FPS - Oregon Reading First Center
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IDEL™ Training: Administration and Scoring of “Fluidez en las Palabras sin Sentido” (FPS) Dynamic Measurement Group Supporting School Success One Step at a Time Fluidez en las Palabras sin Sentido (FPS) FRO FLO FPS FSF FUP FNL Beg Mid End Preschool Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade © 2005, Dynamic Measurement Group 2 Fluidez en las Palabras sin Sentido (FPS) • Big Idea: • Alphabetic Principle • Benchmark Goal: • 70 by middle of First Grade • Assessment Times: • Kindergarten: Winter, Spring First Grade: Fall, Winter, Spring © 2005, Dynamic Measurement Group 3 IDEL™ Fluidez en las Palabras sin Sentido (FPS) z u f or u g a li j u p i d i da nu j i zo s u m i l od u r ivi de – o rate zep u t u se ra pec u g os u nu d i m a m o n are s i se be jo roje Examiner shows page of nonsense words to student. Student reads the words. Score: Number of correct letter sounds student reads in 1 minute. z i © 2005, Dynamic Measurement Group 4 Materials • Benchmark or progress monitoring test booklet • Student materials, i.e., page of nonsense words • Clipboard • Stopwatch • Pen or pencil © 2005, Dynamic Measurement Group 5 Directions for Administration 1. Place the page of practice words “mosi” “lu” (student materials) in front of the student. 2. Place the scoring booklet on clipboard and position so that student cannot see what you record. 3. Say these specific directions to the student: © 2005, Dynamic Measurement Group 6 Directions for Administration of FPS Mira esta palabra (señale la primera palabra en la copia de práctica). No es una palabra verdadera. Es una palabra sin sentido. Observa cómo leo la palabra: /m/ /o/ /s/ /i/ “mosi” (señale cada letra, después pase el dedo rápidamente debajo de toda la palabra) Puedo decir los sonidos de las letras, /m/ /o/ /s/ /i/ (señale cada letra), o puedo leer la palabra completa “mosi” (pase el dedo rápidamente debajo de toda la palabra). Ahora te toca a ti leer una palabra sin sentido. Lee la palabra lo mejor que puedas (señale la palabra “lu”). Asegúrate de decir todos los sonidos que sepas. mosi © 2005, Dynamic Measurement Group lu 7 Correction Procedure RESPUES TA C O RREC TA: RESPUES TA INC O RRECTA: S i el alumno re spon deÒlu Ó o S i el alumno n o re spon dede n tro de 3 se gu n doso di ce todos los son idos, u ste d re spon dein corre ctame n te ,u ste ddi ce : di ce : Muy bien. Los sonidos son /l/ /u/ o ÒluÓ Observa, los sonidos son /l/ /u/ (se–ale cada letra) o ÒluÓ(mueva el dedo r‡pidamente debajo de toda la palabra). Intntalo otra vez. Lee esta palabra lo mejor que puedas (se–ale la palabra ÒluÓ). © 2005, Dynamic Measurement Group 8 Student Copy mo cone valo vuso go jepi bu fo dume sa gazu re nu damu sijo copi ri lopi zudu soni vema zi tivo foti fu zo luso peni ta pe lovu vuji lutu re–e rume mamu jebe jo nucu jutu luma noja bilu pi fi Aquí hay más palabras sin sentido (señale la copia no numerada del alumno). Comienza aquí (señale la primera palabra) y continúa a través de la página (demuéstrelo con el dedo). Cuando yo diga ‘empieza’, lee las palabras lo mejor que puedas. Toca cada letra y dime el sonido de la letra o dime toda la palabra. Pon el dedo en la primera palabra. ¿Estás listo/a? Empieza. © 2005, Dynamic Measurement Group 9 Benchmark Booklet: FPS Scoring Page Fluidez en las P alabras sin Sentido IDELTM Indicador 1 Primer grado Fluidez en las Palabras sin Sentido IDELTM Instrucciones breves Asegœre se de tener a su disposici—nel formulario largode instrucciones para aclarar problemas inesperados. Diga estas instrucciones espec’ficas al alumno: Mira esta palabra(se–ale la primera palabra en la copia de pr‡ctica). No es una palabra verdadera. Es una palabran si sentido. Observa c— mo leo la palabra: /m/ /o/ /s/ /i/ ÒmosiÓ(se–ale cada letra, despœ se pase el dedo r‡pidamente debajo de toda la palabra) Puedo decirlos sonidos de las letras, /m/ /o/ /s/ /i/ (se–ale cada letra), o puedo leerla palabracompleta ÒmosiÓ(pase el dedo r‡pidamente debajo de toda la palabra). Ahora te toca a it leer una palabrasin sentido. Lee la palabralo mejor que puedas(se–ale la palabra ÒluÓ). Asegœrate de decir todos los sonidos que sepas. RESP UESTA CORRECTA: Si el alumno respondeÒluÓo con todoslos sonidos,usted dice: RESP UESTA INCORRECTA: Si el alumno no respondedentro de 3 segundos o respondeincorrectamente, usted dice: Muy bien.Los sonidos son /l/ /u/ o ÒluÓ . Recuerda, que puedes decir los sonidos o puedes decir toda la alabra. p Observa los sonidos son /l/ /u/ (se–ale cada letra) o Òlu Ó (mueva su dedo r‡pidamente debajode toda la palabra). Int ntalo otra vez. Lee esta palabra lo mejor que puedas (se–ale la palabra ÒluÓ). mo cone valo vuso go __/16 jepi bu fo dume sa __/14 gazu re nu damu sijo __/16 copi ri lopi zudu soni __/18 vema zi tivo foti fu __/16 zo luso peni ta pe __/14 lovu vuji lutu re–e r ume __/20 mamu jebe jo nucu jutu __/18 luma noja bilu pi fi __/16 Total: _____ Nœmero de Palabras Completas le’das (NP C): _____ Tipos de errores: Coloque la copia de folleto de alumno en frente del ni–o o de la ni–a. Aqu’ haym‡s palabrassin sentido (se–ale la copia no numerada del alumno). Comienza aqu’ (se–alela primera palabra) y continœaa trav s de la p‡gina(demu s t relo con eldedo). Cuando yo digoÔ empiezaÕ,lee las palabras lomejor que puedas. Toca cada letra y dime el sonido de la letra o dime toda la palabra. Pon el dedo en la primera palabra. ÀEst‡s listo/a? Empieza. P ‡gina 6 © 2004 Dynamic Measurement Group, Inc. © 2004 Dynami c Measurement Group,Inc. © 2005, Dynamic Measurement Group P ‡gina 7 10 Fluidez en las Palabras sin Sentido Examiner Indicador 1 Primer grado Fluidez en las Palabras sin Sentido IDELTM c o n e v a l o v us o g o j ep i b u f o du m e sa gazu re n u da m u s ij o __/16 c o p i r i l o p i zudu s o n i __/18 v e m a z i t i v o f ot i f u __/16 z o l us o pe n i t a pe __/14 l o v u v u ji l u t u re – e r u m __/20 m a m u j e b e j o n ucu j u et u __/18 l u m a n o j a b il u p i fi __/14 __/16 Total: ____ Nœmero de Palabras Completas le’das (NPC):_____ _ Tipos de errores: © 2004 Dynamic Measurement Group, Inc. Copy 15 __/16 m o 6. Follow along on the examiner copy of the probe and underline each phoneme the student provides correctly, either in isolation or in the context of the nonsense word. Put a slash (/) over each phoneme read incorrectly or omitted. P‡gina 7 © 2005, Dynamic Measurement Group 11 7. At the end of 1 minute place a bracket (]) after the last letter sound, say “para” and stop your stopwatch. © 2005, Dynamic Measurement Group 12 Timing Rule for FPS Continuous for 1 Minute • Start the stopwatch after you say, empieza. • At the end of 1 minute place a bracket (]) after the last letter sound, say “para” and stop your stopwatch. © 2005, Dynamic Measurement Group 13 Wait Rule for FPS 3 Seconds • The maximum time per letter sound is 3 seconds. • If the student hesitates for 3 seconds on a letter sound or word, score the letter sound/word incorrect. Tell the child the correct sound/word, and, if necessary, point to the next letter/word, and say, “¿Qué sonido? ¿Qué palabra?” • This response to hesitation may be repeated as often as necessary. © 2005, Dynamic Measurement Group 14 Discontinue Rule First 5 Words If the student does not get any sounds correct in the first 5 words, discontinue the task and record a score of zero (0). © 2005, Dynamic Measurement Group 15 Prompting Rule • If the student provides the letter name rather than the letter sound, say, “Recuerda decirme los sonidos de las letras, no el nombre de las letras.” • This prompt can be provided once. © 2005, Dynamic Measurement Group 16 Directions for Scoring 1. Underline each letter sound the student provides correctly, either in isolation or in the context of the nonsense word. 2. Put a slash (/) over each letter sound read incorrectly. 3. Leave blank any letter sounds omitted, added, or repeated. © 2005, Dynamic Measurement Group 17 Scoring Examples: Underline Correct Letter Sounds Sounds in Isolation Underline the individual letters for letter sounds produced correctly in isolation. Word Student Says Scoring Procedures mo m…o mo 2/2 cone c…o…n…e c o n e 4/4 © 2005, Dynamic Measurement Group Correct Letter Sounds 18 Scoring Examples: Underline Correct Letter Sounds Sounds in Words Use a single underline under multiple letters for correct letter sounds blended together and give credit for each letter sound correspondence produced correctly. Word Student Says Scoring Procedures mo mo mo 2 /2 cone co…n…e c o n e 4 /4 © 2005, Dynamic Measurement Group Correct Letter Sounds 19 Practice Scoring Correct Letter Sounds and Words mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group /16 /14 20 Practice Scoring Correct Letter Sounds and Words mo jepi cone valo vuso go 16 /16 bu fo dume sa 14 /14 © 2005, Dynamic Measurement Group 21 Scoring Examples: Slash Incorrect Letter Sounds Partially Correct Words •If a word is partially correct, underline the corresponding letters for letter sounds produced correctly. •Put a slash ( / ) over the letter if the corresponding letter sound is incorrect. Word Student Says Scoring Procedures mo m…a mo 1/2 cone c…u…n…e c o n e 3/4 © 2005, Dynamic Measurement Group Correct Letter Sounds 22 Practice Scoring Partially Correct Words mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group /16 /14 23 Practice Scoring Partially Correct Words mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group 13/16 11 /14 24 Scoring Examples: Repeated Sounds Letter sounds said more than once while sounding out the word are given credit only once. Word Student Says Scoring Procedures mo mo mo 2 /2 cone co…n…e c o n e 4 /4 © 2005, Dynamic Measurement Group Correct Letter Sounds 25 Scoring Examples: Leave Blank Insertions Insertions are not scored as incorrect. Word Student Says Scoring Procedures mo m…o…l mo 2/2 cone c…o…n…es c o n e 4/4 © 2005, Dynamic Measurement Group Correct Letter Sounds 26 3-Second Rule: Sound-by-Sound • If the student is saying individual letter sounds and hesitates for 3 seconds on a letter sound, score the letter sound incorrect. • Say the correct letter sound, and, if necessary, point to the next letter, and say “¿Qu é sonido?” Word mo cone Student Says m… c…o…n… Scoring Procedures Correct Letter Sounds mo 1/2 c o n e 3/4 © 2005, Dynamic Measurement Group 27 Practice Scoring Prompting Sound By Sound mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group 28 Practice Scoring Prompting Sound By Sound mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group 13/16 12 /14 29 3-Second Prompting Rule: Word-by-Word • If the student is reading words and hesitates for 3 seconds on a word, score the word incorrect. • Say the correct word and, if necessary, point to the next word, and say, “¿Qué palabra?” • This prompt can be repeated. Word Student says: mo cone valo mo (3 seconds) bu jepi fo bu (3 sec.) Examiner says: Scoring P rocedure Score cone ÀQu m o c o n e palabra? valo 2/10 jepi ÀQu palabra? 2/8 b u jepi f o © 2005, Dynamic Measurement Group 30 Practice Scoring Prompting Word by Word mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group /16 /14 31 Practice Scoring Prompting Word by Word mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group 8 /16 12/14 32 Note: Sound Order – Sound by Sound Letter sounds produced in isolation but out of order are scored as correct IF the student is pointing correctly (gives credit for knowledge of individual letter sound correspondences). Word Student Says Scoring Procedures mo o…m mo 2/2 cone o…c…n…e c o n e 4/4 © 2005, Dynamic Measurement Group Correct Letter Sounds 33 Note Sound Order – Word by Word Blended letter sounds must be correct and in the correct place (beginning, middle, end) to receive credit. Give credit for the correct letter sound only. Word Student Says mo om cone once Scoring Procedures mo c o n e © 2005, Dynamic Measurement Group Correct Letter Sounds 0 /2 1 /4 34 Practice Scoring Sound Order mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group /16 /14 35 Practice Scoring Sound Order mo jepi cone valo vuso go bu fo dume sa © 2005, Dynamic Measurement Group 10/16 10 /14 36 Note Articulation and Dialect • The student is not penalized for imperfect pronunciation due to dialect, articulation, or second language interference. • Example: A student who regularly substitutes /l/ for /r/, says “le” for “re.” Word Student Says Scoring Procedures re le re 2 /2 rume lume rume 4 /4 © 2005, Dynamic Measurement Group Correct Letter Sounds 37 Note Self Correct If a student makes an error and corrects him/herself within 3 seconds, write “ac” (autocorrige) above the letter sound or word and count it as correct. © 2005, Dynamic Measurement Group 38 Note Skips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring. © 2005, Dynamic Measurement Group 39 Final Score • Add number of correct letter sounds for each line up to bracket. • Total number of correct letter sounds and write it in space provided. Indicador 1 Primer grado Fluidez en las Palabras sin Sentido IDELTM vuso go 14 __/16 fo du m e sa __/14 0 re nu d a mu sijo __/16 ]13 ri lo p i zu d u soni __/18 zi ti v o fo t i fu __/16 zo a lov u luso pe n i ta pe __/14 vu j i lu t u re – e ru m e __/20 m am u l um u je b e jo nu c u ju t u __/18 no j a bi l u pi mo co n e va l o je pi bu ga z u i co p i v em a fi __/16 27 Total: _____ Nœmero de Palabras Completas le’das (NPC):_____ 0 Tipos de errores: © 2005, Dynamic Measurement Group 40 In di cadore s Di n ‡mi cos del ƒ xi to e n la Le cturaTM 6ta Ed.1 Un i versi dadde Ore gon Primer grado Final Score •Benchmark assessment: Transfer number of correct letter sounds to front of benchmark scoring booklet. Nombre: Maestro/a: Escuela: Distrit o: In di cador 1 Pri n cipi o/ O to–o In di cador 2 Me di o/ In viern o In di cador 3 Fi n al/ Primavera Iniciales de la Examinadora Fecha Fluidez en el Nombramient o de las Letras Fluidez en la Segmentaci— n de Fonemas Fluidez en las P alabras sin Sentido TLP S’ l TLP S’ l TLP S’ l Total NP C Total NP C Total NP C 27 0 Correctas Fluidez en la Lectura Oral IDELTM Errores Correctas Errores (puntaje de en med io) (puntaje de en med io) (opcional) (opcional) Fluidez en el Recuent o Oral Fluidez en el Uso de las P alabras (opcional) TLP = Todas Las Partes S’l = S’labas NP C = Nœmero de Palabras Completas le’ das Revisado: 10/22/0 4 © 2004 Dynamic Measurement Group, Inc. © 2005, Dynamic Measurement Group P ‡gina 1 41 Accommodations for FPS Specific to FPS – Enlarged print/colored overlays – Braille – Marker/ruler to keep place © 2005, Dynamic Measurement Group 42 FPS Practice #1 Indicador 3 P rimer grado Fluidez en las P alabras sin Sentido IDELTM zu f or u ga gu po ta m a __/16 li j u pidi da nu so l eba __/18 ji zo sumi d i sa doro __/16 l od u r ivi de – o supu jo –i __/20 rate zep u t u se fa co __/16 Total: _____ Nœmero de Palabras Completas le’das (NPC): _____ © 2005, Dynamic Measurement Group 43 FPS Practice #1 Indicador 3 P rimer grado Fluidez en las P alabras sin Sentido IDELTM ta m a __/16 11 so l eba 0__/18 sumi d i sa doro 11 __/16 r ivi de – o supu jo –i 6__/20 zep u t u se fa co __/16 zu f or u ga gu po li j u pidi da nu ji zo l od u rate Total: _____ 28 0 Nœmero de Palabras Completas le’das (NPC): _____ © 2005, Dynamic Measurement Group 44 FPS Practice #2 Indicador 3 P rimer grado Fluidez en las P alabras sin Sentido IDELTM zu f or u ga gu po ta m a __/16 li j u pidi da nu so l eba __/18 ji zo sumi d i sa doro __/16 l od u r ivi de – o supu jo –i __/20 rate zep u t u se fa co __/16 Total: _____ Nœmero de Palabras Completas le’das (NPC): _____ © 2005, Dynamic Measurement Group 45 FPS Practice #2 Indicador 3 P rimer grado Fluidez en las P alabras sin Sentido IDELTM ta m a __/16 16 so l eba 17 __/18 d i sa doro 16 __/16 supu jo –i 20 __/20 fa co 14 __/16 zu f or u ga gu po li j u pidi da nu ji zo l od u r ivi sumi ac de – o rate zep u t u se Total: _____ 83 Nœmero de Palabras Completas le’das (NPC): _____ 23 © 2005, Dynamic Measurement Group 46 FPS Practice Activity Instructions for Completing the Activity: 1. Form a three-person group. You will take turns administering FPS to a child in the winter of First Grade. 2. There will be 3 rounds to the activity where your role will change with each round. The roles are: © 2005, Dynamic Measurement Group 47 Examiner: Follow the script on the page titled “Examiner.” Administer NWF to the “student”. Practice timing and scoring. Place a bracket and stop at the end of 1 minute. Score the student’s responses. Indicador 2 P rimer grado Fluidez en las P alabras sin Sentido IDELTM Fluidez en las P alabras sin Sentido IDELTM Instrucciones breves Asegœre se de tener a su disposici—nel formulario largode instrucciones para aclarar problemas inesperados. Diga estas instrucciones espec’ficas al alumno: Mira esta palabra(se–ale la primera palabra en la copia de pr‡ctica). No es una palabra verdadera. Es una palabran si sentido. Observa c— mo leo la palabra: /m/ /o/ /s/ /i/ ÒmosiÓ(se–ale cada letra, despœ se pase el dedo r‡pidamente debajo de toda la palabra) Puedo decirlos sonidos de las letras, /m/ /o/ /s/ /i/ (se–ale cada letra), o puedo leerla palabracompleta ÒmosiÓ(pase el dedo r‡pidamente debajo de toda la palabra). Ahora te toca a it leer una palabrasin sentido. Lee la palabralo mejor que puedas(se–ale la palabra ÒluÓ). Asegœrate de decir todos los sonidos que sepas. RESP UESTA CORRECTA: Si el alumno respondeÒluÓo con todoslos sonidos,usted dice: RESP UESTA INCORRECTA: Si el alumno no respondedentro de 3 segundos o respondeincorrectamente, usted dice: Muy bien.Los sonidos son /l/ /u/ o ÒluÓ . Recuerda, que puedes decir los sonidos o puedes decir toda la alabra. p Observa los sonidos son /l/ /u/ (se–ale cada letra) o Òlu Ó (mueva su dedo r‡pidamente debajode toda la palabra). Int ntalo otra vez. Lee esta palabra lo mejor que puedas (se–ale la palabra ÒluÓ). j u r u p i r i m u m e lu de __/16 b u p i j u li ca d ul e fu __/16 m a vu ze gu ro re ni n a __/16 po n a d u se lu ro tera l eda __/20 l o m u v ad u d u za lu __/14 r u bo f a m u re s u d i fi da t i je l a ni __/18 do p i t i m o v o __/14 ba s i– e co li sab i j i po dop i bes taz u u __/16 __/18 Total: _____ Nœmero de Palabras Completas le’das (NPC): _____ Tipos de errores: Coloque la copia de folleto de alumno en frente del ni–o o de la ni–a. Aqu’ haym‡s palabrassin sentido (se–ale la copia no numerada del alumno). Comienza aqu’ (se–alela primera palabra) y continœaa trav s de la p‡gina(demu s t relo con eldedo). Cuando yo digoÔ empiezaÕ,lee las palabras lomejor que puedas. Toca cada letra y dime el sonido de la letra o dime toda la palabra. Pon el dedo en la primera palabra. ÀEst‡s listo/a? Empieza. P ‡gina 6 © 2004 Dynamic Measurement Group, Inc. © 2004 Dynamic Measurement Group, Inc. © 2005, Dynamic Measurement Group P ‡gina 11 48 Student: Follow the script for your round on the page titled, “Student”. You will pretend to be a student and provide the written scripted responses. Pace the task and perform as a child in first S tu de n t grade. If you are the student in the first round, follow the script for Student A: if you are the student in the second round, follow the script for Student B, etc. *Make sure examiner provides correction procedure. **[p] examiner prompt . Student pauses for 3 seconds, examiner should prompt the next sound or word. Stim ulus Word: sample:lu Error correction 1. ju 2. rupi 3. 