Agenda Introduction 1. Introductory Activity Introduction 2 1. Record two personal goals for this training. ___________________________________ 2. Create

Agenda

Introduction1

Introductory Activity

Introduction 2

1. Record two personal goals for this training.• ___________________________________• ___________________________________

2. Create one school or district goal.

______________________________________________________________________

mCLASS: Reading 3D

Introduction 3

Reliable

Easy

Repeatable

Sensitive to Growth and Change

Assessment Measurement Tool

Make It Real

Introduction 4

1. Who is your Jake? _______________________

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

___________________________________________________________________

___________________________________________________________________

There is a Jake in every classroom, in every school.

Speedboat vs. Oil Tanker

Introduction 5

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

Basic Early Literacy Skills

• First Sound Fluency (FSF)• Phoneme Segmentation Fluency (PSF)

Phonemic Awareness

Phonics

Accurate and Fluent Reading of Connected Text

Reading Comprehension

Vocabulary and Language Skills

Introduction 6

Basic Early Literacy SkillsPhonemic Awareness

• Nonsense Word Fluency (NWF)• DIBELS® Oral Reading Fluency (DORF)• Word Recognition (WR)

Phonics




Introduction 7


Phonics

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




Introduction 8


Phonics


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



Introduction 9


Phonemic Awareness

Phonics



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


Introduction 10

Reading 3D Check for UnderstandingDAZE

(DIBELS ® Maze)

Accurate and Fluent Reading

of Connected

Text

The ability to read a text

accurately and quickly with automaticity

The process of an intentional

interaction between reader and

textto convey meaningReading Comprehension

The ability to understand and use

words to acquire and

convey meaningVocabulary

and Language

Skills

The ability to hear,Identify, and manipulate

Individual phonemes in

spoken wordsPhonemicAwareness

Phonics

The system of letter–sound relationships

that is the foundationfor decoding words

NWF (Nonsense

Word Fluency)

PSF(Phoneme

Segmentation Fluency)

LNF (Letter Naming Fluency)

DORF (DIBELS®

Oral Reading Fluency)

FSF(First

Sound Fluency)

Introduction 11

TRC WR


Phonemic Awareness

Alphabetic Principal

Accuracy and Fluency Comprehension Vocabulary

FSF

PSF

NWF DORF DORF WUF

WR

WR

TRC

TRC

TRC

mCLASS: DIBELS Next

ELD

mCLASS: Reading 3D

DAZE

Benchmark Assessment CalendarFSF *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

Web ReportsMobile Device

Introduction 15

Composite Score

Introduction 16

(Replaces the Instructional Recommendation)

CompositeScore

How Composite ScoreIs Calculated

Introduction 17

The mobile device calculates the score automatically.

Grade 2, MOYKindergarten, MOY

FSF Score +

LNF Score +

PSF Score +

NWF CLS Score

= DIBELS® Composite Score

DORF Words Correct +

Retell Score (x 2) +

DORF Accuracy Percent Value

= DIBELS® Composite Score

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

http://www.dibels.com/next/downloads/DIBELSNextBenchmarkGoals.pdf

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

Introduction 19

Tap to beginassessment.

After the Assessment

Note

Forgot his glasses.

Patterns

Motivation

Score

Introduction 20

Web Report

Score

Motivation

ResponsePatterns

Notes

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

LNF23

LNF: Letter Naming Fluency

LNF24

Measures the ability to recognize and name letters of the alphabet fluently and with automaticity

