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2www.palsmarketplace.com
Welcome!
Thank you for your interest in the Phonological Awareness Literacy Screening español for Kindergarten (PALS español K). Each PALS español 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 español 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 [email protected].
3888-924-7257
Introduction and Task Requirements 4
Options for Administration and Summed Scores 5
Section I: Phonological Awareness
Part A: Group Rhyme Awareness 6–7
Part B: Group Beginning Sound Awareness 8–9
Part C: Individual Rhyme Awareness 10–11
Part D: Individual Beginning Sound Awareness 12–13
Section II: Alphabet and Digraph Knowledge
Alphabet and Digraph Recognition 14–15
Section III: Letter-Sound Knowledge
Part A: Letter Sounds 16–17
Part B: Spelling 18–19
Section IV: Concept of Word (COW) 20–21
Section V: Word Recognition in Isolation (Optional) 22–23
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 OptionalWor
d Re
cogn
ition
in
Isol
atio
nCo
ncep
t of W
ord
Introduction and Task Requirements
PALS español 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 español helps teachers distinguish between students who have English oral language delays and those who have actual reading difficulties. PALS español K consists of six required tasks and one optional task. Half of the PALS español 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 student’s 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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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. maíz nariz botón patín ____
5. rico pico playa manga ____
6. mesa calle pesa cielo ____
7. anillo rastrillo corazón maleta ____
8. caja noche dados baja ____
9. papel jardín mantel feliz ____
10. botella estrella canguro helado ____
Score: _____/10
11
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 círculo 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 círculo alrededor del dibujo de la rana.”
3. “Practiquemos una vez más. 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 círculo alrededor del dibujo de la llanta.”
• Checkeachstudent’spaperandmarkingforeachofthethreepracticeitems.
• Reviewthecorrectanswersbysaying, “Miremos las parejas que riman. Ropa y sopa riman; lana y rana riman; y planta y llanta riman.”
12
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. ¿Cuál dibujo rima con casa? Casa-taza, casa-fuego, casa-clavos. Haz un círculo 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. ¿Cuál dibujo rima con gato? Gato-fresa, gato-pato, gato-dulce. Haz un círculo 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. ¿Cuál dibujo rima con camisa? Camisa-juguete, camisa-pollito, camisa-sonrisa. Haz un círculo alrededor del dibujo que rima con camisa.”
4. “Pon el dedo en el dibujo del maíz. Toca cada dibujo cuando yo lo nombre: maíz, nariz, botón, patín. ¿Cuál dibujo rima con maíz? Maíz-nariz, maíz-botón, maíz-patín. Haz un círculo alrededor del dibujo que rima con maíz.”
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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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.
• OntheStudentSummarySheet:
Place a plus (+) for each correct response and a minus (-) for each incorrect response.
Draw a circle around students’ incorrect choices.
Count the number of correct responses and record the total.
Scoring Example: Group Beginning Sound Awareness
Materials
Student Booklet
Student Summary Sheet
Pencils for students
Group Beginning Sound AwarenessSection I: Phonological Awareness, Part B
+ / –1. tapa corazón tomate yoyo ____
2. canguro camisa pollito labios ____
3. salta gato silla boca ____
4. dulce juego calcetín dedos ____
5. nariz pala nido fresa ____
6. jabón lápiz juguete cabra ____
7. caballo foca pintura cuna ____
8. llave llama dos cebra ____
9. luna fuego pie lata ____
10. barco sopa botella anillo ____
Score: _____/10
Section I, Part B: Group Beginning Sound Awareness
Administration and Scoring Guide
16
Group Beginning Sound Awareness Practice Items1. Point to the first practice item and say, “Vamos a escuchar los sonidos al principio de las palabras. Pon
el dedo en el dibujo de la mano. Toca cada dibujo cuando yo lo nombre: mano, manguera, casa, bote. Uno de estos dibujos empieza con el mismo sonido que oímos al principio de mano. Escuchemos para encontrar el dibujo que empieza con /m/. Escuchen: mano-manguera, mano-casa, mano-bote. Mano y manguera empiezan con /m/. Haz un círculo alrededor de la manguera.”
2. “Hagamos otro. Pon el dedo en el dibujo de la bicicleta. Toca cada dibujo cuando yo lo nombre: bicicle-ta, concha, estrella, bombero. Escuchemos para encontrar el dibujo que empieza con /b/, como bicicleta. Escuchen: bicicleta-concha, bicicleta-estrella, bicicleta-bombero. Bicicleta y bombero empiezan con /b/. Haz un círculo alrededor del bombero.”
