Product Sample

Transcription

Product Sample

PALS PreK
Teacher’s
Sample
Manual
-ARCIA)NVERNIZZIs!MIE3ULLIVANs*OANNE-EIERs,INDA3WANK
Virginia Department of Education
888-924-7257
5NIVERSITYOF6IRGINIAs#URRY3CHOOLOF%DUCATION
1
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:
Rationale and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-6
Administration and Scoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Section I: Name Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-9
Section II: Alphabet Knowledge
• 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
Part A: Upper-Case Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10-11
Part B: Lower-Case Alphabet Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-13
Part C: Letter Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14-15
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 PALSPreK assessment.
Section III: Beginning Sound Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17
Section IV: Print and Word Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Section V: Rhyme Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20-21
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.
Section VI: Nursery Rhyme Awareness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22-23
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!
2
www.palsmarketplace.com
888-924-7257
3
CHAPTER ONE
Rationale and Overview
4
6
The Phonological Awareness Literacy Screening for Preschool 0!,30RE+
ISAMEASUREOFYOUNGCHILDRENSKNOWLEDGEOFIMPORTANTEMERGENTLITERACY
FUNDAMENTALSINCLUDINGNAMEWRITINGALPHABETKNOWLEDGEBEGINNINGSOUND
AWARENESSPRINTANDWORDAWARENESSRHYMEAWARENESSANDNURSERYRHYME
AWARENESS0!,30RE+PROVIDESASTRAIGHTFORWARDMEANSOFEVALUATINGACHILDS
EMERGINGKNOWLEDGEINTHESELITERACYAREASANDSUGGESTSPROACTIVEEMERGENT
LITERACYINSTRUCTIONTHATWILLHELPTHEMLEARNMOREABOUTTHEESSENTIALELEMENTS
CRUCIALFORLATERLITERACYSUCCESS"LOODGOOD-ORRIS3NOW"URNS
'RIFlN7HITEHURST,ONIGAN)NTHISCHAPTERWEDISCUSSTHE
CHARACTERISTICSOFEMERGENTREADERSAND0!,30RE+ASITRELATESTOEARLYLITERACY
DEVELOPMENT,ATERCHAPTERSINTHISMANUALPROVIDEDESCRIPTIONSOFATHE
ADMINISTRATIONANDSCORINGOF0!,30RE+BTHEWAYSINWHICHRESULTSOF
0!,30RE+CANBEINTERPRETEDCBESTPRACTICESFORPRESCHOOLEMERGENTLITERACY
INSTRUCTIONANDDTHEMANNERINWHICHTHEVALIDITYANDRELIABILITYOFTHE
MEASURESWEREESTABLISHED
Introduction
The emergent stage of readingDEVELOPMENTISATIMEWHENCHILDRENLEARNAND
EXPERIMENTWITHTHEFORMSANDFUNCTIONSOFPRINT%MERGENTREADERSSHARESEVER
ALCHARACTERISTICS/NEISTHATTHEYhPRETENDREADvDURINGWHICHTHEYPARAPHRASE
ORRETELLSTORIESTHEYHAVEHEARDOVERANDOVERAGAINBYVERBALIZINGASTORYWHILE
TURNINGTHEPAGESOFAFAMILIARBOOK*USTICE+ADERAVEK3ULZBY!
SECONDCHARACTERISTICISTHATTHEYOFTENENGAGEINhPRETENDWRITINGv&ERRERIO
4EBEROSKY3ULZBY4HISWRITINGOFTENBEGINSWITHPICTURESANDTHEN
THESEPICTURESBECOMELABELEDWITHLETTERSSYMBOLSORACOMBINATIONOFTHETWO
4EMPLE.ATHAN4EMPLEAND"URRIS4HESEBEHAVIORSCANANDSHOULDBE
ENCOURAGEDINTHEPRESCHOOLSETTINGEVENIFTHEYDONOTOCCURSPONTANEOUSLY4HE
LITERACYDEVELOPMENTOFEMERGENTREADERSCANBEENHANCEDTHROUGHAPPROPRIATE
CLASSROOMACTIVITIES3UCHACTIVITIESFOCUSONDEVELOPINGCHILDRENSORALLANGUAGE
ENCOURAGINGTHEMTOTALKABOUTBOOKSANDPERSONALEXPERIENCESANDFOSTERINGA
SENSEOFSTORYTHROUGHBOOKREADINGANDPRETENDWRITING#ATTS&EY:HANG
4OMBLIN.EUMAN#HILDRENARENEVERTOOYOUNGTOLEARNABOUT
BOOKSANDPRINTTOLEARNTHELETTERSOFTHEALPHABETORTOBECOMEAWAREOFTHE
SOUNDSOFLANGUAGE.ATIONAL2EADING0ANEL
Characteristics of
Emergent Readers
The tasks included in PALS-PreKAREDESIGNEDTOBEDEVELOPMENTALLY
APPROPRIATEFORFOURYEAROLDCHILDRENANDPROVIDETEACHERSWITHIMPORTANT
INFORMATIONTOHELPGUIDEINSTRUCTION0!,30RE+ASSESSESEMERGENTPHONOLOGI
CALAWARENESSALPHABETKNOWLEDGEANDPRINTSKILLSINFAMILIARCONTEXTS%ACHTASK
