Presentation on theme: "MCLASS ® :Reading 3D Harcourt Rigby TEXT READING AND COMPREHENSION."— Presentation transcript:
mCLASS ® :Reading 3D Harcourt Rigby TEXT READING AND COMPREHENSION
TRC Overview TRC 2 Accurate and Fluent Reading of Connected Text Reading Comprehension Vocabulary and Language Skills Basic Early Literacy Skills BOY Kindergarten through EOY Grade 5 Administered Mobile Device Leveled books and materials booklet Materials
TRC Benchmark Goals TRC 3 Grade BOY Reading Level Goal(s) MOY Reading Level Goal(s) EOY Reading Level Goal(s) Kindergarten RB to BCD Grade 1 DG to HJ to K Grade 2 J to KLM to N Grade 3 M to NOP to Q Grade 4 P to QR to SS to T Grade 5 S to TT to UU
Conversion Chart TRC 4
Assessment Materials TRC 5
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 TRC 7 Goal: 5 out of 6 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 TRC 10 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 Knowledge of Print Practice ConceptPageAssessorStudentScore Im going to read you this story, but I want you to help me. CoverShow me the front of the book.Point to the front of the book 1/16 Print contains message 2 - 3Ill 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 - 7Show me where to start.Point to the first word.3/16 Directionality: L to R 6 - 7Which way do I go?Drag finger from left to right. 4/16 Directionality: Return Sweep 6 - 7Where do I go next?Point to second line of text. 5/16 1:1 Match6 - 7Point to each word as I read. (Read page 6 aloud) Point to each word.6/16 Meaning of a Period (.) 8What is this for?Explain the function or say, period. 7/16 First word12 – 13Show me the first part of the sentence. Point to the first letter, word, or line of text. 8/16 Last word12 – 13Show 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 TRC 12 ConceptPageAssessorStudentScore Matching Upper & Lower Case 14 – 15Find 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. Point to a lower case o. 10/16 Frames one letter 16This 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. 11/16 Frames two letters 16Now show me two letters.Frame a word. 11/16 Frames one word. 16Now show me one word.Frame a word. 12/16 Frames two words 16Now show me two words.Frame a word. 12/16 Frames first and last letter 16Now show me the first letter of a word. Now show me the last letter of a word. Frame a first letter. Frame a last letter. 13/16 Frames a capital letter 16Now show me a capital letter.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 TRC 14 ConceptPageAssessorStudentScore Im going to read you this story, but I want you to help me. Indicate TitleCoverThe name of this book is Look at Me. Show me the title of the book. Point to the title.1/6 Whole Book A little boy tells us about what he is doing. Lets take a look at the pictures. Whole Book Do a book walk with the student Go back to the beginning of the story and read pages 2 and 4 aloud to the student Now you point and read the rest of the story. Point to first word of each line only. 1:1 MatchWholeDoes not move finger from first word of line while reading. 1/6 Directionality: L to R WholeDoes not move finger from first word of line while reading. 1/6 Directionality: Return Sweep WholeDoes not move finger from first word of line while reading. 1/6 Maintains language pattern WholeDoes not maintain language pattern 1/6 Uses picture supportWholeUse one of the pictures to confirm a word. 2/6
TRC Knowledge of Print Check for Understanding 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. True or False? TRC 15
TRC Reading Records TRC 16 The ability to accurately read and comprehend authentic text
Criteria for Instructional Level TRC 18 Frustrational Accuracy 89% or Written Comp. = 1/3 or Oral Comp. 3/5 Instructional Accuracy 90 – 94% and Written Comp. 2/3 and Oral Comp. 4/5 Independent Accuracy 95% and Written Comp. 2/3 and Oral Comp. 4/5 TRC identifies the students instructional reading level.
Jakes Plan Lets 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 TRC 20 Tap Level list to select book level. Tap Book list to select book title.
Text Format TRC 22 Dots indicate line breaks in the student text.
Record Reading Behaviors TRC 23 If the student says, Every sat-, Saturday: 1.Tap the word Saturday. 2.Write exactly what the student said (sat-). 3.Tap Save.
Repetition TRC 24 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.
Substitution TRC 26 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.
Insertion TRC 27 If the student says,Its 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.
Omission TRC 28 If the student says, I see living room: 1.Tap the omitted word (the). 2.Tap omit.
Told TRC 29 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.
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. Self-Correction TRC 30
If the student says, hadnt instead of had not: 1.Tap the first word (had). 2.In the freehand space, write hadnt. 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. Contractions TRC 31
TRC Reading Record Quick Reference TRC 32 CorrectIncorrect Student reads correct wordsInsertions Student correctly sounds out words Substitutions Student repeats wordsOmissions Student self-corrects Words read in the wrong order Five-second hesitations Proper nouns (the first instance only)
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 TRC 35 Tap Delete to invalidate probe. Tap Motiv. or Note to record additional information. Tap Accuracy rate to review probe. Comprehension tasks required
TRC Retell (Benchmark Levels E and lower) Tap Retell to access questions. Fiction Non-Fiction TRC 36
TRC Written Comprehension (Benchmark Levels F and higher) TRC 37 Tap Written Comp to access the rubric.
Classroom Management to Support TRC Written Comprehension TRC 38 Teacher assesses Student A with Reading Record Student A finishes the text, if directed, and independently completes Written Comprehension Teacher assesses Student B with Reading Record Student B finishes the text, if directed, and independently completes Written Comprehension Teacher assesses Student A with Oral Comprehension Teacher assesses Student B with Oral Comprehension 10:00 am10:10 am10:20 am10:30 am Student A engages in Core Activities Student B engages in Core Activities
Written Comprehension Scoring Rubric TRC 39 ScoreLevelWhat it meansWhat it requires 0No Understanding The response demonstrates no understanding of the text. Completely incorrect, irrelevant to the question, or missing 1Minimal 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 2General Understanding The response demonstrates a general understanding of the text. Partially addresses the demands of the question Uses text-relevant information to show understanding 3Complex 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
Scoring Written Comprehension TRC 40 Tap the corresponding number. Tap the arrow to view rubric criteria.
Practice Scoring TRC Written Comprehension TRC 41 AStudent Sample 1.He needs to get the orange van onto its 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. Harrys problem was Harry tought he cant pulled the red truck pass the big tree. BStudent 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. CStudent Sample 1.Harry and Bod had to solve the probrem of the orig [orange] mooveing truk. 2.What solved Bobs and Harrys probrem was the strog rope that Bob tied aroend the van and then the van came back on its willis [wheels]. DStudent Sample 1.He can go faster or tell them to go the other way. 2.He was happy because that job was not hard at all. 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 Harrys problem. * All grammar and spelling in these samples are true to students original responses.
TRC Oral Comprehension (Benchmark Levels D and higher) Tap Oral Comp to access questions (Benchmark) or rubric (Progress Monitoring). TRC 42
TRC Oral Comprehension TRC 43 Tap Correct or Incorrect to record answers to questions provided. Score answers. Progress Monitoring Benchmark Tap the arrow to access suggested questions.
MSV Analysis TRC 44 Record strategies the student used while reading. Tap Go to MSV.
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 TRC 46 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 MSV MSV MSV MSV MSV MSV
MSV Analysis TRC 47 Tap the arrow to scroll through the miscues. Assign M, S, and/or V based on the strategy used while reading. The selected word highlights.
MSV Analysis of Self-Corrections TRC 48 For self-corrections, analyze both the original error and the correction.
TRC Results with MSV TRC 49 The bar graph shows the frequency of each strategy.
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 Read aloud the script. TRC Partner Practice TRC 50
TRC Partner Practice Script TRC 51 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. 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.
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 Refine your search by publisher, reading level, and/or language. Search for a specific title. Click a category header to sort. TRC 54
Book List Updated Summary Select books to add to mobile device. Click Save. TRC 55
Book List Updated Summary TRC 56 Book list changes and sync reminder
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 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 Start a PM Reading Record at the beginning of any page. Texts selected from the mCLASS ® library appear on the handheld. TRC 62
PM Reading Record Use the same procedures as for Benchmark. TRC 63
TRC PM Results Screen Tap Oral Comp to complete the PM Record. TRC 64 Place the bracket after the last word read.
TRC Check for Understanding TRC 65 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 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 Jakes assessment data showed: A TRC Accuracy rate of 86%? _________________________________ Consistently repeated phrases? _______________________________ Weak oral comprehension? ___________________________________ TRC 66