DIBELS assessments involve reading and literacy goals aligned with the "Big Ideas" in beginning reading. The scientific knowledge base has converged on five "big ideas" in beginning reading (National Reading Panel, 2000). These big ideas highlight what is most important in beginning reading instruction. To effectively guide instruction, assessment, and learning, reading goals need to be aligned with these five big ideas:
1. Phonemic Awareness: The ability to hear and manipulate sound in words.
2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.
3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text.
4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.
5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.
1. Phonemic Awareness: The ability to hear and manipulate sound in words.
2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words.
3. Accuracy and Fluency with Connected Text: The effortless, automatic ability to read words in isolation (orthographic coding) and connected text.
4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.
5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.
DIBELS IN FIRST GRADE
Nonsense Words Assessment
Nonsense words are made up words that follow a CVC (consonant, vowel, consonant) or VC pattern. Nonsense word fluency measures a student's ability to decode individual phonemes (sounds), and then blend the sounds together to read words. There is a large body of evidence that supports the use of nonsense words for assessment purposes. During this assessment, students are given a page of nonsense words (pud, dak, etc.), and are asked to read as many of those words as they can in one minute. Some students are able to read the whole word (/pud/), while some break up the sounds (/p/ /u/ /d/, or /p/ /ud/). The goal is for the student to read the entire word, blending all the sounds together.
Below you will find nonsense word flashcards that you may print and practice at home:
Nonsense words are made up words that follow a CVC (consonant, vowel, consonant) or VC pattern. Nonsense word fluency measures a student's ability to decode individual phonemes (sounds), and then blend the sounds together to read words. There is a large body of evidence that supports the use of nonsense words for assessment purposes. During this assessment, students are given a page of nonsense words (pud, dak, etc.), and are asked to read as many of those words as they can in one minute. Some students are able to read the whole word (/pud/), while some break up the sounds (/p/ /u/ /d/, or /p/ /ud/). The goal is for the student to read the entire word, blending all the sounds together.
Below you will find nonsense word flashcards that you may print and practice at home:
nonsense_word_flashcards.pdf | |
File Size: | 54 kb |
File Type: |
*SPRING* BENCHMARK SCORES
Nonsense Word Fluency (NWF)
Correct Letter Sounds (CLS)
Green: 96 and above Yellow: 63-95 Red: 0-62 |
Whole Words Read (WWR)
Green: 30 and above Yellow: 18-29 Red: 0-17 |
Oral Reading Fluency (DORF)
Words Correct (WC)
Green: 69 and above Yellow: 37-68 Red: 0-36 |
Accuracy
Green: 98% and above Yellow: 88%-97% Red: 0-87% |
Oral Reading Fluency
Beginning in the Winter, first graders will be tested on their oral reading fluency. Students will be given one minute to read a first grade level reading passage. Again, we want the student to correctly read as many words as they can in that minute. When students are able to read fluently, it promotes reading comprehension, which is the ultimate goal. We want their reading to flow and sound like talking, not like a robot. :) When students spend too much time sounding out words, they lose their understanding of what they are reading. Sight word knowledge will help with the number of words they read correctly, and their accuracy! Practice those IFL Sight Words!
Beginning in the Winter, first graders will be tested on their oral reading fluency. Students will be given one minute to read a first grade level reading passage. Again, we want the student to correctly read as many words as they can in that minute. When students are able to read fluently, it promotes reading comprehension, which is the ultimate goal. We want their reading to flow and sound like talking, not like a robot. :) When students spend too much time sounding out words, they lose their understanding of what they are reading. Sight word knowledge will help with the number of words they read correctly, and their accuracy! Practice those IFL Sight Words!
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