Administration and Scoring of Phoneme Segmentation Fluency (PSF) DIBELS The School District of Philadelphia Office of Assessment Office of Curriculum, Instruction and Teacher Development Office of Early Childhood Literacy Assessment Tools – Grades K -1 Dynamic Indicators of Basic Literacy Skills DIBELS Administration and Scoring of Phoneme Segmentation Fluency (PSF) Welcome to the Video Training on the Administration and Scoring of Phoneme Segmentation Fluency This is one of a series of 6 power point presentations that will guide you through each component of the DIBELS measures.

Phoneme Segmentation Fluency (PSF) Big Idea: Benchmark Goal: Assessment Times: - Phonemic Awareness - 35 end of K 18 at middle of K - Kindergarten: Winter, spring - First Grade: Fall, winter, spring Each measure identifies a Big Idea in Reading, which is the focus skill, the benchmark goal and assessment times per grade Note: PSF may also be used with older students who may not have the skill.

Phoneme Segmentation Fluency What Big Idea? Phonemic Awareness The focus skill for Phoneme Segmentation Fluency is Phonemic Awareness CLICK

Materials Palm Pilot Pencil-Paper Scoring booklet Clipboard Palm Pilot Materials needed for Non Reading First Schools include a scoring booklet (1 for each student), clipboard, stopwatch, and pen or pencil. Materials for Reading First Schools include a Palm Pilot (1 for each teacher) Palm Pilot Pencil-Paper Scoring booklet Clipboard Stopwatch Pen or pencil Palm Pilot

What is Phonemic Awareness? The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /k/ /a/ /t/ Phonemic Awareness is the awareness and understanding the sound structure of our language

Phonemic Awareness What is a phoneme? Smallest unit of speech that makes a difference to the meaning of a word How many phonemes are in the word… A phoneme is the smallest unit of speech that makes a difference to the meaning of a word CLICK for each word bat? boat? both? cloth? clothes? 3 /b/ /a/ /t/ 3 /b/ /oa/ /t/ 3 /b/ /oa/ /th/ 4 /k/ /l/ /o/ /th/ 5 /k/ /l/ /oa/ /TH/ /z/

Phonemic Awareness Tasks Phoneme isolation: Tell me the first sound in boy. (/b/) Phoneme identity: Tell me the sound that is the same in bike, boy, and bell. (/b/) Phoneme categorization: Which word does not belong? Bus, bun, rug (rug) Phoneme blending: What word is /t/ /ea/ /ch/? (teach) Phoneme segmentation: What are the sounds in ship? (/sh/ /i/ /p/) Phoneme deletion: What is smile without the s? (mile) Read this slide to become familiar with some of the Phonemic Awareness Tasks to help students master this skill

Is Phonemic Awareness the same as Phonological Awareness? Phonological awareness is the “umbrella” and phonemic awareness is one of the spokes of that umbrella CLICK words onset-rime syllables phonemes rhymes Phonological awareness is the “umbrella.”

Is Phonemic Awareness the Same as Phonics? v m If you can do it with your eyes closed, it is phonemic awareness CLICK 3X If you can do it with your eyes closed, it is phonemic awareness!

Why Phonemic Awareness? Phonemic Awareness is essential to learning to read in an alphabetic writing system. Letters represent sounds/phonemes Phonemic awareness is fundamental to mapping speech sounds to print. Without phonemic awareness, phonics makes little sense. Phonemic Awareness is a strong predictor of children’s reading acquisition and achievement. Phonemic Awareness can be taught; reading outcomes are improved when children are taught phonemic awareness. Read this slide to help you understand the importance of Phonemic Awareness Phonemic Awareness can be taught and reading outcomes are improved when children are taught this skill.

When Should Phonemic Awareness be Taught? Preschool -- Listening to sounds, alliteration, rhyming. Kindergarten-- Isolating first sound in 1-syllable words; Blending 3-4 phonemes into one word; Segmenting individual sounds in words. First Grade -- Segmenting and manipulating individual sounds in words. The teaching of Phonemic Awareness should be scaffolded

Phoneme Segmentation Fluency (PSF) Examiner says a word. Student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute. This is a sample of the examiner scoring sheet To administer the Phoneme Segmentation Fluency component the examiner…read slide

Directions for Administration Place the scoring booklet on the clipboard and position it so that the student cannot see what you record. Say these specific directions to the student: Non Reading First Schools, please follow these step by step directions to administer Phoneme Segmentation Fluency. Read bullet 1 Look at the sample of specific directions you would say to your student I am going to say a word. After I say it, you tell me all the sounds in the word. So, if I say, “Sam,” you would say /s/ /a/ /m/. Let’s try one. (one second pause) Tell me the sounds in “mop.”

