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Text Reading and Comprehension (TRC) m. CLASS®: Reading 3 D™
TRC Overview Basic Early Literacy Skills • Accurate and Fluent Reading of Connected Text • Reading Comprehension • Vocabulary and Language Skills Administered • BOY Kindergarten through EOY Grade 3 Materials • Mobile Device • Leveled books/cards • Written Comprehension Question (Level F - Above)
TRC Benchmark Goals Grade BOY Reading Level Goal(s) MOY Reading Level Goal(s) EOY Reading Level Goal(s) Kindergarten RB to B C D Grade 1 D G-H J-K Grade 2 J-K L M-N Grade 3 M-N O P-Q
Criteria for Instructional Level Frustrational Accuracy ≤ 89% or Retell/Recall = 1/3 or Oral Comp. ≤ 3/5 Instructional Accuracy 90 – 94% and Retell/Recall ≥ 2/3 and Oral Comp. ≥ 4/5 Independent Accuracy ≥ 95% and Retell/Recall ≥ 2/3 and Oral Comp. ≥ 4/5 TRC identifies the student’s instructional reading level.
Print Concepts • Goal: 13 out of 16 • Cover: Front of Book • Print Contains Message • Directionality: Beginning, L to R, Return Sweep • 1: 1 Match • First and Last Words on a Page • Meaning of Quotation Marks, Comma, Question Mark, and Period • Identifies Uppercase Letter • Identifies one letter, one word,
Reading Behaviors Goal: 5 out of 6 • Indicate Title • Matches Words 1: 1 • Left-Right Directionality • Return Sweep • Maintains Language Pattern • Uses Picture Support
TRC Knowledge of Print (KOP) • Marking • Correct • Incorrect • Observe • Instructions to assessor • Assessed concepts • Page numbers • Use of index cards • Running score
TRC: Print Concepts Partner Practice • Assessor 1. From Main Menu choose Reading 3 D 2. Choose BOY 3. Select a Kindergarten student. 4. Choose Benchmark. 5. Select TRC. 6. Select Print Concepts (PC) and On the Table book from dropdown box. 7. Tap Begin. 8. Score student responses on device.
TRC: Reading Behaviors Partner Practice • Assessor 1. Select a Kindergarten student. 2. Choose Benchmark. 3. Select TRC. 4. Select Reading Behaviors (RB) and the Look at Me book. 5. Tap Begin. 6. • Score student responses on device. Student • Read aloud the script.
PC and RB Administration Check-In 1. What was easy? ______________________ 2. What was difficult? ______________________ 3. What do you need to practice? ______________________
TRC: Text Reading and Comprehension Records The ability to accurately read and comprehend authentic text
Settings Tap Level list to select book level. Tap Book list to select book title.
Record Reading Behaviors If the student says, “Every sat-, Saturday”: 1. Tap the word Saturday. 2. Write exactly what the student said (“sat-”). 3. Tap Save.
Repetition If the student says, “We like to dance, dance”: 1. Tap the Repetition button at the top left of the screen. 2. Tap and drag to select the repeated word (dance). 3. Repeat steps 1 and 2 for subsequent repetitions. To mark a repeated phrase, tap the Repetition button, then swipe the entire phrase.
Record Errors • Self Correction (SC) • Substitution (sub) • Insertion (^) • Omission (omit) • Told (told)
Substitution If the student says, “Everything looks fun”: 1. Tap the word funny. 2. In the freehand space, write “fun. ” 3. Tap sub. 4. Tap Save.
Insertion If the student says, “It’s my best friend, Jill”: 1. Tap the word after the insertion (friend). 2. In the freehand space, write “best. ” 3. Tap Insertion (� ). 4. Tap Save.
Omission If the student says, “I see living room”: 1. Tap the omitted word (the). 2. Tap omit.
Told If the student says, “Things look di-, dif-”: 1. Record any attempt(s). 2. Wait five seconds for a complete response. 3. Say “different. ” 4. Tap the word you tell the student (different). 5. Tap told. 6. Tap Save.
