Dynamic Indicator of Basic Early Literacy Skills™p6cdn5static.sharpschool.com/UserFiles/Servers/Server_23946/file/... · Dynamic Indicator of Basic Early Literacy Skills™

Copyright © 2004 Pearson Digital Learning. All Rights Reserved.

Dynamic Indicator of Basic Early Literacy Skills™ (DIBELS™)

SuccessMaker® Enterprise Foundation & ExploreWare Courses

Correlation Result

100%

Copyright © 2004 Pearson Digital Learning. All Rights Reserved.

Dynamic Indicator of Basic Early Literacy Skills™ (DIBELS™)

SuccessMaker® Enterprise Foundation & ExploreWare Courses

Introduction Through the SuccessMaker Enterprise courseware, students develop reading skills and strategies in progressively more difficult contexts – from controlled reading to authentic literature, content reading, and trade books.

SuccessMaker contains several reading courses; four courses are referred to as Foundation courses, which build the foundations necessary to teach a wide range of reading abilities through computer-based interactive curriculums. These courses are designed to help reader’s develop and practice reading readiness and literacy skills from emergent to the most fluent reading stages.

SuccessMaker also includes seven Literature-Based Reading and Writing Tools courses, referred to as ExploreWare. These courses extend direct instruction and practice opportunities, using key instructional supports like authentic literature, decodable books, comprehension practice, process writing, and instruction specifically designed for students with limited English proficiency.

Correlation Result

100%

Correlation Keys This document correlates the Foundation and ExploreWare courses of SuccessMaker Enterprise with the Dynamic Indicators of Basic Early Literacy Skills for kindergarten through third grade. The correlation chart uses two columns: ♦ Match Column: A star ( ) in this column

indicates a positive correlation between the SuccessMaker courses and the DIBELS benchmark.

♦ Key Activities Column: This column identifies key activities from SuccessMaker‘s on- and off-line curriculum that support each performance standard.

The letters “TM” marks offline resources found in the Teacher Materials.

♦ Publisher’s Response Column: This section provides a more detailed explanation of the SuccessMaker Enterprise courses and lessons, giving the reader a more comprehensive view of the lessons found throughout the program.

Dynamic Indicators of Basic Early Literacy Skills SuccessMaker Enterprise

C O R R E L A T I O N

Copyright © 2004 Pearson Digital Learning. All Rights Reserved. 3

DIBELS™ Match

SuccessMaker Enterprise Key Activities

Publisher’s Response

Kindergarten

Initial Sound Fluency Reading Readiness: Auditory Discrimination Strand Objectives 17 AD: Discriminate Initial Sounds—For example,

0.00 c (hard) carrot, can, cat, cow, cup, candy, cane, car, camera, castle 0.08 p pan, pig, pot, pencil, pear, penguin, pumpkin, parachute, paintbrush, pail 0.32 b ball, bee, bear, bed, butterfly, baby, boy, balloon, banana 0.64 f fan, foot, fish, fairy, fence, fox, fork 0.90 h had, hat, heart, hoe, horse, house, hammer

Discover English: Level I Activity (page 140) Three Little Monkey Mobiles—Students will be given four finger puppets with words from the poem like bed, fell, jump, and off. Student will cut out pictures whose sound ends like the word on the puppet. First Adventures Bookshelf: Activity (page 133) The Corner Store—Concentration extension: Students will match cards with the same initial or ending sounds.

Reading Readiness’ Auditory Discrimination strands present a variety of pictures where students will need to select the picture that corresponds to the audio clues. For example, in Reading Readiness, students will be asked to select the picture that has the initial sound “p”. The choices randomly presented on the screen could be ball, sail and pumpkin. Discover English and First Adventures Bookshelf offer teachers off-line activities to re-enforce or to provide intervention for initial sound fluency skills taught and assessed through the students’ on-line sessions.




DIBELS™ Match



Kindergarten

Letter Naming Fluency Reading Readiness: Letter Identification & Visual Discrimination Strands

01 LI Identify uppercase letters, lowercase letters, and pictures 02 LI Match identical pairs of uppercase letters and lowercase letters 03 LI Identify letters and pictures in mini review of alphabet 04 LI Identify matching lowercase letters 05 LI Identify letters and pictures in cumulative review of alphabet 11 VD Identify identical letters

Discover English: Letters and Phonemes Awareness

01 LP Recognize and identify uppercase letters. 02 LP Recognize and identify lowercase letters. 03 LP Match uppercase letter with corresponding lowercase letter. 04 LP Identify alphabetical patterns.

Reading Readiness and Discovery English emphasizes alphabetic knowledge by the use of activities that teach learners letter naming fluency including activities for awareness, shape, alphabetic order, and letter /picture association.




DIBELS™ Match



Kindergarten

Phoneme Segmentation Fluency Reading Adventures Primary’s decodable readers & “LetterBoard” Activities

Reading Adventures Primary’s decodable readers and “LetterBoard” activities provide guidance and practice for phoneme segmentation. Students will record and play back their response to check for accuracy.

Nonsense Word Fluency StoryPainter SuccessMaker’s early reading courseware encourages students to practice phonemic segmentation and blending using words that belong to word families like, bat, cat, hat and mat. However, teachers can assign StoryPainter which is SuccessMaker’s tool-based courseware for levels K-2nd to create nonsense words. StoryPainter’s text-to-speech feature gives students the ability to record blended letter sounds and hear their response. Oral responses can be played-back for teacher assessment to identify letter sounds that are problematic for students.

Word Use Fluency (optional) Discover English: Listening Vocabulary Strands Reading Vocabulary Strands Listening & Speaking Experience Read-Along and Writing Experience

Discover English: Listening and Reading Vocabulary Strands—develops word recognition through categories and themes. Listening Vocabulary presents 400 words based on survival and content-areas. Reading Vocabulary presents 160 high-frequency words to build a student’s sight-word vocabulary. Sample categories and themes are:

School and Classroom; Action Words; Descriptive Words; Science; Math: Numbers and Basic Concepts




DIBELS™ Match



Kindergarten

Reading Readiness: Auditory Discrimination and Vocabulary Building Strand Objectives

21 AD Identify rhyming words 22 VO Match picture to word concept 23 VO Identify opposites 26 VO Comprehend descriptive words

Listening and Speaking Experiences and Read-Along and Writing Experiences strands introduce target words before the story is presented. For example, in the Listening and Speaking Experience story The Fine Musicians, the story words are introduced with notes played from the instruments. As the student clicks on a story word, the word is pronounced with a corresponding musical notes for the instrument or musical sounds that helps to identify the word along with a brief description. Story words introduced in The Fine Musicians are trumpet, guitar, drum, flute, piano, violin, music, and musician. Reading Readiness’ Auditory Discrimination and Vocabulary Building Strands provide instruction to improve students’ ability to understand oral language. Students develop word use fluency by associating pictures displayed on the screen with words spoken. Vocabulary used in the strands closely corresponds to words, categories, and concepts taught in a classroom readiness program.




DIBELS™ Match



First Grade

Letter Naming Fluency Initial Reading: Letter Identification Strand

Objectives: 01 LI Copy displayed letters 02 LI Identify dictated letters 03 LI Type dictated letters

Initial Reading’s Letter Identification Strand asks students to copy, identify, or type a letter spoken by the computer voice.

Phoneme Segmentation Fluency Reading Adventures Primary: Find-A-Sound Unit 1: Short Vowel Words Unit 2: Blends /s/, /l/, /r/ Unit 3: Digraphs /sh/ /th/ /wh/ /ch/ /ng/ & /nk/ Unit 4: Long Vowels & Long Vowel Phonograms Decodable Readers include: Haddie’s Caps; Glenda the Lion; Shell Shopping; Six Fine Fish; The Name is the Same

Reading Adventures Primary’s “Story Questions” and “Learning About” provide guidance for blending sounds in the context of reading. The “Story Questions” component asks students to apply phoneme blending to specific words within the story. For example, in The Storm Monster, students practice and apply the diagraphs wh- and –sh to words like, flash, smash, whoosh, white and whip. In the “Learn About” for the “sh” sound, students practice segmenting the sound and then apply the sound in Shell Shopping. The “Learn About” also features the “Letterboard” tool to segment and apply the sound to create words like wheel, whiff, whale, wish, shoe, shout, and push.

Nonsense Word Fluency StoryPainter SuccessMaker’s early reading courseware encourages students to practice phonemic segmentation and blending using words that belong to word families like, bat, cat, hat and mat. However, teachers can assign StoryPainter which is SuccessMaker’s tool-based courseware for levels K-2nd to create nonsense words. StoryPainter’s text-to-speech feature gives students the ability to record blended letter sounds and hear their response. Oral responses can be




played-back for teacher assessment to identify letter sounds that are problematic for students.

Oral Reading Fluency Discover English • Listening & Speaking Experience

Strand—25 Lessons • Read-Along & Writing Experience

Strand—25 Lessons First Adventures Bookshelf

• 16 stories—which are read in an interactive setting

Reading Adventures Primary • Read To Me • Read With Me

SuccessMaker’s early reading literature-based courseware offers activities which model fluent oral reading that students can access repeatedly. Students hear models of oral fluency in lesson introductions and hear explanations of reading strategies through the Direct Reading-Think Aloud Method. The courseware design for the early reading literature-based courses help students become fluent readers by the end of second grade. Discover English provides both “Listening Experience” and “Reading Experience” strands to model fluency. First Adventures Bookshelf models fluency through the storyteller model and a text read button. Each feature highlights the texts being read. Reading Adventures Primary models fluency through the “Read To Me” and “Read With Me” activities.

