Transcript DIBELS Next Mod 6-DORF (handout)

DIBELS Assess the Basic Early Literacy
Skills
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What is DIBELS Oral Reading
Fluency (DORF)?
• DIBELS Oral Reading Fluency (DORF) is a measure of advanced
phonics and word attack skills, accurate and fluent reading of
connected text, and reading comprehension. There are two
components to DORF. Part one is oral reading fluency and part
two is passage retell.
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• What’s new for Next?
– Retell Fluency now part of DORF (requirement for kids reading
40 wpm or more)
– All new passages field-tested and empirically leveled (1st
passage=easy, 2nd=medium, 3rd=hard)
– Addition of accuracy to scoring/benchmark goal
– Early reader font for 1st and 2nd grades
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®
DIBELS Oral Reading Fluency
(DORF)
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®
DIBELS Oral Reading Fluency
(DORF)
Assessor shows the reading
passage to the student. The
student reads the passage.
Scores:
• The number of words read
correctly in 1 minute.
•
The percentage of words
read accurately in 1 minute.
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Administration Directions
•
Place the booklet on the
clipboard positioned so that
the student cannot see
what you record.
•
Follow these directions
exactly each time with each
student. Say the words in
bold italic type verbatim.
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Directions
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Directions
During benchmark assessment, three passages are administered
if the student reads 10 or more words correctly on the first
passage. When administering the second and third passages, use
the following shortened directions:
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During the Testing
• Do not read the title to the student. If the student chooses to read
the title, do not start the stopwatch until he or she reads the first
word of the passage. If the student asks you to tell him or her a
word in the title or struggles with a word in the title for 3 seconds,
say the word. Do not correct any errors the student makes while
reading the title.
• Start the stopwatch after the student says the first word of the
passage. If the student is silent or struggles for 3 seconds with the
first word of the passage, mark the word as incorrect, say the word,
and start the stopwatch.
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During the Testing cont’d.
• Follow along in the scoring booklet.
• Leave blank any words read correctly. Put a slash ( / ) through
errors (including skipped words).
• On passages that are two pages long, if the student reaches the
end of the page (designated by triangles in the scoring booklet)
before the minute is up, turn the page and continue on the next
page. Otherwise, proceed to Retell when the minute is up.
• At the end of 1 minute, place a bracket ( ] ) in the text after the last
word provided by the student.
• Say Stop and remove the passage. If the student completes the
assessment before 1 minute, assessment stops and he/she
receives the score obtained. Scores are not pro-rated.
•
Note: If the student is in the middle of a sentence at the end of 1 minute,
you may allow the student to finish the sentence, but only score the words
said up to the end of 1 minute.
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Scoring Rules
1.
Leave blank any words the
student reads correctly.
2.
Put a slash ( / ) through any
errors.
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Scoring Rule 1: Words Read Correctly
Leave blank any words the student reads correctly. Inserted words
are not counted. To be counted as correct, words must be read as
whole words and pronounced correctly for the context of the
sentence.
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Scoring Rule 1: Words Read Correctly
• If the student reads a proper noun with correct pronunciation or
with any reasonable phonetic pronunciation, it is counted as
correct.
• Abbreviations must be read the way they would be pronounced in
conversation.
• Numerals must be read correctly within the context of the
sentence.
• Hyphenated words count as two words if both parts can stand
alone.
• A word is scored as correct if it is initially misread but the student
self-corrects within 3 seconds. Mark SC above the word and score
as correct.
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Scoring Rule 2: Slash Errors
Put a slash ( / ) through any errors.
• Errors include words read incorrectly, substitutions, skipped
words, hesitations of more than 3 seconds, words read out of
order, and words that are sounded out but not read as a whole
word.
• If a student reads the same word incorrectly multiple times in
the story, it counts as an error each time.
• Students should read contractions as they are printed on the
page.
• If a student skips a row, draw a line through the entire row and
count the omitted words as errors.
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Discontinue Rule Part 1: DORF
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If the student does not read any words correctly in the first row of
the first passage, discontinue administering the passage and
record a score of zero (0).
•
Do not administer Retell.
•
Do not administer passages 2 and 3.
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Discontinue Rule Part 2: Fewer than
ten (10) words in First Passage
• If the student reads fewer than
10 words per minute in the
first passage, do not
administer Retell and do not
administer passages 2 and 3.
• Record the score from the first
passage.
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Wait Rule for DORF: 3 Seconds
•
Maximum time for each
word is 3 seconds.
•
If the student does not read
a word within 3 seconds,
say the word and mark the
word as incorrect.
•
If necessary, indicate for
the student to continue with
the next word.
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Reminders
• If the student stops reading
(and it’s not a hesitation on a
specific item), say Keep
going.
• If the student loses her/his
place while reading, point.
• These reminders may be used
as often as needed.
