BOY Refresher

General Scoring Guidelines SCHWA No penalty for schwa sound /u/ added to consonant sounds. (“buh” for /b/) – Please model the clipped sound, but do not deduct points for it All grades

General Scoring Guidelines PROMPTS Two general prompts common to most assessment measures: “Keep Going” Point – when the child loses their place All grades Remember to follow the specific prompts for each measurement exactly as they are written.

General Scoring Guidelines Response Patterns End of each DIBELS administration Valuable : recurring, different types of errors, everyone working with that child can see them Should drive instruction for that child All grades. These can be found on the page immediately after finishing a DIBELS measure (on the same page with the “running boy/girl”). There are 4 blue tabs, “Response Patterns”, “Review”, “Motivation”, “Notes”.

BOY 3rd Grade Benchmarks DORF DAZE WR TRC

DORF 1st, 2nd, 3rd DORF Tutorial Video 3 Passages (median #s used for score) 1 minute + 1 minute for Retell 0 words read correctly in the 1st line – STOP (do not administer Retell) Fewer than 10 words are read correctly on passage #1, do NOT administer Retell or passages #2 and #3 Fewer than 40 words read correctly – you decide whether to do Retell or not – then complete passages #2 and #3 Hesitation Rules: 3 seconds Prompts: Keep Going -- As many times as needed Can you tell me anything more about the story? ONCE (during Retell) This set of videos are some of the best – the first video explains DORF and the scoring rules as well as the prompts. The next 3 videos are practice ones – very helpful. I would recommend covering this one with 1st grade – this will be the first time this year they have completed this assessment. (Second and Third grades have found it very informative too) DORF Tutorial Video (4 videos – 26.91 min.)

DORF Retell Correct Incorrect Stating accurate details Contractions Minor repetitions Minor irrelevancies Minor inaccuracies Incorrect Exclamations or “Hmm…” or “Umm…” Songs and recitations Rote repetition of words or phrases Stories or irrelevancies Stating retell details multiple times

Practice BOY Round 1 2nd grade student Benchmark DORF 1st grade student Progress Monitoring DORF Grade 1, Form 1

DAZE DAZE Tutorial 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 Can be completed in a group or whole class situation 3 minute probe Read silently 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”.

Instructional Reading Level TRC Text Reading Comprehension: If your child is retelling a book, don’t forget to have the student reread the book before the retell, then remove the book from the student before the retell starts. Make sure to give the book to the student for oral and written comprehension questions. “Generally, the Reading Record is administered on 100-150 words of the entire text. This is an adequate sample because the student’s error patterns begin to repeat.” “At higher levels, the student continues reading the book silently to answer Written Comprehension questions, demonstrate the ability to sustain reading longer material, and gain meaning from text.” Instructional Reading Level Accuracy = 90%-94% Retell = 2 or higher Oral Comp = 4 or higher

TRC Quick Reference Correct Incorrect Student read correct words Student correctly sounds out words Student repeats words Student self-corrects Incorrect Insertions Substitutions Omissions Words read in the wrong order Proper Nouns (the first instance only) TRC Video: https://www.youtube.com/watch?v=lHUTIgLloOo

Frequently Asked Questions: ? ? Frequently Asked Questions: ? "Do we count all articulation errors correct, for a speech student? (example: the student says /d/ for /g/ every time...etc)"         If the student pronounces the sounds in everyday speech the same way they say them in the assessment they are correct. *What does the "3D" actually mean in Reading 3D? DIBELS give you a score that tells you how the student's basic skills are developing. The comprehension element with DORF Retell and DAZE is weak. The TRC is an assessment of a student's comprehension skills. Both put together give you a true picture, a 3D picture, of a student's reading ability ? *Can the directions be read in Spanish?"  Yes, you can give the directions in Spanish ?

How many times do I count errors of Proper Nouns? Count Proper Noun errors ONCE (this rule is to give students a chance to move beyond memorizing a language-specific name that may not be based on our phonological system, and it does not have an impact on comprehension in TRC Why do we administer written comprehension questions? “Some may argue that text comprehension and writing are two completely different skills. However, a student who easily understands text, frees up the cognitive resources necessary for writing. Writing about a piece of text demonstrates a high level of understanding, even if the student struggles to write. This is responding to text at its best.”

How do I know where to start the TRC leveled passages for my student? Use the previous year’s EOY TRC level, or if no history is available, use the information provided by DORF to determine an approximate starting point Am I permitted to read the Written Comprehension Questions to my students? NO. The student MUST read and interpret the written questions. Students dictating to a scribe (which is allowed if NEEDED, Kindergarten – Mid 1st Grade, and if required by IEPs), are EXPECTED to read and interpret the written comprehension questions on their own, without help from the teacher or scribe. There should be NO prompting.

Do I have to administer the MSV portion of TRC? What score should be entered in the device when there is a discrepancy in the scores of the two written comprehension questions? “Take the LOWEST score and enter it in the device at the Written Comprehension score for that student.” ***NOT an average Do I have to administer the MSV portion of TRC? “MSV analysis is required for all red and yellow students. It provides the error pattern data that guides instruction.” Think of it as the diagnostic portion of TRC. Only needs to be completed on the book that is at the instructional level.

Do I have to administer the Oral and Written Comprehension questions if the TRC passage is too difficult for the student to decode (below a 90% accuracy rate)? “If a student scores below 90% on accuracy, then this text level is too difficult and shows that the student is not proficient at the level, regardless of what the responses would be on the Oral and Written Comprehension questions. It is the teacher’s choice when to ask the student to complete the comprehension tasks. Time would likely be better spent administering the lower text level and lower comprehension components is the child is below 90%.”

NC Read to achieve Livebinder http://www.livebinders.com/play/play?id=850102 Click on “Reading 3D Tutorials” You Tube Tutorials https://www.youtube.com/user/K3Literacy Watch the videos from Melissa Ashley (TRC by Shannon H.) Lynn’s Haiku http://tinyurl.com/scsliteracy