BRIGANCE Diagnosti2

13.
co ca cu
14. chi cha cho che chu
15. ja jo je ji ju
16. ce ci
17. gi ge
18. zo za zu ze zi
19. ha he ho hi hu
PRONOUNCES CONSONANT-VOWEL SYLLABLES (continued)
SKILL: Pronounces consonant-vowel syllables for each consonant letter DIERCTIONS: (This assessment is made by asking the student to pronounce
the syllables on S-100 through S-103 for each consonant letter)
STUDENT RECORD BOOK: Page 16
Point to the syllables “co” on S-102 and
ASSESSMENT METHOD: Individual oral response
Say: Dime el sonido que hacen estas letras
MATERIAL: S-102
Pause for the student´s response. If the student appears confused, explain
DISCONTINUE: Your discretion, or after failure for two consecutive consonant letters the sound the syllable makes.
TIME: Your discretion Say: Estas letras (pointing to the syllable “co”) tiene el sonido “co”, como
en cosa.
ACCURACY: 2/2 (100%) or give credit for pronouncing all of the syllables for each
consonant letter. See OPTIONAL CRITERIA note below Continue with the other items. If necessary, give encouragement and
praise.
OPTIONAL CRITERIA: The first two syllables for each consonant letter are those most
commonly found in primary words from the REFERENCES listed on page 96. For
quicker assessment, it is recommended that you assess only the first and second (See NOTES, page 100)
syllables for each consonant letter and give credit if the student responds with an
accuracy of 2/2 (100%). For a more comprehensive assessment, administer the
remaining syllables for each consonant letter.
STUDENT PAGE FORMAT AND SKIL ANALYSIS FOR S-102
13.(c) co ca cu
14.(ch) chi cha cho che chu
15.(j) ja jo je ji ju
16. ce ci
(c=s)
17.(g=j) gi ge
20. ya yo ye yu yi
21. ña ño ñe ñi ñu
22. llo lla lli lle llu
23. rre rro rra rru rri
24. que qui
25. gui gue
26. güe güi

PRONOUNCES CONSONANT VOWEL SYLLABLES (continued)
SKILL: Pronounces consonant-vowel syllables for each consonant letter DIRECTIONS: (This assessment is made by asking the student to pronounce
the syllables on S-100 through S-103 for each consonant letter)
Point to the syllable “ya” on S-103 and
MATERIAL: S-103
DISCONTINUE: Your discretion, or after failure for two consecutive consonant letters the sound the syllable makes.
TIME: Your discretion Say: Estas letras (ponting to the syllable “ya”) tienen el sonido “ya”, como
en yarda.
ACCURACY: 2/2 (100%) or give credit pronouncing all of the syllables for each
consonant letter. See OPTIONAL CRITERIA note below Continue with the other items. If necessary, give encouragement and
praise.
OPTIONAL CRITERIA: The first two syllables for each consonant letter are those most
commonly found in primary words from the REFERENCES listed on page 96. For a (See NOTES, page 100)
quicker assessment, it is recommended that you assess only the first and second
syllable for each consonant letter and give credit if the student responds with an
remaining syllables for each consonant letter.
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-103
20.(y) ya yo ye yu yi
21.(ñ) ña ño ñe ñi ñu
22.(ll) llo lla lli lle llu (F-3)

OBJETIVE: By __________, when shown consonant-vowel syllables for
16.(rr) rre rro rra rru rri twenty-six consonant letters and when requested to do so,
____________ will correctly pronounce 2/2 or all of the syllables for
23.(qu) que qui each of __________ consonant letters.
1. ar or er ir ur
2. en an un in on
3. es is as os us
4. al el il ol ul
5. am em om um im
6. iz az ez oz uz
7. ad ed
8.
ab Ob
PRONOUNCES VOWEL-CONSONANT SYLLABLES
SKILL: Pronounces vowel-consonant syllables DIRECTIONS: (This assessment is made by asking the student to pronounce
the vowel-consonant syllables on S-104)
Point to the syllable “ar” on S-104 and
MATERIAL: S-104
DISCONTINUE: Your discretion, or after failure on items for two consecutive rows. the sound the syllable makes.
ACCURACY: Give credit for pronouncing each syllable in this assessment. See Say: Estas letras (ponting to the syllable “ar”.) tienen el sonido “ar”, como
1. CRITERIA
OPTIONAL ar note below
or er ir ur en artista.
2. CRITERIA:
OPTIONAL en The first
an two vowel-consonant
un in
syllables in each on
row are those Continue with the other items. If necessary, give encouragement and
most commonly found in primary words from the REFERENCES listed on page 96. For praise.
a quicker
3. assessment,
es it is isrecommended
asthat you assess
os only the first
us and second
syllable in each row. For a more comprehensive assessment, administer the remaining
three syllables in each row. NOTE:
4. al el il ol ul
Supplemental Assessment: You may wish to also assess the student´s
ability to write vowel-consonant syllables as dictated or to spell these
5. am em om um im syllables orally. Either assessment can be made by reading the syllables
STUDENT PAGE FORMAT AND ASKILL ANALYSIS FOR S-104
listed in the STUDENT PAGE FROMAT and asking the student to write each
6. iz az ez oz uz syllable or to spell syllable out loud.
(F-4)
OBJETIVE: By __________, when shown ___________of vowel-
consonant syllables and when requested to do so, ____________ will
correctly pronounce __________ of the vowel-consonant syllables.
1. cla clo cli cle clu
2. fre fru fro fri fra
3. pri pro pru pra pre
4. bla ble blo bli blu
5. gre gra gro gru gri
6. bra bre bri bro bru

PRONOUNCES BLEND –VOWEL SYLLABLES
SKILL: Pronounces blend-vowel syllables for each consonant blend DIRECTIONS: (This assessment is made by asking the student to pronounce
the blend-vowel syllables on S-105 and S-106)
Point to the syllable “cla” on S-105 and
MATERIAL: S-105
Pause for the student´s response. If the student appears confused explain
the sound the syllable makes.
DISCONTINUE: Your discretion, or after failure for two consecutive consonant
blends. Say: Estas letras (Ponting to the syllable”cla”) tiene el sonido “cla” como
en claro
TIME: Your discretion
Continue with the other ítems. If necessary, give encouragement and
ACCURACY: 2/2 (100%) or give credit for pronouncing all of the syllables for praise.
each consonant blend. See OPTIONAL CRITERIA note below.
NOTE:
OPTIONAL
1.(cl) CRITERIA:
cla The
clofirst two syllables
cli for each
cli consonant
clu blend are Supplemental Assessment: You may also wish to assess the student´s
those most commonly found in primary words from the REFERENCES listed on ability to write blend-vowel syllables as dictated or to spell these syllables
page 96. For a quicker assessment, itfrois recommended orally. Either assessment can be made by reading the syllables listed in the
2.(fr) fre fru fri that youfraassess only STUDENT PAGE FORMAT on 105 and 106 and asking the student to write
the first and second syllable for each consonant blend and give credit if the
each syllable or to spell each syllable out loud.
student responds with an accuracy of 2/2 (100%). For a more comprehensive
3.(pr) pri pro pru pra pre
assessment, administer the remaining syllables for each consonant blend.
4.(bl) bla ble blo bli blu
STUDENT PAGE FORMAT AND ASKILL ANALYSIS FOR S-105
5.(gr) gre gra gro gru gri
(C
7. ple pli plu pla plo
8. tre tra tru tri tro
9. glo gla gli gle glu
10. cri cra cre cro cru
11. fle fla fli flo flu
12. dre dra dri dro dru

PRONOUNCES BLEND-VOWEL SYLLABLES (continued)
SKILL: Pronounces blend-vowel syllables for each consonant blend DIRECTIONS: (This assessment is made by asking the student to pronounce
the blend-vowel syllables on S-105 and S-106)
Point to the syllable “ple” on S-106 and
MATERIAL: S-106
DISCONTINUE: Your discretion, or after failure for two consecutive consonant blends the sound the syllable makes.
TIME: Your discretion Say: Estas letras (pointing to the syllable “pie”) tienen el soido “ple”,
como en pleito.
ACCURACY: 2/2 (100%) or give credit for pronouncing all of the syllables for each
consonant blend. See OPTIONAL CRITERIA note below Continue with the other ítems. If necessary, give encouragement and
praise.
OPTIONAL CRITERIA: The first two syllables for each consonant blend are those most
commonly found in primary words from the REFERENCES listed on page 96. For a (See NOTE, page 105)
quicker assessment, it is recommended that you assess only the first and second
syllable for each consonant blend and give credit it the student responds with an
remaining syllables for each consonant blend.
7.(pl) ple pli plu pla plo
8.(tr) tre tra tru tri tro

(F-5)
9.(gl) glo gla gli gle glu OBJETIVE: By __________, when shown blend-vowel syllables for
twelve-consonant blends and when requested to do so, ____________
will correctly pronounce 2/2 or all of the syllables for each of
10.(cr) cri cra cre cro cru
__________ consonant blends.
11.(fl) fle fla fli flo flu

1. 2. 3. 4.
diablo ciento estudio enviudar
viaje miento medio ciudad
criar viejo indio triunfar
5. 6. 7. 8.
aire ley soy cuatro
hay pleito oigo cuadro
caiga peine hoy agua
9. 10. 11. 12.

fuego cuota causa deudo
luego continuo pausa feudo
pues antíguo jaula seudo
READS WORDS WITH VOWEL DIPHTHONGS
SKILL: Reads words with vowel diphthongs DIRECTIONS: (This assessment is made by asking the student to pronounce
three words that have the same vowel diphthong for twelve diphthongs)
Point to the words on S-107 and
Say: Quiero que leas las tres palabras en cada casilla
MATERIAL: S-107
If necessary, give the student help with the consonant sounds.
DISCONTINUE: Your discretion, or after failure on two consecutive
diphthongs.
NOTES:
TIME: Your discretion 1. Diphthongs: In Spanish. Diphthongs are a combination of
unstressed i. u, or final y with another vowel. Diphthongs make
ACCURACY: 3/3 (100%) for each vowel diphthong. one syllable; each vowel conserves its own sound.
2. Allowing the Student to Select The List: In some instances, the

student may have more success if he or she is allowed to select
and read the list of words that are familiar.
Pronounces three words with the vowel diphthong:
1. ia 2. ie 3. io 4. iu
diablo ciento estudio enviudar (F-6)
viaje miento medio ciudad
criar viejo indio triunfar
OBJETIVE: By __________, when shown three words having the same
vowel diphthong, ___________ will read the words with 3/3 (100%)
5. ai/ay 6. ei/ey 7. oi/oy 8. ua accuracy for ___________ of twelve diphthongs.
aire ley soy cuatro
hay pleito oigo cuadro
caiga peine hoy agua
1 casa libro 2 papel capital
casas libros papeles capitales
3 lápiz matiz 4 francés inglés
lápices matices francesa inglesa
5 primer tercer 6 tu su
primero tercero tuyo suyo
7 san cien 8 gran

santo ciento grande
9 este ese 10 aquel él
estos esos aquellos ellos
11 fácil hábil 12 exacto rápido
facilmente habilmente exactamente rapidamente
READS WORD ENDINGS
SKILL: Reads word with common word endings when the base words are DIRECTIONS: (This assessment is made by pronouncing each base word-the
pronounced. first word in each pair-and asking the student to pronounce the base word
with the word ending added-the second word in each pair)
Point to the words on S-108 and
ASSESSMENT METHDS: Individual oral response
Say: Las palabras de cada par son semejantes, pero la segunda palabra
tiene un final Nuevo. Yo voy a decir la primera palabra y quiero que tú
MATERIAL: S-108 digas la segunda.
DISCONTINUE: Your discretion, or after failure on three consecutive word Point to the Word “casa” and
endings
Say: Esta palabra es “casa” Dime esta palabra. (Point to the Word “casa”.)
TIME: Your discretion s es
1. casa libro 2. papel capital Pause for the student´s response. If the student responds correctly,
ACCURACY: 2/2 (100%) forlibros
casas each word ending. papeles capitals continue with the same procedure for the other items in the assessment.
es a
(change z to c—add es) (drop accent)
3. lápiz matiz 3. francés inglés
lápices matices francesa inglesa
o yo
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-108 NOTES:
4. primer tercer 5. tu su 1. Suffixes Not Included: This assessment includes the more basic
primero tercero tuyo suyo
to de
word endings-those introduced in most reading programs and
those frequently added to base words. You may wish to add other
6. san cien 7. gran
santo ciento grande word endings to this assessment.
os los
(change e to os) 2. Verb Forms as Word Endings: Some verb endings are included in
8. este ese 10.aquel él
estos tercero aquellos ellos
this assessment. Verb endings for the future, conditional,
mente amente preterite, command, gerund, imperfect subjunctive, and reflexive
(drop o-add amente) tenses, as well as infinitives with a pronoun combination are
11. fácil hábil 12.exacto rápido included.
facilmente habilmente exactamente rapidamente
13 adición tradición 14 lavar vestir
adicional tradicional lavarme vestirme
15 lava viste 16 bañar acostar
lávate vistete bañarse acostarse
17 colocar parar 18 dar hacer
colocanos pararnos darlo hacerlo
19 regalar ofrecer 20 dar hacer

regalarle ofrecerle dármelo hacérmelo
21 regalar ofrecer 21 explicar leer
regalártelo ofrecértelo explicárselo leérselo
23 hablar trabajar 24 hablar escribir
hablando trabajando hablaré escribiré
READS WORD ENDINGS (continued)

SKILL: Reads words with common word endings when the base words are DIRECTIONS: (This assessment is made by pronouncing each base word-the
pronounced first word in each pair-and asking the student to pronounce the base word
with the word ending added-the second word in each pair)
al me
STUDENT RECORD(drop
BOOK: Page 17
accent)
13.adición tradición 14.lavar vestir Point to the words on S-109 and
adicional tradicional lavarme vestirme
ASSESSMENT METHOD:
te Individual oral response se Say: Las palabras de cada par son semejantes, pero la segunda palabra
(change z to c—add es)
tiene un final Nuevo. Yo voy a decir la primera palabra y quiero que
MATERIAL: S-109
15. lava viste 16.bañar acostar
tú digas la segunda.
lávate vistete bañarse acostarse
nos lo
DISCONTINUE: Your discretion, or after failure on three consecutive word Point to the Word “adición” and
17.colocar parar 18.dar hacer
endings. colocarnos pararnos darlo hacerlo
le melo Say: Esta palabra es “adición”. Dime esta palabra (Point to the Word
(add accent)
19.regalar ofrecer 20.dar hacer “adicional”)
regalarte ofrecerle dármelo hacérmelo
ACCURACY: 2/2 (100%)telo for each word ending Selo Pause for the student response. If the student responds correctly, continue
(add accent) (add accent)
21.regalar ofrecer 22.explicar leer
with the same procedure for the other items in the assessment.
STUDENT PAGE FORMAT
regalártelo ofrecértelo AND SKILL ANALYSISleérselo
explicárselo FOR S-109
Ando é (See NOTES, page 108)
(drop ar-add ando)
23. hablar trabajar 24.hablar escribir
hablando trabajando hablaré escribiré
25 aprender vivir 26 medir llover
aprenderás vivirás medirá lloverá
27 vender ayudar 28 sentir volver
venderemos ayudaremos sentirán volverán
29 almorzar preferir 30 pensar divertir
almorzaría preferiría pensarías divertirás
31 actuar perder 32 estar ver

actuaríamos perderíamos estarían verían
33 hablar invitar 34 levantar pasear
hablaron invitaron levantarás pasearas
35 sacar tocar 36 colgar entregar
sacáramos tocáramos colgaran entregarán
READS WORD ENDINGS

SKILL: Reads words with common word ending when the base words are DIERCTIONS: (This assessment is made by pronouncing each base word-the
pronounced first word in each pair-and asking the student to pronounce the base word
with the word ending added- the second word in each pair.
as a Point to the word on S- 101 and
ASSESSMENT METHOD: Individual
25.aprender vivir oral response
26.medir llover
aprenderás vivirás medirá lloverá Say: Las palabras de cada para son semejantes, pero la segunda palabra
emos án tiene un final Nuevo. Yo voy a decir la primera palabra y quiero que
MATERIAL: 27.
S-110
lava ayudar 28.sentir volver tú digas la segunda.
lávate ayudaremos sentirán volverán
DISCONTINUE: Your discretion,
ia or after failure on threeíasconsecutive word Point to the Word “aprender” and
endings 29.colocar preferir 30.pensar diverit
colocarnos preferiría pensarías divertirías
iamos ían Say: Esta palabra es “aprender”. Dime esta palabra (Point to the Word
31.regalar perder 32.estar ver “aprenderás”)
regalarte perderíamos estarían verían
ACCURACY: 2/2 (100%) foroneach word ending as Pause for the student´s response. If the student responds correctly,
33.regalar invitar 34.levantar pasear continue with the same procedure for the other items in the assessment.
regalártelo invitaron levantaras pasearas
Ando an
STUDENT(drop
PAGE FORMAT
ar-add ando) AND SKILL ANALUSIS FOR S 110 (See NOTES, page 108)
35. hablar tocar 36. colgar entregar
hablando tocáramos colgaran entregaran
(F-7)
OBJETIVE: By __________, when seeing a base word and the base word
with a word ending and after hearing the base word pronounced,
_____________ will pronounce the base word with the word ending.
This task will be performed with an accuracy of 2/2 (100%) for _______
of thirty-six word endings.
1 capaz comprensión 2 posible propio
incapaz incomprensión imposible impropio
3 real regular 4 acuerdo aparecer
irreal irregular desacuerdo desaparecer
5 conocer eminente 6 buscar correr
preconocer preeminente rebuscar recorrer
7 nacional medio 8 social faz

internacional intermedio antisocial antifaz
9 circular vivo 10 continental formar
semicircular semivivo trascontinental transformar
11 noche pasar 12 abuela nieto
trasnoche traspasar bisabuela bisnieto
13 durable juicio
perdurable perjuicio
READS PREFIXES
SKILL: Reads words with prefixes when the base word is pronounced. DIRECTIONS: (This assessment is made by pronouncing each base word-the
first word in each pair-and asking the student to pronounce the base word
STUDENT RECORD BOOK: Page 17 with the prefix added- the second word in each pair)
in im Point to the words on S-111 and

ASSESSMENT METHOD: S-111
1.capaz comprension 2. posible propio
incapaz incomprension imposible impropio
Say: Las palabras de cada par son semejantes pero la segunda palabra
DISCONTINUE: Your discretion,
ir or after failure on three consecutive
des prefixes
comienza con letras nuevas. Yo voy a decir la primera palabra y
3. real regular 4. acuerdo aparecer
irreal irregular desacuerdo desaparecer quiero que tú digas la segunda.
TIME: Your discretion pre re
5. conocer eminente 6. buscar correr Point to the Word “capaz” and
ACCURACY:preconocer
2/2 (100%) for each prefix
preeminente rebuscar recorrer
inter anti
Say: Esta palabra es “capaz” Dime esta palabra. (Point to the Word
7. nacional medio 8. social faz
“incapaz”)
internacional intermedio antisocial antifaz
semi trans
9. circular vivo 10.continent formar Pause for the student´s response. If the student responds correctly,
semicircular semivivo trascontinental trasnformar continue with the same procedure for the other items in the assessment.
tras
STUDENT PAGE FORMAT AND SKILL ANALYSISbisFOR S-111
11. noche pasar 12. abuela nieto
trasnoche traspasar bisabuela bisnieto
per (See NOTES, page 112)

13. durable juicio
perdurable prejuicio
(F-8)
OBJETIVE: By __________, when shown a base word and the base word
with a prefix and after hearing the base word pronounced,
____________ will pronounce the prefix form. This task will be
performed with an accuracy of 2/2 (100%) for ______________ of
thirteen prefixes.
READS PREFIXES (continued)
NOTES: 2. Prefixes Not Included: This assessment includes the more basic
1. Supplemental Assessment: You may wish to assess the student´s prefixes-those introduced in most Reading programs and those
understanding of the meaning of some prefixes. This may be done by frequently added to base words. You may wish to add some of the
informally asking the student prefix meanings or by asking questions following prefixes to this assessment to accommodate your
reading program.
such as, “¿Cuál prefijo o cuáles prefijos significa(n) opuesto?” or
“Cuando se añade el prefijo ímá la palabra ´posible´, ¿qué siginifica la
palabra?”
auto as in autobiografía
con as in confraternidad
Selected meanings of prefixes: es as in exceder
1. in = opuesto, ausencia de, falta de (opposite, lack of) extra as in extraordinario
2. im = mismo significado de “in”, sólo delante de “p” il as in ilógico
(same meaning as “in”, used only before “p”) mono as in monosilábico
3. ir = mismo significado de “in”, sólo delante de “r” pos or post as in postguerra
(same meaning as “in”, used only before “r”) sub as in submarine
4. des = negación, privación, opuesto (negative, lack, opposite) super as in superponer
tri as in trisilaba
5. pre = precedente en tiempo, aumento (before, increase)
uni as in unilateral
6. re = repetición, intensivo (again) intensive)
7. inter = entre, juntos (between, together)
8. anti = contra opuesto (against, opposed to)
9. semi = medio, parte de (half, part of)
10. trans = cambio, de un lugar a otro
(change, from one place to another)
11. tras = más allá, después, además, detrás
(further, after, besides)
12. bis = repeticiónm, dos veces (again, twice)
13. per = más allá, intensivo (further, intensive)
IDENTIFIES NUMBER OF SYLLABLES IN SPOKEN WORDS
SKILL: Identifies the number of syllables in spoken words. DIRECTIONS: (This assessment is made by pronouncing the six words in
each list below one at a time and asking the student to identify the number
STUDENT RECORD BOOK: Page 18 of syllables in each word)
ASSESSMENT METHOD: Individual oral response (This assessment can be Say: Yo voy a decir algunas palabras. Escucha con atención y luego dime el
número de silabas que tiene cada palabra.
adapted for group administration. See NOTE.)
Before pronouncing a Word, be sure you have the student´s attention, and
MATERIAL: None if necessary.
DISCONTINUE: Your discretion, or after failure on the three words in each list Say: Escucha con atención esta palabra
that have the number of syllables being assessed (See ACCURACY)
Pronounce all six words in each list, but base the results on responses for
TIME: Your discretion, or five seconds per response is recommended the words that have the number of syllables being assessed.
ACCURACY: 3/3 for the words in the list that have the number of syllables List for Assessing One-Syllable Words
being assessed. Disregard incorrect response on words in the list having a 1. con (1) 3. cosa (2) 5. los (1)
different number of syllables. For example, in the first list, score only for 2. casi (2) 4. por (1) 6. Para (2)
correct responses on the words “con”, “por”, and “los”. List for Assessing Two-Syllable Words
1. mis (1) 3. madre (2) 5 haz (1)
2. notas (2) 4. estudiar (3) 6. algo (2)
NOTE:
List for Assessing three-Syllable Words
Adapting for Group Administration: This assessment can be adapted for small 1. cartera (3) 3. volvera (3) 5. vivir (2)
group administration by having the student shield their eyes so they cannot 2. interesante (5) 4. Alegre (3) 6. elefante (4)
see the responses of the other students. Ask the students to indicate the
number of syllables in each word by visual means, such as showing the (F-9)
corresponding number of fingers. OBJETIVE: By __________, when six words are pronounced
____________ will indicate the correct number of syllables for the three
The assessment can also be adapted for small group administration by having words that have a specific number of syllables. This task will be
the student write the number of syllables as each word is pronounced. performed with an accuracy of 3/3 (100%) for the three words having:
(list as appropriate)
1. One syllable 2. Two syllables 3. Three syllables
DIRECCIONES: Divide cada palabra en sílabas. Escriba la división de sílabas
en el espacio en blanco. Mira los ejemplos. NOMBRE : ____________________________________________________
EJEMPLOS: del ___________________________ viene _______________ nacional:________________________________
1. 5. 8.
a. los a. burro a. mientras
b. con b. perro b. siempre
c. por c. carro c. inglés
2. 6. 9.
a. cosa a. hablo a. leer
b. mano b. otro b. caer
c. nube c. abrir c. crean
3. 7. 10.
a. techo a. canto a. cual
b. fecha b. perdón c. bien
d. mucho c. tambor b. pues
4.
a. calle
b. pollo
c. silla
DIVIDES WORDS INTO SYLLABLES
SKILL: Can divide words into syllables DIRECTIONS: (This assessment is made by asking the student to divide each
group of words on S- 114 into syllables.)
STUDENTS RECORD BOOK: Page 18
Use the words IN brackets for giving directions to a group.
ASSESSMENT METHOD: Individual or group written response
Give each student a copy of S-14 and a pencil. Point out the DIRECTIONS
and EXAMPLES to the student.
MATERIAL: S- 114
Say: Cuando yo te [les] diga que empieces [empiecen], divide [dividan]
DISCONTINUE: Your discretion, or after failure on two consecutive cada palabra en silabas. Escribe [Escriban] la división de silabas en el
syllabication rules espacio en blanco. Mira [Miren] los EJEMPLOS.
TIME: Your discretion If necessary, give help understanding the DIRECTIONS and EXAMPLES.
When it appears the student understands and is ready, point to where you
ACCURACY: 3/3 (100%) for each syllabication concept. want him or her to begin and
STUDENT PAGE FORMAT, SKILL, ANALYSIS, Say: Empieza [empiecen] a divide las palabras en sílabas. Sigue [sigan]
AND ANSWERS FOR S-114 trabajando hasta que (hayas [haya] terminado). or (te[les] diga que
pares [paren].)
Divides words with:
1. one vowel 5. consonant “rr” between 8. three consonants
a. Los vowels between vowels NOTE:
b. Con a. bu rro a. mien tras
c. por b. pe rro b. siem pre
Syllabication Rules for Spanish Words. The rules listed below govern the
c. ca rro c. in glés syllabic division of Spanish words. These rules have very few exceptions.
1. Words with one vowel are not divided
2. one consonant 6. “I” and “r” consonant 9. strong vowel 2. A single consonant (including ch, ll and rr) between vowels joins the
between vowels blends between combinations
a. co sa vowels a. le er
following vowel
b. ma no a. ha blo b. ca er 3. Consonant blends in which the second letter is / or are not divided.
c. un be b. o tro c. cre an Any two consonants that can begin a word can begin a syllable
c. a brir
3. consonant “ch” 7. other pairs of consonants 10. diphthongs 4. When pairs of consonants other than those of rule 3 occur between
between vowels between vowels a. cual vowels, the first consonant joins the preceding vowel and the second
a. te cho a. can to b. bien
b. fe cha b. per dón c. pues joins the following vowel.
c. mu cho c. tam bor 5. When three consonants appear together, they are divided after the
4. consonant “ll
between vowels
first consonant
a. ca lle 6. When two strong vowels (a,e,or u) are contiguous, the vowels are
b. po llo divided into separate syllables.
c. si lla
7. Diphthongs (combination of unstressed I, u, or final y with another
vowel) are not divided.
(F-10)
OBJETIVE: By ___________, when given a list of three words, ________
will divide each word into syllables. This task will be performed with an
accuracy of 3/3 (100%) for ___________ of ten syllabication concepts.
DIRECCIONES: Escribe los acentos sobre las palabras que lo NOMBRE: ________________________________
necesitan:
EJEMPLOS: nacer también continente
1. a. papel 4. a. despues 7. a. ¡Que!

b. estudiar b. menos b. donde
c. nariz c. interés c. ¿Cuánto?
d. ley d. sombreros d. como
2. a. libro 5. a. el (cuaderno) 8. a. joven

b. hara b. tu (bailas) b. examen
c. juego c. (a) mi c. ordenes
d. salio d. su (nombre) d. margenes
3. a. corren 6. a gracias 9. a. reunion

b. tambien b. pais b. varon
c. común c. tio c. franceses
d. trabajan d. puerto d. corazones
IDENTIFIES WORD STRESSES AND WRITES ACCENT MARKS
SKILL: Identifies word stress and writes accent marks DIRECTIONS: (This assessment is made by asking the student to read each
word in the list of words and then put an accent mark on the words that
STUDENT RECORD BOOK: Page 18 require it)
ASSESSMENT METHOD: Individual or group written response Use the words in brackets for giving directions to a group.
MATERIAL: S-115
and EXAMPLES to the student
DISCONTINUE: Your discretion, or after failure on two consecutive Say: En las listas de palabras de esta página hay palabras que tienen
syllabication rules acento y otras que no lo tienen. Yo voy a leer las palabras de cada
lista. Escucha [Escuchen] con atención y luego escribe [escriban] los
TIME: Your discretion acentos donde crees [crean] que se necesitan.
ACCURACY: 4/4 (100%) for each stress pattern. If necessary, give help understanding the DIRECTIONS and EXAMPLES.
STUDENT PAGE FORMAT, SKILL ANALYSIS, Note:

1. Words that end AND ANSWERS
4. Words FOR S-1157. Interrogative or
that end in “s” Stress Patterns and Written Accent Marks:
In a consonant a. después Exclamatory words 1.The two most frequent stress patterns in the Spanish language are:
except “m” or “s” b. menos a. ¡Que!
a. papel c. interés b. donde a. words ending in a consonant except n or s are normally stressed on
b. estudiar d. sombreros c. ¿Cuanto? the last syllable
c. nariz d. como
d. ley b. words ending in a vowel or n or s are stressed on the next to last
2. Words that end 5. Hommonyms with 8. Words that have an syllable
In a vowel different grammatical accent in the plural,
a. Libro functions but not in the singular
Words that do not conform to these two patterns must have an accent
b. Hará a. el (cuaderno) a. joven mark (´) on the stressed vowel
c. Juego b. tú (bailas) b. examen 2.The written accent (´) is also used to:
d. salió c. (a) mí c. órdenes
d. su (nombre) d. márgenes a. distinguish words that are spelled a like but have different
3. Words that end in 6 Vowel combinations 9. Words that have an grammatical functions.
“n” with “I” or “u” accent in the singular,
a. corren a. gracias but not in the plural b. indicate that when vowels I or u combine with a strong vowel they
b. también b. país a. reunión do not make a diphthong but that the vowel combination makes
c. común c. tío b. varón
d. trabajan d. puerto c. francés
two separate syllables
d. corazones c. to distinguish exclamatory and interrogative words from use of
relative pronouns and adverbs.
(F-11)
OBJETIVE: By ___________, ____________ will read a list of four words
and put an accent mark on the words when required. This task will be
performed with an accuracy of 4/4 (100%) for __________ of nine stress
patterns.
NOTES
G. Listening TABLE DE CONTENTS
= Individual Oral Response
= Individual Performance
PURPOSES: The purposes of the assessments in the LISTENING section are to = Dominant Language Assessment
determine the level of the student´s listening skills in Spanish and /or English and to
identify any significant delays that warrant a referral for additional evaluation and
special help. The student is asked in the LISTENING section to demonstrate his other Page
ability to
 discriminate sounds  identify the main idea Introduction ……………………………………………………………………………… 117
 memorize sentences  remember a story sequence G-1 Auditory Discrimination ………………………………………….. 119
 follow directions  understand cause and effect G-2 Sentence Memory …………………………………………………… 120
 classify words  get word meanings from context G-3 Follows Oral Directions 122
Form A (Spanish) ………………………………………………….
 recall facts 124
Form B (English) …………………………………………………..
It is important that student become effective listeners because they spend at least G-4 Listening Vocabulary Comprehension Grade
half of the school day listening. Listening is the major means by which information can Placement
be processed as quickly as possible. Form A (Spanish) …………………………………………………. 126
Form B (English) …………………………………………………… 128
DOMINANT LANGUAGE INDICATORS: With the exception of G-1 “Auditory Listening Comprehension Examiner´s Page ………………………………… 130
Discrimination” the assessments in the LISTENING section are designed to be used as
indicators of dominant language. These assessments when combined with designated G-5 Listens and Comprehends at Primer Level ……………… 131
assessments from other sections can assist the examiner in determining the language G-6 Listens and Comprehends at Lower First-Grade Level 132
in which the student shows the most proficiency and preference. G-7 Listens and Comprehends at Upper First-Grade Level 133
G-8 Listens and Comprehends at Lower Second-Grade
For this purpose, the assessments are given in both languages; directions to the Level ……………………………………………………………………….. 134
student are listed in Spanish and English. In G-4 through G-16, two Forms, A and B, G-9 Listen and Comprehends at Upper Second-Grade
have been included. Form A is in Spanish while Form B is in English. Each Form has a Level ……………………………………………………………………….. 135
different content. G-10 Listen and Comprehends at Lower Third-Grade Level 136
G-11 Listens and Comprehends at Upper Third-Grade
The results of the assessments in each language can be recorder in the Student Level ……………………………………………………………………….. 137
Record Book or on the Dominant Language Screening Form. G-12 Listens and Comprehends at Fourth-Grade Level ……. 138
METHODS OF ASSESSMENT: All of the assessments in the LISTENING section require G-13 Listens and Comprehends at Fifth-Grade Level ………. 139
individual administration. G-14 Listen and Comprehends at Sixth-Grade Level ………… 140
G-15 Listens and Comprehends at Seventh-Grade Level…… 141
ASSESS IN AN APPROPRIATE SETTING: Try to arrange for each assessment to be made G-16 Listens and Comprehends at Eighth-Grade Level …….. 142
in a setting with a minimum amount of noise and distraction.
G. LISTENING (continued)
EXPRESSIVE AND RECEPTIVE LANGUAGE: The terms expressive and receptive are COMPARISON OF LISTENING COMPREHENSION AND READING
frequently used in the literature of language development. The term expressive COMPREHENSION: Additional research by Spache (1981) indicates that
indicates that responses are given verbally by speaking or writing. In the assessment average readers in the lower grades tend to test as much as two years
in the LISTENING section, the student responds verbally by telling if words sound higher in listening comprehension than reading comprehension
alike or different, repeating sentences aloud, saying which words in a list does not assessments in this section go up to the eighth-grade level.
belong, and answering comprehension questions orally.
Belter readers and students beyond the sixth grade tend to comprehend
The term receptive indicates that the student may show understanding of a language- more effectively from reading most material than from hearing it. If the
related concept without speaking or writing. For example, in the “Follows Oral student performs significantly higher in reading comprehension than in
Directions” assessment (G-3), the student responds in nonverbal modes by touching listening comprehension, there is reason to consider a referral for auditory
body parts, pointing to objects, drawing forms, or performing gross-motor skills. testing and possible training in listening comprehension.
RATE FOR PRESENTING THE LISTENING COMPREHENSION SELECTIONS: Normally Poorer readers, especially those who depend on listening as their major
listening comprehension selections should be read at a speech rate of about 150 means of gaining information, tend to score two or more years higher in
words per minute. For diagnostic purposes, you may wish to decrease the rate for listening comprehension than in reading comprehension. If the student
reading selections to determine if poor auditory processing skills are the cause of poor comprehends better by listening than by reading, poor listening
listening comprehension. Recent research (Peck et al., 1978) has shown that comprehension is probably not a factor contributing to the student´s
decreasing the rate of speech from 150 words per minute to 110 words per minute reading difficulty.
improves listening comprehension for students with poor auditory processing skills.
POSSIBLE CAUSES FOR POOR LITENING SKILLS: As the listening assessments are
made, you may wish to observe the student and evaluate his or her responses to
determine possible causes for poor performance. The student´s performance might
be affected by the following factors:
a. language dominance
b. learning problems
c. poor auditory reception, possible due to a hearing loss
d. a low level of vocabulary comprehension for the language assessed
e. physical, mental, and emotional state
f. lack of motivation to perform well
g. distractions that the student is unable to ignore in order to concentrate
h. a lack of auditory training
i. the expression, rate and volume of the examiner´s speech
j. the examiner´s having an accent that the student is unaccustomed to
AUDITORY DISCRIMINATION
SKILL: Auditory discrimination if pairs of Spanish words sound alike or DIRECTIONS: (This assessment is made by pronouncing pairs of Spanish
different. words., and asking the student of the words sound alike or different)
STUDENT RECORD BOOK: Page 18 Say: Te voy a decir dos palabras. Si suenan iguales, quiero que digas sí. Si
no suenan iguales, quiero que digas no. Escucha estas palabras con
atención: lomo-tomo. ¿Suenan iguales estas palabras? (Pause for
the student´s response. Repeat. If necessary)
MATERIAL: None If the student responds correctly with apparent understanding, begin the
assessment. If the student does not appear to understand, repeat the
DISCONTINUE: Your discretion, or after failure on two consecutive letters. directions and use the words voy-voy as another example.
TIME: Your discretion Pronounce the first pair of words for the letter m. Pause for the student´s
response. Pronounce the second pair of words. Again, pause for the
ACCURACY: The responses for both pairs of words for each letter must be student´s response. Continue the same procedure for he pairs of words for
correct to receive credit. each of the other letters.
NOTES: 1. m-mapa-tapa, mal-mal 16. ll-llano-mano, llanto-manto

2. b-boca-toca, beta-meta 17. z-zarza-garza, haz-haz
1. Prerequisite Skill: Before assessing the higher level skill of being able
3. ch-chala-cala. chica-rica 18. v-velar-pelear, vino-pino
to discriminate between pairs of sounds, you may wish to determine
4. j-jalar-balar, jalea-pelea 19. k-kilo-tilo, kimono-kimono
whether the student can recognize common sounds such as a dog 5. g-gato-rato, gorda-gorda 20. qu-quemar-remar, quince-quince
barking, a car door closing, or a bell ringing. 6. r-rabo-cabo, recrear-recrear 21. c(s)-cepa-quepa, cerca-cerca
7. s-salta-malta, lees-lees 22. a-dame-dime, ala-ala
2. Observe for Lip Reading: If the student appears to be paying close 8. d- dorso-torso, verdad-verdad 23. e-elefante-elefante, pela-pala
attention to your lip movements, you should screen your lips with a 9. n-nabo-nabo, miran-miras 24. i-mima-mamá, indio-indio
sheet or paper. The student´s need to read a lip to perform suggests 10. f-farro-jarro, fallar-fallar 25. o- pon-pan, poco-poco
the possibility of a hearing problem. Thus a referral to the school 11. c (k)-comer-comer, culpa-pulpa 26. u-uno-uno, para-pura
nurse or audiologist may be in order. It may also be possible that the 12. p-pardo-nardo, papá-papá 27. rr-caro-carro, pero-perro
13. l-loco-toco, papel-papel 28. ñ-cuna-cuña, señor-señor
student needs to read lips because he or she is more of a visual
14. t-tambor-tambor, tela pela 29. g(j)- gema-tema, giro-giro
learner than an auditory leaner.
15. y- yugo-yugo, yeso-peso 30. h-huevo-cuevo, hubo-hubo
(G-1)
SPANISH OBJETIVE: By ___________, when pairs of Spanish words that
sound alike or different are pronounced. _____________ will auditorily
discriminate if the words in the pair sound alike or different and respond
orally. This skill be performed with an accuracy of 2/2 (100%) for
__________ of thirty letter sounds.
SENTENCE MEMORY
SKILL: Repeats sentences of different lengths (based on numbers of syllables) DIRECTIONS: (This assessment is made by dictating Spanish and /or English
sentences of different lengths, based on numbers of syllables, and asking
STUDENT RECORD BOOK: Page 18 the student to repeat each sentence. See INTRODUCTION, page 117, for
using the assessment as an indicator of dominant language.)
Say: a. Te voy a decir algunas frases. Quiero que escuches con atención y
MATERIAL: Sentences of different lengths (based on numbers of syllables) listed in the que repitas lo que te digo. ¿Estás listo (a)? Di, “¡Ven aquí!”
DIRECTIONS.
b. I¨m going to say some sentences. I want you to listen carefully and
DISCONTINUE: Your discretion, or after determining the sentence of the greatest say what I say. Be sure to say even the small words. Ready? Say,
number of syllables that student can accurately repeat. “Dogs bark.”
TIME: Your discretion Pause for the student´s response. If the student does not respond, repeat
the sentence and encourage the student to say it.
ACCURACY: 100% for one of two sentences with the same number of syllables
repeated without errors. When it appears the student understands, begin the assessment. Start with
Count as errors: the greatest number of syllables that you anticipate the student can repeat
 omission of a syllable or word successfully. If necessary, preface each sentence by
 substitution of a syllables or word
 addition of a syllable or word Saying: a. Escucha con atención. or Repite lo que te digo
 change in a syllable or word b. Listen carefully. Or Say what I say
 change in sequence of words.
If the student repeats the first sentence of the pair correctly, give credit
Do not count as errors any omissions, substitutions, or additions of syllables or sounds and continue testing at the next higher level. If the student fails to repeat
that appear to be the result of poor or immature speech. Also, allow the student to the first sentence, dictate the second sentence.
self-correct.
Number of Spanish English
SKILL ANALYSIS: Syllables Sentences Sentences
2 4 6 8 10 12 14 16 18
2 a. ¡Salta! a. Come here
NOTE: b. ¡Venga! b. Call me
Referencing: The following references were used to determine grade level notations
for the syllable lengths in this assessment: 4 a. Puedo corer a. I lost my hat
b. Está aquí b. They will play ball
Barnard and Erickson, p.87 Scipien et al., p. 147
Bleck, p. 79 Slosson, pp. 4-5
Learning to talk, p.20 Terman and Merrill,
pp. 78, 98, 103
SENTENCE MEMORY (continued)
Number of Spanish Number of Spanish

Syllables Sentences Syllables Sentences
6 a. El libro es azul 6 a. Our car is five years old
b. Ven a mi casa hoy b. The bird flew to the tree
8 a. El niño no quiere dormir 8 a. I like to listen to records
b. El pájaro está aquí b. The child found a five-dollar bill
10 a. Desean pintar nuestra casa hoy 10 a. My sister and I take the bus to school
b. Este verano viajamos juntos b. When it rains I like to read in my room
12 a. El será maestro cuando será grande 12 a. He forgot to write his mane on his math paper
b. ¿Quieres un sándwich o una enchilada? b. She wanted her friend to play a game of checkers
14 a. El turista miraba hacia los edificios 14 a. A big black dog and a small Brown pup ran round the
park
b. When she is older, she would like to be a magician
b. Hoy es el tueno de Juan para lavar los platos
16 a. Si deja de llover, los alumnos jugarán al futbol 16 a. Their family stays healthy by getting a lot of exercise
b. During the summer he grew three inches, and now
his clothes don´t fit.
b. En mi casa tengo un perro negro y un gato gris
18 a. Ella leyó un libro acerca de dos niños que volaban 18 a. Our uncle who lives in California will come to visit us
next month
b. La chica andaba por la casa con zapatos b. If it stops raining, the students will play soccer in the
embarrados park after school
(G-2.1) (G-2.1)
SPANISH OBJETIVE: By ___________, when two Spanish sentences of ENGLISH OBJETIVE: By ___________, when two English sentences of
__________ syllables are dictated one at a time, ___________ will __________ syllables are dictated one at a time, ___________ will
correctly repeat at least one of the two sentences. correctly repeat at least one of the two sentences.
FOLLOWS ORAL DIRECTIONS-FORM A
Skill: Listens to and follows oral directions of one or more steps in the correct DIRECTIONS: (This assessment is made by asking the student to follow an
sequence given oral direction of one or more steps in the sequence given. This assessment
can be given in Spanish (Form A) and /or English (form B). See
STUDENT RECORD BOOK: Page 19 INTRODUCTION, page 117, for using the assessment as an indicator of
dominant language)
ASSESSMENT METHOD: Individual performance
Six of each kind of direction (one-,two-, three-, or four-step) are listed on
Form A below. Start the assessment with the greatest number of steps in a
MATERIALS: Pencil, paper, and objects typically found in the classroom or direction that you anticipate the student can follow successfully. Select
testing situation. three directions from the list that are the most appropriate for the student.
DISCONTINUE: After determining the greatest number of steps in a directions When the student is paying attention.
the student can listen to and follow, or when less than two of three complete
directions at each skill level cannot be performed in the order given Say: Quiero que hagas las cosas que te digo. Escucha con atención antes
de hacerlas.
Give the directions at a comfortable rate and in a tone of voice that would
ACCURACY: At least two of any three complete directions for a skill level. If typically be used when giving directions in the classroom. Pause after
giving the directions. Allow the student adequate time to follow the
any step of a directions is left out or is in the wrong sequence, do not give
directions. Give encouragement, but do not repeat the directions.
credit.
If the student performs the first two directions successfully, do not give the
One-Step Direction: (Select any three directions)
third directions, but proceed to the next higher skill level. 1. Camina hacia la ventana
2. Pon el lápiz sobre la mesa
3. Tócate la nariz
4. Siéntate en la silla
5. Enséñame la ventana
6. Cierra (o abre) la puerta
Two-Step Direction: (Select any three directions)

1. Párate y da una vuelta
2. Levanta la mano y párate sin moverte
3. Camina hacia la pizarra y dibuja una línea
4. Camina alrededor del escritorio y después siéntate
5. Salta en un pie hacia la puerta y después tócala
6. Pon el lápiz sobre el piso y aplaude con las manos.
FOLLOWS ORAL DIRECTIONS- FORM A (continued)
NOTES:
Possible Observations: Following oral directions, particularly those having Three-Step Directions: (Select any three directions)
two or more steps, requires the integration of the skills listed below. As the 1. Párate, anda alrededor de la silla, y después siéntate
student responds to the oral directions, observe for indications that he or she 2. Va a la pizarra, escribe tu nombre y luego tráeme la tiza
is integrating the following prerequisite skills. 3. Camina hacia la puerta, vuélvete saltando a tu silla, y luego siéntate
4. Camina hacia la ventana, señala algo que está afuera, y luego tápate
los ojos
1. Auditory Reception: Observe for any indications that the student is
5. Da una vuelta, pon las manos sobre la cabeza, y después levanta un
not aware of sounds, possibly due to hearing loss. pie
6. Levanta la mano, haz una señal con ella, y después tápate los ojos.
2. Auditory memory: Can the student remember what is said?
Four-Step Directions: (Select any three directions)
3. Sequencing: At a higher level of memory, can the student remember 1. Escribe tu edad en la pizarra, traza un círculo alrededor de tu edad,
what to do, following the given sequence? traza una X sobre el número de tu edad, y luego borra lo que has
escrito
4. Fine and Gross-Motor Performance: Is the student unable to follow 2. Tócate la nariz, salta con un pie, salta con los dos pies, y después
directions because of poor motor performance? See motor siéntate
assessment in the READINESS section (A-7 through A-10 and A-12) 3. Pon el lápiz sobre la silla, pon el papel sobre el lápiz, recoge el lápiz y
el papel, y después siéntate
4. Dobla el papel, dame el papel, camina alrededor de tu silla, y después
5. Vocabulary Comprehension: Does the student comprehend verbs
párate al lado de ella
such as pon (put) or tocate (touch) and directional and positional 5. Escribe una X en el papel, rompe el papel por la mitad, dame una
concepts such as alrededor (around) and sobre (on)? For diagnostic mitad, y después bota la otra mitad.
purposes, multi-step directions can be given one step at a time to
determine if the student is performing unsuccessfully because of poor
vocabulary comprehension. If it appears that the student requires
vocabulary development, make notations in the Student Record Book.
FOLLOWS ORAL DIRECTIONS- FORM B (continued)
(G-3.1)
SPANISH OBJETIVE: By ___________,when given three oral directions in
Spanish, ____________ will listen to and follow ___________-step
directions in the sequence given for at least two of the three directions.
SKILL: Listens to and follows oral directions of one or more steps in the correct DIRECTIONS: (This assessment is made by asking the student to follow an
sequence given oral direction of one or more steps in the sequence given This assessment
can be given in Spanish (Form A) and/or English (Form B). See
STUDENT RECORD BOOK: Page 19 INTRODUCTION, page 117, for using the assessment as an indicator of
dominant language)
ASSESSMENT METHOD: Individual performance
Six of each kind of directions (one-, two-.three-, or four-step) are listed on
Form B below. Start the assessment with the greatest number of steps in a
MATERIALS: Pencil, paper, and objects typically found in the classroom or direction that you anticipate the student can follow successfully. Select
testing situation three directions from the list that are the most appropriate for the student.
DISCONTINUE: after determining the greatest number of steps in a directions When the student is paying attention,
the student can listen to and follow, or when less than two of three complete
directions at each skill level cannot be performed in the order given Say: I am going to tell you some things to do. I want you to listen carefully
to what I say. Then do the things that I tell you to do. Be sure to do
TIME: Your discretion them just the way I tell you.
ACCURACY: At least two of any three complete directions for a skill level. If Give the direction at a comfortable rate and in a tone of voice that would
typically be used when giving directions in the classroom. Pause after
any step of a directions is left out or is in the wrong sequence, do not give
giving the direction. Allow the student adequate time to follow the
credit.
direction. Give encouragement, but do not repeat the direction.
If the student performs the first two directions successfully, do not give the
third directions, but proceed to the next higher skill level. If necessary, begin each direction by
Saying: Listen carefully. I want you do (Give the direction)

One-Step Direction: (Select any three directions)
1. Hop on one foot
2. Touch your chin
3. Point to the door
4. Walk to the chalkboard
5. Fold the paper in half
6. Show me the pencil
Two-Step Direction: (Select any three directions)

1. Stand on tiptoes and close your eyes
2. Walk behind your chair and wiggle your nose
3. Skip to the chalkboard and pick up an eraser
4. Put your hands on your head and turn around
5. Write your name on the paper and circle your name
6. Point one foot in front of you and wave one hand
FOLLOWS ORAL DIRECTIONS-FORM B (continued)
NOTES:
Possible Observations: Following oral directions, particularly those having
two or more steps, requires the integrations of the skills listed below. As the
student responds to the oral directions, observe for indications that he or she Three-Step Direction: (Select any three directions)
is integrating the following prerequisite skills. 1. Walk to my desk, find a pencil, and bring it to me
2. Skip to the door, knock on it, and hop back to your chair
1. Auditory Reception: Observe for any indication that the student is not 3. Count aloud to five, go to the chalkboard, and write the number five o
aware of sounds, possibly due to hearing loss. the board
4. Kneel down on both knees, put your hands on the floor, and look
behind you
2. Auditory Memory: Can the student remember what is said? 5. Put your arms in front of you, shake your arms, and put your hands on
your hips
3. Sequencing: At a higher level of memory, can the student remember 6. Touch your lips, shake your head “No”, and stamp your feet
what to do, following the given sequence?
Four-Step Direction: (Select any three directions)
4. Fine and Gross-Motor Performance: Is the student unable to follow 1. Find a book, open it to the middle, put a piece of paper in the middle,
directions because of poor motor performance? See motor and close the book
assessments in the READINESS section (A-7 through A-10 and A-12) 2. Draw a triangle at the top of the paper, draw a square at the bottom,
cross out the triangle, and circle the square
5. Vocabulary Comprehension: Does the student comprehend verbs 3. Go to the chalkboard, draw two dots far apart, connect the dots with
a line, and print your name
such as point or skip, and directional and positional concepts such as
4. Write your age on the paper, write your favorite number beside it,
behind and on? For diagnostic purposes, multi-step directions can be
draw a square around the number, and fold the paper in half
given one step at a time to determine if the student is performing 5. Look up at the ceiling, look at the floor, look straight ahead, and look
unsuccessfully because of poor vocabulary comprehension. If it at the door
appears that the student requires vocabulary development, make 6. Clap your hands behind you, clap them in front of you, put your hands
notations in the Student Record Book. on your knees, and then touch your toes.
(G-3.2)
ENGLISH OBJETIVE: By ___________, when given three oral directions in
English, ____________ will listen to and follow ___________-step
directions in the sequence given for at least two of the three directions.
LISTENING VOCABULARY COMPREHENSION GRADE PLACEMENT-FORM A
First Grade Fifth Grade

1. a. cinco b. niño c. pez 5. a. competidor b. catedral c. asaltar
tres pato vestido oponente capilla huir
mano chica abrigo enemigo península atacar
seis madre sombrero martillo templo combatir
Second Grade Sixth Grade

2. a. carro b. montaña c. segundo 6. a. ocultar b. tirar c. victoria
autobús caballo cuarto identificar reunir derrota
tren colina pocos nombrar lanzar éxito
cocina campo tercero reconocer expulsar triunfo
Third Grade Seventh Grade

3. a. enfermera b. martes c. cien 7. a. brújula b. vivienda c. constante
arroyo diciembre mil trofeo residencia firme
policía jueves millón compás decreto fijo
artista sábado extra barómetro casita variable
Fourth Grade Seventh Grade

4. a. comunidad b. cobardía c. perla 8. a. encarcelar b. tranquilo c. duplicar
población confianza chimpancé esclavizar sereno concluir
revista miedo leopardo libertar plácido extinguir
barrio pánico jirafa suprimir tumultuoso terminar
LISTENING VOCABULARY COMPREHENSION GRADE PLACEMENT-FORM A (continued)
SKILL: Listens as three lists of four words at grade level (one through eight) DIRECTIONS: (This assessment is made by reading aloud three list of
are read aloud and tells which word in each list does not belong. Spanish words on Form A and / or English words on Form B for a grade
level and asking the student to tell the word in each list that does not
STUDENT RECORD BOOK: Page 19 belong. See INTRODUCTION, page 117, for using the assessment as an
indicator of dominant language)
Say: Te voy a leer cuatro palabras. Una de las palabras no pertenece al
grupo. Después que yo lea las palabras quiero que tú me digas la
MATERIALS: Spanish word list on Form A, page 126 palabra que no pertenece al grupo.
DISCONTINUE: Your discretion, or after determining the highest grade level at Escucha con atención estas palabras: casa, escuela, globo, tienda.
which the student listens to and identifies the word that does not belong in at ¿Cuál de estas palabras no pertenece al grupo? (globo)
least two of three word lists
Pause for the student´s response. If the student does not appear to
TIME: Your discretion, or allow as much time as the student can profitably use understand, repeat the directions, using the words abrigo, torta, zapato,
and vestido as an example.
ACCURACY: 2/3 (67%) for each grade level
Begin the assessment at the grade level where you expect the student to
succeed.
NOTES:
1. Supplemental Assessment: After the student has identifies the word
Say: Escucha con atención estas palabras
that does not belong yoy may wish to ask, “¿En qué se parecen las
otras tres palabras?” Evaluate the student´s response for:
Pronounce the first list of four words the grade level where you wish to
a. Expressive Skills: Does the student have difficulty telling how the begin. Pause for the student´s response. Continue the same procedure for
words are like and are responses grammatically correct? the other two lists.
b. Type of Response: For example, does the student indicate that un
abrigo, un saco, and un suéter are alike because son prendas de Continue the assessment until you determine the highest grade at which
vestir (concrete) or because te abrigan (abstract)? the student can listen with 67% comprehension accuracy.
2. References: The referencing of the Spanish word lists for this If necessary, repeat a word list, but only once. Pronounce the words
assessment was done in the same manner as for the Spanish word distinctly and at a rate of approximately one word per second.
lists in the READING COMPREHENSION section. See pages 77-81.
(G-4.1)
SPANISH OBJETIVE: By ___________, _______________ will listen as
three list of four Spanish words referenced at the
_________________grade level are read aloud and will tell which word
in each list does not belong. This task will be performed with an accuracy
of a least 2/3 (67%).
LISTENING VOCABYLARY COMPREHENSION GRADE PLACEMENT-FORM B (continued)
First Grade Fifth Grade

1. a. black b. pig c. box 5. a. crater b. salami c. elm
little rabbit foot canyon treaty gutter
brown house arm companion venison maple
white dog head crevice mutton willow
Second Grade Sixth Grade

2. a. brother b. milk c. robin 6. a. demonstrate b. grieve c. magnificent
friend book crow disturb despair gorgeous
ladder butter parrot interfere mourn spiral
neighbor cheese bottle interrupt scamper spectacular
Third Grade Seventh Grade

3. a. drum b. fold c. river 7. a. review b. mobilize c. quest
cabin buzz brook deviate engage access
cottage whistle motor veer curtail search
hut scream creek diverge activate expedition
Fourth Grade Eighth Grade

4. a. navigator b. shiver c. mustard 8. a. obvious b. deviate c. tedium
mayor tremble onion obscure dedicate monotony
merchant collect helmet vague digress challenge
colony shake garlic ambiguous divert drudgery
LISTENING VOCABULARY COMPREHENSION GRADE PLACEMENT-FORM B (continued)
SKILL: Listens as three lists or four words at grade level (one through eight)
are read aloud and tells which word in each list does not belong. DIRECTIONS: (this assessment is made by reading aloud the three lists of
Spanish words on Form A and /or English words on Form B for a grade
STUDENT RECORD BOOK: Page 19 level and asking the student to tell the word in each list that does not
belong. See INTRODUCTION, page 117, for using the assessment as an
indicator of dominant language).
Say: I´m going to say four words. One of the words does not belong with
MATERIALS: English word lists on Form B, page 128 the other three words. I want you to listen carefully as I read the
words. Then tell me the word that does not belong.
DISCONTINUE: Your discretion, or after determining the highest grade level at
which the student listens to word lists and identifies the word that does not Listen carefully to these words: knife, fork, hammer, spoon. Which
belong in at least two of three word lists. word does not belong? (hammer)
TIME: Your discretion, or allow as much time as the student can profitably Pause for the student´s response. If the student does not appear to
understand, repeat the directions, using the words coat, cake, dress, shoe
ACCURACY: 2/3 (67%) for each grade level as an example.
NOTES: Begin the assessment at the grade level where you expect the student to
succeed.
1. Supplemental Assessment: After the student has identified the word
that does not belong, you may wish to ask, “How are the other three
Say: Listen carefully to these words.
words alike?” Evaluate the student´s response for:
a. Expressive Skills: Does the student have difficulty telling how the
Pronounce the first list of four words for the grade level where you which
words are alike and are responses grammatically correct? to begin. Pause for the student´s response. Continue the same procedure
b. Type of Response: For example, does the student indicate that a for the other two lists.
coat, a jacket, and a sweater are alike because they are pieces of
clothing (concrete) or because they keep you warm (abstract)? Continue the assessment until you determine the highest grade at which
the student can listen with 67% comprehension accuracy.
2. References: The referencing of the English word lists for this
assessment was done in the same manner as for the English word lists If necessary, repeat a word list, but only once. Pronounce the words
in the READING COMPREHENSION section. See pages 77-81 distinctly and at a rate of approximately one word per second.
(G-4.2)
ENGLISH OBJETIVE: By ___________, _______________ will listen as
three list of four English words referenced at the
_________________grade level are read aloud and will tell which word
in each list does not belong. This task will be performed with an accuracy
of a least 2/3 (67%).
LISTENING COMPREHENSION
SKILL: Listens to a selection and responds orally to five questions with DIRECTIONS: (This assessment is made by asking the student to listen to a
comprehension. Spanish (Form A) and/or English story (Form B) and to respond orally to five
questions. See INTRODUCCTION, page 117, for using the assessment as an
STUDENT RECORD BOOK: Page 19 indicator of dominant language)
ASSESSMENT METHOD: Individual oral response See POSSIBLE CAUSES FOR POOR LISTENING SKILLS in the INTRODUCTION,
page 118.
MATERIALS: Selections and questions from primer through eighth-grade level, pages
131-142 After determining the level where you wish to initiate the assessment, (See
NOTE 1)
DISCONTINUE: Your discretion, or after failing to score with at least 80%
comprehension accuracy for two consecutive levels. Say: a. Te voy a leer un cuento (artículo). Escucha con atención porque
después te voy a hacer unas preguntas. Quiero que contestes cada
TIME: Your discretion pregunta.
ACCURACY: At least 4/5 (80%) accuracy for each grade level. (If the student responds b. I am going to read a short story (article). I want you to listen
to the first four questions correctly, credit may be given without asking the last carefully as I read it. Then I will ask you some questions. Tell me
questions) Student response may vary. Give credit if the student´s answers are your answer to each question.
reasonable and show understanding. An example of a typical acceptable response is
given with each question. Students are not required to include every possible detail in Read the story at a comfortable rate for the student and in an appropriate
their responses. tone of voice. After asking each question, pause for the student´s response.
If needed, you may ask follow-up questions to encourage the student to clarify or to If necessary, repeat the questions, but do not reread the selection. If the
be more specific in order to evaluate the response. However, the follow-up questions student´s response is still unclear, ask additional questions, but do not
should not help the student gain clues. reread the selection. If the student´s response is stills unclear, ask
additional questions, but do not give clues.
NOTES:
1. Determining the level for Initiating the Assessment: It is recommended that Continue the assessment at higher or lower grade levels until you
the Spanish and English listening comprehension assessments be initiated determine the highest grade level at which the student can listen with 80%
one grade level lower than the lever achieved by the student on the comprehension accuracy.
“Listening Vocabulary Comprehension Grade Placement” (G-4). Note that the
initial assessment level may differ for the two languages. 4. Referencing: The referencing of the listening comprehension
selection for this assessment was done I the same manner as for
2. Reading the Selections Beforehand: You may wish to read the selection to the selections in the READING COMPREHENSION section. See
yourself before reading it aloud to the student. Being familiar with the story pages 77-81
beforehand will ensure proper rate of reading and tone of voice. 5. Limitations of this Assessment: Results obtained from this
assessment indicate the level at which the student can
3. Speaking Skills Required: Responses to some questions require speaking comprehend and recall for a short period. The results do not
skills that the student may not have. For example, the student may indicate the level at which the student can listen and comprehend
understand the meaning of a spoken word, but may have difficulty telling the for longer periods of time as during a lesson in the classroom
meaning. Listening vocabulary skills are frequently at a higher skill level than setting.
speaking vocabulary skills.
LISTENS AND COMPREHENDS AT PRIMER LEVEL
(See page 130 for assessment procedures)
A. B.
Ramón va a la escuela con su amigo Carlos. Ramón y Carlos están en la “I cannot find Little boy,” said Cam´s mother. “Where is Cam?
misma clase. A ellos les gusta ir a la escuela. Ellos tienen muchos amigos Has he run away?” She looked inside the house. She looked
en la clase. Tiene una maestra muy buena. outside the house. Cam laughed. He was hiding in the dog´s
house!
1. ¿Con quién va Ramón a la escuela?
1. Who is the mother looking for?
(con su amigo Carlos)
(her son, Cam)
2. ¿Quiénes están en la misma clase? 2. Where did the mother look after she looked inside the
(Ramón y Carlos) house?
(outside the house)
3. ¿Por qué les gusta a ellos ir a la escuela?
(Porque tienen muchos amigos. or Porque tienen una maestra 3. Where was Cam hiding?
buena) (in the dog´s house)
4. ¿Qué es una escuela? 4. What is a house?

(un lugar en donde se aprende) (a building people live in)
5. ¿Cómo podríamos llamar este cuento? 5. What would be a good name for this story?
(Cam Hides from His Mother)
(A Ramón y Carlos les gusta ir a la escuela)
Optional Questions
Optional Questions
1. ¿Con quién vas (tú) a la escuela?
1. Why did Cam laugh?
2. Dime los nombres de algunos amigos de tu clase. 2. Why do you think Cam is hiding from his mother?
3. ¿Qué es lo que te gusta más en la escuela? 3. What do you think happened next?
(G-5.1) (G-5.2)
SPANISH OBJETIVE: By ___________, when a Spanish story of 33 words ENGLISH OBJETIVE: By ________________when a English story of 33
referenced at the primer level and five comprehension questions are words referenced at the primer level and five comprehension questions
read aloud, _______________ will listen and respond orally to the are read aloud, _______________ will listen and respond orally to the
questions with at least 4/5 (80%) comprehension accuracy. questions with at least 4/5 (80%) comprehension accuracy.
LISTENS AND COMPREHENDS AT LOWER FIRST-GRADE LEVEL
A. B.
Juanita corrió a la parada del autobús. Tenía mucha prisa. Ella no quería “Hello. How are you?”
que el autobús la dejara. Pero Juanita llegó demasiado tarde. Ya se había “Who said that?” asked Michael. He thought he was the only one
ido el autobús. Ahora tendrá que caminar a casa. home. He looked all around. Could it be his bird? Then Michael
laughed. It was only the TV!
1. ¿A dónde corrió Juanita?
1. Who was the only one home?
(a la parada del autobús)
(Michael)
2. ¿Por qué tenia prisa Juanita? 2. At first, who did Michael think might be talking?
(No quería que el autobús la dejara) (his bird)
3. ¿Qué hará Juanita ahora que el autobús ya se ha ido? 3. Where was the sound coming from?
(caminará a casa) (The TV)
4. ¿Qué es un autobús? 4. What does to laugh mean?

(Es algo en que la gente viaja y que tiene muchos asientos y ventanas) (to make a happy sound)
5. ¿Cómo podríamos llamar este cuento? 5. What would be a good name for this story?
(Juanita pierde el autobús) (The Talking TV)
Optional Questions
Optional Questions
1. ¿Por qué crees (tú) que Juanita llegó tarde?
1. Where do you think Michael´s family is?
2. ¿Qué crees (tú) que hará Juanita pronto?
2. How do you think Michael felt when he first heard the voice?
3.(G-6.1)
¿Cómo crees (tú) que se sintió Juanita cuando vio que el autobús ya se (G-6.2)
3. Why do you think
SPANISH OBJETIVE: By ___________, when a Spanish story of 33 words ENGLISH OBJETIVE: By Michael laughed?
________________when a English story of 33
había ido?
referenced at the lower first-grade level and five comprehension words with readability and vocabulary referenced at the lower first-
questions are read aloud, _______________ will listen and respond grade level and five comprehension questions are read aloud,
orally to the questions with at least 4/5 (80%) comprehension accuracy. _______________ will listen and respond orally to the questions with at
least 4/5 (80%) comprehension accuracy.
LISTENS AND COMPREHENDS AT UPPER FIRST-GRADE LEVEL
A. B.
Sandra vive en una granja* grande. Ella tiene que dar de comer a las A turtle and a rabbit were in a race. The rabbit ran fast and stopped.
gallinas todos los días. Sandra se levanta antes de la salida del sol. Es The rabbit went to sleep. The turtle wasn´t fast, but id didn´t stop.
difícil para Sandra levantarse cuando está todavía oscuro. The turtle won the race.
1. ¿Dónde vive Sandra? 1. What animals had a race?

(a turtle and a rabbit)
(en una granja grande)
2. What did the rabbit do after it stopped?
2. ¿Qué tiene que hacer Sandra todos los días? (It fell asleep)
(tiene que dar de comer a las gallinas)
3. Who won the race?
3. ¿Cuándo se levanta Sandra) (the turtle)
(antes de la salida del sol)
4. What is a race?
4. ¿Qué quiere decir difícil? (a contest to find which person or animal is fastest)
(que no es fácil)
5. What would be a good name for this story?
5. ¿Cómo podríamos llamar este cuento? (A Turtle and A Rabbit Were in a Race)
(Sandra de levanta temprano para dar de comer a las gallinas)
Optional Questions Optional Questions

1. Why do you think the rabbit stopped running?
1. ¿Por qué crees (tú) que Sandra tiene que levantarse temprano
para dar de comer a las gallinas?
2. Why do you think the animals were racing?
2. ¿Crees (tú) que Sandra vive en el campo o en la ciudad? ¿Por qué?
3. Who do you think would win if the animals raced again? Why?
3. ¿Cuáles otros animales podrían vivir en la granja de Sandra?
* NOTE:
Word Substitutions: If more appropriate, The word granja (farm) can be
substituted with either of the words finca or hacienda.
(G-7.1) (G-7.2)
referenced at the lower first-grade level and five comprehension words with readability and vocabulary referenced at the lower first-
LISTENS AND COMPREHENDS AT LOWER SECOND-GRADE LEVEL
A. B.
Samuel pasó toda la mañana jugando en su cuarto porque llovía. Él estaba It was late at night when Rosa Heard something under her bed. Rosa was
triste. Sus padres hacían algo en la cocina, pero no querían que Samuel les not afraid, so she did not call for her mother. Rosa got out of bed and
ayudara. turned on the light.
Rosa looked under the bed. It was very dark under there. Two yellow eyes
Entonces los padres de Samuel lo llamaron a la cocina. Samuel vio allí a todos looked back at her. Rosa was still not afraid. She reached under the bed
sus amigos. Todos gritaron, “¡Sorpresa!” Sus padres le habían preparado un and felt something very soft. It was her little kitten!
pastel grande. Hoy era el cumpleaños de Samuel. ¡Esta era una fiesta de
cumpleaños que él no esperaba! 1. When did Rosa hear something?
(late at night)
1. ¿Por qué jugo Samuel en su cuarto toda la mañana?
(porque llovía) 2. Where was the sound coming from?
(under Rosa´s bed)
2. ¿Qué pasó después de que los padres de Samuel lo llamaron a la cocina?
(Samuel vio allí a todos sus amigos) 3. What did Rosa do after she turned on the light?
(Rosa looked under the bed)
3. ¿Por qué gritaron los amigos de Samuel, ¡Sorpresa!?
(Porque era el cumpleaños de Samuel) 4. What does afraid mean?
(scared; frightened)
4. ¿Qué es una cocina?
(una sala donde la gente cocina y come) 5. What would be a good name for this story?
(Rosa Hears Something Under Her Bed)
5. ¿Cómo podríamos llamar este cuento?
(La fiesta de cumpleaños que Samuel no esperaba) Optional Questions
1. Why do you think Rosa wasn´t afraid?
Optional Questions
1. ¿Por qué crees (tú) que Samuel estaba tan triste? 2. What do you think Rosa did next?
2. ¿Por qué los padres de Samuel no querían que les ayudara en la cocina? 3. What could Rosa have done if she had been frightened by the
noise?
3. ¿Cómo crees (tú) que se sintió Samuel cuando vio que había una fiesta?
(G-8.1) (G-8.2)
referenced at the lower second-grade level and five comprehension words with readability and vocabulary referenced at the lower second-
LISTEN AND COMPREHENDS AT UPPER SECOND-GRADE LEVEL
A. B.
Benjamín quería atravesar un arroyo. Él pensaba que podría hacerlo con un salto, Bess got up early in the morning and ran to her bedroom window. She
pero se cayó en el agua. Cuando se cayó al agua. Benjamín se rio porque eso era looked outside. The yard was covered in deep snow. She saw two yellow
chistoso. birds sitting in the tree her window. The birds were singing.
El trató de levantarse, pero se cayó de nuevo. Esta vez Benjamín no se rio más porque
estaba muy mojado y tenía frio. Benjamín pensó que la próxima vez tendría más Bess thought that the birds might be hungry. So she opened her window
cuidado y no se mojaría. Él pasaría sobre el puente. and put some peanuts in the bird feeder. The happy birds flew to the
feeder and ate.
1. ¿Qué trató de saltar Benjamín?
(un arroyo) 1. What did Bess see in the yard?
(deep snow, two birds)
2. ¿Qué pasó cuando Benjamín trató de saltar el arroyo?
(SE cayó en el agua) 2. Why did Bess put some peanuts in the bird feeder?
(She thought the birds might be hungry)
3. ¿Qué pasó cuando Benjamín empezó a levantarse?
(Se cayó otra vez) 3. What happened after Bess put the peanuts in the feeder?
(The birds flew to the feeder and ate)
4. ¿Qué es un arroyo?
(Es un riachuelo o una riada) 4. What does hungry mean?
(to want to eat something)
(Benjamín trata de atravesar un arroyo) 5. What would be a good name for this story?
(Feeding Birds on a Snowy Morning)
Optional Questions
1. ¿Por qué crees (tú) que Benjamín no pasó esa vez sobre el puente? Optional Questions
1. Why do you think Bess got up early?
2. ¿Cómo crees (tú) que se sintió Benjamín cuando se cayó por segunda vez?
2. Why did Bess think the birds might be hungry?
3. ¿Por qué pasará Benjamín sobre el puente la próxima vez?
3. What do you think Bess did next?
(G-9.1) (G-9.2)
SPANISH OBJETIVE: By ___________, when a Spanish story of 67 words ENGLISH OBJETIVE: By ____________when a English story of 67 words with
referenced at the lower second-grade level and five comprehension readability and vocabulary referenced at the lower second-grade level and
questions are read aloud, _______________ will listen and respond five comprehension questions are read aloud, _______________ will listen
orally to the questions with at least 4/5 (80%) comprehension accuracy. and respond orally to the questions with at least 4/5 (80%) comprehension
accuracy.
LISTENS AND COMPREHENDS AT LOWER THIRD-GRADE LEVEL
A. B.
Leonel piensa que tener una Hermana menor es divertido. Él permite que su Dana and her parents went to the circus. Dana had been to the circus twice
hermana Ana juegue con algunos de sus juguetes pero no con todos. Ana es before, but she still thought it was fun.
demasiado pequeña para jugar con los juguetes favoritos de Leonel. Además ella They saw a woman tiptoe along a tightrope. The rope hung high above the
podría romperlos. Leonel esconde sus juguetes en muchos lugares distintos. El heads of the crowd in the circus tent. The woman was careful as she
problema de Leonel es que a veces se olvida donde ha escondido los juguetes walked forward and backward along the rope. Dana was glad she did not
favoritos. No es siempre fácil ser un hermano mayor. have to walk up there.
1. ¿Cómo se llama la hermana menor de Leonel? 1. Who did Dana go to the circus with?
(Ana) (her parents)
2. ¿Por qué esconde Leonel algunos de sus juguetes? 2. What did they see at the circus?
(Su hermana podría romperlos) (a woman tiptoeing along a tightrope)
3. ¿Cuál es el problema de Leonel? 3. Where was the tightrope?

(A veces se olvida donde ha escondido sus juguetes) (above the heads of the crowd)
4. ¿Qué quiere decir la palabra favorito? 4. What does tiptoe mean?

(algo que se quiere más que cualquier otra cosa) (to walk on the tips of your toes)
5. ¿Cuál sería un buen título para este cuento? 5. What would be a good name for this story?
(No es siempre fácil ser un hermano mayor) (Dana Sees a Tightrope Walker)
Optional Questions Optional Questions

1. ¿Por qué no permite Leonel que Ana juegue con todos sus juguetes?
1. Why do you think a circus is fun?
2. (G-10.1)
¿Por qué piensa Leonel que Ana podría romper sus juguetes?
SPANISH OBJETIVE: By ___________, when a Spanish story of 67 words 2. Why was the woman careful as she walked along the tightrope?
3. referenced
¿Por qué no atesthe lowerfácil
siempre third-grade level
para Leonel and
ser un five comprehension
hermano mayor?
questions are read aloud, _______________ will listen and respond
3. How do you think Dana as she watched the tightrope walker?
orally to the questions with at least 4/5 (80%) comprehension accuracy.
Why?
(G-10.2)
ENGLISH OBJETIVE: By ____________when a English story of 67 words with
readability and vocabulary referenced at the lower second-grade level and
five comprehension questions are read aloud, _______________ will listen
and respond orally to the questions with at least 4/5 (80%) comprehension
accuracy.
LISTENS AND COMPREHENDS AT UPPER THIRD-GRADE LEVEL
A. B.
Carlos y Juanita sembraron una huerta de vegetales. *Ellos pasaron mucho tiempo en Remi was almost finished packing. He had never gone to summer camp
la huerta. Cuando el tiempo estaba bastante cálido, ellos hicieron surcos rectos. Luego before and he was worried. Remi thought he might not like the camp´s
los niños sembraron las semillas. Cada día Carlos y Juanita se turnaban en regar la food, so he packed several oranges. Remi packed as flashlight. He wanted
huerta. to make sure his cabin did not get too dark. Remi even packed his stuffed
giraffe to talk to in case he didn´t make any friends,. Finally Remi was
Carlos y Juanita cultivaron muchas clases de vegetales. A Carlos le gustaba comer finished. He was ready to go.
maíz. * Juanita prefería los tomates. Los niños decidieron que para el año siguiente
sembrarían otros vegetales como zanahorias y frijoles. 1. Where was Remi going?
(to summer camp)
1. ¿Cuándo hicieron los surcos y sembraron las semillas los niños?
(Cuando el tiempo estaba bastante cálido) 2. Why did Remi pack several oranges?
(He thought he might not like the camp food)
2. ¿Cuándo regaban la huerta los niños?
(diariamente) 3. What did Remi pack last?
(his stuffed giraffe)
3. ¿Qué sembrarán los niños el año siguiente?
(zanahorias y frijoles) 4. What does several mean?
(more than two or three)
4. Qué es un vegetal?
(Es una planta que se come) 5. What would be a good name for this story?
(Packing for Sumer Camp)
(La huerta de Carlos y Juanita) Optional Questions
1. Why do you think Remi was worried about going to camp?
Optional Questions
1. ¿Por qué cree (tú) que Carlos y Juanita decidieron sembrar una huerta 2. What else do you think Remi should take to camp?
juntos?
2. ¿Por qué esperaron hasta que llegó el tiempo cálido para sembrar las 3. What kind of person do you think Remi is? Why?
semillas?
3. ¿Qué sembrarías (tú) si tuvieras una huerta de vegetales? (G-11.1)
SPANISH OBJETIVE: By ___________, when a Spanish story of 67 words
referenced at the upper third-grade level and five comprehension
(G-11.2)
*NOTE: questions are read aloud, _______________ will listen and respond
ENGLISH OBJETIVE: By ___________, when a English story of 67 words
Word Substitutions: If more appropriate, the Word vegetales (vegetables) and maíz (corn) can orally to the questions with at least 4/5 (80%) comprehension accuracy.
referenced at the lower third-grade level and five comprehension
each be substituted with one of the words listed below.
1. vegetales: verduras, legumbres, or hortalizas
questions are read aloud, _______________ will listen and respond
2. maíz: elotes or choclos orally to the questions with at least 4/5 (80%) comprehension accuracy.
LISTENS AND COMPREHENDS AT FOURTH-GRADE LEVEL
A. B.
El primer vuelo en avión de María ya estaba casi terminado. El piloto había anunciado Joe´s hobby is bird watching. He enjoys hiking through the woods behind
que el avión iba a aterrizar pronto y pidió a los pasajeros que abrocharan sus his home and looking for unusual birds. Jose studies about birds and their
cinturones de seguridad. A María le gustó la suavidad del vuelo y la rapidez del viaje. habits by reading science books.
Habían volado a través de la nación en menos de cinco horas. María pensó que volar
en avión era la mejor manera de viajar. Joe also takes pictures of the birds he sees. This week joe has been
watching a woodpecker drill holes in trees with its beak. Jose has taken
1. ¿Cuántas veces había volado María? some good action pictures. He will add them to his collection of bird
(Éste era su primer vuelo) pictures.
2. ¿Por qué pidió a los pasajeros que abrocharan los cinturones de seguridad? 1. What is joe´s hobby?
(Porque el avión iba a aterrizar) (bird watching)
3. ¿Por qué estaba contenta María? 2. What bird is Joe watching this week?
(Porque el vuelo había sido suave y ellos habían viajado rápidamente) (a woodpecker)
4. ¿Qué es una nación? 3. What will Joe do with the picture he has taken?
(Es un país) (He will add them to his collection)
5. ¿Cuál es la idea principal de este cuento? 4. What is a collection?

(A María le gustó su primer viaje en avión) (a group of thing gathered or kept together as a hobby)
Optional Questions 5. What is the main idea of this story?

