individual phonemic analysis a curriculum-based measure ipa
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Individual Phonemic AnalysisIndividual Phonemic Analysisa Curriculum-Based Measurea Curriculum-Based Measure
IPAIPA
CBM Individual Phonemic CBM Individual Phonemic AnalysisAnalysis
For students in Infant 1 & 2For students in Infant 1 & 2
Student hears and sees different tasks to Student hears and sees different tasks to measure early reading skillsmeasure early reading skills– Sounds or lettersSounds or letters - Word Reading- Word Reading– TelescopingTelescoping - Sentence Reading- Sentence Reading– SegmentingSegmenting
Teacher marks errors on Teacher copyTeacher marks errors on Teacher copy
Chapter III of Reading Manual (pp. 33-62)Chapter III of Reading Manual (pp. 33-62)
Administered to 100 studentsAdministered to 100 students
Preskills for decoding wordsPreskills for decoding words
•• Left to right directionLeft to right direction
• Letter sound correspondences
• Auditory preskills:
Telescoping
Segmenting
Characteristics of IPACharacteristics of IPA
Curriculum-based measures.Curriculum-based measures.
Easy to create, administer, score, and interpret.Easy to create, administer, score, and interpret.
Require students to produce a response so that Require students to produce a response so that educator educator observesobserves rather than rather than infersinfers what the what the problems are.problems are.
Useful for assessing individual students, Useful for assessing individual students, consulting with teachers, or conducting consulting with teachers, or conducting inservices for teachers.inservices for teachers.
Characteristics of IPA Characteristics of IPA (cont.)(cont.)
Both correct and error responses are recorded Both correct and error responses are recorded to provide information for diagnosis and to provide information for diagnosis and intervention.intervention.Sensitive to change, even over short periods of Sensitive to change, even over short periods of time.time.Use multiple forms to ensure that you are Use multiple forms to ensure that you are assessing learning and not memorization.assessing learning and not memorization.Use standardized administration to reduce Use standardized administration to reduce systematic error in administration.systematic error in administration.
IPA Sound/Symbol IdentificationIPA Sound/Symbol Identification
1. Sound/Symbol Identification Measure: SCORINGName Date
Score + for correctly stated sounds.Write exactly what the student says for any error.
Write n.r. for no response of the student does not say the letter sound within 5 secs.
m a s d f g h j k
o p z x c v b n e
n w e r t y u i b
l o w e r t y u i
a s d f g h m k l
TOTAL
IPA Letter Identification IPA Letter Identification (same form)(same form)
1. Sound/Symbol Identification Measure: SCORINGName Date
Score + for correctly stated sounds.Write exactly what the student says for any error.
Write n.r. for no response of the student does not say the letter sound within 5 secs.
m a s d f g h j k
o p z x c v b n e
n w e r t y u i b
l o w e r t y u i
a s d f g h m k l
TOTAL
Case Study 1 HannahCase Study 1 Hannah
Analysis of the data:
Describe the data points for this student in relation to the AIMLINE
Describe the types of errors this student is making in the close materials.
Decision: Collect more data Intervention Increase the goal for this student
Intervention description:
Hannah - IPA Letter NamesHannah - IPA Letter Names
November 3rd
Hannah - IPA Letter NamesHannah - IPA Letter Names
November 10th
Hannah - IPA Letter NamesHannah - IPA Letter Names
November 17th
Case Study 1 HannahCase Study 1 Hannah
Sounds Error AnalysisSounds Error AnalysisSound 31-Aug 01-Sep 02-Sep 30-Sep 01-Oct 02-Oct 31-Oct 01-Nov 02-NovabcdefghIjklmnopqrstuvwxyz
Instructional Design StructureInstructional Design Structure
1.Identify Error pattern/type2.Selection of Examples3.Sequence of Examples4.Practice Examples5.Test Examples6.Continue IPA measures
EXAMPLEEXAMPLE Design to Teach Design to Teach Letter-Sound Letter-Sound
CorrespondencesCorrespondences Knowledge form:Simple fact - one to one relationship
Known preskills: a, m, r, t, e, Procedure:
a. example selection b. design c. presentation
s
sss
a
m t
e
er
Letter Identification Letter Identification Intervention for Intervention for HannahHannah
Knowledge form:
Known preskills: Procedure:
a. example selection b. design c. presentation
IPA Sound/Symbol IdentificationIPA Sound/Symbol Identification
1. Sound/Symbol Identification Measure: SCORINGName Date
Score + for correctly stated sounds.Write exactly what the student says for any error.
