mCLASS®:Reading 3D™ Harcourt Rigby

Text Reading and Comprehension

TRC Overview

TRC 2

TRC Benchmark Goals

TRC 3

GradeBOY Reading Level Goal(s)

MOY Reading Level Goal(s)

EOY Reading Level Goal(s)

Kindergarten RB to B C D

Grade 1 D G to H J to K

Grade 2 J to K L M to N

Grade 3 M to N O P to Q

Grade 4 P to Q R to S S to T

Grade 5 S to T T to U U

Conversion Chart

TRC 4

Assessment Materials

TRC 5

Print ConceptsGoal: 13 out of 16

• Cover: Front of Book

• Print Contains Message

• Directionality: Beginning, L to R, Return Sweep

• 1:1 Match

• Meaning of a Period (.)

• First and Last Parts of a Sentence.

• Matching Upper and Lower Case letters

• Frames One and Two Letters

• Frames One and Two Words

• Frames First and Last Letters of a Word

• Frames a Capital Letter

TRC 6

Reading Behaviors

TRC 7

Goal: 5 out of 6

•Indicate Title

•Matches Words 1:1

•Left-Right Directionality

•Return Sweep

•Maintains Language Pattern

•Uses Picture Support

KOP Results Screen

Tap Motiv. or Note to record additional information.

Tap Delete toinvalidate probe.

Proceed tonext level.

TRC 8

TRC Knowledge of Print (KOP) Trainer Demo

Marking

• Correct

• Incorrect

Observe

• Instructions to assessor

• Assessed concepts

• Page numbers

• Use of index cards

• Running score

TRC 9

TRC Knowledge of Print (KOP) Partner Practice

TRC 10

Assessor

1. Select a Kindergarten student.

2. Choose Benchmark.

3. Select TRC.

4. Select Print Concepts (PC) and the book On The Table.

5. Tap Begin.

6. Score student responses on device.

Student

• Read aloud the script.

TRC Knowledge of Print PracticeConcept Page Assessor Student Score

“I’m going to read you this story, but I want you to help me.”

Cover “Show me the front of the book.” Point to the front of the book

1/16

Print contains message

2 - 3 “I’ll read this book. You help me.

Show me where to start reading. Where do I begin to read?”

Point to a word. 2/16

Directionality:Beginning

6 - 7 “Show me where to start.” Point to the first word. 3/16

Directionality:L to R

6 - 7 “Which way do I go?” Drag finger from left to right.

4/16

Directionality:Return Sweep

6 - 7 “Where do I go next?” Point to second line of text.

5/16

1:1 Match 6 - 7 “Point to each word as I read.”(Read page 6 aloud)

Point to each word. 6/16

Meaning of a Period (.)

8 “What is this for?” Explain the function or say, “period.”

7/16

First word 12 – 13 “Show me the first part of the sentence.”

Point to the first letter, word, or line of

text.

8/16

Last word 12 – 13 “Show me the last part of the sentence.”

Point to the last letter, word, or line of

text.

9/16

TRC 11

TRC Knowledge of Print Practice

TRC 12

Concept Page Assessor Student Score

Matching Upper & Lower Case

14 – 15 “Find a lower case or little letter like this [point to “T”].”

“Find a lower case or little letter like this [point to “O”].”

Point to a lower case “t.”

Point to a lower case “o.” 10/16

Frames one letter

16 “This sentence says, ‘The teddy bear is on the table.’ I want you to push the cards across the sentence like this until all you can see is just one letter.”

Frame one letter.11/16

Frames two letters

16 “Now show me two letters.” Frame a word. 11/16

Frames one word.

16 “Now show me one word.” Frame a word. 12/16

Frames two words

16 “Now show me two words.” Frame a word. 12/16

Frames first and last letter

16 “Now show me the first letter of a word.”

“Now show me the last letter of a word.”

Frame a first letter.

Frame a last letter.

13/16

Frames a capital letter

16 “Now show me a capital letter.” Point to any lower case letter.

