Handouts for
Assessing Spanish Oral
Language in an Intensive
Spanish First Grade
Reading Intervention
An Action Research Project
By
Esther Berndt
Saint Mary’s College MATL Program
2014-2015
Presented at the
California Association of Bilingual Educators (CABE) Conference, March 26, 2016
For more information, please contact me:
[email protected]
Table of Contents of Handouts
Page
Cristian: Transcription of Story Retell .......................................................................................3
Sara: Transcription of Story Retell .............................................................................................4
Pedro: Transcription of Story Retell...........................................................................................6
Carlos: Transcription of Story Retell .........................................................................................7
Inventorio: Samples of assessment materials ..............................................................................8
SOLOM—Rubric used to score Inventorio ...............................................................................12
Further Applications ...................................................................................................................13
Recommended resources to use as formative assessments of oral language ..........................17
References .....................................................................................................................................18
Animal Partners ...........................................................................................................................20
2
Cristian: Transcription of Story Retell
Cristian (Note: When student made a grammatical error, correction is below the
underlined error.)
A conocer… Este lo que… es…este seré art…
?
?
Se cayó y después este se … le puso algo.
Despue el… el se fue con el caballo.
Después
Ya. Punto final.
Translation:
This guy… he fell and then he…put something on him.
Then he… he went with the horse.
That’s it. Period.
3
Sara: Transcription of Story Retell
Sara (Note: When student made a grammatical error, correction is below the underlined
error. T = Teacher prompt, S = student response, strike-through = words not
counted in word count due to repetition or being in a language other than Spanish.)
(Student not speaking, so teacher prompted.)
T: ¿Qué es?
S: Una niña.
T: ¿Qué más?
S: Un caballo.
T: ¿Qué está pasando?
S: Está hablando el caballo. La niña no dice nadies porque ella no puede decir nadies…
no le dice a nadie
no le puede
a nadie
porque van a saber y caballos no pueden hablar. Horses can’t talk.
(English)
His… Estaban jugando to la hojas. Esta… El caballo se estaba echando y la niña estaba
(English)
con las
parando.
El caballo habló y riaron. El caballo diso —No te vas a caer. —Y la niña pasó visit… y
rieron
dijo
?
no se va a caer porque ella está la gente porque ella es una niña. El caballo diso — No te
es una persona
dijo
vas a caer — again.
(English)
La niña estaba feliz. El caballo estaba feliz también… correndo…taminando el caballo
corriendo caminando
slowly porque la niña es chiquita. Su mamá y su papá todavía no sabía su … el caballo
(English)
no podía hablar. (Student continues to comment in English.)
4
Translation for Sara:
T: What is this?
S: A girl.
T: What else?
S: A horse.
T: What is happening?
S: The horse is talking. The girl doesn’t tell anyone because she can’t tell anyone
because they will know and horses can’t talk.
They were playing with the leaves. The horse was throwing himself and the girl was
standing.
The horse talked and they laughed. The horse said, “You won’t fall.” And the girl
passed… and she won’t fall because she is a person because she is girl. The horse said,
“You won’t fall” again.
The girl was happy. The horse was happy too… running… walking the horse slowly
because the girl is little. Her mom and her dad still did not know that her… the horse
can’t talk.
5
Pedro: Transcription of Story Retell
Pedro (Note: When student made a grammatical error, correction is below the underlined
error.)
María buscó una caballo y a llamaron Pa-Palomita porque tiene líneas blancas y-y habló
un
lo
Palomitas
tenía manchas
y-y Palomitas batió lo suelo. Epués (¿Cómo se llama otra vez? [T: María.])
pateó el
Después
María se rio mucho se y la dijo y Palomitas (¿Cómo se llama? [T: Palomitas.])
y le
Palomitas dijo, “¿quieres tumbar?” “No, tengo miedo.”
Y dijo María, “Yo estoy feliz” porque dijo Palomitas, “No te vas caer”…um… ”No te
vas a caer
preocupes.”
Dijo la pájaro, “No te va caer,” y dijo lo conejo, “No te va caer.” Epués no se cayó.
el
vas a
el
vas a
Después
Fin.
Translation:
Maria looked for a horse and called it Popcorn because it has white lines and talked and
Popcorn kicked the ground. Then (What’s her name again? [T: Maria.])
Maria laughed hard and said and Popcorn (What’s his name? [T: Popcorn.])
Popcorn said, “Do you want to roll?” “No, I’m scared.”
And Maria said, “I’m happy” because Popcorn said, “You won’t fall”…um… “Don’t
worry.”
The bird said, “You won’t fall.” And the rabbit said, “You won’t fall.”
