HUMBLE ISD
Dictation Task – Spanish Kindergarten
Teacher Observation Sheet
Directions for Administering Dictation Task
Hearing and Recording Sounds in Words
To be administered to all students in small groups, mid-year and spring.
Readiness Sentence – mid-year
Form A - end of year
Give the student the Dictation Task Student Response Sheet.
Teacher says:
"Te voy a leer un cuento. Cuando termine de leerlo una vez,
volveré a leerlo otra vez muy despacio para que tú puedas
escribir las palabras del cuento.” (Read through the
sentence at normal speed.) “Algunas de las palabras son
difíciles. Dilas despacito a tí mismo y piensa de cómo las
podrías escribir. Ahora, empieza a escribir las palabras.”
Readiness Sentence (RS):
_____
Tengo
__
un
____
gato
_ _ _ _ _ __ _
e n l a c a s a.
1 2 3 4 5
6 7
8 9 10 11
12 13
_____
Tengo
__
un
_ _ __ _
pe rro
_ _ __
e n l a
_ __ _
c a s a.
1
6 7
8
12 13
16 17 18 19
14 15
16 17 18 19
Form A:
2 3 4 5
__
Lo
__ _ _ _
ll evo
20 21
22
23 24 25
9
__
a l
26 27
10 11
14 15
_ _ _ __ _
pa rqu e
__ ___ __
c o n m i g o.
28 29 30
33 34 35 36 37 38 39
31 32
(Instrumento de Observación, p. 95-96)
05-2012
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH
HUMBLE ISD
Dictation Task – Spanish Grade 1
Teacher Observation Sheet
Directions for Administering Dictation Task
Hearing and Recording Sounds in Words
To be administered to all students in small groups, fall and spring
Form A - beginning of year
Form Ch - end of year
Give the student the Dictation Task Student Response Sheet.
Teacher says:
"Te voy a leer un cuento. Cuando termine de leerlo una vez,
volveré a leerlo otra vez muy despacio para que tú puedas
escribir las palabras del cuento.” (Read through the sentence
at normal speed.) “Algunas de las palabras son difíciles.
Dilas despacito a tí mismo y piensa de cómo las podrías
escribir. Ahora, empieza a escribir las palabras.”
Beginning of the year testing, Form A:
_____
Tengo
__
un
_ _ __ _
pe rro
_ _ __
e n l a
_ __ _
c a s a.
1
6 7
8
12 13
16 17 18 19
2 3 4 5
__
Lo
__ _ _ _
ll evo
20 21
22
23 24 25
9
__
a l
26 27
10 11
14 15
_ _ _ __ _
pa rqu e
__ ___ __
c o n m i g o.
28 29 30
33 34 35 36 37 38 39
31 32
End of the year testing, Form Ch:
_ _ _____
Ya v iene
__
e l
_ ___
t r e n.
__
Se
__ _
va a
_ _ ___
p a r ar
1
8 9
10 11 12 13
14 15
16 17
19 20 21 22 23
2
3 4 5 6 7
_ __ _
a q u í.
_ __
No s
__ _ _ _
va mo s
24
27 28 29
30 31 32 33 34
25 26
05-2012
_
a
18
_ _ ___
s u b i r.
35 36 37 38 39
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH
HUMBLE ISD
Alternate Dictation Task – Spanish K-1
Teacher Observation Sheet
Purpose: To be used as an alternate assessment to provide data on students’
understanding and ability to hear and record sounds, as needed, throughout the year.
Sentence Form
Assessment Timeline
Readiness Sentence
Form A
Kindergarten:
Kindergarten:
First Grade:
First Grade:
Kindergarten:
First Grade:
Form Ch
Form B or C
Mid-Year HERSI Assessment
End of Year HERSI Assessment
Beginning of Year HERSI Assessment
End of Year HERSI Assessment
Use after Mid-Year HERSI assessment as a progress monitoring tool
Throughout the year to collect progress monitoring data
Directions for Administering Dictation Task
Hearing and Recording Sounds in Words
To be administered to all students in small groups, or in a one-on-one setting.
Give the students the Dictation Task Student Response Sheet.
“Te voy a leer un cuento. Cuando termine de leerlo una vez, volveré a
leerlo otra vez muy despacio para que tú puedas escribir las palabras
del cuento.” (Read through the sentence at normal speed.) “Algunas
de las palabras son difíciles. Dilas despacito a tí mismo y piensa de
cómo las podrías escribir. Ahora, empieza a escribir las palabras.”
