1. Text Reading and Comprehension (TRC) mCLASS®:Reading 3D™

2. Basic Early Literacy Skills
TRC Overview
Basic Early Literacy Skills
Accurate and Fluent Reading of Connected Text
Reading Comprehension
Vocabulary and Language Skills
Administered
BOY Kindergarten through EOY Grade 3
Materials
Mobile Device
Leveled books/cards
Written Comprehension Question (Level F - Above)
NOTE TO TRAINERS:
To demonstrate use your mCLASS username and login or the following Mondo demo user (only the demonstration class will be accessible on the device).
If a participant does not have an active username and password or has not brought it with him/her, share this demo username and password.
Username: sharcourtABC
Password: 1234
Class: Grade 1
PARAPHRASE
Have participants refer to their Quick Reference Guide (TRC Tab) during this presentation.
Paraphrase slide 2

3. TRC Benchmark Goals RB to B C D G-H J-K L M-N O P-Q Grade BOY Reading
Level Goal(s)
MOY Reading
EOY Reading
Kindergarten
RB to B C D
Grade 1
G-H
J-K
Grade 2 L
M-N
Grade 3 O
P-Q
PARAPHRASE:
This chart displays proficiency cut points for TRC.
In Kindergarten, students are assessed on Print Concepts (PC) and Reading Behaviors (RB). The Score Categories available for the Print Concepts and Reading Behaviors assessments are Independent (IND) and Frustrational (FRU).
The Reading Levels achieved at BOY and MOY Kindergarten display in black on the Class and Student Summary reports on mCLASS:Home.
Goals vary for each grade level and assessment period.
If the student has no previous assessments, the application recommends beginning assessment at the grade-level expectation for the student’s grade and the time of year.
Use the student’s DORF score to help determine a starting point; if the DORF score is below or well below Benchmark, start at a lower book level than the grade-level expectation. If the student’s DORF score is well above Benchmark, start at a higher book level than the grade-level expectation. (refer to ‘Using DORF Results to Help Select a TRC Assessment Starting Level’ in the Quick Reference Guide) 3

4. Correlation Chart PARAPHRASE:
Refer participants to the Quick Reference Guide (TRC Tab) to find this handout.

5. Criteria for Instructional Level
Frustrational
Accuracy ≤ 89% or
Retell/Recall = 1/3
Oral Comp. ≤ 3/5
Instructional
Accuracy 90 – 94%
and
Retell/Recall ≥ 2/3
Oral Comp. ≥ 4/5
Independent
Accuracy ≥ 95%
PARAPHRASE:
A Reading Record and follow-up Comprehension task are required.
Benchmark texts Level D and Above require Oral Comprehension.
Benchmark texts Level E and Lower require Retell (fiction) or Recall (non-fiction).
We will cover how to administer these later in our training session.
The mCLASS®:Reading 3D™ program prompts assessors to continue to administer the Benchmark assessment until the Instructional Level is found.
Instructional: The student not only performs well, but feels challenged.
Frustrational: The student seems unable to progress.
Independent: The student performs well. This is the level used for seatwork and home reading.
If a student reads two consecutive levels and achieves a proficiency of Independent on the lower and a rating of Frustrational on the higher, the student is assigned the Independent level.
The mCLASS®:Reading 3D™ program rounds down accuracy scores to whole numbers (e.g., 94.6% becomes 94%).
TRC identifies the student’s instructional reading level. 5

6. Print Concepts Goal: 13 out of 16 Cover: Front of Book
Print Contains Message
Directionality: Beginning, L to R, Return Sweep
1:1 Match
First and Last Words on a Page
Meaning of Quotation Marks, Comma, Question Mark, and Period
Identifies Uppercase Letter
Identifies one letter, one word, first and last letter
PARAPHRASE:
Print Concepts assesses knowledge of basic print concepts.
Students who score 12 or fewer are Frustrational (FRU).
Students who score 13 or more are Independent (IND). The device then prompts users to assess with Reading Behaviors. 6

