A Closer Look at a Phoneme Segmentation Subtest



[pic] [pic]A Closer Look at Reading Curriculum-Based Measure (ORF)

Rationale for Assessment: Fluency is the ability to read text accurately and quickly. Fluency bridges word decoding and comprehension. Comprehension is understanding what has been read. Fluency is a set of skills that allows readers to rapidly decode text while maintaining high comprehension. (fluency.htm)

* The essence of fluency is not reading speed or oral reading expression, but the ability to decode and comprehend text at the same time. (Samuels, S. Reading Fluency: Its past, present, and future. Fluency Instruction: Research-based best practices, 2006). Supported by our GLCEs:

Grade 1: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.FL.01.02, R.FL.01.03

Grade 2: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.FL.02.02, R.FL.02.03

Grade 3: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.WS.03.07

Grade 4: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.WS.04.06

Grade 5: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.WS.05.06

Grade 6: With appropriate expression, fluently read unfamiliar grade-level text and self correct errors. R.WS.06.06

A Reading Curriculum Based Measurement assessment can address the “who” to be concerned about. The subtest alone will not be sufficient in defining the “what.” Further assessments may be helpful in creating an instructional plan for the whole class or individual students. We need to rely on multiple assessment measures to verify, identify, specify, and recognize various student needs. We also need to remember that students will require instruction to be differentiated on all aspects of the PA continuum.

AIMSweb Growth Table Reading Curriculum Based Measurement (2009-2010)

|Grade |Fall |Winter |Spring |

| |50%ile - WRC |50%ile - WRC |50%ilE - WRC |

|1 |12 |30 |61 |

|2 |60 |85 |102 |

|3 |83 |105 |120 |

|4 |103 |119 |132 |

|5 |116 |133 |148 |

|6 |135 |148 |160 |

|7 |136 |146 |158 |

|8 |142 |149 |158 |

[pic]Sample Errors and Instructional Considerations:

|Sample Error: |Initial Thoughts: |Further Assessment |Examples of Instructional Strategies/Activities |

|Student reads inaccurately: Uses |1. The student possesses an average or lower |1. Administer Running Records: ( i.e. running record in its entirety, |1. Grades K-1 |

|careless errors/repetitions and/or |vocabulary base |QRI, DRA, Jerry John BRI, etc.) |Word Knowledge – Choose and Chat – The student will use |

|self-corrections occurring numerous | | |adjectives to describe (V.007). For printable materials |

|times during oral reading. | |Informal assessment/teacher observation within the classroom. |go to: |

| | |Administer Dolch sight word list assessment. | |

| | | |Grades 2-3 |

| | | |Word Wise – The student will produce the meaning of words.|

| | | |(V.015). For printable materials go to: |

| | | | |

| | | |Grades 4-5 |

| | | |Synonym bingo- The student will identify synonyms. |

| | | |(V.001.AM 1 a) For pintable materials go to: |

| | | | |

| |2. The student has a limited knowledge of high |2. Fry/Dolch Lists to assess high frequency words. |2. Fry Lists |

| |frequency irregular words on sight. | | |

| | | | |

| | |San Diego Quick Assessment | |

| | | | |

| | | | |

| | |Administer Running Records: ( i.e. running record in its entirety, QRI,| |

| | |DRA, Jerry John BRI, etc.) | |

| |3. The student does not have sufficient |3. Administer phonic screening (Read Naturally Quick Phonic Screener- |3. Grades K-1 |

| |decoding skills especially with multi-syllabic |see TBAISD Literacy Consultant)-multi-syllabic words |Encoding and Decoding – Vowel Stars – The student will |

| |words. | |blend sounds of letters to make words (P.034). For |

| | |Administer Running Records: ( i.e. running record in its entirety, QRI,|printable materials go to: |

| | |DRA, Jerry John BRI, etc.) | |

| | | |Grades 2-3 |

| | | |Syllable Patterns – Syllables, Words, and Pictures – The |

| | | |student will blend syllables (P.029) For printable |

| | | |materials go to: |

| | | | |

| | | |Grades 4-5 |

| | | |Advanced Phonics – Syllable Patterns -Syllable Game – The|

| | | |student will segment syllables in words (AP.009) For |

| | | |printable materials go to: |

| | | | |

| |4. The student has limited phonics knowledge |4. Administer Running Records: ( i.e. running record in its entirety, |4. Teaching Reading Sourcebook, 2nd Edition, 2008 |

