ED 118 303 AUTHOR TITLE INSTITUTION SPONS AGENCY NOTE DOCUMENT RESUME 32 RC.008 977 Scott, Norval C., Jr. Zip Test: Examiner's Manual. Butte Cbunty Superintendent of Schools, Oioville, Calif.; California State Dept. of Education, Sadramento. Div. of C.ompnsatory Education. Bureau of Elementary and Secondary Education (DHEW/OE) , Washington, D.C. Div. of Compensatory Education. 29p.; For related document, see ED 081 846; one page of tabular material is of marginal legibility EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage DESCRIPTORS Achievement Tests; *DiagnostictTests; Elementary School Mathematics; *Elementarf`School Students; *Grouping (Instructional Purposes); *Language a Fluency; Language Tests; Manuals; *Migrant Child Education; Reading Diagnosis ;. Reading Level; Test Reliability; Test Validity IDENTIFIERS ,*Zip Ttst ABSTRACT Purpose of the Zip Test is to locate the instructional level at which a child can effectively use, a mathematics book and a reader and to indicate his ability to conceptualise verbally in English. Designed to determine quickly and with reasonable accuracy the grade placement of a migrant child in reading and math and to assess his English language. faciliiy, the test facilitates the migrant'" rapid placement into a productive learning situation upon his arrival at school and N eliminates 'vital periods of "sterile exposure" to learning situations in which he cannot "respond. The= test is divided into 3 sections: , Language Facility, Reading, and Math. This examiner's manual presents the directions for administering each section of the Zip.Test. Most of the directions are in English and Spanish. Zip Tips are 4iven to indicate timesaving shortcuts and helpful hints. The manual'also includes directions tor: (1) administering math worksheets, (2) scoring the test, and (3) transferring scores from a tab sh*et to a locator form. The assessment of the reliability and validity of the Math and Reading sections is discussed. (NQ) ********************************************************************** Documents acquired by ERIC include many informal unpublished 40 * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this 'n-t:fects the quality. * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC ,Document Reproduction Service (EDRS). EDRS is not ,* * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. r * ***********************************************************************
29
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ED 118 303
AUTHORTITLEINSTITUTION
SPONS AGENCY
NOTE
DOCUMENT RESUME
32 RC.008 977
Scott, Norval C., Jr.Zip Test: Examiner's Manual.Butte Cbunty Superintendent of Schools, Oioville,Calif.; California State Dept. of Education,Sadramento. Div. of C.ompnsatory Education.Bureau of Elementary and Secondary Education(DHEW/OE) , Washington, D.C. Div. of CompensatoryEducation.29p.; For related document, see ED 081 846; one pageof tabular material is of marginal legibility
EDRS PRICE MF-$0.83 HC-$2.06 Plus PostageDESCRIPTORS Achievement Tests; *DiagnostictTests; Elementary
School Mathematics; *Elementarf`School Students;*Grouping (Instructional Purposes); *Language a
Fluency; Language Tests; Manuals; *Migrant ChildEducation; Reading Diagnosis ;. Reading Level; TestReliability; Test Validity
IDENTIFIERS ,*Zip Ttst
ABSTRACTPurpose of the Zip Test is to locate the
instructional level at which a child can effectively use, amathematics book and a reader and to indicate his ability toconceptualise verbally in English. Designed to determine quickly andwith reasonable accuracy the grade placement of a migrant child inreading and math and to assess his English language. faciliiy, thetest facilitates the migrant'" rapid placement into aproductive learning situation upon his arrival at school and
N eliminates 'vital periods of "sterile exposure" to learning situationsin which he cannot "respond. The= test is divided into 3 sections: ,
Language Facility, Reading, and Math. This examiner's manual presentsthe directions for administering each section of the Zip.Test. Mostof the directions are in English and Spanish. Zip Tips are 4iven toindicate timesaving shortcuts and helpful hints. The manual'alsoincludes directions tor: (1) administering math worksheets, (2)
scoring the test, and (3) transferring scores from a tab sh*et to alocator form. The assessment of the reliability and validity of theMath and Reading sections is discussed. (NQ)
**********************************************************************Documents acquired by ERIC include many informal unpublished 40
* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this 'n-t:fects the quality. ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC ,Document Reproduction Service (EDRS). EDRS is not ,** responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original. r ************************************************************************
tS.
14*%`
EGION II. orrics OF,14IGRAIIT EV.I'R CAtION
tA,
..t...)
ti. Component of the California Flan
'I< for the Education of Migrant Children
California State Department of EducationOffice of Consatory Education
Euteau of Cossetxxity Serie** ,and Migrant Education/k - Title i - F. L. 89450
....
U.S. DEPARTMENTOF HEALTH.
EDUCATION & WELFARENATIONAL INSTITUTE 011
EDUCATIONTHIS DOCUANT H
BEEN 'REPRO-DUCED EXACTLYRECEIVED FROMTHE PERSON OR
GANIZATIONATING IT. POINS OF VIEW OR
OPINIONSSTATED DO NOTNECESSARILY REPRE-SENT,OFFIQIAL NATIQNAL
INSTITUTE OFEDUCATIQN POITISIN OR POLICY
ZIF TEST
EXAMINFRIS MANUAL
4
2
6
-EXAMINER'S MANUAL
for
ZIP TEST,
Developed by Project EDXNNA Supplementary Educational Center which serves
Monterey, San Benito, Santa Cruz.Counties, California,
NorVal C. Scott,.Jr.
Program Associate
Published byButte County Office of EducationThomas E. Evans, Superintendent
In Cooperation with b'
CaliforniaState Department of Education
.Office of Compensatory Education
Bureau of Community Servides and Migrant EducationESEA - Title ;,,- P. L. 89-750
The material contained herein was performed pursuant to a grant from the
United States Office of Education, Department, of Health, Education, and
Welfare, and funded through Title I and Title ItI of the Elementary and
SecondarY Education At of 1965 (P. L. 89-10).
TABLE OF CONTENTS
'Page
ACKNOWLEDGMENTS ii
FOREWORD i 111
GENERAL DIRECTIONS
LANGUAGE FACILITY SECTION 2
READING SECTION
Part A - Word Recognition . .4
Part B -'Reading Comprehension 5
Part C Word Opposites 9
MATH SECTION 10
TRANSFERRING FROM TAB SHEET TO LOCATOR FORM 12
TABLE FOR MATH OPERA ION LEVELS 13
RELIABILITY AND VALIDITY 15
SAMPLE TAB SHEET
'SAMPLE LOCATOR FORM
ACKNOWLEDGEMENTS
We are grateful to many persons for their helpful suggestions and
0.1
assistance in the development of the Zip Test. The teachers,
teaching-aides, and administrators in the Central Salinas Valley
of Monterey County are to be commended for their part in the
first stage of the teat's development.
A vital part was played by the educational personnel of Merced,
San Joaquin, and Butte CoUnties during the second stage of the
instrument's field testing. Many thanks are.due the curriculum
'coordinators, teachers, teaching-aides, school secretaries, Mini-
Corpsmen and adlinistrators who were involved in this phase of the
operation.
We extend our thanks to Dr. Norval C. Scott, who directed the devel-
opment and field testing of the Zip Tett.
Finally, we are most grateful,to the many migrant children who were
involved in the various phases of the development. Their response
to the added attention which the test provided them was.heart-warming.
'5
FOREWORD
The Zip Test was developed .in response to a survey taken'in the
Central Salinas Valley of Monterey County, California, which indi-
cated a pressing need for an instrument that could be administered
by any available competent adult.
with reasonable accuracy the grade
It must determifie quiCkly and
placement of a migrant child
in reading and math and assess his English language facility.
The purpose of the test is to loCate the instructional level at
which a,child can effectiVely use aemathematics book and a'reader,
and to indicate his ability to conceptualize vereilly in the English
Language. This test should not'be usedfor chrOnological grade
placement. The test facilitates the migrant child's rapid place-
ment into a'productive learning situation upon his arrival at
school and eliminates vital periods of sterile exposure to learn-
ing situations in which he cannot respond.
a.
O
1.
ZIP TEST
INSTRUCTIONS AND SCORING MANUAL.
This test is divided into three sections: Language Facility, Reading and Math.
.
GENERAL DIRECTIONS
Before you begtn, make the student feel at ease as much as possible. All direc- .
tions to be read by the tester are in CAPITAL LETTERS and ENCLOSED IN BOXES inthis manual.
The test can be given more quickly and accurately if the tester4bllows theZIP TIPS. Look for them--they will indicate timesaving shortcuts and helpfulhints.
Always administer the Languageand the Math Section last.
Most directions are Englishchild understands little or no
Facility Stction first,the Reading Section next,
and in Spinigh. Use the suggested Spanish if theEnglish.
Getting Acquainted416
Before you begin, place the child's name and other necessary information at thetop of the TAB SHEET, LOCATOR FORM, and MATH WORKSHEETS. Use the Short Formof the MATH WORKSHEETS for 6 and 7 year olds ONLY.
Below is a sample dialogue for getting acquainted.
SAY: HI! HOW ARE YOU? PLEASE SIT:DOWN.MY NAME Is . WHAT IS YOUR NAME? . HOW OLD ARE YOU? I
DON'T SPEAK SPANISH VERY WELL, BUT IF YOU HELP ME WITH MY SPANISH, WILLHELP YOU WITH YOUR ENGLISH. O.K.? FIRST, I WOULD LIKE TO TELL YOU WHY YOUARE HERE.
WE HAVE A TEST TO HELP YOU IN SCHOOL. DO THE BEST YOU CAN. REMEMBER. THEREIS NO RUSH, SO TAKE YOUR TIME.
HI! ic6mo ESTAS? ;SIINTATE1YO ME LLAMO . iC6m0 TE LLAMAS TU? . eCUANTOS ANOS TIENES?NO HABLO ESA-MrMY BIEN, PERO SI TU ME AYUOAS CON EL ESPARbL, YO TE AYUDOCON EL INGLIS. iBUENO? isAgs PORQUt TE LLAMAMOS?
NOSOTROS TENEMOS UN EXAMEN QUE 7E AYUDAdEN LA ESCUELA. .QUIERES AYUDARNOS? HABER QUE TAMBIEN PUEDES CONTESTAR. NO NECESITAS APRESURARTE (APURARTE).TOMA TU TIEMPO.
Begin the Language Facility Section.: Turn to page 1 of the ZIP TEST.
7
LANGUAGE -FACILIIY SECTION
In this section the child is presented with pictures of everyday objects andscenes in order to determine hit English Language Facility. This section isNOT a test of perception. Instead, it is meant to measure the child's abilityto conceptualizin the English Language. Therefore, AVOID asking the childquestions like "What do you see in this picture ?" See-7621P TIP that follows.
z-z-z-z-z-z-z-z-z-i-z-z-z-z-z-z-z-z-z-z-z-z-z-z-i-z-z-z-z-z-z-z-z-z-z-z-z-z-z-z-z-zZ Z
ZZIP TIP! The tester is to encourage the child, when he pausls, by stating: Z
, Z
IS THERE ANYTHING ELSE? QUE QUIERES DECIR?
zZ
Z
Z
orZ
Z TELL ME MORE, IF YOU WISH.Z
ZZ
HABER QUE MAS ME QUIERES OECIR.
or
Z YOU ARE DOING FINE, KEEP'GOING. VAS MUY BIEN, SIGUELE (CONTINUA).
Z
Z These remarks usually are sufficient.to encourage a child to make his maximum Z
Z response. Any more help than this will cause the results to vary. Z
z zZ-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z,Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z1Z-Z-Z-Z-Z
Z
Z
Z
Z
Z
Z
Z
z
DIRECTIONS FOR ADMINISTERING:
Call the child's attention to the pictures on page one..
SAY: TELL ME, IN ENGLISH, ALL THAT YOU CAN ABOUT EACH PICTURE WHEN I POINT TOIT.
rDIME, EN.INGLeS, T000 LO QUE PUEDAS DEL RETRATO QUE TE ENSENO.
LISTO? COMENZAHOS!
Record'the results for this page on the ZIP TAB SHEET. See the scoring Sectionthat follows.
Now turn to page 2 of the ZIP TEST.
Repeat the same instructions given for page 1, above.
Record these scores on the TAB SHEET.
8
3
DIRECTIONS FOR SCORING ON TAB SHEET:
For every response a child makes, circle a score number (See scoring key below)on the ZIP TAB SHEET for the picture being observed on that page.
Example:
4
Page 1
Picture
a.
b
d
Res. e Number
0 1 2,00 5
o .1 2 0 4 5
0 1 2 0 4 5
0 1 2 12) 4 5
Page 1 total = 13
Z-Z-Z-Z-Z-ZZZ
Z ZIP TIP: The child will often make more than 1 response to a picture (Note Z
Z the and 4 circled 16r picture "a" above). To find each page total, add Z
Z ONLY the highest number from each of the four pictures.
Scoring Key
0 point for no response for a picture
1 point for single words; e.g., "key" or-"boy" or "flower"
2 points for short phrases; e.g., "man working" or "boy running" or "the flower"
3 points for short sentences; e.g., "It's a flower." or "The boy is walking."
4 points for uninterrupted, longer sentences; e.g., "The boy is running up"the
hill." or "The boy is sitting'at the table."
5 points ror an uninterrupted, multiphrased sentence; e.g., "The chair is brokenand it is in the corner." or "The man is digging the ground with his shoveland the sun is smiling."
The directions for transferring the scores from the TAB SHEET to the zie LOCATOR-FORM are on page 12 of this manual.
Turn to the READING SECTION of this manual.
Turn to page 3 of the ZIP TEST.
9
READING SECTION
Part A--Word Recognition
DIRECTIONS: FOR ADMINISTERING:
SAY: PLEASE. READ THE WORDS ON EACH LINE UNTIL I SAY "STOP," 0.K?5
POR FAVOR LEE LAS PALABRAS EN CADA LINEA, HASTA YO TE DIGA "PARA." .BUENO?
Let the child read words until he misses 2 (or more) per line.
Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-ZZ Z
Z ZIP TIP: Start older children near the bottom of the page; younger ones at ZZ TWW). Do not help.the child pronounce the words.
As the child reads, place a tally (1) for each correct response and a minus (-)for each incorrect response on the line indicated on the TAB SHEET under WordRecognition. See example below.
PP3 for t$4.1.
4E) big 114411
1 call--1-1
Circle the highest book level which has five tallies. Below line 1, allow oneerror per line in order for the child to continue reading.
See page 12 of this manual for directions to transfer the scores from the TABSHEET to the LOCATOR FORM.
)Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z:iz Z
Z ZIP TIP: Skip the Reading Comprehention Section (Page' 4 of the ZIP TEST). Z
chilcr(1) has been low in Language Facility (a grand total of 20 Z
Z Or-less) and (2) yet has reed most of the Word Recognition List succesifari.Z
Z The Ealprehension Section is especially made for children who learned to readZ
.Z English words in Mexico, yet do not comprehend what they are reading.
Now, turn to page 5 of the ZIP TEST, Word Opposites, part C, if the child hassuccessfully road the five words on the bottom line of page 3. Otherwise, go
directly to the MATH SECTION of-this manual.
10
OMIT THIS PAGE -- UNLESS SPECIAL CONDITIONS APPLY
PART B--READING COMPREHENSION
Turn to page 4 of the ZIP TEST.Read the ZIP TIP at the end/of the Word Recognition Section of this_ manualbefore proceeding.
DIRECTIONS FOR ADMIkISTERING:.
Start the child on the story that is at the child'i'highes't Word Recognitionlevel. The child may referto the story while he is being questioned.
Z - .
Z ZIP TIPt
Z Going Forward: If the and answers 4 of 5 questions correctly in the first ZZ story he reads, continue with the story at the next highest level. Continue.ZZ until he fails to get 4 of 5 questions .correct.Z
Z Going Backward: Should the child fail to answer 4 of 5 questions correctly Z
Z in the first story he Yeads, back down to the next lower level and try this Z
Z story. Continue until he correctly answers 4 ot 5 questions.Z Z
Note: If a child is stuck on a word, tell him to go right on. It is impoitant=that he receive no help with any words, except the names of people.
DIRECTIONS FOR SCORING ON TABr SHEET:
Place a plus CO for positive responses, a minus (-) for negative responses onthe appropriate lines on the TAB SHEET. Circle thghighest level in which thechild answered 4 of 5 que;tiofis correctly. DirectiZIns for transferrilo this,score to the ZIP LOCATOR FORM are on page 12 of this manual.
STORY A
READ THIS STORY OUT LOUD. IT IS ABQUT TWO BOYS,JUAN AND ROBERTO. THENI SHALL ASK YOU SOME QUESTIONS ABOUT THE STORY.
BookLevel
pP3
1. Q. What did Juan want to do?A. Play*
2. Q. What did Roberto have?A. A toy.
3. Q. What color was the toy?A. Blue
4. Q. What color was the house?A. Green
5. Q. Where were the boys going to play?A. At the house.
*Answers are approximate.
i1
4STORY B
READ THIS STORY OUT LOUD. IT IS ABOUT A GIRL NAMED MARIA.' THEN I SHALLASK YOU SOME QUESTIONS ABOUT THE STORY.
Q. What was Father going to do?
A. Paint.
2. Q. Who wanted to help Father?
A. Maria.
Book 3. Q. What was the new color of the truck?
Level
P
STORY C
A. Yellow.
Q. What did Maria say about the new color?
A. It was a good color.
Q. What did, Father say about the tcyck?
A. It would go fast to the-store.
Ri4)THIS STORY OUT LOUD. IT IS ABOUT LETTUCE. THEN I SHALL ASK YOU SOME
QUESTIONS ABOUT THE STORY.407-
4
BookLevel
1
Q. What did the woman see?
- A. Lettuce.
2. Q. Where was the lettuce?
A. On a farm.
Q. Why did the woman want the lettuce?
A. For a picnic.
Q. What did, the men do?
A. Gave her some lettuce.
5. Q. What did the women do with the lettuce?
A. Put it in a basket..
12
'READ THIS STORY OUT:LOUD. IT IS ABOUT-JOSE AND MARIA.' THEN I SHALL -ASKYOU SOMEAUESTIONS,ABOUT THE STORY.
Where did Jose live?
Oh a farm.
Who worked in the field?
A. Jose.
Book 3. Q. What did. Jose's sister dotLevel
k .
21
A. Milked the cows,
4. A. What did Jose *do wheh he was done. working?
A. Played near the fence.
Q. Where did the family g
A. To town.
t-7 t
READ THIS STOO OUT LOUD. IT.IS ABOPT.A:SQUIRREL WHO WAS HOOT: THEN ISHALL ASK YOU SOME *QUES11ON$:
Q. WhereAtid the squirrel liVe?
A.. In agree.
. Q. Why did,he climb down the tree?
A. To look for nuts.
Q. What happened first when -he reached the ground?
A. A dog, barked. at hfM.
Q. What did the'Squirrel think?
A. TheA0g, was aft6tylim.
Q. AY did the squirrel have an empty mouth?
A. The squirre as scared and went back'up beforehe had time o. get any nuts.
13
STORY F
READ THIS STORY OUT LOUD. IT IS ABOUT A BOY NAMED ERNEST WHO LIKED TO PLAYBASEBALL.
Book"
Level
31
Did Ernest see all the ball. game?
A.
2. Q. Whai did Ernest want to do the next time the boys. plard: baseball?
A. Play too.
Q. What did he remember that he had to do?
A. Carry wood.
Q. When did he have to bring in the wood?
A. Early, (or)% tomorrow.
Q. After Ernest finished working,- what could be do?
A. Play baseball.
oee Part C- -Word Opp° ftes
Turn to page 5 of the ZIP TEST.
'DIRECTIONS FOR ADMINISTRAMON:
Next to each number is a word. The child's task is to point to, (or*say) theword on the same line that is the opposite, or nearly the opposite of thatword. 'The examiner must give no help to the child either with the pronunciationof a word or by way of encouragement. MAINTAIN A NEUTRAL tOMPOSURE.
from 32 to 7 , a minimum of 7 correct is necessary to proceed to the next level.,At level 7+, the child must get 3, or more correct.
e, .
Work the example at the top of page 5 firit, making sure the child understands'the iiea: .e
SAY: FIND THE WORD ON EACH LINE THAT MEANS THE OPPOSITE, OR NEARLY THEOPPOSITE, AND POINT TO IT.
DIRECTIONS FOR SCORING:
Place a plus ( +) on the TAB SHEET for positive responses, a minus-(-) for nega-tive responses. Circle the highest level in which the child answered 7 or morecorrectly.
Z
Z
Z
ZIP TIP: Cover the rows beneath the one on which the child is working with Z
a sheet of blank paper.
32 4 51. east -west 1. north -south 1. smoothly -roughly
2.
3.
easy -hard.
gentle -wild. 6
2. clever - stupid.
hollow -full
2. perfect -wrong
3. succeed -fail
4. part -whole 4. fastened -loose 4. wisdom -nonsense
5. meat -vegetables 5. inch -mile ....5. rising -sinking
Pages 8, 9, and 10 of the ZIP TEST are for younger children4ages 6 or 7.
DIRECTIONS FOR ADMINISTRATION TO YOUNGER CHILDREN:
TUrn to pages 8-9 of the ZIP TEST.
SAY: THESE OBJECTS ON BOTH PAGES ARE IN GROUPS. I WILL POINT. TO ONE GROUP.YOU POINT TO. ANOTHER GROUP THAT HAS THE. SAME NUMBER IN IT AS MINE. REMEMBER,THE GROUPS ARE ON BOTH PAGES.
.
Use the Spanish Section below if the child does not understand EngliSh.
SAY: LAS COSAS EN ESTAS DOS PAGINAS ESTAN EN GRUPOS. CUANDO YO TE ENSENE.UN GRUPO: QUIERO QUE TU BUSQUES QTRO.GRUPO WE TENGA EL MISMO NUMERO OE OBJETOS(CMS). ACaRDATE, LOS GRUPOS ESTAN EN LAS DOS PAGINAS.
. Don't hesitate to ad lib if the child does not understand what he must do afteryou have read the instructions.
Turn to page 10 of the ZIP- TEST.
SAY: POINT TO 2. -APUNTA AL NUMERO DOS (2).
Repeat for 5, 8, 3, 9, 4, 6.
DIRECTIONS FOR SCORING RESULTS OF PAGES 8-14:
if the child succeeds in identifying the groups on pages 8-9, place a check'on the TAB SHEET next to "knows sets."
If the'child correctly identifies the numerals on page 10, place a.check onthe TAB SHEET next to "knows numerals." .
Now, give the child who knows his sets and numerals a copy of the Math Work.sheets, Short Form. The child who does not know his sets or numerals isfinished with the test at this point.
16
DIRECTIONS FOR ADMINISTERING MATH WORKSHEETS:
Give the child his,MATH WORKSHEETS (younger children will getolder children the LONG FORM).
11
SHORT FORM,
Start the child at the level suggested for his age ON THE TA; f THAT FOLLOWS.(See, page-13.of this manual).
SAY: WORK THE PROBLEMS IN THIS ROW UNTIL I TELL YOU TO STOP.
If the child fails on the suggested row, back up to a, row in which he can'succeed.
Z
Z. ZIP TIP:Z Z
Z Most children can tell you if they are able to work the problems in a Z
Z particular row.Z
Z Watch him-as he works. If he,works fast,/ and accurately, lit him da'onty Z
Z one or two problemt in a row. STOP him and GO to the next row. Continue. ZZ" until he shows he cannot do the problemS'6rrectty. Proceed to the next Z
Z section at-the suggested level. '.'14 Z
DIRECTIONS FOR SCORING:
The highest level in each section at which the child demonstrates that heunderstands the process being tested is his level to record on the"TABSHEET. Place the grade designations on the TAB SHEET to indicate the child'smath levels.
Directions for transferring the scores from the TAB SHEET to the LOCATORFORM are on page 12 of this manual.
