Classroom Literacy Profile CLP Matthew Salmon
EDRDG 680
Fall 2013
Student Profile Informa7on Fredrick is a 3rd grade boy entering his present school in mid-­‐fall Fredrick has switched schools several :mes No comprehensive reading records Struggling in literacy and lagging behind his peers Well behaved, has good ar:cula:on, and no vision or hearing problems Purposes of tes7ng reading abili7es v  Problems can be prevented in most students v  Problems can be detected as early as kindergarten and first grade v  Children need to be taught how to read because they won’t grow out of their reading problems Reading and Wri7ng Assessments for Fredrick’s Reading Evalua7on Qualita7ve Reading Inventory Elementary Spelling Inventory Fry Sight Word Inventory Informal Phonics Survey DIBELS Elementary Reading AGtude Survey Qualita7ve Reading Inventory v How well students can iden7fy words v Comprehend text v Iden7fy student reading levels—
independent, instruc7onal, and frustra7on v Given individually to students v Not a norm-­‐referenced or standardized instrument Direc7ons for Giving Qualita7ve Reading Inventory 1 Student reads words from the word lists. Stop when the student reaches the independent level word list and scores 90% to 100% percent. 2 Choose the ini7al passage that corresponds to the highest independent level the child scored on the word iden7fica7on list. The student reads orally, and miscues are recorded to determine the total word accuracy. Count the number of miscues and record the total on the Student Record Sheet. 3 Administer the prior knowledge task for a passage before the child reads each passage. The test should be scored as soon as possible aYer tes7ng. The test does not need to be scored before moving on to the next sec7on. 4 Administer the passage reading tasks. Score the oral reading accuracy and responses to comprehension ques7ons right away so the evaluator knows what addi7onal passages to administer. 5 Tally all errors made while the child orally reads each passage. 6 Stop administering the test once the child's highest oral reading level has been a_ained. Assessment: Word Recognition Lists
Count # of seconds to read each word
3 possibilities:
Correct in 1 second =
automatic/no decoding
Correct in ≥1 second =
letter-sound match (decoding)
Incorrect = decoding is inaccurate
Instructions: “I have some lists of words I want you to read one at a time. Use the window card to show one at
a time. Some will be easy for you, some hard for you. You are not expected to know all of them. Try your best to
figure out difficult words. I cannot help you in any way or tell you whether you are right or wrong. Just do your
very best. Are you ready?”
Marking system
s/c = self-corrected error (counts as correct)
dk = don’t know (skipped or said “don’t know”)
“///////” = however word is pronounced – spell phonetically
C = identified correctly
How to use data from the Qualita7ve Reading Inventory Make instruc7onal decisions for class or individual Whole group for common issues Mini lessons Individualize instruc7on on student weaknesses Systema7c instruc7on for word iden7fica7on –use synthe7c phonics •  Work on comprehension skills such as retelling, think-­‐ alouds •
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Fry Instant Word List •  Purpose of the Fry Instant Word List is to assess the student’s recogni7on of common sight words. •  This Fry Instant word list contains of 600 words of the most used words in reading and wri7ng. The words on the list make up almost half of the words met in and in any reading task. •  The words are divided into six levels, roughly corresponding to grade levels; then into groups of twenty-­‐five words, according to difficulty and frequency. Each level should be taught and assessed progressively, to increase fluency on these high frequency words. •  Recogni7on of common sight words increases fluency and comprehension. Scoring of Fry’s Sight Word Inventory/How to Use Results v No cumula7ve score v Every word is a separate skill v Direct link between tes7ng and teaching – words not pronounced need more direct prac7ce. v Use flashcards for unknown sight words v Use word games using unknown sight words v Use write and draw sight word sheets v Use word searches for sight word prac7ce Informal Phonics Survey v Assesses le_er sounds in isola7on and in words v Criterion referenced test v First 3 subtests assess Consonant Sounds, Consonant Diagraphs, & Beginning Consonant Blends v 2 Subtests use real words-­‐Final Consonant Blends and Short Vowels v  Remaining subtests include Rule of Silent E, Diphthongs, and r-­‐Controlled vowels Informal Phonics Inventory Name _____________________ Date ______ __/20
Consonant Sounds __/5
__/20
__/12
__/10
__/4
S
D
F
G
H
J K
L
Z
P
C
V B
T
N
M
Qu
Y
Consonant Digraphs sh
ch
wh
Beginning Consonant Blends bl
fl
fr
br
gr
pl
cl
sk
sl
cr
sn
sp
dr
st
str
Final Consonant Blends bank
apt
band
pact
bang
liY
bask
lint
Short Vowels in CVC Words W
R ph
th
fit
rot
led
sup
:n
rag
The Rule of Silent e lap
wet
cap
tot
cub
kit cape
tote
cube
kite gl pr sm tr sw hug job limp lilt lisp list Use a checkmark to note specific skills that s7ll require instruc7on. Beginning Consonant Blends
Consonant Digraphs
Consonant Sounds
Phonics Skills
Date
S
D
F
G
H
J
K
L
Z
P
C
V
B
N
M
Qu
W
R
T
Y
th
sh
ch
wh
ph
bl
fl
fr
gl
br
gr
pl
pr
cl
sk
sl
sm
cr
sn
sp
tr
dr
st
How to Use Results from Informal Phonics
Survey
v  A student’s ability to use knowledge of sound/letter correspondences
(phonics) to decode words determines, in large measure, his or her ability
to read individual words.
