DIBELS Next® Assessment Manual 79 Chapter 9: DIBELS Oral Reading Fluency (DORF) Overview ‘Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Basic Early Literacy Skill Administration ation | 1 minute plus 1 minuto maximum for Retell Midale of first grade through end of sixth grade ‘Administration Schedule + Median number of words correct per minute (Words Correct) + Median number of errors per minute (Errors) + Median number of conect words in the Retell + Median Quality of Response for the Retell Scores Wait Rule | On DORE, 3 seconds; On Retell, fist hesitation 3 seconds {no words are read correctly in the frst line, say Stop, record a score of O, and do not administer Retell. Discontinue | If fewer than 10 words are read correctly on passage #1 during benchmark Rule | assossment, do not administer Retell or passages #2 and #3. It fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage. What is DORF? DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension, The DOAF passages and procedures are based on the program of research and development of Curriculum-Based Measurement of reading by Stan Deno and colleagues at the University. of Minnesota (Deno, 1989). There are two components to DORF: oral reading fluency and passage retell, For the oral reading fluency component, students are given an unfamiliar, grade level passage of text and asked to read for 1 minute. Errors such as substitutions, omissions, and hesitations for more than 3 seconds are marked while listening to the student read aloud. For benchmark assessment, students ro asked to read three different grade-level passages for 1 minute each. The score is the median number of words read correctly and the median number of errors across the three passages. Using the median score from three passages gives the best indicator of student performance over a range of different text and content. The oral reading fluency component can be used winter of first grade through spring of sixth grade, tudent has read at least The passage retell component follows the reading of each passage, provided that theDIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 80 40 words correct per minute on a given passage. Passage retell is intended to provide a comprehension check for the DORF assessment, and provides an indication that the student is reading for meaning. With a prompted passage retell, the student is instructed fo read for meaning. Speed-reading without attending to text compre- hension is undesirable and will be readily apparent in the student's retell Case studies have documented students who can read words but not comprehend what they read (Dewitz & Dewitz, 2003). There is concem that students who display similar reading behavior will not be identified without ‘a comprehension check. Passage retell provides an efficient procedure to identify those students who are not able to talk about what they have just read. Inclusion of passage retell also explicitly instructs students to be reading fluently for meaning. The quality of a student's retell provides valuable information about overall reading proficiency and oral language skills. During retell, the student is asked to tell about what he/she has read. Passage retell provides a valuable indicator of reading comprehension. The assessor indicates the number of words in the retell that are related to the pas- ‘sage by drawing through @ box of numbers, Following a hesitation of 3 seconds, students are prompted to tell as much as they can about the passage. If the student hesitates again for § seconds or longer, or if the student is clearly responding for 5 seconds in a way that is not relevant to the passage, the task is discontinued. The assessor must make a judgment about the relevance of the retell to the passage. Retell can be used from the middle of first grade through the spring of sixth grade. A quality of response rating allows the assessor to make fa qualitative rating of the quality of the student's response. The rating should be based on how well the student retold the portion of the passage that he/she read Materials . + Scoring Booklet + Pen/pencil + Stopwatch + Student materials * Clipboard Administration Directions For Oral Reading Fluency: Follow these directions exactly each time with each student. Say the words in bold italic type verbatim, Put the student copy of the reading passage in front of the student and say the following: ETSY > I would like you to read a story to me. Please do your best reading. If you do not know a word, twill read the word for you. Keep reading until | say “stop.” Be ready to tell me all about the story when you finish. (Place the passage in front of the student.) > Begin testing, Put your finger under the first word (point to the first word of the passage). Ready, begin. 1. Do not read the title to the student. Ifthe student chooses to read the tile, do not start the stopwatch until he she reads the first word of the passage. If the student asks you to tell him/her a word in the ttle or struggles with a word in the tite for 3 the title, .econds, say the word. Do net correct any errors the student makes while reading 2. Start the stopwatch after the student says the first word of the passage. if the student is silent or struggles for 3 seconds with the first word of the passage, say the word, mark itas incorrect, and start the stopwatch,DIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 81 1es are administered if the student reads 10 or more words ise the following 3, During benchmark assessment, three pas correctly on the first passage. When administering the second and third passages shortened directions: a EEEEEEEEEEEEEEEE > Now read this story to mo. Please do your best reading. Ready, begin, RA 4, During the testing : + Follow along inthe student's scoring bookiot. + Leave blank any words read correctly. Marka slash ( / ) through errors (ncluding skipped words) not provide the word within + The maximum wail time for each word is 3 seconds. If the student doos 3 seconds, say the word and mark it as incorrect. s, for 1 minute each. If the * During benchmark assessment, students read three different passagi student reads fewer than 10 words correctly on the first passage, record his/her score for words cotrect and errors on the front cover of the booklet, and do not administer passages 2 and 8, ter the last word provided by the student. + At the end of 1 minute, place a br nd remove the passage. If the student completes the assessment before 1 minute, stop cet (J) in the text Say Stop ¢ testing and record the student's score. Scores are not prorated Note: If the student is in the middle of a sentence at the end of 1 minute, you may allow the student to finish the sentence, but score only the words said up to the end of 1 minute. 