Administration and scoring of fluidez en la segmentaci n de fonemas fsf
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D ynamic M easurement G roup. Supporting School Success One Step at a Time. IDEL™ Training:. Administration and Scoring of “Fluidez en la Segmentaci ón de Fonemas” (FSF). Fluidez en la Segmentaci ón de Fonemas (FSF). FRO. FLO. FPS. FSF. FUP. FNL.

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Administration and scoring of fluidez en la segmentaci n de fonemas fsf l.jpg

Dynamic

Measurement

Group

Supporting School Success One Step at a Time

IDEL™ Training:

Administration and Scoring of“Fluidez en la Segmentación de Fonemas” (FSF)


Fluidez en la segmentaci n de fonemas fsf l.jpg
Fluidez en la Segmentación de Fonemas (FSF)

FRO

FLO

FPS

FSF

FUP

FNL

Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End

Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

© 2005, Dynamic Measurement Group


Fluidez en la segmentaci n de fonemas fsf3 l.jpg

Big Idea:

Benchmark Goal:

Assessment Times:

Phonemic Awareness

35 end of K

18 at middle of K

Kindergarten:

Fall?, Winter, Spring

First Grade:

Fall, Winter, Spring

Fluidez en la Segmentación de Fonemas (FSF)

© 2005, Dynamic Measurement Group


Materials l.jpg
Materials

  • Benchmark or progress monitoring booklet

  • Clipboard

  • Stopwatch

  • Pen or pencil

© 2005, Dynamic Measurement Group


Fluidez en la segmentaci n de fonemas fsf5 l.jpg
Fluidez en la segmentación de fonemas (FSF)

1.Place scoring booklet on clipboard and position so that student cannot see what you record.

Say these specific directions to the student:

© 2005, Dynamic Measurement Group


Fluidez en la segmentaci n de fonemas fsf6 l.jpg
Fluidez en la segmentación de fonemas (FSF)

“Voy a decir una palabra. Después de que la diga, quiero que me digas todos los sonidos que tiene la palabra. Por ejemplo, si yo digo, “oso,” tú dices /o/ /s/ /o/.” Vamos a probar. (pausa) Dime los sonidos en “mesa.”

© 2005, Dynamic Measurement Group


Correction procedure l.jpg
Correction Procedure

Bien. Aquí viene tu primera palabra.

© 2005, Dynamic Measurement Group


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Directions for Administration

  • Say the first word and start your stopwatch.

    2. Put a slash ( / ) through segments pronounced incorrectly.

    3. Leave segments that are omitted blank.

    4. If the student says the whole word, circle the entire word and give 0 points.

    5. As soon as the student is finished saying the sounds, present thenext word promptly and clearly.

© 2005, Dynamic Measurement Group


Slide9 l.jpg

Directions for Adminsitration cont…

  • At the end of 1 minute, place a bracket after the last sound segment, stop presenting words and scoring further responses.

  • Add the number of correct sound segments.

    8. Add the total number of correct syllables.

    9. Record the total number of segments AND

    syllables on the bottom of the scoring sheet.

© 2005, Dynamic Measurement Group


Timing and wait rules continuous for 1 minute l.jpg
Timing and Wait Rules Continuous for 1 Minute

  • Start the stopwatch after you say the first word.

  • At the end of 1 minute place a bracket (]) after the last sound segment, say “stop” and stop your stopwatch. Do not present more words.

© 2005, Dynamic Measurement Group


Wait rule for fsf 3 seconds l.jpg
Wait Rule for FSF3 Seconds

  • Maximum time for each sound segment is 3 seconds.

  • If the student does not say the next sound segment within 3 seconds, say the next word.

© 2005, Dynamic Measurement Group


Discontinue rule first 5 words l.jpg
Discontinue RuleFirst 5 Words

  • If a student has not said any sound segments correctly in the first 5 words, discontinue the task and record a score of zero (0).

© 2005, Dynamic Measurement Group


Prompting rule l.jpg
Prompting Rule

  • If a student has done the examples correctly and does not answer the questions correctly, say, “Recuerda decirme los sonidos en la palabra.”

