Assessment Key
Component
• Individual Growth and Development
Indicators (IGDI’s) (Priest, McConnell, McEvoy 1995)
• Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) (Good, Kaminski,
1998)
• AIMsweb: Letter Name & Letter
Sound
What is an Indicator?
• Taking a child’s temperature
• Charting a child’s growth
• Taking a snapshot
Individual Growth Development
Indicators/ Dynamic Indicators of
Basic Early Literacy
• IGDIs can be
compared to a
height and weight
chart.
• Height and weight
are reliable
indicators of overall
health.
• These are reliable
indicators of
language and early
literacy skills.
What do we measure?
• Phonological Awareness
– Rhyming
– Alliteration
• Alphabet Principles
– Letter Identification
– Letter Sounds
• Expressive Language - Vocabulary
Assessments
There are five assessments you will complete 3
times this year on every child
1. 2. 3. 4. 5. Rhyming -2 minutes
Letter Sound- 1 minute
Vocabulary- 1 minute
Alliteration – 2 minutes
Letter Identification – 1 minute
Rhyming (2 minutes)
Alliteration (2 minutes)
Picture Naming (1 minute)
Letter Name (1 minute)
begnsqatlu
cszamwdhis
olmvbxwtyq
awurvcswok
ywqzuebnIu
hewsxqjlmt
Letter Sound (1 minute)
rnewqvzq
tnoIlfexI
evxqopzcj
mvgruowaz
piydslkhf
How will I know when I
am Ready?
Fidelity Checks
• Has materials out and ready
• Shuffles cards before each
administration
• Starts with sample cards
• Points to and names each picture on
the sample cards……………….
Benchmarks
Picture Naming
26 Spring
Rhyming
12
Alliteration
8
Letter Name
14
Letter Sound
8
What Do WE DO NOW?
• Put Children into Groups
• Develop lessons to help children
develop the Essential Literacy Skills
• Three Groups :
– Far from Target
– Close to Target
– On / Above Target
Create Small Learning
Groups
• Far from Target
• Close to Target
• On or Above Target
“Putting it all Together”
Vocabulary, Phonological
Awareness, Alphabet, Book and
Print Concepts and Writing
Language and Social
Engagement
• Teachers should spend 5 minutes with
individual children 3 times per week
• Children select topics to discuss
• Teachers use expansion and elaboration as
strategies to enhance language
• Typically Breakfast and Lunch
• Talking Centers: children go to chat with a
teacher…Book, writing, art or retell events
of day or week-end.
Vocabulary
• Vocabulary development through
book reading
• Read expository texts as well as
story books and alphabet books
Vocabulary
Develop through…..
1. Talking
2. Reading
3. Writing
4. Play
Phonological Awareness
• To develop phonological awareness
and language
– Read books over and over
– Singing rhyming sounds
– Play rhyming games
– Talk, talk, talk to children
Phonological Awareness
• Rhyme
• Word and syllable segmentation
• Word-initial phoneme detection
(alliteration)
• Letter-sound correspondence
Phonological Awareness
• Spend 3 - 4 weeks, at least 3 times
per week
• See handout and web links for
additional Phonological Awareness
Activities
Book Reading
1. “Walk through the book”
encouraging children to offer ideas
about what the book is about and
providing a goal for reading.
Book Reading
2. Teacher should ask questions that reflect three
different concerns
• Competence Questions: students have opportunities to practice
skills they have already mastered…
– Can you find the (object) in the picture?
– Who said (“I’ll huff and I’ll put”….)?
• Abstract thinking questions: summarize, define, explain,
judge, compare, predict, take another point of view, or
solve a problem
– What is the character thinking or feeling?
– What will happen next?
– How do you think the character feel?
• Relate Questions
– How is the character the same as you?
– What would you do if you were the character?
Environmental Print
• Print that is all around us
– Print on commercial signs, labels, road
signs, products, and displays (Morrow,
2001)
– How to make classrooms print rich?
Environmental Print
• Children have access to an array of print
– 25-50 books readily available
– Fiction and non fiction
– Children and teacher create labels
– Alphabet at eye level to create word wall
– Children’s names on charts, lockers, chairs
– Children sign in daily, sign art work, and
identify name card
– Word Wall contains recognizable labels……
Alphabet Knowledge
Letter-shape ability
Letter-name knowledge
Letter-sound knowledge
Letter-writing ability
Letter fluency
Alphabet Knowledge
• Focus on upper and lower case
letter names and sounds
• Emphasize one or two per week
• Focus on easier letters first
– B,d,j,k,p,t,v,z then a,c,e,g,I,o,u
• Then difficult: f,l,m,n,r,s,x, then
h,w,y,q
Alphabet Knowledge
• Draw or write in shaving cream -pudding
• Dry erase boards
• Set up a letter wall or table children bring
in objects that start with that letter
• Children create alphabet books by cutting
out of magazines or drawing pictures that
match the letter. /Do the same with
sounds.
Story Starters to Talk,
Read and Write About
Story Starters
• Younger Children dictate a story to you or write one
together.
• Create a Story book
• Older children can write their own story and tell you about
it.
• Send home story starters with children so they can write
stories together with their parents.
Writing Story Starters
• I looked out the window and saw…..
Other Story Starters
• • • • • • • • • • • • • • • • The subjects:
Looking Out Window
Car Ride
Cat Wouldn't Listen
Present From Grandma
Sad Baby
Pet Store
To The Store With Mom
Ice Cream
Sleeping Cat
Dancing Dog
Puppy With Slipper
Dress Up
Happy Dinosaur
Dinosaur And Ball
Dinosaur In A Boat
Year 2 (Fall 2005)
Results
• Matched Sample Mean Differences in
Total Literacy between AmeriCorps
and non-AmeriCorps control groups
were statistically significant with
99% certainty
• Head Start (PICA) students scored
higher on beginning literacy than nonHead Start Students
Percent “on course” to read well in grade 3 on
MCAs Fall 2005 (n=72 students per group)
37
Percent “on course” to read well in
grade 3 on MCAs Fall 2006