Dibels Kindergarten Progress Monitoring

Dibels Kindergarten Progress Monitoring
Dynamic Indicators of Basic Early Literacy SkillsTM Ed.University of Oregon Kindergarten

Phoneme Segmentation Fluency Progress Year:

Grade:

Good, R.H., Kaminski, R.

A., & Smith, S.(2002).Phoneme Segmentation Fluency.

In R.H.Good & R.

A.Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy Skills (6th ed.).Eugene, OR: Institute for Development of Educational Achievement.Page 24

2002 Dynamic Measurement Group, Inc.Dynamic Indicators of Basic Early Literacy Skills University of SegName: ________________________________ Teacher:___________________ 10203040Week 1Week 2Week 3Week 2002 Dynamic Measurement Group, Inc.Revised: 07/05/02 Page 1 Phoneme Segmentation FluencyShort Form Directions Make sure you have reviewed the long form of the directions in the Administration and Scoring Guide and have them available.

Say these Phoneme Segmentation FluencyIf student says, /m/ /o/ Very good.

The sounds in mop are /m/ /o/ /p/.

The sounds in mop are /m/ /o/ /p/.

Your turn.

Tell me the sounds in mop.Page 2

2002 Dynamic Measurement Group, Inc.2002 Dynamic Measurement Group, Inc.Page 23

Progress Monitoring 20Phoneme Segmentation Fluency view /v/

/y/

/oo/ let /l/

/e/

/t/ watch /w/

/o/

/ch/ buy /b/

/ie/ wood /w/

/uu/

/d/ four /f/

/or/ wrote /r/

/oa/

/t/ cart /k/

/ar/

/t/ start // bus /b/

/u/

/s/ ham /h/

/a/

/m/ hunt // wish /w/

/i/

/sh/ get /g/

/e/

/t/ hit /h/

/i/

/t/ fuss /f/

/u/

/s/ seed /s/

/ea/

/d/ hang /h/

/a/

/ng/ gift // wise /w/

/ie/

/z/ pin /p/

/i/

/n/ oil /oi/

/l/ bus /b/

/u/

/s/ main /: ____ Page 22

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency leaned // shine /sh/

/ie/

/n/ worm /w/

/ir/

/m/ smiled // porch /p/

/or/

/ch/ creek // grabbed // bags // lit /l/

/i/

/t/ kissed // get /g/

/e/

/t/ pouch /p/

/ow/

/ch/ roared /r/

/or/

/d/ whale /w/

/ai/

/l/ broke // meet /m/

/ea/

/t/ raise /r/

/ai/

/z/ note /n/

/oa/

/t/ worth /w/

/ir/

/th/ points // that /TH/

/a/

/t/ cold // worked // fight /: ____

2002 Dynamic Measurement Group, Inc.

Page 3

Progress Monitoring 2Phoneme Segmentation Fluency dreams // year /y/

/ea/

/r/ match /m/

/a/

/ch/ sir /s/

/ir/ meet /m/

/ea/

/t/ yours /y/

/or/

/z/ kiss /k/

/i/

/s/ stones // lived // fell /f/

/e/

/l/ guess /g/

/e/

/s/ storm // mind // nor /n/

/or/ known /n/

/oa/

/n/ showed /sh/

/oa/

/d/ oz /o/

/z/ say /s/

/ai/ at /a/

/t/ bag /b/

/a/

/g/ fish /f/

/i/

/sh/ low /l/

/oa/ least // seem /: ____ Page 4

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency lap /l/

/a/

/p/ steel // dead /d/

/e/

/d/ low /l/

/oa/ yours /y/

/or/

/z/ wolf // rise /r/

/ie/

/z/ wing /w/

/i/

/ng/ what /w/

/o/

/t/ chairs // signs // tell /t/

/e/

/l/ rides // bug /b/

/u/

/g/ drip // three /th/

/r/

/ea/ duck /d/

/u/

/k/ nuts // poor /p/

/oo/

/r/ sand // mouse /m/

/ow/

/s/ lamp // path /p/

/a/

/th/ mad /: ____

2002 Dynamic Measurement Group, Inc.Page 21

