common Scoring Rules • Tap the letter or trace the line from right to left to rescore the response. • If a student doesn’t read any correct letter sounds in the first row, the device prompts assessor to discontinue. Self-Correction Discontinue Rule • Mark correct. Schwa Sounds, Articulation, or Dialect • If the student responds sound-by-sound, mixes sounds and words, or sounds out and recodes, allow 3 seconds, then provide the correct letter sound. • If the student responds with whole words, allow 3 seconds, then provide the correct word. Hesitation Rule NWF 89 NWF Scoring Rules 1 of 5 Sounds read in isolation: /h/ /i/ /f / Underline all sounds read in isolation, blended, or as a whole word. h i f x x x Some sounds blended: /m/ /e z/ m x Whole word read: “zat” z e z x x NWF 90 a t / NWF Scoring Rules 2 of 5 Sounds read in isolation with error: / h / /o / / f / Indicate incorrect sound(s) by tapping the letter(s). h i f x x x Some sounds blended with error: /n/ /e z/ nez m x Whole word read with errors: “sap” e z z x x x NWF 91 a t NWF Scoring Rules 3 of 5 Sounds read with repetition: /u/ /ug/ Indicate repetitions, hesitations, and omissions as follows: u g x x Hesitation on a sound: /d/ hmm… / s/ d x Omission of a sound: /k/ /l/ k e s x x x NWF 92 o l NWF Scoring Rules 4 of 5 Indicate correct and incorrect sounds read out of order as follows: Reads sounds out of order, yet points and indicates sounds correctly: /g//a/ /p/ p x Reads right to left: “tom” a g x x x NWF 93 m t o NWF Scoring Rules 5 of 5 Adds a sound to sounds: /m/ /u/ /s/ /t/ Indicate additions and insertions as follows: m x u s x x Adds a sound to word: / must / m x Adds a schwa sound: / mu / / u / / su / m u s / x x x NWF 94 u s 2 NWF Scores: CLS and WWR Correct Letter Sounds (CLS) and Whole Words Read (WWR) • CLS is the number of sounds the student reads correctly. • WWR is the number of nonsense words read correctly once as a whole word without first being sounded out. Word on Probe daf Sample Response CLS WWR /d/ /a/ /f/ 3 0 /da/ /f/ or /d/ /af/ 3 0 “daf” 3 1 /d/ /a/ /f/ “daf” 3 0 “dafs” 3 0 “daf” “daf” 3 0 NWF 95 After the NWF Assessment Cut point CLS score WWR score NWF 96 NWF As-Needed Reminders • If a student stops (and it’s not a hesitation on a specific item), say, “Keep going.” • If a student loses his/her place, point to the correct space on the page. NWF 97 NWF One-Time Reminders • If a student doesn’t read from left to right, say, “Go this way,” and sweep your finger across the row. • If the student says letter names, say, “Say the sounds, not the letter names.” • If the student reads the word first, then says the letter sounds, say, “Just read the word.” • If after the first row, the student reads letter sounds correctly, but doesn’t attempt to blend or recode, say “Try to read the words as whole words.” NWF 98 NWF Check for Understanding 1. Which mark is correct if the student says “/b/ /u/ /z/” for “duz”? a. d u z b. d u z c. d u z d. d u z 2. Which mark is correct if the student says “zud” for “duz”? a. d u z b. d u z c. d u z d. z u d 3. Tap the _____ at the bottom of the screen to see the next word. a. arrow b. beads c. letter d. number 4. What do you say when the student provides letter sounds, but then hesitates for 3 seconds? a. “Keep going” b. “What sound?” c. the word d. the sound 5. If the student misses the first five words in a row, _____________. a. invalidate b. pause c. continue d. discontinue NWF 99 NWF Points to Remember • NWF assesses the Alphabetic Principle and Basic Phonics. • Score sound by sound, blended sounds, and whole-word responses. • CLS is the score given for the number of sounds the student reads correctly. • WWR is the score given for the number of nonsense words read correctly as whole words on the first attempt. • ____________________________________ • ____________________________________ NWF 100 NWF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. Jake reads the words on the NWF forms sound-by-sound. What instructional strategies will you use to help Jake recode those sounds into words? __________________________ __________________________ 3. What questions do you have? ____________________________________________________________ ____________________________________________________________ NWF 101 Agenda DORF 102 DORF: DIBELS® Oral Reading Fluency There are two components to DORF: Part 1: Part 2: Oral Reading Passage Retell •The student is presented with