Artifact 2: Dibels Growth
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
The next piece of evidence to support Standard I, is a Dibels growth graph. Dibels is an assessment used to measure achievement in early literacy skills. We identify students who may be at risk for reading difficulties at the beginning of the year assessment. There are 3 levels in the Dibels assessment: Intensive, Strategic and Benchmark. Benchmark students have achieved grade level appropriate scores and are assessed monthly. Strategic students are close to benchmark and with a little differentiation and practice they should reach benchmark by end of year. Strategic students are progress monitored bi-weekly. Intensive students experience difficulty in basic early literacy skills and they are progress monitored weekly with differentiated reading lessons. Identifying these students early on, provides the teacher with the information they need to support these students and prevent future reading deficiencies. This evidence supports student growth by visually graphing their progress monitored scores and showing them where they need to be in order to reach their reading goals. Understanding what they need to focus on, and with proper teacher/student collaboration, the student will reach academic success.
This evidence supports Standard 1, element A, B and F. Element A depicts how teachers provide instruction that’s aligned with State Standards and the needs of students. I provide literacy instruction based on the needs of each student and connect their background knowledge with new information being taught. The Dibels graphs provide me with the information I need, in order to align instruction for students that is purposeful and explicit. Differentiating for intensive students one on one and analyzing their growth in the Dibels progress monitoring, has helped students visually see the goal we are striving to reach. Students are always going to be at different levels so the amount of differentiation that goes into the individual needs is systematic and needs based. All students are working towards the alignment of State Standards. Element F depicts how teachers use student’s background information to help with new lessons. They are also exposed to content we have previously learned like spelling patterns and sight words. We review this information before our new lessons, and that background knowledge will assist in the comprehension with new lessons.
I have found that creating Dibels graphs for my intensive students really helps them see where they are and where they need to be by the end of first grade. Students have loved tracking their progress, which holds them accountable in their learning and will shape them into strong learners. There is truly not a better feeling than when a student starts to progress in their reading development.
ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.
ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.
ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.
The next piece of evidence to support Standard I, is a Dibels growth graph. Dibels is an assessment used to measure achievement in early literacy skills. We identify students who may be at risk for reading difficulties at the beginning of the year assessment. There are 3 levels in the Dibels assessment: Intensive, Strategic and Benchmark. Benchmark students have achieved grade level appropriate scores and are assessed monthly. Strategic students are close to benchmark and with a little differentiation and practice they should reach benchmark by end of year. Strategic students are progress monitored bi-weekly. Intensive students experience difficulty in basic early literacy skills and they are progress monitored weekly with differentiated reading lessons. Identifying these students early on, provides the teacher with the information they need to support these students and prevent future reading deficiencies. This evidence supports student growth by visually graphing their progress monitored scores and showing them where they need to be in order to reach their reading goals. Understanding what they need to focus on, and with proper teacher/student collaboration, the student will reach academic success.
This evidence supports Standard 1, element A, B and F. Element A depicts how teachers provide instruction that’s aligned with State Standards and the needs of students. I provide literacy instruction based on the needs of each student and connect their background knowledge with new information being taught. The Dibels graphs provide me with the information I need, in order to align instruction for students that is purposeful and explicit. Differentiating for intensive students one on one and analyzing their growth in the Dibels progress monitoring, has helped students visually see the goal we are striving to reach. Students are always going to be at different levels so the amount of differentiation that goes into the individual needs is systematic and needs based. All students are working towards the alignment of State Standards. Element F depicts how teachers use student’s background information to help with new lessons. They are also exposed to content we have previously learned like spelling patterns and sight words. We review this information before our new lessons, and that background knowledge will assist in the comprehension with new lessons.
I have found that creating Dibels graphs for my intensive students really helps them see where they are and where they need to be by the end of first grade. Students have loved tracking their progress, which holds them accountable in their learning and will shape them into strong learners. There is truly not a better feeling than when a student starts to progress in their reading development.
This is a video showing differentiation for reading nonsense words and words ending with a "silent e."
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This is a video of a small Dibels differentiation group focusing on fluency.
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