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PROJECT ALIGN

PROJECT ALIGN. April 28, 2006. Members of Project Align. Cindy Etzler Kelly Snyder Caroline Arend Beth Norbeck. DIBELS Intervention. Text used – “I’ve Dibel’d; Now What?” (Designing Interventions with Dibels Data)

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PROJECT ALIGN

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  1. PROJECT ALIGN April 28, 2006

  2. Members of Project Align • Cindy Etzler Kelly Snyder • Caroline Arend Beth Norbeck

  3. DIBELS Intervention • Text used – • “I’ve Dibel’d; Now What?” • (Designing Interventions • with Dibels Data) • By Susan L. Hall, Ed.D.

  4. Pre – Arc Cards • To be used with children who come to • school knowing 10 or less letters

  5. Alphabet Arc I • Children learn to name and identify each • letter by placing a letter over the matching letter

  6. Alphabet Arc II • Students are sequencing letters in • alphabetical order on the arc that has only • the beginning, middle, and end

  7. Missing Letter Decks • Cards with letters missing • Students have to supply the missing letters

  8. Syllable Puzzles • Pictures of two and three syllable words • that are divided into puzzle pieces

  9. Sound Train • Cars of a train are used for students to sort pictures that match initial sounds

  10. Dibels Strategies to Use with Current Reading Series • FIRST GRADE LESSON PLAN • Objective: Connect reading material to Dibels strategies to inprove in the areas of: • Phoneme Segmentation • Nonsense Word Fluency • Word Use Fluency • Oral Reading Fluency • Retelling Fluency

  11. Incorporating DIBELS Strategies Into Reading Instruction • SECOND GRADE LESSON PLAN • Objective: Connect reading material to Dibels strategies in the areas of: • Nonsense Word Fluency • Oral Reading Fluency • Retelling Fluency • Word Use Fluency

  12. Four Types of Vocabulary Knowledge • Listening Vocabulary • Speaking Vocabulary • Reading Vocabulary • Writing Vocabulary

  13. Why is Vocabulary Important? • Cumulative Vocabulary • Children from professional families: • 1100 words • Children from working class families: • 700 words • Children from welfare families: • 500 words

  14. Cumulative Vocabulary Experiences • Welfare – words heard per hour – 616 • - words heard in a 100 hr. week – 62,000 • - words heard in a 5200 hr. yr. – 3 million • - 4 years – 13 million

  15. Cumulative Vocabulary Experiences • Working class–words heard per hr. – 1251 • - words heard in a 100 hr. wk. – 125,000 • - words heard in a 5200 hr. yr. – 6 million • - 4 years – 26 million

  16. Chumulative Vocabulary Experiences • Professional – words heard per hr. – 2153 • - words heard in a 100 hr. wk. – 215,000 • - words heard in a 5200 hr. yr. – 11 million • - 4 years – 45 million

  17. Progress Monitoring • Started monitoring this year with first and second graders • Progress monitoring covers all areas except Letter Naming Fluency • Progress monitoring used for students who are below benchmark

  18. How Often Should Monitoring Be Done • At least every 3 weeks • Weekly progress monitoring necessary only if we are ready to change instructional groups each week • It is more important to spend time instructing, rather than assessing • When a student’s monitoring reaches benchmark on two consecutive assessments, it is time to exit the group

  19. Thank You • A big thank you to everyone who attended today. We hope it was informational and something you can use in your own classrooms.

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