Retell Fluency (optional) Discover English: Sample Lessons: • LE Lesson: The Making of Stone

Soup—TM Level 2 page 122 “Finger Puppets: Stone Soup

• RE Lesson: The Little Red Hen—TM Level 2 page 208 “Reader’s Theater”

First Adventures Bookshelf: Sample Lessons: • Rooster Tells and Tale—TM “ Finger

Puppets” page 46 • Don’t Throw It Away—TM “Getting

into the Act” page 76

Both SuccessMaker’s Discover English and First Adventures Bookshelf’s offline activities provide students with the opportunity to dramatize or retell what has been learned, heard or experienced. Each activity develops the students’ oral language and gives the students guidance in developing oral expression as they retell the story or events.




Word Use Fluency (optional) Discover English • Listening & Speaking

Experiences • Read-Along & Writing

Experiences

Initial Reading—Levels 1.00-1.99 • Sight Words Strand—SW 20-21 • Word Comprehension Strand—

WC 22-24 Reading Adventures Primary—Units 1-4

• Choose-A-Book—Story Words • Word Study Skills

Discover English’s Listening and Speaking Experiences and Read-Along and Writing Experiences strands introduce target words before the story is presented. For example, in the Read-Along story Every Insect, the story words are introduced with animation. As the student clicks on a story word, the corresponding insect moves to a new location along with a brief description. Story words introduced in Every Insect are ladybug, butterfly, moth, cricket, grasshopper, gnat and beetle.

Initial Reading provides direct instruction for grade level vocabulary. Students are asked to integrate words into sentences, to tell the meaning of the word in the sentence, and to use it in a variety of contexts.

Reading Adventures Primary’s Story Words component targets four to five vocabulary words per lesson. Each word is taught through an audio pronunciation, a picture, definition, and a sample sentence using the word as it is used in the lesson. After the words have been presented, the student places each word in a sentence. The student’s acquisition of each word is evaluated. For example, in the story A Beautiful Feast for a Big King Cat, the student will be introduced to the following vocabulary words before the story is read. Word: Sentence: • beautiful The cat has a __________ fur. • catch The cat tried to _________ a fish.




• teased The mice laughed and _________ Harry about his shorts.

• think Holly tried to ________ of the answer.

Once the word is placed in the sentence, the student can then click the red button to hear the sentence read aloud. If the word placed in the sentence is a good match, the student will click done. If the word placed in the sentence is not a good match, the student can remove the word and try again.




DIBELS™ Match



Second Grade

Nonsense Word Fluency StoryPainter SuccessMaker’s early reading courseware encourages students to practice phonemic segmentation and blending using words that belong to word families like, bat, cat, hat and mat. However, teachers can assign StoryPainter which is SuccessMaker’s tool-based courseware for levels K-2nd to create nonsense words. StoryPainter’s text-to-speech feature gives students the ability to record blended letter sounds and hear their response. Oral responses can be played-back for teacher assessment to identify letter sounds that are problematic for students.

Oral Reading Fluency First Adventures Bookshelf—All Lessons Example-- Humphrey In the Attic Reading Adventures Primary—All Lessons Units 5-8 Example-- Mama, Do You Love Me?

A teacher can select any story from First Adventures Bookshelf and Reading Adventures Primary for whole-group instruction to develop oral reading fluency, expression, accuracy and confidence.

Retell Fluency (optional) Discover English: • RE Lesson: The Three Billy Goats

Gruff—TM Level 2 page 320 “Stick Puppets”

First Adventures Bookshelf: • A Tiger Came to Dinner –TM: “Tiger

Mask” page 98

Both SuccessMaker’s Discover English and First Adventures Bookshelf’s offline activities provide students with the opportunity to dramatize or retell what has been learned, heard or experienced. Each activity develops the students’ oral language and gives the students guidance in developing oral expression as they retell the story or events.




DIBELS™ Match



Second Grade

Word Use Fluency (optional) Initial Reading—Levels 2.00-2.99 • Sight Words Strand—SW 20-21 • Word Comprehension Strand—

WC 22-24

Reading Adventures Primary—Units 5-8 • Choose-A-Book—Story Words • Word Study Skills

Initial Reading provides direct instruction for grade level vocabulary. Students are asked to integrate words into sentences, to tell the meaning of the word in the sentence, and to use it in a variety of contexts.

Reading Adventures Primary’s Story Words component targets four to five vocabulary words per lesson. Each word is taught through an audio pronunciation, a picture, definition, and a sample sentence using the word as it is used in the lesson. After the words have been presented, the student places each word in a sentence. The student’s acquisition of each word is evaluated. For example, in the story Adventures of Connie and Diego, the students will be introduced to the following challenge words: • adventure • disappearing • furiously • spouting • timidly • survive




DIBELS™ Match



Third Grade

Oral Reading Fluency

Retell Fluency (optional)

Word Use Fluency (optional)

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Dynamic Indicator of Basic Early Literacy Skills™p6cdn5static.sharpschool.com/UserFiles/Servers/Server_23946/file/... · Dynamic Indicator of Basic Early Literacy Skills™