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Agenda Introduction 1. Introductory Activity Introduction 2 1. Record two personal goals for this training. ___________________________________ 2. Create.

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Presentation on theme: "Agenda Introduction 1. Introductory Activity Introduction 2 1. Record two personal goals for this training. ___________________________________ 2. Create."— Presentation transcript:

1 Agenda Introduction 1

2 Introductory Activity Introduction 2 1. Record two personal goals for this training. ___________________________________ 2. Create one school or district goal.___________________________________

3 mCLASS: Reading 3D Introduction 3 Reliable Easy Repeatable Sensitive to Growth and Change AssessmentMeasurement Tool

4 Make It Real Introduction 4 1.Who is your Jake? _______________________ 2.What instructional changes did you make when your Jake did not progress?___________________________________________________________________ There is a Jake in every classroom, in every school.

5 Speedboat vs. Oil Tanker Introduction 5 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

6 Basic Early Literacy Skills First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Phonemic Awareness Phonics Accurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 6

7 Basic Early Literacy Skills Phonemic Awareness Nonsense Word Fluency (NWF) DIBELS ® Oral Reading Fluency (DORF) Word Recognition (WR) Phonics Accurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 7

8 Basic Early Literacy Skills Phonemic Awareness Phonics DIBELS ® Oral Reading Fluency (DORF) Text Reading and Comprehension (TRC) Word Recognition (WR) Accurate and Fluent Reading of Connected TextReading ComprehensionVocabulary and Language Skills Introduction 8

9 Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text DIBELS ® Oral Reading Fluency (DORF) DIBELS ® Maze (Daze) Text Reading and Comprehension (TRC) Reading ComprehensionVocabulary and Language Skills Introduction 9

10 Basic Early Literacy Skills Phonemic Awareness Phonics Accurate and Fluent Reading of Connected Text Reading Comprehension Word Use Fluency (WUF) Text Reading and Comprehension (TRC) Vocabulary and Language Skills Introduction 10

11 Reading 3D Check for Understanding Accurate and Fluent Reading of Connected Text The ability to read a text accurately and quickly with automaticity The process of an intentional interaction between reader and text to convey meaning Reading Comprehension The ability to understand and use words to acquire and convey meaning Vocabulary and Language Skills The ability to hear, Identify, and manipulate Individual phonemes in spoken words Phonemic Awareness Phonics The system of letter–sound relationships that is the foundation for decoding words Introduction 11

12 Basic Early Literacy Skills Phonemic Awareness Alphabetic Principal Accuracy and Fluency ComprehensionVocabulary FSF PSF NWF DORF WUF WR TRC mCLASS: DIBELS Next ELD mCLASS: Reading 3D DAZE

13 Benchmark Assessment Calendar FSF*LNFPSFNWFDORFDAZETRC & 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

14 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

15 mCLASS ® :DIBELS ® System Web ReportsMobile Device Introduction 15

16 Composite Score Introduction 16 (Replaces the Instructional Recommendation) Composite Score

17 How Composite Score Is Calculated Introduction 17 The mobile device calculates the score automatically. Grade 2, MOYKindergarten, MOY FSF Score + LNF Score + PSF Score + NWF CLS Score = DIBELS ® Composite Score DORF Words Correct + Retell Score (x 2) + DORF Accuracy Percent Value = DIBELS ® Composite Score

18 Assessment Options Benchmark  All students  Multiple measures  Three times a year  Identifies need for Progress Monitoring Progress Monitoring Primarily high- andsome-risk students  Assessed every 1 to 4 weeks Introduction 18

19 Benchmark Summary Screen Introduction 19 Tap to begin assessment.

20 After the Assessment Note Forgot his glasses. Patterns Motivation Score Introduction 20

21 Web Report Score Motivation Response Patterns Notes Introduction 21

22 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:   Wireless Generation Customer Care: or (800) 823–1969, option 3  Manufacturer device documentation Introduction 22

23 Agenda LNF 23

24 LNF: Letter Naming Fluency LNF 24 Measures the ability to recognize and name letters of the alphabet fluently and with automaticity

25 LNF Overview LNF 25 Not applicable Basic Early Literacy Skills BOY Kindergarten through BOY Grade 1 Administered Mobile Device Student Materials Booklet Materials