3. “Practiquemos una vez más. Pon el dedo en el dibujo de la cuchara. Toca cada dibujo cuando yo lo nombre: cuchara, zorro, cama, hueso. Escuchemos para encontrar el dibujo que empieza con /k/, como cuchara. Escuchen: cuchara-zorro, cuchara-cama, cuchara-hueso. Cuchara y cama empiezan con /k/. Haz un círculo alrededor de la cama.”
• Checkeachstudent’sworkoneachofthethreepracticeitems.
• Reviewthecorrectanswersbysaying,“Miremos los dibujos que suenan igual al principio: mano y manguera, bicicleta y bombero, cuchara y cama.”
Group Beginning Sound Awareness (Continued)Section I: Phonological Awareness, Part B
17
Group Beginning Sound Awareness Screening Items1. “Ahora vamos a encontrar otros dibujos que suenan igual al principio. Pon el dedo en el dibujo de la
tapa. Toca cada dibujo cuando yo lo nombre: tapa, corazón, tomate, yoyo. ¿Cuál dibujo empieza con el sonido /t/, como tapa? Escuchen: tapa-corazón, tapa-tomate, tapa-yoyo. Haz un círculo alrededor del dibujo que empieza con /t/.”
2. “Pon el dedo en el dibujo del canguro. Toca cada dibujo cuando yo lo nombre: canguro, camisa, pollito, labios. ¿Cuál dibujo empieza con el sonido /k/, como canguro? Escuchen: canguro-camisa, canguro-pollito, canguro-labios. Haz un círculo alrededor del dibujo que empieza con /k/.”
3. “Pon el dedo en el dibujo de salta. Toca cada dibujo cuando yo lo nombre: salta, gato, silla, boca. ¿Cuál dibujo empieza con el sonido /s/, como salta? Escuchen: salta-gato, salta-silla, salta-boca. Haz un cír-culo alrededor del dibujo que empieza con /s/.”
4. “Pon el dedo en el dibujo del dulce. Toca cada dibujo cuando yo lo nombre: dulce, juego, calcetín, dedos. ¿Cuál dibujo empieza con el sonido /d/, como dulce? Escuchen: dulce-juego, dulce-calcetín, dulce-dedos. Haz un círculo alrededor del dibujo que empieza con /d/.”
Section I: Phonological Awareness, Part B
Group Beginning Sound Awareness (Continued)
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Student Booklet
Student Summary Sheet
Section I Part B: Group Beginning Sound Awareness
+ / –1. tapa corazón tomate yoyo ____
2. canguro camisa pollito labios ____
3. salta gato silla boca ____
Online Assessment Wizard
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Section I, Part C: Individual Rhyme Awareness
20
Materials
Student Packet
Student Summary Sheet
Administration Notes✓ Administer to students who miss more than 5 on the Group Rhyme task.
✓ Repeat practice items as a teaching exercise if the student provides an incor-rect response.
Instructions• Guidethestudentthroughthepractice items.
• Administerthescreening items.
• Repeatdirectionsatanytime,ifnecessary.
Scoring• OntheStudentSummarySheet:
Place a plus (+) for each correct response and a minus (-) for each incorrect response.
Draw a circle around students’ incorrect choices.
Count the number of correct responses and record the total.
Scoring Example: Individual Rhyme Awareness
Individual Rhyme AwarenessSection I: Phonological Awareness, Part C
+ / –1. baja caja noche dados ____
2. mantel papel feliz jardín ____
3. sonrisa juguete pollito camisa ____
4. pico manga rico playa ____
5. nariz botón patín maíz ____
6. taza casa fuego clavos ____
7. anillo rastrillo maleta corazón ____
8. pesa cielo mesa calle ____
9. estrella helado canguro botella ____
10. pato fresa gato dulce ____
Score: _____/10
Administration and Scoring Guide
21
Individual 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 gente. Toca cada dibujo cuando yo lo nombre: gente, frente, cabra, raya. ¿Cuál dibujo rima con, o suena igual a, gente? Escucha: gente-frente, gente-cabra, gente-raya.” (Pause.) “Frente rima con gente. Gente-frente.”