LNF Overview

LNF25

• Not applicableBasic Early

Literacy Skills

• BOY Kindergarten through BOY Grade 1

Administered

• Mobile Device• Student Materials BookletMaterials

LNF Student Materials

LNF26

Beginning of Year Benchmark

Grade 1

Class List Screen

LNF27

Time of YearButton

Class DropdownMenu

Sync Status

Students in SelectedClass

Assessment Selection Screen

LNF28

Select Benchmark

Select Progress Monitoring

BOY Student Benchmark Summary Screen

LNF29

Measuresnot availableat MOY or EOY

Tap icon to begin assessment

Student

Reminders and Directions

LNF30

LNF Trainer Demo

LNF31

Timing Features • Start• Response timer• Warning screen

Marking • Incorrect• Self-correct• Skipped row

Observe • Placing bracket

LNF Results

LNF32

Score,Patterns,Motivation,Note, andReviewButtons

Student’sScore

Reviewing the Assessment

LNF33

Incorrect orSkippedLetters

Letters ReadCorrectly

Skipped Line

Invalidating the Assessment

LNF34

During the AssessmentAfter the Assessment


LNF35

Note

Patterns Motivation

forgot his glasses

LNF Web Report

LNF36

Score

Motivation

ResponsePatterns

Notes

LNF: Common Scoring Rules

LNF37

• Tap the letter again to rescore the response within 3 seconds.

Self-Correction

• Mark correct.

Schwa Sounds, Articulation, or Dialect

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

Hesitation Rule

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

Rule

Mark correct a lower case L named I.

LNF Scoring Rules, page 1 of 2

LNF38

Letter Similarities:

upper case L and lower case L

upper case i

Incorrect and omitted letters:

Indicate incorrect or skipped letters by tapping the letters.

For a skipped row, tap the X that precedes it.

LNF Scoring Rules, page 2 of 2

LNF39

Skipped Line

Letter ReadIncorrectly or Skipped

LNF One-Time Reminders

LNF40

• 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 As-Needed Reminders

LNF41

• 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 Quick Reference

LNF42

Correct Incorrect

Correct letter Incorrect letter

Articulation and/or dialect Three-second hesitation

Similarly shaped font (uppercase i and lowercase L) Skipped letters

LNF Check for Understanding

LNF43

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 Points to Remember

LNF44

• 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 Reflection

LNF45

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?____________________________________________________________

___________________________________________________________________

Agenda

FSF46

FSF: First Sound Fluency

FSF47

Measures the ability to isolate the first sound in a word

/ch/ /ea/ /f/

The word “chief” comprises three phonemes.

FSF: First Sound Fluency

FSF48

• Phonemic AwarenessBasic Early Literacy Skills

• BOY and MOY Kindergarten

• Progress Monitoring as needed

Administered

• Mobile Device only (auditory task)Materials

Phonological Awareness

FSF49

Phonemes

Onset-Rimes

RhymesSyllables

Words

Sentences

What is Phonemic Awareness?

FSF50

The ability to recognize, produce, and manipulate soundsin spoken language

“bat” comprises the sounds:

“chop” comprises the sounds:

“box” comprises the sounds:

“dried” comprises the sounds:

/b/ /a/ /t/

/ch/ /o/ /p/

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

/d/ /r/ /ie/ /d/

Why First Sound Fluency?

FSF51

/k/ /kr/or

Initial sounds include the first group of sounds in the word

(i.e., onsets), not necessarily individual phonemes.

/n/ /nie/or

/f/ /fr/ /fre/or

crab

nine

friend

FSF Benchmark Goals

FSF52

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

GradeMinimum Number

of Points

BOY Kindergarten 10

MOY Kindergarten 30

FSF Trainer Demo

FSF53

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 Common Scoring Rules

FSF54

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

Self-Correction

• Mark correct.


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

Hesitation Rule

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

Rule

1 point for saying the correct initial

sounds

FSF Scoring

FSF55

2 points for sayingthe correct initial

phoneme in isolation

b

g goa

bl blo

or

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

goat

block

FSF Scoring Rules 1 of 2

FSF56

Correct Sounds

Screenshot of FSF screen showing correct scoring options

for stated phonemes

TK

Select the first sound or group of sounds that matches the student’s response.

FSF Scoring Rules 2 of 2

FSF57

Incorrect SoundsTap the incorrect box.

Speech & Articulation

FSF58

Count these common articulation errors correct:

• The phoneme /j/ for /dr/ as in “drop”

• The phoneme /ch/ for /tr/ as in “trash”

FSF Reminders

FSF59

• 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.

