Analyzing DIBELS Results - Red Clay Consolidated School ...de01903704.schoolwires.net/cms/lib010/DE01903704/Centricity/Domain… · Analyzing DIBELS Results ... Analyzing the Data

M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09

Analyzing DIBELS Results

The most important thing is not the data itself, but the things we are able to do for our students because we have the data. Objectives:

• Determine Area of Focus o Changes in scores o Sub-skill performance

• Identify students to target o Individuals o Groups

Analysis Phases:

1. Summary of Effectiveness by Class (DIBELS site) • Progress of students by instructional recommendation over school year (sub-test

specific) 2. Class DIBELS Summary (DSC site)

• Student scores and status of all sub-skill tests and the instructional recommendation for a specific assessment period

3. Class Progress Graph (DIBELS site) • Student scores for sub-skill measure, graphed over school year

4. Individual Test Item Analysis • Identify student’s skill deficits

Resources

• DIBELS Score Goals by Sub-skill and Grade • Linking DIBELS Data to Instruction and Teacher Preparation

Suggested supplemental Instructional Resources

• www.freereading.org (K-3) • I’ve DIBEL’d Now What? Designing Interventions with DIBELS Data

by Susan L. Hall Ed.D


Analysis Phase I: Summary of Effectiveness by Class Step 1. Accessing the Data 1. Log into the DIBELS reports site at https://dibels.uoregon.edu using your eSchool password.

2. Click “Reports” from the top menu.

3. Click “Class Reports” and then “Summary of Effectiveness by Class”

4. Select report and click “Submit”.

5. Click “Create PDF” for a printable black and white version of the report. Note: Depending on the grade level more than one sub-skill report may be available

Step 2. Analyzing the Data

Three possible uses for this report are to: identify instructional successes identify areas of instructional need create flexible groupings plan differentiated instruction based on skill readiness.

1. What percentage of your students reached the goal for the current assessment period compared

to their beginning of the year (BOY) status (intensive, strategic, benchmark)? 2. Which students advanced, stayed the same, or fell below their previous sub-skill goal?

Step 3. Responding to the Data

1. What type, and how much instruction, was provided for each student that contributed to his/her success or lack of success?

2. What type, and how much instruction, should be provided to continue or improve student

performance in this area? (see resource section) 3. If applicable, to what degree are you coordinating instruction with the students’ interventionist?

Product(s): Use Form A to record your responses the above data analysis.


Form A for Summary of Class Effectiveness Report: DIBELS Analysis Step 1

Student Name BOY Met MOY or EOY Goal Did the student advance, stay the

same, or fall below their score? What type, and how much instruction, was provided?

What does the student need to improve?

( iNSTRUCTIONAL

RECOMMENDATION: I, S, B ) ( Y/N)

A= advance, S= same, F= fall below


Analysis Phase II: Class DIBELS Summary (DSC site)

Step 1. Accessing the Data 1. Log into http://www.dataservice.org/ (Data Service Center -DSC). Use your district log-in.

2. Click “Standardized Test Reporting”

3. Select “Teacher Class Report”

4. Choose DIBELS test (Click on “DIBELS”).

5. Use the drop down menu to select the report year and period (Fall, Winter, Spring). Click “Go”.

6. Click on underlined column headings to sort the data Note: Data can also be downloaded to an Excel spreadsheet by selecting the download button at the bottom of the page.

Step 2. Analyzing the Data Possible uses for this report are to:

group students according to sub-skill needs compare student performance to sub-skills goals conference for goal setting with students

1. Which students are performing at “At Risk” or “Deficit” levels and in which sub-skill areas? 2. Which students are performing at “Some Risk” or “Emerging” levels and in which sub-skill areas? 3. Which students are performing at “Low Risk” or “Established” levels and in which sub-skill areas? Step 3. Responding to the Data 1. How does each student’s DIBELS performance compare to observational data and/or grades? 2. How close is each student’s score to the next status goal? (use resource) 3. How similar is each student’s performance across sub-skills? 4. How will your analysis of the data section impact your instruction? (see resource section) Other Questions to Consider 5. How can skills be integrated? (i.e. teaching vocabulary during phonemic awareness activities) 6. How does this class’ greatest area of need compare to previous classes’? If one area is a frequently occurring need, what additional resources are needed to make changes in the instructional program to better address this area?

Product(s): Use Form B for creating to show your flexible groups.

Special thanks to Dotty Johnson for her contributions


Form B: Flexible Grouping Chart (DIBELS) Fill in student names to form needs-based flexible groups. Indicate student’s instructional level by his/her name (I-Intensive, S-Strategic, B-Benchmark).

Sub-test At Risk/ Deficit Some Risk/ Emerging Low Risk/ Established

Letter Naming Fluency (LNF)

Initial Sound Fluency (ISF)

Phoneme

Segmentation Fluency (PSF)

Nonsense Word Fluency (NWF)

Oral Reading Fluency (ORF)

Retell Fluency (RTF)

Word Use Fluency (WUF)


Analysis Phase III: Class Progress Graph Analysis Step 1. Access the data: 1. Log into the DIBELS reports site at https://dibels.uoregon.edu using your eSchool password.

2. Click “Reports” from the top menu.

3. Click “Class Reports” and then “Class Progress Graph”

4. Select report and click “Submit”.

5. Click “Download Report Here” for a printable version of the report.

Step 2. Analyze the data: Possible uses for this report are to:

get a snapshot of sub-skill performance for each student and for the class as a whole examine academic diversity (distribution of scores) examine individual growth performance for each sub-skill group students according to sub-skill needs

1. How many students are below the benchmark goal for each sub-skill?

2. How many students are above the benchmark goal for each sub-skill?

3. Which students are close to the benchmark goal?

4. Which students’ scores are clustered together?

5. Which students have made the most progress (long growth lines)?

6. Which students have declined or showing little or no growth (short or backward growth lines)?

Step 3. Responding to the Data 1. Are my students making enough progress?

2. Have I grouped my students effectively?

3. Are there areas in which I need to differentiate instruction more?

4. What changes can I make instructionally for the students to maximize progress? (see resource section)

Product(s): Use form C to target a sub-skill area as a class instructional goal.


Form C for Class Goals DIBELS

Examining Sub-Skill Instruction & Setting Goals

Class/Teacher: ____________Grade: _____School Year: _______

1. Examine the Class Progress Graphs. 2. List the sub-skill area where students showed the most growth and celebrate.

Highest (Celebrate) ______________________

3. List the sub-skill area where students showed the least growth. Make this a

class goal. If more than one sub-skill area has a similar lack of growth, determine the one that needs to be addressed first.

Lowest (Goal) __________________________

4. List three ways to target this goal:

(1) _________________________________________________

(2) _________________________________________________

(3) _________________________________________________


Analysis Phase IV: Class Progress Graph Analysis Step 1. Access the data: Gather DIBELS booklet for each targeted student (intensive, strategic, and declining benchmark)

Step 2. Analyze the data: Purpose of the analysis activity.

Identify specific skill deficits within sub-skill areas Address skill deficits in instruction

Examine student responses by identifying the response pattern according to the checklist below for each sub-skill test. Determine if a targeted student’s score was due to lack of knowledge or lack of automaticity. Step 3. Responding to the Data

Letter Naming Fluency Response Patterns □ Identifies letter sounds instead of names □ Difficulty with left to right progression □ Difficulty tracking to next line (skips lines)

□ Frequent letter reversals (e.g. b for d, p for q) □ Frequent omissions □ Frequent self corrections

Initial Sound Fluency Response Patterns □ Produces multiple random errors □ Substitutes letter name for initial sound □ Recognizes but does not produce initial sounds confidently □ Difficulty with consonant sounds □ Difficulty with vowel sounds

□ Pronunciation differences due to dialect or second language □ Frequent articulation difficulties consider referral to language specialist □ Difficulty remembering picture names □ Frequent self corrections

Phoneme Segmentation Fluency Response Patterns □ Repeats entire word □ Produces initial sound or sounds

□ Produces onset and rime

Nonsense Word Fluency Response Patterns □ Has isolated letter sound correspondences but lacks a systematic strategy for attacking unknown words

□ Produces correct consonant sounds; incorrect vowel sounds □ Produces most sounds correctly sound by sound, but does not recode into complete word

Oral Reading Fluency Response Patterns □ Frequent errors on phonetically correct VC and CVC words □ Frequent errors on irregular/sight words □ Frequent errors on multisyllabic

Word Use Fluency Response Patterns □ Stereotypical responses (e.g. I like ___.) □ Word use is sparse and employs minimal utterances □ Word use if fluent and confident employing elaborated sentences. □ Response often unrelated to target word

□ Student appears shy and reticent to talk □ Student uses similar sounding word, may have difficulty hearing word □ Student frequently asks to have the target word repeated, may have difficulty hearing target word.

Product(s): Use form D to record test item analysis.

Use form E to create differentiated lesson plans that address skill needs identified through sub-skill test item

analysis in the context of vocabulary and comprehension instruction.

(suggested resources include www.freereading.com, I’ve DIBEL’d Now What (Hall))


Form D DIBELS Test Item Analysis Record Key: K= lack of knowledge or A=lack of automaticity. KINDERGARTEN

Letter Naming Fluency Response Patterns Initial Sound Fluency Response Patterns

Phoneme Segmentation

Fluency Response Patterns

Nonsense Word Fluency Response Patterns

Student Name Iden

tifie

s le

tter s

ound

s in

stea

d of

na

mes

Diff

icul

ty w

ith le

ft to

righ

t pr

ogre

ssio

n

Diff

icul

ty tr

acki

ng to

nex

t lin

e (s

kips

lin

es)

Freq

uent

lette

r rev

ersa

ls (e

.g. b

for

d, p

for q

)

Freq

uent

om

issi

ons

Freq

uent

sel

f cor

rect

ions

Pro

duce

s m

ultip

le ra

ndom

err

ors

Sub

stitu

tes

lette

r nam

e fo

r ini

tial

soun

d

Rec

ogni

zes

but d

oes

not p

rodu

ce

initi

al s

ound

s co

nfid

ently

Diff

icul

ty w

ith c

onso

nant

sou

nds

Diff

icul

ty w

ith v

owel

sou

nds

Pro

nunc

iatio

n di

ffere

nces

due

to

dial

ect o

r sec

ond

lang

uage

Freq

uent

arti

cula

tion

diffi

culti

es

cons

ider

refe

rral

to la

ngua

ge

spec

ialis

t

Diff

icul

ty re

mem

berin

g pi

ctur

e na

mes

Freq

uent

sel

f cor

rect

ions

Rep

eats

ent

ire w

ord

Pro

duce

s in

itial

sou

nd o

r sou

nds

Pro

duce

s on

set a

nd ri

me

Has

isol

ated

lette

r sou

nd

corr

espo

nden

ces

but l

acks

a

syst

emat

ic s

trate

gy fo

r atta

ckin

g un

know

n w

ords

Pro

duce

s co

rrec

t con

sona

nt

soun

ds; i

ncor

rect

vow

el s

ound

s

Pro

duce

s m

ost s

ound

s co

rrec

tly

soun

d by

sou

nd, b

ut d

oes

not

reco

de in

to c

ompl

ete

wor

d


Form D DIBELS Test Item Analysis Record Key: K= lack of knowledge or A=lack of automaticity. FIRST GRADE

Letter Naming Fluency Response Patterns

Phoneme Segmentation Fluency Response

Patterns Nonsense Word Fluency

Response Patterns Oral Reading Fluency

Response Patterns

Student Name Iden

tifie

s le

tter s

ound

s in

stea

d of

na

mes

Diff

icul

ty w

ith le

ft to

righ

t pr

ogre

ssio

n

Diff

icul

ty tr

acki

ng to

nex

t lin

e (s

kips

lin

es)

