FSF PSF DIBELS Next LNF NWF DAZE DORF.

DIBELS Assess the Early Literacy Skills for Success

General Guidelines for Administration and Scoring
Measures are standardized Direction need to be presented verbatim Measures are timed Timing need to be accurate

General Guidelines: Children
Children are not penalized for differences in performance due to articulation, dialect, or different first language. All measures have discontinue rules for children who have difficulty. Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. DIBELS approved accommodations may be used for children for whom a standardized administration may not proved an accurate estimate of skills.

Approved Accommodations
Only use accommodations for those children who need them. Assess using standardized directions and procedure first. Reassess with accommodations only if necessary. If accommodation is used, mark ‘A’ on scoring booklet beside score. Specific, approved accommodations are provided in the Assessment Guide.

Approved Accommodations
Large print or enlarged edition of student materials may be used. Use of colored overlays, filters, or lighting adjustments is appropriate if vision and performance are enhanced. Amplification or a direct sound system from tester to student are appropriate if it will facilitate hearing of direction or test stimuli. If the student doesn’t understand you, there was a distraction, or the students was not paying attention, the practice item(s) may be repeated one time for each measure. A marker or ruler may be used to focus student attention on any measure that has student materials.

Final General Guidelines
The purposes of DIBELS have not changed Keep in mind the overall goal and don’t get bogged down in the details. Practice makes better.

Administration and Scoring of First Sound Fluency
FSF

DIBELS® Assess the Basic Early Literacy Skills
First Sound Fluency is a direct assessment of one of the first steps toward successful reading, phonemic awareness. First Sound Fluency provides an indication of whether or not students are mastering an early phonemic awareness skill, producing initial sounds in spoken words. Students who score above the benchmark goal on FSF are probably on track toward reading success. Those who do not, may need some additional instructional support. CLICK

What is First Sound Fluency?
First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sound(s) within spoken words. It is an indicator of early phonemic awareness skills. What is new for Next? ~FSF replaces Initial Sound Fluency (ISF) ~Does not use pictures ~Timing is continuous for 1 minute…no more start and stop

First Sound Fluency (FSF)
Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Schedule Beginning of Kindergarten to middle of Kindergarten Score 2 points for reach correct initial phoneme and 1 point for each correct initial consonant blend, consonant plus vowel, or consonant blend plus vowel said by the student in 1 minute Wait Rule If the student does not respond within 3 seconds on a word, mark a slash (/) through the zero and say the next word. Discontinue Rule Zero points in the first five words

DIBELS® First Sound Fluency (FSF)
Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word. Score: Number of points for correct responses in one minute. When administering First Sound Fluency, the assessor will have a copy of the scoring booklet on his/her clipboard open to the FSF scoring page. A sample First Sound Fluency scoring page is shown on the left-hand side of the screen. When using the published version of DIBELS Next, the Assessment Book would be open to the first page of FSF. The task for the student is all auditory , so students will not need materials to view. CLICK To administer the task – the assessor says individual words and asks the child to say the first sound in the word. CLICK Each word is scored as 0,1 or 2 points. The total score is determined by the total number, or sum, of points the child obtained within a minute. CLICK

FSF Scores The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street” /su/ in “sun” /str/ in “street” /stree/ in “street”

Materials Needed to Test
DIBELS Next Kindergarten scoring booklet Clipboard Stopwatch Pen or Pencil

Administration Directions
Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

Let’s Practice Take out the DIBELS Next Booklet Open to FSF

During the Test Say the first word from the list in the scoring booklet and start the timer. Present the words to the student one at a time by reading down the column of words. Score the student’s responses according to the scoring rules. As soon as the student finishes saying the initial sound(s) in the word, say the next word, promptly and clearly.

During the Testing cont’d
Continue to say the words one at a time and score the student’s response for 1 minute. At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute assessment, stop and he/she receives the score obtained. Scores are not pro-rated.

Scoring Rules Circle the corresponding listed sound or sounds that a student says for a word. Put a slash (/) through the zero on the scoring page for an incorrect response or no response within 3 seconds. Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self-corrects an error within 3 seconds. Schwa sounds (/u/) do not count as errors.

Final Points to Remember
Wait 3 seconds for the student to respond. If the student does not respond within the 3 seconds on any word, put a slash over the zero and tell the student the next word. Discontinue the test if a student has not said any correct initial sounds for the first five words. Record a zero on the total line and on the cover page.

Other Reminders Schwa sounds are not counted as errors.
If a student appears to have forgotten the task say, “Remember to tell me the first sound you hear in the word.” Examiner then reads the next word on the list. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If the student says the name of the letter say, “Remember to tell me the first sound in the word, not the letter name.” This reminder may be given only once. Schwa sounds are not counted as errors.

FSF Review How do I record a correct response?
Circle the correct 2- or 1-point response. How do I record an incorrect response? Put a slash ( / ) over the 0. What do I do when the child hesitates for 3 seconds? Put a slash ( / ) over the 0 and give the next word. When do I discontinue FSF? Discontinue if the child does not provide a correct response in the first five words. How do I score an improperly pronounced response that is due to articulation or dialect? Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns. Now let’s review some of key administration and scoring rules for first sound fluency. This slide contains 5 questions. You are encouraged to pause the video after each question and answer the question on your own. Once you have answered the question, resume play to check your answer. CLICK first question – how do I record a correct response? CLICK circle the correct 2- or 1-point responses. CLICK How do I record an incorrect response CLICK Put a slash over the 0. CLICK what do I do when the child hesitates for 3 seconds? CLICK Put a slash over the 0 and give the next word. CLICK When do I discontinue administering FSF? CLICK discontinue if the child does not provide a correct response in the first five words. CLICK How do I score an improperly pronounced response that is due to articulation or dialect? CLICK Do not penalize the student. This a professional judgment and should be based on the student’s responses and any prior knowledge af his/her speech patterns. CLICK

Final Score: Practice Practice calculating the final score. 7 14 5 19
Now is an opportunity to practice calculating an FSF final score on your own. Pause the video and determine a final score for this example. Press play when you have determined the score. CLICK The final score for this example is 19. There were 7, 2-point responses and 5 1-point responses. 7 multiplied by 2 is plus 5 equals CLICK 7 14 5 19

Final Score: Cover Page
Transfer total number of correct first sound points per minute from scoring page to front of testing booklet. 19 Record the final score on the cover page. CLICK CLICK

Administration and Scoring of Phoneme Segmentation Fluency
PSF Administration and Scoring of Phoneme Segmentation Fluency

Phoneme Segmentation Fluency provides an indication of a student’s skill in phonological awareness. Students who score above the benchmark goal on Phoneme Segmentation Fluency are probably on track toward reading success. Those who do not, may need some additional instructional support. Phoneme Segmentation Fluency requires students to segment all the sounds in a word, which is a more difficult task than isolating the initial sound or sounds, as on First Sound Fluency. CLICK

Phoneme Segmentation Fluency (PSF)
Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Schedule Middle of Kindergarten to beginning of first grade Score Number of correct sound segments ( different, correct parts of the words) the student says in 1 minute. Wait Rule 3 seconds Discontinue Rule Zero correct sound segments in the first five words

Phoneme Segmentation FluencyPhonPhoneeme Segmentation Fluency (PSF)
Assessor says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute. When giving PSF there are no student materials for the student to look at during the assessment. The assessor is reading words from and marking in the scoring booklet. CLICK The assessor says a word to the student and he or she has to say the sounds in the word. CLICK The score is the number of correct sound segments the student says in one minute. CLICK

DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student.

During the Testing Say the first word from the list in the scoring booklet and start the timer. Present the words to the students one at a time by reading across the row. As the student responds, mark the scoring booklet according to the scoring rules. As soon as the student finishes saying he sounds of the word, say the next word promptly and clearly. If the student indicates that he/she did not hear the word, you may repeat it.

During the Testing cont’d
Continue to say words one at a time and score the student’s responses for 1 minute. At the end of 1 minute, put a bracket after the last sound segment the student said up until the end of the 1-minute timing. Stop presenting words and do not score any student responses after 1 minute. NOTE: If a student is in the middle of a response at the end of 1 minute, you may allow the student to finish his/her response, but place the bracket where the minute ended and do not count any sound segments after the end of the minute.

Let’s look at the new PSF directions!

Listen to me read the directions… “We are going to say all the sounds in words. Listen to me say all the sounds in the word “fan.” /f/ /a/ /n/. Listen to another word, (pause) “jump.” /j/ /u/ /m/ /p/. Your turn. Say all the sounds in “soap.” If the student provides the correct response which is /s/ /oa/ /p/, you would say “Very good saying all the sounds in “soap.” and then begin testing. If the student says anything other than /s/ /oa/ /p/, you say “I said “soap” so you say /s/ /oa/ /p/. Your turn. Say all the sounds in “soap.” At that point if the student is correct you say “Good.” and then begin testing. If they are incorrect you say “Okay” and then begin testing. To begin testing you read: “I am going to say more words. I will say the word and you say all the sounds in the word.” CLICK

Scoring Rules Underline each correct sound segments the student says.
Students receive 1 point for each different, correct, part of the word. Put a slash (/) through segments pronounced incorrectly. Circle entire words. Leave segments that are omitted blank. Write “sc” over any self-corrected sounds that had been previously slashed.

Discontinue Rule, Wait Rule
If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero. Maximum time for each sound segment is 3 seconds. If a student does not say the next sound segment within 3 seconds, say the next word.

Reminders If a student spells the word, say,
“Say all the sounds in the word.” If a student repeats the word, say, “Remember to say all the sounds in the word.” These reminders may be given only once.

Notes Schwa sounds (/u/) added to consonants are not counted as errors. Students are not penalized for imperfect pronunciation do to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. Students may elongate the individual sounds and get credit if you judge that they have awareness of each individual sound in the word ( they have held each sound for approximately 1 second).

Immediately After Testing
Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. After the testing, reset the stopwatch for the next measure and note any performance patterns that may be helpful in planning instruction. CLICK

At a Later Time, Compute the Compute the Final Scoreal Score
8 Add number of correct sound segments for each line (up to bracket). Record total for each line in space provided in right-hand column of scoring page. Add number of correct sound segments from each line. Record total number of correct sound segments in space provided in lower right-hand corner of scoring page. ] 6 14 Calculate the final score after the students are no longer with you. Add the number of correct sound segments across each row. CLICK The number of possible phonemes in each row is listed inside the box. CLICK Tally down the score column to get the total. CLICK

Transfer the total number of correct sound segments from the scoring page to the front of the testing booklet. Record the score in the PSF box on the cover of the scoring booklet. CLICK CLICK 14

PSF Review How do I mark a completely segmented word?
Underline below each sound segment. What do I do if the student repeats the word? Circle the word. What do I mark if the student skips a sound? Leave blank. How do I record an incorrect sound? Slash the letter. How do I mark that a child blended two sounds? Mark a single underline under the blended sounds. This slide contains 5 questions. You are encouraged to pause the video after each question and answer the question on your own. Once you have answered the question, resume play to check your answer. Let’s review the scoring rules for Phoneme Segmentation Fluency. CLICK How do I mark a completely segmented word? CLICK Underline below each sound segment. CLICK What do I do if the student repeats the word? CLICK Circle the word. CLICK What do I mark if the student skips a sound? CLICK Leave blank. CLICK How do I record an incorrect sound? CLICK Slash the letter. CLICK How do I mark that a child blended two sounds? CLICK Mark a single underline under the blended sounds. CLICK

Let’s Practice PSF

PSF Practice #1 9 8 9 ] 7 33 Here is a 2nd PSF practice. You will need a copy of the Kindergarten scoring booklet, a stopwatch and a pen or pencil. You may pause the video to gather materials. Press play when you are ready to begin. Here are the correct scoring marks. CLICK You may pause the recording to check your marks. CLICK

PSF Practice #2 9 11 10 ] 8 38 If you would like to practice PSF, pause the video now to gather the materials. You will need the 1st grade scoring booklet, a stopwatch and a pen or pencil. When you are ready, press play. CLiCK Here are the correct scoring marks. Check your responses against this slide. A second practice opportunity appears on the next slide. CLICK

Underline Sound Segment
PSF Summary Start timer after you say the first word. Underline Sound Segment (1 point for each segment underlined) Slash (0 points) Leave Blank Says correct sound segment Adds schwa sound to correct sound Pronounces sound incorrectly due to articulation delay/dialect/different first language Elongates sounds Says incorrect sound segment Adds sound (if separate from other sound segments) Omits sound In summary, the timing for Phoneme Segmentation Fluency starts when the assessor says the first word and ends after one minute. Students receive points for each correct sound segment they produce in one minute. The most desirable response is segmenting the words into phonemes, however, students can get credit for incomplete segmentation. Slash any incorrect sounds segment and leave blank and added or omitted sounds. Circle the word if the student repeats the whole word and gives no sound segments. Score the sound segment or word as incorrect and say the next word if the student hesitates for 3 seconds. Discontinue the task if the student has not gotten any correct sound segments in the first 5 words. CLICK Word repetition: Circle the word. Incomplete (blended) segmentation: Underline blended sound segments. Overlapping segmentation: Underline each segment. Wait Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words.

Administration and Scoring of Letter Naming Fluency
LNF Administration and Scoring of Letter Naming Fluency

Letter naming fluency is not an indicator of any of the basic early literacy skills. CLICK

Letter Naming Letter naming is not a basic early literacy skill.
The skill of knowing letter names is not essential to reading outcomes. Letter naming is a strong and robust predictor of later reading performance and is used in DIBELS as an additional indicator of risk.

What is Letter Naming Fluency?
Letter Naming fluency (LNF) is a brief, direct measure of a student’s fluency with naming letters. LNF assesses a student’s ability to recognize individual letters and say their letter names. What is new for Next? ~ New Font for beginning readers ~ New directions ~Item stratification

Letter Naming Fluency (LNF)
Basic Early Literacy Skill None Administration Time 1 minute Schedule Beginning of Kindergarten to beginning of first grade Score Number of letters named correctly in 1 minute. Wait Rule If the students does not name a letter within 3 seconds, mark a slash (/) through the letter and say the correct letter name. Discontinue Rule No letters named correctly in the first row.

Letter Naming Fluency (LNF)
Assessor shows the student the page of letters. Student says the names of the letters. Score: Number of letters correctly named in 1 minute. CLICK LNF is done by placing the page of letters in front of the student. CLICK The student names the letters CLICK The score is the number of correctly named letters in one minute. CLICK

Student materials DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

Place the scoring booklet on the clipboard positions so that the student cannot see what you record. Follow these directions exactly each time with each student.

Let’s look at the directions for LNF

Put the student copy of the materials in front of the student and say: Put the student copy of LNF in front of the student and say, I’m going to show you some letters. I want you to point to each letter and say its name. (Put the page of letters in front of the student) Start here. (point) Go this way (Sweep your finger across the first two rows of letters) and say each letter name. Put your finger under the first letter (point). Ready, begin CLICK

During the Testing Start the stopwatch after you say Begin.
Follow along in the scoring booklet, marking according to the scoring rules. At the end of 1 minute, put a bracket after the last letter named and tell the student to Stop. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

Score and Scoring Rules
The student receives 1 point for each correct letter named in 1 minute. Leave letters named correctly blank. Slash (/) any letter that the student omits or names incorrectly. Write “SC” above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. Draw a line through any row the student skips and do not count that row in scoring.

Discontinue Rule: First 10 Letters
If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of zero (0). CLICK Discontinue the task CLICK if the student hasn’t named any letters correctly in the first row. CLICK

Wait Rule: 3 Seconds Wait 3 seconds for the student to respond.
If the student does not name a letter after 3 seconds, put a slash over the letter and provide the correct letter name. CLICK The maximum hesitation time on each letter is 3 seconds. CLICK If the student does not respond within 3 seconds, slash the letter and tell the student the correct letter name. CLICK

Reminders That May Be Used Only Once
If the student does not go left to right say “Go this way.” (Sweep your finger across the row). If the student skips 4 consecutive letters, say “ Try to say each letter name.” If the student says letter sounds, say “Say the letter name, not its sound.”

Reminders That May Be Used As Often As Needed
If the student stops and it is not a hesitation on a specific item, say “Keep going.” If a student loses his/her place, point. Keep going.

Notes Students are not penalized for imperfect pronunciation due to articulation delays or impairments or speaking a dialect or first language other than English.

LNF Review How do I mark a letter incorrectly named? Slash the letter.
How do I mark a correct letter? Leave blank. What do I do if a student hesitates for 3 seconds? Name the letter and slash it. If necessary, point to the next letter. What do I do if a student skips an entire row? Draw a line through the entire row and do not count it. Let’s review the scoring rules for Letter Naming Fluency. There are 4 questions on this slide. Pause the video after each question to allow time to answer before the answers appear on the screen. CLICK How do I mark a letter incorrectly named? CLICK Slash the letter. CLICK How do I mark a correct letter? CLICK Leave blank. CLICK What do I do if a student hesitates for 3 seconds? CLICK Name the letter and slash it. If necessary, point to the next letter. CLICK What do I do if a student skips an entire row? CLICK Draw a line through the entire row and do not count it. CLICK

Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. At the end of the minute, reset the stopwatch. Note any response patterns that may be helpful in planning instruction. CLICK

Compute the Final Score
] Add the number of correct letters named up to the bracket. Record the total number of letters correctly named in the space provided in the lower right-hand corner of scoring page. After the student is no longer with you, add up the number of correct letter names before the bracket And record it on the line that says Total Correct. CLICK 23

Transfer the total number of correct letters named from the scoring page to the front of the testing booklet. 23 Record the score in the appropriate box on the cover page of the scoring booklet. CLICK

LNF Practice #1 Here is an opportunity to practice Letter Naming Fluency. Pause the video if necessary to gather the materials. You will need a stopwatch, pen or pencil, and the Kindergarten scoring booklet (open to page 6) and student materials (open to Benchmark 1). You will hear me read the LNF directions. Then I will respond in the role of a student. Mark my responses in your copy of the scoring booklet. At the end of the minute, pause the video and determine the final score. Here are the correct scoring marks. CLICK Check your work against the slide. Pause the video if needed. A second practice opportunity is on the next slide. CLICK 26

LNF Practice #2 sc Here is a 2nd practice opportunity. Open the Kindergarten scoring booklet to page 11, and the student materials to Kindergarten Benchmark Follow along and mark in the scoring booklet. Here are the correct scoring marks. CLICK Check your work against the slide. Pause the video if needed. A second practice opportunity is on the next slide. CLICK 33

LNF Summary Start timer after you say Begin.
Correct (leave blank) Incorrect (slash letter) Names correct letter Mispronounces letter due to articulation delay/dialect/different first language Names lower case L as either I or L Names incorrect letter Hesitates for 3 seconds Omits letter In summary, letter naming is not an indicator of one of the core components of reading. However, performance on LNF does serve as a useful predictor of risk. The timing starts when the assessor says “begin” and stops at the end of one minute. The score is the number of letters named correctly in one minute. Correct letters are left blank. Incorrect letters such as letters that are named incorrectly, hesitations for more than 3 seconds, and letters that are omitted are slashed. If a student hesitates for more than 3 seconds on a letter, say the correct letter name and slash the letter. Students can get credit for an incorrect response as long as they self-correct within 3 seconds. If a student skips a line, draw a line through the row and disregard those letters in terms of scoring. Discontinue the task if the student has not gotten any correct letters in the first row. Self-correct: Write “SC” above letter and count as correct. Skips row: Draw a line through the entire row and do not count. Reminders: Go this way; Try to say each letter name; Say the letter name, not its sound. Wait Rule: Say the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row.

LNF Summary Start timer after you say “Begin.” Correct Incorrect
(leave blank) Incorrect (slash letter) Names correct letter Names lower case L as I or L Mispronounces letter due to articulation delay/dialect/different first language Names incorrect letter Hesitates for 3 seconds Omits letter Self correct: Write “SC” above letter and count as correct Skips row: Draw a line through the entire row and do not count Reminders: Go this way; Try to say the name of each letter name; Say the letter name, not the sound. Wait Rule: Says the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row.

Administration and Scoring of Nonsense Word Fluency
NWF Administration and Scoring of Nonsense Word Fluency

What is Nonsense Word Fluency?
Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter-sound correspondences and the ability to blend letter sounds into consonant-vowel-consonant words. What’s new for Next? ~ New early reader font ~ Item stratification ~ New directions ~ New scoring ~ New reminders of prompts ~ Indication of response patterns

Nonsense Word Fluency (NWF)
Basic Early Literacy Skill Alphabetic Principle and Basic Phonics Administration Time 1 minute Schedule Middle of kindergarten to beginning of second grade Score Number of correct letter sounds (CLS) and number of whole words read without sounding out (WWR) Wait Rule If the students 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 Discontinue Rule No letters named correctly in the first row.

3 - Nonsense Word Fluency is an indicator of the alphabetic principle and basic phonics. CLICK

Let’s look at the Nonsense Word Test

DIBELS® Nonsense Word Fluency (NWF)
Assessor shows a page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds (CLS) student reads in 1 minute. Number of whole words read (WWR) without first being sounded out. CLICK The assessor follows along as the student reads a page of nonsense words. CLICK NWF has 2 scores: The number of correct letter sounds the student reads in 1 minute and CLICK The number of words read as whole words. CLICK

Place the booklet on the clipboard, positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

NWF Practice Item The directions and practice item for Nonsense Word Fluency are new for DIBELS Next. The changes include shortening the directions and providing the goal response – reading these as whole words – as the first example. The word “sog” is read as a model. The student is told to read any sounds he or she knows, if he or she can’t read the whole word. The practice item is “mip”. If the student reads the word correctly, the testing begins. If the student reads some or all of the sounds correctly, the assessor says “Very good. /m/ /i/ /p/ or “mip’ and then testing begins. If the student gives an incorrect response, the assessor provides the correct answer and asks the student to try again. The directions continue, with the reminder for the student to say any sounds they know if they can’t read the whole word. CLICK

During Testing Start the stopwatch after you say begin.
Follow along and mark according to the scoring rules. At the end of 1 minute, place a bracket after the last letter sound produced (even if it’s in the middle of a nonsense word), say Stop, and stop the stopwatch. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

Scoring Rules Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. Put a slash (/) over each letter sound read incorrectly. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave bland any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds. Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound or word as correct. Credit is only given for WWR when the students reads the whole word completely and correctly the first time, and only reads the word once. Draw a line through any row the student skips. Do not count the row when scoring.

Scores Correct Letter Sounds (CLS): the number of letters sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or “dif’, the score is also 3. Whole Words Read (WWR): the number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as “dif”, the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as “/d/ /i/ /f/ dif,” the score is 3 points for CLS but 0 points for WWR.

Scoring Rule 1: Underline Correct Letter Sounds
Let’s look at some examples of Scoring Rule 1. Use separate underlines to indicate that the student said separate letter sounds. CLICK

Use a continuous underline to indicate that the student blended the letter sounds together and read a whole word. CLICK

Underline exactly the way the student says the sounds, which may result in multiple rows of underlines. CLICK

Underline each letter sound the student says correctly, even if they repeat the same sound. But only give credit for the sound one time. Sounding out and recoding is not scored as a whole word read. CLICK

To receive credit for WWR the student must read the whole word correctly the first time and only one time.

Letter sounds said correctly in isolation but out of order are scored as correct as long as the student points. Blended sounds must be in the correct position to be scored as correct, and cannot be read right to left, regardless of pointing. CLICK

Blended sounds must be in the correct position to receive credit, regardless of pointing. In these examples, no credit is given for WWR because although the sounds were blended together they were not in the correct order. CLICK

Students are not penalized for articulation errors that they make typically in conversation. CLICK

There is no penalty for adding the schwa sound after consonants. CLICK

Practice Scoring Rule 1 14 1 14 1 - Now let’s practice Nonsense Word Fluency scoring rule #1. Even if you are proficient at giving NWF in 6th Edition, let’s practice scoring the new component called Whole Words Read. You may score the answers in your handout or training book. Turn your training book or handout to the slide that matches what you see on the screen. You will also need a writing utensil such as a pen or pencil. Pause the video while you prepare your materials and then score the sample Nonsense Word Fluency probe. Begin the video again when you have calculated the correct letter sounds and the whole words read. Here are the answers. CLICK 2 28

Scoring Rule 2: Slash Incorrect Letter Sounds
Put a slash through any incorrect letter sound. Scoring rule 2 is to slash incorrect letter sounds. An example of an error would be saying a long vowel sound. CLICK

Another example of an error is if the student hesitates for more than 3 seconds. Provide the sound and mark it wrong. CLICK

The 3 second rule applies to students reading whole words as well. If the word is not read within 3 seconds, provide the word and put a slash over the word. CLICK

In terms of correct letter sounds, the student’s final answer is scored. So it is possible for a student to read the individual letter sounds correctly in isolation, but then make an error when recoding the sounds into a word. The final answer is scored for CLS. None of these examples would receive a point for WWR because none of these were read correctly as words the first and only time they were read. CLICK

Scoring Rule 3: Leave blank omissions or insertions
Leave blank any sounds the student inserts into words. No credit is given for WWR when a sound is inserted. Put a slash through the underline to indicate inserted sounds when the student is reading word by word. CLICK Note: Leave blank any omitted letter sounds or words. Leave blank any inserted sounds if the student is reading sound-by-sound.. Put a slash through the underline to indicate inserted sounds when the student is reading word by word. No credit is given for WWR when a sound is inserted.

Scoring Rule 4: Self-Corrections
Write “sc” above any letter sound that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound as correct. No credit is given for WWR unless the student reads the whole word completely and correctly the first time, and only reads the word once. The fourth scoring rule is for self corrections Students can receive points for letter sounds that are self corrected within 3 seconds. Note that WWR is scored only when the student reads the whole word correctly and completely the first time, without first sounding it out. CLICK

Scoring Rule 4: Self Corrections
These are additional examples of self-corrected responses that would not get credit for whole words read. CLICK

Scoring Rule 5: Skipping Line
Draw a line through any row the student skips. Do not count the row when scoring. If the student skips a row, draw a line through it. Do not count those as errors, and do not count them as correct.

Discontinue Rule: First 5 Words
If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0). CLICK NWF is discontinued CLICK when the student doesn’t get any correct sounds CLICK in the first 5 words. CLICK Errors include saying the wrong letter sound CLICK or not responding within 3 seconds. CLICK

Wait Rule for NWF: 3 Seconds
Maximum time per letter sound/word is 3 seconds. If the student does not say the next letter sound/word within 3 seconds, score the letter sound/word incorrect. Tell the student the correct sound/word. If providing the correct letter-sound or word does not prompt the student to continue, say Keep going. CLICK The wait rule for NWF is still 3 seconds. CLICK If the student does not say the next letter sound/word within 3 seconds score the letter sound/word incorrect, and CLICK Tell the student the correct sound or word. CLICK CLICK

Let’s look at scoring examples.
tem Let’s look at scoring examples. foj ak uc seb kif

Reminders If the student does not go left to right, say, “Go this way.” 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, prompt, “Just read the word.” If the student says all of the letter sounds correctly in the first row, but does not make any attempt to blend or recode, say, “Try to read the words as whole words.” These reminders may only be used once.

Reminders If the student stops reading ( and it’s not a hesitation on a specific item), say “Keep going.” It the student loses her/his place while reading, point. These reminders may be used as often as needed.

Notes Schwa sounds (/u/) added to consonants are not counted as errors when the students is saying letter sounds. Students are not penalized for imperfect pronunciation due to dialect, articulation delays, or for pronunciations due to speaking a first language other than English.

Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. After the assessment, CLICK restart the stopwatch for the next measure and CLICK note any response patters that may be helpful in planning instruction. CLICK

Add number of correct letter sounds (CLS) and whole words read (WWR) for each line (up to bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total correct letter sounds in space provided in lower right corner of scoring page. Add number of whole words read correctly and record in same space. 13 4 13 4 3 1 At a later time, after the student is no longer with you, CLICK calculate the final score. CLICK Add the number of correct letter sounds and whole words read for each line, up to the bracket. Total the CLS and WWR columns and record the scores at the bottom of the page. CLICK 29 9

Final Score: Cover Sheet
Transfer total number of CLS and WWR from scoring page to the front of the testing booklet. 29 9 Record the CLS and WWR scores on the front cover of the scoring booklet. CLICK

NWF Review How do I mark letter sounds that are read correctly?
Underline each letter sound read correctly, in isolation or blended or in the context of the whole word. How do I mark letter sounds that are read incorrectly? Slash letter sounds read incorrectly. What do I do if the student hesitates for 3 seconds when reading sound-by-sound? Say the sound, slash the letter. If necessary, redirect. What do I do if the student hesitates for 3 seconds when reading word-by-word? Say the word, slash the word. If necessary, redirect. Let’s review the Nonsense Word Fluency scoring rules. There are 4 questions on this slide and 2 on the next slide. Answer each question to yourself. After a few seconds, the correct answer will appear.

NWF Review cont’d. What do I do if the student reads sounds out of order when reading sound-by-sound? If the student points correctly to the sounds, score as correct. What do I do if the student reads sounds out of order when reading word-by-word? Mark as incorrect. If the vowel sound is read in the correct position, it can be scored as 1 CLS point. No WWR points would be given.

NWF Practice #2 ] 51 4

How to Score NWF Add number of correct letter sounds and whole words read for each line (up to the bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total correct letter sounds in space provided in lower right corner co scoring page. Add number of whole words read correctly and record in same space. Transfer total number of CLS and WWR from the scoring page to the front of the testing booklet.

(underline letter(s) or words)
NWF Summary Start timer after you say “Begin”. Correct (underline letter(s) or words) Incorrect (slash letter) (leave blank) Says correct sound for letter Correctly blends letter sounds Reads word correctly Pronounces sound incorrectly due to articulation delay/dialect/different first language Says incorrect sound for letter Incorrectly blends letter sounds Reads word incorrectly Hesitates for 3 seconds on letter or word Adds sound Omits sound Self-correct: Write ‘sc’ above letter(s)/word and score as correct. Skips row: Draw a line through the entire row and do not count. 3 Second Wait Rule: Name the letter/word, score as incorrect (slash) and, if necessary, point to the next letter/word and ask, “What letter/word?”. Sound order: Letter sounds correctly named in isolation but out of order are correct Blended letter sounds must be in correct order to be counted as correct. Discontinue Rule: No letter sounds correct in the first five words.

Administration and Scoring of DIBELS Oral Reading Fluency (DORF)

What is DIBELS Oral Reading Fluency (DORF)?
DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. There are two components do DORF. Part one is oral reading fluency and part two is passage retell. What is new for NEXT? ~ Retell Fluency now part of DORF ~ All new passages field-tested and empirically leveled ~ Addition of accuracy to scoring/benchmark goal ~ Early reader font for 1st and 2nd grades

DIBELS Oral Reading Fluency is a complex measure that represents several different skills. DIBELS Oral Reading Fluency measures accurate and fluent reading of connected text. By examining the student’s accuracy, DORF also looks at advanced phonics and word attack skills. For the vast majority of students, DORF is a good indicator of reading comprehension. The retell component provides an additional indicator of comprehension, and helps to identify the small number of students for whom DORF may not be a good indicator of comprehension. CLICK

DIBELS Oral Reading Fluency (DORF)
Basic Early Literacy Skill Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension Administration Time 1 minute, plus 1 minute maximum for Retell Schedule Middle of first grade through end of sixth grade Score Median number of words correct per minute, median number of errors per minute, and median number of correct words in the Retell Wait Rule On DORF, 3 seconds; on Retell, 1st hesitation 3 seconds Discontinue Rule If no words are read correctly in the first line, say, “Stop.”, record score of 0, and do not administer Retell. If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages 2 & 3. If fewer that 40 words are read correctly on any passage, use professional judgment whether to administer the Retell.

Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in the bold italic type verbatim.

DIBELS® Oral Reading Fluency (DORF)
Assessor shows the reading passage to the student. The student reads the passage. Scores: The number of words read correctly in 1 minute. The percentage of words read accurately in 1 minute. The student reads from the student copy of the passage for one minute. CLICK The score is the number of words read correctly in one minute. CLICK

Directions The directions for DIBELS Oral Reading Fluency are as follows: “I would like you to read a story to me. Please do your best reading. If you do not know a word, I will read the word for you. Keep reading until I say “stop.” Be ready to tell me all about the story when you finish. (Place the passage in front of the student.) Put your finger under the first word (point to the first word of the passage). Ready, begin. “ CLICK

Directions During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions: During benchmark assessment, students read from 3 different passages for one minute each. CLICK The shortened directions can be used on passage 2 and 3. CLICK

During the Testing Do not read the title to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title. Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch.

During the Testing, cont’d
Follow along in the scoring booklet. Leave blank any word read correctly, put a slash(/) through errors (including skipped words). On passages that are two pages long, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page. Otherwise, proceed to Retell when the minute is up. At the end of 1 minute, place a bracket (]) in the text after the last word provided by the student.

During the Testing, cont’d
Say “Stop” and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated. NOTE: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute.

Scoring Rule 1: Words Read Correctly
Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence.

Scoring Rule 1: Words Read Correctly
If the student reads a proper noun with correct pronunciation or with any reasonable phonetic pronunciation, it is counted as correct. Abbreviations must be read the way they would be pronounced in conversation. Numerals must be read correctly within the context of the sentence. Hyphenated words count as two words if both parts can stand alone. A word is scored as correct if it is initially misread but the student self-corrects within 3 seconds. Mark ‘sc’ above the word and score as correct.

Scoring Rule 2:Slash Errors
Put a slash (/) through any errors. Errors include words read incorrectly, substitutions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word. If a student reads the same word incorrectly multiple times in the story, it counts as an error each time. Students should read contractions as they are printed on the page. If a student skips a row, draw a line through the entire row and count the omitted words as errors.

Discontinue Rule Part 1: DORF
If the student does not read any words correctly in the first row of the first passage, discontinue administering the passage and record a score of zero (0). Do not administer Retell. Do not administer passages 2 and 3. The discontinue rule for oral reading fluency is 0 words read correctly in the first row of the passage. If this occurs, do not administer the retell portion and do not ask the student to read passages 2 and 3. CLICK

Discontinue Rule Part 2: Fewer than ten (10) words in First Passage
If the student reads fewer than 10 words per minute in the first passage, do not administer Retell and do not administer passages 2 and 3. Record the score from the first passage. If the student reads fewer than 10 words correct on the first passage, do not administer the retell portion and do not administer passages 2 and 3. If the student reads fewer than 10 words correct per minute on the 2nd passage, you must still give passage 3. CLICK The number of words the student read correctly is the score, and should be recorded on the front cover of the student booklet. CLICK 8

Wait Rule for DORF: 3 Seconds
Maximum time for each word is 3 seconds. If the student does not read a word within 3 seconds, say the word and mark the word as incorrect. If necessary, indicate for the student to continue with the next word.

Note The student is not penalized for differences in pronunciation of words due to articulation delays, dialect differences, or impairments or speaking a different dialect or first language.

Reset the stopwatch for the next measure. Make a note about any patterns in the student responses that were not captured by the marking procedures.

Add the total number of words read up to the bracket. 34 3 31 ] Record the total number of errors. At a later time, when the student is no longer with you, CLICK add the total number of words up to the bracket and record it on the line for Total Words. CLICK Count and record the total number of errors. CLICK Subtract the errors from the total and record the words read correctly . CLICK Subtract the errors from the total and record the words read correctly in the space provided on the scoring page.

Let’s try marking up the text.

DORF Retell If the student reads 40 or more words correctly on the passage, have the student retell what he/she has just read. If the student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage.

DORF Retell Administration Directions
Remove the passage and say: “Now tell me as much as you can about the story you just read. Ready, begin.” Start the stopwatch and allow a maximum of 1 minute for the retell. Mark through numbers in the scoring book for words in the student’s response that are related to the story. Look at the bottom of the DORF passage to see how Retell is marked.

During the Test Move your pen through the numbers as the student is responding to count the number of words he or she said that are related to the passage he or she just read. Stop moving your pen through the numbers if the student stops retelling the story or if his or her retell is not relevant to the story he or she just read. If the student’s response goes on for more than 1 minute, say “Thank you”, discontinue the task, and circle the total number of words in the student’s retell. When the student has finished responding or has met the discontinue criteria, circle the total number of words in the student’s retell.

Retell Score and Scoring Rules
The student receives 1 point for every word in his/her retell that is about what was read. Count as correct any words in the response that are about what the student read. Count as incorrect any words in the response that are not about what the student read.

Retell Scoring Rule 1: Correct Words
Count as correct any words in the response that area about the passage. The judgment is based on whether the student is generally accurately retelling what was just read or has gotten off track. Move your pen through the number in the scoring booklet for each word the student says about the passage.

Passage: Goldfish make good pets. They are easy to take care of and do not cost much to feed. Goldfish are fun to watch while they are swimming. Student response: He has a pet goldfish. The fish is easy to take care of. He likes to watch it swim. It is a good pet. __________________________________________________________ Student response: He’s got a pet goldfish because goldfish make good pets. He takes good care of his fish. He likes to watch it swim. __________________________________________________________

Student response: The story is about a girl who has a goldfish and she really likes it. __________________________________________________________ Retell Total____15______ Student response: Goldfish and pets __________________________________________________________ Retell Total____3___

Notes Contractions count as one word.
Mistakes or inconsistencies in the retell do not count against the student as long as the student is still on topic. Example: He for She

Retell Scoring Rule 2: Incorrect Words
Score as incorrect any words in the response that are not related to the story that the student read. Do not move your pen through a number in the scoring booklet for words that are not about what the student read.

Retell Scoring Rule 2: Incorrect Words
Student response: He has a pet goldfish. He likes to watch it swim. I like to swim. We go swimming every Saturday. __________________________________________________________ Retell Total____11______ Student response: He has a pet goldfish. I know what rhymes with fish-wish and dish! __________________________________________________________ Retell Total____5___ Note: If the student recites the ABCs, a poem, or sings a song, even if relevant to the retell, the recitation, song, or poem is not counted.

