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

IDEL™ Training:

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

Dynamic

Measurement

GroupSupporting School Success One Step at a

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

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

Materials• Benchmark or progress monitoring

booklet• Clipboard• Stopwatch• Pen or pencil

Indicador 1 Primer grado Fluidez en la Segmentaci—n de Fonemas IDELTM

TLP S’l

ella /e/ | /y/ /a/ bebˇ /b/ /e/ | /b/ /e/ ___/7 ___/4

grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o/ | /d/ /e/ /r/ __/10 ___/4

uvas /u/ | /v/ /a/ /s/ unas /u/ | /n/ /a/ /s/ ___/8 ___/4

abajo /a/ | /b/ /a/ | /j/ /o/ lista /l/ /i/ /s/ | /t/ /a/ __/10 ___/5

lana /l/ /a/ | /n/ /a/ sala /s/ /a/ | /l/ /a/ ___/8 ___/4

avi—n /a/ | /v/ /i/ /o/ /n/ gato /g/ /a/ | /t/ /o/ ___/9 ___/4

visa /v/ /i/ | /s/ /a/ saca /s/ /a/ | /k/ /a/ ___/8 ___/4

pista /p/ /i/ /s/ | /t/ /a/ pa’s /p/ /a/ | /i/ /s/ ___/9 ___/4

plato /p/ /l/ /a/ | /t/ /o/ desde /d/ /e/ /s/ | /d/ /e/ __/10 ___/4

doble /d/ /o/ | /b/ /l/ /e/ nota /n/ /o/ | /t/ /a/ ___/9 ___/4

ojo /o/ | /j/ /o/ joya /j/ /o/ | /y/ /a/ ___/7 ___/4

nacer /n/ /a/ | /s/ /e/ /r/ feliz /f/ /e/ | /l/ /i/ /s/ __/10 ___/4

Todas Las Partes (TLP): ____ S’labas (S’l): ____

Tipos de errores: (no cuente monos’labos)

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:

Indicador 1 Primer grado Fluidez en la Segmentaci—n de Fonemas IDELTM

TLP S’l

ella /e/ | /y/ /a/ bebˇ /b/ /e/ | /b/ /e/ ___/7 ___/4

uvas /u/ | /v/ /a/ /s/ unas /u/ | /n/ /a/ /s/ ___/8 ___/4

avi—n /a/ | /v/ /i/ /o/ /n/ gato /g/ /a/ | /t/ /o/ ___/9 ___/4

visa /v/ /i/ | /s/ /a/ saca /s/ /a/ | /k/ /a/ ___/8 ___/4

pista /p/ /i/ /s/ | /t/ /a/ pa’s /p/ /a/ | /i/ /s/ ___/9 ___/4

plato /p/ /l/ /a/ | /t/ /o/ desde /d/ /e/ /s/ | /d/ /e/ __/10 ___/4

doble /d/ /o/ | /b/ /l/ /e/ nota /n/ /o/ | /t/ /a/ ___/9 ___/4

ojo /o/ | /j/ /o/ joya /j/ /o/ | /y/ /a/ ___/7 ___/4

nacer /n/ /a/ | /s/ /e/ /r/ feliz /f/ /e/ | /l/ /i/ /s/ __/10 ___/4

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.”

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.

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

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…

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.

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.

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).

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.

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).

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.

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 SegmentationScoring Examples:

Underline Correct Sound Segments

TLP S’l

Practice Scoring Phonemes

ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/ ___/7 ___/4

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2

TLP Síl

Todas Las Partes (TLP): ____

Sílabas (Síl): ____ (no cuente monosílabos)

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 SegmentationScoring Examples:

TLP Síl

Todas Las Partes (TLP): ____ Sílabas (Síl): ____

Tipos de errores: (no cuente monosílabos)

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

TLP Síl

Practice Scoring Phonemes and Syllables

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2

TLP Síl

Sílabas (Síl): ____ (no cuente monosílabos)

Schwa Sounds Ə (in English /uh/)

Scoring Examples:Schwa’s are free with consonants

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”

TLP Síl

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

TLP Síl

Practice Scoring Incomplete Segmentation

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

TLP Síl

Sílabas (Síl): ___ (no cuente monosílabos)

Practice Scoring Incomplete Segmentation

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2

TLP Síl

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:

TLP Síl

Practice Scoring Overlapping Segmentation

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2

TLP Síl

Practice Scoring Overlapping Segmentation

___/7 ___/4

/r/ __/10 ___/4

___/7 ___/2

TLP Síl

ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/

grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/

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”.