5. Ifthe student reads 40 or more words correctly on the passage, have the student retell what he/she has just read using the directions provided below. ifthe student reads fewer than 40 words correctly on a passage, use professional judgment whether to administer Retell for that passage. For Retell: 1. Remove the passage from the student and say the following: A D> Now tell me as much as you can about the story you just read. Ready, begin. A 2. Start the stopwatch and allow a maximum of 1 minute for the retell 3. The first time the student stops or hesitates for 8 seconds, select one of the following: + ifthe student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story. + Otherwise, ask Can you tell me anything more about the story? This reminder may be used only once. ‘After the reminder, the nex! time the student hesitates or gets off track for 5 seconds, say Thank you, dis: continue the task, and record the score on the front af the student's scoring booklet 4, During the testing} {ter the + As the student is responding, move your pen through the Retell numbers grid that appear passage to count the number of wards the student says that are related to the passage.DIBELS Next® Assessment Manual DIBELS? Oral Reading Fluency (DORF) 82 + Stop moving your pen through the numbers if the student stops retelling the story orf his/her retell is not relevant to the story just read «+ Ifthe student's response goes on for more than 1 minute, say Thank you, discontinue the task, circle the total number of words in the student's retell, and record the number on the "Retell Total” line. + When the student has finished responding orhas met the discontinue criteria, circle the total number of words in the student's retell, and record the number on the “Retell Total tin. Aer testing: 1. Immediately after testing + Score reading passages immediately afler administration. Use the cumulative word count to determine the total number of words read, Record thal total on the “Total Words" ine on the scoring page. + Record the number of errors (including skipped words) on the “Errors” ine on the scoring page. + Subtract the number of errors from the total words to get the number of words correct and record it cn the “Words correct” tine. «+ Use the Retell Quality of Response Rubric (below) to rate the quality of the student's retell response, based on the portion of the passage that the student read. These ratings are not used for deter- tnining the DORF score, but may be helpful for focusing additional comprehension assessment or comprehension instruction, Circle the retell rating Quality of Response: Provides 2 or fever details Provides & or moro details Provides 3 or mare details in a meaningful sequence = Provides 3 or more details in a meaningful sequence that captures a main idea 2. Ata later time (shortly after the testing when you are no longer with the student) compute the student's final DORF scores; + During benchmark assessment, if the student reads three passages, record all three Words Correct scores and all three error counts on the front cover of the student's scoring booket, and circle the median (middle) Words Correct score and median (middle) error count. For example, if the Words Correct across the three passages are 42, 28, and 38, circle the 35. If the student's errors are 4, 6, and7, scores are 62, 58, and 62, the median is 62. jrcle the 6. Iftwo scores are the same number, that number is the median. For example, ifthe + During benchmark assessment, if the student provides a retell after all three passages, record all three eetell scores and all three Quality of Response values on the front cover of the student's ‘scoring booklet and circle the median (middle) score and median (middle) Quality of Response. For example, if the student's retell scores across the three passages are 12, 8, and 5, circle the 8. If wo scores are the same number, that number is the median. For example, i the Quality of Response values are 2,3, and 2, the median is 2. If the student meets the criteria to engage in retell on only two passages, the median is the average of the two numbers.DIBELS Next® Assessment Manual DIBELS* Oral Reading Fluency (DORF) 83 + Most data management services will calculate the student's accuracy rate for you. To calculate the accuracy yourself, use the following formula: median words correct Accuracy = 100 x ‘median words correct + median errors Scoring Rules for DORF The student receives 1 point for each word read correctly in 1 minute. 1. Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence. 2, Mark a slash ( /) through any errors. Errors include words read incorrectly, substitutions, skipped .words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word Discontinue Rule Discontinue administering DORF if the student reads zero words correctly in the first line of the first passage. Record a score of 0 on the “Total words” fine on the scoring page and in the DORF Words Correct score box on the front cover of the-student’s scoring booklet. If the student reads fewer than 10 words correctly on the first passage during benchmark assessment, do not administer Retell or the second and third passages. If the student reads fewer than 40 words correctly on any passage, use professional judgment on whether to admin- ister Retell for that passage. Wait Rule Wait 3 seconds for the student to respond. If the student hesitates for 3 seconds on a word, mark @ slash (/ ) through it and read the word to the student. If necessary, indicate for the student to continue with the next word by pointing Reminders IF the student stops reading (and it's not a hesitation on a specific item), say Keep going. This reminder may be used as often as needed. If the student loses her/his place while reading, point. This reminder may be used as often as needed. Note: ‘Students are not penalized for differences in pronunciation due to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. Examples of Scoring Rules The following are examples of how to score responses on DORF. The examples do not encompass ail possible responses. If in doubt about how to score a student response, refer to the scoring rules above. Please pay attention to the notes included with the examples as they provide scoring explanations and indicate variations and nuances related to the scoringDIBELS Next® Assessment Manual DIBELS? Oral Reading Fluency (DORF) 84 Scoring Rule 1: Leave blank any words the student reads correctly. Inserted words are not counted. To be counted as correct, words must be read as whole words and pronounced correctly for the context of the sentence. Examples Student renpanes twas hot at the beach. ° Trwas hot at the beacklJMr. Smith doesn't mind the heat. He has 14 14 had a parttime job there as a lifeguard for twenty-four years. 2, How to Total words: _6 score Exrors (include skipped words): -_O. Words correct: = 6 _ Student ronneiegg twas hot atthe /o/ eal Ich’ beach, ° It was hot at the beach]Mr. Smith doesn't mind the heat.He has 14 14 hada part-time job there as a lfeguord for twenty-four years ar How to Total words: 6 score Errors (include skipped words): -__O_ Words correct: 6 Note: To be counted as correct, the whole word must be read, Student ronpange [twas hol and sunny at the beach, ° Twas hot at the beach]]Mr. Smith doesn't mind the heat He has 14 44 hod a part-time job there as a lifeguard for twenty-four years, er How to Total words: 6 score Words correct: = _6 Errors (include skipped words): -_( Note: Inserted words are ignored and not counted as errors. The student does not get additional credit for inserted words. If the student frequently inserts extra words, note the pattern at the bottom of the scoring page.DIBELS Noxt® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 85 Student roanonge It was hot atthe at the beach, 0 Twas hot ot the beach]M«. Smith doesn't mind the heat, He has 14 14 had a part-time job there as alfequard for twenty-four years. 