1. Stacey Robinson Jackson Primary Instructional Coach DIBELS Next ® Mentor

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

3. Research

4. 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)

5. 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)

6. 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)

7. 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)  As a result, these students have obvious trouble learning sound-symbol correspondence, sounding out words, and spelling. (Moats, 209)

8. 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…

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

10. 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)

11. 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.

12. Phonics Continuum

13. Assessments

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

15. 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

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

17. 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.

18. 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.

19. 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.

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

21. 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.

22. 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

23. 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.

24. 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*

25. Instructional Implications

26. 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.

27. 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.

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

29. 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

30. 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”

31. 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”

32. 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

33. 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.

34. Phonics Routine InΘInΘiŋfIš fInšInΘik kInkIŋkIk

35. Thank you!