“DIBEL-ing” Jimmy

Lesson Plan Project and Student Assessment

EDU 325
December 4, 2018
Hannah Silva
 Student Introduction
• Jimmy

• 5th Grade

• Solid home life.

• Low PLOP scores for reading and writing.

 Assessments Given for Grade 5 DIBELS
• Oral Reading Fluency – Testing the
number of words correct per minute
(Scheffel, Lefly, & Houser, 2012).
• Retell – One minute retell of the
passage (Munger, LoFaro., Kawryga,
Sovocool, & Medina, 2014).
• Daze – Picking words from banks to
implement in sentences Morris &
Trathen, 2017).
 Results of the Assessments
• Oral Reading Fluency – Jimmy scored a 49 (benchmark 121) with an
accuracy percentage of 92% (average 98%).

• Retell - Jimmy scored a 28 (benchmark 33) with a retell quality of 2

(benchmark 2).

• Daze – Jimmy scored a 3 (benchmark 18).

 Analysis of Assessments
• Jimmy scored well below
benchmark for a majority
of his probes.
• Scores indicate a that Jimmy
could benefit from some
assistance.
 Strategy 1
• Target: Comprehension
• Strategy: Movie Maker Journaling
• Desired Outcome: Strengthened
comprehension skills with an improvement
in deciphering texts and understanding
writing.

Awada, G. & Plana, M.G.C. (2018). Multiple strategies approach and efl
reading comprehension of learners with dyslexia: Teachers’
perceptions. International Journal of Instruction, 11, 463-476.
McGough, J. (2013). Journaling: A bridge between school and home. Science
& Children, 62-67.
 Strategy 2
• Target: Fluency
• Strategy: Word/Phrase Practice
Interventions
• Desired Outcome: Fluency through the
practice of word drills to assist in more
coherent and accurate reading.
Kim, M.K., Bryant, D.P., Bryant, B.R., & Park, Y. (2017). A synthesis of
interventions for improving oral reading fluency of elementary
students with learning disabilities. Preventing School Failure, 61, 116-
125.
Jackson, J. & Narvaez, R. (2013). Interactive word walls: Create a tool to
increase science vocabulary in five easy steps. Science and Children, 42-
49.
 Lesson Plan Overview
• Movie Maker Journaling.
• Students watch weekly clips or movies and keep a running journal on the
main events, ideas, and characters.
• Journals will be turned in for grading weekly.
• Students will be administered CBM’s on a regular basis.
 Bibliography
Awada, G. & Plana, M.G.C. (2018). Multiple strategies approach and efl reading comprehension of learners with dyslexia:
Teachers’ perceptions. International Journal of Instruction, 11, 463-476.
Jackson, J. & Narvaez, R. (2013). Interactive word walls: Create a tool to increase science vocabulary in five easy steps. Science
and Children, 42-49.
Kim, M.K., Bryant, D.P., Bryant, B.R., & Park, Y. (2017). A synthesis of interventions for improving oral reading fluency of
elementary students with learning disabilities. Preventing School Failure, 61, 116-125.
McGough, J. (2013). Journaling: A bridge between school and home. Science & Children, 62-67.
Morris, D. & Trathen, W. (2017). Three dibels tasks vs. three informal reading/spelling tasks: A comparison of predictive
validity. Reading Psychology, 38, 289-320.
Munger, K.A., LoFaro, S.A., Kawryga, E.A., Sovocool, E.A., & Medina, S.Y. (2014). Does the dynamic indicators of basic early
literacy skills next assessment take a “simple view” of reading? Educational Assessment, 19, 204-228.
Scheffel, D., Lefly, D., & Houser, J. (2012). The predictive utility of DIBELS reading assessment for reading comprehension
among third grade English language learners and English speaking children. Reading Improvement, 11, 75-92.