1. ¿Piensas (tú) que María volverá a viajar por avión? ¿Por qué si? ¿Por qué no? (Joe´s hobby is bird watching)
2. ¿Cómo piensas (tú) que se sintió María al subir por primera vez al avión? Optional Questions
¿Por qué? 1. What other bird pictures might Joe have in his collection?
3. ¿Cómo se podría haber sentido María si el vuelo no hubiera sido suave? 2. Where do you think Joe lives? Why?
3. What are some other ways Joe can learn about birds?
(G-12.1) (G-12.2)
SPANISH OBJETIVE: By ___________, when a Spanish story of 67 words ENGLISH OBJETIVE: By ___________, when a English story of 67 words
referenced at the fourth-grade level and five comprehension questions with readability and vocabulary referenced at the lower fourth-grade
are read aloud, _______________ will listen and respond orally to the level and five comprehension questions are read aloud,
questions with at least 4/5 (80%) comprehension accuracy. _______________ will listen and respond orally to the questions with at
LISTENS AND COMPREHENSION AT FIFTH-GRADE LEVEL
A. B.
El año pasado. Alberto persuadió a sus padres que le pagaran lecciones de piano. Al Louisa tried to relax so that she could drift off to sleep. Tomorrow she
principio a Alberto le gustaba practicar. Sus padres estaban satisfechos con su actitud. would be the main character in the class play. Luisa was nervous about
Este año, per, Alberto está aburrido con el piano. Él desea aprender a tocar la performing before a large audience. She was afraid she would forget her
trompeta. Alberto sabe que sus padres no tienen el dinero para comprarle una lines or stumble while crossing the stage. The more Luisa thought about
trompeta. Por eso, Alberto ha decidido que el mismo debe ganar el dinero para the play, the more tense she became. If she didn´t get to sleep soon, she
comprar la trompeta. would be exhausted tomorrow.
1. ¿Qué instrumento le gusta tocar a Alberto el año pasado? 1. Why was Luisa trying to relax?
(el piano) (so that she could drift off to sleep)
2. ¿Qué instrumento quiere Alberto tocar este año? 2. Why was Louisa nervous about performing?
(la trompeta) (She thought she might forget her lines or stumble while crossing the
3. ¿Qué significa la palabra actitud? stage)
(Significa una manera de pensar o una manera de sentir acerca de algo) 3. What would happen if Louisa didn´t get to sleep soon?
4. ¿Por qué ha decidido Alberto ganar dinero? (She would be exhausted tomorrow)
(Él desea una trompeta y sabe que su padres no pueden comprarla) 4. What does exhausted mean?
5. ¿Cuál es la idea principal de este cuento? (to b very tired)
(Alberto quiere tocar un nuevo instrumento) 5. What is the main idea if this story?
(Louisa couldn´t sleep because she was tense about performing in the
Optional Questions class play)
1. ¿Cómo pudo Alberto persuadir a sus padres al principio para que le pagaran
las lecciones de piano? Optional Questions
2. ¿Cómo piensas (tú) que Alberto puede ganar el dinero? 1. Do you think Louisa has ever performed before? Why or why not?
3. ¿Piensas (tú) que Alberto se aburrirá con la trompeta? ¿Por qué si? ¿Por qué 2. What would you do if you couldn´t fall asleep?
no? 3. How would you feel the day before you had to perform in a play?
(G-13.1) (G-13.2)
referenced at the fifth-grade level and five comprehension questions are with readability and vocabulary referenced at the fifth-grade level and
read aloud, _______________ will listen and respond orally to the five comprehension questions are read aloud, _______________ will
questions with at least 4/5 (80%) comprehension accuracy. listen and respond orally to the questions with at least 4/5 (80%)
comprehension accuracy.
LISTENS AND COMPREHENDS AT SIXTH-GRADE LEVEL
A. B.
Antes de empezar la expedición por el desierto, nuestro líder nos explicó la necesidad It had been quite a while since Laurie had generously loaned money to her
de tomar muchas precauciones. Él nos dijo que era de suma importancia que nos cousin Carl. Three weeks ago he had promised to pay her back as soon as
vistiéramos adecuadamente. Nuestra ropa debería cubrir la mayor parte de nuestro he received his weekly allowance. Now Laurie needed the money to buy a
cuerpo. Esto ayudaría a proteger la piel de los rayos calientes del sol. También la ropa friend´s birthday present, but she was unsure how to tell Carl. She didn´t
debería ser de colores claros. Los colores claros reflejan los rayos del sol. want to appear to be a miser. Laurie decided to confront Carl directly.
Perhaps he had simply forgotten.
1. ¿Quién explicó las medidas de precaución al grupo?
1. Who had Laurie loaned money to?
(el líder de la expedición)
(her cousin Carl)
2. ¿Por qué debería la ropa cubrir la mayor parte del cuerpo para esta
2. What had Carl promised?
expedición en el desierto?
(to pay Laurie back with his weekly allowance)
(para proteger la piel de los rayos calientes del sol)
3. Why did Laurie need the money now?
3. ¿Por qué debería ser la ropa de colores claros?
(to buy a friend´s birthday present)
(por qué los colores claros reflejan los rayos del sol)
4. What is a miser?
4. ¿Qué es una precaución?
(a stingy person who likes to save money)
(Es una medida que se toma para evitar un peligro o accidente)
5. What is the main idea of this story?
5. ¿Cuál es la idea principal de este cuento?
(The problem of lending money)
(Cómo se debe vestir uno para una expedición en el desierto)
Option Questions
Optional Questions
1. Why do you think Laurie loaned the money to Carl?
1. ¿Cuáles otras precauciones, piensas (tú) que deberían tomar estos
2. Do you think Laurie will lend money to Carl again? Why or why
excursionistas?
not?
2. ¿Cuáles colores, piensas (tú), reflejan mejor los rayos del sol?
3. What do you think will happen when Laurie confronts Carl?
3. ¿Por qué piensas tú que el grupo estaba viajando por el desierto?
(G-14.1) (G-14.2)
referenced at the sixth-grade level and five comprehension questions with readability and vocabulary referenced at the sixth-grade level and
are read aloud, _______________ will listen and respond orally to the five comprehension questions are read aloud, _______________ will
LISTENS AND COMPREHENDS AT SEVENTH-GRADE LEVEL
A. B.
Los bomberos de la ciudad patrocinarán también este año las carreras de pie. Habrá In 1972 Byron Donzis and his friend sneaked into the hospital room of a
dos carreras. La carrera de tres millas comenzará en frente de la Biblioteca de famous football star. The quarterback, who was suffering from cracked
Stanford y la carrera de seis millas comenzará delante del Colegio Secundario ribs, watched in disbelief as the friend struck Donzis in the chest with a
“Woodrow Wilson”. Ambas carreras finalizarán en frente de la Estación de Bomberos baseball bat. Donzis barely flinched. He was wearing his new invention, an
de la calle Washington inflatable jacket called a “flak” jacket.
Todos los ciudadanos, de ocho a los ochenta años de edad, en buena salud, pueden Donzis hoped to sell the jackets to football teams. The star was so
participar. Se pueden obtener las hojas de inscripción en muchas tiendas de artículos impressed that, through hurt, he used the jacket and safely finished the
deportivos, así como en las distintas estaciones de bomberos de los barrios. Venga y season. Donzis went on to invent other foam-padded, inflatable pieces to
demuestre su apoyo a los bomberos valientes que ayudan a proteger su ciudad! protect the body. This equipment is now worn by nearly six thousand
football players.
1. Nombra dos sitios donde se pueden obtener las hojas de inscripción.
(en las diferentes tiendas de artículos deportivos y en las estaciones de 1. What did Byron Donzis invent?
bomberos de cada barrio) (inflatable football jackets)
2. ¿Quiénes pueden participar en las carreras? 2. Why did Donzis barely flinch when he was hit with a basesall bat?
(todos los ciudadanos de cualquier edad, que se encuentren en buena salud) (He was wearing an inflatable jacket)
3. ¿Por qué se les piden a la gente que participe en las carreras de pie? 3. Who did Donzins hope to sell the jackets to?
(para demostrar su apoyo a los bomberos valientes que ayudan a proteger su (football teams)
ciudad)
4. What does to flinch mean?
4. ¿Qué significa la palabra participar? (how Donzis introduced inflatable football jackets)
(quiere decir unirse con otros para hacer algo)
5. What is the main idea of this story?
5. ¿Cuál es la idea principal de este cuento? (how Donzis introduced inflatable football jackets)
(anunciar los detalles de la carrera patrocinada por los bomberos)
Optional Questions
Optional Questions 1. What other equipment do you think Donzis invented?
1. (G-15.1)
¿Por qué los participantes deben gozar de buena salud? (G-15.2)
2. Why do you think Donzis introduced the “flak” jacket in an unusual
2. SPANISH
¿Por quéOBJETIVE: By ___________,
piensas (tú) whena cabo
que se van a llevar a Spanish storytiempo
al mismo of 100 dos
words
carreras ENGLISH OBJETIVE: By ___________, when a English story of 100 words
way?
referenced at the seventh-grade
de distancias diferentes? level and five comprehension questions with
3. readability
Why do you and vocabulary
think referenced
so many players wearatinflatable
the seventh-grade
equipment?level
3. are readclase
¿Qué aloud, _______________
de premiso piensas (tú)will
quelisten and arespond
se darán orally
los varios to the
ganadores? and five comprehension questions are read aloud, _______________ will
LISTENS AND COMPREHENDS AT EIGHTH-GRADE LEVEL
A. B.
La policía está tratando de localizar a dos loros de la Amazonas que han sido pasados Plans and ticket sales are underway for the junior high annual talent show
de contrabando a los Estados Unidos. Ellos temen que estos animales tengan una that begins at seven oćlock on March 5 at the King Junior High auditorium.
enfermedad contagiosa capaz de infectar a otros pájaros. The theme for this year´s talent show is “individuality-The importance of
Estos loros se encontraban originalmente en una tienda de animales domésticos del Being Yourself.” Over forty students will be performing in solo or group
Condado de Ventura. El dueño de la tienda aseguró a la policía que él había comprado acts while the junior high orchestra will be providing musical
los loros legalmente de un vendedor de animales. El dueño de la tienda dijo que ya le accompaniment.
había vendido los loros a un desconocido.
Si alguien tiene información sobre estos loros, haga el favor de comunicarse Tickets are one dollar and may be purchased from members of the band or
inmediatamente con el Departamento estatal de Agricultura. orchestra. The proceeds received from the ticket sales will be used to
support next year´s talent show. Come and let us entertain you! Don’t miss
1. ¿Qué clase de pájaros están tratando de localizar la policía? your chance to see these potential stars of tomorrow!
(loros de contrabando de las Amazonas) 1. Why are plans and ticket sales underway?
2. ¿Quién ofreció los loros al dueño de la tienda de animales domésticos? (There´s going to be a junior high talent show)
(un vendedor de animales) 2. Who can the tickets be purchased from?
3. ¿Por qué está tratando la policía de localizar a los pájaros? (aby member of band or orchestra)
(porque teme que estos animales tengan una enfermedad contagiosa) 3. What will the proceeds from the ticket sales be used for?
4. ¿Qué significa la frase pasar de contrabando? (next year´s talent show)
(llevar o [traer] o transportar cosas o gente de un país a otro sin pasar por las 4. What does musical accompaniment mean?
aduanas) (music that is played to go along with singing, dancing, and other
5. ¿Cuál es la idea principal de este cuento? music)
(La policía está tratando de localizar a dos loros que pueden infectar a otros 5. What is the main idea of this story?
pájaros) (Student at King Junior High are putting on a talent show)
Optional Questions
1. ¿Por qué piensa la policía que los pájaros han sido pasados de contrabando a Optional Questions
los Estados Unidos? 1. What is the story trying to convince you to do?
2. ¿Crees (tú) que el dueño de la tienda decía la verdad cuando él le aseguró a 2. Why do you think members of the band orchestra are selling the
la policía que había comprado los loros legalmente? ¿Por qué si? ¿Por qué tickets?
no? 3. How does the theme “individuality- The importance of Being
3. ¿Qué harías (tú) ahora si fueras el dueño de uno de estos loros? Yourself” relate to the idea of a talent show?
(G-16.1) (G-16.2)
referenced at the eighth-grade level and five comprehension questions with readability and vocabulary referenced at the eighth-grade level and
are read aloud, _______________ will listen and respond orally to the five comprehension questions are read aloud, _______________ will
TABLE OF CONTENTS
H. Writing and Alphabetizing
PURPOSES: The purposes of the assessment in the WRITING AND ALPHABETIZING = Individual or Group Written Response
section are to:
Page
a. Determine the legibility of the student´s handwriting and identify those
Introduction ……………………………………………………………………………. 143
qualities of writing that affect the legibility of the student´s handwriting.
b. Determine the student´s skill for providing personal data in writing H-1 Writes Cursive Lowercase Letters
c. Determine the grade level at which the student uses words to construct and Dictated ……………………………………………………. 144
write sentences H-2 Writes Cursive Uppercase Letters
d. Determine the student´s skill in the use of mechanics such as capitalization Dictated ……………………………………………………. 145
and punctuation H-3 Quality Of Writing ……………………………………… 146
e. Determine the student´s alphabetizing skills Criteria and Samples-Manuscript ……………… 147
Criteria and Samples – Cursive…………………… 148
METHODS OF ASSESSMENT: All of the assessments in this section can be H-4 Writes Personal Data …………………………………… 149
administered to individuals as well as to groups. Student pages can be duplicated for H-5 Sentence-Writing Grade Level Placement ……. 150
written responses. Assessments H-5 through H-9 can be adapted for individual oral H-6 Capitalization ………………………………………………. 152
response. This method is particularly useful if you feel that the student has the skills H-7 Punctuation …………………………………………………. 153
being reviewed or if you feel that the student´s possible lack of writing competency
H-8 Identifies Following and Preceding
might inhibit accurate responses.
Letters of the Spanish Alphabet ……………… 154
H-9 Alphabetizes Spanish Words. ………………………. 155
When possible, it is recommended that skills be assessed on an informal basis,
especially the writing skills. This may involve analyzing the student´s daily written
work to: SPANISH RULES OF MECHANICS:
a. Determine which skills the student has mastered well and which skills need 1. Capitalization: In Spanish, capital letters are used less frequently than
improving in English. Words that are generally not capitalized in Spanish include:
b. Determine what specific skills may need to be assessed a. the subject pronoun yo (l)
If you have been able to observe the student perform any writing or alphabetizing b. names of months and days of the week
skills on a daily basis, give credit in the Student Record Book without conducting the c. adjectives and nouns of nationality, religion, and political
assessment procedures. affiliation
d. titles, unless abbreviated
e. words other than the first word in titles of books, works of art,
GRADE LEVELS OF SKILLS: The orange superscript numbers found in the SKILL
and musical compositions
ANALYSIS or in the STUDENT PAGE FORMAT on the examiner´s page are included to
f. common nouns in geographic names, such as el río Mississippi, la
indicate the grade levels of the skills. A superscript number that appears in front of a
calle Verde
skill description shows that appears after a skill description shows that the skill is
2. Punctuation: Punctuation is almost the same in Spanish as in English.
normally taught at that grade level. A superscript number that appears after a skill
The major differences in Spanish are:
description shows that the skill is normally achieved at the end of that grade level.
a. Inverted question marks and exclamation points precede
questions and exclamations
Your local standards and expectations for Spanish-speaking students will take
b. A comma is not used between the last two words of a series. This
precedence in the use of these grade-level notations.
is also an acceptable practice in English.
WRITES CURSIVE LOWERCASE LETTERS DICTATED
Skill: Writes lowercase cursive letters as dictated DIRECTIONS: (This assessment is made by asking the student to write
lowercase cursive letters as dictated)
o a d q g b
Use the words in brackets for giving directions to a group
p c e l t i
f j n ch m ñ
Give the student handwriting paper and a pencil and
r rr h u ll v Say: Voy a decir algunas letras. (Escucha [Escuchen] con atención y luego
escríbelas [escríbanlas] en letras minúsculas cursivas (corridas o
pegadas)
y k x s z w
Dictated the letters in the order listed below. Pause after dictating each
letter to allow the student time to write it.
If the student does not understand the meaning of “cursive” or lowercase
ASSESSMENT METHD: Individual or group written response letters, show the difference by giving help with the first three letters only
(o, a ,d )
o a d g g b
MATERIALS: Handwriting paper and pencil of the types used in the school (o) (a) (de) (ge) (cu) (be)
program p c e l t i
(p) (ce) (e) (ele) (te) (i)
DISCONTINUE: Your discretion f j n ch m ñ
(efe) (jota) (ene) (che) (eme) (eñe)
TIME: Your discretion as to how much time the student can use profitably for r rr h u ll v
printing each letter (ere) (erre) (hache) (u) (elle) (ve)
y k x s z w
(I griega) (ka) (equis) (ese) (zeta) (doble ve)
ACCURACY: Letters should be legible
NOTES:
1. Prerequisite Skill: Before assessing the higher level skill of writing
cursive letters, you may wish to determine if the student can print the (H-1)
thirty lowercase letters of the Spanish alphabet. See “Prints OBJECTIVE: By ___________, when given handwriting paper and pencil
Lowercase Letters Dictated” (A-24), page 35 and asked to do so, ______________ will legibly write in cursive
_____________ of the thirty lowercase letters of the Spanish alphabet.
2. The Letters K and w: The letters k and ware used only in words of
foreign origin. Use your discretion for assessing these letters.
WRITES CURSIVE UPPERCASE LETTERS DICTATED
Skill: Writes uppercase cursive letters as dictated. DIRECTIONS: (This assessments is made but asking the student for write
uppercase cursive letters as dictated)
O A D G Q B Use the words in brackets for giving directions to a group
P C E L T I Give the student handwriting paper and a pencil and
F J N Ch M Ñ Say: Voy a decir algunas letras. Escucha [Escuchen] con atención y luego
R Rr H U Li V escríbelas [escríbanlas] en letras minúsculas cursivas (corridas o
pegadas).
Y K X S Z W Dictate the letters in the order listed below. Pause after dictating each
letter to allow the student tine to write it.
If the student does not understand the meaning of “cursive” or uppercase
ASSESSMENT METHOD: Individual or group written response letters, show the difference by giving help with the first three letters only
(O, A, D)
O A D G Q B
MATERIALS: Handwriting paper and pencil of the types used in the school
(o) (a) (de) (ge) (cu) (be)
program
P C E L T I
(p) (ce) (e) (ele) (te) (i)
DISCONTINUE: Your discretion
F J N Ch M Ñ
(efe) (jota) (ene) (che) (eme) (eñe)
TIME: Your discretion as to how much time the student can use profitably for
R Rr H U Ll V
writing each letter.
(ere) (erre) (hache) (u) (elle) (ve)
Y K X S Z W
ACCURACY: letters should be legible
(i griega) (ka) (equis) (ese) (zeta) (doble ve)
NOTES:
1. Prerequisite Skill: Before assessing the higher level skill of writing
cursive letters, you may wish to determine if the student can print the
thirty uppercase letters of the Spanish alphabet. See “Prints (H-2)
Uppercase Letters Dictated” (A-25), page 36 OBJECTIVE: By ___________, when given handwriting paper and pencil
2. The Letters K and W: The letters K and W are used only in words of and asked to do so, ______________ will legibly write in cursive
foreign origin. Use your discretion for assessing these letters. _____________ of the thirty lowercase letters of the Spanish alphabet.
DIRECCIONES: Copia estas frases NOMBRE: _________________________________________________
¿Sabías tú que las abejas bailan? Los experimentos que se han hecho demuestran que estos
insectos hacen dos tipos de bailes para indicar el lugar en donde pueden encontrar la
comida. Un baile en forma circular indica que hay comida muy cerca. Un andar con un
movimiento rápido de las alas, en vez, indica que la comida está más lejos.
QUALITY OF WRITING
SKILL: Writes legibly in manuscript or cursive DIRECTIONS: (This assessment is made by asking the student to copy the
selection on S-146 in manuscript or cursive writing or by evaluating a
STUDENT RECORD BOOK: Page 19 previously written sample of the student´s manuscript or cursive writing)
ASSESSMENT METHODS: Individual or group written response Use the words in brackets for giving directions to a group
Giv the student a copy or S-146 and a pencil and

MATERIALS: Copy of S-146, handwriting paper and a pencil. The handwriting
criteria and samples on pages 147-148 are you references for evaluation.
Say: Quiero que copies [copien] esta selección de frases escritas en letra
(de molde) o (cursiva [corrida o pegada] (Point to the selection on S-
DISCONTINUE: Your discretion, or when it appears the student has completed 146). Ten [tengan] cuidado de escribir lo mejor que puedas
copying or has copied as much as he she can. [puedan].
TIME: Your discretion If the student seems confused or does not appear to understand the terms,
explain and demonstrate the difference between manuscript and cursive.
ACCURACY: Your discretion, or use the handwriting criteria and samples on
pages 146-148
NOTES:
1. Handwriting Critters and Samples: The handwriting criteria and
samples on pages 147-148 for this assessment help to identify
problems that need to be remediated in order for the student´s
handwriting to become more legible.
2. Give Credit if Skill is demonstrated in Natural Conditions: Give credit
if the student demonstrates the skill when performing a writing task
other than in the assessment situation. The most valid assurance that
a student has developed and is using writing skills is that he or she
demonstrates the skill in daily written school work. Give credit for
writing skills that you have observed when the student performs a
writing task such as writing a letter, a story, or a report.
(H-3)
OBJECTIVE: By ___________, when given a selection to be copied in
manuscript (or cursive) writing, _____________ will copy the selection
legibly and demonstrate satisfactory skills for:
1. slant. 4. formation
2. size 5. Alignment
3. spacing 6. neatness
QUALITY OF WRITING-MANUSCRIPT (continued)
Criteria Samples
CORRECT INCORRECT
SLANT Letters should be uniformly slanted Las abejas bailan las abejas bailan
SIZE All similar letters should be of the same height encontrar la comida
and in proportion to all other letters forms
SPACING Spacing should be uniform between letters.

The distance between words should be the width a un movimiento rápido
small o.
FORMATION The identity of each letter should be hay comida muy cerca
obvious
ALIGNMENT Letters should rest on the line. The only sabías tú que
lower case letters having parts below the line are j.p.q.
and y.
NEATNESS Margins should be evident on both sides of

the paper. The general appearance of the paper
should have minimum of erasures or rewriting. Neat, estos insectos
orderly writing should be maintained with the use of
ink.
SLANT Letters should be uniformly slanted with

the up strokes consistent and the down strokes las abejas bailan
parallel
SIZE All similar letters should be of the same encontrar la comida
height and in proportion all other letter forms
SPACING Spacing should be uniform between

letters in the words and between words. Ending un movimiento rápido
strokes should be finished to the height of the
lower case i. The distance between words should
be the width of a small o.
FORMATION The identity of each letter should be hay comida muy cerca
obvious.
ALIGNMENT Letters should rest on the line. The

only lower case letters having parts below the sabias tú que
line are f, g, j, p, q, y, and z.
NEATNESS Margins should be evident on both

sides of the paper. The general appearance of the estos insectos
paper should have a minimum of erasures or
rewriting. Neat orderly writing should be
maintained with the use of ink.
DIRECCIONES. Llena este formulario. Escribe todo bien claro
1. Nombre: ________________________________________________ 6. Teléfono ( ) ___________________________________

nombre/letra inicial del segundo nombre /apellido código del área
2. Sexo: Niña Varón (subraya la palabra correcta) 7. Escuela ______________________________________________
3. Edad ____________________ años 8. Grado________________________________________________
4. Fecha de nacimiento ______________________________________ 9. Maestra _____________________________________________
mes día año
5. Dirección _______________________________________________ 10. Sala /Salón) __________________________________________
Número y nombre de la calle número de la casilla postal
11. Padre o encargado _____________________________________
Pueblo o ciudad estado código de la zona postal
_______________________________________________________________________________________________________
INFORMACIÓN EN CASO DE EMERGENCIA
12. Llamar 13. Nombre del médico

Nombre _____________________________________________ De la familia __________________________________________
nombre apellido
Dirección ____________________________________________ 14. Firma ________________________________________________
Número y nombre de la calle pueblo o ciudad
Teléfono ____________________________________________
WRITES PERSONAL DATA
SKILL: Reads and completes personal data form in writing DIRECTIONS: (This assessment is made by asking the student to use cursive
or manuscript writing to complete the form on S-149, or a school form that
STUDENT RECORD BOOK: Page 19 students are expected to fill out)
Give the student a copy of S-149 (or the comparable form) and a pencil.
MATERIALS: When it appears the student has responded to all the items he or
Point to the items on the form as you give directions to the student.
she knows.
Say: Llena [Llenen] este formulario. Escribe [Escriban] todo bien claro
TIME: Your discretion as to how much time the student can profitably
Provide for reference any necessary directories, handbooks, telephone
ACCURACY: Give credit for each correct response. (You may wish to use the books or other materials.
school records to validate the student´s responses)
Give encouragement, but do not read the items or give clues.
CRITERIA:
1. Name: Nickname is not acceptable. Ask the student to write his or her real
name
2. Sex: You may wish to include M F on the form the older student only
3. Age: Years only
4. Birthdate: Accept an abbreviations are acceptable
5. Address: Commonly used abbreviations are acceptable
6. Telephone: Use your discretion in regard to area code. You may want to
require it of the older elementary student only
7. School: Accept either the full or abbreviated school name
8. Grade: Accept grade or other title for the student´s group
9. Teacher: Last name only is required. Titles (Mr., Mrs., Ms.,) are not required
10. Room: Omit this item if room number or name is not clearly established
11. Parent or Guardian: Both first last name required (H-4)
12. IN CASE OF EMERGENCY: Reference materials may be needed OBJECTIVE: By ___________, when given a form asking personal data
13. Name of Family Physician: You may choose to omit this item frequently requested on forms to be completed by elementary students,
14. Signature: First name, middle initial, and last name must be written in _______________ will independently read the form and legibly write the
cursive data for ___________ of 14 items.
DIRECCIONES: Lee cada grupo de palabras. Luego escribe una frase
usando todas estas palabras. Puedes cambiar el final de las palabras. NOMBRE : __________________________________________________
Puedes también añadir palabras nuevas.
EJEMPLO: nadaba pez pequeño El pequeño pez nadaba en el lago
a. pelota quiero
jugar
b. escuela ir
perro
a. carro rápido
azul
b. pájaro pan
dar de comer
a. adentro gatito
gris
b. esperar mucho
lluvia
SENTENCE WRITING GRADE LEVEL PLACEMENT
SKILL: Constructs and writes sentences at grade level (one through six) DIRECTIONS: (This assessment is made by asking the student to use the
words in each box on S-150 to construct and write a sentence)
Initiate the assessment at the grade level where you expect the student to
ASSESSMENT METHODS: Individual or group written response succeed.
MATERIALS: Copy of S-150, writing paper, and a pencil Individual Written Response: Give the student a copy of S-150 writing
paper, and a pencil. Point out the DIRECTIONS to the student.
Individually: After determining the highest grade level at which the student can write Say: Quiero que leas cada grupo de palabras. Luego escribe una frase
at least one of the two sentences. usando todas estas palabras. Puedes cambiar el final de las
Group: When it appears the majority of the students (approximately 80%) have been palabras. Puedes también añadir palabras nuevas.
allowed as much time as they can use profitably
If the student writes as acceptable sentence using the “a” words of a level,
TIME: Your discretion have him or her proceed to the “a words of the next higher level. If the
student has difficulty in writing with the “a” words, direct him or her to the
ACCURACY: Using local standards and expectations, give credit for the highest grade “b” words of the same level. If the student is unable to write the second
level at which the student writes at least one or more acceptable sentences. (See sentence of the level, direct him or her to the “a” words of the preceding
NOTE 3 on page 151) level.
NOTES: Group Written Response: Give each student a copy of S-150 writing paper
1. Purpose: This assessment determine the student´s ability to accurately write and a pencil. Point out the DIRECTIONS to the students.
increasingly complex sentences
2. Determining Level at Which the Assessment Should Be Initiated: In order to Say. Quiero que lean cada grupo de palabras. Luego escriban una frase
make more effective use of assessment time, you may wish to initiate the usando todas estas palabras. Pueden cambiar el final de las
assessment either at a level comparable to the student´s estimated palabras. Pueden también añadir palabras nuevas.
achievement, or one grade level below the level the student achieved on the
“Word Recognition Grade Placement” assessment (D-1), pages 69 and 70. Give help understanding the DIRECTIONS if needed. Allow the student to
(NOTES: continued on page 151) use either manuscript or cursive writing.
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-150 Do not give help reading the words or spelling the words the student wants
to use in constructing the sentences. (see NOTE 4 on page 151)
Grade 1 Grade 2 Grade 3
1. a. pelota 2. a. carro 3. a.adentro
jugar azul gris
quiero rápido gatito
b. escuela b. pájaro b. esperar
perro dar de comer lluvia
ir pan mucho
DIRECCIONES: Lee cada grupo de palabras. Luego escribe una frase usando
todas estas palabras. Puedes cambiar el final de las palabras. Puedes NOMBRE : __________________________________________________
también añadir palabras nuevas.
a. hasta tareas
No televisión
b. mes abril
durante mucho
a. interesante abuelo
contar historia
b. demasiado rápido
conducir tener
a. caer hospital
ambulancia pierna
b. preparar levantar
escuela desayuno
SENTENCE-WRITING GRADE LEVEL PLACEMENT (continued)
SKILL: Constructs and writes sentences at grade level (one through six) DIRECTIONS: (This assessment is made by asking the student to use the
words in each box on S-151 to construct and write a sentence)
Initiate the assessment at the grade level where you expect the student to
ASSESSMENT METHODS: individual or group written response succeed.
MATERIALS: Copy of S-151, writing paper, and pencil. Individual Written Response: Give each student a copy of S-151, writing
paper, and a pencil. Point out the DIRECTIONS TO THE STUDENT.
Individually: After determining the highest grade level at which the student can write Say: Quiero que leas cada grupo de palabras. Luego escribe una frase
at least one of the two sentences usando todas estas palabras. Puedes cambiar el final de las palabras.
Group: When it appears the majority of the students (approximately 80%) have been Puedes también añadir palabras nuevas.
allowed as much time as they can use profitably
If the student writes an acceptable sentence using the “a” words of a level,
TIME: Your discretion have him or her proceed to the “a” words of the next higher level. If the
student as difficulty in writing with the “a” words. Direct him or her to the
ACCURACY: Using local standards and expectations, give credit for the highest grade “b” words of the same level; direct him or her to the “a” words of the
level at which the student writes at least one or more acceptable sentences. (See preceding level.
NOTE 3)
Group Written Response: Give each student a copy S-151, writing paper,
NOTES: (continued) and pencil. Point out the DIRECTIONS to the students.
3. Text-Referencing and Selection of Words: The words selected for this
assessment are common to or below the respective grade levels in Spanish Say: Quiero que lean cada grupo de palabras. Luego escriban una frase
basal texts: (see BIBLIOGRAPHY, page 195) usando todas estas palabras. Pueden cambiar el final de las palabras.
4. Identifying the Discrepancy between Oral and Written Skills: An oral Pueden también añadir palabras nuevas.
assessment method may be appropriate when assessing the student who has
difficulties in reading, spelling, or writing. In order to identify any discrepancy Give help understanding the DIRECTIONS if needed. Allow the student to
between the student´s oral and written communication skill, you can read use either manuscript or cursive writing.
aloud the words in each box as you present the words visually. Ask the
student to use the words in a sentence, and to respond orally. Do not give help reading the DIRECTIONS if needed. Allow the student to
use either manuscript or cursive writing
Do not give help reading the words, or spelling the words the student
Grade 4 Grade 5 Grade 6 (H-5) to use in constructing the sentences. (See NOTE 4)
wants
4. a. hasta 5. a. interesante 6. a. caer OBJECTIVE: By ___________, when presented with two groups of words
no contar ambulancia common to basal texts at ____________, ________________ will
tareas abuelo hospital correctly write at least one of two sentences.
televisión historia pierna
b. mes b. demasiado b. preparar
durante conducir escuela
abril rápido levantar
mucho tener desayuno
DIRECCIONES: Le cada frase con atención. Escribe las letras mayúsculas

donde se necesiten. Nombre : __________________________________________
1. ¿había cartas hoy para maría?
2. mi amigo se llama juan
3. el martes que viene es la navidad
4. ¿se celebra la pascua en marzo o en abril?
5. vivimos en la avenida central, en santa cruz, california.
6. su nueva dirección es calle gonzalez, no. 287, dallas, texas.
7. ¿voló la srita. chávez a italia desde puerto rico?
8. ¿irá el señor j.j. santos a españa o a otro país de europa?
9. el dr. b.j. lópez tiene una casa cerca de la sierra nevada
10. el río amazonas está en suramérica

CAPITALIZATION
SKILL: Capitalizes words DIRECTIONS: (This assessment is made by asking the student to read each
sentence on S-152 and to write capital letters over the letters that should
STUDENT RECORD BOOK: Page 20 be capitalized)
ASSESSMENT METHODS: Use the words in brackets for giving directions to a group
1. Individual or group written response
2. Sample of student´s writing, such as a letter, story, or report Give each student a copy of S-152 and a pencil. Point out the DIRECTIONS
to the students and
MATERIALS: Copy of S-152 and pencil
Say: Algunas de las palabras en estas frases deberían empezar con letras
DISCONTINUE: Your discretion mayúsculas. Lee [Lean] cada frase con atención y escribe [escriban]
las letras mayúsculas donde se necesiten. Si no puedes [pueden]
TIME: Your discretion, or discontinue when it appears the student has had as much leer algunas de las palabras, te (les] ayudaré a leerlas.
time as he or she can use profitably
If necessary, help the student read words.
ACCURACY: Give credit for each correct response. Give credit if the student
demonstrates the skill when performing a writing task other than in the assessment 2. Capitalization Rules: See page 143 for Spanish Rules of Mechanics.
situation
3. Administering the Assessment: it is highly recommended that this
NOTES: assessment not be administered until the student is performing
1. Over-Capitalizing: In Spanish, days of the week, months of the year, and near third-grade level in language arts skills.
common nouns in geographic names (such as avenida, calle, and rio) are (H-6)
generally not capitalized. If the student does capitalize these words, give OBJECTIVE: By ___________, when given the appropriate printed
credit and make a note in the Student Record Book. If the student capitalizes materials, ____________ will accurately capitalize words, as identified in
several other words that should not be capitalized, however, the validity of the skill analysis section for S-152.
the assessment results should be questioned.
STUDENT PAGE FORMAT AND ASWERS FOR S-152 SKILL ANALYSIS FOR S-152
Countries: Items 7-8

1. ¿Había cartas hoy para María?
2. Mi amigo se llama Juan Beginnings of sentences:
3. El martes que viene es la Navidad Items 1-10 Continents: Items 8, 10
Names of people: items 1-2, 7-9 Abbreviations of titles: items 7, 9
4. ¿Se celebra la Pascua en marzo o en abril?
Special days. Items 3-4 Initials: items 8-9
5. Vivimos en la avenida Central, en Santa Cruz, California. Streets and roadways: items 5-6 Bodies of water and landforms:
6. Su nueva dirección es calle Gonzalez, no. 287, Dallas, Texas. Cities: items 5-6 Items 9-10
7. ¿Voló la Srta. Chávez a Italia desde Puerto Rico? States: items 5-6
8. ¿Irá el señor J.J. santos a España o a otro país de Europa?
9. El Dr. B.J. López tiene una casa cerca de la Sierra Nevada
10. El río Amazonas está en Suramérica
DIRECCIONES: Lee cada frase con atención. Marca los signos de
puntuación que se necesiten. Nombre : __________________________________________
1. Se cerró la puerta de golpe
2. Cuántos años tienes
3. Siéntate a la mesa
4. Qué bonito mueble
5. Por favor lávate las manos
6. Jorge tú eres inteligente
7. Manda la carta a la señora M E Wiese
8. Sabes tú que nació el doctor Ramos el 20 de mayo de 1922
9. La señora Vega vive en Laredo Texas
10. Durante el verano mi dirección es Campamento Los Robles Alburqueque Nuevo México
11. En la huerta cultivamos calabazas tomates habas cebollas y ajos
12. Me gusta nadas jugar al futbol y montar en bicicleta
13. Haré mi tarea pero primero quiero ir a nadar

SKILL: Punctuates sentences DIRECTIONS: (This assessment is made by asking the student to read
carefully each sentence on S-153 and add punctuation marks)
ASSESSMENT METHODS:
1. Individual or group written response Give each student a copy of S-153 and a pencil. Point out the DIRECTIONS
to the student
2. Sample of student´s writing, such as a letter, a story, or a report
Say: En estas frases, faltan algunos signos de puntuación como puntos y
comas. Lee [Lean] cada frase con atención. Luego marca [marquen]
MATERIALS: Copy of S-153 and a pencil los signos de puntuación que se necesiten. Si no puedes [pueden]
leer algunas palabras, te [les] ayudaré a leerlas.
DISCONTINUE: Your discretion If necessary, help the student read words.
TIME: Your discretion, or discontinue when it appears the student has had a
much time as he or she can use profitably
ACCURACY: Give credit for each correct response. Give credit if the student (H-7)
demonstrates the skill when performing a writing task other than in the OBJECTIVE: By ___________, when given the appropriate printed
assessment situation materials, ____________ will accurately punctuate sentences as
identified in the skill analysis section for S-153.
NOTES:
1. Punctuation Rules: See page 143 for Spanish Rules of Mechanics
2. Over punctuating: If the student adds more punctuation than
appropriate, the validity of the results should be questioned
STUDENT PAGE FORMAT AND ANSWERS FOR S-153 SKILL ANALYSIS FOR S-153
1. Se cerró la puerta de golpe.