27 How to Total words: __6 score Errors (include skipped words): -_O__ Words correct: = _6 Note: Words that are repeated and phrases that are re-read are not scored as incorrect and are ignored in scoring, Student 44 wag » reaptngs ltwas hot atthe bank...J mean beach Ze ° Ti wasshot at the bee€hiJMr. Smith doesrt mind the heat. He has 14 4 had @ part-time job there as a lifeguard for twenty-four years. 27 How to Total words: 6 ‘score Errors (include skipped words): -_O__ Words correct: =_6 Lo Note: A word is scored as correct if itis initially mispronounced but the student s 3 seconds. Mark SC above the word and score as correct -correets within student eiudens — Itwas hot atthe beach in Dubay. ° “twas hot at the beach in DubolJMr. Seth doesnt mind the hea. 14 4 He hashed a part-time job there as aifeguard for twenty-four years, 29 How to Total words: 8. ‘score Errors (include skipped words): ~_€ Words correct: = _8. ee Note: If the student reads a proper noun with correct pronunciation or with any reasonable phonetic pronunciation, itis counted as correct. Reasonable phonetic pronunciation includes, but is not limited to, left to right sequential decoding, an accurate number of phonemes, and errors that represent knowledge of probable phonetic decoding based upon English orthography (McGuinness, 1997). This rule applies to all proper nouns.DIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 86 Student — It was hot at the beach. Mister Smith doesn’t mind the heat. He has had a response part-time jab there as a lifeguard for twenty-four years. ° Trwos hot at the beach. Mr. Smith doesn't mind the heat.HHe hos 14 44 had a part-time job there as a lifeguard for twenty-four years] 27 How to Total words: __27_ score Errors (include skipped words): ~_O Words correct: =__27_ Note: 1) Abbreviations should be read in the way they would be pronounced in conversation. 2) Numerals must be read correctly within the context of the sentence. 3) Hyphenated words count as two words (and two errors) if both parts can stand alone as individual words. Hyphenated words ‘count as one word if either part cannot stand alone as an individual word (e.g., x-ray, tshirt). Scoring Rule 2: Marka slash ( /) through any errors. Errors include words read incorrectly, substitu- tions, skipped words, hesitations of more than 3 seconds, words read out of order, and words that are sounded out but not read as a whole word. Examples: Student 44; response [tis hotat the beach 0 Tye hot of the beactJMr. Smith doesnt mind the heat He has 4 14 “had a part-time job there os a lifeguard for twenty-four years. ar How to Total words: 6 score Entors (include skipped words): 1 Words correct: =__5 Student reqponsa {twas hot at the /b/ Jel fal fo. ° Tt was ho! ot the bgeehi]Ve. Sith doesnt mind the heat. He has 14 14 had a port-time job there as a lifeguard for twenty-four years 27 How to Total words: _6 score Errors (include skipped words): ~_L Words corect: = _5. Note: Students must read the whole word, not just the sounds, to be counted as correctDIBELS Noxt® Assess Student response jent Manual It was hot at the barn. Mr, Smith doesn’t mind the heat. He has had a part-time job at the barn as a lifeguard for twenty-four years, How to score 0 Trwas hot at the ppdch. Mr. Smith doesn't mind the heat. He hos 14 4 hoda parttime job af the bpdeh as a Hequard for lwenty-four years] 29 Total words: __29__ Errors (include skipped words): ~_2 27. Words correct Note: If a student reads the same word incorrectly muttiple times in the passage, it counts as an error each time. Student, wag reqponse Was at the beach. 0 Trwos)efat the beacl]Mr Smith doesnt mind the heat He hos 4 14 had a pori-time job there os a Hfeguard for twenty-four yeors. ar How to Total words: __6 score Errors (include skipped words):~_1 Words correct 5. Student response Note: Omitted words are scored as incorrect. It was hot at the beach. Mr. Smith doesn't mind the heat. He has usually works on weekends when the beach is crowded. How to score ° It was hot af the beach. Mr Smith doesnt mind the heat. He has 14 1h shechepertlimejebthereeraileguerchiontwentpfouryecre He 20 28 usually works on weekends when the beach is crowded] a Total words; _ 37 Errors (include skipped words): -__14 Words correct: = __23 as errors. Note: Ifa student skips a row of text, draw a line through the entire row and count the omitted words 87DIBELS Next® Assessment Manual Student responge It Was high at the beach. ° Twas pef al the beacti]Me Smith doesrit mind the heat, He has 14 14 had a part-time job there as a lifeguard for twenty-four years 7 How to Total words; _6 score Errors (Include skipped words): Words correct 5 | Note: Ifa student substitutes a word for the word that is written on the page, itis an error, DIBELS® Oral Reading Fluency (DORF) 88 Student speach’ reneienk twas hot at the b...b...b..be. (8 seconds). (assessor says "beach’) ° i was hot at the bgdehJMr. Smith doesn't mind the heat. Hehas 14 14 hada part-time job there as « lifeguard for twenty-four years ar How to Total words: 6 score . Erors (include skipped words): -__1 Words correct:=__5 Note: Ifa student hesitates or struggles with a word for 3 seconds, tell the student the word and mark the word as incorrect. If necessary, indicate for the student to continue with the next word by pointing, Student response Mr. Smith duv into the ocean to coo! off. ° Mr. Smith dg@ into the ocean to cool off]! was hot at the 14 beach but Mr. Smith didrit mind. He has had a parttime job there 28 28 asalifeguard for twenty-four years. 35 How © ow fo Totalwords: 9 Emors(nclude sipped words -__2 Words correct: =__8 Note: if a word is pronounced incorrectly given the context of the sentence, itis scored as an error.DIBELS Noxt® Asses Student It was hot at the beach. Mister Smith does not mind the heat. He has had a ment Manual DIBELS® Oral Reading Fluency (DOAF) response part-time job there as a lifeguard for twenty-four years. 0 Tt was hot at the beach. Mr. Smith dgeffit mind the heat. He has 14 14 hada part-time job there as aalifeguard for twenty-four years] er How to Total words: __27 score Errors (include skipped words): ~_ 1 _ Words corte 26 Note: Students should read contractions as they are printed on the page. Student It was hot at the beach, Mister Smith doesn’t heat the mind. He has had a response part-time job there as a lifeguard for twenty-four years. o Twos hol al the beach, Mr. Smith doesn't ny the hed. He has 14 +4 hada part-time job there as a lifeguard for twenty-four years] or How to Total words; __27 score Errors (include skipped words): - ~~ 2 Words correct: =__25 Note: Words must be read in the order they appear on the page to be considered a correctly read word. Scoring Rules for Retell The student receives 1 point for every word in his/her retell that is related to the passage. 