Self-Correction If the student says, “Here is my mane, I mean, name”: 1. Tap the word (name). 2. In the freehand space, write “mane. ” 3. Tap sub. 4. Tap SC. 5. Tap Save.
Contractions If the student says, “hadn’t” instead of “had not”: 1. Tap the first word (had). 2. In the freehand space, write “hadn’t. ” 3. Tap sub. Tap Save. 4. Tap the second word (not). 5. Draw a line or slash in the freehand space. 6. Tap Save. “Not” will display in bold, but does not count as an error.
TRC Reading Record Quick Reference Correct Incorrect Student reads correct words Insertions Student correctly sounds out words Substitutions Student repeats words Omissions Words read in the wrong order Student self-corrects Five-second hesitations Proper nouns (the first instance only)
Reading Record Results Screen Tap Accuracy rate to review probe. Tap Delete to invalidate probe. Tap Motiv. or Note to record additional information. Comprehension tasks required
TRC Partner Practice • Assessor 1. Select a Grade 1 , 2 or 3 student. 2. Choose Benchmark. 3. Select TRC. 4. Select a Level and a book title. 5. Select Start Timed Administration. 6. Score student responses on device. 7. Record motivation and notes.
TRC Administration Check-In 1. What was easy? ______________________ 2. What was difficult? ______________________ 3. What do you need to practice? ______________________
TRC Retell/Recall (Benchmark Levels E and lower) Fiction Non-Fiction Tap Retell to access questions.
TRC Oral Comprehension (Benchmark Level D – Above) Tap Oral Comp to access questions (Benchmark) Tap Correct or Incorrect to record answers to questions provided.
TRC Written Comprehension (Benchmark Levels F – Above) Tap Written Comp. to Access the rubric.
Written Comprehension Scoring Rubric Score 0 1 2 3 Level No Understanding Minimal Understanding General Understanding Complex Understanding What it means What it requires The response demonstrates no understanding of the text. The response demonstrates a minimal understanding of the text. Completely incorrect, irrelevant to the question, or missing Partially addresses the demands of the question Uses text-relevant information to show understanding The response demonstrates a general understanding of the text. The response demonstrates an understanding of the complexities of the text. Minimally addresses the demands of the questions Uses minimal information to show understanding of the text in relation to the question Addresses the demand of the question Effectively uses text-relevant information to clarify or extend understanding
MSV Analysis Meaning • Does the word the student used make sense? • Did the student preserve meaning? Syntax/Structure • Does the word the student used sound right? • Did the student preserve language structure? Visual • Does the word the student used match the print? • Did the student preserve the visual appearance of the word?
TRC Results with MSV • The bar graph shows the frequency of each strategy. • An underrepresented strategy indicates the opportunity for instruction.
MSV Group Activity Practice Which strategies did this student use to substitute while reading? 1. We live in a home at the lake. house 2. We walked to a store. the 3. Our family had a ran cat. pet • I got a new pair of shoes. have 2. Billy and the girl playing ball until dark. played • We are going to ride he bus to he beach. the M S V M S V
Retell, Oral & Written Comprehension, MSV Partner Practice • Assessor 1. Select the same student you administered the TRC previously. 2. Choose Benchmark. 3. Select Pause button beside TRC. 4. Administer the Retell, Oral Comp. or Written Comp, MSV 5. Score student responses on device.
TRC Retell, Comprehension & MSV Administration Check-In 1. What was easy? ______________________ 2. What was difficult? ______________________ 3. What do you need to practice? ______________________
WR: Word Recognition • Measures the ability to accumulate a reading vocabulary of high-frequency words From List A to and my From List B with run down From List C who first want
WR Overview Basic Early Literacy Skills • Alphabetic Principle • Accurate and Fluent Reading of Connected Text Administered • Reading levels A/1 to E/8 Materials • Mobile Device • WR Assessment Materials Booklet
WR Student Materials and Device
WR Common Scoring Rules • Mark correct. Self-Correction Schwa Sounds, Articulation, or Dialect • After three seconds, select nr, point to the next word, and say “What word is this? ” Hesitation Rule
WR Results Screen