TEXT READING AND COMPREHENSION
mCLASS®:Reading 3D™
Harcourt Rigby
TRC Overview
Basic Early
Literacy
Skills
•Accurate and Fluent Reading of Connected Text
•Reading Comprehension
•Vocabulary and Language Skills
Administered • BOY Kindergarten through EOY Grade 5
Materials
• Mobile Device
• Leveled books and materials booklet
TRC
2
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 to H
J to K
Grade 2
J to K
L
M to N
Grade 3
M to N
O
P to Q
Grade 4
P to Q
R to S
S to T
Grade 5
S to T
T to U
U
TRC
3
Conversion Chart
TRC
4
Assessment Materials
mCLASS®:Reading 3D ™-Rigby Kit Booklist
Knowledge of Print Level
Print Concepts
Reading Behaviors
Title
On the Table
Look at Me
Text Reading and Comprehension (TRC )
Level
2
2
3
3
3
4
4
5
5
6
6
6
7
7
8
8
9
9
10
10
10
11
11
12
12
12
13
13
14
14
14
Approx. Lexile
00
Reading
Recovery*
200-400
Guided
Reading
Level
B
B
C
C
C
C
C
D
D
D
D
D
E
E
E
E
F
F
F
F
F
G
G
G
G
G
H
H
H
H
H
Type
Title
Fiction
Non-Fiction
Fiction
Fiction
Non-Fiction
Fiction
Fiction
Fiction
Fiction
Fiction
Fiction
Non-Fiction
Fiction
Fiction
Fiction
Non-Fiction
Fiction
Fiction
Fiction
Fiction
Non-Fiction
Fiction
Fiction
Fiction
Fiction
Non-Fiction
Fiction
Fiction
Fiction
Fiction
Non-Fiction
At the Zoo
The Balloons
Kate Goes to a Farm
Wake up Father Bear
Fun Days!
The Big Plane
Little Cat is Hungry
Little Teddy Helps Mouse
Sam and Little Bear
Nick's Snowman
The Merry-Go-Round
Tall Things
Baby Bear and the Big Fish
Little Rabbit's Party
The Cat and the Mice
My Big Sister
Clever Little Dinosaur
Stuck in the Ditch
The Helpful Bulldozer
Lost at the Shopping Mall
Classroom Rules
Late for School
Tom's Train Ride
Buying a New House
Soccer at School
Animal Homes
The Best Runner
The Fox and Chicken-to-Go
Little Hen, Mouse, and Rabbit
The Water Slide
In the Afternoon
TRC
5
Retell/
Recall
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Oral
Comp
Written
Comp
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Print Concepts
Goal: 13 out of 16
•
Cover: Front of Book
•
Print Contains Message
•
Directionality: Beginning,
L to R, Return Sweep
•
1:1 Match
•
Meaning of a Period (.)
•
First and Last Parts of a Sentence.
•
Matching Upper and Lower Case letters
•
Frames One and Two Letters
•
Frames One and Two Words
•
Frames First and Last Letters of a Word
•
Frames a Capital Letter
TRC
6
Reading Behaviors
Goal: 5 out of 6
TRC
7
•
Indicate Title
•
Matches Words 1:1
•
Left-Right Directionality
•
Return Sweep
•
Maintains Language
Pattern
•
Uses Picture Support
KOP Results Screen
Tap Motiv. or Note
to record additional
information.
Tap Delete to
invalidate probe.
Proceed to
next level.
TRC
8
TRC Knowledge of Print (KOP)
Trainer Demo
Marking
• Correct
• Incorrect
Observe
• Instructions to assessor
• Assessed concepts
• Page numbers
• Use of index cards
• Running score
TRC
9
TRC Knowledge of Print (KOP)
Partner Practice
Assessor
1.
Select a Kindergarten student.
2.
Choose Benchmark.
3.
Select TRC.
4.
Select Print Concepts (PC) and the
book On The Table.
5.
Tap Begin.
6.
Score student responses on device.
Student
•
Read aloud the script.
TRC
10
TRC Knowledge of Print Practice
Concept
Page
Assessor
Student
Score
“I’m going to read you this story,
but I want you to help me.”
Cover
“Show me the front of the book.”
Point to the front
of the book
1/16
Print contains
message
2-3
“I’ll read this book. You help me.
Show me where to start reading.
Where do I begin to read?”
Point to a word.
2/16
Directionality:
Beginning
6-7
“Show me where to start.”
Point to the first word.
3/16
Directionality:
L to R
6-7
“Which way do I go?”
Drag finger from
left to right.
4/16
Directionality:
Return Sweep
6-7
“Where do I go next?”
Point to second
line of text.
5/16
1:1 Match
6-7
“Point to each word as I read.”
(Read page 6 aloud)
Point to each word.
6/16
Meaning of a
Period (.)
8
“What is this for?”
Explain the function or
say, “period.”
7/16
First word
12 – 13
“Show me the first part
of the sentence.”
Point to the first letter,
word, or line of text.
8/16
Last word
12 – 13
“Show me the last part
of the sentence.”
Point to the last letter,
word, or line of text.
9/16
TRC
11
TRC Knowledge of Print Practice
Concept
Page
Assessor
Student
Matching Upper
& Lower Case
14 – 15
“Find a lower case or little letter
like this [point to “T”].”
“Find a lower case or little letter
like this [point to “O”].”
Point to a lower case “t.”
Frames one
letter
16
Frames two
letters
Point to a lower case “o.”
Score
10/16
“This sentence says, ‘The teddy
bear is on the table.’ I want you
to push the cards across the
sentence like this until all you
can see is just one letter.”
Frame one letter.
16
“Now show me two letters.”
Frame a word.
11/16
Frames one
word.
16
“Now show me one word.”
Frame a word.
12/16
Frames two
words
16
“Now show me two words.”
Frame a word.
12/16
Frames first and
last letter
16
“Now show me the
first letter of a word.”
Frame a first letter.
13/16
11/16
Frame a last letter.
“Now show me the
last letter of a word.”
Frames a
capital letter
16
“Now show me a capital letter.”
TRC
12
Point to any
lower case letter.
13/16
TRC Knowledge of Print (KOP)
Partner Practice, continued
Assessor
1.
Select a Kindergarten student.
2.
Choose Benchmark.
3.
Select TRC.
4.
Select Reading Behaviors (RB) and
the book Look at Me.
5.
Tap Begin.
6.
Score student responses on device.
Student
•
Read aloud the script.
TRC
13
TRC Knowledge of Print Practice
Concept
Page
Assessor
Student
Score
“I’m going to read you this story,
but I want you to help me.”
Indicate Title
Cover
“The name of this book is “Look at Me.”
Show me the title of the book.”
Whole
Book
“A little boy tells us about what he is doing.
Let’s take a look at the pictures.”
Whole
Book
Do a book walk with the student.
2-4
Go back to the beginning of the story and
read pages 2 and 4 aloud to the student.
2-4
“Now you point and read
the rest of the story.”
Point to the title.
1/6
Point to first word
of each line only.
1:1 Match
Whole
Does not move finger from first
word of line while reading.
1/6
Directionality:
L to R
Whole
Does not move finger from first
word of line while reading.
1/6
Directionality:
Return Sweep
Whole
Does not move finger from first
word of line while reading.
1/6
Maintains
language pattern
Whole
Does not maintain
language pattern
1/6
Uses picture support
Whole
Use one of the pictures to
confirm a word.
2/6
TRC
14
TRC Knowledge of Print
Check for Understanding
True or False?
1. There are 16 items assessed in Print Concepts and 16 items in
Reading Behaviors.
2. A student must score at least 13 items correct in Print Concepts
to move on to Reading Behaviors.
3. A student must score at least four items correct in Reading
Behaviors to continue the assessment with a Reading Record.
TRC
15
TRC Reading Records
The ability to accurately read and comprehend authentic text
TRC
16
Why Leveled Readers?
• Promotes fluency
• Reduces frustration
• Facilitates
comprehension
• Integrates isolated
skills
TRC
17
Criteria for Instructional Level
Frustrational
Instructional
Independent
Accuracy ≤ 89%
or
Written Comp. = 1/3
or
Oral Comp. ≤ 3/5
Accuracy 90 – 94%
and
Written Comp. ≥ 2/3
and
Oral Comp. ≥ 4/5
Accuracy ≥ 95%
and
Written Comp. ≥ 2/3
and
Oral Comp. ≥ 4/5
TRC identifies the student’s instructional reading level.
TRC
18
Jake’s Plan
Let’s say Jake scores Frustrational at Level N and Instructional at Level M.
1.Which book level would you use for small-group instruction?
2.Which book level would you suggest he check out of the library for reading at
home?
3.Which levels would you guide him away from when reading independently?
TRC
19
Settings
Tap Level list to
select book level.
Tap Book list to
select book title.
TRC
20
TRC Reading Record Demo
Timing Features
• Starting
• Pausing
Marking
• Substitutions
• Omissions
• Insertions
• Tolds
• Self-corrections
Observe
• Recording repetitions
• Recording behaviors
TRC
21
Text Format
Dots indicate
line breaks in
the student text.
TRC
22
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.
TRC
23
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.
TRC
24
Record Errors
• Self Correction (SC)
• Substitution (sub)
• Insertion (^)
• Omission (omit)
• Told (told)
TRC
25
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.
TRC
26
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.
TRC
27
Omission
If the student says, “I see living room”:
1.Tap the omitted
word (the).
2.Tap omit.
TRC
28
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.
TRC
29
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.
TRC
30
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
31
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)
TRC
32
TRC Trainer-Led Practice
Assessor
1.
Select a Grade 2 student.
2.
Choose Benchmark.
3.
Select TRC.
4.
Select Level L and the book titled
The Statue of Liberty.
5.
Select Start Timed Administration.
6.
Score student responses on device.
7.
Record motivation and notes.
TRC
33
Trainer-Led Practice Script
Key: A bold word indicates a mistake.
A comma (,) indicates a self-correction.
An ellipsis (…) indicates a five-second hesitation.
An asterisk (*) indicates an omission.
Many people have come from other countries to live in the United
States. Some people have to find new jobs. Other people are looking
for * better way to live. All * them want to be free. For more than 100
years, the Statue of Liberty greeted … as they sail into New York
Harder. It gave hoops to everyone who dream of freedom.
The people of France * been friends with the people of the United
States for a long time. One other man from France wanted to show,
share his love of freedom by giving the United States a gift. That gift
was a huge … The stat would show the friendship between the two
counties.
TRC
34
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
35
TRC Retell
(Benchmark Levels E and lower)
Fiction
Non-Fiction
Tap Retell to access
questions.
TRC
36
TRC Written Comprehension
(Benchmark Levels F and higher)
Tap Written Comp to
access the rubric.
TRC
37
Classroom Management to Support TRC
Written Comprehension
Teacher
assesses
Student A with
Reading Record
Student A finishes
the text, if directed,
and independently
completes Written
Comprehension
Teacher
assesses
Student A
with Oral
Comprehension
10:00 am
10:10 am
10:20 am
10:30 am
Student B
engages in Core
Activities
Teacher
assesses
Student B with
Reading Record
Student B finishes
the text, if directed,
and independently
completes Written
Comprehension
Teacher
assesses
Student B
with Oral
Comprehension
TRC
38
Student A
engages in Core
Activities
Written Comprehension
Scoring Rubric
Score
Level
What it means
0
No
Understanding
The response demonstrates
no understanding of the text.
• Completely incorrect, irrelevant to
the question, or missing
1
Minimal
Understanding
The response demonstrates
a minimal understanding of
the text.
• Minimally addresses the demands
of the questions
• Uses minimal information to show
understanding of the text in relation
to the question
2
General
Understanding
The response demonstrates
a general understanding of
the text.
• Partially addresses the demands of
the question
• Uses text-relevant information to
show understanding
3
Complex
Understanding
The response demonstrates
an understanding of the
complexities of the text.
• Addresses the demands of the
question
• Effectively uses text-relevant
information to clarify or extend
understanding
TRC
39
What it requires
Scoring Written Comprehension
Tap the
corresponding
number.
Tap the
arrow to view
rubric criteria.
TRC
40
Practice Scoring
TRC Written Comprehension
Harry the Tow Truck, Level J
1. What problem does Harry need to solve to help the car drivers get home?
2. Describe the events at the end of the story that solved Harry’s problem.
A
Student Sample
B
1.
Student Sample
He needs to get the orange van onto it’s
wheels and get the van out of the way.
2. Harry has to get ther fast and get the
gob[job] done fast so the drivers can get
home. Harry’s problem was Harry tought
he can’t pulled the red truck pass the big
tree.
C
Student Sample
1. He had to hurry getting the orange
truck on the road.
2. He got a strong rope and tied it to
the truck and move the truck on the
road.
1.
1.
2.
D
Harry and Bod had to solve the probrem of
the orig [orange] mooveing truk.
What solved Bob’s and Harry’s probrem
was the strog rope that Bob tied aroend the
van and then the van came back on it’s
willis [wheels].
2.
Student Sample
He can go faster or tell them to go the
other way.
He was happy because that job was not
hard at all.
* All grammar and spelling in these samples are true to students’ original responses.
TRC
41
TRC Oral Comprehension
(Benchmark Levels D and higher)
Tap Oral Comp to
access
questions (Benchmark)
or rubric (Progress Monitoring).
TRC
42
TRC Oral Comprehension
Benchmark
Tap Correct or Incorrect
to record answers to
questions provided.
