12-13-11 handouts

January 16, 2018 | Author: Anonymous | Category: Science, Health Science, Pediatrics
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Agenda

Introduction 1

Introductory Activity 1. Record two personal goals for this training. • ___________________________________ • ___________________________________ 2. Create one school or district goal. ___________________________________ ___________________________________

Introduction 2

mCLASS: Reading 3D

Assessment

Measurement Tool

Reliable Easy

Repeatable Sensitive to Growth and Change

Introduction 3

Make It Real There is a Jake in every classroom, in every school.

1.

Who is your Jake? _______________________

2.

What instructional changes did you make when your Jake did not progress?

___________________________________________________________________ ___________________________________________________________________ Introduction 4

Speedboat vs. Oil Tanker You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker. – Catherine E. Snow, professor of education, Harvard Graduate School of Education

Introduction 5

Basic Early Literacy Skills Phonemic Awareness • First Sound Fluency (FSF) • Phoneme Segmentation Fluency (PSF) Phonics

Accurate and Fluent Reading of Connected Text

Reading Comprehension

Vocabulary and Language Skills

Introduction 6

Basic Early Literacy Skills Phonemic Awareness

Phonics

• Nonsense Word Fluency (NWF) • DIBELS® Oral Reading Fluency (DORF) • Word Recognition (WR) Accurate and Fluent Reading of Connected Text

Reading Comprehension

Vocabulary and Language Skills

Introduction 7

Basic Early Literacy Skills Phonemic Awareness

Phonics

Accurate and Fluent Reading of Connected Text • DIBELS® Oral Reading Fluency (DORF) • Text Reading and Comprehension (TRC) • Word Recognition (WR) Reading Comprehension

Vocabulary and Language Skills

Introduction 8

Basic Early Literacy Skills Phonemic Awareness

Phonics

Accurate and Fluent Reading of Connected Text

Reading Comprehension • DIBELS® Oral Reading Fluency (DORF) • DIBELS® Maze (Daze) • Text Reading and Comprehension (TRC) Vocabulary and Language Skills

Introduction 9

Basic Early Literacy Skills Phonemic Awareness

Phonics

Accurate and Fluent Reading of Connected Text

Reading Comprehension

Vocabulary and Language Skills • Word Use Fluency (WUF) • Text Reading and Comprehension (TRC)

Introduction 10

Reading 3D Check for Understanding NWF (Nonsense Word Fluency)

DAZE (DIBELS ® Maze)

PSF (Phoneme Segmentation Fluency)

The ability to understand and use words to acquire and convey meaning

Vocabulary and Language Skills

LNF (Letter Naming Fluency)

DORF (DIBELS® Oral Reading Fluency)

The system of letter–sound relationships that is the foundation for decoding words

The ability to hear, Identify, and manipulate Individual phonemes in spoken words The process of an intentional interaction between reader and text to convey meaning

Phonemic Awareness

Reading Comprehension

TRC

Introduction 11

FSF (First Sound Fluency)

Phonics The ability to read a text accurately and quickly with automaticity

Accurate and Fluent Reading of Connected Text

WR

Basic Early Literacy Skills Phonemic Awareness

Alphabetic Principal

Accuracy and Fluency

Comprehension

Vocabulary

FSF

NWF

DORF

DORF

WUF

PSF

WR

TRC

DAZE

TRC

WR

TRC

mCLASS: DIBELS Next ELD

mCLASS: Reading 3D

Benchmark Assessment Calendar FSF

*LNF

PSF

NWF

DORF

DAZE

TRC & WR

K (BOY) K (MOY) K (EOY) 1 (BOY) 1 (MOY) 1 (EOY) 2 (BOY) 2 (MOY) 2 (EOY) Grade 3

Grade 4 Grade 5 Grade 6 * While LNF measures an important skill in a student’s development, it does not correlate with any of the five Big Ideas in Beginning Reading. Introduction 13

mCLASS®:DIBELS® Helps Teachers • Inform instruction to meet individual needs.

• Create reading groups. • Make effective decisions to meet learning objectives.

• Monitor student progress.

