Grades 1–3 Sample€¦ · Algunas de las palabras son fáciles y algunas son más difíci-les. Si no sabes escribir una palabra, escríbela lo mejor que puedas.” • Call out

Grades 1–3

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Sample

2www.palsmarketplace.com

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:

• AdministrationandScoringGuide• StudentPacket(ConceptofWordbooklet,Readinessthrough

fourthgradebooklets)• 1Falland1SpringClassSummarySheet• 25Falland25SpringStudentSummarySheets• 25Falland25SpringStudentSpellingSheets• TeacherPacket

InsidethesepagesyouwillfindexcerptsfromtheAdministrationandScoringGuide,StudentPacket,StudentSummarySheets,ConceptofWordbooklets,SpellingSheets,and all tasks associated with the PALS español 1–3 assessment.

Inaddition,PALSofferstheOnlineScoreEntry&ReportingSystem,whichprovidesscoreentryviathewebandextensivereportingfeatures.

FurtherinformationaboutPALSassessments,thePALSOnlineScoreEntry&ReportingSystem,andPALSProfessionalDevelopmentcanbefoundatwww.palsmarketplace.com.OurPALSMarketplaceteamisavailabletoanswerquestionsat888-924-PALS (7257) and [email protected].

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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

Comprehension Questions 13–15

Level B: Alphabetics

Task 1: Alphabet and Digraph Recognition 16–17

Task 2: Letter Sounds 18–19

Task 3: Concept of Word (COW) 20–21

Level C: Phonemic Awareness

Task 1: Blending 22

Task 2: Sound-to-Letter 23

Professional Development Options 24

Table of Contents

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Introduction and First Grade Flowchart

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


Level C tasks: Blending, Sound-to-Letter

Level B: Alphabetics

Fall: Administer Level B tasks to students who do not meet the Fall Entry Level Summed


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

Entry LevelSpelling & 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 Readiness10–13 Preprimer word list Preprimer A14–17 Preprimer word list Preprimer B18+ Preprimer word list Preprimer C15+ Primer word list Primer15+ First-grade word list First Grade15+ Second-grade word list Second Grade15+ Third-grade word list Third Grade

PALSespañol1–3identifiesstudents’ literacy strengths in theirnativeSpanishlanguagein order to accelerate English reading and spelling development.DesignedtoreflectthestagesofSpanishliteracydevelopment,PALSespañol helps teachers distinguishbetweenstudentswhohaveEnglishorallanguage delays and those whohaveactualreadingdifficulties. PALS español 1-3 consists oftwotasksrequiredforall students taking the assessment (plus one task requiredinfalloffirstgradeonly) and additional tasks (LevelsB&C)forgatheringfurther diagnostic information aboutstudentswhoarestillstrugglingtoacquireearlyliteracy skills.

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Overview

2

Time Required for ScreeningTeachers 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 stu-dents 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 ManagementWe recommend that classroom teachers admin-ister the screening to each student. Many schools have devised ways to accommodate classroom cov-erage 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.

Basic Screening ProceduresExact 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 instruc-tion he or she needs. While it is important to teach the same skills assessed by PALS español, respon-sible test users do not teach these skills using test materials.

Teachers should administer the Entry Level and the Level A (Oral Reading in Context) tasks first. A stu-dent’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 Screening1. 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 Task1. Introduce each task immediately before asking the

student to complete it.

2. Monitor each student carefully, offering encour-

agement and praise.

3. Score all items as directed in this Administration

and Scoring Guide.

BenchmarksBenchmarks representing developmental expecta-tions for fall and spring are provided for each PALS español 1–3 task so that teachers can measure indi-vidual students’ progress toward developing basic foundational literacy skills and can design instruc-tion 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 español 1–3

Administration and Scoring Guide

PALS Online System

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12

SpellingEntry Level: Word Knowledge, Task 1:

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 deter-mine which students should move on to SETS 2 and 3.

✓ 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.

Instructions• Tellyourstudentsthatyouaregivingthemaspellinginventorytolearnabout

how they spell. Tell them that this is not a graded test, but they can help you know what to teach by looking at the way they spell.