26 LNF Student Materials LNF 26 Beginning of Year Benchmark Grade 1

27 Class List Screen LNF 27 Time of Year Button Class Dropdown Menu Sync Status Students in Selected Class

28 Assessment Selection Screen LNF 28 Select Benchmark Select Progress Monitoring

29 BOY Student Benchmark Summary Screen LNF 29 Measures not available at MOY or EOY Tap icon to begin assessment Student

30 Reminders and Directions LNF 30

31 LNF Trainer Demo LNF 31 Timing Features Start Response timer Warning screen Marking Incorrect Self-correct Skipped row Observe Placing bracket

32 LNF Results LNF 32 Score, Patterns, Motivation, Note, and Review Buttons Student’s Score

33 Reviewing the Assessment LNF 33 Incorrect or Skipped Letters Letters Read Correctly Skipped Line

34 Invalidating the Assessment LNF 34 During the Assessment After the Assessment

35 LNF 35 Note Patterns Motivation forgot his glasses

36 LNF Web Report LNF 36 Score Motivation Response Patterns Notes

37 LNF: Common Scoring Rules LNF 37 Tap the letter again to rescore the response within 3 seconds. Self-Correction Mark correct. Schwa Sounds, Articulation, or Dialect After 3 seconds, say the letter and mark it incorrect. Hesitation Rule If student misses all letters in 1 st row of the measure, the device prompts assessor to discontinue. Discontinue Rule

38 LNF Scoring Rules, page 1 of 2 LNF 38 Letter Similarities: upper case L and lower case L upper case i

39 Incorrect and omitted letters: LNF Scoring Rules, page 2 of 2 LNF 39 Skipped Line Letter Read Incorrectly or Skipped

40 LNF One-Time Reminders LNF 40 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.”

41 LNF As-Needed Reminders LNF 41 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.

42 LNF Quick Reference LNF 42 CorrectIncorrect Correct letterIncorrect letter Articulation and/or dialectThree-second hesitation Similarly shaped font (uppercase i and lowercase L) Skipped letters

43 LNF Check for Understanding LNF 43 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

44 LNF Points to Remember LNF 44 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. __________________________________

45 LNF Reflection LNF 45 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? ____________________________________________________________ ___________________________________________________________________

46 Agenda FSF 46

47 FSF: First Sound Fluency FSF 47 Measures the ability to isolate the first sound in a word /ch//ea//f/ The word “chief” comprises three phonemes.

48 FSF: First Sound Fluency FSF 48 Phonemic Awareness Basic Early Literacy Skills BOY and MOY Kindergarten Progress Monitoring as needed Administered Mobile Device only (auditory task) Materials

49 Phonological Awareness FSF 49 Phonemes Onset-Rimes RhymesSyllables Words Sentences

50 What is Phonemic Awareness? FSF 50 The ability to recognize, produce, and manipulate sounds in spoken language “bat” comprises the sounds: “chop” comprises the sounds: “box” comprises the sounds: “dried” comprises the sounds: /b//a//t/ /ch//o/ /p/ /b//o//k//s/ /d//r//ie/ /d/

51 Why First Sound Fluency? FSF 51 /k/ /kr/ or Initial sounds include the first group of sounds in the word (i.e., onsets), not necessarily individual phonemes.  /n/ /nie/ or  /f//fr/  /fre/ or crab nine friend

52 FSF Benchmark Goals FSF 52 Points are given for correct initial phonemes identified by the student during one minute of assessment. Grade Minimum Number of Points BOY Kindergarten10 MOY Kindergarten30

53 FSF Trainer Demo FSF 53 Timing Features Starting timer Response timer Warning screen Marking 2-point response 1-point response Incorrect Self-correct Observe Practice items Next word prompt

54 FSF Common Scoring Rules FSF 54 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. Hesitation Rule If a student receives zero points in the first five words, the device prompts assessor to discontinue. Discontinue Rule

55 1 point for saying the correct initial sounds FSF Scoring FSF 55 2 points for saying the correct initial phoneme in isolation b  g  goa blblo or FSF is the only measure for which you record the student’s best answer rather than the student’s final answer. goat block

56 FSF Scoring Rules 1 of 2 FSF 56 Correct Sounds Screenshot of FSF screen showing correct scoring options for stated phonemes TK Select the first sound or group of sounds that matches the student’s response.

57 FSF Scoring Rules 2 of 2 FSF 57 Incorrect Sounds Tap the incorrect box.

58 Speech & Articulation FSF 58 Count these common articulation errors correct: The phoneme /j/ for /dr/ as in “drop” The phoneme /ch/ for /tr/ as in “trash”

59 FSF Reminders FSF 59 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. 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. As-Needed: One Time:

60 FSF Quick Reference FSF 60 CorrectIncorrect Initial phonemeNo response Initial consonant and vowel Letter name (prompt with one-time reminder) Initial consonant blendEnding sound(s) Initial consonant blend and vowel 3 second or longer hesitation /ch/ substituted for /tr/ /j/ substituted for /dr/ Whole word repeated

61 FSF Check for Understanding FSF 61 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?

62 FSF Points to Remember FSF 62 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. __________________________________

63 FSF Reflection FSF 63 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? ___________________________________________________________________

64 Agenda PSF 64

65 PSF: Phoneme Segmentation Fluency PSF 65 Measures the ability to segment two- to four- phoneme words into individual phonemes bot The word “bought” comprises three phonemes.

66 PSF Overview PSF 66 Phonemic Awareness Basic Early Literacy Skills MOY Kindergarten through BOY Grade 1 Progress Monitoring as needed Administered Mobile Device only (auditory task) Materials

67 What is Phonemic Awareness? PSF 67 The ability to recognize, produce, and manipulate sounds in spoken language “bat” comprises the sounds: “chop” comprises the sounds: “box” comprises the sounds: “dried” comprises the sounds: /b//a//t/ /ch//o/ /p/ /b//o//k//s/ /d//r//ie/ /d/

68 PSF Benchmark Goals PSF 68 Time of Year Minimum Number of Segmented Sounds per Minute Kindergarten MOY20 spm Kindergarten EOY40 spm Grade 1 BOY40 spm

69 PSF Trainer Demo PSF 69 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

70 PSF Common Scoring Rules PSF 70 Tap the segment again to rescore the response. Self-Correction Mark correct. 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. Hesitation Rule If a student does not say any correct segments in the first five words, the device prompts the assessor to discontinue. Discontinue Rule

71 PSF Scoring Rules 1 of 6 PSF 71 /s//a//k/ 3 / 3 Underline correct sounds, whether in isolation, blended, or as a whole word. sack /s//a//k/ 1 / 3 Student says: /s/ Student says: /s/ /a/ /k/

72 PSF Scoring Rules 2 of 6 PSF 72 Underline then tap incorrect sounds. sack /s//a//k/ 2 / 3 Student says: /z/ /a/ /k/ /s//a//k/ 2 / 3 Student says: /s/ /o/ /k/

73 PSF Scoring Rules 3 of 6 PSF 73 Underline blended or repeated sounds. sack /s//a//k/ 2 / 3 Student says: /sa/ /k/ /s//a//k/ 2 / 3 Student says: /s/ /s/ /ak/

74 PSF Scoring Rules 4 of 6 PSF 74 Leave blank any omitted sounds. sack /s//a//k/ 2 / 3 Student says: /s/ /k/ /s//a//k/ 1 / 3 Student says: /s/ hmm…

75 PSF Scoring Rules 5 of 6 PSF 75 Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation. got /g//o//t/ 2 / 3 Student says: /gl/ /o/ /t/ /g//o//t/ 3 / 3 Student says: /g/ /l/ /o/ /t/

76 PSF Scoring Rules 6 of 6 PSF 76 Underline the whole word if a student repeats the word without providing any sound segments. sheep /sh//ea//p/ 0 / 3 Student says: /sheep/ /sh//ea//p/ 0 / 3 Student says: /steep/

77 PSF Pronunciation Guide PSF 77 WordsSegmentedScoring Rule star, shirt, force /s/ /t/ /ar/ /sh/ /er/ /t/ /f/ /or/ /s/ R-Controlled Vowels: /ar/ /er/ and /or/ sounds are scored as a single phoneme pair, hear, tour /p/ /e/ /r/ /h/ /i/ /r/ /t/ /uu/ /r/ Words with “air,” “ear” and “our” sounds are scored with two phonemes 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/

78 Student ResponseScoredScoring 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 Quick Reference PSF 78

79 PSF One-Time Reminders PSF 79 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.”

80 PSF Check for Understanding PSF 80 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.

81 PSF Points to Remember PSF 81 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. __________________________________

82 PSF Reflection PSF 82 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? ___________________________________________________________________

