1. 1 DIBELS Next FSF PSF LNF NWF DORF DAZE

2. 2 Objectives of Workshop Introduce and practice the new measures and new scoring rules in DIBELS Next Review the scoring rules

3. 3 Agenda Introduction First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) Letter Naming Fluency (LNF) Nonsense Word Fluency (NWF) DIBELS Oral Reading Fluency (DORF)* DAZE *DORF includes the new required Retell

4. Procedural Turn and Talk 1. Sit knee to knee. 2. Quickly choose who will go first. 3. Partner 1 talks. 4. Partner 2 talks. 5. Speaker speaks loudly and clearly. 6. Listener listens with a calm body. 7. Everyone takes responsibility for their own listening.

5. Turn and Talk to a Partner What is the reading process? How do children learn to read? How do we know if students are making progress in reading? 5

6. 6 Why Use DIBELS Next? Improved measures based on research and user feedback. New directions to facilitate students’ understanding New content, including all new reading passages New arrangement of items to increase consistency of scores Checklist of common response patterns to aid in intervention planning New scores for some measures to enhance interpretation New more child-friendly font in grades K-2 New measures - First Sound Fluency - DAZE

7. 7 Why Use DIBELS Next? New research on all measures carried out over 4 years on over 25,000 children in over 90 schools -use of new readability formula to level passages and decrease variability of DORF scores -new reliability data -new validity data ~Prediction to NAEP ~Prediction to GRADE New user-friendly format -Flip-book format for published version -Larger booklet size for downloadable version

8. 8 DIBELS Next Overview All measures have been updated with: ~New directions ~New items ~New early reader font ~New passages ~New practice items New look and feel of all the materials New measures ~DIBELS Daze ~First Sound Fluency Retell is part of DORF

9. 9 What Has Not Changed DIBELS Next are still: ~Brief, standardized (1minute), repeatable indicators of Basic Early Literacy Skills ~Research-based ~Used for universal screening, benchmark assessment, progress monitoring, and systems evaluation ~Appropriate for use within a Response to Intervention model of service delivery

10. 10 Overview of Materials Assessors Materials: 1 scoring Booklet per student Different booklets for each grade Student Materials: What the student looks at to complete the task Only needed for written measures Daze is the only one that students will write on

11. Redesigned Scoring Booklets: Benchmark Assessment Cover 1/2 legal size pages to provide more room for scoring and prompts Integrated response patterns to facilitate linkage to instruction Directions are integrated in Student Materials Integrated reminders Integrated scoring prompts 11

12. Redesigned Scoring Booklets: Inside Benchmark Assessment 12

13. Redesigned Student Materials 13

14. Redesigned Scoring Booklet: Progress Monitoring 14

15. Redesigned Scoring Booklet: Inside Progress Monitoring 15

16. DIBELS Assess the Early Literacy Skills for Success 16

17. 17 General Guidelines for Administration and Scoring Measures are standardized Direction need to be presented verbatim Measures are timed Timing need to be accurate

18. 18 General Guidelines: Children Children are not penalized for differences in performance due to articulation, dialect, or different first language. All measures have discontinue rules for children who have difficulty. Make a note for any consistent pattern in performance that may affect a child’s acquisition of reading skills. DIBELS approved accommodations may be used for children for whom a standardized administration may not proved an accurate estimate of skills.

19. 19 Approved Accommodations Only use accommodations for those children who need them. Assess using standardized directions and procedure first. Reassess with accommodations only if necessary. If accommodation is used, mark ‘A’ on scoring booklet beside score. Specific, approved accommodations are provided in the Assessment Guide.

20. 20 Approved Accommodations Large print or enlarged edition of student materials may be used. Use of colored overlays, filters, or lighting adjustments is appropriate if vision and performance are enhanced. Amplification or a direct sound system from tester to student are appropriate if it will facilitate hearing of direction or test stimuli. If the student doesn’t understand you, there was a distraction, or the students was not paying attention, the practice item(s) may be repeated one time for each measure. A marker or ruler may be used to focus student attention on any measure that has student materials.

21. 21 Final General Guidelines The purposes of DIBELS have not changed Keep in mind the overall goal and don’t get bogged down in the details. Practice makes better.

22. Purpose of DIBELS NEXT 22

23. © 2006, Dynamic Measurement Group 23 DIBELS are Indicators DIBELS provides an efficient indicator of essential literacy skills acquisition like a toothpick provides an efficient way to tell if the cake is baked. If the toothpick has dough on it, what should we do? DIBELS is a toothpick DIBELS are not designed to provide an exhaustive assessment

24. 24 Bake the Whole Cake, Don’t Just Cook One Place! Using a torch to cook only the place we checked with the toothpick would not produce a very satisfying cake!

25. 25 Alphabetic Principle: Bake the Whole Cake Teaching the alphabetic principle skill builds better readers Teach letter-sounds (some think this is all phonics refers to) Teach a decoding strategy: left to right, say it slowly sound by sound, say it fast, say the word. Instruction on scaffolded recoding: sound out and read word Instruction on fading the scaffold: teach to internalize the sounding out step and just read the word Fluency building instruction: practice putting the whole piece together quickly and confidently.

26. 26 Alphabetic Principle: Torching the cake Artificial ways to raise the NWF score without actually teaching the skill are like torching the cake – they don’t lead to better reading outcomes. Memorizing and practicing the nonsense words on the next DIBELS assessment. Knowing tob dos et tuj kej does not help children learn to read better. Telling children not to recode (read the words as a word) but instead just to say the letter sounds as fast as they can. (Recoding is the point of NWF) Giving extra time or assistance.