• 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.

As-Needed:

One Time:

FSF Quick Reference

FSF60

Correct Incorrect

Initial phoneme No response

Initial consonant and vowelLetter 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 Check for Understanding

FSF61

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 Points to Remember

FSF62

• 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 Reflection

FSF63


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?___________________________________________________________________

___________________________________________________________________

Agenda

PSF64

PSF: Phoneme Segmentation Fluency

PSF65

Measures the ability to segment two- to four- phoneme words into individual phonemes

b o t

The word “bought” comprises three phonemes.

PSF Overview

PSF66

• Phonemic AwarenessBasic Early Literacy Skills

• MOY Kindergarten through BOY Grade 1


Administered

• Mobile Device only(auditory task)Materials

What is Phonemic Awareness?

PSF67

The ability to recognize, produce, and manipulate soundsin spoken language

“bat” comprises the sounds:

“chop” comprises the sounds:

“box” comprises the sounds:

“dried” comprises the sounds:

/b/ /a/ /t/

/ch/ /o/ /p/

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

/d/ /r/ /ie/ /d/

PSF Benchmark Goals

PSF68

Time of YearMinimum Number of Segmented Sounds

per Minute

Kindergarten MOY 20 spm

Kindergarten EOY 40 spm

Grade 1 BOY 40 spm

PSF Trainer Demo

PSF69

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 Common Scoring Rules

PSF70

• Tap the segment again to rescore the response.

Self-Correction

• Mark correct.


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

Hesitation Rule

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

Discontinue Rule

PSF Scoring Rules 1 of 6

PSF71

/s/ /a/ /k/

3 / 3

Underline correct sounds, whether in isolation, blended, or as a whole word.

sack

/s/ /a/ /k/

1 / 3

Student says: /s/

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


PSF72

Underline then tap incorrect sounds. sack

/s/ /a/ /k/

2 / 3

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

/s/ /a/ /k/

2 / 3

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


PSF73

Underline blended or repeated sounds. sack

/s/ /a/ /k/

2 / 3

Student says: /sa/ /k/

/s/ /a/ /k/

2 / 3

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


PSF74

Leave blank any omitted sounds. sack

/s/ /a/ /k/

2 / 3

Student says: /s/ /k/

/s/ /a/ /k/

1 / 3

Student says: /s/ hmm…


PSF75

Mark added sounds incorrect if connected to a phoneme; ignore added sounds if said in isolation.

got

/g/ /o/ /t/

2 / 3

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

/g/ /o/ /t/

3 / 3

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


PSF76

Underline the whole word if a student repeats the word without providing any sound segments.

sheep

/sh/ /ea/ /p/

0 / 3

Student says: /sheep/

/sh/ /ea/ /p/

0 / 3

Student says:/steep/

PSF Pronunciation Guide

PSF77

Words Segmented Scoring Rule

star, shirt, force

/s/ /t/ /ar/

/sh/ /er/ /t/

/f/ /or/ /s/

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

pair, hear, tour

/p/ /e/ /r/

/h/ /i/ /r/

/t/ /uu/ /r/

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

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/

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 Quick Reference

PSF78

PSF One-Time Reminders

PSF79

• 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 Check for Understanding

PSF80

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 Points to Remember

PSF81

• 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 Reflection

PSF82


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/?


___________________________________________________________________

Agenda

NWF83

NWF: Nonsense Word Fluency

NWF84

•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 Overview

NWF85

• Alphabetic Principle• Basic Phonics


• MOY Kindergarten through BOY Grade 2


Administered


NWF Benchmark Goals

NWF86

Grade

Minimum Number of

Correct Letter Sounds (CLS)

Minimum Number of

Whole Words Read (WWR)

KindergartenMOY: 17

EOY: 28n/a

Grade 1

BOY: 27

MOY: 43

EOY: 58

BOY: 1

MOY: 8

EOY: 13

Grade 2 BOY: 54 BOY: 13

NWF Student Materials

NWF87


Grade 1

NWF Trainer Demo

NWF88

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 Common Scoring Rules

NWF89

• Tap the letter or trace the line from right to left to rescore the response.

Self-Correction

• Mark correct.


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

Discontinue Rule

• 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 Scoring Rules 1 of 5

NWF90

Sounds read in isolation:/ h / / i / / f /

h i fx

Some sounds blended:/m/ /e z/

m e z

x

Whole word read:“ z a t ”

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

z a t

x /

x

x

x


NWF91

Sounds read in isolation with error: / h / /o / / f /

h i f

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

m e z

Whole word read with errors:“ s a p ”

z a t

x

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

x

x

x

x

x

x


NWF92

Sounds read with repetition:/ u / / u g /

Hesitation on a sound:/d/ hmm… / s/

d e s

x

k o l

x

Indicate repetitions, hesitations, and omissions as follows: u

gx

x

Omission of a sound:/ k / / l /

x x


NWF93

Reads right to left:“ t o m ”

m o tx

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 a gx

x

x


NWF94

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

Indicate additions and insertions as follows:

Adds a sound to word: / must /

m u sx

Adds a sound to sounds: / m / / u / / s / / t /

m u s

m u s/

x

x

x

x

x

x

2 NWF Scores: CLS and WWR

NWF95

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 Sample Response CLS WWR

d a f

/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

After the NWF Assessment

CLS score

Cut point

WWR score

NWF96

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.

NWF97

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.”

NWF98

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 wordd. the sound

5. If the student misses the first five words in a row, _____________.

a. invalidate b. pause c. continue d. discontinue

NWF Check for Understanding

NWF99

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.

• ____________________________________

• ____________________________________

NWF100

NWF Reflection

NWF101


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?____________________________________________________________

____________________________________________________________

Agenda

DORF102

DORF: DIBELS® Oral Reading Fluency

DORF103

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

Part 1:

Oral Reading

Part 2:

Passage Retell

There are two components to DORF:

DORF Overview

DORF104

• Advanced Phonics and Word Attack Skills

• Accurate and Fluent Reading of Connected Text

• Reading Comprehension


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


DORF End of Year Benchmark Goals

DORF105

Grade

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

DORF Student Materials

DORF106


Grade 2Passage One

DORF Trainer DemoPart 1: Oral Reading

DORF107

Timing Features• Starting timer• Response timer• Warning screen

•Marking• Incorrect• Self-correct• Skipped row

•Observe• Scrolling• Placing bracket

DORF Part 1; Oral Reading Common Scoring Rules

DORF108

• Tap the word again to rescore the response.

Self-Correction

• Mark correct.


• 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 Oral ReadingScoring Rules, page 1 of 3

DORF109

Mispronounced Words:Word Order:

Proper Nouns:

Text: My dog has fleas.

Student reads: My flea has a dog.

Scoring: flea and dog are incorrect.

Text: I live in town.

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

Scoring: live is incorrect.

Text: I visited Dubai.

Student reads: I visited Dubay.

Scoring: Dubai is correct.


DORF110

Numerals:

Exception:

Abbreviations:

Text: My dad is 36.

Student reads: My dad is three six.

Scoring: 36 is incorrect.

Text: Mr. Duck is here.

Student reads: M. R. Duck is here.

Scoring: Mr. is incorrect.

Text: May I watch TV?

Student reads: May I watch television?

Scoring: TV is correct.

Text: The girl had ice cream.

Student reads: Some girls had ice cream.

Scoring: The and girl are incorrect.


DORF111

Words not read exactlyas written:

Contraction read as two words:

Two words read as a contraction:

Text: It is time to go home.

Student reads: It’s time to go home.

Scoring: It and is are incorrect.

Text: It’s time to go home.

Student reads: It is time to go home.

Scoring: It’s is incorrect.

DORF Trainer DemoPart 2: Passage Retell

DORF112

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 Part 2; Passage Retell Common Scoring Rules

DORF113

• 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.

