All students at our school are screened for reading difficulties three times a year using the Dynamic

Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify

students who may need extra help in learning the skills needed to become a strong reader. Your child’s

performance on this assessment follows:

Kindergarten

Fall Winter Spring

First Sound Fluency _______ (10) _______ (30)

Letter Naming Fluency _______ _______ _______

Phoneme Segmentation Fluency _______ (20) _______ (40)

Nonsense Word Fluency _______ (17) _______ (28)

Composite Score _______ (26) _______ (122) _______ (119)

Instructional

Recommendations

Your child is on track to becoming a strong reader

Your child may need some extra help with basic reading skills

The results of this assessment indicate: Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

First Sound Fluency (FSF)

The understanding that words are made up of separate sounds is called “phonemic awareness.” Phonemic awareness is a critical

skill in learning to read. The FSF subtest assesses your child’s ability to isolate the beginning sounds in words. Your child is given a

word and asked to say the first sound in the word (“What is the first sound you hear in the word ‘man’?” Child “/m/”).

Letter Naming Fluency (LNF)

On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your

child names correctly in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement,

studies have demonstrated that it is possible for children to learn letter-sound correspondence without naming letters. Therefore,

naming letters is not a powerful instructional target and benchmark goals are not provided.

Phoneme Segmentation Fluency (PSF)

Understanding that spoken words can be broken down into individual sounds and then blended back together to form a word is an

important skill in learning to read and write. On the PSF assessment, your child is given a spoken word and asked to say each sound

in the word (“Tell me the sounds in the word ‘mop’?” “Child: /m/ /o/ /p/”).

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF

assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is

given credit for each correct sound and added credit if he/she reads the word without saying each individual sound. Nonsense words

are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading proficiency.

Visit www.blog.maketaketeach.com for kindergarten reading activities!

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com for first grade reading activities!

All students at our school are screened for reading difficulties three times a year using the Dynamic

Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify

students who may need extra help in learning the skills needed to become a strong reader. Your child’s

performance on this assessment follows:

First Grade

Your child is on track to becoming a strong reader

Your child may need some extra help with basic reading skills

The results of this assessment indicate:

Fall Winter Spring

Letter Naming Fluency _______

Phoneme Segmentation Fluency _______ (40)

Nonsense Word Fluency CLS: ______ (27)

WWR: ______ (1)

CLS: ______ (43)

WWR: ______ (8)

CLS: ______ (58)

WWR: ______ (13)

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (23)

Accuracy: _____ (78%)

WC: ______ (47)

Accuracy: _____ (90%)

Composite Score _______ (113) _______ (130) _______ (155)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Letter Naming Fluency (LNF)

On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your child names correctly

in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement, studies have demonstrated that it is

possible for children to learn letter-sound correspondence without naming letters. Therefore, naming letters is not a powerful instructional target and

benchmark goals are not provided.

Phoneme Segmentation Fluency (PSF)

Understanding that spoken words can be broken down into individual sounds and then blended back together to form a word is an important skill in

learning to read and write. On the PSF assessment, your child is given a spoken word and asked to say each sound in the word (“Tell me the sounds

in the word ‘mop’?” “Child: /m/ /o/ /p/”).

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF assessment, your child

is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is given credit for each correct sound

(Correct Letter Sound– CLS) and added credit if he/she reads the word without saying each individual sound (Whole Words Read– WWR). Nonsense

words are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and then asked to retell what was

read. The teacher will calculate the words read correctly (Words Correct– WC), your child’s accuracy rate, and the number of words your child uses to

appropriately retell what was read. Retelling the story or text is important because it gives the teacher an indication if your child not only can read the

words, but can understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on this assessment.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading proficiency.

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Second Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

Nonsense Word Fluency CLS: ______ (54)

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (52)

Accuracy: _____ (90%)

Retell: ______ (16)

WC: ______ (72)

Accuracy: _____ (96%)

Retell: ______ (21)

Quality/Retell: _____(2)

WC: ______ (87)

Accuracy: _____ (97%)

Retell: ______ (27)

Quality/Retell: _____(2)

Composite Score _______ (141) _______ (190) _______ (238)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the

NWF assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the

word. Your child is given credit for each correct sound (Correct Letter Sound– CLS) and added credit if he/she simply

reads the word without saying each individual sound (Whole Words Read– WWR). Nonsense words are used so that

the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your

child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story

or text is important because it gives the teacher an indication if your child not only can read the words, but can

understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on

this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3

or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it

provides helpful information for instruction.

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Third Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (70)

Accuracy: _____ (95%)

Retell: ______ (20)

Quality/Retell: _____(2)

WC: ______ (86)

Accuracy: _____ (96%)

Retell: ______ (26)

Quality/Retell: _____(2)

WC: ______ (100)

Accuracy: _____ (97%)

Retell: ______ (30)

Quality/Retell: _____(3)

DAZE _______ (8) _______ (11) _______ (19)

Composite Score _______ (220) _______ (285) _______ (330)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your

child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story

or text is important because it gives the teacher an indication if your child not only can read the words, but can

understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on

this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3

or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it

provides helpful information for instruction.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Credit is given for each correct answer.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading

proficiency.

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your

child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story

or text is important because it gives the teacher an indication if your child not only can read the words, but can

understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on

this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3

or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it

provides helpful information for instruction.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Credit is given for each correct answer.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading

proficiency.

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Fourth Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (90)

Accuracy: _____ (96%)

Retell: ______ (27)

Quality/Retell: _____(2)

WC: ______ (103)

Accuracy: _____ (97%)

Retell: ______ (30)

Quality/Retell: _____(2)

WC: ______ (115)

Accuracy: _____ (98%)

Retell: ______ (33)

Quality/Retell: _____(3)

DAZE _______ (15) _______ (17) _______ (24)

Composite Score _______ (290) _______ (330) _______ (391)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your

child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story

or text is important because it gives the teacher an indication if your child not only can read the words, but can

understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on

this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3

or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it

provides helpful information for instruction.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Credit is given for each correct answer.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading

proficiency.

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Fifth Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (111)

Accuracy: _____ (98%)

Retell: ______ (33)

Quality/Retell: _____(2)

WC: ______ (120)

Accuracy: _____ (98%)

Retell: ______ (36)

Quality/Retell: _____(3)

WC: ______ (130)

Accuracy: _____ (99%)

Retell: ______ (36)

Quality/Retell: _____(3)

DAZE _______ (18) _______ (20) _______ (24)

Composite Score _______ (357) _______ (372) _______ (415)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your

child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story

or text is important because it gives the teacher an indication if your child not only can read the words, but can

understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on

this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3

or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it

provides helpful information for instruction.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Credit is given for each correct answer.

Composite Score

The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading

proficiency.

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Sixth Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (107)

Accuracy: _____ (97%)

Retell: ______ (27)

Quality/Retell: _____(2)

WC: ______ (109)

Accuracy: _____ (97%)

Retell: ______ (29)

Quality/Retell: _____(2)

WC: ______ (120)

Accuracy: _____ (98%)

Retell: ______ (32)

Quality/Retell: _____(3)

DAZE _______ (18) _______ (19) _______ (21)

Composite Score _______ (344) _______ (358) _______ (380)

Instructional

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.