PALS PreK Sample Teacher’s Manual - IO Education€¦ · 1 888-924-7257 PALS SampleTeacher’s Manual PreK-ARCIA)NVERNIZZIs!MIE3ULLIVANs*OANNE-EIERs,INDA3WANK Virginia Department

1

888-924-7257

PALS SampleTeacher’s

Manual

PreK

Virginia Department of Education

2

www.palsmarketplace.com3

888-924-7257

Rationale and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-6

Administration and Scoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Section I: Name Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9

Section II: Alphabet Knowledge

Part A: Upper-Case Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11

Part B: Lower-Case Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-13

Part C: Letter Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15

Section III: Beginning Sound Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17

Section IV: Print and Word Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19

Section V: Rhyme Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21

Section VI: Nursery Rhyme Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23

Table of Contents

Thank you for your interest in the Phonological Awareness Literacy Screening for Preschool (PALS-PreK). Within each PALS-PreK Teacher Set you will receive materials to screen 20 children in the Fall and 20 students in the Spring. This includes:

• Teacher’s Manual

• Child Packet (Print and Word Awareness Booklet, Beginning Sound Cards)

• 1 Fall and 1 Spring Class Summary Sheet

• 20 Fall/Spring Child Summary Sheets

Inside these pages you will find examples of the Teacher’s Manual, the Child Packet with booklets, the Child Summary Sheet and all the tasks associated with the PALS-PreK 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!

4


888-924-7257

CHAPTER ONE

Rationale and Overview

The Phonological Awareness Literacy Screening for Preschool

The emergent stage of reading

The tasks included in PALS-PreK

Introduction

Characteristics of Emergent Readers

PALS-PreK Overview

Phonological Awareness

Alphabet Knowledge

Print and Word Awareness

Name Writing

6

6


888-924-7257

7

PALS Pre-K provides an instructional Uses of PALS-PreK

Time Required

Administration Management

Assessment Procedures

CHAPTER TWO

Administration and Scoring

There is no time limit

We recommend that classroom teachers

Every teacher involved in the

Before the Assessment

8


888-924-7257

13

Administration Notes

Instructions

“I would like for you to draw a picture of yourself and then write your name. When you are finished, I’d like for you to show me your name.”

Scoring

Section I: Name Writing

Materials

Child Summary Sheet, p. 5 and 6

Figure 2.3 in Teacher’s Manual, page 14

Pencil for child

4 Name Writing

Teacher’s Manual Example

Section 1: Name Writing

14


This is my name

Figure 2.3 Name Writing Scoring and Samples

Name Writing Scoring Example

10


888-924-7257

1© 2003–2010 by the Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.

Upper-Case Alphabet Recognition

M G S IB X L QH W T RJ C O VP F D UA Y N ZK E

© 2004–2010 by �e Rector and �e Board of Visitors of the University of Virginia. All Rights Reserved.

Part B: Lower-Case Alphabet Recognition (administer only if 16 or more correct on Upper-Case Alphabet Recognition)

Fall/Spring Child Summary Sheet

Section I: Name Writing (Use pages 5 and 6)

Section II: Alphabet KnowledgePart A: Upper-Case Alphabet Recognition

General Observations and Comments


1

Child’s Name (First & Last)

Fall Assessment Date: Spring Assessment Date:

PreK

MBHJPAK

GXWC FYE

SL TODN

I QRVUZ

MBHJPAK

GXWC FYE

SL TODN

I QRVUZ

Upper-Case Score: (26 possible) Upper-Case Score:

(26 possible)

sbhjpak

grwc xye

mltodn

ifqvuz

sbhjpak

grwcxye

mltodn

ifqvuz

Lower-Case Score: (26 possible) Lower-Case Score:

(26 possible)

SpringFall

SpringFall

Phonological Awareness Literacy Screening

Section II: Alphabet Recognition, Part A: Upper-Case Alphabet

15Section II:Alphabet Knowledge

Part A: Upper-Case Alphabet Recognition

Materials

Child Packet: Upper-Case Alphabet Recognition page

Child Summary Sheet, p. 1

Upper-Case Alphabet Recognition Scoring Sample

Instructions

“I would like for you to point to each letter. As you point to the letter, tell me the name of that letter. If you come to a letter that you do not know, you may say ‘I don’t know’ and move to the next letter. Ready? Let’s begin…”

Scoring

4

Upper-Case Alphabet Recognition

MBHJPAK

GXWC FYE

SL TODN

I QRVUZ

Upper-Case Score: (26 possible)


Child Summary Sheet Example

Child Packet Example

12


888-924-7257

Section II: Alphabet Recognition, Part A: Lower-Case Alphabet

16

NOTE: Only children who correctly name 16 or more upper-case letters proceed to Part B: Lower-Case Alphabet Recognition.