2. ¿Cuántos años tienes? Period after a declarative sentence: items 1, 6, 9 -13
3. Siéntate a la mesa. after an imperative sentence: items 3, 5, 7
4. ¡Qué bonito mueble!
after initials for names: items 7
Questions mark before and after an interrogative sentence: items 2, 8
5. Por favor, lávate las manos.
Exclamation mark before and after an exclamatory word or sentence:
6. Jorge, tú eres inteligente.
Item 4
7. Manda la carta a la señor M.E. Wiese.
Comma after introductory word (yes, no, please): item 5
8. ¿Sabes tú que nació el doctor Ramos el 20 de mayo de 1922?
to set off names in direct address (Maria, José): item 6
9. La señora Vega vive en Laredo, Texas.
between city and state (or country): items 9, 10
10. Durante el verano mi dirección es Campamento Los Robles, Albuquerque,
In an address: item 10
Nuevo México. between words in a series: items 11, 12
11. En la huerta cultivamos calabazas, tomates, habas, cebollas y ajos. before a conjunction: item 13
12. Me gusta nadar, jugar a futbol y montar en bicicleta.
13. Haré mi tarea, pero primero quiero ir a nadar.
DIRECCIONES: Escribe la letra que viene antes y también la que sigue a

la letra que tienes aquí. Mira con atención el EJEMPLO. Nombre: ________________________________________
EJEMPLO: a b c
1. _____ h _____ 11. _____ r _____ 21. _____ p _____
2. _____ t _____ 12. _____ i _____ 22. _____ j _____
3. _____ ch _____ 13. _____ o _____ 23. _____ y _____
4. _____ x _____ 14. _____ b _____ 24. _____ ñ _____
5. _____ n _____ 15. _____ m _____ 25. _____ e _____
6. _____ q _____ 16. _____ d _____ 26. _____ l _____
7. _____ f _____ 17. _____ k _____ 27. _____ v _____
8. _____ c _____ 18. _____ z _____ 28. _____ ll _____
9. _____ u _____ 19. _____ s _____ 29. _____ rr _____
10._____ a _____ 20. _____ g _____ 30. _____ w _____

IDENTIFIES FOLLOWING AND PRECEDING LETTERS OF THE SPANISH ALPHABET
SKILL: Identifies the letters that follow and precede each letter of the Spanish DIRECTIONS: (This assessment is made by asking the student to write the
alphabet letter that follows and the letter that precedes each letter of the Spanish
alphabet as listed on S-154)
STUDENT RECORD BOOK: page 20
Individual Oral Response: Point to S-154 and
ASSESSMENT METHODS:
1. Individual oral response Say: Quiero que me digas la letra que viene antes y también la que sigue
2. Individual or group response a la letra que tienes aquí. Mira con atención el EJEMPLO.
MATERIALS: Copy of S-154 and a pencil Individual or Group Written Response: Use the words in brackets for giving
directions to a group. Give each student a copy of S-154 and a pencil. Point
DISCONTINUE: Your discretion, or when it appears the student has completed all out the DIRECTIONS and the EXAMPLE to the student.
items he or she knows well
Say: Escribe [Escriban] la letra que viene antes y también la que sigue a la
TIME: Your discretion, or four minutes for writing both preceding and following letra que tienes aquí. Mira [Miren] con atención el EJEMPLO.
letters. However, allow more time for the student whose writing speed is slow
If necessary, give help understanding the DIRECTIONS and the EXAMPLE.
ACCURACY:
Following letters: Give credit for this skill if at least 28 of the 28 following letters are 3. Skill Level Too Low: The skill assessed by this assessment is too easy for
correct many students above the primary le vel. The assessment will probably be
Preceding letters: Give credit for the skill if at least 28 of the 29 preceding letters are most helpful for primary students and for older students having difficulty
with alphabetical order.
correct
4. Lower Level Prerequisite Skills: If the student cannot perform the
assessed skill, you may wish to determine which of the following skills can
NOTES: or cannot be performed.
1. The letters k and w: The letters k and w are used only in words of foreign origin. Use (H-8)
a. Reads Lowercase Letters (A-17)
your discretion for assessing the student´s ability to identify the letters that follow OBJECTIVE: By ___________, when given a pencil and a random list of
b. Prints Lowercase Letters Dictated (A-24)
and precede k and w. If necessary, make adjustments to items 4, 22, 26, and 27. the thirty letters of the Spanish alphabet, _______________ will identify
2. Accept All Legible Forms: If this assessment is made in written form, manuscript and the letters that follow and precede each letter, with no more than one
cursive writing are acceptable; lowercase and uppercase letters are acceptable. The error for any of the twenty-nine following letters, and not more than one
quality of the writing should be disregarded in this assessment as the purpose is not error for any of the twenty-nine preceding letters.
to assess handwriting.
STUDENT PAGE FORMAT AND ANSWERS FOR S-154
1. g h i 11. q r rr 21. o p q
2. s t u 12. h i j 22. i j k
3. c ch d 13. ñ o p 23. x y z
4. w x y 14. a b c 24. n ñ o
5. m n ñ 15. ll m n 25. d e f
6. p q r 16. ch d e 26. k l ll
7. e f g 17. j k l 27. u v w
8. b c ch 18. y z 28. l ll m
9. t u v 19. rr s t 29. r rr s
10. a b 20. f g h 30. v w x
DIRECCIONES: Escribe las palabras de cada lista que sigue en orden alfabético.
NOMBRE: ____________________________________________________________
1. 2. 3.
grado enero Tren derecho cebolla cielo
fuego hora Grupo paloma comida clase
a._________________________________________ a.__________________________________________ a.__________________________________________

_
b._________________________________________ b.__________________________________________ b.__________________________________________
c.__________________________________________ c.__________________________________________ c.__________________________________________
d._________________________________________ d.__________________________________________ d.__________________________________________
4. 5. 6.
Seco Seguir gracia graduar trasladar trastornar
Sello Séptimo grato granja trascender trasnochar
a._________________________________________ a.__________________________________________ a.__________________________________________

_
b._________________________________________ b.__________________________________________ b.__________________________________________
c.__________________________________________ c.__________________________________________ c.__________________________________________
d._________________________________________ d.__________________________________________ d.__________________________________________

ALPHABETIZES SPANISH WORDS
SKILL: Arranges Spanish words in alphabetical order DIRECTIONS: (This assessment is made by having the student write the
words in each list on S-155 in alphabetical order)
Use the word in brackets for giving directions to a group
ASSESSMENT METHOD: Individual or group written response
to the student
MATERIALS: Copy of S-155 and a pencil
Say: Escribe [Escriban] las palabras de cada lista en orden alfabético
DISCONTINUE: Your discretion, or when it appears the student has completed
all items he or she can perform well Give any help needed by the student in understanding the DIRECTIONS.
ACCURACY: Give credit for each skill where the student alphabetizes the word
list with 100% accuracy.
SKILL ANALYSIS AND ANSWERS FOR S-155

Alphabetizes words with:
1. Consecutive 2. Nonconsecutive 3. The same first
first letters first letters letter (H-9)
a. enero a. derecho a. cebolla OBJECTIVE: By ___________, when given a pencil and list of four Spanish
b. fuego b. grupo b. cielo words, _______________ will write the words in alphabetical order with
c. grado c. paloma c .clase 100% accuracy. This skill will be performed for a list of words with:
d. hora d. tren d. comida 1. Consecutive first letters
4. The same first 5. The same first 6. The same first 2. Nonconsecutive first letter
3. The same first letter
two letters three letters four letters
4. The same first two letters
a. seco a.gracia a.trascender
5. The same first three letters
b. seguir b.graduar b.trasladar 6. The same first four letters
c. sello c.granja c.trasnochar
d. séptimo d.grato d.trastornar
NOTES
TABLE OF CONTENTS
I. Numbers and Computation = Individual Oral Response
= Individual or Group Written Response
Page
Introduction …………………………………………………………………………………………. 157
I-1 Writes Numbers Dictated…………………………………… 159
I-2 Recognizes Numbers …………………………………………. 160
I-3 Arranges Numbers in Order ………………………………. 161
I-4 Addition Facts …………………………………………………… 162
I-5 Subtraction Facts ………………………………………………. 163
I-6 Multiplication Facts …………………………………………… 164
I-7 Division Facts …………………………………………………… 165
I-8 Word Problems Grade Placement …………………….. 166
I-9 Whole Numbers Computation Survey ………………. 167
I-10 Fractions and Mixed Numbers
Computation Survey …………………………………….. 169
I-11 Decimals Computation Survey ………………………….. 171
PURPOSES: The purposes of the NUMBERS AND COMPUTATION assessments Whole Numbers Computation Survey ----
in this section are to determine the skill level at which the student: writes, Skill Analysis ……………………………………………………………………………… 173
recognizes, and arranges numbers; knows numbers facts; solves word Fractions and Mixed Numbers Computation Survey -----
problems; and computes whole numbers, fractions / mixed numbers, and Skill Analysis …………………………………………………………………………….. 174
decimals. Decimals Computation Survey -----
Skill Analysis ……………………………………………………………………………. 175
METHODS OF ASSESSMENT: The only assessment in this section that must be LOWER-LEVEL SKILLS: The skills of rote counting and writing numbers in
administered for individual oral response is “Recognizes Numbers”. All of the sequence are lower-level skills than the skills assessed in this section. If the
student cannot perform the skills in this section, you may want to ask the
other assessments can be administered to groups as well as to individuals.
student to count by rote or write numbers beginning with number one. See A-19
Student pages can be duplicated for written responses. If you feel that the and A-20 in the READINESS section.
student´s writing competency might inhibit accurate responses, the
assessments can be adapted for individual oral response by presenting the POSSIBLE ADAPTATIONS FOR ASSESSING NUMBER FACTS: To accommodate
printed material and asking the student to respond orally. This method might different situations and special needs, you may wish to adapt the number fact
be most appropriate for the number facts assessments, I-4 through I-7. assessments (I-4 through I-7) by:
1. Reproducing and cutting student pages so that only certain facts are
NOTE: As recommended in other parts of the Assessment of Basic Skills, if you presented.
have the opportunity of observing the student perform a skill on a daily basis, 2. Presenting all four student pages at once. If this assessment procedure is
credit for that skill can be recorder in the Student Record Book without used, adapt the DIRECTIONS to allow as much time as needed. This
procedure is not recommended for students who have short attention
conducting the assessment.
spans and low frustration levels.
I. NUMBERS AND COMPUTATION (continued)
HORIZONTAL ARRANGEMENT OF NUMBER FACTS: A review of the math GRADE LEVELS OF SKILLS: The orange superscript numbers found in the
programs listed in the REFERENCES indicates that addition, subtraction, and SKILL ANALYSIS or the STUDENT PAGE FORMAT on the examiner´s pages
multiplication facts are generally taught in a horizontal arrangement. For this are included to indicate the grade levels of the skills. A superscript number
reasons the number facts in assessments I-4, I-5. And I-6 are arranged that appears in front of a skill description shows that the skill is normally
taught in English at that grade level. A superscript number that appears
horizontally. You may wish to make adjustments if you feel that the student is
after a skill description shows that the skill is normally achieved at the end
more familiar with the vertical arrangement of number facts. of that grade level. Use the grade level notations to help you determine
the level at which each assessment should be initiated and terminated.
FREQUENCY OF NUMBERS: The problems in the computation surveys
involving whole numbers and decimals (I-9 and I-11) have a higher frequency Your local standards and expectations for Spanish-speaking students will
of the numbers 0-5 than of the numbers 6-9. This use enables the student to take precedence in the of these grade-level notations.
demonstrate his or her understanding of the operation being assessed
without being hindered by number fact difficulties. REFERENCES: The following math programs in English were reviewed to
determine skill sequences and grade-level notations for the math skills in
If the answer to a problem is incorrect due to a number-fact error, but the the Assessment of Basic Skills:
computational skill being assessed is clearly demonstrated, give credit for the
skill. See assessments I-4 through I-7 for identifying which number facts the Growth in Mathematics. New York: Harcourt Brace Jovanovich, Inc.,1982
student has mastered and which facts need to be taught.
Heath Mathematics. Lexington, Mass.; D.C. Heath and Company, 1982
USE OF SCRATCH PAPER: The student can work problems on scratch paper for
Holt Mathematics. New York: Holt, Rinehart and Winston, 1981
the computation survey assessments (I-9, I-10, and I-11). If the student uses
this method, you may wish to attach the scratch paper to the student´s page
The Laidlaw Mathematics Program, River Forest, III.; Laidlaw Brothers,
when it is collected. Check the student´s work, especially if the student´s error 1982
count is high. Give credit if a computation is correct, but the answer has been
copied incorrectly. Mathematics. Boston: Houghton Mifflin Company, 1981
Mathematics in Our World. Reading, Mass.; Addison-Wesley Publishing

Company, Inc., 1979
Scott, Foresman Mathematics. Glenview, III.: Scott, Foresman and

Company, 1980.
WRITES NUMBERS AS DICTATED
SKILL: Writes numbers as dictated DIRECTIONS: (This assessment is made by asking the student to write the
numbers as dictated)
ASSESSMENT METHODS: Individual or group written response
Give each student paper and pencil
MATERIALS: Paper and a pencil
Say: Voy a decir algunos números y quiero que los escribas [escriban]
Numbers 0-10:
DISCONTINUE: Your discretion, or after determining the highest skill level at which
5 9 2 0 4
the student can write dictated numbers with 100% accuracy. Dictate the numbers below. Pause after each number to give the student
Numbers 10-100:
adequate time to write. If necessary, you may repeat a number once.
35 67 43 82 39
Numbers 100-1,000:
820 102 604 700 499 Numbers to Dictate for 0-10:
ACCURACY: 5/5 (100%) for
Numbers 1,000-10,000: each skill level. Dictate 5 9 2 0 4
7,330 8,003 3,000 3,759 7.863 Numbers to Dictate for 10-100:
Numbers 10,000-100,000: Dictate 35 67 43 82 39
70,000 32,278 30,808 Numbers to Dictate for 100-1,000:
79,990
SKILL ANALYSIS AND ASWERS 68,059 FOR I-1 Dictate 820 102 604 700 499
Numbers 100,000-1,000,000:
309,005 760,900 344,222
Numbers to Dictate for 1,000-100,000:
818,502 710,330 Dictate 7,330 8,003 3,000 3,759 7,863
Numbers 1,000,000-10,000,000: Numbers to Dictate for 10,000-100,000:
4,668,603 5,407,120 1,603,054 Dictate 70,000 32,278 30,808
7,000,500 8,060,584 79,990 68,059
Numbers to Dictate for 100,000-1,000,000:
Dictate 309,005 760,900 344,222
818,502 710,330
Numbers to Dictate for 1,000,000-10,000,000:
Dictate 4,668,603 5,407,120 1,603,054
7,000,500 8,060,584
(I-1)
OBJECTIVE: By ___________, when given five dictated numbers, _____________
will write the numbers with 5/5 (100%) accuracy for the quantity ranges:
1. 0-10 5. 10,000-100,00
2. 10-100 6. 100,000-1,000,000
3. 100-1,000 7.1,000,000-10,000,000
4. 1,000-10,000
a. 5 b. 39 c. 866 d. 7,496
7 27 287 4,800
6 96 653 9,704
3 72 404 8,075
2 44 770 6,920
8 85 935 5,007
e. 88,999 f. 507,478 g. 1,250,000
89,008 468,002 8,640,405
53,700 970,111 6,785,943
13,102 235,505 6,000,000
43,047 800,700 9,999,888
60,000 502,086 9,007,707

RECOGNIZES NUMBERS
SKILL: Recognizes and reads numbers. DIRECTIONS: (This assessment is made by asking the student to read aloud
the numbers on S-160)
Point to the box of numbers that you anticipate the student will be able to
ASSESSMENT METHOD: Individual oral response recognize with 100% accuracy.
Say: Quiero que leas los números en esta casilla. Empieza aquí.
MATERIAL:: S-160
(Point to the box with which you want the student to begin)
DISCONTINUE: Your discretion, or after determining the highest skill level at Continue the assessment at higher or lower skill levels until the highest skill
which the student can recognizes numbers with 100% (6/6) accuracy. level at which the student can recognizes numbers with 100% accuracy is
determined.
ACCURACY: 6/6 (100%) for each skill level NOTE:

Give Credit if the Student Performs the Higher-Level Skill: The skill of
writing dictated numbers is a higher-level skill than that of recognizing
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-160 numbers. If the student performs a skill with 100% accuracy in the
assessment “Writes Numbers as Dictated” (I-1) you may wish to give credit
for the respective skill in this assessment and not conduct assessment
procedures.
Read numbers to:
a. 9 b. 99 c. 999 d. 9,999
5 39 866 7,496
7 27 287 4,800
6 96 653 9,704
3 72 404 8,075
2 44 770 6,920
8 85 935 5,007
e. 99,999 f. 999,999 g. 9,999,999

88,999 507,478 1,250,000
89,008 468,002 8,640,405 (I-2)
53,700 970,111 6,785,943 OBJECTIVE: By ___________, when shown six numbers, _____________ will read the
13,102 235,505 6,000,000 numbers aloud with 6/6 (100%) accuracy for numbers up to:
43,047 800,700 9,999,888 1. 9 2. 99 3. 999 4. 9,999
60,000 502,086 9,007,707 5. 99,999 6. 999,999 7. 9,999,999
DIRECCIONES: Escribe los números de cada lista en orden del más pequeño al
más grande. Mira el EJEMPLO Nombre: ____________________________________________________
EJEMPLO:
1 1 1. 2. 3. 4.
5 2 a. 9 ______ a. 68 ______ a. 205 ______ a. 989 ______
3 3 5 ______ 42 ______ 940 ______ 6,782 ______
2 4 6 ______ 80 ______ 357 ______ 7,484 ______
4 5 8 ______ 95 ______ 347 ______ 899 ______
2 ______ 21 ______ 784 ______ 39 ______
b. 4 ______ b. 11 ______ b. 521 ______ b. 5,888 ______
9 ______ 91 ______ 511 ______ 97 ______
3 ______ 75 ______ 409 ______ 872 ______
1 ______ 58 ______ 600 ______ 6,002 ______
7 ______ 37 ______ 799 ______ 782 ______
DIRECCIONES: Escribe la respuesta de cada suma (adición). NOMBRE: ____________________________________________

1. 0+1= 2. 2+6= 3. 3+6= 4. 6+5=
1+3= 7+1= 9+1= 8+4=
3+2= 1+6= 5+5= 10 + 2 =
2+4= 4+3= 5+4= 2+9=
5+1= 7+0= 9+0= 3+9=
3+0= 3+5= 4+6= 8+3=
3+3= 5+2= 7+3= 5+7=
2+2= 1+6= 7+2= 4+7=
2+1= 0+8= 1+8= 3+8=
4+1= 4+4= 7+3= 6+6=
5. 5+9= 6. 13 + 2 = 7. 6 + 12 =
8+5= 8+8= 3 + 14 =
7+7= 9+6= 8+9=
3 + 11 = 5 + 11 = 3 + 14 =
6+8= 12 + 3 = 13 + 6 =
10 + 4 = 7+8= 9+9=
4+9= 9+7= 6 + 11 =
7+6= 11 + 4 = 7 + 12 =
3 + 10 = 5 + 10 = 2 + 16 =
12 + 2 = 2 + 14 = 2 + 15 =
ARRANGES NUMBERS IN ORDER
SKILL: Writes numbers in numerical order. DIRECTIONS: (This assessment is made by asking the student to write the
numbers in each list on S-161 in numerical order)
to the student
MATERIAL: Copy of S-161 and a pencil
Say: Cuando yo te [les] diga que empieces [empiecen], escribe [escriban]
DISCONTINUE: Your discretion, or when it appear the student has had as los números de cada lista en orden, del más pequeño al más grande.
much time as he or she can use profitably Mira [Miren] el EJEMPLO.
TIME: Your discretion, or six minutes Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado.)
or (te [les] diga que pares [paren].) Ahora empieza [empiecen].
ACCURACY: 5/5 (100%) for at least one of the two list for each skill level.
NOTE:
Supplemental Assessment: You may wish to assess the student´s ability to
recognize odd and even numbers. This assessment can be made by asking
the student to circle the even numbers and underline the odd numbers on
S-161.
SKILL ANALYSIS AND ANSWER FOR S-161
Numerical Order:
1. 2. 3. 4.
1 to 10 10 to 100 100 to 1,000 10 to 10,000
a.2 a.21 a.205 a. 39
5 42 347 899
6 68 357 989
8 80 784 6,782
9 95 940 7,484
(I-3)
b.1 b.11 b.409 b. 97
OBJECTIVE: By ___________, when given five numbers, _____________ will
3 37 511 782 write the numbers in numerical order with 5/5 (100%) accuracy for at least one
4 58 521 872 of the two lists for the quantities:
7 75 600 5,888
9 91 799 6,002 1, 1 To 10 2. 10 to 100 3. 100 to 1,000 4 to 10,000
ADDITION FACTS
SKILL: Knows addition Facts DIRECTIONS: (This assessment is made by asking the student to compute
the answers for the addition facts on S-162)
ASSESSMENT METHODS:
1. Individual oral response Say: Quiero que hagas estas sumas (adiciones). Dime la respuesta de cada
2. Individual or group written response suma (adición).
MATERIALS: Copy of S-162, a pencil, and a timepiece Individual or Group Written Response: Use the words in brackets for
giving directions to a group. Give each student a copy of S-162 and a pencil.
DISCONTINUE: Your discretion, or after three minutes Point out the DIRECTIONS to the student.
TIME: Your discretion, or three minutes for working all the facts Say: Cuando yo te [les] diga que empieces [empiecen], escribe [escriban]
la respuesta de cada suma (adición). Quiero que trabajes [trabajen]
ACCURACY: 10/10 (100%) for each column hasta que (hayas [hayan] terminado.) or (te [les] diga que pares
[paren].) Ahora empieza [empiecen].
Time for three minutes and
Say: Para [Paren].

Knows facts for sums up to:
1.6 2.8 3.10 4.12
1 8 9 11
4 8 10 12
5 7 10 12
6 7 9 11
6 7 9 12
3 8 10 11
6 7 10 12
4 7 9 11
3 8 9 12
5 8 10
5.14 6.16 7.19
14 15 18
13 16 17 (I-4)
14 15 17 OBJECTIVE: By ___________, when given ten addition facts, ____________ will
14 16 17 correctly compute the sums with 10/10 (100%) accuracy fro sums up to:
14 15 19
14 15 18
13 16 17 1. 6 2. 8 3. 10 4. 12
13 15 19 5. 14 6. 16 7. 19
13 15 18
14 16 17
DIRECCIONES: Escribe la respuesta de cada resta. NOMBRE: ____________________________________________
1. 6-1= 2. 7-5= 3. 10 - 9 = 4. 12 - 6 =
4-3= 8-4= 10 - 6 = 11 - 5 =
3-2= 7-3= 9-4= 11 - 3 =
0-0= 7-6= 9-1= 12 - 3 =
5-4= 8-2= 9-6= 12 - 7 =
6-5= 7-7= 10 - 5 = 12 - 10 =
6-6= 7-4= 9-3= 11 - 9 =
5-3= 8-3= 10 - 7 = 11 - 7 =
4-0= 8-0= 10 - 2 = 12 - 4 =
5-2= 8-6= 10 - 4 = 12 - 8 =
5. 13 - 2 = 6. 15 - 3 = 7. 17 - 9 =
14 - 4 = 16 - 7 = 18 - 15 =
14 - 9 = 16 - 5 = 18 - 5 =
13 - 11 = 15 - 9 = 17 - 15 =
14 - 8 = 15 - 8 = 17 - 5 =
13 - 4 = 16 - 3 = 19 - 7 =
13 - 8 = 16 - 9 = 17 - 8 =
14 - 5 = 16 - 11 = 19 - 10 =
13 - 5 = 15 - 5 = 18 - 9 =
14 - 11 = 15 - 12 = 17 - 12 =
SUBTRACTION FACTS
SKILL: Knows subtraction facts DIRECTIONS: (This assessment is made by asking the student to compute
the answers for the subtraction facts on S-163)
ASSESSMENT METHODS:
1. Individual oral response Say: Quiero que hagas estas restas. Dime la respuesta de cada resta
Individual or Group Written Response: Use the words in brackets for
MATERIALS: Copy of S-163, a pencil, and a timepiece giving directions to a group. Give each student a copy of S-163 and a pencil.
Point out the DIRECTIONS to the student.
DISCONTINUE: Your discretion, or after three minutes
TIME: Your discretion, or three minutes for working all the facts las respuestas de cada resta. Quiero que trabajes [trabajen] hasta que
(hayas [hayan] terminado.) or (te[les] diga que pares [paren].) Ahora
ACCURACY: 10/10 (100%) for each column empieza [empiecen]
Time for three minutes and
Say: Para [Paren]
Knows differences for minuends up to:

1.6 2.8 3.10 4.12
5 2 1 6
1 4 4 6
1 4 5 8
0 1 8 9
1 6 3 5
1 0 5 2
0 3 6 2
2 5 3 4
4 8 8 8
3 2 6 4
5.14 6.16 7.19
11 12 8 (I-5)
10 9 3 OBJECTIVE: By ___________, when given ten subtraction facts, _____________
5 11 13 will correctly compute the differences with 10/10 (100%) accuracy for the
2 6 2 minuends up to:
6 7 12
9 13 12 1. 6 2. 8 3. 10 4. 12
5 7 9 5. 14 6. 16 7. 19
9 5 9
8 10 9
3 3 5
DIRECCIONES: Escribe la respuesta de cada multiplicación. NOMBRE: ____________________________________________
1. 2x7= 2. 3x0= 3. 4x0= 4. 5x5=

2x4= 3x7= 4x8= 5x3=
2x6= 3x1= 4x9= 5x8=
2x8= 3x6= 4x2= 5x1=
2x2= 3x4= 4x1= 5x7=
2x9= 3x2= 4x6= 5x9=
2x3= 3x9= 4x7= 5x3=
2x0= 3x5= 4x3= 5x4=
2x1= 3x8= 4x5= 5x6=
2x5= 3x3= 4x4= 5x0=
5. 6x8= 6. 7x7 = 7. 8x8 = 8. 9x6 =

6x0= 7x0 = 8x1 = 9x1 =
6x2= 7x5 = 8x9 = 9x4 =
6x4= 7x3 = 8x0 = 9x7 =
6x7= 7x1 = 8x3 = 9x2 =
6x5= 7x9 = 8x5 = 9x5 =
6x9= 7x6 = 8x6 = 9x9 =
6x3= 7x4 = 8x4 = 9x8 =
6x1= 7x2 = 8x2 = 9x3 =
6x6= 7x8 = 8x7 = 9x0 =
MULTIPLICATION FACTS
SKILL: Knows multiplication facts DIRECTIONS: (This assessment is made by asking the student to compute
the answers for the multiplication facts on S-164)
ASSESSMENT METHODS:
1. Individual oral response Say: Quiero que hagas estas multiplicaciones: Dime la respuesta de cada
2. Individual or group written response multiplicación.
MATERIALS: Copy of S-164, a pencil, and a timepiece Individual or Group Written Response: Use the words in brackets for giving
directions to a group. Give each student a copy of S-164 and a pencil. Point
DISCONTINUE: Your discretion, or after five minutes out the DIRECTIONS to the student.
TIME: Your discretion, or five minutes for working all the facts Say: Cuando yo te [les] diga que empieces [empiecen], escribe [escriban]
la respuesta de cada multiplicación. Quiero que trabajes [trabajen]
ACCURACY: 10/10 (100%) for each column. hasta que (hayas [hayan] terminado.) or (te [les] diga que pares
[paren].) Ahora empieza [empiecen].
SKILL ANALYSIS AND ANSWERS FOR S-164 Time for five minutes and
Say: Para [Paren].

