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Family Literacy Night. Third Grade Mrs. Lueken , Mrs . Schue , & Mrs. Haas. Fluency. The ability to read with speed, accuracy, and proper expression. Dibels Oral Reading Fluency (DORF).

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Family literacy night

Family Literacy Night

Third Grade

Mrs. Lueken, Mrs. Schue, & Mrs. Haas


The ability to read with speed, accuracy, and proper expression.

Dibels oral reading fluency dorf
Dibels Oral Reading Fluency(DORF)

  • For the Oral Reading fluency Component of the benchmark assessment students are given an unfamiliar grade-level passage of text and asked to read for 1 minute

  • Errors such as substitution, omissions, and hesitations for more than 3 seconds are marked while listening to the student read aloud

  • Students read 3 different grade-level passages for 1 minute each

    • The score is the median number of words read correctly and the median number of errors across the three passages.

      • Using the median score from three passages gives the best indicator of student performance over a range of different text and content.

3 rd grade expectations
3rd Grade Expectations

  • Beginning of Year: 70+ wpm

  • Middle of Year: 86+ wpm

  • End of Year: 100+ wpm

Family literacy night

  • Scholastic Reading Inventory

  • Computer Adaptive test designed to determine the reading level of a student based on the Lexile Framework

    • A Lexile is a unit of measurement used when determining the difficulty of text and the reading level of readers.

  • The assessment is not about fluency but about understanding what is read.

  • 3 rd grade expectations1
    3rd Grade Expectations

    • Students reading on grade level would be expected to attain scores in the green “proficient” range.

    • Students scoring in the pink “below basic” range and the yellow “basic” range are not currently meeting grade level expectations.

    Writing applications
    Writing Applications


    • Ideas and Content

    • Organization

    • Style

    • Score Points

    • 6-Fully accomplishes the task and has a distinctive quality that sets it apart as an outstanding performance.

    • 5-represents a solid performance. It fully accomplishes the task, but lacks overall level of sophistication and consistency of a score point 6 paper.

    • 4-Good Performance. It accomplishes the task but generally needs to exhibit more development, better organization, or a more sophisticated writing style to receive a higher score.

    • 3-performance that minimally accomplishes the task. Some elements of development, organization, and writing styles are weak.

    Writing conventions
    Writing Conventions

    • Does It Exhibit…

    • A very good

    • An adequate

    • A minimal

    • Less than minimal

      Command of Language Skills?

    • Score Point

    • 4-no errors that impair the flow of communication

    • 3-errors are occasional but do not impede the flow of communication

    • 2-errors are generally frequent and may cause the reader to stop and reread part of the writing

    • 1-errors are serious and numerous; they cause the reader to struggle to discern the writer’s meaning.

    Core vocabulary language arts
    Core VocabularyLanguage Arts

    • Cause/effect

    • Lesson

    • Syllables

    • Sequence

    • Text features

    • Plot

    • Genre

    • Topic sentence

    • Noun

    • Verb

    • Main idea

    • Details

    • Glossary

    • Index

    • Table of contents

    • Revise

    • Edit

    • Adjective

    • Adverb

    • Pronoun

    • Prefix

    • Suffix

    • Narrator

    • Fact opinion

    • Summarize

    • Moral

    • Visualize

    • infer