Introduction 14

mCLASS®:DIBELS® System

Mobile Device

Web Reports

Introduction 15

Composite Score (Replaces the Instructional Recommendation)

Composite Score

Introduction 16

How Composite Score Is Calculated The mobile device calculates the score automatically. FSF Score

+

DORF Words Correct +

LNF Score

+

Retell Score (x 2)

PSF Score

+

DORF Accuracy Percent Value

+

NWF CLS Score =

DIBELS® Composite Score

=

Kindergarten, MOY

DIBELS® Composite Score

Grade 2, MOY

www.dibels.com/next/downloads/DIBELSNextBenchmarkGoals.pdf Introduction 17

Assessment Options Benchmark  All students 

Multiple measures



Three times a year



Identifies need for Progress Monitoring

Progress Monitoring 

Primarily high- and some-risk students



Assessed every 1 to 4 weeks

Introduction 18

Benchmark Summary Screen

Tap to begin assessment.

Introduction 19

After the Assessment Score

Patterns

Motivation

Note

Forgot his glasses.

Introduction 20

Web Report

Score Notes

Response Patterns

Motivation

Introduction 21

Mobile Device Essentials      

Charge battery, power on/off, and check battery status. Calibrate screen. Reset the device. Launch mCLASS® software. Sync data to mCLASS®:Home. Change users.

Resources:  www.mclasshome/assessment  Wireless Generation Customer Care: [email protected] or (800) 823–1969, option 3  Manufacturer device documentation

Introduction 22

Agenda

LNF 23

LNF: Letter Naming Fluency Measures the ability to recognize and name letters of the alphabet fluently and with automaticity

LNF 24

LNF Overview Basic Early Literacy Skills

• Not applicable

Administered

• BOY Kindergarten through BOY Grade 1

Materials

• Mobile Device • Student Materials Booklet

LNF 25

LNF Student Materials Beginning of Year Benchmark Grade 1

LNF 26

Class List Screen Time of Year Button Students in Selected Class

Sync Status LNF 27

Class Dropdown Menu

Assessment Selection Screen Select Progress Monitoring

Select Benchmark

LNF 28

BOY Student Benchmark Summary Screen Student

Tap icon to begin assessment

Measures not available at MOY or EOY

LNF 29

Reminders and Directions

LNF 30

LNF Trainer Demo Timing Features • Start • Response timer • Warning screen Marking • Incorrect • Self-correct • Skipped row Observe • Placing bracket

LNF 31

LNF Results Student’s Score

Score, Patterns, Motivation, Note, and Review Buttons

LNF 32

Reviewing the Assessment Letters Read Correctly

Incorrect or Skipped Letters

Skipped Line

LNF 33

Invalidating the Assessment After the Assessment

During the Assessment

LNF 34

After the Assessment Patterns

Motivation

Note

forgot his glasses

LNF 35

LNF Web Report

Score

Notes

Response Patterns

Motivation

LNF 36

LNF: Common Scoring Rules • Tap the letter again to rescore the response within 3 seconds.

• Mark correct.

Schwa Sounds, Articulation, or Dialect

Self-Correction

• After 3 seconds, say the letter and mark it incorrect.

• If student misses all letters in 1st row of the measure, the device prompts assessor to discontinue.

Hesitation Rule

Discontinue Rule

LNF 37

LNF Scoring Rules, page 1 of 2 Letter Similarities: Mark correct a lower case L named I.

upper case L and lower case L

upper case i

LNF 38

LNF Scoring Rules, page 2 of 2 Incorrect and omitted letters: Indicate incorrect or skipped letters by tapping the letters. For a skipped row, tap the X that precedes it.

Letter Read Incorrectly or Skipped

Skipped Line

LNF 39

LNF One-Time Reminders • If a student names letters from top to bottom, or points randomly, say, “Go this way,” and sweep your finger across the row. • If the student skips four or more consecutive letters, but does not skip the whole row, say, “Try to say each letter name.” • If the student says letter sounds, rather than letter names, say, “Say the letter name, not its sound.”

LNF 40

LNF As-Needed Reminders • When a student stops (and it’s not a hesitation on a specific item), the teacher can say, “Keep going.”

• If the student loses his/her place, the teacher can point to the page.

LNF 41

LNF Quick Reference Correct

Incorrect

Correct letter

Incorrect letter

Articulation and/or dialect

Three-second hesitation

Similarly shaped font (uppercase i and lowercase L)

Skipped letters

LNF 42

LNF Check for Understanding 1. LNF assessments are only administered during the ______________ times of year. 2. Mark correct the lower case letter ____ read as an ____.

