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Administration and Scoring of: –Early Literacy Measures- To accompany Aimsweb Training Workbook- Administration and Scoring of Early Literacy Measures.

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Presentation on theme: "Administration and Scoring of: –Early Literacy Measures- To accompany Aimsweb Training Workbook- Administration and Scoring of Early Literacy Measures."— Presentation transcript:

1 Administration and Scoring of: –Early Literacy Measures- To accompany Aimsweb Training Workbook- Administration and Scoring of Early Literacy Measures for Use with Aimsweb Letter Naming Fluency Letter Sound Fluency Phonemic Segmentation Fluency Nonsense Word Fluency –Reading Oral Reading Fluency (aka-R-CBM)-To accompany Aimsweb Training Workbook- Administration and Scoring of R-CBM for Use in GOM Maze-To accompany Aimsweb Training Workbook- Administration and Scoring of Maze for Use in GOM HANDOUTS: (SEE PROBE PACKET, TOO)

2 Letter Naming Fluency Turn to your manual (p. 15) and Turn to the Letter Naming Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

3 p. 12

4 p. 15 Letter Naming Fluency

5 p. 16

6 Letter Naming Standard Administrative Directions 3. Here are some letters (point to student copy). Begin here, (point to first letter) and tell me the names of as many letters as you can. If you come to a letter you dont know, Ill tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin. 4. Start your stopwatch. If the student fails to say the first letter name after 3 secs., tell the student the letter name and mark as incorrect. Point to the next letter. 5. If the student provides the letter sound rather than the letter name say, Remember to tell me the letter name, not the sound it makes. This prompt can be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate by making a note at the top of the examiner copy. 6. If zero correct in first row (10 letters), discontinue and record a Follow along on examiner copy. Put a slash through letters named incorrectly. 8. Maximum time for each letter is 3 seconds. If doesnt give in 3 sec., tell student name and mark as incorrect. Point to next letter and say, What letter? 9. At the end of 1 minute, place a bracket after last letter named and say, Stop. Source: AIMSweb/ Michelle Shinn & Mark Shinn p.16

7 What is a correct letter name? (p. 17) A correctly named letter. Confused Is and Ls as a function of font. Letters that look alike will have different names depending on the font and case. For these letters, either name is corret. Self corrections. If a student makes an error and correct her/himself within 3 seconds, write SC above the letter and do not count as an error. Note: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language pronunciations.

8 What is an incorrect letter name? Substitution of a different letter for the stimulus letter (P for D) Omissions of a letter Stops or struggles with a letter for more than 3 seconds. Note: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring. p.17

9 LETS PRACTICE… VIDEO See bottom of pg. 17 for example. Try to time and score along!

10 P18 KEY

11 See Letter Naming Fluency Accuracy of Implementation Rating Scale (AIRS)- p. 49 in packet. Observe or Self checklist to ensure high reliability of results.

12 Letter Sound Fluency Turn to your manual (p. 20) and Turn to the Letter Sound Fluency Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

13 * p.20

14 p.21

15 Letter Sounds Standard Administrative Directions 3. Here are some letters (point to student copy). Begin here, (point to first letter) and tell me the sounds (with emphasis) of as many letters as you can. If you come to a letter you dont know, Ill tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin. 4. Start your stopwatch. Follow along on examiner copy. Put a slash through letters named incorrectly. If doesnt give in 3 sec., tell student sound and mark as incorrect. Point to next letter and say, What sound? 5. If student says letter name say remember to tell me the sound the letter makes, not its name. Say only once. If student continues with names, mark each incorrect. 6. If no correct letter sounds with first 10 letters, discontinue and score Follow along and put a slash through incorrect letter sounds. 8. The max. time for each letter is 3 secs. If the student does not provide the letter sound within 3 secs., tell the student the letter sound and mark as incorrect. Point to the next letter and say, What sound?. 9. At the end of 1 minute, place a bracket after last letter named and say, Stop. p.21

16 p.22

17 Lets Practice VIDEO Top of p. 23 (Dakota) Key- middle of page. 23

18 p.23

19 See Letter Sound Fluency Accuracy of Implementation Rating Scale (AIRS) Observe or Self checklist to ensure high reliability of results.

20 Phonemic Segmentation Fluency Turn to your manual (p. 25) and Turn to the Phonemic Segmentation Fluency Probe in your second packet. You will see the examiner probe (with numbers) and NO STUDENT PROBE).

