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  • Kindergarten

    Sample

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    Welcome!

    Thank you for your interest in the Phonological Awareness Literacy Screening espaol for Kindergarten (PALS espaol K). Each PALS espaol K Teacher Set contains materials to screen 25 children in the fall and spring. Materials include:

    Administration and Scoring Guide

    Student Packet (Concept of Word booklet and Individual Beginning Sound Awareness cards)

    1 Fall and 1 Spring Class Summary Sheet

    25 Fall and 25 Spring Student Summary Sheets

    25 Fall and 25 Spring Student Spelling Sheets

    25 Fall and 25 Spring Student Booklets

    Inside these pages you will find excerpts from the Administration and Scoring Guide, Student Packet, Student Summary Sheets, Concept of Word booklets, Spelling Sheets, and all tasks associated with the PALS espaol K assessment.

    In addition, PALS offers the Online Score Entry & Reporting System, which provides score entry via the Online Assessment Wizard and extensive reporting features.

    Further information about PALS assessments, the PALS Online Score Entry & Reporting System, and PALS Professional Development can be found at www.palsmarketplace.com. Our PALS Marketplace team is available to answer questions at 888-924-PALS (7257) and info@palsmarketplace.com.

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    Introduction and Task Requirements 4

    Options for Administration and Summed Scores 5

    Section I: Phonological Awareness

    Part A: Group Rhyme Awareness 67

    Part B: Group Beginning Sound Awareness 89

    Part C: Individual Rhyme Awareness 1011

    Part D: Individual Beginning Sound Awareness 1213

    Section II: Alphabet and Digraph Knowledge

    Alphabet and Digraph Recognition 1415

    Section III: Letter-Sound Knowledge

    Part A: Letter Sounds 1617

    Part B: Spelling 1819

    Section IV: Concept of Word (COW) 2021

    Section V: Word Recognition in Isolation (Optional) 2223

    Professional Development Options 24

    Table of Contents

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    Task Requirements

    Task Required

    Group Rhyme 3

    Group Beginning Sounds 3

    Individual Rhyme Required only if Group Rhyme below benchmark

    Individual Beginning Sounds Required only if Group Beginning Sounds below benchmark

    Alphabet and Digraph Recognition 3

    Letter Sounds 3

    Spelling 3

    Pointing 3

    Word ID 3

    COW Word List 3

    Preprimer List Optional

    Primer List Optional

    First Grade List OptionalWord

    Rec

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    dIntroduction and Task Requirements

    PALS espaol identifies students literacy strengths in their native Spanish language in order to accelerate English reading and spelling development. Designed to reflect the stages of Spanish literacy development, PALS espaol helps teachers distinguish between students who have English oral language delays and those who have actual reading difficulties. PALS espaol K consists of six required tasks and one optional task. Half of the PALS espaol K screening is administered individually, while half can be given in groups of five or fewer students.

    PALS Online System

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    Summed Scores

    Summed Scores are used to determine the students who would benefit from additional instruction. The tables below indicate (1) tasks to use when calculat-ing the Summed Score and (2) the fall and spring Summed Score benchmarks.

    If Individual Rhyme Awareness and/or Individual Beginning Sound Awareness tasks were adminis-tered, those scores (not the group scores) should be used to calculate the Summed Score.

    If a students Summed Score is below the bench-mark, that student should receive additional instruc-tion targeted to his/her specific literacy needs.

    Meeting the Summed Score benchmark does not imply that the student is on grade level, only that the student met the level of minimum competency nec-essary to benefit from typical kindergarten classroom literacy instruction.

    If a student meets or exceeds the Summed Score benchmark, but he or she achieves specific task scores below the benchmarks, please note that this student has important instructional needs that should be addressed by your classroom instruction. The goal is for students to achieve the maximum possible points.

    Summed Score Tasks

    Rhyme Awareness*

    Beginning Sound Awareness*

    Alphabet and Digraph Recognition

    Letter Sounds

    Spelling

    COW Word List

    *If the individual tasks were given, substitute individual scores for group scores.

    Calculating the Summed Score

    Online Assessment Wizard

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    10

    Group Rhyme AwarenessSection I: Phonological Awareness, Part A

    Administration Notes No more than five students should be assessed at one time.

    Students should be seated in a manner that ensures that they cannot see their neighbors papers.

    Instructions Havethestudentssitinasemicirclearoundyou.

    Guidethestudentsthroughthepractice items.

    Administerthescreening items.

    Repeatdirectionsatanytime,ifnecessary.

    Scoring ExaminethestudentresponsesrecordedintheStudentBooklets.

    OntheStudentSummarySheet:

    Placeaplus(+)foreachcorrectresponseandaminus(-)foreachincorrectresponse.

    Draw a circle around students incorrect choices.

    Countthenumberofcorrectresponsesandrecordthetotal.

    Scoring Example: Group Rhyme Awareness

    Materials

    Student Booklet

    Student Summary Sheet

    Pencils for students

    + / 1. casa taza fuego clavos ____

    2. gato fresa pato dulce ____

    3. camisa juguete pollito sonrisa ____

    4. maz nariz botn patn ____

    5. rico pico playa manga ____

    6. mesa calle pesa cielo ____

    7. anillo rastrillo corazn maleta ____

    8. caja noche dados baja ____

    9. papel jardn mantel feliz ____

    10. botella estrella canguro helado ____

    Score: _____/10

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    Section I: Phonological Awareness, Part A

    Group Rhyme Awareness (Continued)

    Group Rhyme Awareness Practice Items1. Point to the first practice item and say, Vamos a encontrar dibujos que riman, o suenan igual. Pon

    el dedo en el dibujo de la ropa. Toca cada dibujo cuando yo lo nombre: ropa, nube, sopa, mano. Escuchemos para encontrar el dibujo que rima con ropa: ropa-nube, ropa-sopa, ropa-mano. Sopa rima con ropa. Sopa-ropa. Haz un crculo alrededor del dibujo de la sopa.

    2. Hagamos otro. Pon el dedo en el dibujo de la lana. Toca cada dibujo cuando yo lo nombre: lana, rana, zorro, queso. Escuchemos para encontrar el dibujo que rima con lana: lana-rana, lana-zorro, lana-que-so. Rana rima con lana. Rana-lana. Haz un crculo alrededor del dibujo de la rana.

    3. Practiquemos una vez ms. Pon el dedo en el dibujo de la planta. Toca cada dibujo cuando yo lo nombre: planta, hueso, leche, llanta. Escuchemos para encontrar el dibujo que rima con planta: planta-hueso, planta-leche, planta-llanta. Llanta rima con planta. Llanta-planta. Haz un crculo alrededor del dibujo de la llanta.

    Checkeachstudentspaperandmarkingforeachofthethreepracticeitems.

    Reviewthecorrectanswersbysaying, Miremos las parejas que riman. Ropa y sopa riman; lana y rana riman; y planta y llanta riman.

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    Group Rhyme Awareness (Continued)Section I: Phonological Awareness, Part A

    Group Rhyme Awareness Screening Items1. Ahora vamos a encontrar otros dibujos que riman. Pon el dedo en el dibujo de la casa. Toca cada dibu-

    jo cuando yo lo nombre: casa, taza, fuego, clavos. Cul dibujo rima con casa? Casa-taza, casa-fuego, casa-clavos. Haz un crculo alrededor del dibujo que rima con casa.

    2. Pon el dedo en el dibujo del gato. Toca cada dibujo cuando yo lo nombre: gato, fresa, pato, dulce. Cul dibujo rima con gato? Gato-fresa, gato-pato, gato-dulce. Haz un crculo alrededor del dibujo que rima con gato.

    3. Pon el dedo en el dibujo de la camisa. Toca cada dibujo cuando yo lo nombre: camisa, juguete, pollito, sonrisa. Cul dibujo rima con camisa? Camisa-juguete, camisa-pollito, camisa-sonrisa. Haz un crculo alrededor del dibujo que rima con camisa.

    4. Pon el dedo en el dibujo del maz. Toca cada dibujo cuando yo lo nombre: maz, nariz, botn, patn. Cul dibujo rima con maz? Maz-nariz, maz-botn, maz-patn. Haz un crculo alrededor del dibujo que rima con maz.

    Administration and Scoring Guide

    Section I, Part A: Group Rhyme Awareness

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    Student Booklet

    Section I Part A: Group Rhyme Awareness

    + / 1. casa taza fuego clavos ____

    2. gato fresa pato dulce ____

    3. camisa juguete pollito sonrisa ____

    Student Summary Sheet

    Online Assessment Wizard

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    15

    Administration Notes Do not administer Group Beginning Sound Awareness on the same day as

    Group Rhyme Awareness.

    In this section, you will see letters enclosed in slash marks (e.g., /m/). This notation refers to the sound associated with the letter, not the letter name.

    No more than five students should be assessed at one time.

    Separate students so that they cannot see their neighbors papers.

    For the practice items, emphasize the beginning sound in each word to help students understand the task. Do not emphasize the beginning sounds in the screening items.

    Instructions Havethestudentssitinasemicirclearoundyou.

    Guidethestudentsthroughthepractice items.

    Administerthescreening items.

    Repeatdirectionsatanytime,ifnecessary.

    Scoring ExaminethestudentresponsesrecordedintheStudentBooklets.

    OntheS