Parent Guide

  

 
Haworth Elementary
 
 
  
  
Dynamic
Indicators
of
Basic
Early
Literacy
Skills
 
 
Parent Guide
 
 
 
DIBELS measures
 
 
Letter Name Fluency
 
Kindergarten students are given a page with letters and asked to name each one in one minute. This test tells us if the child is likely to struggle or be a successful reader in the future.
 
Goal at end of K: 40+ letter names in one
     minute
 
 
 
Initial Sounds
First Sound Fluency
 
Kindergarten students are given a first sound fluency assessment at the beginning and middle of the year. Students are asked to identify the initial sound.
 
Example: Administrator says “crab”, students says  /kr/ or /k/
 
Goal at end of K: 45+ initial sounds in one minute
 
 
 
Phoneme Segmentation Fluency
 
Measures students’ awareness of the many sounds that make up words we speak. It is given to kindergarten and first grade students and is a skill that must be mastered by the end of kindergarten. Student is told a word like “cat” and asked to say all of the sounds in the word. There are three sounds in “cat”.
 
Goal at end of K: 40 sounds per minute
 
Goal at end of 1st: 40 sounds per minute
 
 
 
Nonsense Word Fluency
 
The ability to blend together the sounds represented by letters to make words is an important skill in learning to read. Children use their knowledge of the relationship between letters and sounds to read unfamiliar words. In this measure students are shown a page of make-believe words, like “tob” or “miv” and asked to read them by saying the whole word itself or saying the individual sound of each letter.
 
Goal at end of K: 28+ sounds
 
Goal at end of 1st: 58+ sounds and 13+ words
 
 
 
Oral Reading Fluency
(DORF)
 
This is a measure of how accurately children can read passages written at their grade level in the first through sixth grades. Children are given three passages and asked to read each aloud for one minute. Children who read accurately and fluently are better able to understand what they read. Teachers are not looking for speed readers. They are looking for readers who are fluent, in terms of accuracy, rate, and expression.
 
Goal at end of 1st: 47 correct words per minute
 
Goal at end of 2nd: 87 correct words per minute
 
Goal at end of 3rd: 100 correct words per minute
 
Goal at end of 4th: 115 correct words per minute
 
Goal at end of 5th: 130 correct words per minute*
 
Goal at end of 6th: 120 correct words per minute
 
 
 
Daze
 
Third through sixth grade students are given a Daze for measuring reading comprehension. The measure assesses the student’s ability to construct meaning from text using word recognition skills, background information and prior knowledge. Assessor asks students to read a passage and circle one of three choices that make the most sense in the story in a 3-minute time period. 
 
Goal at end of 3rd: 19-51 correct choices per minute
 
Goal at end of 4th: 24-57 correct choices per minute
 
Goal at end of 5th: 24-63 correct choices per minute
 
Goal at end of 6th: 21-70 correct choices per minute
 
*Difficulty level of the passages used for DORF and Daze changes by grade, student performance and growth occur in the earlier grades with slower growth in the upper grades. Between fifth and sixth grade, the difficulty level of the materials increases at a faster rate than student performance, so benchmark goals are lower in sixth grade than in fifth.
 
Students are required to be at goals by the end of grade levels K-6.
 
Students falling below these goals will be at risk for reading failure and possible retention.
 
 
You can help at home!!
 
If your child is just beginning to learn to read:
  • Practice the sounds of language. Read books with rhymes. Teach your child rhymes, short poems, and songs. Play simple word games.
  • Help your child take spoken words apart and put them together. Help your child separate the sounds in words, listen for beginning and ending sounds, and put separate sounds together.
  • Practice the alphabet by pointing out letters wherever you see them and by reading alphabet books.
 
If your child is just beginning to read:
  • Point out the letter-sound relationships your child is learning on labels, boxes, newspapers, magazines and signs.
  • Listen to your child read words and books from school.  Be patient and listen as your child practices. Let your child know you are proud of his/her learning.
 
If your child is reading:
  • Reread familiar books. Children need practice in reading smoothly and with expression using books they know.
  • Build reading accuracy. As your child is reading aloud, point out words he/she misses and help him/her read words correctly. If you stop to focus on a word, have your child reread the whole sentence to be sure he/she understands the meaning.
  • Build reading comprehension. Talk with your child about what he/she is reading.  Ask about new words. Talk about what happened in a story. Ask about the characters, places, and events that took place. Ask what new information he/she has learned from the book. Encourage him/her to read on his/her own.
 
 
Remember you are your child’s first teacher.
 
Goal at end of Pre-K: 26 letters and 26 sounds
 
Our goal is to prepare them to become successful.