|
1st Grade
Name: _________________________
Teacher’s Name: ______________________
|
Name of DIBELS Test
|
Your Child’s Score |
Benchmark Score
|
Benchmark Goal for December |
|
Letter Naming
Fluency |
|
37 |
Not
Given |
|
Phoneme Segmentation Fluency |
|
35 |
35 |
|
Nonsense Word
Fluency |
|
24 |
50 |
|
Oral
Reading
Fluency |
|
Not
Given Until Winter |
20 |
What does this mean?
Students who are at benchmark scores or above are on target for grade
level material. They need continued reading practice at night on a
regular basis, and guided instruction in the classroom. Your child’s
teacher has committed to do this. Students who are below benchmark
need additional reading time. The regular classroom teacher has already
committed to giving this child additional reading instruction during the
school day. The more time the parent/guardian can work on reading
skills daily, the better reader the child will become.
What can I do at home to help my child excel?
|
Letter Naming Fluency
|
1.
Show them letters on food boxes, magazines, books, and
stop signs. Have them name them for you. Lowercase m, n, z. v.
b, d, q, & p are common errors for students needing additional
letter naming instruction.
2.
Tell your child a letter and have him write it on paper.
Be specific and tell him uppercase or lowercase. |
|
Phoneme Segmentation Fluency |
1.
Have your child tell you the sounds of a word. Ex. cat
is /c/ /a/ /t/.
2.
Ask him the beginning or ending sound of a word you tell
him.
3.
Ask him what vowel (a, e, i, o, and u) sound he hears in
a word. |
|
Nonsense
Word
Fluency |
1.
Have students practice reading small words like cat, dog,
and sit.
2.
Ask students to tell you what letter starts or ends a
word.
3.
Have students tell you words that rhyme. Ex. sit, bit,
fit,
4.
Have students tell you other words that start or end the
same as another word. Ex. “Can” starts the same as “cookie,”
and ends the same as “oven.” |
|
Oral
Reading
Fluency |
1.
Record students reading and have them listen to it.
2.
Make or get recordings of favorite books on tape and let
your child listen to them.
3.
Have your child read one page of a book and figure out
each word on that page by sounding it out. He should reread
those pages at least 2 more times. When we encounter difficult
words often, the opportunity to master a word is greater.
4.
Read to your child. Then read it again together. Then
let the student read it by himself—I read, we read, you read.
5.
Make flash cards of words your child has trouble reading
and let them practice those cards repetitively. |
If you have any questions regarding your scores or reading instruction,
contact me at the school or by email.
Leigh Hudon, Reading Coach
lphudon@auburnschools.org
|