3. Students identify the _________ of the letters, not the _________. 4. The ability to identify the letters of the alphabet is a reliable indicator of _________ in learning to read.

5. If a student ______ a row, tap the gray “X” to the left of the line. 6. ___________ to the page to show the student where to resume reading if she loses her place. Word Bank: skips, I, risk, point, sounds, names, risk, benchmark, L LNF 43

LNF Points to Remember • LNF is a reliable indicator of risk. • Do not penalize students who confuse lowercase letter L with uppercase letter I. • There is no Progress Monitoring for LNF. • There are no Benchmark goals for LNF, yet it is included in the calculations for the Composite Score. • __________________________________ • __________________________________

LNF 44

LNF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s LNF assessment data showed: •

A pattern of identifying letter sounds instead of names?

_______________________________ ___ _______________________________ ___ 3. What questions do you have? ____________________________________________________________ ___________________________________________________________________

LNF 45

Agenda

FSF 46

FSF: First Sound Fluency Measures the ability to isolate the first sound in a word

/ch/

/ea/

/f/

The word “chief” comprises three phonemes.

FSF 47

FSF: First Sound Fluency Basic Early Literacy Skills

• Phonemic Awareness

Administered

• BOY and MOY Kindergarten • Progress Monitoring as needed

Materials

• Mobile Device only (auditory task)

FSF 48

Phonological Awareness Phonemes Sentences

Words

Onset-Rimes

Syllables

Rhymes

FSF 49

What is Phonemic Awareness? The ability to recognize, produce, and manipulate sounds in spoken language

/b/

/a/

/t/

“chop” comprises the sounds:

/ch/

/o/

/p/

“box” comprises the sounds:

/b/

/o/

/k/

/s/

“dried” comprises the sounds:

/d/

/r/

/ie/

/d/

“bat” comprises the sounds:

FSF 50

Why First Sound Fluency? Initial sounds include the first group of sounds in the word (i.e., onsets), not necessarily individual phonemes.

crab



/k/

or

/kr/

nine



/n/

or

/nie/

friend



/f/

/fr/ or /fre/

FSF 51

FSF Benchmark Goals Minimum Number of Points

Grade BOY Kindergarten

10

MOY Kindergarten

30

Points are given for correct initial phonemes identified by the student during one minute of assessment.

FSF 52

FSF Trainer Demo Timing Features • Starting timer • Response timer

• Warning screen Marking • 2-point response • 1-point response • Incorrect • Self-correct Observe • Practice items • Next word prompt FSF 53

FSF Common Scoring Rules •For a self-correction, tap the correct 1- or 2-point response.

Self-Correction

•Mark correct.

Schwa Sounds, Articulation, or Dialect

•After 3 seconds, tap the zero mark and say the next word.

•If a student receives zero points in the first five words, the device prompts assessor to discontinue.

Hesitation Rule

Discontinue Rule

FSF 54

FSF Scoring 2 points for saying the correct initial phoneme in isolation

1 point for saying the correct initial sounds

goat



g

goa

block



b

bl

or blo

FSF is the only measure for which you record the student’s best answer rather than the student’s final answer.

FSF 55

FSF Scoring Rules 1 of 2 Correct Sounds Select the first sound or group of sounds that matches the student’s response.

Screenshot of FSF screen showing correct scoring options for stated phonemes TK

FSF 56

FSF Scoring Rules 2 of 2 Incorrect Sounds Tap the incorrect box.

FSF 57

Speech & Articulation Count these common articulation errors correct: • The phoneme /j/ for /dr/ as in “drop” • The phoneme /ch/ for /tr/ as in “trash”

FSF 58

FSF Reminders As-Needed:

• If a student appears to have forgotten the directions (e.g., provides rhyming words or claps syllables) say, “Remember to tell me the first sound you hear in the word.” Immediately say the next word. One Time:

• If a student says a letter name, say, “Remember to tell me the first sound in the word, not the letter name.” Immediately say the next word.

FSF 59

FSF Quick Reference Correct

Incorrect

Initial phoneme

No response

Initial consonant and vowel

Letter name (prompt with one-time reminder)

Initial consonant blend

Ending sound(s)

Initial consonant blend and vowel

3 second or longer hesitation

/ch/ substituted for /tr/ /j/ substituted for /dr/

Whole word repeated

FSF 60

FSF Check for Understanding 1. How do you record a correct response?