Directions Say the first word and start your stopwatch. As the student says the sounds, mark the student response in the scoring column. Underline each different, correct part of the word that the student says. Put a slash ( / ) through incorrect sounds. Leave omitted sounds blank. Circle repeated words. Read slide

Directions As soon as the student is finished saying the sounds, present the next word promptly and clearly. 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. Record the total number of correct sound segments on the bottom of the scoring page. Read slide

Timing Rule for PSF: 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. Do not score further responses. There are some general rules to follow when scoring There is a timing rule

Wait Rule for PSF: 3 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. Let’s take a look at the wait rule

Discontinue Rule: First 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). Let’s take a look at the discontinue rule

Prompting Rule If a student has done the examples correctly and does not respond correctly to the words, say, “Remember to tell me the sounds in the word.” This prompt may be given once. This is the prompting rule. A prompt may be given once

Directions for Scoring Underline the correct sound segments the student says. Students receive 1 point for each different, correct, part of the word. Put a slash ( / ) through segments pronounced incorrectly. Leave segments that are omitted blank. Circle entire words. Let’s look at the directions for scoring Read slide

Scoring Examples: Underline Correct Sound Segments Correct Phoneme Segmentation Examiner says “trick,” student says “/t/ /r/ /i/ /k/”. Examiner says “cat,” student says “/k/ /a/ /t/”. If the students says the correct sound segment, underline the correct sound. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: trick /t/…/r/…/i/…/k/ /t/ /r/ /i/ /k/ 4 /4 cat /k/…/a/…/t/ /k/ /a/ /t/ 3 /3 Note: Sounds pronounced with a schwa (/u/) are judged to be correct (e.g., tu…ru…i…ku; ku…a…tu).

Scoring Examples: Underline Correct Sound Segments Incomplete Segmentation Examiner says “trick,” student says “/tr/ /ik/”. Examiner says “cat,” student says “/k/ /at/”. If a student says an incomplete segment, underline what he/she has said. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: trick /tr/ /ik/ /t/ /r/ /i/ /k/ 2 /4 cat /k/ /at/ /k/ /a/ /t/ 2 /3

Scoring Examples: Underline Correct Sound Segments Overlapping Segmentation Examiner says “trick,” student says “/tri/ /ik/.” Examiner says “cat,” student says “/ka/ /a/ /at/.” If the student says an overlapping segment, underline what the student says. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: trick “/tri/ /ik/” /t/ /r/ /i/ /k/ 2 /4 cat “/ka/ /a/ /t/” /k/ /a/ /t/ 3 /3

Scoring Examples:Underline Correct Sound Segments Sound Elongation (Continuous blending) Examiner says “rest,” student says “rrrrreeeesssttt.” Underline correct sound segments. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: rest “rrrreeeessssttt” /r/ /e/ /s/ /t/ 4 /4

Scoring Examples: Slash (/) Incorrect Sound Segments Examiner says “trick,” student says “t...r...i...p.” Examiner says “cat,” student says “b...a...t.” Now let’s look at samples for incorrect scoring. If the students says an incorrect segment, draw a slash through that segment Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: trick “t...r...i...p” /t/ /r/ /i/ /k/ 3 /4 cat “b…a...t” /k/ /a/ /t/ 2 /3 trick “t…r…uk” /t/ /r/ /i/ /k/ 2 /4 cat “k…ut” /k/ /a/ /t/ 1 /3 Note: The sound segment as a whole is judged to be correct or incorrect.

Scoring Examples: Leave Blank Additions Examiner says “trick,” student says “t...r...i...ck...s.” Examiner says “cat,” student says “s...c...a...t.” If the student adds a segment, they are not penalized. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: trick “t...r...i...k…s” /t/ /r/ /i/ /k/ 4 /4 cat “s…c...a...t” /k/ /a/ /t/ 3 /3

Scoring Examples: Leave Blank Omissions Examiner says “trick,” student says “t...ick.” Examiner says “cat,” student says /k/...(3 seconds). If the student omits a segment, leave it blank Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “t...ik” /t/ /r/ /i/ /k/ 2 /4 cat “c” (3 seconds) /k/ /a/ /t/ 1 /3

Scoring Examples: Circle No Segmentation Examiner says “trick,” student says “trick.” Examiner says “cat,” student says “cat.” Note: If a student segments a part of the word and then repeats the word, underline the sound and then circle the word. If the student does not segment the word, it is incorrect. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “trick” /t/ /r/ /i/ /k/ 0 /4 cat “cat” /k/ /a/ /t/ 0 /3 cat /k/ /kat/ /k/ /a/ /t/ 1 /3

