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

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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 • Have the students sit in a semicircle around you. • Guide the students through the practice items.

Section I: Phonological Awareness, Part A

• Administer the screening items.

Group Rhyme Awareness (Continued) • Repeat directions at any time, if necessary. Scoring • Examine the student responses recorded in the Student Booklets. Group Rhyme Awareness Practice Items • On the Student Summary Sheet:

1. Point to the first practice item and say, “Vamos a encontrar dibujos que riman, o suenan igual. Pon Place a plus (+) for each correct response and a minus (-) for each incorrect 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’

Count the number of correct responses and record the total.

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.”

• Check each student’s paper and marking for each of the three practice items. 10

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• 3. Review the correct answers by saying, 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 • Have the students sit in a semicircle around you.

1. Point to the first practice item and say, “Vamos a escuchar los sonidos al principio de las palabras. Pon • Guide the students through the practice 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• conAdminister the screening 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 • Repeat directions at any time, if necessary. manguera empiezan con /m/. Haz un círculo alrededor de la manguera.”

Scoring

• Examine the student responses recorded in the Student Booklets.

Section I: Phonological Awareness, Part B

• On the Student Summary Sheet:

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

____

• Check each student’s work on each of the three practice items.

Score: _____/10 • 3.Review the correct answers by saying, “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 • Guide the student through the practice items.

Section I: Phonological Awareness, Part C • Administer the screening items.

• Repeat directions at any time, if necessary. Individual Rhyme Awareness (Continued)

Scoring • On the Student Summary Sheet: 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.• AlThis task is a sorting activity. Prior to administration, cut out the Individual principio de nariz oigo el sonido /n/, nariz. Beginning Sound Awareness picture cards, found in the Student Packet. Aquí hay un dibujo de un perro. Al principio de perro oigo el sonido /p/, perro. • First, introduce the four cards that will be the headers at the top of the columns. Aquí hay un dibujo de feliz. Al principio de feliz oigo el sonido /f/, feliz. • Next, introduce the four practice items. Model how you would place each Aquí hay un dibujo de una cabra. Al principio de cabra oigo el sonido /k/, cabra.” card under the header that begins with the same sound. Make sure the student understands the task before moving on to the screening items. You may repeat the practice items, if necessary. • Administer the screening items. Repeat the directions at any time, if necessary.

Scoring

Practice Items

• On the Student Summary Sheet:

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 that item. Otherwise, leave the box blank. 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 • Tell the student that you want him/her to tell you the name of the letters/ 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 • 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

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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 • 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. • 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

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

E D Y G N Score: _____/25

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Section III: Letter-Sound Knowledge, Part B

Section III, Part B:(Continued) Spelling Spelling Scoring

• The Total Spelling Score is determined by two components: 1) phonetic representations of specific, targeted phonics features within the word and 2) correct spelling of the word in its entirety. A point is awarded for Section III: Letter-Sound Knowledge, Part B each targeted phonics feature that is represented in the student’s spelling attempt. A bonus point is awarded if the student also spells the entire word correctly, using traditional spelling.