4. 5. 6. 7. ri mume lude bu piju 8. lica 9. dule 10. fu 11. mavu 12. ze 13. guro 14. reni 15. na Round 1: Student A You say: lu Round 2: Student B You say: Round 3: Student C You say: /l/ **[prompt] /u/ **[prompt]/u/ /l/ ju rupi (3 sec) [p] /u/ /g/ /u/ /r/ /u/3 sec. [p] (3 sec)[p] /u/ (3 sec)[p] /i/ ir /r/ /i/ (3 sec) [p] /ai/ mumi(aut ocorrige)mume /m/ /u/ /m/ /i/ /m/ ( 3 sec) [p] /m/ lude /l/ /u/ /d/ /e/ /l/ /u/ ( 3 sec) [p] bu /b/ /u/ /d/ /u/ piju /p/ /ai/ (3 sec) (3 sec)[p] /ai/ (3 sec)[p](3sec) [p] /u/ [p](3sec)[p] (3 sec) /l/ /ai/ /s/ /a/ (3sec)[p](3sec)[p ](3sec)[p](3sec) bule /b/ (3 sec) [p] (3sec)[p](3sec)[p ](3sec)[p] /le/ [p](3sec) fu /f/ /u/ (3sec)[p](3sec)[p] mavu /m/ /a/ (3 sec) (3sec)[p](3sec)[p ](3sec)[p] [p] /u/ [p](3sec) ze /s/ /e/ (3sec)[p] /e/ rugo /j/ /u/ /r/ /o/ (skip) reni (3 sec)[p] /e/ /n/ (skip) /i/ na /a/ /n / © 2005, Dynamic Measurement Group /n/ /a/ 49 Observer: Use the FPS Assessment Integrity checklist on the page titled “Observer”. Time along with the examiner. Observe the examiner and provide feedback on the accuracy of administration, scoring, and timing. IDELTM Fluidez en las Palabras sin Sentido Assessment Integrity Checklist Needs Practice Fine Directions: As the observer, please observe setup and directions, time and score the test with the examiner, check examiner’s accuracy in following procedures, and decide if examiner passes or needs more practice. box to indicate Fine or Needs Practice 1. Performs standardized directions verbatim: Mira esta palabra. No es una palabra verdadera. Es una palabra sin sentido. Observa cómo leo la palabra: /m/ /o/ /s/ /i/ “mosi.” Puedo decir los sonidos de las letras, /m/ /o/ /s/ /i/, o puedo leer la palabra completa “mosi”. Ahora te toca a ti leer una palabra sin sentido. Lee la palabra lo mejor que puedas. Asegúrate de decir todos los sonidos que sepas. CORRECT RESPONSE INCORRECT RESPONSE Muy bien. Los sonidos son Recuerda, que puedes decir los sonidos o puedes decir toda la /l/ /u/ o “lu”. palabra. Observa los sonidos son /l/ /u/ o “lu”. Inténtalo otra vez. Lee esta palabra lo mejor que puedas. Aquí hay más palabras sin sentido. Comienza aquí y continúa a través de la página. Cuando yo digo ‘empieza’, lee las palabras lo mejor que puedas. Toca cada letra y dime el sonido de la letra o dime toda la palabra. Pon el dedo en la primera palabra. ¿Estás listo/a? Empieza. 2. Responds to correct and incorrect responses appropriately. 3. Holds clipboard and stopwatch so child cannot see what (s)he records. 4. Starts stopwatch after saying begin. 5. Waits 3 seconds for child to produce letter-sound or word. After 3 seconds, tells correct sound or word and asks child to try the next sound or word. If child does not respond, asks child to move on to the next sound or word. 6. Underlines letter sounds produced correctly alone or in context, and slashes incorrect letter sounds. 7. Follows discontinue rule if child does not get any correct letter sounds in first five words. 