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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)