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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. 2 Linking the Learning for ALL Students UsingDIBELSto Put the Learning Puzzle Together August 18, 2009
3. Linkingthe Learning 3 Why are we administering DIBELS? How is DIBELS Linked to Imagine It? How do I create meaningful activities that sustain & provide repeated practice?
19. What do you know about Letter Knowledge as it relates to LNF? 12
20. 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
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
27. What do you know about Phonological Awareness & Phonemic Awareness? 20
28. Phonological Awareness & Phonemic Awareness 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 ≠ 21
31. 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
42. 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
44. 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
45.
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/).
53. 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
54. 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?
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
65. Letter Naming Fluency Alphabet Borders Letter Cards Alphabet Arc Clip-a-Letter Sorting Letters Pasta Names Poetry Pen Alphabet Memory Game Alphabet Tiles Name Sort Lettercritter Hungry Letter Mouse Tap Stack 50
66. Initial Sound Fluency One Card Out Alliteration Action Popular Pals Silly Sentence Big Book Quick Pick Sound Train Pack-a-Backpack Phoneme Go Fish Sound Snacker-Sound Smacker Phoneme Dominoes Sound It-Bag It Final Sound Match Up Sound Pie Sound Bags Sound Pictures and Picture Puzzles See it-Sound It The Last Sound Is… Move and Tell Sound Quest 51
67. Phoneme Segmentation Fluency Quick Pick Rime House Sound Detective Guessing Game Phoneme Photos Phoneme Hopscotch The Sound Game Sound Spin Treasure Chest Picture Slide Drop and Say Name Changes Phonemes Phones Name that Sound Phoneme Feud Phoneme Closed Sort Say and Slide Phonemes 52
68. Nonsense Word Fluency Words Around Us Memory Letter-Sound Dominoes Letter Bag Letter-Sound Pyramid Letter-Sound Folder Sort Letter-Sound Mobile Letter-Sound Bingo Medial Phoneme Spin Where’s That Sound? Letter-Sound Match Onset and Rime Slid Picture the Word Say It Now Rime Closed Sort Word Swat Change-a-Word Word Roll-a-Game Word Maker Game Vowel Stars Word Steps Letter Cube Blending Phonics Phones Letter Cube Blending Draw a card word game Spin-A-Word Say and Write Letters Carpet Square Words Make A Word Clothespin Word Line Segmenting Train Brown Bag It Photo Chart Letter-Sound Place Charts 53
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.
When you leave our session today, we hope you can answer each of these questions.
Let’s begin with our first link…
Turn and talk
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.
Turn and talk
What is phonemic awareness?Discuss and share
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
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
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
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
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
Turn and talk before giving answers
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).
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
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
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
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
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
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
Let’s begin with our first link…
Self-check
Self-check
Include a student-friendly graphing chart.Include self-checking.
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.