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Dynamic Measurement Group

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http://dibels.org/

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®

DIBELS® Oral Reading FluencyDirections

Notes:

Make sure you have reviewed the directions in the DIBELS Assessment Manual and have them available. Say these specific directions to the student:

I would like you to read a story to me. Please do your best reading. If you do not know a word, I will read the word for you. Keep reading until I say “stop.” Be ready to tell me all about the story when you finish. (Place the passage in front of the student.)

Begin testing. Put your finger under the first word (point to the first word of the passage). Ready, begin.

Timing 1 minute. Start your stopwatch after the student says the first word of the passage. Place a bracket ( ] ) and say Stop after 1 minute.

Wait If no response in 3 seconds, say the word and mark it as incorrect.

Discontinue If no words are read correctly in the first line, say Stop, record a score of 0, and do not administer Retell.

If fewer than 40 words are read correctly on any passage, use professional judgment whether to administer Retell for that passage.

Reminders If the student stops (not a hesitation on a specific item), say Keep going.(Repeat as often as needed.)

If the student loses his/her place, point. (Repeat as often as needed.)

© 2011 All rights reserved © 2011 All rights reservedPage 62 Page 3

1DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 120 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 20

Retell: Rodeo Dreams

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

An Island Festival

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Everyoneontheislandhelpedgetthevillagereadyforthebigfestival.Workingtogetherwaspartoftheislandway.Kiriandherfamilyhelpedtosweepthewalkwaysofthevillage.Otherfamiliespickeduplitterandgroomedgardens.Somerepairedoldbuildingsaroundtown.TheyallwantedtheirislandtolookitsbestfortheguestswhowouldsoonarrivefromalloverthePacific. Kiriwashappythattheplacelookedsonice,butshewasevenmoreexcitedaboutthefestivaltocome.Herislandhadbeenchosentohostthebigevent.Peoplewereeagertosharetheirislandhomeandtotreattheirgueststowonderfulfeasts.Kiri’smouthwateredwhenshethoughtofthebigplattersoffoodtheywouldserve.Therewouldbetablespiledhighwithfruit,seaweed,fish,andcoconuts. Thebestpartofthefestivalwouldbetheshowwhendancersfromeachcountrywouldperformintraditionalcostumes.Kiriwasinagroupthatwastodanceonthefirstnight.Hercostumewasmadeofaspecialcloththatwasmadefromthebarkofmulberrytrees.Ithadflowersandleavespaintedonitandsheknewshewouldtreasurethebeautifuldresslongafterthedancewasover. Onopeningnight,ahugecrowdcametoseetheshow.Dancersfromeachcountryparadedintothestadiumandsatonthegroundaroundthestage.Kiri’sgroupwentonfirstandperformedaspiritedsonganddance.ThecrowdstoodandcheeredsoloudlythatKiricouldn’tstopsmiling.

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© 2011 All rights reserved © 2011 All rights reservedPage 4 Page 61

1DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 1

An Island Festival (continued)

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Hergroupleftthestageandthenotherdancersperformed.Astheothergroupsdanced,sheadmiredtheircolorfulcostumesandlivelyrhythms.Everyonecheeredhappilyforeachofthedancinggroups.Peoplefrommanydifferentplaceschattedandlaughedwithoneanother.Kiribeamedwithhappiness.Sheknewshewouldrememberthisnightalways.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

20 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 20

Rodeo Dreams (continued)

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hertimewasannounced,everyonestoodupandcheered.BrookandFlashhadthefastesttime.Herdreamhadcometrue! TheannouncercongratulatedBrookonherwinningrideandadded,“Thisriderwantstosendoutabigthankyoutothepersonwhohelpedherwinthisevent.Let’sallgiveahandtoherbrotherBen.” Benwasamazedwhenheheardhisnameannounced.Hecouldn’tbelievethathissecretdreamhadcometrue,too.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 60 Page 5

1DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 1

Retell: An Island Festival

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

20 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 20

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Rodeo Dreams

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Thebigdaywashereatlast,andhappycrowdsfilledtherodeogrounds.Aftermonthsofwaiting,Benwasattherodeowaitingtoseehissister,Brook,compete.HisfamilyhaddrivenhalfwayacrossCanadatobeattheCalgaryStampede,thelargestrodeoinCanada.Brook’seventwasbarrelracing,andherdreamwastowinthebigcashprizeforhercollegefund.Itwouldn’tbeeasy.Onlythebestriderswereinvitedtocompeteatthisrodeo. Brookhadworkedhardforthismoment,andBenhadbeenherbiggestsupporter.Everyafternoon,hesetupherbarrelsinthecorralwhileshesaddledupherhorse,Flash.Sherodearoundthebarrelsagainandagainwhileherbrothertimedherwiththestopwatch.IfBrookknockedoverabarrel,Benhoppeddownfromthefenceandstooditbackup.Eachtimeshegotalittlebitfaster,heholleredandthrewhishatintheair. AsBenwaitedforthebarrelracetobegin,theannouncer’sdeep,friendlyvoicewelcomedtheaudience.Hecouldhardlybelievethattodaytheannouncerwouldsayhissister’sname.Hissecretdreamwastohearhisownnameoverthatloudspeaker.Hewonderedifthatdaywouldevercome. Atlast,thebarrelracebegan.Oneriderafteranothercameoutofthechuteandcircledthebarrels.Brookwasthelasttoride.SheandFlashburstintothearenaandrodearoundthebarrelsinperfectform.When

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© 2011 All rights reserved © 2011 All rights reservedPage 6 Page 59

2 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 2 19 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 19