Hesitation Rule

• After the second hesitation of 5 seconds, tap 5 Sec. Pause.

• The device prompts you to say “Thank you.”

Discontinue Rule

DORF Passage RetellQuick Reference

DORF114

Correct Incorrect

Stating accurate detailsExclamations or“Hmm…” or “Umm…”

Contractions Songs and recitations

Minor repetitionsRote repetition of words or phrases

Minor irrelevancies Stories or irrelevancies

Minor inaccuraciesStating retell details multiple times

DORF Passage RetellQuality of Response Rubric

DORF115

Use to determine students’ instructional needs.

DORF As-Needed Reminders

DORF116

• 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.

Interim Results Screen

DORF117

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

Retell Optional

DORF118

Use professional judgment.


DORF119

DORF and RTF median scores are not necessarilyfrom the same passage.

DORF Accuracy Calculations

DORF120

Accuracy is calculated using the following formula:

Accuracy Percentage = [C / (C + I)] * 100

C = Median Fluency ScoreI = Median number of incorrect words

60 WCPM with a median of 5 incorrect words:

Accuracy = [ 60 / [60 + 5) ] * 100 = 92 %

Example:

Response Patterns

DORF121

Retell Response

Patterns

Oral ReadingResponse

Patterns

DORF: Oral Reading Check for Understanding

DORF122

Correct

Incorrect

Student Behavior

1. Repeated details (retell)

2. Repeated words (reading)

3. Mispronunciations (reading)

4. Incorrect word order (reading)

5. Articulation and/or dialect “errors” (reading)

6. Omissions (reading)

7. Minor inaccuracies (retell)

DORF Points to Remember

DORF123

• 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 Reflection

DORF124


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?

____________________________________________________________

____________________________________________________________


___________________________________________________________________

Agenda

Daze125

Daze

Daze126

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

summer

was

After playing in the dirt, Sam went to wash her hands.

Example:

Daze Overview

Daze127

• Reading ComprehensionBasic Early Literacy Skill

• BOY Grade 3 through EOY Grade 6


Administered

• Student Worksheets• Scoring KeyMaterials

Daze Benchmark Goals

Daze128

Daze Adjusted ScoreCorrect number of responses in 3 minutesminus half the number of incorrect responses

BOY MOY EOY

Grade 3 8 11 19

Grade 4 15 17 24

Grade 5 18 20 24

Grade 6 18 19 21

Daze Student Materials

Daze129

Beginning of YearBenchmark

Grade 5

Daze Administration Protocols

Daze130

• 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 andenter results without students present.

Tap GroupDirections.

Daze Trainer Demo

Daze131

Timing

• Three minute timer

Observe

• Practice questions

Marking

• Incorrect responses

Daze As-Needed Reminders

Daze132

• 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 Scoring Rules 1 of 2

Daze133

Correct ResponsesCount correct circled or otherwise marked correct responses.

chocolate

get

large

chocolate

get

large✓

chocolate

get

large

Circled Checked Underlined

Daze Scoring Rules 2 of 2

Daze134

Incorrect Responses

Mark a slash through incorrect or skipped responses.

chocolate

get

large

gave

stretched

train✓

group

became

window

Wrong answerMore than one answer marked

Item left blank prior to an item attempted

✓

Daze Check for Understanding

Daze135

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 Student Worksheet

Daze136

Daze Teacher Scoring Key

Daze137

Daze Scoring theStudent Worksheet

Daze138

Entering Daze Results

Daze139

EnterResults

Correct andIncorrectResponses

SaveResults

AssessmentDate

Daze Points to Remember

Daze140

• Available for Benchmark and Progress Monitoring

• Administered individually or as a group

• Teachers cannot answer questions during administration

• Enter results on mCLASS®:Home• ____________________________________• ____________________________________• ____________________________________

Daze Reflection

Daze141


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?


___________________________________________________________________

Documents

Agenda Introduction 1. Introductory Activity Introduction 2 1. Record two personal goals for this training. ___________________________________ 2. Create