IDEL™ Training: Administration and Scoring of “Fluidez en la Lectura Oral (FLO)” D ynamic M easurement G roup Supporting School Success One Step at a Time

© 2005, Dynamic Measurement Group 2 Fluidez en Lectura Oral (FLO) Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade FUP FNL FSF FLO FRO FPS

© 2005, Dynamic Measurement Group 3 IDEL™ Fluidez en la Lectura Oral (FLO) Big Idea: Estimated Benchmark Goal: Assessment Times: Accuracy and Fluency 40 by end of First Grade First Grade: Winter, Spring Second - Third Grades: Fall, Winter, Spring

© 2005, Dynamic Measurement Group 4 IDEL™ Fluidez en la Lectura Oral (FLO) Examiner shows reading passage to student. Student reads the passage. Score: Number of words read correctly in 1 minute.

© 2005, Dynamic Measurement Group 5 Materials Benchmark booklet Student materials booklet Clipboard Stopwatch Pen or pencil

© 2005, Dynamic Measurement Group 6 Directions for Administration 1.Place the reading passage in front of the student. 2.Place the examiner booklet on clipboard and position so that the student cannot see what you record.

© 2005, Dynamic Measurement Group 7 Directions 3. Say these specific directions to the student: Por favor lee esto (señale) en voz alta. Si te atoras, te digo la palabra para que puedas seguir leyendo. Cuando diga “para” te puedo preguntar sobre lo que leíste, así que trata de leer lo mejor que puedas. Empieza aquí (señale la primera palabra del pasaje). Empieza.

© 2005, Dynamic Measurement Group 8 4.Start your stopwatch after the student says the first word of the passage. 5. Follow along on the examiner copy of the probe. Put a slash (/) over words read incorrectly. 6.At the end of 1 minute place a bracket (]) after the last word read, say “para” and stop your stopwatch. 7.Record the total number of words read correctly on the bottom of the scoring sheet.

© 2005, Dynamic Measurement Group 9 Wait Rule for FLO 3 Seconds Maximum time for each word is 3 seconds. If the student does not provide the word within 3 seconds, say the word and mark the word as incorrect. If necessary, indicate for the student to continue with the next word.

© 2005, Dynamic Measurement Group 10 Discontinue Rule Part I: 0 Words First Row If the student does not read any words correctly in the first row of the first passage, discontinue the task and record a score of zero (0).

© 2005, Dynamic Measurement Group 11 Discontinue Rule Part II: < 10 words in First Passage If the student reads fewer than 10 words per minute in the first passage, do not administer the next two passages. Discontinue the task and record the score from the first passage.

© 2005, Dynamic Measurement Group 12 Directions for Scoring 1.Put a slash (/) over any word read incorrectly or omitted. 2.Leave blank words read correctly or any words added or repeated.

© 2005, Dynamic Measurement Group 13 Scoring Examples Repeated Words Words that are repeated are ignored in scoring. 6 6

© 2005, Dynamic Measurement Group 14 Scoring Examples Inserted Words Inserted words are ignored and not counted as errors. The student does not get additional credit for inserted words. 6 6

© 2005, Dynamic Measurement Group 15 Scoring Examples Omitted words Omitted words are scored as incorrect. 4 5

© 2005, Dynamic Measurement Group 16 Scoring Examples Word Order All words that are read correctly but in the wrong order are scored as incorrect. 4 4

© 2005, Dynamic Measurement Group 17 Scoring Examples Abbreviations Abbreviations should be read in the way you would normally pronounce the abbreviation in conversation. 8 5

© 2005, Dynamic Measurement Group 18 Note Self Corrects A word is scored as correct if it is initially mispronounced but the student self corrects within 3 seconds. Mark ac (auto-corrige) above the word and score as correct. 6 ac 5

© 2005, Dynamic Measurement Group 19 Note Articulation and Dialect The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. Example. The student consistently says /l/ for /r/ and reads “ir” as “il.” 5 6

© 2005, Dynamic Measurement Group 20 Final Score Add the number of words read correctly up to the bracket. Total number of words read correctly and write it on the lower right hand of score sheet. 50

© 2005, Dynamic Measurement Group 21 Final Score For Benchmark Assessment: –If the student reads fewer than 10 words correct on the first passage, record the score on the front cover and do not administer passages 2 and 3. –If the student reads 3 passages, record the middle score on the front cover. For example, if the student gets scores of 45, 53, and 50, record a score of 50 on the front cover. –Record the number of errors the student made in the passage. 505

© 2005, Dynamic Measurement Group 22 Accommodations for IDEL Enlarged print/colored overlays Braille Use of ruler/marker to keep place

© 2005, Dynamic Measurement Group 23 Practice Probe Diga estas instrucciones específicas al alumno. Por favor lee esto (señale) en voz alta. Si te atoras, te digo la palabra para que puedas seguir leyendo. Cuando diga “para” te puedo preguntar sobre lo que leíste, así que trata de leer lo mejor que puedas. Empieza aquí (señale la primera palabra del pasaje). Empieza.

© 2005, Dynamic Measurement Group 24 Practice Probe #1 18 ac

© 2005, Dynamic Measurement Group 25 Practice Probe #2 40 ac

© 2005, Dynamic Measurement Group 26 Analyzing the Observation for Instructional Implications Estimated Benchmark goal for ORF: 40 by end of 1st Current skills –Can accurately decode 1 syllable and most multisyllable words –Errors in reading advanced decodable words and/or unfamiliar multisyllable words –Errors in femenine, masculine endings (read abuelito instead of abuelita). Instructional Needs –Continue to teach reading in core curriculum –Provide students with plenty of opportunities to practice reading aloud. –Review dipthongs, (“ie”) –Prompt students to attend to feminine/masculine word endings

© 2005, Dynamic Measurement Group 27 What else can we tell from Oral Reading Fluency? 1. Is the student highly fluent (both speed and accuracy)? 2. Does the student use effective strategies to decode words? 3.Does the student adjust pacing (i.e., slows down and speeds up) according to level of text difficulty? 4. Does the student read with expression and attend to punctuation ?

© 2005, Dynamic Measurement Group 28 5.Does the student possess prediction-orientation, i.e., seem to look ahead and read at a sentence/paragraph level? 6. Does the student self-correct? 7.Does the student make only meaning preservation errors? 8.Does the student display automaticity on reread words?