Assessing Reading with Reading 3DImplementing a State-wide

Assessment to Show Reading Growth

Independent Reading

Independent Reading

WritingWriting

Balanced Literacy

What is Reading 3D?

DIBELS Next (updated version of DIBELS)Composite Score

+ Early Reading Diagnostic Measures

Instructional Reading Level

DIBELS Next Measures•Letter Naming Fluency (LNF)•First Sound Fluency (FSF)•Phoneme Segmentation Fluency (PSF)•Nonsense Word Fluency (NWF)•DIBELS® Oral Reading Fluency (DORF)•DIBELS® Maze (DAZE)

Early Literacy Diagnostic Measures•Text Reading Comprehension (TRC)•Word Recognition (WR)

CMS Reading 3D Benchmark Windows

Beginning of Year (BOY): Sept. 9-Oct. 11

Middle of Year (MOY): Dec. 2-20

End of Year (EOY): April 23-May 9

Tools and Resources

•mclasshome.com•http://www.ncpublicschools.org/k-3literacy/resources/•Amplify.net•Scott Miller (Amplify Rep)•Amplify Customer Care •Phone: (800) 823-1969, option 3

•mclasshome.com/assessment

iPad App for Assessment

Let’s Practice with DIBELS® Next

Where would you like to start?

Text Reading Comprehension

Components

-Print Concepts-Reading Behaviors-Reading Records

Text Reading Comprehension

Let’s watch an assessment

Reading Level Cutpoints

Please visit the Humanities Page on the

CMS Intranet.

Click on the Literacy tab and then click on the Elementary Literacy

Curriculum 2013-2014 tab to access this document

(link at the top of the page)

Criteria for Instructional Level

TRC 13

TRC identifies the student’s instructional reading level.

Jake’s Plan

Let’s say Jake scores Frustrational at Level N and Instructional at Level M.1.Which book level would you use for small-group instruction?2.Which book level would you suggest he check out of the library for reading at home?3.Which levels would you guide him away from when reading independently?

TRC 14

Settings

TRC 15

Tap Level list toselect book level.

Tap Book list toselect book title.

Record Errors

TRC 16

• Self Correction (SC)

• Substitution (sub)

• Insertion (^)

• Omission (omit)

• Told (told)

TRC Reading RecordQuick Reference

TRC 17

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)

Reading Record Results Screen

TRC 18

Tap Delete toinvalidate probe.

Tap Motiv. or Note to record additional information.

Tap Accuracy rate to review probe.

Comprehensiontasks required

TRC Retell(Benchmark Levels E and lower)

Tap Retell to access questions.

TRC 19

TRC Written Comprehension(Benchmark Levels F and higher)

TRC 20

Tap Written Comp to access the rubric.

Classroom Management to Support TRC Written Comprehension

TRC 21

Teacher assesses

Student A with Reading

Record

Student A finishes the text, if directed, and independently

completes Written

Comprehension

Teacher assesses

Student B with Reading

Record

Student B finishes the

text, if directed, and

independentlycompletes

Written Comprehension

Teacher assesses

Student A with Oral

Comprehension

Teacher assesses

Student B with Oral

Comprehension

10:00 am 10:10 am

10:20 am 10:30 am

Student A engages in

Core Activities

Student B engages in

Core Activities

Written Comprehension Scoring Rubric

TRC 22

Score Level What it means What it requires

0 No Understanding

The response demonstratesno 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 ComplexUnderstanding

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question

• Effectively uses text-relevant information to clarify or extend understanding

Scoring Written Comprehension

TRC 23

Tap the correspondingnumber.

Tap the arrow to viewrubric criteria.

Practice ScoringTRC Written Comprehension

TRC 24

A Student Sample

1. He needs to get the orange van onto it’s wheels and get the van out of the way.

2. Harry has to get ther fast and get the gob[job] done fast so the drivers can get home. Harry’s problem was Harry tought he can’t pulled the red truck pass the big tree.

B Student Sample

1. He had to hurry getting the orange truck on the road.

2. He got a strong rope and tied it to the truck and move the truck on the road.

C Student Sample

1. Harry and Bod had to solve the probrem of the orig [orange] mooveing truk.

2. What solved Bob’s and Harry’s probrem was the strog rope that Bob tied aroend the van and then the van came back on it’s willis [wheels].

D Student Sample

1. He can go faster or tell them to go the other way.

2. He was happy because that job was not hard at all.

Harry the Tow Truck, Level J1. What problem does Harry need to solve to help the car drivers get home?2. Describe the events at the end of the story that solved Harry’s problem.

* All grammar and spelling in these samples are true to students’ original responses.

TRC Oral Comprehension(Benchmark Levels D and higher)

Tap Oral Comp to access questions (Benchmark) or rubric (Progress Monitoring).

TRC 25

TRC Oral Comprehension

TRC 26

Tap Correct or Incorrectto record answers toquestions provided.

Score answers.

Progress Monitoring

Benchmark

Tap the arrow to accesssuggested questions.

Reading Record (MSV) Analysis

TRC 27

• Helps teachers better understand students’ instructional needs.

• Based on Marie Clay’s running records.

• Identifies the reader’s sources of information.

• Meaning, Structure, and/or Visual represent the way information is processed.

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?

TRC 28

Which strategies did this student use to substitute while reading?

1. We live in a home at the lake. house

2. We walked to a store. the

3. Our family had a ran cat. pet

1. I got a new pair of shoes.have

2. Billy and the girl playing ball until dark. played

• We are going to ride he bus to he beach. the the

MSV Practice

TRC29

M S V

M S V

M S V

M S V

M S V

M S V

MSV Analysis of Self-Corrections

TRC30

Analyze both the original error and the correction.

TRC Results with MSV

TRC 31

• The bar graph shows the frequency of each strategy.

• An under-represented strategy indicates the opportunity for instruction.

Assessor

1. Select a Grade 3 student.

2. Choose Benchmark.

3. Select TRC.

4. Select Level M and the book titled Trees on Our Planet.

5. Select Start Timed Administration.

6. Score student responses on device.

7. Administer Oral Comprehension.

8. Record motivation, notes, and MSV analysis.

Student

• Read aloud the script.

TRC Partner Practice

TRC 32

TRC Partner Practice Script

TRC 33

People have been cutting down trees for thousand of years. The wood from trees is very useful. It can be used to build houses. It can be used to make tables and chair and other furniture. Wood can be made into paper, too. But, all around the world, too much, many trees have been cut down. More and more houses have been built. Large cities has been built.

In the past, people decide to turn huge areas of forest into farm land. They cut down millions of trees. They clear the land quickly. But then some heavy rain came, and good soil on top of the ground was washed away. Nothing much would grow there. Today, people realized how important trees are.

Their wide branches help to stop the rain * washing the topsoil away. Their strong roots hold the soil in place, even on … mountains. And forest provide a home for many different kinds of nice animals.

So people are now growing trees to replace * ones that have been cut down. When the young trees are strong … , they are planted where they are need most. But they take a long time to grow tall. We must all help to put trees back on our plant.

Don’t forget to visit mclasshome.com

for more information, resources, tutorials, and support.

Make the most of Reading 3D to indentify the strengths of your

students and show great growth this year!