v  A detailed assessment of a student’s phonics skills points to areas in
which the student is likely to benefit most from systematic, explicit
phonics instruction.
v  Also, knowing the skills that the student does possess will help in
selecting reading tasks that offer the most effective reinforcement of
those skills.
v  Instruct students in synthetic phonics
Elementary Spelling Inventory v  Designed to assess word knowledge that students have to bring to the tasks of reading and spelling v  The 25 words are ordered by difficulty to sample features of the le_er name–alphabe7c to deriva7onal rela7ons stages Direc7ons for giving Elementary Spelling Inventory v Words are ordered in terms of their rela7ve difficulty for children in grades K to 5 call out enough words to give the first five to eight words on the primary list for most children v For the first grade call out at least 15 v For 2nd and 3rd use the en7re primary spelling inventory v Use words in a sentence when calling out Using the Results of Elementary Spelling Inventory Individual results show errors that can be addressed in spelling word lists Classroom results can help group students by errors or developmental stages Teaching strategies that might be included: Making Words Ac7vity – Decoding ac7vity where le_ers are put on cards Students move le_ers around when teachers gives direc7ons on how to move cards Word Sorts-­‐ Students given lists of words and asked to sort according to categories given by teacher DIBELS-­‐ Dynamic Indicators of Basic Early Literacy Skills v  Set of measures for assessing the acquisi7on of early literacy skills from kindergarten through sixth grade v  Standardized v  Administered Individually v  Designed for short (one minute) fluency measures v  Monitors development of early literacy and reading skills v  Given 3 7mes a year v  Seven measures to assess: Phonemic Awareness Alphabe7c Principle Accuracy & Fluency in context Reading Comprehension Vocabulary The DIBELS is comprised of a developmental sequence of one-­‐minute measures: v  recognizing ini7al sounds (phonemic awareness) v  naming the le_ers of the alphabet (alphabe7c principle) v  segmen7ng words into phonemes (phonemic awareness) v  reading nonsense words (alphabe7c principle) v oral reading of a passage (accuracy and fluency) v  v retelling (comprehension) v  word use (vocabulary) Time DIBELS Measure Minimal goal for reading success Cut-­‐off for needing intensive support Winter, K Ini:al sound fluency 25-­‐35 s.p.m. Below 10 Spring, K Phoneme Segmenta:on Fluency 35-­‐45 s.p.m. Below 10 Winter, 1st grade Non-­‐word reading fluency 50 w.p.m. Below 30 Spring, 1st grade Oral reading fluency 40 w.p.m. Below 10 Spring, 2nd grade Oral reading fluency 90 w.p.m. Below 50 Spring,3rd grade Oral reading fluency 110 w.p.m. Below 70 Spring, 4th grade Oral reading fluency 118 w.p.m. Below 92 Spring, 5th grade Oral reading fluency 128 w.p.m. Below 100 Spring, 6th grade Oral reading fluency 135 w.p.m. Below 110 DIBELS Benchmark Expecta7ons •  “Benchmarks” represent MINIMAL levels of sa7sfactory progress for the LOWEST ACHIEVING students”. (DIBELS manual pg. 11) •  All students have to achieve the minimal expecta7ons if they are all expected to read at grade level or above. •  Benchmarks increase as a student progresses from grade to grade (they build off one another). Interpre7ng DIBELS Results •  If the child is in 20th-­‐40th percen7le, they have emerging skills of le_er recogni7on, phoneme awareness, le_er-­‐sound correspondence, phonic decoding, and reading fluency. •  If the child scores in the deficit range, the student will probably need one-­‐on-­‐one or one-­‐on-­‐two instruc7on. •  If the student in deficit range, they should receive mul7sensory, systema7c, and a structured language approach to build a strong founda7on in reading. Some sugges7ons on how to use the results from DIBELS v Interven7on Strategy to improve reading fluency – Timed repeated reading prac7ce can be used to increase automa7city with le_er sounds, sight words, decodable words and connected text v Interven7on Strategies for phonological and phonemic awareness – Use picture and word sorts. Use word chaining. Use Go Fish for Words Word Bingo Elementary Reading Attitude Survey
v Survey is a norm-referenced measure
v  Includes twenty statements about reading
v Ten of the statements relate to recrea7onal reading, while the other ten relate to academic reading (school) v Four pictures depic7ng the cartoon character, Garfield, with facial expressions ranging from “very happy” to “very upset” Elementary Reading AGtude Survey Using the results from Elementary Reading Inventory Find effec7ve high interest, low vocabulary books Read-­‐aloud and discussion are effec7ve ways to engage in mastery modeling Providing balanced book collec7ons at all grade levels is vital to engagement On line resources for Assessments Qualita7ve Reading Inventory -­‐ h_p://ptgmedia.pearsoncmg.com/images/9780137019236/downloads/
9780137019236ch1.pdf Fry’s Sight Word Inventory -­‐ h_p://www.uniqueteachingresources.com/Fry-­‐1000-­‐Instant-­‐Words.html Informal Phonics Survey -­‐ h_p://curry.virginia.edu/reading-­‐projects/projects/garf/Informal%20Phonics
%20Inventory%20Revised.doc Elementary Reading Inventory -­‐ h_p://www.csus.edu/indiv/s/sellensh/319A%20materials/Primary%20Spelling
%20Inventory.pdf DIBELS -­‐ h_ps://dibels.uoregon.edu/market/assessment/dibels Elementary Reading AGtude Survey -­‐ h_p://www.professorgarfield.org/parents_teachers/printables/pdfs/reading/
readingsurvey.pdf