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Grade 3-5 Embedded Professional DevelopmentOctober 22, 23, 2014
Running Records & Multisyllabic Blending Routine
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)
Authenticity!
Grade 3According 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 4According 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 5According 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.
Our Students and Their Patterns
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?
Running Record Assessment
M
s
v
M
s
v
See The Teachers Guide TCWRP
Error patterns…what are they?Substitutes another word for a word in the textOmits a wordInserts a wordHas to be told a wordMispronounces a word, or parts of a word
Running Record Assessment
“Thef_______sof thec______n f______dad________t c______t. Theysaw theneed for a strongn_______lg_________t. At the same time, theydid notwant to take away allp_____r from thestates. Like mostA_________s,they b________dthat stateg___________t would better u__________dthe special needsand c__________sof theirc__________s.”
“Theframersof theconstitutionfacedadifficultconflict. They saw the need fora strongnationalgovernment. At thesame time, they did not want to take awayallpowerfrom the states. LikemostAmericans, theybelievedthatstategovernmentwould betterunderstandthe specialneeds andconcernsof theircitizens.”
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 studentsencounter approximately10,000 new wordsthat they have never previously encounteredin print.
Why Multisyllabic Blending?
The Multisyllabic Blending RoutineLets Explore

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