| |and skills. |QRI, DRA, Jerry John BRI, etc.) |(Pg. 170-239 – Additional Phonics Instructional |

| | | |Activities) |

| | | |Word Work: Whole Word Dictation |

| | | |Similar to sound-by-sound dictation but the student is |

| | | |guided to “think about” the sounds they hear in the words.|

| | | |1. Introduce the word. |

| | | |2. Count the sounds in the word. |

| | | |3. Spell the word sound-by-sound |

| | | |4. Compare and contrast |

| | | |5. Fluency – Phrases |

| | | |Grades K-1 Encoding and Decoding – Vowel Stars – The |

| | | |student will blend sounds of letters to make words (P.034)|

| | | |For printable materials go to: |

| | | | |

| | | |Grades 2-3 Variant Correspondences – Knoll Stroll – The |

| | | |student will identify variant correspondences in words |

| | | |(P.012) For printable materials go to: |

| | | | |

| | | |Grades 4-5 Variant Correspondence – Homophone Bingo – The|

| | | |student will identify variant correspondences in words |

| | | |(AP.001). For printable materials go to: |

| | | | |

| |5. The student does not self-monitor reading |5. Administer Running Records: ( i.e. running record in its entirety, |5. Use Audacity (free download) to record student |

| |accuracy. |QRI, DRA, Jerry John BRI, etc.) |reading. Student can then play back recording to hear |

| | | |their own voice reading. Student can continue to practice|

| | | |reading and comparing their recordings. |

| | | |Grades K-1 |

| | | |Connected Text – Express It – The student will read with |

| | | |proper phrasing, intonation, and expression in connected |

| | | |text (F.020). For printable materials go to: |

| | | | |

| | | |Grades 2-3 |

| | | |Phrases – Fluent Phrasing – The student will read with |

| | | |phrasing, intonation, and expression in phrases (F.012). |

| | | |For printable materials go to: |

| | | | |

| | | |Grades 4-5 |

| | | |Phrases - Fleeting Phrases – The student will gain speed |

| | | |and accuracy in reading phrases (F.009). For printable |

| | | |materials go to: |

| | | | |

| |6. If making careless errors tracking may be a | |6. Use finger or colored sentence strip or other tracking|

| |problem | |tool to strengthen reading accuracy. |

| | | | |

| |Suggestion for more information reference this | | |

| |book: | | |

| |(Teaching Reading Sourcebook, 2nd Edition, | | |

| |2008) | | |

|The student sounds out words – knows |The student will need further instruction on |1. Administer phonic screening |Prior to sounding out the words, have the students warm up|

|the individual letter sounds but |blending sounds to pronounce whole words. |(Read Naturally Quick Phonic Screener – see TBAISD Literacy |by sustaining the sounds (slow sounds) for 1-2 seconds |

|cannot blend the sounds together to | |Consultant). |individually. If one of the sounds is a quick sound (p, |

|pronounce the word. | | |b, t, k, d, g, ch, j) slide the sound into the vowel and |

| | |2. Words Their Way Spelling Inventory Assessment |hold the vowel out. The goal is sound out the word |

| | | |without any pauses. This increases the chances the |

| | |3. Basic Phonic Concepts for children to master |student will recognize the word after they have sounded it|

| | |. |

| | |+phonics+concepts+by+tolman,+international+dyslexia+association&source=| |

| | |bl&ots=yytLQN09vH&sig=imIR4umb3c6kpIS3zNjbFbsEyzI&hl=en&ei=d5wfTIbBMsWl|Take a list of words from the story that student will need|

| | |nQe66NnnAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAYQ6AEwAA#v=one|to sound out (make sure there are no irregular words on |

| | |page&q=Basic%20phonics%20concepts%20by%20tolman%2C%20international%20dy|the list – the, what, was). Have the student “stretch and|