Retell: A Day of Surprises

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Exploring South America

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Imaginebeingsofaroutinspacethatthecontinentslooklikegreenandbrownshapesonablueball.Ifyoulookcarefully,you’llseeonebelowNorthAmericathat’sshapedlikeawobblyicecreamcone.It’swideatthetopandpointedatthebottom.That’sSouthAmerica. Zoomincloserandyou’llseethatthesurfaceofSouthAmericaislikeabigbowl.Themiddleofthecontinentisthescoopedoutpartofthebowl.Itisgrasslandordesertinsomeplacesandrainforestinothers.Thesidesofthebowlaremountainrangesneareachcoast.Thetallestones,theAndes,rundownthewesternside.Theyaresteepandjagged,andmanyofthepeaksarevolcanoes.Themountainsinthenorthandeastarelowerbuthavemanysteepdropsthatcreatebeautifulwaterfalls. Togetabetterlookatthefalls,moveclosertotheplanet.You’lleasilyspotAngelFallsinthenorthernpartofSouthAmerica.It’sthetallestwaterfallonEarth.Inthetimeittakesadropofwatertofallfromthetopofthefallstothebottom,youcouldsingthewholealphabetsong!You’llalsoseealargerivercalledtheAmazon.ItstretchestwothousandmilesfromtheAndestotheAtlanticOceanandprovideswatertoalmostone-thirdofSouthAmerica. Nowimaginebeingjustabovethetreetops.You’recloseenoughtoseethatthereislittlelifeinthedesertofthenorthwest.It’soneofthedriestplacesonEarthandneverreceivesrain.ButifyougototheAmazonrainforest,you’llfindmorekindsofwildlifethananyplace

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© 2011 All rights reserved © 2011 All rights reservedPage 58 Page 7

2 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 2

Exploring South America (continued)

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elseintheworld.Moveupintothemountains,andyou’llseebearsandanimalsalotlikellamas.Beforeyouleave,besuretogotothesoutherntipofthecontinenttoseethepenguins. Thisquicktripisover,butthere’smuchmoretoknowaboutSouthAmerica.Ifyoufeellikeexploring,yournexttripisascloseasthelibrary.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

19 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 19

A Day of Surprises (continued)

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werestayingovernightintheparkcabinssowecouldgoonaraftingexpeditionthenextmorning!Mysistersquealedindelightandgavemeahigh-five. “You’refulloffantasticsurprisestoday,Dad,”Isaid. “I’vegotonemoresurprisethatI’msureyou’lllike,”hesaidwithawink.“Thetrailbacktothecarisdownhillalltheway!”

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 8 Page 57

2 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 2

Retell: Exploring South America

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

19 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 19

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Day of Surprises

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Itwasanidealdayformountainbiking.MysisterandIdidn’tknowwhereweweregoingbecauseDadwantedtosurpriseus.Aswedrove,hegaveuscluesaboutourdestination.Itwasatrailthatfollowednature’slead.Ithadahistory,anditwasnamedforagiantpit.Wetriedtofigureoutwhatthecluesmeant,butnoneofourguesseswerecorrect. Afteranhour’sdrive,Dadpointedtoasignandannouncedthatwehadarrived.WewereattheQuarryRoadTrail!Oncewewereonourbicycles,Dadexplainedhowthetrailmatchedhisclues.First,itfollowedtheAmericanRiver.Thatwasnature’slead.Second,minersfromtheGoldRusherahadbuiltaflume,orwaterchute,alongsidethetrail.Theychanneledwaterfromtheriverintotheflumeandthensearchedtheshallowstreamforgold.Third,itwasnamedaftertheoldquarry,anenormouspitwherepeopleexcavatedrocktouseinbuilding. Thetraildidn’tseemparticularlysteep,butatthehalfwaypointwecouldfeelthestraininourlegs,sowestoppedtowadeintheriver.Beforelong,wewerebackonourbikesandheadedfortrail’send.Bythetimewegotthere,weweredefinitelyreadytorest,sowerelaxedonthegrassandwatchedpeopleraftingontheriverbelow.Thewaterwasveryswiftthere,andrafterstippedoveriftheydidn’tnavigatecarefully.Justpasttherapids,theywerecarriedoverasmallwaterfallintocalmwaters.Whentheylandedwithasplash,theycheeredtriumphantly.Itlookedlikegreatfun.That’swhenDadrevealedanothersurprise.We

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© 2011 All rights reserved © 2011 All rights reservedPage 56 Page 9

3DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 318 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 18

Retell: Gail Devers

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Gift from the Past

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Itwasthemiddleofsummerandtoohottoplayoutside.Carmentriedtothinkofsomethinginterestingtodo.Hermothersuggestedreadingabookorstartingajigsawpuzzle.ButCarmenwantedtodosomethingnew.Hermotherthoughtforaminuteandthendisappeareddownthehall.Shereturnedwithalong,slenderboxandexplainedthatitheldanheirloomthathadbeeninthefamilyformanygenerations.Carmenremovedthelidandfoundathickstickwitharowofholescarvedintoit.Hermotherexplainedthatitwasaflutemadefromapieceofbamboo. “YourancestorsplayedthisflutelongagointhemountainsofPeru,”shesaid.“Itmakesasweet,hauntingsoundunlikethatofanyotherflute.” Carmenfelthowsmoothandworntheflutewasfrombeingheldandplayedbymanydifferenthands.Itmadeherwishshecouldhaveknowntheancestorswhoplayedit. Hermotherdemonstratedhowtoholdtheflute.Carmennotedhowsherestedtheendofthefluteonherchinwithitsopeningnearherbottomlip.Hermotherblewgentlyandraisedandloweredherfingers,creatingabeautifulmelody.Carmenlovedthesoundsomuchshecouldn’twaittotryitherself.Sheblewandblewbutcouldn’tmakeanysoundcomeout.Withhermother’scoaching,shelearnedtotightenherlipsintoalittlehalfsmileandtoblowmoregently.Afterafewmore