2. How do you record an incorrect response? 3. What do you do when the child hesitates for 3 seconds? 4. When do you discontinue FSF?

5. How do you score an improperly pronounced response that is due to articulation or dialect?

FSF 61

FSF Points to Remember • The student receives two points for identifying the initial phoneme in isolation. • The student receives one point for identifying the first group of sounds. • FSF is an indicator of early Phonemic Awareness skills. • __________________________________ • __________________________________

FSF 62

FSF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s assessment data showed: •



a pattern of consonant + vowel identified as initial sound? (e.g., saying /vo/ for “vote”) no correct initial sounds?

3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________

FSF 63

Agenda

PSF 64

PSF: Phoneme Segmentation Fluency Measures the ability to segment two- to four- phoneme words into individual phonemes

b

o

t

The word “bought” comprises three phonemes.

PSF 65

PSF Overview Basic Early Literacy Skills

• Phonemic Awareness

Administered

• MOY Kindergarten through BOY Grade 1 • Progress Monitoring as needed

Materials

• Mobile Device only (auditory task)

PSF 66

What is Phonemic Awareness? The ability to recognize, produce, and manipulate sounds in spoken language

/b/

/a/

/t/

“chop” comprises the sounds:

/ch/

/o/

/p/

“box” comprises the sounds:

/b/

/o/

/k/

/s/

“dried” comprises the sounds:

/d/

/r/

/ie/

/d/

“bat” comprises the sounds:

PSF 67

PSF Benchmark Goals Time of Year

Minimum Number of Segmented Sounds per Minute

Kindergarten MOY

20 spm

Kindergarten EOY

40 spm

Grade 1 BOY

40 spm

PSF 68

PSF Trainer Demo Timing Features: • Starting timer • Response timer • Warning screen Marking: • Incorrect sounds

• Self-correct • Blended sounds • Overlapped segments

Observe: • Removing markings • Location of score • Location of next word PSF 69

PSF Common Scoring Rules •Tap the segment again to rescore the response.

•Mark correct.

Self-Correction

Schwa Sounds, Articulation, or Dialect

•After 3 seconds, if a student has not said the next sound segment, say the next word. Do not tap the phoneme.

•If a student does not say any correct segments in the first five words, the device prompts the assessor to discontinue.

Hesitation Rule

Discontinue Rule

PSF 70

PSF Scoring Rules 1 of 6 Underline correct sounds, whether in isolation, blended, or as a whole word.

sack

Student says: /s/

Student says: /s/ /a/ /k/

/s/

/s/

/a/

/k/

1/3

/a/ 3/3

PSF 71

/k/

PSF Scoring Rules 2 of 6 Underline then tap incorrect sounds.

sack

Student says: /z/ /a/ /k/

Student says: /s/ /o/ /k/

/s/

/s/

/a/

/k/

2/3

/a/ 2/3

PSF 72

/k/

PSF Scoring Rules 3 of 6 Underline blended or repeated sounds.

sack

Student says: /sa/ /k/

Student says: /s/ /s/ /ak/

/s/

/s/

/a/

/k/

/a/ 2/3

2/3

PSF 73

/k/

PSF Scoring Rules 4 of 6 Leave blank any omitted sounds.

sack

Student says: /s/ /k/

Student says: /s/ hmm…

/s/

/s/

/a/

/k/

/a/ 1/3

2/3

PSF 74

/k/

PSF Scoring Rules 5 of 6 Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation.

got

Student says: /gl/ /o/ /t/

Student says: /g/ /l/ /o/ /t/

/g/

/g/

/o/

/t/

/o/ 3/3

2/3

PSF 75

/t/

PSF Scoring Rules 6 of 6 Underline the whole word if a student repeats the word without providing any sound segments.

sheep

Student says: /sheep/

/sh/

/ea/

Student says: /steep/

/sh/

/p/

/ea/ 0/3

0/3

PSF 76

/p/

PSF Pronunciation Guide Words

Segmented /s/ /t/ /ar/

star, shirt, force

/sh/ /er/ /t/ /f/ /or/ /s/

Scoring Rule R-Controlled Vowels: /ar/ /er/ and /or/ sounds are scored as a single phoneme

