Grades 3-5 October Embedded Professional Development

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Running Records & Multisyllabic Blending Routine

   Fall 2014 Data Profile Local Grades 3-5 Cohort (Teachers are beginning to systematically differentiate their Common Core Aligned Expeditionary Learning lessons. They are targeting the specific needs of students as noted by DIBELS Benchmark Running Records) (See data sheets for individual performance)

  Grade 3 According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 48.13% of Grade 3 students are not meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual cueing system and deficits with the meaning and structure cueing systems. The error patterns are predominantly found at the word part/syllable and the word level (multisyllabic words). According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 51.85% of Grade 3 students are meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual, meaning and structure cueing systems. The error patterns are predominantly found at the word level (multisyllabic words) and with sequencing meaningful text details as part of retells.

  Grade 4 According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 69.69% of Grade 4 students are not meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual cueing system and deficits with the meaning and structure cueing systems. The error patterns are predominantly found at the word part/syllable and the word level (multisyllabic words). According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 30.3% of Grade 4 students are meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual, meaning and structure cueing systems. The error patterns are predominantly found at the word level (multisyllabic words) and with sequencing meaningful text details as part of retells.

  Grade 5 According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 63.63% of Grade 5 students are not meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual cueing system and deficits with the meaning and structure cueing systems. The error patterns are predominantly found at the word part/syllable and the word level (multisyllabic words).

According to DIBELS Oral Reading Fluency with Miscue Analysis and Error Patterns, 36.36% of Grade 5 students are meeting benchmark norms for oral reading fluency. The Miscue Analysis identifies that this cohort of students have strengths with the visual, meaning and structure cueing systems. The error patterns are predominantly found at the word level (multisyllabic words) and with sequencing meaningful text details as part of retells.

    1. We will follow DIBELS ORF norms.

2. Stop the watch when necessary to make students articulate the words. Then restart!

3. Be sure to pay attention to the reader's behavior. Is the student using meaning (M), structural (S), and visual (V) cues to read words and gather meaning?

4. Score and analyze the Running Record by observing, miscue, error, accuracy and self correct patterns.

   What are Meaning Cues?

What are Structure Cues?

What are Visual Cues?

M s M v s v See The Teachers Guide TCWRP

Error patterns…what are they?

     Substitutes another word for a word in the text Omits a word Inserts a word Has to be told a word Mispronounces a word, or parts of a word

“The f _______ s of the c ______ n f ______ d a d ________ t c ______ t. They saw the need for a strong n _______ l g _________ t. At the same time, they did not want to take away all p _____ r from the states. Like most A _________ s, they b ________ d that state g ___________ t would better u __________ d the special needs and c __________ s of their c __________ s.”

“The framers of the constitution faced a difficult conflict . They saw the need for a strong national government take away all power . At the same time, they did not want to from the states. Like most Americans , they believed that state concerns government understand would better the special needs and of their citizens .”

Decoding Instruction often ends with 2nd grade: – Unfortunately, the number of multisyllabic words begins to dramatically increase in third grade. The longer words are often content words that carry the meaning of the passage.

Many new words in intermediate and secondary material – From 5th grade on, the average students encounter approximately 10,000 new words that they have never previously encountered in print.

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