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Linking The Learning Dibels Activities[1]
- 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! Where are you now with your implementation of DIBELS-related activities?1
- 2. 2Linking the Learning for ALL StudentsUsingDIBELSto Put the Learning Puzzle TogetherAugust 18, 2009
- 3. Linkingthe Learning3Why are we administering DIBELS?How is DIBELS Linked to Imagine It?How do I create meaningful activities that sustain & provide repeated practice?
- 5. Why do we administer DIBELS in Kindergarten?5
- 7. Accurate
- 8. Immediate, concise data
- 11. Creates reading groups
- 13. Linked to “Big 5”
- 14. Predictor of reading successLet’s reflect on what we know and remember about each assessment… 7
- 15. What DIBELS measures are administered in K?8
- 17. Let’s take a closer look at essential reading components and the links to Imagine It.10
- 18. Linking the LearningLetter 11
- 19. What do you know about Letter Knowledge as it relates to LNF?12
- 20. Letter KnowledgeAbility to recognize letter shapes and then connect these shapes to letter namesAbility to name the letters and ultimately know their soundsAbility to form the letters13
- 21. Letter CharacteristicsVisually similar: n, hPhonologically similar: m & nVisually and phonologically similar: p, d, b14
- 22. Why teach Letter Knowledge?15
- 23. Why? Letter Knowledge “Knowing letter names provides a springboard for learning and remembering letter-sound relationships.”16
- 24. What does research say aboutLetter Knowledge?17
- 25. 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
- 26. Linking the LearningPhonological Awareness 19
- 27. What do you know about Phonological Awareness & Phonemic Awareness?20
- 28. Phonological Awareness & Phonemic AwarenessPhonological 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 AwarenessPhonemic Awareness≠21
- 29. Phonological AwarenessPhonological Awarenesssyllable awarenessword awarenessPhoneme awarenessonset-rime awareness22
- 30. Why teach Phonological Awareness?23
- 31. Why? Phonemic AwarenessIt 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 readingRequires 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
- 32. What Does the Lack of Phonemic Awareness Look Like? 25Children lacking phonemic awareness skills cannot: group words with similar and dissimilar sounds (mat, mug, sun)
- 33. blend and split words (f oot)
- 34. blend sounds into words (m_a_n)
- 35. segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/ , /i/, /sh/)
- 36. detect and manipulate sounds within words (change r in run to s). Phonemic Awareness Proficiency26
- 37. Does phonemic awareness instruction improve reading?YES, YES, YES!27
- 38. Using your Imagine It cards, take a few minutes & look for PA activities.28
- 40. Now let’s move on to phonics!30
- 41. What do you know about Phonics?31
- 42. What is Phonics?It is the pairing of a sound with the letter or letters (graphemes) that represent that soundThis pairing is also called sound/symbol correspondence32
- 44. Why Teach Phonics?Phonics helps all learnersGood readers spell better with phonics instructionMany children, even good readers, read more effectively with explicit, systematic phonics instructionPhonetic knowledge is especially important for beginning readers, poor readers, or “at risk” students34
- 45. What Does the Lack of Alphabetic Understanding Look Like? 35Children who lack alphabetic understanding cannot:Understand that words are composed of letters.
- 46. Associate an alphabetic character (i.e., letter) with its corresponding phoneme or sound.
- 47. 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/).
- 48. Blend letter-sound correspondences to identify decodable words.
- 49. Use knowledge of letter-sound correspondences to identify words in which letters represent their most common sound.
- 50. Identify and manipulate letter-sound correspondences within words.
- 51. Read pseudowords (e.g., "tup", with reasonable speed). Alphabetic Principle36
- 52. Are phonemic awareness & phonics the same?37
- 53. Phonemic Awareness and PhonicsPhonemic awareness instruction focuses students’ attention on the sounds of spoken wordsPhonemic awareness instruction helps students make the connection between letters and soundsDuring reading and spelling activities, students begin to combine their knowledge of phonemic awareness and phonics38Phonemic Awareness≠Phonics
- 54. Examples of Tasks Illustrating Alphabetic Understanding39Letter-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?
- 55. Using your Imagine It cards, take a few minutes & look for phonics examples.40
- 57. How can I create meaningful activities that link to DIBELS assessments?42
- 58. 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
- 59. 44
- 60. 45
- 61. 46
- 62. How do I effectively sustain students during workstations?47
- 63. 48Let’s look at some activities together!
- 64. Linkingthe Learningto the Web49www.fcrr.org Disaggregated activities through each DIBELS subtest Empowering teachers linkwww.texasreading.orgwww.free-reading.net
- 65. Letter Naming FluencyAlphabet BordersLetter CardsAlphabet ArcClip-a-LetterSorting LettersPasta Names Poetry PenAlphabet Memory GameAlphabet Tiles Name SortLettercritterHungry Letter MouseTap Stack50
- 66. Initial Sound FluencyOne Card OutAlliteration ActionPopular PalsSilly Sentence Big BookQuick PickSound TrainPack-a-BackpackPhoneme Go FishSound 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 Quest51
- 67. Phoneme Segmentation FluencyQuick PickRime HouseSound DetectiveGuessing GamePhoneme PhotosPhoneme HopscotchThe Sound GameSound SpinTreasure ChestPicture SlideDrop and SayName ChangesPhonemes PhonesName that SoundPhoneme FeudPhoneme Closed SortSay and Slide Phonemes52
- 68. 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 BlendingPhonics PhonesLetter Cube BlendingDraw a card word gameSpin-A-WordSay and Write LettersCarpet Square WordsMake A WordClothespin Word LineSegmenting TrainBrown Bag ItPhoto ChartLetter-Sound Place Charts53
- 69. Let’s reflect on what we learned about each assessment… 54
Editor's Notes
- #2: Need chartNeed stickiesNeed markers
- #3: Introductions Welcome to Linking the Learning for ALL studentsThe purpose of today’s session is to revisit the DIBELS assessment in order to ensure we are all on the same page in understanding why we are using this assessment, understanding which measures link to the big 5, and ensuring that we all understand which activities go with phonemic awareness and phonics.
- #4: When you leave our session today, we hope you can answer each of these questions.
- #5: Let’s begin with our first link…
- #6: Turn and talk
- #8: ChartsAt your table group discuss what you already know or think you know about each of the dibels measures (initial sound fluency, letter naming fluency, phoneme segmentation fluency, and nonsense word fluency)Chart what you want to know?Use the charting sheet at the table and select a person as the recorder and one as the presenter.
- #9: Turn and talk
- #11: What is phonemic awareness?Discuss and share
- #13: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #16: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #18: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #21: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #24: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #26: Turn and talk before giving answers
- #27: Turn and talk. Make sure everyone has a clear definition of PA. Make sure everyone can articulate that PA and phonics are not the same. Have each group come up with an example of a PA activity (quick).
- #28: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #29: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #32: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #34: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #38: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #41: Have conversation at tableHow do you promote print awareness in your classroom?Print rich environmentProvide plenty of read aloud experiencesEmbed print referencing cues in shared reading
- #42: Let’s begin with our first link…
- #45: Self-check
- #46: Self-check
- #47: Include a student-friendly graphing chart.Include self-checking.
- #49: Use the example task cards to help you create student friendly tasks from the fcrr activities.Include the following:Student friendly – use pictures to represent the taskScaffold if possibleLink it to appropriate textWork with a partner or your table group to create a task card from letter naming fluency, phonological awareness, and phonics.
- #55: Charts