/p/ /e/ /r/ pair, hear, tour

/h/ /i/ /r/

Words with “air,” “ear” and “our” sounds are scored with two phonemes

/t/ /uu/ /r/ sing

/s/ /i/ /ng/

Score digraph /ng/ as a single phoneme

box

/b/ /o/ /k/ /s/

Score letter X as two phonemes /k/ /s/

queen

/k/ /w/ /ea/ /n/ Score Qu as two phonemes /k/ /w/

PSF 77

PSF Quick Reference Student Response

Scored

Scoring Rule

(trip) "/t/ /r/ /i/ /p/"

/t/ /r/ /i/ /p/

complete, correct segmentation

(trip) "/t/ /r/ /i/ /p/ /s/"

/t/ /r/ /i/ /p/

insertion/addition

(trip) "/t/ /r/ /i/ /ps/"

/t/ /r/ /i/ /p/

segment mispronunciation

(star) "/th/ /t/ /a/ /r/"

/s/ /t/ /a/ /r/

articulation/dialect

(fox) "/f/ /o/ /ks/"

/f/ /o/ /k/ /s/

incomplete segmentation

(bit) "/bi/ /i/ /it/"

/b/ /i/ /t/

overlapping segmentation

(red) "/r/ /d/"

/r/ /e/ /d/

omission

(red) "/r/ hmm…"

/r/ /e/ /d/

3-second hesitation

PSF 78

PSF One-Time Reminders • If a student spells the word, say, “Say the sounds in the word.” • If the student repeats the word, say, “Remember to say all the sounds in the word.”

PSF 79

PSF Check for Understanding True or False? 1. If a student self-corrects a phoneme, he or she does not receive credit unless the red marking box is deleted. 2. If a student repeats a phoneme, underline it once. 3. Responses attributed to dialect are marked incorrect. 4. If a student does not respond correctly to any of the first three words, the device prompts you to discontinue. 5. Leave blank any omitted sounds. 6. If a student hesitates for three seconds on any sound segment, do not mark the phoneme. Then, prompt with the next word. PSF 80

PSF Points to Remember • Underline everything the student says to create a precise visual record. • If a phoneme is produced incorrectly, underline the phoneme, then tap it to indicate the error. • Say the next word as soon as the student finishes responding. • __________________________________ • __________________________________ • __________________________________

PSF 81

PSF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s assessment data showed: • •

Only the first sound segmented and then repetition of the word (i.e., “won” = /w/ /won/)? an onset-rime pattern (i.e., “won” = /w/ /on/; “dawn” = /d/ /on/?

3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________

PSF 82

Agenda

NWF 83

NWF: Nonsense Word Fluency •Measures the ability to identify and blend letter sounds •NWF assesses two related skills: The ability to identify and say the most common sound associated with each letter. /c/ /a/ /t/

The ability to blend sounds together into words. “cat”

NWF 84

NWF Overview Basic Early Literacy Skills

Administered

Materials

• Alphabetic Principle • Basic Phonics

• MOY Kindergarten through BOY Grade 2 • Progress Monitoring as needed

• Mobile Device • Student Materials Booklet

NWF 85

NWF Benchmark Goals Grade

Kindergarten

Grade 1

Grade 2

Minimum Number of Correct Letter Sounds (CLS) MOY: 17 EOY: 28

Minimum Number of Whole Words Read (WWR) n/a

BOY: 27

BOY: 1

MOY: 43

MOY: 8

EOY: 58

EOY: 13

BOY: 54

BOY: 13

NWF 86

NWF Student Materials Beginning of Year Benchmark Grade 1

NWF 87

NWF Trainer Demo Timing Features

• Start • Response timer • Warning screen

Marking • • • •

Incorrect Self-correct Blended letter sounds Additions to whole words

Observe

• Removing markings • Navigation arrows • Five-word sets

NWF 88

NWF Common Scoring Rules • Tap the letter or trace the line from right to left to rescore the response.

• If a student doesn’t read any correct letter sounds in the first row, the device prompts assessor to discontinue.

Self-Correction

Discontinue Rule

• Mark correct.