1. Count as correct any words in the response that are related to the passage. The judgment is based on whether the student is retelling the passage or has gotten off track on another passage or topic, Move your pen through a number in the scoring booklet for each word the student provides th related to the passage. is Count as incorrect any words in the response that are not related to the passage that the student read, Do not move your pen through @ number in the scoring booklet for words that are not related to the passage that the student read Discontinue Rule ‘ter the first Wait Rule reminder (see below), ifthe student does not say anything or gets off track for § seconds, say Thank you and discontinue the task. 89DIBELS Next? Assessment Manual DIBELS® Oral Reading Fluency (DORF) 90 Wait Rule/Reminder It the student stops or hesitates for 3 seconds, select one of the following: + Ifthe student has not said anything at all, provides a very limited response, or provides an off-track. response, say Tell me as much as you can about the story. + Othemise, ask Can you fell me anything more about the story? This reminder may be used only Note: The student is not penalized for language use or grammatical errors that are due to articulation, dialect, or speaking a first language other than English. Examples of Scoring Rules Tho following are examples of the Retell scoring rules. The examples do not encompass all possible responses, If in doubt about how to score a student response, refer to the scoring rules above. Please pay attention to the notes included with the examples of responses as they provide scoring explanations and indicate variations and nuances related to the scoring Scoring Rule 1: Count as correct any words in the response that are related to the passage. The judgment is based on whether the student is retelling the passage or has gotten off track on another passage or topic. Move your pen through a number in the scoring booklet for each word the student provides that is related to the passage. Examples: Passage Goldfish make good pets. They are easy to take care of and do not cost much to feed. Goldfish are fun to watch while they are swimming. Student He has a pet goldfish. The fish is easy to take care of. He likes to watch it response swim. It is a good pet. ee OE Bra H HUNK NSO TOON eo HAM Retell Total: 24 How to. | Quality of Response: score | (Note: the student poldes ony arin i ite considered ove detail) 1 Provides 2or tower dotais | 3. Provides 3 or more details na mearinglul sequence Provides 9 or more details ina mearinghul soquence that 2 Provides Sormoce detais | eee iiaDIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 91 Student He's got a pet goldfish because goldfish make good pets. He takes good response care of his fish. He likes to watch it swim, = 2 8 lag 27 6 20 0 31 G0 00 04 OS 06 7 38 09 80 A AG ME AS 48 AT 48 Retell Total:__23 How to | Quaity of Response: ‘score | (ote tthe sutrt ptes ale a main es, Ri neers oe dal) 14 Provides 2ortowerdetais [3 Provides sor moro desis ina meaning sequence Provides 8 or more detail in a mesningful saquence thst 2 Provides Sorme deiats [One a Note: Contractions are counted as one word. Student cident The story is about git whe has @ goldfish and she realy tikes it eee OE | pam O NAM UBM YT wo ew HOT 48 Retell Tota: _15 How to | quaity of Response: ‘score | (ott stuart provides ota ini, # colored ene des) 1 provides 2 or ener dents [@erovices sor mors detain a meaning sequence 14 Proves 3 or more deta na meaningful sequence that 2 Provides aor more datats | 4 Povdes or ee 4 Student response Goldfish. And pots Gassvee wn we WW WW 1 10 20. me oa OH 2 5 40 a7 8 Daa oNNaUNeBT BNO Ne OH Rotel Total:__3 How to | Quality of Response: ‘8007 | (oto the stodnt prose tea man on, fer one da Provides 20: tower deta | 3 Provides @ or more dol in ameaningh sequence 14 Provides or more deta n a moaning quence that 2 Protos ormeredetais | 4 Provges so melDIBELS Noxt® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 92 Passage During the last ice age, the world looked much different than it does today. Nearry all the land was covered with huge sheets of ice or glaciers. Most of the world’s water was trapped in these glaciers, and the water level of the seas was low. A vast amount of land was above the water. ‘The narrow waterway between Asia and North America, the Bering Strait, was mostly exposed land at that time. The land formed a narrow bridge that connected Asia with North America. Student The story is about the [ce age and the land was covered In ioe. There were response glaciers. And there was a land bridge between Asia and South America. ES PEQreeerrreeerere een Rotell Total; _28 How to | Quality of Response: ‘Score | (Nolte stuart provide cay aman es, 8 onside on dt) 1 Provides 2 ewor dota [@Provdes 3 or more deta na mesningtl sequence Provides 3 or mare detain a moaningtl sequence that 2 Provides ocmoe detats 4 Povdea 20: a Note: Mistakes or inconsistencies in the retell do not count against the student as fong as the student {s stil on topic.DIBELS Next? Assessment Manual DIBELS® Oral Reading Fluency (DORF) 93 Passage The main ingredients for this recipe are cucumbers and dill weed. Both of these are easy to grow if you are lucky enough to have a vegetable garden. Ifyou don't have a garden, you can find them in the produce department at the grocery stofe, Two other produce items you will need are fresh garlic and a small onion about the size of a golf ball. You will also need salt and sugar to add flavor to the pickles, It was about making dill pickles. Pickles are made from cucumbers and dill weed, You can grow those in your garden or buy them at the store, You need salt, sugar, some garlic, and an onion the size of a baseball student responso pe SE SFOS tes OBE BEA 2 4S 8 Retell Total: 41 How to | Qualty of Response: ‘score | ice the sunt provides gala mae, t= consdared ane eat) 1 Provides 2 ortewer deta 3 Provides 3 or move deals na meaning sequence Provides 9 or ore dean 8 meaning sequence thet 2 Provides sor more datas J@)Pronces 3 oe Note: Mistakes or inconsistencies in the retell do not count against the student as long as the student {s stl on topic. Scoring Rule 2: Stop moving your pen through the numbers and count as incorrect any response that ig not related to the story that the stuclent read. Examples: Passage Goldfish make good pets. They are easy to take care of and do not cost much to feed, Goldfish are fun to watch while they are swimming. Student He has a pet goldfish, Ho likes to watch It swim. [Tike to swit response swimming every Saturday. We go De 4 16 7 fo 18 20 at me 20 Bere wo nen 6 6 es 27 ew Retell Total How to | Quaily of Rosponse: ‘score | (tate sient vides aca mane, ti conor one ea) DProvisee 20 tver tats 3 Prosi or mor cota n meaning soqvence Protos 9 or mare detain a meaning sequencs that 2 Provides sormoroetals | 4 Rovles 3 otros Note: The portion in bold is NOT counted.DIBELS Next? Assessment Manual DIBELS® Oral Reading Fluency (DORF) 94 Student He has a ubh, a uhh pet goldfish. The uhh fish is easy to uhh take care of, response uhh he likes to uhh watch it uhh swim. pre S a EST SoD) om Serer r eee ee ee ee Reto Total: 19 How to | Qualty of Response: ‘Score | (ot ithe tude pion ava msinidea. te cosiare.one sta) 1 Prosdss 2orfowerdotais [@)Proudes 3 or more detain a meaning sequence 14 Provide 9 or mora dtl in meaning sequence at 2 Provides or more deal. 4 reo re student He has a pet goldfish. The fish is easy to take care of. He likes to watch it response swim. Mmmm. Hmmm, it sure is a good pet. rae 27 28 29 00 31 02 90 04 05 36 7 3B 30 40 aT 42 M4 AS 40 47 48 Retell Total: __25 How to | Quality of Responee: ‘score | (vot the stuser vides anya maine, ts consiard.one eta) 11 Provides 2 or fewordetais [3 Proves 3 or moro datas in a meaning soquence Prine Secreta ein amerng cagones tt 2 Provides 3 ormore datas [@)Proves ones Note: Only actual words are counted, If the student inserts exclamations or other sounds, stop moving your pen through numbers and do not count those in the retell Student rcitdent 10 has a pet goldfish. know what rhymes with fish-wish and disht ST eS ww ew 1 16 17 1 19 2021 22 00 OH PS BT SHDN HUB BH BO ROHS 0 4 pte Toa: 6 How to | custy ot Response cmt | pune ener pen sna, Heri na) Dress orton sess | 3 Prove omer dts a mavngd segues Provides 3 or more dataisin a meaning saquence that 2 Provide sor more dota} 4 Provides? Dee Noto: If the student recites the ABC's, a poem, or sings a song, even if relevant to the retell, the, recitation, song, or poor is not countedDIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 95 Student He has a pst goldfish fish fishy fish. The fish is easy to take care of. He response likes to watch it swimmy swim swim. It is a good pet. ea S 6 FO Oe He HOS BOO BD 25 Pw MT BM ON HM OM 48 Retell Ttat:_ 24 How to | Quality of Respon 120070 | (leh ster pode x an Hes, K is conslod onedta) 4 Provides 2or tener datas [Provides 3 or mor datas ina meaningful soquance sormoro deine | 4 Provides or mete detain amesingh sequence hat 2 Provides 9 ormore deta 4 copays amin ia Note: Repetitions of words of phrases are not counted ‘Student Goldfish make good pets. Goldfish make good pets because they are easy response to care for and are cheap to buy. peed SSF OO EGO) 17 18 10 20 OF 2 5 BH OE eo eT eM OS OS AT OB Retell Total: __16. How to | Quaity of Response: 0ore | (ote ne det previo namin ies, Rs condor one dt) Note: Repastitions of words of phrases are not counted. 1 providoe 2 or tower detais [3 Provides 9 or more deals in a meaning sequences Provides 9 or mora dota ina mearingll sequence that 2 Prone 9 oF more deta v eptues a ma Kea ‘Student response How to ‘score Note: The student's entire response is off-track. Iwish had a goldfish. FESa SST ODN BH 6 16 1 00 of me 8 m2 gasso7sonn enue eeeynaee| See eee ee ee Retall Totat:_Q__ ually of Response: (ott student pies apt an ie, corse ed) ID Prva 2c tover deals 3 Proves 9 oro det a meaning equence Provides 3 or mate datas aa meaningful sequence that 2 Prowe captures a main ea z2.ormoredetale | 4DIBELS Next® Assessment Manual ‘student The story is about goldfish as pets. They make good ones because they are response easy to caro for and are cheap to buy. | wish | had a goldfish. EES Dew N HMSO TSSON RAH SOHO Rotel Totat__23 How to | Qvalty of Response: ‘Score: | (omit ort pos ry aman Heal coon on tal) 4 proides 2 ortewer dots 3 Proves 3 or more dts na marin coquence Provides 9 or more dtl in rearing sequence that 2 Provides ormore dnt [@)Ptovile 2 mere Student Ihave to feed our pet dog. | hate to do that job because it is smelly and response messy. | wish my mom would just do it. F2sseeTeO ON EUEUT BUA mm BABU HAHN SUT BNONe AH O47 w Retell Total: _Q__ How to | Quality ot Response: ‘s00re | (ot th tert poides ay rains 1 condo one etl) LDroisoo2ortwor dots [9 Frvisne 9 or more detain a mosningi sequence en Provides 9 or rore dete na mesningtl quence that a aotite 4 captures a main iden student @iAfsh make good pets..(pause), You know, | don’t have a goldfish, but remnents wish | did. Ihave to feed our pet dog. | hate to do that job because is smelly and messy. | wish my mom would just do it. FeTeeHn PENH ET EDM ew we BBO AMAN SOTO WHA 4M Rota Tot: 4 How to | valty of Response: score. | Ober ponies cay amas, ta onto one a) Provides 2or tener deta] 3 Prone dor more dts in amin sequence ornare Prove 9.r mane deta in @ meaning sequence tat 2 Provides 3 ormora cota | 4 Spies aman ison DIBELS® Oral Reading Fluency (DORF) 96DIBELS Noxt® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 97 Student This reminds me of that book about the rainbow fish. Do you like that response hook? It is my favorite. Pease eT OD WH Ow 1 16 7 18 10 00 at me a8 2 aT BM NANUSHTUMON HME OT © Atel Totat_O How to | Cualty ot Response Zoro. | eum tte pies a inn, i cnn one ta I@Povicos2ortenerdtats 3 roves 9 or mae detain a meaning sequence 14 Prove 3 or more deal na meaning sequence tat 2 Provcees or move deals | 4 Proves ox nore Note: The student's entire respons is off-track. See Appendix 2, pages 111 and 112, for Practice Scoring Shoot and Answer Key.DIBELS Next® Assessment Manual DIBELS® Oral Reading Fluency (DORF) 98 Model DORF Scoring Sheet ‘The followingis an example of a completed scoring sheet. The scoring rules and scoring calculation are shown. This scoting sheet serves as a model and can be used during training and practice to support accurate administration ‘and scoring of DIBELS. 1 6 DIBELS? Oral Reading Fluency Kinds of Hats 0 Ahatstsontop ofthe he Tete oreeny tes oft Some 8 18 _potshove 94 tare ee lore jt fon = Bs ms Aberdhatleepineteadiot: iemode ou of pA House 0 40. -brikdermneerthictind-othetthingrhetfateannothurtiheicheade— 53 s2_Frofftes obo ue chard The hat hove a wide brim onthe bock 68 ae 19teep the ond heatpwoy.Youako weor chord ht when youre oe 64 bike. That hat is coled a helmet. 1 ot Many workers wear hats that show the job they do. Some of these 104 108 hats ore made of cloth. Polce officers wear a flat ht that is the some 118 ‘19 color os their uniform. Chefs wear tol write hats when they cook. wot 3 People use different hats to match the weather. Woo! hats fit closely 149 443. over the head. They keep the head ond ears warm in the winter. Sun 187 157 _ hats and baseball caps have a wide brim or bill These hats shade the 171 171 face and eyes from the sunin the summer. 180 120 Hats dont chvays have a job Some ore just for fun. Birthday porty 190 123 hats ore made of paper. They have bright colors and cute pictures. 