Knows products for multipliers up to:
1. 2 2. 3 3. 4 4. 5
14 0 0 25
8 21 32 15
12 3 36 40
16 18 8 5
4 12 4 35
18 6 24 45
6 27 28 15
0 15 12 20
2 24 20 30
10 9 16 0
5. 6 6. 7 7. 8 8.9
48 49 64 54 (I-6)
0 0 8 9 OBJECTIVE: By ___________, when given ten multiplication facts,
12 35 72 36 ____________ will correctly compute the products with 10/10 (100%)
24 21 0 63 accuracy for the multipliers up to:
42 7 24 18 1. 2 2. 3 3. 4 4. 5
30 63 40 45 5. 6 6. 7 7. 8 8. 9
54 42 48 81
18 28 32 72
6 14 16 27
36 56 56 0
DIRECCIONES: Escribe la respuesta de cada multiplicación. NOMBRE: ____________________________________________
1. 18 / 2 = 2. 6/3= 3. 24 / 4 = 4. 25 / 5 =
10 / 2 = 15 / 3 = 4/4= 40 / 5 =
0/2 = 12 / 3 = 36 / 4 = 10 / 5 =
8/2= 18 / 3 = 20 / 4 = 35 / 5 =
16 / 2 = 21 / 3 = 28 / 4 = 20/ 5 =
4/2= 27 / 3 = 8/4= 45 / 5 =
6/2= 0/3= 16 / 4 = 0/5=
12 / 2 = 24 / 3 = 0/4= 30 / 5 =
14 / 2 = 9/3= 12 / 4 = 5/5=
2/2= 3/3= 32 / 4 = 15/ 5 =
5. 12 / 6 = 6. 0/7 = 7. 48 / 8 = 8. 36 / 9 =
30 / 6 = 49 / 7 = 0/8= 9/9 =
48 / 6 = 21 / 7 = 8/8 = 63 / 9 =
36 / 6 = 63 / 7 = 16 / 8 = 81 / 9 =
0/6= 7/7 = 40 / 8 = 72 / 9 =
18 / 6 = 42 / 7 = 64 / 8 = 45 / 9 =
24 / 6 = 35 / 7 = 72 / 8 = 27 / 9 =
42 / 6 = 14 / 7 = 56 / 8 = 54 / 9 =
54 / 6 = 28 / 7 = 24 / 8 = 18 / 9 =
6/6= 56 / 7 = 32 / 8 = 0/9 =
DIVISION FACTS
SKILL: Knows division facts DIRECTIONS: (This assessment is made by asking the student to compute
the answers for the division facts on S-165)
ASSESSMENT METHODS:
1. Individual oral response Say: Quiero que hagas estas divisiones. Dime la respuesta de cada
2. Individual or group written response división.
MATERIALS: Copy of S-165, a pencil, and a timepiece Individual or Group Written Responses: Use the words in brackets for giving
directions to a group. Give each student a copy os S-165 and a pencil. Point
DISCONTINUE: Your discretion, or after five minutes out the DIRECTIONS to the student
TIME: Your discretion, or five minutes for working all the facts Say: Cuando yo te [les] diga que empieces [empiecen], escribe [escriban]
la respuesta de cada división. Quiero que trabajes [trabajen] hasta
ACCURACY: 10/10 (100%) for each column. que (hayas [hayan] terminado) or (te [les] diga que pares [paren].
Ahora empieza [empiecen]
Time for five minutes and
Say: Para [Paren]

Knows quotients for divisors up to:
1. 2 2. 3 3. 4 4. 5
9 2 6 5
5 5 1 8
0 4 9 2
4 6 5 7
8 7 7 4
2 9 2 9
3 0 4 0
6 8 0 6
7 3 3 1
1 1 8 3
5. 6 6. 7 7. 8 8. 9
2 0 6 4
(I-7)
5 7 0 1
OBJECTIVE: By ___________, when given ten division facts, ______________
8 3 1 7
will correctly compute the quotients with 10/10 (100%) accuracy for the
6 9 2 9
divisors up to:
0 1 5 8
1. 2 2. 3 3. 4 4. 5
3 6 8 5
5. 6 6. 7 7. 8 8. 9
4 5 9 3
7 2 7 6
9 4 3 2
1 8 4 0
DIRECCIONES: Lee cada problema. Haz todos los problemas que puedas. NOMBRE: _____________________________________________________
1. a. María tiene 7 juguetes y su hermana tiene 4 3. a. El año pasado vivían en el pueblo de
juguetes. ¡Cuántos juguetes tienen las dos? ______ juguetes Valencia 9,985 personas. Durante este año
1,072 personas se han mudado de este
b. Pablo tenía $28.00. Con ellos compró una camisa pueblo. ¿Cuántas personas viven ahora en
que le costó $19.00. ¿Cuántos dólares tenía Pablo Valencia?
$ __________ ______ personas
después de comprar la camisa? b. El maestro dio 72 lápices a los 24
estudiantes. ¿Cuántos lápices recibió cada
c. Mamá compró 12 naranjas para Diego y Anita. El estudiante?
c. Martha vende cajas de plumas. Cada caja ______lápices
día siguiente quedaban solamente 5 naranjas.
¿Cuántas naranjas se comieron ellos? ________naranjas tiene 25 plumas. Si ella vende 15 cajas, ¿cuál
es el total de plumas que vende ella?
______plumas
2. a. En la Escuela de Buena Vista hay 263 niños y 314 4. a. Pedro trabajó por ¾ de hora el miércoles y
niñas. ¿Cuál es el total de estudiantes en esta _____ estudiantes por 2/3 de hora el jueves. ¿Cuántas horas
escuela? trabajó él durante los dos días?
b. Miguel puede ganar trabajando $16.00 en ______ horas
b. Carlota, Elena, y Daniel tienen el mismo número $ __________ un día de trabajo. ¿Cuántos días debe él
de dólares. Juntos ellos tienen $12.00. ¿Cuántos trabajar para ganar $128.00?
dólares tienen cada uno? c. Una clase de 25 estudiantes quiere ir a un ______ días
partido de béisbol. Cada billete cuesta $2.75.
_______ cuentos
c. Tomás leyó 3 cuentos cada día por 5 días seguidos. ¿Cuánto dinero necesitan ellos para que
¿Cuántos cuentos leyó él durante esos 5 días? todos puedan ir al partido?
$_________
5. a. Manuel jugó al fútbol por 2/4 de horas el lunes y por 1

5/6 de horas el martes .¿Cuánto tiempo más jugo Manuel
el lunes que el martes? _________ hora
b. Catrina tocó el piano por 1 ¼ de horas cada día por 5 _________horas

días seguidos. ¿Cuál es el total de horas que tocó ella el
piano?
c. Jaime pasa 9.75 horas cada día durmiendo y 1.6 horas ________ horas
cada día comiendo. ¿Cuánto tiempo más pasa él
durmiendo que comiendo?
WORD PROBLEMS GRADE PLACEMENT

SKILL: Comprehends and computes Word problems at grade level (two through six) DIRECTIONS: (This assessment is made by asking the student to solve, as
many of the word problems on S-166 as possible)
Give each student a copy of S-66, a pencil, and scratch paper. Point out the
MATERIALS: Copy of S-166, a pencil, and scratch paper DIRECTIONS to the student.
DISCONTINUE: Say: Cuando yo te [les] diga que empieces [empiecen], lee [lean] cada
Individually: After determining the highest grade level at which the student can solve problema. Haz [hagan] todos los problemas que puedas [puedan]
at least two of the three word problems.
Group: When it appears the majority of the students have had as much time as they Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado)
can use profitably or (te [les] diga que pares [paren]) Ahora empieza [empiecen].
TIME: Your discretion, or approximately fifteen minutes If necessary, given help Reading the Word problems.
ACCURACY: A least two of the three word problems for each grade level must be
correct. Give credit for the highest grade level at which at least two of the three word
problems are solved correctly.
GRADE LEVELS AND ANSWERS FOR S-166

1. Second Grade 4. Fifth Grade
a. 11 juguetes a. 1 5/12 de horas
b. $9.00 b. 8 días
c. 7 naranjas c. $68.74
2. Third Grade 5.Sixth Grade

a. 577 estudiantes a. 5/12 de hora
b. $4.00 b. 6 ¼ de horas
c. 15 cuentos c. 8.15 de horas (I-8)
OBJECTIVE: By ___________, when given three word problems commonly
3. Fourth Grade introduced in math texts at the _________ grade level, _____________ will
a. 8,913 personas correctly solve at least two of the three word problems.
b. 3 lápices
c. 375 plumas
DIRECCIONES: Haz todos los problemas que puedas. Ten cuidado de hacer lo
que te dicen los signos de cada problema. NOMBRE: ___________________________________________________
1 .a. 37 b. 72 c. 452 d. 387 e. 287 f. 3946

+ 41 + 19 + 143 + 442 + 549 + 2087
32 28 314 387 478 2079

+ 46 + 47 + 521 + 383 + 267 +5953
2 .a. 76 b. 62 c. 686 d. 382 e. 573 f. 4003

- 23 - 27 - 243 - 234 - 495 - 2326
68 72 697 584 362 5006

-35 - 34 - 343 - 347 -297 - 3568
WHOLE NUMBERS COMPUTATION SURVEY
SKILL: Adds, subtracts, multiplies, and divides whole numbers. DIRECTIONS: (This assessments is made by asking the student to compute
the answers for as many of the problems on S-167 and S-168 as possible)
Give each student a copy of S-167, a pencil, and scratch paper.
Point out the DIRECTIONS to the student
MATERIALS: Copy of S-167, a pencil, and scratch paper
Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan] todos
DISCONTINUE: Your discretion, or when the student has responded to all the los problemas que puedas [puedan]. Ten [Tengan] cuidado de hacer lo
items he or she knows well que te [les] dicen los signos de cada problema.
TIME: Your discretion as to how much time the student can use profitably Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado)
or (te[les] diga que pares [paren]. Ahora empieza [empiecen].
ACCURACY: 2/2 (100%) for each skill
ANSWERS FOR S-167
1.a. 78 b. 91 c. 595 d. 829 e. 836 f. 6,033

78 75 835 828 745 8,032
2. a. 53 b. 35 c. 443 d. 148 e. 78 f. 1,677

33 38 354 237 65 1,438
(See page 173 for Skill Analysis and Answers for S-167)
DIRECCIONES: Haz todos los problemas que puedas. Ten cuidado de hacer lo
que te dicen los signos de cada problema. NOMBRE: ____________________________________________________
3 .a. 34 b. 58 c. 347 d. 733 e. 428 f. 421

X2 X4 X 35 X 40 X 387 X 308
32 57 464 832 486 672

X3 X3 X 34 X 60 X 435 X 406
4 .a 4)29 b. 26)84 c. 24)144 d. 28)812 e. 292)7592 f. 214)8560
9)38 27)67 46)184 21)525 249)8466 323)9690
WHOLE NUMBERS COMPUTATION SURVEY (continued)

SKILL: Adds, subtracts, multiplies, and divides whole numbers. DIRECTIONS: (This assessment is made by asking the student to compute
the answers for as many of the problems on S-167 and S-168 as possible)
Give each student a copy of S-168, a pencil, and scratch paper.
MATERIALS: Copy of S-168, a pencil, and scratch response
Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan] todos
DISCONTINUE: Your discretion, or when the student has responded to all the los problemas que ´puedas [puedan]. Ten [tengan] cuidado de hacer
items he or she knows well lo que te[les] dicen los signos de cada problema.
TIME: Your discretion as to how much time the student can use profitably Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado)
or (te [les] diga que pares [paren]. Ahora empieza [empiecen].
ACCURACY: 2/2 (100%) for each skill
ANSWERS FOR S-168
3. a. 68 b. 232 c. 12,145
96 171 15,776
d. 29,320 e. 165,636 f. 129,668

49,920 211,410 272,832
4. a. 7 r 1 b. 3 r 6 c. 6 (I-9)
4 r 2 2 r 13 4 OBJECTIVE: By ___________, when given two problems for each of twenty-for
basic computational skill, _______________ will correctly compute the
b. 29 e. 26 f. 40 answers with 2/2 (100%) accuracy for ___________ of the twenty-four skills
25 34 30 as identified in the skill analysis section on page 173.
(See page 173 for skill analysis and answers for S-168)
DIRECCIONES: Haz todos los problemas que puedas. Ten cuidado de
hacer lo que te dicen los signos de cada problema. NOMBRE: ___________________________________________________
1. a. 1 b. 1 c. 5 d. 3
4 4 2 7 2 4
2 5 6 5
+ 4 + 8 + 4 7 + 1 6
2 1 1 3
5 7 2 6 2 4
1 5 5 4
+ 5 + 6 + 1 6 + 3 5
2. a. 3 b. 3 c. 1 d. 3
5 4 4 3 3 5
2 1 2 3
- 5 - 6 - 1 3 - 1 4
2 2 3 1
5 5 3 5 2 5
1 1 4 1
- 5 - 3 - 1 5 - 1 2
FRACTIONS AND MIXED NUMBERS COMPUTATION SURVEY
SKILL: Adds, subtracts, multiplies, and fractions and mixed numbers DIRECTIONS: (This assessment is made by asking the student to compute
the answers for as many of the fraction and mixed number problems on S-
STUDENT RECORD BOOK: Page 22 169 and S-170 as possible)
MATERIALS: Copy of S-169, a pencil, and scratch paper Give each student a copy of S-169, a pencil, and scratch paper
DISCONTINUE: Your discretion, or when the student has responded to all the
items he or she knows well Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan] todos
los problemas que puedas [puedan]. Ten [Tengan] cuidado de hacer lo
TIME: Your discretion as to how much time the student can use profitably que te [les] dicen los signos de cada problema
ACCURACY: 2/2 (100%) for each skill Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado)
or (te [les] diga que pares [paren]) Ahora empieza [empiecen].
ANSWERS FOR S-169
1. a. 3 b. 7 c. 4 d. 7
4 8
7 7 4 12
3 41
6 11
5 42 4 20
2. a. 1 b. 7 c.
2 32 d. 17
1 20
5 12
1 1 4 7
5 15
1 5 10
(See page 174 for skill Analysis and Answers for S-169)
hacer lo que te dicen los signos de cada problema. NOMBRE: _________________________________________________
1 2 3 3 1 2
3.a 3 X3 = b. 6 X 4 = c. 3 4 X2= d. 2 3 X 2 3 =
1 2 5 1 3 3
2X 4 = 3 X 8 = 2 6 X3= 1 4 X 1 5 =
. 1 2 . 3 . 2 2 . 2
4.a 5 . 3 = b. 3 . 4 = c. 6 . 3 3 = d. 2 5 . 3 3 =
. 1 1 . 4 . 1 1 . 1
3 . 4 = b. 2 . 5 = c. 3 . 1 3 = d. 2 4 . 2 3 =
FRACTIONS AND MIXED NUMBERS COMPUTATION SURVEY (continued)
SKILL: Adds, subtracts, multiplies, and divides fractions and mixed numbers DIRECTIONS: (This assessment is made by asking the student to compute
the answers for as many of the fraction and mixed number problems on S-
STUDENT RECORD BOOK: Page 22 169 and S170 as possible)
MATERIALS: Copy of S-170, a pencil, and scratch paper Give each student a copy of S-170, a pencil, and scratch paper.
DISCONTINUE: Your discretion, or when the student has responded to all the
items he or she knows well Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan] todos
los problemas que puedas [puedan]. Ten [Tengan] cuidado de hacer lo
TIME: Your discretion as to how much time the student can use profitably que te [les] dicen los signos de cada problema
ACCURACY: 2/2 (100%) for each skill Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado.)
or (te [les] diga que pares [paren]. Ahora empieza [empiecen].
ANSWERS FOR S-170
1 1 2
3.a 1 b. 4 c. 7 2 d. 6 9
1 5 1 4
2 12 6 2 2 5
8 7 36
4.a 15 b. 9 c. 1 11 d. 55
12 5 1 27 (I-10)
8 2 4 28 OBJECTIVE: By ___________, when given two problems for each of sixteen
skills of computing fractions and mixed numbers, ____________ will correctly
compute the answers with 2/2 (100%) accuracy for __________ of the sixteen
(See Page 174 for Skill Analysis and Answers for S-170)
skills as identified in the skill analysis section on page 174.
hacer lo que te dicen los signos de cada problema. Nombre: _______________________________________________
.3 .05 .065
1.a b. c. .3 + .35 = d. e. .25 + .234 =
+ .5 + .33 + .230
.7 .36 .562
.5 + .27= .28
+ .341 =
+ .2 + .11 + .231
2. a .9 .36 .221
.9 - .07 = .47 - .303 =
- .5 - .22 - .110
.9 b. .84 c. .7 - .32= d. .728

e. .55 - .421 =
- .3 - .32 - .515
DECIMALS COMPUTATION SURVEY
SKILL: Adds, subtracts, multiplies, and divides decimals DIRECTIONS: (This assessment is made by asking the student to compute
the answers for as many of the decimal problems on S-171 and S-172 as
STUDENT RECORD BOOK: Page 23 possible)
Give each student a copy of S-171, a pencil, and scratch paper

MATERIALS: Copy of S-171, a pencil, and scratch paper
DISCONTINUE: Your discretion, or when the student has responded to Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan] todos
all the items he or she knows well los problemas que puedas [puedan]. Ten [Tengan] cuidado de hacer
lo que te [les] dicen los signos de cada problema.
TIME: Your discretion as to how time the student can use profitably
Quiero que trabajes [trabajen] hasta que (hayas [hayan] terminado).
ACCURACY: 2/2 (100%) for each skill or (te [les] diga que pares [paren].) Ahora empieza [empiecen].
ANSWERS FOR S-171
1.a .8 b. .38 c. .65 d. .295 e. .484

.9 .47 .77 .793 .621
2.a .4 b. .14 c. .83 d. .111 e. .167

.6 .52 .38 .213 .129
(See page 175 for Skill Analysis and Answers for S-171)
DIRECCIONES: Haz todos los problemas que puedas. Ten
cuidado de hacer lo que te dicen los signos de cada problema. NOMBRE: _____________________________________________
3. a. 6 b. .5 c. 3.45
X .3 x .7 X .5
7 .6 2. 8
X .3 X .4 X .32
4. a. 4)8.8 b. 8)3.20 c. 4.5)180
3)12.6 8)3.44 1.5)450

DECIMALS COMPUTATION SURVEY (continued)
SKILL: Adds, subtracts, multiplies and divides decimals DIRECTIONS: (This assessment is made by asking the student to
compute the answers for as many of the decimal problems on S-171
STUDENT RECORD BOOK: Page 23 and S-172 as possible)
MATERIALS: Copy of S-172, a pencil, and scratch paper Give each student a copy of S-172, a pencil, and scratch paper.
DISCONTINUE: Your discretion, or when the student has responded to
all the items he or she knows well Say: Cuando yo te [les] diga que empieces [empiecen], haz [hagan]
todos los problemas que puedas [puedan]. Ten [Tengan]
TIME: Your discretion as to how much time the student can use cuidado de hacer lo que te [les] dicen los signos de cada
profitably problema.
ACCURACY: 2/2 (100%) for each skill Quiero que trabajes [trabajen] hasta que (hayas[hayan]
terminado) or (te[les] diga que pares [paren]) Ahora empieza
[empiecen]
ANSWERS FOR S-172
3. a 1.8 b. .35 c. 1.725

2.1 .24 .896
4. a. 2.2 b. .40 or .4 c. 40
4.2 .43 300 (I-11)
OBJECTIVE: By ___________, when given two problems for each of sixteen
skills of computing decimals, _______________ will correctly compute the
(See page 174 for Skill Analysis and Answers for S-172) answers with 2/2 (100%) accuracy for ___________ of the sixteen skills as
identified in the skills analysis section on page 175.
WHOLE NUMBERS COMPUTATION SURVEY-SKILL ANALYSIS I-9
SKILL ANALYSIS FOR S-167 AND S-168 ANSWERS FOR S-167 AND S-168
1. Addition of Whole Numbers:
a. 2 digits without renaming …………………………………………………………………………………………………………… a. 78 78

b. 2 digits with 1 renaming …………………………………………………………………………………………………………….. b. 91 75
c. 3 digits without renaming …………………………………………………………………………………………………………… c. 595 835
d. 3 digits with 1 renaming ……………………………………………………………………………………………………………… d. 829 828
e. 3 digits with 2 renamings …………………………………………………………………………………………………………… e. 836 745
f. 4 digits with 3 renamings …………………………………………………………………………………………………………….. f. 6,033 8,032
2. Subtraction of whole Numbers:
a. 2 digits without renaming …………………………………………………………………………………………………………… a. 53 33

b. 2 digits with 1 renaming ……………………………………………………………………………………………………………… b. 35 38
c. 3 digits without renaming …………………………………………………………………………………………………………… c. 443 354
d. 3 digits with 1 renaming ……………………………………………………………………………………………………………… d. 148 237
e. 3 digits with 2 renamings ……………………………………………………………………………………………………………. e. 78 65
f. 4 digits with 3 renamings …………………………………………………………………………………………………………… f. 1,677 1,438
3. Multiplication of Whole Numbers:
a. 2 digits x 1 digit without carrying ………………………………………………………………………………………………… a. 68 96

b. 2 digits x 1 digit with carrying ……………………………………………………………………………………………………… b. 232 171
c. 3 digits x 2 digits with carrying and no zero in multiplier …………………………………………………………….. c. 12,145 15,776
d. 3 digits x 2 digits with carrying and zero in multiplier …………………………………………………………………. d. 29,320 49,920
e. 3 digits x 3 digits with carrying and no zero in multiplier …………………………………………………………….. e. 165,636 211,410
f. 3 digits x 3 digits with carrying and zero in multiplier ………………………………………………………………….. f. 129,668 272,832
4. Division of Whole Numbers
a. 2 digits by 1 digit ………………………………………………………………………………………………………………………… a. 7r1 4r2

b. 2 digits by 2 digits ………………………………………………………………………………………………………………………. b. 3r6 2 r 13
c. 3 digits by 2 digits with 1 digits in quotient …………………………………………………………………………………. c. 6 4
d. 3 digits by 2 digits with 2 digits in quotient …………………………………………………………………………………. d. 29 25
e. 4 digits by 3 digits with no zero in quotient ………………………………………………………………………………… e. 26 34
f. 4 digits by 3 digits with zero in quotient ……………………………………………………………………………………… f. 40 30
FRACTIONS AND MIXED NUMBERS COMPUTATION SURVEY-SKILL ANALYSIS 1-10
1. Addition or Fractions and Mixed Numbers

a. like fractions ………………………………………………………………………………………………………………………………. a. 3 3
4 5
b. unlike fractions ………………………………………………………………………………………………………………………….. b. 7 41
8 42
c. mixed numbers with like denominators ……………………………………………………………………………………… c. 4
7 7 4
d. mixed numbers with un like denominators ………………………………………………………………………………… d. 7 11
4 12 6 20
2. Subtraction of Fractions and Mixed Numbers

a. like fractions ………………………………………………………………………………………………………………………………. a. 1 1
5 5
b. unlike fractions …………………………………………………………………………………………………………………………… b. 7 1
12 15
c. mixed numbers with like denominators ……………………………………………………………………………………… c. 2 4
5
2 3 1
d. mixed numbers with unlike denominators …………………………………………………………………………………. d. 17 7
10
1 20
3. Multiplication of Fractions and Mixed Numbers

a. whole numbers by proper fractions ……………………………………………………………………………………………. a. 1
1 2
b. proper fractions by proper fractions …………………………………………………………………………………………… b. 1 5
4 12
c. mixed numbers by whole numbers …………………………………………………………………………………………….. c. 1 1
7 2 6 2
d. mixed numbers by mixed numbers …………………………………………………………………………………………….. d. 2 4
6 9 2 5
4. Division of Fractions and Mixed Numbers

a. whole numbers by proper fractions ……………………………………………………………………………………………. a.
15 12
b. proper fractions by proper fractions …………………………………………………………………………………………… b. 8 5
9 8
c. whole numbers by mixed numbers …………………………………………………………………………………………….. c. 7 1
1 11 2 4
d. mixed numbers by mixed numbers …………………………………………………………………………………………… d. 36 27
55 28
DECIMALS COMPUTATION SURVEY-SKILL ANALYSIS I-11
1. Addition of Decimals with:
a. tenths …………………………………………………………………………………………………………………………………………. a. .8 .9
b. hundredths ………………………………………………………………………………………………………………………………… b. .38 .47
c. tenths and hundredths ………………………………………………………………………………………………………………. c. .65 .77
d. thousandths ……………………………………………………………………………………………………………………………….. d. .295 .793
e. hundredths and thousandths………………………………………………………………………………………………………. e. .484 .621
2. Subtraction of Decimals with:

a. tenths ……………………………………………………………………………………………………………………………………...... a. .4 .6
b. hundredths ………………………………………………………………………………………………………………………………… b. .14 .52
c. tenths and hundredths ……………………………………………………………………………………………………………….. c. .65 .77
d. thousandths ……………………………………………………………………………………………………………………………….. d. .295 .793
e. hundredths and thousandths ……………………………………………………………………………………………………… e. .484 .621
3. Multiplication of Decimals with:

a. whole numbers times tenths ………………………………………………………………………………………………………. a. 1.8 2.1
b. tenths times tenths ……………………………………………………………………………………………………………………. b. .35 .24
c. mixed numbers times tenths or hundredths ………………………………………………………………………………. c. 1.725 .896
4. Division of Decimals with:

a. tenths in dividend ………………………………………………………………………………………………………………………. a. 2.2 4.2
b. hundredths in dividend ……………………………………………………………………………………………………………… b. .40 or .4 .43
c. tenths in divisor …………………………………………………………………………………………………………………………. c. 40 300
J. Measurement TABLE OF CONTENTS
= Individual or Group Written Response
Page
Introduction……………………………………………………………………………… 176
J-1 Tells Time ………………………………………………………… 177
J-2 Uses Calendar ………………………………………………….. 178
J-3 Recognizes Money …………………………………………… 179
J-4 Equivalent Values of Coins and
the Dollar Bill……………………………………………………. 180
J-5 Totals Values of Groups of Coins ……………………… 181
PURPOSE: The purpose of the MEASUREMENT assessment is to assess the student J-6 Equivalent English Linear Measures …………………. 182
knowledge of units of basic English and metric measure and to determine how well J-7 Measures with an Inch Ruler……………………………. 183
he or she applies this knowledge to solve measurement problems. J-8 Equivalent Metric Measures ……………………………. 184
J-9 Measures with a Metric Ruler …………………………. 185
METHODS OF ASSESSMENT: The only assessment in this section that must be
administered for individual oral response is “Recognizes Money” (J-3). All of the GRADE LEVELS OF SKILLS: The orange superscript numbers found in the
other assessments can be administered to groups as well as to individuals. Student SKILL ANALYSIS or the STUDENT PAGE FORMAT on the examiner´s
pages can be duplicated for written response. If you feel that the student´s writing pages are included to indicate the grade levels of the skills. A
competency might inhibit accurate responses, the assessments can be adapted for superscript number that appears in front pf a skill description shows
individual oral response. that the skill is normally taught at that grade level. A superscript
number that appears after a skill description shows that the skill is
NOTE: As recommended in other parts of the Assessment of Basic Skills, if you have normally achieved at the end of that grade level. Use the grade level
had the opportunity of observing the student perform a skill on a daily basis, give notations to help you determine the level at which each assessment
credit for the skill in the Student Record Book without conducting the assessment. should be initiated and terminated.
GIVE HELP READING: The “Uses Calendar” assessment (J-2) requires the student to Grade level notations are not included in the skill sequences of the
read word problems. If the student is known to have reading difficulties, you may metric assessments (J-8 and J-9) because there is no consensus among
wish to help student read the word problems. However, do not assist the student in the text publisher regarding the grade levels at which given metric skills
the specific skills being assessed. are introduced.
METRIC VS. ENGLISH MEASURES: Use your discretion to determine which Your local standards and expectations for Spanish-speaking students
MEASUREMENT assessments (J-6 through J-9) are appropriate to your student and will take precedence in the use of these grade-level notations.
program needs. Spanish-speaking students may be strong in metric measurement
skills, but be weak in skills involving English measurements. Both measurement REFERENCES: See REFERENCES listed in the introduction to the
systems are assessed in this section as the United States is still in the process of NUMBERS AND COMPUTATION section, page 158.
converting to the metric system. Students are required to learn both English and
metric measurement systems in school.
DIRECCIONES: Escribe la hora que dice cada reloj en el espacio

en blanco NOMBRE: __________________________________________
a. ________________ a. ________________ a. ________________ a. ________________ a. ________________

b. ________________ b. ________________ b. ________________ b. ________________ b. ________________
c. ________________ c. ________________ c. ________________ c. ________________ c. ________________
TELLS TIME
SKILL: Tells time on radial clock DIRECTIONS: (This assessment is made by asking the student to indicate the
time shown on each clock face on S-177)
Individual Oral Response: Point to each clock face on S-177 and
ASSESSMENT METHODS:
1. Individual oral response If the student´s response to the times shown on clocks 5.a. to 5.c. are not
2. Individual or group written response to the minute,
MATERIALS: Copy of S-177 and a pencil Say: ¿Puedes (tú) decirme la hora al minute?
DISCONTINUE: Your discretion, or when it appears the student has Individual or Group Written Response: Use the words in brackets for giving
completed all the items he or she knows well directions to a group. Give each student a copy of S-177 and a pencil Point
out the DIRECTIONS to the student.
TIME: Your discretion as to how much time the student can use profitably
ACCURACY: 3/3 (100%) for each skill la hora que dice cada reloj en el espacio en blanco. Quiero que trabajes
[trabajen] hasta que (hayas [hayan] terminado.) or (te [les] diga que pares
[paren].) Ahora empieza [empiecen]
SKILL ANALYSIS AND ANSWER FOR S-177
Tells time to the:
1. Hour 2. Half hour NOTES:
a. 7:00 las siete a. 9:30 las nueve y media (treinta) 1. Give Credit if the Student Responds in Spanish or in English: When
b. 4:00 las cuatro b. 1:30 la una y media (treinta) giving the assessment for individual response, the student may respond
c. 1:00 la una c. 4:30 las cuatro y media (treinta) in Spanish or in English. Note which language the student uses. Give
3. Quarter hour
credit for Spanish or English responses.
a. 7:45 las ocho menos cuarto (quince)
or las siete y cuarenta y cinco
b. 10:15 las diez y quince 2. Supplemental Assessment: You may also wish to assess the student´s
or las diez y quince knowledge of equivalent units of time. For example, does the student
c 2:45 las tres menos cuarto knows:
or las dos y cuarenta y cinco a. How many minutes in an hour?
4. Five minutes b. How many minutes in a half hour?
a. 12:40 la una menos veinte c. How many hours in a day?
or las doce y cuarenta
d. How many seconds in a minute?
b. 11:25 las once y veinticinco
c. 4:10 las cuatro y diez e. How many minutes in a ¼ hour?
(J-1)
5. Minute OBJECTIVE: By ___________, when given three clockfaces showing time,
a. 11:44 las doce menos dieciséis ________ will indicate the time shown on each clockface with 3/3 (100)
or las once y cuarenta y cuatro accuracy for the time intervals of:
b. 9:17 las nueve y diecisiete 1. hour 2. Half 3. Quarter 4. Five 5. minute
c. 4:33 las cinco menos veintisiete Hour hour minutes
or las cuatro y treinta y tres
DIRECCIONES: Usa el calendario para contestar cada pregunta NOMBRE: ___________________________________
Enero Febrero Marzo Abril Mayo Junio
D L M M J V S D L M M J V S D L M M J V S D L M M J V S D L M M J V S D L M M J V S
1 1 2 3 4 5 1 2 3 4 5 1 2 1 2 3 4 5 6 7 1 2 3 4
2 3 4 5 6 7 8 6 7 8 9 1 1 1 6 7 8 9 1 1 1 3 4 5 6 7 8 9 8 9 1 1 1 1 1 5 6 7 8 9 1 1
0 1 2 0 1 2 0 1 2 3 4 0 1
9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 1 1 1 1 1 1 1
0 1 2 3 4 5 3 4 5 6 7 8 9 3 4 5 6 7 8 9 0 1 2 3 4 5 6 5 6 7 8 9 0 1 2 3 4 5 6 7 8
1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2
6 7 8 9 0 1 2 0 1 2 3 4 5 6 0 1 2 3 4 5 6 7 8 9 0 1 2 3 2 3 4 5 6 7 8 9 0 1 2 3 4 5
2 2 2 2 2 2 2 2 2 2 2 2 3 3 2 2 2 2 2 2 3 2 3 3 2 2 2 2 3
3 4 5 6 7 8 9 7 8 7 8 9 0 1 4 5 6 7 8 9 0 9 0 1 6 7 8 9 0
3 3
0 1
Julio Agosto Septiembre Octubre Noviembre diciembre