2. “Hagamos otro. Vamos a encontrar dibujos que riman, o suenan igual. Pon el dedo en el dibujo de la tela. Toca cada dibujo cuando yo lo nombre. Escucha: tela, oso, vela, mono. ¿Cuál dibujo rima con, o suena igual a, tela? Escucha: tela-oso, tela-vela, tela-mono.” (Pause.) “Vela rima con tela. Tela-vela.”
Section I: Phonological Awareness, Part C
Individual Rhyme Awareness (Continued)
22
Individual Rhyme Awareness (Continued)Section I: Phonological Awareness, Part C
Individual Rhyme Awareness Screening Items1. “Pon el dedo en el dibujo de baja. Toca cada dibujo cuando yo lo nombre: baja, caja, noche, dados.
¿Cuál dibujo rima con baja? Baja-caja, baja-noche, baja-dados.”
2. “Pon el dedo en el dibujo del mantel. Toca cada dibujo cuando yo lo nombre: mantel, papel, feliz, jardín. ¿Cuál dibujo rima con mantel? Mantel-papel, mantel-feliz, mantel-jardín.”
3. “Pon el dedo en el dibujo de la sonrisa. Toca cada dibujo cuando yo lo nombre: sonrisa, juguete, pollito, camisa. ¿Cuál dibujo rima con sonrisa? Sonrisa-juguete, sonrisa-pollito, sonrisa-camisa.
4. Pon el dedo en el dibujo del pico. Toca cada dibujo cuando yo lo nombre: pico, manga, rico, playa. ¿Cuál dibujo rima con pico? Pico-manga, pico-rico, pico-playa.”
5. “Pon el dedo en el dibujo de la nariz. Toca cada dibujo cuando yo lo nombre: nariz, botón, patín, maíz. ¿Cuál dibujo rima con nariz? Nariz-botón, nariz-patín, nariz-maíz.”
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Student Summary Sheet
Section I Part C: Individual Rhyme Awareness
+ / –1. baja caja noche dados ____
2. mantel papel feliz jardín ____
3. sonrisa juguete pollito camisa ____
Online Assessment Wizard
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Section I, Part D: Individual Beginning Sound Awareness
24
Materials
Individual Beginning Sound Awareness Picture Cards (located in Student Packet)
Student Summary Sheet
Administration Notes✓ Administer to students who miss more than 5 on the Group Beginning
Sound Awareness task.
✓ 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.
✓ 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.
✓ Insist that the student repeat the name of each picture. If the child says the word in English, remind him/her to say it in Spanish.
✓ Remove each card once it has been placed under the header before going on to the next item.
Instructions• Thistaskisasortingactivity.Priortoadministration,cutouttheIndividual
BeginningSoundAwarenesspicturecards,foundintheStudentPacket.
• First,introducethefourcardsthatwillbetheheadersatthetopofthecolumns.
• Next,introducethefourpracticeitems.Modelhowyouwouldplaceeachcardundertheheaderthatbeginswiththesamesound.Makesurethestu-dent understands the task before moving on to the screening items. You may repeat the practice items, if necessary.
• Administerthescreeningitems.Repeatthedirectionsatanytime,ifnecessary.
Scoring• OntheStudentSummarySheet:
If the student responds correctly to an item, place a check (✓) in the box for thatitem.Otherwise,leavetheboxblank.
Count the number of correct responses and record the total on the line marked “Score.”
Scoring Example: Individual Beginning Sound Awareness
Individual Beginning Sound AwarenessSection I: Phonological Awareness, Part D
Score: _____/10
Administration and Scoring Guide
25
Individual Beginning Sound Awareness (Continued)
Header ItemsLay down the header cards and say, “Vamos a escuchar para identificar el sonido al principio de cada dibujo.
Aquí hay un dibujo de una nariz. Al principio de nariz oigo el sonido /n/, nariz.
Aquí hay un dibujo de un perro. Al principio de perro oigo el sonido /p/, perro.
Aquí hay un dibujo de feliz. Al principio de feliz oigo el sonido /f/, feliz.
Aquí hay un dibujo de una cabra. Al principio de cabra oigo el sonido /k/, cabra.”
Practice ItemsTake out the practice items and say, “Aquí tengo más dibujos. Voy a nombrar cada dibujo y ponerlo debajo del dibujo que comienza con el mismo sonido.
Noche y nariz empiezan con el sonido /n/. Falda y feliz empiezan con el sonido /f/. Pelota y perro empiezan con el sonido /p/. Conejo y cabra empiezan con el sonido /k/.”
Section I: Phonological Awareness, Part D
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Individual Beginning Sound Awareness Picture Cards
Student Summary Sheet
Section I Part D: Individual Beginning Sound Awareness
Online Assessment Wizard
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Section II: Alphabet and Digraph Recognition
27
Administration Notes✓ Make sure the student points to the letters/digraphs in the proper sequence
and remains on track.
✓ Point to the letter/digraph yourself if the student skips a line or letter and needs redirection.
Instructions• Tellthestudentthatyouwanthim/hertotellyouthenameoftheletters/
digraphs.
• Say, “¿Ves estas letras? Pon el dedo en cada letra y di su nombre. Si no sabes el nombre de una letra, pasa a la próxima letra.”
Scoring• OntheStudent Summary Sheet:
Mark a slash through each incorrect response.
Ifthestudentsuppliesanincorrectanswer,writeitnexttotheletter/digraph.
Count the number of correct responses and record the total.
• Self-correctionsarecountedascorrect.
• Reversals(bford)arecountedasincorrect.
Scoring Example: Alphabet and Digraph Recognition
Materials
Student Packet (Alphabet and Digraph Recognition sheet)
Student Summary Sheet
Section II: Alphabet and Digraph Knowledge
Alphabet and Digraph Recognition
Score: _____/29
m b s ñ h a ch t r e x f ll u z c j v y g d i o p k w l n q
Administration and Scoring Guide
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888-924-7257
Student Packet: Alphabet and Digraph Recognition
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Alphabet and Digraph Recognition
1
m b s ñ h a ch t r e x f ll u z c j v y g d i o p k w l n q
m b s ñ h a ch t r e x f ll u z c j v y g d i o p k w l n q
Student Summary Sheet
Section II: Alphabet and Digraph Knowledge Alphabet and Digraph Recognition
Score: _____/29
Online Assessment Wizard
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Section III, Part A: Letter Sounds
28
Materials
Student Packet (Letter Sounds sheet)
Student Summary Sheet
Administration Notes✓ Make sure the student points to the letters/digraphs in the proper sequence
and remains on track.
✓ If the child responds with the letter/digraph name, remind him/her to give the sound that it makes.
✓ If the child responds with the English letter/digraph sound, remind him/her to give the sound that it makes in Spanish.
✓ In this section, you will see letters enclosed in slash marks (e.g., /m/). This refers to the sound that is associated with the letters.
Instructions• Say,“¿Ves estas letras? Quiero que me digas el sonido que hace cada letra.
Voy a darte un ejemplo: Esta es la letra ‘M.’ Diría /m/ porque esto es el sonido que hace esta letra.”
• Say,“Pon el dedo en la primera letra y dime el sonido que hace. Si no lo sabes, pasa a la próxima letra. ¿Listo(a)?”
Scoring• OntheStudent Summary Sheet:
Mark a slash through each incorrect response.
If the student supplies an incorrect answer, write it next to the letter.
Count the number of correct responses and record the total.
• Self-correctionsarecountedascorrect.
• Childrenshouldbegivencreditforeitherasinglephonemeresponse(e.g.,/d/ for the letter d) or a syllabic response (e.g., /da/, /de/, /di/, /do/, or /du/ for the letter d).
Scoring Example: Letter Sounds
Letter SoundsSection III: Letter-Sound Knowledge, Part A
Score: _____/25
B S R F Ch
T P J A Ll
K Ñ V I O
Z L C U W
E D Y G N
Administration and Scoring Guide
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888-924-7257
Student Packet: Letter Sounds
B S R F Ch
T P J A Ll
K Ñ V I O
Z L C U W
E D Y G N© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Letter Sounds Practice M
2
Section III: Letter-Sound Knowledge A: Letter Sounds
Score: _____/25
B S R F Ch
T P J A Ll
K Ñ V I O
Z L C U W
E D Y G N
Student Summary Sheet
Online Assessment Wizard
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Section III, Part B: Spelling
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Materials
Student Spelling Sheet
Student Summary Sheet
Pencils for Students
Administration Notes✓ The goal of this task is to measure what the student truly knows about pho-
nics and spelling. Please do not pre-teach any of these words. Also, please check the classroom environment and remove any of these words that may be displayed (e.g., word walls and bulletin boards).
✓ No more than five students should be assessed at one time.
✓ In this section, you will see letters enclosed in slash marks (e.g., /m/). This notation refers to the sound that is associated with the letters.
