1. Assessment-driven Classroom Management Using PALS Results Managing Your Literacy Block Organizing Literacy Centers

2. Plan & Provide Quality Literacy Instruction Classroom Instruction
PALS Assessments PURPOSE: Provide diagnostic information for literacy instruction
Plan & Provide Quality Literacy Instruction
Classroom Instruction
&
Intervention
Communicate
Families
Support Staff
Administrators

3. Unlock the Data
Investigate
Interpret
Implement

4. Investigate… What Do We Use?
From PALS Website
Class Summary Sheet
Class Report
Student Summary Sheets
Hard copy of the Student Summary Sheets and Data from testing

5. Interpret... Where Do We Begin?
Entry Level Sum Score
Critical Components
Word List
Spelling
Letter Sounds
Oral Reading Passage
*If a student does not pass the benchmark, look at Level B and C tasks.

6. Implement...
Guiding Questions to Help Determine Groups and Instructional Levels:
1. Word Lists
How many words can the child read on the PP list?
How many words can the child read on the P / 1 lists?
What list was the highest list the child could read?
Did the child decode the words?
Was his/her word recognition automatic?

7. 2. Concept of Word (If appropriate)
What did the child’s tracking look like?
Could the child identify words within the line?
What strategies did he/she use to identify the words within the line and on the word identification task?

8. 3. Spelling (Look at all of the words, not just the scored features)
Did he/she represent
beginning sounds?
Ending sounds?
Did he/she represent digraphs? Blends?
Did he/she represent short vowels?
Did he/she represent long vowels?

9. Examples of three children’s spelling
Examples of three children’s spelling. Note the progression across the 3 columns.

10. What type of reader would you say each child is
What type of reader would you say each child is? (Angel--emergent; Serenity--beginner; Taylor--late beginner/early instructional).

11. 4. Passage Reading Preprimer: Primer & above: What is the highest
instructional level passage
(85% accuracy) the child could read?
Primer & above:
What is the highest instructional level passage (90% accuracy) the child could read?
What was the accuracy on this passage?
What was the WPM score on this passage?
What kinds of errors did the child make?
Did he/she self-correct?
How was the child’s comprehension at this level?

12. Activity: Interpreting Mid-year PALS Results
Create groups for reading instruction.
Identify the reader types for each group and justify your decisions.
Identify instructional goals for each group based on the assessment information.
Use an example K, 1st, 2nd or 3rd grade class from you school and walk through this process together as a staff. Next, have teachers try the same thing using their own class--either individually or with a partner.

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