1. No category

Grades 1–3
Sample
888-924-7257
Welcome!
Thank you for your interest in the Phonological Awareness Literacy Screening español
for Grades 1–3 (PALS español 1–3). Each PALS español 1–3 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, Readiness through
fourth grade booklets)
• 1 Fall and 1 Spring Class Summary Sheet
• 25 Fall and 25 Spring Student Summary Sheets
• 25 Fall and 25 Spring Student Spelling Sheets
• Teacher Packet
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 1–3 assessment.
In addition, PALS offers the Online Score Entry & Reporting System, which provides
score entry via the web 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].
2
www.palsmarketplace.com
Table of Contents
Introduction and First Grade Flowchart
4
Overview5
Entry Level: Word Knowledge
Task 1: Spelling
6–7
Task 2: Word Recognition in Isolation
8–9
Level A: Oral Reading in Context
10–12
13–15
Comprehension Questions
Level B: Alphabetics
Task 1: Alphabet and Digraph Recognition
16–17
Task 2: Letter Sounds
18–19
Task 3: Concept of Word (COW)
20–21
Level C: Phonemic Awareness
Task 1: Blending
22
Task 2: Sound-to-Letter
23
Professional Development Options
24
3
888-924-7257
Introduction and First Grade Flowchart
PALS español 1–3 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 1-3 consists
of two tasks required for
all students taking the
assessment (plus one task
required in fall of first grade
only) and additional tasks
(Levels B & C) for gathering
further diagnostic information
about students who are still
struggling to acquire early
literacy skills.
Entry Level
Spelling & Word Recognition in Isolation (WRI)
Letter Sounds (Fall only)
Spelling
Administer all of Set 1 (words 1–20) to all students.
If 10 or more correct in Set 1, administer Set 2.
If 6 or more correct in Set 2, administer Set 3.
Word Recognition in Isolation (WRI)
Begin with Preprimer list in fall, 1st Grade list in spring.
Move up or down until you find the highest list on which the student reads
15 or more words correct.
Letter Sounds
Administer to all students in fall of first grade.
Level A: Oral Reading in Context (ORC)
Use the table below to determine which oral reading passage to administer, based on the student’s
performance on the Word Recognition in Isolation task. Every student must be given at least one
oral reading passage.
Number of words read on Word Recognition in
Isolation Task
Administer this passage first:
0–9
Preprimer word list
Readiness
10–13
Preprimer word list
Preprimer A
14–17
Preprimer word list
Preprimer B
18+
Preprimer word list
Preprimer C
15+
Primer word list
Primer
15+
First-grade word list
First Grade
15+
Second-grade word list
Second Grade
15+
Third-grade word list
Third Grade
Level B: Alphabetics
Fall: Administer Level B tasks to students who
do not meet the Fall Entry Level Summed
Score benchmark of 36.
Spring: Administer Level B tasks to students
who score less than 15 on the Preprimer
Word List.
Level B tasks:
Alphabet and Digraph Recognition, Letter Sounds, Concept of Word
Level C: Phonemic Awareness
Fall: Administer Level C tasks to students
who do not meet the Fall Level B Summed
Score benchmark of 67.
Spring: Administer Level C tasks to students
who do not meet the Spring Level B Summed
Score benchmark of 76.
Level C tasks:
Blending, Sound-to-Letter
4
www.palsmarketplace.com
Overview
Administration and
Scoring Guide
PALS español 1–3
Time Required for Screening
Teachers should complete the entire PALS español
screening within any contiguous two-week period
within the four-week screening window. There are
no time limits on the individual tasks on PALS
español 1–3; therefore, the amount of time required
to administer the screening can vary. Some students may perform better if the teacher divides
PALS español 1–3 into several screening sessions.
For example, each task could be administered on
a different day. Based upon a teacher’s experience
with the students in his or her class, he or she could
set aside appropriate amounts of time over the
course of two weeks for screening. It is important to
ensure that each student is screened under optimal
conditions.
Administration Management
We recommend that classroom teachers administer the screening to each student. Many schools
have devised ways to accommodate classroom coverage for teachers by temporarily readjusting the
schedule of the reading specialist or classroom aides.
Classroom teachers know their students better than
anyone in the building, and because of this, may
obtain the most accurate screening results from the
students.
Teachers should administer the Entry Level and the
Level A (Oral Reading in Context) tasks first. A student’s performance on those tasks will dictate which
additional tasks are to be administered. The spelling
task can be given in small groups or to the entire
class at once.