• Say,“Quiero que escribas algunas palabras. Trata de escribirlas lo mejor que puedas. Algunas de las palabras son fáciles y algunas son más difíci-les. Si no sabes escribir una palabra, escríbela lo mejor que puedas.”

• Calloutthewordsasyouwouldforanyspellingtest.Saythewordonce,read the sentence, and then say the word again. Say the word as you naturally would, without emphasizing specific sounds.

• Administerall of SET 1 (Words 1–20) to all students in Grades 1–3.

• Studentswhospell10ormorewordscorrectinSET1,shouldbeadminis-tered SET 2.

• Studentswhospell6ormorewordscorrectinSET2,shouldbeadministeredSET 3.

ScoringStudents receive points for each targeted word feature (e.g., blend, closed syl-lable) they spell correctly. They receive an additional point for spelling the entire word correctly.

• Toscorethespellinginventory,comparestudents’spellingtotheboxesonthe Student Summary Sheet.

• Ifthestudentspelledanunderlinedspellingfeaturecorrectly,placeacheckinthecorrespondingboxontheStudentSummarySheet.Leavetheboxblankifthe student spelled the underlined feature incorrectly.

• Placeacheckinthefarrightcolumn(CorrectWord)iftheentirewordwasspelled correctly.

• CountthenumberofcheckspresentineachcolumnandrecordthetotalintheFeatureScoresboxesatthebottomofthescoringgrid.

• AddtogetheralltheFeatureScoresandrecordthetotalinthecolumnlabeledTotal Feature Score.

• CountthenumberofchecksintheCorrectWordcolumnandrecordthetotal at the bottom of the column.

• Finally,addtheTotalFeatureScoreandtheWordsCorrecttotaltodeterminethestudent’sTotalSpellingScore.

Materials

Set of words and sentences, located in the Teacher Packet

Numbered (1–36) Student Spelling Sheet

Pencils for Students

Student Summary Sheet


Entry Level: Word Knowledge, Task 1: Spelling

Online Assessment Wizard

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Student Spelling Sheet

Phonological Awareness Literacy Screening Fall 20___ Student Spelling Sheet1–3

© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Student Name:

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Date:

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

Set 2 Stop Here

Set 3 Stop Here

Set 1 Stop Here

© 2014 by Th

e Rector and The Board of V

isitors of the University of V

irginia. All Rights Reserved.

2

open syllable closed

syllable blend nasal diphthong inconsistentconsonant

silent H rule-based

consonant affix or root TOTAL Feature Score* Correct

Set 1

1. luna luna

1.

2. pecho pecho

2.

3. islaisla

3.

4. grande

grande

4.

5. esto esto

5.

6. ordenorden

6.

7. claroclaro

7.

8. artearte

8.

9. globo globo

9.

10. cambio

cambio

10.

11. frescofresco

11.

12. cuadro

cuadro

12.

13. troncotronco

13.

14. papelpapel

14.

15. ondas

ondas

15.

16. baile

baile

16.

17. platoplato

17.

18. nadie

nadie

18.

19. campo

campo

19.

20. autor

autor

20.

IF TOTAL WORDS CORRECT IN SET 1 (1–20) IS LESS THAN 10, STOP HERE.

Spelling Feature Analysis


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Entry Level: Word Knowledge, Task 2: Word Recognition in Isolation


15

Materials

Student set of word lists, located in the Student Packet


Administration Notes✓ 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.

✓ This task must be administered in an individual setting.

✓ Administration options: Ask the student to touch each word on the list, use an index card to show one word at a time on the list, or flash the individual words quickly on flash cards.

✓ If a student correctly reads 15 or more words on a list, proceed to the next highest list.

✓ If a student reads fewer than 15 words correctly on a list, move back to the previous list.

✓ Self-corrections are counted as correct.

Instructions• Refertothechartbelowtodeterminewhichwordlisttostartwith.

• Moveupordownuntilyoufindthehighestlistonwhichthestudentreads15 or more words correct.

• Introducethetask:“Aquí tienes una lista de palabras. Trata de leer cada palabra. Si no conoces una palabra, pasaremos a la próxima. ¿Listo(a)?”

