Dynamic Indicators of Basic Early Literacy Skills

Your School Name

And Address

Anytown, MN

Fall Kindergarten Assessment Results

Name. .

Teacher. . Date . . .

These are the two kindergarten fall measurements your child was given.

Letter Naming Fluency: Your child was able to name. letters in one minute. The fall Letter Naming Fluency is considered a measure of exposure to print. Our fall goal is to have all students above 13 letters per minute. By spring of Kindergarten our goal is to have all children name 45+ letters per minute.

Letter Sound Fluency: Your child was able to name _____ letter sounds in one minute. Our fall goal is to have all students above 8 letters sounds per minute. By the spring of kindergarten our goal is to have all children name 30+ letter sounds per minute.

This is how we measure Letter Naming Fluency and Letter Sound Fluency:

Here are some quick and easy things you can do with your child to help him or her learn about the sounds in words and to recognize letters and sounds. Of course, the most important thing you can do is to read with your child everyday.

Word Play

Play with familiar words (your child’s name, family names etc.). Change the words by changing the beginning letter: robin, bobbin, hobin, dobin, lobin, etc.

Rhymes All Around

While you are walking or driving in the car, try to make rhymes for the things around you. They can be nonsense and silly words, too!

Magnetic Letters

Boxes of magnetic letters can be found at most grocery and discount stores. Put your child’s name on the refrigerator and label photos and other drawings with the beginning sounds or the whole word. Point out the letter names and sounds and let your child play with the letters.

Sounds & Letter All Around

Use old newspapers and magazines to pick a “special letter” or letters with your child. Have your child circle or cut out every special letter they can find. Have your child find a certain letter or sound on cereal boxes, cans, and other things around the house.

Play with Letters and Sounds

Make up ways to remember the sounds of the letters such as: mmm…mmm…good for the m.

Check out alphabet books from the library.

Teach the names and sounds in your child’s name and names of his or her family members, friends, and pets.

Tell me what you see…

Look at pictures in books, photo albums, magazines, or newspapers, and have your child describe what he or she sees in the pictures. Have him or her make up a story to go along with the picture and tell it to you.

Developed by Scott Linner and Jamie Harper: Kenai Peninsula Borough School District

Acknowledgement for use of website materials-

Florida Department of Education, (April 2001)

References-

Adams, M.J., Foorman, B., Lundberg, I., Beeler, T. (1998) Phonemic Awareness in Young Children. Baltimore: Paul Brookes.

Blevins, W. (1998). Phonics from A to Z: A Practical Guide.

New York: Scholastic.

O’Connor, R., Notari-Syverson, A., Vadasy, P. (1998). Ladders to Literacy: A Kindergarten Activity Book. Baltimore: Paul Brookes.

Rees, D., Raison, G., Jones, B., Pugh, C., Sinclair, A., Dewsbury, A., Lambert, S. (1994) First Steps Reading Resource Book. Portsmouth, NH: Heinemann.

Winter Kindergarten Assessment Results

Name. .

Teacher. .Date . . .

These are the three kindergarten winter measurements your child was given.

Letter Naming Fluency: Your child was able to name. .letters in one minute. By the spring of kindergarten our goal is to have all children name 45+ letters per minute.

Letter Sound Fluency: Your child was able to name _____ letter sounds in one minute. Our Winter goal is to have all students at or above 20 letters sounds per minute. By the spring of kindergarten, our goal is to have all children name 30+ letter sounds per minute.

Fountas and Pinnel Guided Reading: Your child was able to readat level. . By thespring of kindergarten our goal is to have all children at levels B-D.

This is how we measureLetter Naming Fluency and Letter Sound Flunecy:

This is how we measureFountas and Pinnell Guided Reading:

Winter Kindergarten

Have your child choose a word (for example, bear). Ask him or her to identify the first sound of that word. If your child is unable to find the first sound, help him/her find that sound, (B-b-b-bear).

I Spy or I’m thinking of something…

Play this game with your child – I spy something that begins with the sound s-s-s-s-s-s-s. Keep describing the object until your child guesses the object. Emphasize the beginning sound of the object (Yes, spider begins with “ssssss.”). Remember to say the sound of the letter, not the letter name.

Sing silly songs

Pick a sound and have your child exchange that sound for the beginning sounds of all the words in a familiar song or just the words in the chorus. For example: In “Row, Row, Row Your Boat,” change “merrily, merrily, merrily” to “jerrily, jerrily, jerrily” or in “Happy Birthday to You” change the song to “Bappy Birthday bo Bou…”

Sound Hunt

Have your child hunt for things around the house that start with a given sound – find all the things that start with the “mmmmm” sound. When riding in the car, look for things that start with a sound. Try to see how many sounds you can collect on the trip.

Guess it!

Say a word with the beginning sound or sounds broken from the rest and have the child guess it “I’m thinking of a /p/----/ig/. What is it? Child “A pig!”

Developed by Scott Linner and Jamie Harper: Kenai Peninsula Borough School District, Alaska

Acknowledgement for use of website materials - Florida Department of Education, (April 2001)

References-

Adams, M.J., Foorman, B., Lundberg, I., Beeler, T. (1998) Phonemic Awareness in Young Children. Baltimore: Paul Brookes.

Blevins, W. (1998). Phonics from A to Z: A Practical Guide.

New York: Scholastic.

O’Connor, R., Notari-Syverson, A., Vadasy, P. (1998). Ladders to Literacy: A Kindergarten Activity Book. Baltimore: Paul Brookes.

Rees, D., Raison, G., Jones, B., Pugh, C., Sinclair, A., Dewsbury, A., Lambert, S. (1994) First Steps Reading Resource Book. Portsmouth, NH: Heinemann.

Spring Kindergarten Assessment Results

Name. .

Teacher. .Date . . .

These are the three kindergarten spring measurements your child was given.

Letter Naming Fluency: Your child was able to name. .letters in one minute. By the spring of kindergarten our goal is to have all children name 45+ letters per minute.

Letter Sound Fluency: Your child was able to name _____ letter sounds in one minute. By the spring of kindergarten, our goal is to have all children name 30+ letter sounds per minute.

Fountas and Pinnel Guided Reading: Your child was able to readat level. . By thespring of kindergarten our goal is to have all children at levels B-D.

This is how we measureLetter Naming Fluency and Letter Sound Flunecy:

This is how we measure Fountas and Pinnell Guided Reading:

Spring Kindergarten

Here are some quick and easy things you can do with your child to help him/her learn about the sounds and letters in words and to begin to become a reader. Of course, the most important thing you can do is to read with your child everyday.

Make Silly Sentences

Have your child make sentences that all begin with the same letter sound: “Six snakes sell sodas.”

Clap the sounds

Say simple words starting with two sounds and working up. Have your child clap for each sound in the word. If this task is too difficult, start with compound words like /pop/ /corn/ and have them clap for each word.

Alphabet Hopscotch

Use sidewalk chalk to make a hopscotch board with alphabet letters. As your child grows, you can also put simple short words in the hopscotch squares.

Play “Say it Fast”

Break a word into parts and have your child say it fast. “Look, there’s a spi-der. Can you say it fast?” As your child grows, you can make this more challenging by breaking the word into individual sounds. “Look, there’s a m-oo-se, can you say it fast?”

Which one of these words is not like the other?

Say a series of words with the same beginning sound and one that starts with a different sound. For example, “cat, car, can, mop.” Which one of these words is not like the other? You can make this more difficult as your child progresses by working with ending sounds too.

Developed by Scott Linner and Jamie Harper: Kenai Peninsula Borough School District

Acknowledgement for use of website materials-

Florida Department of Education, (April 2001)

References-

Adams, M.J., Foorman, B., Lundberg, I., Beeler, T. (1998) Phonemic Awareness in Young Children. Baltimore: Paul Brookes.

Blevins, W. (1998). Phonics from A to Z: A Practical Guide.

New York: Scholastic.

O’Connor, R., Notari-Syverson, A., Vadasy, P. (1998). Ladders to Literacy: A Kindergarten Activity Book. Baltimore: Paul Brookes.

Rees, D., Raison, G., Jones, B., Pugh, C., Sinclair, A., Dewsbury, A., Lambert, S. (1994) First Steps Reading Resource Book. Portsmouth, NH: Heinemann.

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