13/16

TRC Knowledge of Print (KOP) Partner Practice, continued

Assessor

1. Select a Kindergarten student.

2. Choose Benchmark.

3. Select TRC.

4. Select Reading Behaviors (RB) and the book Look at Me.

5. Tap Begin.

6. Score student responses on device.

Student

• Read aloud the script.

TRC 13

TRC Knowledge of Print Practice

TRC 14

Concept Page Assessor Student Score“I’m going to read you this story,

but I want you to help me.”

Indicate Title Cover “The name of this book is “Look at Me.”Show me the title of the book.”

Point to the title. 1/6

Whole Book

“A little boy tells us about what he is doing. Let’s take a look at the pictures.”

Whole Book

Do a book walk with the student.

2 - 4 Go back to the beginning of the story and read pages 2 and 4 aloud to the

student.

2 - 4 “Now you point and readthe rest of the story.”

Point to first word of each line only.

1:1 Match Whole Does not move finger from first word of line while

reading.

1/6

Directionality:L to R

Whole Does not move finger from first word of line while

reading.

1/6

Directionality:Return Sweep

Whole Does not move finger from first word of line while

reading.

1/6

Maintains language pattern

Whole Does not maintainlanguage pattern

1/6

Uses picture support Whole Use one of the pictures to confirm a word.

2/6

TRC Knowledge of PrintCheck for Understanding

1. There are 16 items assessed in Print Concepts and 16 items in Reading Behaviors.

2. A student must score at least 13 items correct in Print Concepts to move on to Reading Behaviors.

3. A student must score at least four items correct in Reading Behaviors to continue the assessment with a Reading Record.

True or False?

TRC 15

TRC Reading Records

TRC 16

The ability to accurately read and comprehend authentic text

Why Leveled Readers?

TRC 17

• Promotes fluency• Reduces frustration

• Facilitates comprehension

• Integrates isolated skills

Criteria for Instructional Level

TRC 18

TRC identifies the student’s instructional reading level.

Jake’s PlanLet’s say Jake scores Frustrational at Level N and Instructional at Level M.

1.Which book level would you use for small-group instruction?

2.Which book level would you suggest he check out of the library for reading at home?

3.Which levels would you guide him away from when reading independently?

TRC 19

Settings

TRC 20

Tap Level list toselect book level.

Tap Book list toselect book title.

TRC Reading Record DemoTiming Features

• Starting

• Pausing

Marking

• Substitutions

• Omissions

• Insertions

• Tolds

• Self-corrections

Observe

• Recording repetitions

• Recording behaviors

TRC 21

Text Format

TRC 22

Dots indicate line breaks inthe student text.

Record Reading Behaviors

TRC 23

If the student says, “Every sat-, Saturday”:

1.Tap the word Saturday.

2.Write exactly what the student said (“sat-”).

3.Tap Save.

Repetition

TRC 24

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

TRC 25

• Self Correction (SC)

• Substitution (sub)

• Insertion (^)

• Omission (omit)

• Told (told)

Substitution

TRC 26

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

TRC 27

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

TRC28

If the student says, “I see living room”:

1.Tap the omitted word (the).

2.Tap omit.

Told

TRC 29

If the student says, “Things look di-, dif-”:

1.Record any attempt(s).

2.Wait five seconds fora complete response.

3.Say “different.”4.Tap the word you tellthe student (different).

5.Tap told.

6.Tap Save.

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.

Self-Correction

TRC 30

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.

Contractions

TRC31

TRC Reading RecordQuick Reference

TRC 32

Correct Incorrect

Student reads correct words Insertions

Student correctly sounds out words

Substitutions

Student repeats words Omissions

Student self-corrects

Words read in the wrong order

Five-second hesitations

Proper nouns (the first instance only)

TRC Trainer-Led PracticeAssessor

1. Select a Grade 2 student.

2. Choose Benchmark.

3. Select TRC.

4. Select Level L and the book titled The Statue of Liberty.

5. Select Start Timed Administration.

6. Score student responses on device.

7. Record motivation and notes.

TRC 33

Trainer-Led Practice Script

Many people have come from other countries to live in the United States. Some people have to find new jobs. Other people are looking for * better way to live. All * them want to be free. For more than 100 years, the Statue of Liberty greeted … as they sail into New York Harder. It gave hoops to everyone who dream of freedom.