Scoring• OntheStudentSummarySheetmarkaplus(+)nexttoeachwordthestu-

dentwasabletoreadcorrectly.Markaminus(-)foreachwordthestudentcould not read in less than one second.

• Totalthenumberofcorrectresponsesandrecordthenumberatthebottomof the column.

Word Recognition in IsolationEntry Level: Word Knowledge, Task 2:

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

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Word Recognition in Isolation

1

nubepalotrenropapatocarapandedolunatodosolcamaosofinperosongatobocaniñovan

Student Packet: Word Recognition in Isolation


Preprimer + / – Primer + / – First Grade + / – Second Grade + / – Third Grade + / –

1. nube 1. jugo 1. cómodo 1. ártico 1. biblioteca2. palo 2. tomar 2. madera 2. izquierda 2. olfato

3. tren 3. mismo 3. gigante 3. pasajero 3. diálogo


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Level A: Oral Reading in Context


19

Materials

Student set of oral reading passages (Readiness–4th Grade)

Running record forms located in the Teacher Packet

Stopwatch for assessing rate

Administration Notes✓ You will need to make photocopies of the running record forms for the stu-

dents in your class.

Instructions1. Use the table below to determine which oral reading passage to adminis-

ter first, based on the student’s performance on the Word Recognition in Isolation task.

2. Read the title of the passage to the student and follow the prompts found on the running record form.

3. Place the passage in front of the student and ask him/her to read the passage aloud to you.

4. Use the stopwatch to time the student’s reading.

Make sure you are in stopwatch mode.

Start the stopwatch as soon as the student begins to read.

If the student skips an entire line of text, stop the stopwatch while you redi-rect the student to the correct place. Then start the stopwatch again.

Stop the stopwatch as soon as the student reads the last word.

5. Take a running record of the student’s oral reading accuracy, following the directions in the section below.

6. Score the student’s reading fluency by rating the expression of the oral read-ing on a scale of 1–3.

Oral Reading in ContextLevel A:

Where to Start Oral Reading in Context?

Number of words read on Word Recognition in Isolation Task

Administer this passage first:

0–9 Preprimer word list Readiness10–13 Preprimer word list Preprimer A14–17 Preprimer word list Preprimer B18+ Preprimer word list Preprimer C15+ Primer word list Primer15+ First-grade word list First Grade15+ Second-grade word list Second Grade15+ Third-grade word list Third Grade

20

Oral Reading in Context (Continued)Level A:

7. For instructional purposes, move up or down in passage levels according to the student’s performance.

•Ifastudentscoreslessthan90%accuracy(or85%forReadinessandPreprimer),considerhavingthestu-dent read the next level down.

•Ifastudentscores98%orgreateronaccuracy,considerhavingthestudentreadthenextlevelup.

•Ifastudentbarelymettheaccuracycriterionandthefluencyratingwas1or2,considerhavingthestu-dent read the next level down.

•IfyouareusingthePALSespañolOnlineAssessmentWizard(OAW),andanasterisk(*)appearsnexttothe instructional reading level, indicating a reading rate that is too slow, consider having the student read the next level down.

Note: Students are not evaluated on rate, fluency, or comprehension on passages below the Primer level.

Taking a Running Record• Regardlessofthelevelofthepassage,followthemarkingconventionsshownintheRunningRecord

Conventionstableabove.

• Substitutions,insertions,omissions,inversions,andteacher-suppliedwordsarecountedaserrors.

• Self-correctionsandrepetitionsarenotcountedaserrors.

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:

Me gusta nadar en el mar.

Running Record Conventions

Error Example

Substitutions: The student substitutes a different word for a word in the text. Elperritobuscalapelotaroja.

Insertions: The student inserts a word into the text that was not there. Mireyasabeleer.

Omissions: The student skips over or leaves out a word. Tomásesmimejoramigo.

Inversions: The student reverses the order of the words. Elniñonoesmuyalto.

Teacher-supplied: The teacher supplies a word after waiting 5 seconds. Algunosanimalesvivenencuevas.

rosa

no el libro

sc

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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

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

olfato muy bueno. Pueden oler una foca desde una

distancia de muchas millas.