Every teacher who will be involved in the screening
should follow the procedures outlined below:
Before Screening
1. Read the PALS español 1–3 Administration and
Scoring Guide.
2. View the PALS español 1–3 Assessment Training
video, which demonstrates how to administer and
score each PALS español task.
3. Establish an environment that is relatively free of
distractions, well lighted, and comfortable.
4. Ensure that all the materials required to complete
each task are available and ready to use.
During Each Screening Task
1. Introduce each task immediately before asking the
student to complete it.
2. Monitor each student carefully, offering encouragement and praise.
3. Score all items as directed in this Administration
and Scoring Guide.
Basic Screening Procedures
Benchmarks
Exact screening items should not be pre-taught, nor
should a copy of PALS español be sent home to be
practiced ahead of time. Pre-teaching the exact items
on an assessment invalidates the results, interferes
with accurate progress monitoring, and could even
prevent a student from getting the additional instruction he or she needs. While it is important to teach
the same skills assessed by PALS español, responsible test users do not teach these skills using test
materials.
Benchmarks representing developmental expectations for fall and spring are provided for each PALS
español 1–3 task so that teachers can measure individual students’ progress toward developing basic
foundational literacy skills and can design instruction accordingly. Benchmarks are also provided for
the PALS español 1–3 Entry Level Summed Score
and Level B Summed Score for fall and spring. The
Entry Level Summed Score benchmark is used to
identify students who may be at risk for developing
PALS Online System
2
5
888-924-7257
Entry Level: Word Knowledge, Task 1: Spelling
Administration and
Scoring Guide
Entry Level: Word Knowledge, Task 1:
Spelling
Materials
Set of words and
sentences, located in
the Teacher Packet
Administration Notes
✓ This task may be administered in a group setting. If you do so, you may wish
to administer the three sets of words on separate days so that you can determine which students should move on to SETS 2 and 3.
Numbered (1–36)
Student Spelling Sheet
✓ Students are not to study these words in advance because doing so invalidates
the goal of finding out what they truly know about phonics and spelling. Do
not preteach the words and do not have them on your word wall during testing.
Pencils for Students
Instructions
Student Summary
Sheet
• Tellyourstudentsthatyouaregivingthemaspellinginventorytolearnabout
how they spell. Tell them that this is not a graded test, but they can help you
know what to teach by looking at the way they spell.
• Say,“Quiero que escribas algunas palabras. Trata de escribirlas lo mejor
que puedas. Algunas de las palabras son fáciles y algunas son más difíciles. Si no sabes escribir una palabra, escríbela lo mejor que puedas.”
• Calloutthewordsasyouwouldforanyspellingtest.Saythewordonce,
read the sentence, and then say the word again. Say the word as you naturally
would, without emphasizing specific sounds.
• Administerall of SET 1 (Words 1–20) to all students in Grades 1–3.
• Studentswhospell10ormorewordscorrectinSET1,shouldbeadministered SET 2.
• Studentswhospell6ormorewordscorrectinSET2,shouldbeadministered
SET 3.
Scoring
Students receive points for each targeted word feature (e.g., blend, closed syllable) they spell correctly. They receive an additional point for spelling the entire
word correctly.
• Toscorethespellinginventory,comparestudents’spellingtotheboxeson
the Student Summary Sheet.
• Ifthestudentspelledanunderlinedspellingfeaturecorrectly,placeacheckin
thecorrespondingboxontheStudentSummarySheet.Leavetheboxblankif
the student spelled the underlined feature incorrectly.
• Placeacheckinthefarrightcolumn(CorrectWord)iftheentirewordwas
spelled correctly.
• Countthenumberofcheckspresentineachcolumnandrecordthetotalin
theFeatureScoresboxesatthebottomofthescoringgrid.
• AddtogetheralltheFeatureScoresandrecordthetotalinthecolumnlabeled
Total Feature Score.
• CountthenumberofchecksintheCorrectWordcolumnandrecordthe
total at the bottom of the column.
Online Assessment Wizard
• Finally,addtheTotalFeatureScoreandtheWordsCorrecttotaltodetermine
thestudent’sTotalSpellingScore.
12
6
www.palsmarketplace.com
Student Spelling Sheet
1–3 Fall 20___ Student Spelling Sheet
Phonological Awareness Literacy Screening
Student Name:
Date:
1.
21.
2.
22.
3.
23.
4.
24.
5.
25.
6.
26.
7.
27.
8.
28.
9.
29.
10.
30.
11.
31.
12.
32.
