Transcript Literacy Assessment Support PALS 1

Literacy Assessment Support
PALS 1-3 Phonological Awareness
Literacy Screening
Adams 12 Five Star Schools
PALS 1-3 Protocol Refresher
DLT 7/17/2015 Update
1
Online Learning: Support for Grades 1-3
Literacy Assessment
Purpose:
• Engage in a self-directed
refresher to support the
accurate collection of data
that
 Meets state reporting
requirements
 Complies with the district
assessment schedule
 Informs instruction
Outcomes:
• As the result of this session,
you will
 Know the district
expectations for reading
assessment
 Be prepared for the District
Assessment Day
 Understand the PALS
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 right.
• View this PowerPoint to
refresh your knowledge of the
PALS protocol.
• Stop at identified points to
view clips from the PALS CDROM.
• Continue viewing until the
session is complete.
• Return to this resource as
often as needed (posted on
the district’s literacy website).
• Materials needed from your
PALS Kit:
 Administration and Scoring
Guide (Form B)
 Assessment Training CDROM
Let’s get started!
Grades 1-3 Assessment Overview
District Requirements for 2010-2011
•
PALS Form B is given in the fall and spring.
•
DRA or PALS Form C is given mid-year to students reading below grade-level.
Oral reading passage scores are due in ScholarsMart:
September 24, 2010
January 21, 2011 (DRA for below grade level readers)
May 20, 2011
Special Notes:
• Third grade students who are reading above PALS level are given the BRI. (Above
PALS level means students read the 6th grade passage with accuracy, a fluency of 3,
and comprehension score of at least 5/6.)
• Schools may determine how far to test beyond grade level passage. It is
recommended to test no more than two years above grade level.
Purpose of PALS
Beginning of the year:
 Monitor progress from spring screening
 Determine instructional needs of students (formative assessment)
 Determine who needs intervention
 Determine kind and length of intervention
Mid-year:
 Monitor progress from fall screening
 Fulfill requirement to monitor below grade-level readers
 Determine effectiveness of instruction
 Determine effectiveness of intervention
 Exit students from intervention
 Add students to intervention
End of Year:
 Determine if a student is reading below, on, or above grade level (summative assessment)
 Determine effectiveness of intervention
 Set plans for next school year
Contents of PALS Kit
The following materials will be needed when administering PALS tasks:
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Administration and Scoring Guide for Form A or B (form for current year)
Student Summary sheet
Student Spelling Sheet or plain paper
Teacher Packet
 Copies of recording forms for oral reading passages (R to Gr. 6)
 Copies of comprehension questions (R to Gr. 6)
• Student Packet
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Word lists
Four small books for oral reading: Readiness, Preprimer A, Preprimer B, Preprimer C
Student version of Primer and above oral reading passages
Alphabet charts
Concept of Word materials (picture sheet, booklet, word list)
• Class Summary Sheet (This is a very helpful at-a-glance tool.)
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
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The District Assessment Day is the first
day of the assessment window for
administering PALS.
However, since the spelling task can be
given in a whole group setting, you may
administer this part of the test one or
two days before the District
Assessment Day.
You may also give the word list one or
two days before Assessment Day. This
will support efficient preparation for
and administration of the oral reading
passages on Assessment Day.
Letter Sounds (1st grade fall only), Level
B and C tasks, if needed, are given on
the District Assessment Day.
An Introduction to PALS
• Insert the CD-ROM and click on “PALS 1-3 movie.”
• Click on the “play” arrow to view an introduction to PALS by
one of its creators. Disregard the information specific to
Virginia testing or slide the triangle in the “time bar” to 1:28
to begin viewing.
• Pause the CD when the time bar at the bottom of the PALS
screen reads 2:15. Otherwise, the CD will play continuously.
PALS Assessment Tasks
Turn to the flowcharts on pages 8-10 of the Administration and Scoring
Guide to find your grade-level tasks.
For all students the following tasks are given:
• Word Knowledge
– Task 1: Spelling Inventory
– Task 2: Word Recognition in Isolation
– Task 3: Letter Sounds (First Grade Only)
• Oral Reading in Context (leveled reading passages)
For students not meeting Summed Scored Benchmarks, more diagnostic tasks
are given:
• Alphabetics: Alphabet Recognition, Letter Sounds, Concept of Word
• Phonemic Awareness: Blending, Sound to Letter
Word Knowledge
Task 1: Spelling Inventory
Turn to pages 11-12 in the
Administration and Scoring
Guide. Read the directions to
familiarize yourself with this task.
Locate the materials used in this task:
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Student Spelling Sheet
Teacher Packet (Spelling Words and
Sentences)
Student Summary Sheet (for
recording)
Then return to the CD-ROM to view
the Spelling Inventory Task. Stop
the CD when the time bar reads
5:00 and continue with the
PowerPoint.
• What are the key points?
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This task can be administered a
day or two before the District
Assessment Day.
This task can be administered
individually, in small groups, or
as a whole class.
Spelling is scored by phonics
features. Be sure to read p. 12
in the Administration and
Scoring Guide for specific
scoring directions.
Task 2: Word Recognition in Isolation
This task is administered individually.
The following lists are required:
Grade 1
Grade 2
Grade 3
Fall
Pre-Primer
Grade 1 list
Grade 2 list
Mid-year
Grade 1 list
Grade 2 list
Grade 3 list
Spring
Grade 1 list
Grade 2 list
Grade 3 list
Enter the score from the grade-level list into ScholarsMart at mid-year
and in the spring.
Word Recognition Task
Turn to page 14 in the Administration
and Scoring Guide. Read the
directions to familiarize yourself
with this task.
Locate the materials used in this task:
 Student Packet (Word lists)
 Student Summary Sheet
Return to the CD-ROM to view the
Word Recognition Task.
Pause the CD when the time bar on the
PALS screen says 7:35 and continue
with the PowerPoint.
What are the key points?
 Move up or down in word lists to find
the highest word list on which the
student can correctly read 15 or
more words.
 Give the Oral Reading Passage that
corresponds to the highest level word
list on which the student reads 15 or
more words correctly.
 Words should be read automatically.
Self- corrections are counted as
correct.
Hint: Write the incorrect student
response for additional information
on student’s word solving strategies.
Task 3: Letter-Sound Task
(First Grade Only)
• If you will be testing first graders,
turn to page 16 in the
Administration and Scoring
Guide. Read the directions to
familiarize yourself with this task.
• Locate the materials needed for
this task:
 Student Packet (Letter Sounds)
 Student Summary Sheet
• Return to the CD-ROM to view
the Letter-Sound task.
• Stop the CD when the time bar
reads 9:02 and continue with the
PowerPoint.
• What are the key points?
 The short vowel sound is the
correct response for the LetterSound task.
 See the specific prompt on page
16 of the Administration and
Scoring Guide for a student
offering a long vowel sound.
Hint: Recording what a student
substitutes provides a window
into the thinking behind the
response and can be useful in
planning instruction.
Finding the Summed Score
• Return to the CD at 9:02 to see the scores that contributed to
the Summed Score.
• Pause the CD at 9:36 and continue with the PowerPoint.
• What are the key points?
 Check the score against the benchmark for this time of year to
know whether the student is “grade-level.”
 Note students falling below the benchmark so that you can
determine what extra support may be needed.
 Refer to page 17 in the Administration and Scoring Guide.
Level A: Oral Reading in Context:
Determining the Oral Reading Passage
A student’s score on the word list determines the starting point
in the oral reading passages:
Word List Score
0-9
Preprimer word list
Administer this Passage
Readiness
10-13 Preprimer word list
Preprimer A
14-17 Preprimer word list
Preprimer B
18+
Preprimer word list
Preprimer C
15+
Primer, 1,2,3,4,5,6
Primer, 1st, 2nd, 3rd, 4th, 5th
Level A: Oral Reading in Context cont’d.
• Locate the materials used in
this task:
 Student Packet (word lists)
 Student Summary Sheet
• Return to the CD and view
the next section.
• Stop/pause the CD at 10:07
and continue with the
PowerPoint.
• Key Points:
 Starting passage is
determined by the word
list.
 Start with the passage
that corresponds with
the word list upon which
the student could read
at least 15 words
correctly and
automatically.
Oral Reading in Context Task
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Turn to page 19 in the
Administration and Scoring Guide.
Read the directions to familiarize
yourself with this task.
Locate the materials needed for
this task:
 Student Packet (Oral Reading
Passages)
 Teacher Packet (Running Record
Forms and comprehension questions)
 Student Summary Sheet
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Return to the CD to view this
section.
Stop the CD at 15:10 and continue
with the PowerPoint.
• What are the key points?
 Prepare for this task by copying
running record forms and
comprehension questions before
Assessment Day.
 Record the oral reading using the
marks given in the Administration
and Scoring Guide (see pages 20-21).
 Determine both reading level and
fluency level using the guides at the
bottom of the running record forms.
 Assign a fluency score using the
examples on this CD.
 Specific requirements for AD12:
 Comprehension questions are required
(Read questions aloud for primer and first
grade level passages).
 We do not move up in passages.
Determining Reading Level on Oral
Reading Passage for First Grade
o If a student starts below 1st grade passage and is Instruc/Ind with any Fluency and
any Comprehension score, stop and record score on Student Summary (e.g., a
score of P.1 could be entered for a student starting with the Primer passage).
o If a student starts at 1st grade passage and is Instruc/Ind with Fluency score=2, any
Comprehension, stop and record score on Student Summary. If Fluency is not 2,
test down (e.g., a score of 1.2 could be entered).
o If a student starts above 1st grade passage, the student must score Ind, 3 Fluency,
and 5-6 comprehension. If they do not meet all of the criteria, administer the next
lower passage until they meet all of the criteria (if above 1st grade passage) or stop
at 1st grade passage if Instruc/Ind, 2 in Fluency, any Comprehension (e.g., a score
of 2.5 could be entered if the student also has a fluency of 3, but a score of 2.2
could not be entered because the 5/6 criteria for comprehension has not been
met).
o If a student starts, at/below 1st grade and is Frus, continue to move to a lower
passage until Instruc/Ind level is reached with any Fluency and any
Comprehension.
Determining Reading Level on Oral
Reading Passage for Second Grade
o If a student starts below 2nd grade passage and is Instruc/Ind with any Fluency
and any Comprehension score, stop and record score on Student Summary (e.g., a
score of 1.3 could be entered).
o If a student starts at 2nd grade passage and is Instruc/Ind with Fluency score=2, any
Comprehension, stop and record score on Student Summary. If Fluency is not 2,
test down (e.g., a score of 2.2 could be entered).
o If a student starts above 2nd grade passage, the student must score Ind, 3 Fluency,
and 5-6 Comprehension. If they do not meet all of the criteria, administer the next
lower passage until they meet all of the criteria (if above 2nd grade passage) or
stop at 2nd grade passage if Instru/Ind, 2 in Fluency , any Comprehension (e.g., a
score of 3.5 could be entered if the student also has a fluency of 3, but a score of
3.2 could not be entered because the 5/6 criteria for comprehension has not been
met).
o If a student starts, at/below 2nd grade and is Frus, continue to move to a lower
passage until Instruc/Ind level is reached with any Fluency and any
Comprehension.
Determining Reading Level on Oral
Reading Passage for Third Grade
o If a student starts below 3rd grade passage and is Instruc/Ind with any Fluency and
any Comprehension score, stop and record score on Student Summary (e.g., a
score of 2.3 could be entered).
o If a student starts at 3rd grade passage and is Instruc/Ind with Fluency score=2, any
Comprehension, stop and record score on Student Summary. If Fluency is not 2,
test down (e.g., a score of 3.2 could be entered).
o If a student starts above 3rd grade passage, the student must score Ind, 3 Fluency,
and 5-6 Comprehension. If they do not meet all of the criteria, administer the next
lower passage. Continue to move to next lower passage until they meet all of the
criteria (if above 3rd grade passage) or stop at 3rd grade passage if Instruc/Ind, 2 in
Fluency, any Comprehension (e.g., a score of 4.5 or 4.6 could be entered if fluency
is also 3; a score of 4.2 is not possible because comprehension does not meet the
5/6 criteria).
o If a student starts, at/below 3rd grade and is Frus, continue to move to a lower
passage until Instruc/Ind level is reached with any Fluency and any
Comprehension.
Guidelines for Taking a Running Record on
Oral Reading Passages
Please follow these guidelines carefully to ensure accuracy of scores.
1. Read the title of the passage to the student.
2. Follow the Teacher Prompts given at the top of each passage.
3. Do not prompt students in any way. The only acceptable speech from
the teacher during a running record is: “Go on.” (On a very rare
occasion, the teacher may tell a word which counts as an error.)
4. Please read “Scoring Accuracy” on page 21 of the Administration and
Scoring Guide. Note: A miscue on a proper noun is counted as one error.
(If a student reads “Jake” for “Jackie” and then again says “Jack” for
“Jackie,” the student is assessed only one error.)
Timing Oral Reading Passages is timing is required if your
school enters the information on the optional. It is not a
District requirement. However, PALS website.
Level B: Alphabetics
• Alphabetics tasks are given to First grade students who do not
meet the Fall Entry Level Summed Score of 39 and to any
Second or Third grade student who scores less than 15 on the
Preprimer Word List. See flowcharts on pages 8-10 of
Administration and Scoring Guide.
• Alphabetic Tasks: Alphabet Recognition, Letter Sounds, and
Concept of Word
• Turn to pages 24 in Administration and Scoring Guide and
read the directions to familiarize yourself with these tasks.
• Return to the CD and view from 16:06 to 21:07 to see these
assessments in action. Resume the PowerPoint when done.
Special Considerations for Level B, Task 3:
Concept of Word (COW)
• Students must know the rhyme by heart before COW is
assessed. Teach the rhyme using picture prompts.
• Do not pre-teach the words from the COW word list.
• When administering this part of the screening, follow the
directions exactly as on pages 26 and 27. Do not add any
additional prompts.
Level C: Phonemic Awareness
Tasks: Blending and Sound to Letter
These two tasks are administered for the purpose of determining
needs in blending and matching sounds in English.
Sometimes difficulty in hearing sounds, blending, segmenting,
matching, and sequencing sounds of language is part of the
cause for lack of reading progress.
Turn to pages 29-35 of the Administration and Scoring Guide and
read the directions to familiarize yourself with these tasks.
Return to the CD at 21:07 to view these tasks in action.
What is grade level?
FALL
SPRING
Grade 1
Summed Score
Benchmark=39
and Instruc/Ind on
Readiness or
Preprimer A
Summed Score
Benchmark=35 and
Instruc/Ind on First Gr.
Passage : Comprehension
5-6, Fluency 2
Grade 2
Summed Score
Benchmark=35 and
Instruc/Ind on First Gr.
Passage: Comprehension
5-6, Fluency 2
Summed Score
Benchmark=54 and
Instru/Ind on Second Gr.
Passage: Comprehension
5-6, Fluency 2
Grade 3
Summed Score
Benchmark=54 and
Instruc/Ind on Second Gr.
Passage: Comprehension
5-6, Fluency 2
Summed Score
Benchmark=65 and
Instruc/Ind on Third Gr.
Passage: Comprehension
5-6, Fluency 2
What is “above grade level”?
To be considered “above grade level,”
students must read passages with
accuracy, a fluency level of 3, and at
least 5/6 on the comprehension
questions.
Preparing for the District Assessment Day
For First Grade:
For Grades 1-3:
• Beginning with the first day of
school, use the picture prompts
only to practice the COW rhyme
for the correct form of PALS (see
published District Asssessment
Schedule).
• Practice often and throughout
the school day to ensure the
rhyme is very familiar.
• Read and refer to the PALS
Administration and Scoring Guide
which also provides step-by-step
instructions for administering and
scoring each PALS task.
• Copy and assemble all necessary
materials.
• Set up a testing schedule for
students.
• On testing day, begin slowly to
ensure that you are following the
protocol procedures. Don’t
worry! You’ll gain fluency as the
testing continues.
Beyond Assessment Day: Using Information
from PALS to Guide Whole Group/Small
Group/Individual Instruction
PALS Data can be used to help:
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Focus spelling and phonics instruction using the Spelling Inventory
Focus practice with sight words, decoding, and vocabulary using data from Word
Recognition In Isolation
Determine strengths and needs in reading strategies, decoding, fluency,
vocabulary, and comprehension using the Oral Reading in Context
Determine reading level using Oral Reading in Context
Identify strengths and needs in knowing how print works using COW
Identify oral language strengths and needs using Concept of Word (repeating the
rhyme)
Identify strengths and needs in recognition of letters and matching sounds to
letters using Alphabet Recognition and Phonemic Awareness: Sound-to Letter
Identify strengths and needs in phonemic awareness: blending sounds by using
the Blending Task
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 assessment tools, instruction
can be orchestrated with time and intensity to best
facilitate students’ reading growth.