Transcript Grades 3-5 October Embedded Professional Development

Running Records & Multisyllabic Blending
Routine
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Fall 2014 Data Profile Local Grades 3-5
Cohort
(Teachers are beginning to systematically
differentiate their Common Core Aligned
Expeditionary Learning lessons. They are
targeting the specific needs of students as
noted by DIBELS Benchmark Running Records)
(See data sheets for individual performance)
Grade 3
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 48.13% of Grade 3 students are not meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual cueing system and deficits with the meaning and structure
cueing systems. The error patterns are predominantly found at
the word part/syllable and the word level (multisyllabic words).
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 51.85% of Grade 3 students are meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual, meaning and structure cueing systems. The error patterns
are predominantly found at the word level (multisyllabic words)
and with sequencing meaningful text details as part of retells.
Grade 4
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 69.69% of Grade 4 students are not meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual cueing system and deficits with the meaning and structure
cueing systems. The error patterns are predominantly found at
the word part/syllable and the word level (multisyllabic words).
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 30.3% of Grade 4 students are meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual, meaning and structure cueing systems. The error patterns
are predominantly found at the word level (multisyllabic words)
and with sequencing meaningful text details as part of retells.
Grade 5
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 63.63% of Grade 5 students are not meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual cueing system and deficits with the meaning and structure
cueing systems. The error patterns are predominantly found at
the word part/syllable and the word level (multisyllabic words).
 According to DIBELS Oral Reading Fluency with Miscue Analysis
and Error Patterns, 36.36% of Grade 5 students are meeting
benchmark norms for oral reading fluency. The Miscue Analysis
identifies that this cohort of students have strengths with the
visual, meaning and structure cueing systems. The error patterns
are predominantly found at the word level (multisyllabic words)
and with sequencing meaningful text details as part of retells.
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1. We will follow DIBELS ORF norms.
2. Stop the watch when necessary to make
students articulate the words. Then restart!
3. Be sure to pay attention to the reader's
behavior. Is the student using meaning (M),
structural (S), and visual (V) cues to read
words and gather meaning?
4. Score and analyze the Running Record by
observing, miscue, error, accuracy and selfcorrect patterns.
 What
are Meaning Cues?
 What are Structure Cues?
 What are Visual Cues?
s
M
v
s
M
v
See The Teachers Guide TCWRP
Error patterns…what are they?
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Substitutes another word for a word in the
text
Omits a word
Inserts a word
Has to be told a word
Mispronounces a word, or parts of a word
“The f_______s of the c______n
f______d a d________t c______t.
They saw the need for a strong
n_______l
g_________t. At the same time, they
did not want to take away all p_____r
from the states. Like most
A_________s, they b________d that
state g___________t would better
u__________d the special needs and
c__________s of their
“The framers of the constitution faced
a difficult conflict. They saw the need
for a strong national government. At
the same time, they did not want to
take away all power from the states.
Like most Americans, they believed
that state government would better
understand the special needs and
concerns of their citizens.”
Decoding Instruction often ends with 2nd grade:
– Unfortunately, the number of multisyllabic words
begins to dramatically increase in third grade.
The longer words are often content words that carry
the meaning of the passage.
Many new words in intermediate and secondary
material
– From 5th grade on, the average students
encounter approximately 10,000 new words
that they have never previously encountered
in print.