HOW

TO INCREASE READING PROFICIENCY BY ANALYZING AND RESPONDING TO DIBELS DATA

Standar d 1.1.5

Dibels Literacy Stage Measure Initial Sound Hearing rhymes Fluency

Symposium Activity
Concentration Word Sorts Go Fish Word Ladders Making Words Lotto Make-Say-Check Crazy Eights Follow the Path Word Race Say and Sort Round Robin Rhyme I went on a trip and took a .. Whisper Phones PWIM (Picture Word Inductive Model: Ss repeat words after teacher pronounces)

Suggested Additional Activities

Read a rhyming story, then have SS supply rhyme Make a list of actual rhyming words (book, cook, nook) Monster Words: Ss draws a picture from a bag and makes up a nonsense word that rhymes with it (samburger for hamburger) and the other Ss have to guess the word. Ball Toss- Ss stand in circle, Teacher says a word and tosses a ball or beanbag and Ss must say a rhyme and toss it back. Toss to another Ss if he/she cant think of a rhyme.

Hearing words

Hearing syllables

Have Ss find words on the Word Wall that have a specific number of syllables. Pick a word from the Word Wall and say it in syllables and have Ss guess which word it is.

Ss clap the number of words in a sentence. Or move counters to show the number of words Choir Practice: Ss clap, stomp, or cheer words in a sentence. Give the director a baton. As the director points to other Ss they stand to indicate a word. Can be used with syllables, also. When calling Ss by name, (for attendance, centers, etc.), say their names in syllable segments. (Can use their name with a rhyme, also as Barry-Larry.) Deleting syllables: Given compound, and two/three syllable words, the Ss will delete one part or syllable and say the new word. Jumping Syllables: Ss will manipulate syllables to form silly words (mistake to takemis) Use a generic game board. Ss draw a word and move the number of syllables in the word, trying to get to the end first.

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Hearing beginning sound

Which sound is the same in fix, fan, full? Which word does not belong: fix, fan, tiger?

Initial Sound Hearing ending Fluency sounds

1.1.4

Phonemic Segmentatio n Fluency

Segmenting initial sounds in words

Segmenting individual sounds in words

Blending initial sounds in words

Rhyming Song: Anna, Anna, Bo Banna.. Listen for a particular sound such as /t/ in cat, tap, and stop. Make a bar graph with three columns, Beginning, Middle, End. Color the appropriate space on the graph for each word. Review the concept of same & different. Give word pairs whose initial sounds differ, then add same initial sound words. Have Ss indicate which are same, and which are different. Progress to differing ending, and medial sounds. Elkonin Boxes: Ss manipulate cereal, candy, tokens and3 or 4 square grid: How many phonemes do you hear? Bring down the correct number. Teacher gives a word, Ss counts and writes number of phonemes on plate, or uses body to show segments (ex., wrist, elbow, shoulder) Select a known word and using all consonants in consecutive order, have Ss read the new word, such as fish, bish, cish, dish, etc. Distinguish between real and nonsense words. Write the real words on the board.

Smiley Face phonemes: Ss place one smiley face sticker on their thumbs and listen for a specific sound in initial, ending, medial, position, holding up their thumbs to respond. Which are the Same?: Begin w/set of three pairs of 6 picture cards, stretch out the names of each card and tell Ss two that start alike. Move those off to the side. Continue matching w/Ss identifying matching beginning sounds or Ss have a green and red counter. Give two words and if the initial sound is the same, they hold up the green counter, different, red. Which Word is Different? Ss will be given three words and will identify the one that has a different ending sound. It begins with a /b/ and ends with an /ox/ Put them together and you have ______! Picture card sort by final consonant. Have Ss sort cards by ending sounds R, N,T, D. Song: There was a teacher had a pet, and cat was his name-o. /c/-/c/-/c/-at, /c/-/c/-/c/-at, /c/-/c/-/c/-at, and cat was his name-o. (dog, rabbit, horse, gerbil, pig, etc.)

Popcorn: Show a picture card and first S on left stand and says the first sound in picture and then quickly sits. Next student stands and says next sound quickly, sits. Continue like popcorn popping. Assign a sound/letter to a team of two. They search for objects in the classroom (or newspaper or magazine) whose names contain their sound/letter.

Beginning and End: (Ss draw a picture card that no one else can see and say the onset and rime and other Ss guess the word.) Ss each have a cluster/digraph card. Display a phonogram and each Ss who can combine and form a word comes to the front of the class. They are members of that phonograms family.

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Blending individual sounds in words Substituting sounds to make new words 1.1.1 Letter Naming Fluency Identifying letters

Use sentences and have Ss blend the last word: I like to eat m-ea-t. The weather today is s-u-nn-y.

