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Grade 3-5 Embedded Professional Development October 22, 23, 2014. Running Records & Multisyllabic Blending Routine. Authenticity!. Fall 2014 Data Profile Local Grades 3-5 Cohort
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Grade 3-5 Embedded Professional Development October 22, 23, 2014 Running Records & Multisyllabic Blending Routine
Authenticity! • 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)
Our Students and Their Patterns 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.
Our Students and Their Patterns 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.
Our Students and Their Patterns 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.
Running Record Assessment • 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 self-correct patterns.
Running Record Assessment • What are Meaning Cues? • What are Structure Cues? • What are Visual Cues? s M s M v v See The Teachers Guide TCWRP
Running Record Assessment Error patterns…what are they? • 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 c__________s.”
“The framers of the constitution faced a difficultconflict. They saw the need for a strong nationalgovernment. At the same time, they did not want to take away all powerfrom the states. Like most Americans, they believed that state governmentwould better understandthe special needs and concerns of their citizens.”
Why Multisyllabic Blending? 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.
