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Literacy Assessment Support PALS K Phonological Awareness Literacy Screening Adams 12 Five Star Schools PALS Kindergarten Protocol Refresher DLT. 5/28/10 Update 1 Online Learning: Support for Kindergarten Literacy Assessment Purpose: Outcomes: • Engage in a self-directed • As the result of this session, refresher to support the you will accurate collection of data Know the district that expectations for reading Meets state reporting assessment requirements Be prepared for the District Complies with the district Assessment Day assessment schedule Understand the PALS Informs instruction assessment protocol Have answers to frequently asked questions with regard to PALS How to Use this Online Learning Opportunity • Gather the materials listed on the Materials needed right from your PALS Kit: • View this PowerPoint to refresh Administration and Scoring your knowledge of the PALS Guide (Form B) protocol Assessment Training CD-ROM • Stop at identified points to view clips from the PALS CD-ROM • Continue viewing until the session is complete • Return to this resource as often Let’s get started! as needed (posted on the district’s literacy website) Kindergarten Reading Assessment Overview District Requirements for 2010-2011 • PALS Form B is given in the fall and spring • DRA 1 at mid-year • DRA in the spring (DRA 3 is grade level) Scores are due in ScholarsMart: September 24, 2010 January 21, 2011 May 20, 2011 Why does the district require PALS and DRA in K? • The PALS K screening measures a set of skills necessary for successful reading. • It does not provide a measure of strategic reading and comprehension. • When students are assessed with PALS and DRA, the teacher has a more complete profile of students in reading. Purpose of PALS Beginning of the year: Determine instructional needs of students Mid-year: Monitor progress from fall screening Fulfill requirement to monitor below grade-level readers Determine effectiveness of instruction End of Year: Determine if a student is reading below, on, or above grade level Set plans for next school year Contents of PALS K Kit The following materials will be needed when administering PALS tasks: • Administration and Scoring Guide Form A or B (form for current year) • Student Summary Sheet (individual recording form - Form A or B) • Student Spelling Sheet or plain paper • Student Packet (student materials for assessment tasks) – letter charts – COW picture sheet, word list, booklets with fall/spring rhymes – optional word recognition lists – individual rhyme awareness book – sound awareness cards • Pencils, whiteboard, dry-erase marker (add to kit) Basic Screening Principles • Test within the PALS testing window. • Do not pre-teach test items such as words from word lists. • Follow the directions and script in the Administration and Scoring Guide, prompting only as directed. Failure to follow these principles invalidates the screening results. Assessment Window • The District Assessment Day is the first day of the assessment window for administering PALS. • However, the first two tasks (Group Rhyme and Group Beginning Sound Awareness) cannot be given on the same day because the tasks are so similar that students may not fully understand what they are expected to do (see page 14 of Administration and Scoring Guide). • Therefore, you may administer Group Rhyme Awareness the day before the District Assessment Day. An Introduction to PALS • Insert the CD-ROM and click on the PALS K icon. • Click on the “play” arrow to view an introduction to PALS by one of its creators. • Pause the CD when the bar at the bottom of the PALS screen shifts from “Introduction” to “Phonological Awareness.” Otherwise, the CD will play continuously. PALS K Assessment Tasks for All Students Turn to the chart on page 5 of Administration and Scoring Guide. For all students, the following untimed tasks are given: • Section I: – Group Rhyme Awareness – Group Beginning Sound Awareness • Section II: – Alphabet Knowledge: Lowercase Alphabet Recognition – Letter Sound Knowledge: Letter Sounds • Section III: – Letter-Sound Knowledge: Spelling • Section IV: – Concept of Word: Concept of Word (COW) in Text and COW Word List • Section V: (Optional) – Word Recognition in Isolation (recommended for students reading at preprimer level or above) Section I: Phonological Awareness • This section measures student awareness of rhyme and beginning sounds. • Benchmarks are provided for fall and spring testing (see p. 5 in Administration and Scoring Guide). Section I, Part A: Group Rhyme Awareness Task Turn to page 10 in the