Progress Monitoring 18Phoneme Segmentation Fluency fur /f/

/ir/ large /l/

/ar/

/j/ keep /k/

/ea/

/p/ flies // meat /m/

/ea/

/t/ shine /sh/

/ie/

/n/ mail /m/

/ai/

/l/ been /b/

/ea/

/n/ ways /w/

/ai/

/z/ fit /f/

/i/

/t/ true /t/

/r/

/oo/ low /l/

/oa/ put /p/

/uu/

/t/ hold // caps // piece /p/

/ea/

/s/ jet /j/

/e/

/t/ smoke // shows /sh/

/oa/

/z/ coat /k/

/oa/

/t/ gate /g/

/ai/

/t/ fur /f/

/ir/ talk /t/

/o/

/k/ went /: ____ Page 20

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency least // guess /g/

/e/

/s/ white /w/

/ie/

/t/ wish /w/

/i/

/sh/ feet /f/

/ea/

/t/ grown // broke // we /w/

/ea/ bats // pot /p/

/o/

/t/ mask // horse /h/

/or/

/s/ jail /j/

/ai/

/l/ shut /sh/

/u/

/t/ these /TH/

/ea/

/z/ tough /t/

/u/

/f/ mat /m/

/a/

/t/ tell /t/

/e/

/l/ gun /g/

/u/

/n/ cage /k/

/ai/

/j/ block // feel /f/

/ea/

/l/ palm // knocked /: ____

2002 Dynamic Measurement Group, Inc.Page 5

Progress Monitoring 4Phoneme Segmentation Fluency ship /sh/

/i/

/p/ porch /p/

/or/

/ch/ owl /ow/

/l/ birds // butch /b/

/uu/

/ch/ car /k/

/ar/ zoo /z/

/oo/ nut /n/

/u/

/t/ legs // dumb /d/

/u/

/m/ rooms // truth // add /a/

/d/ with /w/

/i/

/TH/ read /r/

/e/

/d/ try /t/

/r/

/ie/ jet /j/

/e/

/t/ raced // ling /l/

/i/

/ng/ splash // their /TH/

/ai/

/r/ rid /r/

/i/

/d/ sit /s/

/i/

/t/ kids /: ____ Page 6

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency mind // be /b/

/ea/ like /l/

/ie/

/k/ sell /s/

/e/

/l/ same /s/

/ai/

/m/ rides // gone /g/

/o/

/n/ peek /p/

/ea/

/k/ balls // new /n/

/y/

/oo/ doc /d/

/o/

/k/ form /f/

/or/

/m/ place // mind // colt // odd /o/

/d/ means // use /y/

/oo/

/s/ truth // pull /p/

/uu/

/l/ leaped // fought /f/

/o/

/t/ waves // mule /: ____

2002 Dynamic Measurement Group, Inc.Page 19

Progress Monitoring 16Phoneme Segmentation Fluency pair /p/

/ai/

/r/ sit /s/

/i/

/t/ looks // cooked // wife /w/

/ie/

/f/ doc /d/

/o/

/k/ palm // help // board /b/

/or/

/d/ hopped // walk /w/

/o/

/k/ month // my /m/

/ie/ field // ham /h/

/a/

/m/ board /b/

/or/

/d/ horse /h/

/or/

/s/ wheat /w/

/ea/

/t/ mouth /m/

/ow/

/TH/ and /a/

/n/

/d/ has /h/

/a/

/z/ meal /m/

/ea/

/l/ die /d/

/ie/ looked /: ____ Page 18

2002 Dynamic Measurement Group, Inc
dibels kindergarten progress monitoring
Dibels Next Benchmark Goals And Composite Score
adequate progress in acquisition of important early reading and/or reading skills. ... Kindergarten DIBELS® Next Composite Score Worksheet (dibels.org)
Dibels Phoneme Segmentation Fluency Progress Monitoring ...
Dynamic Indicators of Basic Early Literacy SkillsTM 6th Edition ... DIBELS Kindergarten Scoring Booklet Progress Monitoring Phoneme Segmentation Fluency Revised 06/11/07. (dibels.org)
Progress Monitoring Phoneme Segmentation Fluency Kindergarten ...
DIBELSTM Progress Monitoring Phoneme Segmentation Fluency Kindergarten Scoring Booklet By: ... Dynamic Indicators of Basic Early Literacy SkillsTM 6th Ed. (dibels.org)
.Phoneme Segmentation Fluency air /ai/