Administration and Scoring Guide

Spelling

• Compare each student’s spelling to the spelling grid on the Student Summary Sheet. • Each box in the grid represents a phonetically acceptable spelling for a feature in the word. Notice that there may be more than one acceptable spelling for an individual spelling feature. Record a check in the Materials Administration Notes box that matches the student’s spelling attempt. You may only record one check per column, and some col✓ The goal of this task is to measure what the student truly knows about phoumns may remain empty. Student Spelling Sheet nics and spelling. Please do not pre-teach any of these words. Also, please • Once you have scored the student’s entire spelling inventory, add the number of checks for each word, and check the classroom environment and remove any of these words that may be Student Summary record that number in the space labeled “# Checked. ” and bulletin boards). displayed (e.g., word walls Sheet • Record a bonus point in the space marked “Bonus Point” if the student spelled the word correctly (tradi✓ No more than five students should be assessed at one time. tional spelling). Pencils for Students ✓ In this section, you will see letters enclosed in slash marks (e.g., /m/). This • Add all points (# Checked and Bonus Points) to determine the student’s Total Spelling Score. Record that notation refers to the sound that is associated with the letters. number in the space labeled “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. ✓ Static reversals, where the student writes a mirror image of a single letter (e.g., for R) and self-corrections ✓ Do not demonstrate the sounding-out process beyond the su example. You are not counted as errors. Spellings that contain static reversals are still eligible for the bonus point. may prompt the student by saying, “¿Qué más oyes? ¿Oyes otros sonidos en ✓ Kinetic reversals are errors of order, as in writing ed for de. These may be scored for the presence or la palabra _______?” absence of phonetic matches by reading and scoring the sample from right to left. Spellings that contain ✓ If it would help your students, use the word in a simple sentence (e.g., “Su kinetic reversals are not eligible for the bonus point. 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. Bonus Point # Checked

Instructions

m

e

s z

a

4. pino

p b v

i

n ñ

o

5. luna

l

u

n ñ

a

# Checked Bonus Point • Tell the student that you want him or her to spell some words. 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 Bonus Point 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. Bonus Point # 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?” Bonus Point # Checkedcomo • Ask the student to spell the following words in this order: Score: _____/21

Spelling Words

30

1. un

4. pino

2. mi

5. luna

3. mesa

29

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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

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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

• Score the student’s performance when he/she reads the rhyme alone. ✓ Do not pre-teach the words from the COW Word List. Doing so invalidates Student Packet the results of the task. • Score as an all-or-none situation: the student must accurately point to each word in the sentence. If all the

(COW Picture Sheet, words on the page were pointed to correctly, award the student one point for that sentence. If the student ✓ All three subtasks of the COW task must be administered and scored. COW Word List) did not point to every word accurately, award zero points.

Instructions tito colorito • TitoSelf-corrections are counted as correct. 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 • One point is given for every word the student identifies correctly. Only single-word responses (e.g., perro, Sheet as a whole class activity, in small groups, or individually prior to screening. You as opposed to el perro) are correct. may also teach the rhyme at the beginning of individual screening sessions. • Self-corrections are counted as correct. • Using the COW Picture Sheet, say, “Vamos a aprender una rima. Escucha y mira mientras te enseño la rima que va con estos dibujos.” Word List • Point to each picture as you recite the rhyme and ask the student to (a) say • Mark a plus (+) next to each word the student was able to read correctly. Mark a minus (–) next to each the rhyme with you, (b) echo your recitation, picture by picture, and (c) say word the student could not read. the rhyme alone. • Record the total at the bottom of the column. • Repeat the steps as many times as necessary until the student can recite the rhyme verbatim, using the picture prompts. Scoring Example: Concept of Word Word Pointing Pointing ID

COW Word List

Using the COW Booklet, say, “Ahora vamos a leer la rima que acabas de (1) libro (2)tiene de la rima escrita.” recitar. Este (1) (2) escuela adónde vas tú tan bonito? • First, read the rhyme to the student while pointing to each word as you

Tito, tito, colorito.

Voy al campo de la era.

A la escuela verdadera.

read (1) it.

(2) bonito

(1) (2) tito • Second, choral read the entire rhyme together while pointing to the words in

Score: the book. /4

/8 tú • Finally, ask the student to touch the words and read the entire rhyme alone. campo

verdadera Word ID in Context

Pointing

_____ +

Word ID

tan _____ + • After the student reads the entire book alone, return to the first page and 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 • Proceed to the next page and repeat. /10

COW Word List COW Total Score

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

© 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

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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 • Introduce the task: “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 • On the Student Summary Sheet, mark a plus (+) next to each word the stutomar madera dent was able to read correctly. Mark a minus (-) for each word the student mismo could not read. gigante

cara

busca • Count the number of correct responses and record the total at the bottom of planeta the column. mañana bolsillo • Self-corrections are counted as correct. 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

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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.

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