Administration What are the key points? and Scoring Guide. Read the This task can be administered directions to familiarize yourself individually or in small groups with this task. and can be given the day before the District Assessment Day. Locate the materials used in this task: Do not give this task on the Student Booklet same day as the Group Student Summary Sheet Beginning Sound Awareness. Then return to the CD-ROM and click Students who score below the “play” to view the first part of benchmark on Group Rhyme “Phonological Awareness.” Awareness must be given the Pause following this screen “…do not Individual Rhyme Awareness administer Group Rhyme task. Awareness on the same day...” and continue with the PowerPoint. Section I, Part B: Group Beginning Sound Awareness Task Turn to page 14 in the Administration What are the key points? and Scoring Guide. Read the This task can be administered directions to familiarize yourself individually or in small groups. with this task. Do not administer Group Locate the materials used in this task: Beginning Sound Awareness on same day as Group Rhyme Student Booklet Awareness. Student Summary Sheet Students who score below the Then return to the CD-ROM and click benchmark on Group “play” to continue viewing more of Beginning Sound Awareness the section on Phonological must be given Individual Awareness. Sound Awareness. Pause after the teacher scores this section and continue with the PowerPoint. Section I, Part C: Individual Rhyme Awareness Key Points: To administer the task: This task is given to students scoring • Assemble materials: below the benchmark on Group Individual Rhyme Awareness Rhyme Awareness. Booklet (in Student Packet) Turn to page 18 in the Student Summary Sheet Administration and Scoring Administration and Scoring Guide Guide. Read the directions to • Follow directions exactly as on familiarize yourself with this task. pp. 18-21. Return to the CD-ROM and click • Use the individual (not the group “play” to continue viewing. score) in determining the Pause after the teacher is shown student’s summed score. recording the student’s response • Enter the individual (not the to this task and continue with the group score) into ScholarsMart. PowerPoint. Part I, Section D: Individual Beginning Sound Awareness Key Points: To administer the task: This task is given to students scoring • Assemble materials: below the benchmark on the Group Beginning Sound Awareness Beginning Sound Awareness. Picture Cards Turn to page 22 in the Administration Student Summary Sheet and Scoring Guide. Read the Administration and Scoring Guide directions to familiarize yourself • Follow directions exactly as on with this task. pp. 22-23. Return to the CD-ROM and click “play” • Use the individual (not the group to continue viewing this section. score) in determining the Pause when the bar on the PALS screen student’s summed score. shifts to the next section, “Alphabet • Enter the individual (not the Knowledge,” and continue with the group score) into ScholarsMart. PowerPoint. Section II: Alphabet Knowledge (Lower-Case Alphabet Recognition) • Turn to page 24 of Administration and Scoring Guide. Read the directions to familiarize yourself with this task. • Locate materials needed: Lower Case Alphabet Recognition Sheet from Student Packet Student Summary Sheet for recording Pencils • When giving the test, follow the directions for prompting and recording exactly. Lower-Case Recognition Task in Action • Go to the CD-ROM to • What are the key points? continue viewing if paused Self-corrections are or click “Alphabet acceptable. Knowledge” in the menu. Hint: Recording what a • Pause when the bar on the student substitutes PALS screen shifts to the provides a window into next section, “Letter-Sound the thinking behind the Knowledge,” and continue response and can be with the PowerPoint. useful in planning instruction. Section III: Letter-Sound Knowledge Part A: Letter Sounds • Turn to page 25 of Administration and Scoring Guide. Read the directions to familiarize yourself with this task. • Locate materials needed for this task: Letter Sounds Sheet from Student Packet Student Summary Sheet for recording Pencils • When giving the test, follow directions for prompting and recording exactly. Letter-Sound Task in Action • Go to the CD-ROM and • What are the key points? press “play” if paused to continue viewing or The short vowel sound is the correct response for the click “Letter-Sound Letter-Sound task. Knowledge” in the menu. See the specific prompt on page 25 of the Administration • Pause when the CD and Scoring Guide for a shifts to “Spelling” and