Teacher says:
Dictate the sentence slowly, word by word. When the child comes to a
problem, say:
“Tú, dilo despacito. ¿Cómo empezarías a escribirlo? ¿Qué
sonido oyes? ¿Qué mas puedes oír?
Form B:
_ _ _ _
P a p á
_ ___
e s t á
_ _
e n
_ __ _
c a s a.
1
5
9 10
11 12 13 14
2
3
4
6
7 8
_ _ _ _
D i c e
__ _
qu e
_ _ _ _ _
v a m o s
_
a
_ _ _ _ _
j u g a r
15 16 17 18
19
21 22 23 24 25
26
27 28 29 30 31
20
_
a
32 33
Form C:
_ _ __ _ _ _
Y o t e n g o
_ _ _
u n a
_ __ _
g a t a
_ _ __
c a f é.
1
8
11 12 13 14
15 16 17 18
2
3 4
5
6
7
9 10
_ _ _ __ _ _ _
l a p e l o t a.
_ _
L e
_ _ _ _ _
g u s t a
_ _ _ _ _ _
d o r m i r
_ _ _ _
e n mi
_ _ _ _
c a m a.
19 20
21 22 23 24 25
26 27 28 29 30 31
32 33
36 37 38 39
05-2012
34 35
34 35 36 37 38 39
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH
HUMBLE ISD
Spanish K – 1
Dictation Task – Scoring Guide
Scoring
The rules for scoring given here are necessary to ensure reliability and validity when the task is used
for measurement of progress or change.
While initially the child’s progress will be in the area of “hearing and recording sounds in words,”
as he moves towards more control over writing, we must expect him to be learning something about
the orthography (the spelling rules and patterns) of the language.
Score one point for each sound (phoneme) the child has analyzed and recorded.
There can be no set of rules for scoring that will cover the ingenuity found in children’s attempts.
Scorers are advised to be conservative rather than liberal in applying the following scoring criteria
if comparable results are to be achieved across different scorers.
The teacher who is a sensitive observer would note any partially correct responses which tell a great
deal about the cutting edge of the child’s knowledge. Such qualitative information is very important
for planning the kind of help to offer the child.
[I am very aware of the arguments about developmental change from partially correct to
correct responding. However, recorders do not agree on how to score partially correct
responding, and so for a reliable measuring instrument, only the correct responding
criteria for scoring can be recommended.]
Capital letters
Capital letters are acceptable substitutions for lower case letters and vice versa.
Substitutions
Given what is being observed in this task it makes sense to accept a response when the sound
analysis has been a useful one, even though the child has used graphemes which can record the
sound; but in this particular case, the spelling is incorrect.
As a general principle, substitute letters are acceptable if, in Spanish, the sound is sometimes
recorded in that way. The following substitutions which count as correct are:
c/qu/k
ll/y/i
parce/parke
parque
kasa
casa
yega/iega
llega
llo/io
yo
(Instrumento de Observación, p.95-96)
05-2012
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH
HUMBLE ISD
Spanish K – 1
Dictation Task – Scoring Guide (continued)
s/c/z
caza
casa
ce
se
b/v
biene
viene
bamos
vamos
j/g
gugar
jugar
dise
dice
In addition to the above, in Spanish there are many dialectical differences. If this is the case, have
the child pronounce the word after you as you are dictating. Note whether the child’s pronunciation
matches his/her spelling. Words with omitted beginning or ending sounds still count as incorrect,
even though the child’s spelling matches his/her pronunciation.
Changes in letter order
Where the child has made a change in letter order, take one mark off for that word. For example:
es
se
2–1=1
vamso
vamos
5–1=4
Reversed letters
Reversed letters are not correct if they could represent a different letter. However, they are correct if
they could not represent a different letter. Examples of reversals that are counted as correct on this
task include s, c, r, and z. Examples of reversals that are counted as incorrect are b/d and p/q.
Making notes on other observations
It is important that the observer also makes notes on the following:
•
•
•
•
•
•
any sequencing errors
the omission of sounds
unusual use of space on the page
unusual placement of letters within words
partially correct attempts
and good confusions
Any of these may tell the teacher something about what the learner knows and how the teacher
may support some shift in performance.
(Instrumento de Observación, p.95-96)
05-2012
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH
HUMBLE ISD
Spanish Dictation Task
Student Response Sheet
Student Name:
Recorder:
Classroom Teacher:
School:
Date:
Grade: Spanish K – 1
Readiness
/19
Sentence
Form
/39
A
Ch
Alternate Form:
/39
B
C
(Fold heading under before child uses sheet.)
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05-2012
curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH