Oral Reading Tables - Little Rock School District



1098550Initial Dyslexia Screening Measures and the Areas Assessed by Each MeasureAll students in K-2 will be assessed with the NWEA Map Fluency Test, the DSA, and AR-Rapid Naming to meet the initial screening requirements of ACT 1268.The Foundational Skills Test in NWEA MAP Reading Fluency is required for all K studentsCharacteristics of Dyslexia Selected TestsTestSectionKindergartenPhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Foundational Skills TestPhonological Awareness SectionFallSome Risk:ZPD: Level 0 Rhymes and Syllables (introduce)WinterSome Risk:ZPD Level 1 or belowRhymes and SyllablesAt Risk:ZPD Level 0 Rhymes and Syllables (Introduce)SpringSome Risk:ZPD Level 2Initial soundsAt Risk:ZPD Level 1 or belowRhymes and SyllablesAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. NWEA Map Fluency Foundational Skills TestPhonics/ Word Recognition SectionFallSome Risk:ZPD: Level 0 Letters and Sounds (introduce)WinterSome Risk:ZPD Level 1 or belowLetters and SoundsAt Risk:ZPD Level 0 Letters and Sounds (introduce)SpringSome Risk:ZPD Level 2Initial Letter and Word FamiliesAt Risk:ZPD Level 1 or belowLetters and SoundsSound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or nonwords into their corresponding pronunciation. Rapid Naming - The ability to quickly name aloud a series of familiar items You may use this spreadsheet to enter data Arkansas Rapid Naming Screener (AR-RAN)?Some Risk: Bottom 20% for time and errors. Use School Level Data(Give once a year)AR-RAN FAQEncoding -The ability to translate spoken language into print. (spelling)You may use this spreadsheet to enter DSA data.DirectionsVideo: How to score HYPERLINK "" Word Journeys: Developmental Spelling Analysis (DSA)Where is it? pages 53-72 of Word Journeys by Kathy Ganske, 2008 BOYDo not giveEOYStart with LN, If the student scores 22 or above, add WWBy the end of Kindergarten, Students should be in the LN Stage (12-22). some risk: score 11 or below in Letter Naming 0-235634The Foundational Skills Test in NWEA MAP Reading Fluency is required for all 1st grade students in the fall and winter.The Grade Specific Adaptive Oral Reading Fluency test in NWEA MAP Fluency is requiredfor 1st grade students in the spring First GradeCharacteristics of Dyslexia Selected TestsTestSectionFallWinterTestSectionSpringPhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Foundational Skills TestPhonological Awareness SectionSome Risk:ZPD Level 2Initial soundsAt Risk:ZPD Level 1 or belowRhymes and SyllablesSome Risk:ZPD Level 3Phoneme Blending and SegmentingAt Risk:ZPD Level 2 or belowInitial soundsNWEA Map Fluency Adaptive Oral Reading TestPhonological Awareness Section (students will be routed to this section if they do not demonstrate fluent and/or accurate sentence reading fluency.)Some Risk:If the student is routed to the foundational skills test during this window, they should be considered Some RiskAt Risk:Foundational SkillsZPD Level 3 or below:Phoneme Blending and SegmentingAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. Phonics/ Word Recognition SectionFallSome Risk:ZPD Level 2Initial Letter and Word FamiliesAt Risk:ZPD Level 1 or belowLetters and SoundsWinterSome Risk:ZPD Level 3CVC WordsAt Risk:ZPD Level 2 or belowInitial Letter and Word FamiliesPhonics/Word Recognition (students will be routed to this section if they do not demonstrate fluent and/or accurate sentence reading fluency.) FallSome Risk:If the student is routed to the foundational skills test during this window, they should be considered Some RiskAt Risk:Foundational SkillsZPD Level 3 or below:CVC WordsSound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or nonwords into their corresponding pronunciation. Oral Reading Fluency SectionIf student is routed to ORFSome Risk: ApproachingWCPM: 34-59 At Risk: BelowWCPM: 33 or lessRapid Naming - The ability to quickly name aloud a series of familiar items You may use this spreadsheet to enter data Arkansas Rapid Naming Screener (AR-RAN)?Some Risk: Bottom 20% for time and errors. Use School Level Data(Give once a year)AR-RAN FAQEncoding -The ability to translate spoken language into print. (spelling)You may use this spreadsheet to enter DSA data.DirectionsVideo: How to score HYPERLINK "" Word Journeys: Developmental Spelling Analysis (DSA)Where is it? pages 53-72 of Word Journeys by Kathy Ganske, 2008 BOYStart with LN, If the student scores 22 or above, add WWStudents should be in the LN Stage (12-22). some risk: score 11 or below in Letter NamingEOYStart with LN, If the student scores 22 or more, add WWStudents should be solid (22 or more) in LN spelling by the end of 1st grade. some risk: score 21 or below in LNOptional Screening for First GradeFirst Grade Benchmark for foundational skillsFall: Level 3 or higherWinter: Level 4 or higherSpring: Level 5 A student who scores Meets or Exceeds in 1st grade in the fall or winter, may (optionally) take the Oral Reading Fluency test in ADDITION to the foundational skills test.-3957-226842The Grade Specific Adaptive Oral Reading Fluency test in NWEA MAP Fluency is required forall 2nd grade studentsCharacteristics of Dyslexia Selected TestsTestSectionSecond GradePhonological and Phonemic Awareness - The ability to recognize and manipulate the sound system in spoken language NWEA Map Fluency Adaptive Oral Reading TestPhonological Awareness Section (students will be routed to this section if they do not demonstrate fluent and/or accurate sentence reading fluency.)FallSome Risk:If the student is routed to the foundational skills test during this window, they should be considered Some RiskAt Risk:Foundational SkillsZPD Level 3 or below:Phoneme Blending and SegmentingWinterAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKSpringAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKAlphabet Knowledge - The ability to automatically recognize and name the 26 lowercase and 26 uppercase letters with ease and accuracy. Phonics/Word Recognition (students will be routed to this section if they do not demonstrate fluent and/or accurate sentence reading fluency.)FallSome Risk:If the student is routed to the foundational skills test during this window, they should be considered Some RiskAt Risk:Foundational SkillsZPD Level 3 or below:CVC WordsWinterAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKSpringAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKSound Symbol Recognition -?To automatically produce sound(s) or grapheme names (grade level letters or letter clusters) during recognition, production, and/or writing tasks. Decoding Skills – The ability to translate words, word parts, or non-words into their corresponding pronunciation. WinterAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKSpringAt Risk:If the student is routed to the foundational skills test during this window, they should be considered AT RISKOral Reading Fluency SectionIf student is routed to ORFSome Risk: ApproachingWCPM: 36-49 orInstructional reading level: 300 L or belowAt Risk: BelowWCPM: 35 or lessIf student is routed to ORFSome Risk: Approaching59-83 WCPMorInstructional reading level: 300 L or belowAt Risk: BelowWCPM: 58 or lessIf student is routed to ORFSome Risk: Approaching72-99 WCPMorInstructional reading level: 300 L or belowAt Risk: BelowWCPM: 71 or lessRapid Naming - The ability to quickly name aloud a series of familiar items You may use this spreadsheet to enter data Arkansas Rapid Naming Screener (AR-RAN)?Some Risk: Bottom 20% for time and errors. Use School Level Data(Give once a year)AR-RAN FAQEncoding -The ability to translate spoken language into print. (spelling)HYPERLINK ""You may use this spreadsheet to enter DSA data. HYPERLINK "" Word Journeys: Developmental Spelling Analysis (DSA)Where is it? pages 53-72 of Word Journeys by Kathy Ganske, 2008 BOYStart with Within Word, If the student scores 11 or below, give Letter Naming. Students should be in the early WW stage (1-11) and Solid in LN (22+)some risk: 21 or less in Letter Naming. EOYStart with Within Word, If the student scores 22 or above, add Syllable JunctureStudents should be solid (22 or more) in WW spelling.some risk: score 21 or below in Within WordOptional Screening for 3rd gradeAny student in 3rd grade, may (optionally) be given the Grade Specific Adaptive Oral Reading Test in NWEA Map Reading Fluency to determine strengths and needs in reading. Optional Screening for 4th th-8th grade:Students in 4th-8th grade who are struggling with reading, may (optionally) be given the Grade Specific Adaptive Oral Reading Test and the Foundational Skills Test in NWEA Map Reading Fluency to determine strengths and needs in reading. Currently the test interface is very childish. They are developing an interface for older students. Please do NOT administer this test as whole group to students in upper grades.Appendix:Zone of proximal development (ZPD): Students who were administered Foundational Skills tasks will have information on their zone of proximal development (ZPD) scores for each task type on the report.?Tasks within a learner's ZPD are those tasks the learner can do with assistance– the zone where instruction is most beneficial for each student – just beyond his or her current level of independent capability. The following tables show the possible ZPD levels the Foundational Skills and Adaptive Oral Reading tests can assess all levels. Keep in mind that Foundational Skills is intended for younger students; see?Test Types?for more information.Phonological AwarenessPhonics/Word RecognitionZPD LevelMeasurementsZPD LevelMeasurements0-Rhymes and Syllables (Introduce)Rhyming Word Matching — Measures phonological rhyme identification skills0-Letters and Sounds (Introduce)Letter-Sound Fluency — Measures letter sound correspondence knowledge1-Rhymes and SyllablesCounting Syllables — Measures phonological syllable segmenting skills1-Letters and SoundsLetter Knowledge — Measures letter identification knowledge2-Initial SoundsOnset-Rime Blending — Measures initial phoneme blending skillsInitial Sound Matching — Measures initial phoneme identification skills2-Initial Letter and Word FamiliesBuild Words: One Letter — Measures letter sound decoding skills in wordWord Families: Initial Letter — Measures letter sound decoding skills in words3-Phoneme Blending and SegmentingBlend Phonemes — Measures phoneme blending skills Segment & Count Phonemes — Measures phoneme segmenting skills3-CVC WordsSilent CVC Word Reading — Measures early word decoding skills Build Words: CVC — Measures early word encoding skills(A?CVC word?is a?word?that is made up of a consonant, vowel and consonant sound. Cat, hot, tip, man and hut are all?CVC words.)4-Phoneme ManipulationAdd/Delete Phonemes — Measures phoneme manipulation skills4-One Syllable WordsSilent One Syllable Word Reading — Measures word decoding skills5- Phoneme Manipulation (Reinforce)Substitute Phonemes — Measures phoneme manipulation skills5- One Syllable Words (Reinforce)Build Words: One Syllable — Measures word encoding skillsFoundational Skills Tables: Grade-Level ExpectationThe following table shows the grade-level expectations for the Foundational Skills topics of Phonological Awareness, Phonics and Word Recognition.TermLevel 0Level 1Level 2Level 3Level 4Level 5KindergartenFall???Winter????Spring????First GradeFall????Winter???Spring??Second GradeFall??Winter?Spring?Oral Reading TablesInterpreting the WCPM?score:Students who received Oral Reading tasks will have a words-correct-per-minute (WCPM) score. The following table depicts the expected WCPM scores for students in each grade for each term, based on grade-level text. Slight adjustments are made for off-grade text.Grade LevelBelow ExpectationApproaching ExpectationMeets ExpectationExceeds ExpectationFall: August 1–November 30PreK and Kn/an/an/aAny oral reading1n/an/a0–89+20–3536–4950–8384+30–5859–8283–103104+40–7475–9394–124125+50–8687–120121–140+n/aWinter: December 1–February 28/29PreK and Kn/an/an/aAny oral reading10–1516–2829–5859+20–5859–8384–108109+30–7879–9697–136137+40–9495–119120–142143+50–108109–132133–170+n/aSpring: March 1—June 30PreK and Kn/an/an/aAny oral reading10–3334–5960–9091+20–7172–99100–123124+30–9091–111112–138139+40–104105–132133–159160+50–118119–145146–170+n/aLexile Scores and Instructional Reading Level ExpectationsThe following table shows Instructional Reading Level expectations for each grade based on the Lexile??values of instructionally leveled text.GradeBelow ExpectationApproaching ExpectationMeets ExpectationExceeds ExpectationPre-K and Kindergartenn/an/an/aAny oral readingFirst Graden/an/aUp to 300LOver 300LSecond Graden/aUp to 300L300–500LOver 500LThird GradeUp to 300L300–500LOver 500LN/AFourth Grade (English only)Up to 490L500-590LOver 600LN/AFifth Grade (English only)Up to 490L500-690LOver 700LN/ADevelopmental Spelling Analysis Stages: 3882390541020Letter Naming Spelling 00Letter Naming Spelling 186245549212500Letter Name (LN)- Students learn about beginning sounds, blends (bl, sl, etc.), word families and short vowel sounds. This is the stage in which students are usually taught to read. 4248003636026Within Word spelling 00Within Word spelling 217487564071500Within Word (WW)- Students spell most short vowel sounds correctly, and they learn about long vowel sounds and patterns in one-syllable words. In this stage students can read and spell many words correctly because of their automatic knowledge of letter sounds and short-vowel patterns. 102811490091800Syllable Juncture (SJ)- Students learn about the conventions of joining syllables in words with two ore more syllables. Students are expected to spell many words of more than one syllable. Students consider spelling patterns where syllables meet and at meaning units such as affixes (prefixes and suffixes). 5372295583956Syllable Juncture spelling 00Syllable Juncture spelling 2056765414655004656699662305Derivational Constancy spelling 00Derivational Constancy spelling Derivational Constancy (DC)- Students learn that meaning as well as sound and pattern are important in the spelling of the English language. This last stage in the developmental model continues through adulthood. ................
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