Schwa Sounds, Articulation, or Dialect

• If the student 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. Hesitation Rule

NWF 89

NWF Scoring Rules 1 of 5 Sounds read in isolation: /h/ /i/ /f /

Underline all sounds read in isolation, blended, or as a whole word.

h

i f

x x x

Some sounds blended: /m/ /e z/ m x

Whole word read: “zat” z

e z

x

x

NWF 90

a t

/

NWF Scoring Rules 2 of 5 Sounds read in isolation with error: / h / /o / / f /

Indicate incorrect sound(s) by tapping the letter(s).

h

i

f

x x x

Some sounds blended with error: /n/ /e z/ nez m x

Whole word read with errors: “sap” e

z

z

x

x

x

NWF 91

a t

NWF Scoring Rules 3 of 5 Sounds read with repetition: /u/ /ug/

Indicate repetitions, hesitations, and omissions as follows:

u

g

x

x

Hesitation on a sound: /d/ hmm… / s/ d x

Omission of a sound: /k/ /l/ k

e s

x x

x

NWF 92

o l

NWF Scoring Rules 4 of 5 Indicate correct and incorrect sounds read out of order as follows: Reads sounds out of order, yet points and indicates sounds correctly: /g//a/ /p/ p x

Reads right to left: “tom”

a g

x

x x

NWF 93

m t

o

NWF Scoring Rules 5 of 5 Adds a sound to sounds: /m/ /u/ /s/ /t/

Indicate additions and insertions as follows:

m

x

u s

x x

Adds a sound to word: / must / m x

Adds a schwa sound: / mu / / u / / su / m

u s

/

x x x

NWF 94

u s

2 NWF Scores: CLS and WWR Correct Letter Sounds (CLS) and Whole Words Read (WWR) • CLS is the number of sounds the student reads correctly. • WWR is the number of nonsense words read correctly once as a whole word without first being sounded out. Word on Probe

daf

Sample Response

CLS

WWR

/d/ /a/ /f/

3

0

/da/ /f/ or /d/ /af/

3

0

“daf”

3

1

/d/ /a/ /f/ “daf”

3

0

“dafs”

3

0

“daf” “daf”

3

0

NWF 95

After the NWF Assessment

Cut point

CLS score

WWR score

NWF 96

NWF As-Needed Reminders • If a student stops (and it’s not a hesitation on a specific item), say, “Keep going.” • If a student loses his/her place, point to the correct space on the page.

NWF 97

NWF One-Time Reminders • If a student doesn’t read from left to right, say, “Go this way,” and sweep your finger across the row.

• 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, say, “Just read the word.” • If after the first row, the student reads letter sounds correctly, but doesn’t attempt to blend or recode, say “Try to read the words as whole words.” NWF 98

NWF Check for Understanding 1. Which mark is correct if the student says “/b/ /u/ /z/” for “duz”? a. d u z b. d u z c. d u z d. d u z 2. Which mark is correct if the student says “zud” for “duz”? a. d u z b. d u z c. d u z d. z u d 3. Tap the _____ at the bottom of the screen to see the next word. a. arrow b. beads c. letter d. number 4. What do you say when the student provides letter sounds, but then hesitates for 3 seconds? a. “Keep going” b. “What sound?” c. the word d. the sound

5. If the student misses the first five words in a row, _____________. a. invalidate b. pause c. continue d. discontinue NWF 99

NWF Points to Remember • NWF assesses the Alphabetic Principle and Basic Phonics. • Score sound by sound, blended sounds, and whole-word responses. • CLS is the score given for the number of sounds the student reads correctly. • WWR is the score given for the number of nonsense words read correctly as whole words on the first attempt. • ____________________________________ • ____________________________________

NWF 100

NWF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. Jake reads the words on the NWF forms sound-by-sound. What instructional strategies will you use to help Jake recode those sounds into words?

__________________________ __________________________ 3. What questions do you have? ____________________________________________________________ ____________________________________________________________ NWF 101

Agenda

DORF 102

DORF: DIBELS® Oral Reading Fluency There are two components to DORF:

Part 1:

Part 2:

Oral Reading

Passage Retell

•The student is presented with an unfamiliar gradelevel passage and asked to read aloud for one minute. •The student is then asked to retell what s/he just read.