Set 2 Stop Here
13.
33.
14.
34.
15.
closed
syllable
diphthong
inconsistent
consonant
Set 3 Stop Here
silent
H
rule-based
consonant
affix or root
TOTAL
Feature Score*
2.
grande
3.
4.
orden
5.
claro
8. arte
6.
arte
Reserved.
globo
7.
10. cambio
8.
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
cambio
11. fresco
14. papel
16. baile
17. plato
18. nadie
19. campo
9.
fresco
12. cuadro
10.
13. tronco
15. ondas
Correct
1.
esto
6. orden
Set 1
nasal
isla
7. claro
Set 1 Stop Here 9. globo
blend
pecho
4. grande
5. esto
36.
luna
3. isla
nia. All Rights
20.
2. pecho
University of Virgi
19.
1. luna
of Visitors of the
18.
open
syllable
Rector and The
Board
17.
Student Summary Sheet
35.
Spelling Featur
e Analysis
© 2014 by The
16.
cuadro
tronco
11.
12.
papel
13.
ondas
888-924-7257
14.
baile
plato
15.
16.
nadie
17.
7
Entry Level: Word Knowledge, Task 2: Word Recognition in Isolation
Administration and
Scoring Guide
Entry Level: Word Knowledge, Task 2:
Word Recognition in Isolation
Materials
Administration Notes
Student set of word
lists, located in the
Student Packet
✓ This procedure is untimed, but move through the lists quickly. If the student
does not say the word immediately (i.e., in less than one second), move on
to the next word. Do not allow the student time to stop and “sound out” the
word.
Student Summary
Sheet
✓ This task must be administered in an individual setting.
✓ 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.
✓ If a student correctly reads 15 or more words on a list, proceed to the next
highest list.
✓ If a student reads fewer than 15 words correctly on a list, move back to the
previous list.
✓ Self-corrections are counted as correct.
Instructions
• Refertothechartbelowtodeterminewhichwordlisttostartwith.
• Moveupordownuntilyoufindthehighestlistonwhichthestudentreads
15 or more words correct.
• Introducethetask:“Aquí tienes una lista de palabras. Trata de leer cada
palabra. Si no conoces una palabra, pasaremos a la próxima. ¿Listo(a)?”
Starting Point for Word Lists
1st Grade
2nd Grade
3rd Grade
Fall: Begin with
Preprimer Word List
Fall: Begin with First
Grade Word List
Fall: Begin with Second
Grade Word List
Spring: Begin with First
Grade Word List
Spring: Begin with
Second Grade Word List
Spring: Begin with
Third Grade Word List
Scoring
• OntheStudentSummarySheetmarkaplus(+)nexttoeachwordthestudentwasabletoreadcorrectly.Markaminus(-)foreachwordthestudent
could not read in less than one second.
• Totalthenumberofcorrectresponsesandrecordthenumberatthebottom
of the column.
15
8
www.palsmarketplace.com
Student Packet: Word Recognition in Isolation
Word Recognition in Isolation
Preprimer
+/–
Primer
1. nube
1. jugo
2. palo
2. tomar
3. tren
3. mismo
+/–
nube
palo
tren
ropa
pato
cara
pan
dedo
First Gradeluna
+/–
1. cómodo
todo
2. madera
3. gigante
sol
cama
oso
fin
pero
son
gato
boca
niño
van
Student Summary Sheet
Second Grade
+/–
Third Grade
1. ártico
1. biblioteca
2. izquierda
2. olfato
3. pasajero
3. diálogo
Online Assessment Wizard
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
+/–
1
9
888-924-7257
Level A: Oral Reading in Context
Administration and
Scoring Guide
Level A:
Oral Reading in Context
Materials
Administration Notes
✓ You will need to make photocopies of the running record forms for the students in your class.
Student set of oral
reading passages
(Readiness–4th Grade)
Instructions
Running record forms
located in the Teacher
Packet
1. Use the table below to determine which oral reading passage to administer first, based on the student’s performance on the Word Recognition in
Isolation task.
Stopwatch for
assessing rate
Level A:
Where to Start Oral Reading in Context?
Oral Reading in Context
(Continued)
Number of words read on Word
Administer this passage first:
Recognition in Isolation Task
Preprimer
7. For instructional purposes, move 0–9
up or down
in passageword
levelslist
according toReadiness
the student’s performance.
10–13 Preprimer word list
Preprimer A
•Ifastudentscoreslessthan90%accuracy(or85%forReadinessandPreprimer),considerhavingthestudent read the next level down. 14–17 Preprimer word list
Preprimer B
•Ifastudentscores98%orgreateronaccuracy,considerhavingthestudentreadthenextlevelup.