7. Reading Behaviors Goal: 5 out of 6 Indicate Title Matches Words 1:1
Left-Right Directionality
Return Sweep
Maintains Language Pattern
Uses Picture Support
PARAPHRASE:
Reading Behaviors assesses knowledge of basic support behaviors for literacy development.
Students who score 4 or fewer are Frustrational (FRU).
Students who score 5 or 6 are Independent (IND). The device prompts users to assess with a Level B book.
NOTE:
The concept of maintaining a language pattern refers to the student using repetition for the last few pages he or she reads.
The student may miss the word which changes on each page and still get credit.
Students are not penalized for inaccuracy because this measure focuses on reading behaviors.
The student may point inaccurately during 1:1 matching but still get credit for maintaining the language pattern. 7

8. TRC Knowledge of Print (KOP)
Marking
Correct
Incorrect
Observe
Instructions to assessor
Assessed concepts
Page numbers
Use of index cards
Running score
This is how you mark Print Concepts (PC) and Reading Behaviors (RB) that are a part of the KOP. 8

9. TRC: Print Concepts Partner Practice
Assessor
From Main Menu choose Reading 3D
Choose BOY
Select a Kindergarten student.
Choose Benchmark.
Select TRC.
Select Print Concepts (PC) and On the Table book from dropdown box.
Tap Begin.
Score student responses on device.
ACTIVITY:
Time: 10 minutes
Grouping: Pairs
Purpose: Practice administering and scoring TRC Knowledge of Print assessments
Materials: Mobile device,
Directions:
****Check to make sure that each participant has a blue hand beside TRC. If not, have participants invalidate measures by selecting the score or pause button. Then select the delete button and invalidate the probe. Continue this step until they receive the blue hand.****
Pair up and complete TRC Knowledge of Print Rounds 1 and 2.
One partner acts as the student and the other partner acts as the assessor. Switch roles at the conclusion of Print Concepts.
Keep this slide visible during the practice.
In order to proceed to practice 9

10. TRC: Reading Behaviors Partner Practice
Assessor
Select a Kindergarten student.
Choose Benchmark.
Select TRC.
Select Reading Behaviors (RB) and the Look at Me book.
Tap Begin.
Score student responses on device.
Student
Read aloud the script.
ACTIVITY:
Time: 10 minutes
Grouping: Pairs
Purpose: Practice administering and scoring TRC Knowledge of Print assessments
Materials: Mobile device
Directions:
****Check to make sure that each participant has a blue hand beside TRC. If not, have participants invalidate measures by selecting the score or pause button. Then select the delete button and invalidate the probe. Continue this step until they receive the blue hand.****
Switch roles from the previous practice. Assessor of Print Concepts now reads as the student.
Keep this slide visible during the practice. 10

11. PC and RB Administration Check-In
What was easy? _________________________________________________
What was difficult? _________________________________________________
3. What do you need to practice? _________________________________________________
DIRECTIONS:
Participants have 1 minute to pair-share.
Circulate while participants discuss. Bring any questions or insights to the group.

12. TRC: Text Reading and Comprehension Records
The ability to accurately read and comprehend authentic text
PARAPHRASE:
Reading Records use leveled texts to determine a student’s instructional reading level. 12

13. Settings Tap Level list to select book level. Tap Book list to
PARAPHRASE:
The default level is the benchmark goal for the appropriate grade and assessment period.
Assessors may bypass the system recommendations (Refer to Quick Reference Guide, TRC Quick Reference, Starting Point Options)
Change the level by choosing from the Level list.
Tap a book from the book list to select it.
BOY: Student Choice of Fiction/Non-Fiction
MOY: Opposite of Student Choice in BOY
EOY: Student Choice of Fiction/Non-Fiction
State requires Timed Administration. Remember that the purpose of the TRC is to understand each student’s reading process. For fluency concerns, refer to the DORF.
Tap Book list to
select book title. 13

14. Record Reading Behaviors
If the student says, “Every sat-, Saturday”:
Tap the word Saturday.
Write exactly what the student said (“sat-”).
Tap Save.
PARAPHRASE:
If the student exhibits a unique reading behavior, tap the word. It becomes bold and selected in black.
The freehand space displays and provides a canvas for recording the student’s statements.
Since a behavior note is not assigned an error type, it is not recorded as an error.
Tap Clear to erase the contents of the freehand space. 14