Wait Rule/Reminder If the student stops or hesitates for 3 seconds, select one of the following: ~If the student has not said anything at all, provides a very limited response, or provides an off-track response, say, “Tell me as much as you can about the story.” ~Otherwise, say, “Can you tell me anything more about the story?” These reminders may be used only once.

Discontinue Rule: Retell
Discontinue the retell portion of DORF if the student hesitates or gets off track for more than 5 seconds, after applying the Wait Rule. Say, Thank you, and record the score on the front of the scoring booklet.

NOTE The student is not penalized for differences in pronunciation of words due to articulation delays or impairments or speaking a different dialect or first language.

Reset the stopwatch for the next measure. Rate the quality of the student’s retell using the Retell Quality of Response Rating. If a student provides only a main idea, it is considered one detail. Immediately after testing, CLICK reset the stop watch and CLICK rate the quality of the student’s response using the Retell Quality of Response Rating. CLICK

Retell Quality of Response
Rating 1: Provides 2 or fewer details Example Passage: Here is an example of a retell response that earned a 1 rating. The student read the passage you see here, and then said “It was about fish. They took the fish to a market.” There are 2 details that were provided. CLICK Rating 1 Example Retell (student response): “It was about fish. They took the fish to a market.”

Rating 2: Provides 3 or more details Example Passage: Here is an example of a retell response that earned a 2 on the quality of response rating. The student read the passage you see here, and then said “There was a boy named Ken. He had a sail boat. And they put their fish in baskets.” This response includes 3 details, but they are not in a meaningful sequence. CLICK Rating 2 Example Retell (student response): “There was a boy named Ken. He had a sail boat. And they put their fish in baskets.”

Rating 3: Provides 3 or more details in a meaningful sequence Example Passage: Here is an example of a retell response that earned a 3 rating. The student’s response was “The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market.” This response includes 3 or more details in a meaningful sequence. The sequence must be meaningful and logical, but does not have to be the exact sequence that CLICK Rating 3 Example Retell (student response): “The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market.”

Rating 4: Provides 3 or more details in a meaningful sequence that captures a main idea Example Passage: Here is an example of a retell response that earned a rating of 4 on the quality of response scale. The student’s response was “The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market.” This response includes more than 3 details that are in a meaningful sequence and express a main idea. Keep in mind that the quality of response rating is subjective, and designed to be helpful in planning instruction. CLICK Rating 4 Example Retell (student response): “The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market.”

If the student reads fewer than 10 words correctly on the first passage, transfer the total number of words read correctly and total errors from the scoring page to the front of the benchmark assessment booklet. Do not administer passages 2 and 3. Do not administer Retell. CLICK If the student read fewer than 10 words correct on the first passage, record the number of correct words on the front of the scoring booklet. CLICK Do not administer passages 2 and 3. CLICK Do not administer Retell. CLick 6

If the student reads 3 passages, transfer the student’s words correct scores and error counts to the front of the benchmark assessment booklet. For example, if the student gets words correct scores of 27, 36, and 25, record those scores with corresponding errors in the appropriate boxes. CLICK During benchmark assessment, f the student reads 3 passages, transfer all 3 words correct scores and error counts to the front of the benchmark assessment booklet. For example, if the student’s scores are 27, 36, and 25 on the 3 stories, record these scores and the corresponding errors in the appropriate boxes. CLICK 27 36 25 3 2 1

Circle the median words correct score and the median error score on the front of the test booklet. These may be from 2 different passages. The median is the middle score. For example, with the scores 27, 36, and 25, then circle 27. CLICK Circle the median number of words correct and the median number of errors. These 2 medians could come from 2 different passages. CLICK The median is the middle score. For example, for the scores 27, 36, and 25, 27 is the middle score – not the highest and not the lowest. CLICK If 2 scores are the same number, that number is the median. The median score is used because it is less sensitive to being influenced by extreme scores than the mean score would be. Thus, the median is the most representative score of the student’s performance, and is taken calculated for both the words correct and the errors, in order to determine accuracy in a way that best represents the student’s performance. CLICK Record the retell score and corresponding rubric rating for each passage. CLICK 27 36 25 3 2 1 If 2 scores are the same number, that number is the median.

If the student provides a Retell after 3 stories, record all 3 scores and all 3 Quality of Response values on the front cover and circle the median score and median Quality of Response. For example, if the 3 Retell scores are 12, 19 and 16, circle 16. CLICK If the student provides a Retell after each of the 3 stories, record all 3 scores as well as all 3 Quality of Response values on the front cover and circle the median of each. For example, if the 3 retell scores are 12, 19 and 16, circle 16. CLICK If the Quality of Response values are 2, 3, and 2, the median is 2. CLICK 27 36 25 3 2 1 12 19 16 If the Quality of Response values are 2, 3, and 2, the median is 2. 2 3 2

Final Score: Accuracy Correct 27 Calculating Accuracy:
Correct + Incorrect X 100 27 27 + 2 X 100 = 93% CLICK The accuracy calculation tells you the percent of the words the student read correctly. It is important for students to read accurately and fluently. Reading words quickly and wrong, is not the goal. If you are using the University of Oregon’s online DIBELS Data System, the accuracy percentage will be calculated for you after you have entered benchmark scores. CLICK If you do not use the DIBELS Data System, you will need to calculate the percent accurate yourself. CLICK CLICK The formula is the median number of words read correctly divided by the median number of correct words plus incorrect words (or total words read), times Again, the 2 median numbers do not have to come from the same passage. CLICK CLICK In the example on the slide, the numbers in the formula would be 27 divided by 29 (which is 27 plus 2), CLICK times The answer would be 93% accurate. Students in first grade should be at least 90 percent accurate. Students in grades 2-6 should be at least 95 percent accurate. CLICK 27 36 25 3 2 1

DORF Review When do I start the timer?
Start the timer after the student reads the first word. How do I mark a word as incorrect? Slash an incorrect word. What do I do if a student hesitates for 3 seconds? Tell the student the word and mark it as incorrect (slash). What do I do if a student self corrects? Mark “SC” above the word and score as correct. How do I mark a word as correct? Leave correctly read words blank. Now let’s review some of key administration and scoring rules for DORF. There are 10 questions on the next 2 slides . You are encouraged to pause the video after each question and answer the question on your own. Once you have answered the question, resume play to check your answer. Click -- first question – When do I start the timer? (pause and then read the answer – continue like this for all 10 questions) CLICK

DORF Review Continued What do I do if a student adds a word?
Leave blank. What do I do if a student reads a word out of order? Words read out of order are marked as incorrect (slash). When using Retell, when do I start the timer? After you say Begin. How do I record the words in a student’s Retell response? Move your pen/pencil through the numbers as the student is speaking. What do I do if a student hesitates for more than 3 seconds on Retell? Say, Tell me as much as you can about the story. OR Can you tell me anything more about the story? What do I do if a student adds a word? Leave blank. What do I do if a student reads a word out of order? Words read out of order are marked as incorrect (slash). When using Retell, when do I start the timer? After you say “Begin.” How do I record the words in a student’s Retell response? Move your pen/pencil through the numbers as the student is speaking. What do I do if a student hesitates for more than 3 seconds on Retell? Say, ““Tell me as much as you can about the story.”

