Home > Handout 1: Letter Sound Fluency – Teacher Score Sheet
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Letter Sound Fluency – Teacher Score Sheet
Teacher: I’m going to show
you some letters. You can tell me what
sound the letters make. You may know the sound for some
letters. For other letters, you may now know the sounds.
If you don’t know the sound a letter makes, don’t worry. Okay?
What’s most important is that you try your best. I’ll show
you how this activity works. My turn first.
(Refer to the practice portion of the CBM LSF sheet.) This
says /b/. Your turn now. What sound does it say?
Student: /b/
Examiner: Very good. You told
me what sound the letter makes.
(Correction procedures are provided in the CBM LSF manual.)
You’re doing a really good job. Now it will be just your turn.
Go as quickly and carefully as you can. Remember to tell me the
sounds the letters make. Remember just try your best.
If you don’t know the sounds it’s okay. Trigger the stopwatch.
Letter Sound Fluency – Student Copy
Teacher: When I say,
“Go,” I want you to read these words as quickly and correctly as
you can. Start here (point to the first word) and go down
the page (run your finger down the first column). If you
don’t know a word, skip it and try the next word. Keep reading
until I say stop. Do you have any questions?
Trigger the stopwatch for 1 minute.
It was raining outside, and there was nothing for Norman to do. 12
"I have the most boring life," he moaned, as he plopped down on the couch. Just 28
as he switched on the television, the power went out. Watching a blank television 42
was not something Norman wanted to do. He looked around at the four dismal walls 57
that kept him out of the rain. 64
"Now what am I going to do?" 71
"You could tidy up your room," his mom suggested, "or organize your closet. 84
Your closet is a disaster, Norman. I'm actually frightened of what you might find in 99
there. You haven't cleaned it in a decade." 107
There was nothing Norman could say after his mom had made up her mind. He 122
was going to have to clean out his closet. 131
The only problem was that Norman couldn't even open his closet door. He had it 146
held closed with a large wooden block. There was so much junk in there that it 162
wouldn't stay shut on its own. To push aside the wooden block and open the door 178
would mean doom for Norman. He'd be crushed by falling trash as soon as he 193
turned the knob. He decided that he would only pretend to clean his closet, but his 209
mother came into his bedroom. 214
"Well," she said, placing her hands on her hips, "let's see you get to work." 229
Norman put both hands on the doorknob and tugged. The entire doorframe gave 242
a mighty CREAK. There was a loud rumble as Norman was pushed back by the 257
wave of forgotten junk he'd jammed into his closet. When the loud noise faded, 271
Norman was lying on his back under a mountain of broken toys, dirty socks, and 286
books. With a groan, he lifted himself to his feet. 296
There was an awful smell wafting from somewhere inside. Norman looked into 308
the depths of his closet. It was dark, dreary, and mysterious. Anything—absolutely 321
anything—could be hiding in there. Maybe trolls, ghouls, or gnomes, Norman 333
thought. This job could be an adventure! Pushing up his sleeves, Norman got to 347
work. 348
Licensed to University of Missouri It was raining Copyright 2001 Edformation, Inc.
For the 2003-2004 School Year Grade 5, Passage 10 All Rights Reserved
DN 290748
It was raining outside, and there was nothing for Norman to do.
"I have the most boring life," he moaned, as he plopped down on the couch. Just
as he switched on the television, the power went out. Watching a blank television
was not something Norman wanted to do. He looked around at the four dismal walls
that kept him out of the rain.
"Now what am I going to do?"
"You could tidy up your room," his mom suggested, "or organize your closet.
Your closet is a disaster, Norman. I'm actually frightened of what you might find in
there. You haven't cleaned it in a decade."
There was nothing Norman could say after his mom had made up her mind. He
was going to have to clean out his closet.
The only problem was that Norman couldn't even open his closet door. He had it
held closed with a large wooden block. There was so much junk in there that it
wouldn't stay shut on its own. To push aside the wooden block and open the door
would mean doom for Norman. He'd be crushed by falling trash as soon as he
turned the knob. He decided that he would only pretend to clean his closet, but his
mother came into his bedroom.
"Well," she said, placing her hands on her hips, "let's see you get to work."
Norman put both hands on the doorknob and tugged. The entire doorframe gave
a mighty CREAK. There was a loud rumble as Norman was pushed back by the
wave of forgotten junk he'd jammed into his closet. When the loud noise faded,
Norman was lying on his back under a mountain of broken toys, dirty socks, and
books. With a groan, he lifted himself to his feet.
There was an awful smell wafting from somewhere inside. Norman looked into
the depths of his closet. It was dark, dreary, and mysterious. Anything—absolutely
anything—could be hiding in there. Maybe trolls, ghouls, or gnomes, Norman
thought. This job could be an adventure! Pushing up his sleeves, Norman got to
work.
