KindergartenReading

ComprehensionAP3

Once signed in on the PMRN, the K-2 Demo link is at the left on the main homepage.

The K-2 Demo has first grade tasks, many of which are the same as the K tasks.

The LEaRN website has a FAIR link at the bottom of the homepage.

Links are provided for demos of each task.

Reading Comprehension for first grade shows a student making 4 errors in the first line and being taken back to Listening Comprehension.

Reading Comprehension for second grade shows a complete administration of a passage on the EST.

Vocabulary demo is first grade, but identical to the K administration.

Administered during AP 3 for students in the green success zone.

EST will direct you to select the Comprehension Placement Word List.

This task places students in the appropriate passage for comprehension.

When the words are clearly too difficult, stop and mark the remaining words incorrect.

1. Place the Comprehension Placement Task Card in front of the student.

2. Cover all words on the card with a blank sheet of paper.

3. Uncover the words one at time to administer each item.

4. Remember 4 second wait time.• Move to the next word

Say: I want you to read some words one at a time. Try to read each word and do the best you can. Ready?

Continue administering items using the key phrase, “What is this word?”.

When the words get too difficult, stop and mark the remaining words wrong. You do not want the students to do so well that they are given a reading passage that is too difficult.

1. The EST will direct you to select the Reading Comprehension task. The title of the passage will be on the screen in the script for giving directions.

2. Place the Reading Comprehension Passage in front of the student.

◦ See passages.

Say: “I would like you to read out loud for me. When you’re done, I’ll ask you some questions about what you read. Read carefully and I will time you to tell how long it takes. The title of the story is _______. Ready?” (Point to the first word in the passage.)

Start the timer on the screen when the student reads the first word.

Stop the timer when the student finishes reading the passage.

Mark all reading errors by clicking on the misread word.

If the student self-corrects within 4 seconds, click on the word again to remove the error.

Administration Stops: These rules are in place to avoid student frustration:a) First Line Stop Rule – If a student

incorrectly reads 4 words in the first line of the passage, administration

will be stopped.b) 10% Stop Rule – If the student

misreads 10% of words in the passage, administration will be stopped.

• If the student is administratively stopped [misses 4 words in first line or 10% of words in passage (for example, in a 130 word passage, if student misses 13 words)], the Reading Comprehension Task will be interrupted and the next easiest passage will delivered.

• If the student continues to receive administrative stops, the student will continue to receive easier passages until the student receives a passage at his or her level.

For ALL administration stopsa) The EST will automatically direct you to the

next easiest passage. b) The EST will continue until the student

successfully completes a passage.c) If the student is unable to read the first

passage in Grade 1, the Kindergarten Listening Comprehension will be provided on the screen.

Do not provide the correct word for any MISPRONOUNCED words except the first time they encounter a proper noun.

Score mispronounced words as an error and allow student to continue reading.

If the student hesitates for more than 4 seconds, provide the word and move on. Score this as an error.

Proper nouns may be provided once to the student. Count it as an error but multiple misreads of that proper noun are not counted as errors.

Multiple misreads of any other type are considered repeated errors.

Insertions of words that are not in the text Repetitions of words – rereading Misarticulations are speech errors, not

reading errors Skipping lines (or loss of place) – student

must be redirected back to the correct place (timer can be stopped and restarted if you need to find where in the passage the student lost his/her place)

1. Ask the student the comprehension questions at the end of the passage. SCRIPT: Now I’m going to ask you some questions about the story. You may look back in the story.

2. Mark the questions either correct or incorrect on the screen. No further prompting should be used to elicit a correct response.

3. If the student’s response is SIMILAR to a listed response, use your best judgment.

4. Correct responses must be drawn from the text and NOT the student’s prior knowledge.

5. If the student gives a response that is completely DIFFERENT from listed responses, score as “Incorrect”.

• On the first part of the Reading Comprehension Task, the student reads the passage to the test administrator and the test administrator marks the errors. In the second part of the Reading Comprehension Task, the test administrator asks the student about the story that he or she just read.

