linking the learning dibels activities[1]

Where are you now with your

implementation of DIBELS-related

activities?

1

As you enter the room:

1. Find the 1-10 continuum chart.

2. Rate yourself, with 10 being “high”, in using DIBELS-related activities in your classroom.

3. Place a stickie where your score should be. Be honest!

2

Linking the Learning for ALL

Students

Using DIBELS to Put the Learning Puzzle

Together

August 18, 2009

Linking the Learning

3

How do I create

meaningful activities that

sustain & provide repeated

practice?

How is DIBELS Linked to Imagine It?

Why are we administering

DIBELS?

Linking the Learning

DIBELS

4

Why do we administer DIBELS in Kindergarten?

5

6

DIBELS • Streamlined• Accurate• Immediate, concise data• Benchmark measures• Progress monitors• Creates reading groups• Nationally normed• Linked to “Big 5”• Predictor of reading success

Let’s reflect on what we know and remember about each

assessment… Measure K W L

ISF

LNF

PSF

NWF

7

What DIBELS measures are administered in K?

8

GRADE DIBELS MEASURE

READING COMPONEN

TASSESSED

K

Initial Sounds, Phoneme Segmentation

Letter Naming

Nonsense Words Fluency

Phonemic Awareness

Phonics

Let’s take a closer look at essential reading components and the links to Imagine It.

10

Linking the Learning

Letter

11

What do you know about Letter

Knowledge as it relates to LNF?

12

Letter Knowledge

• Ability to recognize letter shapes and then connect these shapes to letter names

• Ability to name the letters and ultimately know their sounds

• Ability to form the letters

13

Letter Characteristics

• Visually similar: n, h

• Phonologically similar: m & n

• Visually and phonologically similar: p, d, b

14

Why teach Letter Knowledge?

15

Why? Letter Knowledge

“Knowing letter names provides a springboard for learning and remembering letter-sound relationships.”

16

What does research say about

Letter Knowledge?

17

Research findings…

• A child’s ability to identify the letters of the alphabet by name is one of the best predictors of how readily he or she will learn to read.

• Reading depends first and foremost on visual letter recognition.

• Kindergarten letter identification is almost as successful at predicting later reading skill as an entire reading readiness test.

18

Linking the Learning

Phonological Awareness

19

What do you know about Phonological Awareness & Phonemic Awareness?

20

Phonological Awareness & Phonemic Awareness

21

• Phonological awareness is an umbrella term that incorporates phonemic awareness.

• Includes awareness that sentences are made up of words, words can be broken into parts or syllables, and ending parts of words can rhyme.

• Phonemic awareness focuses on the individual sounds of words. It is the awareness that words are made up of a series of individual sounds.

Phonological Awareness

PHONEMIC AWARENESS≠

Phonological Awareness

22

Phonological Awareness

word awareness

syllable awareness

onset-rime awareness

Phoneme awareness

Why teach Phonological Awareness?

23

Why? Phonemic Awareness

• It is necessary in learning to read and spell the English language because English is alphabetic.– Sounds correlate with letters to make words.

• Research has demonstrated a strong link between phonemic awareness and beginning reading

• Requires readers to notice how letters represent sounds. It primes readers for print.

• It gives readers a way to approach sounding out and reading new words.

• It helps readers understand the alphabetic principle (that the letters in words are systematically represented by sounds).

24

What Does the Lack of Phonemic Awareness Look Like?

25

Children lacking phonemic awareness skills cannot:

• group words with similar and dissimilar sounds (mat, mug, sun)

• blend and split words (f oot) • blend sounds into words (m_a_n) • segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/)

• detect and manipulate sounds within words (change r in run to s).

Phonemic Awareness Proficiency

26

What Teachers Should Know What Teachers Should Be Able to Do

•Definition of phonemic awareness (PA) •The relation of phonemic awareness to early reading skills •The developmental continuum of phonemic awareness skills. •Which phonemic awareness skills are more important and when they should be taught. •Features of phonemes and tasks that influence task difficulty.

•Terminology (phoneme, PA, continuous sound, onset-rime, segmentation)

•Assess PA and diagnose difficulties

•Produce speech sounds accurately.

•Use a developmental continuum to select/design PA instruction •Select examples according to complexity of skills, phonemes, word types, and learner experience •Model and deliver PA lessons •Link PA to reading and spelling •Evaluate the design of instructional materials

Does phonemic awareness instruction

improve reading?

27

YES, YES, YES!

Using your Imagine It cards, take a few

minutes & look for PA activities.

28

Linking the Learning

Phonics

29

Now let’s move on to phonics!

30

What do you know about Phonics?

31

What is Phonics?

• It is the pairing of a sound with the letter or letters (graphemes) that represent that sound

• This pairing is also called sound/symbol correspondence

32

Why teach Phonics?

33

Why Teach Phonics?

• Phonics helps all learners

• Good readers spell better with phonics instruction

• Many children, even good readers, read more effectively with explicit, systematic phonics instruction

• Phonetic knowledge is especially important for beginning readers, poor readers, or “at risk” students

34

What Does the Lack of Alphabetic Understanding Look Like?