Licensed to University of Missouri It was raining Copyright 2001 Edformation, Inc.
For the 2003-2004 School Year Grade 5, Passage 10 All Rights Reserved
DN 290748
An old man lived in a shack deep in the forest. His tiny shack stood 15
beside a musical brook. He didn't mind that his house was tiny or that 29
the wind blew in under his doors. Even though he was cramped and 42
often cold, he could listen to the music of the brook all day and night. 57
In his spare time, the old man made bells out of brass and silver. 71
However, the bells he made were silent. Only the musical brook beside 83
his shack could make the bells ring. Every evening the man would carry 96
the bells he'd forged that day to the brook and dip them into its musical 111
waters. The bells would go into the brook silent and come out ringing 124
with song. It always made the man joyful to hear his bells ringing. What 138
a beautiful sound! 141
New towns and villages were popping up all over the countryside, 152
so the man's bells were in high demand. People wanted his bells for 165
their clock towers and their churches. They wanted to hang his bells 177
above their doors and set them on the corners of their desks. 189
The bell-maker could have been a very rich man. Because his bells 202
rang more beautifully than any bells in the country, he could have set 215
any price for them. Instead, the man charged very little for his bells. In 229
fact, he gave many of his bells away for free. He gave entire octaves to 244
orphanages and hospitals. 247
The bell-maker was very happy. However, he was also getting old. 259
He could hardly lift the larger bells and carry them to the musical brook. 273
It was time for him to retire, but before he could retire, he needed to train 289
someone for his craft. 293
One evening a young man wandered up to his door. The bellmaker 305
recognized the young man. He knew the young man was once 317
rich and spoiled, but bad luck had stripped him of his fortune. The 330
young man was now humble and wise for all his toils. 341
"I need food," the young man told the bell-maker. 351
"Yes," the bell-maker replied. "But you need much more than that. 363
You need music, and I will help you." 371
Licensed to University of Missouri An old man Copyright 2001 Edformation, Inc.
For the 2003-2004 School Year Grade 4, Passage 7 All Rights Reserved
DN 290747
An old man lived in a shack deep in the forest. His tiny shack stood
beside a musical brook. He didn't mind that his house was tiny or that
the wind blew in under his doors. Even though he was cramped and
often cold, he could listen to the music of the brook all day and night.
In his spare time, the old man made bells out of brass and silver.
However, the bells he made were silent. Only the musical brook beside
his shack could make the bells ring. Every evening the man would carry
the bells he'd forged that day to the brook and dip them into its musical
waters. The bells would go into the brook silent and come out ringing
with song. It always made the man joyful to hear his bells ringing. What
a beautiful sound!
New towns and villages were popping up all over the countryside,
so the man's bells were in high demand. People wanted his bells for
their clock towers and their churches. They wanted to hang his bells
above their doors and set them on the corners of their desks.
The bell-maker could have been a very rich man. Because his bells
rang more beautifully than any bells in the country, he could have set
any price for them. Instead, the man charged very little for his bells. In
fact, he gave many of his bells away for free. He gave entire octaves to
orphanages and hospitals.
The bell-maker was very happy. However, he was also getting old.
He could hardly lift the larger bells and carry them to the musical brook.
It was time for him to retire, but before he could retire, he needed to train
someone for his craft.
One evening a young man wandered up to his door. The bellmaker
recognized the young man. He knew the young man was once
rich and spoiled, but bad luck had stripped him of his fortune. The
young man was now humble and wise for all his toils.
"I need food," the young man told the bell-maker.
"Yes," the bell-maker replied. "But you need much more than that.
You need music, and I will help you."
Licensed to University of Missouri An old man Copyright 2001 Edformation, Inc.
For the 2003-2004 School Year Grade 4, Passage 7 All Rights Reserved
DN 290747
Step 1: Divide the data points into three equal sections by drawing two vertical lines. (If the points divide unevenly, group them approximately).
Step 2: In the first and third sections, find the median data-point and median instructional week. Locate the place on the graph where the two values intersect and mark with an “X”.
Step 3: Draw a line through the two “X’s”, extending to the margins of the graph. This represents the trend-line or line of improvement.
(Hutton, Dubes, & Muir, 1992)
Step 1: Divide the data points into three equal sections by drawing two vertical lines. (If the points divide unevenly, group them approximately).
Step 2: In the first and third sections, find the median data-point and median instructional week. Locate the place on the graph where the two values intersect and mark with an “X”.
Step 3: Draw a line through the two “X’s”, extending to the margins of the graph. This represents the trend-line or line of improvement.