  • This prompt can be given once.

© 2005, Dynamic Measurement Group


Directions for scoring l.jpg
Directions for Scoring

  • Underline the sound segments in the word the student produces that are correctly pronounced.

    • Total Parts – Todas Las Partes (TLP): Students receive 1 point for each different, correct, part of the word – Same scoring rule as PSF.

    • Syllable Parts – Sílabas (Síl): 1 point for each different,correct,syllable part, excluding one syllable words (no cuente monosílabos).

© 2005, Dynamic Measurement Group


Directions for scoring cont l.jpg
Directions for Scoring cont…

2. Put a slash ( / ) through segments pronounced incorrectly.

3. Leave segments that are omitted blank.

4. If the student says the whole word, circle

the entire word and give 0 points.

© 2005, Dynamic Measurement Group


Correct phoneme segmentation l.jpg
Correct Phoneme Segmentation

Scoring Examples:

Underline Correct Sound Segments

Examiner says “abajo” student says “a...b...a...j...o”

Examiner says “lista” student says “l...i...s...t...a”

Examiner says “lana” student says “l...a...n...a”

Examiner says “sala” student says “s...a...l...a”

10 1

8 0

18

1

© 2005, Dynamic Measurement Group


Practice scoring phonemes l.jpg
Practice Scoring Phonemes

TLP

Síl

7 1

9 0

1

7

23

Todas Las Partes (TLP): ____

2

Sílabas (Síl): ____ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Correct syllable segmentation l.jpg
Correct Syllable Segmentation

Scoring Examples:

Underline Correct Sound Segments

Examiner says “abajo” student says “a...ba...jo”

Examiner says “lista” student says “lis...ta”

Examiner says “lana” student says “la...na”

Examiner says “sala” student says “sa...la”

5 5

4 4

9

9

© 2005, Dynamic Measurement Group


Mixed phoneme syllable segmentation l.jpg
Mixed Phoneme & Syllable Segmentation

Underline Correct Sound Segments

Examiner says “abajo” student says “a...b...a...jo”

Examiner says “lista” student says “l...i...s...ta”

Examiner says “lana” student says “l...a...na”

Examiner says “sala” student says “s...a...la”

8 3

6 2

14

5

© 2005, Dynamic Measurement Group


Practice scoring phonemes and syllables l.jpg

4 4

7 2

1

7

18

7

Practice Scoring Phonemes and Syllables

TLP

Síl

Todas Las Partes (TLP): ____

Sílabas (Síl): ____ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Slide21 l.jpg

Scoring Examples:

Schwa’s are free with consonants

Schwa Sounds Ə(in English /uh/)

Examiner says “abajo” student says “a...bƏ...a...jƏ…o”

Examiner says “lista” student says “lƏ...i...sƏ...tƏ…a”

Examiner says “lana” student says “lƏ...a...nƏ…a”

Examiner says “sala” student says “sƏ...a...lƏ…a”

10 1

8 0

18

1

© 2005, Dynamic Measurement Group


Incomplete segmentation other than syllable l.jpg

5 2

4 0

9

2

Incomplete Segmentation other than Syllable

Examiner says “abajo” student says “aba...jo”

Examiner says “lista” student says “li...s...ta”

Examiner says “lana” student says “lan…a”

Examiner says “sala” student says “s...ala”

Underline Correct Sound Segments

© 2005, Dynamic Measurement Group


Practice scoring incomplete segmentation l.jpg
Practice Scoring Incomplete Segmentation

TLP

Síl

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

_

_

_

/

7

_

_

_

/

4

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

/

p

o

d

e

r

/

p

/

/

o

|

/

d

/

/

e

/

/

r

/

_

_

/

1

0

_

_

_

/

4

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

_

_

_

/

7

_

_

_

/

2

Todas Las Partes (TLP): ____

Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Practice scoring incomplete segmentation24 l.jpg

4 2

5 1

0

5

14

3

Practice Scoring Incomplete Segmentation

TLP

Síl

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

_

_

_

/

7

_

_

_

/

4

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

/

p

o

d

e

r

/

p

/

/

o

|

/

d

/

/

e

/

/

r

/

_

_

/

1

0

_

_

_

/

4

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

_

_

_

/

7

_

_

_

/

2

Todas Las Partes (TLP): ____

Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Slide25 l.jpg

Overlapping Segmentation

Scoring Examples:

Give credit for each different, correct, sound segment of the word.