27. 27 Accuracy and Fluency with Connected Text: Torching the cake Artificial ways to raise the ORF score without actually teaching the skill are like torching the cake – they don’t lead to better reading outcomes. Practicing the next DIBELS probe so they can read it fast does not help children learn to read better. Encouraging children to read only the words they know: The and a an …. Telling children to read as fast as they can. Sending the passage home to practice. Start reading the passage at the third sentence. Giving extra time or assistance.

28. 28 DIBELS Bake the Whole Cake Squad Official Member of the DIBELS Bake the Whole Cake Squad I understand the importance of teaching the whole early literacy skill and not just the DIBELS measure. I will try to help others who are confused to focus instruction on the skills and not the probes to make a genuine difference in children’s reading outcomes.

29. 29 Administration and Scoring of First Sound Fluency FSF

30. DIBELS ® Assess the Basic Early Literacy Skills 30

31. 31 What is Phonemic Awareness? The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /k/ /a/ /t/

32. 32 What is First Sound Fluency? First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sound(s) within spoken words. It is an indicator of early phonemic awareness skills. What is new for Next? ~FSF replaces Initial Sound Fluency (ISF) ~Does not use pictures ~Timing is continuous for 1 minute…no more start and stop

33. 33 Why Assess Initial Sounds? Initial sounds are onsets: Developmentally it is easier for children to hear the onset, initial group of sounds in the word, than to isolate the initial phoneme. For example, it is easier to hear /str/ at the beginning of ‘street’ than /s/.

34. 34 Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Beginning of Kindergarten to middle of Kindergarten Score 2 points for reach correct initial phoneme and 1 point for each correct initial consonant blend, consonant plus vowel, or consonant blend plus vowel said by the student in 1 minute Wait Rule If the student does not respond within 3 seconds on a word, mark a slash (/) through the zero and say the next word. Discontinue Rule Zero points in the first five words First Sound Fluency (FSF)

35. DIBELS ® First Sound Fluency (FSF) Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word. Score: Number of points for correct responses in one minute. 35

36. 36 FSF Scores The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street”/su/ in “sun” /str/ in “street”/stree/ in “street”

37. 37 Materials Needed to Test DIBELS Next Kindergarten scoring booklet Clipboard Stopwatch Pen or Pencil

38. 38 Administration Directions Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

39. 39 Let’s Practice Take out the DIBELS Next Booklet Open to FSF

40. 40

41. 41 During the Test Say the first word from the list in the scoring booklet and start the timer. Present the words to the student one at a time by reading down the column of words. Score the student’s responses according to the scoring rules. As soon as the student finishes saying the initial sound(s) in the word, say the next word, promptly and clearly.

42. 42 During the Testing cont’d Continue to say the words one at a time and score the student’s response for 1 minute. At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute assessment, stop and he/she receives the score obtained. Scores are not pro-rated.

43. 43 Scoring Rules Circle the corresponding listed sound or sounds that a student says for a word. Put a slash (/) through the zero on the scoring page for an incorrect response or no response within 3 seconds. Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self- corrects an error within 3 seconds. Schwa sounds (/u/) do not count as errors.

44. 44 Final Points to Remember Wait 3 seconds for the student to respond. If the student does not respond within the 3 seconds on any word, put a slash over the zero and tell the student the next word. Discontinue the test if a student has not said any correct initial sounds for the first five words. Record a zero on the total line and on the cover page.

45. 45 Other Reminders If a student appears to have forgotten the task say, “Remember to tell me the first sound you hear in the word.” Examiner then reads the next word on the list. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If the student says the name of the letter say, “Remember to tell me the first sound in the word, not the letter name.” This reminder may be given only once. Schwa sounds are not counted as errors.

46. FSF Review How do I record a correct response? Circle the correct 2- or 1-point response. How do I record an incorrect response? Put a slash ( / ) over the 0. What do I do when the child hesitates for 3 seconds? Put a slash ( / ) over the 0 and give the next word. When do I discontinue FSF? Discontinue if the child does not provide a correct response in the first five words. How do I score an improperly pronounced response that is due to articulation or dialect? Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns. 46

47. Final Score: Practice 47 19 14 7 5 Practice calculating the final score.

48. Final Score: Cover Page 48 19 Transfer total number of correct first sound points per minute from scoring page to front of testing booklet.

49. 49 PSF Administration and Scoring of Phoneme Segmentation Fluency

50. DIBELS ® Assess the Basic Early Literacy Skills 50

51. 51 What is Phoneme Segmentation Fluency (PSF)? Phoneme Segmentation Fluency (PSF) is a brief, direct measure of phonemic awareness. Specifically, PSF assesses the student’s fluency in segmenting a spoken word into its component parts for sound segments. What is new of Next? ~New directions ~New format ~Stratification of items ~Not administered winter and spring of first grade

52. 52 Basic Early Literacy Skill Phonemic Awareness Administration Time 1 minute Administration Schedule Middle of Kindergarten to beginning of first grade Score Number of correct sound segments ( different, correct parts of the words) the student says in 1 minute. Wait Rule 3 seconds Discontinue Rule Zero correct sound segments in the first five words Phoneme Segmentation Fluency (PSF)

53. Phoneme Segmentation FluencyPhonPhoneeme Segmentation Fluency (PSF) 53 Assessor says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute.

54. 54 Materials Needed to Test DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

55. 55 Administration Directions Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student.

56. 56 During the Testing Say the first word from the list in the scoring booklet and start the timer. Present the words to the students one at a time by reading across the row. As the student responds, mark the scoring booklet according to the scoring rules. As soon as the student finishes saying he sounds of the word, say the next word promptly and clearly. If the student indicates that he/she did not hear the word, you may repeat it.