(Hutton, Dubes, & Muir, 1992)
CBM Case Study #1: Sascha
Mr. Miller has been monitoring his entire class using weekly CBM Passage Reading Fluency tests. He has been graphing student scores on individual student graphs. Mr. Miller used the Tukey method to draw a trend-line for Sascha’s CBM PRF scores. This is Sascha’s graph.
Figure 47: Sascha’s CBM PRF Graph
Sascha’s goal-line
Sascha’s trend-line
X
X
X
Since Sascha’s trend-line is flatter than her goal-line, Mr. Miller needs to make a change to Sascha’s instructional program. He has marked the week of the instructional change with a dotted vertical line. To decide what type of instructional change might benefit Sascha, Mr. Miller decides to do a Quick Miscue Analysis on Sascha’s weekly CBM PRF to find her strengths and weaknesses as a reader.
The following is Sascha’s CBM PRF test.
Figure 48: Sascha’s CBM PRF
This is Sascha’s Quick Miscue Analysis for her CBM PRF test.
Figure 49: Sascha’s Quick Miscue Analysis
Based on the Quick Miscue Analysis Table, what instructional program changes should Mr. Miller introduce into Sascha’s reading program?
CBM Case Study #2: Harrisburg Elementary
Dr. Eckstein is the principal of Harrisburg Elementary School. She has decided, along with the school teachers and district administration, to use CBM to monitor progress towards reaching Adequate Yearly Progress (AYP) towards their school’s “No Child Left Behind” proficiency goal.
Last school year (2002-2003), all 378 students at the school were assessed using CBM PRF at the appropriate grade level. 125 students initially met CBM benchmarks, and so 125 represents Harrisburg’s initial proficiency status. The discrepancy between initial proficiency and universal proficiency is 253 students. To find the number of students who must meet CBM benchmarks each year before the 2113-2114 deadline, the discrepancy of 253 students is divided by the number of years until the deadline (11). 253 ÷ 11 = 23. 23 students need to meet CBM benchmarks each year in order for the school to demonstrate AYP.
During the 2003-2004 school year, Dr. Eckstein is provided with these CBM graphs based on the performance of the students in her school.
Based on this graph, what can Dr. Eckstein decide about her school’s progress since the initial year of benchmarks?
Figure 50: Harrisburg Elementary - Across-Year School Progress
X
(378)
(125)
Based on this graph, what can Dr. Eckstein decide about her school’s progress since the beginning of the school year?
Figure 51: Harrisburg Elementary - Within-Year School Progress
X
(148)
Dr. Eckstein receives the next two graphs from two different second-grade teachers.
What information can she gather from these graphs?
Figure 53: Harrisburg Elementary – Mr. Elliott
Figure 52: Harrisburg Elementary – Mrs. Chin
Figure 54: Harrisburg Elementary – Within-Year Special Education Progress
Dr. Eckstein receives a graph for every student in the school. She gives these graphs to the respective teachers of each student. How can the teachers use the graphs?
Figure 55: Hallie Martin
Figure 56: Davindra Sindy
Mrs. Wilson has conducted CBM since the beginning of the school year with all of the students in her classroom. She has received the following printout from the MBSP computer software program.
This is the first page of Mrs. Wilson’s CBM Class Report. How would you characterize how her class is doing? How can she use this information to improve the reading of the students in her classroom?
Figure 57: CBM Class Report for Mrs. Wilson – Page 1
This is the second page of Mrs. Wilson’s Class Report. How can she use this class report to improve her classroom instruction?
Figure 58: CBM Class Report for Mrs. Wilson – Page 2
This is the third page of Mrs. Wilson’s Class Report. What information does she learn on this page? How can she use this information?
Figure 59: CBM Class Report for Mrs. Wilson – Page 3
CBM Case Study #4: Joshua
Mrs. Sanchez has been using CBM to monitor the progress of all of the students in her classroom for the entire school year. She has one student, Joshua, who has been performing extremely below his classroom peers, even after two instructional changes.
Look at Joshua’s CBM graph.
Figure 60: Joshua’s CBM Graph
Joshua’s trend-lines
Joshua’s goal-line
Instructional changes
X
After eight weeks, Mrs. Sanchez determined that Joshua’s trend-line was flatter than his goal-line, so she made an instructional change to Joshua’s reading program. This instructional change included having Joshua work on basic sight words that he was trying to sound out when reading. The instructional change is the first thick, vertical line on Joshua’s graph.
After another eight weeks, Mrs. Sanchez realized that Joshua’s trend-line was still flatter than his goal-line. His graph showed that Joshua had made no improvement in reading. So, Mrs. Sanchez made another instructional change to Joshua’s reading program. This instructional change included having Joshua work on basic letter sounds and how those letter sounds combine to form words. The second instructional change is the second thick, vertical line on Joshua’s graph.
