15
“DIBELS Distracters” n PROGRAM OVERVIEW I developed my collection of literacy activities to “ distract ” students from test day jitters and empower children to tackle the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) exam with full confidence. Through the year-long use of my program, I have taught my students to view the DIBELS exam as an opportunity to show off how much they have learned. I do not advocate “teaching the test,” rather I have dissected the exam into its four sub-parts and developed skill-specific lessons for each section of the exam. The four sections administered in kindergarten are: Letter Naming Fluency, Initial Sound Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency. Activities found in this program were created for use during my 90 minute reading block of instruction. My instructional objectives for each activity align with the specific assessment measures of the DIBELS exam. Along with increasing their understanding letter-sound relationships, students work towards becoming fluent in letter identification and decoding words by segmenting and blending phonemes during pre-reading activities. Some activities, such as Kung Fu Readers, fit perfectly into whole group instruction when the children need to get up and move after a long read-aloud. Here, my student ninjas use kinesthetic motions to “chop up” the sounds in spoken words. For further information contact… Sarah Sesser Medulla Elementary 850 Schoolhouse Rd. Lakeland, FL 33813 Route D 863- 648-3515 [email protected] 2008 - 2009 IDEA CATALOG OF EXCELLENCE Other activities, such as Letter Naming NASCAR, can be used independently by students in small literacy teams. Most activities, however, are designed for small group instruction guided by the classroom teacher. When teaching phonemic awareness, my favorite approach is to use hand- held objects to visually represent the phonemes in words. (For example, in Leapin’ Lily Pads, the toy frogs must “hop” three times to form the word R-U-N.) Whether we use race cars to “drive over the sounds” (blending) or magnifying lenses to “spy” a medial vowel, my students stay engaged because they are active participants in each lesson. n OVERALL VALUE Students stay challenged and rally around each other during center time, creating a stronger classroom community. This year even my lowest-performing reading group shifted their attitudes from, “I can’t do it…” to “We CAN do it!” Ironically, it is not only the children who will become “distracted” from test anxiety… but also the teacher! As the DIBELS exam draws nearer, you’ll find peace-of-mind knowing that you have a well-prepared group of students. My program promotes student self-esteem and confidence to conquer the DIBELS performance benchmarks. (The spike in test scores is a nice perk too.) It also teaches future FCAT-takers that assessment does not have to be something that we dread. As a whole, it incorporates teaching strategies that research has proven to be effective: hands-on, kinesthetic, and cooperative learning. n LESSON PLAN TITLES Leapin’ Lily Pads Pocket Chart Mix-Up Build-a-Word Necklaces Initial Sound Laser Tag Kung Fu Readers Circles & Sticks Slinky Word Stretch Letter Naming NASCAR Jump-It-Out n MATERIALS Materials for each lesson are listed within individual lesson plans. An itemized materials budget including pricing and vendors follows the lesson plans. n ABOUT THE DEVELOPER An Ohio native, Sarah Sesser earned her B.S. in Elementary Education from Florida Southern College. She has taught for eight years in Polk County and currently teaches Kindergarten at Medulla Elementary in Lakeland. She is a two-time Teacher-to-Teacher grant winner and has also earned her National Board Certification. Sarah is currently pursuing her Master’s degree at Southeastern University. H H H

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“DIBELS Distracters”

n PROGRAM OVERVIEW I developed my collection of literacy

activities to “distract” students from test day jitters and empower children to tackle the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) exam with full confidence. Through the year-long use of my program, I have taught my students to view the DIBELS exam as an opportunity to show off how much they have learned. I do not advocate “teaching the test,” rather I have dissected the exam into its four sub-parts and developed skill-specific lessons for each section of the exam. The four sections administered in kindergarten are: Letter Naming Fluency, Initial Sound Fluency, Phoneme Segmentation Fluency, and Nonsense Word Fluency.

Activities found in this program were created for use during my 90 minute reading block of instruction. My instructional objectives for each activity align with the specif ic assessment measures of the DIBELS exam. Along with increasing their understanding letter-sound relationships, students work towards becoming fluent in letter identification and decoding words by segmenting and blending phonemes during pre-reading activities. Some activities, such as Kung Fu Readers, fit perfectly into whole group instruction when the children need to get up and move after a long read-aloud. Here, my student ninjas use kinesthetic motions to “chop up” the sounds in spoken words.

For further information contact…

Sarah SesserMedulla Elementary

850 Schoolhouse Rd. Lakeland, FL 33813

Route D

863- 648-3515

[email protected]

2008 - 2009 IDEa CataLog of ExCELLEnCE

Other activities, such as Letter Naming NASCAR, can be used independently by students in small literacy teams. Most activities, however, are designed for small group instruction guided by the classroom teacher.

When teaching phonemic awareness, my favorite approach is to use hand-held objects to visually represent the phonemes in words. (For example, in Leapin’ Lily Pads, the toy frogs must “hop” three times to form the word R-U-N.) Whether we use race cars to “drive over the sounds” (blending) or magnifying lenses to “spy” a medial vowel, my students stay engaged because they are active participants in each lesson.

n OVERALL VALUE Students stay challenged and rally

around each other during center time, creating a stronger classroom community. This year even my lowest-performing reading group shifted their attitudes from, “I can’t do it…” to “We CAN do it!” Ironically, it is not only the children who will become “distracted” from test anxiety… but also the teacher! As the DIBELS exam draws nearer, you’ll find peace-of-mind knowing that you have a well-prepared group of students. My program promotes student self-esteem and confidence to conquer the DIBELS performance benchmarks. (The spike in test scores is a nice perk too.) It also teaches future FCAT-takers that assessment does not have to be something that we dread. As a

whole, it incorporates teaching strategies that research has proven to be effective: hands-on, kinesthetic, and cooperative learning.

n LESSON PLAN TITLES• Leapin’ Lily Pads• Pocket Chart Mix-Up• Build-a-Word Necklaces• Initial Sound Laser Tag• Kung Fu Readers• Circles & Sticks• Slinky Word Stretch • Letter Naming NASCAR• Jump-It-Out

n MATERIALS Materials for each lesson are listed

within individual lesson plans. An itemized materials budget including pricing and vendors follows the lesson plans.

n ABOUT THE DEVELOPER An Ohio native, Sarah Sesser earned

her B.S. in Elementary Education from Florida Southern College. She has taught for eight years in Polk County and currently teaches Kindergarten at Medulla Elementary in Lakeland. She is a two-time Teacher-to-Teacher grant winner and has also earned her National Board Certification. Sarah is currently pursuing her Master’s degree at Southeastern University.

H H H

“DIBELS Distracters” Sarah SesserActivities Included in the Program

2008 - 2009 IDEa CataLog of ExCELLEnCE

1. Leapin’ Lily Pads Students align three lily pads in a row to create a word. Using a plastic frog, they make their frogs leap across the lily pads as they segment the beginning-middle-ending sounds orally.

2. Pocket Chart Mix-Up Using 100 plastic letters, students fill each compartment of a pocket chart. The letters are then read aloud from left to right, as done on the DIBELS exam. A partner monitors fluency with a sand timer and students compete to beat their best score. Letters are scrambled periodically.

3. Build-a-Word Necklaces Students wear paper plate necklaces, each with an individual letter on display. As the children wander the room, they try to join arms with their peers to form a 3-letter word. When a word is formed, the team shouts it out for all to hear.

4. Initial Sound Laser Tag Each student in the group is given a red laser pointer. The teacher selects a letter card and the students compete to “tag” an object that starts with that initial sound using their lasers.

5. Kung Fu Readers This kinesthetic game addresses phoneme segmentation. As the teacher reads a 3-letter word aloud, the students imitate Kung Fu ninjas and “chop” the word apart. With each chop, the students say the phoneme as they segment the word.

6. “Circles and Sticks” 4 infamous letters confuse students on the Letter Naming Fluency test: b, d, p, q. These letters are formed from “circles and sticks.” For this activity, these letters are cut out and glued onto a stack of index cards. Students randomly attach the letter cards onto a yard stick with Velcro. They then read the letters from left to right. Afterwards, the yardstick is flipped and the children read the same letters upside down (as new letters are revealed!) b=q and d=p

7. Slinky Word Stretch Like the PSF portion of the DIBELS, the teacher reads aloud a hidden list of real 2 and 3-letter words. Using a closed Slinky, the students slowly stretch it out as they speak the sounds within the word. “c…aaaaaaaa…..nnnnn”

8. Letter Naming NASCAR Students line up random foam letters around a felt “racetrack.” Using toy cars, they practice letter naming fluency as they drive around the track.

