All students at our school are screened for reading difficulties three times a year using the Dynamic

Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify

students who may need extra help in learning the skills needed to become a strong reader. Your child’s

performance on this assessment follows:

Kindergarten

Fall Winter Spring

First Sound Fluency _______ (10) _______ (30)

Letter Naming Fluency _______ _______ _______

Phoneme Segmentation Fluency _______ (20) _______ (40)

Nonsense Word Fluency _______ (17) _______ (28)

Your child is on track to becoming a strong reader

Your child may need some extra help with basic reading skills

The results of this assessment indicate: Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

First Sound Fluency (FSF)

The understanding that words are made up of separate sounds is called “phonemic awareness.” Phonemic awareness is a critical

skill in learning to read. The FSF subtest assesses your child’s ability to isolate the beginning sounds in words. Your child is given a

word and asked to say the first sound in the word (“What is the first sound you hear in the word ‘man’?” Child “/m/”).

Letter Naming Fluency (LNF)

On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your

child names correctly in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement,

studies have demonstrated that it is possible for children to learn letter-sound correspondence without naming letters. Therefore,

naming letters is not a powerful instructional target and benchmark goals are not provided.

Phoneme Segmentation Fluency (PSF)

Understanding that spoken words can be broken down into individual sounds and then blended back together to form a word is an

important skill in learning to read and write. On the PSF assessment, your child is given a spoken word and asked to say each sound

in the word (“Tell me the sounds in the word ‘mop’?” “Child: /m/ /o/ /p/”).

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF

assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is

given credit for each correct sound and added credit if he/she reads the word without saying each individual sound. Nonsense words

are used so that the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.

Visit www.blog.maketaketeach.com for kindergarten reading activities!

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com for first grade reading activities!

All students at our school are screened for reading difficulties three times a year using the Dynamic

Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that helps us identify

students who may need extra help in learning the skills needed to become a strong reader. Your child’s

performance on this assessment follows:

First Grade

Fall Winter Spring

Letter Naming Fluency _______

Nonsense Word Fluency CLS: ______ (27)

WWR: ______ (1)

CLS: ______ (43)

WWR: ______ (8)

CLS: ______ (58)

WWR: ______ (13)

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (23)

Accuracy: _____ (78%)

WC: ______ (47)

Accuracy: _____ (90%)

The results of this assessment indicate: Numbers in parentheses indicate expected performance

Your child is on track to becoming a strong reader

Your child may need some extra help with basic reading skills

F W S

Teacher Comments:

Letter Naming Fluency (LNF)

On the LNF assessment, your child is shown a page of random letters and asked to name the letters. The number of letters your child

names correctly in one minute is counted. Although the ability to name letters is a strong predictor of later reading achievement,

studies have demonstrated that it is possible for children to learn letter-sound correspondence without naming letters. Therefore,

naming letters is not a powerful instructional target and benchmark goals are not provided.

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the NWF

assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the word. Your child is

given credit for each correct sound (Correct Letter Sound– CLS) and added credit if he/she reads the word without saying each

individual sound (Whole Words Read– WWR). Nonsense words are used so that the teacher knows your child is connecting the

sound to the letter rather than recognizing the word by sight.

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and then may be

asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC) and your child’s accuracy

rate. The median words correct and accuracy rate will be used as your child’s score on this assessment.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Second Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

Nonsense Word Fluency CLS: ______ (54)

WWR: ______ (13)

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (52)

Accuracy: _____ (90%)

WC: ______ (72)

Accuracy: _____ (96%)

WC: ______ (87)

Accuracy: _____ (97%)

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

Nonsense Word Fluency (NWF)

Children with strong phonics skills know the sounds of letters and are able to blend them together to form words. On the

NWF assessment, your child is shown a “nonsense word” containing 2 or 3 letters (e.g. bim, ob) and asked to read the

word. Your child is given credit for each correct sound (Correct Letter Sound– CLS) and added credit if he/she simply

reads the word without saying each individual sound (Whole Words Read– WWR). Nonsense words are used so that

the teacher knows your child is connecting the sound to the letter rather than recognizing the word by sight.