21 * p.25

22 p.26

23 Phonemic Segmentation Standard Administrative Directions Im going to say a word. After I say it, I want you to tell me all the sounds in the word. So, if I say, Sam, you would say /s/ /a/ /m/. Lets try one (one-second pause). Tell me the sounds in mop. Correct Response If student says, /m/ /o/ /p/, you say Incorrect Response If student give any other response, you say, Very good.The sounds in mop are /m/ /o/ /p/. Your turn. Tell me the sounds in mop. Source: AIMSweb/ Michelle Shinn & Mark Shinn p.26

24

25 p.27

26 Phonemic Segmentation: Scoring (p. 27) What is Correct? Students may receive credit for any different, correct, part of the word represented by sounds that correspond to the word part. May receive credit for 1.complete segmentation, 2. incomplete segmentation 3. overlapping segmentation. Source: AIMSweb/ Michelle Shinn & Mark Shinn

27 Phonemic Segmentation: Scoring- complete segmentation (p.27) Student is given credit for each correct sound segment produced correctly. WordStudent SaysScoringCorrect Segments trickt…r..i..ck/t/ /r/ /i/ /k/4/4 catc…a…t/k/ /a/ /t/3/3 Source: AIMSweb/ Michelle Shinn & Mark Shinn

28 Phonemic Segmentation: Scoring- incomplete segmentation(p. 27) Student is given credit for each correct sound segment, even if not at the phoneme level. (You are listening for correct component parts.) The underline indicates the size of the sound segment. WordStudent SaysScoringCorrect Segments tricktr..ick/t/ /r/ /i/ /k/2/4 catc…at/k/ /a/ /t/2/3 Source: AIMSweb/ Michelle Shinn & Mark Shinn

29 Phonemic Segmentation: Scoring – overlapping segmentation (p. 28) Student is given credit for each different correct sound segment. /Tri/ and /ick/ are both correct segments of trick. WordStudent SaysScoringCorrect Segments tricktri..ick/t/ /r/ /i/ /k/ 2/4 catc…cat/k/ /a/ /t/1/3 Source: AIMSweb/ Michelle Shinn & Mark Shinn

30 p.28 Other corrects

31 Phonemic Segmentation: Scoring p. 28) Schwa sounds, additions, and elongated sounds also are not counted as errors. Some phonemes cannot be pronounced correctly in isolation without a vowel: Examiner says trick; student says tu..ru..I..ku. Cat: ku..a..tu.. Additions are not counted as errors if they are separated form the other sounds in words: trick….t..r..i..ck..s; cat..s..c..a..t Articulation and dialect are not counted as errors. Rest…r..e..th..t. Elongated:Ex: (top of p. 29) rest….rrrrrrrrrrrrrreeeeeeeeeesssssssttttt. Source: AIMSweb/ Michelle Shinn & Mark Shinn

32 p.29

33 Phonemic Segmentation: Scoring (p. 29, 30) What is incorrect? Omissions, no segment, mispronunciation. WordStudent SaysScoringCorrect Segments trick cat t..ick c…(3 sec.) /t/ /r/ /i/ /k/ /k/ /a/ /t/ 2/4 1/3 trick cat trick cat" /t/ /r/ /i/ /k/ /k/ /a/ /t/ 0/4 0/3 trick cat t..r..i..ks b..a..t /t/ /r/ /i/ /k/ /k/ /a/ /t/ 3/4 2/3 Source: AIMSweb/ Michelle Shinn & Mark Shinn p. 30

34 Lets Practice VIDEO Page. 31

35 VIDEO: p.31

36 Key: p. 32

37 See Phonemic Segmentation Fluency Accuracy of Implementation Rating Scale (AIRS) Observe or Self checklist to ensure high reliability of results.

38 Nonsense Word Fluency Turn to your manual (p. 34) and Turn to the Nonsense Word Fluency probe in your second packet. See sample words: BIM LAT. You will see the examiner probe (with numbers) and the student probe (without numbers).

39 * p.34

40 p.35

41 bimlat

42 Nonsense Word Standard Administrative Directions (p. 35) 2.Look at this word (point to the first word on the practice probe). Its a make-believe word, not a real word. All the letters have sounds: (point to the letter b) /b/, (point to the letter i) /i/, (point to the letter m) /m/. Altogether the sounds are /b/ /i/ /m/ (point to each letter) or bim (run your finger fast through the whole word). Remember, it is a made up word. You can say the sounds of the letters, /b/ /i/ /m/ (point to each letter), or you can say the whole word bim (run your finger fast through the whole word). Be sure to say any sounds you know. Source: AIMSweb/ Michelle Shinn & Mark Shinn

43 p.35

44 Nonsense Word Standard Administrative Directions (p. 35) Ready? Lets try one. Read this word the best you can (point to the word lat). Point to each letter and tell me the sound or tell me the whole word. Correct Response: If the child responds lat or with some or all of the sounds, say Incorrect Response: If the child does not respond w/in 3 sec. or responds incorrectly say Thats right. The sounds are /l/ /a/ /t/ or lat Watch me (point to the letter l etc.) /l/, /a/, /t/. Altogether the sounds are /l/ /a//t/ or lat Remember, you can say the sounds or you can say the whole word. Lets try again. Read this word the best you can. (Point to lat) Source: AIMSweb/ Michelle Shinn & Mark Shinn