Z Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z-Z .-.---
Z Z
Z ZIP TIP: It is common for the Child to be placed at one level for additionZZ TRU-W3ther for subtraction. Z,
TRANSFERRING FROM THE TAB SHEET TO THE LOCATOR FORM
The LOCATOR -FORM is made to follow the child to the classroom for the teacher's
information. .
LANGUAGE FACILITY SECTION:4
CIRCLE the numbers on the LOCATOR FORM that are the closest to the child'sGRAND TOTAL-of Pages 1 and 2.
READING SECTIONS:
A. Word Recognition--Transfer the circled score from the TAB SHEET tothe LOCATOR FORM. It is NOT necessary to transfer Word RecognitionScores of children who successfully progress to WORD OPPOSITES or whomust read stories in the Readirig Comprehension Section.
NOTE: If the child can read no words on the top line, mark RR on theLOCATOR FORM next to Word Recognition. If the child can readonly 4 words, or less on the top line, mark PP on the. LOCATOR
VONISM
FORM next to Word Recognitfon.
B. Reading Comprehension--transfer the circled score-to the ReadingComprehension Section on the LOCATOR FORM. Otherwise, leave blank.
Word Opposites--Transfer the circled score to the Word OppositesSection on the., LOCATOR PORM,.
MATH SECTION:
Transfer the grade lev el designation for each section indicated for the child.Children ages 6-7 will usually have only Addition and Subtraction levels to
indicate. Older children, ages 8 on up, will usually have these two plusMultiplication, Division and Fraction levels.
If the child does not know his sets or numerals, place a check above the linenext to Math Readiness on the LOCATOR FORM.
If a child knows his sets and numerals, yet cannot successfully work in Row Ain Addition-7Tow A in Subtraction, place aaiR in level 1 for Addition on
the LOCATOR FORM.
18
Operation
AdditionA. Adds 2 numbers, sums to10
B. Adds 2 numbers, sums to 19
C. Adds 2 digit to 1 digit numeralsno carrying
Table for Operation Levels
jAnSyieq. in_pr4Or
,14
. Column addition, no carrying
E. Adds 2 rilgtts to 2 digitnumerals, no carrying
F.' Adds, 1 digit addend, carryingto 10's
. Adds,'2 digitto 10's'
H. Adds, 2 digitto 100's
I. Adds, 3 digitto 10's
J. Adds, 3 digitto 100's
ubtraCton.17 A. Subtracts,
'-°41* B. Subtracts,
addend, carrying
addend, carrying
addend, carrying
addend, carrying
numbers
numbers
C. Subtracts, 1 digit2 digit number, no
O. Subtracts, 2 digit2 digit number, no
E. Subtracts, 1 digitborrowing to 10's
to 10
to 19
number fromborrowing
number fromborrowing
subtrahend
F. Subtracts, 2 digit subtrahend,2 digit minuend, borrowing to 10's
G. Subtracts, 2 digit subtrahend,_borrowing to 10's
H. Subtracts, 3 digit Subtrahend,3 digit minuend, borrowing. to 10's,.
I. Subtract3
digit minuend, borrowing tcoll
Subtracts, 3 digit subtrahend
100's
19-
3, 5,'8, 6,'9
10, 13i 17, 18, 19
28, 37, 79: 88
19,'.19
79, 99P'
60, 72 87
132, 112, 161
,501, 401
761, 752
1222, 1501, 1122..
3, 2, 2, 7. 4
13, 11, 15
43, 23, 62
52, 13, 37
73, 59, 26
8, 29, 53
424, 318
424., 117
89, 356, i68
13
Book
letel
1
'2
4
2
Operation
Multiplication
...Table for Operation Levels (cont.)
Answers, in order
*A. Utiplication facts, throuohMake 5I's*"
"sureolder B. Multiplicat ion'facts, through'children 9'stry atleast C. Multiplies, 2 digits by 1one digit multi pliermulti-plication D'. Multiplies, 2 digits by'2and ore digit multi plinrdivisionproblem E. Multiplies, 3 Jigits by 2
'digit multi plier
P. Multiplies, 3 digits by 2*digits, with decimals