• When the student begins reading, click the Begin Assessment button. The timer will begin.

• Users can scroll the text by moving the mouse cursor near the up and down arrows.

©2009 Florida Center for Reading Research

• After the Begin Assessment button is clicked, the timer begins and the test administrator can begin marking words that students misread by clicking on the word, which will turn red.

• If you mark a word incorrectly, you can click it again to change it. Incorrect words are listed in a summary table to the right of the page. Stop rules will end the task automatically based on the rules in the SSB.

• When the student is done reading, click End Assessment button. The K-2 Application will then proceed to the Reading Comprehension questions.

©2009 Florida Center for Reading Research

• After the story is read, the User is taken to the Reading Comprehension Questions.

• The question to be read is listed as well as the acceptable and unacceptable responses. A summary table of the student’s answers is shown to the right of the page.

• When all questions have been answered, a Submit Task Data button will be displayed.

©2009 Florida Center for Reading Research

K – 2Administered in Assessments 1 & 3

1. There are 3 practice items for this task. 2. Place Vocabulary Picture Booklet in front

of the student.3. Administer and score the practice items,

starting with the first practice item A (kite).

4. Display each vocabulary picture item & ask the student each question as indicated on the screen.

5. Mark all responses as correct or incorrect (see scoring rules).

Item Stop rules are used within a task to reduce student frustration.

◦ Item stops– the test will stop if the student misses 4 consecutive items.

Wait Time◦ Wait approximately 10 seconds for a student to respond to

each item. Repetition

◦ Repeat a question only once Pointing

◦ Only point to pictures with a DP or CP listed in Student Score Booklet DP = Direct Point at the item in the picture that

corresponds to bolded target word and/or arrow. CP = Circular Point around the entire scene shown in the

picture by moving finger/hand in a sweeping circle around the image(e.g., parade).

An example of Circle Point (CP)

Target word = camping

Only prompt once and under the following 5 conditions: 1. For responses listed under “Responses to Prompt” that are a

form of the target word (e.g., “rescue” for rescuing) say, “Can you tell me another form of the word?”

2. For responses listed under “Responses to Prompt” that are not a form of the target word say, “Can you tell me another word?”

3. For an acceptable response given in another language say, “Can you tell me that word in English?”

4. For multiple-word responses that do NOT contain an “acceptable” one word response, prompt the student with “Can you tell me just one word?” and score his/her second response according to the scoring rules.

5. For multiple word responses that contain an “acceptable” one word response and are consistent with the context pictured in the itemand the question asked, score the item as correct, but still remind the student of the desired one word response by saying, “Remember touse just one word.”

Target Word: rescuing Question: What is he doing?

“rescuing a girl” Save (ing) rescue

rescuing“climbing up a ladder”

“climbing”0

1

Save (ing) rescue

Target Word: blowing

Acceptable Responses:

blowing (bubbles) blowing

Unacceptable Responses:

bubbles

What is she doing?What is she doing?

Target Word: vegetables

[Specific Kind]: carrot = prompt corn = prompt--------------------------------

Target Word: pie

[Type of]: apple pie = acceptable

What is one word for all of these?What is one word for all of these?Can you tell me another word?Can you tell me another word?

• If Vocabulary is required, the administrator will be prompted on four different occasions to assess the student’s vocabulary skills:– Before the BS/PMT begins– Before the BDI begins– Before the TDI begins– After the TDI ends

• At these four time points, a window will pop up asking if the administrator would like to complete the Vocabulary task.

• If the User selects to administer the Vocabulary task, the User will proceed through in a similar manner to other tasks. A picture matching the task card will be displayed on the K-2 Application as well as acceptable responses and responses to prompt.

• After the Vocabulary administration is complete, the User will be prompted to navigate to the next available set of tasks (BS/PMT, BDI, or TDI) or to end administration and return to the student selection screen.