Cuando nacen, los osos polares son pequeños.

Son más pequeños que los bebés humanos. Pero

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!

Oral Reading in Context

Teacher Prompts Use the prompts provided before the student begins reading.

Note: Slash marks indicate line breaks on the student copy.

© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved. 13

Student Name 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.”

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

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

pequeños que los bebés humanos. Pero / 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!

Second Grade: Los osos polares

Instructional-Level Accuracy Guide

Number of Errors Percent Accuracy Accuracy Level

19 or more errors Less than 90% Frustration Level

5–18 errors 90%–97% Instructional Level

0–4 errors 98% or greater Independent Level

Number of Errors

_____________/173Total Number of Errors

______ : ______Total Time

(minutes : seconds)

_________________Fluency RatingFluency Rating Guide

Level 1 Word-by-word or syllable-by-syllable, laborious, monotone

Level 2 Awkward phrase groups, moderate pacing, little/no expression

Level 3 Meaningful phrase groups, expressive, fluent

Teacher Packet: Running Record Form

12


Level A: Oral Reading in Context (Continued)


Text Level Passage Title # of Oral Reading Errors

Frustration / Instructional / 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



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Level A: Oral Reading in Context, Comprehension Questions

23

Materials

Teacher Packet: Comprehension Questions (for Primer–4th grade passages)


Pencils for Students

Administration Notes✓ 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 ques-tions and the answer choices aloud to students.

✓ Students reading the second, third, or fourth grade passages should read and answer the questions independently.

InstructionsPrimer and First Grade Passages

• ForQuestions1–9,readthequestionsandtheanswerchoicesaloudtothestudent. As you read each one, ask the student to circle the letter that corre-sponds to the best answer. (There is one correct answer for each question.) For Question10,readthestatementaloudtothestudentandaskhim/hertopointto and read aloud the part of the passage that supports the statement.

Second through Fourth Grade Passages

• Askthestudenttoreadthequestionstohimorherselfandcirclethelettersthat corresponds to the correct answer. (There is one correct answer for each question.)ForQuestion10,askthestudenttoreadthestatementtohim/her-self and then show you and read aloud the part of the passage that supports the statement.

Scoring• Countthenumberofquestionsthestudentansweredcorrectlyandrecord

that number on the line marked “Comprehension score.”

• Recordthestudent’sscoreontheStudentSummarySheet.

Oral Reading in Context Comprehension QuestionsLevel A:

Comprehension Question Answer Key

Primer: Mi perro Hugo

First Grade: Hogares de los animales

Second Grade: Los osos polares

Third Grade: ¡Serpientes!

Fourth Grade: El chimpancé fascinante

1. A2. C3. D4. C5. B6. A7. D8. C9. B

1. D2. C3. D4. B5. D6. A7. C8. B9. D

1. B2. D3. C4. A5. B6. D7. C8. A9. D

1. C2. B3. A4. D5. B6. C7. A8. D9. B

1. C2. A3. D4. B5. B6. A7. D8. C9. A

Note: Answers to Question 10 for each passage are underlined on the running record form.


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Level A: Oral Reading in Context, Comprehension Questions (Continued)


Hay casi tres mil especies de serpientes en el mundo.

Aunque mucha gente tiene 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 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 insectos. Algunas matan

¡Serpientes! a sus víctimas con veneno, pero otras las aprietan hasta

asfixiarlas. Las serpientes no mastican su comida.

Pueden tragar un animal entero debido a que su

mandíbula es muy flexible.

La visión de las serpientes no es muy buena. Sólo

pueden detectar el movimiento 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 con su sentido del olfato,

que funciona de una manera curiosa. Las serpientes usan

la lengua para coleccionar partículas del aire. En la boca,

prueban estas partículas, y así pueden “oler.”

¡Qué interesantes son estos animales mal entendidos!

Teacher Prompts Use the prompts provided before the student begins reading.

Note: Slash marks indicate line breaks on the student copy.

16© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Student Name 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.”