Instructions

“Here are some more letters I want you to name. These are little letters, or lower-case letters. Point to that first letter. As you point to each letter please tell me the name of that letter. If you come to a letter that you do not know, you may say ‘I don’t know’ and move to the next letter. Ready? Let’s begin…”

Scoring

Part B: Lower-CaseAlphabetRecognition

Materials

Child Packet: Lower-Case Alphabet Recognition page


Lower-Case Alphabet Recognition Scoring Sample

Lower-Case Alphabet Recognition4

sbhjpak

grwc xye

mltodn

ifqvuz

Lower-Case Score: (26 possible)



Lower-Case Alphabet Recognition

s g m ib r l fh w t qj c o vp x d ua y n zk e



Part B: Lower-Case Alphabet Recognition (administer only if 16 or more correct on Upper-Case Alphabet Recognition)

Fall/Spring Child Summary Sheet

Section I: Name Writing (Use pages 5 and 6)

Section II: Alphabet KnowledgePart A: Upper-Case Alphabet Recognition



1

Child’s Name (First & Last)

Fall Assessment Date: Spring Assessment Date:

PreK

MBHJPAK

GXWC FYE

SL TODN

I QRVUZ

MBHJPAK

GXWC FYE

SL TODN

I QRVUZ

Upper-Case Score: (26 possible) Upper-Case Score:

(26 possible)

sbhjpak

grwc xye

mltodn

ifqvuz

sbhjpak

grwcxye

mltodn

ifqvuz

Lower-Case Score: (26 possible) Lower-Case Score:

(26 possible)

SpringFall

SpringFall

Phonological Awareness Literacy Screening


14


888-924-7257

Section II: Alphabet Recognition, Part C: Letter Sounds

17

NOTE: Only children who correctly name 9 or more lower-case letters proceed to Part C: Letter Sounds.

Instructions

“See these letters? I want you to tell me the sound the letter makes. Here’s an example: This is the letter ‘M.’ I would say /m/ because that is the sound the letter makes. Put your finger on the first 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?”

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

Scoring

Part C: Letter Sounds

Materials

Child Packet: Letter Sounds page


Letter Sounds Scoring Sample Pronunciation Guide

A as in apple

E as in etch

I as in igloo

O as in octopus

U as in umbrella

C as in cat

G as in gas

Y as in you

Letter Sounds4

Letter Sounds Score: (26 possible)

B

T

K

Z

E

Ch

S

O

Sh

L

D

R

J

V

C

Y

F

A

I

Th

G

W

H

P

U

N



Letter Sounds Practice MB S R F WT O J A HK Sh V I PZ L C Th UE D Y G NCh




B

T

K

Z

E

Ch

S

O

Sh

L

D

R

J

V

C

Y

F

A

I

Th

G

W

H

P

U

N


B

T

K

Z

E

Ch

S

O

Sh

L

D

R

J

V

C

Y

F

A

I

Th

G

W

H

P

U

N

Section III: Beginning Sound Awareness

Beginning Sound Score: (10 possible)

1. _______ milk 6. _______ sick

2. _______ ball 7. _______ meat

3. _______ six 8. _______ bear

4. _______ bird 9. _______ mop

5. _______ map 10. _______ sad


Part C: Letter Sounds (administer only if 9 or more correct on Lower-Case Alphabet Recognition)

4

Beginning Sound: /M/ /S/ /B/ Practice Items: man sock bag sink

1. _______ milk 6. _______ sick

2. _______ ball 7. _______ meat

3. _______ six 8. _______ bear

4. _______ bird 9. _______ mop

5. _______ map 10. _______ sad




2

Fall Spring

Fall Spring


16


888-924-7257


18 Section III: BeginningSound Awareness

Materials

Beginning Sound Awareness Picture Cards (located in back pocket of Child Packet)


Beginning Sound Awareness Scoring Sample

Administration NotesDo not administer Beginning Sound Awareness either directly before or after the Rhyme Awareness task.

Instructions

“That’s right, bird does begin with a ‘B.’ It starts with a /b/ sound.

Scoring

or the letter name

4 Beginning Sound Awareness


Please cut out picture cards ahead of time. Note that the kind of picture (practice or screening) is written

on the back of each picture card.

Please cut out picture cards ahead of time. Note that the kind of picture (practice or screening) is written

on the back of each picture card.

Beginning Sound AwarenessPreK Beginning Sound AwarenessPreK




B

T

K

Z

E

Ch

S

O

Sh

L

D

R

J

V

C

Y

F

A

I

Th

G

W

H

P

U

N


B

T

K

Z

E

Ch

S

O

Sh

L

D

R

J

V

C

Y

F

A

I

Th

G

W

H

P

U

N



1. _______ milk 6. _______ sick

2. _______ ball 7. _______ meat

3. _______ six 8. _______ bear

4. _______ bird 9. _______ mop

5. _______ map 10. _______ sad


Part C: Letter Sounds (administer only if 9 or more correct on Lower-Case Alphabet Recognition)

4


1. _______ milk 6. _______ sick

2. _______ ball 7. _______ meat

3. _______ six 8. _______ bear

4. _______ bird 9. _______ mop

5. _______ map 10. _______ sad




2

Fall Spring

Fall Spring


18 Section III: BeginningSound Awareness

Materials

Beginning Sound Awareness Picture Cards (located in back pocket of Child Packet)


Beginning Sound Awareness Scoring Sample

Administration NotesDo not administer Beginning Sound Awareness either directly before or after the Rhyme Awareness task.

