Assessing Reading with Reading 3D Implementing a State-wide Assessment to Show Reading Growth

Agenda What is Reading 3D? Assessment Calendar Tools & Resources TRC Overview & Practice DIBELS Next Overview K-5 & Practice Piloting Teacher Q&A Distribution of Materials

What is Reading 3D? DIBELS Next (updated version of DIBELS) Composite Score + Early Reading Diagnostic Measures Instructional Reading Level

DIBELS Next Measures Letter Naming Fluency (LNF) K, 1 First Sound Fluency (FSF) K Phoneme Segmentation Fluency (PSF) K, 1 Nonsense Word Fluency (NWF) K-2 DIBELS® Oral Reading Fluency (DORF) 1-5 DIBELS® Maze (DAZE) 3-5 Early Literacy Diagnostic Measures Text Reading Comprehension (TRC) K-5 Word Recognition (WR) K-2

CMS Reading 3D Benchmark Windows Beginning of Year (BOY): Sept. 9-Oct. 11 Middle of Year (MOY): Dec End of Year (EOY): April 23-May 9

Tools and Resources mclasshome.com (data and reports – same username/password as the mclass app) NCDPI K3 LITERACY youtube page (tutorials) Amplify.net (tutorials, FAQs) mclasshome.com/assessment (to access the assessment) Piloting teachers from Wiki

Text Reading Comprehension Components -Print Concepts -Reading Behaviors -Reading Records

Reading Level Cutpoints Please visit the Humanities Page on the CMS Intranet. Click on the Literacy tab and then click on the Elementary Literacy Curriculum tab to access this document (link at the top of the page)

Criteria for Instructional Level TRC 10 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 student’s instructional reading level.

Settings TRC 11 Tap Level list to select book level. Tap Book list to select book title.

Record Errors TRC 12 Self Correction (SC) Substitution (sub) Insertion (^) Omission (omit) Told (told)

TRC Reading Record Quick Reference TRC 13 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)

Text Reading Comprehension Let’s watch an assessment

Reading Record Results Screen TRC 15 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. TRC 16

TRC Oral Comprehension (Benchmark Levels D and higher) Tap Oral Comp to access questions (Benchmark) or rubric (Progress Monitoring). TRC 17

TRC Oral Comprehension TRC 18 Tap Correct or Incorrect to record answers to questions provided. Score answers. Progress Monitoring Benchmark Tap the arrow to access suggested questions.

TRC Written Comprehension (Benchmark Levels F and higher) TRC 19 Tap Written Comp to access the rubric.

Classroom Management to Support TRC Written Comprehension TRC 20 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 21 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 22 Tap the corresponding number. Tap the arrow to view rubric criteria.

Reading Record (MSV) Analysis TRC 23 Helps teachers better understand students’ instructional needs. Based on Marie Clay’s running records. Identifies the reader’s sources of information. Meaning, Structure, and/or Visual represent the way information is processed.

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 24

iPad App for Assessment

Demo usernames: demoultra07 demoultra08 demoultra09 Demo password: 1234

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 27

TRC Partner Practice Script TRC 28 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.

DIBELS® Next Where would you like to start?

Don’t forget to visit mclasshome.com for more information, resources, tutorials, and support. Make the most of Reading 3D to identify the strengths of your students and show great growth this year!