What is smile without the /s/? What word do you make if you add /s/ to park? What if we change the /b/ in bug to /h/? Dual coding Word Wall Alphabet Books Alphabet Concentration

1.1.2, 1.1.6

Matching sounds and letters

Be the Sound: Ss select a magnetic letter when teacher calls out a sound and puts it on his own magnetic surface. Ss line up with letters to build a word.

1.1.6

Nonsense Word Fluency

Identifying initial consonant, vowel, ending consonant

Make, Say, Check, Mix Sheet Brand Name Phonics Be a Mind Reader (with Word Wall)

Blending Sounds Together: Ss draw a picture card that no one else can see and say each sound in the word. Other Ss guess the word. Oral Riddles: Give a word like ink. Ask Ss, If you add /p/ you make ____?? Make more riddles and have Ss draw pictures to go with their riddles. Phoneme Shuffle: Plastic bag with 4-5 learned letter sounds which Ss manipulates to form words you dictate. (This is a phonics activity). Oral Riddles: Give a word like pig and say, If you take away the /p/ and add a /b/ you make big. Give more riddles to solve. What Letter Am I? (Given a letter sound, Ss will write the letter that makes that sound.) Slap Cards: (Ss places a card on a pile in the center of a table and says the name of the letter on the card. When a Ss places a vowel on the pile, all students slap the pile. The Ss whose hand is on the bottom takes the pile.) Alphabet Partners: Divide class in half, giving half upper and half lower case letters, then have them find their match. A Little Math: Use a Venn Diagram w/Ss working in pairs to sort the letters of their names by those shared and those not shared. Practicing the Shape: When given a sound, SS practice writing the letter in the air, on their desks, and on partners hand, arm or back Sound Bingo Teacher says the sound and Ss covers the letter on the card. Zipped plastic bags containing hair gel colored w/food coloring that SS can form letters with by writing on the outside of the bag Alphabet cereal sort Provide a set of word cards, each containing a decodable word. One Ss provides clues for his partner to figure out the word as in the game Password. My word begins with s. It has three letters, and it is in the sky. Rainbow letters: Ss write a high-frequency word and trace over the letters, one by one, with different colors, using at least five different colors.

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Blending initial consonant, vowel, ending consonant Applying short vowel pattern,

Names Test (diagnostic)

Applying r- controlled vowel pattern

1.2.5

Lessons from First Hand Phonics, for ex., have Ss match picture cards of words that have the same short vowel sound: fish and pig, dog and clock. Lessons from First Hand Phonics, for ex., use the Words Around the Room sheet to note words with r-controlled vowels. Word Wall Grade Level Sight Word Tests Pyramid Reading with Scissors

Tic-Tac-Read: (Laminated Tic-Tac board, Ss picks a word from the stack and reads it) I Know These Words! Ss take turns turning over a word card. If they can read it, they keep the card for the remainder of the game and then record the words they know on a chart. And the Word is(two sets of cards, one onset, one rime with short vowels. Ss pick a top card from each pile, puts the two together and reads the word.)

Write r-controlled vowel words using two colors of crayons, one color for the vowel and r and the other color for the rest of the word. Ex. Her first nurse works early.

Oral Reading Fluency

Sight Words

1.2.4 & 1.2.5

Phrased Reading

1.2.2

Punctuation Expression & Intonation

1.2.3

Phrasing Pyramids Phrase-cued text: Fluency phrase card games (bean bag toss at shower curtain liner, around the world, /spill a phrase card, Tic Tac Toe, Musical Words, Bang, Hangman) Super Signals Alphabet Conversation Partner Readers Theatre Oral Alliteration (Peter Piper) Say It Like The Character

High Frequency Box Ask a volunteer to select a sight word from the box, spell the word aloud, read it, and use it in a sentence. Rest of class says the letters aloud as they write it. Do this several times during the day and read the sight words daily and weekly from the pocket chart where they are displayed. Read a story (pattern book, big book?) containing the specific sight words. Each time you say a sight word, Ss raise their sight word cards. Ss sort sight words by categories (numbers, action words, size words, etc.) Model and have Ss imitate phrasing as: This is a candle / on a cake / on a plate / on a table.

Give examples of punctuation that influences meaning: Jake, my puppy is sick and Jake, my puppy, is sick. Have older Ss practice easy books that can be read to younger students.

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1.2.6

Rate/Pacing/ Extending Fluency Growth

Antiphonal reading, Choral reading, Echo Reading Fluency Development Lesson Teacher reads to students. Students discuss selection and expression. Students chorally read. Students read as partners.

Assisted Reading Teacher reads orally with one or more students Paired/Buddy Reading Capable reader reads with one student Plays for Two (Readers Theatre for only TWO readers)

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