"Dynamic Indicators of Basic Early Literacy Skills Assessment Form - Second Grade"

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Second Grade
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:
Fall
Winter
Spring
Nonsense Word Fluency
CLS: ______ (54)
WWR: ______ (13)
DIBELS Oral Reading Fluency
WC: ______ (52)
WC: ______ (72)
WC: ______ (87)
(DORF)
Accuracy: _____ (90%)
Accuracy: _____ (96%)
Accuracy: _____ (97%)
Retell: ______ (16)
Retell: ______ (21)
Retell: ______ (27)
Composite Score
_______ (141)
_______ (190)
_______ (238)
Instructional
Recommendations
The results of this assessment indicate:
Numbers in parentheses indicate expected performance
F W
S
Your child is on track for achieving grade level reading benchmark standards
Your child may need some extra help achieving grade level benchmark standards
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
then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your
child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story
or text is important because it gives the teacher an indication if your child not only can read the words, but can
understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on
this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3
or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it
provides helpful information for instruction.
Composite Score
The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading
proficiency.
Visit www.maketaketeach.com
Second Grade
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:
Fall
Winter
Spring
Nonsense Word Fluency
CLS: ______ (54)
WWR: ______ (13)
DIBELS Oral Reading Fluency
WC: ______ (52)
WC: ______ (72)
WC: ______ (87)
(DORF)
Accuracy: _____ (90%)
Accuracy: _____ (96%)
Accuracy: _____ (97%)
Retell: ______ (16)
Retell: ______ (21)
Retell: ______ (27)
Composite Score
_______ (141)
_______ (190)
_______ (238)
Instructional
Recommendations
The results of this assessment indicate:
Numbers in parentheses indicate expected performance
F W
S
Your child is on track for achieving grade level reading benchmark standards
Your child may need some extra help achieving grade level benchmark standards
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
then asked to retell what was read. The teacher will calculate the words read correctly (Words Correct– WC), your
child’s accuracy rate, and the number of words your child uses to appropriately retell what was read. Retelling the story
or text is important because it gives the teacher an indication if your child not only can read the words, but can
understand what he/she is reading as well. The median WC, accuracy and retell will be used as your child’s score on
this assessment. The teacher may also judge the quality of your child’s retell on a 1-4 scale (1– 2 or fewer details; 4– 3
or more details that captures the main idea). Although this scale is not used to determine your child’s overall score, it
provides helpful information for instruction.
Composite Score
The Composite Score is a combination of the assessments and provides the best overall estimate of your child’s reading
proficiency.
Visit www.maketaketeach.com
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.
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