8. At the end of 1 minute, places a bracket (e.g., ] ) after the last letter sound provided and says “stop.” Correct Scoring Student A ac j u r u p i r i m u m e lu de b u p i j u li ca d ul e fu m a vu ze gu ro re ni __/16 14 __/16 11 n a __/16 11 Total:_____ 37 N�mero de Palabras Completas le� das (NPC): _____ 11 Student B __/16 13 b u p i j u li ca d ul e fu __/16 10 m a vu ze gu ro re ni n a 13 __/16 Total:_____ 36 N�mero de Palabras Completas le� das (NPC): _____ 0 j u r u p i r i m u m e lu de j u r u p i r i m u m e lu de 6__/16 b u p i j u li ca d ul e fu __/16 1 m a vu ze gu ro re ni n a __/16 3 Student C 9. Records the number of correctly produced letter sounds. Records the number of recoded words. Total:_____ 10 10. Shadow score with the examiner. Is he/she within 2 points on the final score? N�mero de Palabras Completas le� das (NPC): _____ 0 © 2005, Dynamic Measurement Group 50 IDEL TM Flu i dez e n las Palabras sin S e n ti do Assessme n t In te gri ty C h e ck li st Needs Practice Fine Directions: As the observer, please observe setup anddirections, time and score the test with the examiner, check examinerÕs cacuracy in fo llowingprocedures, and decide if exami ner passes or needs more practice. box to indicate Fine or Needs P ractice 1. P erforms standard ized directionsverbatim: Mira esta palabra . No es una palabra verdadera. Es una palabra sin sentido. Observa c—mo leo la palabra : /m/ /o/ /s/ /i/ Òmosi.Ó Puedo decir los sonidos de las letras, /m/ /o/ /s/ /i/, o puedo leer la palabracom pleta Òmos iÓ. IDEL FPS Assessment Integrity Checklist Ahorate toca a ti leer una palabra sin se ntido. Lee la palabralo mejor que puedas. Asegœr ate de decir todoslos sonidosque sepas. CORRECT RESP ONSE INCORRECT RESP ONSE Muy bien. Los sonidos son Observa los sonidos son/l/ /u/ o ÒluÓ. Int n tal o otra vez. Lee /l/ /u/ o ÒluÓ. esta palabralo mejor que puedas. Aqu’ hay m‡s palabras sin sentido. Comienza aqu’ y continœa a travs de la p‡gina. Cuandoyo diga Ôemp iezaÕ , lee las palabras lomejor que puedas. Toca cada letra y dime el sonidode la letra o dime toda lapalabra. Pon el dedo en la primera palabra.ÀEst‡s listo/a? Empieza. 2. Responds tocorrect and incorrect responses appropriately. 3. H olds clipboard andstopwatch so child cannot see what (s)he records. 4. Starts stopwatch after saying begin. 5. Waits 3 seconds for child to produce letter-sound or word. Af ter 3 seconds, tells correct soundor word and asks child to try thenext soundor word. If child does not respond, asks child to mo ve on to th e next soundor word. 6. Underlinesletter soundsproduced correctly alone or in context, and slashes incorrect letter sounds. 7. Followsdiscontinue rule if child does not get any correct letter soundsin first fi ve words. 8. At theend of 1 minute, places a bracket (e.g., ] ) after the last letter soundprovided and says Òstop.Ó 9. Records the number of correctly produced letter sounds.Records thenumber of recoded words. 10. Shadowscore with the examiner. Is he/she within 2 points on the final score? © 2005, Dynamic Measurement Group 51 After completing each round, discuss as a group how the administration went. Answer the following questions for the round in which you are the examiner: - What was easy? What was difficult? What do you need to practice? How were the skills of the child you assessed? (Estimated: established =>70; emerging 50-69; deficit <50) - What instructional recommendations do you have for the student you assessed? © 2005, Dynamic Measurement Group 52 FPS Practice Activity Debrief – Administration and Scoring • What was easy? • What was hard? • What do you need to practice? – Student skills and implications for support • Describe skills of students A, B, and C • What are 3 things you can try for a student with need for intensive intervention? © 2005, Dynamic Measurement Group 53 Analyzing the Observation for Instructional Implications • Student A – Knows most letter sounds and blends in words – Focus on building word reading fluency • Student B – Knows most consonant sounds; does not blend – Strategic support focused on vowel sounds and blending. – Point out differences in pronunciation between English and Spanish • Student C – Does not know letter sounds – Intensive support focused on letter-sound correspondence © 2005, Dynamic Measurement Group 54
