There are three ways you can learn more about administering Early Literacy Español assessments:
- Watch the videos below - first the introduction, and then the video about administering assessments (in English or Español).
- Follow the instructions below the video.
- For detailed administration instructions, including more about dual-language learners and the prompts and guidelines to use during assessments, refer to the IGDIs-Español Administration Manual.
Early Literacy (Español) Introduction and Background (in English)
Video - Early Literacy (Español) Administration Instructions (in English)
Video - Early Literacy (Español) Administration Instructions (in Spanish)
Planning Your Assessments
As you plan when and where to administer assessments, consider the following:
- Choose a quiet area with little distraction.
- Choose a time of day when the child is most likely to be engaged (not hungry or tired, for instance).
- For children who have trouble sitting for more than a short time, consider doing one assessment per day or allowing time between assessments.
- Plan the assessment order. Start with Identificación de los Dibujos; after that, there is no evidence to suggest an absolute correct order. Administer the assessments in the same order in every season.
- Make sure that you have the flip-chart with the cards and the scoring sheet in the assessment area before you begin.
Who Can Administer the Assessments?
The person who administers the Early Literacy Español assessments should be able to:
- Easily understand the child's responses in Spanish.
- Speak Spanish clearly without an accent that might prevent young children from understanding them.
If children will be taking both English and Spanish assessments, if possible, have different individuals administer the assessments in each language. This can help the child understand that they should respond in English with one test administrator and in Spanish with another.
Screening
All five measures are used for screening in each season of the school year. The measures help you identify students who need more intensive intervention. There are 15 items per assessment (preceded by 4 sample items). Administer items in order. Allow 6-8 weeks between seasonal screenings.
The measures correspond to the following domains:
| Domain | Measure |
|---|---|
| Oral Language |
|
| Alphabet Knowledge |
|
| Phonological Awareness |
|
Administering Early Literacy IGDIs-Español Assessments
Follow the steps below to administer the assessments.
- Start the assessment with the four sample items (A-D). On the back of each card, you'll see instructions; read the red bold text aloud exactly as written. Show the child each card, one at a time. Answer items A and B yourself, reading the instructions as printed; then, ask the child to answer C and D, (see the instructions on the back of the cards and provide feedback as needed if the instructions direct you to). If the child answers C or D incorrectly, doesn't know the response, or doesn't respond at all, stop the assessment.
- Once you have finished the sample items, read any further instructions on the back of the card as directed; then, show the child the 15 assessment items. Mark each correct answer on the laminated scoring sheet included with your classroom kit; see the table below for guidelines for each measure. If the child does not answer or doesn't know what to answer, after 3 seconds ask the child the questions suggested on the card; if the child still doesn't answer, score the response as incorrect and go on to the next card. Remember not to provide feedback on the child's answers, though you can provide positive feedback for effort.
| Measure | What the teacher does | How the child answers | Scoring guidelines |
|---|---|---|---|
| Identificación de los Dibujos (Picture Naming) | Show the child each card; read any text in red on the back of the card to the child exactly as written. | The child says the name of the item in the picture aloud. |
|
| Verbos - Expresivo (Expressive Verbs) | Show the child each card; read any text in red on the back of the card to the child exactly as written. | The child says the verb aloud that describes what is happening in the picture. |
|
| Identificación de las Letras (Letter Naming) | Show the child each card, one at a time. Using the red bold text on the back of the card, ask the child to identify the letter that you say. (Use the Spanish pronunciations shown below and in the Administration Manual.) | The child should always respond by pointing to the letter, not by answering aloud. |
|
| Identificación de los Sonidos (Letter Sounds) | Show the child each card, one at a time, and ask the child which letter makes the sound you say. As the child understands the task, you can simply say the sound on each card instead of using the full prompt. | The child should always respond by pointing to the letter, not by answering aloud. |
|
| Primeros Sonidos (First Sounds) | Show the child each card, one at a time, and point to each each picture on the card as you say its name (as printed on the back of the card); then, say the sound that the answer should start with (also shown on the back of the card). As the child understands the task, you can simply say the sound the answer should start with (using the Spanish pronunciation shown in the second table below). Note that sometimes the sound will be a phoneme and sometimes it will be a syllable. |
The child can point to an answer or say the answer aloud. |
|
Letter Name Pronunciations for Identificación de las Letras
| Letter | Letter Name (Pronunciation) | Letter | Letter Name (Pronunciation) |
|---|---|---|---|
| A, a | a (ah) | Ñ | eñe (eñe) |
| B, b | be (beh) | O, o | o (oh) |
| C, c | ce (seh) | P, p | pe (peh) |
| D, d | de (deh) | Q, q | cu (koo) |
| E, e | e (eh) | R, r | erre (erre) |
| F, f | efe (efe) | S, s | ese (ese) |
| G, g | ge (hay) | T, t | te (teh) |
| H, h | hache (ah-chay) | U, u | u (oo) |
| I, i | I (ee) | V, v | uve (uveh) |
| J, j | jota (hota) | W, w | doble u (doble oo) doble ve (doble veh) |
| K, k | ka (ka) | X, x | equis (equis) |
| L, l | ele (ele) | Y, y | i griega (i griega) / ye (yeh) |
| M, m | eme (eme) | Z, z | zeta (seta) |
| N, n | ene (ene) |
Letter Sound/Phoneme Pronunciations for Identificación de los Sonidos
| Letter | Example of Sound in Spanish | Letter | Example of Sound in Spanish |
|---|---|---|---|
| A | Agua | N | Naranja |
| B | Barco | Ñ | Niño |
| C | Cuanto | O | Loco |
| D | Diablo | P | Papa |
| E | Esperanza | Q | Quiero |
| F | Familia | R | Ratón |
| G | Gordo | S | Salsa |
| H | NOT A TARGET | T | Tango |
| I | Sí | U | Uvas |
| J | Jugo | V | Vender |
| K | Kilo | W | NOT A TARGET |
| L | Leche | X | Xilofono |
| LL | Llegar | Y | Yo |
| M | Mama | Z | Zaga |
- Tally the child's correct answers. If you have purchased the Record Form, you can record results on that form. You can also add the child's scores to the myIGDIs Data System if you have a current subscription.
Scoring Assessments
Tally the number of correct responses to get the child's raw score. Then, refer to the table of screening benchmarks to identify whether the score is in the range for Tier 1, the cut range (where more information is needed), or Tier II/III.