Examiner says “abajo” student says “aba..ajo”

Examiner says “lista” student says “lis..ta..a”

Examiner says “lana” student says “la…a…na”

Examiner says “sala” student says “sa…a…la˘¯¯

5 2

6 4

11

6

© 2005, Dynamic Measurement Group


Practice scoring overlapping segmentation l.jpg
Practice Scoring Overlapping Segmentation

TLP

Síl

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

_

_

_

/

7

_

_

_

/

4

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

/

p

o

d

e

r

/

p

/

/

o

|

/

d

/

/

e

/

/

r

/

_

_

/

1

0

_

_

_

/

4

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

_

_

_

/

7

_

_

_

/

2

Todas Las Partes (TLP): ____

Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Practice scoring overlapping segmentation27 l.jpg

TLP

_

_

_

/

7

_

_

_

/

4

/

r

/

_

_

/

1

0

_

_

_

/

4

_

_

_

/

7

_

_

_

/

2

Practice Scoring Overlapping Segmentation

Síl

5

3

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

6

2

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

/

p

o

d

e

r

/

p

/

/

o

|

/

d

/

/

e

/

6

2

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

17

Todas Las Partes (TLP): ____

6

Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Sound elongation underline correct sound segments approx 1 second per sound l.jpg

10 1

8 0

18

1

Sound ElongationUnderline Correct Sound Segments (approx 1 second per sound)

Examiner says “abajo” student says “aaaaabaaa..jooo”

Examiner says “lista” student says “liiiiiiiisss..taaaa”

Examiner says “lana” student says “laaaaaa…naaaaa”

Examiner says “sala” student says “saaaaa…laaaa”.

© 2005, Dynamic Measurement Group


Practice scoring sound elongation trainee l.jpg

ella /e/ /y/ /a/

grasa /g/ /r/ /a/ /s/ /a/

uvas /u/ /v/ /a/ /s/

bebé /b/ /e/ /b/ /e/

poder /p/ /o/ /d/ /e/ /r/

unas /u/ /n/ /a/ /s/

Practice Scoring Sound Elongation (Trainee)

© 2005, Dynamic Measurement Group


Practice scoring sound elongation l.jpg

ella /e/ /y/ /a/

grasa /g/ /r/ /a/ /s/ /a/

uvas /u/ /v/ /a/ /s/

bebé /b/ /e/ /b/ /e/

poder /p/ /o/ /d/ /e/ /r/

unas /u/ /n/ /a/ /s/

Practice Scoring Sound Elongation

© 2005, Dynamic Measurement Group


Slide31 l.jpg

Incorrect Sound Segment

Slash (/) Incorrect Sound Segments

Examiner says “abajo” student says “a..ba…jos”

Examiner says “lista” student says “p…i…s…t…a”

Examiner says “lana” student says “p…a…l…a”

Examiner says “sala” student says “s…o…l…a”

6 1

5 0

11

1

© 2005, Dynamic Measurement Group


Additions l.jpg

5 2

8 0

13

2

Additions

Additions are not counted as errors if they are separated from the other sounds in the word.