Write n.r. for no response of the student does not say the letter sound within 5 secs.
m a s d f g h j k
o p z x c v b n e
n w e r t y u i b
l o w e r t y u i
a s d f g h m k l
TOTAL
Teacher Administrator This is an auditory measure, students do not see this paper. When I say the sounds, like /r/ /a/ /n/, can you tell me the word? IF the student does not respond say, "the sounds /r/ /a/ /n/ blend together to say "ran".
Now, you try the next one. IF student responds correctly, say, "Great here are some more sounds tell me the words." Follow each set of letters with "can you tell me the word?"
Teacher Says Student Response Sounds Correct / s/ / a/ / m/ 1 2 3 / m/ / o/ / p/ 1 2 3 / b/ / e/ / t/ 1 2 3 / p/ / i/ / n/ 1 2 3 / r/ / a/ / t/ 1 2 3 / c/ / a/ / n/ 1 2 3
Total Correct
Scoring: write actual word or utterance student says in student response box. Indicate (circle) the sounds of the word correctly stated in the sounds correct box.
IPA - TelescopingIPA - Telescoping
Explanation of the Box Plot
Individual Outliers
90th Percentile Performance
75th Percentile
50th Percentile
25th Percentile
10th Percentile
0
2
4
6
8
10
12
14
16
18
20
Grade 2 Students
Box Plot
Distribution of Scores
-5
0
5
10
15
20
25
Correct Responses
First - Telescoping First - Segmenting First - Word Reading First-Sentence Reading
Infant 2 Individual Phonemic Awareness First Assessment Period
*
Manual page 177
Case 1 Hannah Case 1 Hannah Telescoping and SegmentingTelescoping and Segmenting
Hannah – Telescoping Hannah – Telescoping Nov. 3rdNov. 3rd
Segmenting
Hannah – Telescoping Hannah – Telescoping Nov. 10Nov. 10thth
Segmenting
Hannah – Telescoping Hannah – Telescoping Nov. 17Nov. 17thth
Segmenting
Error analysisError analysis Involves reviewing the student’s Involves reviewing the student’s
scored CBM reading probes to identify scored CBM reading probes to identify specific error types and patterns specific error types and patterns
Set priorities for teachingSet priorities for teaching
Error patternsError patterns Indicate areas in need of further Indicate areas in need of further
instructioninstruction Constitute a database for determining Constitute a database for determining
what content and strategies to teachwhat content and strategies to teach
Error AnalysisError Analysis
Initial Initial MiddleMiddle End Initial End Initial Middle End Middle End
Telescoping Segmenting
Preskills for decoding wordsPreskills for decoding words
• • Left to right directionLeft to right direction
• Letter sound correspondences
• Auditory preskills:
Telescoping
Segmenting
Beginning Word ReadingBeginning Word Reading
DesignDesignKnown Preskills:Known Preskills:– Sound/symbol identification (at least 2 letters)Sound/symbol identification (at least 2 letters)– Left to right directionLeft to right direction– Telescoping and SegmentingTelescoping and Segmenting
m, a, s, r, t, m, a, s, r, t,
am, sam, ram, rat, sat, mat, at, mass . . .