DORF Practice #1 62 2 60 sc Now is an opportunity for you to practice scoring DIBELS Oral Reading Fluency, including Retell, while listening to me read the story in the role of a student. Find the slide within your training book that matches what you see on this screen. In addition to the training book page with this slide, you will also need a first grade scoring booklet open to page 24, and a writing utensil. As you are listening to the recording, score the responses in the scoring booklet. When the task is complete, pause the video and calculate a final score. After you resume play of the video, compare your total score with what is shown on the slide. If you need a moment to prepare for this task, please pause the video now. Script to read: “Mark and his brother Sam wanted to go to the movies, but they needed money. In the summer they sold cold I mean cool drinks, but it was very cold outside. I have an id eah said Sam. We can make hot cocoa, because on so cold day, everyone will want some cocoa to warm them up. Mark loved hot cocoa, but he could not” STOP Press pause on the training video and determine the final score. When you have a calculated the final score, press play. CLICK The final score for this example is 60. The student read a total of 62 words in one minute. There were 3 errors – 1 was self corrected within 3 seconds, so that word counts as correct, leaving a total of 2 errors, so the final score is 60 words correct per minute.

DORF Retell Practice #1 There are two brothers and they need money so they start a cocoa stand. It’s sort of like a lemonade stand but it’s a cocoa stand because it’s winter so it’s cold. 32 Now you can listen to me retell the story, as if I am a student who just read the 60 words correct. Mark on the scoring booklet. Move your pen or pencil through the words in the retell that are related to the story I just read. “There are two brothers and they need money so they start a cocoa stand. It’s sort of like a lemonade stand, but it’s a cocoa stand because it’s winter so it’s cold.” Circle the last number you marked through to indicate the total number of words in the retell, and write it on the Retell Total line. Here is what your marking should look like. CLICK CLICK CLICK There were 32 words in the retell that were related to the story. CLICK

DORF Practice #2 49 42 7 Here is another opportunity for you to practice scoring DIBELS Oral Reading Fluency. Find the slide within your training book that matches what you see on this screen. While the measure is being administered, score the child’s responses on the slide in the training book. When the task is complete, pause the video and calculate a final score. After you resume play of the video, compare your total score with what is shown on the video. If you need a moment to prepare for this task, please pause the video now. Script to read: “Mark and his brother Sam want to go to the movies, but the need money. In the summer they sell cold drinks, but it was cold outside. I have an idea said Sam. We can make hot cocoa because on a cold day, everyone will want some ” STOP Press pause on the training video and determine the final score. When you have a calculated the final score, press play. CLICK The final score for this example is 42. The student read 49 words in one minute. There were 7 errors, for a final score of 42 words read correctly per minute.

Retell Practice #2 It was cold. They are brothers and it was cold. 6
Now you can listen to me retell the story, acting as a student who just read the 42 words correct. Mark on the scoring booklet. Move your pen or pencil through the words in the retell that are related to the story I just read. “It was cold. They are brothers and it was cold. “ Circle the last number you marked through to indicate the total number of words in the retell, and writing it on the Retell Total line. Here is what your marking should look like. CLICK There were 5 words in the retell that were related to the story. CLICK

DORF Summary Start timer after student reads the first word.
Correct (leave blank) Incorrect (slash) Reads correct word; pronounces correctly in context Pronounces word incorrectly due to articulation delay/dialect/different first language Reads incorrect word Reads correct word out of order Omits word Hesitates 3 seconds Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e.g., “M.R.” for Mr.) Repeats word Adds word To summarize the DIBELS Oral Reading Fluency measure… Students read from a passage for one minute. Words read correctly are left blank. Errors such as reading the incorrect word, transposing or omitting a word, or words that are not read within 3 seconds are slashed. Errors such as repeating or adding words are left blank. Students can self correct an error within 3 seconds. If a student skips a line, draw a line through it and count the skipped words as errors. Discontinue DORF if a student has not read any words correct in the first line of the passage. CLICK Self-correct: Write “SC” above word and count as correct. Skipped line: Draw a line through entire line and count those words as errors. Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word? Discontinue Rule: No correct words read in the first line.

DORF Retell Summary Start timer after you say Begin.
Words counted as correct Words not counted as correct Words that are related to the passage read Words that are unrelated to the passage Fillers and false starts (um, like, you know) Repetitions of words or phrases Songs or recitations “I don’t know” The retell measure is no longer separate and no longer optional. The retell component of DORF is given after each passage on which a student read 40 or more words correct in the minute. The maximum time allowed is one minute. Words that are related to the passage are counted, even if there are minor errors. Words that are unrelated to the story or about the student’s own life are not counted. The first time a student pauses, wait for 3 seconds, then say either, “Tell me as much as you can about the story” or “Can you tell me anything else about the story?” After this prompt or reminder, If the student pauses or gets off track for 5 seconds, say “Thank you” and discontinue the task. CLICK Three-second Rule: If the student pauses for 3 seconds, say either, Tell me as much as you can about the story, or Can you tell me anything more about the story? Five-second Rule: After the 3-second reminder, if the student pauses or goes off track for 5 seconds, say, Thank you, and discontinue the retell.

Let’s Practice!!!!!!!

FSF PSF DIBELS Next LNF NWF DAZE DORF.

Similar presentations

Presentation on theme: "FSF PSF DIBELS Next LNF NWF DAZE DORF."— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

FSF PSF DIBELS Next LNF NWF DAZE DORF.

Similar presentations

Presentation on theme: "FSF PSF DIBELS Next LNF NWF DAZE DORF."— Presentation transcript:

Similar presentations

About project

Feedback