Ready, Set, Read! What Parents Need to Know and to Do to Ensure Their Children are Ready to Learn to Read
Discriminate and identify the 44 sounds in our spoken language Distinguish separate words in a sentence/ syllables in words Identify rhyming words Recognize common beginning, ending, and middle sounds of words Identify syllables in words Manipulate sounds in words to create new wordsPhonological Awareness
The 44 Sounds in the English Language5 Short-Vowel Soundsshort /ă/ in appleshort /ĕ/ in elephantshort /ĭ/ in iglooshort /ŏ/ in octopusshort /ǔ / in umbrella18 Consonant Sounds/b/ in bat /k/ in cat and kite/d/ in dog /f/ in fan/g/ in goat /h/ in hat/j/ in jam /l/ in lip/m/ in map /n/ in nest/p/ in pig /r/ in rat/s/ in sun /t/ in top/v/ in van /w/ in wig/y/ in yell /z/ in zip
7 Digraphs/ch/ in chin /sh/ in shipunvoiced /th/ in thin voiced /th/ in this/hw/ in whip * /ng/ in sing/nk/ in sink* (wh is pronounced /w/ in some areas)6 Long-Vowel Soundslong /ā/ in cake long /ē/ in feetlong /ī/ in pie long /ō/ in boatlong /ū/ (yoo) in mule long /ōō/ in flew3 r-Controlled Vowel Sounds/ur/ in fern, bird, and hurt/ar/ in park/or/ in forkDiphthongs and Other Special Sounds/oi/ in oil and boy/ow/ in owl and ouchshort /ŏŏ/ in cook and pull/aw/ in jaw and haul/zh/ in television
What do Kindergarteners have to learn? Are we sending them ready for Kindergarten??
DIBELS Dynamic Indicators of Basic Early Literacy SkillsQuick one minute assessments that let us know if our students are “on track” to be readers. Help schools provide enough instruction to get students back on track as readers. Helps schools see where they need to focus to help our children learn to read at each grade Helps us see where we as parents can help at home to help our children learn to read
Phonological awareness must be mastered before children are able to conquer phonics.Phonics is the skill of looking at letters and producing the sounds the letters make. If children do not have sound awareness mastered, they will struggle with phonics. A struggle with phonics will result in having trouble reading.Phonological Awareness…
When children enter Kindergarten in Alabama, they take a diagnostic test called DIBELS. This test checks to see if children are “on track” to be readers. Kindergarteners are tested on alphabet knowledge and phonological awareness. The research (insert link to research) tells us that if these two things are not in good shape, children may have trouble learning to read.Dynamic Indicators of Basic EarlyLiteracy Skills
What is Letter Naming Fluency (LNF)? It is a one minute assessment It is an indicator of risk of reading problems It is not one of the 5 areas identified by the National Reading Panel and Reading First as one of the critical areas of reading It is tested in fall, winter, spring of K also fall of first grade Students should be able to name 25 random letter names in one minute by the end of K
Probe 1 c c N u Q M u h S i Letter Naming n b e N F f o a K k g p k p a H C e G D b w F i h O x j I K Fluency x t Y q L d f T g v T V Q o w P J t B X Target goal of at least Z v U P R l V C l W 40 by spring of Kindergarten R J m O z D G y U Y Z y A m X z H S M E Student identifies q n j s W r d s B I upper- and lower-case letters for 1 minute r A E L c c N u Q M Total: ____/110
What is Initial Sound Fluency (ISF)? One minute assessment given at beginning and middle of K Outcome goal of identifying 25 first sounds in words in one minute by middle of K. Example: ◦ Shown four pictures and told the picture names, the student can point to the one that begins with the correct sound given. Point to the one that begins with mmmm
Dynamic Indicators of Basic Early Literacy Skills University of Oregon Initial Sound Fluency -Sample Example This is mouse, flowers, pillow, letters (point to each picture while saying its name). Mouse begins with the sound /m/ (point to the mouse). Listen: /m/, mouse. Which one begins with the sounds /fl/?
What is Phoneme Segmentation Fluency (PSF)? One minute assessment given middle of K, end of K and in beginning, middle, and end of first grade Outcome goal is to be able to separate words into individual sounds by the end of K and to be able to do at the rate of 35 sounds per minute Reaching outcome goal critical skill for becoming a good reader and speller Continue to test through first grade, goal doesn’t go up
Example Say these specific directions to the student: I am going to say a word. After I say the word, you tell me all the sounds in the word. So, if I say, “sam,” you would say /s//a/ /m/. Let’s try one (one-second pause). Tell me the sounds in “mop”. If the student says /m/ /o/ /p/, you say, very good. The sounds in “mop” are /m/ /o/ /p/.
Administration Look at this word (point to the first word on the practiceDirections probe). It’s a make-believe Practice word. Watch me read the word: Items /s/ /i/ /m/ “sim” (point tosim lut each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word “sim” (run your finger fast beneath the whole word). Your turn to read a make-believe word. Read this word the best you can (point to the word “lut”). Make sure you say any sounds you know.
Parents can download samples of DIBELS tests to guide them in helping their children with the skills assessed. It is important that parents focus on helping their children learn the skills measured and not “teach them the test”.https://dibels.uoregon.edu/
What about time? Time to play (games, games, games!) ◦ 15-20 minutes daily Time to work (practice, practice, practice!) ◦ 20-30 minutes daily Time to celebrate (brag, brag, brag!) ◦ 10-15 minutes daily