Embedded Files
The teachers, administrators at our school, and state officials are committed to helping your child become a successful reader. As part of this commitment, our school has chosen to use a test called DIBELS, Dynamic Indicators of Basic Early Literacy Skills to help us examine how your child is doing in learning important reading skills. DIBELS tests five skills that are necessary for learning to read. Children who learn these skills become good readers. The skills are:
Phonemic Awareness: Hearing and using sounds in spoken words
Alphabetic Principle: Knowing the sounds of the letters and sounding out written words
Accurate and Fluent Reading: Reading stories and other materials easily and quickly with few mistakes
Vocabulary: Understanding and using a variety of words
Comprehension: Understanding what is spoken or read
DIBELS is made up of seven short individual tests, called sub-tests. Each DIBELS sub-test focuses on a different skill and takes about 1 minute to do. The first two skills are usually mastered in the early grades so in 5th and 6th grade, we focus on just three of the five skills: Oral Fluency to track accurate fluent reading. Retell and DAZE both gauge comprehension and vocabulary. Each DIBELS sub-test takes only one to three minutes to do. These tests are used as indicators. Much like using a thermometer to take a child’s temperature is an indicator of overall health, each sub-test is an indicator of how well a child is doing in learning a particular reading skill. DIBELS is used with millions of children throughout the United States. A child’s score on a sub-test tells us whether the child is likely to be “on track” for learning to read, or whether that child may need some help in learning important reading skills. I will use the information to better help your child. For example, the DIBELS test may tell me that we need to spend more time teaching your child how to “sound out” unknown words or that your child is reading too slowly to build understanding of the text.
The state requires that benchmark tests be given three times per year: August, January, and May. Progress monitoring tests will be given one to four times per month in between bench mark tests depending on individual need.
Beginning 6th graders are expected to read at least 107 wpm, 109 wpm at midyear and 125 wpm at the end of the year. Each month your student will be progress monitored to see how well they are progressing toward their reading goals.
Fluency can be increased by regular practice reading aloud at school and at home. Students can read a selection and then reread to build reading speed and reading with expression. Comprehension can be strengthened by discussing with your child as they read. Ask questions of each other, make predictions throughout the story, and summarize or retell after they have finished reading.
Students scoring below or well below level will participate in small guided reading groups using appropriate programs such as Read Naturally to help increase reading proficiency. 5th graders below level are strongly encouraged to read at least 30 minutes each day. All grades will be based on 140 minutes per week.
Your child will graph their benchmark and progress scores for the year. Students are asked to analyze their scores and develop a goal for improvement. Examples of acceptable goals include "I will read 5-10 words faster", "I will practice reading aloud 5 minutes every night", "I will remember the main idea to start my retell", or "I will read with good expression". Unacceptable goals would include "I will read better" or "I will read 50 words faster". I ask that parents go over this graph with their child and be a part of the goal setting process. We are working hard at school to make sure that every child is on target for success, and we thank you for your efforts at home.
If you have any questions or concerns about your child’s reading progress or about the testing procedure, feel free to contact me. Together we can strengthen your child’s reading abilities and help foster a love for reading.
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