TLP Síl

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/

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/

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

TLP Síl

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”

TLP Síl

Practice Scoring Incorrect Sounds and Additions

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/ ___/7 ___/2

TLP Síl

Practice Scoring Incorrect Sounds and Additions

___/7 __ /4

/r/ __/10 ___/4

___/7 ___ /2

TLP Síl

ella /e/ | /y/ /a/ bebé /b/ /e/ | /b/ /e/

grasa /g/ /r/ /a/ | /s/ /a/ poder /p/ /o | /d/ /e/

pan /p/ /a/ /n/ unas /u/ | /n/ /a/ /s/

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

TLP Síl

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

TLP Síl

“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.

TLP Síl

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”

TLP Síl

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”.

/f/ /r/ /u/ | /t/ /a/

/g/ /u/ /s/ | /t/ /a/

TLP ___/10

Síl ___/4

cinta /s/ /i/ /n/ | /t/ /a/ visa /b/ /i/ | /s/ /a/ ___/9 ___/4 Todas Las Partes (TLP): ___ Partes Sílabas (Síl): ____

Practice Scoring (trainee)Indicador 2 Primer grado

Fluidez en la Segmentaci—n de Fonemas IDELTM TLP S’l

cree /k/ /r/ /e/ /e/ fina /f/ /i/ | /n/ /a/ ___/8 ___/2

le /l/ /e/ arriba /a/ | /rr/ /i/ | /b/ /a/ ___/7 ___/3

quepa /k/ /e/ | /p/ /a/ o’r /o/ | /’/ /r/ ___/6 ___/2

vivir /v/ /i/ | /v/ /i/ /r/ para /p/ /a/ | /r/ /a/ ___/8 ___/4

oro /o/ | /r/ /o/ otra /o/ | /t/ /r/ /a/ ___/7 ___/4

d’a /d/ /i/ | /a/ metal /m/ /e/ | /t/ /a/ /l/ ___/8 ___/4

forma /f/ /o/ /r/ | /m/ /a/ usar /u/ | /s/ /a/ /r/ ___/8 ___/4

aquel /a/ | /k/ /e/ /l/ tacos /t/ /a/ | /k/ /o/ /s/ ___/9 ___/4

porque /p/ /o/ /r/ | /k/ /e/ uno /u/ | /n/ /o/ ___/8 ___/4

masa /m/ /a/ | /s/ /a/ coche /k/ /o/ | /ch/ /e/ ___/8 ___/4

larga /l/ /a/ /r/ | /g/ /a/ tirar /t/ /i/ | /r/ /a/ /r/ ___/8 ___/4

globo /g/ /l/ /o/ | /b/ /o/ llegar /y/ /e/ | /g/ /a/ /r/ ___/9 ___/4

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.

Indicador 2 Primer grado Fluidez en la Segmentación de Fonemas IDELTM

TLP Síl

cree /k/ /r/ /e/ /e/ fina /f/ /i/ | /n/ /a/ ___/8 ___/2

le /l/ /e/ arriba /a/ | /rr/ /i/ | /b/ /a/ ___/7 ___/3

quepa /k/ /e/ | /p/ /a/ oír /o/ | /í/ /r/ ___/6 ___/2

vivir /v/ /i/ | /v/ /i/ /r/ para /p/ /a/ | /r/ /a/ ___/8 ___/4

oro /o/ | /r/ /o/ otra /o/ | /t/ /r/ /a/ ___/7 ___/4

día /d/ /i/ | /a/ metal /m/ /e/ | /t/ /a/ /l/ ___/8 ___/4

forma /f/ /o/ /r/ | /m/ /a/ usar /u/ | /s/ /a/ /r/ ___/8 ___/4

aquel /a/ | /k/ /e/ /l/ tacos /t/ /a/ | /k/ /o/ /s/ ___/9 ___/4

porque /p/ /o/ /r/ | /k/ /e/ uno /u/ | /n/ /o/ ___/8 ___/4

masa /m/ /a/ | /s/ /a/ coche /k/ /o/ | /ch/ /e/ ___/8 ___/4

larga /l/ /a/ /r/ | /g/ /a/ tirar /t/ /i/ | /r/ /a/ /r/ ___/8 ___/4

globo /g/ /l/ /o/ | /b/ /o/ llegar /y/ /e/ | /g/ /a/ /r/ ___/9 ___/4

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.

Pronunciation Guide

Fonema Ejemplo Fonema Ejemplo /a/ hablar /l/ loro, habla /e/ gente, ellos /m/ mano, vamos /i/ hijo, iglesia /n/ nadie, tren, una /o/ oso, ruido /–/ ca–a, –and /u/ suyo, uno /p/ parque, pelo /b/ vista; combinaci—n /r/ rojo /k/ con, pico, peque–o /rr/ carro, corro /d/ dedo /s/ sapo, zapato /ch/ chocolate, leche /t/ tapa, boleto /f/ fino, cafˇ /x/ extra–o /g/ tango, gusta /y/ amarillo, ya /j/ gente; juvenil; Mˇ xico

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

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