9. Jump-It-Out Students select decodable word cards and segment the phonemes by jumping into 3 hula hoops lined up in a row.

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_________________________________________

“DIBELS Distracters” Sarah SesserLesson Plan No 1: Leapin’ Lily Pads

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will listen to a spoken

word and oral ly ident i f y the phonemes within the word.

4 The student will phonetically spell 3-letter words read aloud.

He/She will then orally segment the phonemes in the word. (using a manipulative toy.)

4 The student will blend the beginning-middle-ending phonemes together to read a 3-letter word.

n SUNSHINE STATE STANDARDS

LA.K.1.3. Shows awareness of sounds that make up spoken words.

Benchmarks:

• Identif ies beginning-middle-ending sounds of simple words

• Separates simple words into individual sounds

• Creates new words by adding, taking away, or changing letter sounds

LA.K.1.4. Shows knowledge of Phonics, Uses skills to read text

• Decodes s imple words in isolation

n MATERIALS• Laminated green ovals

(resembling lily pads) labeled with large consonants and vowels,

• Plastic frog manipulatives

• Teacher’s list of decodable 3-letter words

n DIRECTIONS *This is a teacher-led small group

lesson.

1. Spread out the laminated lily pads across a large table for all children to reach. (These lily pads will serve as letter cards which will represent the beginning-middle-ending sounds in the words read aloud.)

2. During this game, students take turns. The teacher reads a word aloud from her word list and Student #1 selects 3 lily pads to spell the spoken word.

3. Once the word is spelled, the child uses his plastic frog to jump across the lily pads. With each jump, the child speaks the beginning, middle, and ending sound. (This may be done several times by the child if needed.)

4. Finally, the child blends the sounds together to form a complete word. When finished, Student #2 may repeat the process.

5. Based on the teacher’s judgment, 1-3 children may follow these steps at the same time.

PLeAse Note: For a successful lesson, make sure to have several copies of each vowel, as well as commonly used consonants.

n EVALUATION/ASSESSMENT

Teacher observation, DIBELS nonsense word fluency and phoneme segmentation fluency.Note: As students gain confidence, I

often enrich this activity by adding “s” or “ing” to the end of words.

H H H

2008 - 2009 IDEa CataLog of ExCELLEnCE

_________________________________________

_________________________________________

_________________________________________

“DIBELS Distracters” Sarah SesserLesson Plan No 2: Pocket Chart Line Up

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will increase letter-

naming fluency as he/she reads lines of letters presented in random order (mimicking the DIBELS LNF sub-test.)

n SUNSHINE STATE STANDARDS

LA.K.1.1.d Understands how print is organized and read

Benchmark:

• Names upper and lower case letters

n MATERIALS• Hanging pocket chart w/ 100 small

pockets

• upper/lowercase foam letters

n DIRECTIONS 1. Place 100 upper/lower case letters

into the compartments of a hanging pocket chart in random order.

2. As one partner monitors for time and accuracy, another partner practices fluency by reading the letters in left to right, top to bottom fashion.

3. At the end on one minute (as determined by a sand timer,) switch partner roles.

Keys to remember: • Students are to record their

top performance in student log books.

• Peer tutoring may be used to pair a high achieving/low performing students.

n EVALUATION/ASSESSMENT This exercise imitates the LNF

subtest on the DIBELS exam and September, Januar y, and Apr i l assessments will track students as they reach the benchmarks. Students will also keep logs to record their best weekly times (number of letters read per minute as monitored with sand timers.)

Teacher observation is also used to monitor specif ic letters missed by students during this activity. By purchasing multiple alphabet sets, difficult letters (such as b, d, p, q) can be practiced more frequently.

H H H

2008 - 2009 IDEa CataLog of ExCELLEnCE

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will work collaboratively

with peers to form 3-letter words.

