PALS K Sample Administration and Scoring Guide · PDF fileAdministration and Scoring Guide...

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KAdministrationand ScoringGuideForm B

PALSSample

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Task Requirements and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Summed Score Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Options for Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 Knowledge

Lower-Case Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15

Section III: Letter-Sound Knowledge

Part A: Letter Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17

Part B: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

Section IV: Concept of Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21

Section V: Word Recognition in Isolation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23

Calculating the Summed Score . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Table of Contents

Thank you for your interest in the Phonological Awareness Literacy Screening for Kindergarten (PALS-K). Within each PALS-K Teacher Set you will receive materials to screen 25 children in the Fall and 25 students in the Spring. This includes:

• Administration & Scoring Guide

• Student Packet (Fall COW Booklet, Spring COW Booklet, Individual Rhyme Booklet,

Individual Beginning Sound 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

• PALS-K Assessment Training CD

Inside these pages you will find examples of the Administration and Scoring Guide, the Student Packet, the Student Summary Sheet, Concept of Word booklets, Spelling Sheets and all the tasks associated with the PALS-K assessment.

Further information regarding all of the PALS materials and complete sets of all of the PALS materials are available for purchase at www.palsmarketplace.com.

In addition, PALS offers Online Score Entry and Reporting for electronic score entry that supports teacher planning and instruction through grouping features, extensive instructional resources, and additional progress monitoring assessments. Additional information on this feature, including purchasing information, can be found by visiting PALS at http://pals.virginia.edu.

Please call us at 888-924-PALS (7257) should you have any questions!

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Options for Administration

Task Individual Small Group

Group Rhyme* � �

Group Beginning Sounds* � �

Individual Rhyme �

Individual Beginning Sounds �

Lower-case Alphabet Recognition �

Letter Sounds �

Spelling � �

Concept of Word �

Word Recognition in Isolation �

*Always administer the group items first for Rhyme and Beginning Sounds, whether administering to one student or a small group.

Summed Score Benchmarks

Fall Spring Maximum

28 81 102

Task Requirements and Benchmarks

Task Required Fall Benchmark Spring Benchmark Maximum

Group Rhyme � 5 9 10

Group Beginning Sounds � 5 9 10

Individual Rhyme Required only if Group Rhyme below benchmark

5 9 10

Individual Beginning Sounds Required only if Group Beginning Sounds below benchmark

5 9 10

Lower-Case Alphabet Recognition � 12 24 26

Letter Sounds � 4 20 26

Spelling � 2 12 20

Pointing � 2 5 4 (Fall) 5 (Spring)

Word ID � 2 9 8 (Fall) 10 (Spring)

COW Word List � 0 7 10

Preprimer List Optional NA NA 20

Primer List Optional NA NA 20

First Grade List Optional NA NA 20Wor

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Options for Administration

Task Individual Small Group

Group Rhyme* � �

Group Beginning Sounds* � �

Individual Rhyme �

Individual Beginning Sounds �

Lower-case Alphabet Recognition �

Letter Sounds �

Spelling � �

Concept of Word �

Word Recognition in Isolation �

*Always administer the group items first for Rhyme and Beginning Sounds, whether administering to one student or a small group.


Fall Spring Maximum

28 81 102

Task Requirements and Benchmarks

Task Required Fall Benchmark Spring Benchmark Maximum

Group Rhyme � 5 9 10

Group Beginning Sounds � 5 9 10

Individual Rhyme Required only if Group Rhyme below benchmark

5 9 10

Individual Beginning Sounds Required only if Group Beginning Sounds below benchmark

5 9 10

Lower-Case Alphabet Recognition � 12 24 26

Letter Sounds � 4 20 26

Spelling � 2 12 20

Pointing � 2 5 4 (Fall) 5 (Spring)

Word ID � 2 9 8 (Fall) 10 (Spring)

COW Word List � 0 7 10

Preprimer List Optional NA NA 20

Primer List Optional NA NA 20

First Grade List Optional NA NA 20Wor

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Part A: Group Rhyme Awareness

Materials

Student Booklets

Student Summary Sheet, p. 1

Pencils for the students

Scoring Example: Group Rhyme Awareness

Administration Notes

Instructions

practicescreening

Scoring

NOTE: Students who score below the benchmark on the Group Rhyme Awareness task must take the Individual Rhyme Awareness task. Only the individual task score (not the group) is included in the Summed Score.

10 Group Rhyme Awareness Benchmarks

Fall Spring

5 9

Group Rhyme Awareness Practice Items

11 “We’re going to �nd pictures that rhyme, or sound alike. You will circle the picture that rhymes. Put your �nger on the picture of the mop. Touch each picture as I name it: mop, top, ring, can. Let’s listen for the picture that rhymes with mop: mop-top, mop-ring, mop-can. Mop rhymes with top. Mop-top. Put a circle around the picture of the top.”

“Let’s try another one. We’re going to �nd pictures that rhyme, or sound alike. Put your �nger on the picture of the sled. Touch each picture as I name it: sled, kite, bed, tube. Let’s listen for the picture that rhymes with sled: sled-kite, sled-bed, sled-tube. Sled rhymes with bed. Sled-bed. Put a circle around the picture of the bed.”

“Let’s practice one more. Put your �nger on the picture of the sheep. Touch each picture as I name it: sheep, foot, jeep, girl. Let’s listen for the picture that rhymes with sheep: sheep-foot, sheep-jeep, sheep-girl. Sheep rhymes with jeep. Sheep-jeep. Put a circle around the picture of the jeep.”

“Let’s look at the rhyming pairs. Mop and top rhyme; sled and bed rhyme; and sheep and jeep rhyme.”

Group Rhyme Awareness Screening Items

“Now we’ll �nd some other pictures that rhyme. Put your �nger on the picture of the fan. Touch each picture as I name it: fan, door, pan, shoe. Circle the picture that rhymes with fan, that sounds like fan: fan-door, fan-pan, fan-shoe.”

“Put your �nger on the picture of the cake. Touch each picture as I name it: cake, rake, swim, ball. Circle the picture that rhymes with cake, that sounds like cake: cake-rake, cake-swim, cake-ball.”

“Put your �nger on the picture of the soap. Touch each picture as I name it: soap, cat, leaf, rope. Circle the picture that rhymes with soap, that sounds like soap: soap-cat, soap-leaf, soap-rope.”

“Put your �nger on the picture of the gum. Touch each picture as I name it: gum, watch, drum, house. Circle the picture that rhymes with gum, that sounds like gum: gum-watch, gum-drum, gum-house.”

5. “Put your �nger on the picture of the dog. Touch each picture as I name it: dog, run, pie, log. Circle the picture that rhymes with dog, that sounds like dog: dog-run, dog-pie, dog-log.”

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Administration and Scoring Guide Example

Section I Part A: Group Rhyme Awareness

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Student Packet Example

Phonological Awareness Literacy Screening

1

Section I Part C: Individual Rhyme Awareness


aIf student scores below the benchmark: Administer Individual Rhyme Awareness and include only the individual score in Summed Score. Record both scores on Class Summary Sheet.

Section I Part B: Group Beginning Sound Awareness

a

Section I Part D: Individual Beginning Sound Awareness

Benchmark: 5 Score: _____/10

©2004–2012 by �e Rector and �e Board of Visitors of the University of Virginia. All Rights Reserved.

Student (�rst & last):

Teacher: Assessment Date:

Form B Fall 20__ Student Summary Sheet

K

If student scores below the benchmark: Administer Individual Beginning Sound Awareness and include only the individual score in Summed Score. Record both scores on Class Summary Sheet.

+ / –1. fan door pan shoe _______

2. cake rake swim ball _______

3. soap cat leaf rope _______

4. gum watch drum house _______

5. dog run pie log _______

6. bell well deer gas _______

7. hat nose mat cup _______

8. rock mouse clock bee _______

9. kite night bus wall _______

10. wig seal tree pig _______

Benchmark: 5 Score: _______/10

+ / –1. bell deer gas well _______

2. clock rock mouse rain _______

3. dog run log pie _______

4. mat nose cup hat _______

5. drum watch gum house _______

6. fan shoe door pan _______

7. night bus wall kite _______

8. cake swim rake ball _______

9. pig wig seal tree _______

10. rope cat soap leaf _______


+ / –1. bed saw bug fan _______

2. road rug swim pie _______

3. sail �ve run sock _______

4. can �sh cow doll _______

5. house girl hand bee _______

6. �ve car house foot _______

7. door duck nose well _______

8. shirt ball hay shark _______

9. wall mouse wig hat _______

10. pig pot run shoe _______


Student Summary Sheet Example

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14 Section I: Phonological Awareness

Part B: Group Beginning Sound Awareness

Materials

Student Booklets


Pencils for the students

Scoring Example: Group Beginning Sound Awareness

Administration NotesDo not

Instructions

practicescreening

Scoring

NOTE: Students who score below the benchmark on the Group Beginning Sound Awareness task must take the Individual Beginning Sound Awareness task. Only the individual task score (not the group) is included in the Summed Score.

Group Beginning Sound Awareness Benchmarks

Fall Spring

5 9

“We’re going to listen for beginning sounds. We are listening for how words begin. Put your �nger on the picture of the moon. Touch each picture as I name it: moon, mop, tray, �ag. One of these pictures begins with the same sound that you hear at the beginning of mmmoon. We will listen for the picture that begins with /m/. Listen, mmmoon-mmmop, mmmoon-tray, mmmoon-��ag. Put a circle around the picture of mop because moon and mop begin with /m/. We do not hear /m/ at the beginning of tray or �ag. Only mmmoon and mmmop begin with the same sound, /m/.”

“Let’s try another one. Put your �nger on the picture of the fox. Touch each picture as I name it: fox, sun, �sh, car. One of these pictures begins with the same sound that you hear at the beginning of �fox. We will listen for the pic-ture that begins with /f/. Listen, �fox-sssun, �fox-f�sh, �fox-car. Put a circle around the picture of the �sh because �sh begins with the same sound as fox. We do not hear /f/ at the beginning of sun or car. Only �fox and f�sh begin with the same sound, /f/.”

“Let’s practice one more. Put your �nger on the picture of the nine. Touch each picture as I name it: nine, nest, fork, coat. One of these pictures begins with the same sound that you hear at the beginning of nine. We will listen for the picture that beings with /n/. Listen, nnnine-nnnest, nnnine-�fork, nnnine-coat. Put a circle around the picture of the nest because nest and nine begin with /n/. We do not hear /n/ at the beginning of fork or coat. Only nine and nest begin with the same sound, /n/.”

“Let’s look at the pictures that sound the same at the beginning: mmmoon and mmmop, �fox and f�sh, nnnine and nnnest.”

Group Beginning Sound Awareness Practice Items

15

Group Beginning Sound Awareness Screening Items

“Now we’ll �nd some other pictures that sound alike at the beginning. Put your �nger on the picture of the bed. Touch each picture as I name it: bed, saw, bug, fan. Circle the picture that begins with the /b/ sound, just like you hear at the beginning of bed. Listen, bed-saw, bed-bug, bed-fan.”

“Put your �nger on the picture of the road. Touch each picture as I name it: road, rug, swim, pie. Circle the picture that begins with the /r/ sound, just like you hear at the beginning of road. Listen, road-rug, road-swim, road-pie.”

“Put your �nger on the picture of the sail. Touch each picture as I name it: sail, �ve, run, sock. Circle the picture that begins with the /s/ sound, just like you hear at the beginning of sail. Listen, sail-�ve, sail-run, sail-sock.”

“Put your �nger on the picture of the can. Touch each picture as I name it: can, �sh, cow, doll. Circle the picture that begins with the /k/ sound, just like you hear at the beginning of can. Listen, can-�sh, can-cow, can-doll.”

“Put your �nger on the picture of the house. Touch each picture as I name it: house, girl, hand, bee. Circle the picture that begins with the /h/ sound, just like you hear at the beginning of house. Listen, house-girl, house-hand, house-bee.”

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Section I Part B: Beginning Sound Awareness


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Student Packet Example

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Part C: Individual Rhyme Awareness

Materials

Individual Rhyme Awareness booklet (located in back pocket of Student Packet)


Scoring Example: Individual Rhyme Awareness

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Administration Notesbelow the benchmark

Instructionspractice

screening

Scoring

Individual Rhyme Awareness Benchmarks

Fall Spring

5 9

20 Individual Rhyme Awareness Screening Items

“Now we’ll �nd some other pictures that rhyme. Put your �nger on the picture of the bell. Touch each picture as I name it: bell, deer, gas, well. Listen for the picture that rhymes with bell, that sounds like bell. Listen: bell-deer, bell-gas, bell-well. Point to the picture that rhymes with bell.”

“Put your �nger on the picture of the clock. Touch each picture as I name it: clock, rock, mouse, rain. Listen for the picture that rhymes with clock, that sounds like clock. Listen: clock-rock, clock-mouse, clock-rain. Point to the pic-ture that rhymes with clock.”

“Put your �nger on the picture of the dog. Touch each picture as I name it: dog, run, log, pie. Listen for the picture that rhymes with dog, that sounds like dog. Listen: dog-run, dog-log, dog-pie. Point to the picture that rhymes with dog.”

“Put your �nger on the picture of the mat. Touch each picture as I name it: mat, nose, cup, hat. Listen for the picture that rhymes with mat, that sounds like mat. Listen: mat-nose, mat-cup, mat-hat. Point to the picture that rhymes with mat.”

“Put your �nger on the picture of the drum. Touch each picture as I name it: drum, watch, gum, house. Listen for the picture that rhymes with drum, that sounds like drum. Listen: drum-watch, drum-gum, drum-house. Point to the picture that rhymes with drum.”

19“We’re going to �nd pictures that rhyme. Rhyming pictures sound alike. Listen as I say the picture names. Put your �nger on the picture of the hen. Now we are going to listen for a word that rhymes with hen, that sounds like hen. I’ll name each picture. Touch each picture as I name it. Listen: hen, jack, road, pen. Point to the picture that rhymes with, or sounds like, hen: hen-jack, hen-road, hen-pen.”

“Let’s try another one. We’re going to �nd pictures that rhyme. Put your �nger on the picture of the tree. Now we are going to listen for a word that rhymes with tree, that sounds like tree. I’ll name each picture. Touch each pic-ture as I name it. Listen: tree, whale, bee, hay. Point to the picture that rhymes with, or sounds like, tree: tree-whale, tree-bee, tree-hay.”

Individual Rhyme Awareness Practice Items

Item 1

3


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Individual Rhyme Awareness

Practice 1

1

Individual Rhyme Awareness Booklet Example

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Part D: Individual Beginning Sound Awareness

Materials

Individual Beginning Sound Awareness picture cards (located in back pocket of Student Packet)


Scoring Example: Individual Beginning Sound Awareness

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Administration Notesbelow the benchmark

Instructionsheader

practicescreening

Scoring�

Individual Beginning Sound Awareness Benchmarks

Fall Spring

5 9


“We’re going to listen for the beginning sound of each picture. Here is a picture of a bird. At the beginning of bird I hear a /b/ sound, bird. Here is a picture of rain. At the beginning of rain I hear a /r/ sound, rain. Here is a picture of a cat. At the beginning of cat I hear a /k/ sound, cat. Here is a picture of a fan. At the beginning of fan I hear a /f/ sound, fan.”

“Here are some more pictures. I am going to name each picture and put it under the picture that makes the same sound at the beginning.

Ball and bird both start with the /b/ sound. Ring and rain both start with the /r/ sound. Cup and cat both start with the /k/ sound. Fish and fan both start with the /f/ sound.”

“Now I want you to sort the pictures. I am going to hand you one card at a time and tell you what the picture is. Say the name of the picture and put it under the picture that has the same beginning sound.”

Header Items

Practice Items

Screening Items

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Please cut out picture cards ahead of time. Note that the kind of picture (header, practice, or student) is written on

the back of each picture card.

Form B Individual Beginning Sound AwarenessK Form B Individual Beginning Sound AwarenessK


Individual Beginning Sound Awareness Picture Cards Example


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Lower-Case Alphabet Recognition

Materials

Student Packet: Lower-Case Alphabet Recognition Sheet


Scoring Example: Alphabet Knowledge

24


Instructions

“See these letters? Put your �nger on each letter and name it. If you don’t know the name of a letter, skip it and go on to the next letter.”

Scoring

NOTE: Count self-corrections as correct answers. Reversals, such as saying b for d, are counted as incorrect.

Lower-Case Alphabet Recognition Benchmarks

Fall Spring

12 24

Score: _____/26

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


1

Lower-Case Alphabet Recognition


© 2004–2012 by �e Rector and �e Board of Visitors of the University of Virginia. All Rights Reserved.

Student Packet: Lower-Case Alphabet Recognition Sheet Example


Section II: Alphabet Knowledge Lower-Case Alphabet Recognition

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Section V: Word Recognition in Isolation (optional)

Section III: Letter-Sound KnowledgeA: Letter Sounds


Section IV: Concept of Word


Section III: Letter-Sound KnowledgeB: Spelling

B S R F W

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Summed Score Rhyme Awareness + Beginning Sound Awareness + Alphabet Recognition + Letter Sounds + Spelling + COW Word List


Preprimer Primer First Grade

and away happysee blue shareto mother beganlike stop hotthe jump thenfor little cheeksmy play ponygo �nd cameis take runningred very smilenot around blackdid may handme ride birthdayget work feedingwith �sh ballin a�er stepsbig help babydo bird darkhe new girlcan duck heat

Score:______/20 Score:______/20 Score:______/20

Pointing Word ID

COW Word List

�ere was a little turtle. (1) (2) in

He lived in a box. (1) (2) turtle

He swam in a puddle. (1) (2) box

He climbed on the rocks. (1) (2) puddle

Score: /4 /8 he

Pointing _____ +Word ID _____ +COW Word List _____ =COW Total Score _____ /22Pointing Benchmark: 2Word ID Benchmark: 2COW Word List Benchmark: 0

little

was

climbed

swam

rocks

/10

1. sad

2. hug

3. lip

4. net

5. job


s a dc e t

h u go k

l i pe b

n e ta d

j o bh i pg uch

# Checked Bonus Point






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Section III Part A: Letter-Sound Knowledge

25Section III: Letter-Sound Knowledge

Part A: Letter Sounds

Materials

Student Packet: Letter Sounds Sheet


Scoring Example: Letter Sounds


“�at’s right, ‘A’ does say /a/, but ‘A’ has another sound, too. Vowels have two sounds. What is the other sound ‘A’ can make?”

Instructions“See these letters? I want you to tell me the sound the letter makes.

Here’s an example: �is is the letter ‘M.’ I would say /mmmm/ because that is the sound the letter makes.”

“Put your �nger on the �rst letter and tell me the sound the letter makes. If you don’t know you can skip it and go on to the next one. Are you ready?”

Scoring

Letter Sounds Benchmarks

Fall Spring

4 20

Score: _____/26

B S R F W

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Pronunciation Guide

A as in apple not ape U as in umbrella not unicorn

E as in etch not each C as in cat not city

I as in igloo not ice G as in gas not giraffe

O as in octopus not oak Y as in you not was


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T O J A H

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Letter Sounds PracticeM


Student Packet: Letter Sounds Sheet Example



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B S R F W

T O J A H

K Sh V I P

Z L C Th U

E D Y G N

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Pointing Word ID

COW Word List





Score: /4 /8 he


little

was

climbed

swam

rocks

/10

1. sad

2. hug

3. lip

4. net

5. job


s a dc e t

h u go k

l i pe b

n e ta d

j o bh i pg uch







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Section III: Letter-Sound Knowledge

Part B: Spelling

Materials

Student Spelling Sheet


Pencils for students

26


mat“What else do you hear? Do you hear

any other sounds in the word _____________?” “�e

mat was blue.”

Instructions

“We’re going to spell some words. I’ll go �rst. �e word I want to spell is mat. I am going to begin by saying the word slowly. MMM-AAA-TTT. Now I’m going to think about each sound I hear. Listen. MMM. I hear a /m/ sound so I will write down the letter m. MMM-AAA. A�er the /m/, I hear an /a/ sound so I will write down the letter a. MMM-AAA-TTT. At the end of the word, I hear a /t/ sound, so I will write down the letter t.”

“Now I want you to spell some words. Put down a letter for each sound you hear. You can use the alphabet strip at the top of your sheet if you forget how to make a letter. Ready?”

Spelling Benchmarks

Fall Spring

2 12

Form B Spelling Words

1. sad

2. hug

3. lip

4. net

5. job

Section III Part B: Spelling


Scoring ExamplesSpelling Example #1: Beginning and Ending Consonants

Spelling Example #2: Correct Letters Out of Order

Spelling Example #3: Additional Vowel Marker

Spelling Example #4: Acceptable Phonetic Substitution

Spelling Example #5: Additional Vowel

28

Fall 20__ Student Spelling SheetPhonological Awareness Literacy Screening K


1.

2.

3.

4.

5.

A B C D E FGH I J K LMNOPQR S T U VWXY Z

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

Name:

Student Spelling Sheet Example



2







B S R F W

T O J A H

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Pointing Word ID

COW Word List





Score: /4 /8 he


little

was

climbed

swam

rocks

/10

1. sad

2. hug

3. lip

4. net

5. job


s a dc e t

h u go k

l i pe b

n e ta d

j o bh i pg uch







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Section IV: Concept of Word (COW)

Section IV: Concept of Word (COW)

Materials

Student Packet: COW Picture Sheet COW Word List COW Booklet


29

Administration NotesLittle

Turtle Little Bo PeepLittle Turtle Little Bo Peep

not

Instructions1. Memorizing the Rhyme

“We are going to learn a rhyme. Listen and watch as I teach you the rhyme that goes with these pictures.”

2. Assessing Concept of Word In Text

“Now we will read the rhyme you just recited. �is book has the rhyme you just said written down.”

“What word is this?”

3. Assessing COW Word List “Here are some words from the rhyme we

just read. Put your �nger on the �rst word in the list. If you don’t know a word, just skip it and go to the next word.”

Concept of Word Benchmarks

Subtask Fall Spring

Pointing 2 5

Word ID 2 9

COW Word List 0 7


Scoring Example: Fall Concept of Word

Scoring Example: Spring Concept of Word

Scoring1. Concept of Word in Text

all

little little turtle

2. COW Word List

30

3©

2004–2012 by �e Rector and �

e Board of Visitors of the U

niversity of Virginia. A

ll Rights Reserved.

Concept of Word Picture Sheet · Fall

There was a little turtle.1



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Pointing Word ID

COW Word List





Score: /4 /8 he


little

was

climbed

swam

rocks

/10

1. sad

2. hug

3. lip

4. net

5. job


s a dc e t

h u go k

l i pe b

n e ta d

j o bh i pg uch







The Little Turtle

Student Packet: COW Picture Sheet, Word List & Booklet

in

turtle

box

puddle

he

little

was

climbed

swam

rocks

4

COW Word List · Fall


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Section V: Word Recognition in Isolation (Optional)

Section V: Word Recognition in Isolation

Materials

Student Packet: Word Recognition in Isolation


Scoring Example: Word Recognition in Isolation

31

Administration Notesoptional

15 or more

Instructions“Here is a list of words. Put your �nger on the �rst

word on the list. I want you to read each word. Some of the words will be easy for you and some will be more di�cult. Don’t worry. You are not expected to know all of them. I just want you to do your best. If you don’t know a word a�er trying your best, skip it and go on to the next word.”

Scoring

NOTE: Self-corrections are count-ed as correct.

Word Recognition in Isolation

There are no benchmarks for Word Recognition in Isolation for kindergarten students.



happysharebeganhotthencheeksponycamerunningsmileblackhand

birthdayfeedingballstepsbabydarkgirlheat

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Word Recognition in Isolation

Student Packet: Word Recognition in Isolation



2







B S R F W

T O J A H

K Sh V I P

Z L C Th U

E D Y G N

Ch






Pointing Word ID

COW Word List





Score: /4 /8 he


little

was

climbed

swam

rocks

/10

1. sad

2. hug

3. lip

4. net

5. job


s a dc e t

h u go k

l i pe b

n e ta d

j o bh i pg uch







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Calculating the Summed Score

Calculating the Summed Score

two and one half-hours of additional instruction each week at a student-to-teacher ratio no larger than �ve to one.

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Summed Score Tasks

Rhyme Awareness*

Beginning Sound Awareness*

Alphabet Recognition

Letter Sounds

Spelling

COW Word List

*If the individual tasks were given, substitute individual scores for group scores.


Fall Spring

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