Grades 1–3

Sample

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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].

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Table of Contents

Introduction and First Grade Flowchart

4

Overview 5 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

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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

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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

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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

• Tell your students that you are giving them a spelling inventory to learn about 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.” • Call out the words as you would for any spelling test. Say the word once, read the sentence, and then say the word again. Say the word as you naturally would, without emphasizing specific sounds. • Administer all of SET 1 (Words 1–20) to all students in Grades 1–3. • Students who spell 10 or more words correct in SET 1, should be administered SET 2. • Students who spell 6 or more words correct in SET 2, should be administered 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. • To score the spelling inventory, compare students’ spelling to the boxes on the Student Summary Sheet. • If the student spelled an underlined spelling feature correctly, place a check in the corresponding box on the Student Summary Sheet. Leave the box blank if the student spelled the underlined feature incorrectly. • Place a check in the far right column (Correct Word) if the entire word was spelled correctly. • Count the number of checks present in each column and record the total in the Feature Scores boxes at the bottom of the scoring grid. • Add together all the Feature Scores and record the total in the column labeled Total Feature Score. • Count the number of checks in the Correct Word column and record the total at the bottom of the column.

Online Assessment Wizard

• Finally, add the Total Feature Score and the Words Correct total to determine the student’s Total Spelling Score. 12

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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

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14. baile

plato

15. 16.

nadie

17.

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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 • Refer to the chart below to determine which word list to start with. • Move up or down until you find the highest list on which the student reads 15 or more words correct. • Introduce the task: “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 • On the Student Summary Sheet mark a plus (+) next to each word the student was able to read correctly. Mark a minus (-) for each word the student could not read in less than one second. • Total the number of correct responses and record the number at the bottom of the column.

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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.

+/–

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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 • If a student scores less than 90% accuracy (or 85% for Readiness and Preprimer), consider having the student read the next level down. 14–17 Preprimer word list Preprimer B



• If a student scores 98% or greater on accuracy, consider having the student read the next level up. 18+ Preprimer word list Preprimer C



• If a student barely met the accuracy criterion and the fluency rating was 1 or 2, consider having the stu15+ Primer word list Primer dent read the next level down.



• If you are using the PALS español Online Assessment Wizard (OAW), and an asterisk (*) appears next to 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. El perrito busca la pelota roja. in instopwatch

nobegins to el libro Start the stopwatch as soon as the student read. Mireya sabe leer. 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 Tomás es mi mejor amigo. 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 El niño no es muy alto. Take a running oral reading accuracy, following the

directions in the section below.

Algunos animales viven en cuevas. 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

• Regardless of the level of the passage, follow the marking conventions shown in the Running Record Conventions table above. • Substitutions, insertions, omissions, inversions, and teacher-supplied words are counted as errors. • Self-corrections and repetitions are not counted as errors.

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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

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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

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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

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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

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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 • For Questions 1–9, read the questions and the answer choices aloud to the 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 Question 10, read the statement aloud to the student and ask him/her to point to and read aloud the part of the passage that supports the statement. Second through Fourth Grade Passages • Ask the student to read the questions to him or herself and circle the letters that corresponds to the correct answer. (There is one correct answer for each question.) For Question 10, ask the student to read the statement to him/herself and then show you and read aloud the part of the passage that supports the statement.

Scoring • Count the number of questions the student answered correctly and record that number on the line marked “Comprehension score.” • Record the student’s score on the Student Summary Sheet.

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

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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

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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

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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

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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 • Tell the student that you want him/her to tell you the name of the letters. • 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 • On the Student Summary Sheet: Mark a slash through each incorrect response.

If the student supplies an incorrect answer, write it next to the letter/digraph. Count the number of correct responses and record the total.

• Self-corrections are counted as correct. • Reversals (b for d) are counted as incorrect.

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

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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 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

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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 • On the Student 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-corrections are counted as correct. • Children should be given credit for either a single phoneme response (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

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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

Letter Sounds (required for 1st Grade in Fall)

B S R F Ch T P J A Ll 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

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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. • Using the COW Picture Sheet, say, “Vamos a aprender una rima. Escucha y mira mientras te enseño la rima que va con estos dibujos.” • Point to each picture as you recite the rhyme and ask the student to (a) say the rhyme with you, (b) echo your recitation, picture by picture, and (c) say the rhyme alone. • Repeat the steps as many times as necessary until the student can recite the rhyme verbatim, using the picture prompts.

Pointing Using the COW Booklet, say, “Ahora vamos a leer la rima que acabas de recitar. Este libro tiene la rima escrita.” • First, read the rhyme to the student while pointing to each word as you read it. • Second, choral read the entire rhyme together while pointing to the words in the book. • Finally, ask the student to touch the words and read the entire rhyme alone.

Word ID in Context

• After the student reads the entire book alone, return to the first page and 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?”

• Proceed to the next page and repeat.

Word List Using the COW Word List, 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.”

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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

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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

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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

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