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7/29/2019 Instructing Based Upon Dibels Resuts
1/5
1/21/2013
HOWTOINCREASEREADINGPROFICIENCYBYANALYZINGAND
RESPONDINGTODIBELSDATA
Standar
d
Dibels
Measure
LiteracyStage SymposiumActivity SuggestedAdditionalActivities
1.1.5 InitialSoundFluency
Hearingrhymes Concentration WordSorts GoFish WordLadders MakingWords Lotto Make-Say-Check CrazyEights FollowthePath WordRace SayandSort RoundRobinRhymeIwenton
atripandtooka..
Readarhymingstory,thenhaveSSsupplyrhyme Makealistofactualrhymingwords(book,cook,nook) MonsterWords:Ssdrawsapicturefromabagandmakesup
anonsensewordthatrhymeswithit(samburgerfor
hamburger)andtheotherSshavetoguesstheword.
BallToss-Ssstandincircle,TeachersaysawordandtossesaballorbeanbagandSsmustsayarhymeandtossitback.
TosstoanotherSsifhe/shecantthinkofarhyme.
Hearingwords WhisperPhones PWIM(PictureWordInductive
Model:Ssrepeatwordsafter
teacherpronounces)
Ssclapthenumberofwordsinasentence.Ormovecounterstoshowthenumberofwords
ChoirPractice:Ssclap,stomp,orcheerwordsinasentence.Givethedirectorabaton.AsthedirectorpointstootherSs
theystandtoindicateaword.Canbeusedwithsyllables,
also.
Hearing
syllables
HaveSsfindwordsontheWordWallthathaveaspecificnumber
ofsyllables.PickawordfromtheWordWallandsayitinsyllables
andhaveSsguesswhichwordit
is.
WhencallingSsbyname,(forattendance,centers,etc.),saytheirnamesinsyllablesegments.(Canusetheirnamewitha
rhyme,alsoasBarry-Larry.) Deletingsyllables:Givencompound,andtwo/threesyllable
words,theSswilldeleteonepartorsyllableandsaythenew
word.
JumpingSyllables:Sswillmanipulatesyllablestoformsillywords(mistaketotakemis)
Useagenericgameboard.Ssdrawawordandmovethenumberofsyllablesintheword,tryingtogettotheendfirst.
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Hearing
beginningsound
Whichsoundisthesameinfix,fan,full?
Whichworddoesnotbelong:fix,fan,tiger?
SmileyFacephonemes:Ssplaceonesmileyfacestickerontheirthumbsandlistenforaspecificsoundininitial,ending,
medial,position,holdinguptheirthumbstorespond.
WhicharetheSame?:Beginw/setofthreepairsof6picturecards,stretchoutthenamesofeachcardandtellSstwothat
startalike.Movethoseofftotheside.Continuematching
w/SsidentifyingmatchingbeginningsoundsorSshavea
greenandredcounter.Givetwowordsandiftheinitialsoun
isthesame,theyholdupthegreencounter,different,red.
InitialSound
Fluency
Hearingending
sounds
RhymingSong:Anna,Anna,BoBanna..
Listenforaparticularsoundsuchas/t/incat,tap,andstop.
Makeabargraphwiththree
columns,Beginning,Middle,End.
Colortheappropriatespaceon
thegraphforeachword.
WhichWordisDifferent?Sswillbegiventhreewordsandwillidentifytheonethathasadifferentendingsound.
Itbeginswitha/b/andendswithan/ox/Putthemtogetherandyouhave______!
Picturecardsortbyfinalconsonant.HaveSssortcardsbyendingsoundsR,N,T,D.
1.1.4 PhonemicSegmentatio
nFluency
Segmentinginitialsoundsin
words
Reviewtheconceptofsame&different.Givewordpairswhose
initialsoundsdiffer,thenaddsameinitialsoundwords.Have
Ssindicatewhicharesame,and
whicharedifferent.Progressto
differingending,andmedial
sounds.
Song:Therewasateacherhadapet,andcatwashisname-o./c/-/c/-/c/-at,/c/-/c/-/c/-at,/c/-/c/-/c/-at,andcatwashis
name-o.(dog,rabbit,horse,gerbil,pig,etc.)
Segmenting
individualsoundsin
words
ElkoninBoxes:Ssmanipulatecereal,candy,tokensand3or4
squaregrid:Howmany
phonemesdoyouhear?Bring
downthecorrectnumber.
Teachergivesaword,Sscountsandwritesnumberofphonemesonplate,orusesbodytoshow
segments(ex.,wrist,elbow,
shoulder)
Popcorn:ShowapicturecardandfirstSonleftstandandsaysthefirstsoundinpictureandthenquicklysits.Next
studentstandsandsaysnextsoundquickly,sits.Continue
likepopcornpopping.
Assignasound/lettertoateamoftwo.Theysearchforobjectsintheclassroom(ornewspaperormagazine)whose
namescontaintheirsound/letter.
Blendinginitial
soundsinwords
Selectaknownwordandusingallconsonantsinconsecutive
order,haveSsreadthenew
word,suchasfish,bish,cish,
dish,etc.Distinguishbetween
realandnonsensewords.Write
therealwordsontheboard.
BeginningandEnd:(SsdrawapicturecardthatnooneelsecanseeandsaytheonsetandrimeandotherSsguessthe
word.)
Sseachhaveacluster/digraphcard.DisplayaphonogramandeachSswhocancombineandformawordcomestothe
frontoftheclass.Theyaremembersofthatphonograms
family.
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Blending
individualsoundsin
words
UsesentencesandhaveSsblendthelastword:Iliketoeatm-ea-t.
Theweathertodayiss-u-nn-y.
BlendingSoundsTogether:Ssdrawapicturecardthatnoon elsecanseeandsayeachsoundintheword.OtherSsguess
theword.