✓ During the practice items, help students to focus on the letter sounds by stretching out or repeating the sounds made by the letter enclosed in slash marks.
✓ Do not demonstrate the sounding-out process beyond the su example. You may prompt the student by saying, “¿Qué más oyes? ¿Oyes otros sonidos en la palabra _______?”
✓ If it would help your students, use the word in a simple sentence (e.g., “Su camisa es blanca.”)
✓ Probe any letter formations by asking the student what letter he or she has written or by asking the student to point to the letter he or she meant to write on the alphabet strip. To help with scoring, note the intended letter above the student’s attempt.
Instructions• Tellthestudentthatyouwanthimorhertospellsomewords.First,demon-
strate the procedure by “spelling” a word out loud, on a black board or chart paper. Say, “Vamos a escribir algunas palabras. Yo voy a empezar. La palabra que quiero escribir es su. Primero, voy a decir la palabra lenta-mente. SSS-UUU. Ahora voy a pensar en cada sonido que oigo. Escucha. SSS. Oigo el sonido /s/, entonces voy a escribir la letra s. SSS-UUU. Después de la /s/, oigo el sonido /u/, entonces voy a escribir la letra u.”
• Say,“Ahora quiero que tú escribas algunas palabras. Escribe una letra para cada sonido que oyes. Usa las letras en la parte superior de la página si no recuerdas como se escribe una letra. ¿Listo/a?”
• Askthestudenttospellthefollowingwordsinthisorder:
SpellingSection III: Letter-Sound Knowledge, Part B
Spelling Words
1. un 4. pino2. mi 5. luna3. mesa
Administration and Scoring Guide
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Spelling (Continued)Section III: Letter-Sound Knowledge, Part B
Scoring• TheTotalSpellingScoreisdeterminedbytwocomponents:1)phoneticrepresentationsofspecific,targeted
phonicsfeatureswithinthewordand2)correctspellingofthewordinitsentirety.Apointisawardedforeachtargetedphonicsfeaturethatisrepresentedinthestudent’sspellingattempt.Abonuspointisawardedifthestudentalsospellstheentirewordcorrectly,usingtraditionalspelling.
• Compareeachstudent’sspellingtothespellinggridontheStudentSummarySheet.
• Eachboxinthegridrepresentsaphoneticallyacceptablespellingforafeatureintheword.Noticethattheremaybemorethanoneacceptablespellingforanindividualspellingfeature.Recordacheckintheboxthatmatchesthestudent’sspellingattempt.Youmayonlyrecordonecheckpercolumn,andsomecol-umnsmayremainempty.
• Onceyouhavescoredthestudent’sentirespellinginventory,addthenumberofchecksforeachword,andrecordthatnumberinthespacelabeled“#Checked.”
• Recordabonuspointinthespacemarked“BonusPoint”ifthestudentspelledthewordcorrectly(tradi-tionalspelling).
• Addallpoints(#CheckedandBonusPoints)todeterminethestudent’sTotalSpellingScore.Recordthatnumberinthespacelabeled“Score.”
Scoring Notes✓ Staticreversals,wherethestudentwritesamirrorimageofasingleletter(e.g., forR)andself-corrections
arenotcountedaserrors.Spellingsthatcontainstaticreversalsarestilleligibleforthebonuspoint.
✓ Kineticreversalsareerrorsoforder,asinwritingedforde.Thesemaybescoredforthepresenceorabsenceofphoneticmatchesbyreadingandscoringthesamplefromrighttoleft.Spellingsthatcontainkineticreversalsarenoteligibleforthebonuspoint.
Scoring Example: Spelling
1.un
2.mi
3.mesa
4.pino
5.luna
Score: _____/21
m i
u nñ
p i n ob ñv
l u n añ
m e s az
#Checked
#Checked
#Checked
#Checked
#Checked
BonusPoint
BonusPoint
BonusPoint
BonusPoint
BonusPoint
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A B C D E F G H I J K L M N Ñ O P Q R S T U V W X Y Z
a b c d e f g h i j k l m n ñ o p q r s t u v w x y z
Name:
Phonological Awareness Literacy Screening Fall 20___ Student Spelling SheetK
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Section III: Letter-Sound Knowledge B: Spelling
1. un
2. mi m i
u nñ # Checked
# Checked
Bonus Point
Bonus Point
Student Summary Sheet
Student Spelling Sheet
Online Assessment Wizard
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Section IV: Concept of Word (COW)
31
Administration Notes✓ Do not pre-teach the words from the COW Word List. Doing so invalidates
the results of the task.
