Humble isd dictation Task – Spanish Kindergarten Teacher Observation Sheet Directions for Administering Dictation Task



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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):
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

T e n g o u n g a t o e n l a c a s a.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

Form A:
_ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _

T e n g o u n p e r r o e n l a c a s a.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
_ _ __ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _

L o l l e v o a l p a r q u e c o n m i g o.

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

(Instrumento de Observación, p. 95-96)



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:
_ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _

T e n g o u n p e r r o e n l a c a s a.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
_ _ __ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _

L o l l e v o a l p a r q u e c o n m i g o.

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

End of the year testing, Form Ch:
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Y a v i e n e e l t r e n. S e v a a p a r a r

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
_ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

a q u í. N o s v a m o s a s u b i r.

24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

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

Kindergarten: Mid-Year HERSI Assessment

Form A

Kindergarten: End of Year HERSI Assessment

First Grade: Beginning of Year HERSI Assessment

Form Ch

First Grade: End of Year HERSI Assessment

Form B or C

Kindergarten: Use after Mid-Year HERSI assessment as a progress monitoring tool

First Grade: 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.
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.”
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 2 3 4 5 6 7 8 9 10 11 12 13 14


_ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

D i c e qu e v a m o s a j u g a r a l a p e l o t a.

15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39

Form C:

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Y o t e n g o u n a g a t a c a f é.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18


_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

L e g u s t a d o r m i r e n m i c a m a.

19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39
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 parce/parke kasa

parque casa


ll/y/i yega/iega llo/io

llega yo


(Instrumento de Observación, p.95-96)
Spanish K – 1

Dictation Task – Scoring Guide (continued)
s/c/z caza ce dise

casa se dice


b/v biene bamos

viene vamos


j/g gugar

jugar
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:

2 – 1 = 1

5 – 1 = 4
es vamso

se vamos


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)

Spanish Dictation Task

Student Response Sheet
Student Name: School: Date:


Grade: Spanish K – 1

Readiness Sentence

/19

Form

A Ch

/39

Alternate Form:

B C

/39

Recorder:


Classroom Teacher:


(Fold heading under before child uses sheet.)


05-2012 curric\reading\hersi\spanish\assmt forms\k-dictation task K-1 SPANISH


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