OralRiddles:Giveawordlikeink.AskSs,Ifyouadd/p/youmake____??MakemoreriddlesandhaveSsdrawpicturesto
gowiththeirriddles.
Substituting
soundstomakenewwords
Whatissmilewithoutthe/s/?
Whatworddoyoumakeifyouadd/s/topark?
Whatifwechangethe/b/inbugto/h/?
PhonemeShuffle:Plasticbagwith4-5learnedlettersoundswhichSsmanipulatestoformwordsyoudictate.(Thisisaphonicsactivity).
OralRiddles:Giveawordlikepigandsay,Ifyoutakeawaythe/p/andadda/b/youmakebig.Givemoreriddlesto
solve.
1.1.1
1.1.2,
1.1.6
LetterNaming
Fluency
Identifyingletters
Dualcoding WordWall AlphabetBooks AlphabetConcentration
WhatLetterAmI?(Givenalettersound,Sswillwritetheletterthatmakesthatsound.)
SlapCards:(Ssplacesacardonapileinthecenterofatableandsaysthenameoftheletteronthecard.WhenaSsplaces
avowelonthepile,allstudentsslapthepile.TheSswhose
handisonthebottomtakesthepile.)
AlphabetPartners:Divideclassinhalf,givinghalfupperandhalflowercaseletters,thenhavethemfindtheirmatch.
ALittleMath:UseaVennDiagramw/Ssworkinginpairstosortthelettersoftheirnamesbythosesharedandthosenot
shared.
Matching
soundsandletters
BetheSound:Ssselectamagneticletterwhenteacher
callsoutasoundandputsiton
hisownmagneticsurface.Ssline
upwithletterstobuildaword.
PracticingtheShape:Whengivenasound,SSpracticewritingtheletterintheair,ontheirdesks,andonpartners
hand,armorback
SoundBingoTeachersaysthesoundandSscoverstheletteronthecard.
Zippedplasticbagscontaininghairgelcoloredw/foodcoloringthatSScanformletterswithbywritingonthe
outsideofthebag
Alphabetcerealsort1.1.6 Nonsense
WordFluency
Identifying
initialconsonant,
vowel,ending
consonant
Make,Say,Check,MixSheet BrandNamePhonics BeaMindReader(withWord
Wall)
Provideasetofwordcards,eachcontainingadecodableword.OneSsprovidescluesforhispartnertofigureoutthe
wordasinthegamePassword.Mywordbeginswiths.Itha
threeletters,anditisinthesky.
Rainbowletters:Sswriteahigh-frequencywordandtraceovertheletters,onebyone,withdifferentcolors,usingat
leastfivedifferentcolors.
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Blendinginitial
consonant,vowel,ending
consonant
NamesTest(diagnostic) Tic-Tac-Read:(LaminatedTic-Tacboard,Sspicksawordfromthestackandreadsit)
IKnowTheseWords!Sstaketurnsturningoverawordcard.Iftheycanreadit,theykeepthecardfortheremainder
ofthegameandthenrecordthewordstheyknowonachart.
Applyingshort
vowelpattern,
LessonsfromFirstHandPhonics,forex.,haveSsmatchpicture
cardsofwordsthathavethesameshortvowelsound:fish
andpig,dogandclock.
AndtheWordis(twosetsofcards,oneonset,onerimewithshortvowels.Sspickatopcardfromeachpile,putsthe
twotogetherandreadstheword.)
Applyingr-
controlled
vowelpattern
LessonsfromFirstHandPhonics,forex.,usetheWordsAround
theRoomsheettonotewords
withr-controlledvowels.
Writer-controlledvowelwordsusingtwocolorsofcrayons,onecolorforthevowelandrandtheothercolorfortherest
oftheword.Ex.Herfirstnurseworksearly.
1.2.5
Oral
ReadingFluency
SightWords WordWall GradeLevelSightWordTests Pyramid ReadingwithScissors
HighFrequencyBoxAskavolunteertoselectasightwordfromthebox,spellthewordaloud,readit,anduseitina
sentence.Restofclasssaysthelettersaloudastheywriteit.
Dothisseveraltimesduringthedayandreadthesightwords
dailyandweeklyfromthepocketchartwheretheyaredisplayed.
Readastory(patternbook,bigbook?)containingthespecificsightwords.Eachtimeyousayasightword,Ssraisetheir
sightwordcards.
Sssortsightwordsbycategories(numbers,actionwords,sizewords,etc.)
1.2.4
&
1.2.5
PhrasedReading
PhrasingPyramids Phrase-cuedtext:Fluencyphrase
cardgames(beanbagtossat
showercurtainliner,aroundthe
world,/spillaphrasecard,Tic
TacToe,MusicalWords,Bang,Hangman)
ModelandhaveSsimitatephrasingas:Thisisacandle/onacake/onaplate/onatable.
1.2.2 Punctuation SuperSignals AlphabetConversation
Giveexamplesofpunctuationthatinfluencesmeaning:Jake,mypuppyissickandJake,mypuppy,issick.
1.2.3 Expression&
Intonation
PartnerReadersTheatre OralAlliteration(PeterPiper) SayItLikeTheCharacter
HaveolderSspracticeeasybooksthatcanbereadtoyoungerstudents.
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1.2.6 Rate/Pacing/
ExtendingFluencyGrowth
Antiphonalreading,Choralreading,EchoReading
FluencyDevelopmentLessonTeacherreadstostudents.
Studentsdiscussselectionand
expression.Studentschorally
read.Studentsreadaspartners.
AssistedReadingTeacherreadsorallywithoneormorestudents
Paired/BuddyReadingCapablereaderreadswithonestudent
PlaysforTwo(ReadersTheatreforonlyTWOreaders)
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