Activity Sheet

I. ACTIVITY 1- DIBELS assessment practice- with your partner practice giving one another the
DIBELS. Count the number of words read correctly. Rate prosody on a scale of 1-5.

II. ACTIVITY 2: Score passage Sam was a cat using the DIBLES scoring guidelines

III. ACTIVITY 3: Use the DIBELS benchmark goal table to identify which of the students listed on
the next page met their oral reading fluency benchmarks. Based on the baseline, set a goal
for your partner.

DIBELS benchmarks for selected students at the end of year?

Name Grade in school DIBELS word count per minute Decision: Met Goal?
Y/N
Marissa 2nd grade ORF = 65 wcpm
Phile 3rd grade ORF= 111 wcpm
Zack 1st grade ORF = 36 wcpm
th
Sean 4 grade ORF = 112 wcpm
Mario 2nd grade ORF = 61 wcpm
Greg 4th grade ORF = 122 wcpm
rd
Jasmine 3 grade ORF = 101 wcpm
Juanita 5th grade ORF = 129 wcpm
Chris 4th grade ORF= 131 wcpm
rd
Leroy 3 grade ORF = 98 wcpm
Won Chui 2nd grade ORF = 43 wcpm
Frank 5th grade ORF = 110 wcpm
 IV. ACTIVITY 4:
a. Score CBM Passage Reading Fluency (Ellie)

CBM-Oral Reading Fluency

Rules:
1. The examiner marks each student error with a slash (/). At the end of 1 minute, the last word read
is marked with a bracket (]).
2. If a student skips an entire line of a reading passage, then a straight line is drawn through the
skipped line. When scoring CBM probes, the teacher identifies the count for the last word read in
1 minute and the total number of errors.
3. The teacher then subtracts errors from the total number of words to calculate the student score.
Scoring guidelines:
1. Repetitions (words said over again), self-corrections (words misread, but corrected within 3
seconds), insertions (words added to passage), and dialectical difference (variations in
pronunciation that conform to local language norms) are all scored as correct.
2. Mispronunciations, word substitutions, omitted words, hesitations (words not pronounced within
3 seconds), and reversals (two or more words transposed) are all scored as errors.
3. Numerals are counted as words and must be read correctly within the context of the passage.
4. With hyphenated words, each morpheme separated by a hyphen(s) is counted as a word if it can
stand alone on its own (e.g., Open-faced is scored as two words but re-enter is scored as one
word). Abbreviations are counted as words and must be read correctly within the context of the
sentence.
5. If a student skips several connected words or an entire line of the reading probe, the omission is
calculated as 1 error. If this happens, then every word but 1 of the words is subtracted from the
total number of words attempted in 1 minute

Score:
V. ACTIVITY 5: graph data online with the scores below:
http://www.oswego.edu/~mcdougal/web_site_4_11_2005/academic_monitoring1.htm

Scores:
a. Second grade student
b. Baseline: 61 (5 errors), 60 (4 errors), 62 (3 errors), 65 (4 error), 65 (5 errors)

(9/16, 9/23, 9/24, 9/25, 9/28)

c. Progress monitoring once a week Friday

i. 10/2- 65 (2 errors)
ii. 10/9-67 (1 error)
iii. 10/16- 68 (3 errors)
iv. 10/23-70 (2 errors)
v. 10/30- 69 (2 errors)
vi. 11/6-71 (2 errors)

VI. Lets practice incremental rehearsal!

VII. Now, practice the fluency instructional routine (handout)

VIII. Complete the IRIS center case studies

a. Case studies
b. Complete case studies:
c. Level A 1 , 2, 3
d. Level B case 1, case 3
e. Level C case 1