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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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.
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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)
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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.
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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) _________________________________________________
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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))
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
Student Activities/Instructional Strategies: Assessment:
Low Risk/ Established Group
Student Activities/Instructional Strategies: Assessment:
Adapted from DTI Framework, Red Clay Instructional Technology Coaches & Dotty Johnson version
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
Resources
• DIBELS Score Goals by Sub-skill and Grade
• Linking DIBELS Data to Instruction and Teacher Preparation
M. Schreiber, G.Marshall (sources: DIBEL-Univ of Oregon, I’ve DIBEL’s Now What- S.Hall) 1/16/09
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
At Risk Some Risk Low Risk
0 - 14 15 - 26 27 and above
At Risk Some Risk Low Risk
0 - 28 29 - 39 40 and above
At Risk Some Risk Low Risk
PSF Not administered during this assessment period.
0 - 6 7 - 17 18 and above
At Risk Some Risk Low Risk
0 - 9 10 - 34 35 and above
Deficit Emerging Established
NWF (NWF-CLS Score)
Not administered during this assessment period.
0 - 4 5 - 12 13 and above
At Risk Some Risk Low Risk
0 - 14 15 - 24 25 and above
At Risk Some Risk Low Risk
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
At Risk Some Risk Low Risk
Not administered during this assessment period.
Not administered during this assessment period.
PSF 0 - 9 10 - 34 35 and above
Deficit Emerging Established
0 - 9 10 - 34 35 and above
Deficit Emerging Established
0 - 9 10 - 34 35 and above
Deficit Emerging Established
NWF-CLS 0 - 12 13 - 23 24 and above
At Risk Some Risk Low Risk
0 - 29 30 - 49 50 and above
Deficit Emerging Established
0 - 29 30 - 49 50 and above
Deficit Emerging Established
ORF Not administered during this assessment period.
0 - 7 8 - 19 20 and above
At Risk Some Risk Low Risk
0 - 19 20 - 39 40 and above
At Risk Some Risk Low Risk
RTF
Not administered during this assessment period.
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
Assessment shows the student ….
Instruction should include… Teacher preparation…
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
Assessment shows the student ….
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
Source: Compiled based on Reading First material and S. Walpole’s work
17
Kindergarten Nonsense Word Fluency
Assessment shows the student ….
Instruction should include… Teacher preparation ….
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
Assessment shows the student ….
Instruction should include… Teacher preparation ….
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
Source: Compiled based on Reading First material and S. Walpole’s work
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
Source: Compiled based on Reading First material and S. Walpole’s work
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
Reteach and review those words, helping each student to generate a personal context
New concepts have been taught in science and social studies
Reteach and review those words, helping each student to generate a personal context
• 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
Source: Compiled based on Reading First material and S. Walpole’s work
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
Assessment shows the student ….
Instruction should include… Teacher preparation…
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
Assessment shows the student ….
Instruction should include… Teacher preparation…
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
Assessment shows the student ….
Instruction should include… Teacher preparation ….
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
Source: Compiled based on Reading First material and S. Walpole’s work
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First Grade or Second Grade Oral Reading Fluency
Assessment shows the student ….
Instruction should include… Teacher preparation ….
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
Source: Compiled based on Reading First material and S. Walpole’s work
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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
Source: Compiled based on Reading First material and S. Walpole’s work