an unfamiliar gradelevel passage and asked to read aloud for one minute. •The student is then asked to retell what s/he just read. DORF 103 DORF Overview Basic Early Literacy Skills •Advanced Phonics and Word Attack Skills •Accurate and Fluent Reading of Connected Text •Reading Comprehension Administered •MOY Grade 1 through EOY Grade 6 •Progress Monitoring as needed Materials •Mobile Device •Student Materials Booklet DORF 104 DORF End of Year Benchmark Goals Minimum Number of Words Read Correctly Percent Accuracy in Oral Reading Minimum Number of Words Used in Retell Retell Quality of Response Grade 1 47 90% at least 15 n/a Grade 2 87 97% 27 2-4 Grade 3 100 97% 30 3-4 Grade 4 115 98% 33 3-4 Grade 5 130 99% 36 3-4 Grade 6 120 98% 32 3-4 Grade DORF 105 DORF Student Materials Beginning of Year Benchmark Grade 2 Passage One DORF 106 DORF Trainer Demo Part 1: Oral Reading Timing Features • Starting timer • Response timer • Warning screen •Marking • Incorrect • Self-correct • Skipped row •Observe • Scrolling • Placing bracket DORF 107 DORF Part 1; Oral Reading Common Scoring Rules • Tap the word again to rescore the response. Self-Correction • Mark correct. Schwa Sounds, Articulation, or Dialect • After 3 seconds, say the word and mark it incorrect. Hesitation Rule • If student misses all words in 1st row of 1st passage, the device prompts assessor to discontinue. • If student reads fewer than 10 words correct in 1st passage, do not administer retell or passages 2 and 3. Discontinue Rule DORF 108 DORF Oral Reading Scoring Rules, page 1 of 3 Word Order: Mispronounced Words: Text: My dog has fleas. Text: I live in town. Student reads: My flea has a dog. Student reads: I live [long i] in town. Scoring: flea and dog are incorrect. Scoring: live is incorrect. Proper Nouns: Text: I visited Dubai. Student reads: I visited Dubay. Scoring: Dubai is correct. DORF 109 DORF Oral Reading Scoring Rules, page 2 of 3 Numerals: Abbreviations: Text: My dad is 36. Text: Mr. Duck is here. Student reads: My dad is three six. Student reads: M. R. Duck is here. Scoring: 36 is incorrect. Scoring: Mr. is incorrect. Exception: Text: May I watch TV? Student reads: May I watch television? Scoring: TV is correct. DORF 110 DORF Oral Reading Scoring Rules, page 3 of 3 Words not read exactly as written: Two words read as a contraction: Text: The girl had ice cream. Text: It is time to go home. Student reads: Some girls had ice cream. Student reads: It’s time to go home. Scoring: The and girl are incorrect. Scoring: It and is are incorrect. Contraction read as two words: Text: It’s time to go home. Student reads: It is time to go home. Scoring: It’s is incorrect. DORF 111 DORF Trainer Demo Part 2: Passage Retell Timing Features • Starting timer • Response timer • Warning screen Marking • Words used in retell (left to right ) Observe • Correcting word count (right to left ) • Running points total DORF 112 DORF Part 2; Passage Retell Common Scoring Rules • With a first hesitation of 3 seconds, tap 3 Sec. Pause. • The device prompts you to say: • “Tell me as much as you can about the story.” • “Can you tell me anything more about the story?” • A prompt may only be used once. • After the second hesitation of 5 seconds, tap 5 Sec. Pause. • The device prompts you to say “Thank you.” Discontinue Rule Hesitation Rule DORF 113 DORF Passage Retell Quick Reference Correct Incorrect Stating accurate details Exclamations or “Hmm…” or “Umm…” Contractions Songs and recitations Minor repetitions Rote repetition of words or phrases Minor irrelevancies Stories or irrelevancies Minor inaccuracies Stating retell details multiple times DORF 114 DORF Passage Retell Quality of Response Rubric Use to determine students’ instructional needs. DORF 115 DORF As-Needed Reminders • If a student stops reading at any point (and it’s not a hesitation), say, “Keep going.” • If a student loses his/her place while reading, point to the next word on the passage. DORF 116 Interim Results Screen Interim results show after completing passages #1 and #2. DORF 117 Retell Optional Use professional judgment. DORF 118 After the Assessment DORF and RTF median scores are not necessarily from the same passage. DORF 119 DORF Accuracy Calculations Accuracy is calculated using the following formula: Accuracy Percentage = [C / (C + I)] * 100 C = Median Fluency Score I = Median number of incorrect words Example: 60 WCPM with a median of 5 incorrect words: Accuracy = [ 60 / [60 + 5) ] * 100 = 92 % DORF 120 Response Patterns Oral Reading Response Patterns Retell Response Patterns DORF 121 DORF: Oral Reading Check for Understanding Student Behavior 1. Repeated details (retell) Correct 2. Repeated words (reading) 3. Mispronunciations (reading) Incorrect 4. Incorrect word order (reading) 5. Articulation and/or dialect “errors” (reading) 6. Omissions (reading) 7. Minor inaccuracies (retell) DORF 122 DORF Points to Remember • Fluency is the measure of words correct per minute. • Mark substitutions, omissions, and words read out of order as incorrect . • Remove the student materials before starting Passage Retell. • The assessor must commit to memory the details of the text. • __________________________________ __________________________________ • __________________________________ __________________________________ DORF 123 DORF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. Jake is in Grade 2. His BOY median DORF score is 47 WCPM and his Retell score is 12 (both Below Benchmark). What teaching strategies will you use to raise his future scores? ____________________________________________________________ ____________________________________________________________ 3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________ DORF 124 Agenda Daze 125 Daze Assesses the ability to construct meaning from text using: • • • • Word recognition skills Background information and prior knowledge Familiarity with syntax and morphology Cause and effect reasoning skills home Example: summer After playing in the dirt, Sam went her hands. was Daze 126 to wash Daze Overview Basic Early Literacy Skill • Reading Comprehension Administered • BOY Grade 3 through EOY Grade 6 • Progress Monitoring as needed Materials • Student Worksheets • Scoring Key Daze 127 Daze Benchmark Goals BOY MOY EOY Grade 3 8 11 19 Grade 4 15 17 24 Grade 5 18 20 24 Grade 6 18 19 21 Daze Adjusted Score Correct number of responses in 3 minutes minus half the number of incorrect responses Daze 128 Daze Student Materials Beginning of Year Benchmark Grade 5 Daze 129 Daze Administration Protocols • Ensure students have pencils ready and write their names on the booklets before beginning. • Read directions aloud verbatim. • Allow 30 seconds for students to complete two practice items. Then review practice items. • Start timing after you say, “Begin.” • Score worksheets and enter results without students present. Daze 130 Tap Group Directions. Daze Trainer Demo Timing • Three minute timer Observe • Practice questions Marking • Incorrect responses Daze 131 Daze As-Needed Reminders • If a student starts reading the passage aloud, say, “Remember to read the story silently.” • If a student is not working on the task, say, “Remember to circle the word in each box that makes the most sense in the story.” • If a student asks you to provide a word for him/her or for general help with the task, say, “Just do your best.” Daze 132 Daze Scoring Rules 1 of 2 Correct Responses Count correct circled or otherwise marked correct responses. Circled Checked Underlined chocolate chocolate chocolate get get get large ✓ large Daze 133 large Daze Scoring Rules 2 of 2 Incorrect Responses Mark a slash through incorrect or skipped responses. Wrong answer Item left blank prior to an item attempted More than one answer marked ✓gave chocolate group get became stretched large window ✓train Daze 134 Daze Check for Understanding 1. When do you start the timer? 2. When do you stop the timer? 3. How do you score a correct response? 4. How do you score an incorrect response? 5. What is the final score? Daze 135 Daze Student Worksheet Daze 136 Daze Teacher Scoring Key Daze 137 Daze Scoring the Student Worksheet Daze 138 Entering Daze Results Enter Results Save Results Correct and Incorrect Responses Assessment Date Daze 139 Daze Points to Remember • Available for Benchmark and Progress Monitoring • Administered individually or as a group • Teachers cannot answer questions during administration • Enter results on mCLASS®:Home • ____________________________________ • ____________________________________ • ____________________________________ Daze 140 Daze Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s Daze score showed: • • more incorrect responses than correct responses? below-benchmark Daze results combined with above-benchmark DORF fluency? 3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________ Daze 141