BAS Assessments. Scripts and Helpful Information

Transcription

1 BAS Assessments Scripts and Helpful Information Kenton Professional Learning One and Two Syllable Words: (Test 1) Can students identify the correct number of syllables in words (hear parts of words) 1. Review words to check for understanding 2. Say the word 3. Student claps the number of syllables they hear in the word I am going to show you some pictures. Let s say the words together to make sure you know what the pictures are. (make sure the student knows each picture) You are going to clap the number of syllables or word parts you hear. Let s do a couple together. (Use the first 2 word/pictures to model the task. Show the card and say the word) Example: If I have the word pumpkin, I d say pump-kin and clap two times because there are two syllables. If I have the word glass, I d say glass and clap one time because there is one syllable. Now it s your turn. Say the word, clap the number of syllables you hear in the word and tell how many syllables you hear. (Go through each of the picture cards)

2 Helpful information: If student starts to segment the word (c-a-t) remind them to say the word normal-like they talk. Tell them not to change how they say the word. Do this test before the segmenting test if possible so they don t get confused on how to say the word If a student claps correctly but says the wrong number of syllables it will still count as correct Use Individual Record sheet to score Put sample back in mix and score what they do independently Rhyming: If students can hear and make connections between words that rhyme (connect sound pattern with another sound pattern that rhymes) 1. Show pictures to students 2. Demonstrate one or two examples 3. Show and say picture to student and have them find the rhyming match I m going to show you some pictures so we can make sure we know what they are before we start (go through each picture card and say what it is) Now I am going to ask you to find two pictures that rhyme. Let me show you how first (pick up one picture card and say it out loud. Find the matching picture. Put the example back in the mix)

3 Now it s your turn. Pick one picture card and say the name. Find the card that rhymes or sounds the same. (repeat process) Don t put both sets of cards out at the same time-divide into two sets If they get stuck make sure they know what the picture is Do a second example if you think they need that support at the beginningnote that support on record sheet Initial Sounds: If students can match similar initial sounds and orally produce the initial sound 1. Show picture cards to students 2. Find two cards with the same initial sound 3. Then say the initial sound of each picture I m going to show you some picture cards to make sure we know what they are before we start. (lay out bear, hat, dog and milk and say the names of each picture) Now hold up the picture card of bird and say the name. Ask, Can you match this picture card with another picture that starts with the same beginning/initial sound? (Repeat with horse, desk and mouse) Now, hold up bird again. Ask, Can you tell me the beginning or initial sound in bird? (repeat with horse, desk and mouse)

4 Repeat same process with Sheet 2. Lay out cat, fan ladder and pencil. Match these cards to cake, fire, lion and penguin. Use same language as above. Students must match and produce initial sound Record scores for both on Phonological Awareness Record From You can use the language of initial or beginning If student says just the name of the letter ask them to tell you the soundmake note of letter or sound as a response Go through process twice with Sheet 1 and Sheet 2 Blending: A student s ability to hear and blend sounds to make a word. 1. Teacher says the individual sounds of each word 2. Child blends sounds together to make a word Follow the language used in the protocol (Assessment Forms book) Do one or two examples with students. If I say the sounds /m/-/a/-/t/, when I put them together I d say the word mat. If I say the sounds /d/-/o/-/g/, you d say. (Give students a chance to practice blending the sounds)

5 Make sure to report attempts Segmenting: If a student can segment a word into individual sounds 1. Teacher says a word 2. Student says each sound they hear in the word Follow the language used on the protocol (Assessment Forms book) Do one or two examples with students I m going to say the sounds in the word fan like this /f/-/a/-/n/. Let s try another one. I m going to say the word find and you say the sounds in the word. (Give students opportunity to say /f/-/i/-/n/-/d/) Go through the protocol. Record what students say on recording sheet. A student s response is correct if they say all of the sounds in the word. They do not get credit if they miss one or more sounds. Record exactly what students say for instructional purposes Word Writing: It measures what words children can spell accurately as well as their understanding about words and how they work

6 1. Children write as many words as they know in a designated time (5-10 minutes) 2. Can do individually or in a group Use the language from the protocol (Assessment Forms book) This is not a spelling test Informal at the beginning of the year-can monitor if students use the resources around the room Maybe mid-year or later see what students can do without resources in the room Notice how students use letter/sound relationships and spelling patterns Notice how students categorize words and make connections Word Features: What word features the children attend to (digraphs, consonant clusters, contractions, double consonants, etc.) 1. Student reads words from appropriate grade level list or other list as needed Please read these words to me. Start at the top and go down.

7 Start with the grade level list that is appropriate for your grade You can use other lists as needed if students are unable to read their grade level list in order to provide instructional information Have one hard copy of Features test and one copy for every student of recording sheet Writing Picture Names: The ability to say, hear and identify the individual sounds in words (phonemes, sequence of sounds, letters that represent sounds) 1. Have students write the letters to picture cards shown to them I m going to show you some picture cards to make sure we know what they are before we start. (read through picture cards with student) Now, say the word that matches the picture slowly to yourself. Listen for all the sounds you hear. Write the letters for the sounds you hear on the line under the picture. If students spell the word correctly, it does not count as an error ( feet or truck ) If students write noz, it does not count as an error as the phoneme at the end of the word sounds like /z/ Note reversals or directionality issues, but do not count as an error ( tac for cat ) If students add an extra phoneme but have all of the other phonemes represented in the word, do not count it as an error ( fetu for /f/-/e/-/t/)

8 Record the number of phonemes for each word (use the Assessment Forms book as a guide for the number of phonemes in each picture card) Can be done one on one or in a small group High Frequency Words: How many HFW words a child can read 1. Have the student read down the column of HFW I m going to show you a list of words. Read down the list. If you don t know a word, just skip it and go onto the next word. There are different words on each list. The words do not repeat. Use the grade level appropriate list as noted on the key assessment chart. If they are unable to read these words, use the list that is most appropriate for their reading ability in order to provide instructional information. Students should know words fluently Record substitutions Have other lists available in order to adjust the assessment Where to Start: (Optional) It helps to determine the level at which to start the BAS reading assessment 1. Have students read appropriate list

9 Use the language from the protocol This is an optional assessment. You can use on new students who do not have any data yet.