4 The students will change or modify words be rearranging the beginning middle/ending consonants.

4 The student will decode a one syllable word and read it aloud by blending phonemes.

n SUNSHINE STATE STANDARDS

LA.K.1.3. Shows awareness of sounds that make up spoken words.

Benchmarks:

• Identif ies beginning-middle-ending sounds of simple words

• Separates simple words into individual sounds

• Creates new words by adding, taking away, or changing letter sounds

LA.K.1.4. Shows knowledge of Phonics, Uses skills to read text

• Decodes s imple words in isolation

n DIRECTIONS *This activity works best when taught in a collaborative “whole group” setting.

1. Write consonants and vowels on paper plates. Attach string to form paper-plate necklaces.

2. Distribute the necklaces (one per student.) Spread out across the classroom.

3. The teacher reads a 3-letter word aloud. Three students form an appropriate CVC group (based on their necklaces) by joining arms to form the one syllable word.

4. Once a word is formed, they should stay interlocked until all peers have also had the chance to form a word. (Any remaining children may be used to form a 4-letter/1-syllable word such as chip or shop.)

5. Once all students have had a turn, the teacher read aloud new words that require only one child per group to move. (For example: Change CAt or CUt… the middle child moves.)

“DIBELS Distracters” Sarah SesserLesson Plan No 3: Build-A-Word Necklaces

n EVALUATION/ASSESSMENT Teacher observation and DIBELS

nonsense word fluency and phoneme segmentation fluency.

Note: As students gain confidence, I often enrich this activity by adding the following blends: sh, ch, dr, fr, gr, pr, st, sn, sk, fl,gl, sl, th.

H H H

2008 - 2009 IDEa CataLog of ExCELLEnCE

“DIBELS Distracters” Sarah SesserLesson Plan No 4: Initial sound Laser tag

n DIRECTIONS 1. Designate one student to hold

the letter cards. Randomly place one picture card for every letter of the alphabet in a hanging pocket chart.

2. All other students remaining in the small group sit in front of the pocket chart and watch the designated letter card holder. As letters are displayed, the other students shine their laser pointers at the corresponding picture cards. The letter cards are to be shown in random order.

3. After 10 cards, a new letter card holder is designated until all group members have had a turn.

n EVALUATION/ASSESSMENT This exercise imitates the Initial

Sound Fluency subtest on the DIBELS exam and September and January assessments will track students as they reach the benchmarks. Teacher observation is also used to monitor students who struggle with specific letter-sound relationships.

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will match upper/

lowercase letter cards to picture cards using the init ial sound recognition.

n SUNSHINE STATE STANDARDS

LA.K.1.1.7. Understands how print is organized and read

Benchmark:

• Names upper and lower case letters

LA.K.1.4.1

Benchmark:

• R e c a l l t h e o n e - t o - o n e correspondence between most letters and sounds

n MATERIALS• Harcourt Picture cards

• Harcourt letter cards

• hanging pocket chart

• laser pointer key chain

2008 - 2009 IDEa CataLog of ExCELLEnCE

“DIBELS Distracters” Sarah SesserLesson Plan No 5: Kung Fu Readers

2008 - 2009 IDEa CataLog of ExCELLEnCE

n DIRECTIONS 1. Have the students spread out so

that each child has room to move freely.

2. Tell the students:

“Today you are “Kung Fu Ninjas” and are on the hunt for letters sounds. As you hear a word read aloud, karate chop the word into 3 separate sounds.”

For example: sUN would be separated into /s/

(chop) /U/ (chop) /N/ (chop)

3. Read the words from word list and monitor for student understanding.

n EVALUATION/ASSESSMENT Teacher observation, DIBELS

nonsense word fluency and phoneme segmentation fluency.

Note: As students gain confidence, I often enrich this activity by adding the following blends: sh, ch, dr, fr, gr, pr, st, sn, sk, fl, gl, sl, th.

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will listen to a spoken

word and oral ly ident i f y the phonemes within the word.

4 The student will orally separate phonemes w i t h in t he wo rd using accompanying kinesthetic movements.

n SUNSHINE STATE STANDARDS

LA.K.1.3. Shows awareness of sounds that make up spoken words.