18+
Preprimer word list
Preprimer C
•Ifastudentbarelymettheaccuracycriterionandthefluencyratingwas1or2,considerhavingthestu15+
Primer word list
Primer
dent read the next level down.
•IfyouareusingthePALSespañolOnlineAssessmentWizard(OAW),andanasterisk(*)appearsnextto
15+
Second-grade word list
Second Grade
the instructional reading level, indicating a reading rate that is too slow, consider having the student read
15+
Third-grade
word
list
Third Grade
the next level down.
15+
First-grade word list
First Grade
Note: Students are not evaluated on rate, fluency, or comprehension on passages below the Primer level.
2. Read the title of the passage to the student and follow the prompts found on
the running record form.
Running Record Conventions
3. Place the passage in front of the student and ask him/her to read the passage
Error aloud to you.
Example
4. Use the stopwatch to time the student’s reading.
rosa
Substitutions: The student substitutes a Make
differentsure
wordyou
for aare
word
the text. mode.
Elperritobuscalapelotaroja.
in instopwatch
nobegins to
el libro
Start the stopwatch as soon as the student
read.
Mireyasabeleer.
If the student skips an entire line of text, stop the stopwatch while you redirectout
thea word.
student to the correct place.
Then start the stopwatch again.
Omissions: The student skips over or leaves
Tomásesmimejoramigo.
Insertions: The student inserts a word into the text that was not there.
Stop the stopwatch as soon as the student reads the last word.
Inversions: The student reverses the 5.
order
of the
words. record of the student’s
Elniñonoesmuyalto.
Take
a running
oral reading accuracy, following the
directions in the section below.
Algunosanimalesvivenencuevas.
6. Score the student’s reading fluency by rating the expression of the oral reading on a scale of 1–3.
Teacher-supplied: The teacher supplies a word after waiting 5 seconds.
Taking a Running Record
• Regardlessofthelevelofthepassage,followthemarkingconventionsshownintheRunningRecord
Conventionstableabove.
• Substitutions,insertions,omissions,inversions,andteacher-suppliedwordsarecountedaserrors.
• Self-correctionsandrepetitionsarenotcountedaserrors.
10
Note: If a student self-corrects after you have marked an error on the running record, write SC above the error to
indicate a self-correction:
sc
Me gusta nadar en el mar.
www.palsmarketplace.com
19
Oral Reading in Context
Los osos polares
protegen del frío. A veces, los osos polares tienen
demasiado calor. ¡Nadan en el océano frío para
refrescarse!
Muchos animales no pueden vivir en la región
ártica. No pueden encontrar comida. Los osos
polares no tienen este problema. Tienen talento
para cazar las focas y otros animales que les gusta
comer. Los osos polares tienen un sentido del
Hay osos en todas partes del mundo. El oso
polar vive cerca del polo ártico.
Durante un año, los osos polares viajan muchas
millas. Pero siempre se quedan sobre el hielo polar.
No les gusta pasar mucho tiempo en la tierra.
¿Y cómo pueden vivir sobre el hielo? Es que
tienen piel muy Second
dura y unaGrade:
capa deLos
grasaosos
que les
polares
olfato muy bueno. Pueden oler una foca desde un
distancia de muchas millas.
Cuando nacen, los osos polares son pequeños.
Son más pequeños que los bebés humanos. Pero
Teacher Packet:
Running Record Form
los adultos son muy grandes. Muchos pesan más
de mil libras y miden nueve pies. ¡A estos osos
grandes les gusta vivir en la región ártica!
Student Name
Teacher Prompts
Use the prompts provided before
the student begins reading.
Note: Slash marks indicate line
breaks on the student copy.
Date
1. Read the title of the passage to the student. “El título de este libro es Los osos polares.”
2. Ask the student, “¿Hay osos que viven cerca de aquí?”
3. Point to the picture of the polar bear and say, “Esto es un oso polar. ¿Sabes dónde viven los
osos polares?”
4. Say to the student, “Ahora léeme, por favor, el libro Los osos polares en voz alta.”
Number of Errors
Hay osos en todas partes del mundo. El oso / polar vive cerca del polo ártico. /
Durante un año, los osos polares viajan muchas / millas. Pero siempre se quedan
sobre el hielo polar. / No les gusta pasar mucho tiempo en la tierra. / ¿Y cómo pueden
vivir sobre el hielo? Es que / tienen piel muy dura y una capa de grasa que les /
protegen del frío. A veces, los osos polares tienen / demasiado calor. ¡Nadan en el
océano frío para / refrescarse! / Muchos animales no pueden vivir en la región / ártica.
