BOY 3 rd Grade Benchmarks DORF DAZE WR TRC. General Scoring Guidelines SCHWA: No penalty for schwa...
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Transcript of BOY 3 rd Grade Benchmarks DORF DAZE WR TRC. General Scoring Guidelines SCHWA: No penalty for schwa...
General Scoring GuidelinesGeneral 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
• PROMPTS• Two general prompts common to most assessment
measures:“Keep Going”Point – when the child loses their place
Remember to follow the specific prompts for each measurement exactly as they are written.
DORF Retell
• Correct– 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
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
Practice
• BOY– 2nd grade student– Benchmark– DORF– Passage # 1: Picture Day– Passage # 2: Going Camping
DAZE• 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”.
DAZE Tutorial
TRCText 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
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:
• "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
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• 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.
• 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%.”