57. 57 During the Testing cont’d Continue to say words one at a time and score the student’s responses for 1 minute. At the end of 1 minute, put a bracket after the last sound segment the student said up until the end of the 1-minute timing. Stop presenting words and do not score any student responses after 1 minute. NOTE: If a student is in the middle of a response at the end of 1 minute, you may allow the student to finish his/her response, but place the bracket where the minute ended and do not count any sound segments after the end of the minute.

58. 58 Let’s look at the new PSF directions!

59. Administration Directions 590

60. 60 Scoring Rules Underline each correct sound segments the student says. Students receive 1 point for each different, correct, part of the word. Put a slash (/) through segments pronounced incorrectly. Circle entire words. Leave segments that are omitted blank. Write “sc” over any self-corrected sounds that had been previously slashed.

61. 61 Discontinue Rule, Wait Rule If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero. Maximum time for each sound segment is 3 seconds. If a student does not say the next sound segment within 3 seconds, say the next word.

62. 62 Reminders If a student spells the word, say, “Say all the sounds in the word.” If a student repeats the word, say, “Remember to say all the sounds in the word.” These reminders may be given only once.

63. 63 Notes Schwa sounds (/u/) added to consonants are not counted as errors. Students are not penalized for imperfect pronunciation do to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. Students may elongate the individual sounds and get credit if you judge that they have awareness of each individual sound in the word ( they have held each sound for approximately 1 second).

64. Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. 64

65. At a Later Time, Compute the Compute the Final Scoreal Score Add number of correct sound segments for each line (up to bracket). Record total for each line in space provided in right-hand column of scoring page. Add number of correct sound segments from each line. Record total number of correct sound segments in space provided in lower right-hand corner of scoring page. 65 ] 8 6 14

66. Final Score: Cover Page 66 14 Transfer the total number of correct sound segments from the scoring page to the front of the testing booklet.

67. PSF Review How do I mark a completely segmented word? Underline below each sound segment. What do I do if the student repeats the word? Circle the word. What do I mark if the student skips a sound? Leave blank. How do I record an incorrect sound? Slash the letter. How do I mark that a child blended two sounds? Mark a single underline under the blended sounds. 67

68. 68 Let’s Practice PSF

69. 69

70. PSF Practice #1 70 9 8 9 ] 7 33

71. PSF Practice #2 71 38 9 11 1010 ] 8

72. PSF Summary Start timer after you say the first word. 72 Word repetition: Circle the word. Incomplete (blended) segmentation: Underline blended sound segments. Overlapping segmentation: Underline each segment. Wait Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words. Underline Sound Segment (1 point for each segment underlined) Slash (0 points) Leave Blank (0 points) Says correct sound segment Adds schwa sound to correct sound Pronounces sound incorrectly due to articulation delay/dialect/different first language Elongates sounds Says incorrect sound segment Adds sound (if separate from other sound segments) Omits sound

73. 73 LNF Administration and Scoring of Letter Naming Fluency

74. DIBELS ® Assess the Basic Early Literacy Skills 74

75. 75 Letter Naming Letter naming is not a basic early literacy skill. The skill of knowing letter names is not essential to reading outcomes. Letter naming is a strong and robust predictor of later reading performance and is used in DIBELS as an additional indicator of risk.

76. 76 What is Letter Naming Fluency? Letter Naming fluency (LNF) is a brief, direct measure of a student’s fluency with naming letters. LNF assesses a student’s ability to recognize individual letters and say their letter names. What is new for Next? ~ New Font for beginning readers ~ New directions ~Item stratification

77. 77 Basic Early Literacy Skill None Administration Time 1 minute Administration Schedule Beginning of Kindergarten to beginning of first grade Score Number of letters named correctly in 1 minute. Wait Rule If the students does not name a letter within 3 seconds, mark a slash (/) through the letter and say the correct letter name. Discontinue Rule No letters named correctly in the first row. Letter Naming Fluency (LNF)

78. 78 Assessor shows the student the page of letters. Student says the names of the letters. Score: Number of letters correctly named in 1 minute.

79. 79 Materials Needed to Test Student materials DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

80. 80 Administration Directions Place the scoring booklet on the clipboard positions so that the student cannot see what you record. Follow these directions exactly each time with each student.

81. 81 Let’s look at the directions for LNF

82. Administration Directions Put the student copy of the materials in front of the student and say: 82

83. 83 During the Testing Start the stopwatch after you say Begin. Follow along in the scoring booklet, marking according to the scoring rules. At the end of 1 minute, put a bracket after the last letter named and tell the student to Stop. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

84. 84 Score and Scoring Rules The student receives 1 point for each correct letter named in 1 minute. 1. Leave letters named correctly blank. 2. Slash (/) any letter that the student omits or names incorrectly. 3. Write “SC” above any letter that had previously been slashed and was self-corrected within 3 seconds. Count that letter as correct. 4. Draw a line through any row the student skips and do not count that row in scoring.

85. Discontinue Rule: First 10 Letters 85 If the student does not get any correct letter names within the first 10 letters (1 row), discontinue the task and record a score of zero (0).

86. Wait Rule: 3 Seconds Wait 3 seconds for the student to respond. If the student does not name a letter after 3 seconds, put a slash over the letter and provide the correct letter name. 86

87. 87 Reminders That May Be Used Only Once If the student does not go left to right say “Go this way.” (Sweep your finger across the row). If the student skips 4 consecutive letters, say “ Try to say each letter name.” If the student says letter sounds, say “Say the letter name, not its sound.”

88. 88 Reminders That May Be Used As Often As Needed If the student stops and it is not a hesitation on a specific item, say “Keep going.” If a student loses his/her place, point. Keep going.

