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Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Assessing Vocabulary and Oral Language acadiencelearning.org Skills in Preschoolers Presenter: Ruth Kaminski Contributors: Mary Abbott, Rose McMahon Acadience Learning National Association for the Education of Young Children Professional Learning Institute Long Beach, CA 4 Disclosure Ruth Kaminski is a co-owner of Acadience Learning, an educational company that is dedicated to supporting success for children and schools. Acadience Learning receives revenue from the publication of assessments, training and professional development, and the operation of a data reporting service. Acadience Learning may receive revenue from publication of PELI if and when it is published. Additional information about Acadience Learning and the PELI is available at https://acadiencelearning.org/. 4 © 2019, Acadience Learning Inc. 1
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Agenda Importance of assessment of vocabulary and oral language skills in preschool Overview of the PELI: Preschool Early Literacy Indicators Importance of Assessing Vocabulary and Administration and scoring of vocabulary-oral Oral Language in Preschool language Practice Case study Discussion and questions 5 The Issue: Differences in Reading Trajectories What do Reading Trajectories Have to Do with Start Early Vocabulary and Oral Language in Preschool? Relationship between reading and language skills Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 100 Cohort Cohort Cohort Cohort Cohort Decoding skills are supported by vocabulary, syntactic and semantic understandings. (Share, 1999) 80 Strong link between development of oral Words Per Minute 60 language and the development of Middle phonological awareness. (Dickinson et al., 2003; Storch & 40 10% Whitehurst, 2002; Whitehurst & Lonigan, 1998) Variations in oral language abilities account for 20 differences in reading comprehension more Low 10% significant than age, nonverbal ability or non- 0 1 2 3 Grade 4 5 6 word reading. (Nation & Snowling 2004) 7 8 © 2019, Acadience Learning Inc. 2
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Skills at Kindergarten Entry Make a Critical precursor skills for later reading Difference develop long before children enter school and begin formal reading instruction. Children who enter kindergarten with well- developed language and emergent literacy skills are more likely to benefit from kindergarten instruction in learning to read and become proficient readers. Children who lack language and emergent literacy skills at kindergarten entry are more likely to have later reading difficulties NICHD Early Child Care Research Network, 2005; National Early Literacy Panel, 2008; National Research Council, 1998 9 The Issue: Differences in Language Patterns in Performance are Stable Trajectories Begin Even Earlier (Hart & Risley, 1995) Across the Preschool Year … (Cabell, Justice, Logan, & Konold, 2013) 11 12 … unless we DO something © 2019, Acadience Learning Inc. 3
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. What Do We Need to Do? Promote Vocabulary Vocabulary and Oral Language: and Oral Language Development Early What Is It? Identify children early who may need additional Knowledge of words and word meanings support in acquiring vocabulary and oral language The ability to put words together in simple skills sentences with correct grammar and syntax to Provide additional support communicate needs, wants, ideas and Monitor progress information Modify support as needed Evaluate outcomes 13 14 Promote Vocabulary and Oral Language Promote Vocabulary and Oral Language Development Early Development Early How many words do children learn? How many words can you teach? Typically developing children acquire 2.2 2 to 3 a day words a day* from 1 year of age to the end of 10 to 15 a week grade 2 350 to 525 a year 15.4 a week 803 a year By age 5, a typically developing child has an oral vocabulary of approximately 3,000 words.* *root words Biemiller, 2005; Biemiller & Slonim, 2001 15 16 © 2019, Acadience Learning Inc. 4
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. What is the PELI? Preschool Early Literacy Indicators A storybook embedded assessment of early literacy and language skills for preschool. PELI assesses: Overview of the Alphabet knowledge Preschool Early Literacy Phonological awareness Vocabulary and oral language Indicators (PELI) Comprehension 18 PELI Assessment Materials PELI Books Benchmark assessment books 10 different books – equally difficult Three times per year screening of all children 5 books for 3-4 year old children Beginning, middle, and end of year 3 Benchmark books Interim progress monitoring books 2 Interim (Progress Monitoring) books Progress monitoring between benchmarks for 5 books for 4-5 year old some children 3 Benchmark books Quick checks 2Interim (Progress Monitoring) books More frequent progress monitoring for children Score forms corresponding to each book receiving intervention in a particular skill area 19 20 © 2019, Acadience Learning Inc. 5
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. How to use PELI books PELI Books Use benchmark books to assess all children three times per year Benchmark 1: Beginning of year Benchmark 2: Middle of year Benchmark 3: End of year Use interim progress monitoring books to assess some children between benchmark assessments Mid-way between benchmark 1 and 2 Mid-way between benchmark 2 and 3 21 22 PELI Score Forms Features of PELI Storybook format is familiar to preschool students Assessment is untimed Student Assessor Pictures Directions (in bold) Child sits to left of assessor 23 24 © 2019, Acadience Learning Inc. 6
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Features of PELI Overview: Alphabet Knowledge Stories feature diverse characters Child is asked to name as many letters as he/she knows from an array of letters embedded in theme-related picture. Score is number of letters correctly named. 25 26 Overview: Vocabulary-Oral Language Overview: Comprehension Child is shown a scene Questions: Assessor related to the theme of reads a story, pausing to the book. ask questions before, during, and after. Child is asked to: Name 10 items. Shared retell: Child fills in missing words during a Telleverything he/she can brief retelling of the story. about 5 items. 5 1 Score is total of: a) Score is total of: a) questions answered number of pictures 2 3 9 correctly and b) correct 4 correctly named and b) 7 responses during Shared 8 6 quality of response rating 10 Retell. for “Tell About.” 27 28 © 2019, Acadience Learning Inc. 7
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Overview: Phonological Awareness PELI Scores Game format The assessor shows and names a picture and asks the child to say the first part or the first sound in words. Score is total of: a) first parts of words and b) first sounds in words that child says. 29 30 PELI Composite Score PELI Benchmark Goals 10 20 AK _____ *2= ______ What is a benchmark goal? A combination of the individual subtests used to 18 V-OL _____ *3= 54 _______ A research-based target score that represents represent the overall skill the lowest level of performance that predicts level of the child 14 Comp _____ *4= 56 _______ reaching the next goal Each subtest equally What is the research base for the benchmark PA 4 _____ *4= 16 _______ weighted to contribute goals? equally to the composite PCS = 146 _______ How a score at a particular point in time PLI = (e.g., beginning of pre-K year) predicts early 110 literacy outcomes (e.g., beginning of K performance on early literacy/language assessments) 31 32 © 2019, Acadience Learning Inc. 8
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Benchmark Goals and Cut Points for Risk for Benchmark Goals and Cut Points for Risk for 3-4 Year Old Children 4-5 Year Old Children Benchmark Likely Need Beginning Middle End Benchmark Likely Need for Beginning Middle End Subtest Status for Support of Year of year of Year Subtest Status Support of Year of Year of Year Alphabet At/above Core 6+ 17 + 23 + Alphabet Knowledge At/above Core 1+ 3+ 5+ Knowledge Strategic 2-5 8 - 16 14 - 22 Strategic 0 1-2 2-4 Below Below Well Below Intensive 0-1 0-7 0 - 13 Well Below Intensive . 0 0-1 Phonological At/above Core 4+ 10 + 13 + Phonological At/above Core . 1+ 2+ Awareness Strategic 1-3 4-9 9 - 12 Awareness Strategic . 