I
use to work at an elementary school, where we administrate assessment test on
our kindergartners called the Dynamic Indicator of Basic Early Literacy Skills
(DIBELS). DIBELS progress monitors our student’s development in early Literacy
and reading skills. In DIBELS we test our kindergartner’s students on letter
naming fluency, initial sounds fluency, word use fluency, phoneme segmentation
fluency, and nonsense word fluency. Once we receive our results from DIBELS we
can start placing our students in different literacy groups. We divide our
students into groups of four, which would be our high, medium (average), low,
and lower (Below average) groups. The content that my kindergarten students are
learning is early literacy and reading skills. For example, letter naming
fluency, initial sounds fluency, word use fluency, phoneme segmentation
fluency, and nonsense word fluency. The students may obtain skills through flashcards,
board games, picture-books, auditory books, video, and etc. By using my
content, students will be able to process or make sense of what early literacy
and reading skills that was learned. For my kindergartner students, the product
would be any assignment or task I give to extend what they have learned. For
example, having the students recite any initial sounds that they hear or ask
them to recite what sounds to the hearing the name or spelling words. By the end
of kindergarten, my student was be ready readers and that will help them for the
rest of their lives.
Here is a video that shows how children learn and how they are assessed in Singapore, South Africa, and in rural Colombia:
