what is dibels and how can i help my child do better on ... · how can i help my child do better on...

What is DIBELS and how can I help my child do better on DIBELS?

Presented by Belinda CliftTitle I Reading SpecialistSanta Fe Elem, Moore OK

Oct 11th, 2007

DIBELS

DIBELS stands forD DynamicI Indicators ofB BasicE EarlyL LiteracyS Skills

DIBELS tests five reading skills

Phonemic Awareness – Hearing and using sounds in spoken words

Alphabetic Principle – Knowing the sounds of the letters and sounding out written words

Accurate and Fluent Reading – Reading stories and other materials easily and quickly with few mistakes

Vocabulary – Understanding and using a variety of words

Comprehension - Understanding what is spoken or read

DIBELS is made up of 7 short individual tests called subtests.

Reading Skill DIBELS MeasurePhonological Awareness Initial Sounds Fluency

Phonemic Segmentation FluencyAlphabetic Principle Letter Naming Fluency

Nonsense Word Fluency Fluency and Accuracy Oral Reading Fluency Vocabulary Word Use FluencyComprehension Retell Fluency

Moore Public SchoolsSchedule of District DIBELS Benchmark Assessments

InitialSound

Fluency

LetterNamingFluency

Phoneme Segmentation

Fluency

Nonsense Work

Fluency

OralReading Fluency

RetellFluency

Word Use Fluency

Benchmark 1

Fall

Kdg Kdg1st Grade 1st Grade 1st Grade

2nd Grade 2nd Grade3rd Grade

2nd Grade3rd Grade

Kdg1st Grade2nd Grade3rd Grade

Benchmark 2

Winter

Kdg Kdg Kdg1st Grade

Kdg1st Grade 1st Grade

2nd Grade3rd Grade

1st Grade2nd Grade3rd Grade

Kdg1st Grade2nd Grade3rd Grade

Benchmark 3

Spring

Kdg Kdg1st Grade

Kdg1st Grade 1st Grade

2nd Grade3rd Grade

1st Grade2nd Grade3rd Grade

Kdg1st Grade2nd Grade3rd Grade

Initial Sound Fluency

This is mouse, flowers, pillow, lettersWhich picture begins with /fl/?Which picture begins with /m/?Which picture begins with /p/?What sound does letters start with?

Initial Sound Activities

Gather objects from around the house and lay them out where your child can see them. Make a letter sound and have your child find the object that begins with that sound.Play “I Spy” – I spy something that starts with /m/.

Letter Naming FluencyHere are some letters. Tell me

the names of as many letters as you can. When I say 'begin', start here (point to first letter in upper left hand corner), and go across the page (point). Point to each letter and tell me the name of that letter. Try to name each letter. If you come to a letter you don't know, I'll tell it to you.

Letter Naming Activities

Sing the AlphabetSinging the Alphabet Song at various speeds – slow, normal, and fast. Have child touch each letter as you sing the song.Singing only part of the alphabet song.Singing the alphabet song to other tunes.

Mary Had a Little LambABCDEFG

HIJKLM

NOPQRSTUVWXYZ

Old McDonald Had a FarmABCDEFG

HIJKLMNOPQRST

UVWXYX

Letter Naming Activities

Alphabet Arc – Child places matching letters on mat naming the letters as they place it. (Goal – 2 min.)Matching Uppercase and Lowercase – use a deck of cards with upper and lower case lettersLetter Sequence – Child puts the letters from the deck in ABC order. Then checks by touching and naming each letter, starting with A and moving to Z. (Goal 2 minutes)Flashcards

Phoneme Segmentation Fluency

I am going to say a word. After I say it, youtell me all the sounds in the word. So, if I say'Sam', You would say

/s/ /a/ /m/. Lets try one."Tell me the sounds in'mop'.

Phoneme Segmentation Activities

Head, Waist, Toes – Child practices segmenting phonemes (sounds) by touching their head for the 1st sound, waist for the middle sound, and toes for the final sound in a word.Say It and Move It – Child moves an object while saying each sound.

Nonsense Word Fluency

Here are some make-believe words (point to the student probe) Start here (point to the first word) and go across the page (point across the page). When I say "begin", read the words the best you can.

Nonsense Word Activities

Touch and Say – Parent spells a real or nonsense word with alphabet cards. Child touches each letter and says the sound at the same time he touches the letter. Child then blends the sounds into a word, moving his finger across the word from left to right.Sound Word Deck – Divide alphabet deck into 3 decks – ½ consonants vowels ½ consonants. Flip cards from 3 decks one card at a time while child reads the word.

Oral Reading FluencyRetell Fluency

Oral - Please read this outloud. If you get stuck, I willtell you the word so you cankeep reading. When I say "stop",I may ask you to tell me aboutwhat you read, so do your bestreading.Retell - Please tell me all aboutwhat you just read. Try to tellme everything you can.

Oral Reading Activities

Repeated Oral Readings – Child reads the same story orally several times.Audio Taped Stories – Child listens to a taped recording of a story while reading aloud along with the text.Echo Reading – Parent reads a section of a passage with appropriate phrasing and expression, followed by child echoing it as they read the passage.

Retelling Activities

Talk to your child about his day. Ask him to tell what he did all day, what did he have for lunch, etc. Always ask “Is that all? What else do you remember?”When you read a story together ask your child to tell you what happened in the story. Keep prompting for more information. If she leaves out something, ask “What about . . .?”Remember – retelling is the facts from the story, not their reactions or predictions!

Word Use FluencyListen to me use a word in a sentence, "green". The grass is green. Here is another word, "jump". I like to jump rope. Your turn to use a word in a sentence,"rabbit".

ExamplesI threw the stone in the water. – score 7Something that is round and hard. – score 6Don’t throw stones. – score 3I like to throw stones in the morning and I especially like to throw stones when we go fishing. - score 19I like to eat stones for lunch. -score 0

Word Use Activities

Talk to your child often. Don’t be afraid to use big words.Read to your child every day!When you come across words you think your child may not know when reading with them, stop and ask them if they know what the word means. Ask them if they can use it in a sentence.Encourage your child to speak in complete sentences.