0 0 Below Below Well Below Intensive 0 0-3 0-8 Well Below Intensive . . . Vocabulary – Oral At/above Core 18 + 21 + 23 + Vocabulary – Oral At/above Core 8+ 12 + 14 + Language Strategic 13 - 17 16 - 20 19 - 22 Language Strategic 4-7 6 - 11 8 - 13 Below Below Well Below Intensive 0 - 12 0 - 15 0 - 18 Well Below Intensive 0-3 0-5 0-7 Comprehension At/above Core 13 + 16 + 17 + Comprehension At/above Core 6+ 10 + 11 + Below Strategic 10 - 12 12 - 15 14 - 16 Below Strategic 2-5 5-9 7 - 10 Well Below Intensive 0-9 0 - 11 0 - 13 Well Below Intensive 0-1 0-4 0–6 PELI Language At/above Core 114 + 132 + 143 + Language Index At/above Core 62 + 87 + 100 + Index Strategic 88 - 113 111 - 131 124 - 142 Strategic 33 - 61 50 - 86 59 - 99 Below Below Well Below Intensive 0 - 87 0 - 110 0 - 123 Well Below Intensive 0 - 32 0 - 49 0 - 58 PELI At/above Core 159 + 201 + 231 + PELI Composite Score At/above Core 68 + 101 + 128 + Composite Below Strategic 115- 158 160 - 200 195 - 230 Below Strategic 35 - 67 59 - 100 8533- 127 Score 34 Well Below Intensive 0 - 114 0 - 159 0 - 194 Well Below Intensive 0 - 34 0 - 58 0 - 84 Research: Decision Utility for Benchmark Research: Reliability and Validity Goals (4-5 Year Olds) Subtest/Score AUC Sens Spec AC PPP NPP PPVT Vocabulary-Oral Language .80 .74 .78 .76 .63 .85 Comprehension .73 .54 .83 .74 .63 .78 Language Index .81 .63 .80 .74 .62 .81 PELI Composite Score .80 .61 .81 .74 .62 .80 DIBELS Alphabet Knowledge .89 .87 .77 .79 .53 .95 Phonological Awareness .86 .83 .73 .76 .52 .93 PELI Composite Score .87 .86 .74 .77 .54 .94 Note: AUC = Area Under Curve; Sens = Sensitivity; Spec = Specificity; AC = Accurate Classification; PPP = Positive Predictive Power; NPP = Negative Predictive Power. 35 36 © 2019, Acadience Learning Inc. 9
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Research: Decision Utility for Cut Points for Risk (4-5 Year Olds) Subtest/Score AUC Sens Spec AC PPP NPP PPVT Vocabulary-Oral Language .90 .70 .91 .88 .62 .94 Comprehension .86 .61 .98 .92 .88 .93 Language Index .93 .74 .96 .92 .77 .95 PELI Composite Score .92 .70 .94 .90 .70 .94 Assessing Vocabulary DIBELS Alphabet Knowledge .95 .85 .91 .90 .58 .97 and Oral Language Phonological Awareness .89 .77 .87 .86 .48 .96 PELI Composite Score .91 .77 .88 .87 .50 .96 Note: AUC = Area Under Curve; Sens = Sensitivity; Spec = Specificity; AC = Accurate Classification; PPP = Positive Predictive Power; NPP = Negative Predictive Power. 37 Vocabulary and Oral Language Vocabulary and Oral Language Part I: Picture Naming Part I: Picture Naming Early Literacy Vocabulary and Oral Language Skill Child is shown a picture of a scene and asked to Format name common objects in the picture. Score 1 point for each object correctly named What’s another name for it? Do you know what it is called in English? Prompts What is the whole thing called? What is just this part called? Discontinue if child gives no response on the first Discontinue three items. Go on to “Tell About.” 39 40 © 2019, Acadience Learning Inc. 10
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Vocabulary and Oral Language Picture Naming Directions Part II: Tell About V-OL 1. Here is a picture of Early Literacy Vocabulary and Oral Language a farm. I am going to point Skill to some things and you Child is asked to tell all he/she can about 5 tell me what they are. Format words. Point to each picture and ask, What is this? or Do Score Quality of response rating on 0–5 point scale you know what this is? for What do you do with a ______? the following words: Prompts What is a ______ for? 1. cow 6. barn What does a ______ do? 2. sun 7. fence 3. owl 8. wheelbarrow Discontinue if child gives no response on the Discontinue 4. tractor 9. windmill first three words. 5. scarecrow 10. puddle 41 42 Tell About Directions Video: Ben and On the Farm Now I want you to tell me everything you can about some words. My turn first. I will tell you everything I can about an owl (point to the owl). An owl is a kind of bird that flies around at night and it says, “Hoo.” Now it is your turn. If the child has not named the picture correctly, say, This is a __________ before asking him/her to tell you about it: 1. Tell me everything you can about a cow. 2. Tell me everything you can about a barn. 3. Tell me everything you can about a tractor. 4. Tell me everything you can about a wheelbarrow. 5. Tell me everything you can about a puddle. 43 44 © 2019, Acadience Learning Inc. 11