45 p.36

46 Nonsense Word Standard Administrative Directions (p. 36) 3. Here are some more make-believe words. When I say begin, start here, go across the page, and read the words the best you can. Remember, you can tell me the sound of the letter or read the whole word. Put your finger under the first word. Ready, begin. 4.Start your stopwatch. Follow along on examiner copy and underline each correct phoneme. Put a slash through incorrect or omitted phonemes. If doesnt give in 3 sec., tell student sound point to next sound and say, What sound? If incorrect, point to next word. 5.If no correct sounds in words 1-5, discontinue with 0 score. 6. Follow along and underline each phoneme read correctly, either in isolation or in context of the nonsense word. Slash incorrects. 7. At the end of 1 minute, place a bracket after last letter named and say, Stop.

47 Corrects p. 37

48

49 Lets Practice VIDEO P. 38 Key in middle.

50 p.38 KEY

51 See Nonsense Word Fluency Accuracy of Implementation Rating Scale (AIRS) Observe or Self checklist to ensure high reliability of results.

52 Reading - CBM

53 p.10

54 Reading - Curriculum-Based Measurement (R-CBM) Edformations Standard Reading Assessment Passages Students read aloud for 1 minute from Edformations Standard Reading Assessment Passages of meaningful, connected text. Number of words read correct and number of errors are counted. Reported as WRC/errors Reported as WRC/errors Source: AIMSweb/M ark Shinn This page is not in your handout.

55 An Example of R-CBM - Reading Clip1 -Practice Video 1 Source: AIMSweb/M ark Shinn SCORE ALONG…

56 Observation Questions – What did you observe about this childs reading? – Is she a good reader? – Give your reason(s) for your answer to the second question? – About how many words did she read correctly? Source: AIMSweb/M ark Shinn This page is not in your handout.

57 Look for the Qualitative Features of Good (or Poor) Reading Reads Efficiently ? Reads Accurately--Greater than 95% ? Reads with Expression and Prosody ? Has Effective Strategy for Word They Dont Know ? Reading Errors Preserve Meaning Rather than DISTORT Meaning ? Engages in Comprehension Self-Monitoring (Self Corrects) ? This page is not in your handout.

58 Qualitative Features Worth Noting Source: AIMSweb/M ark Shinn

59 R-CBM is Used for Scientific Reasons Based on Evidence: reliablevalid It is a reliable and valid indicator of student achievement. simple, efficientshort It is simple, efficient, and of short duration to facilitate frequent administration by teachers. helps teachers plan better instruction. It provides assessment information that helps teachers plan better instruction. sensitive to the improvement It is sensitive to the improvement of students achievement over time. easily understood It is easily understood by teachers and parents. Improves achievement Improves achievement when used to monitor progress. Source: AIMSweb/M ark Shinn This page is not in your handout.

60 Things to Always Remember About R-CBM indicators important Are designed to serve as indicators of general reading achievement. R-CBM doesnt measure everything, but measures the important things. Standardized tests standard way. Are Standardized tests to be given, scored, and interpreted in a standard way. researched for 3 decades Are researched for 3 decades with respect to psychometric properties to ensure accurate measures of learning. Source: AIMSweb/M ark Shinn This page is not in your handout.

61 p.12

62 R-CBM Standard Directions for 1 Minute Administration unnumbered 1)Place the unnumbered copy in front of the student. numbered 2)Place the numbered copy in front of you, but shielded so the student cannot see what you record. 3)Say: When I say Begin, start reading aloud at the top of this page. Read across the page Try to read each word. If you come to a word you dont know, I will tell it to you. Be sure to do your best reading. Are there any questions? When I say Begin, start reading aloud at the top of this page. Read across the page (DEMONSTRATE BY POINTING). Try to read each word. If you come to a word you dont know, I will tell it to you. Be sure to do your best reading. Are there any questions? (PAUSE) Begin 4)Say Begin and start your stopwatch when the student says the first word. If the student fails to say the first word of the passage after 3 seconds, tell them the word, mark it as incorrect, then start your stopwatch. 5)Follow along on your copy. Put a slash ( / ) through words read incorrectly. Stop. 6)At the end of 1 minute, place a bracket ( ] ) after the last word and say, Stop. 7) Score and summarize by writing WRC/Errors Source: AIMSweb/M ark Shinn p.12

63 p.13

64 p.32 Corrects: Neither

65 Incorrects: bottom of p. 32

66 Incorrects: top of p. 33

67 Incorrects: p. 33

68 Review: What is a Word Read Correctly? Correctly Pronounced Correctly Pronounced Words within context. Self-Corrected Incorrect Self-Corrected Incorrect Words within 3 seconds. Source: AIMSweb/M ark Shinn p.32

69 Review:What is not Incorrect? (Neither a WRC or an Error) Repetitions Dialect Dialect Differences Insertions Insertions (Consider them Qualitative Errors) Source: AIMSweb/M ark Shinn P.32

70 Review: What is an Error? MispronunciationSubstitutions Mispronunciation of the Word or SubstitutionsOmissions Hesitations:3-Second Hesitations:3-Second Pauses or Struggles (examiner provides correct word) Reversals Source: AIMSweb/M ark Shinn p.32,33

71 p.34

72 Calculating and Reporting R-GOM Scores total Record total number of words read. errors. Subtract the number of errors. standard format of WRC/Errors Report in standard format of WRC/Errors (72/3). Source: AIMSweb/M ark Shinn

73 Example Juan finished reading after 1 minute at the 145th word, so he read 145 words total. Juan also made 3 errors. Therefore his WRC was 142 with 3 errors. Reported as 142/3. Source: AIMSweb/M ark Shinn

74 Practice Exercise 3: Lets Score Source: AIMSweb/M ark Shinn GR. 5, PASSAGE 10

75 Practice Exercise 3: Answer Key This student read 141 WRC/2 Errors Source: AIMSweb/M ark Shinn

76 Practice Exercise 2: Another practice Source: AIMSweb/M ark Shinn

77 Practice Exercise 2: Answer Key This student read 97 WRC/3 Errors Source: AIMSweb/M ark Shinn

78 See Oral Reading Fluency Accuracy of Implementation Rating Scale (AIRS) Observe or Self checklist to ensure high reliability of results.

79 Accuracy of Implementation (AIRS)

80 CBM IS A General Outcome Measure Common Characteristics of GOMs The same kind of evaluation technology as other professions Powerful Powerful measures that are: Simple Simple Accurate Accurate Efficient decisions Efficient indicators of performance that guide and inform a variety of decisions Generalizable thermometer that allows for reliable, valid, cross comparisons of data Generalizable thermometer that allows for reliable, valid, cross comparisons of data

81 General Outcome Measures (GOMs) from Other Fields Medicine measures height, weight, temperature, and/or blood pressure. Federal Reserve Board measures the Consumer Price Index. Wall Street measures the Dow-Jones Industrial Average. Companies report earnings per share. McDonalds measures how many hamburgers they sell.

82 Phonemic Awareness Alphabetic Understanding Fluency Vocabulary Comprehension What Does R-CBM Measure? ALL These Skills General Reading Skill

83 p. 7

84 p. 9

85 Maze A multiple-choice cloze task Students read silently for 3 minutes First sentence of a word passage left intact Every 7th word is replaced with a blank About total blanks for each maze 3 choices exact match near distracter far distracter

86 Reading Maze A Group Administered and Silent Reading Test for Intermediate and Older Students p. 10

87 Use a Practice Test for Younger Students p. 11

88 Maze Standard Administration Directions Including Cover Sheet and Easy Practice Test 1. Pass out maze to students. Have students write their names on the Cover Sheet so they do not start early. Make sure they do not turn the page until you tell them to. 2. Say to the students: When I say begin I want you to read a story. You will have 3 minutes to read the story and complete the task. Listen carefully to the directions. Some of the words in the story are missing. In their place is a blank. Under the blank are 3 words. Your job is to circle the 1 word that makes sense in the story. Only 1 word is correct. 3. Decide if practice test is needed. Say… Let s practice one together. Look at your first page. Read the first sentence silently while I read it out loud: The dog/ blank/ after the cat. Under the blank are 3 words: apple, broke, ran. The dog /apple/ after the cat. That doesn t make sense. The dog/broke/ after the cat. That doesn't make sense. The dog/ ran/ after the cat. That does make sense. So circle the correct word,/ran/ (Make sure students circle /ran/). p. 14

89 Lets go to the next sentence. Read it silently while I read it out loud. The cat /blank/ up the hill. The choices are fast, green, for. Which word is correct in the sentence? (Students answer /fast/) Yes, The cat ran/ fast/ up the hill is correct. So circle the correct word/fast/. (Make sure students circle /fast/) Read the next sentence silently and raise your hand when you think you know the answer. (Make sure students know the correct word. Read the sentence with the correct answer) Thats right, The dog/ barked/ at the cat is correct. Now what do you do when you choose the correct word? (Students answer circle it ; make sure students understand the task) Thats right, you circle it. I think youre ready to work on a story on your own. p. 14

90 Maze Standard Administration Directions For Older Students and Students Are Familiar with the Maze Directions p. 15

91 p. 16

92 The Examiner Answer Key Correct answers are in BOLD on the Answer Key


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