Progress Monitoring
Tap the arrow to access
suggested questions.
Score answers.
TRC
43
MSV Analysis
Record strategies the student used while reading.
Tap Go to MSV.
TRC
44
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
45
MSV Practice
Which strategies did this student use to substitute while reading?
1. We live in a home at the lake.
house
2. We put ice cream in the freezer.
have
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
TRC
46
M
S
V
M
S
V
M
S
V
M
S
V
M
S
V
M
S
V
MSV Analysis
Tap the arrow to scroll
through the miscues.
The selected word highlights.
Assign M, S, and/or V
based on the strategy
used while reading.
TRC
47
MSV Analysis
of Self-Corrections
For self-corrections, analyze both the original error
and the correction.
TRC
48
TRC Results with MSV
The bar graph shows the
frequency of each
strategy.
TRC
49
TRC Partner Practice
Assessor
1.
Select a Grade 3 student.
2.
Choose Benchmark.
3.
Select TRC.
4.
Select Level M and the book titled
Trees on Our Planet.
5.
Select Start Timed Administration.
6.
Score student responses on device.
7.
Administer Oral Comprehension.
8.
Record motivation, notes, and MSV
analysis.
Student
•
TRC
50
Read aloud the script.
TRC Partner Practice Script
Key: A bold word indicates a mistake.
A comma (,) indicates a self-correction.
An ellipsis (…) indicates a five-second hesitation.
An asterisk (*) indicates an omission.
People have been cutting down trees for thousand of years. The wood from trees is
very useful. It can be used to build houses. It can be used to make tables and chair and
other furniture. Wood can be made into paper, too. But, all around the world, too much,
many trees have been cut down. More and more houses have been built. Large cities
has been built.
In the past, people decide to turn huge areas of forest into farm land. They cut down
millions of trees. They clear the land quickly. But then some heavy rain came, and good
soil on top of the ground was washed away. Nothing much would grow there. Today,
people realized how important trees are.
Their wide branches help to stop the rain * washing the topsoil away. Their strong
roots hold the soil in place, even on … mountains. And forest provide a home for many
different kinds of nice animals.
So people are now growing trees to replace * ones that have been cut down. When
the young trees are strong … , they are planted where they are need most. But they
take a long time to grow tall. We must all help to put trees back on our plant.
TRC
51
Book Management
Click Enter.
TRC
52
Unlocked Book List
Chose a
level system.
Click
Add/Remove
Books.
Click to access
PM kit publishers.
TRC
53
Editing Your Book List
Search for a
specific title.
Refine your search
by publisher,
reading level,
and/or language.
Click a category
header to sort.
TRC
54
Book List Updated Summary
Click Save.
Select books to
add to mobile device.
TRC
55
Book List Updated Summary
Book list changes and
sync reminder
TRC
56
Sync Adds Books to Device
Log in from a mobile
device to add
selected PM books.
Tap the sync icon if
already logged in.
TRC
57
TRC PM Selection
Select a level.
Select a book.
TRC
58
Add New Book
TRC
59
Add New Book
Tap Done after
120-150 words.
The User Entered
Screen appears.
TRC
60
Add New Book
Tap any field to
view an on-screen
calculator.
Results display
after tapping Done.
TRC
61
Start a PM Book
Texts selected
from the mCLASS®
library appear
on the handheld.
Start a PM
Reading Record at
the beginning of
any page.
TRC
62
PM Reading Record
Use the same procedures as for Benchmark.
TRC
63
TRC PM Results Screen
Place the bracket after the
last word read.
Tap Oral Comp
to complete the PM Record.
TRC
64
TRC Check for Understanding









1.
To record a behavior without marking the word as incorrect, tap
the word and write the behavior in the freehand space.
2.
To record a Substitution, Omission, or Told, tap the word, then
tap the error code on the Error Coding toolbar.
3.
To record a repetition, drag your finger or stylus across the
repeated words.
4.
To move up a reading level, the student must score 85% or
higher accuracy on the Reading Record and 4/5 or higher on
Oral Comprehension.
5.
To move down a reading level, the student must score 75% or
lower on the Reading Record and 3/5 or below on Oral
Comprehension.
TRC
65
TRC Reflection
1. What questions do you have?
2. Write your “A-Ha” moment on a
sticky note, then attach it to the
chart.
3. What would you teach next if
Jake’s assessment data showed:
•
A TRC Accuracy rate of 86%? _________________________________
•
Consistently repeated phrases? _______________________________
•
Weak oral comprehension? ___________________________________
TRC
66