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Language Development Tell About Quality of Response Rating First Year: Listening and Learning Follows progression of early childhood language development: Listening 0 No response or incorrect/irrelevant response Looking 1 One word response 2 Phrase, correct two-element sentence, Joint Attention 3 Correct three-element sentence, Cooing Babbling 4 Correct expanded sentence 5 Correct compound sentence Vocables 45 46 Language Development Language Development Stage 1: Single Words Stage 2: Two-Word Combinations First 10 words: Nouns, Verbs, Descriptive Words 50-word vocabulary: (food animals toys) mostly Nouns mama More Mommy kitty cookie go car eat juice Big more Eat doggie ball water Kitty baby cookie here here big Daddy go No dada eat doggie bed Want want cookie 47 ball 48 © 2019, Acadience Learning Inc. 12
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Language Development Language Development Stage 3: Three-Element Sentences Stage 4: Four + Element Sentences Oral vocabulary of 50–100 words Oral vocabulary of 900–1000 words Combine Ideas Sentences expand and become Daddy throw Throw ball more grammatically correct Daddy throw ball I like to build with blocks at school. I go Go school I go school I went to the movies last night. The doggie is big I can swing on the swings I run fast I want juice with my friends That is my kitty At the playground. The doggie is in the house I kick a ball 49 50 Language Development Language Development by Age 5 – Stages 5-6: Compound/Complex Sentences Kindergarten Entry Oral vocabulary of 4,000–6,000 words Sentences become increasingly sophisticated and correct Oral vocabulary of Ideas are linked in sentences using “connector words” like and, 5,000–8,000 words then, because, if, when, after Easily use complex sentences that link two or I go to sleep in my bedroom when I am tired. more ideas Sentences are, for the most I like to read a story before I go to sleep. part, grammatically correct I like it when it is nice out and we can play outside. The game that I played last night is my favorite. I am going to my grandma’s after I get home from school today. 51 52 © 2019, Acadience Learning Inc. 13
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Tell About Quality of Response Rating 0-Point Responses 0 = No response or response unrelated to target word Follows progression of early childhood language development: Examples of responses that are clearly unrelated to the 0 No response or incorrect/irrelevant response target word or convey incorrect information It tells you how hot it is outside (clock) 1 One word response It can help you (lizard) 2 Phrase, correct two-element sentence, It’s for push (telescope) Examples of responses that are vague and/or do not 3 Correct three-element sentence, convey information about the target word: I want it (merry go round) 4 Correct expanded sentence That place (stairs) 5 Correct compound sentence Note: You can ask a follow-up question—What do you do with ____? What is a 53 ____ for? Tell me something else about a ____. 54 Sentence Elements Subject: Who or what the sentence is about (noun, pronoun or noun phrase) Verb: Action – does what/what happens? (verb or verb phrase) Object: The person or thing affected by the action Descriptive word: Adjective: Describes a person, place, or thing Adverb: A word or phrase that describes an action, typically tells how, when or where Prepositional phrase: phrase that begins with a preposition (e.g., in, on, under) and ends with a noun or pronoun 55 © 2019, Acadience Learning Inc. 14
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Frame of Reference for Scoring … Simple Three-Element Sentence Subject – Verb -- Object 0 1 2 3 4 5 + I throw rocks. I will throw it. He throws the ball. I did throw the ball. I read a book. My teacher reads books. We can read our books. Become familiar with a three-element sentence 57 58 and use it as your frame of reference Simple Three-Element Sentence Simple Three-Element Sentence Subject – Verb - Object Subject ---Verb – Descriptive Word I like to eat. Adjective Adverb I want to play. The boy is tall. The monkey is running fast. I would like to help. The cat is fluffy. He can jump very high. Bobby likes to dance. His hair is red. The girl walks slowly. Faye wants to read. My mom is happy. I can throw far. I do like singing. The girl feels sad. Bobby likes sliding. Swimming is fun. 59 60 © 2019, Acadience Learning Inc. 15
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Simple Three-Element Sentence Simple Three-Element Sentence Subject ---Verb – Descriptive Word Subject – Verb – Prepositional Phrase A word or phrase that describes or renames the subject The cat is under the table. Noun The book is for my teacher. Our teacher is a man. The bike is in the garage. My dad is a carpenter. Bobby is at school. A dog is an animal. Pablo is on the bus. Those people are doctors. 61 62 Practice # 1: Three-Element Sentences Practice # 2: Three-Element Sentences he throws Elements: tape is sticky √ Elements: subject subject he throws the ball √ you can color the paper √ verb verb I want to run fast object make fish object descriptive words descriptive words I play on the playground √ we get paper and paint prepositional phrases prepositional phrases Bobby is playing at school √ you can sleep in a house√ I kick the ball on the playground I like to draw √ kick the ball for draw fish I play you can make a fish √ 63 64 © 2019, Acadience Learning Inc. 16
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Practice # 3: Three-Element Sentences If it is not a 3 … you play at school √ Elements: Is it less than or greater than? subject If it is less than a 3 and the utterance contains we make it √ verb more than a single word, it is a 2. we get some lights and candy object descriptive words Examples of 2-Point Responses we look in the sky √ prepositional phrases a doctor helps you when you are sick Cow Cow get milk cows moo you talk to your teacher √ cows can eat in the barn I like swinging on swings Barn Barn the animals animals sleep eat in there horses go 65 66 If it is not a 3 … Scores for Ben: On the Farm Is it less than or greater than? If it is greater than a 3, is it a 5? a cow say moo moo If it is not a 5, it is a 4 Examples of 5-Point Responses (Grammatically correct a barn say old mcdonald had a farm sentences consisting of two stand-alone clauses joined by connector word(s)) a tractor say it moves along cow: a cow says moo and you get milk from a cow a wheelbarrow picks some woodchips barn: a barn keeps animals in it so they don’t get lost tractor: you get in it and then you drive it around on the grass a puddle grows bigger wheelbarrow: a wheelbarrow can roll and it can take hay to the animals puddle: you jump in it when the rain falls down 13 67 68 68 © 2019, Acadience Learning Inc. 17
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Scores for Ben: On the Farm Tell About: Practice 1 eat drink farm water/flower it blows water Benchmark goal animals live in it 6 for 3-4 year olds at EOY: 14+ riding taking pumpkins you step in a puddle 13 19 11 69 70 Tell About: Practice 2 Tell About: Practice 3 milk comes from cows you can get milk from a cow a barn has hay a barn is for feeding all the animals and helping them a tractor is loud a tractor is for driving everyone back to the barn a wheelbarrow picks up dirt wheelbarrows are for picking up dirt and grass you can play in a puddle you can jump in the puddle when you have rainboots on 15 21 71 72 © 2019, Acadience Learning Inc. 18
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Tell About: Practice 4 Video: Calvin and A Day at the Beach it can moo and it walks and you can milk cows all the animals can go in the barn so they can rest and sleep the farmer can drive it so he can bring hay to the animals a wheelbarrow can roll around on one wheel kids can jump in puddles and they can splash everybody 24 73 74 Scores for Calvin: A Day at the Beach Scores for Calvin: A Day at the Beach it’s made out of sand / and you can squish it and build it again SC it gives you shade Benchmark goal 9 it gives you water for 3-4 year olds at EOY: 23+ it gets you dry it keeps your boat from floating away 17 17 75 26 76 75 76 © 2019, Acadience Learning Inc. 19