205 205 Nex! fme youwakin he neighborhood, go on a hat hunt. You wil 249 219 be surprited ot how many diferent hats you con fine. za Total words: _73__ Errors (include skipped words): —_15 Words correct: = 58 _vaso toeoy fowanty Suipeay 230 .S738I se pu (uoeucn so Busen omvouurs [] sobessed sf 10; sone oevodson teu 20Ue Cuvesu sowourosunores [] omni wo sey seBesed coy 10 suleueg 26u0dso44 JO F:0U0D | ‘e yrewyouegz speip ‘fouen|y Bujpeey 1210 «873810| ear suey sy paso unoo veut 100d ou 04 AByBounesue pes 24,1 9p 429 HoK no BOeaw Ewe wun pauod apa sy piceg BAN pei wr05 usyy Yoouseyp fx eed auc 06 pron hou eta 39409 2420} UI dunt oj pwd ayy spun 2 ppeun0 auot 9 01 uO [pre paddoy ay 01 pn} Bupooy som ay pCNG BUMP au OB ze duro Apoas san ay ou 94 Saen « ayatoi polo pu0 wes sro on oy yo Euckur aun} oo feu apy yous Bias sy pSDK20%K a4 BY oxo ig Wau RIO UNED SC eouneu yyog yo Mow sawn wo FE new p.ncq Bunp a4) yo dur cipsppep Si pOySqTPaIpre som WED uoYoON JBUNATE 0 Aop a SOM IE 8 ‘dune suines "idea Heese pee nl rok Kei oy NOgeURDMOK SELINA EH 81 WON duinp suine9 18104 Le weuypuearg e ye younousare apen ‘fouani4 Bulpeay 0 «573810 ‘Aouanig Buipeoy 120 «S738aug rok yim swan aeou jo 840 — hayoteypram nok schon 1.094 nen) aisRaeS MOK oD MOH A svodseu toe fsous aroy nok soon oye Jo 010 Buy dou 210 9k 8: uaqang 10, pay pd 29h aN A 0 AOP Hay BH, UE SDMA Let 1 pu FauD Unyo SH NY KONA 08K NEN pvsea a ba uosed pry au oy s2pu day Kye09 aD scoed 1 Bannan ee oak p Bouse rot apload yowiag Aare Suu a 50 ups a ur poss 0 92 paveg pea aul | fo. Foang ay amu pans pin LEnep poaig aut uch pow a6 UOD 3 | 102 a juu0s poBo tnd 90g ou) spou Buea po—.a 18 18 suuau Boag 1.0% nn Ded ay — etek ol | Son 09m 4 uRapu Rn er an UNE HneD ond | ® fe axnsqaya> u2y0 adoad Awyuno2 490 UT YourWEOS LE a= Symes refed ye tpmid an 840 7 a2 yop adoad s229¢ awe 1094 mon 94 HONE hs pian su pune adoas fen 100K a 10 fop 3 24h JPOKMON OUL 019 seq Koes ink op sera a pe NO 8s | ‘beg puny pea on ot boys nage wea Poke YON 8 249) NOH 3804 NON 2UL 2p weuuouogiz pep ze mewyousarz ope fouaniy Buypeay (240 «S738I0 foueni4 Bupeoy (€10 «S73510our nyo 12 om pog Yen Bios Paw BOD HO se Jo som puo puoi 00 jo 08 AH Am a OHO PUNO] HE 2 6019 OOS om 24 0y fao aU RA PL FRY SBN YEA HEED 6 22 oid pom pun doy suo pp pag "BU PLN! AOR BUDE YOM SIZ 2H Way 1p oun preyo pEy BED 4 porous poo qu au 2 Butte au: Bxoquuss Eur 29 40 pOUpOA es 00 sot 490 2 Gxu> tn BOOK BoD puw PE ¥PBL we we) 004 vapoam 24) 0; na 24 Bye> pao By an pu pay Bue Bu a BUD 1 poleyd emu pra saat sa ch po2a) pus LLG Le ot Hay vou, Sap a 01 21ED 2404 aM BID PLO POD Suyprs unis 0: pause wea 210m fay oqo som ay uaun 9p pep my Sau 244 POD 084 OP 6015 Hdd fan tm pag sau Eure pu syed fopguR Jo FOL 1 POR BOY 24 MoU OK aH POOLED su IPOD OL pu Guus parc ROG upp Ow SOUDCESy & spams ayo 8 pam Maul p09 YO NS pO BOSE WE EDI 6 140 210 10% 4p! peg Suny feu UBER JBN poy aH PRIDID eZ son Suto 106 0, Bue6 sum Kau epoupoa ot you mu, sayabor Guwaune pp Ee: x0 peg homing hinge ung Bugeys 2910 Ung Bugeng 28108 fe yeuypuegsz oper fouanty Bulpeay [e40 «S738! mone ee “yfieg hey ‘uipeos 20g snot op 20914 ur 0) Ac a BE HON ou) 2018 ee meuyousgye ape ‘Aouanig Buipeoy [810 «S73810Gavin’s Jump > It was the first day of summer vacation. Gavin was excited. He had decided to jump off the diving board at the community pool! Last summer, many of Gavin's friends jumped off the diving board. Gavin watched them, but he knew he was not ready to jump. Instead, he practiced his swimming strokes while they took turns jumping off the diving board. Then they all swam and played together. When Gavin woke up this morning, he knew he was ready to jump off the diving board. He was looking forward to it. He hopped out of bed and went to the kitchen to eat some oatmeal. Just then, Gavin's uncle came into the kitchen for his coffee. He told Gavin they could go to the pool that afternoon. When Gavin told his uncle that he planned to jump off the diving board, his uncle patted him on the shoulder. “I know you can do it” he said encouragingly. Finally it was time to go to the pool. When Gavin arrived, his friends were already there. He surprised them by saying he was going to the diving board. Gavin waited in line. His friends stood behind him. When it was his turn, he walked out to the edge of the diving board. He saw his uncle smile at him. He heard his friends saying, “You can do it!” Gavin counted to three and jumped into the water. He shot up to the surface with a huge smile on his face. He could not wait to jump again! — eeeThe New Year > The first day of the year is a special day. People around the world celebrate the New Year in different ways. In some places, people watch fireworks. In other places, there are parades with people in colorful costumes. In our country, people often celebrate by having a party. People count down the seconds until midnight when the New Year starts Then they blow horns and make a lot of noise. In some places, people make special New Year's bread. When the bread is being made, the baker puts a gold coin in the dough. The coin gets mixed up in the bread dough and is baked inside the bread. No one knows where the coin is. After the bread is baked, it is cut into pieces. Itis lucky to get the piece of bread with the coin. All of the people chew carefully. They wonder who the lucky person will be. In the country of Denmark, people save their broken dishes all year. On New Year's Eve, they throw the broken dishes at friends’ doors. If you wake up on the first day of the New Year and find a lot of broken dishes, you are happy. Finding a lot of dishes means you have many friends. How do you celebrate the New Year? Maybe you would like to iry one of these customs with your family. ee Page 10Roller Skating Fun > Every Saturday Dad and Craig did something together. This morning Dad had a surprise. They were going to go roller skating. Craig was excited. He had never been roller skating. Dad said it was a lot of fun, so Craig got dressed and put on his coat, They walked to the bus and rode to the skating rink. As soon as they walked in, Dad started smiling and telling stories about his childhood. He told how he had skated at this same rink. He told of birthday parties and skating contests. Dad was very happy. Craig liked to hear about the things his dad did when he was a boy. They were both excited to start skating, Dad and Craig went fo the counter to rent skates. Then they sat on a bench and laced up their skates, Loud music played, and Craig sang along with the song. Red and blue lights flashed, calling the skaters to the wooden floor. Together, Dad and Craig stood up. Craig was a bit shaky on four wheels. Dad had an easier time skating, remembering the skating he did as a boy. They both moved closer to the rink and entered through agate. Dad led the way. Craig had a hard time at first. He clung to the wall, inching slowly around the rink. Dad did one lap and skated up to Craig. He took Craigs hand and led him away from the wall. Soon, Craig found it easier to skate. He let go of Dad's hand and was skating on his own. Craig smiled. Skating with Dad was a lot of fun. —— elton 3DIBELS Next? Assessment Manual 100 Chapter 10: Daze Overview Basic Early Literacy Situ | Peading Comprehension ‘Administration ation | minutes ‘administration | aoc ministration | seinsing of third grade to endo sith grade Score | Number of correct words In 3 minutes minus half the number of incorrect words What is Daze? Daze is a new measute in DIBELS Next. Daze Is tho standardized DIBELS version of maze procedures for measuring reading comprehension. The purpose of a maze procedure is to measure the reasoning processes that constitute comprehension, Specifically, Daze assesses the student's ability to construct meaning from text using word recognition skill, background information and prior knowledge, farniirity with linguistic properties such as syntax and morphology, and reasoning ski ‘Daze can be given to a whole