Hay casi tres mil especies de serpientes en el mundo. / Aunque mucha gente tiene

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

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 insectos. Algunas matan / a sus víctimas con veneno,

pero otras las aprietan hasta / asfixiarlas. Las serpientes no mastican su comida. /

Pueden tragar un animal entero debido a que su / mandíbula es muy flexible. / La

visión de las serpientes no es muy buena. Sólo / pueden detectar el movimiento

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

con su sentido del olfato, / que funciona de una manera curiosa. Las serpientes usan /

la lengua para coleccionar partículas del aire. En la boca, / prueban estas partículas,

y así pueden “oler.” / ¡Qué interesantes son estos animales mal entendidos!

Third Grade: ¡Serpientes!

Instructional-Level Accuracy Guide

Number of Errors Percent Accuracy Accuracy Level

20 or more errors Less than 90% Frustration Level

5–19 errors 90%–97% Instructional Level

0–4 errors 98% or greater Independent Level

Number of Errors

_____________/181Total Number of Errors

______ : ______Total Time

(minutes : seconds)

_________________Fluency Rating

Fluency Rating Guide

Level 1 Word-by-word or syllable-by-syllable, laborious, monotone

Level 2 Awkward phrase groups, moderate pacing, little/no expression

Level 3 Meaningful phrase groups, expressive, fluent

Nombre del/de la estudiante Fecha


Comprensión: ¡Serpientes!

Pídale al/a la estudiante que lea cada pregunta y que haga un círculo alrededor de la respuesta que mejor con-testa cada pregunta, según el pasaje que acaba de leer. Hay una respuesta correcta para cada pregunta.

1. ¿Por qué dice el autor que las serpientes son mal entendidas?

A Porque mucha gente vive en sitios donde no hay serpientesB Porque mucha gente cree que las serpientes tienen visión muy buena C Porque mucha gente no sabe mucho de las serpientes y sus hábitosD Porque mucha gente no estudia las serpientes en la escuela

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 tierraC Miran a su alrededorD Cuentan con su sentido del olfato

3. Un buen título para este libro sería:

A La verdad acerca de las serpientes B El hábitat de las serpientesC Las serpientes venenosas del mundoD Los sentidos agudos de las serpientes

4. Leíste la palabra carnívoro en el libro. Un carnívoro es un animal que _____.

A Traga su comida enteraB Mastica su comidaC No come insectos D Come animales

5. ¿Cuál de estas cosas se puede aprender de este libro?

A Por qué las serpientes no tienen buena visiónB Cómo matan a sus víctimas las serpientesC Cómo nacen las serpientes venenosasD Los nombres de distintas especies de serpientes

Teacher Packet

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Text Level Passage Title # of Oral Reading Errors

Frustration / Instructional / 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



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Level B: Alphabetics, Task 1: Alphabet and Digraph Recognition


24

Materials

Student Packet (Alphabet and Digraph Recognition sheet)


Administration Notes✓ Make sure the student points to the letters/digraphs in the proper sequence

and remains on track.

✓ Point to the letter/digraph yourself if the student skips a line or letter and needs redirection.

Instructions• Tellthestudentthatyouwanthim/hertotellyouthenameoftheletters.

• Say, “¿Ves estas letras? Pon el dedo en cada letra y di su nombre. Si no sabes el nombre de una letra, pasa a la próxima letra.”

Scoring• OntheStudent Summary Sheet:

Mark a slash through each incorrect response.

Ifthestudentsuppliesanincorrectanswer,writeitnexttotheletter/digraph.

Count the number of correct responses and record the total.

• Self-correctionsarecountedascorrect.

• Reversals(bford)arecountedasincorrect.

Scoring Example: Alphabet and Digraph Recognition

Alphabet and Digraph RecognitionLevel B: Alphabetics, Task 1:

m b s ñ h a ch t r e x f ll u z c j v y g d i o p k w l n q

Score: _____/29

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Student Packet: Alphabet and Digraph Recognition

Alphabet and Digraph Recognition



Alphabet and Digraph Recognition


Score: _____/29



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Level B: Alphabetics, Task 2: Letter Sounds

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Materials

Student Packet (Letter Sounds sheet)


Administration Notes✓ Make sure the student points to the letters/digraphs in the proper sequence

and remains on track.

✓ If the child responds with the letter/digraph name, remind him/her to give the sound that it makes.

