Drill Down Reading Diagnosis Model

Give at least one assessment in each literacy area* until an area of proficiency is reached.

Begin an intervention at lowest area of non-proficiency.

IF Proficient

THEN CONSIDER

Fluency and Accuracy

IF Non-Proficient

THEN ASSESS

Vocabulary Phonics and Word Recognition

If Fluency and Accuracy are both Proficient

THEN ASSESS Phonics

Word

Recognition

Comprehension IF Non-Proficient THEN ASSESS

Phonological Awareness Say It, Move It, Phoneme Segmentation

Click on an area for diagnostic assessments

and research-based interventions.

IF Non-Proficient THEN ASSESS

Reading Diagnostic Reporting Sheet Print Concepts

Instructional Intervention Log

**Terminology based on curriculum standards prior to 2012

Based on Davis School District’s Work with Dr. Ray Reutzel

Davis School District Farmington, UT 2012-2013

Tiered Instruction PHONOLOGICAL AWARENESS as Identified Need

MENU

TIER 1 INSTRUCTION Continue instruction with re-teaching and differentiation until

80% of students have met benchmark in area of PHONOLOGICAL AWARENESS.

Instructional Support: Phonological Awareness Instruction

DIAGNOSTIC ASSESSMENT

Give diagnostic assessments to the

20% or less of students who do not meet benchmark/grade level standard.

Tier 2 INSTRUCTIONAL INTERVENTION

Provide instructional intervention

in lowest area of non-proficiency.

ASSESSMENTS and INTERVENTION Descriptions

Davis School District Farmington, UT 2012-2013

Phonological Awareness MENU

DIBELS NEXT Phoneme Segmentation Fluency (PSF) / First Sound Fluency (FSF): Purpose is to

identify specific level of phonemic awareness that needs strengthening.

Phoneme Segmentation Fluency (PSF) 20 40 40

First Sound Fuency (FSF) 10 30

Beg Mid End Beg

Kindergarten 1st

Grade

Yopp-Singer Test: Purpose is to identify if student struggles with phonemic segmentation.

Emergent Literacy Survey - Phonemic Awareness subtests (From book Early Success): Purpose is to

identify specific area of phonological awareness that needs strengthening.

Click on a possible intervention that matches your student’s needs.

Davis School District Farmington, UT 2012-2013

Say It, Move It Phonemic Segmentation: For students who did not meet the benchmark goal for phoneme

segmentation at their grade level or who did not meet the benchmark goal on diagnostic tests of phonemic awareness.

Instructional Intervention Phonological Awareness

Assessments Phonological Awareness

Say It, Move It Phonemic Segmentation Phonological Awareness Intervention Description

MENU

Who Students who did not meet the benchmark goal for phoneme segmentation at their grade level or who did not meet the benchmark goal on diagnostic tests of phonemic awareness.

Description Segmenting words by moving objects and letters.

Time 5-10 minutes; results should be seen in 1-5 hours of intervention. Small group of 3-5 students is strongly recommended, if possible.

Materials Work-mat for Phonemic Segmentation; 4 bingo markers or pennies; letter tiles, magnetic letters, or foam letter shapes; list of words with 2, 3, and 4 phonemes; Segmenting Routine (http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part4.pdf (pages 11-24) has pictures with Elkonin boxes underneath to use if student continues to struggle with segmentation.)

Instructional Support

Detailed Teacher Instructions, Cue Card, Video (coming soon)

Procedure 1. Teacher models phoneme segmentation, thinking aloud about the changes in her mouth and the changes in the sounds heard, while moving markers onto an arrow and then repeats the word while sliding finger quickly under the arrow.

2. Student segments word while moving markers onto the arrow, and then repeats the word just as teacher modeled. Repeat with other words.

Begin with 1 phoneme, then 1 phoneme repeated twice, then 2-phoneme words and finally progress to 3- and 4- phoneme words.

o Words with blends (sl, pr, nd, etc.) are the most difficult and should be introduced later in the intervention.

Progress from moving markers to moving letter tiles.

When using letter tiles, avoid words with silent letters and digraphs.

Eventually progress to segmenting without touching objects.

(Give student opportunities to apply this strategy in writing words and/or sentences.)

Progress Monitoring

Assess and graph weekly with DIBELS Next PSF Progress Monitoring (kindergarten level) materials regardless of what grade level the student is in. Draw an Aim-Line on the Progress Monitoring booklet’s graph. The line should begin at the student’s baseline PSF score and end at 40 sounds/minute at least a few week later.

Phonemic Awareness

Phonemic awareness is the most important core and causal factor in separating normal and disabled readers (Adams, 1990).

References “Phonemic Awareness Instruction Helps Children Learn to Read: Evidence from the NRP’s Meta- analysis” (Ehri et al., 2001) “From Phonemic Awareness to Phonological Processing to Language Access in Children Developing Reading Proficiency” by Leong [in Phonological Awareness in Reading] (Sawyer and Fox, 1991) “Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?” (Ball and Blachman, 1991) “Phoneme Segmentation Training: Effect on Reading Readiness” (Ball and Blachman, 1988)

PHONOLOGICAL AWARENESS Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Teacher Instructions PHONOLOGICAL AWARENESS: Say it, Move It Phonemic Segmentation

MENU

Time 5-10 minutes; results should be seen in 1-5 hours of intervention.

Small group of 3-5 students is strongly recommended, if possible.

Materials

Work-mat for phonemic segmentation

4 Bingo markers or pennies, Letter tiles, Magnetic letters, or Foam letter shapes

List of words with 2, 3, and 4 phonemes, Segmenting Routine

(http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part4.pdf (pages 11-24) has pictures

with Elkonin boxes underneath to try if student continues to struggle with segmentation.)

Instructional

Procedure

A phoneme is the smallest unit of sound (not letters) in a word. For example, the word

“cake” has 3 phonemes.

State the objective/explanation: “Today we will learn to hear sounds in words. This is

important because you need to hear the sounds in a word in order to be able to write it.”

1. Teacher models phoneme segmentation, thinking aloud about the changes in her mouth

and the changes in the sounds heard (see Segmenting Instructional Routine), while moving markers onto an arrow and then repeats the word while sliding finger quickly under the arrow.

2. Student segments word while moving markers onto the arrow and then repeats word just as teacher modeled. Repeat with other words.

Begin with 1 phoneme, then 1 phoneme repeated twice, then 2-phoneme words

and finally progress to 3- and 4-phoneme words. Work to mastery each step of the way. Do not move to 3-phoneme words, if student cannot segment 2- phoneme words, etc.

(Note: Words with blends such as sl, pr, nd, etc., are the most difficult and should be introduced later in the intervention.)

Progress from moving markers or pennies to moving letter tiles, magnetic

letters, or foam letter shapes. (Note: When using letter tiles, avoid words with silent letters and digraphs.)

Eventually progress to segmenting without touching objects.

(Give student opportunities to apply this strategy in writing words and/or sentences.)

PHONOLOGICAL AWARENESS Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Cue Card PHONOLOGICAL AWARENESS: Say It, Move It Phonemic Segmentation

MENU

Say It, Move It Phonemic Segmentation

1.

Teacher models phonemic segmentation while moving markers to the arrow and then repeats the word while sliding finger under the arrow.

/s/ /i/ /t/

2.

Student segments word while moving markers onto an arrow and then repeats the word just as teacher modeled.

Repeat with other words multiple times.

/m/ /a/ /p/

(Give student opportunities to apply this strategy in writing words and/or sentences.)

Davis School District Farmington, UT 2012-2013

Materials PHONOLOGICAL AWARENESS: Say It, Move It Phonemic Segmentation

1. Work-mat for Phoneme Segmentation (see below)

MENU

2. Lists of Words with 2, 3, and 4 Phonemes (see below)

3. Markers/pennies, letter tiles, etc.

PHONOLOGICAL AWARENESS Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Progress Monitoring PHONOLOGICAL AWARENESS: Say It, Move It Phonemic Segmentation

Materials

DIBELS Next Phonemic Segmentation Fluency (PSF) : Print progress monitoring booklets from

www.dibels.org; also available from the print shop.

DIBELS Next First Sound Fluency (FSF): Print progress monitoring booklets from www.dibels.org; also

available from the print shop. (Do not use this unless student is in first semester of kindergarten.)

MENU

Graph Digital Graph

Draw an aim-line on the graph. The line should begin at the baseline score and end at the grade level benchmark goal.

70

60

50

40

30

20

10

0

DATE

Student’s Baseline Score

Grade Level PSF Benchmark

Benchmarks

Phoneme Segmentation Fluency (PSF) 20 40 40

First Sound Fuency (FSF) 10 30

Beg Mid End Beg Kindergarten 1

st Grade

PHONOLOGICAL AWARENESS Intervention Description Teacher Instructions Cue Card Materials Progress Monitoring

Davis School District Farmington, UT 2012-2013

Segm

ents

Per

Min

ute

Davis School District Farmington, UT 2012-2013

2-4 Phoneme Words

2 Phoneme Words (no silent letters)

he

me

we

3 Phoneme Words (no silent letters)

cup

pup

run

fun

sun

bit

fit

hit

kit

pit

sit

wit

ham

jam

Sam

ban

Dan

fan

man

pan

ran

tan

van

fad

lad

mad

pad

sad

Tad

win

and

bat

hi

my

go

no

do

to

sat

hat

cat

fat

mat

pat

rat

vat

tap

lap

nap

zap

cap

gap

lap

map

rap

sap

web

wet

set

pet

bet

yet

get

met

mat

nod

rod

cod

pod

sod

bus

pen

am

an

as

at

Ed

if

men

den

dog

hog

log

bog

fog

jog

sog

wig

pig

dig

in

is

it

on

up

us

4 Phoneme Words (no silent letters)

sand

band

hand

land

flat

snap

slap

flap

fold

told

mold

sold

bold

cold

gold

hold

bend

lend

mend

tend

mask

bask

task

sink

pink

wink

lost

last

pant

spot

spin

Davis School District Farmington, UT 2012-2013