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Kindergarten
Sample
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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].
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Table of Contents
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
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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.
Task Requirements
Task
Group Rhyme
3
Group Beginning Sounds
3
Individual Rhyme
Individual Beginning Sounds
Word Recognition
in Isolation
Concept of Word
Required
Required only if Group Rhyme below benchmark
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
Optional
PALS Online System
4
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Summed Scores
Calculating the Summed Score
Summed Scores are used to determine the students
who would benefit from additional instruction. The
tables below indicate (1) tasks to use when calculating the Summed Score and (2) the fall and spring
Summed Score benchmarks.
If Individual Rhyme Awareness and/or Individual
Beginning Sound Awareness tasks were administered, those scores (not the group scores) should be
used to calculate the Summed Score.
Summed Score Tasks
Rhyme Awareness*
Beginning Sound Awareness*
Alphabet and Digraph Recognition
If a student’s Summed Score is below the benchmark, that student should receive additional instruction 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 necessary 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.
Letter Sounds
Spelling
COW Word List
*If the individual tasks were given, substitute individual scores for
group scores.
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Section I, Part A: Group Rhyme Awareness
Administration and
Scoring Guide
Section I: Phonological Awareness, Part A
Group Rhyme Awareness
Materials
Student Booklet
Student Summary
Sheet
Pencils for students
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.
Section I: Phonological Awareness, Part A
• Administerthescreening items.
Group Rhyme Awareness
(Continued)
• Repeatdirectionsatanytime,ifnecessary.
Scoring
• ExaminethestudentresponsesrecordedintheStudentBooklets.
Group Rhyme Awareness Practice
Items
• OntheStudentSummarySheet:
1. Point to the first practice item and say, “Vamos a encontrar dibujos que riman, o suenan igual. Pon
Placeaplus(+)foreachcorrectresponseandaminus(-)foreachincorrect
el dedo en el dibujo de la ropa. Toca
cada dibujo cuando yo lo nombre: ropa, nube, sopa, mano.
response.
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 laincorrect
sopa.” choices.
Draw
a circle around
students’
Countthenumberofcorrectresponsesandrecordthetotal.
Section I: Phonological Awareness,
A Group Rhyme Awareness
Scoring Part
Example:
Group Rhyme Awareness (Continued)
1. casa
taza
fuego
clavos
+/–
____
6. mesa
calle
pesa
cielo
____
7. anillo
rastrillo
corazón
maleta
____
noche
dados
baja
____
2. “Hagamos otro. Pon el dedo en el2.dibujo
lo nombre: lana, rana,
gato de la lana.
fresaToca cada
patodibujo cuando
dulce yo____
Group
Awarenesspara
Screening
zorro,Rhyme
queso. Escuchemos
encontrarItems
el dibujo que rima con lana: lana-rana, lana-zorro, lana-que____
3. camisa
juguete
pollito
sonrisa
Ranavamos
rima acon
lana. Rana-lana.
Haz
unriman.
círculoPon
alrededor
deleldibujo
1. so.
“Ahora
encontrar
otros dibujos
que
el dedo en
dibujode
delalarana.”
casa. Toca cada dibu____ casa-fuego,
4. fuego,
maíz clavos. ¿Cuál
nariz dibujobotón
patín Casa-taza,
jo cuando yo lo nombre: casa, taza,
rima con casa?
casa-clavos. Haz un círculo alrededor
del dibujo que
rima conplaya
casa.”
____
5. rico
pico
manga
8. caja
3. “Practiquemos una vez más. Pon9.el papel
dedo en el dibujo
planta. Tocafeliz
cada dibujo
____cuando yo lo
jardín de lamantel
nombre: planta, hueso, leche, llanta. Escuchemos para encontrar el dibujo que rima
con planta: planta____
10. botella
estrella
canguro
helado
planta-llanta.
Llanta
rima
concuando
planta.yo
Llanta-planta.
Hazfresa,
un círculo
alrededor del
2. hueso,
“Pon elplanta-leche,
dedo en el dibujo
del gato. Toca
cada
dibujo
lo nombre: gato,
pato, dulce.
dibujo
de la llanta.”
Score:alrededor
_____/10 del dibujo que
¿Cuál dibujo
rima con gato? Gato-fresa, gato-pato, gato-dulce. Haz un círculo
rima con gato.”
• Checkeachstudent’spaperandmarkingforeachofthethreepracticeitems.
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•3. Reviewthecorrectanswersbysaying,
las parejas
queyo
riman.
Ropa camisa,
y sopa riman;
y rana
“Pon el dedo en el dibujo de la camisa.“Miremos
Toca cada dibujo
cuando
lo nombre:
juguete,lana
pollito,
riman;
planta
y llanta
riman.”
sonrisa.y¿Cuál
dibujo
rima
con camisa? Camisa-juguete, camisa-pollito, camisa-sonrisa. Haz un círculo
alrededor del dibujo que rima con camisa.”
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Student Booklet
Student Summary Sheet
Section I
Part A: Group Rhyme Awareness
1. casa
taza
fuego
clavos
+/–
____
2. gato
fresa
pato
dulce
____
juguete
pollito
sonrisa
____
3. camisa
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Section I, Part B: Group Beginning Sound Awareness
Administration
and
Section
I: Phonological
Awareness, Part B
Scoring Guide
Group
Beginning Sound Awareness
Materials
Administration Notes
Student Booklet
✓ Do not administer Group Beginning Sound Awareness on the same day as
Group Rhyme Awareness.
Student Summary
Sheet
✓ 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.
Pencils for students
✓ Separate students so that they cannot see their neighbors’ papers.
Section I: Phonological Awareness, Part B
✓ For the practice items, emphasize the beginning sound in each word to help
understand
the task. Do not emphasize
the beginning sounds in the
Group Beginning students
Sound
Awareness
(Continued)
screening items.
Instructions
Group Beginning Sound Awareness
Practice Items
• Havethestudentssitinasemicirclearoundyou.
1. Point to the first practice item and say, “Vamos a escuchar los sonidos al principio de las palabras. Pon
• Guidethestudentsthroughthepractice items.
el dedo en el dibujo de la mano. Toca cada dibujo cuando yo lo nombre: mano, manguera, casa, bote.
items.
Uno de estos dibujos empieza•conAdministerthescreening
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
• Repeatdirectionsatanytime,ifnecessary.
manguera empiezan con /m/. Haz un círculo alrededor de la manguera.”
Scoring
• ExaminethestudentresponsesrecordedintheStudentBooklets.
Section I: Phonological Awareness, Part B
• OntheStudentSummarySheet:
Group BeginningPlace
Sound
Awareness
(Continued)
a plus (+) for
each correct response and
a minus (-) for each incorrect
response.
2. “Hagamos otro. Pon el dedo en elDraw
dibujo
de la around
bicicleta.
Toca cada
dibujochoices.
cuando yo lo nombre: biciclea circle
students’
incorrect
ta, concha,
estrella, bombero.
Escuchemos para
encontrar
el dibujo que empieza con /b/, como bicicleta.
Group
Beginning
Sound Awareness
Screening
Items
Count the number of correct responses and record the total.
Escuchen: bicicleta-concha, bicicleta-estrella, bicicleta-bombero. Bicicleta y bombero empiezan con /b/.
1. “Ahora vamos a encontrar otros dibujos que suenan igual al principio. Pon el dedo en el dibujo de la
Haz un círculo alrededor del bombero.”
tapa. Toca cada dibujo cuando
yo lo Example:
nombre: tapa,
corazón,
tomate,
yoyo.
¿Cuál dibujo empieza con el
Scoring
Group
Beginning
Sound
Awareness
sonido /t/, como tapa? Escuchen: tapa-corazón, tapa-tomate, tapa-yoyo. Haz un círculo alrededor del
+/–
dibujo que empieza con /t/.”
____
1. tapa
corazón
tomate
yoyo
2. canguro
camisa
pollito
labios
____
____
3. salta
gato
silla
boca
3. “Practiquemos una vez más. Pon el dedo en el dibujo de la cuchara. Toca cada dibujo cuando yo lo
____
4. dulce
juego
calcetín el dibujo
dedosque empieza con /k/, como
nombre: cuchara, zorro, cama, hueso.
Escuchemos
para encontrar
cuchara. Escuchen: cuchara-zorro,
cuchara-cama,pala
cuchara-hueso.
empiezan con /k/.
5. nariz
nido Cuchara
fresay cama____
2. “Pon el dedo en el dibujo del canguro. Toca cada dibujo cuando yo lo nombre: canguro, camisa, pollito,
Haz un círculo alrededor de la cama.”