Instructions

“That’s right, bird does begin with a ‘B.’ It starts with a /b/ sound.

Scoring

or the letter name

4 Beginning Sound Awareness

18


888-924-7257

4The little dog laughed to see such sport.

Section IV: Print and Word Awareness

24 Item 1Hey Diddle Diddle, “Let’s read this rhyming book together. I

want you to help me read it.”“Show me the name or the title of the book. Point to the name of the

book.” Hey Diddle Diddle

Item 2“The name or the title of this book is Hey Diddle Diddle.”

“There are three words in the title, Hey Diddle Diddle.” “One, two, three words.”

“Show me each word in the title. Point to each word in the title of this book just like I did.”

“Touch each word in the name of this book.”

Item 3“I see one little word and two long words in the name of this book.

Show me the little word. Point to the smallest word.” Hey

“Show me the whole word.”Hey.

Item 4 “Two of the words look just the same. Can you show me the two words

that are alike? Point to the two words that look the same.”

“Point to both words that are the same.”Diddle

Diddle.

Item 5

“I am going to read some pages of the book. Watch me point to each word as I read.”

page 1 page 2page 3

page 3. while looking at page 3 “Where do I start to read

on this page? Show me where I start to read.”The.

Print and Word Awareness Assessment Items


Hey Diddle Diddle


© 2004–2010 by �e Rector and �e Board of Visitors of the University of Virginia. All Rights Reserved. 3

Section IV: Print and Word Awareness4

Print and Word Awareness Score: (10 possible)

____ 1. points to the words in the title

____ 2. points to each of the three words in the title

____ 3. points to the word Hey

____ 4. points to both words, Diddle and Diddle

____ 5. points to word The

____ 6. left to right directionality

____ 7. moves finger along line of print

____ 8. identifies either letter, A or O

____ 9. each printed word matched 1-to-1 with each spoken word in order

____ 10. points to white space between The and End











Section V: Rhyme Awareness

Rhyme Awareness Score: (10 possible)

4



Fall Spring

Fall


+/-

+/- +/-

____ 1. mop top bike can

____ 2. sled kite bed fruit

____ 3. bee flag tree cup

____ 4. cake bell fruit snake

____ 5. moon spoon cat sock

____ 6. fox wall rain box

____ 7. man book can pig

____ 8. ring swing bed mop

____ 9. clock road pen sock

____ 10. rain bell train box


Spring

+/-____ 1. mop top bike can











20


888-924-7257


Administration NotesDo not administer Rhyme Awareness either directly before or after the Beginning Sound Awareness task.

Instructionspractice

assessment

Scoring

26 Section V: Rhyme Awareness

Materials

Child Packet: Rhyme Awareness


Rhyme AwarenessScoring Sample

4 Rhyme Awareness


mop top

sled bed

bee flag tree

cake snake

moon spoon

fox box

man can pig

ring swing

clock sock

rain train



Rhyme Awareness Practice Item 2



Section IV: Print and Word Awareness4
























4



Fall Spring

Fall


+/-

+/- +/-

____ 1. mop top bike can











Spring

+/-____ 1. mop top bike can












Rhyme Awareness Item 3


Rhyme Awareness Item 4

22


888-924-7257

Section VI: Nursery Rhyme Awareness


Materials

Teacher’s Manual


Nursery Rhyme Awareness Scoring Sample

30


only

Instructions

Scoring

4 Nursery Rhyme Awareness

Nursery Rhyme Awareness Score: (10 possible)

hill

crown

go

are

sky

candlestick

rocks

full

lane

ground



Section VI: Nursery Rhyme Awareness4


____ 1. went up the hill

____ 2. broke his crown

____ 3. the lamb was sure to go

____ 4. how I wonder what you are

____ 5. like a diamond in the sky

____ 6. Jack jump over the candlestick

____ 7. climbed on the rocks

____ 8. three bags full

____ 9. who lives down the lane

____ 10. touch the ground


Fall Spring



Fall Spring

+/-____ 1. went up the hill

____ 2. broke his crown

____ 3. the lamb was sure to go

____ 4. how I wonder what you are

____ 5. like a diamond in the sky

____ 6. Jack jump over the candlestick

____ 7. climbed on the rocks

____ 8. three bags full

____ 9. who lives down the lane

____ 10. touch the ground

+/-



Materials

Teacher’s Manual


Nursery Rhyme Awareness Scoring Sample

30


only

Instructions

Scoring

4 Nursery Rhyme Awareness


hill

crown

go

are

sky

candlestick

rocks

full

lane

ground

PALS PreK Sample Teacher’s Manual - IO Education€¦ · 1 888-924-7257 PALS SampleTeacher’s Manual PreK-ARCIA)NVERNIZZIs!MIE3ULLIVANs*OANNE-EIERs,INDA3WANK Virginia Department

Documents