Freq

uent

lette

r rev

ersa

ls (e

.g. b

for

d, p

for q

)

Freq

uent

om

issi

ons

Freq

uent

sel

f cor

rect

ions

Rep

eats

ent

ire w

ord

Pro

duce

s in

itial

sou

nd o

r sou

nds

Pro

duce

s on

set a

nd ri

me

Has

isol

ated

lette

r sou

nd

corr

espo

nden

ces

but l

acks

a

syst

emat

ic s

trate

gy fo

r atta

ckin

g un

know

n w

ords

Pro

duce

s co

rrec

t con

sona

nt

soun

ds; i

ncor

rect

vow

el s

ound

s

Pro

duce

s m

ost s

ound

s co

rrec

tly

soun

d by

sou

nd, b

ut d

oes

not

reco

de in

to c

ompl

ete

wor

d

Freq

uent

err

ors

on p

hone

tical

ly

corr

ect V

C a

nd C

VC

wor

ds

Freq

uent

err

ors

on ir

regu

lar/s

ight

w

ords

Freq

uent

err

ors

on m

ultis

ylla

bic


Form D DIBELS Test Item Analysis Record Key: K= lack of knowledge or A=lack of automaticity

Word Use Fluency Response Patterns

Student Name Ste

reot

ypic

al re

spon

ses

(e.g

. I li

ke

___.

)

Wor

d us

e is

spa

rse

and

empl

oys

min

imal

utte

ranc

es

Wor

d us

e if

fluen

t and

con

fiden

t em

ploy

ing

elab

orat

ed s

ente

nces

.

Res

pons

e of

ten

unre

late

d to

targ

et

wor

d

Stu

dent

app

ears

shy

and

retic

ent

to ta

lk

Stu

dent

use

s si

mila

r sou

ndin

g w

ord,

may

hav

e di

fficu

lty h

earin

g w

ord

Stu

dent

freq

uent

ly a

sks

to h

ave

the

targ

et w

ord

repe

ated

, may

ha

ve d

iffic

ulty

hea

ring

targ

et w

ord


Form E DATA TO INSTRUCTION FRAMEWORK FOR DIBELS DATA

DIBELS sub-skill category

Needs Groups

At Risk/ Deficit

Some Risk/ Emerging

Benchmark/

Established

Skill Selected

GLE: EQ: At Risk/ Deficit Group

Student Activities/Instructional Strategies: Assessment:

Some Risk/ Emerging Group


Low Risk/ Established Group


Adapted from DTI Framework, Red Clay Instructional Technology Coaches & Dotty Johnson version


Resources

• DIBELS Score Goals by Sub-skill and Grade

• Linking DIBELS Data to Instruction and Teacher Preparation


Kindergarten: Three Assessment Periods Per Year Beginning of Year

Months 1 - 3 Middle of Year

Months 4 - 6 End of Year Months 7 - 10 DIBELS

Measure Scores Status Scores Status Scores Status

ISF 0 - 3 4 - 7 8 and above

At Risk Some Risk Low Risk

0 - 9 10 - 24 25 and above

Deficit Emerging Established

Not administered during this assessment period.

LNF 0 - 1 2 - 7 8 and above


0 - 14 15 - 26 27 and above


0 - 28 29 - 39 40 and above


PSF Not administered during this assessment period.

0 - 6 7 - 17 18 and above


0 - 9 10 - 34 35 and above


NWF (NWF-CLS Score)


0 - 4 5 - 12 13 and above


0 - 14 15 - 24 25 and above


WUF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT BEEN ESTABLISHED. Tentatively, students in the lowest 20 percent of a school district using local norms should be considered at risk for poor language and reading outcomes, and those between the 20th percentile and 40th percentile should be considered at some risk.