35

Children who lack alphabetic understanding cannot:

• Understand that words are composed of letters.• Associate an alphabetic character (i.e., letter)

with its corresponding phoneme or sound.

• Identify a word based on a sequence of letter-sound correspondences (e.g., that "mat" is made up of three letter-sound correspondences /m/ /a/ /t/).

• Blend letter-sound correspondences to identify decodable words.

• Use knowledge of letter-sound correspondences to identify words in which letters represent their most common sound.

• Identify and manipulate letter-sound correspondences within words.

• Read pseudowords (e.g., "tup", with reasonable speed).

Alphabetic Principle

36

What Teachers Should Know

What Teachers Should Be Able to Do

• Components and definition of alphabetic principle/phonics. • The relation of phonemic awareness & decoding. • The critical stages in learning to decode words. • Critical differences between regular and irregular words. • Terminology (phonics, graphemes, decoding, encoding, etc.)

• Sequence letter-sound correspondences to enhance word recognition. • Assess & diagnose decoding skills. • Select examples according to complexity of word type and letter sounds. • Explicitly teach letter sounds, blending, sight word, and connected text reading. • Give corrective feedback. • Evaluate design of materials.

Are phonemic awareness & phonics

the same?

37

Phonemic Awareness and Phonics

• Phonemic awareness instruction focuses students’ attention on the sounds of spoken words

• Phonemic awareness instruction helps students make the connection between letters and sounds

• During reading and spelling activities, students begin to combine their knowledge of phonemic awareness and phonics

38

Phonemic Awareness PHONICS≠

Examples of Tasks Illustrating Alphabetic

Understanding

39

Letter-sound associations: What is the sound of this letter? Sound Blending: Blend the sounds of these letters to make a word /mmm aaa nnn/. Segmenting: What sounds do you hear in this word? Manipulating letter-sound correspondences in words: What word would you have if you change the /n/ in /nap/ to /l/? Reading pseudowords: What is this word, mip? Word identification: What is this word, map?

Using your Imagine It cards, take a few

minutes & look for phonics examples.

40

Linking the Learning

Activities

41

How can I create meaningful activities that link to DIBELS assessments?

42

Scaffolded Activities Differentiated for All Students Let’s take a look at a

Letter Naming Fluency activity that can be supported for all learners in your room.

43

44

1. Put the Alphabet Arc

and the letters on the rug.

2. Take a letter, say it ("p") ,

and put it on the Alphabet Arc.

3. Do this with all of the letters.

4. Check your work with your friend.

45

1.Put the new Alphabet Arc

and the letters on the rug.

2. Take a letter, say it ("p") ,

and put it on the Alphabet Arc.

3. Do this with all of the letters. Get your friend to help you say the ABC’s!

4. Check your work with your friend.

46

1. Put the new Alphabet Arc

and the letters on the rug. Now, get the timer.

Tell your friend to set it for one minute!

2. Take the letters and put them on the Alphabet Arc quickly! 3. When the timer stops, count

the number of letters you put on

the Alphabet Arc. Write the

number with your friend. Make a

better score next time!

How do I effectively sustain students during workstations?

47

48

Let’s look at some activities together!

Linking the Learningto the Web

49

www.fcrr.o

rg

• Disaggregated

activitie

s

through

each DIBELS

subtest

Empowering

teachers link

www.free-reading.net

www.texasreading.o

rg

50

Alphabet BordersLetter CardsAlphabet ArcClip-a-LetterSorting LettersPasta Names Poetry PenAlphabet Memory GameAlphabet Tiles Name SortLettercritterHungry Letter MouseTap Stack

Letter Naming Fluency

51

One Card OutAlliteration ActionPopular PalsSilly Sentence Big BookQuick PickSound TrainPack-a-BackpackPhoneme Go Fish

Sound Snacker-Sound SmackerPhoneme DominoesSound It-Bag ItFinal Sound Match UpSound PieSound BagsSound Pictures and Picture PuzzlesSee it-Sound ItThe Last Sound Is…Move and TellSound Quest

Initial Sound Fluency

52

Quick PickRime HouseSound DetectiveGuessing GamePhoneme PhotosPhoneme HopscotchThe Sound GameSound SpinTreasure ChestPicture SlideDrop and SayName Changes

Phonemes PhonesName that SoundPhoneme FeudPhoneme Closed SortSay and Slide Phonemes

Phoneme Segmentation Fluency

53

Phonics PhonesLetter Cube BlendingDraw a card word gameSpin-A-WordSay and Write LettersCarpet Square WordsMake A WordClothespin Word LineSegmenting TrainBrown Bag ItPhoto ChartLetter-Sound Place Charts

Nonsense Word FluencyWords Around Us Memory Letter-Sound DominoesLetter BagLetter-Sound PyramidLetter-Sound Folder SortLetter-Sound MobileLetter-Sound BingoMedial Phoneme SpinWhere’s That Sound?Letter-Sound MatchOnset and Rime SlidPicture the WordSay It NowRime Closed SortWord SwatChange-a-WordWord Roll-a-GameWord Maker Game Vowel Stars Word Steps Letter Cube Blending

Let’s reflect on what we learned about each

assessment… Measure K W L

ISF

LNF

PSF

NWF

54