ADDENDUM - SECTION F INTERVENTION · Review the multi-dimensional rubric as student reads aloud. (It is helpful also to tape-record the reading.) 5. ... horse something brought shoes

SECTION F. INTERVENTION

ADDENDUM - SECTION F

INTERVENTION

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TABLE OF CONTENTS

Reading Level Guide 3

Miscue Analysis 4 Directions Marking System Error & Accuracy Rate Tallying

ysis 7

Multi-Dimensional Rubric

led Sources 15 Microsoft Word Leveling Method

ines 18

for ENTRANCE for SCHEDULING

Prosody Anal

Directions

Fluency 9

High Frequency Word List Student Portfolio Worksheet (Assessment Results)

Guidelines for Leve

Five-Finger Test READ 180 Guidel

for EXIT

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Reading Level GuideBased on individual assessment scores, students should receive some fluency instruction on their i d pendent and instructional reading levels. Use one or both of the following sc

n eores to determine students’ levels.

Miscue Analysis (based on level of assessment sample)

If the stud racy is: n the Reading Sample is on his/her:

97-100% l

90-96%

< 90%

Scholastic Reading Inventory (SRI)

ent’s accu The

Independent Leve

Instruction Level

Frustration Level

If the Stud is: he Student R is:

1050-1300 11 & 12 th Gra

ent Lexile T eading Level

850-1100 7 th Grade

900-1150 8 th Grade

1000-1200 9 th Grade

1025-1250 10 th Grade

des

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Miscue Analys is Direct ions

A miscue is something said or read in place of the printed text. We don’t expect readers t

read with 100 percent accuracy, even as adults. It’s not only the number of miscu

o

es a reader

makes that is important, but the types of miscues. A miscue analysis can reveal a student’s

concepts about reading and al, diagnostic

assessment technique that complements the curriculum. Miscue analysis helps reveal the

strengths, weaknesses, and st

nts to read and one

3. .

5. data on Student Portfolio Worksheet, then analyze the

6. Based on the results, develop instructional strategies

student become a more proficient reader.

Modified from Alaska Department of Education

4. Record the student’s miscues on the copy of the text. (It is

helpful also to tape-record the reading.)

Record

2. Photocopy the selection. One copy for stude

1. Select appropriate passage for Benchmark Assessment or

Progress Monitoring.

copy per student to record miscues and scoring.

Ask the student to read the passage aloud

information to determine the student’s reading abilities and

needs.

reading strategies. Miscue analysis is a practic

rategies a reader uses in processing written texts.

DIRECTIONS FOR MISCUE ANALYSIS

to help the


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Miscue Analys is Marking System

Source: "Word-Recognition Miscue-Marking System." Chart. Informal Reading Inventory. By Paul C. Burns and Betty D. Roe. Boston: Houghton Mifflin Company, 1999. 16.


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Miscue Analys is Error & Accuracy Rate Tal ly ing

Scoring Miscues Analysis

To calculate the Error Rate and Accuracy Rate tally the number of each of the following: TW – Number of Total Words E – Number of Errors SC – Number of Self-Corrections The Error Rate is expressed as a ratio send is calculated by dividing the total number of words read by the total number of errors made. Total Words 150 -------------- ex. ---- = 10 the error rate is Total Errors 15 1:10 The Accuracy Rate is expressed as a percentage. (TW – E) ---------- X 100 = (%) TW Example (150 – 15) ---------- X 100 = 90% 150 The Accuracy Rate helps to determine if the text is at the student’s INDEPENDENT, INSTRUCTIONAL, or FRUSTRATION level. Rasinski, Timothy. Assessing Reading Fluency. Honolulu: Pacific Resources for Education and Learning,

2004. 8 Dec. 2006 <http:// www.prel.org/products/re_/assessing-fluency.pdf>.


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Prosody Analys is Direct ions

Prosody is more than reading with proper expression. Modeling plays a significant role in expressive reading. Readers learn how to interpret text orally by listening to others read to them in an expressive and meaningful way. Prosody includes parsing or separating text into meaningful phrases, clauses, and chunks.

DIRECTIONS FOR PROSODY ANALYSIS

1. Select appropriate passage for Benchmark Assessment or

Progress Monitoring.

2. Photocopy the selection. One copy for students to read and one

copy per student to record miscues and scoring.

3. Ask the student to read the passage aloud.

4. Review the multi-dimensional rubric as student reads aloud. (It is

helpful also to tape-record the reading.)

5. Record score on Student Portfolio Worksheet, then analyze the

information to determine the student’s reading abilities and

needs.