Then she didn’t fall. The end.
6
Carlos: Transcription of Story Retell
Carlos (Note: When student made a grammatical error, correction is below the underlined
error.)
Di el caballo dice que la niña tumba el caballo.
(Dice?)
tumbe
Lo tumbó.
Se enojó poquito.
Y el caballo lo tumbó.
la
Translation:
Se (said?)…. The horse says that the girl knocks (should knock?) down the horse.
She knocked him down.
He got a little bit angry.
And the horse knocked him (??) down.
7
Inventorio:
Samples of assessment materials
8
Inventorio: Formative Spanish Oral Language Assessment
Subtest 1: Repeated Sentence Sample
(one of nine groups of sentences)
(Gentile, 2006)
9
Subtest 2: Story Retell Sample
10
(Gentile, 2006)
Subtest 3: Dictation Sample
11
SOLOM—Rubric used to score Inventorio
12
Further Applications
Reading Recovery/Descubriendo la Lectura, Special Education, and Reading
Intervention Teachers:
•
Use formative assessment of oral language for any student who is failing to make
progress in literacy, and for whom you suspect oral language may be part of the
issue.
•
Don’t assume you know what the child knows until you observe carefully using a
formative assessment instrument.
Administrators:
•
Encourage use of formative assessment of oral language as part of RTI/SST
process for students who struggle with literacy and/or language development.
•
Purchase assessment materials for the school.
Classroom Teachers:
•
Use formative assessment of oral language selectively for any student, as above.
Use to inform in-class interventions as well as RTI/SST referral process.
•
Be aware of oral language needs of students in your class and do your best to
address these in whole and small group instruction.
•
To support students in the classroom:
•
Pull a small group or individual to pre-teach and/or re-teach oral
vocabulary and/or structures to support understanding and
participation in whole class activities.
13
•
When delivering whole group instruction, check often for
understanding, asking for students to rephrase, summarize, pairshare, or write in response to instruction. Re-teach as needed.
General suggestions for all teachers:
•
Talk before, during, and after reading or writing!
•
Pair-share often, practicing attentive listening. Require students to
paraphrase each other, ask questions, clarify, summarize, debate, and
report out to the class.
Specific suggestions to support particular areas of oral language
Listening Comprehension
•
Engage in meaningful conversation with the child.
•
Frequently ask child to rephrase/retell, begin with short chunks of
information.
•
Practice paraphrasing without support of pictures, as in new book
introduction. Check for understanding often.
•
Support child in following whole class instruction, including procedural
instructions, by using visual cues in addition to auditory cues (i.e. use a
picture icon or written instructions a well as spoken.)
Oral Fluency
•
Engage in relaxed, interpersonal conversation. Smile, encourage.
•
Establish classroom climate of encouraging each other to take risks. We
are all learning.
•
Sing songs, chant poetry, play games that require oral language.
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•
Ask students to retell stories, summarize information constantly.
•
Practice talking with expression and appropriate intonation.
•
Provide opportunities for public speaking, such as presentations, book
reports, sharing, performing songs or poems.
Vocabulary
•
Record vocabulary on lists, charts, notebooks, etc. Whenever possible,
post these in the room for ongoing reference.
•
Talk through pictures in a book before reading.
•
Point out cognates and false cognates.
•
Have students use new words in complete sentences orally and in writing,
providing resources for reference.
Pronunciation
•
Teacher model correct pronunciation, but don’t insist on perfection from
students.
•
Clap syllables of long words.
•
Practice slow articulation, using Elkonin boxes with manipulatives such as
counters or fingers for each sound (Clay, 2005, pp. 72-74; Elkonin, 1971).
•
Have students look at the printed word carefully. (This is helpful only
once the child already knows how to look at print and decode unknown
words).
Grammar
•
Repeated practice of grammatical structures. Use sentence frames when
appropriate in classroom or group instruction.
15
•
Locate the unfamiliar structure in the text and read it.
•
When choosing books for child to read, stay within the language structures
the child controls in the early stages of reading, until the child is able to
decode visual information efficiently.
•
Manipulate a cut-up sentence or sentence strip to produce various sentence
structures.
•
Practice saying these sentences with different language structures, such as
a question or answer, with or with/out a conjunction or prepositional
phrase, in different tenses, with different subjects.
16
Recommended resources to use as formative assessments of oral language
For English:
Clay, M.M. (2007). Record of oral language. Auckland, New Zealand: Pearson.
(Used often with Reading Recovery. Repeated sentences only, no story retell.)
Gentile, L. (2011). The oral language acquisition inventory second edition (OLAI2).
Bloomington, MN: NCS Pearson.
(Includes various forms and subtests, designed for pre-K through grade 6.)
For Spanish:
Gentile, L. (2006). Inventorio de la adquisición de la expresión oral. Minneapolis, MN:
Pearson.
(Includes various forms and subtests, designed for pre-K through grade 6. Needs
revision.)
17
References
(Note: This is a partial list of references only. For a complete list of references,
please contact me: [email protected])
Baker, D. L., Cummings, K. D., Good, R. H., & Smolkowski, K. (2007). Indicadores
Dinámicos del Éxito in la Lectura (IDEL®): Summary of decision rules for
intensive, strategic, and benchmark instructional recommendations in
kindergarten through third grade (Technical Report No.1). Eugene, OR: Dynamic
Measurement Group. Retrieved from the Center on Teaching and Learning,
University of Oregon website:
https://dibels.uoregon.edu/docs/techreports/IDEL_Instructional_Rec.pdf
Bialystok, E., & Feng, X. (2011). Language proficiency and its implications for
monolingual and bilingual children. In A.Y.Durgunoglu & C. Goldenberg (Eds.),
Language and literacy development in bilingual settings (pp. 121-138). New
York, NY: Guilford Press.
Clay, M.M. (1991). Becoming literate: The construction of inner control. Portsmouth,
NH: Heinemann.
Clay, M.M. (2003). An observation survey of early literacy achievement (2nd edition).
Portsmouth, NH: Heinemann.
Clay, M.M. (2005a). Literacy lessons designed for individuals part one: Why? When?
And How? Portsmouth, NH: Heinemann.
Clay, M.M. (2005b). Literacy lessons designed for individuals part two: Teaching
procedures. Portsmouth, NH: Heinemann.
Clay, M.M. (2007). Record of oral language. Auckland, New Zealand: Pearson.
Cuevas Roeder, D. L. (2011a). Hago mi tarea. Huntington Beach, CA: Pacific Learning.
Cuevas Roeder, D. L. (2011b). ¿Qué hay en el cielo? Huntington Beach, CA: Pacific
Learning.
Cummins, J. (1981). The role of primary language development in promoting educational
success for language minority students. In Schooling and language minority
students: A theoretical framework, (pp. 3-50). California State Department of
Education. Los Angeles: Evaluation, Dissemination and Assessment Center.
Cummins, J. (1989). Empowering minority students. Sacramento, CA: California
Association for Bilingual Education (CABE).
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Elkonin, D.B., (1971). Development of speech. The Psychology of Preschool Children,
Cambridge, MA: MIT Press.
Escamilla, K. (1994). Descubriendo la lectura: An early intervention literacy program in
Spanish. Literacy, Teaching, and Learning, 1(1), 57-70.
Escamilla, K. (2011). When learners speak two or more languages. In D. Lapp et al.
(Eds.), Handbook of research on teaching the English language arts. London,
United Kingdom: Routledge. Retrieved from Credo Literati.
Escamilla, K., Andrade, A.M, Basurto, A., & Ruiz, O.A. (1996). Instrumento de
observación de los logros de la lecto-escritura inicial. Portsmouth, NH:
Heinemann.
Fountas, I., & Pinnell, G. (2012). Sistema de evaluación de la lectura, Portsmouth, NH:
Heinemann.
Fountas, I., & Pinnell, G. (2014). Leveled literacy intervention program guide, LLI blue
system. Portsmouth, NH: Heinemann.
Fountas, I., & Pinnell, G. (2015). Instructional level expectations for reading.
Portsmouth, NH: Heinemann.
Gentile, L. (2006). Inventorio de la adquisición de la expresión oral. Minneapolis, MN:
Pearson.
Gentile, L. (2011). The oral language acquisition inventory second edition (OLAI2).
Bloomington, MN: NCS Pearson.
Goldstein, B.H. (Ed.). (2004). Bilingual language development and disorders in SpanishEnglish speakers. Baltimore, MD: Paul H. Brookes Publishing Company.
Good, R.H., Baker, D.L., Knutson, N., & Watson, J.M. (Eds.). (2003). Indicadores
dinámicos del éxito en la lectura (7a ed.). Eugene, OR: Dynamic Measurement
Group, Inc.
Good, R.H., & Kaminski, R. A. (Eds.) (2002). Dynamic indicators of basic early literacy
skills (6th ed.). Eugene, OR: Institute for the Development of Educational
Achievement.
Parker, D., Dolson, D., & Gold, N. (1985). Student oral language observational matrix
(SOLOM. Sacramento, CA: California State Department of Education.
Talia, J. (2006). Plantas peligrosas. Prahran, Australia: Eleanor Curtain Publishing.
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