IDEL™ Training: Administration and Scoring of “Fluidez en la Segmentación de Fonemas” (FSF) D ynamic M easurement G roup Supporting School Success One Step at a Time

© 2005, Dynamic Measurement Group2 Fluidez en la Segmentación de Fonemas (FSF) 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 FUP FNL FSF FLO FRO FPS

© 2005, Dynamic Measurement Group3 Fluidez en la Segmentación de Fonemas (FSF) 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

© 2005, Dynamic Measurement Group4 Materials Benchmark or progress monitoring booklet Clipboard Stopwatch Pen or pencil

© 2005, Dynamic Measurement Group5 Fluidez en la segmentación de fonemas (FSF) 1. Place scoring booklet on clipboard and position so that student cannot see what you record. 2.Say these specific directions to the student:

© 2005, Dynamic Measurement Group6 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 Group7 Correction Procedure RESPUESTA CORRECTA: Si el alumno dice /m/ /e/ /s/ /a/, usted dice, RESPUESTA INCORRECTA: Si el alumno dice cualquier otra respuesta, usted dice, Muy bien. Los sonidos en la palabra “mesa” son /m/ /e/ /s/ /a/. Los sonidos en la palabra “mesa” son /m/ /e/ /s/ /a/. Ahora te toca a ti. Dime los sonidos en “mesa”. Bien. Aquí viene tu primera palabra.

© 2005, Dynamic Measurement Group8 1.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 the next word promptly and clearly. Directions for Administration

© 2005, Dynamic Measurement Group9 6.At the end of 1 minute, place a bracket after the last sound segment, stop presenting words and scoring further responses. 7.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. Directions for Adminsitration cont…

© 2005, Dynamic Measurement Group10 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 Group11 Wait Rule for FSF 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.

© 2005, Dynamic Measurement Group12 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).

© 2005, Dynamic Measurement Group13 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 Group14 Directions for Scoring 1.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 Group15 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 Group16 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” Correct Phoneme Segmentation Scoring Examples: Underline Correct Sound Segments

© 2005, Dynamic Measurement Group17 Practice Scoring Phonemes TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ____ (no cuente monosílabos)

© 2005, Dynamic Measurement Group18 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” Correct Syllable Segmentation Scoring Examples: Underline Correct Sound Segments

© 2005, Dynamic Measurement Group19 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” Mixed Phoneme & Syllable Segmentation Underline Correct Sound Segments

© 2005, Dynamic Measurement Group20 Practice Scoring Phonemes and Syllables TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ____ (no cuente monosílabos)

© 2005, Dynamic Measurement Group21 Schwa Sounds Ə (in English /uh/) Scoring Examples: Schwa’s are free with consonants Examiner says “abajo” student says “a...b Ə...a...j Ə …o” Examiner says “lista” student says “l Ə...i...s Ə...t Ə …a” Examiner says “lana” student says “l Ə...a...n Ə …a” Examiner says “sala” student says “s Ə...a...l Ə …a”

© 2005, Dynamic Measurement Group22 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” Incomplete Segmentation other than Syllable Underline Correct Sound Segments

© 2005, Dynamic Measurement Group23 Practice Scoring Incomplete Segmentation ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ ___/7 ___/4 grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4 pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2 TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group Practice Scoring Incomplete Segmentation ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ ___/7 ___/4 grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4 pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2 TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group25 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˘¯¯ Overlapping Segmentation Scoring Examples:

© 2005, Dynamic Measurement Group26 Practice Scoring Overlapping Segmentation ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ ___/7 ___/4 grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4 pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2 TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group27 Practice Scoring Overlapping Segmentation ___/7 ___/4 /r/ __/10 ___/4 ___/7 ___/2 TLPSílSíl Sílabas (Síl): ___ (no cuente monosílabos) ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ Todas Las Partes (TLP): ____

© 2005, Dynamic Measurement Group28 Sound Elongation Underline 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 Group29 Practice Scoring Sound Elongation (Trainee) 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/

© 2005, Dynamic Measurement Group30 Practice Scoring Sound Elongation 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/

© 2005, Dynamic Measurement Group31 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” Incorrect Sound Segment Slash (/) Incorrect Sound Segments

© 2005, Dynamic Measurement Group32 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 Group33 Practice Scoring Incorrect Sounds and Additions ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ ___/7 ___/4 grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ /r/ __/10 ___/4 pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2 TLPSílSíl Todas Las Partes (TLP): ____ Sílabas (Síl): ___ (no cuente monosílabos)

© 2005, Dynamic Measurement Group34 Practice Scoring Incorrect Sounds and Additions ___/7 __/4 /r/ __/10 ___/4 ___/7 __ _ /2 TLPSílSíl Sílabas (Síl): ___ (no cuente monosílabos) ella /e/ | /y/ /a/ be bébé /b/ /e/ | /b/ /e/ grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/ pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ Todas Las Partes (TLP): ____

© 2005, Dynamic Measurement Group35 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)” Omissions Leave Blank: Wait 3 seconds for elaboration

© 2005, Dynamic Measurement Group36 Examiner says “abajo” student says “abajo” Examiner says “lista” student says “lista” Examiner says “lana” student says “lana” Examiner says “sala” student says “sala” No Segmentation/whole word Circle 0 0 0

© 2005, Dynamic Measurement Group37 “ 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 Group38 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 ” 2 1 2

© 2005, Dynamic Measurement Group39 Articulation and Dialect Imperfect 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”

© 2005, Dynamic Measurement Group40 Practice Scoring (trainee)

© 2005, Dynamic Measurement Group41 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

© 2005, Dynamic Measurement Group42 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 Group43 Pronunciation Guide