BOY 3 rd Grade Benchmarks DORF DAZE WR TRC

General Scoring Guidelines SCHWA: No penalty for schwa sound /u/ added to consonant sounds. (“buh” for /b/) – Please model the clipped sound, but do not deduct points for it PROMPTS Two general prompts common to most assessment measures: “Keep Going” Point – when the child loses their place Remember to follow the specific prompts for each measurement exactly as they are written.

DORF

DORF Retell Correct –Stating accurate details –Contractions –Minor repetitions –Minor irrelevancies –Minor inaccuracies Incorrect –Exclamations or “Hmm…” or “Umm…” –Songs and recitations –Rote repetition of words or phrases –Stories or irrelevancies –Stating retell details multiple times

Response Patterns End of each DIBELS administration Valuable : recurring, different types of errors, everyone working with that child can see them Should drive instruction for that child

Practice BOY –2 nd grade student –Benchmark –DORF –Passage # 1: Picture Day –Passage # 2: Going Camping

DAZE 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 Can be completed in a group or whole class situation 3 minute probe Read silently As Needed Reminders: *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”. DAZE Tutorial

TRC Text Reading Comprehension:  If your child is retelling a book, don’t forget to have the student reread the book before the retell, then remove the book from the student before the retell starts. Make sure to give the book to the student for oral and written comprehension questions.  “Generally, the Reading Record is administered on words of the entire text. This is an adequate sample because the student’s error patterns begin to repeat.”  “At higher levels, the student continues reading the book silently to answer Written Comprehension questions, demonstrate the ability to sustain reading longer material, and gain meaning from text.”  Instructional Reading Level Accuracy = 90%-94% Retell = 2 or higher Oral Comp = 4 or higher

TRC Quick Reference Correct Student read correct words Student correctly sounds out words Student repeats words Student self-corrects Incorrect ×Insertions ×Substitutions ×Omissions ×Words read in the wrong order ×Proper Nouns (the first instance only) TRC Video:

Frequently Asked Questions: "Do we count all articulation errors correct, for a speech student? (example: the student says /d/ for /g/ every time...etc)" If the student pronounces the sounds in everyday speech the same way they say them in the assessment they are correct. *What does the "3D" actually mean in Reading 3D? DIBELS give you a score that tells you how the student's basic skills are developing. The comprehension element with DORF Retell and DAZE is weak. The TRC is an assessment of a student's comprehension skills. Both put together give you a true picture, a 3D picture, of a student's reading ability *Can the directions be read in Spanish?" Yes, you can give the directions in Spanish ? ? ? ? ?

How many times do I count errors of Proper Nouns? Count Proper Noun errors ONCE (this rule is to give students a chance to move beyond memorizing a language-specific name that may not be based on our phonological system, and it does not have an impact on comprehension in TRC Why do we administer written comprehension questions? “Some may argue that text comprehension and writing are two completely different skills. However, a student who easily understands text, frees up the cognitive resources necessary for writing. Writing about a piece of text demonstrates a high level of understanding, even if the student struggles to write. This is responding to text at its best.”

How do I know where to start the TRC leveled passages for my student? Use the previous year’s EOY TRC level, or if no history is available, use the information provided by DORF to determine an approximate starting point Am I permitted to read the Written Comprehension Questions to my students? NO. The student MUST read and interpret the written questions. Students dictating to a scribe (which is allowed if NEEDED, Kindergarten – Mid 1 st Grade, and if required by IEPs), are EXPECTED to read and interpret the written comprehension questions on their own, without help from the teacher or scribe. There should be NO prompting.

What score should be entered in the device when there is a discrepancy in the scores of the two written comprehension questions? “Take the LOWEST score and enter it in the device at the Written Comprehension score for that student.” ***NOT an average Do I have to administer the MSV portion of TRC? “MSV analysis is required for all red and yellow students. It provides the error pattern data that guides instruction.” Think of it as the diagnostic portion of TRC. Only needs to be completed on the book that is at the instructional level.

Do I have to administer the Oral and Written Comprehension questions if the TRC passage is too difficult for the student to decode (below a 90% accuracy rate)? “If a student scores below 90% on accuracy, then this text level is too difficult and shows that the student is not proficient at the level, regardless of what the responses would be on the Oral and Written Comprehension questions. It is the teacher’s choice when to ask the student to complete the comprehension tasks. Time would likely be better spent administering the lower text level and lower comprehension components is the child is below 90%.”

NC Read to achieve Livebinder Click on “Reading 3D Tutorials” You Tube Tutorials Watch the videos from Melissa Ashley (TRC by Shannon H.) Lynn’s Haiku