Stacey Robinson Jackson Primary Instructional Coach DIBELS Next ® Mentor

Agenda  Current research on phonics  Phonics Continuum / Instructional Routine  Assessment  Instructional Implications

Research

Prevalence in schools  “Reading impaired” children may be all those who score below the 30 th percentile in basic reading skills.  Activity : How many students do you have in your classroom who are yellow or red in the composite column in DIBELS? (Turn and talk)

Prevalence in schools  “Reading impaired” children may be all those who score below the 30 th percentile in basic reading skills.  “Among those poor readers, about _____% have trouble with accurate and fluent word recognition” (Moats, 2009)

Prevalence in schools  “Reading impaired” children may be all those who score below the 30 th percentile in basic reading skills.  “Among those poor readers, about 70-80% have trouble with accurate and fluent word recognition” (Moats, 2009)

Prevalence in schools  “Reading impaired” children may be all those who score below the 30 th percentile in basic reading skills.  “Among those poor readers, about % have trouble with accurate and fluent word recognition” (Moats, 2009)  As a result, these students have obvious trouble learning sound-symbol correspondence, sounding out words, and spelling. (Moats, 209)

Studies have found that with explicit classroom instruction, and supplemental intervention program for those that need it, all but around 2- 5% of children can learn basic reading skills in 1 st grade – even in populations where literacy rates are very low. (Mathes et al., 2005) The Good News…

Myth Busters  “The myth that people learn to read “naturally” just by being immersed in print - results in misguided instructional practices.” (Moats, 2009)

Myth Busters  “The myth that people learn to read “naturally” just by being immersed in print - results in misguided instructional practices.” (Moats, 2009)  Current research indicates that reading difficulties, for a substantial proportion of the U.S. population, are dependent on systematic, direct teaching in order to overcome these deficits and change brain activation patterns. (Moats, 2009)

Phonics Routine  Taken from the Instructional Routines Handbook for Treasures.  Activity: Take a few minutes and review the phonics routine guidelines. Noting the I Do, We Do, You Do routine.  Treasures has a continuum on the first page…I prefer the one from 95% Group.

Phonics Continuum

Assessments

Turn and talk…  Out of the assessments we have in place, which provides information to help guide our phonics instruction?

Turn and talk…  Out of the assessments we have in place, which provides information to help guide our phonics instruction?  1-2 questions from Weekly Assessment  Quick checks - observations  DORF  NWF  Phonics Survey  DIBELS DEEP

DIBELS – NWF  1 minute timed test – students read “make-believe” words that are 2-3 letters long – following the VC or CVC pattern.

DIBELS – NWF  1 minute timed test – students read “make-believe” words that are 2-3 letters long – following the VC or CVC pattern.  The words do not start with a “c” or “g” – because having those 2 letters followed by a vowel - would create the soft c and g sound. Nor will they have ”r” at the end.

DIBELS – NWF  1 minute timed test – students read “make-believe” words that are 2-3 letters long – following the VC or CVC pattern.  The words do not start with a “c” or “g” – because having those 2 letters followed by a vowel - would create the soft c and g sound. Nor will they have ”r” at the end.  You get 2 scores for NWF – CLS and WWR – it is important to know the cut points for each grade level and point in time.

DIBELS – NWF  1 minute timed test – students read “make-believe” words that are 2-3 letters long – following the VC or CVC pattern.  The words do not start with a “c” or “g” – because having those 2 letters followed by a vowel - would create the soft c and g sound. Nor will they have ”r” at the end.  You get 2 scores for NWF – CLS and WWR – it is important to know the cut points for each grade level and point in time.  It’s even more important to know the stages your students are in, so you can scaffold support.

Why Nonsense Words?  Activity: Turn and Talk - Think of 2 reasons why nonsense words are used to test emerging phonics skills.

Why Nonsense Words?  Activity: Turn and Talk - Think of 2 reasons why nonsense words are used to test emerging phonics skills.  If we used real words – we’d be testing sight word knowledge and that is not the point of the assessment.

Why Nonsense Words?  Activity: Turn and Talk - Think of 2 reasons why nonsense words are used to test emerging phonics skills.  If we used real words – we’d be testing sight word knowledge and that is not the point of the assessment.  Nonsense words become later syllables  sep Sep/tem/ber  os os/trich

Scaffolding Support  NWF Stages  file://localhost/Users/srobinso/Desktop/DIBELS - NWF Stages.docx file://localhost/Users/srobinso/Desktop/DIBELS - NWF Stages.docx file://localhost/Users/srobinso/Desktop/DIBELS - NWF Stages.docx  Notice how these stages mirror the stages in Treasures Phonics Routine suggestions.

DIBELS Reports  Now spend a few minutes looking over your DIBELS report.  Analyze the phonics portion:  1 st grade – focus on NWF  2 nd grade – focus on NWF and DORF accuracy  3 rd grade – focus on DORF accuracy*

Instructional Implications

How can we support our students? Whole Group  What percentage of your class needs support?  Brainstorm with your table/partner how we can support the whole group with our current resources. Small Group & RtII  What information have you learned to help focus your small group instruction?  Brainstorm with your table/partner how we can support small groups with our current resources.

Learning to Read is Not Natural  Speaking in natural – our brains are hard-wired to communicate verbally with one another.  Reading and writing are not natural, and, therefore; need explicit instruction for the majority of students.

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope  Let’s learn the sounds for these symbols.  The f k n are their usual sounds

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope  Let’s learn the sounds for these symbols.  The f k n are their usual sounds  The ŋ says “ng” as in “ring”

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope  Let’s learn the sounds for these symbols.  The f k n are their usual sounds  The ŋ says “ng” as in “ring”  The Θ is a soft “th” sound like in “thin”

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope  Let’s learn the sounds for these symbols.  The f k n are their usual sounds  The ŋ says “ng” as in “ring”  The Θ is a soft “th” sound like in “thin”  The Š is a “sh” sound

Get Ready Class…  Activity: phonics activity  Everyone gets an envelope  Let’s learn the sounds for these symbols.  The f k n are their usual sounds  The ŋ says “ng” as in “ring”  The Θ is a soft “th” sound like in “thin”  The Š is a “sh” sound  The I is an “i” sound.

Phonics Routine InΘInΘiŋfIš fInšInΘik kInkIŋkIk

Thank you!