DORF 103

DORF Overview Basic Early Literacy Skills

•Advanced Phonics and Word Attack Skills •Accurate and Fluent Reading of Connected Text •Reading Comprehension

Administered

•MOY Grade 1 through EOY Grade 6 •Progress Monitoring as needed

Materials

•Mobile Device •Student Materials Booklet

DORF 104

DORF End of Year Benchmark Goals Minimum Number of Words Read Correctly

Percent Accuracy in Oral Reading

Minimum Number of Words Used in Retell

Retell Quality of Response

Grade 1

47

90%

at least 15

n/a

Grade 2

87

97%

27

2-4

Grade 3

100

97%

30

3-4

Grade 4

115

98%

33

3-4

Grade 5

130

99%

36

3-4

Grade 6

120

98%

32

3-4

Grade

DORF 105

DORF Student Materials

Beginning of Year Benchmark Grade 2 Passage One

DORF 106

DORF Trainer Demo Part 1: Oral Reading Timing Features • Starting timer • Response timer • Warning screen •Marking • Incorrect • Self-correct • Skipped row •Observe • Scrolling • Placing bracket

DORF 107

DORF Part 1; Oral Reading Common Scoring Rules • Tap the word again to rescore the response.

Self-Correction

• Mark correct.

Schwa Sounds, Articulation, or Dialect

• After 3 seconds, say the word and mark it incorrect.

Hesitation Rule

• If student misses all words in 1st row of 1st passage, the device prompts assessor to discontinue. • If student reads fewer than 10 words correct in 1st passage, do not administer retell or passages 2 and 3. Discontinue Rule

DORF 108

DORF Oral Reading Scoring Rules, page 1 of 3 Word Order:

Mispronounced Words:

Text: My dog has fleas.

Text: I live in town.

Student reads: My flea has a dog.

Student reads: I live [long i] in town.

Scoring: flea and dog are incorrect.

Scoring: live is incorrect.

Proper Nouns: Text: I visited Dubai. Student reads: I visited Dubay.

Scoring: Dubai is correct.

DORF 109

DORF Oral Reading Scoring Rules, page 2 of 3 Numerals:

Abbreviations:

Text: My dad is 36.

Text: Mr. Duck is here.

Student reads: My dad is three six.

Student reads: M. R. Duck is here.

Scoring: 36 is incorrect.

Scoring: Mr. is incorrect.

Exception: Text: May I watch TV? Student reads: May I watch television?

Scoring: TV is correct.

DORF 110

DORF Oral Reading Scoring Rules, page 3 of 3 Words not read exactly as written:

Two words read as a contraction:

Text: The girl had ice cream.

Text: It is time to go home.

Student reads: Some girls had ice cream.

Student reads: It’s time to go home.

Scoring: The and girl are incorrect.

Scoring: It and is are incorrect.

Contraction read as two words: Text: It’s time to go home. Student reads: It is time to go home. Scoring: It’s is incorrect.

DORF 111

DORF Trainer Demo Part 2: Passage Retell Timing Features • Starting timer • Response timer • Warning screen Marking • Words used in retell (left to right ) Observe • Correcting word count (right to left ) • Running points total

DORF 112

DORF Part 2; Passage Retell Common Scoring Rules • With a first hesitation of 3 seconds, tap 3 Sec. Pause. • The device prompts you to say: • “Tell me as much as you can about the story.” • “Can you tell me anything more about the story?” • A prompt may only be used once.

• After the second hesitation of 5 seconds, tap 5 Sec. Pause. • The device prompts you to say “Thank you.”

Discontinue Rule

Hesitation Rule

DORF 113

DORF Passage Retell Quick Reference Correct

Incorrect

Stating accurate details

Exclamations or “Hmm…” or “Umm…”

Contractions

Songs and recitations

Minor repetitions

Rote repetition of words or phrases

Minor irrelevancies

Stories or irrelevancies

Minor inaccuracies

Stating retell details multiple times

DORF 114

DORF Passage Retell Quality of Response Rubric

Use to determine students’ instructional needs.

DORF 115

DORF As-Needed Reminders • If a student stops reading at any point (and it’s not a hesitation), say, “Keep going.” • If a student loses his/her place while reading, point to the next word on the passage.

DORF 116

Interim Results Screen

Interim results show after completing passages #1 and #2. DORF 117

Retell Optional

Use professional judgment. DORF 118

After the Assessment

DORF and RTF median scores are not necessarily from the same passage. DORF 119

DORF Accuracy Calculations Accuracy is calculated using the following formula: Accuracy Percentage = [C / (C + I)] * 100 C = Median Fluency Score I = Median number of incorrect words Example: 60 WCPM with a median of 5 incorrect words: Accuracy = [ 60 / [60 + 5) ] * 100 = 92 %

DORF 120

Response Patterns Oral Reading Response Patterns

Retell Response Patterns

DORF 121

DORF: Oral Reading Check for Understanding Student Behavior 1. Repeated details (retell)

Correct

2. Repeated words (reading)

3. Mispronunciations (reading)

Incorrect

4. Incorrect word order (reading) 5. Articulation and/or dialect “errors” (reading) 6. Omissions (reading) 7. Minor inaccuracies (retell)

DORF 122

DORF Points to Remember • Fluency is the measure of words correct per minute. • Mark substitutions, omissions, and words read out of order as incorrect . • Remove the student materials before starting Passage Retell. • The assessor must commit to memory the details of the text. • __________________________________ __________________________________ • __________________________________ __________________________________

DORF 123

DORF Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. Jake is in Grade 2. His BOY median DORF score is 47 WCPM and his Retell score is 12 (both Below Benchmark). What teaching strategies will you use to raise his future scores? ____________________________________________________________ ____________________________________________________________ 3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________ DORF 124

Agenda

Daze 125

Daze Assesses the ability to construct meaning from text using: • • • •

Word recognition skills Background information and prior knowledge Familiarity with syntax and morphology Cause and effect reasoning skills

home

Example:

summer

After playing in the dirt, Sam went her hands.

was

Daze 126

to wash

Daze Overview Basic Early Literacy Skill

• Reading Comprehension

Administered

• BOY Grade 3 through EOY Grade 6 • Progress Monitoring as needed

Materials

• Student Worksheets • Scoring Key

Daze 127

Daze Benchmark Goals BOY

MOY

EOY

Grade 3

8

11

19

Grade 4

15

17

24

Grade 5

18

20

24

Grade 6

18

19

21

Daze Adjusted Score Correct number of responses in 3 minutes minus half the number of incorrect responses Daze 128

Daze Student Materials Beginning of Year Benchmark Grade 5

Daze 129

Daze Administration Protocols • Ensure students have pencils ready and write their names on the booklets before beginning. • Read directions aloud verbatim.

• Allow 30 seconds for students to complete two practice items. Then review practice items. • Start timing after you say, “Begin.”

• Score worksheets and enter results without students present.

Daze 130

Tap Group Directions.

Daze Trainer Demo Timing • Three minute timer Observe • Practice questions Marking • Incorrect responses

Daze 131

Daze As-Needed Reminders • If a student starts reading the passage aloud, say, “Remember to read the story silently.” • If a student is not working on the task, say, “Remember to circle the word in each box that makes the most sense in the story.” • If a student asks you to provide a word for him/her or for general help with the task, say, “Just do your best.”

Daze 132

Daze Scoring Rules 1 of 2 Correct Responses

Count correct circled or otherwise marked correct responses.

Circled

Checked

Underlined

chocolate

chocolate

chocolate

get

get

get

large

✓ large Daze 133

large

Daze Scoring Rules 2 of 2 Incorrect Responses Mark a slash through incorrect or skipped responses.

Wrong answer

Item left blank prior to an item attempted

More than one answer marked

✓gave

chocolate

group

get

became

stretched

large

window

✓train

Daze 134

Daze Check for Understanding 1. When do you start the timer? 2. When do you stop the timer? 3. How do you score a correct response? 4. How do you score an incorrect response?

5. What is the final score? Daze 135

Daze Student Worksheet

Daze 136

Daze Teacher Scoring Key

Daze 137

Daze Scoring the Student Worksheet

Daze 138

Entering Daze Results Enter Results Save Results

Correct and Incorrect Responses

Assessment Date Daze 139

Daze Points to Remember • Available for Benchmark and Progress Monitoring • Administered individually or as a group • Teachers cannot answer questions during administration • Enter results on mCLASS®:Home • ____________________________________ • ____________________________________ • ____________________________________

Daze 140

Daze Reflection 1. Write your Aha moment on a sticky note, then attach it to the chart. 2. What would you do if Jake’s Daze score showed: • •

more incorrect responses than correct responses? below-benchmark Daze results combined with above-benchmark DORF fluency?

3. What questions do you have? ___________________________________________________________________ ___________________________________________________________________

Daze 141

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