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Classroom Report How do we Use the Data? Case Study 78 Using the Data Progress Monitoring on V-OL: Daphne Vocabulary-Oral Language AtCore Likely to Need or Above Benchmark Support Odds are 80% to Achieve Subsequent to 90% of Early End of Year At or Above Literacy Achieving BenchmarkSubsequent Early Goals Benchmark Goal Odds are 80% Literacy to 90%Goals of Achieving Subsequent Early Bright Spring PK Lucy B Literacy Goals 10002 End of Year Daphne X X Cut Point for Risk Below Benchmark Beginning of Year Odds are Likely 40% to to Need 60% of Support Strategic Achieving Benchmark Subsequent to Early Literacy Achieve Subsequent Goals Early Literacy Goals X Beginning of Year Sep Oct Nov Dec Jan Feb Mar Apr May Cut Point for Risk Likely to Need Intensive Support to Achieve 2015-16 Well Below Benchmark Subsequent Early Literacy Goals 10 Odds are 10% to 20% of Achieving Subsequent Early Literacy Goals 1 10 79 80 © 2019, Acadience Learning Inc. 20
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. More Frequent Progress Monitoring Quick Checks: Scoring Booklets Use weekly/biweekly Quick Checks for children who are receiving additional instructional support in a targeted area. Progress monitoring materials (10 alternate forms) for: Phonological Awareness Alphabet Knowledge Vocabulary-Oral Language 81 82 Scoring Booklets: Look Inside Quick Checks: Child-Facing Materials 55 PELI PELI ® 5 PELI ® Vocabulary/Oral Alphabet QuickPhonological ® Quick Check Quick Check 5 Knowledge 5 CheckAwareness 5 Language 666QuickPELI ® Vocabulary/Oral PELI Alphabet Knowledge PELICheck ® Phonological ® Quick Check 6 6 Quick Check 6 Language Awareness Say these specific directions to the student: Say these specific directions to the student: PASay these 1) Word specific Parts. directions Say these to the student: specific directions to the student: Say these specific directions to the student: PA 1) Word Parts. Say these specific directions to the student: We are going to Hereplay aare game somewhere we sayI the pictures. willfirst pointpart to of words. Iand a picture will say youatell word meandits you HereWe aresome are goingpictures. to play a Igame where will point towe say the first a picture and part of words. you tell me itsI will say a word and you Here tell is first me the a page part with of the letters word. My on turnit.first. DoMy youwordknow any of is rainbow. Thethesepart letters? Here isthe a page with letters on turn it. Do you know any of these letters? name. Point to each picture and ask, ‘What is this?’ or first of the what ‘Do you know word tell Point name. me to first eachpart of the picture word. and ask,My ‘What isfirst. Myor this?’ word ‘Do is rainbow. you The first know what part of the word Point tois and “rainbow” “rain.”tell me Rain. Listen. the names Rainbow.of allit’s Now of your the turn. letters Yourthat wordyou know. What is paintbrush. Point to and “rainbow” tell me is “rain.” theRain. Listen. names of all Rainbow. ofit’s Now the letters your thatword turn. Your youisknow. paintbrush. What this is the first part of theis?’ word paintbrush? thisisis?’ the first part of the word paintbrush? After the child has finished naming letters, prompt him/her to continue After the child has finished naming letters, prompt him/her to continue Correct pantsletters by pointing cupcake soap “Do you Correct backpack fork by pointing to each bracelet naming response any additional Good. to each letter and saying, naming any Good. response additional letters letter and saying, “Do you know what letter this is?” or “What is this letter?”: Start by prompting the know what letter this is?” or “What is this letter?”: Start by prompting the birdhouse waffle fan cactus hamburger bookshelf statue earring following Paint letters if the is the firstchild has part of thenot named them: Correct response OXAS Good. following letters Paintifisthe the child has first part of not the namedCorrect OXAS them: Good. response Incorrect word paintbrush. tablecloth Say it with braid until he/she missespinwheel beehive word paintbrush. Incorrect Say it with wheelbarrow overalls Continue response prompting