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3DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 3

A Gift from the Past (continued)

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attempts,shewasabletoblowoneclearnote. Carmenspenttherestofthesummerplayingherflute.Shepracticedcoveringanduncoveringdifferentholestocreatedifferentnotes.Whenshecouldplayallthenotesclearly,hermothertaughtherashortsong.Afterdaysofpractice,Carmencouldfinallyplayitthroughsmoothly.Assheplayed,sheimaginedherselfinthemountainsmakingmusicwithherancestors.“Didtheyeverimaginesomeonelikeme,playingthisflutefarinthefuture?”shewondered.Itmadehersmiletothinkthatmaybetheyhad.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

18 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 18

Gail Devers (continued)

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Gailknewshewouldnotalwaysbeabletorun,butshecouldhavealastingimpactonpeople’slives.ShecreatedtheGailDeversFoundation,anorganizationthathelpspeoplewitheducation,health,andathletics.Shewantedtoshowpeoplehowtodogoodthingstohelpothers.Hermessagetoothersistonevergiveupbecausehardworkleadstosuccess.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 54 Page 11

3DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 3

Retell: A Gift from the Past

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

18 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 18

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Gail Devers

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Asachild,thegirlranconstantly.Sheenjoyedrunningracesagainstherbrother,butshealwayslost.Thegirldidn’tgiveupandstartedpracticingandtraininghard.Soonshewasrunningfasterthanherbrother.ThisgirlwasGailDevers.Yearslater,shewouldbecomeoneofthefastestrunnersintheworld. Gailwasanexcellentrunner.Shewasonthetrackteaminhighschoolandincollege.ShewastrainingfortheOlympicgamesin1988whenshebecameillwithamysteriousdisease.Hermuscleshurt,andsometimesshecouldnotfeelherlegsatall.Thereweretimeswhenherheadhurtandshewouldfaint.Soonshecouldnotevenwalk.IttookseveralyearsfordoctorstodiscoverwhatwaswrongwithGailandfigureouthowtohelphergetwell.Finallyshestartedtoimprove,andonceagainshebegantotrainfortheOlympics. AttheOlympicgames,Gailranfast,winningfirstplaceandearningthegoldmedal.Sheransofastthatpeoplecalledherthe“World’sFastestWoman.”AftertheOlympics,GailcompetedintheWorldChampionships,earningsevenmedalsthere.Shewongoldmedalsintheonehundredmeterdashandtheonehundredmeterhurdles.Itwasthefirsttimeinmanyyearsthatarunnerwasfirstinbothoftheseevents.Inthenexttwoyears,Gailwonsomanyracesthatshewasnamedthebestrunnerintheworld.Thefollowingyear,GailwontwomoregoldmedalsattheOlympicsinAtlanta,Georgia.

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4 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 4 17 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 17

Retell: Keeping Oil on the Job

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Home for Freckles

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Afriendlycolliepokedhisspottedmuzzlethroughthebarsofhiskennelandwaggedhistail.Emilypettedhimandthoughtwhataperfectplaymatehewouldbeforherdog,Hal.Shewishedshecouldtakehimhome. Emilywenttohelpherfatherputoutfreshwaterinthekennels.ShealwaysmethimattheanimalshelterafterschoolonThursdayssotheycouldwalkhometogether.Whenshewasoldenough,shewantedtovolunteerjustlikehedid. Astheywereleaving,Emilynoticedaflyerannouncingthattheshelterneededtrainerstohelpshelterdogsinobedienceclasses.Bestofall,trainerscouldbeasyoungastenyearsold!Emily’sdadagreedtolethersignup,andtheywenttotheoffice.Aftertheycompletedtheapplication,thewomanatthedeskaskedEmilytostartthatweekend. EmilywasattheshelterearlySaturdaymorning.Theteacherassignedadogtoeachofthenewlyrecruitedtrainers.HerpartnerwasFreckles,thecolliewiththespottedmuzzle! Theteacherhelpedthetrainersteachtheirdogstositandstay.Bytheendoftheclass,FreckleswasobeyingmostofEmily’scommands.SheworkedwithhimeverySaturdayinclassandspentextratimewithhimonThursdays.Oneday,Emilycouldn’tfindFreckles.Theteachersaidthathe’dbeenadopted,andthankedherforhelpinghimbecomeagreatpet.

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4 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 4

A Home for Freckles (continued)

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EmilywashappyforFreckles,butshemissedhim.Whenshearrivedhomethatday,sheopenedthefrontdoorandcalledHal.Healwayscheeredherup.Whenhedidn’tcome,shewenttothebackyardandcalledagain.Halcamerunning,andthensomethingamazinghappened.Frecklescamerunning,too!Emilywhirledaroundandsawherdadgrinningonthebackporch. “He’sallyours!”hecalled. Emilydroppedandhuggedbothdogs.“I’mtheluckiestgirlever,”shethought.“Ihavetwogreatdogsandagreatdad,too!”

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

17 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 17

Keeping Oil on the Job (continued)

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allnight.Ifallcarownersrecycledtheirusedoil,wewouldsavemillionsofgallonseveryyear.Justimaginehowmuchpowerthatoilcouldproduce! Recyclingoilisasmartmoveforusall.Itkeepsourwatercleanandprotectswildlife.Itprovidescheaperfuelandpower.Bestofall,itkeepsapreciousresourceoutofthelandfillandonthejob!

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 14 Page 51

4 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 4

Retell: A Home for Freckles

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

17 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 17

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Keeping Oil on the Job

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Anythingwithamotorneedscleanoiltorunsmoothly.Thatincludeseverythingfromcarstolawnmowers.Tokeepmotorsrunningclean,peopledrainthedirtyoileveryfewmonthsandreplaceitwithnewoil.Whathappenstotheusedoil?Oilthatisallowedtosoakintothegroundorspillintostormdrainscanpollutethewatersupply.Itcanalsobetoxictowildlife.Thebestthingtodowithusedoilistorecycleit.Alotofcitieshaveoilrecyclingcenterswhereusedoilcanbedroppedoff.Someevenpickupusedoilatthecurb.Therearealsomanyservicestationsthatacceptusedoilforrecycling. Theusedoilyougivetocityworkersorothercollectorsisstoredinlargetanks.Whenatankisfull,thecollectorcallsahaulertopickitup.Thehaulerpumpstheusedoilintoaspecialcollectiontruckandtakesittoaprocessingplant. Attheplant,theoilistestedforleadandotherwastesthatmustberemoved.Anywaterintheoilmustbeboiledoffsothatonlytheoilremains.Thentheoilistestedagaintomakesureitiscleanandsafetouse.Thewholeprocesscostsfarlessthanrefiningcrudeoilfromtheground. Oncetheoiliscleaned,itcanbeusedinmanyways.Someisusedinmotorsagainorasaheatingfuelforbuildingsorships.Manypowerplantsareabletouserecycledoiltoproduceelectricity.Justtwogallonsofrecycledoilcanmakeenoughelectricitytopowerahomealldayand

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© 2011 All rights reserved © 2011 All rights reservedPage 50 Page 15

5DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 516 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 16

Retell: A Trip into History

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Art in Action

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Wouldyouliketomakedrawingscometolife?Trymakingaflipbook!Aflipbookisaseriesofpicturesthatseemtomovewhenyouthumbthroughthemquickly.Tomakeyours,allyouneedisapadofsquarestickynotesandapencil. First,decideonaconceptforyourpictures.Youmustre-createthesamepictureagainandagain,sochoosesomethingsimple.Avoidaddingunnecessarydetails,too.Thatwillmakeiteasiertocreatedrawingsthatarenearlyidentical. Foryourfirstflipbook,trydrawingafacewitheyesthatmovebackandforth.Positionyourpadwiththestickypartattheleft.Thenopenittothelastpageanddrawasimplefacetowardtherightsideofthepage.Thatisthepartofthepagethatisvisiblewhenyouarethumbingthroughquickly. Yourflipbookfacecanbeacircleoranyotherbasicshape.Foreacheye,makeahorizontalovalwithadark,soliddotattherightend.Onceyou’resatisfiedwithyourpicture,darkenthelinestomakethemeasytotrace. Next,drawthesecondpictureonthenexttothelastpageofthepad.Traceeverythingexceptthedotsintheeyes.Traceaccuratelysoallthedetailswillappeartoholdstillwhiletheeyesmove.Positionthedotsintheeyesatinybitfarthertotheleftthaninthefirstpicture. Repeatthisprocessagainandagain.Eachtime,copyallthedetails

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© 2011 All rights reserved © 2011 All rights reservedPage 16 Page 49

5DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 5

Art in Action (continued)

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andchangeonlythedotsintheeyes.Forbestresults,bepatient.Makesuchsmallchangesthattheyarebarelynoticeable.Whenthedotsreachtheleftendoftheeyeovals,startmovingthemgraduallybacktotheright.Youshoulddrawabouttwentypicturesinall. Holdyourfinishedbooksothatyoucanthumbthroughthepicturesfrombacktofront.Theeyesonthefaceshouldmoveasiftheyarefollowingatennismatch!

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

16 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 16

A Trip into History (continued)

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driftingbackintime.Theysawcastleaftercastlesetonrockycliffsandtree-coveredhills.Theypassednearlyfiftyofthem!Overtheyears,somehadtumbleddown,andonlyafewrockwallsremained.Othercastlesstilllookedstrongandmighty.Inprettylittlevillagesontheshore,theysawchurchesbuilthundredsofyearsago.Albertdecidedthathereallylikedlearningaboutthepastthisway.“Thanksfortakingmeonthisboattrip,”hetoldhisparents.“It’sthebesthistorylessonIeverhad!”

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 48 Page 17

16 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 16 5DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 5

Retell: Art in Action

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Trip into History

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Theshipsoundeditshornaspassengershurriedtoboard.Albert’sfamilyfollowedaporterwhoshowedthemtotheircabins.Whilehisparentsbeganunpacking,Albertwentoutsideandlookedthroughbinoculars.Hewantedtogetacloserlookatadistantcastle.Itwasexcitingtothinkthattheoldcastlewasonceguardedbybraveknightsinarmor.Albertcouldn’twaittoseemore.Hewasconvincedthatthistwo-dayvoyageontheRhineRiverwouldbethehighlightoftheirtriptoGermany. Albertquicklyunpackedsohecouldexploretherestoftheship.Itwasaslongasafootballfield!Ondeck,hediscoveredthattherewouldbeplentytodowhiletheywereonboard.Inadditiontoalibraryandagiftshop,therewasaheatedswimmingpool.Hisparentswerehappytolearnthattherewouldbelivemusicanddancing,too. Thefamilyhadjustfoundseatsonthedeckwhentheshipbegantomove.Albertrantotherailing.Hewavedtopeopleonshoreastheboatpulledaway.Beforelong,theshipreachedthecastlehehadspottedearlier. Albert’sfatherpointedoutthatthetallwallsandmoatsaroundcastleswerebuilttoprotecttheownersfromattacks.“Theroyalfamilymemberswhobuiltthecastleshadsoldiersstopboatsthatpassedby,”heexplained.“Theychargedthematolltocontinuedowntheriver.” Astheshipmovedslowlydowntheriver,itwasasiftheywere

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6 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 6 15 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 15

Retell: Healthy Choices

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Empty Lot to a Garden Spot

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Lastsummer,Ispentafewweeksatmyaunt’sfarminthecountry.MycousinsandIhadagreattimehelpingoutattheproducestandwherewesoldfreshtomatoes,squash,melons,andberries.WhenIgotbacktomyhomeinthecity,Itoldmyfriendsabouttheproducestand. “Ifwehadaplacetogrowvegetables,wecouldhaveaproducestandrighthere,”Iexplained.“Iguessthere’sreallynoplacetogrowagardeninthecity,though.” “There’sthatabandonedlotdownthestreet,”Dillansaid.“Maybewecoulduseit.” Wesprinteddowntotheemptylottoinvestigate.Atfirst,wefeltdisappointed.Weedsgrewthroughcracked,drysoil,andtrashwasjammedagainstthemetalfence.Onthefencewasasignthatsaid,“Forinformation,callMr.Brown.” Iwrotedowntheinformation,andwereturnedtomyhouse.Grandmalistenedtoourplanandofferedtohelp.ShecalledMr.Brownwhosaidthatifweturneditintoaneighborhoodgarden,hewoulddonatethelottothecommunity! “Thisisanopportunitywecan’taffordtopassup,”saidGrandma.“Let’sseehowmanyvolunteerswecanenlisttohelpus.”Wemadeflyersthatlistedthetime,place,andpurposeofthegatheringandputthemupinthelibrary,postoffice,andgrocerystore.OnSaturday,alargecrowdshowedupatthelottohelpuspreparethesoilandbeginplanting.

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6 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 6

Empty Lot to a Garden Spot (continued)

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Beforeoureyes,thevacantlotwastransformedintoagardenspot. Eachday,someonefromtheneighborhoodwasinthegardenweeding,watering,andtendingtheplants.Alloftheneighborsseemedtotakealotofprideinthegarden.Asanaddedbenefit,myfriendsandImadelotsofnewfriends. Inafewmonths,therewerevegetablesreadyforharvest.MyfriendsandIsetupaproducestandinfrontofthegarden.Thenweputupthissign:“Freevegetables.Thankyouforhelpingtomakethisgardenasuccess!”

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

15 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 15

Healthy Choices (continued)

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everyday,butoftenthosesamecropscanbefoundmuchclosertohome.Nexttimeyougotothestore,keepalookoutforlocallygrowntomatoes.Youmayseeotherlocallygrownfoodsyouwanttochoose,too.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 20 Page 45

6 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 6

Retell: Empty Lot to a Garden Spot

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

15 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 15

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Healthy Choices

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Haveyoueverwonderedwherethefoodyoueatreallycomesfrom?Atomatoatthegrocerystorecancomefrommanysources.Somestoresselltomatoesthathavetraveledagreatdistanceacrossmanystatestogetthere.Atothershopsandmarkets,thetomatoesyoubuycomefromfarmsinlocationsveryclosetowhereyoulive.Youcanoftenfindtheselocaltomatoesatoutdoormarkets.Choosingalocallygrowntomatoisahealthychoice. Aripetomatofreshfromthevineisfullofvitaminsandflavor.Locallygrowntomatoesareallowedtoripenbeforetheyarepicked.Ripeningallthewaygivesthetomatoeslotsofflavorandcolor.Oncethetomatoispicked,itsnutrientsbegintofade.Asthedayspass,itkeepslosingmoreandmoreofitsfoodvalue.Itisstillgoodtoeat,butithaslessflavorandfewervitaminsthanafreshtomatodoes.Farmerswhoshiptomatoesalongdistanceoftenpickthemwhiletheyarestillgreen.Greentomatoesturnredafterafewdays,buttheyhavefarlessflavorandcolorthantomatoesthatripenallthewayonthevine. Tomatoesfromlocalfarmersaregoodfortheenvironment,too.Becausetheydon’thavetobeshippedveryfar,farmersdon’thavetousealotofpackagingthathastobethrownaway.Instead,theycantransportthefoodsinbushelbasketsthattheyreuseeveryweek.Transportinglocaltomatoesthiswaydoesn’tgeneratealotofwastematerials. Manykindsoffruitsandvegetablesareshippedacrossthecountry

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7 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 714 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 14

Retell: Wonderful Water

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

The Little Hero

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Youmightnotbelievethatadogweighinglessthantenpoundscouldstopacarorsavesomeone,butthat’sjustwhatalittledognamedAnniedid.Annie’sheroicfeatoccurredlateonenight.Onthisparticularnight,Anniewasoutforastrollwithherowner,Pam.Pamusesacanetowalk,andassheandAnniesteppedcautiouslyupontoahighcurbinthedark,Pamtrippedandfell.Shewasnotseriouslyinjured,butshecouldn’tgetupbyherself.AnnielickedPam’sfaceandbarkedassheattemptedtoassistherowner,butPamwasstillunabletostandup. AnniewasdeterminedtogethelpforPam,soshecontinuedtobarknoisily.Shebarkedsoloudlythatneighborscalledthepolice.Apoliceofficerfinallycametoinvestigate.Itwasn’tdifficulttofindAnnie.Theofficerjustwenttothelocationwhereheheardtheuproar.Whentheofficer’spatrolcarapproachedher,Anniestoodintheroadandbarkedasfiercelyasshecould.Shewantedtomaketheofficerstopandgetoutofhiscar.That’sexactlywhattheofficerdid.WhenthepoliceofficertriedtocatchAnnie,shedodgedandbarkedevenmoreferociously.Thelittledogdidn’trunawayfromtheofficer,though.Shejustscurriedbackandforthtoblockhiswayeachtimehetriedtogoinanotherdirection. TheofficerwonderedwhyAnniewasbeingsoinsistentaboutgettinghisattention.That’swhenheheardafaintvoicecallingfromnearthebushes.Someonewascallingforhelp!HehurriedtowardthevoiceandsoonfoundPamontheground.Theofficerhelpedherupanddelivered

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7 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 7

The Little Hero (continued)

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herandAnniesafelyhome.Pamsaysshelearnedalotfromheraccident.First,it’sbesttoavoidwalkingwheretherearesteepcurbsandnostreetlights.Moreimportantly,itisagoodideatotakesomeonewithyouwhenyougooutatnightwhocanmakesureyougethomesafely.ForPam,thatsomeoneisherdog.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

14 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 14

Wonderful Water (continued)

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askingforfood,insteadofwater. Toensureyougetallthewateryourbodyneeds,youshoulddrinkwaterfrequentlythroughouttheday.Ifyoudrinkenoughwaterthroughouttheday,youwillfeelhealthyandrefreshed.Moreimportantly,yourbodywillhavethefluiditneedstoworkwell.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 42 Page 23

7 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 7

Retell: The Little Hero

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

14 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 14

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Wonderful Water

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Somepeoplesay“Youarewhatyoueat.”Itmightbemoreaccuratetosay“Youarewhatyoudrink.”Thatisbecauseabouttwo-thirdsofthehumanbodyismadeupofwater. Ourbodiesusewaterinmanywaystomaintainourhealthandwell-being.Weneedwatertohelpwithdigestingandabsorbingthefoodweeat.Watercontrolsourbodytemperature,keepingusfromgettingtoohotinwarmweather.Ithelpstocarryoxygenandnutrientstoallthebody’scellsandevenactsasaprotectivecushionforjoints,suchaskneesandhips. Eachday,ourbodiesloseasmanyassixpintsofwaterthroughevaporationandperspiration.Replacingthatwaterisimportantformaintaininggoodhealth.Peoplewhoexercisevigorouslyloseevenmorewater.Running,playingsoccer,bicycling,andhikingcanincreasetheamountofwateryouneedtodrink. Howcanyougetallthewateryouneed?First,trytodrinkplentyoffreshwaterwitheverymealandafteryouexercise.It’salsogoodtodrinkwateratothertimesduringtheday,especiallyifitisawarmday.Eatplentyoffreshfruitsandvegetables,whichalsocontainwater.Eatingthesecanalsohelpyougetthewateryourbodyneeds. Manypeopledonotdrinkenoughwatertomaintaintheirhealth.Theysaytheydonotfeelthirsty.Sometimespeoplewhodonotthinktheyarethirstyareconfusingthirstforhunger.Theythinktheirbodyis

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8 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 8 13 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 13

Retell: Sunnydale Stars

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Surprising Little Fish

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Imaginethatyouaresnorkelingnearareefwhensomeclownfishcatchyoureye.They’rezippylittleorangefishwithblackandwhitestripes.Theywhirlandwiggleanddartinandoutoftheiroceanhome.Itseemstheyarechasingeachotherinarollickinggameoftag. Thefishyouarewatchingareclownfish,andit’seasytoseehowtheygottheirname.Itlooksasiftheyareclowningaround.Theseclownfisharenotplaying,though.Theyaredefendingtheirterritoryfromoutsiders.Whatlookslikeabushyseaweedplantisreallyaseaanimalthatletsclownfishliveinitstentacles.Thecreatureiscalledananemone.Mostfishavoidthisanimalbecauseitsmassoftentaclescandeliverapowerfulsting.Luckily,clownfishhavespecialprotectionfromtheanimal’ssting.Clownfisharecoveredinastickysubstancethatprotectsthemfromthesting. Livinginsideastinginganimalisgreatprotectionfortheclownfish.Hungrypredatorsthatwouldliketoeattheclownfishturnawaywhentheyseetheanemone.Ifapredatorgetstoocloseitgetsaseveresting.Inreturnforprotectionfromenemies,theclownfishcleantheanemone.Theyremovedirtfromitstentacles.Theyfeedonscrapsfromtheanemone’smeals.Theanemoneandthefisharebothquitecontentwiththisunusualarrangement. Clownfishareunusualinanotherway,too.Theyarealmostallmales.Onlyonefemaleisineverycolony,andsheisalsotheleaderof

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8 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 8

A Surprising Little Fish (continued)

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thecolony.Shelayshereggsneartheanemonewheretheyarekeptverysafe.Themotherclownfishhaslaidthemwherepredatorsdon’tdarego.Sheknowsthestinginganemoneisthebestbabysitterinthesea.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

13 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 13

Sunnydale Stars (continued)

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announcer.Together,themembersoftheclubworkedtogeteverythingreadyfortheshow.Whenopeningnightcame,theyalltooktheirplacesbackstage.Marcotookadeepbreath.Theplaywasabouttobegin.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 26 Page 39

8 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 8

Retell: A Surprising Little Fish

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

13 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 13

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Sunnydale Stars

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SoonafterMarcojoinedthedramaclubatSunnydaleSchool,theclubmembersbegantoworkonaspecialproject.Theyweregoingtofixuptheemptylotlocatedbehindtheirschool.Theirplanwastobuildastagewheretheycouldputonoutdoorplaysforallthestudentsandfamiliesintheirschool.Eachdayafterschoolthatweek,thedramaclubstudentsworkedtotransformthevacantlotintoanoutdoortheater. Ontheirfirstworkday,thedramaclubteacher,Mrs.Walter,ledthewaytotheemptylot.Thefirsttaskwasweeding.Mrs.Waltergaveeachstudentapairofworkglovestowearandthestudentsgotrighttoworkpullingupatangleofweedsthatcoveredanoldconcretepatio.Thispatiowouldbethestage.Overthenextfewdays,Marcoandhisfriendsbroughtscrubbrushesandbucketsofwaterandscrubbedthepatioclean.Oncethepatiowasclean,thestudentspainteditbrightblue.Thenitwastimetodecoratethestage.Marcoopenedacanofsilverpaintandeachstudentgrabbedapaintbrushandpaintedasilverstaronthebluestage.Whenthepaintwasdry,theyusedmarkerstowritetheirnamesonthestars. Theoutdoortheaterwasready.Whatplayshouldtheyperformfirst?Thestudentsdecidedtopresenttheplay“TheTortoiseandtheHare.”Everyoneintheclubwasassignedajobtodo.Somestudentsmadetheprograms,somewereinchargeofrefreshments,andotherswereassignedthejobofsettingupchairs.Marco’sjobwastobethe

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9 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 912 DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 12

Retell: A Vacation Adventure

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

On the Road to Success

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Everyonewasgatheredinfrontofthestage,waitingtohearwhohadwonthedesigncontest.Designingacarofthefuturewasarealchallenge,butTim’sentryhadmadeittothefinals.Atlast,thejudgestookthestageandannouncedthewinningentries.Timwasthrilledtohearthathiscarwithsolarpowerhadwonsecondplace.Hegrinnedattheapplauseandthetrophy,butthebestpartaboutwinningwasyettocome.Heandtheotherwinnerswouldpresenttheirdesignstothepresidentofanationalcarcompany. OnFriday,Timandhisparentsdrovetothecarfactory.Themanagerledthestudentsandtheirfamiliesonatour.Astheywalkedalongtheassemblyline,themanagerexplainedeachstepinmakingacar.Timwasfascinatedbyeverythinghesaw.First,theframeofacarwasfastenedtoabig,moveablebelt.Ahugemachineloweredtheengineandtransmissionontotheframe.Thenworkersfastenedthepartsinplace.Asthebeltmovedthecarframedowntheline,thecarwasgraduallybuiltfromthebottomup.Machinesandpeopleworkedsidebysideatmanyofthestations.Timgotmoreandmoreexcitedasthecartookshape. Finally,thecarwasreadytosendtothebodyshop,whereworkersaddedthedoorsandthehoodandtrunk.Whenthebodywascomplete,machinespaintedthecar.Themanagerwasabouttoshowthemwheretheinteriorpartswereinstalledwhenanannouncementcameovertheloudspeaker.Thepresidentofthecompanywasreadytomeetthem.

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9 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 9

On the Road to Success (continued)

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Theyhurriedtotheoffice.Afterthestudentspresentedandexplainedtheirdesigns,thepresidenttoldthemhewasveryimpressedwiththeirwork.Astheywereleaving,heshookTim’shandandaskedhimtocomebackandapplyforajobsomeday.Timwasthrilled.Allthewayhome,heimaginedcarsjustliketheonehe’ddesignedrollingdownthatassemblyline.Hecouldhardlywaitforthedaytocome.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

12 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 12

A Vacation Adventure (continued)

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completelyoutofbreathwhenwegottothetop.Fromtherewecouldseehowbigtheancientcityhadbeen.Itwasanawesomeview. Asweflewhome,IthoughtaboutmytriptoBelize.IhaddonemanyofthesamethingsIenjoyonourcampingtrips.Evenbetter,I’dexploredawholenewcountryandanancientworld!.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

© 2011 All rights reserved © 2011 All rights reservedPage 36 Page 29

9 DIBELS® Oral Reading Fluency Level 4/Progress Monitoring 9

Retell: On the Road to Success

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

12 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 12

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

A Vacation Adventure

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Everysummermyfamilygoescampinginthemountains,butthisyearwedidsomethingdifferent.WetraveledtoacountrycalledBelize.Whenmymomtoldmeaboutthetrip,itsoundedexciting,butIwonderedifitwouldbeasenjoyableasavacationinthemountains.Ilovethebumpydriveuptoourfavoritecampsite.It’sarealadventurewatchingforwildlifeandexploringcavesaswehikeuptoseetheincredibleviewfromthemountaintop.Still,Idecidedtokeepanopenmind.OurBelizetripwouldbedifferent,butitmightbeinteresting. WespentthefirstfewdaysinBelizeonthebeach,wheremysistersandIenjoyedswimmingandlearningtosurf.Onthefinaldayofourvacation,aguidedroveusdeepintothejungletoseesomeancientruins.Thefartherwedrove,theroughertheroadbecame.Welaughedaswebumpedupanddownandslidfromsidetoside.Itwasbumpierthantheroadtoourmountaincampsite!Alongthewaywespottedmanycolorfulbirdsandevenagroupofmonkeysinatree. Whenwearrivedatourdestination,wewereamazedatwhatwesaw.ItwasacitythattheMayanpeoplehadbuiltoverathousandyearsago.Asweexaminedfascinatingcarvingsonpyramidsandancientstonewalls,wetriedtoimaginepeoplelivingtherelongago.Ourguidepointedoutastonemaskasweexploredatombthatwasascoolanddarkasacave.NexthetookustotheSkyTemple,ahugepyramidwithhundredsofsteps.MysistersandIracedupthestairsandwere

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10 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 10 11DIBELS® Oral Reading Fluency

Level 4/Progress Monitoring 11

Retell: Rainy Day Savings

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

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72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Growing a Rosebush