REmECTSACTIVITIESTHATCHILDRENSHOULDENCOUNTERINANEVERYDAYPRESCHOOL
SETTING0RESCHOOLCHILDRENNATURALLYINTERACTWITHBOOKSTALKABOUTPRINTPLAY
WITHLANGUAGEANDEXPLOREWRITING
PALS-PreK
Overview
Phonological Awareness
0!,30RE+ASSESSESRUDIMENTARYPHONOLOGICALAWARENESSSPECIlCALLYAWARENESS
OFRHYMEANDBEGINNINGSOUNDS0HONOLOGICALAWARENESSISTHEABILITYTOIDENTIFY
ANDREmECTONVARIOUSUNITSOFSPOKENLANGUAGE3TAHL3TAHL-URRAY
0HONOLOGICALAWARENESSISONEOFTHENECESSARYEMERGENTLITERACYSKILLSFOR
CHILDRENWHOARELEARNINGTOREADINANALPHABETICWRITTENLANGUAGESYSTEM
"LACHMAN3TANOVICH"ECK7AGNER4ORGESEN!WARENESS
OFSPEECHATTHELEVELOFINDIVIDUALSOUNDSISESSENTIALFORCHILDRENTOLEARNLETTER
SOUNDSANDMATCHSPEECHTOPRINT,IBERMAN3HANKWEILER3CARBOROUGH
6ELLUTINO3CANLON4HE"EGINNING3OUND!WARENESS2HYME
!WARENESSAND.URSERY2HYME!WARENESSTASKSON0!,30RE+PROVIDEAN
EMERGINGPICTUREOFACHILDSPHONOLOGICALAWARENESSDEVELOPMENT
Alphabet Knowledge
0!,30RE+ALSOASSESSESCHILDRENSKNOWLEDGEOFTHEALPHABETICCODEINSPECIlC
DETAIL4HESINGLEBESTPREDICTOROFEARLYREADINGACHIEVEMENTISACCURATERAPID
IDENTIlCATIONOFTHELETTERSOFTHEALPHABET!DAMS"YRNE&IELDING
"ARNSLEY3TEVENSON.EWMAN#LOSELYFOLLOWINGALPHABETRECOGNI
TIONASAPREDICTORISPHONEMICAWARENESSTHEAWARENESSOFSMALLERUNITSOF
SOUNDWITHINSPOKENWORDSSUCHASBEGINNINGSOUND!DAMS"RADLEY
"RYANT4HESETWOTHINGSTOGETHERAREKNOWNASTHEALPHABETICCODETHE
GATEWAYTOLITERACY0!,30RE+ASSESSESCHILDRENSKNOWLEDGEOFTHEALPHABETIC
CODEATVARIOUSLEVELSDEPENDINGONANINDIVIDUALCHILDSDEPTHOFKNOWLEDGEATA
GIVENPOINTINTIME4OAVOIDFRUSTRATIONLOWERCASEALPHABETRECOGNITIONIS
ASSESSEDONLYIFACERTAINTHRESHOLDOFUPPERCASEALPHABETRECOGNITIONIS
DEMONSTRATED)NVERNIZZI*UEL3WANK-EIER3IMILARLYLETTERSOUNDS
AREASSESSEDONLYIFACERTAINTHRESHOLDOFLOWERCASEALPHABETRECOGNITIONIS
DEMONSTRATED)NTHISWAY0!,30RE+PRESERVESTHEPRINCIPLESOFDEVELOPMENTAL
APPROPRIATENESSASDESCRIBEDBYTHE.ATIONAL!SSOCIATIONFORTHE%DUCATIONOF
9OUNG#HILDREN.!%9#
Print and Word Awareness
4HE0RINTAND7ORD!WARENESSTASKASSESSESCHILDRENSKNOWLEDGEOFTHEFORM
ANDFUNCTIONOFBOOKPARTSTITLEANDPRINTCONVENTIONSASWELLASSKILLWITH
POINTINGACCURATELYTOWORDSINAFAMILIARNURSERYRHYMECONCEPTOFWORD
&AMILIARITYWITHTHELAYOUTOFBOOKSISANIMPORTANTPRECURSORTOLEARNINGTO
READ#HANEY#LAY)NADDITIONBYASKINGCHILDRENTOSINGLEOUT
DIFFERENCESBETWEENLETTERSWORDSANDPICTURESONAPAGETEACHERSCANOBSERVE
CHILDRENSGROWINGUNDERSTANDINGOFHOWBOOKSANDPRINTWORK4HE0RINTAND
7ORD!WARENESSTASKPROVIDESANECOLOGICALMEANSOFASSESSMENTASWELLASA
MODELFORGOODEMERGENTLITERACYINSTRUCTION*USTICE%ZELL
Name Writing
&ORMOSTCHILDRENLEARNINGTOWRITETHEIRNAMEISANIMPORTANTSTEPINTOLITERACY
4REIMAN"RODERICK7ELSCH3ULLIVAN*USTICE0RETENDWRITING
ANDPRACTICEWITHNAMEWRITINGHELPCHILDRENUNDERSTANDTHATSPOKENLANGUAGE
CANBEWRITTENDOWNANDTHATGROUPSOFLETTERSCANREFERTOPEOPLEANDOBJECTSIN
THEREALWORLD#HILDRENSNAMEWRITINGISCLOSELYLINKEDTOIMPORTANTASPECTSOF
EMERGENTLITERACYKNOWLEDGENAMELYLETTERRECOGNITIONPRINTKNOWLEDGEAND
CONCEPTOFWORD"LOODGOOD)NADDITIONCHILDRENSNAMEWRITINGREPRE
888-924-7257
5
SENTATIONSARECLOSELYLINKEDTOOTHERASPECTSOFEMERGENTPHONOLOGICALAWARENESS
DEVELOPMENTINCLUDINGRHYMEAWARENESSANDBEGINNINGSOUNDAWARENESS
4ORGESON$AVIS7ELSCHETAL4HE.AME7RITINGTASKON0!,3
0RE+SERVESASAROBUSTINDICATOROFEMERGENTLITERACYACROSSDIVERSEAREAS5SING
APENCILACHILDISASKEDTODRAWASELFPORTRAITANDTOWRITEHISORHERNAME4HE
SELFPORTRAITENABLESTHETEACHERTONOTElNEMOTORSKILLDEVELOPMENTANDOTHER
OBSERVABLEWRITINGANDDRAWINGBEHAVIORS
PALS Pre-K provides an instructionalFRAMEWORKFORCURRICULARPLANNINGFOR
THELITERACYDEVELOPMENTOFFOURYEAROLDPRESCHOOLERS4HERESULTSOBTAINED
FROMTHISINSTRUMENTPROVIDESPECIlCINFORMATIONABOUTWHATYOUNGCHILDREN
KNOWREGARDINGESSENTIALEMERGENTLITERACYCOMPONENTSPHONOLOGICALAWARENESS
ALPHABETKNOWLEDGEPRINTANDWORDAWARENESSANDFACILITYWITHNAMEWRITING
0!,30RE+ISDESIGNEDTOPROVIDEAGLIMPSEOFDEVELOPINGLITERACYSKILLSFOR