/r/ sheet /sh/

/ea/

/t/ crept // wait /w/

/ai/

/t/ boy /b/

/oi/ loose /l/

/oo/

/s/ so /s/

/oa/ walk /w/

/o/

/k/ rain /r/

/ai/

/n/ pie /p/

/ie/ move /m/

/oo/

/v/ showed /sh/

/oa/

/d/ fill /f/

/i/

/l/ he /h/

/ea/ web /w/

/e/

/b/ zoo /z/

/oo/ most // eight /ai/

/t/ bud /b/

/u/

/d/ belt // art /ar/

/t/ fair /f/

/ai/

/r/ chip /ch/

/i/

/p/ knocked /: ____

2002 Dynamic Measurement Group, Inc.

Page 7

Progress Monitoring 6Phoneme Segmentation Fluency paw /p/

/o/ lad /l/

/a/

/d/ rug /r/

/u/

/g/ hair /h/

/ai/

/r/ shows /sh/

/oa/

/z/ mean /m/

/ea/

/n/ zoo /z/

/oo/ eight /ai/

/t/ taste // deck /d/

/e/

/k/ tie /t/

/ie/ rat /r/

/a/

/t/ says /s/

/e/

/z/ coal /k/

/oa/

/l/ tube /t/

/oo/

/b/ eight /ai/

/t/ fool /f/

/oo/

/l/ shape /sh/

/ai/

/p/ sleep // fur /f/

/ir/ one /w/

/u/

/n/ sounds // slow /s/

/l/

/oa/ taught /: ____ Page 8

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency hunt // school // said /s/

/e/

/d/ them /TH/

/e/

/m/ mean /m/

/ea/

/n/ late /l/

/ai/

/t/ chuck /ch/

/u/

/k/ pat /p/

/a/

/t/ pouch /p/

/ow/

/ch/ job /j/

/oa/

/b/ chase /ch/

/ai/

/s/ check /ch/

/e/

/k/ here /h/

/ea/

/r/ rides // skate // list // game /g/

/ai/

/m/ tank // help // coal /k/

/oa/

/l/ lock /l/

/o/

/k/ eight /ai/

/t/ hyde /h/

/ie/

/d/ points /: ____

2002 Dynamic Measurement Group, Inc.

Page 17

Progress Monitoring 14Phoneme Segmentation Fluency dressed // knees /n/

/ea/

/z/ kite /k/

/ie/

/t/ is /i/

/z/ break // begged // cars /k/

/ar/

/z/ is /i/

/z/ is /i/

/z/ rubbed // tape /t/

/ai/

/p/ ought /o/

/t/ keeps // mills // dear /d/

/ea/

/r/ dead /d/

/e/

/d/ much /m/

/u/

/ch/ but /b/

/u/

/t/ came /k/

/ai/

/m/ calm // rid /r/

/i/

/d/ feed /f/

/ea/

/d/ sight /s/

/ie/

/t/ log /: ____ Page 16

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency thank // chance // lay /l/

/ai/ odd /o/

/d/ stayed // boards // pair /p/

/ai/

/r/ think // rough /r/

/u/

/f/ tent // hay /h/

/ai/ child // lad /l/

/a/

/d/ meal /m/

/ea/

/l/ net /n/

/e/

/t/ thank // thoughts // laugh /l/

/a/

/f/ his /h/

/i/

/z/ nut /n/

/u/

/t/ fuss /f/

/u/

/s/ red /r/

/e/

/d/ seed /s/

/ea/

/d/ third /: ____

2002 Dynamic Measurement Group, Inc.Page 9

Progress Monitoring 8Phoneme Segmentation Fluency noise /n/

/oi/

/z/ how /h/

/ow/ time /t/

/ie/

/m/ deal /d/

/ea/

/l/ dreams // skate // wheat /w/

/ea/

/t/ cried // we /w/

/ea/ school // bowl /b/

/oa/

/l/ rooms // whale /w/

/ai/

/l/ gun /g/

/u/

/n/ clue /k/

/l/

/oo/ shoes /sh/

/oo/

/z/ hair /h/

/ai/

/r/ marked // mud /m/

/u/

/d/ up /u/

/p/ if /i/

/f/ age /ai/

/j/ meant // sighed /: ____ Page 10

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency clown // toys /t/

/oi/

/z/ sport // keep /k/

/ea/

/p/ laugh /l/

/a/

/f/ calm // join /j/

/oi/

/n/ wash /w/

/o/

/sh/ phone /f/

/oa/

/n/ pots // touched // park /p/

/ar/

/k/ thought /th/

/o/

/t/ drip // made /m/

/ai/

/d/ clothes // pull /p/

/uu/

/l/ came /k/

/ai/

/m/ does /d/

/u/

/z/ palm // shed /sh/

/e/

/d/ seen /s/

/ea/

/n/ let /l/

/e/

/t/ share /: ____

2002 Dynamic Measurement Group, Inc.Page 15

Progress Monitoring 12Phoneme Segmentation Fluency now /n/

/ow/ love /l/

/u/

/v/ chief /ch/

/ea/

/f/ get /g/

/e/

/t/ joy /j/

/oi/ did /d/

/i/

/d/ shoe /sh/

/oo/ such /s/

/u/

/ch/ fang /f/

/a/

/ng/ eyes /ie/

/z/ pink // sons // could /k/

/uu/

/d/ plain // drop // boots // oz /o/

/z/ pay /p/

/ai/ walked // thin /th/

/i/

/n/ forth /f/

/or/

/th/ shall /sh/

/a/

/l/ own /oa/

/n/ boy /b/

/oi/

Total: ____ Page 14

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency at /a/

/t/ bag /b/

/a/

/g/ door /d/

/or/ jump // air /ai/

/r/ weeds // rooms // bow /b/

/oa/ two /t/

/oo/ main /m/

/ai/

/n/ breathe // high /h/

/ie/ spot // park /p/

/ar/

/k/ wish /w/

/i/

/sh/ mine /m/

/ie/

/n/ dish /d/

/i/

/sh/ sad /s/

/a/

/d/ noon /n/

/oo/

/n/ pulled // dawn /d/

/o/

/n/ was /w/

/u/

/z/ own /oa/

/n/ ox /: ____

2002 Dynamic Measurement Group, Inc.

Page 11

Progress Monitoring 10Phoneme Segmentation Fluency pole /p/

/oa/

/l/ seed /s/

/ea/

/d/ ha /h/

/a/ bone /b/

/oa/

/n/ month // wild // big /b/

/i/

/g/ out /ow/

/t/ is /i/

/z/ rest // words // dogs // paws /p/

/o/

/z/ hey /h/

/ai/ brush // leaf /l/

/ea/

/f/ hawk /h/

/o/

/k/ night /n/

/ie/

/t/ pipe /p/

/ie/

/p/ fought /f/

/o/

/t/ forth /f/

/or/

/th/ mice /m/

/ie/

/s/ base /b/

/ai/

/s/ check /: ____ Page 12

2002 Dynamic Measurement Group, Inc.Phoneme Segmentation Fluency mean /m/

/ea/

/n/ jet /j/

/e/

/t/ chief /ch/

/ea/

/f/ dance // slide // reach /r/

/ea/

/ch/ saw /s/

/o/ shows /sh/

/oa/

/z/ told // check /ch/

/e/

/k/ pad /p/

/a/

/d/ each /ea/

/ch/ coach /k/

/oa/

/ch/ shout /sh/

/ow/

/t/ lap /l/

/a/

/p/ pool /p/

/oo/

/l/ whole /h/

/oa/

/l/ ring /r/

/i/

/ng/ where /w/

/ai/

/r/ clean // back /b/

/a/

/k/ worked // mop /m/

/o/

/p/ ray /r/

/ai/

Total: ____

2002 Dynamic Measurement Group, Inc.

Page 13

2002 Dynamic Measurement Group, Inc.

Revised: 07/05/02Ruth A.Kaminski Sylvia Smith This packet includes the student response form.No student stimulus materials are needed.

The student response forms are photocopied back to back and saddle stapled.

The same form is used by each student for each progress monitoring assessment throughout the second half of kindergarten.

Good, R.H., Kaminski, R.A., & Smith, S.

(2002).Phoneme Segmentation Fluency.In R.H.Good & R.A.

Kaminski (Eds.), Dynamic Indicators of Basic Early Literacy SkillsEugene, OR: Institute for Development of Educational Achievement.Available:.
Dibelsnextbenchmarkgoals
.
Tags: dibels 6th edition progress monitoring,dibels data system progress monitoring,dibels progress monitoring first grade,3rd grade dibels progress monitoring,dibels progress monitoring booklets,
© 2013 xkgfs            Privacy Policy - Contact