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Isitpossibleforastemtoturnintoarosebush?Itmaysoundlikeamagictrick,butitactuallyworks!Withalittlepatience,youcandoityourself. Beginbycuttingastemfromahealthyrosebush.Youshoulddothisinlatespringorearlysummerwhenitiswarmenoughfornewrootstogrowbutnotsohotthattenderleaveswillburn.Examinethestemsoftherosebushcloselyandselectonethatisyoungbutstrong.Itshouldhaveafadingfloweroronethathasalreadylostitspetals.Cutastemabouttwelveincheslong. Next,preparethestembyremovingtheflowerandmostoftheleaves.Thisallowsthecuttingtoputallofitsenergyintoformingroots.Don’tremovealloftheleaves,though.Twotofiveleavesshouldbeleftonthestemtoprovidefoodforthedevelopingplant.Youwillalsoneedtomakecutsatthebottomofthestemtohelprootsformmorerapidly.Todothis,startatthebottomedgeandcutaboutoneinchupeachside. Next,plantthecuttinginapotcontainingdamppottingsoilorsand.Pokeaholeinthedirtwithyourfingerandpositionthecuttinginit.Thengentlypresssoilagainstthecuttingtoholditinplace.Tokeepthecuttingmoist,misttheleaveswithaspraybottleandthencoveritwithaclearplasticbag.Usetallstakestopreventthebagfromrestingagainsttheleaves.Thenfastenthebottomofthebagaroundthepotwitharubberband.

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© 2011 All rights reserved © 2011 All rights reservedPage 34 Page 31

10 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 10

Growing a Rosebush (continued)

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Aftertwoweeks,uncoverthecuttingandgentlytugonit.Ifyoufeelresistance,rootshavedeveloped.Givethemseveralmoredaystogrowandthenremovetheplasticbag.Placeyourcuttinginashadyareaawayfromharshsunlight. Whenyounoticethatyourplantisgrowingnewleavesandgettingtaller,plantitinasunnylocationandwateritfrequently.Thencongratulateyourselfongrowingyourfirstrosebush!

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

Rainy Day Savings (continued)

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gotrighttoworkcleaningouttheplantingbeds. “Momwasrightaboutarainydaybeingtherighttimeforthis,”announcedAnn,asshepulledcrabgrassandotherweedseasilyfromthemoistsoil.“Therainmakesweedpullingeasier,andkeepsusfromgettingtoohot.” Bylateafternoon,thegirlshadearnedenoughmoneytopayfortheirtickets.Theyalsoknewjusthowthey’dspendrainydaysfortherestofthesummer.

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DORF Response Patterns:

Reads with appropriate phrasing, intonation/ expression, and observed punctuation

Frequent errors on sight words (e.g., I, was, and, the, said, etc.)

Self-corrects/monitors meaningFrequent errors on phonetically regular words (e.g., cat, milk, etc.)

Shows automaticity on re-read wordsFrequent errors on phonetically irregular words

Uses effective decoding strategies Frequently omits words or letters

Errors preserve passage meaning Frequently adds words or letters

Errors violate passage meaning Skips lines

Other

11DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 11

© 2011 All rights reserved © 2011 All rights reservedPage 32 Page 33

10 DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 10

Retell: Growing a Rosebush

Now tell me as much as you can about the story you just read. Ready, begin.

Timing 1-minute maximum. Start your stopwatch after telling the student to begin. Say Stop after 1 minute.

Wait/ Reminder

If the student stops or hesitates for 3 seconds, select one of the following (allowed one time):

—If the student has not said anything at all, provides a very limited response, or provides an off-track response, say Tell me as much as you can about the story.

—Otherwise, ask Can you tell me anything more about the story?

Discontinue After the first reminder, if the student does not say anything or gets off track for 5 seconds, say Thank you and discontinue the task.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71

72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94

Retell Total: _________

Quality of Response: (Note: If the student provides only a main idea, it is considered one detail.)

1 Provides 2 or fewer details 3 Provides 3 or more details in a meaningful sequence

2 Provides 3 or more details 4 Provides 3 or more details in a meaningful sequence that captures a main idea

Retell Response Patterns:

Summarizes Talks about own life related to passage

Retells the passage verbatim “Speed reads” the passage

Repeats the same detail Other

11DIBELS® Oral Reading FluencyLevel 4/Progress Monitoring 11

Total words: _________

Errors (include skipped words): – _________

Words correct: = _________

Rainy Day Savings

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JennaandhersisterAnnpeeredoutthewindowatthelemonadestandsittingvacantbythestreet.Ithadbeenrainingfortwodays,andtheweatherforecastjustpredictedmorewetweather.Thegirlshadplannedtoearnmoneytobuyticketsfortheamusementpark,buttheycouldn’tselllemonadeintherain. Anncounteduptheirmoneyandcalculatedthatthesistersneededtenmoredollarstoaffordtheirtickets.Shewonderediftherewasawaythegirlscouldstillearnthemoney,despitetherain. Jennathoughtaboutit.Theycouldn’toffertowalktheneighbors’dogsorwashtheirautomobiles.Noonewouldpaythemtodothosethingsinsuchdismalweather.SheandAnntriedtothinkofwhattheycoulddo.Justthen,theirmotherenteredtheroomand,overhearingtheirproblem,offeredasuggestion. “Youknow,that’saprettysoft,gentlerainoutside,”shesaid.“There’snothunderorlightning,andalightweightraincoatwouldbeenoughtoprotectyoufromgettingsoaked.Whydon’tyouoffertopullweedsintheneighbors’gardens?Theearthwillbesoftandmoistfromtherain,sotheweedsshouldcomeouteasily.” Thegirlsthoughtthatwasaterrificidea.Theydecidedtochargethreedollarsperhourtopullweeds.Theywentdownthestreet,knockingondoorsandofferingtheirweedingservices.Beforelong,threeneighborshadhiredthemtomaintaintheirgardens.JennaandAnn

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