FOURYEAROLDCHILDREN!RMEDWITHTHISIMPORTANTINFORMATIONINSTRUCTORSAND
CAREGIVERSCANMAKEWELLINFORMEDCHOICESABOUTWHATTOTEACHINORDERTO
ADVANCETHEIRCHILDRENSLITERACYDEVELOPMENT
CHAPTER TWO
Administration and Scoring
7
Time Required
There is no time limitON0!,30RE+4HEREFORETHEAMOUNTOFTIMEREQUIREDTO
ADMINISTERTHEASSESSMENTWILLVARY&ORMOSTCHILDRENTHEENTIREASSESSMENTCAN
BECOMPLETEDINnMINUTES3OMECHILDRENMAYPERFORMBETTERIF0!,30RE+
ISDIVIDEDINTOSEVERALSESSIONS&OREXAMPLEEACHSECTIONOF0!,30RE+COULDBE
ADMINISTEREDONADIFFERENTDAY"ASEDUPONYOUREXPERIENCEWITHTHECHILDRENIN
YOURCLASSSETASIDEAPPROPRIATEAMOUNTSOFTIMEOVERTHECOURSEOFTWOWEEKS
FORSCREENING4EACHERSSHOULDCOMPLETETHE0!,30RE+ASSESSMENTWITHINANY
CONTINUOUSTWOWEEKPERIOD
Administration
Management
We recommend that classroom teachersADMINISTER0!,30RE+TOEACHCHILD
#LASSROOMTEACHERSKNOWTHECHILDRENINTHEIRCLASSESWELLANDACHILDSOWN
TEACHERISMOSTLIKELYTOOBTAINTHEMOSTACCURATERESULTS-ANYSCHOOLSHAVE
DEVISEDWAYSTOACCOMMODATECLASSROOMCOVERAGEFORCLASSROOMTEACHERSDURING
0!,30RE+ADMINISTRATIONBYTEMPORARILYREADJUSTINGTHESCHEDULESOFOTHER
STAFFMEMBERSORCLASSROOMASSISTANTS
)TISIMPORTANTTOENSURETHATEACHCHILDISASSESSEDUNDEROPTIMALCONDITIONS
!DMINISTERTASKSINAWELLLITAREAWITHMINIMALDISTRACTIONS-ATERIALSSHOULD
BESETUPANDPREPAREDBEFOREASSESSINGTHECHILDANDTHECHILDSHOULDHAVE
PLENTYOFTIMETOCOMPLETETHETASKSINARELAXEDENVIRONMENT&ORCHILDRENWHO
ARELEARNING%NGLISHASASECONDLANGUAGEANDFORTHOSEWHOHAVEDEVELOPMENTAL
DELAYSOROTHERSPECIALNEEDSMODIlCATIONSOROMISSIONOFSPECIlC0!,30RE+
TASKSMAYBEREQUIRED
Assessment
Procedures
Every teacher involved in theASSESSMENTSHOULDFOLLOWTHEPROCEDURESOUTLINED
BELOW
Uses of
PALS-PreK
Before the Assessment
"ECOMETHOROUGHLYFAMILIARWITHTHECONTENTSOFTHE0!,30RE+INSTRUMENT
7ERECOMMENDWATCHINGTHEVIDEOh0!,30RE+!SSESSMENT4RAININGv
7RITETHECHILDSNAMEANDTHEDATEONTHE#HILD3UMMARY3HEET/NLYWRITE
DOWNTHElRSTDATEONWHICHYOUADMINISTERANYPARTOF0!,30RE+TOTHE
CHILD)TISNOTNECESSARYTONOTEADDITIONALDATESWITHINTHETWOWEEKASSESS
MENTPERIOD
%STABLISHANENVIRONMENTTHATISWELLLITCOMFORTABLEANDRELATIVELYFREEOF
DISTRACTIONS
%NSURETHATALLMATERIALSREQUIREDTOCOMPLETEEACHTASKAREAVAILABLEAND
READYTOUSE
6
888-924-7257
7
Section 1: Name Writing
Teacher’s Manual Example
I:
4Section
Name Writing
Materials
Child Summary Sheet,
p. 5 and 6
Figure 2.3 in Teacher’s
Manual, page 14
Pencil for child
Name Writing Scoring Example
13
Name Writing
-INIMUM3CORE
-AXIMUM3CORE
3PRING$EVELOPMENTAL2ANGEFORFOURYEAROLDS
14
Figure 2.3 Name Writing Scoring and Samples
POINTS
.AMEISASCRIBBLEANDTHEPICTUREREPRESENTSBOTH
CHILDSPICTUREANDWRITTENNAME
*ANELLE
POINT
.AMEISASCRIBBLEINTERTWINEDWITHPICTURE4HE
CHILDIDENTIlESTHEPICTUREORPARTOFTHEPICTUREAS
HISHERWRITTENNAME
$EJA
n
Administration Notes
s )FTHECHILDISRELUCTANTTOATTEMPTNAMEWRITINGENCOURAGETHECHILDTOhPRE
TENDvTOWRITEHISORHERNAMEORCOLLECTAWRITINGSAMPLEATAMOREINFORMAL
TIME
s )TISNOTNECESSARYFORTHECHILDTODRAWAPICTUREOFHIMHERSELFIFHESHE
CHOOSESNOTTO)FNOPICTUREISDRAWNSCORETHENAMEUSINGTHEGUIDELINESFOR
nPOINTS
This is my name
POINTS
.AMEISANUNRECOGNIZABLESCRIBBLEBUTNAMEISSEP
ARATEFROMPICTURE
POINTS
.AMECONSISTSOFRANDOMLETTERSANDSYMBOLS.AME
ISSEPARATEFROMPICTURE
POINTS
.AMECONSISTSOFSOMECORRECTLETTERSANDPOSSIBLY
SOMElLLERLETTERSORSYMBOLS4HENAMEISSEPARATE
FROMPICTURE
!DAM
.AMECONSISTSOFMANYCORRECTLETTERSWITHNOlLLER
LETTERSORSYMBOLS4HENAMEISSEPARATEFROMPIC
TURE
-ICHAYLA
POINTS
.AMEISGENERALLYCORRECTANDISSEPARATEFROMPIC
TURE3OMELETTERSMAYBEWRITTENBACKWARDSOR
NAMEMAYBECOMPLETELYWRITTENINAMIRRORIMAGE
2AJ
POINTS
.AMEISCORRECTWITHNOBACKWARDSLETTERSORMIRROR
IMAGEWRITING4HENAMEISSEPARATEFROMPICTURE
4AYLOR
Instructions
0LACETHE.AME7RITINGSECTIONOFTHE#HILD3UMMARY3HEETANDAPENCILIN
FRONTOFTHECHILD3AY“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.”
