Administration and Scoring of:

1. HANDOUTS: (SEE PROBE PACKET, TOO) • Administration and Scoring of: • Early Literacy Measures-To accompany Aimsweb Training Workbook- Administration and Scoring of Early Literacy Measures for Use with Aimsweb • Letter Naming Fluency • Letter Sound Fluency • Phonemic Segmentation Fluency • Nonsense Word Fluency • Reading • Oral Reading Fluency (aka-R-CBM)-To accompany Aimsweb Training Workbook- Administration and Scoring of R-CBM for Use in GOM • Maze-To accompany Aimsweb Training Workbook- Administration and Scoring of Maze for Use in GOM

2. Letter Naming Fluency • Turn to your manual (p. 15) and • Turn to the Letter Naming Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

3. p. 12

4. Letter Naming Fluency p. 15

5. p. 16

6. Letter Naming Standard Administrative Directions p.16 3. “Here are some letters (point to student copy). Begin here, (point to first letter) and tell me the names of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.” 4. Start your stopwatch. If the student fails to say the first letter name after 3 secs., tell the student the letter name and mark as incorrect. Point to the next letter. 5. If the student provides the letter sound rather than the letter name say, “Remember to tell me the letter name, not the sound it makes.” This prompt can be provided once during the administration. If the student continues providing letter sounds, mark each letter as incorrect and indicate by making a note at the top of the examiner copy. 6. If zero correct in first row (10 letters), discontinue and record a 0. 7. Follow along on examiner copy. Put a slash through letters named incorrectly. 8. Maximum time for each letter is 3 seconds. If doesn’t give in 3 sec., tell student name and mark as incorrect. Point to next letter and say, “What letter?” 9. At the end of 1 minute, place a bracket after last letter named and say, “Stop.” Source: AIMSweb/ Michelle Shinn & Mark Shinn

7. What is a correct letter name? (p. 17) • A correctly named letter. • Confused I’s and L’s as a function of font. Letters that look alike will have different names depending on the font and case. For these letters, either name is corret. • Self corrections. If a student makes an error and correct her/himself within 3 seconds, write ‘SC’ above the letter and do not count as an error. • Note: Articulation and Dialect. A student is not penalized for imperfect pronunciation due to dialect, articulation, or second language pronunciations.

8. p.17 What is an incorrect letter name? • Substitution of a different letter for the stimulus letter (‘P’ for ‘D’) • Omissions of a letter • Stops or struggles with a letter for more than 3 seconds. • Note: Skipped Row. If a student skips an entire row, draw a line through the row and do not count the row in scoring.

9. LET’S PRACTICE… • VIDEO • See bottom of pg. 17 for example. • Try to time and score along!

10. P18 KEY

11. See Letter Naming Fluency • Accuracy of Implementation Rating Scale (AIRS)- p. 49 in packet. • Observe or Self checklist to ensure high reliability of results.

12. Letter Sound Fluency • Turn to your manual (p. 20) and • Turn to the Letter Sound Fluency Probe in your second packet. You will see the examiner probe (with numbers) and the student probe (without numbers).

13. p.20 *

14. p.21

15. Letter Sounds Standard Administrative Directions p.21 3. “Here are some letters (point to student copy). Begin here, (point to first letter) and tell me the sounds (with emphasis) of as many letters as you can. If you come to a letter you don’t know, I’ll tell it to you. Are there any questions? Put your finger under the first letter. Ready, begin.” 4. Start your stopwatch. Follow along on examiner copy. Put a slash through letters named incorrectly. If doesn’t give in 3 sec., tell student sound and mark as incorrect. Point to next letter and say, “What sound?” 5. If student says letter name say “remember to tell me the sound the letter makes, not its name.” Say only once. If student continues with names, mark each incorrect. 6. If no correct letter sounds with first 10 letters, discontinue and score 0. 7. Follow along and put a slash through incorrect letter sounds. 8. The max. time for each letter is 3 secs. If the student does not provide the letter sound within 3 secs., tell the student the letter sound and mark as incorrect. Point to the next letter and say, ‘What sound?’. 9. At the end of 1 minute, place a bracket after last letter named and say, “Stop.”

16. p.22

17. Let’s Practice • VIDEO • Top of p. 23 (Dakota) • Key- middle of page. 23

18. p.23

19. See Letter Sound Fluency • Accuracy of Implementation Rating Scale (AIRS) • Observe or Self checklist to ensure high reliability of results.

20. Phonemic Segmentation Fluency • Turn to your manual (p. 25) and • Turn to the Phonemic Segmentation Fluency Probe in your second packet. You will see the examiner probe (with numbers) and NO STUDENT PROBE).