____
6. jabón
jugueteEscuchen:
cabracanguro-camisa,
labios. ¿Cuál dibujo empieza con
el sonido /k/,lápiz
como canguro?
canguropollito, canguro-labios. Haz un7.círculo
alrededor
del
dibujo
que
empieza
con
/k/.”
____
caballo
foca
pintura
cuna
8. llave
llama
dos
cebra
____
9. luna
fuego
pie
lata
____
10. barco
sopa
botella
anillo
____
• Checkeachstudent’sworkoneachofthethreepracticeitems.
Score: _____/10
• 3.Reviewthecorrectanswersbysaying,“Miremos
dibujos
que suenan
igual alsalta,
principio:
y
“Pon el dedo en el dibujo de salta. Toca cada los
dibujo
cuando
yo lo nombre:
gato, mano
silla, boca.
¿Cuál
manguera,
bicicleta
y bombero,
y cama.”
dibujo empieza
con
el sonidocuchara
/s/, como
salta? Escuchen: salta-gato, salta-silla, salta-boca. Haz un círculo alrededor del dibujo que empieza con /s/.”
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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
____
gato
silla
boca
____
3. salta
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Section I, Part C: Individual Rhyme Awareness
Section
I: Phonological
Awareness, Part C
Administration
and
Individual
Rhyme Awareness
Scoring Guide
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 incorrect response.
Instructions
• Guidethestudentthroughthepractice items.
Section I: Phonological Awareness,
Part C
• Administerthescreening
items.
• Repeatdirectionsatanytime,ifnecessary.
Individual Rhyme
Awareness (Continued)
Scoring
• OntheStudentSummarySheet:
Individual Rhyme Awareness
Practice Items
a plus (+)
for each correct
and ao minus
for each
1. Point to the first practice item and Place
say, “Vamos
a encontrar
dibujosresponse
que riman,
suenan(-)
igual.
Ponincorrect
el
dedo en el dibujo de la gente. Tocaresponse.
cada dibujo cuando yo lo nombre: gente, frente, cabra, raya. ¿Cuál
dibujo rima con, o suena igual a, Draw
gente?aEscucha:
gente-frente,
gente-raya.” (Pause.) “Frente
circle around
students’gente-cabra,
incorrect choices.
rima con gente. Gente-frente.”
Count the number of correct responses and record the total.
Scoring Example:
Section I: Phonological Awareness,
Part C Individual Rhyme Awareness
Individual Rhyme Awareness (Continued)+ / –
1. baja
caja
noche
dados
____
____
2. mantel
papel o suenan
feliz igual. jardín
2. “Hagamos otro. Vamos a encontrar
dibujos que riman,
Pon el dedo
en el dibujo de la
3. sonrisa
juguete
pollito
camisa
1. “Pon
dedoa,en
el dibujo
de baja.
Toca
cada dibujo
cuando(Pause.)
yo lo nombre:
baja,con
caja,tela.
noche, dados.
suenaeligual
tela?
Escucha:
tela-oso,
tela-vela,
tela-mono.”
“Vela rima
____
4. pico baja-noche,
manga
rico
playa
¿Cuál
dibujo rima con baja? Baja-caja,
baja-dados.”
Tela-vela.”
____
5. nariz
botón
patín
maíz
Individual
Rhyme Awareness Screening Items
tela. Toca cada dibujo cuando yo lo nombre. Escucha: tela, oso, vela, mono. ¿Cuál ____
dibujo rima con, o
6. taza
casa
fuego
clavos
____
7. anillo
rastrillo
maleta
corazón
____
8. pesa
cielo
mesa
calle
____
____
9. estrella
helado
canguro
botella
2. “Pon el dedo en el dibujo del mantel. Toca cada dibujo cuando yo lo nombre: mantel, papel, feliz,
____
10. patoMantel-papel,
fresamantel-feliz,
gato mantel-jardín.”
dulce
jardín. ¿Cuál dibujo rima con mantel?
Score: _____/10
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.
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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.”
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Student Summary Sheet
Section I
Part C: Individual Rhyme Awareness
caja
noche
dados
+/–
____
2. mantel
papel
feliz
jardín
____
3. sonrisa
juguete
pollito
camisa
____
1. baja
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Section I, Part D: Individual Beginning Sound Awareness
Administration and
Scoring Guide
Section I: Phonological Awareness, Part D
Individual Beginning Sound Awareness
Materials
Individual Beginning
Sound Awareness
Picture Cards (located
in Student Packet)
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
Student Summary
students understand the task. Do not emphasize the beginning sounds in the
Section
D
SheetI: Phonological Awareness,
screeningPart
items.
✓ Insist that
the student repeat
the name of each picture.
If the child says the
Individual Beginning
Sound
Awareness
(Continued)
word in English, remind him/her to say it in Spanish.
Header Items
✓ Remove each card once it has been placed under the header before going on
to the next item.
Lay down the header cards and say,Instructions
“Vamos a escuchar para identificar el sonido al principio de cada dibujo.
Aquí hay un dibujo de una nariz.•AlThistaskisasortingactivity.Priortoadministration,cutouttheIndividual
principio de nariz oigo el sonido /n/, nariz.
BeginningSoundAwarenesspicturecards,foundintheStudentPacket.
Aquí hay un dibujo de un perro. Al principio de perro oigo el sonido /p/, perro.
• First,introducethefourcardsthatwillbetheheadersatthetopofthecolumns.
Aquí hay un dibujo de feliz. Al principio
de feliz oigo el sonido /f/, feliz.
•
Next,introducethefourpracticeitems.Modelhowyouwouldplaceeach
Aquí hay un dibujo de una cabra. Al principio de cabra oigo el sonido /k/, cabra.”
cardundertheheaderthatbeginswiththesamesound.Makesurethestudent understands the task before moving on to the screening items. You may
repeat the practice items, if necessary.
• Administerthescreeningitems.Repeatthedirectionsatanytime,ifnecessary.
Scoring
Practice Items
• OntheStudentSummarySheet:
If the student responds correctly to an item, place a check (✓) in the box for
Take out the practice items and say, “Aquí
tengo más dibujos. Voy a nombrar cada dibujo y ponerlo debajo
thatitem.Otherwise,leavetheboxblank.
del dibujo que comienza con el mismo sonido.
Count the number of correct responses and record the total on the line
Noche y nariz empiezan con el sonido
/n/. Falda
y ”feliz empiezan con el sonido /f/. Pelota y perro empiezan
marked
“Score.
con el sonido /p/. Conejo y cabra empiezan con el sonido /k/.”
Scoring Example: Individual Beginning Sound Awareness
Score: _____/10
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Individual Beginning Sound Awareness
Picture Cards
Student Summary Sheet
Section I
Part D: Individual Beginning Sound Awareness
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Section II: Alphabet and Digraph Recognition
Administration and
Scoring Guide
Section II: Alphabet and Digraph Knowledge
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/
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
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
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Student Packet: Alphabet and
Digraph Recognition
Alphabet and Digraph Recognition
m
a
x
c
d
w
b
ch
f
j
i
l
s
t
ll
v
o
n
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
ñ h
r e
u z
y g
p k
m b s ñ h
q ch t r e
a
Section II: Alphabet and Digraph Knowledge
Alphabet and Digraph Recognition
x
c
d
w
f ll u z
Student Summary Sheet
j v y g
i o p k
l n q
1
Score: _____/29
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Section III, Part A: Letter Sounds
Administration and
Scoring Guide
Section III: Letter-Sound Knowledge, Part A
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 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
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
Score: _____/25
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Student Packet: Letter Sounds
Letter Sounds
Practice
M
B S R F Ch
T P J A Ll
K Ñ V
I O
Z L C U W
Section III: Letter-Sound Knowledge
A: Letter Sounds
B S R F Ch
E D Y T
G N P J A Ll
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
K Ñ V I O
Student Summary Sheet
Z L C U W
2
EDYGN
Score: _____/25
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Section III: Letter-Sound Knowledge, Part B
Section III,
Part B:(Continued)
Spelling
Spelling
Scoring
• TheTotalSpellingScoreisdeterminedbytwocomponents:1)phoneticrepresentationsofspecific,targeted
phonicsfeatureswithinthewordand2)correctspellingofthewordinitsentirety.Apointisawardedfor
Section
III: Letter-Sound Knowledge, Part B
eachtargetedphonicsfeaturethatisrepresentedinthestudent’sspellingattempt.Abonuspointisawarded
ifthestudentalsospellstheentirewordcorrectly,usingtraditionalspelling.
Administration and
Scoring Guide
Spelling
• Compareeachstudent’sspellingtothespellinggridontheStudentSummarySheet.
• Eachboxinthegridrepresentsaphoneticallyacceptablespellingforafeatureintheword.Noticethat
theremaybemorethanoneacceptablespellingforanindividualspellingfeature.Recordacheckinthe
Materials
Administration Notes
boxthatmatchesthestudent’sspellingattempt.Youmayonlyrecordonecheckpercolumn,andsomecol✓ The goal of this task is to measure what the student truly knows about phoumnsmayremainempty.
Student
Spelling Sheet
nics and spelling. Please do not pre-teach any of these words. Also, please
• Onceyouhavescoredthestudent’sentirespellinginventory,addthenumberofchecksforeachword,and
check the classroom environment and remove any of these words that may be
Student
Summary
recordthatnumberinthespacelabeled“#Checked.
” and bulletin boards).
displayed (e.g., word walls
Sheet
• Recordabonuspointinthespacemarked“BonusPoint”ifthestudentspelledthewordcorrectly(tradi✓ No more than five students should be assessed at one time.
tionalspelling).
Pencils for Students
✓ In this section, you will see letters enclosed in slash marks (e.g., /m/). This
• Addallpoints(#CheckedandBonusPoints)todeterminethestudent’sTotalSpellingScore.Recordthat
notation refers to the sound that is associated with the letters.
numberinthespacelabeled“Score.”
✓ 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
Scoring Notes
marks.
✓ Staticreversals,wherethestudentwritesamirrorimageofasingleletter(e.g., forR)andself-corrections
✓ Do not demonstrate the sounding-out process beyond the su example. You
arenotcountedaserrors.Spellingsthatcontainstaticreversalsarestilleligibleforthebonuspoint.
may prompt the student by saying, “¿Qué más oyes? ¿Oyes otros sonidos en
✓ Kineticreversalsareerrorsoforder,asinwritingedforde.Thesemaybescoredforthepresenceor
la palabra _______?”
absenceofphoneticmatchesbyreadingandscoringthesamplefromrighttoleft.Spellingsthatcontain
✓ If it would help your students, use the word in a simple sentence (e.g., “Su
kineticreversalsarenoteligibleforthebonuspoint.
camisa es blanca.”)
Scoring Example: Spelling ✓ Probe any letter formations by asking the student what letter he or she has
1.un
2.mi
3.mesa
u
n
ñ
m
i
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.
BonusPoint
#Checked
Instructions
m
e
s
z
a
4.pino
p
b
v
i
n
ñ
o
5.luna
l
u
n
ñ
a
#Checked BonusPoint
• Tellthestudentthatyouwanthimorhertospellsomewords.First,demonstrate 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
#Checked BonusPoint
palabra que quiero escribir es su. Primero, voy a decir la palabra lentamente. 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.
BonusPoint
#Checked
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
se escribe una letra. ¿Listo/a?”
BonusPoint
#Checkedcomo
• Askthestudenttospellthefollowingwordsinthisorder:
Score: _____/21
Spelling Words
30
1. un
4. pino
2. mi
5. luna
3. mesa
29
18
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Student Spelling Sheet
Phonological Awareness Literacy Screening
K
Fall 20___ Student Spelling Sheet
Name:
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
abcdefghijklmnñopqrstuvwxyz
1.
2.
3.
4.
5.
Student Summary Sheet
Section III: Letter-Sound Knowledge
B: Spelling
1. un
u
n
ñ
m
i
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
2. mi
# Checked
Bonus Point
# Checked
Bonus Point
Online Assessment Wizard
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Section IV: Concept of Word (COW)
Section IV:
Administration and
Concept
of Word (Continued)
Section IV:
Scoring Guide
Concept of Word (COW)
Scoring
Pointing
Materials
Administration Notes
• Scorethestudent’sperformancewhenhe/shereadstherhymealone.
✓ Do not pre-teach the words from the COW Word List. Doing so invalidates
Student Packet
the results of the task.
• Scoreasanall-or-nonesituation:thestudentmustaccuratelypointtoeachwordinthesentence.Ifallthe
(COW Picture Sheet,
wordsonthepagewerepointedtocorrectly,awardthestudentonepointforthatsentence.Ifthestudent
✓ All three subtasks of the COW task must be administered and scored.
COW
Word List)
didnotpointtoeverywordaccurately,awardzeropoints.
Instructions
tito colorito
•TitoSelf-correctionsarecountedascorrect.
COW Booklet
Memorizing the Rhyme
Word ID in Context
Students must know the rhyme “by heart” before COW is assessed. To ensure
Student Summary
that students know the rhyme, use the COW Picture Sheet to teach the rhyme
• Onepointisgivenforeverywordthestudentidentifiescorrectly.Onlysingle-wordresponses(e.g.,perro,
Sheet
as a whole class activity, in small groups, or individually prior to screening. You
asopposedto el perro)arecorrect.
may also teach the rhyme at the beginning of individual screening sessions.
• Self-correctionsarecountedascorrect.
• UsingtheCOWPictureSheet,say, “Vamos a aprender una rima. Escucha y
mira mientras te enseño la rima que va con estos dibujos.”
Word List
• Pointtoeachpictureasyourecitetherhymeandaskthestudentto(a)say
• Markaplus(+)nexttoeachwordthestudentwasabletoreadcorrectly.Markaminus(–)nexttoeach
therhymewithyou,(b)echoyourrecitation,picturebypicture,and(c)say
wordthestudentcouldnotread.
the rhyme alone.
• Recordthetotalatthebottomofthecolumn.
• Repeatthestepsasmanytimesasnecessaryuntilthestudentcanrecitethe
rhyme verbatim, using the picture prompts.
Scoring Example: Concept of Word
Word
Pointing
Pointing
ID
COW
Word List
UsingtheCOWBooklet,say,“Ahora vamos a leer la rima que acabas de
(1) libro
(2)tiene
de la rima escrita.”
recitar. Este
(1)
(2) escuela
adóndevastútanbonito? • First,readtherhymetothestudentwhilepointingtoeachwordasyou
Tito,tito,colorito.
Voyalcampodelaera.
Alaescuelaverdadera.
read (1)
it.
(2) bonito
(1)
(2) tito
• Second,choralreadtheentirerhymetogetherwhilepointingtothewordsin
Score: the book.
/4
/8 tú
• Finally,askthestudenttotouchthewordsandreadtheentirerhymealone.
campo
verdadera
Word ID in Context
Pointing
_____ +
WordID
tan
_____ +
• Afterthestudentreadstheentirebookalone,returntothefirstpageand
vaswords in the sentence. Target words are in bold print on
point
_____
= to the target
the Student Summary
Sheet. Ask the student, “¿Qué palabra es esta?”
colorito
_____ /22
• Proceedtothenextpageandrepeat.
/10
COWWordList
COWTotalScore
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.”
Online Assessment Wizard
32
31
20
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Booklet
OW Word List
de
escuela
bonito
tito
tú
campo
verdadera
tan
vas
colorito
lorito
to, co
Tito, ti
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Tito, tito, colorito,
1
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
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Section V: Word Recognition in Isolation (Optional)
Administration
and
Section
V:
Scoring
Guide
Word
Recognition
in Isolation
Materials
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 administered at your own discretion.
Student Packet: Word
Recognition in Isolation
Student Summary
Sheet
✓ 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.
Section V:
✓ 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.
Word Recognition in Isolation (Continued)
Instructions
• Introducethetask:“Aquí
tienes una lista de palabras. Trata de leer cada
Scoring Example: Word Recognition
in Isolation
palabra. Si no conoces una palabra, pasaremos a la próxima. ¿Listo(a)?”
Preprimer
nube
palo
tren
ropa
First Grade
Scoring
jugo
cómodo
•
OntheStudentSummarySheet,markaplus(+)nexttoeachwordthestutomar
madera
dentwasabletoreadcorrectly.Markaminus(-)foreachwordthestudent
mismo could not read.
gigante
cara
busca • Countthenumberofcorrectresponsesandrecordthetotalatthebottomof
planeta
the column.
mañana
bolsillo
• Self-correctionsarecountedascorrect.
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: _____/20
pato
22
Primer
Online Assessment Wizard
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33
Student Packet:
Word Recognition in Isolation
Word Recognition in Isolation
nube
palo
tren
ropa
pato
cara
pan
Student Summary Sheet
dedo
Section V: Word Recognition in Isolation (optional)
luna
Preprimer
Primer
First Grade
todo
nube
jugo
cómodo
sol
palo
tomar
madera
tren
mismo
gigante
cama
oso
fin
pero
son
gato
boca
niño
van
© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
5
23
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