12-13-11 handouts

Report
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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