Scoring Examples: No Score “I don’t know” Examiner says “trick,” student says “I don’t know” or “I don’t know that one.” Do not underline; wait 3 seconds and say the next word. If the students says, “I don’t know”, mark it incorrect. Look at the sample STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS trick “I don’t know.” /t/ /r/ /i/ /k/ 0 /4 cat “I don’t know.” /k/ /a/ /t/ 0 /3

Note Articulation and Dialect The student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language. Example: Examiner says “rest,” the student who consistently says /th/ for /s/ says “r…e…th…t.” A student is not penalized for imperfect pronunciation due to dialect, articulation, or different first language. Look at the sample shown STUDENT SCORING CORRECT WORD: SAYS: PROCEDURE: SEGMENTS: rest “r…e…th…t” /r/ /e/ /s/ /t/ 4 /4

Final Score: Scoring Page 6 5 2 3 31 Add number of correct sound segments for each line (up to bracket). Record total for each line in space provided in right hand column of scoring page. Add number of correct sound segments from each line. Record total number of correct sound segments in space provided in lower right hand corner of scoring page. Read slide

Final Score: Benchmark Assessment Transfer total number of correct sound segments from scoring page to front of benchmark assessment booklet. What does a score of 31 on PSF mean at the beginning of first grade? in middle of K? What will you do if you have any question about the accuracy/validity of the benchmark score? Read BULLET ONE Once the assessment is scored, student scores should be entered on the DIBELS data on-line system to track student progress and generate automated reports. For additional instructional support, please refer to the Strategic Interventions for DIBELS that can be found in the Office of Curriculum and Instruction’s Making Sense of the Literacy Curriculum 31

Pronunciation Guide Different regions of the country use different dialects of American English. These pronunciation examples may be modified consistent with regional dialects and conventions. The following 5 slides provide additional support you may need in interpreting student pronunciation

Pronunciation of R-Controlled Vowels /ar/ /ir/ and /or/ are treated as 1 phoneme. /air/ /ear/ and /oor/ are treated as 2 phonemes.

Examples: R-controlled Vowels short /sh/ /or/ /t/ bird /b/ /ir/ /d/ heart /h/ /ar/ /t/ bear /b/ /ai/ /r/ hear /h/ /ea/ /r/ sure /sh/ /oo/ /r/

Voiced and Unvoiced Sounds Score ‘em as you hear ‘em, on the fly and in real time. Don’t sweat the minutia.

Pronunciation Guide /ng/ is treated as one phoneme. Other phonemes are pretty straight forward.

General Accommodations Setting/Examiner: Test in alternate setting, e.g., complete quiet, minimal distractions, enhanced lighting. Test with familiar person, specialist, etc. present. Test by person with specialized training (e.g., SLP). Directions: Check student’s understanding (have the student repeat what to do). Provide directions in student’s primary language. Repeat practice example, provide an additional example. Provide lead example (e.g., do it with me) in addition to model. Note: It is always permissible to retest, i.e., repeat assessment on different days with different forms. Accommodations are permitted if they are written in the Assessment Section of the IEP

PSF Review How do I mark a completely segmented word? Underline below the sound segment. What do I do if the student repeats the word? Circle the word. What do I mark if the student skips a sound? Leave blank. How do I record an incorrect sound? Slash the sound. How do I mark that a child blended two sounds? Mark a single underline under the blended sounds. What do I do if a child hesitates for 3 seconds? Leave blank and say the next word. Please take a few moments to read the Phoneme Segmentation Fluency Review and Summary slides CLICK for each bullet

PSF Summary Start timer after you say the first word. Underline Sound Segment (1 point for each segment underlined) Slash (0 points) Leave Blank Says correct sound segment Adds schwa sound to correct sound. Pronounces sound incorrectly due to articulation delay/dialect/different first language Elongates sounds Says incorrect sound segment Adds sound (if separate from other sound segments) Omits sound Word repetition: Circle the word. Incomplete (blended) segmentation: Underline blended sound segments. Overlapping segmentation: Underline each segment. Three-second Rule: Score as incorrect and say the next word. Discontinue Rule: No correct sound segments in the first five words.

Contact Information Arnetta Imes, Lead Academic Coach Office of Curriculum, Instruction and Teacher Development aimes@phila.k12.pa.us Lyn Bauer, School Growth Specialist mbauer@phila.k12.pa.us Donna Orenstein, Lead Assessment Coach Office of Assessment dorenste@phila.k12.pa.us Renee Queen Jackson, Lead Academic Coach Office of Early Childhood rqueenjackson@phila.k12.pa.us This has been a Video Training for Phoneme Segmentation Fluency Please review additional components from this series that are appropriate for your grade level Contact information is listed on the screen.