2. DIBELS ® Assess the Basic Early Literacy Skills 2

3. 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 to DORF. Part one is oral reading fluency and part two is passage retell. What’s new for Next? –Retell Fluency now part of DORF (requirement for kids reading 40 wpm or more) –All new passages field-tested and empirically leveled (1st passage=easy, 2nd=medium, 3rd=hard) –Addition of accuracy to scoring/benchmark goal –Early reader font for 1 st and 2 nd grades 3

4. DIBELS ® Oral Reading Fluency (DORF) 4

5. 5 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.

6. 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. 6

7. Directions 7

8. 8 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:

9. During the Testing 9 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.

10. During the Testing cont’d. Follow along in the scoring booklet. Leave blank any words 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. 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. 10

11. Scoring Rules 11 1.Leave blank any words the student reads correctly. 2.Put a slash ( / ) through any errors.

12. 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. 12

13. 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. 13

14. 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. 14

15. Discontinue Rule Part 1: DORF 15 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.

16. 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. 16 8

17. 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. 17

18. Reminders If the student stops reading (and it’s not a hesitation on a specific item), say Keep going. If the student loses her/his place while reading, point. These reminders may be used as often as needed. 18

19. Note 19 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

20. 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. 20

21. At a Later Time, Compute the Final Score 21 Record the total number of errors. Subtract the errors from the total and record the words read correctly in the space provided on the scoring page. ] 34 3 31 Add the total number of words read up to the bracket.

22. 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. Tester must make this decision after each passage. If you end up with only 2 retell scores, average them. 22

23. DORF Retell Administration Directions 23 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. Remove the passage and say:

24. During the Testing Move your pen through the numbers as the student is responding to count the number of words he/she said that are related to the passage he/she just read. Stop moving your pen through the numbers if the student stops retelling the story or if his/her retell is not relevant to the story he/ 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. 24

25. 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. 25

26. Retell Scoring Rule 1: Correct Words Count as correct any words in the response that are 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 a number in the scoring booklet for each word the student says about the passage. 26

27. Retell Scoring Rule 1: Correct Words 27 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.

28. Retell Scoring Rule 1: Correct Words 28

29. Retell Scoring Rule 1: Correct Words 29 Passage: During the last ice age, the world looked much different than it does today. Nearly all the land was covered with huge sheets of ice or glaciers. Most of the world’s water was trapped in these glaciers, and the water level of the seas was low. A vast amount of land was above the water. The narrow waterway between Asia and North America, the Bering Strait, was mostly exposed land at that time. The land formed a narrow bridge that connected Asia with North America.

30. Retell Scoring Rule 1: Correct Words 30 Passage: The main ingredients for this recipe are cucumbers and dill weed. Both of these are easy to grow if you are lucky enough to have a vegetable garden. If you don’t have a garden, you can find them in the produce department at the grocery store. Two other produce items you will need are fresh garlic and a small onion about the size of a golf ball. You will also need salt and sugar to add flavor to the pickles.

31. 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. 31

32. Retell Scoring Rule 2: Incorrect Words 32

33. Retell Scoring Rule 2: Incorrect Words 33 Filler words, repetitions of words/phrases, and sounds are not counted.

34. Retell Scoring Rule 2: Incorrect Words 34

35. Retell Scoring Rule 2: Incorrect Words 35

36. Retell Scoring Rule 2: Incorrect Words 36

37. Retell Scoring Rule 2: Incorrect Words 37

38. Wait Rule/Reminder 38 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.

39. Discontinue Rule: Retell 39 0 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.

40. Note 40 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.

41. Final Score: Scoring Page 41 15 Write the number of words in the Retell on the space provided on the scoring page.

42. Immediately After Testing Reset the stopwatch for the next measure. Rate the quality of the student’s retell using the Retell Quality of Response Rating. 42

43. Retell Quality of Response Rating 1: Provides 2 or fewer details Example Passage: 43 Rating 1 Example Retell (student response): “It was about fish. They took the fish to a market.”

44. Retell Quality of Response Rating 2: Provides 3 or more details Example Passage: 44 Rating 2 Example Retell (student response): “There was a boy named Ken. He had a sail boat. And they put their fish in baskets.”

45. Retell Quality of Response Rating 3: Provides 3 or more details in a meaningful sequence Example Passage: 45 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.”

46. Retell Quality of Response Rating 4: Provides 3 or more details in a meaningful sequence that captures a main idea Example Passage: 46 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.”

47. Final Score: Cover Page 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. 47 6

48. Final Score: Cover Page 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. 48 273625 321

49. 273625 321 Final Score: Cover Page 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. If 2 scores are the same number, that number is the median. 49

50. Final Score: Cover Page 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. If the Quality of Response values are 2, 3, and 2, the median is 2. 50 273625 321 121916 232

51. Final Score: Accuracy Correct Correct + Incorrect X 100 27 27 + 2 X 100 = 93% 273625 321 51 Calculating Accuracy:

52. 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. 52

53. 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? 53

54. DORF Practice #1 54 sc 62 2 60

55. 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. 55 32

56. DORF Practice #2 42 7 56 49

57. Retell Practice #2 57 6 It was cold. They are brothers and it was cold.

58. DORF Summary 58 Start timer after student reads the first word. Correct (leave blank) Incorrect (slash) Incorrect (leave blank) 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 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.

59. DORF Retell Summary 59 Start timer after you say Begin. Words counted as correctWords not counted as correct Words that are related to the passage readWords 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” 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.