Create a word listCreate a word list m, a, s, r, m, a, s, r, tt, i, , i, dd, f , f
rat
sam
mas
at
4 or 5 words
2 – 3 letters
it, at, am, if
Fit, fat, rid, ram, sit, sat, mitt, mat, mad, sad, fad, Sam, rat,
Beginning Word ReadingBeginning Word Reading
Delivery Delivery
Strategy: sounding out wordsStrategy: sounding out words
am
mat
Do not allow students to stop between the sounds
Play Word Games Play Word Games PracticePractice telescoping and segmenting telescoping and segmenting
Initially Initially 2 to 3 letter words2 to 3 letter wordsInitially continuous sounds in the beginningInitially continuous sounds in the beginningUse words familiar to the students language Use words familiar to the students language repertoirerepertoire Teacher says slow student says wordTeacher says slow student says word
– Teacher provide models/demonstrateTeacher provide models/demonstrate– Practice togetherPractice together– Students answer aloneStudents answer alone
Same process as above with Same process as above with segmentingsegmenting– Difference is that teacher says the word and the Difference is that teacher says the word and the
student says the sounds in the word.student says the sounds in the word.
Practice both Practice both telescoping telescoping andand segmenting segmenting
IPA IPA Word and Word and Sentence Reading: SCORINGSentence Reading: SCORING
Score + for correctly read words. Write exactly what the student says for any error.
Write n.r. for no response of the student does not say the word within 5 secs.
Word reading: Indicate what learner actually states for each word
not can sit man
cop sand slip fast
nap stop if flip
Total words read correctly:
Sentence Reading: Indicate what learner actually states for each word. Number of words read
correctly
The dog ran on a grass mat.
A big cat sat on me.
I sat in the sun and had fun.
Total words read correctly:
Hannah Hannah
Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 3Nov. 3rdrd
Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 10Nov. 10thth
Hannah – Word & Sentence Hannah – Word & Sentence Reading Reading Nov. 17Nov. 17thth
Error Analysis (suggestion)Error Analysis (suggestion)
Word typesWord types
– vc words (am, it)vc words (am, it)– cvc words all cvc words all
continuous sounds continuous sounds (man, rim)(man, rim)
– cvc words stop at cvc words stop at beginning (pan, kiss)beginning (pan, kiss)
– Blends (plan, fast)Blends (plan, fast)
# of errors# of errorsNote vowelsNote vowels
____________________________________________________________
______________________________
______________________________
Beginning Word ReadingBeginning Word Reading
Guidelines for word lists Guidelines for word lists (discrimination and practice)(discrimination and practice)– 8-10 words (initially 2 - 4 words)8-10 words (initially 2 - 4 words)
– Usually 5-7 minutes of readingUsually 5-7 minutes of reading
– Unpredictable word order Unpredictable word order – No patternNo pattern
– 30 - 50% of words contain new skill30 - 50% of words contain new skill– Alter position of word types and use of letters. Alter position of word types and use of letters.
Beginning Word ReadingBeginning Word Reading
Guidelines for word lists Guidelines for word lists (discrimination and practice)(discrimination and practice)– initially 2 - 4 words (build to 8-10)initially 2 - 4 words (build to 8-10)
– Usually 5-7 minutes of readingUsually 5-7 minutes of reading
– Unpredictable word order Unpredictable word order – No patternNo pattern
– 30 - 50% of words contain new skill30 - 50% of words contain new skill– Alter position of word types and use of letters. Alter position of word types and use of letters.
Case 2 Case 2 Patrick
Infant 1 Student Patrick has taken CBM measures from the beginning of the
school year to this point in early November. Patrick cooperates during reading instruction.
Patrick’s teacher set a goals as seen on each graph.
1. Score the three attached IPA Measures that Patrick has completed most recently
2. Graph Patrick’s performance.3. Review her data on the graph, look at performance in
relation to aimline4. Determine next steps for Patrick’s program.5. Individual Graph in IPA scores for Patrick B.
Analysis of the data:
Describe the data points for this student in relation to the AIMLINE
Describe the types of errors this student is making in the close materials.
Decision: Collect more data Intervention Increase the goal for this student
Intervention description: