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