Benchmarks:

• Identif ies beginning-middle-ending sounds of simple words

• Separates simple words into individual sounds

n MATERIALS• Large classroom area for students

to move freely,

• one syllable word list for the teacher.

“DIBELS Distracters” Sarah SesserLesson Plan No 6: Circles-n-sticks

2008 - 2009 IDEa CataLog of ExCELLEnCE

n DIRECTIONS 1. Unroll the Velcro and adhere it to

one side of the meter stick. Attach it also to the back of the letter cards.

2. Student teams work together to attach the laminated letter cards in random order onto the meter stick.

3. While one student holds the meter stick on display, the other students form a line and take turns reading the random letters in left-to-right fashion.

4. When all students have had a turn, the cards are rearranged on the stick and the activity is repeated.

Note: This activity works well using peer tutors (pairing high-achieving students to help monitor their struggling peers.)

n EVALUATION/ASSESSMENT This exercise imitates the LNF

subtest on the DIBELS exam and September, Januar y, and Apr i l assessments will track students as they reach the benchmarks. Teacher observation is also used to monitor specific letters missed by students during this activity.

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will increase letter-

naming fluency as he/she reads lines of commonly missed consonants (b, d, p, q) presented in random order (mimicking the DIBELS LNF sub-test.)

4 *The lesson’s name reminds students that these 4 letters are all formed using a circle and a stick….o and l. Through practice, students will learn to successfully distinguish these letters from each other.

n SUNSHINE STATE STANDARDS

LA.K.1.1.d Understands how print is organized and read

Benchmark:

•Names upper and lower case letters

n MATERIALS• Laminate letter cards (b, d, p , q),

• sticky-backed Velcro,

• Meter stick

Note: Cut out letters using Ellison Machine and glue to index cards

“DIBELS Distracters” Sarah SesserLesson Plan No 7: slinky Word stretch

2008 - 2009 IDEa CataLog of ExCELLEnCE

n DIRECTIONS 1. In a small group setting, have

students take turns drawing nonsense word cards from a pile.

2. One at a time, the student is to decode the word by saying the beginning-middle-ending sounds slowly as he stretches the Slinky apart. This action is to visually represent the blending of sounds when a word in spoken slowly.

3. Have the student take turns until all nonsense word cards have been selected.

n EVALUATION/ASSESSMENT Teacher observation and DIBELS

nonsense word fluency.

Note: As students gain confidence, I often enrich this activity by adding the following blends: sh, ch, dr, fr, gr, pr, st, sn, sk, fl, gl, sl, th.

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will decode and orally

blend beginning-middle-ending sounds from 3-letter word cards.

n SUNSHINE STATE STANDARDS

LA.K.1.2. The student demonstrates phonological awareness

Benchmarks:

•Identify, blend, and segment syllables in words

n MATERIALS• Plastic Slinky toys (enough for a

small group of students),

• nonsense word cards

“DIBELS Distracters” Sarah SesserLesson Plan No 8: Letter-Naming NAsCAR

2008 - 2009 IDEa CataLog of ExCELLEnCE

n DIRECTIONS 1. Lay out the felt on the carpet for use

as a NACSAR-inspired racetrack.

2. Line up the upper/lowercase letters randomly along the edges of the felt.

3. Start on one corner of the felt and drive the car around the “track” as you read the letters aloud.

Fluent Letter-Naming = Faster NASCAR drivers

Note: To prevent “fast” drivers from running into less-fluent peers (slower drivers), the leading driver must reach the first turn of the racetrack before the next student in line may begin the race.

n EVALUATION/ASSESSMENT This exercise imitates the LNF

subtest on the DIBELS exam and September, Januar y, and Apr i l assessments will track students as they reach the benchmarks. Students will also keep logs to record their best weekly times (number of letters read per minute as monitored with sand timers.)

Teacher observation is also used to monitor specif ic letters missed by students during this activity. By purchasing multiple alphabet sets, difficult letters (such as b, d, p, q) can be practiced more frequently.

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will increase letter-

naming fluency as he/she reads lines of letters presented in random order (mimicking the DIBELS LNF sub-test.)

n SUNSHINE STATE STANDARDS

LA.K.1.1. Understands how print is organized and read

Benchmark:

•Names upper and lower case letters

n MATERIALS• black felt

• upper/lowercase foam letters

• Matchbox cars

“DIBELS Distracters” Sarah SesserLesson Plan No 9: Jump It out!

2008 - 2009 IDEa CataLog of ExCELLEnCE

n DIRECTIONS 1. Place the three hoops on the floor in a

line. (These will represent beginning-middle-ending phonemes.)

2. Form a student line behind the first hoop.

3. The first child selects a card from the pile of index cards and reads it aloud.

4. The child then segments the word as he/she jumps in each hoop.

Example: If the word is RAM…Hoop #1= /r/

Hoop#2= /a/ Hoop #3= /m/

5. After the child reaches the third hoop, he/she returns to the end of the line.

n EVALUATION/ASSESSMENT Teacher observation and DIBELS

nonsense wo r d and phoneme segmentation fluency.

Note: To enrich this activity, I often try to trick the students by adding four-letter word cards that contain only three phonemes (fish or chip.) To encourage higher level thinking, I also add two-letter word cards to remind my students to LISTEN to the sounds as they decode the words. For example, if the student selects the word IT, that child knows to remove one of the hoops before beginning to “jump it out.” (Since IT only contains 2 phonemes.)

H H H

n SUBJECTS COVEREDReading

n GRADESKindergarten

n OBJECTIVES 4 The student will orally segment the

beginning-middle-ending phonemes from 3-letter word cards.

n SUNSHINE STATE STANDARDS

LA.K.1.3. Shows awareness of sounds that make up spoken words.

Benchmarks:

• Identif ies beginning-middle-ending sounds of simple words

• Separates simple words into individual sounds

• Creates new words by adding, taking away, or changing letter sounds

LA.K.1.4. Shows knowledge of Phonics, uses skills to read text

n MATERIALS• 3 hula hoops

• a collection of three-letter word cards (real and nonsense words)

“DIBELS Distracters” Sarah SesserRubric

2008 - 2009 IDEa CataLog of ExCELLEnCE

Rubric for DIBELS DistractersBeginning Developing Accomplished Exemplary Score

1 2 3 4

Letter-Naming Fluency

Fluently reads random upper and lowercase letters in left-to-right fashion

Scores “High Risk” on the DIBELS LNF

assessment(benchmarks vary by assessment date

and grade level)

Scores “Moderate Risk” on the

DIBELS LNF assessment

(benchmarks vary by assessment date and

grade level

Scores “Low Risk” on the DIBELS LNF

assessment(benchmarks vary by assessment date

and grade level

Scores “Above Average Risk” on the DIBELS LNF

assessment(benchmarks vary by assessment date and

grade level

Initial Sound Fluency

Matches initial sounds to picture

cards and/or orally states the initial

sounds of objects

Scores “High Risk” on the DIBELS ISF

assessment(benchmarks vary by assessment date

and grade level

Scores “Moderate Risk” on the DIBELS ISF assessment

(benchmarks vary by assessment date and

grade level

Scores “Low Risk” on the DIBELS ISF

assessment(benchmarks vary by assessment date

and grade level

Scores “Above Average Risk” on the DIBELS ISF

assessment(benchmarks vary by assessment date and

grade level

Phoneme Segmenting

Listens to 2, 3, & 4-letter words read aloud and

orally identifies all phonemes spoken

Scores “High Risk” on the DIBELS PSF

assessment(benchmarks vary by assessment date

and grade level

Scores “Moderate Risk” on the DIBELS PSF assessment

(benchmarks vary by assessment date and

grade level

Scores “Low Risk” on the DIBELS PSF

assessment(benchmarks vary by assessment date

and grade level

Scores “Above Average Risk” on the DIBELS PSF

assessment(benchmarks vary by assessment date and

grade level

Nonsense Word Fluency

Reads a list of 2, 3, & 4-letter words

by segmenting and/or decoding the

phonemes orally

Scores “High Risk” on the DIBELS

NWF assessment(benchmarks vary by assessment date

and grade level

Scores “Moderate Risk” on the

DIBELS NWF assessment

(benchmarks vary by assessment date and

grade level

Scores “Low Risk” on the DIBELS

NWF assessment(benchmarks vary by assessment date

and grade level

Scores “Above Average Risk” on the DIBELS NWF

assessment(benchmarks vary by assessment date and

grade level

Oral Reading Fluency

***Awaiting ideas for adaptation!!

Scores “High Risk” on the DIBELS ORF assessment

(benchmarks vary by assessment date

and grade level

Scores “Moderate Risk” on the

DIBELS ORF assessment

(benchmarks vary by assessment date and

grade level

Scores “Low Risk” on the DIBELS ORF assessment

(benchmarks vary by assessment date

and grade level

Scores “Above Average Risk” on the DIBELS ORF

assessment(benchmarks vary by assessment date and

grade level

NOTE: Any student scoring a 1 or “Red” in any area of this rubric is identified as “iii,” requiring immediate intensive instruction in addition to the 90-mintue reading block.

Materials Budget sUPPLIeR Item DesCRIPtIoN Cost QUANtIty totAL Cost

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School: _________________________________________

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subtotal

tax if applicable

shipping if applicable

APPRoX. totALBUDGetAmoUNt

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“DIBELS Distracters” Sarah SesserLesson Plans Materials Budget

Teachers Exchange Plastic letters for NASCAR game (upper & lowercase) $13 2 upper-3 lower $65.00

Walmart Toy cars for NASCAR game 1.00 6 $6.00

black felt $3.00 3 yards $9.00

Hula hoops $4.00 3 $12.00

PCSB Teacher-created Teacher-created Laminated index cards w/ nonsense words Free 0 0.00

www.NationalSchoolProducts.com Sand timers $2.00 6 $12.00

Teacher Exchange Pocket chart for “Pocket Chart Mix-Up” $22.00 1 $22.00

www.amazon.com Red laser pointers for “Initial Sound Laser Tag”

Search: LASER KEYCHAINS $4.00 6 $24.00

Walmart Plastic Slinky toy $1.00 6 $6.00

Paper plates for team build-a-word necklaces $3.00 1 pack $3.00

PCSB Teacher-created Laminated paper lily pads for “Leapin’ Lily Pads” Free Varies as taught 0.00

Oriental Trading Co. Toy frogs for Leapin’ lily Pads $5.00 *2 boxes $10.00

Walmart Velcro for “Circle and Sticks” $5.00 1 box $5.00

PCSB Teacher-created Laminate letter cards (b,d,p.q)

For “Circles and Sticks” Free 5 cards per letter 0.00

PCSB Harcourt Letter and Picture Cards Free 1 pack of each 0.00

Sarah SesserMedulla Elementary

$174.00

$13.00

$13.00

$200.00

2008 - 2009 IDEa CataLog of ExCELLEnCE

* (if used whole group)

Note: For safety reasons, only use lasers (for Initial Sound Laser Tag) under close adult supervision.

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Decodable Word List

zag fog nap lid leg run

hid zap nut rim box pen

rip hat cob jim bud tap

wig not sun fin hot nap

jug lox but can net zag

fat job pod hem lid tub

yam hen fix map bun sip

tax pot men bug cut pup

rug fed gum hut cap rip

bus tab fan zig prim ad

drip up brim disk if gap

pep prop crab ram ox brag

chip shop grip wish slop

chin glum fret skit tram

“DIBELS Distracters” Sarah SesserAdditional Information

2008 - 2009 IDEa CataLog of ExCELLEnCE

Nonsense Words

waf bim cen dor fis gah

hiq jek kop lat viz lex

woy bux cag dif gel hoj

num maz piv qew rol sup

say tib veg yah zug bah

bup der fis gov huw caq

jod kaf lig meb noh puj

puc qad ref sig toh vuj

wak yem zil bom cun dap

tog vuh waj bex yil zom

feq gir hos jut kav lew

nox puz qab rec sif miy

vud wah yej zik bol cug

dap fem gir hon jus kav

“DIBELS Distracters” Sarah SesserAdditional Information

2008 - 2009 IDEa CataLog of ExCELLEnCE

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