the child me, paint. What is the first to name letters three Continue responseprompting the child to me, paint. What is the first name letters until he/she misses three Incorrect Paint is the first part of the Incorrect Paint is the first part of the consecutive partletters. of the word paintbrush? response word paintbrush. Say paint. consecutive part letters. of the word paintbrush? response word paintbrush. Say paint. V/OL Score: ___________ V/OL Score: ___________ 1 point 0 points 1 point 0 points PA1. snowman J h /s/, /sn/, /snoa/ X I want you to tell me everything you can about some words. My turn r 0 PA1. goldfish S E I want you to tell me everything you can about some words. My turn Y /g/, /goa/, /goal/ d 0 V A PA2. classroom /k/, /kl/, /kla/, /klas/ 0 PA2. rowboat /r/, /roa/ 0 first. I will tell you everything I can about a sink. A sink is something you first. I will tell you everything I can about a sink. A sink is something you PA3. hilltop /h/, /hi/, /hil/ 0 PA3. bedroom /b/, /be/, /bed/ 0 PA4. Q puppet Y use to wash your hands when it is time to eat lunch. Now it is your turn. /p/, /pu/, /pup/ 0 PA4. T pitcher F use to wash your hands when it is time to eat lunch. Now it is your turn. /p/, /pi/, /pich/ 0 PA5. rabbit w Tell me everything you can about a cupcake: A /r/, /ra/, /rab/ 0 PA5. lemon Tell me everything you can about a backpack: i c /l/, /le/, /lem/ 0 c M T PA 1 Score: ___________ S o N Q G PA 1 Score: ___________ N B PA 2) First Sound. Say these specific directions to the student: PA 2) First Sound. Say these specific directions to the student: 0 1 2 3 4 5 0 1 2 3 4 5 o U Now I am going to say some other words. This time I want you to tell me the first sound in the h r Now I am going to say some other words. This time I want you to tell me the first sound in the F w word. My turnTell meMy first. everything you can word is mouse. Theabout a waffle: first sound in the word mouse is /m/. Listen. /m/. Tell meword. everything My turnyou can first. Myabout word a ishamburger: mouse. The first sound in the word mouse is /m/. Listen. /m/. E Mouse. Now it’s your turn. What is the first sound in the word soup? d P V Mouse. Now it’s your turn. What is the first sound in the word soup? U M K Correct Good. i B 0 1 2 3 4 5 L Correct Good. K 0 1 2 3 4 5 J G P response response Incorrect Tell me everything you can about Correct The first sound in the word soup is /s/. Say it with me, /s/. a fan: z response Good. L Tell me everything you can about a statue: Incorrect The first sound in the word soup is /s/. Say it with me, /s/. X Correct response Good. z response What is the first sound in the response What is the first sound in the Incorrect /s/ is the first sound 0 1in the 2 3 4 5 Incorrect0 /s/ 1 is2 the 3 first 4 sound 5 in the word soup? response word soup. Say /s/. word soup? response word soup. Say /s/. Tell me everything you2 can about a tablecloth: points 1 point 0 points Tell me everything you can about a beehive: 2 points 1 point 0 points PA6. bowl /b/ /boa/ 0 PA6. lamp /l/ /la/ 0 PA7. tape /t/ /tai/ 0 PA7. game /g/ /gai/ 0 0 1 2 3 4 5 0 1 2 3 4 5 PA8. street /s/ /st/, /str/, /strea/ 0 PA8. dock /d/ /do/ 0 PA9. ropeTell me everything you can /r/ about a pinwheel: /roa/ 0 Tell me PA9. everything you can about a wheelbarrow: block /b/ /bl/, /blo/ 0 PA10. nail /n/ /nai/ 0 PA10. seal /s/ /sea/ 0 PA 2 Score: ___________ PA 2 Score: ___________ 0 1 2 3 4 5 0 1 2 3 4 5 Page 6 © 2014 All rights reserved Total Score: ___________ © 2014 All rights reserved Page 7 Total Score: ___________ Page 6 V/OL Score: ___________ © 2014 All rights reserved © 2014 All rights reserved V/OL Score: ___________ Page 7 Page 5 © 2015 All rights reserved © 2015 All rights reserved Page 6 83 84 © 2019, Acadience Learning Inc. 21
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019. Child-Facing Materials: Look Inside Progress Monitoring on V-OL: Daphne X X Bright Spring PK X Lucy B 10002 Daphne X X X X Sep Oct Nov Dec Jan Feb Mar Apr May 2015-16 10 12 17 1 10 9 16 85 86 Building Futures by Changing Outcomes! Thank You!! rkamin@acadiencelearing.org info@acadiencelearning.org 541-431-6931 87 © 2019, Acadience Learning Inc. 22
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