class at the same time, to a small group of students, or to individual students, Using standardized directions, students are asked to read a passage silently and to circle their word! choices. By design, approximately evory seventh word in the Daze passages has been replaced by a box containing the correct word and two distractor words. The student recelves credit for selecting the words that best ft the ‘omitted words in the reading passage. The scores that are recorded are the number of correet and incorrect responses. An adjusted score, which compensates for guessing, s calculated based on the number of correct and incorrect responses. Materials + Student worksheots, + Daze Benchmark Assessment Administration + Pen/poncil Directions And Scoring Keys + Clipboard and stopwatehDIBELS Next? Assessment Manual Daze 101 Administration Directions Follow these directions exactly each time with each student. Say the words in bold italic type verbatim. Begin with the modeling and practice activities. The practice activities are designed to introduce the assessment task to the student, They are untimed and include correction procedures. The correction procedures are not used ‘once the timing begins. Leeee ee eee en EEE 1. Before handing out the worksheets, say fam going to give you a worksheet. When you get your worksheet, please write your name at the top and put your pencil down. Hand out the Daze student worksheets, Make sure each student has the appropriato worksheet. Ifthe worksheets are in a booklet, make sure each student's booklet Is open to the correct worksheet. When all of the students are ready, say You are going fo read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1. Listen, After playing in the dirt, Sam went (pause) home, summer, was (pause) to wash her hands. You should circle the word “home” because “home” makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands. Now itis your turn. Read Practice 2 silently. When you come fo a box, read all the words in the box and eirele the word that makes the most sense in the story. When you are done, put your pencil down. {Allow up to 30 seconds for students to complete the example and put their pencils down, If necessary, after 30 seconds say Put your pencil down. 2. As soon as all students have their pencils down, say Listen. On her way home, sho (pause) chai ‘sleep, savy (pause) an fee cream truck. You should have circled “saw” because “saw” makes the most sense in the story. Listen. On her way home, she saw an ice cream truck. When I say “begin;"tumn the page over and start reading the story silently. When you come to a ox, read all the words in the box and circle the word that makes the most sense in the story. Ready? Begin. Start your stopwatch alter you say “begin.” ‘3, Monitor students to ensure they are reading and citcling the words. Use the reminders as needed. 4. Atthe end of 8 minutes, stop your stopwatch and say Stop. Put your pencil down, Collect all ofthe Daze worksheet packets. a Ata later time (shortly after the testing when you are no longer with the student), compute the final score: + Correct the worksheets and calculate each student's number of correct and incorrect responses. If a student completes the assessment before the time is up, do not prorate the score. + Record both scores on the cover sheet. On the cover shest, °C" designates correct responses and +1" designates incorrect responses. For benchmark assessment, also transfer the score to the front of the scoring booklet. For progress monitoring, there is no scoring booklet for Daze, but there is a prograss monitoring chart to record the scores. + The Daze Adjusted Score is a modified score that compensates for student guessing. Most data management services will calculate the Adjusted Score for you. To calculate the Adjusted ScoreDIGELS Next® Assessment Manual Daze 102 yoursolf, use the following formula: Daze Adjusted Score = number of correct responses ~ (number of incorrect responses + 2) ‘The result of the formula should then be rounded to the nearest whole number. Halt-points (0.5) should be rounded up. The minimum Daze Adjusted Score is 0. Do not record a negative number. Scoring Rules Tho student receives 1 point for each correct word, minus half a point for each incorrect word. 1. A response is correct ifthe student cited or otherwise marked the correct word, 2 Marka stash (/) through any incorect responses. Incorrect responses includ enor, boxes wih ror than one answor markod, and items fet bank (they occur Before the lst tom tho student attempted within the 3 minuto time tin, ems et lank because the student could not got to thern before timo ran out do not noadto bo slashed and donot count as Incorrect responses. 2, Ifthere are erasure marks, scratched out words, or any other extraneous markings, and the student's final response is obvious, score the item based on that response. Discontinue Rule There Is no discontinue rule, Wait Rule ‘There fs no wait rule. Reminders Ita student starts reading the passage aloud, ay Remember fo read the story silently. This reminder may be used as often as needed. It a student Is not working on the task, say Remember fo cirele the word in each box that makes the most senso in the story. This reminder may be used as often as needed, Ya student asks you to provide a word for him/her for genoral help with the task, say Just do your best, This romincler may be used as often as needed. Examples of Scoring Rules The following are examples of how to score Daze responses. The examples do not encompass all possible responses. fin doubt about how to score a student response, refer to the scoring rules above. Pleaso pay attention to the notes included with the examples as they provide scoring explanations and indicate variations and nuances related tothe scoring,DIBELS Next® Assessment Manual Daze 103 Scoring Rule 1: A response is correct if the student circled or otherwise marked the correct word. Example: chocolate (Ganeing) 50 could Scoring Rule 2: Mark a slash ( /) through any incorrect responses. Incorrect responses Include errors, boxes with more than one answer marked, and items left blank (if they oceur before the last itom the student attempted within the 9-minute time limit). tems left blank because the student could not get to them before time ran out do not need to be slashed and do not count as incorrect responses. ‘The guide explained that on the trees are fruits as | get as melons. Example: hanging =) ‘could ‘The guide explained that on the trees are fruits as as melons, Scoring Rule 3: If there are erasure marks, scratched-out words, or any other extraneous markings, and the student's final response Is obvious, score the item based on that response. Example: hanging ‘The guide explained that |4#@ | on the trees are fruits as | get aad as melons.Daze | progress monitoring Name: a a Practice 1 home ‘After playing in the dirt, Sam went | summer| to wash her hands, was Practice 2 On her way home, shi an ice cream truck. G3/Progress Monitoring 1Race Car Driver ‘A checkered flag waves. A line of cars takes off. I's the Indianapolis Five Hundred, one Tonged car races in the world, Many |brothers| dream of