#HIU
Scoring
/NLYTHEWRITTENNAMEISSCORED
2EFERTO&IGUREFORSCORINGSAMPLES
$ETERMINEWHICHLEVELREPRESENTSTHECHILDSNAMEWRITINGSKILL2ECORDTHE
NUMBERINTHESCOREBOXONTHEAPPROPRIATESECTIONOFTHE#HILD3UMMARY
3HEET
POINTS
#IERRA
8
888-924-7257
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Section II: Alphabet Recognition, Part A: Upper-Case Alphabet
Child Packet Example
Upper-Case Alphabet Recognition
Section II:
Alphabet
Knowledge
4
Part A: Upper-Case
Alphabet
Recognition
Materials
Child Packet: UpperCase Alphabet
Recognition page
p. 1
15
Upper-Case Alphabet Recognition
-INIMUM3CORE
-AXIMUM3CORE
n
s !LPHABET+NOWLEDGEISDIVIDEDINTOTHREEPARTS
0ART!5PPER#ASE!LPHABET2ECOGNITION
0ART",OWER#ASE!LPHABET2ECOGNITION
0ART#,ETTER3OUNDS
s 5SEAPIECEOFPAPERTOSHOWONLYONELINEATATIMEFORTHOSECHILDRENWHO
MAYBEDISTRACTEDBYSOMANYLETTERSONTHEALPHABETPAGE!CARDWITHACUT
OUTSQUARECANALSOBEUSEDTOSHOWONELETTERATATIME
s $IRECTTHECHILDTOTOUCHTHELETTERSINTHEPROPERSEQUENCEANDMAKESURETHE
CHILDDOESNOTGETOFFTRACK3OMECHILDRENMAYREQUIRESOMEASSISTANCEWITH
POINTINGORYOUMAYPOINTTOTHELETTERSYOURSELF
Instructions
4ELLTHECHILDTOPUTHISORHERlNGERONTHElRSTLETTERATTHETOPOFTHEPAGE
3AY“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
3CORETHECHILDSRESPONSESONTHE5PPER#ASE!LPHABET2ECOGNITIONSECTIONOF
THE#HILD3UMMARY3HEET
-ARKASLASHTHROUGHEACHLETTERTHECHILDIDENTIlEDINCORRECTLYORDIDNOT
IDENTIFY)TMAYBEHELPFULTOWRITEWHATTHECHILDSAYSNEXTTOTHELETTER
3ELFCORRECTIONSARECOUNTEDASCORRECTANSWERS
#OUNTTHENUMBEROFLETTERSTHATTHECHILDIDENTIlEDCORRECTLY2ECORDTHAT
3HEET
/NLYCHILDRENWHOCORRECTLYNAMEORMOREUPPERCASELETTERSPROCEEDTO
0ART",OWER#ASE!LPHABET2ECOGNITION
Upper-Case Alphabet
Recognition Scoring
Sample
10
M
G
S
I
B
X
L
Q
H
W
T
R
J
C
O
V
P
F
D
U
A
Y
N
Z
K
E
M
B
H
J
P
A
K
G
X
W
C
F
Y
E
© 2003–2010 by the Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
S
L
T
O
D
N
I
Q
R
V
U
Z
Phonological Awareness Literacy Screening
Child’s Name (First & Last)
Fall Assessment Date:
Spring Asse
Section I: Name Writing
(Use pages 5 and 6)
1
Part A: Upper-Case Alphabet Recognition
Fall
M
B
H
J
Child Summary
P
Sheet Example
A
K
G
X
W
C
F
Y
E
Upper-Case Score:
S
L
T
O
D
N
I
Q
R
V
U
Z
(26 possible)
General Observations and Comments
Part B: Lower-Case Alphabet Recognition (administer only if 16 or more correct o
Fall
888-924-7257
s
11
g
m
i
Section II: Alphabet Recognition, Part A: Lower-Case Alphabet
Phonological Awareness Literacy Screening
Child’s Name (First & Last)
Fall Assessment Date:
16
p. 1
Lower-Case Alphabet Recognition
Lower-Case Alphabet Recognition
Recognition
Child Packet: LowerCase Alphabet
Recognition page
Section
I: Name Writing (Use pages 5 and 6)
Child Packet
Example
B: Lower-Case
4Part
Alphabet
Materials
-INIMUM3CORE
-AXIMUM3CORE
n
NOTE: Only children who correctly name 16 or more upper-case letters proceed to
Part B: Lower-Case Alphabet Recognition.
Instructions
4ELLTHECHILDTOPUTHISORHERlNGERONTHElRSTLETTERATTHETOPOFTHEPAGE
3AY“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
3CORETHECHILDSRESPONSESONTHE,OWER#ASE!LPHABET2ECOGNITIONSECTION
OFTHE#HILD3UMMARY3HEET
3ELFCORRECTIONSARECOUNTEDASCORRECTANSWERS2EVERSALSSUCHAShBvFORhDv
ARECOUNTEDASINCORRECT
#OUNTTHENUMBEROFLETTERSTHATTHECHILDIDENTIlEDCORRECTLY2ECORDTHAT
3HEET
/NLYCHILDRENWHOCORRECTLYNAMEORMORELOWERCASELETTERSPROCEEDTO
0ART#,ETTER3OUNDS
Lower-Case Alphabet
Recognition Scoring
Sample
12
Spring
s
b
h
j
p
a
k
g
r
w
c
x
y
e
m
l
t
o
d
n
i
f
q
v
u
z
Lower-Case Score:
(26 possible)
s
b
h
j
p
a
k
g
r
w
c
x
y
e
Part A: Upper-Case Alphabet Recognition
Fall
m
l
t
o
d
n
M
B
H
J
P
A
K
iG
f XW
qC
v FY
uE
z
Upper-Case Score:
S
L
T
O
D
N
I
Q
R
V
U
Z
(26 possible)
2
Part B: Lower-Case Alphabet Recognition (administer only if 16 or more c
Fall
s
g
b
r
h
w
Child Summary
j
c
Sheet Example
p
x
a
y
k
e
Lower-Case Score:
m
l
t
o
d
n
i
f
q
v
u
z
(26 possible)
13
© 2004–2010 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
888-924-7257
Section II: Alphabet Recognition, Part C: Letter Sounds
C: Letter
4Part
Sounds
Materials
Child Packet: Letter
Sounds page
p. 2
17
Letter Sounds
-INIMUM3CORE
-AXIMUM3CORE
n
NOTE: Only children who correctly name 9 or more lower-case letters proceed to
Part C: Letter Sounds.
Instructions
4URNTOTHE,ETTER3OUNDSPAGEOFTHE#HILD0ACKET
3AY“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?”
)FTHECHILDGIVESTHELONGVOWELSOUNDFORAVOWELSAY“That’s right, ‘A’ does
say /ā/ but ‘A’ has another sound, too. Vowels have two sounds. What is the
other sound ‘A’ can make?” 5SETHEPRONUNCIATIONGUIDEBELOWTOHELPSCORE
RESPONSES
Scoring
3CORETHECHILDSRESPONSESONTHE,ETTER3OUNDSSECTIONOFTHE#HILD
3UMMARY3HEET
#OUNTTHENUMBEROFLETTERSOUNDSTHATTHECHILDIDENTIlEDCORRECTLYAND
RECORDTHATNUMBERINTHESCOREBOXONTHEAPPROPRIATESECTIONOFTHE#HILD
3UMMARY3HEET
Letter Sounds Scoring
Sample
B
S
R
F
W
T
O
J
A
H
K
Sh
V
I
P
A as in apple NOTAPE
Z
L
C
Th
U
E as in etchNOTEACH
E
D
Y
G
N
I as in iglooNOTICE
Ch
Pronunciation Guide
Letter Sounds
B
T
K
Z
E
Ch
Practice
S
O
Sh
L
D
R
J
V
C
Y
F
A
I
Th
G
M
W
H
P
U
N
3
Part C: Letter Sounds (administer only if 9 or more correct on Lower-Case Alphabet Recognition)
Fall
Spring
B
S
R
F
W
B
T
O
J
A
H
T
K
Sh
Child Summary
Sheet Example
V
I
P
K
Z
L
C
Th
U
Z
E
D
Y
G
N
E
Ch
Ch
O as in octopusNOTOAK
U as in umbrellaNOTUNICORN
Letter Sounds Score:
14
(26 possible)
C as in catNOTCITY
G as in gasNOTGIRAFFE
Y as in youNOTWAS
(26 possible)
888-924-7257
Letter Sounds
15
Section III: Beginning Sound Awareness
Part C: Letter Sounds (administer only if 9 or more correct on Lower-Case Alphabet Rec
Fall
18
Teacher’s
Example
Section Manual
III:
4Beginning
III:
4Section
Beginning Materials
18
-INIMUM3CORE
-AXIMUM3CORE
Beginning Sound Awareness
PreK Beginning Sound Awareness
S
R
F
W
T
O
J
A
H
K
Sh
V
I
P
Z
L
C
Th
U
E
D
Y
G
N
PreK Beginning Sound Awareness
Sound Awareness
n
Beginning Sound -INIMUM3CORE
Materials Awareness Picture-AXIMUM3CORE
Cards (located in 3PRING$EVELOPMENTAL2ANGEFORFOURYEAROLDS
back
n
Beginning Sound
pocket of Child
Awareness Picture
Packet)
s Do not administer Beginning Sound Awareness either directly before or after
Cards (located in back
the Rhyme Awareness task.
pocket of Child
sNotes
0RIORTOADMINISTRATIONCUTOUTTHEBEGINNINGSOUNDAWARENESSPICTURECARDS
Child SummaryAdministration
Sheet,
Packet)
s
Do
not
administer
Beginning Sound Awareness either directly before or after
FOUNDINTHEBACKPOCKETOFTHE#HILD0ACKET
p. 2
p. 2
B
Beginning Sound Awareness
Sound Awareness
Spri
Ch
the Rhyme sAwareness
task.
