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PALS_K_Revised.ppt_5-2010

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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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