The people of France * been friends with the people of the United States for a long time. One other man from France wanted to show, share his love of freedom by giving the United States a gift. That gift was a huge … The stat would show the friendship between the two counties.

TRC 34

Reading Record Results Screen

TRC 35

Tap Delete toinvalidate probe.

Tap Motiv. or Note to record additional information.

Tap Accuracy rate to review probe.

Comprehensiontasks required

TRC Retell(Benchmark Levels E and lower)

Tap Retell to access questions.

Fiction

Non-Fiction

TRC 36

TRC Written Comprehension(Benchmark Levels F and higher)

TRC 37

Tap Written Comp to access the rubric.

Classroom Management to Support TRC Written Comprehension

TRC 38

Teacher assesses

Student A with Reading

Record

Student A finishes the text, if directed, and independently

completes Written

Comprehension

Teacher assesses

Student B with Reading

Record

Student B finishes the

text, if directed, and

independentlycompletes

Written Comprehension

Teacher assesses

Student A with Oral

Comprehension

Teacher assesses

Student B with Oral

Comprehension

10:00 am 10:10 am

10:20 am 10:30 am

Student A engages in

Core Activities

Student B engages in

Core Activities

Written Comprehension Scoring Rubric

TRC 39

Score

Level What it means What it requires

0 No Understanding

The response demonstratesno understanding of the text.

• Completely incorrect, irrelevant to the question, or missing

1 Minimal Understanding

The response demonstrates a minimal understanding of the text.

• Minimally addresses the demands of the questions

• Uses minimal information to show understanding of the text in relation to the question

2 General Understanding

The response demonstrates a general understanding of the text.

• Partially addresses the demands of the question

• Uses text-relevant information to show understanding

3 ComplexUnderstanding

The response demonstrates an understanding of the complexities of the text.

• Addresses the demands of the question

• Effectively uses text-relevant information to clarify or extend understanding

Scoring Written Comprehension

TRC 40

Tap the correspondingnumber.

Tap the arrow to viewrubric criteria.

Practice ScoringTRC Written Comprehension

TRC 41

A Student Sample

1. He needs to get the orange van onto it’s wheels and get the van out of the way.

2. Harry has to get ther fast and get the gob[job] done fast so the drivers can get home. Harry’s problem was Harry tought he can’t pulled the red truck pass the big tree.

B Student Sample

1. He had to hurry getting the orange truck on the road.

2. He got a strong rope and tied it to the truck and move the truck on the road.

C Student Sample

1. Harry and Bod had to solve the probrem of the orig [orange] mooveing truk.

2. What solved Bob’s and Harry’s probrem was the strog rope that Bob tied aroend the van and then the van came back on it’s willis [wheels].

D Student Sample

1. He can go faster or tell them to go the other way.

2. He was happy because that job was not hard at all.

Harry the Tow Truck, Level J1. What problem does Harry need to solve to help the car drivers get home?2. Describe the events at the end of the story that solved Harry’s problem.

* All grammar and spelling in these samples are true to students’ original responses.

TRC Oral Comprehension(Benchmark Levels D and higher)

Tap Oral Comp to access questions (Benchmark) or rubric (Progress Monitoring).

TRC 42

TRC Oral Comprehension

TRC 43

Tap Correct or Incorrectto record answers toquestions provided.

Score answers.

Progress Monitoring

Benchmark

Tap the arrow to accesssuggested questions.

MSV Analysis

TRC 44

Record strategies the student used while reading.

Tap Go to MSV.

MSV AnalysisMeaning

•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 45

MSV Practice

TRC46

Which strategies did this student use to substitute while reading?

