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Literacy Assessment Support PALS 1-3 Phonological Awareness Literacy Screening

Literacy Assessment Support PALS 1-3 Phonological Awareness Literacy Screening

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Literacy Assessment Support PALS 1-3 Phonological Awareness Literacy Screening

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  1. Literacy Assessment SupportPALS 1-3 Phonological Awareness Literacy Screening Adams 12 Five Star Schools PALS 1-3 Protocol Refresher DLT 3/11/2014 Update

  2. Online Learning: Support for Grades 1-3 Literacy Assessment Purpose: 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 • 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

  3. 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 district’s literacy website). • Materials needed from your PALS Kit: • Administration and Scoring Guide (Form B) • Assessment Training CD-ROM Let’s get started!

  4. 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.

  5. 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

  6. 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.)

  7. 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.

  8. 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.

  9. 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.

  10. 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

  11. 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 5:00 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.

  12. 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.

  13. 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.

  14. 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 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.

  15. 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.

  16. Level A: Oral Reading in Context:Determining the Oral Reading PassageA student’s score on the word list determines the starting point in the oral reading passages:

  17. 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.

  18. 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 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.

  19. 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 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). • 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.

  20. 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 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). • 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.

  21. 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 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). • 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.

  22. 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.)

  23. 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.

  24. 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.

  25. 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.

  26. What is grade level?

  27. 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.

  28. 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. Don’t worry! You’ll 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.

  29. 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

  30. 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.