CBM in ReadingCBM in Reading Develop Measures

Administration

Scoring

Graphic Display

Analysis of Graphic Display

Error Analysis

Implications for Instruction

CBM Oral Reading FluencyCBM Oral Reading Fluency

• For students in Infant and early standard

• Student reads grade-appropriate passage for 1 minute from ORF Student copy

• Teacher marks errors of ORF Teacher copy

What is measured?What is measured?• Oral Reading Fluency (ORF) is a measure of

the number of words a student reads correctly in one minute.– Measure of reading rate and accuracy– Measure related to reading comprehension

(kids don’t read faster than they can understand what it is that they are reading)

• Specific errors are recorded to provide useful error analysis information.

• Sensitive to change achievement over time

Developing ORF MeasuresDeveloping ORF Measures• Teacher copy - numbers down right side of passage for

easy scoring • Student copy- Passage should be:

– Void of illustration– Text that is representative of curriculum(usually random selection from materials used in class:

font, passage style)

Grade Number of Words1-2 100- 1503-4 150-2006+ 250

CBM Oral Reading FluencyCBM Oral Reading Fluency• Student copy

CBM Oral Reading FluencyCBM Oral Reading Fluency

• ORF Teacher copy• Cumulative count of

words along margin allow for easy calculation of words attempted

Administration

Directions for 1-Minute Administration of Oral Reading Fluency Passages

1. Quiet setting

2. Individual administration

3. Unnumbered passage to student

4. Numbered passage for administrator

5. Stopwatch or (sweep second hand on watch)6. Say, "Start reading here." (point to the

title of the story).

Administration Directions

7. Say "begin" and start your stopwatch when the student says the first word.

8. Follow along on the examiner copy of the passage, marking the words that are read incorrectly. Use the markings for error types as best you can.

9. If a student comes to the end of a passage before the time is up, point to the beginning of the passage and say to the student, "start again."

10. At the end of one minute (60 seconds) say, "stop" and place a bracket ( ] ) after the last word read.

Administration Directions

“When I say 'begin,' start reading aloud at the top of the page. Try to read each word. If you come to a word you don't know, I'll tell it to you. Be sure to do your best reading. Do you have any questions?”

“You are going to read this story titled I Want to be Big Now out loud. This story is about a girl named June who wants to play. In order to play she thinks she needs to be big. Read this story until I say stop. If you come to a word you don't know, I'll tell it to you. Show me your best reading.”

If desired administrators may provide some background information:

thick misidentification (students decodes word incorrectly).Slash word and if possible, write word student said.

she hadsmiled

omission (student leaves out word).Circle word omitted

lefthesitation (student doesn't decode word within 3 sec.)Tell student word and mark H over the word.

mother word substitution (student uses word or similar meaning).Slash word and write word substituted.

sawhe said

reversal (student says "was" for "saw" or "said he" for "hesaid").Mark transposed part with a loop.

dogself-correct (student says dot, then self-corrects and says dog).Write SC or C over the word.

he wassad

insertion (student adds word).Mark a carat and write in word added.

Mom saidto go thereyesterday

repetition (student repeats word or phrase more than once).Underline word or phrase repeated with wavy line.

ORF Error Markings

very

n

mom

Scoring SampleScoring Sample

Ernie learned to knit one October afternoon when he was home

waiting for the scabs from his chicken pox spots to fall off. Even

though nobody could catch the chicken pox from him anymore, he

looked pretty awful. Now that he didn't itch and feel terrible, he was

bored. Ernie was so bored be couldn't wait to get back to school. He

wondered what exciting things his friends in the fourth grade and

Mrs. Crownfield, his teacher, were doing while he spent his time

waiting for scabs to fall off. When the doorbell] suddenly rang,

Ernie was glad. Even answering the door was something to do.

When Ernie looked through the peephole in the door to find out

11

24

35

48

62

73

84

95

106

118

wa-it-ing

wa-it-ing

wa-it

a

Analysis of the data:

Describe the data points for this student in relation to the AIMLINE

Describe the types of errors this student is making in the close materials.

Decision: Collect more data Intervention Increase the goal for this student

Intervention description:

Oral Reading Fluency Case of Elana

Passage 1 – Jan 3rd

74

Passage 2 - Jan. 10th

Passage 3 - Jan. 17th

Oral Reading Fluency Case of Elana

Error Analysis

Sound Multi- Irregular Word Rule Other

Comb. syllabic Endings Based

Error analysis Involves reviewing the student’s

scored CBM reading probes to identify specific error types and patterns

Set priorities for teaching

Error patterns Indicate areas in need of further

instruction Constitute a database for determining

what content and strategies to teach

Interventions

• What does the error analysis indicate?– Word reading errors?– Fluency errors?– Vocabulary problems?– Overall understanding

• Prosody’• Rate• Accuracy

Word reading errors?• Isolate/target the skill

• Teach the skill and discrimination in isolation

• Practice words on target skill with discrimination

• Practice passage reading

Example of Instruction Example of Instruction InterventionIntervention

Teaching Sound CombinationsTeaching Sound Combinations• Teach letter combination in isolation

• Teach and practice discrimination of new sound combination and known sounds and sound combinations

• Integrate sound combination into words and word reading

Teaching Sound Combinations Teaching Sound Combinations Guidelines for making a word listGuidelines for making a word list

• 10 - 15 words

• 1st three words - new combination

• 50% of all words - new combination• Other words of known word types (preskills)

• 2 sets of minimally different pairs

Focus Min. Pairs on new skill (ch)e.g. (ch) chapcap chipship chathat chat that

Adapted from Carnine, Silbert, & Kameenui, (1997)

Teaching SoundTeaching Sound CombinationsCombinations

Example wordlist - new skill ou

round trout

loud proud

bout pond

boot moon

bean pound

• 10 - 15 words • 50% new skill

• 1st three words new skill • 2 min. different pairs

Isolate/target the skill

Team work!

Teach the skill & discrimination in isolation

Practice words on target skill with discrimination

Practice passage reading

Fluency: Fluency: Passage Reading ProceduresPassage Reading Procedures

Call on individual students to read a few sentences

Maintain positive interactions, interest in story etc. (you may make comments)

Monitor closely, all students should have eyes on text and following along (you may want to require fingers under each word, depending on skill level [not age]).

Model occasionally,Model occasionally, demonstrate the type of reading you have as a goal for your learners (not as well as you can read)

Vary reading order of students,Vary reading order of students, predictability will facilitate “off-task” behavior.

Be prepared to correct,Be prepared to correct, provide correct information, student repeat, direct reader to beginning of sentence to reread and continue.

Passage Reading CorrectionsPassage Reading Corrections

• Quickly stop the reader

• Say the answer (word missed)

• Repeat -Have student read the word

• Repeat sentence - Have the student reread the sentence

• Repeat the paragraph – Have student reread the paragraph - only if > 3 errors

Paired Practice ReadingPaired Practice Reading