15. Repetition If the student says, “We like to dance, dance”:
Tap the Repetition button at the top left of the screen.
Tap and drag to select the repeated word (dance).
Repeat steps 1 and 2 for subsequent repetitions.
To mark a repeated phrase, tap the Repetition button, then swipe the entire phrase.
PARAPHRASE:
A repetition is not an error.
A turquoise arrow appears above the words to indicate the repetition.
The first repetition is marked with an X.
Subsequent repetitions are marked with a Repetition Value at the starting point of the arrow.
Document no more than nine repetitions.
To erase repetitions, tap the small circle at the end of the repetition arrow.
To mark multiple words or a phrase as repeated, tap the Repetition arrow and swipe the phrase.
Repeat the process for multiple repetitions. 15

16. Record Errors Self Correction (SC) Substitution (sub) Insertion (^)
Omission (omit)
Told (told)
PARAPHRASE:
The Error Coding Toolbar allows the assessor to record the specific type of miscue.
Use this data to inform instruction for the student. 16

17. Substitution If the student says, “Everything looks fun”:
Tap the word funny.
In the freehand space, write “fun.”
Tap sub.
Tap Save.
PARAPHRASE:
If the student misreads or substitutes a word, tap the word.
Note exactly what the student said in the freehand space. Tap sub on the Error Coding Toolbar.
The word appears in orange with a strikethrough.
The substituted word appears inside an orange bubble in the selected spot in the passage.
The assessor has the option of first either tapping on sub or writing a note on the canvas. 17

18. Insertion If the student says, “It’s my best friend, Jill”:
Tap the word after the insertion (friend).
In the freehand space, write “best.”
Tap Insertion (⌃).
Tap Save.
PARAPHRASE:
If the student inserts a word, tap the word after the insertion.
Note exactly what the student said in the freehand space. Tap Insertion (^) on the Error Coding Toolbar.
A purple caret appears before the selected word.
The inserted word appears inside a purple bubble in the selected spot in the passage.
The assessor has the option of either tapping ^ first or writing a note on the canvas.
Recording insertions are important because they indicate a departure from the text that might impact the child’s fluency, accuracy, or comprehension. 18

19. Omission If the student says, “I see living room”:
Tap the omitted word (the).
Tap omit.
PARAPHRASE:
If the student omits a word, tap the word, then tap omit on the Error Coding Toolbar.
The freehand space will close when omit is tapped.
You do not need to tap Save.
The word in the passage appears in blue and is outlined.
If you wish to record a note, record it before tapping omit. Then tap Save.
The note appears inside a black bubble in the selected spot in the passage. 19

20. Told If the student says, “Things look di-, dif-”:
Record any attempt(s).
Wait five seconds for a complete response.
Say “different.”
Tap the word you tell the student (different).
Tap told.
Tap Save.
PARAPHRASE:
If the student struggles with a word, record attempt(s) in the freehand space.
Wait five seconds, then tell the student the word and tap the word.
Then tap told on the Error Coding Toolbar to count it as an error.
Tap Save.
The told word appears in red in parentheses.
If a student tried sounding out a word and this behavior was recorded, it will appear in a black bubble in the selected spot in the passage. 20

21. Self-Correction If the student says, “Here is my mane, I mean, name”:
Tap the word (name).
In the freehand space, write “mane.”
Tap sub.
Tap SC.
Tap Save.
PARAPHRASE:
A self-corrected word displays in green and is not counted as an error.
The word in error (before the self-correct) appears inside the color-coded bubble in the selected spot in the passage. 21

22. Contractions If the student says, “hadn’t” instead of “had not”:
Tap the first word (had).
In the freehand space, write “hadn’t.”
Tap sub. Tap Save.
Tap the second word (not).
Draw a line or slash in the freehand space.
Tap Save. “Not” will display in bold, but does not count as an error.
PARAPHRASE:
Two words read as a contraction count as one error. 22

23. TRC Reading Record Quick Reference
Correct
Incorrect
Student reads correct words
Insertions
Student correctly sounds out words
Substitutions
Student repeats words
Omissions
Student self-corrects
Words read in the wrong order
Five-second hesitations
Proper nouns (the first instance only)
DIRECTIONS:
Review the TRC Reading Record scoring rules.
Record a proper noun error only once, regardless of how many times the proper noun appears in the text or how many times the student says the word incorrectly.
****Refer to Quick Reference TRC Tab*** 23