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Note
The student is not penalized for differences in pronunciation of words
due to articulation delays, dialect differences, or impairments or
speaking a different dialect or first language
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Immediately After Testing
• Reset the stopwatch for the
next measure.
• Make a note about any
patterns in student responses
that were not captured by the
marking procedures.
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At a Later Time, Compute the Final
Score
• Add the total number of
words read up to the
bracket.
• Record the total number of
errors.
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3
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]
• Subtract the errors from the
total and record the words
read correctly in the space
provided on the scoring page.
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DORF Retell
• If the student reads 40 or more words correctly on the passage,
have the student retell what he/she has just read.
• If the student reads fewer than 40 words correctly on a passage,
use professional judgment whether to administer Retell for that
passage.
• Tester must make this decision after each passage. If you end up
with only 2 retell scores, average them.
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DORF Retell Administration Directions
Remove the passage and say:
•
Start the stopwatch and allow a maximum of 1 minute
for the retell.
•
Mark through numbers in the scoring book for words in
the student’s response that are related to the story.
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During the Testing
• Move your pen through the numbers as the student is responding
to count the number of words he/she said that are related to the
passage he/she just read.
• Stop moving your pen through the numbers if the student stops
retelling the story or if his/her retell is not relevant to the story he/
she just read.
• If the student’s response goes on for more than 1 minute, say
Thank you, discontinue the task, and circle the total number of
words in the student’s retell.
• When the student has finished responding or has met the
discontinue criteria, circle the total number of words in the
student’s retell.
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Retell Score and Scoring Rules
The student receives 1 point for every word in his/her retell that is
about what was read.
•
Count as correct any words in the response that are about
what the student read.
•
Count as incorrect any words in the response that are not
about what the student read.
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Retell Scoring Rule 1: Correct Words
• Count as correct any words in the response that are about the
passage.
• The judgment is based on whether the student is generally
accurately retelling what was just read or has gotten off track.
• Move your pen through a number in the scoring booklet for each
word the student says about the passage.
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Retell Scoring Rule 1: Correct Words
Passage: Goldfish make good pets. They are easy to take care of and do
not cost much to feed. Goldfish are fun to watch while they are swimming.
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Retell Scoring Rule 1: Correct Words
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Retell Scoring Rule 1: Correct Words
Passage: During the last ice age, the world looked much different than it
does today. Nearly all the land was covered with huge sheets of ice or
glaciers. Most of the world’s water was trapped in these glaciers, and
the water level of the seas was low. A vast amount of land was above
the water. The narrow waterway between Asia and North America, the
Bering Strait, was mostly exposed land at that time. The land formed a
narrow bridge that connected Asia with North America.
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Retell Scoring Rule 1: Correct Words
Passage: The main ingredients for this recipe are cucumbers and dill
weed. Both of these are easy to grow if you are lucky enough to have a
vegetable garden. If you don’t have a garden, you can find them in the
produce department at the grocery store. Two other produce items you
will need are fresh garlic and a small onion about the size of a golf ball.
You will also need salt and sugar to add flavor to the pickles.
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Retell Scoring Rule 2: Incorrect Words
• Score as incorrect any words in the response that are not related
to the story that the student read.
• Do not move your pen through a number in the scoring booklet for
words that are not about what the student read.
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Retell Scoring Rule 2: Incorrect Words
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Retell Scoring Rule 2: Incorrect Words
Filler words, repetitions of words/phrases, and sounds are not counted.
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Retell Scoring Rule 2: Incorrect Words
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Retell Scoring Rule 2: Incorrect Words
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Retell Scoring Rule 2: Incorrect Words
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Retell Scoring Rule 2: Incorrect Words
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Wait Rule/Reminder
If the student stops or hesitates
for 3 seconds, select one of the
following:
If the student has not said
anything at all, provides a very
limited response, or provides an
off-track response, say Tell me
as much as you can about the
story.
Otherwise, say Can you tell me
anything more about the story?
These reminders may be used
only once.
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Discontinue Rule: Retell
Discontinue the retell portion of DORF if the student hesitates or
gets off track for more than 5 seconds, after applying the Wait Rule.
Say, Thank You, and record the score on the front of the scoring
booklet.
0
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Note
The student is not penalized for
differences in pronunciation of
words due to articulation delays
or impairments or speaking a
different dialect or first
language.
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Final Score: Scoring Page
Write the number of words in
the Retell on the space
provided on the scoring page.
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Immediately After Testing
• Reset the stopwatch for the next measure.
• Rate the quality of the student’s retell using the Retell Quality of
Response Rating.
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Retell Quality of Response
Rating 1: Provides 2 or fewer details
Example Passage:
Rating 1 Example Retell (student response):
“It was about fish. They took the fish to a market.”