89. 89 Notes Students are not penalized for imperfect pronunciation due to articulation delays or impairments or speaking a dialect or first language other than English.

90. LNF Review How do I mark a letter incorrectly named? Slash the letter. How do I mark a correct letter? Leave blank. What do I do if a student hesitates for 3 seconds? Name the letter and slash it. If necessary, point to the next letter. What do I do if a student skips an entire row? Draw a line through the entire row and do not count it. 90

91. Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. 91

92. Compute the Final Score 92 ] 23 Add the number of correct letters named up to the bracket. Record the total number of letters correctly named in the space provided in the lower right-hand corner of scoring page.

93. Final Score: Cover Page 93 Transfer the total number of correct letters named from the scoring page to the front of the testing booklet. 23

94. 94

95. LNF Practice #1 26 95

96. LNF Practice #2 33 sc 96

97. LNF Summary Start timer after you say Begin. Correct (leave blank) Incorrect (slash letter) Names correct letter Mispronounces letter due to articulation delay/dialect/different first language Names lower case L as either I or L Names incorrect letter Hesitates for 3 seconds Omits letter Self-correct: Write “SC” above letter and count as correct. Skips row: Draw a line through the entire row and do not count. Reminders: Go this way; Try to say each letter name; Say the letter name, not its sound. Wait Rule: Say the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row. 97

98. 98 LNF Summary Correct (leave blank) Incorrect (slash letter) Names correct letter Names lower case L as I or L Mispronounces letter due to articulation delay/dialect/different first language Names incorrect letter Hesitates for 3 seconds Omits letter Start timer after you say “Begin.” Self correct: Write “SC” above letter and count as correct Skips row: Draw a line through the entire row and do not count Reminders: Go this way; Try to say the name of each letter name; Say the letter name, not the sound. Wait Rule: Says the correct letter name and slash the letter. If necessary, redirect. Discontinue Rule: No correct letters in the first row.

99. 99 NWF Administration and Scoring of Nonsense Word Fluency

100. 100 What is Nonsense Word Fluency? Nonsense Word Fluency (NWF) is a brief, direct measure of the alphabetic principle and basic phonics. It assesses knowledge of basic letter-sound correspondences and the ability to blend letter sounds into consonant-vowel-consonant words. What’s new for Next? ~ New early reader font ~ Item stratification ~ New directions ~ New scoring ~ New reminders of prompts ~ Indication of response patterns

101. 101 Basic Early Literacy Skill Alphabetic Principle and Basic Phonics Administration Time 1 minute Administration Schedule Middle of kindergarten to beginning of second grade Score Number of correct letter sounds (CLS) and number of whole words read without sounding out (WWR) Wait Rule If the students 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 Discontinue Rule No letters named correctly in the first row. Nonsense Word Fluency (NWF)

102. DIBELS ® Assess the Basic Early Literacy Skills 102

103. 103 Let’s look at the Nonsense Word Test

104. Assessor shows a page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds (CLS) student reads in 1 minute. Number of whole words read (WWR) without first being sounded out. DIBELS ® Nonsense Word Fluency (NWF) 104

105. 105 Materials Needed to Test Student materials DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

106. 106 Administration Directions Place the booklet on the clipboard, positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim.

107. NWF Practice Item 107

108. 108 During Testing Start the stopwatch after you say begin. Follow along and mark according to the scoring rules. At the end of 1 minute, place a bracket after the last letter sound produced (even if it’s in the middle of a nonsense word), say Stop, and stop the stopwatch. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated.

109. 109

110. 110 Scoring Rules 1. Underline each letter sound the student says correctly, either in isolation or blended together with other sounds in the word. 2. Put a slash (/) over each letter sound read incorrectly. 3. Leave blank any omitted letter sounds or words. When the student is reading sound-by-sound, leave bland any inserted letter sounds. When the student is reading word-by-word, slash the underline to indicate any inserted letter sounds. 4. Write “sc” above any letter sound or word that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound or word as correct. Credit is only given for WWR when the students reads the whole word completely and correctly the first time, and only reads the word once. 5. Draw a line through any row the student skips. Do not count the row when scoring.

111. 111 Scores Correct Letter Sounds (CLS): the number of letters sounds produced correctly in 1 minute. For example, if the student reads dif as /d/ /i/ /f/ the score for Correct Letter Sounds is 3. If the student reads dif as /di/ /f/ or “dif’, the score is also 3. Whole Words Read (WWR): the number of make-believe words read correctly as a whole word without first being sounded out. For example, if the student reads dif as “dif”, the score is 3 points for CLS and 1 point for WWR, but if the student reads dif as “/d/ /i/ /f/ dif,” the score is 3 points for CLS but 0 points for WWR.

112. Scoring Rule 1: Underline Correct Letter Sounds 112

113. Scoring Rule 1: Underline Correct Letter Sounds 113

114. Scoring Rule 1: Underline Correct Letter Sounds 114

115. Scoring Rule 1: Underline Correct Letter Sounds 115

116. Scoring Rule 1: Underline Correct Letter Sounds 116

117. Scoring Rule 1: Underline Correct Letter Sounds 117

118. Scoring Rule 1: Underline Correct Letter Sounds 118

119. Scoring Rule 1: Underline Correct Letter Sounds 119

120. Scoring Rule 1: Underline Correct Letter Sounds 120

121. Practice Scoring Rule 1 121 2 28 14 1 1

122. Scoring Rule 2: Slash Incorrect Letter Sounds 122 Put a slash through any incorrect letter sound.

123. Scoring Rule 2: Slash Incorrect Letter Sounds 123

124. Scoring Rule 2: Slash Incorrect Letter Sounds 124

125. Scoring Rule 2: Slash Incorrect Letter Sounds 125

126. Scoring Rule 3: Leave blank omissions or insertions 126 Note: Leave blank any omitted letter sounds or words. Leave blank any inserted sounds if the student is reading sound-by- sound.. Put a slash through the underline to indicate inserted sounds when the student is reading word by word. No credit is given for WWR when a sound is inserted.

127. Scoring Rule 4: Self-Corrections 127 Write “sc” above any letter sound that had been previously slashed and was self-corrected within 3 seconds. Count that letter sound as correct. No credit is given for WWR unless the student reads the whole word completely and correctly the first time, and only reads the word once.

128. Scoring Rule 4: Self Corrections 128

129. Scoring Rule 5: Skipping Line 129 Draw a line through any row the student skips. Do not count the row when scoring.

130. Discontinue Rule: First 5 Words 130 0 If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0).

131. Wait Rule for NWF: 3 Seconds Maximum time per letter sound/word is 3 seconds. If the student does not say the next letter sound/word within 3 seconds, score the letter sound/word incorrect. Tell the student the correct sound/word. If providing the correct letter-sound or word does not prompt the student to continue, say Keep going. 131

132. 132 Let’s look at scoring examples. kif uc seb ak foj tem

133. 133 Reminders If the student does not go left to right, say, “Go this way.” 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, prompt, “Just read the word.” If the student says all of the letter sounds correctly in the first row, but does not make any attempt to blend or recode, say, “Try to read the words as whole words.” These reminders may only be used once.

134. 134 Reminders If the student stops reading ( and it’s not a hesitation on a specific item), say “Keep going.” It the student loses her/his place while reading, point. These reminders may be used as often as needed.

135. 135 Notes Schwa sounds (/u/) added to consonants are not counted as errors when the students is saying letter sounds. Students are not penalized for imperfect pronunciation due to dialect, articulation delays, or for pronunciations due to speaking a first language other than English.

136. Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. 136

137. Compute the Final Score Add number of correct letter sounds (CLS) and whole words read (WWR) for each line (up to bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total correct letter sounds in space provided in lower right corner of scoring page. Add number of whole words read correctly and record in same space. 137 13 4 29 9 13 4 3 1

138. Final Score: Cover Sheet 138 9 29 Transfer total number of CLS and WWR from scoring page to the front of the testing booklet.

139. NWF Review How do I mark letter sounds that are read correctly? Underline each letter sound read correctly, in isolation or blended or in the context of the whole word. How do I mark letter sounds that are read incorrectly? Slash letter sounds read incorrectly. What do I do if the student hesitates for 3 seconds when reading sound-by-sound? Say the sound, slash the letter. If necessary, redirect. What do I do if the student hesitates for 3 seconds when reading word-by-word? Say the word, slash the word. If necessary, redirect. 139

140. NWF Review cont’d. What do I do if the student reads sounds out of order when reading sound-by-sound? If the student points correctly to the sounds, score as correct. What do I do if the student reads sounds out of order when reading word-by-word? Mark as incorrect. If the vowel sound is read in the correct position, it can be scored as 1 CLS point. No WWR points would be given. 140

141. NWF Practice #2 141 51 4 12 1 14 1 ] 11 1

142. 142 How to Score NWF Add number of correct letter sounds and whole words read for each line (up to the bracket). Record total for each line in space provided in right column of scoring page. Add number of correct letter sounds from each line. Record total correct letter sounds in space provided in lower right corner co scoring page. Add number of whole words read correctly and record in same space. Transfer total number of CLS and WWR from the scoring page to the front of the testing booklet.

143. 143 NWF Summary Correct (underline letter(s) or words) Incorrect (slash letter) Incorrect (leave blank) Says correct sound for letter Correctly blends letter sounds Reads word correctly Pronounces sound incorrectly due to articulation delay/dialect/different first language Says incorrect sound for letter Incorrectly blends letter sounds Reads word incorrectly Hesitates for 3 seconds on letter or word Adds sound Omits sound Start timer after you say “Begin”. Self-correct: Write ‘sc’ above letter(s)/word and score as correct. Skips row: Draw a line through the entire row and do not count. 3 Second Wait Rule: Name the letter/word, score as incorrect (slash) and, if necessary, point to the next letter/word and ask, “What letter/word?”. Sound order: Letter sounds correctly named in isolation but out of order are correct Blended letter sounds must be in correct order to be counted as correct. Discontinue Rule: No letter sounds correct in the first five words.

144. 144 DORF Administration and Scoring of DIBELS Oral Reading Fluency (DORF)

145. 145 What is DIBELS Oral Reading Fluency (DORF)? DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. There are two components do DORF. Part one is oral reading fluency and part two is passage retell. What is new for NEXT? ~ Retell Fluency now part of DORF ~ All new passages field-tested and empirically leveled ~ Addition of accuracy to scoring/benchmark goal ~ Early reader font for 1 st and 2 nd grades

146. DIBELS ® Assess the Basic Early Literacy Skills 146

147. 147 Basic Early Literacy Skill Advanced Phonics and Word Attack Skills; Accurate and Fluent Reading of Connected Text; Reading Comprehension Administration Time 1 minute, plus 1 minute maximum for Retell Administration Schedule Middle of first grade through end of sixth grade Score Median number of words correct per minute, median number of errors per minute, and median number of correct words in the Retell Wait Rule On DORF, 3 seconds; on Retell, 1 st hesitation 3 seconds Discontinue Rule If no words are read correctly in the first line, say, “Stop.”, record score of 0, and do not administer Retell. If fewer than 10 words are read correctly on passage #1 during benchmark assessment, do not administer Retell or passages 2 & 3. If fewer that 40 words are read correctly on any passage, use professional judgment whether to administer the Retell. DIBELS Oral Reading Fluency (DORF)

148. 148 Materials Needed to Test Student materials DIBELS Next scoring booklet Clipboard Stopwatch Pen or Pencil

149. 149 Administration Directions Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in the bold italic type verbatim.

150. DIBELS ® Oral Reading Fluency (DORF) 150 Assessor shows the reading passage to the student. The student reads the passage. Scores: The number of words read correctly in 1 minute. The percentage of words read accurately in 1 minute.

151. Directions 151

152. Directions 152 During benchmark assessment, three passages are administered if the student reads 10 or more words correctly on the first passage. When administering the second and third passages, use the following shortened directions:

153. 153 During the Testing Do not read the title to the student. If the student chooses to read the title, do not start the stopwatch until he or she reads the first word of the passage. If the student asks you to tell him or her a word in the title or struggles with a word in the title for 3 seconds, say the word. Do not correct any errors the student makes while reading the title. Start the stopwatch after the student says the first word of the passage. If the student is silent or struggles for 3 seconds with the first word of the passage, mark the word as incorrect, say the word, and start the stopwatch.

154. 154 During the Testing, cont’d Follow along in the scoring booklet. Leave blank any word read correctly, put a slash(/) through errors (including skipped words). On passages that are two pages long, if the student reaches the end of the page (designated by triangles in the scoring booklet) before the minute is up, turn the page and continue on the next page. Otherwise, proceed to Retell when the minute is up. At the end of 1 minute, place a bracket (]) in the text after the last word provided by the student.

155. 155 During the Testing, cont’d Say “Stop” and remove the passage. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated. NOTE: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but only score the words said up to the end of 1 minute.

156. 156 Scoring Rule 1: Words Read Correctly Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence.

157. 157 Scoring Rule 1: Words Read Correctly If the student reads a proper noun with correct pronunciation or with any reasonable phonetic pronunciation, it is counted as correct. Abbreviations must be read the way they would be pronounced in conversation. Numerals must be read correctly within the context of the sentence. Hyphenated words count as two words if both parts can stand alone. A word is scored as correct if it is initially misread but the student self-corrects within 3 seconds. Mark ‘sc’ above the word and score as correct.

158. 158 Scoring Rule 2:Slash Errors Put a slash (/) through any errors. Errors include words read incorrectly, substitutions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word. If a student reads the same word incorrectly multiple times in the story, it counts as an error each time. Students should read contractions as they are printed on the page. If a student skips a row, draw a line through the entire row and count the omitted words as errors.

159. Discontinue Rule Part 1: DORF 159 If the student does not read any words correctly in the first row of the first passage, discontinue administering the passage and record a score of zero (0). Do not administer Retell. Do not administer passages 2 and 3.

160. Discontinue Rule Part 2: Fewer than ten (10) words in First Passage If the student reads fewer than 10 words per minute in the first passage, do not administer Retell and do not administer passages 2 and 3. Record the score from the first passage. 160 8

161. 161 Wait Rule for DORF: 3 Seconds Maximum time for each word is 3 seconds. If the student does not read a 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.

162. 162 Note The student is not penalized for differences in pronunciation of words due to articulation delays, dialect differences, or impairments or speaking a different dialect or first language.

163. 163 Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in the student responses that were not captured by the marking procedures.

164. Compute the Final Score 164 Record the total number of errors. Subtract the errors from the total and record the words read correctly in the space provided on the scoring page. ] 34 3 31 Add the total number of words read up to the bracket.

165. 165 Let’s try marking up the text.

166. 166 DORF Retell If the student reads 40 or more words correctly on the passage, have the student retell what he/she has just read. If the student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage.

167. 167 DORF Retell Administration Directions Remove the passage and say: “Now tell me as much as you can about the story you just read. Ready, begin.” Start the stopwatch and allow a maximum of 1 minute for the retell. Mark through numbers in the scoring book for words in the student’s response that are related to the story. Look at the bottom of the DORF passage to see how Retell is marked.

168. 168 During the Test Move your pen through the numbers as the student is responding to count the number of words he or she said that are related to the passage he or she just read. Stop moving your pen through the numbers if the student stops retelling the story or if his or her retell is not relevant to the story he or she just read. If the student’s response goes on for more than 1 minute, say “Thank you”, discontinue the task, and circle the total number of words in the student’s retell. When the student has finished responding or has met the discontinue criteria, circle the total number of words in the student’s retell.

169. 169 Retell Score and Scoring Rules The student receives 1 point for every word in his/her retell that is about what was read. Count as correct any words in the response that are about what the student read. Count as incorrect any words in the response that are not about what the student read.

170. 170 Retell Scoring Rule 1: Correct Words Count as correct any words in the response that area about the passage. The judgment is based on whether the student is generally accurately retelling what was just read or has gotten off track. Move your pen through the number in the scoring booklet for each word the student says about the passage.

171. 171 Retell Scoring Rule 1: Correct Words Passage: Goldfish make good pets. They are easy to take care of and do not cost much to feed. Goldfish are fun to watch while they are swimming. Student response: He has a pet goldfish. The fish is easy to take care of. He likes to watch it swim. It is a good pet. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Student response: He’s got a pet goldfish because goldfish make good pets. He takes good care of his fish. He likes to watch it swim. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

172. 172 Retell Scoring Rule 1: Correct Words Student response: The story is about a girl who has a goldfish and she really likes it. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Retell Total____15______ Student response: Goldfish and pets 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Retell Total____3___

173. 173 Notes Contractions count as one word. Mistakes or inconsistencies in the retell do not count against the student as long as the student is still on topic. Example: He for She

174. 174 Retell Scoring Rule 2: Incorrect Words Score as incorrect any words in the response that are not related to the story that the student read. Do not move your pen through a number in the scoring booklet for words that are not about what the student read.

175. 175 Retell Scoring Rule 2: Incorrect Words Student response: He has a pet goldfish. He likes to watch it swim. I like to swim. We go swimming every Saturday. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Retell Total____11______ Student response: He has a pet goldfish. I know what rhymes with fish-wish and dish! 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 __________________________________________________________ 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Retell Total____5___ Note: If the student recites the ABCs, a poem, or sings a song, even if relevant to the retell, the recitation, song, or poem is not counted.

176. 176 Wait Rule/Reminder If the student stops or hesitates for 3 seconds, select one of the following: ~If the student has not said anything at all, provides a very limited response, or provides an off-track response, say, “Tell me as much as you can about the story.” ~Otherwise, say, “Can you tell me anything more about the story?” These reminders may be used only once.

177. 177 Discontinue Rule: Retell Discontinue the retell portion of DORF if the student hesitates or gets off track for more than 5 seconds, after applying the Wait Rule. Say, Thank you, and record the score on the front of the scoring booklet.

178. 178 NOTE The student is not penalized for differences in pronunciation of words due to articulation delays or impairments or speaking a different dialect or first language.

179. Immediately After Testing Reset the stopwatch for the next measure. Rate the quality of the student’s retell using the Retell Quality of Response Rating. If a student provides only a main idea, it is considered one detail. 179

180. Retell Quality of Response Rating 1: Provides 2 or fewer details Example Passage: 180 Rating 1 Example Retell (student response): “It was about fish. They took the fish to a market.”

181. Retell Quality of Response Rating 2: Provides 3 or more details Example Passage: 181 Rating 2 Example Retell (student response): “There was a boy named Ken. He had a sail boat. And they put their fish in baskets.”

182. Retell Quality of Response Rating 3: Provides 3 or more details in a meaningful sequence Example Passage: 182 Rating 3 Example Retell (student response): “The boy helped his dad load the fish into baskets and then they put the baskets on the boat to take them to the market.”

183. Retell Quality of Response Rating 4: Provides 3 or more details in a meaningful sequence that captures a main idea Example Passage: 183 Rating 4 Example Retell (student response): “The story was about a boy and his dad and how they sold fish at a market. They loaded the fish into baskets and used their boat to sail across the clear blue water to the market.”

184. Final Score: Cover Page If the student reads fewer than 10 words correctly on the first passage, transfer the total number of words read correctly and total errors from the scoring page to the front of the benchmark assessment booklet. Do not administer passages 2 and 3. Do not administer Retell. 184 6

185. Final Score: Cover Page If the student reads 3 passages, transfer the student’s words correct scores and error counts to the front of the benchmark assessment booklet. For example, if the student gets words correct scores of 27, 36, and 25, record those scores with corresponding errors in the appropriate boxes. 185 273625 321

186. 273625 321 Final Score: Cover Page Circle the median words correct score and the median error score on the front of the test booklet. These may be from 2 different passages. The median is the middle score. For example, with the scores 27, 36, and 25, then circle 27. If 2 scores are the same number, that number is the median. 186

187. Final Score: Cover Page If the student provides a Retell after 3 stories, record all 3 scores and all 3 Quality of Response values on the front cover and circle the median score and median Quality of Response. For example, if the 3 Retell scores are 12, 19 and 16, circle 16. If the Quality of Response values are 2, 3, and 2, the median is 2. 187 273625 321 121916 232

188. Final Score: Accuracy Correct Correct + Incorrect X 100 27 27 + 2 X 100 = 93% 273625 321 188 Calculating Accuracy:

189. DORF Review When do I start the timer? Start the timer after the student reads the first word. How do I mark a word as incorrect? Slash an incorrect word. What do I do if a student hesitates for 3 seconds? Tell the student the word and mark it as incorrect (slash). What do I do if a student self corrects? Mark “SC” above the word and score as correct. How do I mark a word as correct? Leave correctly read words blank. 189

190. DORF Review Continued What do I do if a student adds a word? Leave blank. What do I do if a student reads a word out of order? Words read out of order are marked as incorrect (slash). When using Retell, when do I start the timer? After you say Begin. How do I record the words in a student’s Retell response? Move your pen/pencil through the numbers as the student is speaking. What do I do if a student hesitates for more than 3 seconds on Retell? Say, Tell me as much as you can about the story. OR Can you tell me anything more about the story? 190

191. 191

192. DORF Practice #1 192 sc 62 2 60

193. DORF Retell Practice #1 There are two brothers and they need money so they start a cocoa stand. It’s sort of like a lemonade stand but it’s a cocoa stand because it’s winter so it’s cold. 193 32

194. DORF Practice #2 42 7 194 49

195. Retell Practice #2 195 6 It was cold. They are brothers and it was cold.

196. DORF Summary 196 Start timer after student reads the first word. Correct (leave blank) Incorrect (slash) Incorrect (leave blank) Reads correct word; pronounces correctly in context Pronounces word incorrectly due to articulation delay/dialect/different first language Reads incorrect word Reads correct word out of order Omits word Hesitates 3 seconds Reads numerals or abbreviations NOT as the word would be pronounced in speaking, (e.g., “M.R.” for Mr.) Repeats word Adds word Self-correct: Write “SC” above word and count as correct. Skipped line: Draw a line through entire line and count those words as errors. Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point to the next word and say, What word? Discontinue Rule: No correct words read in the first line.