Mrs. Sanchez has been conducting CBM for 20 weeks and still has yet to see any improvement with Joshua’s reading despite two instructional teaching changes. What could this graph tell Mrs. Sanchez about Joshua? Pretend you’re at a meeting with your principal and IEP team members, what would you say to describe Joshua’s situation? What would you recommend as the next steps? How could Mrs. Sanchez use this class graph to help her with her decisions about Joshua?
Figure 61: Mrs. Sanchez’s CBM Class Report
Low-performing readers
Middle-performing readers
High-performing readers
CBM Materials
The various CBM reading measures and computer software may be obtained from the following sources.
AIMSweb / Edformation (CBM reading passages and computer software)
AIMSweb is based on CBM. It provides materials for CBM data collection and supports data use.
The following reading measures are available:
The following are provided with the passages:
AIMSweb also has a progress monitoring computer software program available for purchase. Once the teacher administers and scores the CBM tests, the scores can be entered into the computer program for automatic graphing and analysis.
AIMSweb measures, administration guides, scoring guides, and software are available for purchase on the internet:
http://www.aimsweb.com or http://www.edformation.com
Phone: 888-944-1882
Mail: Edformation, Inc.
6420 Flying Cloud Drive, Suite 204
Eden Prairie, MN 55344
DIBELS (CBM reading passages and computer assistance)
Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre-reading and early reading skills. DIBELS measures are free to download and use. To obtain the measures, teachers must register on the DIBELS website.
The following reading measures are available:
DIBELS also operates a DIBELS Data System that allows teachers to enter students’ scores, once the teacher has administered and scored the tests, online to generate automated reports. The cost for this service is $1 per student, per year.
Sample DIBELS Report
DIBELS measures, administration guides, scoring guides, and information on the automated Data System are on the internet:
http://dibels.uoregon.edu/
Edcheckup (CBM reading passages)
Edcheckup offers an assessment system for screening student performance and measuring student progress toward goals in reading, based on the CBM model. The assessment system administers and scores student tests via computer.
The following reading passages are available:
The following computer assistance is available:
Edcheckup reading passages are available for purchase on the internet:
http://www.edcheckup.com
Phone: 952-229-1440
Mail: WebEdCo
7701 York Avenue South – Suite 250
Edina, MN 55435
Yearly ProgressPro™, from McGraw-Hill Digital Learning, combines ongoing formative assessment, prescriptive instruction, and a reporting and data management system to give teachers and administrators the tools they need to raise student achievement. Yearly ProgressPro™ is a computer-administered progress monitoring and instructional system to bring the power of Curriculum Based Measurement (CBM) into the classroom. Students take tests on the computer, eliminating teacher time in administration and scoring.
Weekly 15-minute diagnostic CBM assessments provide teachers with the information they need to plan classroom instruction and meet individual student needs. Ongoing assessment across the entire curriculum allows teachers to measure the effectiveness of instruction as it takes place and track both mastery and retention of grade level skills. Yearly ProgressPro™ reports allow teachers and administrators to track progress against state and national standards at the individual student, class, building, or district level. Administrators can track progress towards AYP goals and disaggregate date demographically to meet NCLB requirements.
Sample Yearly ProgressPro™ Student Report
Information on the McGraw-Hill computer software is available on the internet:
http://www.mhdigitallearning.com
Phone: 1-800-848-1567 ext. 4928
Pro-Ed, Inc. (CBM computer software)
The Monitoring Basic Skills Progress (MBSP) is a computer program for automatically conducting CBM and for monitoring student progress. The computer scores the tests and provides students with immediate feedback on their progress. The software also provides teachers with individual and class-wide reports to help them plan more effective instruction.
With Basic Reading, students complete tests at the computer. The computer automatically administers and scores these tests. The program saves students’ scores and prepares graphs displaying the students’ progress over time. The program comes with one reproducible disk for student measurement, student feedback, and teacher analyses, along with a manual containing a case study and complete operating instructions. Purchase of the program includes a site license for use on an unlimited number of computers within one school.
Sample MBSP Report
MBSP software is available for purchase on the internet:
http://www.proedinc.com/store/index.php?mode=product_detail&id=0840
Phone: 800-897-2302
Mail: 8700 Shoal Creek Boulevard
Austin, TX 78757-6897
Vanderbilt University (CBM reading passages)
CBM materials were developed and researched using standard CBM procedures.
The following reading passages are available:
The CBM measures are free, except for copying costs and postage. The CBM measures, scoring sheets, administration instructions, and scoring instructions are available:
Phone: 615-343-4782
Mail: Diana Phillips
Peabody #328
230 Appleton Place
Nashville, TN 37203-5721
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