D L M M J V S D L M M J V S D L M M J V S D L M M J V S D L M M J V S D L M M J V S
1 2 1 2 3 4 5 6 1 2 3 1 1 2 3 4 5 1 2 3
3 4 5 6 7 8 9 7 8 9 1 1 1 1 4 5 6 7 8 9 1 2 3 4 5 6 7 8 6 7 8 9 1 1 1 4 5 6 7 8 9 1
0 1 2 3 0 0 1 2 0
1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
0 1 2 3 4 5 6 4 5 6 7 8 9 0 1 2 3 4 5 6 7 0 1 2 3 4 5 3 4 5 6 7 8 9 1 2 3 4 5 6 7
1 1 1 2 2 2 2 2 2 2 2 2 2 2 1 1 2 2 2 2 2 1 1 1 1 2 2 2 2 2 2 2 2 2 2 1 1 2 2 2 2 2
7 8 9 0 1 2 3 1 2 3 4 5 6 7 8 9 0 1 2 3 4 6 7 8 9 0 1 2 0 1 2 3 4 5 6 8 9 0 1 2 3 4
2 2 2 2 2 2 3 2 2 3 3 2 2 2 2 2 3 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 3 3
4 5 6 7 8 9 0 8 9 0 1 5 6 7 8 9 0 3 4 5 6 7 8 9 7 8 9 0 5 6 7 8 9 0 1
3 3 3
1 0 1
1. a. Cuántos días hay en una semana? ____________________ 4. a ¿Cuál es la fecha del último lunes del mes de mayo?
____________________ b. ¿Cuál es la fecha del primer lunes del mes de
b. Nombra los días de la semana
____________________ septiembre?
c. ¿Cuántos meses hay en un año? c. ¿Cuál es la fecha del cuarto jueves del mes de
____________________ noviembre? ________________
2 .a. ¿Cuántos días tiene el mes de marzo? ____________________
____________________ 5. a. Se suspenden las clases escolares para las vacaciones
b. ¿Cuántos días tiene el mes de noviembre?
de primavera el primero de abril. Las vacaciones de
c. ¿Cuántos días tiene el mes de febrero? primavera terminan el lunes, diez días después.
____________________ ¿Cuándo empiezan de nuevo las clases? ________________
3. a. ¿En cuál día de la semana cae el doce de octubre? ____________________ b. Las vacaciones de Juan empiezan el primero de agosto
duran dos semanas.
b. ¿En cuál día se la semana cae el cuatro de julio?
____________________ ¿Cuándo debe volver a trabajar Juan? ________________
c. ¿En cuál día se la semana cae el once de c. El cinco de septiembre Alicia empieza un curso de
noviembre? natación que dura seis semanas. Cada día, de lunes a
viernes, tendrá una lección.
¿En qué fecha terminan las lecciones?
_______________
1 2 3 4 5
6
USES CALENDAR
SKILL: Uses a calendar to obtain information DIRECTIONS: (This assessment is made by asking the student to use the
calendar to answer the questions on S-178)
ASSESSMENT METHODS:
1. Individual oral response Say: Lee cada pregunta usa el calendario para encontrar la respuesta.
2. Individual or group written response Luego, dime la respuesta.
MATERIALS: Copy of S-178 and a pencil Read each questions to the student
DISCONTINUE: Your discretion or when it appears the student has responded Individual or Group Written Response: Use the words in brackets for giving
to all the items he or she knows well directions to a group. Give each student a copy of S-178 and a pencil. Point
out the DIRECTIONS to the student
TIME: Your discretion as to how much time the student can use profitably
Say: Cuando yo te [les] diga que empieces [empiecen], usa [usen] el
ACCURACY: 3/3 (100%) for each skill calendario para contestar cada pregunta. Quiero que trabajes
[trabajen] hasta que (hayas [hayan] terminado) or (te [les] diga que
SKILL ANALYSIS AND ANSWERS FOR S-178 pares [paren). Ahora empieza [empiecen].
Reads a calendar to determine:

1. Days in a week, 3. Day of the week
names of days, when given date
months in a year of the month
a. 7 a. miércoles
b. lunes, martes b. lunes
miércoles, jueves c. Viernes
viernes, sábado
domingo 4. Date of the month
c. 12 (J-2)
when given day
of the month
OBJECTIVE: By ___________, when given a calendar and three questions,
2. Number of days a. 30 _____________ will use the calendar to answer the questions with 3/3 (100%)
In a given month b. 5 accuracy for determining:
a. 31 c. 24 1. days in a week, names of days, months in a year
b. 30 2. number of days in a given month
c. 28 3. day of the week when given date of the month
5. Future dates when given date 4. date of the month when given day of the month
and time duration in weeks 5. future dates when given date and time duration in weeks.
a. el 11 de abril
b. el 15 de agosto
c. el 14 de octubre
DIRECCIONES: Cuenta el dinero que hay en cada grupo de monedas.
Escribe cada respuesta en el espacio en blanco NOMBRE: ___________________________________________
1.a b c.
2.a b. c.
3.a. b. c.
4.a. b. c.
EQUIVALENT VALUES OF COINS AND THE DOLLAR BILL
SKILL: Knows equivalent values of coins and a dollar bill DIRECTIONS: (This assessment is made by asking the student to indicate
knowledge of the equivalent values of United States coins and a dollar bill
STUDENT RECORD BOOK: Page 24 by completing the statements on S-180)
ASSESSMENT METHODS: Individual Oral Response: Point to S-180 and

1. Individual oral response
2. Individual or group written response Say: Lee cada problema. Dime la respuesta correcta
MATERIALS: Copy of S-180 and a pencil If necessary, give help Reading the statements.
DISCONTINUE: Your discretion, or when it appears the student has Individual or Group Written Response: Use the words in brackets for giving
responded to all items he or she knows well directions to a group. Give each student a copy of S-180 an a pencil. Point
out the DIRECTIONS to the student.
TIME: Your discretion as to how much time the student can use profitably Say: Cuando yo te [les] diga que empieces [empiecen], complete
[completen] cada problema. Un nickel es igual a ¿cuántos centavos?
ACCURACY: Give credit for each correct response
Pause, for the student´s response. If the student answers, “five cents,”
NOTE: begin the assessment
Assessment of Lower-Level Skills: If the student does not know the
equivalent values of the coins and the dollar bill, it is recommended that Say: Cinco centavos es la respuesta correcta. Ahora empieza [empiecen]
lower-level skills be assessed by using the picture on S-180 or actual coins con el número 2. Sigue [sigan] trabajando hasta que (hayas [haya]
and a dollar bill. These lower-level skills include: terminado). or (te [les] diga que pares [paren])
a. Gives names of coins and a dollar bill
b. Gives values of coins and a dollar bill
c. Write values of coins and a dollar bill using symbols (C and $).
STUDENT PAGE FORMAT, SKILL, ANALYSIS,

AND ANSWERS FOR S-180 (J-2)
OBJECTIVE: By ___________, when given ten incomplete statements about
1. 1 nickel = 5 cents 6. 1 half dollar = 5 dimes the equivalent values of United States coins and a dollar bill, ______ will
complete the statement to indicate knowledge of:
2. 1 dime = 2 nickels 7. 1 half dollar = 2 quarters 1. 1 nickel = 5 cents 6. 1 half dollar = 5 dimes
2. 1 dime = 2 nickels 7. 1 half dollar = 2 quarters
3. 1 dime = 10 cents 8. 1 dollar = 4 quarters
3. 1 dime = 10 cents 8. 1 dollar = 4 quarters
4. 1 quarter = 25 cents 9. 1 dollar = 10 dimes
5. 1 quarter = 5 nickels 10. 1 dollar = 20 nickels
4. 1 quarter = 25 cents 9. 1 dollar = 10 dimes
5. 1 quarter = 5 nickels 10. 1 dollar = 20 nickels

RECOGNIZES MONEY
SKILL: DIRECTIONS: (This assessment is made by asking the student to give the
1. Gives names of United States coins and a dollar bill names and values of United States coins and a solar bill shown on S-179)
2. Gives monetary values of United States coins and a dollar bill
Point to each coin and the bill on S-179 and
Ask: ¿Qué moneda es ésta? or ¿Qué billete es éste?
If the student responds with the value of the coin or bill,
MATERIAL: S-179. When possible, use real coins and solar bill
Say: Sí, ese es el valor de la moneda (del billete).
DISCONTINUE: Your discretion, or after two consecutive failures for the same ¿Sábes el nombre de esta moneda (este billete)?
skill
After the student names each coin and the dollar bill, ask the student to
TIME: Your discretion give the value unless it has already been stated.
ACCURACY: Give credit for each correct response in Spanish or in English Say: ¿Cuánto vale esta moneda (este billete) en centavos?

Name Value
1. penny one cent

(centavo) (un centavo)
2. nickel five cents

(nicle) (cinco centavos)
3. dime ten cents

(daime) (diez centavos) (J-3.1)
OBJECTIVE FOR NAMING: By ___________, when shown five United States
coins and a dollar bill, __________ will give the name of each.
4. quarter twenty-five cents
(peseta) (veinticinco centavos)
5. half dollar fifty cents (J-3.2)

(medio dólar) (cincuenta centavos) OBJECTIVE FOR GIVING VALUE: By ___________, when shown five United
States coins and a dollar bill, __________ will give the value of each.
6. dollar one hundred cents
(dólar or peso) (cien centavos or un peso)
DIRECCIONES: Completa cada problema NOMBRE: __________________________________________
cents
nickels
dollar
dimes
quarters half dollar
1. 1 nickel = __________________ cents 6. 1 half dollar = _____________ dimes
2. 1 dime = _________________ nickels 7. 1 half dollar = _____________ quarters
3. 1 dime = _________________ cents 8. 1 dollar = _____________ quarters
4. 1 quarter = _________________ cents 9. 1 dollar = _____________ dimes
5. 1 quarter = _________________ nickels 10. 1 dollar = _____________ nickels

TOTALS VALUES OF GROUPS OF COINS
SKILL: Gives the values of groups of coins DIRECTIONS: (This assessment is made by asking the student to give the
total value of each group of coins on S-181)
Individual Oral Response: Point to each collection of coins on S-181 and
ASSESSMENT MEHODS:
1. Individual oral response Say: Dime cuánto dinero hay en este grupo de monedas
Individual or Group Written Response: Use the words in brackets for giving
MATERIALS: Copy of S-181 and a pencil directions to a group. Give each student a copy of S-181 and a pencil. Point
out the DIRECTIONS to the student
DISCONTINUE: Your discretion, or when it appears the student has
responded to all the items he or she knows well Say: Cuando yo te [les] diga que empieces [empiecen], cuenta [cuenten]
el dinero que hay en cada grupo de monedas. Mira [miren] el número
TIME: Your discretion as to how much time the student can use profitably 1.a. ¿Cuánto dinero se ve en este grupo de monedas?
ACCURACY: 2/3 (67%) for each skill level Pause for the student´s response. If the student writes “nine cents,” or
“nueve centavos,” begin the assessment.
NOTES:
1. Alternate Method of Assessment: If the student has difficulty with the Say: Nueve centavos es la respuesta correcta. Escribe [Escriban] la
illustrations, use actual coins. respuesta correcta en el espacio en blanco. Ahora empieza
[empiecen] con 1.b. Sigue [Sigan] trabajando hasta que (hayas
2. Related Lower-Level Skill: A related lower-level skill is the ability to count [hayan] terminado.) or (te [les] diga que pares [paren]).
coins of a given value. Example: Dame 16 centavos. Or (give me 16 cents)
3. Prerequisite Skill for Written Response: If the student does not have the
skill of writing the values, administer the assessment by individual oral
response.
SKILL ANALYSIS AND ANSWER FOR 1-181

(J-5)
Adds: OBJECTIVE: By ___________, when given three groups of coins,
1. cents and nickels _______________ will give the values of the groups with an accuracy of at
a. 9C b. 21 C c. 17 C least 2/3 (67%) for the groups of coins with:
2. cents, nickels, and dimes 1. cents and nickels
a. 28C b. 19C c.41C 2. cents, nickels, and dimes
3. cents, nickels, dimes, and quarters 3. cents, nickels, dimes, and quarters
a. 56C b.91C c.$1.41 4. cents, nickels, dimes, quarters, and half dollars
4. cents, nickels, dimes, quarters, and half dollars
a. $1.16 b. $1.51 c.$2.00
DIRECCIONES: Completa cada problema NOMBRE: ___________________________________________________
1. 1 foot = ________________ inches 1. un pie = ________________ pulgadas
2. 1 yard = ________________ feet 2. una yarda = ________________ pies
3. 1 yard = ________________ inches 3. una yarda = ________________ pulgadas
4. 1 mile = ________________ feet 4. una milla = ________________ pies

EQUIVALENT ENGLISH LINEAR MEASURES
SKILL: Knows equivalent English measures DIRECTIONS: (This assessment is made by asking the student to indicate
knowledge of equivalent English linear measures by completing the
STUDENT RECORD BOOK: Page 24 statements on S-182)
ASSESSMENT METHODS: Individual Oral response: Point to S-182 and

Say: Lee cada problema y dime la respuesta correcta
If necessary, give help Reading the statements
Individual or Group Written Response: Use the words in brackets for giving
DISCONTINUE: Your discretion, or when it appears the student has directions to a group. Give each student a copy of S-182 and a pencil. Point
responded to all the items he or she knows well out the DIRECTIONS to the student.
TIME: Your discretion as to how much time the student can use Say: Completa [Completen] cada problema
profitably
If necessary, give help understanding the DIRECTIONS
ACCURACY: Give credit for each correct response
NOTE:
Alternate Names for Measures: The student page is in Spanish and English.
Test the student using the English measures. If the student doesn´t
understand the English, use the Spanish names for the measures.
STUDENT PAGE FORMAT. SKILL ANALYSIS,

AND ANSWERS FOR S-182
(J-6)
1. 1 foot = 12 inches 1. un pie = 12 pulgadas OBJECTIVE: By _____________ when given four incomplete statements about
English linear measures, ______________ will complete the statements to
2. 1 yard = 3 feet 2. una yarda = 3 pies indicate knowledge of:
3. 1 yard = 36 inches 3. una yarda = 36 pulgadas 1. 1 foot = 12 inches 3. 1 yard = 36 inches
2. 1 yard = 3 feet 4. 1 mile = 5,280 feet
4. 1 mile = 5,280 feet 4. una milla = 5,280 pies
DIRECCIONES: Usa una regla de pulgadas para medir las cuerdas y los
clavos. Escribe cada respuesta en el espacio en blanco. NOMBRE: __________________________________________________
1. Mide cada cuerda en pulgadas.
c._______________
a._______________
b._______________ d._______________
2. Mide cada clavo en pulgadas
c._______________
a._______________
b._______________ d._______________
MEASURES WITH AN INCH RULER
SKILL: Measures objects using an inch ruler DIRECTIONS: (This assessment is made by asking the student to use an inch
ruler to measure the objects pictured on S-183 to indicate the length of
STUDENT RECORD BOOK: Page 24 each object)
ASSESSMENT METHODS: Individual Oral Response: Give the student an inch ruler. Point to the
strings on S-183 and
Say: Quiero que midas cada cuerda en pulgadas. Dime tu respuesta
MATERIALS: Copy of S-183, a pencil, and an inch ruler After the strings have been measured, point to the nails and
DISCONTINUE: Your discretion, or when it appears the student has Say: Quiero que midas cada cuerda en pulgadas. Dime tu respuesta.
responded to all the items he or she knows well
After the strings have been measured, point to the nails and
TIME: Your discretion as to how much time the student can use
profitably Say: Quiero que midas cada clavo en pulgadas. Dime tu respuesta
NOTE: Individual or Group Written Response: Use the words in brackets for giving
Related Skills: Does the student know how to use an inch ruler or a directions to a group. Give each student a copy of S-183, a pencil, and an
tape measure to measure: inch ruler. Point out the DIRECTIONS to the student.
a. a two-dimensional object such as a piece of paper?
b. a three-dimensional object such as a rectangular table that Say: Cuando yo te [les] diga que empieces [empiecen], mide [midan] cada
cuerda y cada clavo en pulgadas. Quiero que trabajes [trabajen]
measures two feet in width, six feet in length, and two feet in height?
hasta que (hayas [hayan] terminado) or (te [les] diga que pares
c. the length of a floor that measures more than six feet in both length
[paren]). Ahora empieza [empiecen].
and width?

Uses an inch ruler to measure to the nearest:
1
2
1- inch 2. inch
1 (J-7)
a. 4 inches a. 4 2 inches OBJECTIVE: By _____________ when given an inch ruler and pictures of four
objects, _____________ will measure the objects with an accuracy of at least ¾
1 (75%) for the graduations to the nearest:
2
b. 2 inches b. 3 inches
1
1. inch 2. ½ inch
2
c. 1 inch c. 1 Inches
1
2
d. 3 inches d. 2 inches
DIRECCIONES: Completa cada problema NOMBRE: __________________________________
1. a. 1 kilómetro = ______________ Metros 2. a. 1 litro = _______________ Milímetros
b. 1 metro = ______________ Milímetros b. 1 kilolitro = _______________ Litros
c. 100 centímetros = ______________ Metro c. 1000 mililitros = _______________ litro
3. a. 1 kilogramo = _______________ Gramos
b. 1000 miligramos = _______________ Gramo
c. 1000 gramos = _______________ Kilogramo

EQUIVALENT METRIC MEASURES
SKILL: Knows equivalent metric measurements linear volume, mass DIRECTIONS: (This assessment is made by asking the student to indicate
knowledge of equivalent metric measures by completing the statements on
STUDENT RECORD BOOK: Page 24 S-184).
ASSESSMENT METHODS: Individual Oral Response: Point to S-184 and

Say: Lee cada problema y dime la respuesta correcta
If necessary, give help Reading the statements
If necessary, give help reading the statements
DISCONTIUE: Your discretion, or when it appears the student has
responded to all the items he or she knows well Individual or Group Written Response: Use the words in brackets for
giving directions to a group. Give each student a copy of S-184 and a pencil.
TIME: Your discretion, or five minutes for all nine items Point out the DIRECTIONS to the student.
ACCURACY: Give credit for each correct response Say: Completa [Completen] cada problema
If necessary, give help understanding the DIRECTIONS.
1. Linear Units 2. Volume Units 3. Mass units

a. 1,000 metros a. 1000 mililitros a. 1000 gramos (J-8)
OBJECTIVE: By _____________ when given nine incomplete statements about
b. 1,000 milímetros b. 1000 litros b. 1 gramo metric measurements, _____________ will complete the statements indicate
c. 1 metro c. 1 litro c. 1 kilogramo knowledge of:
1. linear units 2. volume units 3. mass units
DIRECCIONES: Usa una regla métrica para medir los calvos y los
lápices. Escribe cada respuesta en el espacio en blanco. NOMBRE: __________________________________________
1. Mide cada clavo en centímetros
a. _________ centímetros
c. _________ centímetros
b. _________ centímetros
d. _________ centímetros
2. Mide cada lápiz en milímetros
1.
a. _________ milímetros
c. _________ milímetros
b. _________ milímetros d. _________ milímetros

MEASURES WITH A METRIC RULER
SKILL: Measures objects using a metric ruler DIRECTIONS: (This assessment is made by asking the student to use a
metric ruler to measure the objects pictured on S-185 and indicate the
STUDENT RECORD BOOK: Page 24 length of each objects)
ASSESSMENT METHODS: Individual Oral Response: Give the student a pencil and a metric ruler that
shows millimeter intervals. Point to the nails on S-185 and
Say: Quiero que midas cada clavo en centímetros. Dime tu respuesta
MATERIALS: Copy of S-185, a pencil, and a metric ruler that shows After the nails have been measured, point to the pencils and
millimeter intervals. (See NOTE 1)
Say: Quiero que midas cada lápiz en milímetros. Dime tu respuesta
DISCONTINUE: Your discretion, or when it appears the student has
responded to all the items he or she knows well Individual or Group Written Response: Use the words in brackets for
giving directions to a group. Give each student a copy of S-185, a pencil,
TIME: Your discretion as to how much time the student can use and a metric ruler that shows millimeter intervals. Point out the
profitably DIRECTIONS to the student.
ACCURACY: 3/4 (75%) for each skill level Say: Cuando te [les] diga que empieces [empiecen], mide [midan] cada
clavo y cada lápiz. Quiero que trabajes [trabajen] hasta que (hayas
[hayan] terminado) or (te [les] diga que pares [paren]). Ahora
NOTE:
empieza [empiecen].
1. Slight Inaccuracies with Different Rulers: Students ‘answers may
vary when measuring objects to the nearest millimeter because of
slight inaccuracies different rulers. Allow for these variations.
2. Alternate Method of Assessment: You may wish to make this

assessment by using objects in the room that can be measured in
centimeters and millimeters.
Uses a metric ruler to measure to the nearest:

(J-9)
1. centimeter 2. millimeter
OBJECTIVE: By _____________ when given a metric ruler that shows millimeter
a. 8 centímetros a. 75 milímetros intervals and pictures of four objects, ___________ will measure the objects
b. 6 centímetros b. 63 milímetros with an accuracy of at least 3/4 (75%) for graduations to the nearest:
1. centimeter 2. millimeter
c. 10 centímetros c. 103 milimetros
d. 7 centímetros d. 42 milímetros
TABLE OF CONTENTS
Appendices
APPENDIX A Page
History, Field testing, Critiquing,
and Acknowledgments …………………………………………....... 187
Personnel Involved in Program Development,
Field Testing and Critiquing ……………………………………….. 188
APPENDIX B
Using the Assessment of Basic Skill to
Meet State and federal Requirements ……………………….. 191
APPENDIX C
Correlation of the Assessment of Basic Skills
with the Comprehensive Inventory of Basic
Skills …………………………………………………………………………… 192
APPENDIX D
Bibliography ……………………………………………………………………… 195
APPENDIX A
History, Field Testing, Critiquing, and Acknowledgments
HISTORY AND DEVELOPMENT: The Assessment of Basic Skills ---- FIELD TESTING AND CRITIQUING: The cumulative suggestions from
Spanish Edition was developed at the request of several classroom the consultants and advisors were then assembled into a
teachers, administrators, diagnosticians, and specialists who have been field-test/critique edition. This edition and accompanying evaluation
using the BRIGANCER Inventories with their Spanish—speaking students. forms were sent to more than 150 personnel across the nations who
These educators expressed the need for an assessment device in Spanish are working with Spanish-speaking students. Each field tester was
that would help them to better meet the needs of the growing Hispanic asked to administer the assessments to at least two students. Each
population. field tester was asked to administer the assessments to at least two
students.
The assessments in the Spanish Edition have been selected from the
BRIGANCER Comprehensive inventory of Basic Skills (K-8). These Based on the student´s performance, the assessments were rated
assessments evaluate skills determined to be the most important for the for their content validity and appropriates for inclusion. The content
student to master in Spanish. The most widely-used Spanish basal validity was found to be quite high. The field test ratings showed
programs were researched to validate the scope, sequence, and grade that 98% of the assessments do assess the skills they purport to
levels of these skills. assess. The field test ratings also indicated that most of the
assessments were appropriate for inclusion. Only seven
For each assessment chosen, an adaptation was made for use with assessments were deleted: recites Alphabet, Joins Sets, prints
Spanish-speaking students. The skills and directions to the student are Personal Data, Prints Lowercase Letters in Sequence, Prints
written in Spanish. Directions and notes for the teacher remain in English. Uppercase Letters in Sequence, Converts Change, and Makes
For dominant language assessments, the skills and directions to the Change. The field testers were also asked to comment on the clarity
student are also written in English. of directions, Spanish grammatical structure, Spanish word choice,
grade level notations, and ease of use. Changes were made to
Throughout the developmental process, educational consultants and reflect their findings.
experts in the Spanish language reviewed the Assessment of Basic Skills
and recommended changes. In the beginning stages of development, the ACKNOWLEDGMENTS: The author and publisher wish to express
assessments were also given to a national board of advisors from bilingual, their appreciation and indebtedness to the consultants, advisors,
ESL, migrant and bilingual special education programs for critiquing. In and field-test personnel for their interest, cooperation, and
addition, the advisors met in focus group sessions to discuss individual contributions. Their ideas, recommendations, and constructive
recommendations and to brainstorm new ideas regarding the content and criticisms were invaluable in preparing the final manuscript.
use of the Assessment of Basic Skills.
PERSONNEL INVOLVED IN PROGRAM DEVELOPMENT, FIELD TESTING AND CRITIQUING
AUTHOR, ADVISORS
Albert H. Brigance Rosita Apodaca Elva Flores Ralph Rivera
Consultant Bilingual Education, Special Education Teacher, Educational Diagnostician,
EDITOR El Paso ISD, El Paso, TX Washington School, Albuquerque Public Schools,
Guilio Massano Las Cruces, NM Albuquerque, NM
Profesor Romance Languages, María Barrera
Southeastern Massachusetts University Professor Bilingual Reading, Joe Mendoza Dionioes M. Sampson
Corpus Christi, TX Region 1 Coordinator, Consultant,
SPANISH LINGUISTS Oxnard, CA Chicago, IL
Sara Cosgrove Sylvia López-Beaver
Educational Specialist, Consultant, Region 10 Service Center, Estella Moreno Peg Spry
San Diego, C.A. Louisville, TX Resource Teacher, Educational Consultant
Guilio Massano Ojai, CA Sylmar, CA
Mikki Canton
PROJECT COORDINATOR Educational Specialist, Mary Frances Potocki Lorraine Tiblier
Pamela D. Messer Program Services and Area Operations, Director, Bilingual Resource Center, Director, Elementary ESL,
Curriculum Associates, Miami, FL. Tuley School, San Antonio, TX
Wellesley, MA Chicago, IL
Sue DiJulio John Zermeno
EDUCATIONAL COORDINATORS Program Specialist, Maureen Priestly Migrant Resource Teachers,
Special Education Unit South, American School, Fillmore, CA
Joan L. Frongello
Gardena, CA Guadalajara, Jalisco, México
Curriculum Associates,
Wellesley, MA
FIELD TEST COORDINATORS
Judith Lipson-Rubin Ruth Aberasturi Susan Johansson Helen Percey
Curriclum Associates, Supervisor of Special Education, MIST, Somis Union School District, Bilingual Teacher,
Wesllesley, MA Seelinger School, Somis, CA Piru Elementary School,
Carson City, NV
Piru, CA
EDUCATIONAL CONSULTANTS Gloria Johnson
Carmen Alicia Cancel Director of Bilingual Education,
Roberta Arrigo Joseph Ptanik
Directing Supervisor, District U-46
Project Coordinator Asst. Superintendent of Special Education,
Bilingual Multi-Cultural Office, Elgin, IL
Bilingual Special Education Program, El Paso, TX
Cleveland, OH
Huntler College, New York, NY
Ernest Márquez Jeannette Reilly
Judith Costa Director of Special Services,
Sylvia Pena Supervisor-Migrant Education,
Dept. of Research and Development, Channelview Independent School District,
Professor, District School Board of PASCO County,
Education Center, Channelview, Tx
University of Houston Land O´Lakes, FL
Clark Country School District,
Housten, TX
Las Vegas, NV
Connie Miller Lenna Reyes
Learning Disabilities Specialist, MIST, Moorpark High School,
Margaret C. Deigman Hood River School District, Moopark, CA
Director, Division of Special Services, Hood River, OR
Fairfield University Graduate School
Fairfield, CT Gwen Walker
Ramón Ortega Curriculum Coordinator,
Director of Bilingual Education, Peachtree Migrant Education Agency,
María Teresa Delgado Hobart Township Community School Corp., Tifton, GA.
Bilingual Coordinator, Hobart, IN
East Whittier School District
Whittier, CA
FIELD TEST PARTICIPANTS