24. Reading Record Results Screen
Tap Accuracy
rate to review
probe.
Tap Delete to
invalidate probe.
Tap Motiv. or Note to record additional information.
PARAPHRASE:
To review assessment details, tap the student’s Accuracy rate.
To invalidate assessment results, tap Delete. This should only be chosen if there is a misadministration and not if you are displeased with the student’s performance.
Tap Motiv. and/or Note to record additional information.
Buttons highlighted in blue indicate further assessment is required.
Comprehension
tasks required 24

25. TRC Demonstration DIRECTIONS:
Show mCLASS TRC Demonstration Video that is located on the mCLASS Leader Edmodo in the Training Materials Folder. You can save this video to your laptop and think insert hyperlink on this slide. 25

26. TRC Partner Practice Assessor Select a Grade 1 , 2 or 3 student.
Choose Benchmark.
Select TRC.
Select a Level and a book title.
Select Start Timed Administration.
Score student responses on device.
Record motivation and notes.
ACTIVITY:
Time: minutes
Grouping: Pairs
Purpose: Practice administering and scoring TRC Reading Record (not retell or comprehension)
Materials: Mobile device
Directions:
Pair up and complete TRC Practice Round.
One partner acts as the student and the other partner acts as the assessor. Have partners switch roles so that both participants have an opportunity to record.
Make sure that the ‘student’ commits various error types.
Keep this slide visible during the practice.

27. TRC Administration Check-In
What was easy? _________________________________________________
What was difficult? _________________________________________________
3. What do you need to practice? _________________________________________________
DIRECTIONS:
Participants have 1-2 minutes to pair-share.
Circulate while participants discuss. Bring any questions or insights to the group.

28. TRC Retell/Recall (Benchmark Levels E and lower)
Fiction
Non-Fiction
Now let’s learn how to administer retell/recalls, oral comprehension and written comprehension! Refer participants to the Retell, Oral Comprehension & Written Comprehension behind the TRC Tab in the Quick Reference Guide.
PARAPHRASE:
Benchmark Levels E and Lower texts require Retell (fiction) or Recall (non-fiction).
Student CAN NOT reference book.
Access the Retelling follow-up task from the TRC Results screen.
The text of the button reads “Retell” for both Recall and Retell.
Retellings and Recallings are scored using a four-point rubric (0–3 points).
Proficient is 2/3 and higher.
In Retell, students must retell several details from the story in the correct order.
In Recall, students must recall several facts from the story. The order of the facts is not significant.
Tap Done to record the score.
Tap Retell to access
questions. 28

29. TRC Oral Comprehension (Benchmark Level D – Above)
Tap Oral Comp to access
questions (Benchmark)
PARAPHRASE:
Oral Comprehension is required for Benchmark Level D and Above.
Use the text‑specific questions on the device for Benchmark texts.
Access the Oral Comprehension follow-up task from the TRC Results screen.
Proficiency is 4/5 and higher.
The student may look back at the book to answer the questions.
**Typically begin with oral comprehension and follow with written comprehension for Levels F and Above. Students must complete the passage or book prior to answering the written comprehension questions.***
Tap Correct or Incorrect
to record answers to
questions provided. 29

30. TRC Written Comprehension (Benchmark Levels F – Above)
PARAPHRASE:
Written Comprehension is required for benchmark books Level F and Above
Teacher listens to words read aloud
After reading record is complete prompt the student to read the rest of the text silently and to complete the written comprehension questions, while the teacher begins to assess next student.
Student must read the text and questions by themselves. Teachers CAN NOT prompt.
Students are allowed to refer to their book while completing the written task
A student in K or Grade 1 BOY who reaches this level but has trouble writing dictates answers to the assessor.
Keep the written comprehension for the Instructional Level text for each benchmarking period. Include the EOY written comprehension in the cumulative folder work samples.
Tap Written Comp. to
Access the rubric.

31. Written Comprehension Scoring Rubric
Score
Level
What it means
What it requires
No Understanding
The response demonstrates no understanding of the text.
Completely incorrect, irrelevant to the question, or missing 1
Minimal Understanding
The response demonstrates a minimal understanding of the text.
Minimally addresses the demands of the questions
Uses minimal information to show understanding of the text in relation to the question 2
General Understanding
The response demonstrates a general understanding of the text.
Partially addresses the demands of the question
Uses text-relevant information to show understanding 3
Complex Understanding
The response demonstrates an understanding of the complexities of the text.
Addresses the demand of the question
Effectively uses text-relevant information to clarify or extend understanding
To increase inter-rater reliability teachers can refer to Sample Written Comprehension Scoring Rubrics for each book/text on the Amplify North Carolina webiste.
Rigby Ultra Written Comprehension Materials
Enter the lowest score of the two questions into the device.

32. MSV Analysis Meaning Does the word the student used make sense?
Did the student preserve meaning?
Syntax/Structure
Does the word the student used sound right?
Did the student preserve language structure?
Visual
Does the word the student used match the print?
Did the student preserve the visual appearance of the word?
***Conduct MSV analysis on the text that represents the student’s instructional reading level***
PARAPHRASE:
Categorize students’ miscues by referring to the notations in the freehand space and the error patterns recorded on the Error Coding Toolbar.
The device provides guidance at the bottom of the screen.
The letter assigned to the miscue should reflect the strategy the assessor observed the student use during the assessment.
A miscue can be recorded in more than one category.
NOTE TO TRAINER:
Use this opportunity to discuss MSV coding with participants to take the discussion deeper.
Meaning: If a student substitutes a word in text and that substituted word makes sense, then the child is using meaning to read. If the student substitutes a word in text and that substituted word does not make sense then the child is not using meaning.
Does a student preserve meaning when she substitutes “roving” for “roaring”? (No. Ask participants to explain why this doesn’t preserve the meaning of the sentence.)
Syntax/Structure: If the substituted word does not sound right in text then the student is not using conventional English language. If the substituted word sounds correct as we use in our English language then the substitution is correct.
Does a student preserve language structure/syntax when she substitutes “roving” for “roaring”? (Yes. Ask participants to explain the ways in which the error preserves sentence structure/syntax.)
Visual: If a student substitutes a word in text and that substituted word has a visual connection and a graphic-phonemic connection then that student is using visual when reading. If a student substitutes a word in text and that substituted word is not visually connected then the student is not using visual to read.
Does a student preserve the visual when she substitutes “roving” for “roaring”? (Yes. Ask participants to identify the parts of the word which preserved the visual appearance of the word.) 32

33. TRC Results with MSV
The bar graph shows the frequency of each strategy.
An under- represented strategy indicates the opportunity for instruction.
PARAPHRASE:
The MSV bar graph appears on the Results screen only if the optional MSV analysis is completed.
The height of the bars on the graph adjust to show the number of times the student used a cueing system (i.e., strategy) when reading the text.
An under-represented strategy indicates the opportunity for instruction.
In the example shown, instruction should focus on visual cues. 33

34. MSV Group Activity Practice
Which strategies did this student use to substitute while reading?
We live in a home at the lake.
house
We walked to a store.
the
Our family had a ran cat.
pet
I got a new pair of shoes.
have
Billy and the girl playing ball until dark.
played
We are going to ride he bus to he beach.
the the M S V M S V M S V M S V
ACTIVITY:
Time: 10 minutes
Grouping: Whole Group
Purpose: Practice scoring student errors with MSV
Directions:
Analyze the sentences and discuss and share opinions which strategy/strategies the student used while reading.
Point out that the word on top (in orange) is the substituted word; the word below (in brown) is the original word from the text.
Answers:
M, S, and V are all preserved when the student substituted “home” for “house.” Visually, both words are connected by the first two letters.
M and S are both preserved when the student substituted “a” for “the.” It makes sense and sounds correct, but there isn’t a visual connection.
No strategies are used when the student substituted “ran” for “pet.”
Only S is preserved when the student substituted “got” for “have.” The meaning of the sentence has changed and there isn’t a visual connection.
V and M are preserved when the student substituted “playing” for “played.” The structure is no longer correct.
V is the only strategy used when the student twice substituted “he” for “the.” The sentence no longer makes sense or is structurally correct. M S V M S V 34

35. Retell, Oral & Written Comprehension, MSV Partner Practice
Assessor
Select the same student you administered the TRC previously.
Choose Benchmark.
Select Pause button beside TRC.
Administer the Retell, Oral Comp. or Written Comp, MSV
Score student responses on device.
ACTIVITY:
Time: minutes
Grouping: Pairs
Purpose: Practice administering and scoring TRC Reading Record (not retell or comprehension)
Materials: Mobile device
Directions:
Pair up and complete TRC Practice Round.
One partner acts as the student and the other partner acts as the assessor. Have partners switch roles so that both participants have an opportunity to record.
Make sure that the ‘student’ commits various error types.
Keep this slide visible during the practice.

36. TRC Retell, Comprehension & MSV Administration Check-In
What was easy? _________________________________________________
What was difficult? _________________________________________________
3. What do you need to practice? _________________________________________________
DIRECTIONS:
Participants have 1-2 minutes to pair-share.
Circulate while participants discuss. Bring any questions or insights to the group.

37. WR: Word Recognition
Measures the ability to accumulate a reading vocabulary of high-frequency words to
and my
From List A
with
run
down
From List B
who
first
want
From List C
Have participants turn to the WR tab in the Teacher Quick Reference Guide.
PARAPHRASE:
High-frequency words are those that appear in print most often. Proficient word recognition is a building block of fluent reading.
Students who achieve mastery on the WR assessment are on track for proficient reading fluency and the ultimate goal of reading with comprehension.
Students who struggle with WR benefit from additional instruction in reading regular and/or irregular high frequency words.
Building a cache of automatically recognized words gives the student a chance to grapple with more challenging, infrequent words while reading and marshal mental resources for comprehending the meaning of text.

38. Basic Early Literacy Skills
WR Overview
Basic Early Literacy Skills
Alphabetic Principle
Accurate and Fluent Reading of Connected Text
Administered
Reading levels A/1 to E/8
Materials
Mobile Device
WR Assessment Materials Booklet
PARAPHRASE:
WR can be administered to all grade levels at all times of the year. Teachers use their discretion to determine when administering the measure will provide additional insight into the student’s reading development.
WR is intended for students with TRC instructional reading levels A/1 to E/8.
At the present time, there are no Benchmark goals for WR.
Research is ongoing to establish goals for this measure.
The current guideline is to give appropriate instruction in high-frequency words to students who score below 18 on list C, regardless of grade level.
If a student scores above 18 on List C at BOY, there is no need to re-administer the assessment later in the year.
In addition to the Assessment Materials booklet, the assessor needs a blank piece of paper with which to cover words during administration. 38

39. WR Student Materials and Device
PARAPHRASE:
Download Word Recognition materials from the Support and Resource Center on mCLASS®:Home.
WR consists of three 24-item word lists.
Each mobile device screen and page in the assessment materials displays eight words at a time.
The grade determines the starting point: List A for kindergarten students and List B for all other students.
The goal is to determine if the student can read the word.

40. WR Common Scoring Rules
Self-Correction
Mark correct.
Schwa Sounds, Articulation, or Dialect
Hesitation Rule
After three seconds, select nr, point to the next word, and say “What word is this?”
PARAPHRASE:
The three-second hesitation timer gives the student time to think of a response. If the student does not begin to read the word after three seconds or says, “I don’t know,” tap nr to indicate no response.
To continue, point to the next word and prompt the student, “What word is this?”
WR has no discontinue rule.

41. WR Results Screen
PARAPHRASE:
There are currently no cut points for Word Recognition.
Based on the student’s score, the Results screen text guides teachers to (clockwise from top left):
Assess with a less challenging list.
Assess with a more challenging list.
Conclude assessment.
Continue appropriate WR instruction.
The iterative process enables teachers to pinpoint students’ high-frequency word recognition skills.
Tap Note or Motiv. to enter additional information about the student’s performance.
Tap Review to review the student’s responses for each screen.
Tap Benchmark to return to the Student Benchmark Summary.