student offering a long vowel sound. continue with the PowerPoint. Section III: Letter-Sound Knowledge Part B: Spelling • Turn to pages 26-27 in the Administration and Scoring Guide. Read the directions to familiarize yourself with this task. • Locate materials needed for this task: Student spelling sheet or plain paper Student Summary Sheet Pencils for students Whiteboard and dry-erase marker for teacher demonstration Administration and Scoring Guide pages 26-28 • When giving the test, follow the directions for this task carefully. You may need to say to a student who hesitates to write: “Pretend you know some of this word. What would you write?” Spelling Task in Action • Go to the CD-ROM and • Key scoring points: press “play” if paused to Bonus points are earned continue viewing or click on for the perfect spelling “Letter-Sound Knowledge” of an entire word. in the menu. Reversal (mirror image) of a single letter is • Pause when the bar on the accepted and eligible for PALS window shifts to the bonus point (except “Concept of Word” and when the reversal is continue with the another letter as in b/d PowerPoint. or p/q). Section IV: Concept of Word (COW) • Turn to pages 29-30 in the Administration and Scoring Guide. Read the directions to familiarize yourself with this task. • Locate materials needed for this task: Make sure you are using the materials for the correct form of PALS COW picture sheet, word list, and booklet from Student Packet • When administering this part of the screening, follow the directions exactly as on pages 29-30. Do not add any additional prompts. COW Task in Action • Go to the CD-ROM and • What are the key points? press “play” if paused to Students must know the rhyme continue viewing or click on by heart before COW is assessed. “Concept of Word” in the Teach the rhyme using the menu. picture prompts in the Student Packet (see “Preparing for Assessment Day” at the end of • Pause when the bar on the this PowerPoint). PALS window shifts to Do not pre-teach the words “Word Recognition in from the COW word list. Isolation” and continue with Include only the word list the PowerPoint. score when calculating students’ summed scores. Section V: Word Recognition in Isolation This task is optional. It is recommended for students who are reading at the preprimer level or above. This task is useful to assess students who are already reading at the time of entry into Kindergarten. View this section of the CD-ROM if you will be administering this portion of the PALS K screening. What is grade level? The following scores are added for a student’s Summed Score: Rhyme Awareness (group or individual) Beginning Sound Awareness (group or individual) Alphabet Recognition Letter Sounds Spelling COW Word List Summed Score Benchmarks FALL SPRING 28 81 and DRA Level 3 Preparing for the District Assessment Day • Beginning with the first day of • Read and refer to the PALS K school, use the picture Administration and Scoring Guide prompts only to practice the which also provides step-by-step COW rhyme for the correct instructions for administering and scoring each PALS task. form of PALS (see published District Assessment Schedule). • Assemble all materials. • Set up a testing schedule for • Practice often and throughout students. the school day to ensure the • On testing day, begin slowly to rhyme is very familiar by the ensure that you are following the District Assessment Day. protocol procedures. Don’t • Prepare testing materials for worry! You’ll gain fluency as the the Individual Beginning Sound testing continues. Awareness task. Beyond Assessment Day: Using Information from PALS to Guide Whole Group Instruction Information gained through the PALS K screening can be used to inform instruction in both classrooms and intervention. Teachers can use data to address strengths and needs of individual students in: hearing and identifying rhymes hearing and matching letters to sounds identification of letters knowledge of how print and words work: directionality, letter formation, identifying first and last Shared Reading, Small Group, Modeled Writing, and Shared Writing are times in the day when these skills and strategies can be taught and practiced. Taking a Look . . . Taking a look at what students know and what they need to learn enables teachers to analyze student strengths and needs. Then instruction can be focused and organized for maximum student learning. Using data gathered through assessments, instruction can be orchestrated with time and intensity to best facilitate students’ reading growth.
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