6. Based on the results, develop instructional strategies to help

the student become a more proficient reader.


P r o s o d y A n a l y s i s

M u l t i d i m e n s i o n a l R u b r i c

Dimension 1 2 3 4 A. Expression and Volume

Reads with little expression or enthusiasm in voice. Reads the words as if simply to get them out. Little sense of trying to make text sound like

Some expression. Begins to use voice to make text sound like natural language in some areas of the text, but not others.

Sounds like natural language throughout the better part of the passage. Occasionally slips into expressionless

Reads with good expression and enthusiasm throughout the text. Sounds like natural language. The reader is able to vary

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natural language. Tends toread in a quiet voice.

Focus remains largely on saying the words. Still reads in a quiet voice.

reading. Voice volume is generally appropriate throughout the text.

expression and volume to match his/her interpretation of the passage.

B. Phrasing Monotonic with little sense of phrase boundaries, frequent word-by-word reading.

Frequent two- and three-word phrases giving the impressionof choppy reading; improper stress and intonation that fail to mark ends of sentences/clauses.

Mixture of run-ons, mid-sentence pauses for breath, and possibly some choppiness; reasonable stress/intonation.

Generally well phrased, mostly in clause and sentence units, with adequate attention to expression.

C. Smoothness

Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or multiple attempts.

Several “rough spots” in text where extended pauses, hesitations, etc., aremore frequent and disruptive.

Occasional breaks in smoothness caused by difficulties with specific words and/or structures.

Generally smooth reading with some breaks, but word and structure difficulties are resolved quickly, usually through self-correction.

D. Pace Slow and laborious. Moderately slow. Uneven mixture of fast and slow reading.

Consistently conversational.

Rasinski, Timothy. Assessing Reading Fluency. Honolulu: Pacific Resources for Education and Learning, 2004. 8 Dec. 2006 <http:// www.prel.org/products/re_/assessing-fluency.pdf>.


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Fluency – High FrequencyWord List

One Hundred High Frequency Words - List 1 the a is you two and we that in not for at he I they one good me

One Hundred High Frequency Words - List 2 saw home soon stand box upon first came girl house find because made big where am fall morning

One Hundred High Frequency Words - List 3 ask small yellow show goes clean buy think sleep letter jump help hat car bright try myself longer

One Hundred High Frequency Words - List 4 told Miss father children land interest government feet garden done country different time yet true above still meet

One Hundred High Frequency Words - List 5 hour glad follow company believe begin mind pass reach month point rest sent grade brother remain milk several

One Hundred High Frequency Words - List 6 become body chance act die real speak already doctor step itself nine herself idea drop river smile son


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about had if some up her go see then us no him by was come get or two who an their she new said

live four last color way red friend pretty may what use these right present tell next please leave hand more why fan five read

those hold full carry eight sing off sister happy once didn’t set ground dress tell wash star always fire ten order part early that

since number state line remember word almost thought send receive pay nothing need mean late half fight wear Mr. side poor lost outside wind

war able charge either less trains cost evening egg ground afternoon feed boat plan question fish return sir fell hill wood spell beautiful sick

bat fact sort king dark themselves demand however figure case increase enjoy rather sound eleven music human court aunt system line cause marry possible


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did boy three down work put with it on can will are of this yours as but be have do when so my very

over stick way too shall own most sure thing only could book look mother run school people night into say think back eat want

third same love hear yesterday eyes fly don’t fast cold today does face green every brown coat six gave warm sit dog ride hot

Mrs. learn held front built bad across yard winter table story sometimes I’m tired horse something brought shoes large few hit cover window even

became cry finish catch floor stick great guess bridge church talk went bank ship business whole short certain fair reason summer fill note past

supply thousand pen condition perhaps produce baby lady ring wrote happen appear heart swim felt fourth I’ll kept well whose study fear move stood


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all would any then out there from day man little has them how like our what know make which much his were before just

year white got play found left men bring wish black better under while should never each best another seem tree name dear near than

grow cut seven woman funny yes ate stop anything around close walk money turn might hard along fed fine sat hope door clothes through

city together sun life street party suit enough feet during gone hundred week between charge being care answer course against family begin air young

room flew office cow visit wait teacher teacher spring picture bird add ice chair watch alone low arm dinner hair service class quite minute

himself strong knew often toward wonder twenty important force plant suppose law husband moment person result continue price serve national wife twelve rode uncle

INTERVENTION

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long here other old take cat again give after many

open kind must high bar both end also until call

o’clock second water town took hair now keep head food

ago world airplane without kill ready stay won’t paper

tomorrow snow women among road farm cousin bread wrong age

labor public consider thus least power mark president voice whether

Reprinted with Permission from: Elements of Literature. New York: Holt, Rinehart, & Winston, 2003.

