Reading Fluency Appendices

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EX T E R N A L

Reading Fluency Appendices

Introduction

Reading fluency appendices are present in the Literature and Comprehension strands of Summit ELA Green, Orange, and Summit ELA 1-5. The reading fluency appendices contain assessments that provide additional data points to determine students’

instructional reading levels.

Background

• There are ten assessments over the course of the school year.

− Benchmarks – 3 times a year (beginning, middle, end); designed to provide instructional reading level. Students read a word list, sentence, and an unscored practice passage. Students will then read 3 passages, provide a retell, and answer two comprehension questions about each. After each passage, they have the option for an unscored re-read.

− Checkpoints – 7 times a year; students read a single passage, provide a retell, and answer several comprehension questions. The data provides educators with feedback as to if the student’s reading level has remained consistent.

• Assessments are automatically scored by the system and are recorded so instructors can listen to all submissions.

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Scheduling

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Reordering and Hiding tools can be used to integrate the assessments into their respective ELA courses.

▪ Choose Course Management from the course picklist on the OLS homepage.

o If accessing via a homeroom classroom, choose Course Management and Reports and select the appropriate ELA course. Homeroom teachers cannot make edits if a course classroom exists.

▪ Select Edit Classroom Settings.

▪ Scroll down to Reading Fluency Appendix » select the first benchmark.

▪ Under Actions, choose Reorder Lessons. The pop-up window allows for the selection of the new location. We suggest having the first benchmark completed within the first week or two of the course.

▪ Select Confirm when finished.

▪ Reorder the 7 checkpoints and remaining 2 benchmarks into the course as desired. It is recommended to spread the 3 benchmarks out over the course of the school year, and to distribute the checkpoints evenly between them. Be aware that the assessments should be integrated into the course in order, i.e. a student should not be taking a checkpoint prior to taking the first benchmark.

▪ Select Save and Exit at the bottom of the screen.

▪ Hide the Reading Fluency Appendix after reordering the fluency assessments.

o Select Edit Classroom Settings.

o Scroll down to select the Reading Fluency Appendix.

o Choose Hide Content under Actions.

o Select Save and Exit. The Appendix and any assessments remaining in it will display a closed-eye icon, and will not be visible to students until they are set back to “show content”.

Note: All fluency assessments do not need to be reordered at the same time.

Assessments can remain in the hidden appendix, and then reordered when ready. In addition, checkpoints do not need to be administered – the 3 benchmarks can be assigned without the checkpoints being assigned.

Note: Summit ELA 3- 5 incorporate personalized reading selections into the Try It:

Apply sections of the courses. These reading selections are appropriate for the

student’s instructional reading level, as determined by the benchmark assessments. If the student does not take a benchmark, the selections they receive will be at grade level.

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Taking the Assessments

• Benchmark passages are leveled based on the student’s assigned grade and time of year; Benchmark levels cannot be changed. On average, it takes students 12 minutes to complete a Benchmark assessment.

• The reading levels of Checkpoint passages are influenced by Benchmark results, and also any offline data the instructor has added (see Fluency Dashboard).

• When accessing a fluency assessment, students will be prompted to select Start and to enable their microphone. Students are provided with audio and visual directions and examples.

• Before reading a passage aloud, students are provided with a brief overview of the passage.

• Passage types include both fiction and non-fiction. Most comprehension

questions presented to 1st-3rd students are literal, while students in grades 4-5 are presented with more inferential questions.

• When finished reading aloud, retelling, or answering comprehension questions, students will select the Next button to proceed. In some cases, the student may finish answering before the Next button appears and will have to wait a few moments for it to become available.

• Depending on screen resolution, there may be a scroll bar students have to use to view all of the text. Zoom out to avoid having to use the scroll bar.

• As the students proceed through the assessment, there is a yellow bar at the top of the screen that progresses through each section. If the yellow bar moves all the way to the right, the assessment will automatically move to the next section without the student selecting Next.

• Lessons end with the usual “Wrap-Up: End of Lesson” screen.

Fluency Dashboard (Instructor View)

Select here to view video.

• Reports are accessed via Reading Fluencyoption on the course picklist.(or Course Management and Reports » Assessment Report column beside the appropriate ELA course, if accessing through a homeroom classroom).

Benchmark Overview

• This is the high-level report that Reading Fluency opens to. It shows the number of students whose instructional reading levels are below level, approaching, or on/above level.

• Benchmarks 2 and 3, instructors can view the number of students whose reading levels have gone down, stayed the same, or improved since the last Benchmark

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• Select View Report to drill down to the next level.

Benchmark Report

▪ Provides a classroom/group view of a single benchmark

▪ Shows growth since last benchmark (“trending” column applicable to Benchmarks 2-3)

▪ Data displays with the Moby.Read level by default. Instructors can toggle to the Lexile leveling system.

Note: If Fountas and Pinnell or ATOS leveling systems are preferred (rather than Lexile), please submit a Service Station case that contains the school name and ID, desired leveling system, and specifies OLS Reading Fluency Appendix.

▪ Select the blue arrows between the Reading Level and Audio columns to view comprehension, accuracy, rate, and expression values. Scores that are below level will be highlighted in red, scores that are approaching grade level will be orange, and scores that are on or above grade level will be green. These fields are scored and can be interpreted as follows:

Score Performance Interpretation

0 or 1

Retellings and responses were silent, unintelligible, or irrelevant.

No evidence of comprehension 2 The reader attempted a few responses, but most

responses were silent, unintelligible, or inaccurate.

Minimal evidence of comprehension 3 A few responses were accurate and complete, but most

provided only partial information.

Partial

comprehension 4 Some responses were accurate and complete, but some

provided only partial information

Partial

comprehension 5 Most responses were accurate and complete. The reader

missed a few questions or provided partial answers but included enough information to suggest understanding of major passage concepts.

Satisfactory comprehension

6 Most responses were accurate and complete. The reader could have provided more detail for some responses, but responses included major and minor concepts of the passage, main narrative path, and sequential logic.

Good

comprehension

7 or 8

Responses were accurate and complete. Responses conveyed comprehension of the major and minor concepts of the passage, the main narrative path and sequential logic.

Complete comprehension

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▪ Comprehension– scores are reported on a scale of 0-8, which combines the retelling and short-answer question responses and gives equal weight to both.

▪ Accuracy- reported as the percentage of words read correctly over the number of words attempted. Accuracy below 90% indicates frustration level.

▪ Rate- reported as Words Correct Per Minute (WCPM) and typically ranges from 0 to 250 WCPM.

▪ Expression– scores are reported on a scale of 0-4; 3 or 4 score is considered on-level performance.

▪ Use the Audio play button to review the student’s submission. The reading of each passage, retells, and comprehension question responses are all recorded.

If students choose to re-read a passage, this will be recorded as well. Note that re-reads are not scored.

Student Detail Report

▪ From the Benchmark Report, select the name of an individual student.

▪ Both Benchmark and Checkpoint data can be viewed here.

▪ At the top of the screen, a line graph shows reading growth over time. This graph also allows for comparison to target reading levels.

▪ Checkpoints will not have data for accuracy or expression.

▪ Audio review can also be accessed here.

▪ Instructors can add offline data here.

Score Performance Interpretation

0 Retellings and responses were silent or provided an insufficient sample of speech for rating Expression.

No evidence of Expression 1 The reader’s rendition of the text was mostly word-by-word

reading with no reflection of word, phrase, or sentence meaning.

Word-by-word reading

2 Reader’s rendition of the text was a mixture of word-by- word reading and larger word groupings that conveyed some text structure and meaning.

Partially fluent and expressive reading

3 Most of the reader’s phrasing, pausing and intonation was appropriate to the meaning of the text.

Mostly fluent and expressive reading

4 Reader’s phrasing, pausing and intonation was appropriate to the meaning of the text.

Mostly fluent and expressive reading

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o Toggle to the school’s leveling system (Lexile, unless changed via case).

o Select the Add Offline Data button that appears on the left.

o Enter the date the assessed reading took place, and then choose the determined reading level.

Un-scorable Assessments

▪ If there is not enough spoken material for scoring, or the scoring is inconsistent, (e.g., the comprehension is lower than expected for the reading accuracy), an ! shows on the report with a pop-up that says “there is no data because there was a problem with this student’s assessment.”

▪ If this occurs, put the lesson back on the student’s Plan.

Fluency Dashboard (Learning Coach View)

Note: Students can’t view their own results.

▪ Learning coaches can access fluency assessment results from their landing page.

▪ After using the toggle at the top of the screen to select the appropriate student, LCs will see Reports as an option across the top navigation bar.

▪ Selecting Reports will bring the LC to the Student Detail Report.

▪ This report appears the same as it does for instructors, except that LCs will not be able to add in offline data.

Reading Fluency Appendices