1. We live in a home at the lake. house

2. We put ice cream in the freezer. have

3. Our family had a ran cat. pet

1. 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 the

M S V

M S V

M S V

M S V

M S V

M S V

MSV Analysis

TRC47

Tap the arrow to scroll through the miscues.

Assign M, S, and/or Vbased on the strategyused while reading.

The selected word highlights.

MSV Analysis of Self-Corrections

TRC48

For self-corrections, analyze both the original error and the correction.

TRC Results with MSV

TRC 49

The bar graph shows the frequency of each strategy.

Assessor

1. Select a Grade 3 student.

2. Choose Benchmark.

3. Select TRC.

4. Select Level M and the book titled Trees on Our Planet.

5. Select Start Timed Administration.

6. Score student responses on device.

7. Administer Oral Comprehension.

8. Record motivation, notes, and MSV analysis.

Student

• Read aloud the script.

TRC Partner Practice

TRC 50

TRC Partner Practice Script

TRC 51

People have been cutting down trees for thousand of years. The wood from trees is very useful. It can be used to build houses. It can be used to make tables and chair and other furniture. Wood can be made into paper, too. But, all around the world, too much, many trees have been cut down. More and more houses have been built. Large cities has been built.

In the past, people decide to turn huge areas of forest into farm land. They cut down millions of trees. They clear the land quickly. But then some heavy rain came, and good soil on top of the ground was washed away. Nothing much would grow there. Today, people realized how important trees are.

Their wide branches help to stop the rain * washing the topsoil away. Their strong roots hold the soil in place, even on … mountains. And forest provide a home for many different kinds of nice animals.

So people are now growing trees to replace * ones that have been cut down. When the young trees are strong … , they are planted where they are need most. But they take a long time to grow tall. We must all help to put trees back on our plant.

Book Management

Click Enter.

TRC 52

Unlocked Book List

Chose alevel system.

Click Add/RemoveBooks.

Click to access PM kit publishers.

TRC 53

Editing Your Book List

Refine your searchby publisher,reading level,and/or language.

Search for a specific title.

Click a categoryheader to sort.

TRC 54

Book List Updated Summary

Select books toadd to mobile device.

Click Save.

TRC 55

Book List Updated Summary

TRC 56

Book list changes andsync reminder

Sync Adds Books to Device

Log in from a mobile device to add selected PM books.

Tap the sync icon if already logged in.

TRC 57

TRC PM Selection

Select a level.

Select a book.

TRC 58

Add New Book

TRC 59

Add New Book

Tap Done after120-150 words.

The User EnteredScreen appears.

TRC 60

Add New Book

Tap any field to view an on-screencalculator.

Results displayafter tapping Done.

TRC 61

Start a PM Book

Start a PMReading Record at the beginning ofany page.

Texts selectedfrom the mCLASS®

library appear on the handheld.

TRC 62

PM Reading Record

Use the same procedures as for Benchmark.

TRC 63

TRC PM Results Screen

Tap Oral Compto complete the PM Record.

TRC 64

Place the bracket after thelast word read.

TRC Check for Understanding

TRC 65

1. To record a behavior without marking the word as incorrect, tap the word and write the behavior in the freehand space.

2. To record a Substitution, Omission, or Told, tap the word, then tap the error code on the Error Coding toolbar.

3. To record a repetition, drag your finger or stylus across the repeated words.

4. To move up a reading level, the student must score 85% or higher accuracy on the Reading Record and 4/5 or higher on Oral Comprehension.

5. To move down a reading level, the student must score 75% or lower on the Reading Record and 3/5 or below on Oral Comprehension.

TRC Reflection

1. What questions do you have?

2. Write your “A-Ha” moment on a sticky note, then attach it to the chart.

3. What would you teach next if Jake’s assessment data showed:

• A TRC Accuracy rate of 86%? _________________________________

• Consistently repeated phrases? _______________________________

• Weak oral comprehension? ___________________________________

TRC 66