21. p.25 *

22. p.26

23. Phonemic Segmentation Standard Administrative Directions “I’m going to say a word. After I say it, I want you to tell me all the sounds in the word. So, if I say, “Sam,” you would say /s/ /a/ /m/. Let’s try one (one-second pause). Tell me the sounds in “mop”. p.26 Source: AIMSweb/ Michelle Shinn & Mark Shinn

24. p.26

25. p.27

26. Phonemic Segmentation: Scoring (p. 27) • What is Correct? • Students may receive credit for any different, correct, part of the word represented by sounds that correspond to the word part. • May receive credit for • 1.complete segmentation, • 2. incomplete segmentation • 3. overlapping segmentation. Source: AIMSweb/ Michelle Shinn & Mark Shinn

27. Phonemic Segmentation: Scoring-complete segmentation (p.27) Student is given credit for each correct sound segment produced correctly. Source: AIMSweb/ Michelle Shinn & Mark Shinn

28. Phonemic Segmentation: Scoring-incomplete segmentation(p. 27) Student is given credit for each correct sound segment, even if not at the phoneme level. (You are listening for correct component parts.)The underline indicates the size of the sound segment. Source: AIMSweb/ Michelle Shinn & Mark Shinn

29. Phonemic Segmentation: Scoring – overlapping segmentation (p. 28) Student is given credit for each different correct sound segment. /Tri/ and /ick/ are both correct segments of trick. Source: AIMSweb/ Michelle Shinn & Mark Shinn

30. p.28 Other corrects

31. Phonemic Segmentation: Scoring p. 28) • Schwa sounds, additions, and elongated sounds also are not counted as errors. • Some phonemes cannot be pronounced correctly in isolation without a vowel: Examiner says ‘trick’; student says ‘tu..ru..I..ku’. Cat: ku..a..tu.. • Additions are not counted as errors if they are separated form the other sounds in words: trick….t..r..i..ck..s; cat..s..c..a..t • Articulation and dialect are not counted as errors. Rest…r..e..th..t. • Elongated:Ex: (top of p. 29) rest….rrrrrrrrrrrrrreeeeeeeeeesssssssttttt. Source: AIMSweb/ Michelle Shinn & Mark Shinn

32. p.29

33. Phonemic Segmentation: Scoring (p. 29, 30) What is incorrect? Omissions, no segment, mispronunciation. p. 30 Source: AIMSweb/ Michelle Shinn & Mark Shinn

34. Let’s Practice • VIDEO • Page. 31

35. VIDEO: p.31

36. Key: p. 32

37. See Phonemic Segmentation Fluency • Accuracy of Implementation Rating Scale (AIRS) • Observe or Self checklist to ensure high reliability of results.

38. Nonsense Word Fluency • Turn to your manual (p. 34) and • Turn to the Nonsense Word Fluency probe in your second packet. See sample words: BIM LAT. • You will see the examiner probe (with numbers) and the student probe (without numbers).

39. * p.34

40. p.35

41. bim lat

42. Nonsense Word Standard Administrative Directions (p. 35) 2.“Look at this word (point to the first word on the practice probe). It’s a make-believe word, not a real word. All the letters have sounds: (point to the letter “b”) /b/, (point to the letter “i”) /i/, (point to the letter “m”) /m/. Altogether the sounds are /b/ /i/ /m/ (point to each letter) or “bim” (run your finger fast through the whole word). Remember, it is a made up word. You can say the sounds of the letters, /b/ /i/ /m/ (point to each letter), or you can say the whole word “bim” (run your finger fast through the whole word). Be sure to say any sounds you know.” Source: AIMSweb/ Michelle Shinn & Mark Shinn

43. p.35

44. Nonsense Word Standard Administrative Directions (p. 35) “Ready? Let’s try one. Read this word the best you can (point to the word “lat”). Point to each letter and tell me the sound or tell me the whole word.” Source: AIMSweb/ Michelle Shinn & Mark Shinn

45. p.36

46. Nonsense Word Standard Administrative Directions (p. 36) 3. “Here are some more make-believe words. When I say “begin”, start here, go across the page, and read the words the best you can. Remember, you can tell me the sound of the letter or read the whole word. Put your finger under the first word. Ready, begin.” 4.Start your stopwatch. Follow along on examiner copy and underline each correct phoneme. Put a slash through incorrect or omitted phonemes. If doesn’t give in 3 sec., tell student sound point to next sound and say, “What sound?” If incorrect, point to next word. 5.If no correct sounds in words 1-5, discontinue with 0 score. 6. Follow along and underline each phoneme read correctly, either in isolation or in context of the nonsense word. Slash incorrects. 7. At the end of 1 minute, place a bracket after last letter named and say, “Stop.”

47. Corrects p. 37

49. Let’s Practice • VIDEO • P. 38 • Key in middle.

50. p.38 KEY