No pueden encontrar comida. Los osos / polares no tienen este problema. Tienen
talento / para cazar las focas y otros animales que les gusta / comer. Los osos polares
888-924-7257
tienen un sentido del / olfato muy bueno. Pueden oler una foca desde una / distancia
de muchas millas. / Cuando nacen, los osos polares son pequeños. / Son más
11
Level A: Oral Reading in Context (Continued)
Oral Reading in Context
Text Level
Frustration / Instructional /
# of Oral
Reading Errors Independent (circle level)
Passage Title
Fluency
Rating (1–3)
Total Time
(min : sec)
# Comprehension
Questions Correct
Readiness
Mira
Frust. / Inst. / Ind.
Preprimer A
Pepe y yo
Frust. / Inst. / Ind.
Preprimer B
Tengo una foto
Frust. / Inst. / Ind.
Preprimer C
A casa de Abuelita
Frust. / Inst. / Ind.
Primer
Mi perro Hugo
Frust. / Inst. / Ind.
:
/10
First Grade
Hogares de los animales
Frust. / Inst. / Ind.
:
/10
Second Grade
Los osos polares
Frust. / Inst. / Ind.
:
/10
Third Grade
Serpientes
Frust. / Inst. / Ind.
:
/10
Fourth Grade
El chimpancé fascinante
Frust. / Inst. / Ind.
:
/10
Student Summary Sheet
Online Assessment Wizard
12
www.palsmarketplace.com
Level A: Oral Reading in Context, Comprehension Questions
Administration and
Scoring Guide
Level A:
Oral Reading in Context Comprehension Questions
Materials
Administration Notes
Teacher Packet:
Comprehension
Questions (for Primer–
4th grade passages)
Student Summary
Sheet
Pencils for Students
✓ You will need to make photocopies of the comprehension question pages for
the students in your class.
✓ Comprehension questions should be answered directly after reading the
passage.
✓ Students should answer the questions without looking back at the passage, except
for questions that specifically instruct the student to look back at the text.
✓ For the Primer and first-grade passages, teachers should read both the questions and the answer choices aloud to students.
✓ Students reading the second, third, or fourth grade passages should read and
answer the questions independently.
Instructions
Primer and First Grade Passages
• ForQuestions1–9,readthequestionsandtheanswerchoicesaloudtothe
student. As you read each one, ask the student to circle the letter that corresponds to the best answer. (There is one correct answer for each question.) For
Question10,readthestatementaloudtothestudentandaskhim/hertopoint
to and read aloud the part of the passage that supports the statement.
Second through Fourth Grade Passages
• Askthestudenttoreadthequestionstohimorherselfandcircletheletters
that corresponds to the correct answer. (There is one correct answer for each
question.)ForQuestion10,askthestudenttoreadthestatementtohim/herself and then show you and read aloud the part of the passage that supports
the statement.
Scoring
• Countthenumberofquestionsthestudentansweredcorrectlyandrecord
that number on the line marked “Comprehension score.”
• Recordthestudent’sscoreontheStudentSummarySheet.
Comprehension Question Answer Key
Primer: Mi perro
Hugo
First Grade: Hogares
de los animales
Second Grade: Los
osos polares
Third Grade:
¡Serpientes!
1. C
1. B
1. D
1. A
2. B
2. D
2. C
2. C
3. A
3. C
3. D
3. D
4. D
4. A
4. B
4. C
5. B
5. B
5. D
5. B
6. C
6. D
6. A
6. A
7. A
7. C
7. C
7. D
8. D
8. A
8. B
8. C
9. B
9. D
9. D
9. B
Note: Answers to Question 10 for each passage are underlined on the running record form.
Fourth Grade: El
chimpancé fascinante
1. C
2. A
3. D
4. B
5. B
6. A
7. D
8. C
9. A
23
888-924-7257
13
Level A: Oral Reading in Context, Comprehension Questions (Continued)
Oral Reading in Context
¡Serpientes!
a sus víctimas con veneno, pero otras las apri
asfixiarlas. Las serpientes no mastican su com
Pueden tragar un animal entero debido a qu
mandíbula es muy flexible.