ARIZONA CALIFORNIA (continued) CALIFORNIA (continued) ILLINOIS
Cashion Ontario Whittier Arcola
* Littleton Elementary School District * Chaffey Joint Union * Evergreen School * Arcola School # 306
Vivian Martinez, Title VII Director H.S. District Cynthia Carrillo, Bilingual Teacher Deborah J. Nelson, Bilingual Teacher
Litchfield Park Margaret Cantu, L.E.P. Resource DÓna Esparza, Bilingual Teacher Elgin
*Litchfield School District # 79 Teacher Marie Jorgensen, ESL Specialist * District U-46
Sandra Kelly, Migrant/Bilingual Piru Wilmington Bev Cable, Bilingual Special Ed.
Program Coordinator * Piru Elementary School * Guif Avenue School Supervisor
Brad Hoyt, Migrant Specialist Peggy Bartkowski, Resource Specialist Sally Caracheo, Bilingual Special Ed.
CALIFORNIA San Fernando Teacher
Fillmore * Vaughn Street Elementary School CONNECTICUT Owen Daily, Bilingual Diagnostician
*San Cayetano School Neal Neyer, Resource Specialist Rosalba Garcia, Elementary Bilingual
Bridgeport
Suzanne Ellison, Bilingual teacher Teacher Teacher
* Roosevelt School
Beverly Gunkle, Bilingual Teacher San José Lois Sands, Bilingual Community
Rosemary Clark, SLD/ Bilingual Teacher
Jean LeCouteur, resource Specialist * Markham School Liaison
Norwalk
Kathy Mack, Bilingual Teacher Judy Esparza, Special Day Class Glendale Heights
* Brookside School
Elva Perez, Bilingual Teacher Teacher * Queen Bee District # 16
Marta González, Bilingual Teacher
*Sespe School Santa María Elizbeth Daniel, Bilingual Teacher
* Norwalk Piblic Schools
Barbara Lejia, Bilingual Teacher * Robert Bruce Elementary School Highland Park
Helen La Terra, Bilingual Teacher
Amelio Luna, Bilingual Teacher Denise Valenzuela, Bilingual Teacher * District 107
Stamford
Joanne Powell, Bilingual Teacher Santa Paula Mrs. Richard Ettinger
* Northeast Elementary School
Fremont * Barbara Webster School River Grove
Marilyn Armegal, Bilingual Special
* Fremont Unified School District Isaac H. Flores, MEST * Rhodes Elementary School
Education Teacher
Rosario Herrera, Bilingual Specialist * Mckevett School Sheila Bernstein, Resource Teacher
Patricia Torres, Bilingual Resource
Lindsay Robert B. Guizar, Migrant Teacher
Teacher
*Washington Primary School * Santa Paula Elementary School District INDIANA
Erma Jean Johnson, Bilingual Resource Rick Valencia, MIST
FLORIDA Hobart
Teacher Somis
* Evans School
Los Angeles * Somis Union School District Dade City
Mary Zonta, Resource Teacher
*Griffin Elementary Aurora Castanon, Migrant instructional * Moore Mickens Middle School
Dawn McWhorter, Resource Specialist Aide Virginia Blake, Migrant Education
* Second Street School Ofelia Moreno, Migrant Instructional Teacher MICHIGAN
Sylvia Martinez, Resource Specialist Aide Key West Pontiac
* Trinity Elementary Truckee * Monroe County District School Board * Whitmer Human Resource Center
Linda Greenfield, Resource Specialist * Truckee Elementary Eleanor Garcia, Title VII Project Director Chris Riddering, Special Education
Moopark Mary Ellen Storm, Bilingual Coordinator Teacher
* Flory School Westminster GEORGIA
Mela Cano , Migrant Instructional Aide * Westminister School District Tifton NORTH CAROLINA
Mary Lerman, Migrant Instructional Aide Sharon Crosby, Psychologist * Joan Marshall, Migrant Teacher Reidsville
* Poindexter School * Williamsburg Elementary School
Lupe Casas, Migrant Instructional Aide Paula Tillotson, Migrant Education
Teacher
FIELD TEST PARTICIPANTS (continued)

NEBRASKA OHIO TEXAS (continued) WISCONSIN
So.Sioux City Cleveland El Paso Barron
* So. Sioux City Community Schools * Cleveland Public. Schools * Rusk Elementary * Woodland School
Jeanette Borich, ESL and Chapter I Ramón A. Torres Teacher Consultant Patricia Maria Arias, Speech Therapist Sheri Gray, Bilingual Teacher
Migrant Teacher Curriculum * Burleson School Marshall
Dayton Patricia Esparza, Speech Therapist * Marshall Elementary /JR. Hugh School
NEW HAMPSHIRE * Maimi Valley Regional Center * El Paso ISD Kathleen Stark, Migrant Teacher
Manchester Bob Rahamin, Coordinator Ricardo Romero, Diagnostician Pull-Out Program
* Webster School * Northeast Area
Ms. Alix Guerin, ESL Teacher OREGON Carmela Valdez, Educational ECUADOR
Diagnostician Cuenca
Hood River
Fort Worth * Francisco DaVilla
NEW JERSEY * Parksdale Elementary
* W.J. Turner School Lisa M. Sparaco, Resource Room
Hackensack Diana Dominguez
Veronica Rodriguez, Resource teacher Teacher
* Hillers School * West Side Elementary Georgetown
Louise Belnay, Bilingual teacher Zoe Purnell, Chapter I Migrant Teacher * Georgetown Middle School
Rosaline Foschini, Bilingual Teacher McMinnville Blanca Hinojosa, ESL and Bilingual
* McMinnville Public School District #40 Teacher
NEW MEXICO Cynthia Norcross, Migrant Teacher Harlingen
Albuquerque Pendleton * Harlingen CISD
* Cross Cultural Center * Education Service District Victoria McKinney, Educational
Rosa Fernández, Resource Teacher Anita Cassarino, Migrant Education Diagnostician
Resource Teacher San Antonio
Woodburn * Rhodes Middle School
NEVADA * Woodburn Middle School
Carson City Gracie Perez, Learning Disabilities
Spencer Hooker, Special Services Teacher
* Carson City Junior High Teacher
Nora Wilson, ESL Teacher Nancy Peterson, I:M: Teacher
Alice Freer, ESL Teacher WASHINGTON
Las Vegas Cowiche
* Sunrise Acres Elementary School PENNSYLVANIA * Marcus Whitman School
Joanne Johnson, Resource Teacher, Lancaster Mary Anne Schulte, teacher Migrant
Bienvenido Bilingual Program * Bilingual Placement Center Education Programs
Douglas E. Dockey, Bilingual Testing
And Evaluation Specialist
NEW YORK Pasco
Cedarhurst * IMC Building
* Lawrence Public Schools TEXAS Teresa Perez, Resource Specialist
Carmela Leonardi, Bilingual Coordinator Channelview Chapter I Migrant
* Scholcher Primary School Ridgefield
Sara Stone, Bilingual Teacher * Ridgefield High School
Wyandanch
* Wyandanch Bilingual Program Betsy Hatton, ESL Teacher
Edgar Miranda, Bilingual Director
Luz Torres, Bilingual Resource
Specialist
APPENDIX B
Using the Assessment of Basic Skills to Meet State and Federal Requirements
Mandate or Dominant Language Screen Grade Level Screen Diagnostic Assessments

Program
LAU Provides screening process for Provides quick indication of As a diagnostic measure, identifies the nature and extent of the student´s
REMEDIES indicating the student´s primary student´s achievement level educational needs. This information is used to prescribe and instructional plan
language. Should be cross- to determine if the student that will bring the linguistically/culturally different student to the performance
validated with other data should be referred for level that is expected of nonminority students.
before program placement can additional testing.
be determined.
BILINGUAL Provides means to identify Provides quick indication of Useful for determining if the student has achieved the minimal competency level
EDUCATION students of “limited English appropriate grade level of skills in Spanish. Any discrepancies can be easily translated into instructional
ACT proficiency” to justify funding of placement. Can also be used objectives that should be met before the student is ready to be introduced to the
Chapter VII a Spanish/English bilingual to indicate the need for more same skills in English. By determining the student proficiency in Spanish, helps
program. comprehensive evaluation. also to differentiate between students with language problems related to learning
disabilities and student who are of limited English proficiency.
CHAPTER I Helps to indicate lack of Indicates grade level of target Gives a diagnostic profile indicating the student´s specific strengths and weakness
Basic proficiency in English, which is a population. and provides objectives for developing an educational plan.
prominent factor in the
identification of educationally-
deprived students
CHAPTER I Allows for quick indication of Allows for quick indications of Helps to identify the migrant student´s individual instructional needs. Information
Migrant language dominance at intake grade placement at intake. obtained can be transferred to the Migrant Student Record Transfer System
to assist in program placement Also helps to indicate need for (MSRTS)
further testing of possible
learning disabilities.
P.L. 94-142 By indicating the language best Meets assurances of the legislation:
understood by the student, 1. Assessment and recording procedures fill the requirements of the objective
provides the first step in component of the Individual Education Plan (IEP)
assuring nondiscriminatory 2. Facilitates parent and guardian consultation Because the record-keeping
testing. system is graphic and objectives are clearly identified.
3. The Student Record Book helps special education
personnel to communicate data to
regular education personnel so that the
student is guaranteed an education in the
least restrictive environment
4. Assure nondiscriminatory testing because
the assessments are criterion-referenced
and are administered in the language that is
best understood by the student.
APPENDIX C
Correlation of the Assessment of Basic Skills with the
BRIGANCE R Comprehensive Inventory of Basic Skills
ASSESSMENT OF BASIC SKILLS COMPREHENSIVE INVENTORY OF BASIC SKILLS
A. READINESS A. READINESS
A-1 Identifies Body Parts A-1 Identifies Body Parts
A-2 Personal Data Response A-2 Personal Data Response
A-3 Recognizes Colors A-3 Recognizes Colors
A-4 Understands Quantitative Concepts A-4 Understands Quantitative Concepts
A-5 Understands Directional and Positional Concepts A-5 Understands Directional and Positional Concepts
A-6 Draws a Person A-6 Draws a Person
A-7 Standing Gross-Motor Skills A-7 Standing Gross-Motor Skills
A-8 Walking Gross-Motor Skills A-8 Walking Gross-Motor Skills
A-9 Skipping and Running Gross-Motor Skills A-9 Skipping and Running Gross-Motor Skills
A-10 Miscellaneous Gross-Motor Skills A-10 Miscellaneous Gross-Motor Skills
A-11 Self-Help Skills A-11 Self-Help Skills
A-12 Visual-Motor Skills A-12 Visual-Motor Skills
A-13 Cuts with Scissors A-13 Cuts with Scissors
A-14 Visual Discrimination of Forms and Uppercase Letters A-14 Visual Discrimination of Forms and Uppercase Letters
A-15 Visual Discrimination of Lowercase Letters and Words A-15 Visual Discrimination of Lowercase Letters and Words
A-16 Visual Memory A-16 Visual Memory
A-17 Reads Lowercase Letters A-19 Reads Lowercase Letters
A-18 Reads Uppercase Letters A-20 Reads Uppercase Letters
A-19 Counts by Rote A-17 Counts by Rote
A-20 Numbers in Sequence A-25 Numbers in Sequence
A-21 Counts by Rote A-21 Counts Objects
A-22 Reads Numbers A-22 Reads Numbers
A-23 Understands Numbers A-24 Understands Numbers
A-24 Prints Lowercase Letters Dictated A-29 Prints Lowercase Letters Dictated
A-25 Prints Uppercase Letters Dictated A-30 Prints Uppercase Letters Dictated
B. SPEECH B. SPEECH
B-1 Syntax and Fluency B-1 Syntax and Fluency
B-2 Responds to a Picture B-2 Responds to a Picture
B-3 Articulates Initial Sounds of Words B-3 Articulates Initial Sounds of Words
B-4 Articulates Final Sounds of Words B-4 Articulates Final Sounds of Words
C. FUNCTIONAL EORD RECOGNITION G. WORD RECOGNITION GRADE PLACEMENT
C-1 Basic Vocabulary G-1 Basic Sight Vocabulary
G-5 Warning and Safety Sings
C-2 Signs and Labels G-6 Informational Signs
G-7 Warning Labels
C-3 Number Words G-9 Number Words
APPENDIX C (continued)

D. ORAL READING D. ORAL READING
D-1 Word Recognition Grade Placement C-1 Word Recognition Grade Placement
D-2 Reads Orally at Preprimer or Primer Level D-1 Reads Orally at Preprimer or Primer Level
D-3 Reads Orally at Lower or Upper First-Grade Level D-2 Reads Orally at Lower or Upper First-Grade Level
D-4 Reads Orally at Lower or Upper Second-Grade Level D-3 Reads Orally at Lower or Upper Second-Grade Level
D-5 Reads Orally at Lower or Upper Third-Grade Level D-4 Reads Orally at Lower or Upper Third-Grade Level
D-6 Reads Orally at Fourth or Fifth-Grade Level D-5 Reads Orally at Fourth-Grade Level
E. READING COMPREHENSION E. READING COMPREHENSION
E-1 Reading Vocabulary Comprehension Grade Placement E-1 Reading Vocabulary Comprehension Grade Placement
E-2 Comprehends at Primer Level E-2 Comprehends at Primer Level
E-3 Comprehends at Lower First-Grade Level E-3 Comprehends at Lower First-Grade Level
E-4 Comprehends at Upper First-Grade Level E-4 Comprehends at Upper First-Grade Level
E-5 Comprehends at Lower Second-Grade Level E-5 Comprehends at Lower Second-Grade Level
E-6 Comprehends at Upper Second-Grade Level E-6 Comprehends at Upper Second-Grade Level
E-7 Comprehends at Lower Third-Grade Level E-7 Comprehends at Lower Third-Grade
E-8 Comprehends at Upper Third-Grade Level E-8 Comprehends at Upper Third-Grade Level
E-9 Comprehends at Fourth-Grade Level E-9 Comprehends at Fourth-Grade level
E-10 Comprehends at Fifth-Grade level E-10 Comprehends at Fifth-Grade level
E-11 Comprehends at Sixth-Grade Level E-11 Comprehends at Sixth-Grade Level
F. WORD ANALYSIS F. WORD ANALYSIS
F-9 Identifies Number of Syllables in Spoken Words F-16 Identifies Numbers of Syllables in Spoken Words
G. LISTENING H. LISTENING
G-1 Auditory Discrimination H-1 Auditory Discrimination
G-2 Sentence Memory H-2 Sentence Memory
G-3 Follows Oral Directions H-3 Follows Oral Directions
G-4 Listening Vocabulary Comprehension Grade Placement H-4 Listening Vocabulary Comprehension Grade Placement
G-5 Listens and Comprehends at Primer Level H-6 Listens and Comprehends at Primer Level
G-6 Listens and Comprehends at Lower First-Grade Level H-7 Listens and Comprehends Lower First-Grade Level
G-7 Listens and Comprehends at Upper First-Grade Level H-8 Listens and Comprehends at Upper First-Grade Level
G-8 Listens and Comprehends at Lower Second-Grade Level H-9 Listens and Comprehends at Lower Second-Grade Level
G-9 Listens and Comprehends at Upper Second-Grade Level H-10 Listens and Comprehends at Upper Second-Grade Level
G-10 Listens and Comprehends at Lower Third-Grade Level H-11 Listens and Comprehends at Lower Third-Grade Level
G-11 Listens and Comprehends at Upper Third-Grade Level H-12 Listens and Comprehends at Upper Third-Grade Level
G-12 Listens and Comprehends at Fourth-Grade Level H-13 Listens and Comprehends at Upper Third-Grade Level
G-13 Listens and Comprehends at Fifth-Grade level H-14 Listens and Comprehends at Fourth-Grade Level
G-14 Listens and Comprehends at Sixth-Grade Level H-15 Listens and Comprehends at Sixth-Grade Level
G-15 Listens and Comprehends at Seventh-Grade Level H-16 Listens and Comprehends at Seventh-Grade Level
G-16 Listens and Comprehends at Eighth-Grade level H-17 Listens and Comprehends at Eighth-Grade Level
APPENDIX C (continued)

H. WRITING AND ALPHABETZING J.-K. J. WRITING and K. ALPHABETZING
H-1 Writes Cursive Lowercase Letters Dictated J-1 Writes Cursive Lowercase Letters in Sequence
H-2 Writes Cursive Uppercase Letters Dictated J-2 Writes Cursive Uppercase Letters in Sequence
H-3 Quality of Writing J-3 Quality of Writing
H-4 Writes Personal data J-4 Writes Personal Data
H-5 Sentence-Writing Grade Level Placement J-5 Sentence Writing Grade Level Placement
H-6 Capitalization J-6 Capitalization
H-7 Punctuation J-7 Punctuation
H-8 Identifies Following and Preceding Letters of the Spanish Alphabet K-1 Identifies Following and Preceding Letters of the Alphabet
H-9 Alphabetizes Spanish Words K-2 Alphabetizes Words
M.-R. M. MATH GRADE PLACEMENT N. NUMBERS
O. NUMBER FACTS, P. COMPUTATION OF WHOLE NUMBERS,
I. NUMBERS AND COMPUTATION Q. FRACTIONS AND MIXED NUMBERS and R. DECIMALS
I-1 Writes Numbers Dictated N-4 Writes Numbers Dictated
I-2 Recognizes Numbers N-1 Recognizes Numbers
I-3 Arranges Numbers on Order N-2 Arranges Numbers in Order
I-4 Addition Facts O-1 Addition Facts
I-5 Subtraction Facts O-2 Subtraction Facts
I-6 Multiplication Facts O-3 Multiplication Facts
I-7 Division Facts O-4 Division Facts
I-8 Word Numbers Computation Survey M-2 Word Problems Grade Placement
I-9 Whole Numbers Computation Survey P-1 Whole Numbers Computation Survey
I-10 Fractions and Mixed Numbers Computation Survey Q-1 Fractions and Mixed Numbers Computation Survey
I-11 Decimals Computation Survey R-1 Decimals Computation Survey
J. MEASUREMENT T.-U T. MEASUREMENT and U. METRICS
J-1 Tells Time T-1 Tells Time
T-4 Equivalent Calendar Units
J-2 Uses Calendar T-6 Uses Calendar
J-3 Recognizes Money T-8 Recognizes Money
J-4 Equivalent Values of Coins and the Dollar Bill T-9 Equivalent Values of Coins and the Dollar Bill
J-5 Totals Values of Groups of Coins T-10 Total Values of Groups of Coins
J-6 Equivalent English Linear Measurements T-13 Equivalent English Linear Measurements
J-7 Measures with an inch Ruler T-14 Measures with and Inch ruler
J-8 Understands Equivalents Metric Measurements U-2 Understands Equivalent Metric Measurement
J-9 Measures with a Metric Ruler U-6 Measures with a Metric Ruler
APPENDIX D-BIBLIOGRAPHY
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Education Packet. Rosslyn, VA: National Clearinghouse for Bilingual National Clearinghouse for Bilingual Education, 1982.
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Ames, Louise Bates. Child care and Development. Philadelphia, PA: JB. Lippincott Co., Estimates of Limited English Proficient Children in the United States:
1970. Methodological Reviews. Rosslyn, VA: InterAmerica Research Associates, Inc.,
Anderson, Paul S. and Diane Lapp. Language Skill in Elementary Education. 3rd. Ed. d/b/a National Clearinghouse for Bilingual Education, February 1982.
New York: Macmillan Publishing Co., Inc. 1979. Frankenburg, W.K. and J.B. Dobbs Denver Development Screening Test. Denver, CO:
Ballard, Joseph. “Public Law 94-142 and Section 504-Understanding What They Are Ladoca Project and Publishing Foundation, Inc., 1969.
and Are Not, “Bilingual Special Education Packet. Rosslyn, VA: National Freytes, Celeste E. “Procedure for Assessing Learning Problems of Students with
Clearinghouse for Bilingual Education, 1980. Limited English Proficiency. “Bilingual Education Teacher´s Handbook:
Barnard, Kathyn E., and Marcene L. Erickson. Teaching Children with Developmental Language Issues in Multicultural Settings. Martha Montero, ed. Cambridge,
Problems. St. Louis, MO: The C.V. Mosby Co., 1976 MA: Evaluation, Dissemination and Assessment Center for Bilingual
Barrera, Rosalinda Benavides. “Analysis and Comparison of the First-Language and Education, February 1982.
Second-Language Oral Reading Behavior of Native Spanish-Speaking Geffert, Hannah N., et al. The Current Status of U.S. Bilingual Education Legislation.
Mexican American Children.” Ph.D. dissertation, University of Texas at Arlington, VA: Center for Applied Linguistics, 1975
Austin, 1978. Gesell, Arnold, et al. Infant and Child in the Culture Today. New York: Harper and
Bayley, Nancy. Bayley Scales of infant Development. New York: The Psychological Row Publishers, Inc., 1974.
Corp., 1972. Gonzalez, Gustavo. The Acquisition of Spanish Grammar by Native Spanish
Bergin, Victoria. Special Education Needs in Bilingual Programs. Rosslyn, VA: National Speaking Children. Rosslyn, VA: National Clearinghouse for Bilingual
Clearinghouse for Bilingual Education, 1980. Education, 1978
Berry, Mildred Freburg. The Language Disorders of Children: The Bases and Diagnosis. In The National Interest: Bilingual Education and Multiple Language Affairs.
New York: Appleton-Century-Crofts, 1969. National Advisory Council on Bilingual Education, Sixth Annual Report, 1982-
“Bilingual Education: Basic Projects in Bilingual Education,” School Law Register, R-34 1982
501,24. Washington, D.C. : Capitol Publications, INC,. August 1981 Knobloch, Hilda, and Benjamin Pasamanic, eds. Gesell and Amatruda´s
“Bilingual Education / Foreign Languages, “Procedure Manual, Miami, FL: Division of Developmental Diagnosis. Hagerstown, MD: Harper and Row, publishers, Inc.
Elementary and Secondary Education, Dade County Public Schools, 1978. 1974
Bleck, Eugene E. Physically Handicapped Children- A Medical Atlas for Teachers. Ed. Language Minority Children with Limited English Proficiency in the United States.
Donald A. Nagle. New York: Brune and Straton, 1975 Rosslyn, VA: InterAmerica Research Associates, Inc. d/b/a/ National
Bou, Isamel Rodriguez. Recuento de vocabulario español, Vol. II. Río Piedras. Puerto Clearinghouse for Bilingual Education, 1982.
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Burt, et al. Bilingual Syntax Measure. New York: Psychological Corporation, 1973-76 U.S. Dept. of Health, Education, and Welfare, Publication Number (NIH) 77-43
Caines, Mary H. ed., “Developing Oral Skills,” Spectrum of English 2. Encino, CA: Washington, D:C: Supt. Of Documents, U.S. Government Printing Office, 1977
Glencoe Publishing Co., Inc., 1980 Lee, Laura and Susan M. Canter.” Developmental Sentence Scoring: A Clinical
Chin, Philip C. “Special Problems of Handicapped Minority Students, Fact Sheet, Procedure for Estimating Syntactic Development in Children´s Spontaneous
”Bilingual Special Education Packet. Rosslyn, VA: National Clearinghouse for Speech” Journal of Speech and Hearing Disorders, 36. (1971): 315:40
Bilingual Education, 1979. Lombardo, Maria, and Charlene Rivera. “Considerations for Developing Language
Condition of Bilingual Education in the Nation, 1982: A report From the Secretary of Assessment Procedures.“ Bilingual Education Teacher Handbook: Language
Education to the President and the Congress. U.S. Department of Education, Issues in Multicultural Setting. Martha Montero, ed. Cambridge, MA:
1982. Evaluation, Dissemination and Assessment Center for Bilingual Education,
February 1982.
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Publisher, Inc., 1973. Matemática Activa: Serie de Matemática pata Programas Bilingues Biculturales.
Mercado, Carmen, et al. Conceptual Framework for a Comprehensive Language Bogotá, Colombia: Voluntad Editores Ltda. y Cia. S.C.A. 1979
Assessment Program. Rosslyn, VA: National Clearinghouse for Bilingual Matemática, conceptos y práctica. Glenviwe, IL: Scott, Foresman and Company,
Education, 1981. 1981
Petty, Walter T., et al. Experiences in Language. Boston: Allyn and Bacon Inc., 1976 Reading Programs-English
Popham, W., and E. Baker, Systematic Instruction. Englewood Cliffs, NJ: Prentice-Hall, The Addison-Wesley Reading Program. Reading, MA: Addison-Wesley Publishing
Inc. 1970 Company, Inc. 1979.
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Skills and the National Council of Teachers of English, 1981 The Houghton Mifflin Reading Program Boston: Houghton Mifflin Company, 1981
Slosson, Richard L. Slosson Intelligence Test. East Aurora, NY: Slosson Educational Keys to Reading. Oklahoma City: The Economy Company, 1980.
Publishing, Inc. 1963. The Laidlaw Reading Program. River Forest, IL: Laidlaw Brothers, 1980.
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“Task Force Findings Specifying Remedies Available for Eliminating Past Educational Reading Basic Plus. New York Harper and Row Publishers, Inc., 1980
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Houghton Miffin Co., 1960
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California at Davis, 1973
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13.

14. chi cha cho che chu

STUDENT PAGE FORMAT AND SKIL ANALYSIS FOR S-102

14.(ch) chi cha cho che chu

22. llo lla lli lle llu

23. rre rro rra rru rri

24. que qui

25. gui gue

26. güe güi

STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-103

22.(ll) llo lla lli lle llu (F-3)

2. fre fru fro fri fra

3. pri pro pru pra pre

4. bla ble blo bli blu

5. gre gra gro gru gri

6. bra bre bri bro bru

8. tre tra tru tri tro

9. glo gla gli gle glu

10. cri cra cre cro cru

11. fle fla fli flo flu

12. dre dra dri dro dru

STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-106

7.(pl) ple pli plu pla plo

8.(tr) tre tra tru tri tro

11.(fl) fle fla fli flo flu

9. 10. 11. 12.

2. Allowing the Student to Select The List: In some instances, the

Pronounces three words with the vowel diphthong:

7 san cien 8 gran

19 regalar ofrecer 20 dar hacer

READS WORD ENDINGS (continued)

31 actuar perder 32 estar ver

READS WORD ENDINGS

7 nacional medio 8 social faz

in im Point to the words on S-111 and

per (See NOTES, page 112)

EJEMPLOS: del ___________________________ viene _______________ nacional:________________________________

EJEMPLOS: nacer también continente

1. a. papel 4. a. despues 7. a. ¡Que!

2. a. libro 5. a. el (cuaderno) 8. a. joven

3. a. corren 6. a gracias 9. a. reunion

STUDENT PAGE FORMAT, SKILL ANALYSIS, Note:

NOTES: 1. m-mapa-tapa, mal-mal 16. ll-llano-mano, llanto-manto

Number of Spanish Number of Spanish

b. Ven a mi casa hoy b. The bird flew to the tree

8 a. El niño no quiere dormir 8 a. I like to listen to records

b. El pájaro está aquí b. The child found a five-dollar bill

b. Este verano viajamos juntos b. When it rains I like to read in my room

Two-Step Direction: (Select any three directions)

Saying: Listen carefully. I want you do (Give the direction)

Two-Step Direction: (Select any three directions)

First Grade Fifth Grade

Second Grade Sixth Grade

Third Grade Seventh Grade

Fourth Grade Seventh Grade

First Grade Fifth Grade

Second Grade Sixth Grade

Third Grade Seventh Grade

Fourth Grade Eighth Grade

4. ¿Qué es una escuela? 4. What is a house?

4. ¿Qué es un autobús? 4. What does to laugh mean?

1. ¿Dónde vive Sandra? 1. What animals had a race?

Optional Questions Optional Questions

EJEMPLOS: del ___________________ viene _ nacional:__________________________

1. Nombre: ______________ 6. Teléfono ( ) _

1. ___ h _ 11. _ r _ 21. _ p ___

2. ___ t _ 12. _ i _ 22. _ j ___

3. ___ ch _ 13. _ o _ 23. _ y ___

4. ___ x _ 14. _ b _ 24. _ ñ ___

5. ___ n _ 15. _ m _ 25. _ e ___

6. ___ q _ 16. _ d _ 26. _ l ___

7. ___ f _ 17. _ k _ 27. _ v ___

8. ___ c _ 18. _ z _ 28. _ ll ___

9. ___ u _ 19. _ s _ 29. _ rr ___

10.___ a _ 20. _ g _ 30. _ w ___

a._ a. a.____

b._ b. b.____

c. c. c.__

d._ d. d.____

a._ a. a.____

b._ b. b.____

c. c. c.__

d._ d. d.____