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

may then be asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC)

and your child’s accuracy rate. The median words read correct and accuracy rate will be used as your child’s score on

this assessment.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Third Grade

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (70)

Accuracy: _____ (95%)

WC: ______ (86)

Accuracy: _____ (96%)

WC: ______ (100)

Accuracy: _____ (97%)

DAZE _______ (8) _______ (11) _______ (19)

Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

may then be asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC)

and your child’s accuracy rate. The median words read correct and accuracy rate will be used as your child’s score on

this assessment.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Your child is required to circle the correct word that makes the most sense in the story. Credit is

given for each correct answer.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Fourth Grade

The results of this assessment indicate:

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (90)

Accuracy: _____ (96%)

WC: ______ (103)

Accuracy: _____ (97%)

WC: ______ (115)

Accuracy: _____ (98%)

DAZE _______ (15) _______ (17) _______ (24)

Numbers in parentheses indicate expected performance

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

F W S

Teacher Comments:

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

may then be asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC)

and your child’s accuracy rate. The median words read correct and accuracy rate will be used as your child’s score on

this assessment.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Your child is required to circle the correct word that makes the most sense in the story. Credit is

given for each correct answer.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Fifth Grade

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (111)

Accuracy: _____ (98%)

WC: ______ (120)

Accuracy: _____ (98%)

WC: ______ (130)

Accuracy: _____ (99%)

DAZE _______ (18) _______ (20) _______ (24)

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate: Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

may then be asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC)

and your child’s accuracy rate. The median words read correct and accuracy rate will be used as your child’s score on

this assessment.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Your child is required to circle the word that makes the most sense in the story. Credit is given for

each correct answer.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Visit www.blog.maketaketeach.com

All students at our school are screened for reading difficulties three times a year using the

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next. This is one assessment that

helps us identify students who may need extra help in learning the skills needed to become a

strong reader. Your child’s performance on this assessment follows:

Sixth Grade

Fall Winter Spring

DIBELS Oral Reading Fluency

(DORF)

WC: ______ (107)

Accuracy: _____ (97%)

WC: ______ (109)

Accuracy: _____ (97%)

WC: ______ (120)

Accuracy: _____ (98%)

DAZE _______ (18) _______ (19) _______ (21)

Your child is on track for achieving grade level reading benchmark standards

Your child may need some extra help achieving grade level benchmark standards

The results of this assessment indicate: Numbers in parentheses indicate expected performance

F W S

Teacher Comments:

DIBELS Oral Reading Fluency (DORF)

On the DORF assessment, your child will read three passages appropriate for his/her grade level for one minute and

may then be asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC)

and your child’s accuracy rate. The median words read correct and accuracy rate will be used as your child’s score on

this assessment.

DAZE

The DAZE is a measure of your child’s ability to understand what he/she reads. This assessment is typically

administered to the whole class at the same time. Your child will be asked to silently read a grade level passage for 3

minutes. Every seventh word in the passage has been replaced by a box containing the correct word and two

“distractor” words. Your child is required to circle the word that makes the most sense in the story. Credit is given for

each correct answer.

2012– Reflects Dynamic Measurement Group benchmark goals using University of Oregon computer system and recommended assessments

Core

An instructional recommendation of “core” means that the odds are in your child’s favor of achieving later reading goals

with a continuing effective curriculum and instruction.

Strategic

An instructional recommendation of “strategic” means that the odds of achieving later reading goals are approximately

50% without added instructional support in addition to core reading instruction. If your child’s performance fell within this

category, he/she will likely require intervention in addition to core reading instruction. Small group instruction targeting

specific skills may be required. This intervention may be provided by your child’s classroom teacher and/or a reading

specialist.

Intensive

An instructional recommendation of “intensive” means that your child’s odds of achieving later reading goals are approxi-

mately 10-20% without substantial intervention and support in addition to core reading instruction. Your child will require

small group intensive intervention targeting specific skills. Your child is likely to receive small group intervention both in

the classroom as well as with a reading specialist.

Note to teachers-

A space was provided under the benchmark goal for each subtest for the

purpose of writing either “core”, “strategic” or “intensive”.