✓ All three subtasks of the COW task must be administered and scored.
InstructionsMemorizing the RhymeStudents must know the rhyme “by heart” before COW is assessed. To ensure that students know the rhyme, use the COW Picture Sheet to teach the rhyme as a whole class activity, in small groups, or individually prior to screening. You may also teach the rhyme at the beginning of individual screening sessions.
• UsingtheCOWPictureSheet,say, “Vamos a aprender una rima. Escucha y mira mientras te enseño la rima que va con estos dibujos.”
• Pointtoeachpictureasyourecitetherhymeandaskthestudentto(a)saytherhymewithyou,(b)echoyourrecitation,picturebypicture,and(c)saythe rhyme alone.
• Repeatthestepsasmanytimesasnecessaryuntilthestudentcanrecitetherhyme verbatim, using the picture prompts.
PointingUsingtheCOWBooklet,say,“Ahora vamos a leer la rima que acabas de recitar. Este libro tiene la rima escrita.”
• First,readtherhymetothestudentwhilepointingtoeachwordasyouread it.
• Second,choralreadtheentirerhymetogetherwhilepointingtothewordsinthe book.
• Finally,askthestudenttotouchthewordsandreadtheentirerhymealone.
Word ID in Context• Afterthestudentreadstheentirebookalone,returntothefirstpageand
point to the target words in the sentence. Target words are in bold print on the Student Summary Sheet. Ask the student, “¿Qué palabra es esta?”
• Proceedtothenextpageandrepeat.
Word ListUsingtheCOWWordList,say,“Aquí hay algunas palabras de la rima que aca-bamos de leer. Pon el dedo en la primera palabra de la lista. Di cada palabra. Si hay una palabra que no conoces, pasa a la próxima.”
Materials
Student Packet (COW Picture Sheet, COW Word List)
Tito tito colorito COW Booklet
Student Summary Sheet
Concept of Word (COW)Section IV:
Administration and Scoring Guide
32
Concept of Word (Continued)
Scoring
Pointing• Scorethestudent’sperformancewhenhe/shereadstherhymealone.
• Scoreasanall-or-nonesituation:thestudentmustaccuratelypointtoeachwordinthesentence.Ifallthewordsonthepagewerepointedtocorrectly,awardthestudentonepointforthatsentence.Ifthestudentdidnotpointtoeverywordaccurately,awardzeropoints.
• Self-correctionsarecountedascorrect.
Word ID in Context• Onepointisgivenforeverywordthestudentidentifiescorrectly.Onlysingle-wordresponses(e.g.,perro,
asopposedto el perro)arecorrect.
• Self-correctionsarecountedascorrect.
Word List• Markaplus(+)nexttoeachwordthestudentwasabletoreadcorrectly.Markaminus(–)nexttoeach
wordthestudentcouldnotread.
• Recordthetotalatthebottomofthecolumn.
Scoring Example: Concept of Word
Section IV:
Pointing Word ID
COW Word List
Tito,tito,colorito. (1) (2) deadóndevastútanbonito? (1) (2) escuela
Voyalcampodelaera. (1) (2) bonitoAlaescuelaverdadera. (1) (2) tito
Score: /4 /8 tú
Pointing _____ +
WordID _____ +
COWWordList _____ =
COWTotalScore _____ /22
campoverdaderatanvascolorito
/10
Online Assessment Wizard
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Booklet
Student Summary Sheet
Section IV: Concept of Word
Pointing Word ID
COW Word List
Tito, tito, colorito, (1) (2) deadónde vas tú tan bonito? (1) (2) escuela
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
COW Word List
deescuelabonitotitotú
campoverdadera
tanvas
colorito
4
Tito, tito, colorito
1
Tito, tito, colorito,
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Section V: Word Recognition in Isolation (Optional)
Administration and Scoring Guide
34
Word Recognition in Isolation (Continued)Section V:
Scoring Example: Word Recognition in Isolation
Preprimer Primer First Grade
nube jugo cómodo
palo tomar madera
tren mismo gigante
ropa busca planeta
pato mañana bolsillo
cara dinero quieren
pan triste viejo
dedo brazo cuevas
luna mejor béisbol
todo grande cumpleaños
sol campo hogar
cama llanta mientras
oso tampoco pregunta
fin gusta todavía
pero pronto cocina
son libros gente
gato nuevo ayudar
boca dulce fuerte
niño cielo reloj
van pelota estrella
Score: _____/20 Score: _____/20 Score: _____/2033
Materials
Student Packet: Word Recognition in Isolation
Student Summary Sheet
Administration Notes✓ Word Recognition in Isolation is an optional task for kindergarten. However,
if you think your kindergartner has some reading ability, and you are curious to find out how much, the Word Recognition in Isolation task can be admin-istered at your own discretion.