197. DORF Retell Summary 197 Start timer after you say Begin. Words counted as correctWords not counted as correct Words that are related to the passage readWords that are unrelated to the passage Fillers and false starts (um, like, you know) Repetitions of words or phrases Songs or recitations “I don’t know” Three-second Rule: If the student pauses for 3 seconds, say either, Tell me as much as you can about the story, or Can you tell me anything more about the story? Five-second Rule: After the 3-second reminder, if the student pauses or goes off track for 5 seconds, say, Thank you, and discontinue the retell.

198. 198 Let’s Practice!!!!!!!

199. 199 DAZE Administration and Scoring of Daze

200. 200 Basic Early Literacy Skill DIBELS Indicator Alphabetic Principle and Basic Phonics Nonsense Word Fluency -Correct letter sounds -Whole word read Advanced Phonics and Word Attack Skills DIBELS Oral Reading Fluency -Accuracy Accurate and Fluent Reading of Connected Text DIBELS Oral Reading Fluency -Correct Words Per Minute -Accuracy Reading Comprehension DAZE DIBELS Oral Reading Fluency -Correct words Per Minute -Retell Total/Quality of Response Vocabulary WUF-R is available as an experimental measure from http://dibels.org DIBELS Assess the Basic Early Literacy Skills

201. 201 What is Daze? Daze is the standardized, DIBELS version of maze procedures for measuring reading comprehension. The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension. Daze assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge, familiarity with linguistic properties such as syntax and morphology, and cause and effect reasoning skills.

202. 202 Basic Early Literacy Skill Reading Comprehension Administration Time 3 minutes Administration Schedule Beginning of third grade through end of sixth grade Score Number of correct words in 3 minutes minus half the number of incorrect answers. DIBELS Daze

203. 203 Daze Administration Steps Assessor asks students to read a passage and circle the word that makes the most sense in the story. Group or individually administered measure. Score: Number of correct responses, adjusted for guessing.

204. 204 Materials Student booklet for each student Stopwatch Pen or pencil for each student Administration Directions and Scoring Key

205. Daze 205 Assessor asks students to read a passage and circle the word that makes the most sense in the story. Group or individually administered measure. Score: Number of correct responses, adjusted for guessing.

206. 206 Administration Directions 1. Make sure each student has a pencil. Before handing out the worksheet, tell the students I’m going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down. 2. Hand out the Daze worksheet. Make sure each student has the appropriate worksheet. If the worksheets are in a booklet, make sure each student’s booklet is open to the correct worksheet. 3. When all of the students are ready say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1.

207. 207 Administration Directions, cont’d 4. Say Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word ‘home’ because ‘home’ makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands. 5. Say Now it is your turn. Read Practice 2 silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down.

208. 208 Administration Directions, cont’d 6. Allow up to 30 seconds for students to complete the example and put their pencils down. If necessary, after 30 seconds say Put your pencil down. 7. As soon as all students have their pencil down say Listen. On her way home she (pause) chair, sleep, saw (pause) an ice cream truck. You should have circled ‘saw’ because ‘saw’ makes the most sense in the story. Listen, On her way home she saw an ice cream truck. 8. Say When I say “begin” turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready, begin.

209. 209 Administration Directions, cont’d 8. Start your stopwatch after you say, “Begin.” 9. Use reminders as needed. 10. At the end of 3 minutes say Stop. Put your pencil down. 11. Collect all of the Daze worksheets.

210. 210 Score and Scoring Rules The students receive 1 point for each correct word. A response is correct if the student circled or otherwise marked the correct word. Put a slash (/) through any incorrect responses. Incorrect responses include errors, boxes with more than one answer marked, and items left blank (if they occur before the last item the student attempted within the 3-minute time limit). Items left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses. If there are erasure marks, scratched out words, or any other extraneous markings, but the student’s final response is obvious, score the item based in that response.

211. 211 Reminders If a student starts reading the passage out loud, say, Remember to read the story silently. If a student in 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 them or for help with the task, say, Just do your best. These reminders may be given as often as needed.

212. Scoring Example: Correct Response My friend, Tyronne, goes to a different school than I do, even though he lives in my neighborhood. At his school, there are programs in different languages. One of those is called American Sign Language and I want to more about it. still languages provided handed language why learn set quietly 212

213. Scoring Example: Incorrect Response My friend, Tyronne, goes to a different school than I do, even though he lives in my neighborhood. At his school, there are programs in different languages. One of those is called American Sign Language and I want to more about it. still languages provided handed languages why learn set quietly 213

214. Final Score: Student Copy 214 Use the scoring key to add the number of correct and incorrect responses.

215. Final Score: Cover Sheet 215 24 1.Correct = 24 2. Incorrect = 1 3. 1 divided by 2 = 0.5 4. Subtract 0.5 from 24 to get 23.5 5.Round up to 24 6. Write 24 at the top of the cover sheet and circle it. 24 1 Adjusted Score = Correct minus (Incorrect divided by 2 )

216. Daze Review When do you start the timer? After you say Begin When do you stop the timer? After 3 minutes How do you score a correct response? Leave it circled How do you score an incorrect response? Put a slash (/) through the word What is the final score? The Adjusted Score, which is the number of correct responses – (the number of incorrect responses divided by 2) 216

217. 217 Daze Summary CorrectIncorrect (One point for each correctly circled word) Circle the correct word Slash = 0 points Circles the incorrect word Circles multiple words No response Response is unclear Start timer after you say “Begin.” Timing: Continuous for 3 minutes Reminders: Remember to circle the word in each box that makes the most sense in the story. Remember to read the story silently. Just do your best.