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Retell Quality of Response
Rating 2: Provides 3 or more details
Example Passage:
Rating 2 Example Retell (student response):
“There was a boy named Ken. He had a sail boat. And they put
their fish in baskets.”
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Retell Quality of Response
Rating 3: Provides 3 or more details in a meaningful sequence
Example Passage:
Rating 3 Example Retell (student response):
“The boy helped his dad load the fish into baskets and then
they put the baskets on the boat to take them to the market.”
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Retell Quality of Response
Rating 4: Provides 3 or more details in a meaningful sequence that
captures a main idea
Example Passage:
Rating 4 Example Retell (student response):
“The story was about a boy and his dad and how they sold fish
at a market. They loaded the fish into baskets and used their
boat to sail across the clear blue water to the market.”
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Final Score: Cover Page
• If the student reads fewer than
10 words correctly on the first
passage, transfer the total
number of words read
correctly and total errors from
the scoring page to the front of
the benchmark assessment
booklet.
• Do not administer passages 2
and 3.
• Do not administer Retell.
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Final Score: Cover Page
•
If the student reads 3
passages, transfer the
student’s words correct
scores and error counts to
the front of the benchmark
assessment booklet.
•
For example, if the student
gets words correct scores of
27, 36, and 25, record those
scores with corresponding
errors in the appropriate
boxes.
27 36 25
3 2 1
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Final Score: Cover Page
•
Circle the median words
correct score and the median
error score on the front of the
test booklet. These may be
from 2 different passages.
• The median is the middle
score. For example, with the
scores 27, 36, and 25, then
circle 27.
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If 2 scores are the same
number, that number is the
median.
27 36 25
3 2 1
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Final Score: Cover Page
•
If the student provides a
Retell after 3 stories, record
all 3 scores and all 3 Quality
of Response values on the
front cover and circle the
median score and median
Quality of Response.
• For example, if the 3 Retell
scores are 12, 19 and 16,
circle 16.
27 36 25
• If the Quality of Response
values are 2, 3, and 2, the
median is 2.
3 2 1
12 19 16
2
3
2
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Final Score: Accuracy
Calculating Accuracy:
Correct
X 100
Correct + Incorrect
27
X 100 = 93%
27 + 2
27 36 25
3 2 1
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DORF Review
• When do I start the timer?
Start the timer after the student reads the first word.
• How do I mark a word as incorrect?
Slash an incorrect word.
• What do I do if a student hesitates for 3 seconds?
Tell the student the word and mark it as incorrect (slash).
• What do I do if a student self corrects?
Mark “SC” above the word and score as correct.
• How do I mark a word as correct?
Leave correctly read words blank.
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DORF Review Continued
• What do I do if a student adds a word?
Leave blank.
• What do I do if a student reads a word out of order?
Words read out of order are marked as incorrect (slash).
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When using Retell, when do I start the timer?
After you say Begin.
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How do I record the words in a student’s Retell response?
Move your pen/pencil through the numbers as the student is
speaking.
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What do I do if a student hesitates for more than 3 seconds on Retell?
Say, Tell me as much as you can about the story. OR Can you
tell
me anything more about the story?
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DORF Practice #1
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2
60
sc
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DORF Retell Practice #1
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There are two brothers and
they need money so they start
a cocoa stand. It’s sort of like
a lemonade stand but it’s a
cocoa stand because it’s
winter so it’s cold.
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DORF Practice #2
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Retell Practice #2
It was cold. They are brothers
and it was cold.
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DORF Summary
Start timer after student reads the first word.
Correct
Incorrect
Incorrect
(leave blank)
(slash)
(leave blank)
• Reads correct word;
pronounces correctly in
context
• Pronounces word
incorrectly due to
articulation
delay/dialect/different
first language
• Reads incorrect word
• Repeats word
• Reads correct word out of order
• Adds word
• Omits word
• Hesitates 3 seconds
• Reads numerals or abbreviations NOT as the
word would be pronounced in speaking, (e.g.,
“M.R.” for Mr.)
Self-correct: Write “SC” above word and count as correct.
Skipped line: Draw a line through entire line and count those words as errors.
Wait Rule: Say the word, mark as incorrect (slash), and, if necessary, point
to the next word and say, What word?
Discontinue Rule: No correct words read in the first line.
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DORF Retell Summary
Start timer after you say Begin.
Words counted as correct
• Words that are related to the passage read
Words not counted as correct
• Words that are unrelated to the passage
• Fillers and false starts (um, like, you
know)
• Repetitions of words or phrases
• Songs or recitations
• “I don’t know”
Three-second Rule: If the student pauses for 3 seconds, say either, Tell me as much as
you can about the story, or Can you tell me anything more about the story?
Five-second Rule: After the 3-second reminder, if the student pauses or goes off track
for 5 seconds, say, Thank you, and discontinue the retell.
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