Literacy Assessment Support PALS 1-3 Phonological Awareness Literacy Screening

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Literacy Assessment SupportPALS 1-3 Phonological
Awareness Literacy Screening

• Adams 12 Five Star Schools
• PALS 1-3 Protocol Refresher

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Online Learning Support for Grades 1-3 Literacy
Assessment

• Purpose

• Outcomes

• 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

• 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

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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 CD-ROM.
• Continue viewing until the session is complete.
• Return to this resource as often as needed
  (posted on the districts literacy website).

• Materials needed from your PALS Kit
• Administration and Scoring Guide (Form B)
• Assessment Training CD-ROM
• Lets get started!

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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.
• 
  

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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

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Contents of PALS Kit

• The following materials will be needed when
  administering PALS tasks
• 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
• 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.)

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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.

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Assessment Window

• 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.

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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 128 to begin
  viewing.
• Pause the CD when the time bar at the bottom of
  the PALS screen reads 215. Otherwise, the CD
  will play continuously.

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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

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Word KnowledgeTask 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
• 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 500 and continue with the PowerPoint.

• What are the key points?
• 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.

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Task 2 Word Recognition in Isolation

• This task is administered individually.
• The following lists are required
• Enter the score from the grade-level list into
  ScholarsMart at mid-year and in the spring.
  

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
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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 735 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 students word solving
  strategies.

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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 902 and
  continue with the PowerPoint.

• What are the key points?
• The short vowel sound is the correct response for
  the Letter-Sound 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.

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Finding the Summed Score

• Return to the CD at 902 to see the scores that
  contributed to the Summed Score.
• Pause the CD at 936 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.

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Level A Oral Reading in ContextDetermining
the Oral Reading PassageA students score on
the word list determines the starting point in
the oral reading passages
Word List Score Administer this Passage
0-9 Preprimer word list 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
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Level A Oral Reading in Context contd.

• 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 1007 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.

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Oral Reading in Context Task

• 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
• Return to the CD to view this section.
• Stop the CD at 1510 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.

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Determining Reading Level on Oral Reading Passage
for First Grade

• 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).
• If a student starts at 1st grade passage and is
  Instruc/Ind with Fluency score2, 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).
• 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).
• 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.

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Determining Reading Level on Oral Reading Passage
for Second Grade

• 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).
• If a student starts at 2nd grade passage and is
  Instruc/Ind with Fluency score2, 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).
• 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).
• 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.

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Determining Reading Level on Oral Reading Passage
for Third Grade

• 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).
• If a student starts at 3rd grade passage and is
  Instruc/Ind with Fluency score2, 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).
• 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).
• 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.

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Guidelines for Taking a Running Record on Oral
Reading Passages

• Please follow these guidelines carefully to
  ensure accuracy of scores.
• Read the title of the passage to the student.
• Follow the Teacher Prompts given at the top of
  each passage.
• 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.)
• 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 Timing is required if your school enters the information on the PALS website. It is not a District requirement.
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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 1606 to 2107
  to see these assessments in action. Resume the
  PowerPoint when done.

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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.

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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 2107 to view these tasks in
  action.

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What is grade level?
FALL SPRING
Grade 1 Summed Score Benchmark39 and Instruc/Ind on Readiness or Preprimer A Summed Score Benchmark35 and Instruc/Ind on First Gr. Passage Comprehension 5-6, Fluency 2
Grade 2 Summed Score Benchmark35 and Instruc/Ind on First Gr. Passage Comprehension 5-6, Fluency 2 Summed Score Benchmark54 and Instru/Ind on Second Gr. Passage Comprehension 5-6, Fluency 2
Grade 3 Summed Score Benchmark54 and Instruc/Ind on Second Gr. Passage Comprehension 5-6, Fluency 2 Summed Score Benchmark65 and Instruc/Ind on Third Gr. Passage Comprehension 5-6, Fluency 2
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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.

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Preparing for the District Assessment Day

• For First Grade

• For Grades 1-3

• 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. Dont
  worry! Youll gain fluency as the testing
  continues.

• 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.

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Beyond Assessment Day Using Information from
PALS to Guide Whole Group/Small Group/Individual
Instruction

• PALS Data can be used to help
• 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

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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.