SECTION F.


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Student Portfol io WorksheetAssessment Results

Fluency Assessment Results

Student Name:

Course: Block/Period:

Date: *List the sources/titles/levels for reading samples

Reading One Reading Two

Reading Three

Reading

One Reading

Two Reading Three

Total Words Total Errors

Reading

One Reading

Two Reading Three Average

CWPM Error Rate Accuracy Rate Prosody Score

Fall Winter Spring Annual Growth

Independent Reading Level


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Guidel ines for Level ing Sources Microsoft Word Level ing Method

To level any Microsoft Word document, check readability statistics and then modify vocabulary and sentence complexity to reach desired level. You may then alter the text by shortening sentences and limiting multi-syllabic words. Make changes and check readability until you achieve the level you need!

Microsoft Word uses the Flesch–Kincaid Grade Level

The result is a number that corresponds with a grade level. For example, a score of 6.1 would indicate that the text is expected to be understandable by an average student in 6th grade.

How to Set Spelling/Grammar Tool to Assess Readability in Word (5 Steps) 1. Select Tools from the toolbar 2. Select Options


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3. Select the Spelling and Grammar Tab 4. Select Show Readability Statistics

5. Use Spell Check whenever you need to assess readability


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Guidel ines for Leveled Sources Five-Finger Test

A simple tool for assessing the reading levels of sample texts is the

Five Finger Test. Students can assess their own text levels.

Directions:

* Choose any page of the book

* Spread out 5 fingers on one hand

* Put the 5 fingers down on the text

* See if you can read all 5 words correctly

* Repeat on another 3 pages (4 pages total)

If the student struggles to read more than one or two of the 20

the words marked with his/her finger, the book is probably too

hard for him/her. Source: Topping, K. J. The Peer Tutoring Handbook: Promoting Co-operative Learning. Cambridge: Brookline, 1988.


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READ 180 Guidel ines for EXIT

PATERSON PUBLIC SCHOOLS

READ 180 Intervention Program - Exit Worksheet

Student Name:

Student ID:

Grade: Date:

Class:

GEPA Scores: SPA Score:

Lexile:

Referred by:

Recommendation/Secondary Assessment

Reading Rate Words/minute

Reading Accuracy Instructional Level

Reading Prosody Multi-Dimensional Rubric

Assessed by:

Approved on:


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READ 180 Guidel ines for ENTRANCE

PATERSON PUBLIC SCHOOLS

READ 180 Intervention Program - Entrance Worksheet

Student Name:

Student ID:

Grade: Date:

Class:

GEPA Score*: SPA Score*:

Referred by:

Recommendation/Secondary Assessment *If student scores proficient on assessment, placements may be

made considering alternative assessment

Reading Rate Words/minute

Reading Accuracy Instructional Level

Reading Prosody Multi-Dimensional Rubric

Assessed by:

Approved on:


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READ 180 Guidel ines for SCHEDULING

Grade Tier I Tier II READ 180 (At least every other day)

Tier III READ 180 (Daily)

Tier III Wilson or Other Intensive Intervention

9 Students attaining a minimum score of Proficient on GEPA; students attaining a minimum of 950 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a minimum score of Partial Proficient on GEPA; students attaining a minimum of 775 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on GEPA; students attaining below a 775 Lexile but above 200; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on GEPA; students attaining a BR Lexile; students with teacher recommendation validated by secondary assessments

10 Students attaining a minimum score of Proficient on SPA; students attaining a minimum of 1000 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a minimum score of Partial Proficient on SPA; students attaining a minimum of 800 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on SPA; students attaining below a 800 Lexile but above 200; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on SPA; students attaining a BR Lexile; students with teacher recommendation validated by secondary assessments

11/12 Students attaining a minimum score of Proficient on SPA; students attaining a minimum of 1050 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a minimum score of Partial Proficient on SPA; students attaining a minimum of 800 Lexile; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on SPA; students attaining below a 800 Lexile but above 200; students with teacher recommendation validated by secondary assessments

Students attaining a score of Non Proficient on SPA; students attaining a BR Lexile; students with teacher recommendation validated by secondary assessments

Documents

ADDENDUM - SECTION F INTERVENTION · Review the multi-dimensional rubric as student reads aloud. (It is helpful also to tape-record the reading.) 5. ... horse something brought shoes