Text Reading and Comprehension (TRC) mCLASS ® :Reading 3D ™
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Transcript of Text Reading and Comprehension (TRC) mCLASS ® :Reading 3D ™
Text Reading and Comprehension (TRC)
mCLASS®:Reading 3D™
TRC Overview
•Accurate and Fluent Reading of Connected Text
•Reading Comprehension
•Vocabulary and Language Skills
Basic Early Literacy Skills
•BOY Kindergarten through EOY Grade 3
Administered
•Mobile Device
•Leveled books/cards
•Written Comprehension Question (Level F - Above)
Materials
TRC Benchmark Goals
Grade BOY Reading Level Goal(s)
MOY Reading Level Goal(s)
EOY Reading Level Goal(s)
Kindergarten RB to B C D
Grade 1 D G-H J-K
Grade 2 J-K L M-N
Grade 3 M-N O P-Q
Correlation Chart
Criteria for Instructional Level
Frustrational
Accuracy ≤ 89%or
Retell/Recall = 1/3 or
Oral Comp. ≤ 3/5
Instructional
Accuracy 90 – 94%and
Retell/Recall ≥ 2/3
andOral Comp. ≥ 4/5
Independent
Accuracy ≥ 95%and
Retell/Recall ≥ 2/3and
Oral Comp. ≥ 4/5
TRC identifies the student’s instructional reading level.
Print Concepts
• Goal: 13 out of 16
• Cover: Front of Book
• Print Contains Message
• Directionality: Beginning, L to R, Return Sweep
• 1:1 Match
• First and Last Words on a Page
• Meaning of Quotation Marks, Comma, Question Mark, and Period
• Identifies Uppercase Letter
• Identifies one letter, one word, first and last letter
Reading BehaviorsGoal: 5 out of 6
• Indicate Title
• Matches Words 1:1
• Left-Right Directionality
• Return Sweep
• Maintains Language Pattern
• Uses Picture Support
TRC Knowledge of Print (KOP)
• Marking• Correct
• Incorrect
• Observe• Instructions to assessor
• Assessed concepts
• Page numbers
• Use of index cards
• Running score
TRC: Print Concepts Partner Practice
• Assessor
1. From Main Menu choose Reading 3D
2. Choose BOY
3. Select a Kindergarten student.
4. Choose Benchmark.
5. Select TRC.
6. Select Print Concepts (PC) and On the Table book from dropdown box.
7. Tap Begin.
8. Score student responses on device.
TRC: Reading Behaviors Partner Practice
• Assessor
1. Select a Kindergarten student.
2. Choose Benchmark.
3. Select TRC.
4. Select Reading Behaviors (RB) and the Look at Me book.
5. Tap Begin.
6. Score student responses on device.
• Student
• Read aloud the script.
PC and RB Administration Check-In1. What was easy?
_________________________________________________
2. What was difficult?
_________________________________________________
3. What do you need to practice?
_________________________________________________
TRC: Text Reading and Comprehension Records
The ability to accurately read and comprehend authentic text
Settings
Tap Level list toselect book level.
Tap Book list toselect book title.
Record Reading BehaviorsIf the student says, “Every sat-, Saturday”:
1. Tap the word Saturday.
2. Write exactly what the student said (“sat-”).
3. Tap Save.
RepetitionIf the student says, “We like to dance, dance”:
1. Tap the Repetition button at the top left of the screen.
2. Tap and drag to select the repeated word (dance).
3. Repeat steps 1 and 2 for subsequent repetitions.
To mark a repeated phrase, tap the Repetition button, then swipe the entire phrase.
Record Errors
• Self Correction (SC)
• Substitution (sub)
• Insertion (^)
• Omission (omit)
• Told (told)
Substitution
If the student says, “Everything looks fun”:
1. Tap the word funny.
2. In the freehand space, write “fun.”
3. Tap sub.
4. Tap Save.
Insertion
If the student says, “It’s my best friend, Jill”:
1. Tap the word after the insertion (friend).
2. In the freehand space, write “best.”
3. Tap Insertion (⌃).
4. Tap Save.
Omission
If the student says, “I see living room”:
1. Tap the omitted word (the).
2. Tap omit.
ToldIf the student says, “Things look di-, dif-”:
1. Record any attempt(s).
2. Wait five seconds fora complete response.
3. Say “different.”
4. Tap the word you tellthe student (different).
5. Tap told.
6. Tap Save.
If the student says, “Here is my mane, I mean, name”:
1. Tap the word (name).
2. In the freehand space, write “mane.”
3. Tap sub.
4. Tap SC.
5. Tap Save.
Self-Correction
If the student says, “hadn’t” instead of “had not”:
1. Tap the first word (had).
2. In the freehand space, write “hadn’t.”
3. Tap sub. Tap Save.
4. Tap the second word (not).
5. Draw a line or slash in the freehand space.
6. Tap Save. “Not” will display in bold, but does not count as an error.
Contractions
TRC Reading RecordQuick Reference
Correct Incorrect
Student reads correct words Insertions
Student correctly sounds out words Substitutions
Student repeats words Omissions
Student self-corrects
Words read in the wrong order
Five-second hesitations
Proper nouns (the first instance only)
Reading Record Results Screen
Tap Delete toinvalidate probe.
Tap Motiv. or Note to record additional information.
Tap Accuracy rate to review probe.
Comprehensiontasks required
TRC Demonstration
TRC Partner Practice
• Assessor
1. Select a Grade 1 , 2 or 3 student.
2. Choose Benchmark.3. Select TRC.4. Select a Level and a book
title.5. Select Start Timed
Administration.6. Score student responses on
device.7. Record motivation and
notes.
TRC Administration Check-In1. What was easy?
_________________________________________________
2. What was difficult?
_________________________________________________
3. What do you need to practice?
_________________________________________________
TRC Retell/Recall(Benchmark Levels E and lower)
Fiction
Non-Fiction
Tap Retell to access questions.
TRC Oral Comprehension(Benchmark Level D – Above)
Tap Oral Comp to access questions (Benchmark)
Tap Correct or Incorrectto record answers toquestions provided.
TRC Written Comprehension(Benchmark Levels F – Above)
Tap Written Comp. to Access the rubric.
Written Comprehension Scoring RubricScore Level What it means What it requires
0 No UnderstandingThe response demonstrates no understanding of the text.
Completely incorrect, irrelevant to the question, or missing
1 Minimal Understanding
The response demonstrates a minimal understanding of the text.
Minimally addresses the demands of the questions
Uses minimal information to show understanding of the text in relation to the question
2 General Understanding
The response demonstrates a general understanding of the text.
Partially addresses the demands of the question
Uses text-relevant information to show understanding
3 Complex Understanding
The response demonstrates an understanding of the complexities of the text.
Addresses the demand of the question
Effectively uses text-relevant information to clarify or extend understanding
MSV AnalysisMeaning• Does the word the student
used make sense?• Did the student preserve
meaning?Syntax/Structure• Does the word the student
used sound right?• Did the student preserve
language structure?Visual• Does the word the student
used match the print?• Did the student preserve
the visual appearance of the word?
TRC Results with MSV
• The bar graph shows the frequency of each strategy.
• An under-represented strategy indicates the opportunity for instruction.
Which strategies did this student use to substitute while reading?
1. We live in a home at the lake. house
2. We walked to a store. the
3. Our family had a ran cat. pet
4. I got a new pair of shoes.have
5. Billy and the girl playing ball until dark. played
6. We are going to ride he bus to he beach. the the
MSV Group Activity Practice
M S V
M S V
M S V
M S V
M S V
M S V
Retell, Oral & Written Comprehension, MSV Partner
Practice• Assessor
1. Select the same student you administered the TRC previously.
2. Choose Benchmark.3. Select Pause button beside
TRC.4. Administer the Retell, Oral
Comp. or Written Comp, MSV
5. Score student responses on device.
TRC Retell, Comprehension & MSV Administration Check-In
1. What was easy?
_________________________________________________
2. What was difficult?
_________________________________________________
3. What do you need to practice?
_________________________________________________
WR: Word Recognition
• Measures the ability to accumulate a reading vocabulary of high-frequency words
toandmy
From List A
whofirstwant
From List C
withrun
down
From List B
WR Overview
• Alphabetic Principle• Accurate and Fluent
Reading of Connected Text
Basic Early Literacy Skills
• Reading levels A/1 to E/8Administere
d
• Mobile Device• WR Assessment Materials
BookletMaterials
WR Student Materials and Device
WR Common Scoring Rules
• Mark correct.
Self-Correction
• Mark correct.
Schwa Sounds, Articulation, or Dialect
• After three seconds, select nr, point to the next word, and say “What word is this?”
Hesitation Rule
WR Results Screen