PALS
Information:
Students in grades first through third will be assessed using PALS (Phonological Awareness Literacy Screening). PALS 1-3 is an assessment tool to measure students' literacy development as part of Virginia's Early Intervention Reading Initiative.
PALS 1-3 has two purposes:
1) as a screening tool to identify students at risk of reading difficulties, and
2) to inform teachers' instruction through student data
Below are the areas of literacy development that students will be assessed on.
SPELLING
Students are asked to spell lists of words representing phonics features necessary to be successful at each grade level. Teachers score spelling based on the specific phonics features that are represented in each word.
WORD RECOGNITION IN ISOLATION
The capacity to obtain meaning from print depends strongly on accurate, automatic recognition of core reading vocabulary at each grade level. As a result, PALS provides eight graded word lists to gauge students' progress throughout the year.
PASSAGE READING
Students are asked to read a leveled passage while the teacher takes a running record to determine the student's instructional reading level.
FLUENCY
Oral reading fluency is rated with the PALS fluency rating guide. Students' oral reading is scored on a 3-point scale according to their phrasing and expression.
COMPREHENSION
Comprehension is assessed as part of the Oral Reading in Context task. After reading a passage out loud, students answer a set of comprehension questions about that passage. The comprehension questions are in a multiple-choice format
Students in grades first through third will be assessed using PALS (Phonological Awareness Literacy Screening). PALS 1-3 is an assessment tool to measure students' literacy development as part of Virginia's Early Intervention Reading Initiative.
PALS 1-3 has two purposes:
1) as a screening tool to identify students at risk of reading difficulties, and
2) to inform teachers' instruction through student data
Below are the areas of literacy development that students will be assessed on.
SPELLING
Students are asked to spell lists of words representing phonics features necessary to be successful at each grade level. Teachers score spelling based on the specific phonics features that are represented in each word.
WORD RECOGNITION IN ISOLATION
The capacity to obtain meaning from print depends strongly on accurate, automatic recognition of core reading vocabulary at each grade level. As a result, PALS provides eight graded word lists to gauge students' progress throughout the year.
PASSAGE READING
Students are asked to read a leveled passage while the teacher takes a running record to determine the student's instructional reading level.
FLUENCY
Oral reading fluency is rated with the PALS fluency rating guide. Students' oral reading is scored on a 3-point scale according to their phrasing and expression.
COMPREHENSION
Comprehension is assessed as part of the Oral Reading in Context task. After reading a passage out loud, students answer a set of comprehension questions about that passage. The comprehension questions are in a multiple-choice format