• PALS (Phonological Awareness Language Screening)
    PALS is used in 99% of school systems in the state. PALS provides a comprehensive assessment of young children’s knowledge of the important literacy fundamentals that are predictive of future reading success.  This assessment is used in grades K-2.  
     
      
    What is your child asked to do during this assessment? 
     
     
     Kindergarten  
     
     
    RHYME AWARENESS
    Out of a set of three pictures, students are asked to identify the one that rhymes with the target picture.
    BEGINNING SOUND AWARENESS
    Out of a set of three pictures, students are asked to identify the one that has the same beginning sound as the target picture. 
    ALPHABET KNOWLEDGE
    Students are asked to name the 26 lower-case letters of the alphabet. 
    LETTER SOUNDS
    Students are asked to produce the letter sounds of 23 upper-case letters of the alphabet, as well as three digraphs (sh, th, ch).
    SPELLING
    Students spell five consonant-vowel-consonant words, receiving credit for phonetically acceptable substitutions. 
    CONCEPT OF WORD
    The Concept-of-Word task measures children’s ability to (a) accurately touch words in a memorized rhyme, (b) use context to identify individual words within a given line of text, and (c) identify words presented outside of the text.  
    WORD RECOGNITION IN ISOLATION
    Word Recognition in Isolation is an optional task on PALS-K, but can be administered to students who have some reading ability
     
     
     
     
    Grades 1-2
     
    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. The running record is analyzed for fluency, accuracy, and comprehension.
     
     
     
     
    SCORES AND EXPECTATIONS
    Students’ scores on specific tasks are added together to create a summed score. This summed score is compared against a benchmark that represents minimum expectations for fall and for spring. If a student’s summed score is below the benchmark, that student should receive instruction that is in addition to the regular classroom literacy instruction. 
     
    Information retrieved from: https://pals.virginia.edu 
     
     
     
     
Last Modified on August 18, 2020