La visión de las serpientes no es muy bue
pueden detectar el movimiento cuando mira
alrededor. Tampoco pueden oír porque no tie
En vez de oír, las serpientes perciben las vibr
la tierra. Las serpientes cuentan con su sentid
Hay casi tres mil especies de serpientes en el mundo.
que funciona de una manera curiosa. Las ser
Aunque mucha gente tiene miedo de todas las serpientes,
la lengua
para coleccionar partículas del aire.
Teacher
Packet
muchas no son venenosas. Además, la mayor parte de
prueban estas partículas, y así pueden “oler.”
las serpientes no atacan a los humanos a menos que las
Third Grade: ¡Serpientes!
serpientes se sientan amenazadas. Prefieren huir cuando
¡Qué interesantes son estos animales mal
Student Name
se acercan los humanos.
Teacher Prompts
Use the prompts provided before
the student begins reading.
Todas las serpientes son carnívoros, o animales
Date
1. Read the title of the passage to the student. “El título de este libro es ¡Serpientes!”
2. Ask the student, “¿Crees que todas las serpientes son peligrosas?”
3. Say to the student, “Ahora léeme, por favor, el libro ¡Serpientes! en voz alta.”
Note: Slash marks indicate line
breaks on the student copy.
Number of Errors
casi tres mil especies de serpientes en el mundo. / Aunque mucha gente tiene
cuya comida consiste en carne. Las serpientesHaycomen
miedo de todas las serpientes, / muchas no son venenosas. Además, la mayor parte
de / las
serpientes no atacan a los humanos a menos que las / serpientes se sientan
animales pequeños, pájaros e insectos. Algunas
matan
amenazadas. Prefieren huir cuando / se acercan los humanos. / Todas las serpientes
son carnívoros, o animales / cuya comida consiste en carne. Las serpientes comen /
animales pequeños, pájaros e¡Serpientes!
insectos. Algunas matan / a sus víctimas con veneno,
Comprensión:
pero otras las aprietan hasta / asfixiarlas. Las serpientes no mastican su comida. /
Nombre del/de la estudiante
Fecha
Pueden tragar un animal entero debido a que su / mandíbula es muy flexible. / La
visiónal/a
de las
serpientesque
nolea
es cada
muy pregunta
buena. Sólo
detectar
el movimiento
Pídale
la estudiante
y que/ pueden
haga un círculo
alrededor
de la respuesta que mejor contesta cada pregunta, según el pasaje que acaba de leer. Hay una respuesta correcta para cada pregunta.
cuando miran a su / alrededor. Tampoco pueden oír porque no tienen orejas. / En vez
de oír, las serpientes perciben las vibraciones en / la tierra. Las serpientes cuentan
1. ¿Por qué dice el autor que las serpientes son mal entendidas?
con
sentido
del olfato,
queenfunciona
de una
manera
curiosa. Las serpientes usan /
A suPorque
mucha
gente /vive
sitios donde
no hay
serpientes
B
Porque mucha gente cree que las serpientes tienen visión muy buena
la Clengua
paramucha
coleccionar
deldeaire.
En la boca,
/ prueban
Porque
gente nopartículas
sabe mucho
las serpientes
y sus
hábitos estas partículas,
D Porque mucha gente no estudia las serpientes en la escuela
y así pueden “oler.” / ¡Qué interesantes son estos animales mal entendidos!
2. Leíste que las serpientes no tienen orejas. ¿Qué hacen en vez de oír?
A Prueban partículas que coleccionan del aire
B Perciben las vibraciones en la tierra
C Miran a su alrededor
Instructional-Level
Guide
D Cuentan con suAccuracy
sentido del
olfato
14
Number of Errors
Percent Accuracy
Accuracy Level
20 or more errors
Less than 90%
Frustration Level
3. Un buen título para este libro sería:
A La verdad acerca de las serpientes
5–19 errors
90%–97%
B El hábitat de las serpientes
0–4
98% ordel
greater
C errors
Las serpientes venenosas
mundo
D Los sentidos agudos de las serpientes
www.palsmarketplace.com
Instructional Level
Independent Level
Fluency Rating Guide
4. Leíste la palabra carnívoro en el libro. Un carnívoro es un animal que _____.
Level 1
Word-by-word or syllable-by-syllable, laborious, monotone
_____________/181
Total Number of Errors
______ : ______
Total Time
(minutes : seconds)
_________________
Fluency Rating
Oral Reading in Context
Text Level
Passage Title
Frustration / Instructional /
# of Oral
Reading Errors Independent (circle level)
Fluency
Rating (1–3)
Total Time
(min : sec)
# Comprehension
Questions Correct
Readiness
Mira
Frust. / Inst. / Ind.
Preprimer A
Pepe y yo
Frust. / Inst. / Ind.
Preprimer B
Tengo una foto
Frust. / Inst. / Ind.
Preprimer C
A casa de Abuelita
Frust. / Inst. / Ind.
Primer
Mi perro Hugo
Frust. / Inst. / Ind.
:
/10
First Grade
Hogares de los animales
Frust. / Inst. / Ind.
:
/10
Second Grade
Los osos polares
Frust. / Inst. / Ind.
:
/10
Third Grade
Serpientes
Frust. / Inst. / Ind.
:
/10
Fourth Grade
El chimpancé fascinante
Frust. / Inst. / Ind.
:
/10
Student Summary Sheet
Online Assessment Wizard
15
888-924-7257
Level B: Alphabetics, Task 1: Alphabet and Digraph Recognition
Administration and
Scoring Guide
Level B: Alphabetics, Task 1:
Alphabet and Digraph Recognition
Materials
Student Packet
(Alphabet and Digraph
Recognition sheet)
Student Summary
Sheet
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.
• 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
m
a
x
c
d
w
b
ch
f
j
i
l
s
t
ll
v
o
n
ñ
r
u
y
p
q
h
e
z
g
k
Score: _____/29
16
24
www.palsmarketplace.com
Student Packet:
Alphabet and Digraph Recognition
Alphabet and Digraph Recognition
m
a
x
c
d
w
b
ch
f
j
i
l
s ñ
t r
ll u
v y
o p
m
n a
q
h
e
z
g
k
Alphabet and Digraph Recognition
x
c
d
w
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
b
ch
f
j
i
l
6
s ñ h
t r e
Student Summary Sheet
ll u z
v y g
o p k
n q
Score: _____/29
Online Assessment Wizard
17
888-924-7257
Level B: Alphabetics, Task 2: Letter Sounds
Administration and
Scoring Guide
Level B: Alphabetics, Task 2:
Letter Sounds
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 sound, remind him/her to give the
sound that the letter/digraph 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 este 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.
The Letter Sounds
task is administered as
an entry level task in
the fall of first grade.
• 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
B
S
R
F
Ch
T
P
J
A
Ll
K
Z
E
Ñ
L
D
V
C
Y
I
U
G
O
W
N
Score: _____/25
25
18
www.palsmarketplace.com
Student Packet: Letter Sounds
Letter Sounds
Practice
M
B S R F Ch
T P J A Ll
K Ñ V
I O
Letter Sounds (required for 1st Grade in Fall)
B S R F Ch
TPJALl
Student Summary Sheet
K Ñ V I O
Z L C U W
E D Y G N
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.
7
Score: _____/25
Online Assessment Wizard
19
888-924-7257
Level B: Alphabetics, Task 3: Concept of Word (COW)
Administration and
Scoring Guide
Level B: Alphabetics, Task 3:
Concept of Word (COW)
Materials
Student Packet
(COW Picture Sheet,
COW Word List)
Tito tito colorito
COW Booklet
Student Summary
Sheet
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.
Instructions
Memorizing the Rhyme
Students 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)say
therhymewithyou,(b)echoyourrecitation,picturebypicture,and(c)say
the rhyme alone.
• Repeatthestepsasmanytimesasnecessaryuntilthestudentcanrecitethe
rhyme verbatim, using the picture prompts.
Pointing
UsingtheCOWBooklet,say,“Ahora vamos a leer la rima que acabas de recitar. Este libro tiene la rima escrita.”
• First,readtherhymetothestudentwhilepointingtoeachwordasyou
read it.
• Second,choralreadtheentirerhymetogetherwhilepointingtothewordsin
the book.
• Finally,askthestudenttotouchthewordsandreadtheentirerhymealone.
Word ID in Context
• Afterthestudentreadstheentirebookalone,returntothefirstpageand
Online
Assessment Wizard
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 List
UsingtheCOWWordList,say,“Aquí hay algunas palabras de la rima que acabamos 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.”
20
www.palsmarketplace.com
26
Booklet
OW Word List
de
escuela
bonito
tito
tú
campo
verdadera
tan
vas
colorito
lorito
to, co
Tito, ti
Tito, tito, colorito,
1
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Student Summary Sheet
Section IV: Concept of Word
Pointing
Tito, tito, colorito,
adónde vas tú tan bonito?
Word
ID
COW Word List
(1)
(2) de
(1)
(2) escuela
21
888-924-7257
Level C: Phonemic Awareness, Task 1: Blending
Administration and
Scoring Guide
Level C: Phonemic Awareness, Task 1:
Blending
Materials
Student Summary
Sheet
Administration Notes
✓ Blending prompts may be repeated, but only after you have waited at least
5–10 seconds with no response from the student.
✓ Use hand signals during the practice items to help your student understand
the task. For example, use your hand to signal each different phoneme, using
a slicing or chopping motion, and then use a sweeping motion to indicate
blending the sounds together.
✓ If a student has difficulty with the practice items, take the time to model
how to blend sounds together to make the word. The practice items may be
repeated as needed.
Instructions
1. Tell the student that you are going to say some sounds that make a word.
Say, “Voy a decir algunas palabras, un sonido a la vez. Quiero que juntes
los sonidos y que digas las palabras que se forman. Vamos a practicar.
¿Listo(a)?”
Blending Practice Items
You Say
Correct Answer
t-u
tu
l-a
la
t-a-n
tan
d-o-s
dos
2. After completing the practice items, administer the Syllable Blending screening items. Say, “Ahora voy a decir más sonidos. Díme la palabra que se
forma al juntar los sonidos.”
Student Summary Sheet
Blending Screening Items
You Say
Target Word
e-l
1. su
s-u
t-u-s
2. de
d-e
t-r-e-n
3. el
e-l
p-a-n
f-i-n
f-l-a-n
c-l-u-b
22
Correct Answer
s-u
d-e
Online Assessment Wizard
Blending
g-r-a-n
www.palsmarketplace.com
You Say su Correct Answer
de
el
su
tus
de
tren
el
pan
fin
Points
(0 or 1)
flan
club
gran
29
Level C: Phonemic Awareness, Task 2: Sound-to-Letter
Administration and
Scoring Guide
Level C: Phonemic Awareness, Task 2:
Sound-to-Letter
Materials
Student Summary
Sheet
Administration Notes
✓ Word prompts may be repeated, but only after you have waited at least 5-10
seconds with no response from the student.
✓ If a student does not produce an answer, ask the student, “¿Qué sonido oyes
al principio (en el medio/al fin)?” and then say, “¿Qué letra hace ese sonido?” If the student cannot produce the letter or the sound, ask, “¿Conoces
otra palabra que empieza con el mismo sonido?”
Instructions
1. Begin by administering the Beginning Sound practice items. Say to the student, “Voy a decir una palabra. Quiero que me digas con qué letra empieza la palabra. Vamos a practicar. ¿Listo(a)?” (If the student has difficulty
understanding the directions for this task, emphasize the beginning sound by
elongating the /m/ sound of mono and the /s/ sound of sol).
Beginning Sound Practice Items
You Say
Correct Letter Response
(2 points)
Acceptable Sound Response
(1 point)
mano
m
/m/
peso
p
/p/
sol
s
/s/
2. Next, administer the Beginning Sound screening items. Say, “Ahora voy a
decir más palabras. Quiero que me digas con qué letra empieza la palabra.
¿Listo(a)?”
Sound-to-Letter
You Say
Student Summary Sheet
bajo
fácil
tela
dulce
rama
Correct Student Response
Beginning
You SaySound Screening Items
Answer
(if incorrect)
Correct Letter Response
(2 points)
1. bajo
b
2. fácil b
f
t
d
r
f
Points
(0, 1 or 2)
Acceptable Sound Response
(1 point)
/b/
/f/
/t/
/d/
/r/
Online Assessment Wizard
31
23
888-924-7257
Products
Assessments
Online Score Entry
PALS-PreK
Online Score Entry & Reporting System
PALS-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.
Enter scores, view reports, plan targeted instruction, and
monitor progress with the Online Score Entry & Reporting
System.
PALS-K
PALS-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 K
PALS 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 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 Accounts
The 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 Tutorials
Successful 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 Scoring
PALS español 1–3
Covers the proper administration and scoring of
the PALS assessment. Available for each of the
PALS assessments, both English and Spanish.
PALS español 1–3 Teacher Set: Traditional or Tech (Form A or B)
Online Score Entry and Reporting
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.
Provides an orientation to the PALS Online account. Users will
learn how to create classes, enter scores, and view reports.
PALS Training Bundle
When PALS Teacher Sets, PALS Online accounts, and PALS
online tutorials are purchased together, you get both
tutorials for the price of one.
*Prices for tutorials are per teacher/per year.
Questions? Call us at 888-924-7257