Transcript CBM in Reading        Develop Measures Administration Scoring Graphic Display Analysis of Graphic Display Error Analysis Implications for Instruction.

CBM in Reading
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Develop Measures
Administration
Scoring
Graphic Display
Analysis of Graphic Display
Error Analysis
Implications for Instruction
CBM Oral Reading Fluency
• For students in Infant and early standard
• Student reads grade-appropriate passage
for 1 minute from ORF Student copy
• Teacher marks errors of ORF Teacher
copy
What is measured?
• Oral Reading Fluency (ORF) is a measure of
the number of words a student reads correctly
in one minute.
– Measure of reading rate and accuracy
– Measure related to reading comprehension
(kids don’t read faster than they can understand what
it is that they are reading)
• Specific errors are recorded to provide useful
error analysis information.
• Sensitive to change achievement over time
Developing ORF Measures
• Teacher copy - numbers down right side
of passage for easy scoring
• Student copy- Passage should be:
– Void of illustration
– Text that is representative of curriculum
(usually random selection from
materials used in class:
font, passage style)
Grade N umber of W ords
1-2
100- 150
3-4
150-200
6+
250
CBM Oral Reading Fluency
• Student copy
CBM Oral Reading Fluency
• ORF Teacher copy
• Cumulative count of
words along margin
allow for easy
calculation of words
attempted
Administration
Directions for 1-Minute Administration of Oral
Reading Fluency Passages
1. Quiet setting
2. Individual administration
3. Unnumbered passage to student
4. Numbered passage for administrator
5. Stopwatch or (sweep second hand on watch)
6. Say, "Start reading here." (point to the
title of the story).
Administration Directions
7. Say "begin" and start your stopwatch when the
student says the first word.
8. Follow along on the examiner copy of the passage,
marking the words that are read incorrectly. Use the
markings for error types as best you can.
9. If a student comes to the end of a passage before the
time is up, point to the beginning of the passage and
say to the student, "start again."
10. At the end of one minute (60 seconds) say, "stop"
and place a bracket ( ] ) after the last word read.
Administration Directions
“When I say 'begin,' start reading aloud at the top of the page.
Try to read each word. If you come to a word you don't know,
I'll tell it to you. Be sure to do your best reading. Do you have
any questions?”
If desired administrators may provide some background information:
“You are going to read this story titled I Want to be Big Now
out loud. This story is about a girl named June who wants to play.
In order to play she thinks she needs to be big. Read this story
until I say stop. If you come to a word you don't know, I'll tell it to you.
Show me your best reading.”
ORF Error Markings
n
mom
Scoring Sample
Ernie learned to knit one October afternoon when he was home
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wa-it-ing
waiting for the scabs from his chicken pox spots to fall off. Even
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though nobody could catch the chicken pox from him anymore, he
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looked pretty awful. Now that he didn't itch and feel terrible, he was
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wa-it
bored. Ernie was so bored be couldn't wait to get back to school. He
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wondered what exciting things his friends in the fourth grade and
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Mrs. Crownfield, his teacher, were doing while he spent his time
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wa-it-ing
waiting for scabs to fall off. When the doorbell] suddenly rang,
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Ernie was glad. Even answering the door was something to do.
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When Ernie looked through the peephole in the door to find out
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Analysis of the data:
Describe the data points for this student in relation to
the AIMLINE
Describe the types of errors this student is making in
the close materials.
Decision:
Collect more data
Intervention
Increase the goal for this student
Intervention description:
Oral Reading Fluency
Case of Elana
Passage 1 – Jan 3rd
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Passage 2 - Jan. 10th
Passage 3 - Jan. 17th
Oral Reading Fluency
Case of Elana
Error Analysis
Sound Multi- Irregular Word
Comb. syllabic
Endings
Rule
Based
Other
Error analysis
 Involves reviewing the student’s
scored CBM reading probes to
identify specific error types and
patterns
 Set priorities for teaching
Error patterns
 Indicate areas in need of further
instruction
 Constitute a database for determining
what content and strategies to teach
Interventions
• What does the error analysis indicate?
– Word reading errors?
– Fluency errors?
– Vocabulary problems?
– Overall understanding
• Prosody’
• Rate
• Accuracy
Word reading errors?
• Isolate/target the skill
• Teach the skill and discrimination in
isolation
• Practice words on target skill with
discrimination
• Practice passage reading
Example of Instruction
Intervention
Teaching Sound Combinations
• Teach letter combination in isolation
• Teach and practice discrimination of
new sound combination and known
sounds and sound combinations
• Integrate sound combination into words
and word reading
Teaching Sound Combinations
Guidelines for making a word list
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10 - 15 words
1st three words - new combination
50% of all words - new combination
Other words of known word types (preskills)
2 sets of minimally different pairs
Focus Min. Pairs on new skill (ch)
e.g. (ch) chap cap
chip ship
chat hat
chat that
Adapted from Carnine, Silbert, & Kameenui, (1997)
Teaching Sound Combinations
Example wordlist - new skill ou
round
trout
loud
proud
bout
pond
boot
moon
bean
pound
• 10 - 15 words
• 1st three words new skill
• 50% new skill
• 2 min. different pairs
Isolate/target the skill
Team work!
Teach the skill &
discrimination in isolation
Practice words on target skill
with discrimination
Practice passage reading
Fluency:
Passage Reading Procedures
Call on individual students to read a few
sentences
Maintain positive interactions, interest in
story etc. (you may make comments)
Monitor closely, all students should have
eyes on text and following along (you may
want to require fingers under each word,
depending on skill level [not age]).
Model occasionally, demonstrate the type
of reading you have as a goal for your
learners (not as well as you can read)
Vary reading order of students,
predictability will facilitate “off-task”
behavior.
Be prepared to correct, provide correct
information, student repeat, direct reader to
beginning of sentence to reread and
continue.
Passage Reading Corrections
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Quickly stop the reader
Say the answer (word missed)
Repeat -Have student read the word
Repeat sentence - Have the student
reread the sentence
• Repeat the paragraph – Have student
reread the paragraph - only if > 3
errors
Paired Practice Reading