First Grade: Three Assessment Periods Per Year Beginning of Year

Months 1 - 3 Middle of Year

Months 4 - 6 End of Year Months 7 - 10 DIBELS

Measure Scores Status Scores Status Scores Status

LNF 0 - 24 25 - 36 37 and above




PSF 0 - 9 10 - 34 35 and above


0 - 9 10 - 34 35 and above


0 - 9 10 - 34 35 and above


NWF-CLS 0 - 12 13 - 23 24 and above


0 - 29 30 - 49 50 and above


0 - 29 30 - 49 50 and above


ORF Not administered during this assessment period.

0 - 7 8 - 19 20 and above


0 - 19 20 - 39 40 and above


RTF


BENCHMARK GOALS FOR THIS MEASURE HAVE NOT YET BEEN ESTABLISHED. Preliminary evidence indicates that for students to be on track with comprehension they should meet both of the following criteria: 1) meet the Oral Reading Fluency benchmark goal and 2) have a retell score of at least 25% of their Oral Reading Fluency score.

WUF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT BEEN ESTABLISHED. Tentatively, students in the lowest 20 percent of a school district using local norms should be considered at risk for poor language and reading outcomes, and those between the 20th percentile and 40th percentile should be considered at some risk.

Source: https://dibels.uoregon.edu

15

Assessment information for the Alphabetic Principle: Kindergarten Initial sound Fluency (ISF) Letter names (LNF) Letter sounds (NWF) Phoneme segmentation (PSF) Reading of CVC words (NWF) Spelling of CVC words Kindergarten Initial Sound Fluency

Assessment shows the student ….

Instruction should include… Teacher preparation…

Can identify the initial pictures by the initial sound, but cannot produce the initial sound

Instruct with pictures and play games that require the child to produce initial sound

Can identify the pictures, but not the initial sounds

Instruct with pictures in needs based group – sorting pictures by initial sound; use pictures in centers

Cannot identify the pictures

Use pictures, pictures, pictures

• Have lots of pictures in the classroom

• Use pictures to teach concepts • Know the order in which initial

sounds are taught in the core • Keep sets of pictures in the needs-

based instruction area

Kindergarten and Grade 1 Letter Naming Fluency



Can name all of the letters randomly, but not quickly

Use of distributed practice choosing 5 or 6 different letters each day

Can name some of the letters

Use of distributed practice, choosing 4 or 5 troublesome ones every two days

Can only name the letters in order

Reteaching in small sets, using the same scope and sequence as the core

No knowledge of the alphabet

Instruction on singing and then tracking and saying the alphabet

• Use a letter inventory • Know the order in which the

letters are taught in the core • Keep a set of letter cards/sheets of

random letters in the needs-based instruction area

• Keep alphabet strips, magnetic letters, and other materials in the needs- based instruction area

Source: Compiled based on Reading First material and S. Walpole’s work

16

Kindergarten Phoneme Segmentation Fluency


Instruction should include… Teacher preparation ….

Can segment fully, but not quickly

Use sound boxes, choosing 5 or 6 different CVC words each day

Can segment to the onset-rime, but not to the phoneme

Use sound boxes, choosing words that differ only by medial vowel

Can only identify initial sounds

Use sound boxes to segment-rime

Has no demonstrable phonological awareness

Teach to recognize syllables and then rhymes

• Look carefully at the phoneme segmentation probe

• Organize several sets of word cards: random CVC, different medial vowel, onset-rime within the same word family, multi-syllabic words

• Keep two-, three-, and four-unit boxes in your needs-based instruction area

• Link phoneme segmentation to decoding instruction


17

Kindergarten Nonsense Word Fluency



Can decode words sound by sound, but not by larger chunks

Work with sounding and blending initial consonants with several high frequency vowel spelling patterns EACH DAY

Can provide accurate consonant sounds, but not vowel sounds

Work with sounding and blending several high frequency vowel spelling patterns EACH WEEK

Does not know consonant sounds in isolation

Reteach letter sounds in small sets, using the same scope and sequence as the core

• Look at the NWF probe to see what units (individual sounds or vowel patterns) the child is producing

• Use a letter-sound inventory • Use a spelling inventory • Know the order in which phonics

items are taught in the core • Keep a list of previously taught

items for review • Watch students’ spellings for

evidence of application of phonics concepts

• Link phoneme segmentation to decoding instruction

Linking spelling and phonics



Ask students to write for sound

Reteach previously studied patterns with additional manipulatives

Can read, but not spell regular CVC words

Use picture sorts

• Use dry erase boards or paper in needs-based instruction

• Use sound boxes as spelling boxes to focus either on the individual sound or on the spelling pattern

• Ask students to sort two patterns by sound and then to spell


18

Assessment information for Text and Language Comprehension: Oral vocabulary development Concepts about print Engagement with narrative and information literature Retellings and summaries Kindergarten through Grade 3 Language Instruction

If students cannot participate in classroom shared readings and read alouds

It is impossible to diagnose the specific “stage” of knowledge

Therefore… Teacher preparation ….

TEXT-BASED TALK

If you have conducted a shared reading of a bigbook

Reread that book in needs-based group time allowing each child to echo read with supported finger pointing

If you have read a piece of children’s literature

Reread it and stop throughout to allow the children to retell or to ask questions

Once you have reread during needs-based group time

Use graphic organizers to guide children to produce beginning-middle –end retellings or main idea

WORD-BASED TALK

If you have taught a specific noun

Invite children to review it, emphasizing both its general category and its particular attributes

If you have taught a procedure

Invite children to review it, emphasizing the order and how and why to use it

If you have used an explanation

Invite children to review it, emphasizing the links between ideas

• Attend to children’s responses

during whole-group interactions with literature

• Periodically work individually with children to assess and develop each child’s capacity to finger-point

• Periodically work individually with children to assess each child’s capacity to retell or summarize after read aloud

• Encourage talk during whole-group and needs-based instruction


19

Kindergarten through Grade 3 Vocabulary Instruction

If oral Vocabulary is low….

It is impossible to know what words are unknown

Therefore… Teacher preparation ….

Word meanings have been presented in whole group core lessons

Reteach and review those words, helping each student to generate a personal context

Word meanings have been presented in a piece of children’s literature


New concepts have been taught in science and social studies


• Create a vocabulary wall • Keep lists of vocabulary words

that have been taught in core read alouds

• Keep lists of vocabulary words for teaching and reteaching during interactive read alouds

• Facilitate sending books and/or tapes home

• During vocabulary instruction ask students to pair share the use of a word, i.e., tell your friend a time that you felt “curious”

• Create visual rewards (stickers, etc) for correct use of words in conversation or writing

• Attach vocabulary words to the book covers of literature read during read alouds


20

Assessment information for Word Recognition: Beginning of First Grade Phoneme segmentation (PSF) Reading Irregular Words Reading of CVC words (NWF) Growth Toward oral reading fluency (ORF) First Grade Letter Naming Fluency



Can name all of the letters randomly, but not quickly

Use of distributed practice choosing 5 or 6 different letters each day

Can name some of the letters

Use of distributed practice, choosing 4 or 5 troublesome ones every two days

Can only name the letters in order

Reteaching in small sets, using the same scope and sequence as the core

No knowledge of the alphabet

Instruction on singing and then tracking and saying the alphabet

• Use a letter inventory • Know the order in which the

letters are taught in the core • Keep a set of letter cards/sheets of

random letters in the needs-based instruction area

• Keep alphabet strips, magnetic letters, and other materials in the needs- based instruction area

First Grade Phoneme Segmentation Fluency



Can segment fully, but not quickly

Use spelling tasks, choosing 5 or 6 different words from the current phonics instruction EACH DAY

Can segment to the onset-rime, but not the phoneme

Have children spell in initial and final sounds for pictures

Has no demonstrable phonological awareness

Consider using intensive intervention

• Look at the PSF probe • Understand the scope and

sequence of phonics instruction • Link additional phonemic

awareness work to current phonics work

• Use letters during phonemic awareness instruction – have students spell or manipulate magnetic letters

• Make word lists and picture sorts Source: Compiled based on Reading First material and S. Walpole’s work

21

First Grade or Second Grade Nonsense Word Fluency



Use the core scope and sequence from your manual AND the manual from the previous year to start where the child’s knowledge ends according to your inventory

Use the inventory to understand whether to reteach consonant sound, consonant diagraphs, short vowels, silent e, vowel diagraphs, vowel dipthongs, or r- or l- controlled vowels

Scored poorly

Use direct explanation: Today we will use a strategy you can use to read new words. I want you to make each sound and then blend them together. Watch me do it. Use guided practice: I will show you a new word that you can sound and blend. Remember that when you find a new word, one thing you can do is make each sound and blend them together. RETEACH , QUICKLY AND EXPLICITLY Use direct explanation: Today we will practice three letters/patterns. We will learn that ______ pattern/letter represents the sound _______. You can use that information when you read and spell new words. Use guided practice: I will show you a word with one of our patterns and I want you to read it. When you see the word, think about which of our patterns you see. Then say the word. I will tell you a word with one of our patterns and I want you to spell it. When you hear the word, think about which of our patterns you hear.

Remember that _____ represents the sound ______.

• Use the phonics inventory in your core if available OR

• Consider using the Informal Phonics Inventory in McKenna and Stahl p. 138 OR

• Use a spelling inventory (Words Their Way)

• Know the intervention materials provided in your core

• Know the order in which phonics is taught in your core, both for YOUR GRADE and the ONE BELOW.

• Keep set of letter and word cards in your needs-based instruction area


22

First Grade or Second Grade Oral Reading Fluency



Reads all of the words accurately, but too slowly

Use fluency work • Have children whisper read from previously

taught texts • Use an assisted fluency procedure – You read the

text while children track. Children reread several times in pairs. You read the text again while children track. Children reread in pairs.

Struggles with high frequency words

High frequency word work • Figure out which high frequency words are

troublesome • If there is a sight word inventory in your core,

use it • Reteach quickly and explicitly • Use direct explanation: Today we will practice

three common words. We will listen to see how many sound they have, and then we will see how the sounds are represented in spellings. That will help you to remember these words when you see them. Our first word is “they”. How many sounds do you hear in “they”? TH-A. Two sounds. Now watch me spell it. The first sound is spelled TH. The second sound is spelled EY. Two sounds, four letters.

• Use guided practice: Now I want you to work with our three words. I’ll say the word, and I want you to count the sounds and then write the spellings.

• Decide if it is a fluency or a decoding problem or problem with high frequency words

• Figure out which high frequency words are troublesome…..

• If there is a sight word inventory in your core, use it OR

• Construct a sight-word inventory from the scope and sequence of your core (for a model see the Fry sight word Inventory beginning page 130 of McKenna and Stahl)

• Know the order in which high frequency words are taught in your core, both for YOUR GRADE AND THE ONE BELOW IT.

• Keep a set of high frequency word cards in your needs-based instruction area

• Keep sound boxes, white boards, and paper in your needs-based instruction area.

Struggles with decoding words

Instruction provided for NWF in grades 1 and 2 Same as preparation provided for NWF in grades 1 and 2


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Kindergarten through Grade 3 Language Comprehension - Listening and reading ANSWER QUESTIONS

In the book, Right there, Think and Search In your head, Author and you, On your own

INFERENCE

What is the author trying to say? What is the author’s message? What does the author mean here? How does this connect with what the author has told us before?

RETELLING

Start with a story map, appropriate to the grade level

• Beginning, middle and end in grade 1

• More complex map for grades 2 and 3

MODEL, MODEL, MODEL USING THE STORY MAP TO RETELL STORIES YOU ARE READING ALOUD OR READING IN SMALL GROUPS


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Analyzing DIBELS Results - Red Clay Consolidated School ...de01903704.schoolwires.net/cms/lib010/DE01903704/Centricity/Domain… · Analyzing DIBELS Results ... Analyzing the Data