2. Materials For The Module Training Book DIBELS ® Next Assessment Manual Stopwatch, clipboard and pen/pencil DIBELS ® Next Kindergarten benchmark scoring booklet 2

3. Stepping Stones to Literacy Phonemic Awareness Vocabulary and Comprehension Alphabetic Principle Vocabulary and Comprehension Oral Reading Fluency Vocabulary and Comprehension Non-Reading Reading to Learn 3

4. DIBELS ® Assess the Basic Early Literacy Skills 4

5. What is Phonemic Awareness? The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /k/ /a/ /t/ 5

6. Phonemic Awareness What is a phoneme? –Smallest unit of speech that makes a difference to the meaning of a word –How many phonemes are in these words? 6 bat? boat? both? cloth? clothes? 3/b/ /a/ /t/ 3/b/ /oa/ /t/ 3/b/ /oa/ /th/ 4/k/ /l/ /o/ /th/ 4 or 5/k/ /l/ /oa/ /z/ or /k/ /l/ /oa/ /TH/ /z/

7. 7 Is Phonemic Awareness the same as Phonological Awareness? Phonological awareness is the “umbrella.” syllables rhymes onset-rime phonemes words

8. 8 a m v p s If you can do it with your eyes closed, it is phonemic awareness! Is Phonemic Awareness the Same as Phonics?

9. Phonological Awareness Development Continuum 9 Sentence Segmentation Rhyming Syllable blending and segmentation Onset-rime blending and segmenting Phoneme identification Phoneme blending Phoneme segmentation Phoneme deletion and manipulation Easy to more difficult

10. Phonemic Awareness Skills: Kindergarten 10 From Big Ideas in Beginning Reading, University of Oregon, 2002-2004

11. Phonemic Awareness Skills: First Grade 11 From Big Ideas in Beginning Reading, University of Oregon, 2002-2004

12. 12 When Should Phonemic Awareness be Taught? Preschool -- Listening to sounds, alliteration, rhyming Kindergarten-- Isolating first sound in 1-syllable words, blending 3-4 phonemes into one word, segmenting individual sounds in words. First Grade -- Segmenting and manipulating individual sounds in words

13. 13 Why Phonemic Awareness? Phonemic Awareness is essential to learning to read in an alphabetic writing system. –Letters represent sounds/phonemes –Phonemic awareness is fundamental to mapping speech sounds to print. –Without phonemic awareness, phonics makes little sense. Phonemic Awareness is a strong predictor of children’s reading acquisition and achievement. Phonemic Awareness can be taught; reading outcomes are improved when children are taught phonemic awareness.

14. What is First Sound Fluency? First Sound Fluency (FSF) assesses a student’s fluency in identifying the initial sound(s) within spoken words. It is an indicator of early phonemic awareness skills. What’s New for Next? –Replaces Initial Sound Fluency (ISF) from DIBELS ® 6 th Edition –Does not use pictures –Timing is continuous for 1 minute 14

15. What Are First Sounds? Initial sounds include the first group of sounds in the word (i.e., onsets) NOT necessarily individual phonemes in the beginning of Kindergarten 15 For example: Initial sound in “crab” may be identified as /kr/ or /k/

16. Why Assess First or Initial Sounds? Why assess initial sounds (onsets)? Developmentally it is easier for children to hear the onset, i.e., initial group of sounds in the word, than to isolate the initial phoneme. For example, it is easier to hear /str/ at the beginning of “street” than /s/ 16

17. First Sound Fluency (FSF) 17

18. DIBELS ® First Sound Fluency (FSF) Assessor says a series of words one at a time to the student and asks the student to say the first sound in the word. Score: number of points for correct responses in one minute. 18

19. FSF Scores The student receives 2 points for saying the correct initial phoneme in isolation. /s/ in “street” /s/ in “sun” The student receives 1 point for saying the correct initial sounds (consonant blend, consonant plus vowel, or consonant blend plus vowel). /st/ in “street”/su/ in “sun” /str/ in “street”/stree/ in “street” 19

20. 20

21. Materials DIBELS ® Next Kindergarten scoring booklet Clipboard Stopwatch Pen or pencil 21

22. Administration Directions Place the booklet on the clipboard positioned so that the student cannot see what you record. Follow these directions exactly each time with each student. Say the words in bold italic type verbatim. 22

23. Practice Items 23

24. Practice Item #2 24

25. Practice Item #3 25

26. During the Testing Say the first word and start the timer. Present the words to the student one at a time by reading down the column of words. Score the student’s responses according to the scoring rules As soon as the student finishes saying the initial sound/sounds in the word, say the next word promptly and clearly. 26

27. During the Testing cont’d. Continue to say the words one at a time and score the student’s response for 1 minute. At the end of 1 minute, stop presenting the words. Do not score any student responses after 1 minute. If the student completes the assessment before 1 minute, assessment stops and he/she receives the score obtained. Scores are not pro-rated 27

28. Scoring Rules 1.Circle the corresponding listed sound or sounds that a student says for a word. 2.Put a slash ( / ) through the zero on the scoring page for an incorrect response or no response within 3 seconds. 3.Write “sc” over the slash and circle the corresponding sounds or group of sounds in the student’s response if the student self- corrects an error within 3 seconds. 28

29. Scoring Rule 1: Circle Correct Responses Circle the corresponding listed sound or sounds that a student says for a word. A response is scored as correct as long as the student provides any of the correct first sound responses listed for the word. 29

30. Scoring Rule 1: Circle Correct Responses 30

31. Scoring Rule 1: Circle Correct Responses 31

32. Scoring Rule 1: Circle Correct Responses 32

33. Practice Scoring Rule 1 33

34. Scoring Rule 2: Slash Zero Put a slash through the zero if the student says an incorrect sound, says a letter name, or repeats the word. 34

35. Scoring Rule 2: Slash Zero 35

36. Scoring Rule 3: Self Corrections Write “sc” over the slashed zero if the student self-corrects. Circle the appropriate score for the student’s response. 36

37. Practice Scoring Rules 2 & 3 sc 37

38. Discontinue Rule: First Five Words Discontinue administering FSF if the student has not said any correct initial sounds in the first five words. Record a zero for the total number of correct initial sounds on the Total line of the FSF scoring page, and on the cover page of the scoring booklet. 38

39. Wait Rule: 3 Seconds Wait 3 seconds for the student to respond. If the student does not respond within 3 seconds on any word, put a slash over the zero and tell the student the next word. 39

40. Reminders If you think the student may have forgotten the task say, Remember to tell me the first sound you hear in the word. Examiner then reads the next word on this list. This reminder may be given as often as needed. If the student says the name of the letter, say, Remember to tell me the first sound in the word, not the letter name. Examiner then reads the next word on the list. This reminder may be given only once. 40

41. Notes 1.Schwa sounds (/u/) added to consonants are not counted as errors. 2. Students are not penalized for imperfect pronunciation due to dialect, articulation delays or impairments, or for pronunciations due to speaking a first language other than English. 41

42. Immediately After Testing Reset the stopwatch for the next measure. Make a note about any patterns in student responses that were not captured by the marking procedures. 42

43. At a Later Time, Compute the Final Score Multiply the number of responses from the 2-point column by two and record that number in the space provided. Add the total number of correct responses in each column of the score sheet (2- point and 1-point responses). Add the number of points from both columns to arrive at the final score. 43 12315 6

44. Final Score: Practice 44 19 14 7 5 Practice calculating the final score.

45. Final Score: Cover Page 45 19 Transfer total number of correct first sound points per minute from scoring page to front of testing booklet.

46. Pronunciation Guide There is a Pronunciation Guide in the Assessment Manual. The sounds listed in this guide are shown in the initial, medial, and final position in words when possible. Multiple spellings (or the most common spellings) for each sound are shown. Different regions of the country use different dialects of American English. Any regional or dialectal pronunciation of the sound is acceptable 46

47. FSF Review How do I record a correct response? Circle the correct 2- or 1-point response. How do I record an incorrect response? Put a slash ( / ) over the 0. What do I do when the child hesitates for 3 seconds? Put a slash ( / ) over the 0 and give the next word. When do I discontinue FSF? Discontinue if the child does not provide a correct response in the first five words. How do I score an improperly pronounced response that is due to articulation or dialect? Do not penalize the student. This is a professional judgment and should be based on the student’s responses and any prior knowledge of his/her speech patterns. 47

48. FSF Practice #1 48

49. FSF Practice #2 49 10 20 7 27

50. Small Group Practice Option Form a group of 3 Take turns in the roles of student, assessor, and observer Rotate roles 50

51. Assessor 51 Examiner: Follow the script on the page titled “Assessor.” Administer FSF to the “Student.” Practice timing and scoring.

52. Student 52 Student: Follow the script for your round on the page titled, “Student.” You will pretend to be a student and provide the written scripted responses.

53. Observer 53 Observer: Use the FSF Assessment Integrity Checklist on the page titled “Observer.” Observe the examiner and provide feedback on the accuracy of administration, scoring, and timing.

54. After Completing Each Round… What was easy? What was difficult? What do you need to practice? How were the skills of the child you assessed? What instructional recommendations do you have for the student you assessed? 54 After completing each round, discuss as a group how the administration went. Answer the following questions for the round in which you are the examiner:

55. Analyze the Student’s Skills Student A Student B Student C 55

56. FSF Summary Wait Rule: If a child hesitates for 3 seconds, score as incorrect and give next word. Discontinue Rule: No correct responses in the first five words. 56 Incorrect (Zero Points) Correct First Sound (Two Points) Correct First Consonant Blends, First Consonant Blend and Vowel or Consonant and Vowel (One Point) Says the correct initial phoneme in isolation Says the correct initial consonant blend in a word Says the first consonant/consonant blend and vowel in the word Makes a response other than one listed

57. To Enhance This Training Additional practice activities DIBELS ® Next Assessment Manual Further training opportunities 57