| | |slexia%20association&f=false |shrink” the words auditorily before asking them to read |

| | | |them in print. Example: “Say the word sun. Stretch the |

| | | |word sun…sssuuunnn (holding each sound out 2 seconds with |

| | | |no pause), now shrink the word, sun. This is what we need|

| | | |to do when we then read these words.” |

| | | | |

| | | |Grades K-1 |

| | | | |

| | | |Letter-Sound Correspondence – Brown Bag It – The student |

| | | |will match initial phonemes to graphemes (P.012). For |

| | | |printable materials go to: |

| | | | |

| | | | |

| | | |Grades 2-3 |

| | | |Phonics – Variant Correspondences - Giraffes, Goats, Cats,|

| | | |and Centipedes – The student will identify variant |

| | | |correspondences in words (P.013). For printable materials|

| | | |go to: |

| | | | |

| | | | |

| | | | |

| | | |Grades 4-5 |

| | | |Advanced Phonics – Variant Correspondences - Double Time –|

| | | |The student will identify variant correspondences in words|

| | | |(AP.004). For printable materials go to: |

| | | | |

|The student accurately reads grade |1. The student decodes words sound by sound | |1. Grades K-1 |

|level text at a slow rate. |rather than by chunking. | | |

| | | |Phonics – Syllable Patterns – Picture it in Syllables – |

| |The student makes several attempts before | |The students will blend syllables in words (P.053). For |

| |accurately decoding unfamiliar words. | |printable text go to: |

| | | | |

| |The student lacks background knowledge to | | |

| |understand the text. | |Grades 2-3 |

| | | | |

| |Lacks automatic word recognition skills. | |Fluency – Word Parts – Word Part Race – The student will |

| |(Teaching Reading Sourcebook, 2nd Edition, | |gain speed and accuracy in reading word parts (F.003). |

| |2008) | |For printable materials go to: |

| | | | |

| | | | |

| | | |Grades 4-5 |

| | | | |

| | | |Fluency – Chunked Texts - Division Decisions – The |

| | | |student will read with proper phrasing, intonation, and |

| | | |expression in chunked text (F.012). |

| | | | |

|Student struggles with reading common |1. Student misses the same high frequency |1. Administer MLPP (i.e. running record in its entirety, QRI, DRA- |1. Grades K-1 |

|sight words consistently at grade |words consistently. |Jerry John-BRI, etc.) | |

|level. | | |Fluency – Words – Words Relay – The student will gain |

| |Student has some background and recognition of |2. Fry/Dolch Lists to assess high frequency words. |speed and accuracy in reading words (F.008). For |

| |grade level high frequency words, but requires | |printable materials go to: |

| |more practice to recognize them consistently. | | |

| | | | |

| | | |Grades 2-3 |

| | | | |

| | | |Phonics – High Frequency Words – Jumping Words – The |

| | | |student will read high frequency words (P.008). For |

| | | |printable materials go to: |

| | | | |

| | | |Grades 4-5 |

| | | |Fluency – Words – Give me Five – The student will gain |

| | | |speed and accuracy in reading words (F.006). For |

| | | |printable materials go to: |

| | | | |

|Student scores at the intensive level |Student needs practice reading phrases. |Administer MLPP (i.e. running record in its entirety, QRI, DRA- Jerry |1. Grades K-1 |

|for reading fluency but scores high in| |John-BRI, etc.) | |

|comprehension. | | |Fluency – Connected Text – Computer-Based Reading – The |

| | | |student will gain speed and accuracy and read with proper |

| | | |phrasing, intonation, and expression in connected text |

| | | |(F.022) For printable materials go to: |

| | | | |

| | | | |

| | | |Grades 2-3 |

| | | | |

| | | |Fluency – Phrases – Fluent Phrasing – The student will |

| | | |read with proper phrasing, intonation, and expression in |

| | | |phrases (F. 012) For printable materials go to: |

| | | | |

| | | | |

| | | |Grades 4-5 |

| | | | |

| | | |Fluency – Phrases – Phrase Haste – The student will gain |

| | | |speed and accuracy in reading phrases (F.010). For |

| | | |printable materials go to: |

| | | | |

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