1. Presented by: The First Grade Team
Parent Boot Camp
Presented by: The First Grade Team

2. First Grade Curriculum
1.RL.1 Ask and answer questions about key details in a text.
1.RL.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
1.RL.3 Describe characters, settings, and major events in a story, using key details.
1.RL.7 Use illustrations and details in a story to describe its characters, setting, or events.
1.RL.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
1.RI.1.1 Ask and answer questions about key details in a text.
1.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
1.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
1.RI.1.8 Identify the reasons an author gives to support points in a text.
1.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
1.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
REMEMBER: Students will need to be able to answer
comprehension questions both orally and in written form.

3. Read 3D Tests Read 3D Consists of Several Tests
LNF = Letter Naming Fluency
PSF = Phoneme Segmentation Fluency
NWF = Nonsense Word Fluency
WR = Word Recognition
DORF = Dibels Oral Reading Fluency
TRC = Text Reading and Comprehension

4. Read 3D Helps Teachers… Find students present levels
Create lessons to meet individual student needs
Create guided reading groups for their classroom and the CARE room
Make effective decisions to meet learning objectives
Monitor student progress

5. LNF = Letter Naming Fluency
Beginning of Year Benchmark
Grade 1
Your child is given 1 minute to identify as many letters as they can. When the minute is over the teach says stop.
PARAPHRASE:
The grade-level, color-coded booklets from the kit contain the student materials for LNF.
If participants have their kits, encourage them to review the LNF forms for Kindergarten BOY, MOY, and EOY.
Each row contains 10 letters.
The letters are placed on each probe so that all 26 upper and lower case appear in random order one time before repeating.
The font is an early reader font that may be more familiar to younger children than the font from DIBELS® 6th edition.
There are no Progress Monitoring forms for LNF.
Unlike the other measures, the LNF Benchmark forms may be used repeatedly.
Tap the last letter named and hold…the bracket forms there on its own

6. PSF = Phoneme Segmentation Fluency
PSF measures the ability to break apart words into individual phonemes. Use your arm and tap it out! b o t
PARAPHRASE:
PSF determines students’ fluency in segmenting a spoken word into its basic sound segments, or phonemes.
A phoneme is the smallest part of spoken language that makes a difference in the meaning of words (e.g., the word “if” has two phonemes, /i/ /f/).
The word “bought” comprises three phonemes. 6

7. NWF = Nonsense Word Fluency
Beginning of Year Benchmark Grade 1
Your child is given 1 minute to read as many nonsense words as they can. If they can’t read the whole word then they say each of the letter sounds. By the end of the year they should be able to read the whole word.
PARAPHRASE:
The student materials for NWF are in the grade-level, color-coded booklets from the DIBELS® Next kit.
The font is an “early reader” font.
The items on the probes have been stratified, or arranged, according to difficulty.  For example, words with all 5 vowels appear in each row of each probe. 
DIRECTIONS:
If participants have their kits, encourage them to locate the NWF student materials for Benchmark and Progress Monitoring.

8. DORF = Dibels Oral Reading Fluency
Beginning of Year Benchmark
Grade 2
Passage One
The teacher gives them a passage and they have one minute to read as much as possible. After one minute is up they retell as much as they can remember from what they read.
PARAPHRASE:
The student materials for DORF are in the grade-level, color-coded booklets from the mCLASS®:Reading 3D™ kit.
DIRECTIONS:
If participants have their kits, encourage them to locate the DORF student materials for benchmark and progress monitoring.

9. WR = Word Recognition
Your child is given a list of words. Their job is to identify each of the words on the word list. If they don’t know one of the words they can skip it and go to the next. If they skip it or say the wrong word the teacher records it on the computer. If they score high enough on the list, the computer will tell the teacher to continue to the next list. There are 3 lists in all…List A, B, and C.
PARAPHRASE:
Download Word Recognition materials from the Support and Resource Center on mCLASS®:Home.
WR consists of three 24-item word lists.
Each mobile device screen and page in the assessment materials displays eight words at a time.
The grade determines the starting point: List A for kindergarten students and List B for all other students.
The goal is to determine if the student can read the word.

10. TRC Written Comprehension Questions are for TRC Level F and Higher
PARAPHRASE:
Written Comprehension is required for Benchmark books levels F and above.
The mCLASS®:Reading 3D™ kit contains the student materials for this measure.
The teacher listens to words read aloud.
After the Reading Record is complete, prompt the student to read the rest of the text silently and to complete the written comprehension questions.
Students are allowed to refer to their books while completing the written comprehension task.
A student in Kindergarten or Grade 1 BOY who reaches this level and has trouble writing dictates answers to the assessor.
Ask the Oral Comprehension questions after the student completes the written comprehension task.
Tap Written Comp to access the rubric. 10

11. How Can You Help At Home?
Please see the reading packet that will go home on Monday in your child’s white folder!
Decoding Detectives and Comprehension Critters
These would make great bookmarks for home! We use them everyday in our reading groups!
Reading Comprehension Bookmarks
These bookmarks will be useful when reading at home. After reading with your child, write down one of these questions, and have then answer the question in written form. Once they are finished go back over their answer with them. Make sure they use punctuation, capitalization, complete sentences, and details in their answers. They must answer comprehension questions for Levels F and higher.

12. How Can You Help At Home? Short Vowel and Long Vowel Posters
We have already studied short vowels in our phonics lessons and you have probably seen several of your students spelling words coming from these lessons. We are beginning to work on long vowels now. When reading with your child refer to this sheet to help them with sounding out words. When writing at home use this sheet to encourage them to spell their words correctly.
Consonant Clusters and Digraphs Poster
We have been studying these in the CARE room as well as in the classroom. These pictures and words give the students an example of how to sound out certain words.

13. How Can You Help At Home?
Three Different Word Lists (Read 3D, 3-5 Word List, and Suggested Writing Words for First and Second Grade)
Students need to be able to recognize these words when reading and spell these words when writing. Some of these words will look familiar because these words will also be their spelling words. Once they master a list then they move on to the next list.
Nonsense Word Fluency Monthly Practice
Students need to be practicing these nonsense words. The children may know these as “Make-Believe Words or Silly Words.” Practicing these nonsense words will help the students master the sounds each letter makes. Please remember when your child is sounding these words out they are ALL short vowel patterns. When the students are assessed they are given one minute for this assessment. The goal is to say as many nonsense words before the time is up. At the beginning of the year, most first graders will say the sound for each letter, but we are working towards saying the whole word by the end of the year. Keep practicing this at home!

14. Text Features
This is the Text Features Chart we use in the classroom and in the CARE room. Text Features help the students understand the information in the books and how to use/find certain items in their books.

15. Questions?