driving one of the |sleck |, fast airplane wasn't cars around the track. It's a |soon | that comes true for only a | brother | people, but some find great dream Friends success at the Indy Five Hundred. |Made_ | of these people is Bobby Unser. Jone addition Bobby |working | racing in his home state of New Mexico as |anymore | as he learned to drive [began [was [certainly He soon |some [bringing home trophy after trophy in local | races, but he longed to win the Indy got imitating, [win fhome popular Five Hundred. He |got one step closer to his dream |it's | he started racing cars at the |track | in state when first attempts Indianapolis, It took six years of three |, but he finally won the Indianapolis Five Hundred! He did stopped times competed smaller | on to win the Indy Five Hundred three |went | in all, Between those races, he |slowed in went comes doesn't ‘and won many smaller races. [companies Bobby [became | very popular with the public. Toy |loved | made small race cars and irl fans very hundred other |people | with his name on them. Children Ioved | imitating their racing hero with these |toys toys sleek step Gaihragres Montorng! “eam ang mae Page Keep going >uncles | years However, Bobby | wasn't ‘Thousands of fans loved Bobby and |cheered | for him when he raced. the only one from his family who children fast car driver, She |hero the first girl in the family to|race |, Over the years, their family has| six trophy stopped racing years took | in over a hundred races and |won| thirty-seven times! That is a lot of | is {thankful Today, Bobby is|most | for his many years of suecess and true many son |, but he stays busy working, flying his /ago happiness Toved Tocal | racing. His father and two today drove race cars. Bobby's brother, Al Unser, Jalso | raced in the Indy Five Hundred and frace [son won the Jnow |four times in all. Al Unser's Jattempts | has even won twice! Bobby's two |racing_ has [companies sons stays brothers did some racing, and Bobby's |great | also have raced, In addition, his have | is now a race name daughter drive driver driven daughter joy | for one family. was racing cars. He | and spending time with friends family and |however leven Even though he doesn't race anymore, he [raced succes (certainly hasn't slowed down! 88 (GarPiogress Montorna ? 82Cipu] Daze 544] G3/Progress Monitoring Nt Directions: Mako sure you have reviewed the scaring rules in the DIBELS Assessment Manual and have them available, Say these specific directions to the students: 1. Before handing out the worksheets, say 1am going to give you a worksheet. When you get your worksheet, please write your name at the top and put your peneil down. Hand out the Daze student worksheets, Make sure ach student has the appropriate worksheet ‘When all ofthe students are ready, say You are going to read a story with some missing words. For each missing word there will be a box with three words. Circle the word that makes the most sense in the story. Look at Practice 1. Listen. After playing in the dirt, Sam went (pause) home, summer, was (pause) fo wash her hands. You should circle the word "home" because “home” makes the most sense in the story. Listen. After playing in the dirt, Sam went home to wash her hands. Now it is your turn. Read Practice 2 silently. When you come to a bor, read all the words in the box and circle the word that makes the most sense in the story. When you are done, put your pencil down. Allow up to 20 secands for students to complote the example and put their penis down. If necessary, aftor 30 seconds say Put your pencil down. 2. As soon as all students have thelr pencils down, say Listen, On her way home, she (pause) chal, sleep, savy (pause) an ice cream truck. You should have circled "saw" because “saw” makes the most sense in the story. Listen. On her way home, she saw an ice cream truck. When I say“begin? turn the page over and start reading the story silently. When you come to a box, read all the words in the box and circle the word that makes the most sense in the story. Ready? Begin. Start your stopwatch after you say “begin.” 3. Monitor students to ensure they are reading and circling the words. Use the reminders as needed, 4. Atthe end of 3 minutes, stop your stopwatch and say Stop. Put your pencil down. Collect all of he Daze worksheet packets. —— Timing | 3 minutes. Start your stopwatch after you say “begin.” Reminders | Ifthe student starts reading the passage out loud, say Remember to read the story silently. (Repeat as often as needed.) It the student is not working on the task, say Remember to circle the word in each box that makes the most sense in the story. (Repeat as often as needed.) ifthe \ student asks you to provide a word for them or, in general, fr help with the task, say Just do your best. (Repeat as often as needed ) Gaibireations “Bi geDaze Scoring Key G3/Progress Monitoring 1 famous of the most cars around the track, It’s a success at the Indy Five Hundred. Bobby began was: He soon Five Hundred. He [got dream A checkered flag waves. A line of cars takes off. It's car races in the world. Many that comes true for only a Race Car Driver |people few One of these people is Bobby Unser. ‘bringing home trophy after trophy in ‘one step closer to his dream [soon racing in his home state of New Mexico as dream of driving one of the local |when Indianapolis. It took six years of ‘attempts went and won many smaller races. Bobby |became other toys on to win the Indy Five Hundred three very popular with the public. Toy [times [companies ‘with his name on them. Children |loved | imitating their racing hero with these he started racing cars at the in all, Between those races, he the Indianapolis Five Hundred, one sleek |, fast people, but some find great as he learned to drive. races, but he longed to win the Indy track but he finally won the Indianapolis Five Hundred! He competed in made small race cars and toys 14 18 18 23 (GaiProgress Monitoring 1 Page 1Daze Scoring Key G3/Progress Monitoring 1 ‘Thousands of fans loved Bobby and cheered Howev' all uncles er, Bobby | wasn't drove race cars, Bobby's brother, Al Unser, |also the only one from his family who for him when he raced. loved racing. His father and two raced in the Indy Five Hundred and race won the son four times in all. Al Unser’s brothers did some racing, and Bobby's, car driver. She in over a hundred races and Today, stopped racing, friends family and G/Progress Monitoring + sons the first girl in the family to |race won {thankful Bobby is, years ago |. Bven though he doesn't race anymore, he has even won twice! Bobby's two also have raced. In addition, his Over the years, their family has thirty-seven times! That is a lot of | for his many years of success and |, but he stays busy working, flying his other is now a race [daughter driven for one family. races racing cars. He happiness airplane | and spending time with certainly hasn't slowed down! Page? 24 28 28 34 33 36 38 l40 42Qe2e109 | (sogAVeLW09 | (s1014gRIeLI09 | (ssoLU|ADALION |(S101139901109 aequinn) sequin) sequin) sequinn) sequinn) poise, quepms azva suo uepew | 44O ¢ aBesseg | 3YO Z eBesseg |4YO | ebesseg apeap puoras 3804s Buoday s884-J0-puz