4HEGOALOFTHISTASKISFORTHECHILDTOPRODUCEABEGINNINGSOUND4HECHILD
s 0RIORTOADMINISTRATIONCUTOUTTHEBEGINNINGSOUNDAWARENESSPICTURECARDS
DOESNOTNEEDTOSORTTHECARDS4HETEACHERWILLSORTTHECARDS
FOUNDINTHEBACKPOCKETOFTHE#HILD0ACKET
s )NTHISSECTIONYOUWILLSEELETTERSENCLOSEDINSLASHMARKSFOREXAMPLEM
s 4HEGOALOFTHISTASKISFORTHECHILDTOPRODUCEABEGINNINGSOUND4HECHILD
4HISNOTATIONREFERSTOTHESOUNDTHATISPRODUCEDBYTHELETTERNOTTHELETTER
DOESNOTNEEDTOSORTTHECARDS4HETEACHERWILLSORTTHECARDS
NAME
s )NTHISSECTIONYOUWILLSEELETTERSENCLOSEDINSLASHMARKSFOREXAMPLEM
s 4HISENTIRETASKCANBETREATEDASATEACHINGEXERCISE7HETHERTHECHILD
4HISNOTATIONREFERSTOTHESOUNDTHATISPRODUCEDBYTHELETTERNOTTHELETTER
RESPONDSCORRECTLYORNOTAFTEREVERYITEMYOUSHOULDTELLTHECHILDWHATTHE
NAME
CORRECTANSWERWASASYOUSORTTHEPICTURECARDS!NIMAGEOFTHECORRECTLY
s 4HISENTIRETASKCANBETREATEDASATEACHINGEXERCISE7HETHERTHECHILD
SORTEDCARDSISSHOWNATTHEENDOFTHISSECTION
RESPONDSCORRECTLYORNOTAFTEREVERYITEMYOUSHOULDTELLTHECHILDWHATTHE
CORRECTANSWERWASASYOUSORTTHEPICTURECARDS!NIMAGEOFTHECORRECTLY
Instructions
SORTEDCARDSISSHOWNATTHEENDOFTHISSECTION
&OREACHITEMSHOWTHEPICTUREOFTHETARGETWORDTOTHECHILD!SKTHECHILD
lRSTTOREPEATTHEWORD4HENASKTHECHILDTOPRODUCETHElRSTSOUNDOFTHE
TARGETWORDALOUD
&OREACHITEMSHOWTHEPICTUREOFTHETARGETWORDTOTHECHILD!SKTHECHILD
'UIDETHECHILDTHROUGHTHEPRACTICEITEMSTRYINGTOELICITBEGINNINGSOUNDS
lRSTTOREPEATTHEWORD4HENASKTHECHILDTOPRODUCETHElRSTSOUNDOFTHE
#HILDRENWHOPROVIDEINCORRECTRESPONSESCANREPEATTHEPRACTICEITEMSBEFORE
TARGETWORDALOUD
GOINGONTOTHEASSESSMENTITEMS
'UIDETHECHILDTHROUGHTHEPRACTICEITEMSTRYINGTOELICITBEGINNINGSOUNDS
!DMINISTERTHEASSESSMENTITEMS
Beginning Sound
#HILDRENWHOPROVIDEINCORRECTRESPONSESCANREPEATTHEPRACTICEITEMSBEFORE
)NBOTHPRACTICEANDSCREENINGITEMSIFACHILDGIVESTHELETTERINSTEADOFTHE
Awareness Scoring
GOINGONTOTHEASSESSMENTITEMS
SOUNDSAY “That’s right, bird does begin with a ‘B.’ It starts with a /b/
Sample
Beginning Sound
sound.v
)NBOTHPRACTICEANDSCREENINGITEMSIFACHILDGIVESTHELETTERINSTEADOFTHE
Awareness Scoring
4HROUGHOUTTHETASKAFTERSCORINGTHECHILDSlRSTORALRESPONSEFOREACHITEM
SOUNDSAY “That’s
right, bird does begin with a ‘B.’ It starts with a /b/
Sample
READTHESCRIPTTHATTELLSTHECORRECTBEGINNINGSOUNDANDDESCRIBESTHESORT
sound.v
4HROUGHOUTTHETASKAFTERSCORINGTHECHILDSlRSTORALRESPONSEFOREACHITEM
Scoring
READTHESCRIPTTHATTELLSTHECORRECTBEGINNINGSOUNDANDDESCRIBESTHESORT
3CORETHECHILDSlRSTORALRESPONSE!CORRECTRESPONSECANBEEITHERTHELETTER
Instructions
SOUNDor the letter name4HELETTERSOUNDISPREFERABLEHOWEVERSOIFTHE
CHILDGIVESTHECORRECTLETTERNAMEBESURETOMODELTHELETTERSOUNDAS
3CORETHECHILDSlRSTORALRESPONSE!CORRECTRESPONSECANBEEITHERTHELETTER
DESCRIBEDABOVE
SOUNDor the
name4HELETTERSOUNDISPREFERABLEHOWEVERSOIFTHE
letter
3CORETHECHILDSRESPONSESONTHE"EGINNING3OUND!WARENESSSECTIONOFTHE
CHILDGIVESTHECORRECTLETTERNAMEBESURETOMODELTHELETTERSOUNDAS
#HILD3UMMARY3HEET
DESCRIBEDABOVE
&OREACHITEMRECORDAhvORhvTOINDICATEWHETHERTHECHILDPRODUCEDTHE
3CORETHECHILDSRESPONSESONTHE"EGINNING3OUND!WARENESSSECTIONOFTHE
CORRECTBEGINNINGSOUNDORPROVIDEDTHECORRECTBEGINNINGCONSONANTNAME
#HILD3UMMARY3HEET
#OUNTTHENUMBEROFCORRECTRESPONSESANDRECORDTHETOTALINTHESCOREBOX
&OREACHITEMRECORDAhvORhvTOINDICATEWHETHERTHECHILDPRODUCEDTHE
ONTHEAPPROPRIATESECTIONOFTHE#HILD3UMMARY3HEET
CORRECTBEGINNINGSOUNDORPROVIDEDTHECORRECTBEGINNINGCONSONANTNAME
(26 possible)
Lette
4Section III: Beginning Sound Awareness
Fall
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.
Spri
Beginning Sound: /M/
Practice Items:
man
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.
1. _______ milk
2. _______ ball
Child Summary
Sheet Example
/S/
sock
sink
/B/
bag
6. _______ sick
7. _______ meat
3. _______ six
8. _______ bear
4. _______ bird
9. _______ mop
5. _______ map
10. _______ sad
Scoring
16
Beginning Sound Score:
(10 possible)
Begi
888-924-7257
17
© 2004–2010 by The Rector and The Board of Visitors of the University of Virginia. All Rights Reserved.
Section IV: Print and Word Awareness
Print and Word
Awareness
Assessment Items
24
Item 1
(OLDINGUPHey Diddle Diddle,SAY“Let’s read this rhyming book together. I
want you to help me read it.”
3AY“Show me the name or the title of the book. Point to the name of the
book.”
3COREASCORRECTIFCHILDPOINTSTOTHEWORDSHey Diddle DiddleONTHECOVER
Item 2
3AY“The name or the title of this book is Hey Diddle Diddle.”0OINTTOEACH
WORDASYOUSAY “There are three words in the title, Hey Diddle Diddle.”
0OINTTOEACHWORDASYOUCOUNTTHEM“One, two, three words.”4HENSAY
“Show me each word in the title. Point to each word in the title of this book
just like I did.”
)FTHECHILDPOINTSTOONEWORDORTRACKSALLTHEWORDSINASINGLEMOTIONYOU
MAYPROMPTTHECHILDBYSAYING“Touch each word in the name of this book.”
3COREASCORRECTONLYIFTHECHILDPOINTSTOEACHOFTHETHREEWORDSINTHETITLE
SEPARATELY
Item 3
3AY“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.”
)FCHILDPOINTSTOJUSTONELETTERINTHEWORDHeyTHECHILDMAYBEPROMPTED
ONCE“Show me the whole word.”
3COREASCORRECTIFTHECHILDPOINTSTOTHEWORDHey.
Item 4
3AY “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.”
)FTHECHILDPOINTSBETWEENTHETWOWORDSASKTHECHILDTOPOINTTOEACHWORD
INDIVIDUALLY “Point to both words that are the same.”
3COREASCORRECTIFTHECHILDPOINTSTOTHETWOSEPARATEWORDSDiddleAND
Diddle.
Item 5
4URNTOTHElRSTPAGEINTHEBOOK
3AY“I am going to read some pages of the book. Watch me point to each
word as I read.”
2EADpage 1ANDpage 2ALOUDPOINTINGTOEACHWORD
3TOPATpage 3 OFTHEBOOK
$ONOTPOINTTOANYITEMONpage 3.
!SKTHEFOLLOWINGQUESTIONSwhile looking at page 3“Where do I start to read
on this page? Show me where I start to read.”
3COREASCORRECTIFTHECHILDPOINTSTOTHEWORDThe.
Hey Diddle Diddle
The little dog laughed to see such sport.
4
4Section IV: Print and Word Awareness
Fall
Spring
+/-
+/-
____ 1. points to the words in the title
____ 2. points to each of the three words in the title
____ 2. points to each of the three words
____ 3. points to the word Hey
Child Summary
____ 4. points to both words, Diddle and Diddle
Sheet Example
____ 4. points to both words, Diddle and D
____ 5. points to word The
____ 6. left to right directionality
____ 7. moves finger along line of print
____ 8. identifies either letter, A or O
____ 9. each printed word matched 1-to-1 with each
spoken word in order
____ 9. each printed word matched 1-to-1
____ 10. points to white space between The and End
____ 10. points to white space between The
(10 possible)
Print and Word Awareness Score:
18
888-924-7257
4Section V: Rhyme Awareness
19
(10 p
Section V: Rhyme Awareness
Rhyme Awareness Practice Item 2
4Section IV: Print and Word Awareness
Fall
+/- Example
Child Packet
V: Rhyme
4Section
Awareness
26
Materials
Child Packet: Rhyme
Awareness
p. 3
Spring
+/-
Rhyme Awareness Item 3
____ 2. points to each of the three words in the title
Rhyme Awareness
-INIMUM3CORE
-AXIMUM3CORE
n
Rhyme Awareness Item 4
s Do not administer Rhyme Awareness either directly before or after the
Beginning Sound Awareness task.
s 4HEGOALOFTHISTASKISFORTHECHILDTOIDENTIFYAPICTURENAMETHATRHYMES
WITHATARGETWORD
s 0RACTICEITEMSCANBETREATEDASATEACHINGEXERCISE$URINGPRACTICELETTHE
CHILDKNOWWHATTHECORRECTRESPONSESHOULDBE#HILDRENWHOPROVIDE
INCORRECTRESPONSESCANREPEATTHEPRACTICEITEMS
s #HILDRENMAYRESPONDBYSAYINGAWORDORPOINTINGATIT
s #HILDRENWHOSAYRHYMINGWORDSTHATARENOTSHOWNINPICTUREFORMSHOULD
BEREDIRECTEDTOCHOOSEFROMAMONGTHEEXISTINGPICTURESORWORDSON
THEPAGE
____ 1.
____ 2.
____ 3.
____ 4. points to both words, Diddle and Diddle
____ 4.
____ 5.
____ 6.
____ 7.
____ 8.
____ 9. each printed word matched 1-to-1 with each
5
____ 9.
____ 10. points to white space between The and End
____ 10.
(10 possible)
Print and W
8
Instructions
'UIDETHECHILDTHROUGHTHEpracticeITEMS
!DMINISTERTHEassessmentITEMS
2EPEATDIRECTIONSATANYTIMEIFNECESSARY
Rhyme Awareness
Scoring Sample
20
4Section V: Rhyme Awareness
Spring
Fall
Scoring
+/-
!FTERTHECHILDRESPONDSTOEACHITEMPLACEAPLUSORMINUSONTHE
#HILD3UMMARY3HEET
&ORINFORMATIONALPURPOSESCIRCLETHECHILDSRESPONSEWHENINCORRECT
#OUNTUPTHENUMBEROFCORRECTRESPONSESANDRECORDTHETOTALINTHESCORE
BOXONTHEAPPROPRIATESECTIONOFTHE#HILD3UMMARY3HEET
____
1. mop
top
____
2. sled
____
____
+/bike
can
____
1.
kite
bed
fruit
____
2.
3. bee
flag
tree
cup
____
3.
4. cake
bell
fruit
snake
____
4.
spoon
cat
sock
____
5.
wall
rain
box
____
6.
Child Summary
____ 5. moon
Sheet Example
____ 6. fox
9
???? mop
top
BIKE
CAN
____
7. man
book
can
pig
____
7.
???? sled
KITE
bed
FRUIT
____
8. ring
swing
bed
mop
____
8.
???? bee
flag
tree
CUP
____
9. clock
road
pen
sock
____
9.
???? cake
BELL
FRUIT
snake
____ 10. rain
bell
train
box
____ 10.
???? moon
spoon
CAT
SOCK
???? fox
WALL
RAIN
box
???? man
BOOK
can
pig
???? ring
swing
BED
MOP
???? clock
ROAD
PEN
sock
???? rain
BELL
train
BOX
Rhyme Awareness Score:
(10 possible)
Rhyme Awareness Score:
(10 possible)
Rhyme Awa
888-924-7257
21
30
Section VI: Nursery Rhyme Awareness
VI:
4Section
Nursery Rhyme
Materials
Teacher’s Manual
VI:
4Section
Nursery Rhyme
30
Awareness
Materials
Teacher’s Manual
p. 4
Nursery Rhyme
Awareness Scoring
Sample
p. 4
????
BROKEHIScrown
THELAMBWASSURETOgo
????
HOW)WONDERWHATYOUare
????
LIKEADIAMONDINTHEsky
-AXIMUM3CORE
n
Child Summary
Sheet Example
4Section VI: Nursery Rhyme Awareness
????
THREEBAGSfull
????
WHOLIVESDOWNTHElane
????
*ACKJUMPOVERTHEcandlestick
????
CLIMBEDONTHErocks
????
THREEBAGSfull
????
+/____
1. went up the hill
____
2. broke his crown
____
3. the lamb was sure
____
4. how I wonder wha
____
5. like a diamond in t
____
6. Jack jump over the
____
7. climbed on the roc
____
8. three bags full
____
9. who lives down the
____
10. touch the ground
Nursery Rhyme Awareness Score
Spring
???? TOUCHTHEground
WHOLIVESDOWNTHElane
???? TOUCHTHEground
22
Nursery Rhyme Awareness Score:
Spring
#HILD3UMMARY3HEET
(10 possible)
WENTUPTHEhill
????
-INIMUM3CORE
s )NTHISSECTIONVARIOUSNURSERYRHYMESAREREADALOUDANDTHECHILDISASKED
Nursery Rhyme Awareness
TOlLLINAMISSINGWORDTHATRHYMESWITHAPREVIOUSLINE
Fall
s )TISIMPORTANTTHATCHILDRENUNDERSTANDTHEYWILLLISTENTOTHENURSERYRHYME
-INIMUM3CORE
ANDlLLINTHEMISSINGWORDWHENYOUPOINTTOTHEM0RACTICEITEMSCANBE
+/-AXIMUM3CORE
TREATEDASATEACHINGEXERCISE
____
1. went up the hill
s .OTETHATTHEPRACTICEITEMSARETHEonlyITEMSFORWHICHYOUANDTHECHILD
n
____
2. broke his crown
PRACTICETHENURSERYRHYMETOGETHER
____
3. the lamb was sure to go
s )NTRODUCTIONSFOREACHSCOREDITEMMAYBEMODIlEDDEPENDINGONTHECHILDS
CAPABILITY3OMECHILDRENMAYNEEDCONTINUEDVERBALSUPPORTTOPROVIDEA
____
4. how I wonder what you are
RESPONSEFOREACHITEMWHILEOTHERSMAYBEABLETOCOMPLETETHEITEMSINDE
____
5. like a diamond in the sky
s )NTHISSECTIONVARIOUSNURSERYRHYMESAREREADALOUDANDTHECHILDISASKED
PENDENTLY
TOlLLINAMISSINGWORDTHATRHYMESWITHAPREVIOUSLINE
____
6. Jack jump over the candlestick
s 3OMENURSERYRHYMESPROVIDETHECHILDWITHTHEOPPORTUNITYTOlLLINTWO
s )TISIMPORTANTTHATCHILDRENUNDERSTANDTHEYWILLLISTENTOTHENURSERYRHYME
DIFFERENTMISSINGWORDSBEFORETHEWHOLENURSERYRHYMEISlNISHED)FTHE
____
7. climbed on the rocks
ANDlLLINTHEMISSINGWORDWHENYOUPOINTTOTHEM0RACTICEITEMSCANBE
CHILDISUNABLETOPRODUCETHElRSTITEMTHENREADTHENURSERYRHYMEFROM
____
8. three bags full
TREATEDASATEACHINGEXERCISE
THEBEGINNINGINCLUDINGTHECORRECTRESPONSETHElRSTITEMSHOULDBESCORED
s .OTETHATTHEPRACTICEITEMSARETHEonlyITEMSFORWHICHYOUANDTHECHILD
____
9. who lives down the lane
INCORRECT4HENCONTINUEWITHTHERESTOFTHERHYMEANDLETTHECHILDlLLIN
PRACTICETHENURSERYRHYMETOGETHER
____ 10. touch the ground
THESECONDMISSINGWORD
s )NTRODUCTIONSFOREACHSCOREDITEMMAYBEMODIlEDDEPENDINGONTHECHILDS
CAPABILITY3OMECHILDRENMAYNEEDCONTINUEDVERBALSUPPORTTOPROVIDEA
Instructions
RESPONSEFOREACHITEMWHILEOTHERSMAYBEABLETOCOMPLETETHEITEMSINDE
'UIDETHECHILDTHROUGHTHEPRACTICEITEMS
(10 possible)
PENDENTLY
s 3OMENURSERYRHYMESPROVIDETHECHILDWITHTHEOPPORTUNITYTOlLLINTWO
7HENACHILDISUNABLETOPRODUCETHEMISSINGWORDONTHETESTITEMSWAIT
Fall
DIFFERENTMISSINGWORDSBEFORETHEWHOLENURSERYRHYMEISlNISHED)FTHE
lVESECONDShONEONETHOUSANDTWOONETHOUSANDETCvANDPROVIDETHE
Nursery
Rhyme
CHILDISUNABLETOPRODUCETHElRSTITEMTHENREADTHENURSERYRHYMEFROM
CORRECTWORDFORTHEM
Awareness
Scoring
THEBEGINNINGINCLUDINGTHECORRECTRESPONSETHElRSTITEMSHOULDBESCORED
Sample
INCORRECT4HENCONTINUEWITHTHERESTOFTHERHYMEANDLETTHECHILDlLLIN
Scoring
THESECONDMISSINGWORD
???? WENTUPTHEhill
#HILD3UMMARY3HEET
Instructions
???? BROKEHIScrown
???? THELAMBWASSURETOgo
'UIDETHECHILDTHROUGHTHEPRACTICEITEMS
????
HOW)WONDERWHATYOUare
???? LIKEADIAMONDINTHEsky
7HENACHILDISUNABLETOPRODUCETHEMISSINGWORDONTHETESTITEMSWAIT
???? *ACKJUMPOVERTHEcandlestick
lVESECONDShONEONETHOUSANDTWOONETHOUSANDETCvANDPROVIDETHE
???? CLIMBEDONTHErocks
CORRECTWORDFORTHEM
Scoring
????
Nursery Rhyme Awareness
Awareness
(10 possible)
888-924-7257
23

Product Sample

Transcription

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