Examiner says “abajo” student says “a…ba…jos”

Examiner says “lista” student says “l…i…s…tra”

Examiner says “lana” student says “p…l…a…n…a”

Examiner says “sala” student says “s…a…l…a…s”

© 2005, Dynamic Measurement Group


Practice scoring incorrect sounds and additions l.jpg
Practice Scoring Incorrect Sounds and Additions

TLP

Síl

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

_

_

_

/

7

_

_

_

/

4

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

/

p

o

d

e

r

/

p

/

/

o

|

/

d

/

/

e

/

/

r

/

_

_

/

1

0

_

_

_

/

4

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

_

_

_

/

7

_

_

_

/

2

Todas Las Partes (TLP): ____

Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group


Practice scoring incorrect sounds and additions34 l.jpg
Practice Scoring Incorrect Sounds and Additions

TLP

Síl

7

1

e

l

l

a

/

e

/

|

/

y

/

/

a

/

b

e

/

b

/

/

e

/

|

/

b

/

/

e

/

_

_

_

/

7

_

_

/

4

7

0

g

r

a

s

a

/

g

/

/

r

/

/

a

/

|

/

s

/

/

a

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p

o

d

e

r

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p

/

/

o

|

/

d

/

/

e

/

/

r

/

_

_

/

1

0

_

_

_

/

4

5

1

p

a

n

/

p

/

/

a

/

/

n

/

u

n

a

s

/

u

/

|

/

n

/

/

a

/

/

s

/

_

_

_

/

7

_

_

/

2

_

19

Todas Las Partes (TLP): ____

Sílabas (Síl): ___ (no cuente monosílabos)

2

© 2005, Dynamic Measurement Group


Slide35 l.jpg

6 2

6 0

12

2

Omissions

Leave Blank: Wait 3 seconds for elaboration

Examiner says “abajo” student says “a…ba…(3 sec)”

Examiner says “lista” student says “l…i…t…a

Examiner says “lana” student says “l…n…a”

Examiner says “sala” student says “s…a…l…(3 sec)”

© 2005, Dynamic Measurement Group


Slide36 l.jpg

0 0

0 0

0

0

No Segmentation/whole word

Circle

Examiner says “abajo” student says “abajo”

Examiner says “lista” student says “lista”

Examiner says “lana” student says “lana”

Examiner says “sala” student says “sala”

© 2005, Dynamic Measurement Group


No s no score l.jpg

3 1

2 0

5

1

“No sé” No Score

Examiner says “abajo” student says “a….(3sec)

Examiner says “lista” student says “l…i…(3sec)

Examiner says “lana” student says “No sé” (3sec)

Examiner says “sala” student says “s…a (3sec)”Do not underline; say the next word.

© 2005, Dynamic Measurement Group


Slide38 l.jpg

Sounds out of order

Give credit for sound parts that are correct and in the correct order

Examiner says “abajo” student says “a…jo…ba”

Examiner says “lista” student says “ta…lis”

Examiner says “lana” student says “a…n…l…a”

Examiner says “sala” student says “sa…a…l”

1 1

1 1

2

2

© 2005, Dynamic Measurement Group


Slide39 l.jpg
Articulation and DialectImperfect pronunciation due to dialect, articulation, or second language interference is not penalized.

Examiner says “fruta”, student says “flu…ta”.

Examiner says “gusta”, student says “g..u..j..ta”.

Examiner says “cinta”, student says “thin…ta”.

Examiner says “visa”, student says “b..i..s..a”.

6

3

2

6

12

5

© 2005, Dynamic Measurement Group


Practice scoring trainee l.jpg
Practice Scoring (trainee)

© 2005, Dynamic Measurement Group


Final score l.jpg

0

0

5

3

4

2

2

8

7

2

3

4

31

10

Final Score

  • Add number of correct phonemes for each line up to bracket.

  • Total number of correct sound segments in space provided in lower right hand corner of probe.

1

0

© 2005, Dynamic Measurement Group


Pronunciation guide l.jpg
Pronunciation Guide

  • Different countries or regions of a country use different Spanish dialects. These pronunciation examples should be modified consistent with regional dialects and conventions.

  • For example, /s/ as in gustar is pronounced as a /j/ in certain regions of Central America and the Caribbean. Our examples are typical of the pronunciation in Mexico City.

© 2005, Dynamic Measurement Group


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Pronunciation Guide

© 2005, Dynamic Measurement Group


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