83 Agenda NWF 83

84 NWF: Nonsense Word Fluency NWF 84 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”

85 NWF Overview NWF 85 Alphabetic Principle Basic Phonics Basic Early Literacy Skills MOY Kindergarten through BOY Grade 2 Progress Monitoring as needed Administered Mobile Device Student Materials Booklet Materials

86 NWF Benchmark Goals NWF 86 Grade Minimum Number of Correct Letter Sounds (CLS) Minimum Number of Whole Words Read (WWR) Kindergarten MOY: 17 EOY: 28 n/a Grade 1 BOY: 27 MOY: 43 EOY: 58 BOY: 1 MOY: 8 EOY: 13 Grade 2BOY: 54BOY: 13

87 NWF Student Materials NWF 87 Beginning of Year Benchmark Grade 1

88 NWF Trainer Demo NWF 88 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

89 NWF Common Scoring Rules NWF 89 Tap the letter or trace the line from right to left to rescore the response. Self-Correction Mark correct. Schwa Sounds, Articulation, or Dialect If a student doesn’t read any correct letter sounds in the first row, the device prompts assessor to discontinue. Discontinue Rule 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

90 NWF Scoring Rules 1 of 5 NWF 90 Sounds read in isolation: / h / / i / / f / x Some sounds blended: /m/ /e z/ x Whole word read: “ z a t ” Underline all sounds read in isolation, blended, or as a whole word. x / x x x

91 NWF Scoring Rules 2 of 5 NWF 91 Sounds read in isolation with error: / h / /o / / f / Some sounds blended with error: /n/ /e z/ nez Whole word read with errors: “ s a p ” x Indicate incorrect sound(s) by tapping the letter(s). x x x x x x

92 NWF Scoring Rules 3 of 5 NWF 92 Sounds read with repetition: / u / / u g / Hesitation on a sound: /d/ hmm… / s/ x x Indicate repetitions, hesitations, and omissions as follows: x x Omission of a sound: / k / / l / x x

93 NWF Scoring Rules 4 of 5 NWF 93 Reads right to left: “ t o m ” x 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 / x x x

94 NWF Scoring Rules 5 of 5 NWF 94 Adds a schwa sound: / mu / / u / / su / Indicate additions and insertions as follows: Adds a sound to word: / must / x Adds a sound to sounds: / m / / u / / s / / t / / x x x x x x

95 2 NWF Scores: CLS and WWR NWF 95 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 ProbeSample ResponseCLSWWR d a f /d/ /a/ /f/30 /da/ /f/ or /d/ /af/30 “daf”31 /d/ /a/ /f/ “daf”30 “dafs”30 “daf” 30

96 After the NWF Assessment CLS score Cut point WWR score NWF 96

97 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

98 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

99 1. Which mark is correct if the student says “/b/ /u/ /z/” for “duz”? a. d u zb. d u zc. d u zd. d u z 2. Which mark is correct if the student says “zud” for “duz”? a. d u zb. d u zc. d u zd. z u d 3. Tap the _____ at the bottom of the screen to see the next word. a. arrowb. beadsc. letterd. 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 wordd. the sound 5. If the student misses the first five words in a row, _____________. a. invalidateb. pausec. continued. discontinue NWF Check for Understanding NWF 99

100 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

101 NWF Reflection NWF 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? ____________________________________________________________

102 Agenda DORF 102

103 DORF: DIBELS ® Oral Reading Fluency DORF 103 The student is presented with an unfamiliar grade- level passage and asked to read aloud for one minute. The student is then asked to retell what s/he just read. Part 1: Oral Reading Part 2: Passage Retell There are two components to DORF:

104 DORF Overview DORF 104 Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Basic Early Literacy Skills MOY Grade 1 through EOY Grade 6 Progress Monitoring as needed Administered Mobile Device Student Materials Booklet Materials

105 DORF End of Year Benchmark Goals DORF 105 Grade Minimum Number of Words Read Correctly Percent Accuracy in Oral Reading Minimum Number of Words Used in Retell Retell Quality of Response Grade 14790%at least 15n/a Grade 28797% Grade % Grade % Grade % Grade %

106 DORF Student Materials DORF 106 Beginning of Year Benchmark Grade 2 Passage One

107 DORF Trainer Demo Part 1: Oral Reading DORF 107 Timing Features Starting timer Response timer Warning screen Marking Incorrect Self-correct Skipped row Observe Scrolling Placing bracket

108 DORF Part 1; Oral Reading Common Scoring Rules DORF 108 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 1 st row of 1 st passage, the device prompts assessor to discontinue. If student reads fewer than 10 words correct in 1 st passage, do not administer retell or passages 2 and 3. Discontinue Rule

109 DORF Oral Reading Scoring Rules, page 1 of 3 DORF 109 Mispronounced Words:Word Order: Proper Nouns:

110 DORF Oral Reading Scoring Rules, page 2 of 3 DORF 110 Numerals: Exception: Abbreviations:

111 DORF Oral Reading Scoring Rules, page 3 of 3 DORF 111 Words not read exactly as written: Contraction read as two words: Two words read as a contraction:

112 DORF Trainer Demo Part 2: Passage Retell DORF 112 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

113 DORF Part 2; Passage Retell Common Scoring Rules DORF 113 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. Hesitation Rule After the second hesitation of 5 seconds, tap 5 Sec. Pause. The device prompts you to say “Thank you.” Discontinue Rule

114 DORF Passage Retell Quick Reference DORF 114 CorrectIncorrect Stating accurate details Exclamations or “Hmm…” or “Umm…” ContractionsSongs and recitations Minor repetitions Rote repetition of words or phrases Minor irrelevanciesStories or irrelevancies Minor inaccuracies Stating retell details multiple times

115 DORF Passage Retell Quality of Response Rubric DORF 115 Use to determine students’ instructional needs.

116 DORF As-Needed Reminders DORF 116 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.

117 Interim Results Screen DORF 117 Interim results show after completing passages #1 and #2.

118 Retell Optional DORF 118 Use professional judgment.

119 After the Assessment DORF 119 DORF and RTF median scores are not necessarily from the same passage.

120 DORF Accuracy Calculations DORF 120 Accuracy is calculated using the following formula: Accuracy Percentage = [C / (C + I)] * 100 C = Median Fluency Score I = Median number of incorrect words 60 WCPM with a median of 5 incorrect words: Accuracy = [ 60 / [60 + 5) ] * 100 = 92 % Example:

121 Response Patterns DORF 121 Retell Response Patterns Oral Reading Response Patterns

122 DORF: Oral Reading Check for Understanding DORF 122 Correct Incorrect Student Behavior 1. Repeated details (retell) 2. Repeated words (reading) 3. Mispronunciations (reading) 4. Incorrect word order (reading) 5. Articulation and/or dialect “errors” (reading) 6. Omissions (reading) 7. Minor inaccuracies (retell)

123 DORF Points to Remember DORF 123 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. __________________________________ __________________________________

124 DORF Reflection DORF 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? ___________________________________________________________________

125 Agenda Daze 125

126 Daze 126 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 summer was After playing in the dirt, Sam went to wash her hands. Example:

127 Daze Overview Daze 127 Reading Comprehension Basic Early Literacy Skill BOY Grade 3 through EOY Grade 6 Progress Monitoring as needed Administered Student Worksheets Scoring Key Materials

128 Daze Benchmark Goals Daze 128 Daze Adjusted Score Correct number of responses in 3 minutes minus half the number of incorrect responses BOYMOYEOY Grade Grade Grade Grade

129 Daze Student Materials Daze 129 Beginning of Year Benchmark Grade 5

130 Daze Administration Protocols Daze 130 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. Tap Group Directions.

131 Daze Trainer Demo Daze 131 Timing Three minute timer Observe Practice questions Marking Incorrect responses

132 Daze As-Needed Reminders Daze 132 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.”

133 Daze Scoring Rules 1 of 2 Daze 133 Correct Responses Count correct circled or otherwise marked correct responses. chocolate get large chocolate get large ✓ chocolate get large CircledChecked Underlined

134 Daze Scoring Rules 2 of 2 Daze 134 Incorrect Responses Mark a slash through incorrect or skipped responses. chocolate get large gave stretched train ✓ group became window Wrong answer More than one answer marked Item left blank prior to an item attempted ✓

135 Daze Check for Understanding Daze 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?

136 Daze Student Worksheet Daze 136

137 Daze Teacher Scoring Key Daze 137

138 Daze Scoring the Student Worksheet Daze 138

139 Entering Daze Results Daze 139 Enter Results Correct and Incorrect Responses Save Results Assessment Date

140 Daze Points to Remember Daze 140 Available for Benchmark and Progress Monitoring Administered individually or as a group Teachers cannot answer questions during administration Enter results on mCLASS ® :Home ____________________________________

141 Daze Reflection Daze 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? ___________________________________________________________________


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