✓ If the child responds with the English sound, remind him/her to give the sound that the letter/digraph makes in Spanish.

✓ In this section, you will see letters enclosed in slash marks (e.g., /m/). This refers to the sound that is associated with the letters.

Instructions• Say,“¿Ves estas letras? Quiero que me digas el sonido que hace cada letra.

Voy a darte un ejemplo: Esta es la letra ‘M.’ Diría /m/ porque este es el sonido que hace esta letra.”

• Say,“Pon el dedo en la primera letra y dime el sonido que hace. Si no lo sabes, pasa a la próxima letra. ¿Listo(a)?”

Scoring• OntheStudent Summary Sheet:

Mark a slash through each incorrect response.

If the student supplies an incorrect answer, write it next to the letter.

Count the number of correct responses and record the total.

• Self-correctionsarecountedascorrect.

• Childrenshouldbegivencreditforeitherasinglephonemeresponse(e.g.,/d/ for the letter d) or a syllabic response (e.g., /da/, /de/, /di/, /do/, or /du/ for the letter d).

Scoring Example: Letter Sounds

Letter SoundsLevel B: Alphabetics, Task 2:

B S R F Ch

T P J A Ll

K Ñ V I O

Z L C U W

E D Y G NScore: _____/25


The Letter Sounds

task is administered as

an entry level task in

the fall of first grade.

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Student Packet: Letter Sounds

B S R F Ch

T P J A Ll

K Ñ V I O

Z L C U W

E D Y G N© 2014 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Letter Sounds Practice M

7

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

Letter Sounds (required for 1st Grade in Fall)

Score: _____/25



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Level B: Alphabetics, Task 3: Concept of Word (COW)

26

Administration Notes✓ Do not pre-teach the words from the COW Word List. Doing so invalidates

the results of the task.

✓ All three subtasks of the COW task must be administered and scored.

InstructionsMemorizing the RhymeStudents must know the rhyme “by heart” before COW is assessed. To ensure that students know the rhyme, use the COW Picture Sheet to teach the rhyme as a whole class activity, in small groups, or individually prior to screening. You may also teach the rhyme at the beginning of individual screening sessions.

• UsingtheCOWPictureSheet,say, “Vamos a aprender una rima. Escucha y mira mientras te enseño la rima que va con estos dibujos.”

• Pointtoeachpictureasyourecitetherhymeandaskthestudentto(a)saytherhymewithyou,(b)echoyourrecitation,picturebypicture,and(c)saythe rhyme alone.

• Repeatthestepsasmanytimesasnecessaryuntilthestudentcanrecitetherhyme verbatim, using the picture prompts.

PointingUsingtheCOWBooklet,say,“Ahora vamos a leer la rima que acabas de reci-tar. Este libro tiene la rima escrita.”

• First,readtherhymetothestudentwhilepointingtoeachwordasyouread it.

• Second,choralreadtheentirerhymetogetherwhilepointingtothewordsinthe book.

• Finally,askthestudenttotouchthewordsandreadtheentirerhymealone.

Word ID in Context• Afterthestudentreadstheentirebookalone,returntothefirstpageand

point to the target words in the sentence. Target words are in bold print on the Student Summary Sheet. Ask the student, “¿Qué palabra es esta?”

• Proceedtothenextpageandrepeat.

Word ListUsingtheCOWWordList,say,“Aquí hay algunas palabras de la rima que aca-bamos de leer. Pon el dedo en la primera palabra de la lista. Di cada palabra. Si hay una palabra que no conoces, pasa a la próxima.”

Materials

Student Packet (COW Picture Sheet, COW Word List)

Tito tito colorito COW Booklet


Concept of Word (COW)Level B: Alphabetics, Task 3:



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Booklet

Section IV: Concept of Word

Pointing Word ID

COW Word List

Tito, tito, colorito, (1) (2) deadónde vas tú tan bonito? (1) (2) escuela


COW Word List

deescuelabonitotitotú

campoverdadera

tanvas

colorito

4

Tito, tito, colorito

1

Tito, tito, colorito,

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Level C: Phonemic Awareness, Task 1: Blending


29

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.

