Parent Information Session: mClass Date: November 6, 2017 Megan - - PowerPoint PPT Presentation

Parent Information Session: mClass

Date: November 6, 2017 Megan Ray: Literacy Coach/IRT Ashley Lewis: 3rd Grade Teacher

• Letter Naming Fluency (LNF)
• First Sound Fluency (FSF)
• Phoneme Segmentation
• Fluency (PSF)
• Dibels Oral Reading Fluency

(DORF)

• Nonsense Word Fluency

(NWF)

Dibels

Dibels: What and When?

Your child’s grade level and time of year will determine which assessments your child will be given. BOY: Beginning of Year (September) MOY: Middle of Year (January) EOY: End of Year (end of May/June)

Letter Naming Fluency (LNF)

Description: Your child will be shown a list of letters (not in alphabetical

• rder). The teacher will be assessing how many of those letters the child can

correctly identify in 1 minute. The child needs to say letter name, not sound. When: BOY Kindergarten - BOY 1st Grade

LNF: Helping at Home

• Finding letters in text as you are reading together.
• Cut out letters in a magazine and sort.
• I spy at the grocery store, in the car, etc.

First Sound Fluency (FSF)

Description: The teacher will say a word and the student will say the first sound in that word (not the first letter). Example: goat -> /g/ Purpose: Fluency in isolating and identifying 1st sound in words When: BOY and MOY Kindergarten

FSF: Helping at Home

• Take turns: You say a word and your child will tell you the first
• sound. Your child can think of a word and you will tell them the

first sound.

• Point out pictures in a book and have your child tell you the

first sound.

• Tell your child a sound and see how many words they can

think of that start with that first sound.

Phoneme Segmentation Fluency (PSF)

Description: The teacher will say a word and the student will separate and say all the sounds in 3- and 4- phoneme words. Example: goat -> /g/ /o/ /t/ Purpose: determine the ability to hear and manipulate the sounds in spoken words When: MOY Kindergarten - BOY 1st Grade

PSF: Helping at Home

Using pennies, say a word. Have your child move up a penny for each sound in the word. Example: duck - d-u-ck (3 pennies)

PSF: Helping at Home

• 1. Beads on a pipe

cleaner: move a bead

• ver for each sound
• 2. Slinky: pull apart as

you say each sound

• 3. Touching arm for each

sound

Dibels Oral Reading Fluency (DORF)

Description: The student will orally read 3 on-grade level passages. After 1 minute of reading, the student will retell what the passage was about. Purpose: determine the student’s word attack skills, fluency with on-grade level text and retell quality (1-3) When: MOY 1st Grade - EOY 3rd Grade

DORF: Helping at Home

• Set timer for 1 minute
• Have your child read text out loud
• Have them retell what they read (in
• rder and capturing the main idea)

EOY Goals 1st Grade: 47 words per minute 2nd Grade: 87 words per minute 3rd Grade: 100 words per minute

Nonsense Word Fluency (NWF)

Description: The student will read make believe CVC or VC words. The goal is for the child to read these words with automaticity, using short vowel sounds. Purpose: to identify and blend sounds in consonant-vowel-consonant and vowel-consonant words When: MOY Kindergarten - BOY 2nd Grade

Nonsense Word Fluency (NWF)

Text Reading Comprehension (TRC)

Levels B-E

• Student will read the text to the

teacher.

• Student will re-read text

independently.

• Without the text, the student will

retell the beginning, the middle and the end of the text.

• With the text, the child will answer

5 oral comprehension questions.

Levels F-U

• Student will read the text or part of

the text to the teacher.

• With the text, the student will

answer 5 oral comprehension questions.

• With the text, the student will

answer two written comprehension questions.

Scoring Written Comprehension Level 3: Complex

↖

Addresses the demands of the question.

↖

Effectively uses text-relevant information to clarify

• r extend

understanding.

Level 2: General

↖

Addresses the demands of the question.

↖

Uses text-relevant information to show understanding.

Level 1: Minimal

↖

Minimally addresses the demands of the question

↖

Uses minimal information to show understanding of the text in relation to the question

Sentence Starters: Providing Evidence

• According to the text…
• Based on the text…
• On page __, it said…
• The author wrote…
• The picture showed me…
• I know this because…

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