✓ Start with the preprimer list of words. If the student correctly reads 15 or more words on a list, proceed to the next list. Your goal is to find the highest list on which the student can correctly read at least 15 words.
✓ This procedure is untimed, but move through the lists quickly. If the student does not say the word immediately, move on to the next word. Do not allow the student time to stop and “sound out” the word.
✓ Administration options: Ask the student to touch each word on the list, use an index card to show one word at a time on the list, or flash the individual words quickly on flash cards.
Instructions• Introducethetask:“Aquí tienes una lista de palabras. Trata de leer cada
palabra. Si no conoces una palabra, pasaremos a la próxima. ¿Listo(a)?”
Scoring• OntheStudentSummarySheet,markaplus(+)nexttoeachwordthestu-
dentwasabletoreadcorrectly.Markaminus(-)foreachwordthestudentcould not read.
• Countthenumberofcorrectresponsesandrecordthetotalatthebottomofthe column.
• Self-correctionsarecountedascorrect.
Word Recognition in IsolationSection V:
Online Assessment Wizard
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© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Word Recognition in Isolation
5
nubepalotrenropapatocarapandedolunatodosolcamaosofinperosongatobocaniñovan
Student Packet: Word Recognition in Isolation
Section V: Word Recognition in Isolation (optional)
Preprimer Primer First Grade
nube jugo cómodo
palo tomar madera
tren mismo gigante
Student Summary Sheet
Assessments PALS-PreKPALS-PreK Teacher Set: Traditional or Tech Includes assessment materials and PALS-PreK consumable set.PALS-PreK Consumable Set Includes replacement consumable materials to screen 20 preschool students in fall and spring.
PALS-KPALS-K Teacher Set: Traditional or Tech (Form A or B)Includes assessment materials and PALS-K consumable set. PALS-K Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 kindergarten students in fall and spring.
PALS Plus (1-8)PALS Plus Teacher Set: Traditional or Tech (Form A or B)Includes assessment materials and PALS Plus consumable set. PALS Plus Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 first through eighth grade students in fall and spring.
PALS español KPALS español K Teacher Set: Traditional or Tech (Form A or B)Includes assessment materials and PALS español K consumable set. PALS español K Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 kindergarten students in fall and spring.
PALS español 1–3
PALS español 1–3 Teacher Set: Traditional or Tech (Form A or B)
Includes assessment materials and PALS español 1–3 consumable set. PALS español 1–3 Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 first through third grade students in fall and spring.
Online scOre entryOnline Score Entry & Reporting SystemEnter scores, view reports, plan targeted instruction, and monitor progress with the Online Score Entry & Reporting System.
PALS Online Score Entry & Reporting System accounts include:• Web or iPad app access• PALS Mid-Year (Form C)• PALS Quick Checks• Reports for screening, diagnosis, and progress monitoring• Resources for planning instruction• Electronic Lesson Plans
PALS Online AccountsThe cost for the PALS Online Score Entry & Reporting System is $60 per classroom annually. This includes access for a classroom of up to 30 students. Administrative accounts are provided at no additional cost. School-level administrators may access all school, grade-level, class, and student-level data. District-level administrators may access all district, school, grade-level, class, and student-level data.
GettinG stArted: PAls tutOriAlsSuccessful implementation of PALS includes strong teacher training. To ensure that teachers are well-versed in the administration, scoring, and interpretation of PALS, we offer self-paced online tutorials.
Administration and ScoringCovers the proper administration and scoring of the PALS assessment. Available for each of the PALS assessments, both English and Spanish.
Online Score Entry and ReportingProvides an orientation to the PALS Online account. Users will learn how to create classes, enter scores, and view reports.
PALS Training BundleWhen PALS Teacher Sets, PALS Online accounts, and PALSonline tutorials are purchased together, you get both tutorials for the price of one.*Prices for tutorials are per teacher/per year.
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