Instructions1. 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)?”

2. After completing the practice items, administer the Syllable Blending screen-ing items. Say, “Ahora voy a decir más sonidos. Díme la palabra que se forma al juntar los sonidos.”

Materials


BlendingLevel C: Phonemic Awareness, Task 1:

Blending Practice Items

You Say Correct Answer

t-u tul-a la

t-a-n tand-o-s dos

Blending Screening Items


s-u sud-e dee-l el

p-a-n pant-u-s tusf-i-n fin

t-r-e-n trenf-l-a-n flanc-l-u-b clubg-r-a-n gran


Blending

Target Word You Say Correct Answer Points (0 or 1)

1. su s-u su

2. de d-e de

3. el e-l el


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Materials


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 soni-do?” If the student cannot produce the letter or the sound, ask, “¿Conoces otra palabra que empieza con el mismo sonido?”

Instructions1. Begin by administering the Beginning Sound practice items. Say to the stu-

dent, “Voy a decir una palabra. Quiero que me digas con qué letra empie-za 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).

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-LetterLevel C: Phonemic Awareness, Task 2:

Beginning Sound Screening Items

You SayCorrect Letter Response

(2 points)Acceptable Sound Response

(1 point)

bajo b /b/fácil f /f/tela t /t/

dulce d /d/rama r /r/

Beginning Sound Practice Items

You SayCorrect Letter Response

(2 points)Acceptable Sound Response

(1 point)

mano m /m/peso p /p/sol s /s/

Level C: Phonemic Awareness, Task 2: Sound-to-Letter


Sound-to-Letter


Student Response (if incorrect)

Points (0, 1 or 2)

1. bajo b2. fácil f



Products

Assessments PALS-PreKPALS-PreK Teacher Set: Traditional or TechIncludes assessment materials and PALS-PreK consumable set.PALS-PreK Consumable Set Includes replacement consumable materials to screen 20 preschool students in fall and spring.

PALS-KPALS-K Teacher Set: Traditional or Tech (Form A or B)Includes assessment materials and PALS-K consumable set. PALS-K Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 kindergarten students in fall and spring.

PALS Plus (1-8)PALS Plus Teacher Set: Traditional or Tech (Form A or B)Includes assessment materials and PALS Plus consumable set. PALS Plus Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 first through eighth grade students in fall and spring.

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PALS español 1–3

PALS español 1–3 Teacher Set: Traditional or Tech (Form A or B)

Includes assessment materials and PALS español 1–3 consumable set. PALS español 1–3 Consumable Set (Form A or B)Includes replacement consumable materials to screen 25 first through third grade students in fall and spring.

Online scOre entryOnline Score Entry & Reporting SystemEnter scores, view reports, plan targeted instruction, and monitor progress with the Online Score Entry & Reporting System.

PALS Online Score Entry & Reporting System accounts include:• Web or iPad app access• PALS Mid-Year (Form C)• PALS Quick Checks• Reports for screening, diagnosis, and progress monitoring• Resources for planning instruction• Electronic Lesson Plans

PALS Online AccountsThe cost for the PALS Online Score Entry & Reporting System is $60 per classroom annually. This includes access for a classroom of up to 30 students. Administrative accounts are provided at no additional cost. School-level administrators may access all school, grade-level, class, and student-level data. District-level administrators may access all district, school, grade-level, class, and student-level data.

GettinG stArted: PAls tutOriAlsSuccessful implementation of PALS includes strong teacher training. To ensure that teachers are well-versed in the administration, scoring, and interpretation of PALS, we offer self-paced online tutorials.

Administration and ScoringCovers the proper administration and scoring of the PALS assessment. Available for each of the PALS assessments, both English and Spanish.

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PALS Training BundleWhen PALS Teacher Sets, PALS Online accounts, and PALSonline tutorials are purchased together, you get both tutorials for the price of one.*Prices for tutorials are per teacher/per year.

Questions? Call us at 888-924-7257

Documents

Grades 1–3 Sample€¦ · Algunas de las palabras son fáciles y algunas son más difíci-les. Si no sabes escribir una palabra, escríbela lo mejor que puedas.” • Call out