Transcript Individual Phonemic Analysis a Curriculum-Based Measure IPA CBM Individual Phonemic Analysis For students in Infant 1 & 2 Student hears and sees different tasks to measure.

Individual Phonemic Analysis
a Curriculum-Based Measure
IPA
CBM Individual Phonemic
Analysis
For students in Infant 1 & 2
Student hears and sees different tasks to
measure early reading skills
– Sounds or letters - Word Reading
– Telescoping
- Sentence Reading
– Segmenting
Teacher marks errors on Teacher copy
Chapter III of Reading Manual (pp. 33-62)
Administered to 100 students
Preskills for decoding words
• Letter sound correspondences
• Left to right direction
• Auditory preskills:
Telescoping
Segmenting
Characteristics of IPA
Curriculum-based measures.
Easy to create, administer, score, and interpret.
Require students to produce a response so that
educator observes rather than infers what the
problems are.
Useful for assessing individual students,
consulting with teachers, or conducting
inservices for teachers.
Characteristics of IPA (cont.)
Both correct and error responses are recorded
to provide information for diagnosis and
intervention.
Sensitive to change, even over short periods of
time.
Use multiple forms to ensure that you are
assessing learning and not memorization.
Use standardized administration to reduce
systematic error in administration.
IPA Sound/Symbol Identification
1. So und/Symbol Identification Meas ure: SCORIN G
Name
Date
Score + for correctly stated sound s.
Write exactly what the studen t says for any error.
Write n.r. for no response of the studen t doe s not say t he 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
(same form)
1. So und/Symbol Identification Meas ure: SCORIN G
Name
Date
Score + for correctly stated sound s.
Write exactly what the studen t says for any error.
Write n.r. for no response of the studen t doe s not say t he 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 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 Names
November 3rd
Hannah - IPA Letter Names
November 10th
Hannah - IPA Letter Names
November 17th
Case Study 1 Hannah
Sounds Error Analysis
Sound
a
b
c
d
e
f
g
h
I
j
k
l
m
n
o
p
q
r
s
t
u
v
w
x
y
z
31-Aug
01-Sep
02-Sep
30-Sep
01-Oct
02-Oct
31-Oct
01-Nov
02-Nov
Instructional Design Structure
1.Identify Error pattern/type
2.Selection of Examples
3.Sequence of Examples
4.Practice Examples
5.Test Examples
6.Continue IPA measures
EXAMPLE Design to Teach
Letter-Sound
Correspondences
Knowledge form:
Simple fact - one to one relationship
Known preskills:
Procedure:
a. example selection
s
b. design
m
r
a
a, m, r, t, e,
e
s
c. presentation
t
s
e
Letter Identification
Intervention for Hannah
Knowledge form:
Known preskills:
Procedure:
a. example selection
b. design
c. presentation
IPA Sound/Symbol Identification
1. So und/Symbol Identification Meas ure: SCORIN G
Name
Date
Score + for correctly stated sound s.
Write exactly what the studen t says for any error.
Write n.r. for no response of the studen t doe s not say t he 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 - Telescoping
Teacher
Administrator
This is an aud itory m easure, stud ents d o not see this paper.




When I say the sounds, like /r/ /a/ /n/, can you tell me the w ord?
IF the stu d ent d oes not resp ond say, "the sounds /r/ /a/ /n/ blend together to say "ran".
N ow , you try the next one.
IF stu d ent resp ond s correctly, say, "Great here are some more sounds tell me the w ords."
Follow each set of letters w ith "can you tell me the w ord?"
Teacher Says
/ s/ / a/ / m /
/ m / / o/ / p/
/ b/ / e/ / t/
/ p/ / i/ / n/
/ r/ / a/ / t/
/ c/ / a/ / n/
Student Response
Sounds Correct
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
1
2
3
Total Correct
Scoring: w rite actual w ord or utterance stud ent says in student response box.
Ind icate (circle) the sound s of the w ord correctly stated in the sounds correct
box.
20
Explanation of the
Box Plot
In d iv id u al
Ou tl iers
18
16
Box Plot
14
Distribution of
Scores
90th P ercentile
P erformance
75th P ercentile
12
50th
P ercent ile
10
8
25th P ercentile
6
4
10th P ercentile
2
0
Grade 2 Students
Infant 2 Individual Phonemic Awareness
First Assessment Period
25
20
Correct Responses
15
10
*
5
0
-5
First - T elescoping
Manual page 177
First - Segment ing First - W ord Reading First -Sent ence Reading
Case 1 Hannah
Telescoping and Segmenting
Hannah – Telescoping
Segmenting
Nov. 3rd
Hannah – Telescoping
Segmenting
Nov. 10th
Hannah – Telescoping
Segmenting
Nov. 17th
Error analysis
 Involves reviewing the student’s
scored CBM reading probes to
identify specific error types and
patterns
 Set priorities for teaching
Error patterns
 Indicate areas in need of further
instruction
 Constitute a database for determining
what content and strategies to teach
Error Analysis
Telescoping
Initial
Middle
Segmenting
End
Initial
Middle
End
Preskills for decoding words
• Letter sound correspondences
• Left to right direction
• Auditory preskills:
Telescoping
Segmenting
Beginning Word Reading
Design
Known Preskills:
– Sound/symbol identification (at least 2
letters)
– Left to right direction
– Telescoping and Segmenting
m, a, s, r, t,
am, sam, ram, rat, sat, mat, at, mass . . .
Create a word list
m, a, s, r, t, i, d, 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 Reading
Delivery
Strategy: sounding out words
am
mat
Do not allow students to stop between the sounds
Play Word Games
Practice telescoping and segmenting
Initially
2 to 3 letter words
Initially continuous sounds in the beginning
Use words familiar to the students language
repertoire
Teacher says slow student says word
– Teacher provide models/demonstrate
– Practice together
– Students answer alone
Same process as above with segmenting
– Difference is that teacher says the word and the
student says the sounds in the word.
Practice both telescoping and segmenting
IPA Word and
Sentence Reading: SCORING



Score + for correctly read words.
Write exactly what the studen t says for any error.
Write n.r. for no response of the studen t doe s not say t he word within 5 secs.
Word reading: Ind icate what learner a ctually s tates for e ach word
not
can
s it
man
cop
sand
s lip
fas t
nap
sto p
if
flip
Total word s read correctly:
Sentence Reading: Ind icate what learner a ctually s tates for e ach word .
The dog rano n a gras smat.
A big cat s at on me.
I sat in the s un and had fun.
Total word s read correctly:
Number of wo rds rea d
correctly
Hannah
Hannah – Word & Sentence
Reading Nov. 3rd
Hannah – Word & Sentence
Reading Nov. 10th
Hannah – Word & Sentence
Reading Nov. 17th
Error Analysis (suggestion)
Word types
– vc words (am, it)
– cvc words all
continuous sounds
(man, rim)
– cvc words stop at
beginning (pan, kiss)
– Blends (plan, fast)
# of errors
Note vowels
_______________
_______________
_______________
_______________
Beginning Word Reading
Guidelines for word lists
(discrimination and practice)
– 8-10 words (initially 2 - 4 words)
– Usually 5-7 minutes of reading
– Unpredictable word order
– No pattern
– 30 - 50% of words contain new skill
– Alter position of word types and use of letters.
Beginning Word Reading
Guidelines for word lists
(discrimination and practice)
– initially 2 - 4 words (build to 8-10)
– Usually 5-7 minutes of reading
– Unpredictable word order
– No pattern
– 30 - 50% of words contain new skill
– Alter position of word types and use of letters.
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 aimline
4. 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: