BRIGANCER Diagnosti1

BRIGANCER Diagnostic
ASSESSMENT
OF BASIC SKILLS
SPANISH EDITION
By Albert H. Brigance
Edited by Giulio Massano
CURRICULUM ASSOCIATES, INC.

North Billerica, Massachusetts 01862-2589
First Edition, First Printing
C
1983, 1984 Curriculum Associates, INC.
All Rights Reserved. Printed in USA
ISBN 0-89 187-655-3
Table of Contents
INTRODUCTION
Title Page Title Page
Directions for Recording Results and Identifying Xi
Purpose ………………………………………………………… v Objectives in the Student Record Book…………….
Features ……………………………………………………….. Vi Illustration of the Record-Keeping System ………. Xii

Components …………………………………………………. vii Recommendations for More Effective Use ………. Xiii
General Directions for Conducting an Question Frequently Asked ……………………………… Xv
Assessment ……………………………………………… ix The Class Record Book – An Optional Item ………. Xvii
Format for Assessment Procedure with

a Student Page ………………………………………… x
SCREENING FORMS
Title Page Title Page

Introduction ………………………………………………… xix Third-Grade Screening Form ……………………………. xxxi
Dominant Language Screening Form……………… xxiii Fourth-Grade Screening Form …………………………. xxxiii
Kindergarten Screening Form ……………………….. xxv Fifth-Grade Screening Form……………………………… xxxv
First-Grade Screening Form ………………………… xxvii Sixth-Grade Screening Form ……………………………. Xxxvii
Second-Grade Screening Form ……………………… xxix
ASSESMENTS
= Individual Oral Response
= Individual or Group Written Response (Student Page Can Be Duplicated)
= Individual or Group Performance
= Dominant Language Assessment
Title Page Title Page Title Page

A.READINESS A-6 Draws a Person …………………… 14 A-14 Visual Discrimination of Forms
Introduction …………………………………… 1 A-7 Standing Gross-Motors Skills 15 And Uppercase Letters ……… 25
A-1 Identifies Body Parts …………….. 3 A-8 Walking Gross-Motor Skills.. 16 A-15 Visual Discrimination of
A-2 Personal Data Response ……….. 4 A-9 Skipping and Running Gross- Lowercase Letters and Words… 26
A-3 Recognizes Colors …………………. 6 Motor Skills ……………………….. 18 A-16 Visual Memory………………… 27
A-4 Understands Quantitative A-10 Miscellaneous Gross-Motor A-17 Reads Lowercase Letters …... 28
Concepts………………………………… 8 Skills ………………………………… 19 A-18 Reads Uppercase Letters …… 29
A-5 Understands Directional and A-11 Self-Help Skill ………………… 21 A-19 Counts by Rote …………… 30
Positional Concepts…………… 10 A-12 Visual-Motor Skills ………… 22 A-20 Numbers in Sequence ……. 31

A-21 Counts Objects ………………………… 32 D-2 Reads Orally at Preprimer or F. WORD ANALYSIS
A-22 Reads Numbers ……………………… 33 Primer Level ……………………. 71 Introducction ………………………………………….. 95
A-23 Understands Numbers ……………… 34 D-3 Reads Orally at Lower or F-1 Identifies initial Sounds in
A-24 Prints Lowercase Letters Upper First-Grade Level ………… 72 Spoken Words ……………………….. 97
Dictated …………………………………… 35 D-4 Reads Orally at Lower or F-2 Identifies Final Sounds in
A-25 Prints Uppercase Letters Upper Second-Grade Level……… 73 Spoken Words ……………………….. 99
Dictated …………………………………… 36 D-5 Reads Orally at Lower or F-3 Pronounces Consonant-
Upper Third-Grade Level ………… 74 Vowel Syllables …………………….. 100
D-6 Reads Orally at Fourth or F-4 Pronounces Vowel-Consonant
Fifth-Grade Level …………………….. Syllables …………………………………
75 104
B. SPEECH F-5 Pronounces Blend-Vowel
Introduction …………………………………………… Syllables ……………………............
38 105
B-1 Syntax and Fluency …………………… E. READING COMPREHENSION F-6 Reads Words with Vowel
40 Diphthongs ……………………………
B-2 Responds to a Picture ……………… Introduction …………………………………………….
44 77 F-7 Reads Suffixes ………………………… 107
Form A ………………………………… E-1 Reading Vocabulary Compre-
45 F-8 Reads Prefixes ……………………….. 108
Form B ………………………………… hension Grade Placement
46 F-9 Identifies Number of 111
B-3 Articulates Initial Sounds of Form A (Spanish) …………………….
Words ………………………………… Form B (English) …………………….. 82 Syllables in Spoken Words……
47 83 F-10 Divides Words into Syllables…….. 113
B-4 Articulates Final Sounds of E-2 Comprehends at Primer Level
84 F-11 Identifies Words Stresses 114
Words …………………………………. E-3 Comprehends at Lower
52 First-Grade Level ……………………. and Writes Accent Marks……….
E-4 Comprehends at Upper 85 115
C. FUNCTIONAL WORD RECOGNITION
Introduction …………………………………………… First-Grade Level ……………………
C-1 Basic Vocabulary ……………………... 54 E-5 Comprehends at Lower 86
C-2 Signs and Labels ………………………. 56 Second-Grade Level ……………….. G. LISTENING
C-3 Number Words ………………………… 61 E-6 Comprehends at Upper 87 Introduction ……………………………………………
64 Second-Grade Level …………....... G-1 Auditory Discrimination …………… 117
E-7 Comprehends at Lower 88 G-2 Sentence Memory …………………… 119
Third-Grade Level ……………........ G-3 Follows Oral Directions 120
E-8 Comprehends at Upper 89 Form A (Spanish) ………………..
Third-Grade Level ……………........ Form B (English) ………………… 122
E-9 Comprehends at 90 G-4 Listening Vocabulary 124
D. ORAL READING Fourth-Grade Level ………………… Comprehension Grade
Introduction …………………………………………… E-10 Comprehends at Fifth-Grade Placement
D-1 Word Recognition Grade 66 91
Level ………………………………………. Form A (Spanish) …………………….
Placement E-11 Comprehends at Sixth-Grade Form B (English) ……………………. 126
Form A (Spanish) ………………. Level …………………………………… 92 128
Form B (English) ……………….. 69
70 93
= Individual Oral Response = Individual or Group Written Response (Student Page Can Be Duplicated) = Individual or Group Performance = Dominant Language Assessment

Listening Comprehension Examiner´s H-4 Writes Personal Data ………………… 149 J. MEASUREMENT
130 H-5 Sentence-Writing Grade Introduction …………………………………………… 176
Page………………………………………………….. Level Placement ………………. 150 J-1 Tells Time ………………………………….. 177
G-5 Listens and Comprehends at 131 H-6 Capitalization ……………………………. 152 J-2 Uses Calendar ……………………………. 178
Primer Level ……………………… H-7 Punctuation ……………………………… 153 J-3 Recognizes Money …………………… 179
G-6 Listens and Comprehends at 132 H-8 Identifies Following and J-4 Equivalent Values of Coins
Lower First-Grade Level ……… Preceding Letters of the And the Dollar Bill …………………. 180
G-7 Listen and Comprehends at Spanish Alphabet …………….. 154 J-5 Totals Values of Groups of
133
Upper First-Grade Level ………. H-9 Alphabetizes Spanish Words …….. 155 Coins ……………………………… 181
G-8 Listen and Comprehends at J-6 Equivalents English Linear
134
Lower Second-Grade Level …. Measures ……………………………… 182
G-9 Listen and Comprehends at J-7 Measures with an Inch Ruler ………
135 183
Upper Second-Grade Level … J-8 Equivalent Metric Measures ……… 184
G-10 Listen and Comprehends at J-9 Measures with a Metric Ruler …….
136 185
Lower Third-Grade Level ……
G-11 Listen and Comprehends at
Upper Third-Grade Level ….. 137 I.NUMBERS AND COMPUTATION
G-12 Listen and Comprehends at Introduction ……………………………………………. 157
Fourth-Grade Level …………… 138 I-1 Writes Numbers Dictated …………… 159 APPENDICES
G-13 Listen and Comprehends at I-2 Recognizes Numbers …………………. 160
Fifth-Grade Level …………… I-3 Arranges Numbers in Order ………..
139 161
I-4 Addition Facts ……………………………. APPENDIX A
G-14 Listen and Comprehends at 162
I-5 Subtraction Facts ……………………….. History, Field Testing, Critiquing,
Sixth-Grade Level ……………. 140 163
I-6 Multiplication Facts …………………… And Acknowledgments…………………….
G-15 Listen and Comprehends at 164 187
Seventh-Grade Level ……….. I-7 Division Facts ……………………………
141 165
G-16 Listen and Comprehends at I-8 Word Problems Grade Personnel Involved in Program
Eighth-Grade Level …………. Placement ……………………………… Development, Field Testing, and
142 166 188
I-9 Whole Numbers Computation Critiquing ………………………………………
Survey …………………………………….
H. WRITING AND ALPHABETZING 167
I-10 Fractions and Mixed Numbers APPENDIX B
Introduction ……………………………………………
143 Computation Survey ………………. Using the Assessment of Basic Skills
H-1 Writes Cursive Lowercase 169
I-11 Decimals Computation To meet State and Federal
Letters Dictated…………………
144 Survey …………………………………… Requirements……………………………… 191
H-2 Writes Cursive Uppercase 171
Whole Numbers Computation Survey
Letters Dictated …………………. 145 --Skill Analysis ………………………………………… APPENDIX C
H-3 Quality of Writing …………………… 146 Fractions and Mixed Numbers 173 Correlation of the Assessment of Basic
Criteria and Samples- Computation Survey—Skill Analysis………. Skills with the Comprehensive
Manuscript ………………………… 147 Decimals Computation Survey 174 Inventory of Basic Skills …………………. 192
Criteria and Samples- --Skill Analysis ………………………………………….
Cursive……………………………….. 148 175 APPENDIX D
Bibliography ……………………………………… 195
= Individual Oral Response = Individual or Group Written Response (Student Page Can Be Duplicated) = Individual or Group Performance = Dominant Language Assessment
INTRODUCTION
PURPOSE
The BRIGANCER Assessment of Basic Skills – Spanish Edition is a  An in-Depth Diagnostic Instrument: 102 tests in the areas of
multi-purpose resource for bilingual, ESL, migrant and bilingual readiness, speech, reading, listening, language arts, and math
special education programs. The Assessment of basic Skills is can be used to:
designed to be used with preschool, elementary, and middle school a. Diagnose the degree of the student´s proficiency in the
students as: basic skills.
b. Distinguish whether or not the student´s weaknesses are
 An Indicator of Language Dominance: Selected assessment of related only to limited English proficiency or to a specific
oral language and literacy skills can be given in Spanish as well learning disability.
as in English. The results of the assessment in both languages
can be compared and cross-validated with other data to  An Instructional Guide: The assessment of Basic Skills
determine the language in which the student shows the most provides functional and measurable objectives to be
proficiency and preference. Determining language dominance achieved by the student in order to master specific skill
is useful for placing the student in the most appropriate levels. These objectives are useful for developing and
program. communicating and individualized Education Plan.
 A Screening Process for Quickly Identifying Achievement  A Record-Keeping and Tracking Systems: A system of record
Level: A sampling ok skills for each grade level, kindergarten books and screening forms are designed to provide
through grade six, can be assessed to determine in the student comprehensive information about individuals and groups of
is performing a the expected grade level. This date can be used students and to track their progress.
for grouping the students at the appropriate instructional level
or for referring any student for more comprehensive In summary, the BRIGANCER Assessment of Basic Skills-Spanish
evaluation. Edition enables the bilingual, ESL, migrant and bilingual special
needs teacher to identify, develop, implement, and evaluate
instructional programs for Spanish-speaking students.
FEATURES
THE BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDUITION
IS COMPREHENSIVE. The Assessment of Basic Skills includes 102 tests for HAS A DOMINANT LANGUAGE SCREENING FORM. Selected assessments
readiness, speech, reading, listening, language arts, and math. This breadth can be given in Spanish or in English. The results of the assessment in both
and scope permit the selection of assessment that will yield the most helpful languages can be recorded on the Dominant Language Screening Form. This
data for meeting specific student and program needs. screen can be used to help the examiner understand in which language the
student shows the most proficiency and preference. The information is
useful for program placement purposes.
IS CRITERION-REFERENCED. The Assessment of Basic Skills is based on REQUIRES NO SPECIAL TRAINING IN TESTING. The Assessment of Basic
observable functions and is sequenced by task analysis of basic Skills uses a direct approach to testing. It requires no complex statistical
developmental and academic skills. A sufficient number of items is included procedures for deriving and interpreting results. The assessment procedures
for each skill so that results can be easily translated into Individualized are simple; many can be given, with supervision, by an aide adept in the
Education Plans (IEP´s). Spanish language.
IS TEXT-REFERENCED. Most of the skill sequences were developed by REQUIRES NO SPECIAL MATERIALS. The assessments are made by using
researching the Spanish and English texts most widely used nation-wide. printed materials included in the Assessment of Basic Skills or copies of the
These text references were also used to determine when competency should student page and a pencil. Occasionally an item found in the school program
be expected. When useful, grade level notations indicate the levels at which will be useful.
achievement is expected. These notations have been marked in the skill
analysis on the examiner pages and in the Student Record Book.
HAS CONTENT VALIDITY. Each assessment has been reviewed for content OFFERS AN EFFICIENT RECORD-KEEPING SYSTEM. The Assessment of Basic
validity by a national group of advisor, including authorities in Spanish Skills offers a simple system for recording student and group performance.
translation, linguists, and educators. Each Assessment has also been field- There are four forms: The Student Record Book, the Class Record Book, the
tested with Spanish-speaking students by over 150 professionals in the fields Kindergarten through Sixth-Grade Screening Forms, and the Dominant
of bilingual, ESL, migrant, and bilingual special education. Language Screening Form. Each record book and screening form is specific
and easily interpreted.
HAS GRADE LEVEL SCREENING FORMS. Seven screening forms for grades HELPS SCHOOL SYSTEMS TO COMPLY WITH STATE AND FEDERAL
kindergarten to six provide a means to obtain a quick sampling of the student MANDATES. The dominant language screen, the grade level screens, and
´s skills ate grade level. The screening results can be used to place students at the 102 skill sequences facilitate compliance with the identification and
the appropriate instructional level and to identify any student who should be program placement mandates of: The Lau Remedies, Bilingual Education
referred for more comprehensive evaluation. Act, Chapter I Basic and Chapter I Migrant Education Programs, and P.L. 94-
142. In addition, the Assessment of Basic Skills meets nondiscriminatory
testing requirements for Spanish-speaking students.
COMPONENTS
 Ten Tab-divided sections containing 102 assessments for prekindergarten
through grade eight in the areas of: A. Readiness
READINESS TABLE OF CONTENTS
SPEECH JKJHKJHJHKJHKJHKJHKJHKJHKJHKJHKJHK 5
FUNCTIONAL WORD RECOGNITION KKKLJKLJKJKJKJKLJLKJLKJLKJLKJLKJLKJLKJLKLKJLKJ 23
ORAL READING Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytytuyt

uytytyutuytuytuytyutuytuytuytyutuytyutyutytytyuuytuytuytuytuyt
uytuyuyuytytuyuyytuytuytuytuytuytuytuytuyuyuyuytuytgggjhgjgh JHJKHKJHKJHKJHKJHKJHKJHKJHKJHJHKJHKJHKJH 23
READIG COMPREHENSION gjhgjhghgjhghjgjhghjgjhghghgghhgjhghjgjhghgjhgjhg
WORD ANLYSIS Hghjghjghjgjhhjghjghjhjghjjhgjhghjghghghghjghjgjhghjghjghjghjghj

Jkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh 23
gjhghjghjgjhgjhghjghjghjghjghjghjgjhgjhgjhgjlhghgjhghjgjhghjghjgh
LISTENING ghjgjhgjhgjhghjghjghjgjhgjhgjhgjhgjhgjhghjghghghghjghghghjghjgh
jghjghjghjgjhgjhgjhjg.
Kjkljjkhjkhkjhjkhjkhjkhkjhkjhkjhkjhkjhkjhkjhkjhkjh 23
WRITING AND ALPHABETIZING

kjhjkhkjhjhjkhjkhkjhjkhjkhjkjkhjkjhygygygy 23
Jhkjhjkhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjhjkhkjhjkhjkhkjhjkhkjhkjhkjhk
NUMBERS AND COMPUTATION jhkjhkjhjkhkjhkjhkjhkjhkjhkjhkjhjkhkjhkjhkjhjk

Hgghghghjgjhgjhgjhgjhgjhgjhgjhgjhghjgjhghghjg 23
MEASUREMENT Hgjhghjgjhgjhghjghjghjgjhghjgjhgjhgjhgjhghjghjghjghjgjhgjhghjghjg
Hghghjgjhgjhgjhgjhgjhghjghjgjhgjhghjghghjgjhghj 23
hjghjgjhghjgjhgjhgjhgjhghjghjgghjghjggjhghjgghjhghjgjhgjhgjhgjhgj
hgjhghjgjhgjhgjhgjhghgjhghjgjhgHGJHGHJGHJGJHGHJGHGJHGHGH
GHJGJHGJHGJHGJHGJHGJHGHJGJHGJHGHJGJHGYGGHGHGHJGJHG
JHGHGHJGJHGJHGHGFFFTYTYRTR
Each tab includes the section introduction. The INTRODUCTION Lists the Ghghjghjghhjjhgjhgjhgjhgjhgjhgjhghjg 22
assessment in the section and provides specific such as purpose, methods of

assessment, and references.
102 detailed assessments for evaluating specific skills in each of the ten
sections of the Assessment of Basic Skills. Many assessments include both a
student and examiner page. Some Assessments, such as those that evaluate
gross-motor and listening skills, include only the examiner page. The student
page is oriented so that the student faces the examiner during individual oral
assessments. Directions for conducting the assessment are written in English on
the examiner´s page. Directions to the student are written in Spanish and clearly
labeled. For dominant language assessments, directions to the student are
written in English as well as in Spanish. For individual or group written
assessment, the student page can be easily removed from the binder and used
as a black-line master.
 Student Record Books for graphically recording at each testing the level of
competency that the student has achieved. The Student Record Book
communicates to specialists, teachers, and administrators current instructional
goals for the students.
 Class Record Book-An Optional Item for tracking progress of 35 students. All
skills listed in the Student Record Book are found in the Class Record Book,
forming an extensive matrix of individual student competencies.
COMPONENTS (continued)
 Reproducible Dominant Language Screening Form: All of the oral  Reproducible Kindergarten to Sixth-Grade Screening Forms: Each
language and literacy assessments can be given in Spanish and in English. The screening form includes skills that are indicators of success at the respective
Dominant Language Screening Form includes the specific skills from these grade level. The screening results are useful for indicating the instructional
assessments. Comparing the student´s level of competency in each language is level in which the student should be placed and for identifying any student
useful for program placement purposes. who should be referred for more comprehensive evaluation.
MMMMSDDATRDERDDTDTDTDRTFDGFGDFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFJDF MMMMSDDATRDERDDTDTDTDRTFDGFGDFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFJDF
MMMMSDDATRDERDDTDTDTDRTFDGFGDFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFDGFJDF
GJFDGFDGFDGFDRYDFFUGUYfufuygluygyigiygyygyghguyguygyuguyguyg GJFDGFDGFDGFDRYDFFUGUYfufuygluygyigiygyygyghguyguygyuguyguyg
GJFDGFDGFDGFDRYDFFUGUYfufuygluygyigiygyygyghguyguygyuguyguyg
GJFDGFDGFDGFDRYDFFUGUYfufuygluygyigiygyygyghguyguygyuguyguyg GJFDGFDGFDGFDRYDFFUGUYfufuygluygyigiygyygyghguyguygyuguyguyg
gfhgfghfhgfghf Dfsdffwrg gfhgfghfhgfghf gfhgfghfhgfghf gfhgfghfhgfghf

Dfsdffwrg
gfhgfghfhgfghf
Dfsdffwrg gfhgfghfhgfghf
Dfsdffwrg gfhgfghfhgfghf
Dfsdffwrg Dfsdffwrg Dfsdffwrg
Vgvgvvvvtv hbuybuybuyb Vgvgvvvvtv Vgvgvvvvtv Vgvgvvvvtvhbuybuybuyb

Vgvgvvvvtv
hbuybuybuyb hbuybuybuyb
Vgvgvvvvtv hbuybuybuyb
Vgvgvvvvtv hbuybuybuyb hbuybuybuyb
vc
vc
ss vc
vc
vc
vc
vc
sd
sd
sd
sd
sd
sd
sd
ss
ss
ss
ss
ss
ss
ss
ss
ss
ss
ss
ss
ss
# jh fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh # jh jh # jh fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
# jh
fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
# fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
# jh fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
# jh fgdgfgdfgdfgdfgdfgjhkjhkjhkjhkjhkjhkjhkjhkjhkjhkjh
Gfhfghfghfghfgh Gfhfghfghfghfgh Gfhfghfghfghfgh Gfhfghfghfghfgh Gfhfghfghfghfgh Gfhfghfghfghfgh Gfhfghfghfghfgh
fghfghfghjhkhuiuiuiuyiuyiuyiuyiuyiuyiuyuiyiuyiuyiuy fghfghfghjhkhuiuiuiuyiuyiuyiuyiuyiuyiuyuiyiuyiuyiuy
fghfghfghjhkhuiuiuiuyiuyiuyiuyiuyiuyiuyuiyiuyiuyiuy
5 8 5 8 5 8 5 8 5 8 5 8 5 8
5 8 5 8 5 8 5 8 5 8 5 8 5 8
5 8 5 8 5 8 5 8 5 8 5 8 5 8
APENDICE A
 Appendices that tell in detail: FORMAT FOR AN ASSESSMENT PROCEDURE WITH A STUDENT PAGE
 how the Assessment of Basic Skills was developed Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytytuyt Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytyt

uytytyutuytuytuytyutuytuytuytyutuytyutyutytytyuuytuytuytuytuyt uytuytytyutuytuytuytyutuytuytuytyutuytyutyutytytyuuytuytuyt
uytuyuyuytytuyuyytuytuytuytuytuytuytuytuyuyuyuytuytgggjhgjgh uytuytuytuyuyuytytuyuyytuytuytuytuytuytuytuytuyuyuyuytuytg
gjhgjhghgjhghjgjhghjgjhghghgghhgjhghjgjhghgjhgjhg ggjhgjghgjhgjhghgjhghjgjhghjgjhghghgghhgjhghjgjhghgjhgjhg
Hghjghjghjgjhhjghjghjhjghjjhgjhghjghghghghjghjgjhghjghjghjghjghj Hghjghjghjgjhhjghjghjhjghjjhgjhghjghghghghjghjgjhghjghjghjghj
gjhghjghjgjhgjhghjghjghjghjghjghjgjhgjhgjhgjlhghgjhghjgjhghjghjgh ghjgjhghjghjgjhgjhghjghjghjghjghjghjgjhgjhgjhgjlhghgjhghjgjhghj
ghjgjhgjhgjhghjghjghjgjhgjhgjhgjhgjhgjhghjghghghghjghghghjghjgh ghjghghjgjhgjhgjhghjghjghjgjhgjhgjhgjhgjhgjhghjghghghghjghgh
jghjghjghjgjhgjhgjhjg. ghjghjghjghjghjghjgjhgjhgjhjg.
 how it was field-tested
 how it can be used to assist programs in meeting state and
federal requirements.
 How it correlates with the BRIGANCE R Comprehensive Inventory
of Basic Skills
The APPENDICES also include an extensive bibliography that includes
the research materials and textbooks used to validate the scope,
sequence, and grade levels of the skills.
FORMAT FOR AN ASSESSMENT PROCEDURE WITH A STUDENT PAGE

1. SKILL: A general statement STUDENT PAGE: When the
of the skill being assessed. assessment is administered for
2. STUDENT RECORD BOOK: individual oral response, the
The page on which the skill is student works directly from the
listed in the Student Record student page. When the assessment
DIRECCIONES: Divide cada palabra en sílabas. Escribe la
Book. diviusion de sillabas en el espacio en blanco. Mira los is administered for individual or
ejemplos NOMBRE: __________________
3. ASSESSMENT METHODS: EJEMPLOS: DEL _______________ VIENE ______________________ NACIONAL _____________________
group written response, the student
The ways in which the assess- 1. 4.. 7.
page is reproduced so that each
ment can be administered.
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
student has a copy to work from.
4. MATERIALS: The materials
A. LOS _______________________
2.
A. LOS _______________________
5.
A. LOS _______________________
8.
10 DIRECTIONS: Complete
Needed for the assessment
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
instructions for each assessment
5. DISCONTINUE: The time
A. LOS _______________________
3.
A. LOS _______________________
6.
A. LOS _______________________
9.
method recommended for
frame, or criteria and sugges-
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
A. LOS _______________________
administering the assessment.
tions for discontinuing the Directions to the student are in
assessment. Spanish and clearly labeled. When
6. TIME: The recommended useful, directions to the student are
also written in English.
Length of time or suggestions
for the length of time an 11. NOTES: Any special information
assessment should take.
SKILL: Can divide words into syllables
STUDENT RECORD BOOK: Pag 18
and suggestions regarding the
7. ACCURACY: The explanation
ASSESSMENT METHOD: Individual or group
MATERIAL: -114
DIRECTIONS:DFDFSDFSYYUYUYUQEYYUYUYUEQYUY
YUYHJGDHGDJHGAHDGJAHGDHGAJSHDGHAGSJHD
GJASHGDHGSGDHASGHDGAHSGDHASGDGASDGAH
assessment such as using the
assessment to indicate dominant
DISCONTINUE: Your discretion or after failure SGDHASGDHGASJHDGAH
of scoring criteria. TIME: Your discretion SGD:HGSDJGASHDGASDGJASGDJASGDHSAGDJHAS

GDJGASJHDGASHGDJAHSGDJAHSGDJASGD
language, observations,
ACCURACY: 3/3 (100%) for each syllabication concept
8. STUDENT PAGE FORMAT, DJASGDJASGDJASGDJAGSDJAGSDJASGHDJASHGDAJ

SGDJASDGJASGDASHGDAJSGHDJASHDGGDJAHSGJA
Uiuiuiouoiuiuoiuoiuoiuoiuoiuiouiouiuiuiuoiuiiuiouoiujhkfjhghfkjghkjd GSDJHAGD
supplemental assessments, and
SKILL ANALYSIS, AND
fhkjdhkjghkdjfhgdhkjgkdjfggyuygfuygrfyugsyguygfuygyugfuygwugfyw
gytyyoyuyuiyiuyiuyiuyiuyiuyuiyuyeiuqwyeiuqywiuyeqiuwyeiquywiuy
eqiuwyiuyeqiuwyeiuqwyeiuqwyeqiuwyeuqywiuyeiquwyeiuqqwyiueyi
quwe related skills.
ANSWERS: The facsimile of 12. OBJECTIVE: An instructional
the student page, the analysis
Hjgjhfghgsdhgfjsgjdghfjgjhwrytuytrweuytuyrwtueytruwetyurwteutyr
uwetyutyruwetyruwteutyrwerrwewrhhhkjhfkjdhfkshdjkfh
jhkjfhskdjfhkdjshkjdhkjhfkjsdhkjfhkjshdkjhfjkshdkjfhkjsdhkjfhkjsdhjk
fhksjdhfkjhskjdhfkjhskjdfhkjshdkjfhksjdhfkjhskdjfhkjsdhfjkhskjdhfkjsh objective for the skills sequence
of specific skills assessed, the dkjfhkskjhkjhjh
assessed to assist in writing

answers for the student page, individual plans.
and grade level notations.
13. LETTER: The letter of the
9. EXAMINER´S PAGE NUMBER: section in which the assessment is
The page number on which included.
the skills, assessment method, 14. NUMBER: The number
directions, notes, and object- indicating the sequence of the skill in
tives are listed. This number the particular section of the
corresponds to the page Assessment of Basic Skills.
number on the student page.
GENERAL DIRECTIONS FOR CONDUCTING AN ASSESSMENT

DETERMINE THE EXTENT OF THE ASSESSMENT: Bilingual, ESL, SELECT THE MOST APPROPRIATE SKILL LEVEL WITHIN THE
migrant, and bilingual special education teachers should first SEQUENCE: For dominant language screening and for diagnostic
determine the assessment process that is needed. assessment, each test should be initiated at the skill level at which the
student will be successful. Try to begin the assessment at a skill level one
For program placement purposes: Use the Dominant Language year below the anticipated skill level of the student. Starting the
Screening Form to indicate the language in which the student shows assessment too far below the skill level of the student will not be the
the most proficiency and preference. best use of time.
For placement at instructional level and referral purposes: SELECT THE BEST ASSESSMENT METHOD: Different assessment
Use the kindergarten through Sixth-Grade Screening Forms as an aid methods may be used to assess various skills in different situations. The
in determining if the student is performing, above, or below the Assessment of Basic Skills offers a variety of possibilities: parent
expected grade level. interview, teacher observation, individual and group administration, and
informal appraisal of student performance in daily school work. To make
For an in-depth diagnostic assessment for purposes of the best use the assessment method to use in each particular situation
prescribing instruction: Choose from the 102 assessments to (See pages xiii and xiv for RECOMMENDATIONS FOR MORE EFFECTIVE
USE.)
determine the student´s degree of proficiency in readiness, speech,
reading, listening, language arts, and math. For the most effective
use of time, select assessment that are relevant to the immediate FOLLOW THE ASSESSMENT PROCEDURES (But adapt if appropriate).
concern, the reason for referral, or program placement. The Assessment of basic Skills has an easy-to-use format. When it is
opened to an assessment and placed between the examiner and the
student (as illustrated on page x), each can see what he or she needs.
For program-wide assessment: Select those skill sequences
determined by program personnel to be the most appropriate for
For a number of reasons unrelated to the skill being assessed, a student
assessing and tracking all students.
may fail an assessment. Adaptations are necessary when the examiner
feels a student has not performed a task because of lack of confidence,
ORGANIZE MATERIALS: Have available the Assessment of Basic difficulty in understanding directions, speech or language problems, or
Skills, the necessary screening form(s) or the Student Record Book, reading difficulties. However, whenever, adaptations are made, they
and a pencil or pen of the color to be used for recording. Check the should not include coaching.
examiner´s page of each skill sequence to be assessed to know what
additional MATERIALS will be needed, such as:
a. student pencil RECOERD THE ASSESSMENT DATA: As each assessment is made,
b. paper record the results on the appropriate screening form or in the Student
c. timepiece Record Book.(See pages xi and xii for detailed explanations of recording
d. scissors procedures).
e. reproduced copies of the student pages.
DIRECTIONS FOR RECORDING RESULTS AND IDENTIFYING OBJECTIVES

IN THE STUDENT RECORD BOOK
The Student Record Book which accompanies correlates with the ALTERNATE RECORDING METHOD: If a student does not complete all
Assessment of Basic Skills, serves as a means of: items in skill sequence, you may wish to record the performance as a
fraction of the number of correct responses out of the number of items
1. tracking the progress of an individual student attempted, rather than recording the total number of items in the skill
2. communicating information in the parent conference sequence. For example, if the assessment has a total of 60 items, such as
3. communicating student data to other school personnel. those in “Sings and Labels” (C-2), page 61, and the student gives 35
correct responses out of 40 attempted, his or her performance should be
COLOR CODING: Keep a record of assessment data in the Student recorded as 35/40 rather than 35/60.
Record Book by using a color code to development an ongoing,
graphic, specific, and easily interpreted record. Color-coding consists UNDERLINE WITH COLOR THE OBJETIVES TO BE USED FOR THE
of using pencils and pens of different colors to circle the skills for NEXT ASSESSMENT: Use the recorded information as baseline data in
which the student demonstrates mastery and to underline the skills developing instructional objectives. The skills immediately following
set as objectives. See ILLUSTRATION OF THE RECOERD-KEEPING those already mastered and circle in the skill sequence are, in most
SYSTEMS, page xii cases, logical skills to be identified as objectives for the next instructional
period.
SUGGESTED STEPS FOR RECORDING ASSESSMENT DATA:
1. Record the first assessment using a pencil INTERPRETED INFORMATION: After the color code has been used,
2. Use a blue pen to underline any skill wish to identify as an you can interpret each skill record to determine:
objective for the next instructional period. 1. The student´s performance level when first assessed (circled in
3. Continue to use the blue pen for recording the second pencil)
assessment. Circle the skills for which mastery has been 2. The progress of skills mastered between the first and second
demonstrated. assessment (circle in blue).
4. Use a red pen to underline any skill you wish to identify as 3. Objectives the student is to attain between the second and
an objective to be mastered during the second instructional third assessment (underlined in red).
period. For example, the record on page xii can be interpreted as
5. Continue to use the red pen to circle the skill mastered at follows:
the time of the third assessment.
For later reference, you may wish to make helpful notions such 1. The student demonstrated mastery of skills 1 and 2 when
as the student’s incorrect response or the possible cause of the the first assessment was made in September.
student´s not being able to perform the skill. For various 2. Skills 3 and 4 were identified as objectives, and mastery
reasons, some skills will be skipped or omitted. This can be was attained between September and February 15.
shown with a notation such as DNA to indicate “Did Not
3. Skills 5 and 6 were identified as objectives to be attained
Administer”.
between February 15 and May 30.
ILUSTRATION OF THE RECORD-KEEPING SYSTEM

EXPLANATION OF RECORDING PROCEDURE
SAMPLE FROM PAGE 1 OF THE STUDENT RECORD BOOK 1. The date of the first assessment and all assessment data is
recorded in pencil. Skills for which mastery is demonstrated are
circle by using the pencil.
Evaluation Color Date Examiner 2. The date for the second assessment is recorded in blue.
Objectives set for mastery by the date of the second
assessment date are underlined in blue.
3. Assessment data for the second assessment is recorded by
1st Pencil 9/18/83 Mc Bride circling the skills for which mastery is demonstrated by using
the blue pen.
4. The date of the third assessment is recorded in red. Objectives
set for mastery by the date of the third assessment date are
2 Mc Bride
nd
Blue 2/15/84
underlined in red.
5. This procedure is repeated, using pens of the different color in
the order listed.
3rd red 5/30/84 Mc Bride
SKILLS FOR WHICH MASTERY WAS DEMOSTRATED AFTER THE SECOND EVALUATION
H-9 155 ALPHABETIZES SPANISCH WORDS: Alphabetizes words with:
2
1. consecutive first letters 4. the same first two letters
3 4
2. nonconsecutive first letters 5. the same first three letters
3. the same first letter 6. the same first four letters5
Assessment Page in inventory to This numeral indicates that the following This numeral indicates that all the skills
Procedure Use for assessment this skills are normally introduced in the fourth have normally been achieved before the
Letter and Skill sequence grade. Skills Listed prior to this numeral are fifth grade.
number normally Introduced prior to the student
entering the fourth grade.
RECOMMENDATIONS FOR MORE EFFECTIVE USE

DO DO NOT
1. Select the assessment process and skill sequences that you believe 1. Don´t use all parts of the Assessment Basic Skills. This instrument
will yield the most helpful information for program and grade-level has been designed to make it possible for you to “pick and choose”
placement, instructional planning, and remediation of the student´s the assessment process and skill sequences that are:
problems.  relevant to the purposes of the program
 relevant to the present problem of the student, and
 appropriate for the skill level of the student.
2. When a comprehensive assessment is need, conduct it when the 2. Don´t conduct assessment procedures for long periods of time or
student is most alert and in several sessions, each session no longer when the student is not alert.
that the student´s attention span.
3. Adapt the Assessment of basic Skills to best accommodate your 3. Don´t assessment that effective use the Assessment of Basic Skills
program and individual student needs. prohibits adaptations.
4. Coordinate program adaptations. All personnel should adopt similar 4. Don’t encourage excessive teacher flexibility. Doing so may make it
adaptations to facilitate the interpretation of recording made by difficult for individual teachers to correctly interpret one another´s
others. student record.
5. Use you discretion to adapt the methods of assessment in order to 5. Don´t take valuable time to make individual assessment if results of
obtain the most efficient and valid results. comparable validity can be obtained by group administration,
observation, or the means.
6. Initiate an assessment at a level in the skill sequence that will 6. Don´t initiate or continue the assessment at a level that frustrates
promote a feeling of success needed by the student. the student.
7. Write DNA if an assessment is not administered because it is too easy 7. Don´t spend time assessment skills that are below the student´s
level of performance unless it is necessary initially to make the
student feel successful and confident.
8. Become familiar enough with the assessment procedures so that they 8. Don´t read DIRECTIONS or questions verbatim or in an awkward
can be administered in a natural manner. manner. Keep the assessments moving comfortably and informally.
9. Use or give an example of the type of response expected if it appears 9. Don´t assume that the student has not mastered a skill if he or she
the student does not understand the DIRECTIONS. does not respond after being given the DIRECTIONS.
10. Rephrase verbal DIRECTIONS if this will help elicit the skill or 10. Don´t coach, but be prepared to reword the DIRECTIONS if the
behaviors being assessed. If necessary, replace some words with student is having difficulty because he or she does not understand
regional words that are more familiar to the student. the vocabulary of the DIRECTIONS.
RECOMMENDATIONS FOR MORE EFFECTIVE USE (continued)

DO DO NOT
11. Use the grade placement tests in the Assessment of Basic Skills to 11. Don´t interpret the scores on the grade placement tests as
identify quickly the student´s skill levels and to help you determine absolute. They are too abbreviated and assess only a limited
the level for initiating related assessments. number of skills within a given area. If other information is
available and appears to be a more valid measure of the student´s
skill level, use it to identify the student´s skill level.
12. Give credit for skills that you have already observed student perform 12. Don´t take time assessment skills that the student has already
adequately mastered.
13. When possible, check to see if the student applies or uses skills 13. Don´t assume that the student will apply skills when he or she is
demonstrated during the assessment when he or she is performing performing schoolwork or tasks in life situations even though
schoolwork or task in life situations. mastery has been demonstrated in the assessment situation.
14. Note the possible need for additional instruction, practice, or review, 14. Don´t give credit for a skill without adequate evidence of mastery.
and identify it as an instructional objectives Identify it as an objective and provide more instruction, practice,
and reinforcement.
15. Verify all information from other sources that appear to be of 15. Don´t assume that information from other sources is always
questionable validity. Make observations or use the Assessment of accurate and valid.
Basic Skills.
16. When a full page of items distracts the student´s attention, cover part 16. Don´t assume that failure to perform a task is an indication that the
of the student page or cut a copy of the student page so that the student has not mastered a skill. Perhaps the student is a confused
items can be presented one at a time. by too much visual simulation on the page.
17. Call the student by his her preferred name. 17. Don´t refer to the student by any name other than his or her
preferred name.
18. Use tact and professional judgment in sharing assessment data with 18. Don´t volunteer assessment data before you consider what effect
parents and students. or reaction the results might have on the parents or student.
19. Identify instructional objectives that are appropriate for the student´s 19. Don’t assume the same objectives will always satisfy the needs of
achievement levels and that meet his or her greatest needs. all students.
20. Identify and set objectives that you believe will have the greatest 20. Don´t identify or set objectives merely because they are easily
potential for preparing the student for life situations, including achieved and measured.
mainstreaming.
21. Teach the skills assessed by the Assessment of Basic Skills that best 21. Don´t teach only for student´s ability to give the correct response
meet individual needs. in the assessment situation. Teach for real meaning, integration,
and application of knowledge and skills.
QUESTIONS FREQUENTLY ASKED
1. Where should testing begin? 3. Who may administer assessment?

Where to begin testing depends upon the purpose of the assessment. Any persons involved in administering the assessments
For initial program placement purposes, begin testing with the should be familiar with the Spanish language. Otherwise,
Dominant Language Screening Form. For grade-level placement or any educational diagnostician, administrator, teacher, or
referral purposes, begin testing with the appropriate Kindergarten to supervised aide may administer the Assessment of Basic
Sixth-Grade Screening Form. For instructional planning and Skills.
remediation purposes, begin testing the degree of the student´s
proficiency in the basic skills by administering any of the 102
assessments that are relevant.
2. What factors determine the amount of time needed to 4. Can tests results be valid if assessment procedures are
complete an assessment? not followed rigidly or if adaptations are made?
a. the number of skills that need to be examined for meeting the Yes. When using the Assessment, the primary concern
purposes of the assessment, such as screening, program should be to answer one basic question: Has the student
requirement, and instructional planning. adequately mastered a skill, or is instruction, remediation,
b. the number of skills that can be assessed by more time-efficient review, practice, or time for development needed? Adapting
methods such as observation, group administration, and the assessment procedures to the individual student may be
interviews. the only way to obtain a valid answer to this question.
c. the skill range. (The wider the skill range, the more time
required). As a criterion-referenced instrument, the Assessment does
d. the existence of handicaps or distractions that may require not require the rigid administration procedures required of
adjustment in assessment materials and procedures. norm referenced instruments. The Assessment of Basic Skills
e. The ability of the student to pay attention and respond to the is designed primarily to assess performance and to create a
tasks presented. specific educational plan for an individual student. It is not
concerned with comparing the performance of the student
within the conditions of a norming population.
QUESTIONS FREQUENTLY ASKED (continued)

5. Can the Assessment of Basic Skills be used with the 7. How do I Know many objectives to identify? What
Comprehensive inventory of Basic Skills? factors determine how many instructional objectives
Yes. The 102 assessment in the Assessment of Basic Skills have should be established for each student during the
been designed to correlate with assessment from the next instructional period?
Comprehensive Inventory of basic Skills. To measure the The number of objectives are not prescribed or
student´s proficiency of a basic skill in English, refer to determined by the Assessment of Basic Skills. The
APPENDIX B, CORRELATION OF THE ASSESSMENT OF BASIC length of the next instructional period, as well as the
SKILLS WITH THE COMPREHENSIVE INEVTORY OF BASIC orientation and quality of the school program, are
SKILLS. primary factors. Equally important are factors such as:
a. the motivation and aspiration levels of the student
b. the discrepancy between the student´s present
level of performance based on data such as I.Q.
scores or age.
6. How frequently should I administer assessment? c. The type(s) and severity of handicap(s)
The time between formal assessments of the student´s skills may vary d. The physical and emotional health of the student
and is not prescribed or determined by this instrument. While e. The parental concern, support, and expectations
informal assessment should occur daily, the time period between
assessments is usually determined by program policy, date for parent
conferences, end of term, or other factors.
THE CLASS RECORD BOOK-AN OPTIONAL ITEM

In some programs or situations, the teachers may find the Class Record Book, SAMPLE FORM THE CLASS RECORD BOOK
which accompanies and correlates with the Assessment of Basic Skills, to be a
very helpful resource. The Class Record Book makes it possible to compile the C-3 64
data for an entire class. Number Words
Recording Symbols
As illustrated in the right column, the skills assessed by the Assessment of Basic
One Hundred, One Thousand, One

Skills are listed across the top of the pages. Student´s names can be listed on Not assessed
the cover flap. The flap can be folded over to show the names on each page as
Hyphenated Number Words

it is used. Space for the student´s names is also provided on the left side of Assessed and set as an objective
Number Words 11-19

Number Words 1-10
each double page.
Intervals of ten
Introduced but not achieved
By using recording symbols such as those shown in the illustration, the Class
Fractions 5
Record Book can be used to identify those students who have the same Skill has been achieved
Million
instructional objectives and those who might be grouped for instructional
4
purposes.
Names of Students
1. Victor Mendoza
2. Raquel Valdés
3. Mateo Pérez
4. Susana Rivera
PROCEDURE FOR RECORDING
1. For each student, place a dot in any box to identify a skill that has been 20. Ricardo Santos
assessed and set as an objective. 21.Irene García
22. Hugo Cervera
An analysis of the entry of dots in a specific skills column enables any
23. Julia Molinas
personnel working with the students to determine quickly those students
who might be grouped for instructional purposes. 24. Francisco López
25. Isabel Gómez
2. As soon as the skill instruction of a student deigns, draw a diagonal slash 26.
mark across the skill box to indicate that the skill has been introduced. 27.
28.
3. When a student has achieved the skill set by the objective, draw a second 29.
diagonal slash mark to form an X in the skill box 30.
A coordinator or other personnel for the program can, by examining the

recording symbols marked on the Class Record Book, gain a rapid and
overall estimate of the progress of any all students in the program.
Since recording in both the Student Record Book and the Class Record Book
requires more time, the Class Record Book of the Assessment of Basic Skills is
an optional item to be used in programs in which it might be helpful or in which
class records are required.
NOTES
TABLE OF CONTENTS
Screening Forms Page
Introduction……………………………………………………………………………. xix
Dominant Language Screening Form ……………………………………… xxiii
HISTORY AND DEVELOPMENT: During the development of the Kindergarten Language Screening Form ……………………………….. xxv
Assessment of Basic Skills- Spanish Edition, bilingual, ESL, migrant and
First-Grade Language Screening Form …………………………………… xxvii
bilingual special needs educators indicated the need for quick intake
procedures. They requested that screening devices be developed to help
Second-Grade Language Screening Form ……………………………… xxix
them place new students in appropriate programs and instructional levels. Third-Grade Language Screening Form …………………………………. xxxi
In response, the author excerpted related assessments from the Assessment Fourth-Grade Language Screening Form ………………………………. xxxiii
of Basic Skills to create a Dominant Language Screen and seven grade-level Fifth-Grade Language Screening Form ………………………………….. xxxv
screens for kindergarten to grade six. The screens were then field tested to Sixth-Grade Language Screening Form ………………………………….. xxxvii
identify the assessments and skills as being the most appropriate for each
screening purpose.
PURPOSE OF SCREENING PROCEDURE:

Dominant Language Screen: Dominant Language screening is conducted
to indicate the language in which the student has the most proficiency and Kindergarten to Sixth-Grade Screening Forms: The assessment and skills
preference. This information is useful for placing the student in the selected for the grade-level screening forms are those that meet the
appropriate program. following criteria:
Kindergarten to Sixth-Grade Screens: Grade-level screening is a. provide an overall picture of the basic skills in key academic areas for
conducted to indicate whether or not the student is performing at, above, or each grade level.
below the expected grade level. Knowing the student´s achievement level is b. can be assessed expediently with a high degree of validity and
useful for: objectivity
c. are of a difficulty level that will identify the students who may not be
 Placing students at the appropriate instructional level successful and yet will allow most of the students to have the degree
 Identifying any student who should be referred for a more of success needed to feel positive about the screening.
comprehensive evaluation to determine the existence of learning COMPLETING THE STUDENT SCREENING FORMS: Each screening form
problems. has been designed to include all significant student data on one sheet so that
BASIS FOR SELECTING ASSESSMENTS FOR EACH SCREENING FORM: it can be readily reviewed by a glance across the page. The student screening
Dominant Language Screening Form: The assessment selected for the forms are completed as explained below. Also, see the examples on pages xxi
Dominant Language Screening Form ate those that evaluate oral language and xxii.
and literacy skills. Each assessment is designed to be given in Spanish and in A. Student Profile: This data can be obtained from official records as
English. The results of the assessments in both languages should be well as confirmed by other sources. Make an attempt to complete
compared and cross-validate with other data to identify the student´s the Student Profile prior to beginning the screening so that you can
primary language. focus all your attention on the student and on administration of the
screening.
Screening Forms (continued)
Screening Forms (continued)
B. Screening Assessments: Assessment procedures for the skills For example. The student may be monolingual Spanish if his or her
evaluated in each screen are located on pages 3-185 of the Assessment responses for 10/10 assessment are only in Spanish and other indicators
of Basic Skills. The page and assessment number for each assessment show that he or she communicates only in Spanish. The student may be
procedure are listed in the left column of each screening form. As the predominantly Spanish if his or her responses for 7/10 assessment are
student demonstrates mastery of a skill, the examiner circles the skill or mostly in Spanish and other indicators show that he or she communicates
skill number. On the Dominant Language Screening Form, the examiner in Spanish most of the time. However, the judgment of the person
circles S (Spanish) and/or E (English) or the skill if the student responsible for the screening is always more important than the actual
demonstrates mastery in the language assessed. score.
For the quickest screen of oral reading, reading comprehension, and Scoring the Kindergarten to Sixth-Grade Screening Forms: The first
listening comprehension skills, initiate each assessment at the highest step in deriving a score is to record the number of correct responses for
grade level at which the student is expected to succeed. On the Second each assessment in the left column of this section. This number is then
to Sixth-Grade Screening Forms, the student is expected to achieve the compared with the recommended accuracy level in the second column. If
accuracy level for only one of the two grade levels listed for each of the accuracy level in the second column. If the accuracy level is achieved,
these three assessments. Use your discretion to determine which grade circle the point value in the last column. The TOTAL is derived by adding
level to assess. the point values which have been circle. The point values were assigned to
yield a possible total of 100.
C. Scoring: This section is optional. The examiner may use local criteria to
rank items. Scoring is useful only as an indicator and should be A score of 60/100 (60%) or higher indicates that the student will probably
compared with other supporting data before a student is placed in any have success at that grade level. It is recommended that any student who
program or instructional level. scores below 60% be considered for more comprehensive evaluation.
However, each school program may wish to establish its own cutoff scores
for indicating grade placement and for identifying student who should be
Scoring the Dominant Language Screening Form: For each referred for additional assessment.
assessment, the examiner places a check in the column that best
describes the student´s responses. The student’s responses may be: D. Observations: Space has been provided for recording any significant
1. Only in Spanish 3. Mostly in Spanish observations or concerns. Additional observations can be recorded on
2. Only in English 4. Mostly in English the back of each screening form if needed.
5.Same in Both Languages E. Summary: After the screening is completed, all personnel involved in
The total number of checks for each column is then tallied at the the screening should meet to compare the screening results with other
bottom of the page. These results are then compared with other supporting data. Following a review and discussion of all the indicators,
data to determine which category the student fits into: recommendations regarding program placement, grade level placement,
1. Monolingual Spanish and referral can be indicated in this section of the student screening
2. Monolingual English form.
3. Predominantly Spanish-speaking
4. Predominantly English-speaking
5. Bilingual
Screening Forms
DOMINANT LANGUAGE SCREENING FORM for the BRIGANCE R ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
A. STUDENT PROFILE Year Month Day D
Student´s Date of
Name Screening School/Program
Parents/
Guardian Birthdate Examiner
Address Place of Birth Present Grade
Primary Language Spoken in Home Number of Years in U.S. Grade Completed in Native Country
B. DOMINANT LANGUAGE SCREENING ASSESSMENTS C. SCORING
in Spanish
5.Same in
Language
in English
(Check ( ) the columns that
1.Only in
3.Mostly
4.Mostly
2.Only in
Spanish
best describes the student’s
English
Both
Assessment Skill (Circle S (Spanish) and/or E (English) or the responses for each
Page Number Skill if the student demonstrates mastery in the language assessed assessment.)
40-43 B-1 Syntax and Fluency: 1. Speaks in complete sentences that are three or more words long S E
B-2 Responds to a Picture:
1.Names different objects, animals, and people S E 7. Understands relationships S E
4. Tells what is happening S E 8. Tells a story about the picture S E
120-121 G-2 Sentence Memory: Repeats sentences of different lengths (based on numbers of syllables)
Spanish : 2 4 6 8 10 English: 2 4 6 8 10
122-125 G-3 Follows Oral Directions:
Form A (Spanish): 1. One-step 2. Two-step Form B. (English): ): 1. One-step 2. Two-step
126-129 G-4 Listening Vocabulary Comprehension Grade Placement: Listen as three lists of four words at grade level are read aloud and
tells which word in each list does not belong.
Form A (Spanish): 1 2 3 4 5 6 7 8 Form B. (English): 1 2 3 4 5 6 7 8
130-142 G-5 Listening Comprehension: Listens To a selection and responds orally to five questions
though with at least 80% comprehension accuracy
G-16 Form A (Spanish): Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5 6 7 8
Form B. (English): Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5 6 7 8
69-70 D-1 Word Recognition Grade Placement: Pronounces at least five out ten words at grade level
Form A (Spanish): Preprimer Primer One Two Three Four Five
Form B (English): Preprimer Primer One Two Three Four Five
71-75 D-2 Reads Orally at ___________ Level: Reads orally with at least 97 % accuracy.
through Form A (Spanish): Preprimer Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5
D-6 Form B (English): Preprimer Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5
82-83 E-1 Reading Vocabulary Comprehension Grade Placement: Reads three lists of five words at grade level
and indicates which word in each list does not belong
Form A (Spanish): 1 2 3 4 5 6 Form B. (English): 1 2 3 4 5 6
84-93 E-2 Comprehends at ______Level: Reads a selection and answers five questions with at least 80% comprehension accuracy.
through Form A (Spanish): Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5 6
E-11 Form B (English): Primer 1-1 1-2 2-1 2-2 3-1 3-2 4 5 6
D. OBSERVATIONS: E. SUMMARY: The student is: (As compared TOTAL CHECKS EACH COLUMN
_________________________________ With other indicators of dominant language.) /10 /10 /10 /10 /10
_________________________________ 1. Monolingual Spanish 3._____Predominantly Spanish-speaking 5.______ Bilingual
2. Monolingual English 4._____Predominantly English-speaking

R
THIRD-GRADE SCREENING FORM for the BRIGANCE ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
3
A. STUDENT PROFILE Year Month Day
Student´s Date of 8
83 30 Bates School
Name AliceMaría Arrigo
and José Arrigo Screening 75 Roberto Valdez
School/Program
Parents/
Guardian 93 Bristol Road 8 29 Joan Peña
Birthdate Teacher
Last Grade 2
Address Completed Examiner
B. THIRD-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Assessment Student´s Accuracy
Accuracy Level
Number Score Level
Page Skill (Circle THE SKILL FOR EACH CORRECT RESPONSE AND MAKE NOTES AS APPROPRIATE.) is achieved)
72-73 D-3,4 Reads Orally at: Upper First-Grade Level or Lower Second-Grade Level /33or 32/33 or
/67 65/67=97% 10
86-87 E-4,5 Comprehends al: Upper First-Grade Level or Lower Second-Grade Level /5 4/5 = 80% 10
133-134 G-7,8 Listens and Comprehends at: Upper First-Grade Level or Lower Second-Grade Level /5 4/5 = 80% 10
152 H-6 Capitalization: (sentence 1) Beginnings of sentences. Names of people /2 2/2 0= 100 % 5
153 H-7 Punctuation: (sentence 1) Period after a declarative sentence /1 1/1 = 100 % 5
154 H-8 Identifies Following and Preceding Letters of the Alphabet: items 1-10 /19 17/19 = 90 % 5
159 I-1 Writes Numbers Dictated: Writes numbers for quality range 100-1,000: 820 120 604 700 499 /5 5/5 = 100 % 5
160 I-2 Recognizes Numbers: Reads numbers to c: 999: 866 287 653 404 770 935 /6 6/6 = 100 % 5
161 I-3 Arranges Numbers in Order: Numerical order for quantities: 3 100 to 1,000 /5 5/5 = 100 % 5
166 I-8 Word Problems Grade Placement: Grade Two /3 2/3 = 67% 10
167-168 I-9 Whole Numbers Computation Survey
1. Addition of Whole Numbers: b.2 digits with renaming 1. /2 2/2 = 100 % 10
2. Subtraction of whole Numbers: b.2 digits with 1 renaming 2. / 2/2 = 100 % 10
2
177 J-1 Tells time: Tells time to the: 2. Half hour /3 3/3 = 100 % 5
179 J-3 Recognizes Money: Gives names and value of: 4. Quarter 5.Half dollar 6. dollar /3 3/3 = 100 % 5
D. OBSERVATIONS: E. SUMMARY: (Compare results with examiner´s TOTAL /100
________________________________________________ observations and other supporting data)
Place in: ____________ Grade

________________________________________________
________________________________________________ Refer for: (Indicate if needed.) _________________________________________________________________________
__________________________________________________________________________________________________
KINDERGARTEN SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
K
A. STUDENT PROFILE Year Month Day
Student´s Date of
Parents/
Guardian Birthdate Teacher
Address Age _______ _______ _______ Examiner
B. KINDERGARTEN SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
Page Skill (Circle the skill for each correct response and make notes a appropriate.) is achieved)
3 A-1 Identifies Body Parts:
6.la lengua (tongue) 10.la cabeza (head) 14.los pulgares/ los dedos gordos (thumbs)
7.los dientes (teeth) 11.las piernas (legs) 15. los dedos de los pies (toes)
8.las manos (hands) 12.los brazos (arms) /10 8/10 = 80 % 10
9.los oídos/las orejas (ears) 13.los dedos (fingers)
4-5 A-2 Personal Data Response: Gives personal data orally: 10
1. First name 2. Full name 3. Age 6. Name of town or city 7. Street address /5 5/5 = 80 %
6 A-3 Recognizes Colors: 10
1. Rojo (red) 2. Azul (blue) 3. Verde (green) 4. Amarillo (yellow) 5. Anaranjado (orange) /5 4/5 = 80 %
15 A-7 Standing Gross-Motor Skills: 2. Stands on one foot for five seconds 5. Stand on other foot for five seconds /2 2/2 = 100 % 10
16,17 A-8 Walking Gross-Motor Skills: 2. Forward heel and toe three steps 8. Backward toe and heel three stepd /2 2/2 = 100 % 10
22 A-12 Visual-Motors Skills: Copies given forms: 1. 2. 3. /3 3/3 = 100 % 10
25 A-14 Visual Discrimination of Forms and Uppercase Letters: (forms only) 1. 2. 3. 4. 5. /5 5/5 = 100 % 10
30 A-19 Counts By Rote: Counts by rote: 1 2 3 4 5 6 7 8 9 10 /10 10/10 = 100 10
40-41 B-1 Syntax and Fluency: 1. Speaks in complete sentences that are three or more words long. /1 1/1 = 100 % 10
122-125 G-3 Follows Oral Directions 1. One-step /3 2/3 = 67 % 10
D. OBSERVATIONS: E.SUMMARY: (Compare results with examiner´s observations and
____________________________________________________________________ other supporting data.) TOTAL /100
Place in: _____________ Grade
____________________________________________________________________
Refer for: (Indicate if needed). ___________________________
___________________________________________________ _____________________________________
____________________________________________________________________
_________________________________
____________________________________________________________________ ___________________________________________________
_________________________________
___________________________________________________________________ ___________________________________________________
_________________________________
FIRST-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
1
Year Month Day
A. Student´s Date of
Parents/
Last Grade
Address Completed _____________________ Examiner
B. FIRTSKINDERGARTEN SCREENING ASSESSMENTS E. SCORING

Point Value
Assessment Student´s Accuracy (Circle if
Number Score Level Accuracy Level
Page Skill (Circle the skill for each correct response and make notes as appropriate.)
is achieved)
3 A-1 Identifies Body Parts:
16. el cuello (neck) 20.las rodillas 24. los codos (elbows)
17. el estómago (stomach)
21.la barbilla /el mentón (chin) 25. los hombros (shoulders)
18. el pecho (chest)
19. la espalda (back) 22. las uñas (fingernails) /10 8/10 = 80 % 5
23.los talones (heles)
4-5 A-2 Personal Data Response: Gives personal data orally:
2. first name 2. full name 3. age 6. name of town or city 7. street address /5 4/5 = 80 % 5
6 A-3 Recognizes Colors:
1. Rojo (red) 4. amarillo (yellow) 7. café (brown) 9. Rosado (pink)
2. Azul (blue) 5. anaranjado (orange) 8. negro (black) 11.blanco (White)
3. Verde (Green) 6. morado (purple)
/10 8/10 = 80 % 10
22-23 A-12 Visual-Motors Skills: Copies given forms: 1. 2. 3. 4. /4 4/4 = 100 % 5
26 A-15 Visual Discrimination of Lowercase Letters and Words: (lowercase letters only)
1.i 2. j 3. c 5. n /5 5/5 = 100 % 10
28 A-17 Reads Lowercase Letters:
o a d g q b p c e l t I f j n m r h u v y x z k s ch ll ñ rr w /30 27/30 = 90 % 10
32 A-21 Counts Objects: Counts numbers of objects: 1.3 2.6 3.8 /3 3/3 = 100 % 10
33 A-22 Reads Numbers: Reads numbers to 20: 2 4 3 5 8 7 6 10 19 11 17 18 /12 12/12 = 100 % 10
34 A-23 Understands Numbers: Shows quantities to match numbers symbols: 2 1 4 3 5 /5 5/5 = 100 % 10
40-41 B-1 Syntax and Fluency: 1.Speack in complete sentences that are three or more words long /1 1/1 = 100 % 10
119 G-1 AUDITORY Discrimination: 1.m 2.b 3.ch 4.j 5.g 6.r 7.s 8.d 9.n 10.f /10 8/10 = 80 % 10
122-125 G-3 Follows Oral Directions: 1. Two-step /3 3/3 = 67 % 10
D.OBSERVATIONS: E: SUMMARY: (compare results with examiner´s TOTAL /100
observations and other supporting data.)
_________________________________________________________________________ Place in: _________________ Grade
Refer for: (Indicate if needed):_____________________
__________________________________
_________________________________________________________________________
__________________________________________
_________________________________
_________________________________________________________________________
SECOND-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
2
Year Month Day
A. Student´s Date of 1
Parents/
Last Grade
B. SECOND-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
Page Skill (Circle the skill for each correct response and make notes as appropriate.) is achieved)
35 A-24 Prints Lowercase Letters Dictated:
O a d g q b p c e l t i f j n ch m ñ r r h u ll v y k x s z w /30 27/30 = 90 % 10
47-51 B-3 Articulates Initial Sounds of Words:
P m t b f ll c d g n l pl v s fl z tr r ch j /20 18/20 = 90 % 10
71-72 D-2,3 Reads Orally at: Primer Level or Lower First-Grade Level /33 32 / 33 = 97 % 10
84-85 E-2,3 Comprehends at: Primer Level or Lower First-Grade Level /5 4/5 = 80 % 10
131-132 G-5,6 Listens and Comprehends at: Primer Level or Lower First-Grade Level /5 4/5 = 80 % 10
159 I-1 Writes Numbers Dictated: Writes numbers for quantify range 10-100: 35 67 43 82 39 /5 5/5 = 100 % 5
160 I-2 Recognizes Numbers: Reads number to b.99: 39 27 96 72 44 85 /6 6/6 = 100 % 5
161 I-3 Arranges Numbers in order: Numerical order for quantities: 2. 10 to 100 /5 5/5 = 100 % 10
162 I-4 Addition Facts: Knows facts for sums up to: 6 8 10 12 14 16 19 /70 63/70 = 90 % 10
163 I-5 Subtraction Facts: Knows Facts for minuends to: 6 8 10 12 14 16 19 /70 63/70 = 90 % 10
177 J-1 Tells Time: Tells time to the: 1. hour /3 3/3 = 100 % 5
179 J-3 Recognizes Money: Gives name and value of: 1. Penny 2. Nickel 3. dime /3 3/3 = 100 % 5
D.OBSERVATIONS: E. SUMMARY: (Compare results with examiner´s and other TOTAL /100
____________________________________________________________________ supporting data.)
Place in: _____________________ Grade
____________________________________________________________________ Refer for: (Indicate if needed) ________________________
___________________________________
____________________________________________________________________ _________________________________________________
_________________________________
THIRD-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
3
Year Month Day
A. Student´s
Name
Date of
Screening
1
School/Program
Parents/
Last Grade
B. THIRD-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
72-73 D-3,4 Reads Orally at: Upper First-Grade Level or Lower Second-Grade Level /33 or 32/33 or
/67 65/67 = 97% 10
86-87 E-4,5 Comprehends at: Upper First-Grade Level or Lower Second-Grade Level /5 4/5 = 80 %
10
133-134 G-7,8 Listen and Comprehends at: Upper First-Grade Level or Lower Second-Grade Level /5 4/5 = 80 % 10
152 H-6 Capitalization: (sentence 1) Beginnings of sentences Names of people /2 2/2 = 100 % 5
153 H-7 Punctuation: (sentence 1) Period after a declarative sentence /1 1/1 = 100 % 5
154 H-8 Identifies Following and Preceding Letters of the Alphabet: Items 1-10 /19 17/19 = 90 % 5
159 I-1 Writes Numbers Dictated: Writes numbers for quantity range 100-1,000: 820 102 604 700 499 /5 5/5 = 100 % 5
160 I-2 Recognizes Numbers: Reads numbers to c.999 866 287 653 40 770 935 /6 6/6 = 100 % 5
161 I-3 Arranges Numbers in Order: Numerical order for quantities: 3. 100 to 1,000 /5 5/5 = 100 % 5
166 I-8 Word Problems Grade Placement: Grade Two /3 2/3 = 67 % 10
167-168 I-9 Whole Numbers Computation Survey
1. Addition of Whole Numbers b. 2 digits with 1 renaming 1. /2 2/2 = 100 % 10
2. Subtraction of Whole Numbers: b. 2 digits with renaming 2. /2 2/2 = 100 % 10
177 J-1 Tells Time: Tells time to the 2. Half hour /3 3/3 = 100 % 5
179 J-3 Recognizes Money: Gives names and value of: 4.quarter 5. Half dollar 6. dollar /3 3/3 = 100 % 5
D.OBSERVATIONS: E. SUMMARY: (compare results with examiner´s TOTAL / 100
Observation and other supporting data.)
Place in: _________________ Grade
_____________________________________________________________________________
Refer for: (Indicate if needed)._________________
_____________________________________________________________________________
_____________________________________________________________________________ _________________________________________
_____________________________________
FOURTH-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
4
Year Month Day
A. Student´s
Name
Date of
Screening
1
School/Program
Parents/
Last Grade
B. FOURTH-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
73-74 D-4,5 Reads Orally at: Upper Second-Grade Level or Lower Third-Grade Level /67 65/67 = 97% 10
88-89 E-6,7 Comprehends at: Upper Second-Grade Level or Lower Third-Grade Level /5 4/5 = 80 % 10
135-136 G-9,10 Listens and Comprehends at: Upper Second-Grade Level or Lower Third-Grade Level /5 4/5 = 80 % 10
152 H-6 Capitalization: (sentences 1 and 3) /4 4/4 = 100 % 5
Beginnings of sentences: items 1,3 Names of people: item 1 Special days: item 3
153 H-7 Punctuation: (sentences 2 and 3) 5
Question mark: before and after an interrogative sentence: item 2
Period: after an imperative sentence: item 3
/2 2/2 = 100 %
155 H-9 Alphabetizes Spanish Words: 2. Nonconsecutive first letters /4 4/4 = 100 % 5
160 I-2 Recognizes Numbers: Reads numbers to d. 9,999 7,496 4,800 9,704 8,075 6,920 5,007 /6 6/6 = 100 % 2 ½
161 I-3 Arranges Numbers in Order: Numerical order for quantities: 4, 10 to 10,000 /5 5/5 = 100 % 2 ½
164 I-6 Multiplications Facts: Knows products for multipliers to : 2 3 4 5 /40 36/40 = 90 % 10
166 I-8 Word Problems Grade Placement: Grade Three /3 2/3 = 67 % 10
167-168 I-9 Whole Numbers Computation Survey 1. /2 1. 2/2 = 100 % 10
1. Addition of Whole Numbers: d. 3 digits with 1 renaming 2. /2 2. 2/2 = 100 %
2. Subtraction of Whole Numbers: d. 3 digits with 1 renaming
177 J-1 Tells Time: Tells time to the : 3. Quarter hour /3 3/3 = 100 % 5
180 J-4 Equivalent Values of Coins and the Dollar Bill: Gives equivalent of: /3 3/3 = 100 % 5
1. 1 dime = 2 nickels 5.1 quarter = nickels 8. 1 dollar = 4 quarters
D. OBSERVATIONS: E. SUMARRY: (Compare results with examiner´s TOTAL /100
__________________________________________________________________________ observations and other supporting data.)
__________________________________________________________________________ Place in : ___________________ Grade

_________________________________
Refer for: (Indicate if needed). ___________________
__________________________________________________________________________
_________________________________
____________________________________________
FIFTH-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
5
Year Month Day
A. Student´s
Name
Date of
Screening
1
School/Program
Parents/
Last Grade
B. FIFTH-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
74-75 D-5-6 Reads Orally at: Upper Third-Grade Level or Lower Fourth-Grade Level /67 65/67 = 97% 10
90-91 E-8,9 Comprehends at: Upper Third-Grade Level or Lower Fourth-Grade Level /5 4/5 = 80 % 10
137-138 G-11,12 Listens and Comprehends at: Upper Third-Grade Level or Lower Fourth-Grade Level /5 4/5 = 80 % 10
146-148 H-3 Quality of Writing: Writes legibly in cursive. (first two sentences only) Use criteria and samples on pages 5
147-148
149 H-4 Writes Personal Data: 1. Name 4. Birthdate 5. Address 11. Parent of Guardian /4 $7$ = 100 % 2 1/2
152 H-6 Capitalization: (sentence 6) Streets and roadways Cities States /3 3/3 = 100 % 5
153 H-7 Punctuation: (sentences 4, 10, and 13) 5
Exclamation mark: before or after an exclamatory Comma: in an address: items 10 /3 3/3 = 100 %
word or sentence: item 4 before a conjunction: item 13
155 H-9 Alphabetizes Spanish Words: Alphabetizes words with: 4. The same first two letters /4 4/4 = 100 % 5
164 I-6 Multiplication Facts: Knows products for multipliers to: 6 7 8 9 /40 36/40 = 90 % 10
165 I-7 Division Facts: Knows quotients for divisors up to: 2 3 4 5 6 7 8 9 /80 72/80 = 90 % 10
166 I-8 Word Problems Grade Placement: Grade Four /3 2/3 = 67 % 10
167 I-9 Whole Numbers Computation Survey
1. Addition of Whole Numbers: f.4digits with 3 renaming’s 1. /2 2/2 = 100 % 10
2. Subtraction of Whole Numbers: f.4 digits with 3 renaming’s 2. /2 2/2 = 100 % 10
177 J-1 Tells Time: Tells time to: 4. Five minutes /3 3/3= 100 % 2 ½
D.OBSERVATIONS: TOTAL /100
___________________________________________________________________ E. SUMMARY: (Compare results with examiner´s observations
and other supporting data.)
___________________________________________________________________
Place in: _______________ Grade
_________________________________
___________________________________________________________________
Refer for: (Indicate if needed) ____________________________
_________________________________
____________________________________________________
SICTH-GRADE SCREENING FORM for the BRIGANCER ASSESSMENT OF BASIC SKILLS-SPANISH EDITION
6
Year Month Day
A. Student´s
Name
Date of
Screening
1
School/Program
Parents/
Last Grade
B. SIXTH-GRADE SCREENING ASSESSMENTS C. SCORING

Point Value
(Circle if
Accuracy Level
Number Score Level
75 D-6 Reads Orally at: Fourth or Fifth-Grade Level /67 65/67 = 97% 5
91-92 E-9,10 Comprehends at: Fourth or Fifth-Grade Level /5 4/5 = 80 % 10
138-139 G-12,13 Listens and Comprehends at: Fourth or Fifth-Grade Level /5 4/5 = 80 % 10
146-148 H-3 Quality of Writing: Writes legibly in cursive. (first two sentences only) Use the criteria and samples on 5
pages 147-148
149 H-4 Writes Personal Data: 5
1. Name 4. Birthdate 5. Address 11. Parent or guardian 12. In case of Emergency /5 5/5 = 100 %
152 H-6 Capitalization: (sentences 8 and 9) 5
Countries: item 8 abbreviation of titles: item 9 5/5 = 100 %
Continents: Item 8 Abbreviation of initials: 9 Bodies of water and landforms: item 9
/5
153 H-7 Punctuation: (sentences 5 and 11) /2 2/2 = 100 % 5
Comma: after introductory word: item 5 between words in a series: item 11
155 H-9 Alphabetizes Spanish Words: Alphabetizes words with: 6. The same first four letters /4 4/4 = 100 % 5
167-168 I-9 Whole Numbers Computation Survey: 1. /2 2/2 = 100 %
3. Multiplication of Whole Numbers: c. 3 digits x 2 digits with carrying 2. /2 2/2 = 100 % 10
4. Division of whole Numbers: b. s digits x 2 digits 10
169-170 I-10 Fractions and Mixed Numbers Computation Survey: 1. /2 2/2 = 100 % 10
1. Addition of Fractions and Mixed Numbers: a. like fractions 2. /2 2/2 = 100 % 10
2. Subtraction of Fractions and Mixed Numbers : a. like fractions
171-172 I-11 Decimals Computation Survey:
1. Addition of Decimals with: b. hundredths 1. /2 2/2 = 100 % 5
2. Subtraction of Decimals with: b. hundredths 2. /2 2/2 = 100 % 5
D.OBSERVATIONS: E. SUMMARY: (Compare results with examiner´s TOTAL /100
___________________________________________________________________ observations and other supporting data.)
___________________________________________________________________ Place in: _______________ Grade
_________________________________
___________________________________________________________________ Refer for: (Indicate if needed) _______________
________________________________________
TABLE OF CONTENTS
A. Readiness
PURPOSE: The purpose of the READINESS assessment in this section is to = Individual or Group Written Response
determine which readiness skills have been mastered by the Spanish-speaking = Individual or Group Performance
student and which need to be taught. The readiness skills included on pages 3 = Dominant Language Assessment
through 36 refer to those skills typically identified in kindergarten and early-first- Page
grade curriculums as essential to student mastery before more formalized academic Introduction …………………………………………………………………………………………….. 1
programs can be introduced.
A-1 Identifies Body Parts……………………………………………. 3
A-2 Personal Data Response ………………………………………. 4
DOMINANT LANGUAGE INDICATORS: The “Personal Data Response”
A-3 Recognizes Colors ……………………………………………….. 6
assessment can be used as an indicator of language dominance. This assessment
when combined with dominant language assessment from other sections can assist A-4 Understands Quantitative Concepts…………………….. 8
the examiner in determining the language in which the student shows the most A-5 Understands Directional and Positional
proficiency and preference. Concepts………………………………………………………… 10
A-6 Draws a Person…………………………………………………… 14
For this purpose, “Personal Data Response” is given in both languages. Directions to A-7 Standing Gross-Motor Skills …………………………………. 15
the student are listed in Spanish and in English. The examiner notes the results of A-8 Walking Gross-Motor Skills ………………………………….. 16
the assessment in each language in the Student Record Book. A-9 Skipping and Running Gross-Motor
Skills…………………………………………………………………. 18
METHODS OF ASSESSMENT: The method of obtaining valid information about a A-10 Miscellaneous Gross-Motor Skills ………………………… 19
student´s ability to perform readiness skills will be affected by the skill being A-11 Self-Help Skills ……………………………………………………… 21
assessed, the type of school program, the student´s developmental age level, the A-12 Visual-Motor Skills ………………………………………………. 22
student´s learning problems or language barriers, and the expertise of the examiner.
A-13 Cuts with Scissors ……………………………………………….. 24
Use your professional judgment and ingenuity to determine which one or
A-14 Visual Discrimination of Forms and
combination of the following methods will be the most convenient, efficient, and
Uppercase Letters ………………………………………….. 25
valid in each of the assessment situations:
A-15 Visual Discrimination of Lowercase
Letters and Words ………………………………………….. 26
1. Interviews: Interviewing parents or the people who are familiar with the A-16 Visual Memory ……………………………………………………. 27
student´s skills may be the best method for assessing “Self-Help Skills” Criteria A-17 Reads Lowercase Letters ……………………………………… 28
Questions, or CQs, are given to provide the substance of such interviewing A.18 Reads Uppercase Letters ……………………………………… 29
assessments. A-19 Counts by Rote ……………………………………………………. 30
A-20 Numbers in Sequence …………………………………………. 31
2. Individual Assessment: Some skills, such as the recognition of colors, letters, A-21 Counts Objects ……………………………………………………. 32
and numbers, need to be assessed individually. These assessments can be made
A-22 Reads Numbers …………………………………………………… 33
by pointing to the items on the student pages, reading the statements or asking
A-23 Understands Numbers ………………………………………… 34
the questions, and pausing for the student´s response, which can be oral or by
pointing. A-24 Prints Lowercase Letters Dictated ……………………….. 35
A-25 Prints Uppercase Letters Dictated ……………………….. 36
3. Group Assessment: Some skills, such as gross-motor, cutting with scissors,
understanding numbers, drawing a person, writing numbers in sequence, and printing
dictated letters, can be assessed in group settings.
A. READINESS (continued)
4. Observations: You may have the opportunity of observing the student apply the 3. If in Doubt, Don´t Give Credit: If, after having made an assessment, you feel a
skills assessed in this section on a daily basis. If the student performs a skill on a skill has not been clearly demonstrated, don´t give credit. The preferred
daily basis, give credit in the Student Record Book without conducting the practice is to keep the skill as an objective until mastery is confirmed.
assessment.
5. Integrating Assessment into Daily Activities and Assignments: The skills Some students demonstrate skills in testing situations but do not apply the
included in the READINESS section are curriculum based. Teachers who word with skills while performing school tasks. If you know that a student has mastered
students on a regular basis can determine which skills the students have mastered a skill but is not applying it, you can choose to withhold credit until the skills is
by their responses and performances in the classroom. In their book, Systematic evident in the school situation.
Instruction, Popham and Baker point out that the teacher can confirm mastery of
a student´s skills by integrating assessment into daily activities and assignments as
follows: KINDERGARTEN AND FIRST-GRADE SCREENING: The READINESS section is too
a. Examining samples of the student´s work that have been done extensive to be used in its entirety for screening purposes. Use local readiness criteria
*as part of a routine daily assignment, or to select the assessments most appropriate for kindergarten and first-grade screening,
* through a special assignment designed to show the specific skill being or use the kindergarten and First- Grade Screening Forms.
assessed
b. observing the student´s performance of skills in the classroom EXPRESSIVE AND RECEPTIVE LANGUAGE: The terms expressive and receptive are
* during regularly scheduled activities, or frequently used in the literature of language development. These terms have been
* during a special activity designed to demonstrate the specific skill being used in several of the language related Assessments in the Assessment of Basic Skills to
Assessed. suggest acceptable modes of student response.
GROSSS-MOTOR ASSESSMENTS. The gross-motor assessments (A-7 through A-10) are The term expressive has been used in the Assessment of Basic Skills to show responses
include for those professionals who require a comprehensive evaluation of the student that are limited to verbal expression, responses that require words to be spoken or
´s motor skills. The gross-motor items listed on the Kindergarten Screening Form can written with understanding. For example, the student must demonstrate
be used for a quick sampling of the student´s motor skills. comprehension verbally by saying the name of an object, telling a story about a
picture, or writing sentences from a group of words.
RECOMMENDATIONS FOR OBTAINING THE MOST VALID ASSESSMENTS:
The term receptive indicates that the student may show understanding of a language-
1. Confirm Results of Questionable Validity: If the results obtained by using one related concept without speaking or writing. The student is allowed to demonstrate
method are questionable, a second assessment method should be used to comprehension by marking assessment responses in nonverbal modes such a touching
confirm the validity of the results. the body part name by the examiner, pointing to a color, drawing (a picture),
gesturing to show position or word meaning, or circling a printed symbol.
2. Assess by Using the Method and Setting Found to Be the Most Relaxing and
Comfortable for the Student: Some students become tense in individual REFERENCE:
testing situations and should be tested in groups whenever possible. On the Popham, W., and E. Baker. Systematic Instruction. Englewood Cliffg, N.J.: Prentice-Hall,
hand, some students are reluctant to perform in group situations and should Inc., 1970.
be assessed individually.
To obtain the most valid results, assess by using the method in which the
student can perform at his or her best.
IDENTIFIES BODY PARTS

SKILL: Identifies body parts by pointing or touching.
STUDENT RECORD BOOK: Page 2 DIRECTIONS: (This assessment is made by asking the student to point to or touch each
body part as it named in Spanish or in English)
ASSESSMENT METGOD: Individual response by pointing
MATERIAL: None Say: Enséñame (body part)
DISCONYINUE: Your discretion, or after failure to point to three consecutive body Pause after each request. If necessary, give encouragement and praise correct
parts as listed in the sequence in the DIRECTIONS. responses. Give credit if the student makes an error but corrects it. A Spanish word
may have a word substitute beside it. Use the word that you feel he student is most
TIME: Your discretion, or approximately five seconds per response. likely to understand. If the student does not understand the Spanish word, you may
ACCURACY: Give credit for each body part correctly identified. wish to use the English word.
(See NOTE 1.)
NOTES:
1. Administering the Assessment in Spanish or in English: Extensive field-testing Request body parts in the following order
indicates that some Spanish-speaking students do not know the names of many
body parts in their native language. However, they may know the names of the 1. la boca (mouth) 16. el cuello (neck)
body parts in English. As the skill being assessed is the ability to identify body 2. los ojos (eyes) 17. el estómago (stomach)
parts by pointing or touching and not by naming, the assessment items can be 3. la naríz (nose) 18. el pecho (chest)
administered in Spanish or in English, 4. los pies (feet) 19. la espalda (back)
2. Possible Observations: As the student responds to the items, you can observe 5. el cabello /el pelo (hair) 20. las rodillas (kenees)
for the following. 6. la lengua (tongue) 21. la barbilla/el menton (chin)
a. Difficulty in Attending to Verbal Request: Is the student attending 7. los dientes (teeth) 22. las uñas (fingernails)
consistently to requests, or is he or she experiencing difficulty because of a 8. las manos (hands) 23. los talones (heles)
factor such as a short attention span? 9. los oidos/las orejas (ears) 24. los codos (elbows)
b. General Awareness of Body Parts: Is the student responding automatically 10. la cabeza (head) 25. los hombros (shoulders)
or hesitantly? 11. las piernas (legs) 26. los tobillos (ankles)
3. Alternate Assessment of Expressive Skill: The “Identifies Body Parts” 12. los brazos (arms) 27. la mandíbula/la quijada (jaw)
assessment is made by asking the student to point to it. 13. los dedos (fingers) 28. las caderas (hips)
4. Supplementary Assessments: You can also assess the students awareness of the 14. los pulgares/los dedos gordos 29. las muñecas (wrists)
following: (tumbs) 30. la cintura (waist)
a. functions of body parts 15. los dedos de los pies (toes)
b. positions of specific body parts as the whole body assumes different positions
c. range of movements possible for different body parts
d. body parts touched when eyes are closed 5. References: The following references were used to sequence skills of identifying
e. body parts of a doll, a person in a photograph, or another person body parts. (See BIBLIOGRAPHY, page 195)
f. right and left sides of the body such as the right hand or the left knee Barnard and Erickson, p 86 Gesell et, al. p 155
Bayley, p7. Learning to talk, p.18
Bleck, p. 86 Slosson, pp. 3-5
Bryant, p. 137. Terman and Merrill, pp. 68-70
Frankenburg and Dobbs, p.57 Thorpe, p.2
(A-1)
OBJECTIVE: By _____________________, when requested to do so,
___________will point to or touch _______ of the thirty body parts
as listed in the DIRECTIONS.
PERSONAL DATA RESPONSE
SKILL: Gives personal data orally DIRECTIONS: (This assessment is made by asking the student the questions
1. First name 5. Names of siblings 9. Telephone number below and pausing after each question for the student´s response. Directions
2. Full name 6. Name of town or city 10. Parents´names in English are given when using the assessment as an indicator of dominant
3. Age 7.street address 11. Complete address language. See NOTE 1)
4. Sex 8. Birthday
If necessary, give encouragement.
STUDENTS RECORD BOOK: Page 2 SKILL 1: Firs name
Say: a. ¿Cómo te llamas? or ¿Cuál es tu nombre?
ASSESSMENT METHOD: Individual oral response b. What is your name?
MATERIAL: Nome If the student gives his or her nickname,
DISCONTINUE: Your discretion, or after failing two consecutive skills. Say: a. Ese es tu apodo (mote). ¿Puedes decirme tu nombre verdadero?
b. That is your nickname. Can you tell me your real name?
TIME: Your discretion, However, responses should be automatic and suggest confidence
It is recommended that you do not give credit for a nickname. If the
ACCURACY: see notes accompanying each question in the DIRECTIONS. The accuracy of student gives his or her full name, give credit for SKILL 2 and go to SKILLS 3.
data should be checked with reliable sources such as parents or school records.
SKILL 2: Full name
NOTES: Say: a. ¿Cuál es tu nombre completo?
1. Using the Assessment as an indicator of Dominant Language: While this b. What is your full name?
assessment is primarily used to determine the student´s ability to give
personal data orally in Spanish, it can also be used as one of the indicators of If the student´s answer is yes
dominant language. For this purpose, the assessment should be given in both
languages. Student responses are acceptable in both Spanish and English or in Say: a. ¿Tienes un segundo nombre?
a combination of both languages. b. Do you have a middle name
2. Possible Observations: As the student responds to the questions, you can
observe for the following: If the student´s answer is yes
a. Articulation Problems: Are any speech sounds being omitted, substituted,
or distorted? (See assessment for articulation of sound in SPEECH, section Say: a. Dime tu segundo nombre
B.) b. Tell me your middle name
b. Type of Response: Do the student’s responses suggest that he or she
comprehends the meaning and significance of the data, or do they reflect SKILL 3: Age
rote memory only? Say: a. ¿Cuántos años tienes? or ¿Cuántos años has cumplido?
3. Supplemental Assessment: You may wish to ask for additional personal data b. How old are you?
such as the name of the student´s school
4. References: The following references were used to sequences skills of SKILL 4: Sex
responding with personal data. (see BIBLIOGRAPHY, page 195) Say: a. ¿Eres (tu) niño o niña?
Ames, pp 83-87 Gesell, et.al,. pp. 42-44 b. Are you a boy or a girl?
Barbard and Erickson, pp. 86-87 Knobloch and Pasamanick, p.106
Berry, pp. 211, 225 Learning to talk, p.20 With only two choices, the chance of the student´s making a correct guess is
Bleck, p. 85 Lowery, p. 139
Bryant, p. 138 Thorpe, p.2 fifty percent. Thus you may wish to ask the student the same questions several
Frankenburg and Dobbs, p. 57 time spans of two weeks or more. In group settings, a recommended method
of assessment is to ask all girls to hold up their hands. Such a procedure can be
followed once a day for a few weeks.
PERSONAL DATA RESPONSE (continued)
SKILL 5: Names of siblings SKILL 10: Parents´ names)
Say: a. ¿Tienes (tú) hermanos o hermanas? This can be a sensitive question for students from unusual family situation.
b. Do you have any brothers or sisters? Exercise care.
If the student´s answer is yes.

Say: a. ¿Cómo se llaman tus padres (papas)? Or
Say: a. ¿Cuáles son sus nombres? Or ¿Cómo se llaman ellos (as)? ¿Cómo se llaman tu papá y tu mamá?
b. What are the names? b. What are the names of your parents? Or
What are the names of your mother and father?
SKILL 6: Name of town or city
SKILL 11: Complete address. (optional)
Say: a. ¿En qué pueblo o ciudad vives (tú)?
b. In what town (or city) do you live? Say: a. ¿Cuál es tu dirección? ¿Sabes (tu) el número de la zona postal
(or del código postal)?
SKILL 7: Street address d. What is your address? Do you know your ZIP Code?
Say: a. ¿Cuál es tu dirección or ¿Dónde vives (tú)? Because the address requested is the mailing address, the ZIP Code is
b. What is your address? Or Where do you live? required for credit.
The student may be live on a street or road with no name or house number. If this is
the case, a rural route, a box number, or a description of the location is acceptable.
SKILL 8: Birthday
Say: a. ¿Cuándo es tu cumpleaños?

b. When is your birthday?
Give credit for month and day. The year of birth is usually not known or taught at this
grade level. (A-2)
OBJECTIVE: By _____________________, when requested to do give
SKILL 9: Telephone number. (optional) personal data orally, ____________will correctly give in Spanish and/or
English: (list as appropriate)
Say: a. ¿Cuál es tu número de teléfono?? 1. First name 7. Street address
b. What is your telephone number? 2. Full name 8. birthday
3. Age 9. Telephone number
4. Sex 10. Parents names
The area code is not required for credit, if there is reason to believe the student is
5. Names of siblings 11. Complete address
from a home with no telephone, the question should be prefaced with, “¿Tienes
6. Name of town or city
teléfono en tu casa?” (“Do you have a telephone in your house?”)
If the student comes from a home without a phone, you may want to ask, “¿Tienes
algún pariente o amigo que pueda tomar un mensaje si alguien te llama por
teléfono?” (“Do you have a relative or friend who can take messages for you?”) if the
answer is yes, “¿Cuál es su número de teléfono?” (“What is the telephone number?”)
This would determine whether or not the student knows how to get in contact with
someone in case of an emergency.
RECOGNIZES COLORS
SKILL: Identifies and names the colors of objects.
1. rojo (red) 7. Café* (brown) DIRECTIONS: (This assessment is made by pointing to each block on S-6 and S-7
2. azul (blue) 8. Negro (black) and asking the student to name the color.)
3. verde (green) 9. Rosado (pink)
4. Amarillo (yellow) 10. Gris (gray) Point to the red block on S-6 and
5. Anaranjado (orange) 11. Blanco (white)
6. Morado *(purple) Say: a. ¿De qué color es este bloque?
b. What color is this block?
* See NOTE 6 on page 7
Continue the procedure for the other blocks on S-6
STUDENT RECORD SHEET: Page 2
Reassess the student´s knowledge of a color if his or her response for a
ASSESSMENT METHOD: Individual oral response particular color is incorrect, hesitant, or uncertain. Point to a ball of the same
color and
MATERIALS: Your discretion, or after two consecutive error
Say: a. ¿De qué color es esta pelota?
DISCONTINUED: Your discretion, or after two consecutive errors. b. What color is the ball?
TIME: Your discretion, or five seconds per color

b. Receptive Skill: If the student cannot name the colors, you may
ACCURACY: Give credit for each correct response wish to ask him or her to point to each color as you name it (receptive
skill).
NOTES:
1. Administering the Assessment in Spanish or in English: Some Spanish- 4. Supplemental Assessment: You may wish to determine if the student
speaking student may not know the color names in their native language. can associate colors with various objects or situations. This can be
However, they may know the color names in English as this concept is accomplished by asking questions such as the following:
usually taught as the child enters school. As the skill being assessed is the  ¿De qué color es un plátano?
ability recognizes colors, the assessment items can be administered in (What color is a banana?
Spanish or in English.  ¿Puedes tú nombrar algo que es verde?
2. Possible Observation: As the student responds to the items, you may wish (Can you name something that is Green?)
to observe for the following:  ¿Qué es lo que hacemos cuando la luz del tráfico (el semáforo) esta
a. Articulation Problems: Are any speech sounds being omitted (nego for rojo?
negro or ellow for yellow), substituted (wed for red), or distorted? (See (What do we do when the traffic light is red?)
assessment for articulation of sounds in SPEECH section B.)
b. Interest Level: Does the student appear to be interested in the colors 5. Sequencing of Colors: The colors are presented in the order in which
or in the objects presented? they are usually taught.
3. Alternate Assessment: (NOTES: continued on page 7)

a. Matching Skill: If the student cannot name the color, you may wish to ask
him or her to match the colors. This can be accomplished by pointing to
each and asking the student to find the ball of the same color.
RECOGNIZES COLORS (continued)
SKILL: Identifies and names the colors of objects.
7. rojo (red) 7. café* (brown) DIRECTIONS: (This assessment is made by pointing to each block on S-6 and S-7 and
8. azul (blue) 8. negro (black) asking the student to name the color.
9. verde (green) 9. rosado (pink)
10. amarillo (yellow) 10. gris (gray) Point to the red block on S-7 and
11. anaranjado (orange) 11. blanco (white)
12. morado *(purple) Say: a. ¿De qué color es este bloque?
8. What color is this block?
* See NOTE 6 below
Continue the procedure for the other blocks on S-7
STUDENT RECORD SHEET: Page 2
Reassess the student´s knowledge of a color if his or her response for a particular
ASSESSMENT METHOD: Individual oral response color is incorrect, hesitant, or uncertain. Point to a ball of the same color and
MATERIALS: S-7. Crayons and blocks can be used if their colors are distinct Say: a. ¿De qué color es esta pelota?
and true b. What color is the ball?
DISCONTINUE: Your discretion, or after two consecutive errors.
TIME: Your discretion, or five seconds per color
ACCURACY: Give credit for each correct response
NOTES: (continued)
6. Alternate Color Names. Alternate Spanish names for the colors
morado (purple) and café (brown) should be accepted when
correct. The following is a list of possible answers:
a. morado: púrpura, violeta
b. café: marrón, Moreno, Carmelita
If the assessment is also given in English, alternate English color n

names, such as violet for purple, should be accepted when correct. (A-3)
OBJECTIVE: By _____________________, when shown samples of eleven
7. English Age Equivalents and Grade-Level Notations: The skill of colors, ___________will correctly name______________ of the colors in
recognizing colors by name is designated as a kindergarten skill in Spanish and/or ______________ of the colors in English.
this instrument. However, the BRIGANCER Inventory of Early
Development indicates that the skill is an age-four skill. The
explanation for the grade-level notation is that the Inventory of
Early Development is referenced to child growth and developmental
normative data. The BRIGANCER Assessment of Basic Skills-Spanish
Edition is referenced to common curriculum practice and the skill of
naming colors is introduced in the kindergarten curriculum.
4.más /menos
3.algo /nada
2.corto/largo
1.pequeño (chiquito)/grande
UNDERSTANDS QUANTITATIVE CONCEPTS
SKILL: Demonstrates understanding of quantitative concepts

DIRECTIONS: (This assessment is made by pointing to the pictures on S-8
STUDENT RECOERD BOOK: Page 3 and S-9 and asking the student to demonstrate his or her understating of
quantitative concepts by responding correctly to requests.)
ASSESSMENT METHOD: Individual response by pointing (receptive) and by
speaking (expressive). The requests for assessing each concept on S-8 are listed in the STUDENT
PAGE FORMAT, SKILL ANLYSIS, AND DIRECTIONS at the bottom of this
MATERIAL: S-8 page.
DISCONTINUE: Your discretion, or after failure on two consecutive quantitative Each picture on S-8 shows two contrasting quantitative concepts. The
concepts. first concept is assessed by asking the student to respond receptively by
pointing. The contrasting concept is assessed by asking the student to
TIME: Your discretion respond expressively, by speaking.
ACCURACY: Give credit for each correct response whether receptive, expressive, If the student´s receptive response is correct, do not assess the
or both. (See DIRECTIONS at the right for further explanation). expressive skill. When only the receptive response is correct, give credit
in the Student Record Book for only that concept. When both receptive
NOTE: and expressive responses are correct, give credit for each contrasting
Receptive and Expressive Responses: To guide the student´s response, the first concept.
concept for each pair of quantitative concepts is assessed by asking the student to
point (receptive) to the object with that quantitative concept. The contrasting Give credit when expressive responses are synonyms for concept.
concept cannot be assessed in the same mode because there is no alternative
choice after the question is answered. The contrasting concept must be assessed
expressively by pointing to the object and asking the student to tell its
quantitative concept.
STUDENT PAGE FORMAT, SKILL ANALYSIS, AND DIRECTIONS FOR S-8
1.Concepts: pequeño 2. Concepts: corto/largo 3.Concepts: algo/nada 4.Concepts: más /menos
(chiquito) /grande Point to picture 2 and Point to picture 3 and Point to picture 4 and
Point to picture 1 and Say: Enséñame el globo que Say: Esnséñame la mano del
Say: Enséñame el pájaro que tiene una cuerda corta niño que tiene algo Say: Enséñame el plato que
es pequeño (chiquito) If the student responds tiene menos naranjas que el otro
If the student responds Correctly, point to the ballon If the student responds
Correctly, point to the Little bird With the short string and Correctly, point ti the hand with If the student responds
And Say: Este globo tiene una Something in it and Correctly, poit to the bowl with
Say: Este pájaro es pequeño cuerda corta Fewer oranges and
Point to the big bird and Say: Esta mano tiene algo
Say: Este pájaro es (pause for Point to the ballon with the Point to the hand with nothing Say: Este plot tiene menos
The student´s response) Long string and In it and narajnas que el otro
Say: Este globo tiene una Say: Esta mano del niño no Point to the plate with more
Note: Presto Ricans may use the Word cuerda que es (pause for tiene (pause for the Oranges and
pinchon instead of pájaro. The student´s response). Student´s response). Say: Este plato tiene (pause for the
Note: Puerto Ricans may use the word student´s response)
bomba instead of globo Note: Puerto Ricans may use the
word china instead of naranja
9. liviano (ligero)/pesado
6. estrecho (angosto)/ancho
5. flaco (Delgado) /gordo
7. pocos /muchos
UNDERSTANDS QUANTITATIVE CONCEPTS (continued)
SKILL: Demonstrates understanding of quantitative concepts DIRECTIONS: (This assessment is made by pointing to the pictures on S-8 and S-9
and asking the student to demonstrate his or her understanding of quantitative
STUDENTS RECORD BOOK: Page 3 concepts by responding correctly to request)
ASSESSMENT METHOD: Individual response by pointing (receptive) and The requests for assessing each concept on S-9 are listed in the STUDENT PAGE
speaking (expressive) FORMAT, SKILL ANALYSIS, AND DIRECTIONS at the bottom of this page.
MATERIAL: S-9 Each picture on S-9 shows two contrasting quantitative concepts. The first
concept is assessed by asking the student to respond receptively, by pointing.
DISCONTINUE: Your discretion, or after failure two consecutive contrasting The contrasting concept is assessed by asking the student to respond
concepts. expressively, by speaking.
TIME: Your discretion If the student´s receptive response is correct, do not assess the expressive skill.
When only the receptive response is correct, give credit in the Student Record
ACCURACY: Give credit for each correct response whether receptive, Book for only that concept. When both receptive and expressive responses are
expressive, or both. (see DIRECTIONS at the right for further explanation) correct, give credit for each contrasting concept.
(A-4) Give credit when expressive responses are synonyms for concept.
OBJECTIVE: By _____________________, when shown eight pictures that
depict contrasting quantitative concepts, ___________will demonstrate
understanding of the concepts by responding correctly to request for
assessing each of the concepts as identified in the skill analysis section for S- (See NOTE, page 8)
8 and S-9.

5.Concepts: flaco (Delgado)/gordo 6.Concepts: pocos/muchos 7. Concepts: estrecho (angosto) / ancho 8.Concepts: liviano (ligero) /pesado
Point to picture 5 and Point ti picture 6 and Point to picture 8 and
Say: Enséñame el arbol que tiene pocas Point to picture 7 and Say: Enséñame el niño que lleva una bolsa
Say: Enséñame la niña que está gorda hojas Say: Enséñame la cinta que es estrecha liviana (ligera)
If the student responds If the student responds correctly, (angosta)
Correctly, point to the fat child point to the tree with few leaves and If the student responds correctly, point to If the student responds correctly, point to
And the narrow ribbon and the chils carrying the light bag and
Say: Este árbol tiene pocas hojas
Say: esta niña está gorda Say: Esta cinta es estrecha (angosta) Say: Este niño lleva una bolsa liviana
Point to the thin child and Point to the tree with many leaves and (ligera)
Point to the wide ribbon and
Say: Esta niña está (pause for Say: este árbol tiene (pause for the student Say: Esta cinta es (pause for the student´s Point to the child carrying the heavy bag
the student´s response). ´s response) response) and
Note: Puerto Ricans may use the word palo Say: Esta niña lleva una bolsa que es (pause
instead of árbol for the student´s response).
3.saliendo / entrando
4.encima (arriba) de /debajo (abajo) de
2.afuera de /adentro de 1.subir / bajar
UNDERSTANDS DIRECTIONAL AND POSITIONAL CONCEPTS
Skill: Demonstrate understanding of directional and positional concepts

DIRECTIONS: (The assessment is made by pointing to the pictures on s-10
STUDENT RECORD BOOK: Page 3 through S-13 and asking the student to demonstrate his or her
understanding of directional and positional concepts by responding correctly)
ASSESSMENT METHOD: Individual response by pointing (receptive) and
speaking (expressive) The requests for assessing each concept on S-10 are listed in the STUDENT
PAGE FORMAT, SKILL ANALYSIS, AND DIRECTIONS at the bottom of the
MATERIAL: S-10 page.
DISCONTINUE: Your discretion, or after failure on two consecutive contrasting Each picture on S-10 shows two or three contrasting directional or positional
concepts concepts. The first concept is assessed by asking the student to respond
TIME: Your discretion receptively, by pointing. The contrasting concept is assessed by asking the
student to respond expressively, by speaking.
ACCURACY: Give credit for each correct response whether receptive,
expressive, or both. (See DIRECTIONS at the right for further explanation) If the student´s receptive response is incorrect, do not assess the expressive
skill. When only the receptive response is correct, give credit in the Student
NOTE: Record Book for only that concept. When both receptive and expressive
Receptive and Expressive Responses. To guide the student´s response, the first responses are correct, give credit for each contrasting concept.
concept for each pair of directional and positional concepts is assessed by
asking the student to point (receptive) to the object in that direction or Give credit when expressive response are synonyms for concept
position. The contrasting concept cannot be assessed in the same mode
because there is no alternate choice after the first question is a answered. The
contrasting concept must be assessed expressively by pointing to the object
and asking the student to tell its direction or position.
1.Concepts: subir/bajar 2.Concepts: afuera de / dentro de 3.Concepts: saliendo/entrando 5.Concepts: encima (arriba) de/debajo
Point to picture 1 and Point to picture 2 and Point to picture 3 and (abajo) de
Say: Enséñame la persona que está Say: Enséñame los lápices que están Say: Enséñame la gente que está
subiendo las escaleras afuera de la taza saliendo del cine Point to picture 4 and
If the student responds correctly, point to Say: Enséñame el pez que está por
If the student responds the pencils that are out of the cup and If the student responds correctly, point encima (arriba) del barco
Correctly, point to the person to the people coming from the movie
Going up the stairs and Say: Estos lápices están afuera de la taza and If the student responds correctly, point
Say: Esta persona está subiendo las Say: Esta gente está saliendo del cine to the firsh over the boat and
escaleras. Point to the pencils in the cup and
Point to the people going into the Say: Este pez está por encima (arriba)
Point to the person going down the Say: Estos lápices están (pause for the movie and del barco
star and student´s response) Say: Esta genet está (pause for the
Say: Esta persona está (pause for the student´s response) Point to the firs under the boat and
student´s response). Say: este pez está (pause for the
student´s response)
8.derecho/izquierdo 7.adelante/atrás
6.ir (seguir) /parar 5.cerrado / abierto
UNDERSTANDS DIRECTIONAL AND POSITIONAL CONCEPTS
SKILL: Demonstrates understanding of directional and positional concepts. DIRECTIONS: (This assessment is made by pointing to the pictures on
S-10 through S-13 and asking the student to demonstrate his or her
STUDENT RECORD BOOK: Page 3 understanding of directional and positional concepts by responding
correctly)
ASSESSMENT METHOD: Individual response by pointing (receptive) and by
speaking (expressive). The requests for assessing each concept on S-11 are listed in the
STUDENT PAGE FORMAT, SKILL ANALYSIS AND DIRECTIONS at the
MATERIAL: S-11 bottom of this page.
DISCONTINUE: Your discretion, or after failure on two consecutive Each picture on S-11 shows two or three contrasting directional or
contrasting concepts. positional concepts. The first concept is assessed by asking the
student to respond receptively, by pointing. The contrasting concept
TIME: Your discretion is a assessed by asking the student to respond expressively, by
speaking.
ACCURACY: Give credit for each correct response whether receptive,
expressive, or both. (See DIRECTIONS at the right for further explanation) If the student´s receptive response is correct, do not assess the
expressive skill. When only the receptive response is correct, give
(See NOTE, page 10) credit in the Student Record Book for only that concept. When both
receptive and expressive responses are correct, give credit for each
contrasting concept.
Give credit when expressive responses are synonyms for concept.
STUDENT PAGE FORMAT, SKILL ANALYSIS, AND CIRECTIONS FOR S-11

5. Concepts: cerrado/abierto 6. Concepts: ir (seguir) / parar 7.Concepts: adelante / atrás 8.Concepts: derecho/izquierdo
Point to picture 5 and Point to picture 6 and Point to picture 7 and Point to picture 8 and
Say: Enséñame la ventana que Say: Enseñame la persona que Say: Enséñame el niño que está Say: Enséñame el niño que tiene
está cerrada puede ir (seguir) Adelante levantada la mano derecho
If the student responds If the student responds correctly, If the student responda correctly, If the student responds correctly,
correctly, point to the cklosed point to the person who can go and point to the child at the front and point to the child with the right
window and Say: esta persona puede ir (seguir) Say: Esta niña está adelante hand up and
Say: Esta ventana está cerdada Say: Esta niña tiene levantada la
Point to the person who must stop Point to the child at the back and mano derecha
Point to the open window and and Say: Este niño está (pause for the Point to the child with the left hand
Say: Esta ventana está (pause for Say: Esta persona tiene que (pause student´s response) up and
the student´s response) for the student´s response). Say: Este niño tiene levantada
(pause for the student´s response)
UNDERSTANDS DIRECTIONAL AND POSITIONAL CONCEPTS (continued)

SKILL: Demonstrate understanding of the directional positional concepts. DIRECTIONS: (This assessment is made by pointing to the pictures on S-
10 through S-13 and asking the student to demonstrate his or her
STUDENT RECORD BOOK: Page 3 understanding of directional and positional concepts by responding
correctly.)
ASSESSMENT METHOD: Individual response by pointing (receptive) and by speaking
(expressive) The requests for assessing each concept on S-12 are listed in the
STUDENT PAGE FORMAT, SKILL ANALYSIS, AND DIRECTIONS at the
MATERIAL: S-12 bottom of this page.
DISCONTINUE: Your discretion, or after failure on Two consecutive contrasting Each picture on S-12 shows two contrasting directional or positional
concepts. concepts. The first concept is a assessed by asking the student to respond
receptively, by pointing. The contrasting concept is a assessed by asking
TIME: Your discretion the student to respond expressively, by speaking.
ACCURACY: Give credit for each correct response whether receptive, expressive, or If the student´s receptive response is correct, do not assess the
both. (See DIRECTIONS as the right for further explanation) expressive skill. When only the receptive response is correct, give credit
in the Student Record Book for only that concept. When both receptive
and expressive responses are correct, give credit for each contrasting
(See NOTE, page 10.)
concept.
(A-5)
OBJECTIVE: By _____________________, when shown sixteen pictures that Give credit when expressive responses are synonyms for concept.
depict contrasting directional and positional concepts, _________________will
demonstrate understanding of the concepts by responding correctly to requests
for assessing each of the concepts as identifies in the skill analysis for S-10 though
S-13..
STDENT PAGE FORMAT; SKILL ANALYSIS, AND DIRECTIONS FOR S-12

9. Concepts: arriba /abajo 10. Concepts: derecho 11. Concepts. comienzo / fin 12. Concepts: lejos / cerca
Point to picture 9 and (recto) /torcido Point to picture 11 and Point to picture 12 and
Say: Enseñame la persona que está Point to picture 10 and Say: Enseñame el niño que está al Say: Enseñame la persona que está
arriba Say: Enseñame el palo que es derecho comienzo de la línea (fila) lejos
(recto) If the student responds correctly, point
If the student responds correctly, point If the student responds correctly, point to the child at the beginning of the line If the student responds correctly, point
to the person n the ladder and to the straight stick and and to the person who is far and
Say: esta persona está arriba Say: Este palo es derecho (recto) Say: Este niño está al comienzo de la Say: esta persona está lejos
línea (fila)
Point to the person on the ground and Point to the stick that is crooked and Point to the child at the end of the line Point to the person who is near and
Say: Esta persona está (pause for the Say: Este palo es (pause for the student and Say: Esta persona está (pause for the
student´s response) ´s response) Say: Esta niña esta (pause for the student´s response).
student´s response)
DRAWS A PERSON
SKILL: Draws a picture of a person that includes body parts DIRECTIONS: (This assessment is made by asking the student to draw a
picture of a person.)
1. head 4. Nose 7. trunk 10.neck
2. legs 5.mouth 8.hands 11.feet Give the student a primary pencil and a sheet of unlined paper and
3. eyes 6. Arms 9.ears
Say: Quiero que dibujes una persona en esta hoja de papel.
SUDENTS RECORD BOOK: Page 3 Dibuja una persona entera.
ASSESSMENT METHODS: Individual or group written response If the student asks about the sex or the age of the person to be drawn
MATERIALS: A primary pencil (or a pencil that the student is accustomed to using) and a Say: Puede ser un hombre, una mujer, un chico o una chica.
sheet of unlined paper.
If necessary, give encouragement. Do not demonstrate or coach by
DISCONTINUE: Your discretion, or when the student has drawn as many body parts as he or drawing an example.
she is aware of and can draw.
3. Purpose: This assessment is frequently include in a test battery
TIME: Your discretion, or as much time as the student can use profitably for drawing, (formal or informal) as it is easy to administer, generally
studying, and evaluating the picture. nonthreatening, and appealing to most students. Extensive
reliability and correlation studies of the original Goodenough Draw
ACCURACY: Give credit for each body part listed above that is identifiable in the picture. You a Man test, as well as more recent studies, have helped this
may wish to note in the Student Record Book any other body parts that the student includes assessment gain recognition as a valuable measure of intellectual
in the picture. maturity and a indication of development in the areas of body
concept and fine-motor skills.
NOTES:
1. Possible Observations: As the student draws the picture, you can observe for the It is the author´s recommendation that this assessment not be
following. considered or used as a personality or projective assessment unless
a. Handedness: Is the student consistently using the same hand for drawing, or is he the person performing the assessment is qualified in projective
or she changing the pencil from one hand to the other? techniques
(A-6) and in comparing the results with other personality or
b. Pencil Grasp: is the student holding the pencil correctly in a loose, three-finger projective
OBJECTIVE:findings.
By _____________________, when given a primary
grasp near the tip of the pencil, or is he or she holding it incorrectly in a tight first? pencil and a sheet of unlined paper and when asked to draw a
c. Pride and care in Work. Is the student drawing the picture with confidence and picture of a person, ______________ will draw a picture with
pride? Is he or she concentrating on details? Does the student appear to be a identifiable body parts. The following body parts will be
perfectionist? included:
2. Supplemental Assessment: After the student has completed the picture, you case ask or
encourage the student to talk about the picture in order to help assess verbal skills. This 1. head 4. nose 7.trunk 10.neck
can be accomplished by asking questions or marking request such as the following. 2. legs 5 .mouth 8. hands 11.feet
a. ¿Quién es la persona en este cuadro? 3. eyes 6. arms 9.ears.
b. ¿Esta él o ella contento(a) o triste? ¿Por qué?
c. Dime un cuento acerca de esta persona
STANDING GROSS-MOTOR SKILLS
SKILL: Stands in different positions for different time periods SKILL 4-6: Stands on other foot for one second, five seconds, ten seconds.
STUDENT RECORD BOOK: Page 4 Say: Ahora párate en el otro pie por todo el tiempo que puedas
Criteria: Use the Criteria as for SKILL 1-3 Give credit for SKILL 4-6
ASSESSMENT METHODS: Individual or group performance according to performance.
MATERIAL: Timepiece SKILL 7: Stands on one foot for one second with eyes closed.
DISCONTINUE: Your discretion Say: Cierra los ojos y párate en un pie
TIME: See time period for each skill in DIRECTIONS Criteria: Observe if the student closes his or her eyes. Give credit if the
student is able to establish and maintain a steady standing position on
ACCURACY: Give credit for each skill. See Criteria listed for some skill in one foot whit eyes closed for one second.
DIRECTIONS.
SKILL 8: Stands on other foot for one second with eyes closed
See SKILL 4 for same directions and criteria
DIRECTIONS: (This assessment can be made by one or any combination of the SKILL 9: Stands heel-to-toe for five seconds.
following methods): Say: Pon un pie delante del otro así, (demostrate) y quédate así. Párate
a. Individual Assessment: Ask the student to perform as you give the directions sin moverte
listed below
b. Individual or Group Assessment: Involve the student or the group in a game Criteria: Give credit if the student i sable to maintain a steady standing
that will prompt performance of the skill. For example, serve as leader in a position for five second. If necessary, allow the student to try twice.
game of “Follow the Leader” or “Simon Says” and observe if the student can
perform the skill.
c. Observation: Observe the student during play period or game time
Individual Performance: If it appears that the student does not understand a (A-7)
request or the directions, demonstrate the skill. OBJECTIVE: By _____________________, when asked to do so and, if
necessary, given a demonstration, ___________ will:
SKILL 1-3: Stands on one foot for one second, five seconds, ten seconds
1-3 stand on one foot for: one, five, ten second
Say: Quiero ver si puedes pararte en diferentes maneras. Párate en un pie por 4-6 stand on other foot for: one, five, ten seconds
todo el tiempo que puedas (demonstrate if needed) 7,8. stand with eyes closed for one second: on one foot, on other foot.
9. stand heel-to-toe for five seconds
Criteria: begin timing when the student establishes a steady standing position on the
foot. Stop timing when the student can no longer maintain a steady standing position, or
after ten seconds. Give credit for SKILLS a-3 according to performance.
WALKING GROSS-MOTOR SKILLS
SKILL: Walks by using different walking steps DIRECTIONS: (This assessment can be made by one or any combination
of the following methods):
STUDENT RECORD BOOK: Page 4
a. Individual Assessment: Ask the student to perform as you give the
ASSESSMENT METHODS: Individual or group performance directions listed below.
MATERIAL: b. Individual or Group Assessment: Involve the student or the group in

1. A. flat, smooth walking surface for all skills
a game that will prompt performance of the skill. For example,
2. A line on the floor (painted or tape), which corresponds to the length and width
indicated in the diagram below, for SKILL 3, 4 , 6, 7 and 9. server as leader in a game of “Follow the Leader” or “Simon Says”
and observe if the student can perform the skill.
25 mm (1”)
-------------------------------------- 2 m (6´ 8”)------------------------------------
Individual Performance: If it appears the student does not
3. A circle (painted or taped), which corresponds to the diagram below, for SKILL understand a request or the directions, demonstrate the skill.
5.
25 mm (1”) SKILL 1: Walks tiptoe three steps
1m
Say: Anda de puntillas de esta manera (demonstrate)
(39”)
Criteria: If the 2 m line on the floor is available, ask the student to
walk the length of the line. Count the number of steps required for
this skill. If the student walks tiptoe the length of the line, give credit
DISCONTINUE: You discretion, or after failure on three consecutive skills
for SKILL 3.
TIME: Your discretion
SKILL 2: Walks forward heel and toe three steps.
ACCURACY: Give credit for each skill performance according to the Criteria listed
under each skill in the DIRECTIONS. Say: Camina sobre esta línea así como yo. Fijate bien, primero el talón
y luego la punta del pie (demostrate). Ahora haz lo mismo.
Criteria: Count the number of steps requiered for credit, if the

student walks heel and toe the length of the line, give credit for SKILL 6.
SKILL 3: Walks tiptoe a distance of 2 m (6´8” ) (See SKILL 1)

WALKING GROSS-MOTOR SKILLS (continued)
SKILL 4: Walks on straight line. (See diagram in MATERIAL, page 16) SKILL 8: Walks backward toe and heel three steps
Say: Camina sobre esta línea de esta manera (demonstrate) Say: Camina hacia atrás así como yo. Fíjate bien, primero la punta del
pie y luego el talón (demostrate) Ahora haz lo mismo
Criteria: Give credit if the student walks the length of the line without difficulty.
Criteria: Count the number of steps required for credit for this skill. Gice
SKILL 5: Walks a 25 mm (1”) circular kline. (See diagram in MATERIALS, page 16) credit for SKILL 9 if the student walks backward toe and heel the length
of the line.
Say: Camina sobre la línea de este círculo (demonstrate)
SKILL 9: Walks backward toe and heel a distance of 2 m (6´8”)
Criteria: Give credit if the student walks the circular line without loss of balance (See SKILL 8)
SKILL 6: Walks forward heel and toe a distance of 2 m (6´8”). (See SKILL 2, page 16). NOTE:
Possible Observations: As the student performs the skills in the
SKILL 7: Walks in scissor steps along a 25 mm (1”) line a distance of 2 m (6´8”) assessment, you can observe for the following.
Say: Camina a lo largo de esta línea cruzando un pie con el otro de esta manera a. Types of Clues or Directions to Which the Student Responds Best. Is
(demonstrate). the student following verbal directions, or is he or she relying on
your demonstrations of the skills?
b. Use of Eyes: Are the student´s eyes following the body parts when
appropriate?
c. Tension: Is the student relaxed, or is he or she too anxious to

concentrate and perform at his or best?
START
(A-8)
OBJECTIVE: By _____________________, when asked to do so and, if
necessary, given a demonstration, ___________ will:
1. walk tiptoe three steps
2. walk forward heel and toe three steps
3. walk forward a distance of 2 m (6´8”)
4. walk a straight line
5. walk a 25 mm (1”) circular line
6. walk forward heel and toe a distance of 2 m (6´8”)
7. walk in scissor steps along a 25 mm (1”) line a distance of 2m (6
´8”)
8. walk backward toe and heel three steps
9. walk backward toe and heel a distance of 2 m (6´8”)
SKIPPING AND RUNNING GROSS-MOTOR SKILLS
SKILL: Skips and runs with different movements and speeds Individual Performance: If it appears the student does not understand a
request or the directions, demonstrate the skill
SKILL: Skips on one foot
ASSESSMENT METHODS: Individual or group performance
Say: Salta de esta manera (demonstrate)
MATERIALS:
1. A flat, smooth surface for skipping and running Criteria: A skip combines a step and hop. If the student skips by
2. A measured distance of 45 m (150´) for SKILLS 3,4 and 5 alternating feet, give credit for SKILLS 2
3. A Timepiece for SKILL 3, 4 and 5
4. Three obstacles to run around SKILL 2: Skips by alternating feet
DISCONTINUE: Your discretion, or after failure on two consecutive skills Say: Salta con los dos pies de esta manera (demonstrate)
Criteria: Skipping on both feet should be a continuous flow, alternating
TIME: Your discretion for SKILLS 1 and 2. See time periods indicated for SKILL from one foot to the next (step-hopping with rhythmical alternation of
3, 4 and 5 the leading foot)
ACCURACY: Give credit for each skill performed according to the Criteria SKILL 3. Runs 45 m (150´) in fifteen seconds
listed for each skill in the DIRECTIONS Say: Corre de aquí hasta allí d esta manera (demonstrate)
Criteria: Determine if the amount of time meets the requirements for
NOTE: SKILL 3 or 4 or both
Possible Observations: As the student performs the skills in this assessment
you can observe for the following: SKILL 4: Runs 45 m (150´) in twelve second (See SKILL 3)
a. Types of Clues or Directions to Which the Responds Best: Is the student
following verbal directions, or is he or she relying on your demonstrations of SKILLS 5: Runs around obstacles a distance of 45 m (150´) in twelve
the skills? seconds
b. Use of Eyes: Are the student´s eyes following the body parts when appropriate?
c. Tension: is the student relaxed, or is he or she too anxious to concentrate and Place three objects, such as chairs or traffic cones, as shown in the
perform at his or her best? diagram below
Say: Corre por un lado y el otro de estos obstáculos y luego regrésate
corriendo de igual manera
DIRECTIONS: (This assessment can be made by one any of the following Criteria: Use a timepiece to measure the time the student takes to run
methods): the pattern.
(A-9)
a. Individual Assessment: Ask the student to perform as you give the directions Start/Finish
listed below. necessary, given a demonstration, ___________ will:
b. Individual or Group Assessment: Involve the student or the group in a game 1. Skip on one foot 3. Run 45 m (150´) in fifteen seconds
that will prompt performance of the skill. For example, serve as leader a 2. Skip by alternating feet 4. Run 45 m (150´) in twelve seconds
game of “Follow the Leader” or “Simon Say” and observe if the student can 5. run around three obstacles a distance of 45 m (150´)
perform the skill. In twelve seconds
MISCELLANEOUS GROSS-MOTOR SKILLS
SKILLS: Performs miscellaneous gross-motor skills DIRECTIONS: (This assessment can be made by one or any combination or the
1. Walks up and down stairs without holding rail following methods)
2. Catches bounced playground ball with both hands
3. Catches thrown playground ball with both hands a. Individual Assessment: Ask the student to perform as you give the
4. Hops on dominant foot a distance of 2 m (6´8”) directions listed below
5. Hops on other foot a distance of 2m (6´8”)
6. Takes two or more coordinated steps and kicks a playground ball b. Individual or Group Assessment: Involve the student or the group in a
7. Jumps rope five consecutive jumps game that will prompt performance of the skill. For example, say, “Let´s”
see who can perform the skill.
c. Observation: Observe the student during play period or game time.
ASSESSMENT METHODS: Individual or group performance
Individual Performance: If it appears the student does not understand a
MATERIALS: request or the directions, demonstrate the skill
1. Play area SKILL 2 through 7
2. Stairs for SKILL 1 SKILL 1: Walks up and down stairs without holding the rail.
3. Nine-inch playground ball for SKILL 2, 3 and 6
4. Jump rope least 3 m (10´) long for SKILL 7 Say: Sube y baja las escaleras de esta manera (demonstrate)
DISCONTINUE: Your discretion or after failure on two consecutive skills If the student holds the rail
Say: ¿Puedes (tú) subir y bajar las escaleras sin agarrar la baranda de esta
ACCURACY: Give credit for each skill. See Criteria under some of the skills in the manera (demonstrate)?
DIRECTIONS
Criteria: The stairs should be ascended and descended with continuous
NOTE: alternation of feet and without any indication of fear.
Possible Observations: As the student performs the skill in this assessment, you
can observe for the following: NOTE: Students should be encouraged to use handrails (when available) as a
a. Types of Clues or Directions to Which the Student Responds Best: Is safety measure when walking up and down stairs.
the student following verbal directions, or is he or she relying on your
demonstrations of the skills?
b. Use of Eyes: Are the student´s eyes following the body parts when
appropriate?
c. Tension: Is the student relaxed, or is he or she too anxious to

concentrate and perform at his or her best?
MISCELLANEOUS GROSS-MOTOR SKILLS (continued)
SKILL 2: Catches bounced playground ball with both hands. SKILL 6: Takes two or more coordinated steps and kicks s playground ball.
With a nine-inch playground ball in your hands, stand a distance of 2 m (6´8”) away This skill requires the student to take two or more steps and without
from the student as illustrated below. stopping, kick a standing ball straight forward, The student must not stop
or change position. Place a playground ball a distance of three or four
Say: Te voy a rebotar la pelota. Quiero que la cojas con las dos manos. steps in front of the student and
If the student catches the ball with his or her arms or body. Say: Párate aquí. Ahora camina hacia la pelota y patéala (demonstrate if
the student is confused).
Say: Te voy a rebotar la pelota otra vez. Esta vez quiero que la cojas con las
manos, no con los brazos (cuerpo) (demonstrate) Criteria:
a. Student must walk and kick without stopping
b. Student should kick the ball with enough force to roll it forward at
least two body lengths.
SKILL 7: Jumps rope with five consecutive jumps
The student stands on one side of a rope held by two people and gets ready
to jump the rope when it is turned. The two rope turners should turn the
2m rope slowly so that it circles over the student´s head and touches the
(6´8”) playing surface near the student´s feet in a continuous turn. Count the
times the student is able to jump as the rope circles under his or her feet.
Allow the student to try twice.
SKILL 3: Catches thrown playground ball with both hands
Criteria: Give credit if the student jumps five or more consecutive jumps in
Follow SKILL 2 but throw the ball instead of bouncing it either of the two tries.
SKILL 4: Hops on one (dominant) foot a distance of 2 m (6´8”) (A-10)

Measure a distance of 2 m (6´8”). Draw or tape a line of that length on the playing necessary, given a demonstration, ___________ will:
surface. 1. Walk up and down stairs without holding rail
2. Catch a bounced playground ball with both hands
Say: Quiero que saltes en un pie a lo largo de esta línea de esta manera
3. Catch a thrown playground ball with both hands
(demonstrate)
4. Hop on one (dominant) foot a distance of 2 m (6´8”)
5. Hop on other foot a distance of 2 m (6´8”)
Criteria: If necessary, allow the student time to determine which foot he or she
prefers. Give credit if the student hops the required distance of 2 m (6´8”) on either 6. Take two or more coordinated steps and kick a
foot. playground ball
7. Jump rope five consecutive jumps
SKILL 5: Hops on the other foot a distance of 2 m (6´8”)
After the student has performed SKILL 4.

Say: Ahora quiero que saltes sobre el otro pie a lo largo de esta misma línea
(demonstrate).
SELF-HELP SKILLS
SKILL: Independently performs self-help skills SKILL 3. Totally cares for toileting needs, including washing and drying his
or her hands.
STUDENT RECORD BOOK: Page 5 CQ: ¿Puede _________ asearse solo (a)?
ASSESSMENT METHODS: Individual or group performance SKILL 4: Ties shoes

CQ: ¿Puede ___________ ponerse y abrocharse los zapatos como es
MATERIAL: None debido?
DISCONTINUE: Your discretion SKILL 5: Knows which shoe goes on which foot
CQ: ¿Puede ____________ ponerse los zapatos en el pie debido?
Criteria: The student does not necessarily need to be able to designate
ACCURACY: Give credit for each skill. Criteria under some of the skills in the right and left to receive credit for this skill.
DIRECTIONS
SKILL 6: Takes care of personal items
NOTE: CQ: ¿Cuelga _________ su ropa y guarda sus cosas donde pertenecen?
Criterion Questions (CQ): Interviewing the parents or other persons who know the
student well may be an effective means for getting information, and may be SKILL 7: Prepares for different activities minimal supervision
preferred to other assessment methods. The criteria questions, or CQs, will provide CQ: ¿Cuando se le dice a ____________ que ya no se va a hacer una
the substance of such an interview, though rewording should be used when helpful. actividad y que ya es tiempo de prepararse para hacer otra actividad, lo
hace sin tener que decírselo varias veces y sin supervisión alguna?
Examples:
a. The student should stop coloring, put away crayons, and go to the
Reading circle when told it is story time.
DIERCTIONS: (This assessment can be made by one or any combination of the
b. The student should put away school items and get personal items
following methods):
when told it is time to go home.
a. Interview: Ask parents or others who may be knowledgeable about the
c. The student should put away school items, wash hands, get his or
student’s self-help skills. See NOTE.
her snack, and go to the appropriate location when told it is snack
b. Individual Assessment: Ask the student to perform as you give directions
time.
(A-11)
c. Observation: Observe the student in an appropriate setting
Interview: If the assessment method is by interview, the criteria questions (CQs) OBJECTIVE: By _____________________, when asked to do so in the
after each skill can be used. These criteria questions will also provide you with appropriate situation, __________ will independently perform the
guidance and criteria for assessing the skill by other methods. following self-help skills:
1. Put on clothing
SKILL 1. Puts on clothing 2. Button clothing
CQ: ¿Se puede vestir _______________ solo (a)?¿Si está la ropa al revés, la puede 3. Totally care for his or her toileting needs, including washing and
voltear al lado derecho? drying his or her hands
4. Tie shoes
Criteria: The student should be able to perform this skill independently. The student is 5. Know which shoe goes on which foot
not required to button, zip, and tie all articles of clothing in order to receive credit. 6. Take care of personal items
7. Prepare for different activities with minimal supervision
SKILL 2. Buttons clothing
CQ: ¿Puede ________________ abrocharse la ropa?

VISUAL-MOTOR SKILLS
SKILL: Copies given forms DIRECTIONS: (This assessment is made by asking the student to use a
pencil to copy the forms on S-22 and S-23
Círculo Cruz Cajita triángulo Diamante Triángulo doble Give the student a pencil and unlined paper. Pint to the forms on S-22
STUDENT RECORD BOOK: Page 5 and
ASSESSMENT METHODS: Individual or group written response Say: Quiero que dibujes estas formas
MATERIALS: Copy of S-22, a primary pencil (or a pencil that the student is Point to each form, beginning with the circle, and
Say: Dibuja una forma como ésta
accustomed to using), and unlined paper.
If the student is reluctant, give encouragement. Allow adequate time
DISCONTINUE: Your discretion, or after two errors and, if necessary, permit a second try.
TIME: Tour discretion
ACCURACY: Give credit each form copied from the model that meet the NOTES:
SCORING CRITERIA below 1. Possible Observations: As the student copies the forms, you can
SCORING CRITERIA: In addition to your professional judgment, the criteria listed observe for the following.
below will guide you in scoring. The recommended practice is: if in doubt, don´t a. Handedness: Is the student consistently using the same hand for
give credit but identify the skill as an objective. drawing, or is he or she changing the pencil from one hand to the
1. Circle: The student must use a rotary movement. Complete closure is not other as the midline is crossed?
required, but the form must be approximately round. b. Pencil Grasp: Is the student holding the pencil correctly in a loose,
three-finger grasp near the tip of the pencil, or is he or she holding it
incorrectly in a tight fist?
2. Supplemental Assessment: The items on S-22 and S-23 can be used
to informally assess the student´s ability to recognize and name
Acceptable No Acceptable forms. This can be accomplished by asking questions such as the
following:
2. Plus Sign or Cross: The form should be drawn to resemble a + more than an a. ¿Puedes enseñarme un (una) (name of form)?
x. The angle should be no more than 105 degrees and no less than 75 b. ¿Cómo se llama ésta? (Point to the form)
degrees. 3. Copies from a Distance: This assessment measures the student´s skill
in copying from a short distance (near point). Some students ate able
to copy symbols form a short distance but have difficulty copying
them from a far distance such as the chalkboard.
Acceptable No Acceptable
If you wish to assess if the student can copy from a far distance, copy the
forms onto the chalkboard (or onto a chart) as in a typical classroom
3. Square: The corners must not be rounded or form ears. Lines must not be setting and ask the student to copy the forms. If the student cannot copy
curved. from a far distance, he or she should be referred for a visual-acuity check.
(NOTES: continued on page 23)
Acceptable No Acceptable
VISUAL-MOTOR SKILLS (continued)
SKILL: Copies given forms DIRECTIONS: (This assessment is made by asking the student to use a
pencil to copy the forms on S-22 ans S-23)
círculo Cruz Cajita triángulo Diamante Triángulo doble

Give the student a pencil and unlined paper. Point to the forms on S-23
STUDENT RECORD BOOK: Page 5 and
ASSESSMENT METHODS: Individual or group written response Say: Quiero que dibujes estas formas
MATERIALS: Copy of S-23, a primary pencil (or a pencil that the student is Point to each form, beginning with the circle, and
accustomed to using), and unlined paper. Say: Dibuja una forma como ésta.
DISCONTINUE: Your discretion, or after two errors If the student is reluctant, give encouragement. Allow adequate time
TIME: Tour discretion and. If necessary, permit a second try.
ACCURACY: Give credit each form copied from the model that meet the SCORING
CRITERIA below NOTES: (continued)
SCORING CRITERIA: In addition to your professional judgment, the criteria listed 4. Age Equivalents for Copying Forms: The development age
below will guide you in scoring. The recommended practice is: if in doubt, don´t give equivalents for copying the forms on S-23 and S-24 are:
credit but identify the skill as an objective. Design & Suggested Age Equivalent
7. Triangle: The corners must not be rounded or form ears. Lines must not be Circle 2 ½ to 3 ½ years Triangle 5 ½ to 6 ½ years
curved. Plus Sign 3 ½ to 4 ½ years Diamond 7 years
Square 4 ½ to 5 ½ years Double Triangle 8 years
5. Validation of Age Equivalents: The age equivalents listed in NOTE 4

were validated by analyzing normative data from the following
Acceptable No Acceptable references: (see BIBLIOGRAPHY, page 195)
Bleck, p.78 Lowery, pp 138-140
Frankenburg and Dobbs, p.56 Slosson, pp 3-4
8. Diamond: The conners must not be rounded or form ears. Lineas m,ust not be
Gesell et al., pp. 63,156 Terman and Merrill, pp 73,82,87
curved. The form should be drawn to resemble a diamond more than a kite.
Knoblock and Pasamanick, pp. 98-116
The degrees of opposite angles should be approximately equal.
6. Age Equivalents and Grade-Level Notations: Copying the circle, the

plus sign, and the square are designated as kindergarten skill in the
Student Record Book. These designations might appear to be
incompatible with the age equivalents listed in NOTE 4. However,
Acceptable No Acceptable the explanation is that if the child has not mastered the skills of
copying these forms prior to entering kindergarten, the development
9. Double triangle: The corners must not be rounded or form ears. Lines must not (A-12)
of these skills should be considered part of the kindergarten
be curved. The point of each angle of the inner triangle should fall on a side of OBJECTIVE: By _____________________, when shown a model of a
curriculum.
the outer triangle. given form and requested to do so, __________ will copy the form,
meeting the scoring criteria indicated on page 22 and 23. The following
forms will be copied.
1. Circle 3. Square 5. Diamond
Acceptable No Acceptable 2. Plus sign 4. Triangle 6 double triangle
SKILL 1: Cuts 13 cm (5”) circle within 6 mm (1/4”) in 35 seconds SKILL 4: Cuts out paper doll or pet
SKILL2: Cuts 13 cm (5”) curving line within 6 mm (1/4”) in 35 seconds

CUTS WITH SCISSORS
SKILL: Uses scissors to cut different patters and materials. DIRECTIONS: (This assessment can be made by one or any combination
of the following)
STUDENT RECORD BOOK: Page 6 a. Observation: Observe the student´s use of scissors for cutting
different patterns and materials during craft periods.
ASSESSMENT METHODS: Individual or goup performance b. Evaluation: Evaluate samples of items that the student has already
cut.
MATERIALS: c. Presentation: Give the student scissors and materials and ask the
1. Copy of S-24, preferably with patterns cut so that they can be presentd student to perform the skill
individually NOTE: If the student does not appear to understand a request,
2. Scissors appropriate to the student. Scissors should ne of the correct size, in demonstrate the skill.
good condiction, and for the preferred hand. Many left-handed students have
learned to use rigth-handed scissors and may actually have less dexteruty with (A-13)
left-handed scissors. OBJECTIVE: By _____________________, when given scissors and
3. Cardboard and cloth (required for SKILL 3 only) different patterns and materials to cut, __________ will:
1. cut out a 13 cm (5”) circle within 6 mm (1/4”) in 35 seconds.
DISCONTINUE: Your discretion, or after failure on two consecutiveskills. 2. cut out a 13 cm (5”) curving line within 6 mm (1/4”) in 35
seconds
TIME: Your discretion. Suggested times are listed for SKILLS 1 and 2. However, it is 3. cut cardboard and cloth
recommended that you do not apply these tiem limits too rigidly. 4. cut out a picture of a doll or a pet
ACCURACY: See Criteria under some of the skills in the DIRECTIONS.

SKILL1: Cuts 13 cm (5”) circle within 6 mm (1/4”) in 35 seconds Skills 3: Cuts cardboard and cloth
Give the student scissors and copy of the circle on S-24 and Give the student scissors and a piece cardboard as the side of a
cereal box and
Say: Corta este círculo. Corta sobre la línea quebrada. Trata de seguir la
línea (en el medio) Say: Corta este pedazo de cartón en dos piezas
Follow the same procedure with a piece of cloth
Criteria: Give credit if the student cut the circle within 35 seconds provoded
the cut does not go beyond the fines lines – 6 mm (1/4”) – on each side of SKILL 4: Cuts out a picture of a doll or a pet
the bold broken line.
Give the student scissors and copies of the picture on page S-24
SKILL 2: Cuts 13 cm (5”) curving line within 6 mm (1/4”) in 35 seconds and
Say: Corta uno de estos dibujos
Give the student scissors and a copy of the curving line on S-24 and
Say: Corta este pedazo de papel en dos piezas cortando sobre la línea Let the student choose which picture to cut
quebrada. Trata de seguir la línea (en el medio). Criteria: Use professional judgment in giving credit. The decision
Criteria: See SKILL 1 should be based on the following question: Has the student
mastered the skill, or is he or she in need of additional practice,
instruction, and development?
Example 6
L L O L
1 7
A L A A
2 8
P D D D
3 9
U U U V
4 10
Y X Y Y
5
VISUAL DISCRIMINATION OF FORMS AND UPPERCASE LETTERS
SKILL: Visually discriminates which one of four printed symbols is different DIRECTIONS: (This assessment is made by asking the student to identify
the symbol that is different in each box on S-25)
ASSESSMENT METHOD: Individual response by pointing Place your finger on the edge of the EXAMPLE as shown below and
MATERIALS: S-25
DISCONTINUE: Your discretion, or after two consecutive errors Say: Uno de los dibujos en esta casilla es diferente de los otros. Pon el
TIME: Your discretion, or ten seconds for each item dedo sobre el dibujo que es diferente.
NOTES:
1. Possible Observations: As the student responds to the items on S-25, you can
observe for the following. If the student does not appear to understand or does not respond
a. Comprehends the Meaning of “Diferente”: Is the student responding correctly, point to the cats and
incorrectly because he or she does not comprehend the meaning of
diferente? If you feel that the student is performing poorly because of a
Say: estos son gatos
language deficit, you can use the phrase lo que no es lo mismo or lo que no
Point to the bird and
es igual for the word diferente.
Say: Este es un pájaro. Es diferente.
b. Focusing Difficulties: Is the student experiencing difficulty in focusing on
Do not give any additional help. Contiue with the other items. Point to
one item because he or she is being distracted by other items on the page?
each box and
Is the student losing his her place on the page? (See NOTE 4.)
Say: Pon el dedo sobre la forma (la letra) que es diferente
c. Type of Response: Is the student responding by pointing only, or is he or
she also responding orally by naming the form or letter that is different.
The latter response would suggest a more capable student. 3. Supplemental Assessment: The items on S-25 can be used to
2. Reproduce copies of S-25: You can reproduce S-25 and have the student circle informally assess the student´s ability to recognize and name the
the symbol that is different in each box: Reproducing the page will make it forms and uppercase letters used. This can be accomplished by
possible to give copies to several students for group administration asking questions such as the following.
a. ¿Puedes enseñarme un (una) (name of form or letter)?
b. ¿Cómo se llama ésto? (Point to the form or letter.)
STUDENT PAGE FORMAT AND ASWERS FOR S-25
4. Screen if Necessary: It appears that the student is having difficulty
focusing on one item at a time because of visual stimuli from the
Example: entire page; you can cover the other items on the page with blank
sheets of paper.
1. 6. L L O L
2. 7. A I A A (A-14)
OBJECTIVE: By _____________________, when given four printed
3. 8. P D D D symbols, three alike and one different, __________ will identify the one
that is different for _______ of the five geometric forms and five
4. 9. U U U V uppercase letters on S-25.
5. 10. Y X Y Y
l l l i las los las las
y y j y son son son nos
e c e e voz vez vez vez
d d b d dan dan dan das

n u u u es es se es
VISUAL DISCRIMINATION OF LOWERCASE LETTERS AND WORDS
SKILL: Visual discrimination which one of four printed symbols is different DIRECTIONS: (This assessment is made bi asking the student to
identify the symbol that is different in each box on S-26)
Place your index finger on the outer edge of box 1 on S-26 and
ASSESSMENT METHOD: Individual response by pointing Say: Una de las letras en esta casilla es diferente de las otras. Pon
el dedo sobre la letra que es diferente.
MATERIALS: S-26
If the student does not appear to understand or does not respond
DISCONTINUE: Your discretion, or after two consecutive errors
correctly, point to the Is and
Say: Cada una de esta letras es la letra l.
TIME: Your discretion, or ten seconds for each item
ACCURACY: Give credit for each correct response Point ti the i and
Say: Esta es la letra i. Es diferente
NOTES:
1. Possible Observations: As the student responds to the items on S-26, you can Do not give any additional help. Continue with the other items.
observe for the following: Point to each box and
a. Comprehends The Meaning of “Diferente”: Is the student responding Say: Pon el dedo sobre la letra (palabra) que es diferente.
incorrectly because he or she does not comprehend the meaning of
diferente? If yoy feel that the student is performing poorly because of a
language deficit, you can use the phrase lo que no es lo mismo or lo que no
es igual for the word diferente.
2. Reproduce Copies of S-26: You can reproduce S-26 and have the
student circle the symbol that is different in each box. Reproducing
the student page will make it possible to give copies to several
students for group administration.
3. Supplemental Assessment: The items on S-26 can be used to
informally assess the student´s ability to recognize and name the
STUDENT PAGE FORMAT AND ANSWERS FOR S-26
lowercase letters and words used. This can be accomplished by
asking the student to name the letters or read the words as you
1. l l l i 6. las los las las point to them
4. Screen if Necessary: If it appears that the student is having difficulty
2. y y j y 7. son son son nos
focusing on one from at a time because of visual stimuli from the
entire page, you can cover the other items on the page with blank
3. e c e e 8. voz vez vez vez (A-15)
sheets of paper.
OBJECTIVE: By _____________________, when given four printed
4. d d b d 9. dan dan dan das
symbols, three alike and one different, __________ will identify the one
that is different for _______ of the five lowercase letters and five one-
5. n u u u 10. es es se es
syllable words on S-26.
VISUAL MEMORY
SKILL: Draws a sequence of forms memory DIRECTIONS: (This assessment is made by showing the student a
sequence of forms on S-27 and, after covering the forms, asking
him or her to draw the sequence from memory)
STUDENT RECORD BOOK: Page 6 Give the student a pencil and sheets of unlined paper. Begin the
assessment with the paper flap covering the sequence of forms
ASSESSMENT METHOD: Individual written response that the student is to draw from memory
MATERIALS: Say: Te voy a enseñar algunas formas por un ratito. Luego las voy
1. S.27 a cubrir, y quiero que tu las dibujes como las viste. Cuando
2. A primary pencil ( or a pencil that the student is accustomed to using)
yo te diga que empieces, dibuja las mismas formas con las
3. Sheet of unlined paper
viste.
DISCONTINUE: You discretion, or after two consecutive errors
Raise the flap from the sequence to be drawn from memory. Allow
TIME: Your discretion, or as much time as the student can use profitably for the student to see the sequence for five seconds. Then cover the
drawing, studying, and evaluating the forms sequence with the flap.
Say: Ahora dibuja las formas. Recuerda dibujarlas como las viste.
ACCURACY: All of the forms in each item should be identifiable and in the appropriate
sequence. Give credit even if forms are not of good quality as the skill being assessed
is that of visual memory and nor the ability to draw. NOTE:
Visual-Motor Skill Must Br at Developmental Age 4 ½ for Results
To Be Valid: The reproduction of the forms included in this
assessment require visual-motor skills equivalent to
developmental age 4 ½. The results from this assessment cannot
be considered valid unless the student´s visual-motor skills are
equivalent to developmental age 4 ½. (See “Visual-Motor Skills”
assessment , pages 22 and 23)
(A-16)
OBJECTIVE: By _____________________, when given sequence of
_______ forms is shown and then covered, ___________ will draw the
sequence of the forms from memory, This task will be performed for the
following sequence of forms:
o a a d g g q q b
p c e 1 l t t i
f j n m r h
u v y x z k
s ch ll ñ rr w
READ LOWERCASE LETTERS
SKILL: Recognizes and names lowercase letters DIRECTIONS: (This assessment is made by asking the student to name the
lowercase letters on S-28)
Point to each letter on S-28 , beginning with the letter o, and
ASSESSMENT METHOD: Individual oral response Say: ¿Qué letras es ésta? or ¿Cuál es el nombre de esta letra?
Pause after each request to allow for the student´s response.

MATERIAL: S-28
3. Possible Observations: As the student names the letters on S-28, you
DISCONTINUE: Your discretion can observe for the following:
a. Visual Problems: Does the student appear to have visual
TIME: Your discretion problems? These may be indicated by squinting, redness of eyes
unusual tilt of the head, or tendency to lose place on the page.
ACCURACY: Give credit for each correct response b. Visual Perception Problems: Does the student appear to have
visual perception problems? These might be indicated by his or
NOTES: her tendency to confuse letters such as b and d, p and q, or n
1. Alternate Forms of a, g, q, l, and t: Two forms of the letters a, g, q,l, and and u. It may be helpful to note any visual perception problems
the Student Record Book.
t are included in this assessment. For instructional purpose, it is
4. Alternate Assessment of receptive Skill: If the student cannot give
imperative that the student learn to recognize both forms. You can note
the names of the lowercase letters (expressive skill), you can ask the
in the Student Record Book if the student knows one form of a letter but student to point each letter as you name it (receptive skill).
not the other. 5. Screen if Necessary: If it appears that the student is having difficulty
2. The Letters K and w: The letters k and w are used only in words of focusing on one letter at a time because of visual stimuli from the
foreign origin. Use your discretion for assessing these letters. entire page, you can cut a window in a sheet of paper and cover the
other letters.
STUDENT PAGE FORMAT FOR S-28 (A-17)

OBJECTIVE: By _____________________, when shown lowercase
o a a d g g q q b manuscript letters in random order, ___________ will correctly name
p c e l l t t i __________ of the thirty letters of the Spanish alphabet.
f j n m r h
u v y x z k
s ch ll ñ rr w
O A D G Q B
P C E L T I
F J N M R H
U V Y X Z K
S Ch Ll N Rr W
READS UPPERCASE LETTERS
SKILL: Recognizes and names uppercase letters DIRECTIONS: (This assessment is made by asking the student to
name the uppercase letters on S-29)
Point to each letter on S-29, beginning with the letter O, and
ASSESSMENT METHOS: Individual oral response
Say: ¿Qué letra es ésta? or ¿Cuál es el nombre de esta letra?
MATERIAL: S-29
Pause after each request to allow for the student´s response
DISCONTINUE: Your discretion
b. Visual Perception Problems: Does the student appear to
TIME: Your discretion have visual perception problems? These might be
indicated his or her tendency to confuse letters such as E
ACCURACY: Give credit for each correct response and F; O and Q, V, W, M and N; and S and Z. It may be
helpful to note any visual perception problems in the
NOTES: Student Record Book
1. The Letters K and W: The Letters K and W are used only in words of 3. Alternate Assessment of Receptive Skill: If the student cannot
foreign origin. Use your discretion for assessing these letters. give the names of the lowercase letters (expressive skill), you
2. Possible Observations: As the student names the letters on S-29, you can ask the student to point to each letter as you name it
can observe for the following: (receptive skill).
a. Visual Problems: Does the student appear to have visual problems? 4. Screen if Necessary: if it appear that the student is having
These may be indicated by squinting, redness of eyes, unusual tilt of difficulty focusing on one letter at a time because of visual
the head, or tendency to lose place on the page. stimuli from the entire page, you can cut a window in a sheet
or paper and cover the other letters.
STUDENT PAGE FORMAT FOR S-29

(A-18)
O A D G Q B OBJECTIVE: By _____________________, when shown uppercase
manuscript letters in random order, ___________ will correctly name
__________ of the thirty letters of the Spanish alphabet.
P C E L T I
F J N M R H
U V Y X Z K
S Ch Ll Ñ Rr W
COUNTS BY ROTE
SKILL: Counts by rote to: DIRECTIONS: (This assessment is made by asking the student to
10 20 30 40 50 60 70 80 90 100 count to the highest number he or she can count to without error.)
Say: Quiero que (tú) cuentes los números hasta donde puedas.
ASSESSMENT METHOD: Individual oral response
If the student does not understand
MATERIAL: None
Say: Cuenta . . . uno . . . dos . . . (Pause for the student´s
DISCONTINUE: Your discretion, or after determining how far the student can count by responses)
rote without error
ACCURACY: Give credit in the Student Record Book circling the last number in the 3. Supplemental Assessments:
sequence to which the student counts correctly a. Following or Preceding Numbers: You may wish to assess
if the student can name following or preceding numbers
NOTE: by asking questions such as the following:
1. Spanish or-English Responses: Extensive field-testing indicates that some * ¿Qué número viene después de seis?
Spanish-speaking students do not know to count by rote in their native language. * ¿Qué número viene antes de cuatro?
However, they may know how to count rote in English. Give credit if the student b. Counts Objects: Can the student count objects?
responds in Spanish or in English. c. Counts by Twos, Fives, or Tens.
2. Possible Observations: As the student counts by rote, you can observe for the
following:
a. Articulation Problems: Are any speech sounds being omitted (cuato for
cuatro or ive for five) substituted (ches for tres or seben for seven) or
distorted (dez for diez or tree for three)?(See assessments for articulation of
sound in SPEECH, section B.) (A-19)
OBJECTIVE: By _____________________, when requested to do so,
b. Counts by Rote or Links Number with Quantity: Is the student quickly ________ will correctly count by rote to _______________.
counting the numbers by rote, or does he or she appear to understand that
each, number represents a quantify? The student may demonstrate this
awareness by using his or her fingers to count.
NUMBERS IN SEQUENCE
SKILL: Writes numbers in sequence from memory to:

DIRECTIONS: (This assessment is made by asking the student to
10 20 30 40 50 60 70 80 90 100 write as many numbers in sequence from memory as he or she can).
STUDENT RECORD BOOK: Page 7 Give the student pencil and paper and
ASSESSMENT METHOD: Individual or group written response Say: Quiero que escribas en orden todos los números que puedas
empezando con el número uno.
MATERIALS: Paper and pencil that the student customarily uses
If necessary, give encouragement by writing the number 1 and 2,
DISCONTINUE: Your discretion, or when the student´s unable to write the and then ask the student to continue.
next number in sequence or has written the numbers to 100. Discontinue the
assessment when the student´s response is delayed, or when, after being
encouraged to continue writing, the student gives indication that he or she NOTES:
does not know how to write the next number. 1. Possible Observations: As the student writes the numbers,
you may wish to observe for the following:
TIME: Your discretion. Allow time for the student to think, write, and evaluate a. Handedness: Does the student use the right hand , the
his or her work. left hand or both?
b. Pencil Grasp: Is the pencil held incorrectly in a tight first
ACCURACY: Numbers should be legible. However, score leniently. Give credit or correctly in a loose three-finger grasp near the tip of
up to the first error. Do not count a reversal as an error if the number is the pencil?
obvious. c. Paper Maintained in the Correct Position: Is the paper
maintained in the correct position for writing?
d. Reversals: Are numbers reversed?
e. Legibility: Are the numbers written legibly?
(A-20)
OBJECTIVE: By _____________________, when, given pencil and paper
and when asked to do so, ___________ will write numbers in sequence
from memory to ___________.
COUNTS OBJECTS
SKILL: Counts a number of objects DIRECTIONS: (This assessment is made by asking the student to count the
objects in each group pictured on S-32 and tell how many there are.)
Point to each group of objects on S-32 and
Say: Quiero que cuentes estos (name the group of objects). Cuántos
MATERIALS: S-32 Twenty-four objects such a chips or blocks can also be used. (See (name of objects) hay?
NOTE 1).
NOTES:
DISCONTINUE: Your discretion, or after determining the greatest number of objects 1. Alternate Assessment Method: Instead of the pictures on S-32
the student can count without difficulty or error objects such as chips or blocks, which can be manipulated as they
are counted, can be presented.
TIME: Your discretion, or two seconds for each group of objects
2. Supplemental Assessment: See NUMBERS AND COMPUTATION.
ACCURACY: Give credit for the greatest number of objects the student can count Section I, if you wish to assess more advanced math skills
without difficulty or error.
3. Screen if Necessary: if it appears that the student is having difficulty
focusing on one group of objects at a time because of visual stimuli
from other groups on the page, you can cut a window in a sheet of
paper, and cover the other groups, or the assessment can be made
by using objects such as chips or blocks, which can be manipulated
by the student.
STUDENTS PAGE FORMAT ANS SKILL ANALYSIS FOR S-32

(A-21)
Counts a number of objects: OBJECTIVE: By _____________________, when shown a group of
1. 3 4. 12 _______________ or fewer objects, ____________ will count the
2. 6 5. 16 objects and tell how many there are.
3. 8 6. 24
a.
2 4 3 5
e.
b.
42 44 50 59
8 7 6 10
f.
71 63 66 80
c.
19 11 17 18
g.
88 91 100 86
d.
23 28 37 40
READS NUMBERS
SKILL: Reads numbers DIRECTIONS: (This assessment is made by asking the student to read the
numbers listed on S-33)
Point to S-33 and
Say: ¿Cómo se llama este número? (point to the number “2”)
MATERIAL: S-33
Point to each, number and pause for the student´s response. If necessary,
DISCONTINUE: Your discretion, or after the first failure give encouragement.
ACCURACY: 4/4 (100%) for each skill

NOTES:
1. Alternate Assessment of Receptive Skill: If the students cannot read
the numbers (expressive skill), you can ask the student to point to
each number as you read it (receptive skill).
2. Supplemental Assessment: See NUMBERS AND COMPUTATION.

Section I, if you wish to assess more advanced math skills.
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-33
Reads numbers to:

a. (5) 2 4 3 5
b. (10) 8 7 6 10 (A-22)
c. (20) 19 11 17 18 OBJECTIVE: By _____________________, when shown four numbers in
d. (40) 23 28 37 40 random order that are less than or the same as a given number,
_____________ will read the numbers with an accuracy of 4/4 (100%)
for the numbers to:
e. (60) 42 44 50 59
5 10 20 40 60 80 100
f. (80) 71 63 66 80
g. (100) 88 91 100 86
NOMBRE: ____________________________________________________
2 1 4 3 5
7 9 6 8 10
UNDERSTANDS NUMBERS
SKILL: Shows quantities to match number symbols
1 2 3 4 5 6 7 8 9 10 DIRECTIONS: (This assessment is made by asking the student to show the
quantity of fingers, objects, or pencil marks to match each number
STUDENT RECORD BOOK: Page 7 symbol on S-34. Do not name the numbers)
ASSESSMENT METHODS: Individual Response: Point to the number 2 on S-34 and

1. Individual response by showing the correct quantity of fingers (or objects) to
match each number symbol. Say: Enseñame este número de dedos. Or
2. Individual or group written response by making the correct quantity of pencil Levanta este número de dedos
marks to match each number symbol.
Continue the procedure for the other numbers. If the student appears to
MATERIALS: Copy of S-34 and a pencil. Objects such as chips or blocks can also be have difficulty coordinating his or her fingers, you can provide objects for
used. him or her to use for counting. Place the objects in front of the student,
point to the number 2 on S-34 and
DISCONTINUE: Your discretion, or for individual response, after two consecutive
errors. Say: Enséñame este número de (name of objects). Or
Dame este número de (name of objects).
Individual or Group Written Response: Use the words in brackets for
ACCURACY: Give credit for each correct response giving directions to a group. Give each student a copy of S-34 and pencil
and
NOTE:
Say: Mira (miren) el primer número. Este número es (pause) dos.
English Grade-Level Notations: The grade-level notations for understanding numbers Ahora en la primera casilla debajo del número “2”, haz (hagan) dos
listed in the SKILL above and in the Student Record Book are referenced common Puntos.
curriculum practice in the United States. The skill of showing quantities to match
number symbols to ten is introduced in the first grade. However, many students enter After each student has made the correct number of marks in the box
the first grade with this skill. under the number 2.
Say: Ahora sigue (sigan) hacienda el número correcto de puntos en la

casilla debajo de cada número. Sigue (Sigan) haciendo cuantos más
puedas (puedan).
(A-23)
OBJECTIVE: By _____________________, when shown number symbols
from one to ___________, _______________ will show the correct
quantity of fingers, objects, or pencil marks to match each number
symbol.
PRINTS LOWERCASE LETTERS DICTATED
SKILL: Prints lowercase letters as dictated
DIRECTIONS: (This assessment is made by asking the students to print
o a d g q b lowercase letters as dictated)
Give the student a paper and pencil and

p c e l t i
Say: Voy a decir algunas letras. Quiero que escuches con mucha
atención y luego que las escribas en letras minúsculas (pequeñas).
f j n ch m ñ Usa letra de molde.
Dictate the letters in the order listed below. Pause after dictating each
r rr h u ll v
letter to allow the student time to write it.
y k x s z w If the student prints in uppercase letters, show the difference by giving

help with the first three letters only (o, a, d)
STUDENT RECORD BOOK: Page 7 o a d g q b

(o) (a) (de) (ge) (cu) (be)
ASSESSMENT METHOD: Individual or group written response.
p c e l t i
MATERIALS: Paper and pencil that the student customarily uses (pe) (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
printing each letter r rr h u ll y
(ere) (erre) (hache) (u) (elle) (ve)
y k x s z w
(í griega) (ka) (equis) (ese) (zeta) (ve doble)
ACCURACY: letters should be legible
(A-24)
NOTE:
OBJECTIVE: By _____________________, when given paper and pencil
The letters k and w: The letters k and w used only in words of foreign origin. Use
and asked to do so, ___________ will legibly print _______________ of
your discretion for assessing these letters.
the thirty letters of the Spanish alphabet.
A.Speech
TABLE OF CONTENTS

Page
Introduction 38
B-1 Syntax and Fluency …………………………………….. 40
B-2 Responds to a Picture …………………………………. 44
Form A …………………………………………………… 45
Form B…………………………………………………….. 46
B-3 Articulates initial Sounds of Words……………… 47
B-4 Articulates Final Sounds of Words ……………… 52
PURPOSES: The purposes of the assessments in the SPEECH section are: METHODS OF ASSESSMENT: All of the assessments in this section are made
1. To determine the level of the student´s speech skills and to identify any on an individual basis. If you have the opportunity of observing the student
significant delays that warrant a referral for additional evaluation and special perform a skill on a daily basis, give credit in the Student Record Book
help without conducting the assessment.
2. To determine objectives for speech behaviors the student needs to improve to
become a more effective speaker TWO FORMS: Two Forms—A and B—have been included in the “responds
3. To find any indications of a speech impediment that warrants referral for to a Picture” assessment. The student´s page for Form A shows a city scene
additional evaluation by a speech therapist and the student´s page for Form B shows a suburban scene. Use the Form
4. To gain evidence that speech development is delayed because basic concepts with the scene that will be the most familiar to the student.
(internal language) have not been mastered
LANGUAGE DEVELOPMENT:
DOMINANT LANGUAGE INDICATORS: The assessment “Syntax and Fluency” and 1. The acquisition of language is a prerequisite to all phases of
“Responds to a Picture” can be used as indicators of language dominance. These academic achievement. The speech assessments can be crucial for
assessments when combined with designated assessment from other sections can identifying areas of deficiency so that appropriate remedial plans
assist the examiner in determining the language in which the student shows the can be developed before more academic instruction begins.
most proficiency and preference. 2. Bartel (1975) points out that one of the major obstacles in
understanding speech problems is that of not marking a distinction
For this purpose, the dominant language assessments are given in both languages. between speech and language. Language is the term used to
Directions to the student are listed in Spanish and in English. The examiner notes the describe the general knowledge of the linguistic concepts upon
results of the assessment in each language in the Student Record Book or on the which all speech is based. The term speech is used to describe
Dominant Language Screening Form. spoken utterances that convey meaning. If a individual does not
develop internal language, meaningful speech is not possible.
B. SEEPCH (continued)
3. Unfortunately. Internal language cannot yet be measured or observed Ideally, a speech specialist will be available to assist and consult with the
directly. Its existence can only be inferred or indicated by a student´s examiner. Also, it is helpful if the specialist reviews speech-related data
performance of such tasks as following directions or responding by gestures recorder in the Student Record Book to identify any student with a
speech. speech problem that needs to be evaluated further. This practice allows
4. Also, many specialists and clinicians recognize the need to assess in related the speech specialist to initiate a more in-depth assessment without
areas. Such data can be a crucial part of the case study or the planning of a waiting for a formal referral.
remedial program
5. The following is a list of assessment from the READINESS section of the LIMITATIONS OF THE SPEECH ASSESSMENTS: The assessment in he
BRIGANCE R Assessment of basic Skills-Spanish Edition that can be used to SPEECH section are primarily intended for use by teachers and others
determine if a basic language deficiency-and not a speech problem-needs to who need a means of:
be resolved: 1. Identifying students who should be referred for special services
2. Determining objectives for program planning
Page 3. Tracking the progress of students
A-1 Identifies Body Parts ……………………………. 3
A-2 Personal Data Response……………………….. 4 The assessments have not been designed to provide precise quantitative
A-3 Recognizes Colors …………………………………. 6 measures that can be used to make a clinical diagnosis of specific speech
A-4 Understands Quantitative Concepts ……… 8 problems.
A-5 Understands Directional and Positional
Concepts …………………………………………. 10 However, the specialist or clinical may wish to use these assessments and
A-11 Self-Help Skills …………………………………….. 21 the related assessments previously listed formally or informally to obtain
A-19 Counts by Rote …………………………………… 30 data for a case study or for planning a remedial program.
A-23 Understands Numbers ……………………….. 34
ACHIEVING VALID RESULTS: As to the quantity of speech samplings to
REFERRALS: The practice of referring students with speech and language use for clinical purposes, Lee and Canter (1971) recommend that a
problems to specialist varies in different school systems, and in most cases, sampling of at least 50 utterances (samples) be obtained when the child
there is no well-defined criteria. For some speech delays, such as poor is engaged in some type of unstructured activity using objects or pictures
articulation of sounds, the only therapy needs is to allow more time for as subjects of conversation with the examiner. In using “lee´s
development and maturity. developmental Sentence Scoring Technique”, this sampling practice
should yield valid results and should be followed when possible.
However, if the student is having difficulty understanding or being
understood by other, or if there are any significant delays, a referral to a However, if obtaining at least 50 samples is not possible, fewer samples
special is needed. may be used for initial program-planning purposes.
REFERENCE:
Laura Lee and Susan M. Carter. “Developmental Sentence Scoring: A
Clinical Procedure for Estimating Syntactic Development in
Children’s Spontaneous Speech,” Journal of Speech and Hearing
Disorders, 36, (1971) 315-40.
SYNTAX AND FLUENCY

SKILL: Demonstrates effective speech skills to obtain and communicate information 5. Reference: The following references were used to compile and
sequence the skills in this assessment. (see BIBLIOGRAPHY, page
STUDENT RECORD BOOK: Page 8 195)
ASSESSMENT METHOD: Individual oral response Anderson and Pall, pp. 63-65
Bryant, pp. 136-7
MATERIALS: In general, the only materials needed are those commonly found in the Gonzalez, pp. 1-5, 68-76
classroom, such as a pencil, pen, or book. Learning to talk, pp. 20-3
Lee and Canter, pp. 315-40
DISCONTINUE: Your discretion Lee and Rubin, pp. 62,65,90
Petty et al, pp. 42-43
Stewing, pp. 4, 129, 390
6. Grade-Level Notations: According to the references listed above,

ACCURACY: Give credit for any reasonable response for each skill. You may also
most children have acquired almost all basic syntactic structure in
wish to give credit for skill observed on a daily basis. (See NOTE 2).
their native language by the time they enter kindergarten.
NOTE:
If the student has not mastered SKILLS 1-7, before entering
1. Using the Assessment as an Indicator of Dominant Language: While this
kindergarten, the development of these skills should be considered
assessment is primarily used to determine the student´s ability to communicate
part of the kindergarten curriculum.
effectively in Spanish, it can also be used as one of the indicators of dominant
language. For this purpose, the assessment should be given in both languages.
Student responses are acceptable in both Spanish or English, or in a The references do not yield sufficient normative data to validate the
combination of both languages. grade-level notations for SKILL 8-9. These grade level notations are
2. Observations: You may have the opportunity to observe the student apply provided by the author´s recommendation. You may wish to make
some of the skills in this assessment on a daily basis. If this is the case, give adaptations to accommodate your local program and to meet the
credit without conducting the assessment procedures for the skill. needs of the student.
3. Related Assessment: You can also assess the student´s syntax and fluency skills
by encouraging him or her to talk about such as those in the “Responds to a (B-1)
Picture” assessment, pages 44-46. Use the skills and sample questions in this OBJECTIVE: By _____________________, when asked to respond to questions
assessment as a guide when using a picture to engage the student in and request, __________, will respond in Spanish and/or in English for the
conversation. following skills:
4. Acquiring English Syntactical Structure: Syntax refers to the rules that order 1. Speaks in complete sentence that are three or more words long
and relate words in a sentence. Children acquire these syntactic structures in a 2. Uses pronouns correctly
systematic manner when learning their native language as well as when 3. Uses plurals
learning English. However, there may be some confusion in shifting from 4. Uses possessive form of nouns and pronouns
5. Uses past tense of verbs
Spanish to English. Possible difficulties in acquiring syntactic structure may
6. Gives negative answers in sentence form
include: 7. Asks information questions
a. Inverted word order: Tenemos una casa grande 8. Gives directions sequence
We have a house big 9. Describes objects, persons, events, or experiences in an interesting
b. Pluralization: La niña tiene pies pequeños and details manner
The girl has small foots
c. Possession: Los pantalones de María son rojos
The pants of Maria are red
SYNTAX AND FLUENCY CHECKLIST
DIRECTIONS: This assessment is made by checking those skills mastered by the student in Spanish and /or in
English. You may wish to use the questions and requests below to assess the student´s mastery of each skill.
For purposes of using the assessment as an indicator of dominant language, the content of the questions and STUDENT´S NAME: ____________________________________
request in English differs from the Spanish. If you have the opportunity to observer the student demonstrate a
skill on a daily basis, give credit for the skill without conducting the assessment procedures.
Encourage the student to answer each question in a complete sentence.
Say: Voy a preguntarte algunas preguntas. Quiero que contestes cada SPANISH ENGLISH COMMENTS (List any significant observations or concerns)
pregunta con una frase completa.
SKILL 1: Speaks in complete sentences that are three or more words long
a. a. 1. ¿Qué te gusta hacer después de la escuela?
2. What kind of day is it today?
b. 1. ¿Qué haces los sábados por la mañana?
2. How do you get to school?
c. 1. ¿Cuándo es tu cumpleaños?
2. What food do you like best?
NOTE: Does the student refer to self by using the pronoun I? Is there subject-verb
agreement and determiner-noun agreement in each sentence? If the student does not apply
these lower-level skills, make a note that the student needs practice in these areas.
SKILL 2: Uses pronouns correctly
a. 1. Esteban es un niño ¿Qué es Esteban?
2. Mrs. Chavez is a woman. What is Mrs. Chavez?
b. 1. Carlota es pequeña. ¿Cómo es Carlota?
2. Mr. Reese is a man. What is Mr. Reese?
c. 1. Yo soy maestro (a). ¿Qué soy yo?
2. I am happy. What am I?
NOTE: If the student uses a contraction in English (such as she´s, he´s , you´re), give credit
and make note of this use.
SKILL 3: Uses plurals for nouns (irregular form in English).
a. 1. Ramón es un niño. Enrique es un niño ¿Qué son Ramón y Enrique?
2. Gloria is a child. Patricia is a child. What are Gloria and Patricia?
b. 1. ¿Dónde llevas tus zapatos?
2. Where do you wear your shoes?
c. Point to your teeth and ask
1. Qué son estos?
2. What are these?
NOTE: Give credit if the student uses the correct plural form, but answers in a phrase.
SYNTAX AND FLUENCY CHEKLIST (continued)
SPANISH ENGLISH COMMENTS (List any significant observations or concerns)
SKILL 4: Uses possessive forms of nouns and pronouns
a. 1. Point to the student´s shoes and ask
¿De quién son esos zapatos?
2. Point to the student´s desk and ask. Whose desk is that?
b. 1. Show the student a pencil and say
Carlos escribe con este lápiz. ¿De quién es este lápiz?
2. Point to a student´s desk and say
That desk belongs to (name of student). Whose desk is that
c. 1. Show the student a book
Éste es mi libro. ¿De quién es este libro?
2. Show the student a pen and say
This pen belongs to me. Whose pen is this?
NOTE: Give credit if the student uses the correct possessive form, but answers in a phrase.
SKILL 5. Uses past tense of verbs.

a. 1. ¿Qué comiste anoche?
2. What did you do before school today?
b. 1. ¿A qué hora te levantaste esta mañana?
2. Where did you go after school yesterday?
c. 1. ¿Con quién jugaste ayer?
2. What games did you play this week?
NOTE: If the students has difficulty using the past tense if irregular verbs in English, do not
give credit and note difficulty
SKILL 6: Gives negative answers in sentence form

a. 1. Felipe tiene dos hermanos. Elena no tiene hermano. ¿Cuántos
hermanos tiene Elena?
2. Sara has two quarters. Martin doesn´t have any quarters. How many
quarters does Martin have?
b. 1. ¿Puede un gato caminar en dos pies?
2. Can an airplane fly under water?
c. 1. ¿Has visto un perro que puede hablar?
2. Have you ever seen a fish walk?
NOTE: Make a note if the student uses contractions in English, such as doesn´t and can´t.
SYNTAX AND FLUEBCY CHECKLIST (continued)
SPANISH ENGLISH COMMENTS (List any significant observations or concerns)
SKILL 7: Asks information questions.
a. 1. ¿Qué preguntas tú cuando quieres saber a doné va una persona?
2. What do you say if you want to know someone´s name?
b. 1. ¿Qué preguntas tú cuando quieres saber lo que hace una persona?
2. What do you say if you want to know how old some is?
c. 1. ¿Qué preguntas tú cuando quieres saber dónde vive una persona?
2. What do you say when you want to know where something is?
SKILL 8: Gives directions in sequence

a. 1. Dime cómo puedes ir desde esta clase (a la cafetería, al gimnasio, al
baño)
2. Tell me how to get from here to the office
b. 1. Dime cómo puedes ir de tu casa a la casa de tu amigo (a)
2. Tell me how to get from school to where you live.
c. 1. Dime cómo puedes jugar con un juguete que te gusta
2. Tell me how you brush your teeth
NOTE: Do not accept single sentence responses. Ask the students to tell you more
SKILL 9: Describe objects, persons, events, or experiences in an interesting and detailed

manner
a. 1. Dime algo acerca de una persona de tu familia
2. Tell me about someone you like
b. 1. Dime algo acerca de un programa de televisión que te guste
2. Tell me about a book that you liked
c. 1. Dime algo acerca (del pueblo o de la ciudad ) donde vives
2. Tell me about a special place you have been to
NOTE: Do not accept single sentence responses. Ask the student to tell you more.
PINTURA
RESPONDS TO A PICTURE
SKILL: Responds to questions and request relating to a picture 3. Supplemental Assessment –Visual Memory: Have the student look
at the picture closely for thirty seconds. Then remove the picture
STUDENT RECORD BOOK: Page 8 from view and ask the student questions such as the following:
Form A – Page 45
ASSESSMENT METHOD: Individual oral response a. ¿Cuántas cosas puedes nombra en el cuadro?
How many things in the picture can you name?
MATERIAL: S-45 or S-46 b. ¿Qué estaba haciendo la mujer policía?
What was the police woman doing?
Form B- Page 46
DISCONTINUE: Your discretion
a. ¿Cuántas cosas puedes nombrar en el cuadro?

ACCURACY: Give credit for any reasonable response.
How many things in the picture can you name?
b. ¿Qué estaba haciendo la mujer en la ventana del Segundo piso
de la casa grande?
What was the woman in the window on the second floor of the big
house doing?
NOTES:
1. Using the Assessment as an Indicator of Dominant Language: While this
assessment is primarily used to determine the student´s ability to responds to
questions and request relating to a picture, it can also be used as one of the
indicators of dominant language. For this purpose, the assessment should be
(B-2)
given in both languages. Student responses are acceptable in both Spanish or OBJECTIVE: By _____________________, when shown a picture a scene and
English, or in a combination of both languages. asked to respond to questions and requests, _____________ will respond in
2. Possible Observations: As the student responds to questions and request, you Spanish and/or in English for the following skills:
may wish to observe for the following. 1. Naming different objects , animals, and people
a. Interest: Does the student appear to be interested in the picture? 2. Understanding directional and positional concepts
Does the student feel strongly about a particular item or activity, such as 3. Understanding quantitative concepts
the fire truck or roller skating? 4. Telling what is happening
b. Articulation Problems: Are any speech sounds omitted, substituted, or 5. Anticipating events
6. Categorizing objects
distorted? See the articulation assessment (B-3 and B-4)
7. Understanding relationships
c. Focusing Difficulties: Does the student appear to have difficulty focusing 8. Telling a story about the picture
on one item because he or she is distracted by the other items in he
picture?
d. Syntax and Fluency: Is the student´s speech easily understood? Are some
of the responses in sentences? See “Syntax and Fluency” (B-1), pages 40-
43
PINTURA
RESPONDS TO A PICTURE – FORM A (CITY SCENE) (continued)
DIRECTIONS: (This assessment is made by asking the student to responds to

questions and request, such as those listed below, that relate to the picture on S-45)
1. Skill: Names different objects, animals, and people 5. Skill: Anticipates events.
a. Say: 1. Nombre las frutas que se venden en el mercado de frutas. a. Point to the children eating fruit and
2. Name the fruits being sold at the fruit store Ask: 1. ¿A dónde piensas (tú) que van estos niños?
b. Ask: 1. Quiénes son algunos de los trabajadores en el Mercado del cuadro? 2. Where do you think these children are going?
2. Who are some of the workers in this picture? b. Ask: 1. ¿Qué le podría pasar al niño con los patines?
c. Point to an item and 2. What might happen to the boy on skates?
Ask: 1. ¿Cómo se llama esto? c. Point to the man with the briefcase and
2. What is this called? Ask: 1. ¿Qué piensas (tú) que hace este hombre?
2. Skill: Understands directional and positional concepts 2. What might this man do?
a. Say: 1. Enséñame las dos personas que están encima del mercado de frutas 6. Skill: Categorizes objects
2. Show me the two people above the fruit store a. Say: 1. Enséñame tres cosas que son redondas.
b. Ask: 1. ¿Dónde está el bebe? 2.Show me three things that are round
2. Where is the baby? b. Say: 1. Nombra tres cosas que son dl color: rojo, amarillo, verde, azul,
anaranjado.
c. Say: 1. Enséñame la persona que está debajo del reloj 2. Name Three things that are: red, yellow, Green, blue, orange
2. Name something that i son the street sign c. Say: 1.Nombre tres cosas que tienen cuatro ruedas
3. Skill: Understands quantitative concepts 2. Name three things that have four wheels
a. Say: 1. Enséñame alguien que es alto 7. Skill: Understand relationships
2. Show me someone who is tall a. Ask: 1. ¿En qué se parece un avión y un pájaro?
b. Ask: 1. ¿Está la canasta de basura casi vacía o casi llena? 2. How are a bird and a plane alike?
2. Is the trash can almost empty or almost full? b. Ask: 1. ¿En qué se parecen un carro (camión) de bomberos y un
automóvil?
c. Point to the big bear in the child´s cart in the foreground and 2. How are a fire truck and a alike?
Say: 1. Este oso es grande. Enséñame el oso pequeño c. Ask: 1. ¿En qué se parecen un policía y una luz de tráfico (semáforo)?
2. This bear is big. Show me the small bear 2. How are a police officer and a traffic light alike?
4. Skill: Tells what is happening 8. Skill: Tells a story about the picture
a. Point to the children playing hide and seek and a. Say: 1. Dime un cuento acerca de éste cuadro
Ask: 1. ¿Qué están haciendo estos niños? 2. Tell me a story about this picture. OR
2. What are these children doing? b. Ask: 1. ¿De qué se trata este cuadro?
b. Point to the boy pointing down the grate and 2. What is this picture about?
Ask: 1. ¿Qué está haciendo el niño? Give credit if the student expresses three relevant ideas in a logical sequence.
2. What is the child doing?
c. Ask: 1. ¿Cómo es el día según este cuadro? ¿Cómo lo sabes (tú)?
2. What kind of a day is it in this picture? How do you know?
RESPONDS TO A PICTURE – FORM B (SUBURBAN SCENE) (continued)
DIRECTIONS: (This assessment is made by asking the student to respond to questions and
requests, such as those listed below, that relate to the picture on S-46)
1. Skill: Names different objects, animals, and people 5. Skill: Anticipates events
a. Say: 1. Nombra algunos de los animales en este cuadro a. Ask 1. ¿Qué podría hacer el perro después de saltar por el aro?
2. Name some of the animals in the picture 2. What might the dog do after it jumps through the hoop?
b. Ask: 1. ¿Cuáles son algunos de los juguetes en este cuadro? b. Ask 1. ¿Qué podría pasar si el hombre delante del buzón no se moviera?
2. What are some toys in this picture? 2. What might happen if the men at the mailbox doesn´t get out of the
way?
c. Point to an item or person and c. Ask: 1. ¿Qué podría pasar si empezara a llover?
Ask: 1. ¿Quién (Qué) es este (a) (esto)? 2. What might happen if it starts to rain?
2. Who (what) is this? 6. Skill: Categorizes objects.
2. Skill: Understands directional and positional concepts. a. Say: 1. Enséñame tres personas con : pelo Moreno (castaño), pantalones
azules, camisas blancas
a. Say: 1. Enséñame el camión que está subiendo la colina (loma) 2. Show me three people with: brown hair, blue pants, white shirts
2. Show me the truck that is going up the hill b. Say: 1. Enséñame tres personas que están trabajando
b. Say: 1. Nombra algo que está en el aire 2. Show me three people who are working
2. Name something that is in the air c. Ask: 1. Nombra tres cosas en el cuadro que pueden crecer
c. Ask: 1. ¿Dónde está el sol? 2. Name three things in the picture that grow
2. Where is the sun? 7. Skill: Understands relationships
3. Skill: Understands quantitative concepts a. Say: 1. ¿En qué se parecen un globo y un pájaro?
a. Say: 1. Enséñame la colina (loma) más alta 2. How are a balloon and a bird alike?
2.Show me the hill that is the highest b. Say: 1. ¿En qué se parecen una pelota de futbol y una cuerda?
b. Say: 1. Enséñame el patio que tiene más gente 2. How are a soccer ball and a jumb rope alike?
2. Show me the yard that has more people in it c. Ask: 1. ¿En qué se parecen un coche para un bebé y una bicicleta?
c. Ask: 1. ¿Hay o no hay nubes en el cielo? 2. How are a baby carriage and a bicycle alike?
2. Does the sky some clouds or no clouds? 8. Skill: Tells a story about the picture
4. Skill: Tells what is happening a. Say: 1. Dime un cuento acerca de este cuadro
a. Ask 1. ¿Por qué no está jugando uno de los niños? 2. Tell me a story about this picture OR
2. Why is one child not playing? b. Say: 1. ¿De qué se trata este cuadro?
b. Ask 1. Por qué está el gato sobre el techo? 2. What is this picture about?
2. Why is the cat on the roof? Give credit if the student expresses three relevant ideas in a logical sequence
c. Ask: 1. ¿Por qué hay charcos de agua en la calle?
2. Why are there puddles in the Street?
ARTICULATES INITIAL SOUNDS OF WORDS
SKILL: Articulates initial sounds of words.

DIRECTIONS: (This assessment is made by asking the student to name
STUDENT RECORD BOOK: Page 9 pictures of objects on S-47 through S-51 and by listening closely to the
student´s articulation of each initial sound).
Point to S-47 and
MATERIAL: S-47
Say: Quiero que me digas los nombres de estos dibujos
DISCONTINUE: Your discretion, of after failure on three consecutive initial
Point to one of the two objects in the first box on S-47 and
sounds.
Say: Este (a) es un (a) ____________________. Or ¿Qué es esto?
Listen carefully as the student articulates initial sound of the Word. If the
ACCURACY: Give credit for articulation of each sound in the initial position. student doesn´t know the name for the objects or substitutes another
Pictures of two objects have been provided for each sound. Because the skill name, rephrase the question or use the alternate object in the box.
being assessed is articulation of an initial sound and not naming objects,
naming both objects in a picture is not required for credit. Continue the same procedure for the other items.
NOTE:
Possible Observations: During the assessment, observe for the following
types of errors:
a. Omissions, such as
 “chaco” for “charco”
 “tre” for “tres”
b. Substitutions, such as
 “p” for “b”
 “m” for “n”
SKILL ANALYSIS AND ASWERS FOR S-47
Articulates initial sound:

p- pájaro /pan m- mano/muñeca
t-teléfono/ taza b- barco (bote) / bebé
ARTICULATES INITIAL SOUNDS OF WORDS (continued)
SKILL: Articulates initial sounds of words
DIRECTIONES: (This assessment is made by asking the student to name
STUDENTS RECORD BOOK: Page 9 pictures of objects on S-47 through S-51 and by listening closely to the
student´s articulation of each initial sound).
Point to S-48 and
MATERIAL: S-48
DOSCONTINUE: Your discretion, or after failure on three consecutive initial
sounds.
Say: Este (a) es un (a) ___________________, or (Qué es esto?
Listen carefully as the student articulates the initial sounds of the Word.
ACCURACY: Give credit for articulation of each sound in the initial position. If the student doesn´t know the name for the object or substitutes
Pictures of two objects have been provided for each sound. Because the skill another name, rephrase the questions or use the alternate object in the
being assessed is articulation of an initial sound and not naming objects, box.
naming both objects in a picture is not required for credit.
Continue the same procedure for the other items
(See NOTE on page 47.)
SKILL ANALYSIS AND ANSWERS FOR S-48

f- falda / fuego ll – llave / lluvia
c- casa / caballo d- dedo / dientes
.
SKILL: Articulates initial sounds of words. DIRECTIONS: (This assessment is made by asking the student to name
pictures of objects on S-47 through S-51 and by listening closely to the
STUDENTS RECORD BOOK: Page 9 student´s articulation of each initial sound.)
ASSESSMENT METHOD: Individual oral response Point to S-49 and

MATERIAL: S-49
DISCONTINUE: Your discretion, or after failure on three consecutive initial
sounds. Say: Este (a) es una (a) __________________. or ¿Qué es esto?
TIME: Your discretion Listen carefully as the student articulates the initial sound of the Word. If
the student doesn´t know the name for the object or substitute another
ACCURACY: Give credit for articulation of each sound in the initial position. name, rephrase the questions or use the alternate object in the box.
Pictures of two objects have been provided for each sound. Because the skill
being assessed is articulation of an initial sound and not naming objects, Continue the same procedure for the other items.
(See NOTE on page 47 )

g – gato / guitarra n – nariz / nube
l – libro / luna pl – pluma / plato
SKILL: Articulates initial sounds of words. DIRECTIONS: (This assessment is made by asking the student to name
picture of objects on S-47 through S-51 and by listening closely to the
STUDENT RECORD BOOK: Page 9 student´s articulation of each initial sound).
Say: Quiero que me digas los nombres de estos dibujos.

MATERIAL: S-50
Point to one the two objects in the first box on S-50 and
sounds. Say: Este (a) es un (a) ___________________, or ¿Qué es esto?
TIME: Your discretion Listen carefully as the student articulates the initial sound of the Word. If
the student doesn´t know the name for the object or substitute another
ACCURACY: Give credit for articulation of each sound in the initial position. name, rephrase the question or use the alternate object in the box.
being assessed is articulation of an initial sound and not naming objects, Continue the same procedure for the other items.
naming both objects in a picture is not required for credit

v- ventana / vaca s – silla / sombrero
fl – flor / fecha z – zapato / zanahoria
SKILL: Articulates initial sounds of words DIRECTIONS: (This assessment is made by asking the student to name
pictures of objects on S-47 through S-51 and by listening closely to the
STUDENT RECORD BOOK: Page 9 student´s articulation of each initial sound)

MATERIAL: S- 51
Point to one the two objects in the first box on S-51 and
sounds. Say: Este (a) es un (a) __________________. Or ¿Qué es esto?
TIME: Your discretions Listen carefully as the student articulates the initial sound of the Word. If
the student doesn´t know the name for the object or substitutes another
ACCURACY: Give credit for articulation of each sound in the initial position. name, rephrase the question or use the alternate object in the box.
being assesses is articulation of an initial sound and not naming objects, Continue the same procedure for the other items.
(B-3.1)
OBJECTIVE: By _____________________, when shown pictures of twenty
objects, each with a different initial sound, ______________will correctly
articulate each object´s initial sound when naming _______________ of objects.
(STATED FOR PRETEST / POST TEST COMPARISON)
(B-3.2)
SKILL ANALYSIS AND ANSWERS FOR S-51 OBJECTIVE: By _____________________, when shown pictures of twenty
objects, each with a different initial sound, ______________will incrase the
Articulates initial sound: number of initial sounds correctly articulated when naming each object from
J – jarro / jaula ch – chimenea / charco ________________ (number correctly articulated in the pretest) to
______________ (number correctly articulated in the post test).
r – reloj / rey tr – tren / triángulo
ARTICULATES FINAL SOUNDS OF WORDS (continued)
SKILL: Articulates final sounds of words. DIRECTIONS: (This assessment is made by asking the student to name
pictures of objects on S-52 and by listening closely to the student´s
STUDENT RECORD BOOK: Page 9 articulation of each final sound).
MATERIAL: S-52 Say: Quiero que me digas los nombres de estos dibujos.
DISCONTINUE: Your discretion, or after failure on three consecutive final sounds Point to one of the two objects in the first box on S-52 and
TIME: Your discretion Say: Este 8a) es un (a) ____________________, or ¿Qué es esto?
ACCURACY: Give credit for articulation of each sound in the final position. Pictures Listen carefully as the student articulates the final sound of the Word. If the
of two objects have been provided for each sound. Because the skill being assessed student doesn´t know the name for the object or substitutes another name,
is articulation of a final sound and not naming objects, naming both objects in a rephrase the question or use the alternate object in the box.
picture is not required for credit.
Continue the same procedure for the other items.
(B-4.1)
OBJECTIVE: By _____________________, when shown pictures of six objects,
SKILL ANALYSIS AND ANSWER FOR S-52 each with a different final sound, _________ will correctly articulate each object
´s final sound when naming ________________ of objects. .
Articulates final sound:
Z – lápiz / pez r – mar / tambor n – botón / jardín

S – ojos / tres d – pared / ciudad l – sol / papel (STATED FOR PRETEST / POST TEST COMPARISON)
(B-4.2)
OBJECTIVE: By _____________________, when shown pictures of six objects,
each with a different final sound, _______________ will increase the number of
final sounds correctly articulated when naming each object from ________
(number correctly articulated in the pretest) to _________________ (number
correctly articulated in the post test)
NOTES
B. Functional TABLE OF CONTENTS
Word Recognition = Individual Oral Response
= Individual or Group Written Response
Page
Introduction …………………………………………………….. 54
C–1 Basic Vocabulary ………………………… 57
C–2 Signs and Labels …………………………. 61
C–3 Number Words ………………………….. 64
PRESENTING THE WORDS: The words in this section can be

PURPOSE: The purpose of the FUNCTIONAL WORD RECOGNITION section is presented to the student by using any one or combination of the
to determine which common words the student can recognize. These words following methods:
include:
1. As Listed on Student Page: The Assessment of Basic Skills can be
1. 320 of the words that appear most frequently in print. The student opened to the assessment and placed between you and the student
must be able to identify these words immediately in order to become so that the printed material for each is in the proper position for
a fluent reader. reading.
2. Words frequently encountered on English signs and labels 2. Column List or Half Page: You may prefer to reproduce copies of
the student pages and cut the copies into sections so that the words
3. Number words can be presented a column at a time
METHODS OF ASSESSMENT: All of the assessments can be made on and 3. Word Cards: The words on the student pages can be printed on
individual basis with oral response. The “Numbers Words” assessment can be cards so that they can be shown to the student one at a time and
administered to individuals as well as to groups. Student pages can be then sorted info “knows” and “doesn´t know” stacks. The words that
the student doesn´t know should be taught. You may wish to review
duplicated for written responses.
the words that the student knows from time to time.
C. FUNCTIONAL WORD RECOGNITION (continued)
ALTERNATE APPROACH TO PRESENTENGIN WORDS: Some students with special REFERENCING OF THE BASIC VOCABULARY: The words for the “Basic
needs may become frustrated when confronted with an entire page of words and Vocabulary” assessment where selected from the first 400 words in the
asked to read them in order. These students may perform better if they are asked Rodriguez Bou Spanish Word List. These 400 words were then referenced
to, “Mira esta lista de palabras. Lee todas las palabras que conoces.” against the word lists from the Spanish basal reading programs listed
below to determine which words appear in primary readers and to
MAKE NOTATIONS OF TYPES OF ERRORS: You may wish to make notations in the sequence the words by grade level
Student Record Book regarding the types of reading error made by the student
such as mispronunciations, omissions, substitutions, and self-corrections. (see Bou, Ismael Rodríguez. Recuento de vocabulario español, Vol. II, Río
METHOD OF MEASURING MECHANICS OF READING, page 68, for an extensive Piedras, Puerto Rico: Universidad de Puerto Rico, 1952.
explanation on notation of errors.)
A Cada Paso: Lengua, Lectura y Cultura. New York: McGraw-Hill Book
INDIVIDUALIZING THE TIME LIMIT: Writers of materials that stress “mastery Company, 1978.
learning” frequently recommend that students be required to pronounce words
from a list as rapidly as one word per second in order to receive credit. Por El Mundo Del Cuento y La Aventura. River Forest, III,; Laidlaw Brother
Publisher, 1979.
Students with various special needs may have difficulty focusing on or perceiving
the visual image, processing it, and given an oral response at a rapid rate. Use Reading in Two Languages. Northvale, NJ: Santillana Publishing Company,
your professional judgment to determine how fast am individual student should 1979.
be expected to pronounce the words without becoming frustrated. Time you
allow can be noted in the Student Record Book. Spanish Crane Reading System. Trenton, NJ: Crane Publishing Company,
1982.
ADDING ADDITIONAL RELEVANT LISTS: The words lists included in this section
are basic. Persons involved in using the Assessment of Basic Skills, or in Spanish Reading Keys. Oklahoma City: The Economy Company, 1980.
curriculum development, are encouraged to identify or develop other lists
relevant to the students they serve. These lists can be printed in a formal similar
to the lists un this section and, for convenience, punched with seven holes and
inserted in this binder.
.
BASIC VOCABULARY – ALPHABETICAL LISTING
a bonito Ccosa escribe He llevar noche pintar seguir toma
abuelo bueno crees escuela hermano llorar nombre pizarra señor trabajo
acá busca cuadro eso hermoso lluvia nos planta señora traer
agua cuánto espera hijo nosotros plato sentir traje
ahí cuento está hoja madera nube pluma será tres
ahora caballo cuerpo esta hombre madre nuestro pobre server tu
aire cabeza ciuda estaba hora maestro nuevo poco sí
al cada este maíz úmero poder si ultimo
alegre caer estoy Iba mama nunca pollo sido un
alguno café da estrella iglesia mañana por silla uno
allí caja de Ir mandar o porque sin usar
alto calle debe Isla mano oir primero sobre usted
amarillo cama dejar familia mar ojos pueblo sol
amigo camino del feliz más otro puede solo va
amor campo desde feo jardín mayor pues son vaca
anda canción día fiesta joven me soy vamos
animal cantar dice finca jugar medio su veces
año carne dijo flor major padre qué vender
antes carro donde frente La esa país queda ventana
aprender casa dormer fruta lado mi palabras quién también ve
aquel cerca dos fuerte lápiz mira pan quiero tan verdad
aquí cielo dulce largo mismo papa tanto vida
arbol ciudad Le muchacho papel tarde viejo
arroz claro echar gallina leche mucho para radio te viene
así clase el ganar Lee mujer parece recibir tengo vino
ayuda coge él gato libro undo parte reloj tenia vivir
azul color ella gente limpio muñeca pasar rey tiempo volver
come empieza grande lindo muy patio rico tienda voz
baila cómo en gusta Lo pelota ropa tiene
bajo comprar encontrar Los nada pequeño tierra
bandera con enseñar ha luna negro pero sabe tío Y
bello conoces entonces hablar Luz nene persona sala tirar ya
bien contar entre hace ido pide salir tiza yo
blanco corazón era hallar llama niña pie se toca
bola corre es hasta llego no piensa sea todos zapatos
1 está 11 ve 21 me 31 viene
2 vamos 12 no 22 corre 32 gato
3 los 13 a 23 bajo 33 color
4 acá 14 soy 24 el 34 muñeca
5 sí 15 mira 25 cómo 35 un
6 papá 16 feliz 26 cantar 36 gallina
7 bola 17 voy 27 mamá 37 animal
8 y 18 la 28 casa 38 leche
9 jugar 19 donde 29 con 39 toma
10 de 20 busca 30 fiesta 40 da
41 ahí 51 va 61 dice 71 si
42 hijo 52 cuento 62 muy 72 dos
43 sol 53 amor 63 son 73 quiero

44 clase 54 lee 64 ella 74 en
45 este 55 yo 65 día 75 así

46 para 56 del 66 gusta 76 tú
47 señor 57 aquí 67 qué 77 baila
48 ahora 58 perro 68 al 78 es
49 escuela 59 quién 69 esta 79 caballo
50 mi 60 bonito 70 mañana 80 te
BASIC VOCABULARY
SKILL: Reads basic vocabulary words. DIRECTIONS: (This assessment is made by asking the student to pronounce
the words on S-57 through S-60. See INTRODUCTION, page 54, for a
STUDENT RECORD BOOK: Pages 9 through 12 discussion of the different methods of presenting the words. See NOTE
below regarding level for initiating the assessment)
Point to the words on S-57 and
MATERIAL: S-57
Say: Mira cada palabra y luego léela en voz alta
Empieza aquí. (Point to the Word with which you want the student to
DISCONTINUE: Your discretion, or after ten consecutive errors begin.)
TIME: Your discretion, or see INDIVIDUALIZING THE LIMIT, page 55 If the student mispronounces a word,
ACCURACY: Give credit for each correct response. Say: Trata de leer esta palabra otra vez (Point to the word)
NOTE:
Level for Initiating the Assessment: In order to make more effective use of
assessment time, you may wish to begin the assessment at the level where
STUDENT PAGE FORMAT FOR S-57 you expect the student to succeed. Use the orange superscripts provided in
the Student Page Format for S-57 through S-60 to help you determine the
appropriate grade level. Students above the fourth-grade level will
probably be able to pronounce most or all of the words in the “Basic
Vocabulary” assessment.
1 está 11 ve 21 me 21 me
2 vamos 12 no 22 corre 22 corre
3 los 13 a 23 bajo 23 bajo
4 acá 14 soy 24 el 24 el
5 sí 15 mira 25 cómo 25 cómo
6 papá 16 feliz 26 cantar 26 cantar
7 bola 17 voy 27 mamá 27 mamá
8y 18 la 28 casa 28 casa
9 jugar 19 donde 29 con 29 con
10 de 20 busca 30 fiesta 30 fiesta
81 o 91 puede 101 ir 111 le
82 dormir 92 jardín 102 nene 112 primero
83 bueno 93 tres 103 vida 113 zapatos
84 pollo 94 cielo 104 año 114 era
85 corazón 95 estaba 105 crees 115 cuerpo
86 se 96 luna 106 más 116 mar
87 come 97 ojos 107 parte 117 gente
88 dijo 98 su 108 rey 118 ropa
89 aire 99 blanco 109 entonces 119 árbol
90 flor 100 fruta 110 bello 120 familia
121 lápiz 131 llama 141 maíz 151 papel

122 por 132 niña 142 otro 152 muchacho
123 tiene 133 tiza 143 uno 153 sala

124 amarillo 134 caja 144 aquel 154 él
125 eso 135 alto 145 carro 155 amigo

126 luz 136 lo 146 libro 156 llego
127 ha 137 pizarra 147 nombre 157 nos
128 sabe 138 señora 148 todos 158 silla
129 ciudad 139 bien 149 agua 159 alegre
130 dulce 140 estrella 150 cuida 160 cama
BASIC VOCABULARY (continued)
SKILL: Reads basic vocabulary words.

DIRECTIONS: (This assessment is made by asking the student to pronounce
STUDENT RECORD BOOK: Pages 9 through 12 the words on S-57 through S-60. See INTRODUCTION, page 54, for a
discussion of the different methods of presenting the words. See NOTE on
ASSESSMENT METHOD: Individual oral response page 57 regarding level for initiating the assessment.)

MATERIAL: S- 58
Say: Mira cada palabra y luego léela en voz alta.
DISCONTINUE: Your discretion, or after ten consecutive errors. Empieza aquí (Point to the Word with which you want the student to
begin)
TIME: Your discretion, or see INDIVIDUALIZING THE TIME LIMIT, pag 55.
If the student mispronounces a word.
Say: Trata de leer esta palabra otra vez (Point to the word).
(See NOTE, page 57)
1 está 11 ve 21 me 21 me
2 vamos 12 no 22 corre 22 corre
3 los 13 a 23 bajo 23 bajo
4 acá 14 soy 24 el 24 el
5 sí 15 mira 25 cómo 25 cómo
6 papá 16 feliz 26 cantar 26 cantar
7 bola 17 voy 27 mamá 27 mamá
8y 18 la 28 casa 28 casa
9 jugar 19 donde 29 con 29 con
10 de 20 busca 30 fiesta 30 fiesta
161 madera 171 nuevo 181 grande 191 persona
162 nube 172 lindo 182 negro 192 estoy
163 tengo 173 tierra 183 queda 193 bandera
164 cabeza 174 escribe 184 trabajo 194 feo
165 allí 175 azul 185 hace 195 camino
166 llevar 176 mesa 186 mucho 196 mandar
167 nido 177 piensa 187 reloj 197 hallar
168 río 178 sea 188 noche 198 pero
169 ayuda 179 anda 189 pan 199 viejo
170 cada 180 cosa 190 número 200 solo
201 empieza 211 hombre 221 limpio 231 ya

202 debe 212 mismo 222 será 232 caer
203 iglesia 213 tiempo 223 vino 233 frente

204 nunca 214 pintar 224 dejar 234 lluvia
205 llorar 215 sobre 225 fue 235 pueblo

206 traje 216 calle 226 conoces 236 ganar
207 radio 217 echar 227 joven 237 madre
208 canción 218 abuelo 228 poco 238 oír
209 finca 219 hasta 229 nuestro 239 usted
210 desde 220 mejor 230 recibir 240 salir

SKILL: Read basic vocabulary words. DIRECTIONS: (This assessment is made by asking the student to pronounce
the words on S-57 through S-60. See INTRODUCTION, page 54, for a
STUDENT RECORD BOOK: Pages 9 through 12 discussion of the different methods of presenting the words. See NOTE on
page 57 regarding level for initiating the assessment)
MATERIAL: S-59
Empieza aquí (Point to the Word with which you want the student to
DISCONTINUE: Your discretion, or after ten consecutive errors begin.)
TIME: Your discretion, or see INDIVIDUALIZING THE TIME LIMIT; Page 55 If the student mispronounces a word,
ACCURACY: Give credit for each correct response. Say: Trata de leer esta palabra otra vez. (Point to the Word.)

161 madera 171 nuevo 181 grande 191 persona
162 nube 172 lindo 182 negro 192 estoy
163 tengo 173 tierra 183 queda 193 bandera
164 cabeza 174 escribe 184 trabajo 194 feo
165 alli 175 azul 185 hace 195 camino
166 llevar 176 mesa 186 mucho 196 mandar
167 nido 177 piensa 187 reloj 197 hallar
168 rio 178 sea 188 noche 198 pero
169 ayuda 179 anda 189 pan 199 viejo
170 cada 180 cosa 190 número 200 solo
201 empieza 211 hombre 221 limpio 231 ya

202 debe 212 mismo 222 será 232 caer
203 iglesia 213 tiempo 223 vino 233 frente
204 nunca 214 pintar 224 dejar 234 lluvia
205 llorar 215 sobre 225 fue 235 pueblo
206 traje 216 calle 226 conoces 236 ganar
207 radio 217 echar 227 joven 237 madre
208 canción 218 abuelo 228 poco 238 oír
209 finca 219 hasta 229 nuestro 239 usted
210 desde 220 mejor 230 recibir 240 salir
241 porque 251 pequeño 261 servir 271 tenía
242 espera 252 nosotros 262 volver 272 verdad
243 medio 253 voz 263 toca 273 mayor
244 patio 254 seguir 264 mujer 274 planta
245 hablar 255 usar 265 cuadro 275 coge
246 rico 256 tío 266 fuerte 276 entre
247 traer 257 encontrar 267 tarde 277 antes
248 pelota 258 pluma 268 iba 278 también
249 alguno 259 sin 269 pide 279 pues
250 cerca 260 contar 270 aprender 280 arroz
281 parece 291 campo 301 cuanto 311 pasar

282 mano 292 maestra 302 país 312 sido
283 hoja 293 he 303 hermano 313 vaca

284 tanto 294 pobre 304 tirar 314 poder
285 ventana 295 último 305 veces 315 tan

286 mundo 296 café 306 isla 316 palabras
287 comprar 297 nada 307 largo 317 carne
288 pie 298 hora 308 tienda 318 enseñar
289 hermoso 299 sentir 309 plato 319 vender
290 claro 300 vivir 310 lado 320 padre
SKILL: Reads basic vocabulary words DIRECTIONS: (This assessment is made by asking the student to pronounce
the words on S-57 through S-60. See INTRODUCCTION, page 54, for a
STUDENT RECORD BOOK: Pages 9 through 12 discussion of the different methods of presenting the words. See NOTE on
page 57 regarding level for initiating the assessment)
MATERIAL: S-60
Empieza aquí (Point to the Word with which you want the student to
DISCONTINUE: Your discretion, or after ten consecutive errors begin)
TIME: Your discretion, or see INDIVIDUALIZING THE TIME LIMIT, page 55 If the student mispronounces a word
ACCURACY: Give credit for each correct response. Say: Trata de leer esta palabra otra vez (Point to the word)
241 porque 251 pequeño 261 servir 271 tenia

242 espera 252 nosotros 262 volver 272 verdad
243 medio 253 voz 263 toca 273 mayor
244 patio 254 seguir 264 mujer 274 planta
245 hablar 255 usar 265 cuadro 275 coge
246 rico 256 tio 266 fuerte 276 entre
247 traer 257 encontrar 267 tarde 277 antes
248 pelota 258 pluma 268 iba 278 también
249 alguno 259 sin 269 pide 279 pues (C-1)
250 cerca 260 contar 270 aprender 280 arroz SPANISH OBJECTIVE: When shown a list of 320 Spanish vocabulary words,
___________ will correctly pronounce _____________ of the words.
281 parece 291 campo 301 cuanto 3111 pasar
282 mano 292 maestra 302 país 312 sido
283 hoja 293 he 303 hermano 313 vaca
284 tanto 294 pobre 304 tirar 314 poder
285 ventana 295 último 305 veces 315 tan
286 mundo 296 café 306 isla 316 palabras
287 comprar 297 nada 307 largo 237 carne
288 pie 298 hora 308 tienda 318 enseñar
289 hermoso 299 sentir 309 plato 319 vender
290 claro 300 vivir 310 lado 320 padre
1 6 11 16
caution POISON DON´T WALK WET

PAINT
2 7 12 17
BEWARE
DANGER POLICE KEEP OUT OF
TAKE NOTIVE DOG
3 1 8 13 18
DO NOT
EXIT Private No admittance DISTURB
4 9 14 19
DO NOT
FRAGILE WALK NO ENTER
SMOKING
5 10 15 20
No HANDLE
GO WARNING Trespassing WITH
CARE
SIGNS AND LABELS
SKILL: Reads and understands signs and labels DIRECTIONS: (This assessment is made by asking the student to read
aloud the signs and labels on S-61 through S-63 and tell their meanings.)
STUDENT RECORD BOOK: page 12
Point to the signs and labels on S-61 and
Say: Estas son palabras que vemos frecuentemente en letreros públicos,
etiquetas, botellas, latas y otros envases. Mira cada palabra o etiqueta
MATERIAL: S-61
con atención y dime lo que significa. (Point to the sign or label with
which you want the student to begin. If the student cannot read the word
DISCONTINUE: Your discretion or after three consecutive errors or label aloud but indicates understanding of its meaning, give full
credit.)
If the student does not appear to understand the Word or label, you may
ACCURACY: Give credit for each correct response try asking the following questions:
a. ¿Dónde podrías ver este letrero público (esta etiqueta)?

b. ¿Qué se debe hacer cuando se ve este letrero público (esta
etiqueta)?
WET
caution POISON DON´T WALK PAINT
POLICE BEWARE
DANGER TAKE NOTICE KEEP OUT OF
DOG
EXIT Private No admittance DO NOT

DISTURB
FRAGILE WALK NO DO NOT

SMOKING ENTER
No HANDLE
WARNING Trespassing WITH CARE
GO
21 26 31 36
Cashier Enter LADIES OUT

22 27 32 37
CLOSED Escalator LEFT PULL
23 28 33 38
DIRECTORY Gentlemen Men PUSH
24 29 34 39
DOWN IN OFFICE RIGHT

25 30 35 40
Stairway
ELEVATOR
Information OPEN
SIGN AND LABELS (continued)
SKILL: reads and understands signs and labels DIRECTIONS: (This assessment is made by asking the student to read
aloud the signs labels on S-61 through S-63 and tell their meanings)
etiquetas, botellas, latas y otros envases. Mira cada palabra o
MATERIAL: S-62
etiqueta con atención y dime lo que significa. (Point to the sign r
label with which you want the student to begin. If the student
DISCONTINUE: Your discretion, or after three consecutive errors. cannot read the word or label aloud but indicates understanding of
its meaning, give full credit)
If the student does not appear to understand the word or label, you may
ACCURACY: Give credits each correct response. try asking the following questions:

etiqueta)?
cashier Enter LADIES OUT
CLOSED Escalator LEFT PULL
DIRECTORY Gentlemen Men PUSH
DOWN IN OFFICE RIGTH

ELEVATOR Information OPEN Stairway
21 26 31 36
TAXI FOR SALE WAITING

NOT TO BE TAKEN
BY MOUTH
ROOM …………..
POISON
22 27 32 37
WARNING
Public Telephone LOST and
UP FOUND
Harmful to the
skin and eyes
23 28 33 38
CAUTION: Avoid
WOMEN SELF-SERVICE THIS SIDE Prolonged Breathing of Fumes.
Use only in a well-ventilated
area.
UP
24 29 34 39
READ ENTIRE LABEL:
BUS FOR EXTERNAL USE Use strictly in accordance
SHAKE WELL
STOP ONLY with label cautions, arning
and directions
25 30 35 40
DANGER: Extremely
Please Pay flammable. Do not use near
Deposit Coin
U.S. When Served heat or open flame Contents
under pressure. Do not
MAIL puncture, incinerate. Or
store above 120° F.
SIGNS AND LABELS (continued)

SKILL: Reads and understands signs and labels. DIRECTIONS: (This assessment is made by asking the student to read
aloud the signs labels on S-61 through S-63 and tell their meanings).
etiquetas, botellas, latas y otros envases. Mira cada palabra o etiqueta
MATERIAL: S-63
con atención y dime lo que significa. (Point to the sign or label with
which you want the student to begin. If the student cannot read the word
DISCONTINUE: Your discretion, or after three consecutive errors. or label aloud but indicates understanding of this meaning, give full
credit)
If the student does not appear to understand the word or label, you may
ACCURACY: Give credit for each correct response try asking the following questions:

etiqueta)?
TAXI WAITING
FOR SALE BY MOUTH
ROOM
UP PUBLIC TELEPHONE LOST and FOUND WARNING
THIS SIDE
WOMEN SELF-SERVICE
UP
(C-.2)
BUS
SHAKE WELL ONLY OBJECTIVE: By _____________________, when shown a list of sixty signs and
STOP
labels, __________ will read and indicate understanding of the meaning for
___________ of the signs and labels.
U.S. Please Pay
Deposit Coin MAIL When Served
DIRECCIONES: Escribe el número correcto al lado de cada palabra Nombre: ________________________________________
1. dos 15. diez y ocho 29. ochenta y tres

2. uno 16. diez y nueve 30. setenta y cuatro
3. cinco 17. diez y siete 31. noventa y ocho
4. cuatro 18. trece 32. cuarenta y seis
5. tres 19. diez y seis 33. treinta y nueve
6. nueve 20. cincuenta 34. veinte y dos
7. siete 21. noventa 35 .sesenta y uno
8. seis 22. setenta 36. cien
9. ocho 23. ochenta 37. mil
10. diez 24. veinte 38. un millón
11. doce 25. treinta 39. un medio
12. quince 26. sesenta 40. un cuarto
13. once 27. cuarenta 41. tres quintos
14. catorce 28. cincuenta y cinco 42. cinco sextos
NUMBER WORDS
SKILLS: DIRECTIONS: (This assessment is made by asking the student to read the
1. Reads number words number words on S-64 aloud and to write the number for each word)
2. Writes numbers for number words
STUDENT RECORD BOOK: Page 13 Individual Oral Response: Point to the number words on S-64 and
ASSESSMENT METHODS: Say: Mira cada palabra: Luego lee cada una en voz alta. Empieza aquí.
1. Individual oral response (Point to the number with which you want the student to begin.)
2. Individual or group written response
Individual or group Written Response: Use the words in brackets for
MATERIALS: Copy of S-64 and pencil giving directions to a group. Give each student a copy of S-64 and a
pencil. Point to the DIRECTIONS and
DISCONTINUE: Your discretion, or when it appears the student has read or written as
many numbers words as he or she knows. Say: Cuando te [les] diga que empieces [empiecen] escribe [escribe] el
número correcto al lado de cada palabra. Quiero que trabajes
TIME: Your discretion [trabajen] hasta que (hayas [hayan] terminado.) or (te [les] diga que
pares [paren].) Ahora empieza [empiecen].
You may wish to note in the Student Record Book whether the
STUDENT PAGE FORMAT, SKILL ANALYSIS, assessment was oral, written, or both.
AND ASWERS FOR S-64
NOTE:
Related Assessment: See the READINESS and NUMBERS AND
COMPUTATION sections (Sections A and I) if you wish to assess math
Number Words 1-10 Numbers Words 11-19 Intervals of ten skills.
1. dos (2) 11. doce (12) 20. cincuenta (50)
2. uno (1) 12. quince (15) 21. noventa (90)
3. cinco (5) 13. once (11) 22. setenta (70)
4. cuatro (4) 14. catorce (14) 23. ochenta (80)
5. tres (3) 15. diez y ocho (18) 24. veinte (20)
(C-.3.1)
6. nueve (9) 16. diez y nueve (19) 25. treinta (30) OBJECTIVE FOR SKILL 1: By _____________________, when shown a list of
7. siete (7) 17. diez y siete (17) 26. sesenta (60) number words, _____________ will read the number words aloud for each
8. seis (6) 18. trece (13) 27. cuarenta (40) number word as identified in the skill analysis section for S-64.
9. ocho (8) 19. diez y seis (16)
10. diez (10) One Hundred, One Thousand,
(C-.3.2)
Number Wors 21-99 One Million
OBJECTIVE FOR SKILL 2: By _____________________, when shown a list of
28. cincuenta y cinco (55) 36. cien (100) number words, _____________ will write the number for each number word as
29. ochenta y tres (83) 37. mil (1,000) identified in the skill analysis section fro S-64.
30. setenta y cuatro (74) 38. un millón (1,000,000)
31. noventa y ocho (98) Fractions
32. cuarenta y seis (46) 39. Un medio (1/2) 41. tres quintos (3/5)
33. treinta y nueve (39) 40. Un cuarto (1/4) 42. cinco sextos (5/6)
34. veinte y dos (22)
35. sesenta y uno (61)
NOTES
C. Oral Reading TABLE OF CONTENTS
PURPOSE: The purposes of the ORAL READING section are to determine the highest Page
grade level at which the student can pronounce Spanish and /or English words in
word lists and reading selections. This information is useful for choosing Spanish and Introduction …………………………………………………………………………… 66
English instructional materials that the student can read independently and with D-1 Word Recognition Grade Placement
success. Form A (Spanish) ………………………………………………… 69
Form B (English) ………………………………………………… 70
DOMINANT LANGUAGE INDICATORS: All of the assessments in the ORAL READING D-2 Reads Orally at Preprimer or Primer
section are designed to be used as indicators of dominant language. These Level ……………………………………………………………………. 71
assessments when combined with designated assessment from other sections can D-3 Reads Orally at Lower or Upper
assist the examiner in determining the language in which the student shows the most First-Grade Level ………………………………………………… 72
proficiency and preference. D-4 Reads Orally at Lower or Upper
Second-Grade Level …………………………………………… 73
For this purpose, the assessments are given in both languages. Forms A and B have D-5 Reads Orally at Lower or Upper
been included for each assessment. Form A is in Spanish, while Form B is in English. Third-Grade Level ……………………………………………….. 74
Each Form has a different content. D-6 Reads Orally at Fourth or Fifth-Grade
Level ………………………………………………………………….. 75
The results of the assessments in each language can be recorded in the Student
Record Book or on the Dominant Language Screening Form. 2. Oral Reading Selections: The Spanish stories on Form A of these
assessments are adapted from the English stories in the ORAL READING
DESIGN OF THE ASSESSMENTS: section of the BRIGANCER Comprehensive inventory of Basic Skills.
1. Word Recognition Grade Placement: The Spanish and English assessments Spanish reading and language arts authorities reviewed each selection for
consist of seven lists of ten words for each grade level, preprimer through grade appropriateness. In addition, the more advanced vocabulary for
fifth. For both languages, the level of the student´s word recognition skills is each respective level, preprimer through fifth, was referenced against the
measured by his or her ability to pronounce at least five of the words at the Rodriguez Bou Spanish Word List and Spanish basal reading programs as
highest grade level. listed below:
2. Oral Reading Selections: The assessments for the preprimer, primer, and Bou, Ismael Rodríguez. Recuento de vocabulario español, Vol. II. Río
lower of approximately 33 words each. The assessments for the lower and Piedras, Puerto Rico: Universidad de Puerto Rico, 1952.
upper levels of grades two and three and for the fourth and fifth grade levels
consist of Spanish and English stories of approximately 67 words. (Proper A Cada Paso: Lengua, Lectura y Cultura. New York: McGraw-Hill Book
nouns are not included in the word count) Company, 1978
REFERENCING OF THE SPANISH ASSESSMENTS: Por El Mundo Del Cuento y la Aventura. River Forest, III.: Laidlaw Brothers
1. Word Recognition Grade Placement: The Spanish words on Form A of this Publishers, 1979
assessment were referenced against the Rodriguez Bou Spanish Word List
and basal Spanish reading programs listed on the right for each grade level, Reading in Two Languages. Northvale, NJ: Santillana Publishing Company,
preprimer through grade five. 1979.
Spanish Crane Reading System. Trenton, NJ: Crane Publishing Company,
1982
D. ORAL READING (continued)

REFERENCING OF THE ENGLISH ASSESSMENTS: THE LEVEL AT WHICH THE ASSESSMENT IS INITIATED: The “Word
1. Word Recognition Grade Placement: The preprimer through grade five word Recognition Grade Placement” can be used to determine the level for
lists on Form B of this assessment are composed of high frequency English initiating the oral reading assessment and should be given first.
words with phonetic and structural elements introduced at the respective
grade levels in six or more of the English basal reading programs listed 1. Word Recognition Grade Placement: The Spanish and English
below. assessments can be initiated one grade level lower than the student
´s present grade level or at the highest grade level at which it is
2. Oral Reading Selections: The readability of the English stories are referenced anticipated that the student will be able to pronounce all ten words.
to the fry technique. The fry Technique uses the language factors of number 2. Oral reading Selections: It is recommended that the Spanish and
of syllables and sentences per one hundred words (not including proper English assessment be initiated one grade level lower than the grade
nouns) to establish readability. As a means of controlling the vocabulary of level achieved by the student on the “Word Recognition Grade
the stories, the more advanced vocabulary for each respective grade level, Placement” The initial assessment level may differ for the two
preprimer through fifth, was sampled from eight or more of the following languages. For example, if the highest grade level at which the
English basal reading programs: student pronounces five or more of the ten words is the fifth grade,
the Spanish oral reading assessment should be initiated at the
The Addison-Wesley Reading Program. Reading, Mass: Addison- Wesley fourth-grade level. If the highest grade level at which the student
Publishing Company, Inc. 1979. pronounces five or more of the ten English words is the third grade,
American Readers. New York: American Book Company, 1980 the English oral reading assessment should be initiated at the
second-grade level.
Ginn Reading program. Lexington, Mass: Ginn Company, 1982
METHOD OF ASSESSMENT: All assessments in the ORAL READING
HBJ Bookmark Reading Program. New York: Harcourt Brace Jovanovich, Inc. section are made on an individual basis.
1979 1. Word Recognition Grade Placement: The student is shown the word
list on Form A or B at the level at which the assessment will be
Holt Basic Reading. New York; Holt, Rinehart Winston, 1980 initiated. The student is then asked to read the ten Spanish or English
words aloud. By placing a finger or a marker under each word, the
The Houghton Mifflin Reading Program. Boston: Houghton Mifflin Company, examiner can focus the student´s attention on one word at a time.
1981
Keys to Reading Oklahoma City: The Economy Company, 1980 The assessment is continued at higher or lower levels until the highest
level at which the student can recognize and read five out of ten
The Laidlaw Reading Program. River Forest, III: Laidlaw Brothers, 1980 words is determined.
Lippincott Basic Reading. Philadelphia: J.B. Lippincott Company, 1981 2. Oral Reading Selections: The student is asked to read aloud the
Spanish or English story at the level at which it has been determined
the assessment will be initiated. For each language, the assessment is
Pathfinder, Boston: Allyn and Bacon, Inc. 1979-81
continued at higher or lower levels until the highest level at which the
student can read a selection with 97% accuracy is determined. (No
Reading Basic Plus. New York: Harper and Row Publisher, Inc. 1980
more than one error for stories of approximately 33 words, no more
than two errors for stories of approximately 67 words.)
Series r. NewYork: Macmillan Publishing Company, Inc. 1980
Scott, Foresman Reading. Glenview; III: Scott, Foresman and Company, 1981
D. ORAL READING (continued)
ACCURACY: Count as an error any word that the student mispronounces or can´t USE OF RESULTS: The results obtained from the Spanish and English oral
pronounce within five seconds. Ask the student to reread any sentence in which he or reading assessment suggest the grade level of the basal text in which the
she makes a self-corrected pronunciation, substitution, insertion, omission, or student can be instructed. The results of the assessment for both
repetition. Point to the sentence and languages should be compared. A student who scores low on both tests
may have a learning problem that requires additional evaluation and
Say: Lee esta frase otra vez. Or Read this sentence again special reading instruction. A student who scores on or above grade level
in Spanish and below grade level in English can benefit from instruction in
If the student reads incorrectly a second time, count as an error both languages. The student who is a more proficient reader in Spanish
can be placed in higher-level Spanish readers while he or she is
An evaluation of the student´s errors will indicate the student´s particular reading developing oral reading skills in lower-level English texts.
deficiencies for purposes of remedial instruction in Spanish and/or English.
METHOD OF MEASURING MECHANICS OF ORAL READING: If you decide to use the OTHER FACTORS AFFECTING ORAL READING: Several factors other than
assessments in the ORAL READING section to measure the mechanics of reading, learning problems and language proficiency affect the accuracy with
make copies of the student pages. As the student reads a selection, mark errors on which a student reads orally a Spanish or English selection:
the reproduced copy. For consistency, you may want to use these symbols: a. Background and experience
b. Interest and motivation for reading
Type of Error Symbol Description c. Physical, mental, and emotional state
d. Attitude and confidence
Mispronunciation M Write above the word
e. Language patterns and styles
mispronounced f. The tone, mood, and organization of selection
Substitution ________ Draw a line through the word and g. Physical environment, such as noise level, lighting, and temperature
write the substituted word
above it
Hesitation Write H above the word not LIMITATION OF RESULTS: Be aware that the results of the oral reading
H pronounced in five seconds. assessments merely indicate how well the student may do in a basal text.
Then pronounce it for the A student should never be placed in reading materials solely on the basis
student of the results from the assessments in the ORAL READING section if
Self-corrected Write C above the word corrected by other information is available. It is recommended that the results
Pronunciation the student obtained from the assessments in this section be evaluated with the
C student´s achievement on the “Reading Vocabulary Comprehension
Insert a where a word or phrase is Grade Placement” and the reading comprehension assessments in
Insertion inserted in original text Section E to help determine which reading materials are appropriate.
Circle the word, part of word,
Omission phrase, or punctuation The placement of a student in reading materials on the basis of test
omitted results should never considered final. The appropriateness of the
Repetition _________ Underline the words repeated placement should continue to be evaluated, based on the student´s
performance in the text. The student´s performance will be determined
by the difficulty of the text used in the reading program.
mira da tengo llover
a perro dice también
de día uno camino
con muy nueve nuestra
el para porqué vecino
está toma negro voz
y este amigo hija
soy es luna máquina
la los escribe desierto
casa leer árbol cariñoso
favor peligroso admiración

guarda desaparece atmósfera
payaso responsabilidad contaminar
sueldo aspirar uniforme
agradecido víctima aptitud
tijeras senda emiten
variedad investigación reacción
felicitación autoridad violento
bajar oponente intelectual
estilo flexible opresión
WORD RECOGNITION GRADE PLACEMENT – FORM A
SKILL: Reads words at grade level (preprimer through five). DIRECTIONS: (This assessment is made by asking the student to
pronounce the Spanish words on Form A and /or the English words on
STUDENT RECORD BOOK: Pages 14 through 15 Form B. See INTRODUCTION, page 66, for using the assessment as an
indicator of dominant language)
Point to the word list on S-69-Form A at the highest grade level at which
MATERIAL: S-69 – Form A you anticipate the student will be able to pronounce all ten words and
DISCONTINUE: Your discretion, or after determining the highest grade level at which Say: Lee estas palabras en voz alta lo más rápido que puedes.
the student can correctly pronounce at least five of the ten words. Empieza con la primera palabra de la lista
TIME: Your discretion, or approximately three seconds per word Circle the words in the Student Record Book as they are pronounced by
the student. Do not give any help sounding out the words.
ACCURACY: Give credit for the grade level at which the student correctly pronounces
at least five of the then ten words. Count as errors.: Continue the assessment until the student is unable to pronounce at
1. mispronounced words least five of the ten words for a given grade level.
2. words that take the student more than three seconds to pronounce.
STUDENT PAGE FORMAT FOR S-69-FORM A
Preprimer Primer Grade One Grade Two

1. mira 1. da 1. tengo 1. llover
2. a 2. perro 2. dice 2. también NOTES:
3. de 3. día 3. uno 3. camino
1. Level at Which Oral Reading Assessment Can Be Initiated: The oral
4. con 4. muy 4. nueve 4. nuestra
reading assessments (D-2 though D-6) can be initiated one grade
5. el 5. para 5. por qué 5. vecino
6. está 6. toma 6. negro 6. voz level lower than the level at which the student scores on this
7. y 7. este 7. amigo 7. hija assessment.
8. soy 8. es 8. luna 8. máquina (D-1.1)
9. la 9. los 9. escribe 9. desierto 2.SPANISH OBJECTIVE: Comprehension
Supplemental By _____________,Assessment:
when shown aThislist ofassessment
ten Spanish
10. casa 10. leer 10. árbol 10. cariñoso words referenced at the ________________ grade level, _______________ will
measures only the student´s word recognition skills at grade level. If
Grade three Grade Four Grade Five correctly pronounce at least five of the ten words within three-second intervals.
1. favor 1. peligroso 1. admiración you wish to assess for knowledge of word meanings, ask the student
2. guarda 2. desaparece 2.Atmósfera to give the meanings of the words or use the words in sentences or
3. payaso 3. responsabilidad 3.Contaminar phrases.
4. suelo 4. aspirer 4.Uniforme
5. agradecido 5. víctima 5.Aptitude
6. Tijeras 6. senda 6.Emiten
7. Variedad 7. investigación 7.Reacción
8. Felicitación 8. autoridad 8.Violento
9. Bajar 9. oponente 9.Intellectual
10. estilo 10. flexible 10.Opresión
dog again gave threw

go day sleep choose
fun try squirrel
have new bring straight
help of which knock
some way eight
I thank airplane mountain
must read noise
look
two it´s circus
that take found fruit
the
we
who
cheerful pronunciation characteristic
knives paragraph arguing
invisible expression superintendent
anxious gnaw guarantee
although imaginary nuisance
mistaken structure appreciate
museum anchored literature
worries foolishness identify
stomach cinnamon triumphant
drawer musician description
WORD RECOGNITION GRADE PLACEMENT- FORM B (continued)

DIRECTIONS: (This assessment is made by asking the student to pronounce
SKILL: Reads words at grade level (preprimer through five). the Spanish words on Form A and / or the English words on Form B. See
INTRODUCTION, page 66, for using the assessment as an indicator of
STUDENT RECORD BOOK: Pages 14 through 15 dominant language)
Point to the word list on S-70-Form B at the highest grade level at which
you anticipate the student will be able to pronounce all ten words and
MATERIAL: S-70- Form B Say: Read the words aloud as quickly as you can. Star with the first word
in the list
DISCONTINUE: Your discretion, or after determining the highest grade level at
which the student can correctly pronounce at least five of the ten words. Circle the words in the Student Record Book as they are pronounced by the
student. Do not give any help sounding out the words.
TIME: Your discretion, or approximately three seconds per word
Continue the assessment until the student is unable to pronounce at least
ACCURACY: Give credit for the grade level at which the student correctly five of the ten words for a given grade level.
pronounces at least five of the ten words. Count as errors:
1. mispronounced words
2. words that take the student more than three seconds to pronounce.
STUDENT PAGE FORMAT FOR S-70-FORM B NOTES:
Preprimer Primer Grade One Grade Two 1. Level at Which Oral Reading Assessment Can Be Initiated: The
1. dog 1.again 1. gave 1.threw oral reading assessments (D-2 through D-6) can be initiated one
2. go 2.day 2. sleep 2.choose grade level lower than the level at which the student scores on this
3. have 3.fun 3. try 3.squirrel assessment.
4. help 4.new 4. bring 4.straight
5. i 5.of 5. which 5.knock 2. Supplemental Comprehension Assessment: This assessment
6. look 6.some 6. way 6.eight
measures only the student´s word recognition skills at grade level.
7. that 7.thank 7. airplane 7.mountain
8. the 8.must 8. read 8.noise
If you wish to assess for knowledge of word meanings, ask the
9. we 9.two 9. it´s 9.circus student to give the meanings of the words or use the words in
10. who 10. take 10. found 10 fruit sentences or phrases.
Grade Three Grade Four Grade Five
1. cheerful 1. pronunciation 1.characteristic
2. knives 2. paragraph 2.arguing
3. invisible 3. expression 3.superintendent
4. anxious 4. gnaw 4.guarantee
(D-1.2)
5. although 5. imaginary 5.nuisance
ENGLISH OBJECTIVE: By _____________, when shown a list of ten Spanish
6. mistaken 6. structure 6.appreciate
words referenced at the ________________ grade level, _______________ will
7. museum 7. anchored 7.literature
correctly pronounce at least five of the ten words within three-second intervals.
8. worries 8. foolishness 8.identify
9. stomach 9. cinnamon 9.triumphant
10. drawer 10. musician 10. description
A. A.
Mira mi perro El niño pequeño ve la pelota
Mira como corre y salta Él corre a coger la pelota
A mí me gusta mucho jugar con mi perro La pelota es roja y amarilla
Podemos correr Al niño le gusta la pelota
Podemos saltar Él juega y se divierte con su pelota nueva
¿A ti te gusta mi perro?
Mi perro te quiere a ti
B. B.
Look at me The dog saw the little girl
See what I can do The girl did not know the dog}She ran
A can run and jump away from it
Do you like to play? The girl went into her house
I like to play The dog was surprised
Will you play with me? It had come to play
We can run
We can jump
READS ORALLY AT PREPRIMER OR PRIMER LEVEL
SKILL: Reads orally at preprimer or primer level DIRECTIONS: (This assessment is made by asking the student to read orally
the Spanish story (Form A) and /or the English story (Form B) on S-71 for
STUDENT RECORD BOOK: Page 15 the preprimer or primer level. See INTRODUCCTION, page 66, for using the
assessment as an indicator of dominant language)
Point to the story you want the student to read and
MATERIAL: S-71
Say: a. Quiero que leas este cuento en voz alta
DISCONTINUE: Your discretion, or after determining the highest grade level at which b. I want you to read this story aloud
the student reads orally in Spanish and English with at least 97% accuracy.
If the student does not know a word, wait five seconds and then pronounce
TIME: Your discretion the word for the student. If the student substitutes, self corrects, inserts,
omits, or repeats any word, ask him or her to reread the sentence it is in.
ACCURACY: At least 97% (no more than one error) for the Spanish or English story of
33 words at the preprimer or primer level. (See INTRODUCCTION, PAGE 68, FOR Point to the sentence where the error was made and
FURTHER EXPLANATION).
Say: a. lee esta frase otra vez
b. Read this sentence again
Continue the assessment at higher or lower grade levels until you

determine the highest grade level at which the student can read with 97%
accuracy.
STUDENT PAGE FORMAT FOR S-71- FORMS A AND B
Preprimer Primer
A. A.
Mira mi perro El niño pequeño ve la pelota
Mira como corre y salta Él corre a coger la pelota
A mí me gusta mucho jugar con mi perro La pelota es roja y amarilla (D-2.1)
Podemos correr Al niño le gusta la pelota SPANISH OBJECTIVE: By _____________, when shown a Spanish story of 33
Podemos saltar Él juega y se divierte con su pelota nueva words referenced at the (preprimer, primer) level, _____________ will read the
¿A ti te gusta mi perro? story aloud and have difficulty with no more than one word (97% accuracy).
Mi perro te quiere a ti
B. B.
Look at me The dog saw the little girl
See what I can do The girl did not know the dog (D-2.1)
A can run and jump She ran away from it ENGLISH OBJECTIVE: By _____________, when shown an English story of 33
Do you like to play? The girl went into her house words referenced at the (preprimer, primer) level, _____________ will read the
I like to play The dog was surprised story aloud and have difficulty with no more than one word (97% accuracy).
Will you play with me? It had come to play
We can run
We can jump
A. A.
La niña preguntó. “¿Quién es tu amigo?” El hombre caminaba por la calle
Yo le dije, “MI amigo es mi gato.” Él tenía un sombrero nuevo
Nos gusta jugar juntos Pronto el viento empezó a soplar
Estamos buscando algo que hacer El sombrero voló de su cabeza
¿Quieres jugar con nosotros? “¡Párate!”, grito el hombre
Podemos divertirnos todo el día El sombrero se quedó en un árbol
B. B.
The cat saw two birds. The girl had a picture of her kitten
They were blue birds She wanted to show it to her friends
They were on the green grass She walked down the street
They wanted something to eat But she didn´t see her friends
They were looking for food They had gone a picnic
Then they saw the cat
They went away
READS GRALLY AT LOWER OR UPPER FIRST-GRADE LEVEL

SKILL: Reads orally al lower or upper first-grade level DIRECTIONS: (This assessment is made by asking the student to read orally
the Spanish story (Form A) and/or the English story (Form B) on S-72 for the
STUDENT RECORD BOOK: Page 15 lower or upper first grade level. See INTRODUCCTION, page 66, for using
the assessment as an indicator of dominant language)
MATERIAL: S-72
Say: a. Quiero que leas este cuento en voz alta.
DISCONTINUE: Your discretion, or after determining the highest grade level at which b. I want you do read this story aloud
ACCURACY: At least 97% (no more than one error) for the Spanish or English story of
33 words at the lower or upper first-grade level. (See INTRODUCCTION, page 68, for Point to the sentence where the error was made and
further explanation).
Say: a. Lee esta frase otra vez

accuracy.
STUDENT PAGE FORMAT FOR S-72-- FORMS A AND B
Lower First Grade Upper First Grade
A. A.
La niña preguntó. “¿Quién es tu amigo?” El hombre caminaba por la calle
Yo le dije, “MI amigo es mi gato.” Él tenía un sombrero nuevo
Nos gusta jugar juntos Pronto el viento empezó a soplar (D-3.1)
Estamos buscando algo que hacer El sombrero voló de su cabeza SPANISH OBJECTIVE: By _____________, when shown an Spanish story of 33
¿Quieres jugar con nosotros? “¡Párate!”, grito el hombre words referenced at the (lower, upper) first-grade level, _____________ will
Podemos divertirnos todo el día El sombrero se quedó en un árbol read the story aloud and have difficulty with no more than one word (97%
accuracy) .
B. B.
The cat saw two birds. The girl had a picture of her kitten
They were blue birds She wanted to show it to her friends
They were on the green grass She walked down the street (D-3.2)
They wanted something to eat But she didn´t see her friends ENGLISH OBJECTIVE: By _____________, when shown an English story of 33
They were looking for food They had gone a picnic words with readability and vocabulary referenced at the (lower, upper) first-
Then they saw the cat grade level, _____________ will read the story aloud and have difficulty with no
They went away more than one word (97% accuracy).
A. A.
Tomás le dijo al hombre que necesitaba La madre de Daniel se sorprendió cuando lo
cacahuates. El hombre pensó que Tomás quería vio en casa. Daniel había corrido de la escuela
comérselos. El hombre le dijo: “A los niños les para llegar a casa temprano. Daniel también se
gusta comer cacahuates, ¿no es verdad?” sorprendió porque pensaba que su madre
Tomás respondió, “A mi me gustan los estaba todavía en el trabajo. Su mamá salió
cacahuates, pero estos cacahuates no son para temprano del trabajo porque hoy era su
mí. Los estoy comprando para mi animalito cumpleaños.
preferido”
Entonces el hombre le preguntó, “¡qué Daniel quería hacer un pastel antes de que
animalito tienes? ¡Tienes una ardilla?” su madre llegara del trabajo. Pero ahora Daniel
Tomás respondió, “No, mi animalito preferido y su madre iban a hacer el pastel juntos.
es un conejo.”
B. B.
Jan is happy because she has some money in Years ago Main Street was a dirt road.
her pocket. She is going to buy a toy sailboat People rode horses and wagons down the
for her brother. His birthday is next week. middle of the road. When it rained the road
was almost like a muddy river. There was only
She wants to put her brother´s name on the one store.
boat. But she doesn´t know to spell his name.
She will ask someone to help her. Then she will Main Street has changed. Now there is a of
hide the boat under her bed. She hopes her noise from the many cars. When it rains the
brother won´t find it. water drains off the street so it is not muddy
There are sidewalks and many different stores.
READS ORALLY AT LOWER OR UPPER SECOND-GRADE LEVEL

SKILL: Reads orally at lower or upper second-grade level DIRECTIONS: (This assessment is made by asking the student to read orally
STUDENT RECORD BOOK: Page 15 the lower or upper second-grade level. See INTRODUCTION, page 66, for
using the assessment as an indicator of dominant language)
ASSESSSMENT METHOD: Individual oral response
MATERIAL: S-73
DISCONTINUE: Your discretion, or after determining the highest grade level at which b. I want you do to read this story aloud
TIME: Your discretion the word for the student. If the student substitutes, self corrects. Inserts,
omits, or repeats any words, ask him or her to reread the sentence it is in.
ACCURACY: At least 97% (no more than two errors) for the Spanish or English story of
67 words at the lower or upper second-grade level. (see INTRODUCTION, page 68, for Point to the sentence where the errors was made and
further explanation)
Say: a Lee esta frase otra vez
NOTE: b. Read this sentence again
Word Substitutions: If more appropriate, the words cacahuate (peanut) and pastel
(cake) can be substituted with one of the words listed below: Continue the assessment at higher or lower grade levels until you
1. cacahuate: cacahuete or maní 2. Pastel: torta or bizcocho determine the highest grade level at which the student can read with 97%
accuracy.
STUDENT PAGE FORMAT FOR S-73-FORMS A AND B
Lower Second Grade Upper Second Grade
A. A.
Tomás le dijo al hombre que necesitaba La madre de Daniel se sorprendió cuando lo vio
cacahuates. El hombre pensó que Tomás quería en casa. Daniel había corrido de la escuela para
comérselos. El hombre le dijo: “A los niños les gusta llegar a casa temprano. Daniel también se
comer cacahuates, ¿no es verdad?” sorprendió porque pensaba que su madre estaba
Tomás respondió, “A mi me gustan los cacahuates, todavía en el trabajo. Su mamá salió temprano del
pero estos cacahuates no son para mí. Los estoy trabajo porque hoy era su cumpleaños. (D-4.1)
comprando para mi animalito preferido” SPANISH OBJECTIVE: By _____________, when shown an Spanish story of 67
Entonces el hombre le preguntó, “¡qué animalito
Daniel quería hacer un pastel antes de que su words referenced at the (lower, upper) second-grade level, _____________ will
tienes? ¡Tienes una ardilla?”
madre llegara del trabajo. Pero ahora Daniel y su read the story aloud and have difficulty with no more than two words (97%
Tomás respondió, “No, mi animalito preferido es un
madre iban a hacer el pastel juntos.
conejo.” accuracy)
B. B.
Jan is happy because she has some money in her pocket. Years ago Main Street was a dirt road. People
She is going to buy a toy sailboat for her brother. His rode horses and wagons down the middle of the (D-4.2)
birthday is next week. road. When it rained the road was almost like a ENGLISH OBJECTIVE: By _____________, when shown an English story with
muddy river. There was only one store. readability and vocabulary referenced at the (lower, upper) second-grade level,
She wants to put her brother´s name on the boat. But she _____________ will read the story aloud and have difficulty with no more than
doesn´t know to spell his name. She will ask someone to Main Street has changed. Now there is a two word (97% accuracy).
help her. Then she will hide the boat under her bed. She of noise from the many cars. When it rains the
hopes her brother won´t find it. water drains off the street so it is not muddy
There are sidewalks and many different stores.
A. A.
Era la primera mañana que Rosita Estaba desencantado porque había
pasaba en el hospital. Hacía media hora que sembrado algunas semillas de tomates, pero
se había despertado y empezaba a tener todavía no había ningún tomate. Había
hambre. seguido fielmente las instrucciones escritas
En ese momento Rosita vio a una mujer en la caja cuando sembré las semillas. ¿Qué
entrando en su cuarto con un carrito. Rosita podía haber pasado?
sintió más hambre cuando olió la comida. El Salí al jardín para mirar la tierra donde
carrito traía platos de comida y vasos con había sembrado las semillas. Entonces me
jugos y leche. dio cuenta de lo que había pasado. Vi tres
La mujer le preguntó, “¿Quieres cuervos que volaban del jardín.
desayunar?” “¡”Sí, por favor!” Respondió Seguramente ellos se habían comido las
Rosita con una sonrisa. semillas.
B. B.
The circus people were ready, dressed in Kurt rode the same school bus every
their colorful clothes. It was time for the afternoon after school. As Kurt got on th
circus to start. They were waiting for the bus, he smiled and said hello to the new bus
leader to blow the whistle. driver. The young driver appeared to be very
I thought, “Nothing is more exciting than nice.
the circus!” He bus had traveled a few blocks when it
The whistle was blown and the loud music turned in a new direction. Kurt was in a
started. A man with a tall hat ran to the neighborhood he did not recognize.
center of the tent. Soon Kurt understood what he had done.
He bowed to us. The circus had begun. He had boarded the wrong school bus.
READS ORALLY AT LOWER OR UPPER THIRD-GRADE LEVEL
SKILL: Reads orally at lower or upper third-grade level DIRECTIONS: (This assessment is made by asking the student to read orally
the Spanish story (Form A) and / or the English story (Form B) on S_74 for
STUDENT RECORD BOOK: Page 15 the lower or upper third-grade level. See INTRODUCTION, page 66 for using
the assessment as an indicator of dominant language)
MATERIAL: S-74
the student reads orally in Spanish and English with at least 97% accuracy
TIME: Your discretion the word for the student. If the student substitutes, self-correct, insert,
ACCURACY: At least 97$ (no more than two errors) for the Spanish or English story of
67 words at the lower or upper third-grade level. (See INTRODUCTION, page 68, for Point to the sentence where the error was made and
further explanation)
NOTE: b. read this sentence again
Word Substitutions: If more appropriate, the word vegetal (vegetable) can be
substituted with one of the following words: legumbre, hortaliza, or verdura. Continue the assessment at higher or lower grade levels until you
STUDENT PAGE FORMAT FOR S-74-FORMS A AND B accuracy.
Lower Third Grade Upper Third Grade

A. A.
Era la primera mañana que Rosita pasaba en el hospital. Estaba desencantado porque había sembrado algunas
Hacía media hora que se había despertado y empezaba a semillas de tomates, pero todavía no había ningún tomate. (D-5.1)
tener hambre. Había seguido fielmente las instrucciones escritas en la caja SPANISH OBJECTIVE: By _____________, when shown an Spanish story of 67
En ese momento Rosita vio a una mujer entrando en su cuando sembré las semillas. ¿Qué podía haber pasado? words referenced at the (lower, upper) third-grade level, _____________ will
cuarto con un carrito. Rosita sintió más hambre cuando olió Salí al jardín para mirar la tierra donde había sembrado
la comida. El carrito traía platos de comida y vasos con las semillas. Entonces me dio cuenta de lo que había read the story aloud and have difficulty with no more than two words (97%
jugos y leche. pasado. Vi tres cuervos que volaban del jardín. accuracy)
La mujer le preguntó, “Quieres desayunar?” “¡”Sí, por Seguramente ellos se habían comido las semillas.
favor!” Respondió Rosita con una sonrisa.
B. B.
(D-5.2)
ENGLISH OBJECTIVE: By _____________, when shown an English story of 67
words with readability and vocabulary referenced at the (lower, upper) third-
grade level, _____________ will read the story aloud and have difficulty with no
more than two word (97% accuracy).
The circus people were ready, dressed in their colorful Kurt rode the same school bus every afternoon after
clothes. It was time for the circus to start. They were school. As Kurt got on the bus, he smiled and said hello to
waiting for the leader to blow the whistle. the new bus driver. The young driver appeared to be very
I thought, “Nothing is more exciting than the circus!” nice.
The whistle was blown and the loud music started. A He bus had traveled a few blocks when it turned in a new
man with a tall hat ran to the center of the tent. direction. Kurt was in a neighborhood he did not recognize.
He bowed to us. The circus had begun. Soon Kurt understood what he had done.
He had boarded the wrong school bus.
A. A.
La lluvia había caído en gran cantidad, y Este era el día de la carrera. Yo me sentía
no me dejaba ver el camino. Yo no estaba bastante seguro de poderla ganar porque
preparado para conducir en una tempestad me había preparado bien.
tan fuerte, pero decidí seguir hacia la casa. Antes de empezar a correr sentí un
De repente, perdí el control de mi carro y calambre en la pierna derecha. Estaba
caí en una zanja. preocupado, pero el entrenador me ayudó a
Por suerte no estaba herido, pero estaba relajar el músculo.
confundido. No sabía si quedarme en el Aun así yo corrí lo más rápido que puede. Si
carro o salir en busca de ayuda. gano más carreras, tal vez llegaré a ser el
campeón de toda la región.
B. B.
Had I made a mistake by setting my pup The foreman spoke sternly as he issued
tent beneath the huge oak tree? Would I be orders to the workers. He and his crew were
scared if a roaming beast broke the silence well trained to do the job, but they were
of the night? Maybe not if the silver moon tense. They were aware that they faced
kept the sky bright. grave danger.
Suddenly I heard a shuffling sound and The crew wore masks because of the
saw a shadow move past the tent. I grabbed fumes. The dangerous gas leaking from the
my flashlight, took a deep breath, and container was suffocating. The contents of
crawled cautiously out of the tent. the container could explode without
warning, and it took courage to creep
forward.
READS ORALLY AT FOURTH OR FIFTH-GRADE LEVEL
SKILL: Reads orally at fourth or fifth-grade level. DIRECTIONS: (This assessment is made by asking the student to read orally
STUDENT RECORD BOOK: Page 15 the fourth or fifth-grade level. See INTRODUCTION page 66, for using the
MATERIAL: S-75
the student reads orally in Spanish and English with at least 97% accuracy
ACCURACY: At least 97% (no more than two errors) for the Spanish or English story of
67 words at the fourth or fifth-grade level. (See INTRODUCTION, page 68, for further Point to the sentence where the error was made and
explanation).

accuracy.
STUDENT PAGE FORMAT FOR S-75- FORMS A AND B
Fourth Grade Fifth Grade (D-6.1)
A. A.
SPANISH OBJECTIVE: By _____________, when shown an Spanish story of 67
La lluvia había caído en gran cantidad, y no me dejaba ver Este era el día de la carrera. Yo me sentía bastante (D-6.2)
words referenced at the (fourth, fifth) grade level, _____________ will read the
el camino. Yo no estaba preparado para conducir en una seguro de poderla ganar porque me había preparado bien. ENGLISH OBJECTIVE: By _____________, when shown an English story of 67
tempestad tan fuerte, pero decidí seguir hacia la casa. Antes de empezar a correr sentí un calambre en la pierna
story aloud and have difficulty with no more than two words (97% accuracy)
words with readability and vocabulary referenced at the (fourth, fifth) grade
De repente, perdí el control de mi carro y caí en una derecha. Estaba preocupado, pero el entrenador me ayudó
zanja. a relajar el músculo.
level, _____________ will read the story aloud and have difficulty with no more
Por suerte no estaba herido, pero estaba confundido. No Aun así yo corrí lo más rápido que puede. Si gano más than two word (97% accuracy).
sabía si quedarme en el carro o salir en busca de ayuda carreras, tal vez llegaré a ser el campeón de toda la región.
B. B.
Had I made a mistake by setting my pup tent beneath the The foreman spoke sternly as he issued orders to the
huge oak tree? Would I be scared if a roaming beast broke workers. He and his crew were well trained to do the job,
the silence of the night? Maybe not if the silver moon kept but they were tense. They were aware that they faced
the sky bright. grave danger.
Suddenly I heard a shuffling sound and saw a shadow The crew wore masks because of the fumes. The
move past the tent. I grabbed my flashlight, took a deep dangerous gas leaking from the container was suffocating.
breath, and crawled cautiously out of the tent. The contents of the container could explode without
warning, and it took courage to creep forward.
NOTES
TABLE OF CONTENTS
E. Reading Comprehension = Individual Oral Response
Page
Introduction ……………………………………………………………………………….. 77
E-1 Reading Vocabulary Comprehension Grade
Placement
Form A (Spanish) …………………………………….. 82
Form B (English) ……………………………………… 83
E-2 Comprehends at Primer level ……………………… 84
E-3 Comprehends at Lower First-Grade Level…….. 85
E-4 Comprehends at Upper First-Grade Level……… 86
E-5 Comprehends at Lower Second-Grade Level 87
E-6 Comprehends at Upper Second-Grade Level 88
E-7 Comprehends at Lower Third- Grade Level…… 89
PURPOSES: The purpose of the READING COMPREHENSION section is to E-8 Comprehends at Upper Third-Grade Level……. 90
determine the highest grade level at which the student can read and E-9 Comprehends at Upper Fourth-Grade Level…. 91
comprehends words in vocabulary lists and in reading selections. This E-10 Comprehends at Fifth-Grade Level ………………. 92
E-11 Comprehends at Sixth-Grade Level ………………. 93
information is useful for choosing reading materials that the student can read
and comprehend with success.
DOMINANT LANGUAGE INDICATORS: All of the assessments in the READING

COMPREHENSION section are designed to be used as indicators dominant 13. Reading Comprehension Selections:
language. These assessments when combined with designated assessments a. Primer through Upper First Grade: The assessments for the primer
from other sections can assist the examiner in determining the language in and lower and upper first-grade levels consist of Spanish and
which the student shows the most proficiency and preference. English stories of approximately 33 words. Five comprehension
questions are dictated to the student.
For this purpose, the assessments are given in both languages. Two Forms, A b. Lower Second Grade through Upper Sixth Grade: The assessments
and B, have been included for each assessment. Form A is in Spanish while for the lower and upper levels of grades two and three and for the
Form B is in English. Each Form has a different content. fourth, fifth, and sixth-grade levels consist of Spanish and English
stories of approximately 67 words. (Proper nouns are not included
The results of the assessment in each language can be recorded in the Student in the word count.) Each story is followed by five multiple-choice
Record Book or on the Dominant Language Screening Form. questions.
Student comprehension of each selection is measured by the student´s
DESIGN OF THE ASSESSMENTS: accuracy in responding to the five multiple-choice questions. The five
1. Reading Vocabulary Comprehension Grade Placement: The Spanish and questions were designed to assess the student´s comprehension skills at the
English assessments consist of three lists of five words for each grade literal level, such as understanding clearly stated facts or details, sequence,
level, one through six. For both languages the student´s reading cause and effect, vocabulary, and main idea.
vocabulary comprehension level is measured by his or her ability to
identify the word that does not belong in each list with an accuracy of at
least 2/3 (67%) for the highest grade level.
E. READING COMPREHENSION (continued)

REFERENCING OF THE ENGLISH ASSESSMENTS:
In addition to the five multiple-choice questions, three optional comprehension 1. Reading Vocabulary Comprehension Grade Placement: The word lists
questions in each language have been provided for assessing the student´s for grades one through six on Form B of this assessment are composed
comprehension on the inferential and evaluative levels. These questions are dictated, of English words introduced at the respective grade levels in six or more
and the student responds orally or in writing. Any reasonable response to a question of the basal English reading programs listed below.
is acceptable. Use your professional judgment to determine the appropriateness of 2. Reading Comprehension Selections: The readability of the English
the student´s responses. The optional questions were not designed to be used for stories on Form B of these assessments are referenced to the fry
deriving the student´s score. If the optional questions are used, the information technique. The Fry technique uses language factors of number of
obtained can be recorded in the Student Record Book. syllables and sentences per one hundred words (not including proper
nouns) to establish readability. As a means of controlling the
REFERENCING THE SPANISH ASSESSMENTS: vocabulary of the stories, the more advanced vocabulary for each
1. Reading Vocabulary Comprehension Grade Placement: The Spanish words respective grade level, primer through sixth, was sample from eight or
on Form A of this assessment were referenced against the Rodriguez Bou more of the following English basal reading programs:
Spanish Word List and Spanish basal reading programs listed below for each The Addison-Wesley Reading Program, Reading, Mass: Addison-Wesley
level, preprimer through grade six. Publishing Company, Inc. 1979.
2. Reading Comprehension Selections: The Spanish stories on Form A of these American Readers. New York: American Book Company, 1980
assessments are adapted from the English stories in the READING
COMPREHENSION section of the BRIGANCER Comprehensive inventory of Ginn Reading Program. Lexington, Mass: Ginn & Company, 1982
Basic Skills. Spanish reading and language arts authorities reviewed each
selection for grade appropriateness. In addition, the more advanced HBJ Bookmark Reading Program. New York: Harcourt Brace Jovanovich,
vocabulary for each respective level, primer through sixth, was referenced Inc. 1979.
against the Rodriguez Bou Spanish Word List and Spanish basal reading Holt Basic Reading. New York: Holt, Rinerhart and Winston, 1980
programs as listed below.
Bou, Ismael Rodríguez. Recuento de vocabulario español, Vol. II. Río Piedras, The Laidlaw Reading Program. River Forest, III: Laidlaw Brothers, 1980
Puerto Rico: Universidad de Puerto Rico, 1952.
A Cado Paso: Lengua, Lectura y Cultura. New York: McGraw-Hill Book Lippincott Basic: Reading. Philadelphia: J.B. Lippincott Company, 198
Company, 1978 1
Por El Mundo Del Cuento y la Aventura. River Forest, III.: Laidlaw Brothers Pathfinder. Boston: Allyn and Bacon, Inc. 1979-81
Publisher, 1979
Reading in Two Languages. Northvale, NJ: Crane Publishing Company, 1979 Reading Basic Plus. New York: Harper and Row Publishers; Inc. 1980
Spanish Crane Reading Systems. Trenton, NJ: Crane Publishing Company,
1982 Series r. New York: Macmillan Publishing Company, Inc, 1980
Spanish Reading Keys, Oklahoma City: The Economy Company, 1980.
Scott Foresman Reading. Glenview, III: Scott Foresman and Company,
1981.
E. READING COOMPREHENSION (continued)
THE LEVEL AT WHICH THE ASSESSMENTS ARE INITIATED: ASSESSMENT METHODS FOR E-2 THROUGH E-4. The Spanish and English
1. Reading Vocabulary Comprehension Grade Placement: This assessment can reading comprehension assessments for the primer and lower and upper
be used determine the level for initiating the reading comprehension first-grade comprehension assessment must be administered individually.
assessments and should be given first. The Spanish and English “Reading Because the vocabulary of the questions might be too difficult for beginning
Vocabulary Comprehension Grade Placement” assessments can be initiated readers, the questions are dictated by the examiner. The assessment is
at the highest grade level at which the student is expected to be able to made by asking the student to read the story silently, listen to questions
succeed. read aloud, and tells the best answer to each question.
2. Reading Comprehension Selections: It is recommended that the Spanish and
English reading comprehension assessments be initiated one grade level ASSESSMENT METHODS FOR E-5 THROUGH E-11: The Spanish and English
lower than the highest grade level achieved by the student on the “Reading reading comprehension assessments for the lower-second grade through
Vocabulary Comprehension Grade Placement” (E-1). The initial assessment sixth-grade level have been printed in a format that can be adapted to
level may differ for the two languages. For example, if the highest grade level accommodate different assessment methods. You should use yoir
achieved by the student on the Spanish Form of E-1 is the fourth grade, the professional judgment to determine which of the following assessment
Spanish reading comprehension assessments can be initiated at the lower methods, or combination of methods, would be the most valid and
third-grade level. If the highest grade level achieved by the student on the expedient:
English Form of E-1 is the third grade, the English reading comprehension
assessment can be initiated at the lower second grade level.
ASSESSMENT METHODS FOR E-1: The Spanish and English “Reading Vocabulary 1. Individual Assessment: The individual assessment is made by
Comprehension Grade Placement” assessments can be given to individual as well as allowing the student time (five minutes) to read the selection and
to groups: Student pages are duplicated for written responses. The assessment is respond to the five multiple-choice questions given orally or in
made by asking the student to read silently three lists of Spanish or English words for writing. The student can respond by any one of the following three
a grade level. Then the student identifies the word in each list that does not belong by methods:
saying the word aloud or by drawing a line under the word. a. Ask the student to tell the letter of the best answer to each
question
For individual administration, the assessment is continued at higher or lower levels b. Cover the selection and the multiple-choice questions with
until the highest grade level at which the student achieves 2/3 (67%) comprehension acetate marker, circles the letter of the best silently to each
accuracy is determined. question.
c. Give the student a reproduced copy of the selection with
multiple choice questions and a pencil. The student reads the
selection silently and, using the pencil, circles the best answer
to each question.
2. Group Assessment: reproduce copies of the student pages appropriate for Begin timing and, after an interval of five minutes
assessing the students in the group. If you wish to present only one selection,
cut the student page in half and present the appropriate selection to each Say: a. Los cinco minutos se han terminado. Empiecen a leer el cuento
student. If you wish to present both the Spanish and the English selections, (artículo) siguiente.
cut the student pages in half and staples Form A on top of Form B. You may
also wish to present different student pages for a range of abilities, such as Say: b. The five minutes are up. Begin to read the next story (article)
using grade levels four to six. Present each student with his or her own copy
and 3. Assessing Auditory Comprehension of “Nonreaders”: To assess
the listening comprehension level of a “nonreader” read the
Say: a. Voy a darles una copia de un cuento (artículo) con preguntas. Dejen Spanish and English articles and the comprehension questions to
las copias boca abajo en sus escritorios, voy a decirles cuando deben the student (or se the listening comprehension assessments, pages
voltear las copias y empezar. 135-146). Many references suggest that the level at which the
student performs should be referred to as the “potential” level.
b. I´m going to give each of you a copy of a story (article) with questions. The potential level is the level at which the student would read if
Leave your copy face down on your desks. I will tell you when to turn his or her word recognition and vocabulary comprehension
over your copy and begin. difficulties were remediated.
Distribute the copies and pencils and WHEN TO CONTINUE ASSESSMENTS E-2 THROUGH E-11: Eighty
Say; a. Volteen las copias. Lean las DIRECCIONES en silencio mientras yo las Percent Accuracy: If the student achieves less than 80%
leo en voz alta comprehension accuracy on a Spanish or English assessment, he or she
is asked to read silently a selection at the next lower level for that
b. Turn your copy over. Read the DIRECTIONS silently while I read them language. If the student achieves 80% accuracy, he or she is asked to
aloud. read a selection at the next higher grade level. This process is
continued until the highest grade level at which the student can
Read the DIRECTIONS. When it appears that the group is ready to begin, comprehend with 80% accuracy is determined. Some students
Say: a. Tendrán cinco minutos para leer cada cuento (artículo) y contestar comprehend more easily if the examine the questions before they read.
las preguntas. Volteen sus copias boca abajo cuando terminen. No
empiecen a leer el próximo cuento (artículo) hasta que yo diga. Ahora TIM AND RECALL: The element of time and skill of recall are not factor
empiecen. for measuring comprehension of the reading selections. The time limits
are considered to be lenient. As in other sections of the Assessment of
b. You will have five minutes to read each story (article) and answer the Basic Skills, adaptations can be made in the Student Record Book. Also,
questions. Turn your copy face down when you are finished. Do not the administration of this assessment allows students to reread the
begin to read the next story (article) until I have told you to do so. You selection, if necessary, to recognize answers to questions.
may begin.
VALIDIT AND RELIABILITY OF READING COMPREHENSION ASSESSMENTS: c. Physical, mental, and emotional state
Assessing reading comprehension by using one selection and five questions is a d. Attitude and confidence
quick way to again a general idea of the student´s reading comprehension skill. e. Language patterns and styles
However, this limited sampling does not assure a high degree of reliability and f. Lack of understanding that the type of reading required-
validity because of the following factors: appreciation, critical, or informational-affects the rate of reading
g. Difficulty in word recognition
1. The probability that the student will by chance or by guessing answer four h. Difficulty in interpreting abstractions
out of five (80%) questions. i. Physical environment, such as noise level, lighting, and
2. The possibility that the student has had no experience in, interest in, or temperature
understanding of the topic of the selection.
3. The student may have good concentration and attention for the first five LIMITATIONS OF RESULTS: Be aware that the results of the reading
minutes required to read the selection, but may be unable to maintain the comprehension assessments merely indicate how well the student might
concentration and attention necessary to read a chapter in a book. do in a basal text. A student should never be placed in reading materials
solely on the basis of the results from the assessments in the READING
USE OF RESULTS: The results obtained from the Spanish and English reading COMPREHENSION section if other information is available. It is
comprehension assessment suggest the grade level of the basal text in which the recommended that the results obtained from the assessments in this
student can be instructed. The results of the assessments for both languages section be evaluated with the student´s achievement on the “word
should be compared. A student who scores low on both tests may have a learning Recognition Grade Placement” and the oral reading assessments in Section
problem that requires additional evaluation and special reading instruction. A D to help determine which reading materials are appropriate.
student who scores on or above grade level in Spanish and below grade level in
English can benefit from instruction in both languages. The student who reads The placement of a student in reading materials on the basis of test results
and comprehends more proficiently in Spanish can be placed in higher-level should never be considered final. The appropriateness of the placement
Spanish readers while he or she is developing reading comprehension skills in should continue to be evaluated, based on the student´s performance in
lower-level English texts. the text. The student´s performance will be determined by the difficulty of
the text used in the reading program.
OTHER FACTORS AFFECTING READING COMPREHENSION: Several factors other
than learning problems and language proficiency affect the comprehension
accuracy with which a student reads a Spanish or English selection:
a. Background and experience
b. Interest and motivation for reading
DIRECCIONES: Cada grupo tiene cinco palabras. Una de estas palabras no
pertenece al grupo. Lee las palabras y luego subraya la palabra que no NOMBRE: __________________________________________________________
pertenece al grupo
3. a. presidente b. junio c. doce
líder octubre cuarenta
EJEMPLO: puerta
ventana jefe marzo medio
bicicleta gente agosto quince
piso
pared capitán lunes veinte
4. a. abogado b. tenis c. zanahoria
mosquito baloncesto lechuga
músico campeón repollo
científico béisbol pasillo
carpintero fútbol remolacha
1. a . azul b. caballo c. pastel 5. a. ciclón b. común c. inspeccionar
grande conejo pierna ventarrón único examinar
verde gato pie loma normal comprara
rojo abrigo brazo tornado regular conseguir
amarillo perro mano huracán típico investigar
2. a. oso b. cocinero c. río 6. a. conclusión b. decaer c. enojado

elefante campesino jardín terminación evaporar satisfecho
fuego médico lago principio disminuir disgustado
tigre maestro mar final general irritado
ardilla papel arroyo solución desintegrar ofendido
READING VOCABULARY COMPREHENSION GRADE PLACEMENT – FORM A
SKILL: Reads three lists of five words at grade level (one through six) and identifies the DIRECTIONS: (This assessment is made by asking the student to read
word in each list that does not belong. silently three list of Spanish words on Form A and / or English words on
Form B for a grade level and identify the word in each list that dos not
STUDENT RECORD BOOK: Page 16 belong. See INTRODUCTION, page 77, for using the assessment as an
indicator of dominant language).
ASSESSMENT METHODS:
1. Individual oral response Individual Oral Response: Point to the word list on Form A and
2. Individual or group written response Say: Cada grupo tiene cinco palabras. Una de estas palabras no pertenece
al grupo. Lee en silencio las palabras y luego dime la palabra que no
MATERIALS: Copy of S-82-Form A and a pencil pertenece al grupo.
DISCONTINUE: Your discretion, or after determining the highest grade level at which Begin the assessment by pointing to the lists of words at the grade level
the student can read three words lists and identify the word that does not belong for where you expect the student to succeed. Allow the student time to read
a least two of the three lists. each list before responding. Do not give help reading the words.
TIME: Your discretion, or allow as much time as the student can profitably use. Continue the assessment at higher or lower grade levels until you
determine the highest grade level at which the student can read words
ACCURACY: 2/3 (67%) for each grade level with 67% comprehension accuracy.
NOTES: Individual or Group Written Response: Use the words in brackets for
1. Level at which the Reading Comprehension Assessments Can Be Initiated: giving directions to a group. Give each student a copy of Form A and a
The reading
1.a. azul comprehension
b. caballo assessments
c. pastel (E-1abogado
4.a. through E-11) can be initiated
b. tenis c. zanahoria
pencil. Point out the DIRECTIONS and the EXAMPLE to the student and
grandelevel lower
one grade conejothan thepiernalevel at whichmosquito baloncesto
the student scores onlechuga
this
verde gato pie músico campeón repollo
assessment.
rojo abrigo brazo científico béisbol pasillo
Say: Cada grupo tiene cinco palabras. Una de estas palabras no pertenece
2. Word Substitutions:
amarillo If more appropriate,
perro mano thecarpintero
word remolachafutbol (beet) can be
remolacha al grupo. Subraya (Subrayen) la palabra que no pertenece al grupo.
2.a. oso b. cocinero c. rio 5. a. ciclón b. común c. inspeccionar Mira [Miren] el EJEMPLO. La palabra que o pertenece al grupo es
substituted
elefantewith either of
campesinothe words
jardín betabel or betarraga.
ventarrón único examinar
fuego médico lago loma normal comparar (pause) bicicleta.
tigre maestro mar tornado regular conseguir
ardilla papel arroyo huracán típico investigar
3.a.presidenteSTUDENT
b. junio PAGE FORMAT,
c. doce 6. a.SKILL ANALYSIS,
conclusión b. decaer c. enojado Say: Sigue [Sigan] trabajando hasta que (hayas [hayan] terminado). or (te
líder octubre cuarenta terminación evaporar satisfecho [les] diga que pares [paren].) Ahora empieza [empiecen] con
jefe AND
marzo ANSWERS medio FOR S-82-FORM
principio A disminuir disgustado
gente agosto quince final generar irritado (number). (Indicate the number for the grade level where you expect
capitán lunes veinte solución desintegrar ofendido the student to succeed).
(E-1.1)
OBJETIVE: By___________, when given three list of five Spanish words
referenced at the __________ grade level with one word in each list that does
not belong, _____________ will read each list silently and identify the word that
does not belong with at least 2/3 (67%) comprehension accuracy.
DIRECTIONS: One Word in each list does not belong with the other four
words. Read the words in each list. Then underline the word that does not NOMBRE: __________________________________________________________
belong.
3. a. professor b. July c. bead
nurse November thumb
EJEMPLO: door
window soldier April throat
bike pilot Friday knee
floor
wall machine December finger
4. a. sprouting b. miserable c. government
mumbling horrible citizen
muttreing gloomy pioner
grumbling delighftul native
whining terrible settler
2. a . one b. boy c. tell 5. a. drift b. hobble c. shred
three tree call murmur shuffle smash
two mother talk roam straggle celebrate
ball girl say stray stumbe grind
six father bake ramble whimper crush
2. a. truck b. apple c. breakfast 6. a. mantis b. walrus c. mourned

bus wagon dinner locust weasel pulverized
banana banana lunch termite otter fragmented
train lemon dollar moth badger splintered
airplane orange supper vitamin pedestrian crumbled
READING VOCABULARY COMPREHENSION GRADE PLACEMENT-FORM B (continued)
SKILL: Reads three of five words at grade level (one through six) and identifies the DIRECTIONS: (This assessment is made by asking the student to read
word in each list that does not belong. silently three lists of Spanish words on Form A and/ or English words on
Form B and identify the word in each list that does not belong. See
STUDENT RECORD BOOK: Page 16 INTRODUCTION, page 77, for using this assessment as an indicator of
dominant language).
ASSESSMENT METHODS:
1. Individual oral response Individual Oral Response: Point to the word lists on Form B and
2. Individual or group written response Say: One word in each list does not belong with the other four words. I
want you to read to yourself the words in each list. Then tell me the word
MATERIALS: Copy of S-83-Form B and a pencil that does not belong. Look at the EXAMPLE. The word that does not belong
is (pause) bike.
DISCONTINUE: Your discretion, or after determining the highest grade level at which
the student can read three word lists and identify the word that does not belong for Begin the assessment by pointing to the lists of words at the grade level
at least two of the three lists. where you expect the student to succeed. Allow the student time to read
each list before responding. Do not give help reading the words.
TIME: 2/3 (67%) for each grade level
Continue the assessment at higher grade levels until you determine the
highest grade level at which the student can read words with 67%
NOTE:
comprehension accuracy.
Level at Which the Reading Comprehension Assessments Can Be Initiated: The
reading comprehension assessments (E-2 through E-11) can be initiated one grade
level lower than the level at which the student scores on this assessment. Individual or Group Written Response: Give each student a copy of Form B
and a pencil. Point out the DIRECTIONS and the EXAMPLE to the student
and
STUDENT PAGE FORMAT, SKILL ANALYSIS,
AND ASWERS FOR S-83-FORM B
Say: One word in each list dos nor belong with the other four words. When
1.a. one b. boy c. tell 4.a. sprouting b. miserables c. government I tell you to begin. I want you to read the words in each list. Then cross out
three tree call mumbling horrible citizen
two mother talk muttering gloomy pioneer the word that does not belong. Look at the EXAMPLE. The word that does
ball girl say grumbling delightful native not belong is (pause) bike.
six father bake whining terrible settler
2.a. truck b. apple c. breakfast 5. a. drift b. hobbie c. shred
bus wagon dinner murmur shuffle smash If necessary, give help understanding the DIRECTIONS and the EXAMPLE.
banana banana lunch roam straggle celebrate
train lemon dollar stray stumble grind When it appears the student understands and is ready to begin,
airplaine orange supper ramble whimper crush
3.a.professor b. July c. bead 6. a. mantis b. walrus c. mourned
nurse November thumb locust weasel pulverized Say: Begin with the word list in (number). (Indicate the number for the
souldier April throat termite otter fragmented grade level where you expect the student to succeed). Keep working until
pilot Friday knee moth badger splintered
machine December finger vitamin pedestrian crumbled
(you are finished). or (I tell you to stop).
(E-1.2)
OBJETIVE: By___________, when given three list of five English words
referenced at the __________ grade level with one word in each list that does
not belong, _____________ will read each list silently and identify the word that
does not belong with at least 2/3 (67%) comprehension accuracy.
B.
His dog wanted to hide.
A.
Ana tiene una sorpresa muy especial Gus said, “Not now.”
Su sorpresa es verde His dog wanted to jump.
Puede caminar pero no puede saltar Gus said, “Sit down”.
Su sorpresa carga una casita sobre His dog wanted to play.
su espalda Gus said, “Go away”.
¿Sabes cuál es la sorpresa que Then, Gus wanted to play.
tiene Ana? His dog had gone away.
Es una tortuga
COMPREHENDS AT PRIMER LEVEL
SKILL: Reads at primer level with comprehension DIRECTIONS: (this assessment is made by asking the student to read silently
the Spanish story. (Form A) and / or the English story (Form B) on S-84 for
STUDENT RECORD BOOK: Page 16 the primer level. Then the student will listen to five questions and
ASSESSMENT METHODS: (see pages 79 and 80)
1. Individual reads the story silently and answers each questions read by the Point to the story you want the student to read and
examiner
2. Nonreader listens to the story and answers each questions read by the Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
examiner voy a hacer algunas preguntas. Dame la mejor respuesta a cada
MATERIALS: S-84 pregunta
b. I want you to read this story silently. After you have read the story,
DISCONTINUE: Your discretion or after falling to score with at least 80% I will ask you some questions. Tell me the best answer to each
comprehension accuracy on Form A or Form B for two consecutive levels. question.
TIME: Your discretion If necessary, give help reading the proper nouns.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. Student Continue the assessment at higher grade levels until you determine the
responses may vary. Give credit for any reasonable response. Students are not highest grade level at which the student can read with 80% comprehension
required to include every possible detail in their answers. (See INTRODUCTION, page accuracy.
80, for discussion of accuracy and validity)
A. OPTIONAL QUESTIONS
1. ¿Cómo se ve una Tortuga?
(E-2.1)
2. ¿Por qué crees (tú) que las tortugas caminan tan despacio? SPANISH OBJETIVE: By___________, when given a Spanish story of 33 words
3. ¿Por qué crees (tú) que las tortugas no pueden saltar? referenced at the primer level and asked five comprehension questions aloud,
B. OPTIONAL QUESTIONS (E-2.2)
______________ will read the story silently and answer the questions orally with
ENGLISH OBJETIVE: By___________, when given a English story of 33 words
1. Do you think Gus was kind to his dog? at least 4/5 (80%) comprehension accuracy.
referenced at the primer level and asked five comprehension questions aloud,
2. How do you think Gus´s dog feels now?
______________ will read the story silently and answer the questions orally with
3. How do you think Gus feels now? at least 4/5 (80%) comprehension accuracy.
A B
1. ¿Qué puede hacer la sorpresa de 1. At first, what did Gus´s dog want to do?
Ana? (Puede caminar.) (The dog wanted to hide).
2. ¿Qué es lo que no puede hacer la 2. When his dog wanted to jump, what did
sorpresa de Ana? (No puede saltar) Gus say? (Gus said, “Sit down”)
3. ¿De qué color es la sorpresa de Ana? 3. When did Gus tell his dog to go away?
(verde) (when his dog wanted to play)
4. ¿Dónde está tu espalda? (El/La 4. What did Gus want to do at the end of
estudiante señalará a su propia espalda) the story? (Gus wanted to play)
5. ¿Qué es la sorpresa de Ana? (La sorpresa 5. What had Gus´s dog done at the end of
de Ana es una tortuga) the story? (The dog had gone away).
B.
Sam was up in a tree
“Sam, jump down,” said Ann
A.
Liliana tiene un barquito amarillo Sam said, “I can´t”
Su barquito se ve viejo I am too little
Liliana y su mamá van a pintar el barquito I will always be up in this tree.”
Ellas lo van a pintar azul “No, you won´t, said Ann.
Luego, el barquito se va a ver otra vez nuevo “I will help you get down”
COMPREHENDS AT LOWER FIRST-GRADE LEVEL
SKILL: Reads at lower first-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish story (Form A) and / or the English story (Form B) on S-
STUDENT RECORD BOOK: Page 16 85 for the lower first-grade level. Then the student will listen to five
questions and answer the questions orally. See INTRODUCTION, page 77,
ASSESSMENT METHODS: (See pages 79 and 80) for using the assessment as an indicator of dominant language)
1. Individual reads the story and answers each questions read by the examiner
2. Nonreader listens to the story and answers each questions read by the Point to the story you want the student to read and
examiner
MATERIALS: S-85 Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
voy a hace algunas preguntas. Dame la mejor respuesta a cada
DISCONTINUE: Your discretion, or after failing to score with at least 80% pregunta.
comprehension accuracy on Form A or Form B two consecutive grade levels.
b. I want you to read story silently. After you have read the story. I
TIME: Your discretion will ask you some questions. Tell me the best answer to each
question.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. Student
responses may vary. Give credit for any reasonable response. Students are not If necessary, give help reading the proper nouns.
required to include every possible detail in their answer (See INTRODUCTION, page
80, for discussion of accuracy and validity) Continue the assessment at higher or lower grade levels until you
(E-3.1)
SPANISH determine
OBJETIVE:the highest grade
By___________, level
when at which
given thestory
a Spanish student
of 33can read
words
A. OTIONAL QUESTIONS with at
referenced 80%the
lower first-grade level and asked five comprehension
1. ¿Dónde crees (tú) que juega Liliana con su barquito? questions aloud, ______________ will read the story silently and answer the
2. ¿Por qué crees (tú) que Liliana quiere pintar su barquito? questions orally with at least 4/5 (80%) comprehension accuracy.
3. ¿Qué más crees (tú) que puede hacer Liliana para que su barquito se vea
nuevo?
1. How do you think Sam got in the tree? ENGLISH OBJETIVE: By___________, when given a English story of 33 words
with readability and vocabulary referenced at the lower first-grade level and
2. How do you think Sam was feeling when he has in the tree?
asked five comprehension questions aloud, ______________ will read the story
3. How do you think Ann will help Sam? silently and answer the questions orally with at least 4/5 (80%) comprehension
accuracy.
QUESTIONS AND ANSWERS FOR S-85-FORMS A AND B
A B
1. ¿Qué es lo que tiene Liliana? (Tiene un 1. Where was Sam? (Sam was up in a tree).
barquito.) 2. What did Ann want Sam to do? (Ann
2. ¿Cómo es el barquito de Liliana? (El wanted Sam to jump down)
barquito es viejo y amarillo) 3. Why does Sam Think that he can´t jump
3. ¿Quién va a pintar el barquito con down? (Sam thinks that he is too little)
Liliana? (su mamá) 4. What does the word always mean in this
4. ¿De qué color van a pintar el barquito de story? (forever)
Liliana? (azul) 5. What will Ann do? (She will help Sam get
5. ¿Cómo se va a ver el barquito después de down from the tree).
que lo pinten? (Se va a ver otra vez
nuevo)
B.
A rabbit went for a morning hop
A. The rabbit saw Gert, the bear.
Papá le cortó el pelo a Pedro.
Gert was sleeping under a tree
A Pedro no le gusta su corte de pelo.
The rabbit wanted to surprise Gert
A él le parece gracioso.
The rabbit hopped on Gert´s foot
Cuando Pedro vaya a la escuela llevará un
Gert was surprised.
sombrero.
She was not happy.
El sombrero esconderá su corte de pelo.
COMPREHENDS AT UPPER FIRST-GRADE LEVEL
SKILL: Reads at upper first-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish story (Form A) and /or the English story (Form B) on S-
STUDENT RECORD BOOK: Page 16 86 for the upper first-grade level. Then the student will listen to five
questions and answer the questions orally. See INTRODUCTION page 77, for
ASSESSMENT METHDS: (see pages 79 and 80) using the assessment as an indicator of dominant language)
1. Individual reads the story silently and answers each questions read by the
examiner. Point to the story you want the student to read and
2. Nonreader listens to the story and answers each questions read by the
examiner. Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
MATERIAL: S-86 voy a hacer algunas preguntas. Dame la mejor respuesta a cada
pregunta.
DISCONTINUE: Your discretion, or after failing to score with at least 80% b. I want you to read this story silently. After you have read the story.
comprehension accuracy on Form A or Form B two consecutive levels. I will ask you some questions. Tell me the best answer to each
question.
If necessary, give help reading the proper nouns.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. Student
responses may vary. Give credit for any reasonable response. Students are not required Continue the assessment at higher ot lower grade levels until you
to include energy possible detail their answer. (See INTRODUCTION, page 80, for determine the highest grade level at which the student can read with 80%
discussion of accuracy and validity). comprehension accuracy.
(E-4.1)
1. ¿Crees (tu) que elApelo de Pedro se verá siempre gracioso? B ¿Por qué si? SPANISH OBJETIVE: By___________, when given a Spanish story of 33 words
1. ¿Quién
¿Por le cortó el pelo a Pedro?
qué no? 1. What time of the day was in the
referenced at the lower first-grade level and asked five comprehension
2. ¿Por(suquépapá)
no quiere Pedro que la gente vea su story? (morning)
corte de pelo? questions aloud, ______________ will read the story silently and answer the
2. Por qué no le gusta a Pedro su corte de 2. Where was the rabbit going? (for a
3. ¿Quién te corta el pelo a ti?
pelo? (Porque a él le parece gracioso) morning hop) questions orally with at least 4/5 (80%) comprehension accuracy.
B. OPTIONAL QUESTIONS
3. ¿Cuándo llevará Pedro un sombrero? 3. What was Gert doing when the rabbit
1. Why(cuando
do youvaya a la Gert
think escuela)
was not happy? saw her? (Gert was sleeping under a
4. ¿Por qué llevará Pedro un sobrero? tree.)
2. What do you think Gert will do? (E-4.2)
(Llevará un sombrero para esconder su 4. Why did the rabbit hop on Gert´s
3. What dodeyou think the rabbit will do? ENGLISH OBJETIVE: By___________, when given a English story of 33 words
corte pelo) foot? (The rabbit wanted to surprise
5.¿Qué quiere decir la palabra gracioso? with readability and vocabulary referenced at the lower first-grade level and
Gert)
(Quiere decir chistoso, ridículo o 5. S-86
Show me what theAword hopBmeans. asked five comprehension questions aloud, ______________ will read the story
cómico)
QUESTIONS AND ANSWER FOR – FORM AND silently and answer the questions orally with at least 4/5 (80%) comprehension
(The student will hop).
accuracy.
A. B.
DIRECCIONES: Lee el cuento que sigue. Luego, responde a cada DIRECTIONS: Read the story below. Then, answer each question
pregunta dibujando un círculo alrededor de la letra delante de la about the story by circling the letter of the best answer.
mejor respuesta.
Dad said, “You know that we cannot get a dog for Beth. This house
Patricia había estado ahorrando sus centavos. Ella quería comprar is too small for an animal. We can have a pet when we move to a
un globo verde que había visto en una tienda de juguetes. bigger house”
Patricia contó sus centavos uno por uno. Ella tenía cinco centavos. Scott knew his dad was right. Scott had wanted to a get a dog for
Ella necesitaba tres centavos más para comprar el globo. his sister. Tomorrow would be her birthday.
Patricia metió la mano en su bolsillo y luego se rió. En su bolsillo Scott thought of another surprise. He´d get a toy dog for Beth. Dad
había tres centavos más. Ahora, ella podría ir a la tienda a comprar el couldn´t say “no” to that kind of a pet.
globo verde. 1. At first, what did Scott want to get for Beth?
1. ¿Qué es lo que quería comprar Patricia? a. He wanted to get her a toy
a. Un globo verde b. He wanted to get her a dog
b. Una rana verde c. He wanted to get her a doll house
c. Un bolsillo 2. Why did Dad say they couldn´t get a dog?
2. ¿Qué fue lo que hizo Patricia primero que todo? a. The pet would eat too much
a. Patricia se rió b. Scott´s dad didn´t like pets
b. Patricia contó sus centavos c. The house was too little
c. Patricia metió la mano en el bolsillo 3. Why did Scott want to get a dog for Beth?
3. ¿Por qué metió Patricia la mano en su bolsillo? a. Beth was sad
a. Para encontrar un globo b. Tomorrow would be her birthday
b. Para contar sus centavos c. Beth asked Scott to get her s surprise
c. Para buscar más centavos 4. Another word for pet is
4. Comprar algo es a. Animal
a. Reírse de algo b. House
b. Contar cosas c. Birthday
c. Pagar por algo 5. A good for this story would be
5. Un buen título para este cuento sería a. Moving to a New House
a. Centavos para comprar un globo b. Scott´s Birthday Party
b. Contando las ranas una por una c. Thinking of a Surprise for Beth.
c. Un globo n el bolsillo
COMPREHENDS AT LOWER SECOND-GRADE LEVEL
SKILL: Reads at lower second-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish story (Form A) and / or the English story (Form B) on S-
STUDENT RECORD BOOK: Page 16 87 for the lower a second-grade level and answer the five multiple-choice
ASSESSMENT METHODS: (See pages 79 and 80) questions. See INTRODUCTION, page 77, for using the assessment as an
1. Individual reads the story silently and answer each questions orally indicator of dominant language)
2. Individual or group reads silently and answer each questions by circling the best
answer Point to the story you want the student to read and
3. Nonreader listens to the story and answer each questions read by the examiner
Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
MATERIALS: S-87 and pencil lee cada pregunta y dame la letra delante de la mejor respuesta.
DISCONTINUE: Your discretion or after failing to score with at least 80% b. A want you to read this story silently. After you have read the
comprehension accuracy on Form A and Form B for two consecutive levels. story, read each question and tell me the letter of the best answer.
TIME: Your discretion, or allow five minutes for each story. If necessary, give help reading the proper nouns.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. (See Continue the assessment at higher or lower grade levels until you
INTRODUCCTION, page 80, for discussion of accuracy and validity). determine the highest grade level at which the student can read with 80%
(E-5.1)
SPANISH OBJETIVE: By___________, when given a Spanish story of 67 words
referenced at the lower second-grade level and asked five comprehension
1. ¿Qué crees (tu) que Patricia va hacer con el globo? (See pages ______________
questions, 79 and 80 for individual
will read or
thegroup writtenand
story silently assessment
answer theprocedures
questions
2. ¿Cómo crees (tú) que Patricia se ganó sus centavos? and assessment of nonreaders).
orally with at least 4/5 (80%) comprehension accuracy.
3. ¿Por qué crees (tú) que se rió Patricia?
1. What kind of person do you think Scott is? (E-5.2)
2. How do you think Scott felt his dad said they couldn´t have a dog? ENGLISH OBJETIVE: By___________, when given a English story of 67 words
3. What would be a good pet for someone who lived in a little house? with readability and vocabulary referenced at the lower second-grade level and
asked five comprehension questions aloud, ______________ will read the story
silently and answer the questions orally with at least 4/5 (80%) comprehension
ANSWER FOR S-87-FORMS A AND B accuracy.
A B
1. ¿Qué Es lo que quería comprar Patricia? 1. At first, what did Scott want to get for
a. un globo verde Beth?
2. Qué fue lo que hizo Patricia primero que b. He wanted to get her a dog
todo? 2. Why did Dad say they couldn´t get a
b. Patricia contó sus centavos dog?
3. ¿Por qué metió Patricia la mano en su c. The house was too little
bolsillo? 3. Why did Scott want to get a dog for
c. para buscar más centavos Beth?
4. ¿Comprar algo es? b. Tomorrow would be her birthday
c. pagar por algo 4. Another word for pet is
5. Un buen título para este cuento sería a. animal
a. centavos para comprar un globo) 5. A good name for this story would be
c. Thinking of a Surprise for Beth.
A. B.
mejor respuesta.
Kim lived with her Uncle Cal. There was a high stone wall around
Cuando Tomás caminaba por el bosque oyó un ruido extraño. “Será their yard. Uncle Cal had often told Kim not to climb over the wall
un oso?” pensó Tomás mientras que miraba por todas partes, pues One morning Kim was playing by herself in the yard. She threw a ball
Tomás le tenía miedo a los osos. behind her, and it went over wall. Kim went into the house to ask her
uncle to help her find the ball. Uncle Cal was happy. Kim had
De repente, Tomás oyó el ruido otra vez. Él vio al animal que había remembered not to climb over the wall.
hecho este ruido. El animal no era un oso.
1. Which happened first?
Tomás vio a una ardilla brincando de árbol en árbol. La ardilla hacía a. Kim threw a ball behind her
caer algunas nueces de las ramas del árbol. b. Uncle Cal told Kim not to climb over the wall
c. The ball went over the wall
1. ¿Dónde estaba Tomás?
a. Tomás estaba en el pueblo 2. Where was Kim playing?
b. Tomás estaba en el bosque a. In the house
c. Tomás estaba en casa b. In the street
c. In the yard
2. ¿Qué pasó primero que todo?
a. Tomás vio a una ardilla 3. Why did Kim go into the house?
b. Tomás se paró y miró por todas partes a. To throw the ball
c. Tomás oyó un ruido extraño b. To ask her uncle to help her find the ball
c. To find a new ball
3. ¿Qué animal pensó Tomás habría podido hacer ese ruido?
a. Un pájaro 4. The word often means
b. Un gato a. Many times
c. Un oso b. Never
c. Sometimes
4. La ardilla es un animal que 5. A good name for this story would be
a. Tiene una cola grande a. Remembering What uncle Cal Said
b. Tiene orejas largas b. Finding a New Friend
c. Tiene alas c. Playing Ball in the House
5. ¿Qué animal hacía caer las nueces de las ramas del árbol?
a. Una ardilla
b. Un oso
c. un pájaro
COMPREHENDS AT UPPER SECOND-GRADE LEVEL
SKILL: Reads at upper second-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish story (Form A) and /or the English story (Form B) on S-
STUDENT RECORD BOOK: Page 16 88 for the upper second-grade level and answer the five multiple-choice
questions. See INTRODUCTION, page 77, for using the assessment as an
ASSESSMENT METHODS: (See pages 79 and 80) indicator of dominant language)
1. Individual reads the story silently and answer each questions orally
2. Individual or group reads the story silently and answers each questions by Point to the story you want the student to read and
circling the best answer
3. Nonreader listens to the story answer each questions read by the examiner. Say: a Quiero que leas este cuento en silencio. Después de leer el cuento,
lee cada pregunta y dame la letra delante de la mejor respuesta.
MATERIALS: S-88 and a pencil
b. I want you to read this story silently. After you have read the story,
DISCONTINUE: Your discretion, or after failing to score with at least 80% read each questions and tell me the letter of the best answer.
comprehension accuracy on Form A or Form B for two consecutive levels.
If necessary, give help reading the proper nouns.
TIME: Your discretion, or after failing to score with at least 80% comprehension Continue the assessment at higher or lower grade levels until you
accuracy on Form A or B for two consecutive levels. determine the highest grade level at which the student can read with 80%
comprehension accuracy
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. (see
INTRODUCTION, page 80, for discussion of accuracy and validity) (See pages 79 and 80 for individual or group written assessment procedures
and assessment of nonreaders.)
(E-6.1)
1. Por qué crees (tú) que la ardilla hacía caer las nueces de las ramas del referenced at the upper second-grade level and asked five comprehension
árbol? questions, ______________ will read the story silently and answer the questions
2. ¿Cuáles otros ruidos se pueden oír en un bosque? with at least 4/5 (80%) comprehension accuracy.
3. ¿Por qué crees (tú) que Tomás le tenía miedo a los osos?

1. Why do you think Uncle Cal told Kim not to climb over the Wall? ENGLISH OBJETIVE: By___________, when given a English story of 67 words
2. What do you think Uncle Cal will do to help kim? with readability and vocabulary referenced at the upper second-grade level and
asked five comprehension questions, ______________ will read the story
3. What do you think will happen next?
accuracy.
ANSWERS FOR S-88-FORMS A AND B
A B
1. ¿Dónde Estaba Tomas? 1. Which happened first?
a. Tomás estaba en el bosque b. Uncle Cal told Kim not to climb over
2. ¿Qué pasó primero que todo? the wall
b. Tomás oyó un ruido extraño 2. Where was Kim playing?
3. ¿Qué animal pensó Tomás habría podido c. in the yard
hacer ese ruido? 3. Why did Kim go into the house?
A. B.
mejor respuesta.
This was the first time Hans had gone mountain climbing. He and
La doctora Cruz trabaja en un hospital pero no atiende a personas. his friend Jake had enjoyed mountain climbing many times before.
Ella atiende a los animales del zoológico. Algunos de sus pacientes del Jake was a strong, quick climber. Hans was a good climber, too, but
zoológico son los osos, leones y elefantes. he began to get tired. He could not keep up with Jake.
As Hans hurried to catch up, he slipped on a rock. Hans began
La doctora Cruz cura a los animales enfermos, pero también ayuda a sliding toward the cliff, but Jake caught him before he slid over the
los animales sanos. Ella les ayuda para que no se enfermen. Su trabajo es edge.
el mantener sanos a todos los animales.
1. Jake was
a. A tired, slow climber
1. La doctora Cruz trabaja en b. A Iazy, mean friend
a. una escuela c. A strong, quick climber
b. una tienda d. Angry with Hans
c. un bosque 2. Why couldn´t Hans Keep up with Jake?
d. un hospital a. Hans stopped to eat lunch
2. La doctora Cruz atiende a b. Hans was a poor climber
a. los niños c. Hans had a stone in his shoe
b. los animals d. Hans began to get tired
c. las piedras 3. To hurry means
d. los medicos a. To go quickly
3. Cuando la doctora Cruz trabaja en el zoológico b. To go slowly
a. ella atiende a los osos y a otros animales c. To stop
b. ella pinta las jaulas de los animales d. To grow larger
c. ella le da de comer cacahuates a los animales 4. What happened first?
d. ella compra globos a. Hans slipped on a rock
4. Un animal sano b. Hans hurried to catch up with Jake
a. es grande c. Hans began sliding over the edge of the cliff
b. está en Buena salud d. Jake caught Hans
c. está enfermo 5. What stopped Hans from sliding over the edge of the cliff?
d. está hambriento a. Hans held on to branch
5. En este cuento se habla sobre todo de b. Hans held on to a rock
a. animals del zoológico c. Jake caught Hans
b. animals enfermos d. Hans crawled into a hole
c. una doctora que atiende a animales
d. un hospital para animales
COMPREHENDS AT LOWER THIRD-GRADE LEVEL
SKILL: Reads at lower third-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish (Form A) and /or the English story (Form B) on S-89 for
STUDENT RECORD BOOK: Page 16 the lower third-grade level and answer the five multiple-choice questions.
See INTRODUCTION, page 77, for using the assessment as an indicator of
ASSESSMENT METHDS: (see pages 79 and 80) dominant language).
1. Individual reads the story silently and answers each questions orally
2. Individual or group reads the story silently and answers each questions by Point to the story you want the student to read and
3. Nonreader listens to the story and answer each question read by the examiner Say: a. Quiero que leas este cuento en silencio. Después de ller el cuento,
MATERIALS: Copy of S-89 and a pencil lee cada pregunta y dame la letra delante de la mejor respuesta.
DISCONTINUE: Your discretion, or after failing to score with at least 80% b. I want you to read this story silently. After you have read the story,
comprehension accuracy on Form A or Form B for two consecutive levels. read each questions and tell me the letter of the best answer
TIME: Your discretion , or allow five minutes for each story If necessary, give help reading the proper nouns.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level (See Continue the assessment at higher or lower grade levels until you
INTRODUCTION, page 80, for discussion of accuracy and validity) determine the highest grade level at which the student can read with 80%
1. Además de los animales en el zoológico, ¿a qué clase de animales (See pages 79 and 80 for individual or group written assessment procedures
domésticos piensas (tú) que atiende la doctora Cruz? (E-7.1) of nonreaders.)
and assessment
2. ¿Sabes (tú) como se llaman los doctores que atienden a los animales?
referenced at the lower third-grade level and asked five comprehension
3. ¿Qué animales se pueden ver en un zoológico?
questions, ______________ will read the story silently and answer the questions
with at least 4/5 (80%) comprehension accuracy.
1. How do think Hans felt as he was sliding toward the edge of the Cliff?
2. What might happen next? (E-6.2)
3. Do you think the boys will go mountain climbing again? Why or why not? ENGLISH OBJETIVE: By___________, when given a English story of 67 words
with readability and vocabulary referenced at the lower third-grade level and
asked five comprehension questions, ______________ will read the story
ANSWER FOR S-89-FORM A AND B accuracy.
A B
1. La doctora Cruz trabaja en 1. Jake was
a. un hospital c. a strong, quick climber
2. La doctora Cruz atiende a 2. Why couldn´t Hans keep up with Jake?
b. los animales b. Hans began to get tired
3. Cuando la doctora Cruz trabaja en el 3. To hurry means
zoológico a. to go quickly
a. ella atiende a los osos y a otros 4. What happened first?
animales b. Hans hurried to catch up with Jake
A. B.
pregunta acerca del cuento dibujando un círculo alrededor de la about the story by circling the letter of the best answer.
letra delante de la mejor respuesta.
Carlos had wanted to ride in the rodeo since his ninth birthday.
Esteban había ido a pescar ayer, pero no había ´pescado nada. Hoy, Now that he was twelve, Carlos could finally ride.
mientras iba al lago, pensaba que su suerte iba a cambiar. As Carlos sat waiting for his turn, his heart began to pound. He had
Tan pronto como el anzuelo desapareció en el agua, Esteban sintió looked forward to this day, but now Carlos was afraid.
un tirón. Algo pesado estaba enganchado en el anzuelo. Muy contento, The gate opened and his horse began to buck, but Carlos held on
esteban tiró rápidamente de la cuerda de pescar. Pero ¡qué sorpresa! En tightly. When his ride was over, Carlos was eager to get down from
vez de un pez, él había pescado una bota vieja llena de agua. the horse.
1. Cuando esteban fue a pescar ayer 1. How old was Carlos when he rode in the rodeo?
a. Había pescado dos peces a. nine
b. No había pescado nada b. eight
c. Había perdido su nueva caña de pescar cerca del lago c. twelve
d. Se había caído dentro del lago d. ten
2. ¿Por qué tiró Esteban rápidamente de la cuerda de pescar? 2. What was Carlos waiting for?
a. Algo pesado estaba en la cuerda a. his turn to ride
b. Quería averiguar si la cuerda estaba enredada b. his horse to buck
c. El anzuelo estaba enganchado en el lodo c. his birthday
d. Estaba cansado y quería irse a su casa d. his mother
3. ¿Qué estaba enganchado en el anzuelo? 3. To pound means
a. Una bota llena de agua a. to slow down
b. Un pez enorme b. to beat hard
c. Un pedazo de madera c. to slide
d. Unos trapos viejos d. to get fat
4. La palabra desaparecer quiere decir 4. Which happened first?
a. Tirar a. His horse began to buck
b. Hacerse coger b. His heart began to pound
c. Perder de vista c. The gate opened
d. Salir del agua para respirar d. His ride was over
5. El mejor título para este cuento sería 5. The best name for this story would be
a. Esteban camina hacia el lago a. The Ninth Birthday
b. La nueva caña de pescar de Esteban b. Buying a Horse for Carlos
c. Pescando con un amigo c. Falling Off a Bucking Horse
d. La gran pesca de Esteban d. Riding in the Rodeo
COMPREHENDS AT UPPER THIRD-GRADE LEVEL
SKILL: Reads at upper third-grade level with comprehension
DIRECTIONS: (This assessment is made by asking the student to read
STUDENT RECORD BOOK: Page 16 silently the Spanish story (Form A) and /or the English story (form B) on S-90
for the upper third-grade level and answer the five multiple-choice
ASSESSMENT METHODS: (See pages 79 and 80) questions. See INTRODUCTION, page 77, for using assessment as an
1. Individual read the story silently and answer each questions orally indicator of dominant language)
2. Individual or group read the story silently and answer each question by circling
the best answer. Point to the story you want the student to read and
3. Nonreader listens to the story and answer each question read by the examiner
Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
MATERIALS: Copy of S-90 and a pencil lee cada pregunta y dame la letra delante de la mejor respuesta.
DISCONTINUE: Your discretion, or after failing to score with at least 80% b. I want to read this story silently. After you have read the story, read
comprehension accuracy on Form A or Form B for two consecutive levels. each questions and tell me the letter of the best answer.
TIME: Your discretion, or allow five minutes for each story If necessary, give help reading the proper nouns.
ACCURACY: At least 4/5 (80%) comprehension accuracy for each grade level. (See Continue the assessment at higher or lower grade levels until you
INTRODUCTION, page 80, for discussion of accuracy and validity) determine the highest grade level at which the student can read with 80%
(E-8.1)
1. ¿Cómo piensasA(tú) que se sintió Esteban cuando B se dio cuenta de que (See pages 79 and 80 for individual or group written assessment procedures
1.algo
Cuando Esteban
estaba fue a pescar ayer
enganchado en la caña de pescar? and assessment
referenced of
at nonreaders)
1. How old was Carlos when he rode in the
b. no había pescado nada the upper third-grade level and asked five comprehension
2. ¿Cómo piensas (tú) que se sintió esteban rodeo?
después de que pescó la bota?
2. ¿Por qué tiró Esteban rápidamente de c. twelve questions, ______________ will read the story silently and answer the questions
3. la ¿Piensas (tú)
cuerda de pescar? que había cambiado la suerte de Esteban? ¿Por qué si?
2. What was Carlos waiting for? with at least 4/5 (80%) comprehension accuracy.
4. ¿Por qué no?
a. algo pesado estaba en la cuerda a. his turn to ride
3. ¿Qué estaba
B. OPTIONAL enganchado en el anzuelo?
QUESTIONS 3. To pound means
a. una bota llena de agua a. to beat
1. Where do you think Carlos might have been on hard
his ninth birthday? Why? (E-8.2)
4. La palabra desaparecer quiere decir 4. Which happened first?
2. Ifc.Carlos hadn´t ENGLISH OBJETIVE: By___________, when given a English story of 67 words
perder de vista held on tightly, want might b. His heart happened?
have began to pound
3. 5.Why was Carlos eager to get
seríadown from with readability and vocabulary referenced at the upper third-grade level and
El mejor título para este cuento 5. Thethe
besthorse?
name for this story would be
d. la gran pesca de Esteban d. Riding in the Rodeo asked five comprehension questions, ______________ will read the story
ANSWER FOR S-90-FORMS A AND B accuracy.
A. B.
mejor respuesta.
Nick grabbed the basketball and started dribbling to the opposite
Carlota decidió competir en la carrera para los principiantes. Hacía end of the court. His team needed two points, and it was up to Nick to
muchos meses que Carlota corría cada día para mejorar su velocidad. score them.
Carlota se sentí bien preparada cuando se acercó a la línea de As Nick approached the basket, he heard the thundering cheers of
partida. Al oír la señal de salida, ella corrió la más rápido que pudo. the crowd. Nick had to make this basket because everyone was
Carlota se sonrió cuando cruzó la meta. A pesar de que no había depending on him. He took a deep breath to steady himself. Then,
ganado la carrera, ella sabía que había hecho su mejor esfuerzo. Nick took a shot. The ball went into the basket.
1. ¿Cómo se preparó Carlota para la carrera? 1. What happened first?

a. Leyó muchos libros que trataban de carreras a. Nick took a deep breath
b. Habló con muchos amigos que también corrían b. Nick dribbled to the opposite end of the court
c. Corría todos los días c. Nick grabbed the basketball
d. Procuró descansar mucho d. Nick approached the basket
2. ¿Por qué corría Carlota cada día? 2. What did the crowd sound like?
a. Para ganarse el premio a. Angry bears
b. Para mejorar su velocidad b. Thunder
c. Para perder peso c. A hail storm
d. Para llegar a al escuela puntualmente d. Buzzing bees
3. ¿Qué ocurrió primero que todo? 3. Why did Nick feel that he had to make this shot?
a. Carlota se acercó a la línea de partida a. His parents would be disappointed if he didn´t
b. Carlota oyó la señal de salida b. Everyone was depending on him
c. Carlota decidió competir en la carrera c. This was the last time he would ever play basketball
d. Carlota cruzó la meta d. He would be taken off the team if he didn´t
4. La palabra meta quiere decir 4. To approach means
a. Saltar a. To try something
b. Medir algo b. To leave
c. Mitad c. To discover
d. El final de la carrera d. To come near
5. ¿Por qué se sonrió Carlota cuando cruzó la meta? 5. The main idea of this story is
a. Sabía que había hecho su mejor esfuerzo a. Nick scored the points that his team needed
b. Sabía que había ganado la carrera b. Nick heard the fans cheering
c. Alguien le había contado un chiste gracioso c. Nick hesitated by taking a deep breath
d. Para ganar ella había tomado un camino más corto d. Nick had never scored in a basketball game before
COMPREHENDS AT FOURTH-GRADE LEVEL
SKILL: Reads at fourth-grade level with comprehension DIRECTIONS: (This assessment is made by asking the student to read
silently the Spanish story (Form A) and /or the English story (form B) on S-91
STUDNT RECORD BOOK: Page 16 for the fourth-grade level and answer the five multiple-choice questions.
See INTRODUCTION, page 77, for using the assessment as an indicator of
ASSESSMENT METHODS: (See pages 79 and 80) dominant language).
1. Individual reads the story silently and answers each question orally
2. Individual or group reads the story silently and answers each questions by Point to the story want the student to read and
3. Nonreader listens to the story and answers each questions read by the Say: a. Quiero que leas este cuento en silencio. Después de leer el cuento,
examiner lee cada pregunta y dame la letra delante de la mejor respuesta.
MATERIALS: Copy of S-91 and pencil b. I want to read this story silently. After yoy have read the story,
read each questions and tell me the letter of the best answer.
DISCONTINUE: Your discretion, or after failing to score with at least 80%
comprehension accuracy on Form A or Form B for two consecutive levels If necessary, give help reading the proper nouns.
TIME: Your discretion, or allow five minutes for each story Continue the assessment at higher or lower grade levels until you
A comprehension accuracy for each grade
ACCURACY: At least 4/5 (80%) B level comprehension
(E-9.1) accuracy.
1. ¿Cómo se
(See INTRODUCTION, preparó
page Carlota
80, for para laof accuracy
discussion and validity)
1. What happened first? SPANISH OBJETIVE: By___________, when given a Spanish story of 67 words
carrera? c. Nick grabbed the basketball referenced at and
the fourth-grade level or
andgroup
askedwritten
five comprehension questions,
(See pages 79 80 for individual assessment procedures
c. Corría todos los días 2. What did the crowd sound like? ______________ will read the story silently and answer the questions with at
2. Por qué corría Carlota cada día? b. thunder
and assessment of nonreaders)
least 4/5 (80%) comprehension accuracy.
1. ¿Por québ.piensas (tú)suque
para mejorar Carlota se sentía bien
velocidad 3. Why preparada?
did Nick feel that he had to make
2. ¿Cómo3.describirías
¿Qué ocurrió primero
(tú) la que todo?de carlota hacia
actitud this los
shot?
deportes?
c. Carlota decidió competir en la carrera b. Everyone was depending on him
3. ¿Qué quiere decir la frase “para
4. La palabra meta quiere decir mejorar su velocidad”?
4. To approach means B.(E-9.2)
OPTIONAL QUESTIONS
ENGLISH
1. WhatOBJETIVE:
would beBy___________,
a good title forwhen given a English story of 67 words
this story?
d. el final de la carrera d. to come near
5. ¿Por qué se sonrió CarlotaFOR
cuando cruzó with readability and vocabulary referenced at the fourth-grade level and asked
ANSWER S-88- FORMS5. TheAmain
ANDidea
B of the story is 2. Do you think Nick is a good basketball player? Why or why not?
la meta? a. Nick scored the points that his team five comprehension questions, ______________ will read the story silently and
3. How
answer thedo you think
questions Nick
orally felt
with at at the4/5
least end of this
(80%) story? Why?
a. Sabía que había hecho su mejor needed.
esfuerzo
A. B.
mejor respuesta.
The Cougars had a reputation for working well together as a
Una noche Susana estaba tratando de terminar su tarea de football team. But, in this game, the team was not performing well.
matemáticas. Una llamada de teléfono interrumpió su tarea. Su amiga They fumbled the ball time after time because they were so tense. The
Pamela la estaba llamando para invitarla a una comedia. La comedia iba players argued among themselves. They even argued with their coach.
a empezar a las ocho. Going into the last quarter, they needed twelve points to win. The
Cuando Susana miró el reloj, se dio cuenta de que no podría completar team looked discouraged. They did not have a winning attitude,
su tarea a tiempo. Susana deseaba mucho salir con Pamela. Pero lo más
importante para ella esa noche era terminar la tarea. 1. What was the team´s reputation
a. The players argued among themselves
1. ¿En qué tipo de tarea trabajaba Susana? b. The players worked well together
a. en ciencias c. The team did not have a winning attitude
b. en matemáticas d. The players were clumsy
c. en historia 2. Why did the Cougars fumble the ball so many times?
d. en geografía a. The players were angry with their coach
2. ¿Por qué se interrumpió el trabajo de Susana? b. The players would rather have been playing baseball
a. Ella fue a una comedia c. The players did not know how to play football
b. Su reloj se paró d. The players were tense
c. Ella recibió una llamada de teléfono 3. When did team look discouraged?
d. Era hora de cenar a. At the beginning of the last quarter
3. ¿Por qué decidió Susana no ir con Pamela? b. When they argued among themselves
a. Susana ya había aceptado una invitación de otra amiga c. When they fumbled the ball
b. Susana sabía que no podía completar su tarea a tiempo d. When they argued with their coach
c. La madre de Susana le dijo que ella o podría ir a la comedia 4. In this story, the word tense means
d. Susana había oído decir que la comedia no era buena a. Relaxed
4. La frase “tener el propósito de” significa b. Furious
a. Anunciar c. Nervous
b. Invitar d. Cautious
c. Terminar 5. The main idea of this story is
d. Tratar de a. The players argued with their coach
5. La idea principal de este cuento es b. The Cougars ‘reputation was strengthened by this game
a. Susana tenía dificultad en aprender matemáticas c. The Cougars ‘reputation was weakened by this game
b. Susana no quería ir con pamela a la comedia d. The Cougars scored fourteen points to win the game
c. Susana hizo la tarea en vez de ir a la comedia
d. Susana hubiera preferido no tener teléfono
COMPREHENDS AT FIFTH-GRADE LEVEL
SKILL: Reads at fifth-grade level with comprehension DIRECTIONS: (this assessment is made by asking the student to read silently
STUDENT RECORD BOOK: Page 16 the fifth-grade level and answer the five multiple-choice questions. See
INTRODUCTION, page 77, for using the assessment as an indicator of
ASSESSMENT METHODS: (See pages 79 and 80) dominant language).
1. Individual reads the story silently and answers each questions orally
2. Individual or group reads silently and answers each questions by circling the Point to the story you want the student to read and
best answers
3. Nonreader listens to the story and answers each questions read by the Say: a. Quiero que leas este cuento en silencio Después de leer el cuento,
examiner lee cada pregunta y dame la letra delante de la mejor respuesta.
MATERIALS: Copy of S-92 and a pencil
b. I want you to read this story silently. After you have read the story
DISCONTINUE: Your discretion, or after failing to score with at least 80% read each questions and tell me the letter of the best answer
comprehension accuracy on Form A or Form B for two consecutive levels.
If necessary, give help reading the proper nouns
TIME: Your discretion, orAallow five minutes for each story B
1. ¿En qué tipo de tarea trabajaba Susana? 1. What was the team´s reputation?
b. en matemáticas (E-10.1) the assessment at higher or lower grade levels until you
Continue
b. The players worked well together
ACCURACY:
2. PorAt quéleast 4/5 (80%)el trabajo
se interrumpió comprehension
de 2. Whyaccuracy for each
did the Cougars grade
fumble level
the ball so (See SPANISH OBJETIVE:
determine By___________,
the highest when
grade level at given
which theastudent
Spanish can
storyread
of 67 words
with 80%
Susana?
INTRODUCTION, page 80, for discussion of accuracy manyand validity)
times? referenced at the
comprehension fifth-grade level and asked five comprehension questions,
accuracy
c. Ella recibió una llamada de teléfono d. The players were tense ______________ will read the story silently and answer the questions with at
3. ¿Por qué decidió Susana no ir con 3. When did the team look discouraged? least 4/5 (80%) comprehension accuracy.
A. OPTIONAL
Pamela? QUESTIONS a. at the beginning of the last quarter (See pages 79 and 80 for individual or group written assessment procedures
1.b. Susana
¿Quésabíapalabra
que nopiensas (tú) que describe
podía completar mejor
4. In this story, theaword
Susana?
tense means and assessment of nonreaders)
su2.tarea¿Cómo
a tiempopiensas (tú) que se sintió Pamela c. nervouscuando Susana decidió no ir a (E-10.2)
4. La frase “tener el propósito de” significa 5. The main idea of this story is
la comedia
d. tratar de con ella?
c. the Cougars´ reputation was B.ENGLISH
OPTIONAL OBJETIVE: By___________, when given a English story of 67 words
QUESTIONS
with readability and vocabulary referenced at the fifth-grade level and asked five
5.3. ¿Piensas
¿La tarea (tú)
principal de que Susana
este cuento es?es una estudiante
weakened by buena? ¿Por qué?
this game. 1. How do you think the team got its reputation?
comprehension questions, ______________ will read the story silently and
a. Susana hizo la tarea en vez de ir a la 2. How
comedia. answer the would youorally
questions describe
with ata least
winning attitude?
4/5 (80%) comprehension accuracy.
ANSWERS FOR S-92-FORMS A AND B 3. What do you think happen next? Why?
A. B.
mejor respuesta.
Bernie has an unusual job. He maintains the monument that is
Se ha tratado varias veces en los Estados Unidos de cambiar el carved on Mount Rushmore. The faces of four of our past presidents
sistema corriente de medidas y pesos al sistema métrico. Al presente este are sculpted on this mountain. Bernie does a fantastic job of filling in
sistema se una en casi todo el mundo. Sin embargo, la gente aquí ha the crack on these gigantic faces.
rechazado hasta ahora este sistema. If Bernie had a fear of heights, he would have difficulty
En este país muchas escuelas enseñan el sistema métrico. Nosotros accomplishing his task. His job requires that he hang from a rope three
no deberíamos sólo limitarnos al conocimiento de este sistema, si no que hundred feet above the ground.
deberíamos utilizarlo todos los días.
1. What is Bernie´s job?
a. He is president of the United States
1. ¿Quién debería aceptar el sistema métrico? b. He carves faces on Mount Rushmore
a. La mayoría de los países del mundo c. He maintains the monument on Mount Rushmore
b. La gente de los Estados Unidos d. He is a mountain climber
c. Los empleados de hospitales 2. How does Bernie do his job?
d. Los empleados del estado a. He fills in the cracks on the gigantic faces
2. ¿Quién utiliza al presente el sistema métrico? b. He takes photographs of the gigantic faces
a. La mayoría delos países del mundo c. He carves the gigantic faces
b. Los Estados Unidos d. He paints the gigantic faces
c. Los empleados de cocina 3. Which happened first?
d. Nadie a. Bernie had trouble accomplishing his task
3. En este cuento la palabra rechazar significa b. Bernie maintained the monument
a. Comparar los dos sistemas c. Bernie hung from a rope three hundred feet above the ground
b. No aceptar el cambio d. Gigantic faces were carved on Mount Rushmore
c. Conocer bien los sistemas 4. The word gigantic means
d. Utilizar los dos sistemas a. Made of granite
4. ¿Dónde se ha introducido hasta ahora el sistema métrico en los Estados b. Owned by a giant
Unidos? c. Enormous
a. En los restaurantes d. Mechanical
b. En los anuncios públicos 5. The best title for this story would be
c. En la televisión a. A gigantic Stone face
d. En las escuelas b. Maintaining Mount Rushmore
5. La idea principal de este cuento es c. A Fear of Heights
a. La gente de los Estados Unidos utiliza el sistema métrico d. Trouble Accomplishing a Task
b. Nuestras escuelas han decidido no utilizar el sistema métrico
c. Nosotros deberíamos utilizar el sistema métrico en este país
d. El sistema métrico debería ser utilizado únicamente en la cocina
F. Word Analysis TABLE DE CONTENTS
Page
Introduction……………………………………………………………. 95
F-1 Identifies Initial Sounds in
Spoken Words ……………………………….. 97
F-2 Identifies Final Sounds in Spoken
Words …………………………………………… 99
F-3 Pronounces Consonant-Vowel Syllables.. 100
F-4 Pronounces Vowel-Consonant Syllables.. 104
F-5 Pronounces Blend-Vowel Syllables ………. 105
F-6 Reads Words with Vowel Diphthongs ….. 107
F-7 Reads Suffixes ……………………………………… 108
PURPOSE: The purpose of the assessment procedures in the WORD ANALYSIS section
F-8 Reads Prefixes ……………………………………… 111
is to determine what word analysis skills the Spanish-speaking student has learned
well enough to use in decoding un familiar Spanish words in reading. F-9 Identifies Number of Syllables in
Spoken Words…………………………………… 113
METHODS OF ASSESSMENT: The only assessments in this section that are designed F-10 Divides Words into Syllables ………………… 114
for individual or group written response are the last two assessments, “Divides Words F-11 Identifies Words Stresses……………………… 115
into Syllables” and “Identifies Word Stresses”. All of the other word analysis
assessments are designed for individual oral response.
GRADE LEVELS OF SKILLS: Grade level notation are not included in the skill sequences CHANGE SKILL SEQUENCE IF JUSTIFIED: Some word-analysis skills can be
of this section because there is no consensus among the Spanish texts referenced mastered successfully if the student has certain prerequisite skills. Other
regarding the grade levels at which specific word analysis skills are introduced. skills can be mastered easily without following a rigid skill sequence.
ASSESS AT THE MOST APPROPRIATE SKILL LEVEL: As in other assessments in the The word-analysis skills assessed in this section are listed in a sequence that
Assessment of Basic Skills, you can make use of assessment time by assessing at the correlates with the reading programs researched .Presenting the skills
appropriate skill level. For example, the skill of pronouncing vowel-consonant sequentially increases the possibility that the student will master the skills
syllables is a higher-level and more functional skill that the skill of identifying final successfully. The examiner can change the sequence in which the skills are
sounds in spoken words. You may wish to better utilize the assessment time by assessed to better accommodate his or her reading program. Justification
conducting the assessment at the higher-level, ore functional skill. for deviating from the skill sequence will probably depend on the basal text
used.
Use your discretion for administering the higher-level assessments, such as those
relating to diphthongs and words stresses (F-6 and F-11).
F.WORD ANALYSIS (continued)
REFERENCES: The following Spanish reading programs were researched compile and WILL THE ASSESSMENT RESULTS BE HELPFUL? There has been much
sequence the skills in each assessment in the WORD ANALYSIS section: discussion and controversy regarding whether it is important to master
word-analysis skills to be a good reader and whether it is appropriate to
A CADA PASO: LENGUA, Lectura y Cultura. New York: McGraw-Hill Book Company, teach word-analysis skills to students with special needs. Some people
1978. argue that many good readers do not have strong mastery of word-analysis
skills and that student with special needs frequently experience much
ME GUSTA LEER: Spanish reading Program. Oxnard, Calif.: Tortilla Press, Inc. 1981. difficulty in mastering word-analysis skills. Alternate methods of teaching
reading are preferred for many students.
Por El Mundo del Cuento y la Aventura. River Forest, III.: Laidlaw Brothers Publishers,
1979. The inclusion of the WORD ANALYSIS section in the Assessment of Basic
Skills does not mean that the author or the publisher believe that the
Reading in Two Languages. Northvale, NJ: Santillana teaching of word-analysis skills is the best method for teaching all students
Publishing Company, Inc., 1979 to read.
Spanish Crane reading System. Trenton, NJ: Crane Publishing Company, 1982. Rather, this section has been included as a resource for teachers who have
found the word-analysis approach successful in teaching students to read
and who feel there is a need to assess certain word-analysis skills to plain
Spanish Reading Keys. Oklahoma City: The Economy Company, 1980
effective reading programs. You may wish to select the assessments in this
section that will accommodate your reading program.
DISCUSSION OF SPANISH CONSONANT SOUNDS
CONSONANTS INCLUDED: The consonant sounds included in assessments F-1 and F-3 CONSONANTS NOT INCLUDED: The following initial consonants are not
are those more frequently introduced in the first readers of the Spanish reading included in assessments F-1 and F-3 (with the exception of ñ) for the
programs listed in the REFERENCES above. These consonant sounds have the greatest reasons listed below:
utilization for decoding primary reading words.
1. X: Very few words or syllables begin with the letter x in the
The Spanish consonants included in these assessments represent a single sound with Spanish language
the following exceptions: 2. K and W: Most words with the letters k and w are derived from
foreign languages
1. C: The consonant c has the hard sound of k when it precedes a,o, or u and 3. Ñ: Very few Spanish primary words begin with the letter ñ
the soft sound of s when it precedes e or i
2. G: The consonant g has the hard sound of g when it precedes a, o, or u and
the soft sound of j when it precedes e or i.
3. Q: Because the consonant q is almost always followed by the vowels ue ui in
the Spanish Language, the letters are introduced together in these
assessments.
IDENTIFIES INITIAL SOUNDS IN SPOKEN WORDS
SKILL: Identifies initial sounds in spoken words DIRECTIONS: (This assessment is made by pronouncing words and asking the
student to identify the initial consonant r vowel in each Word)
Say: Voy a decir algunas palabras escucha con atención y luego dime la
ASSESSMENT METHOD: Individual oral response primera letra de cada palabra.
MATERIAL: None When you are sure the student is listening closely, pronounce one of the three
words for each initial sound listed below. Pause for the student´s response. If
DISCONTINUE: Your discretion or after failure on three consecutive initial sounds. you question the validity of a response, pronounce a second word with the
same initial consonant.
1. Í-ir, isla, indio
ACCURACY: Give credit for each correct response that you believe to be valid. If the 2. e-ella, enero, escuela
response to one word is of questionable validity, pronounce a second word with the 3. o-oso, ojo, otoño
same initial sound. 4. a-apio, amigo, avión
5. u-uva, uno, usted
* If the student responds with the vowel e or o, 6. m-mamá, major, mano
7. b-baño, bebé, burro
Say: Sí, aquella palabra suena como si empezara con la vocal (“e” o “o”). 8. j-jabón, jardín, juntos
¿Puedes decirme cuál letra no tiene sonido? 9. g-gato, gota, gusto
10. r-rico, rosa, río
11. s-sabe, saco, siesta
**If the student responds with the letter y,
12. d-dama, dime, dos
13. n-nube, negro, noche
Say: Sí aquella palabra suena como si empezara con la letra “y”.
14. f-feliz, fecha, forma
¿Puedes decirme cuál letra también suena como una “y”?
15. c(k)-cama, corre, coche
16. p-papá, papel, pobre
***If the student responds with the letter k,
17. l-linea,, lee
18. t-toma, taza, tío
Say: Sí aquella palabra suena como si empezara con la letra “k”. 19. ch-chica, chispa, chiste
¿Puedes decirme cuál letra también suena como una “k”? 20. y-ya, yo, yeso
*21. H-hermana, hoy, hombre
****If the student responds with the letter s, **22. ll(y)-llave, lleno, llama
23. z-zorro, zapato, zona
Say: Sí aquella palabra suena como si empezara con la letra “s”. 24. v-vegetal, volar, voz
¿Puedes decirme cuál letra también suena como una “s” cuando es ***25.qu(k)-queso, quiere, quince
seguida por las letras “e” o “i”? ****26.c(s)-cinco, centro, cerca
*****27.g(j)-gente, giro, gigante
*****If the student responds with the letter j,
Say: Sí aquella palabra suena como si empezara con la letra “j”.

¿Puedes decirme cuál letra también suena como una “j” cuando es
seguida por las letras “e” o “i”?
(See NOTES, page 98)
IDENTIFIES INITIAL SOUNDS IN SPOKEN WORDS (continued)

NOTES:
1. Observe for Lip Reading: If the student appears to be paying close

attention to your lip movements, you should screen your lips with a
sheet of paper. The student´s need to read lips to perform well
suggest the possibility of a hearing loss. A referral to the school nurse
or audiologist may be in order. It may also be possible that the
student needs to read lips because he or she is more of a visual
learner than an auditory learner.
2. Alternate Method of Assessment: You may wish to assess the student

´s ability to match the initial sounds in spoken words with the printed
letters. If so. Write the initial letters listed in the DIRECTIONS on a
sheet of paper. As you pronounce each word, ask the student to point
to the letter that he or she hears at the beginning of each word.
3. Prerequisite Skill: Before assessing the higher level skills in this

assessment, you may wish to determine the student´s ability to
auditorily discriminate pairs of words for each letter sound. See the
“Auditory Discrimination” assessment (G-1), page 123.
(F-1)
OBJETIVE: By___________, when words are pronounced, ______________ will
identify the initial consonant or vowel in each word for ________________ of
twenty-seven initial sounds.
IDENTIFIES FINAL SOUNDS IN SPOKEN WORDS
SKILL: Identifies final sounds in spoken words.
DIRECTIONS: (This assessment is made by pronouncing words and asking
STUDENT RECORD BOOK: Page 16 the student to identify the final consonant or vowel in each word.)
ASSESSMENT METHOD: Individual oral response Say: Voy a decir algunas palabras. Escucha con atención y luego dime la
última letra de cada palabra.
MATERIAL: None
When you are sure the student is listening closely, pronounce one of the
DISCONTINUE: Your discretion, or after failure on three consecutive final sounds. three words for each final sound listed below. Pause for the student´s
response. If you question the validity of the response for a word,
TIME: Your discretion pronounce a second word with the same final sound.
ACCURACY: Give credit for each correct response that you believe to be valid. If the 1. I – sol, papel, mal 6. z – paz, voz, luz
response to one word is of questionable validity, pronounce a second word with the 2. n – canción, perdón, fin 7. e – estudiante, príncipe,
same final sound. 3. s – compás, país, atrás diferente
4. d – edad, ciudad, pared 8. o – bajo, número, alumno
NOTES: 5. r – jugar, correr, mirar 9. a – ama, ventana, anda
1. Observe for Lip Reading: If the student appears o be paying close attention 10. I – rubí. Ají, allí
to your lip movements, you should screen your lips with a sheet of paper.
The student´s need to read a lip to perform well suggests the possibility of a
hearing loss. A referral to the school nurse or audiologist may be in order. It
may also be possible that the student needs to read lips because he or she is
more of a visual learner than an auditory learner.
2. Prerequisite Skill: Before assessing the higher level skills in this assessment,
you may wish to determine the student´s ability to auditorily discriminate
pairs of words for each letter sound. See the “Auditory Discrimination”
assessment (G-1), page 123.
(F-2)
OBJETIVE: By___________, when words are pronounced, ______________ will
identify the initial consonant or vowel in each word for ________________ of
ten final consonants.
o a e u i
1. ma mi mo mu me
2. po pe pa pi pu
3. tu ta te to ti
4. li le lu la lo
5. su so si se sa
PRONOUNCES CONSONANT- VOWEL SYLLABLES
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)
See NOTE 1 below before administering this assessment
Point to the syllable “ma” on S-100 and
MATERIAL: S-100
Say: Dime el sonido que hacen estas letras
DISCONTINUE: Your discretion, or after failure on items for two consecutive
Pause for the student´s response. If the student appears confused, explain
consonant letters the sound the syllable makes.
TIME: Your discretion Say: Estas letras (pointing to the syllable “ma”) tienen el sonido “ma”,
como en mapa.
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 syllables for each consonant letter are those
most commonly found in primary words from the REFERENCES listed on page
96. For a quicker assessment it is recommended that you assess only the first NOTES:
and second with an accuracy of 2/2 (100%). For a more comprehensive 1. Prerequisite Skill: Before assessing the higher level skills in this
assessment, administer the remaining syllables for each consonant letter. assessment, you may wish to assess the student´s ability to pronounce
the vowel sounds. Point to each vowel at the top of S-100 and ask the
1.(m) student to tell you the sound that each letter makes. If the student has
STUDENTma mi
PAGE FORMAT moSKILL ANALYSIS
AND mu me
FOR S-100 difficulty with the vowel sounds, do not administer this assessment.
2.(p) po pe pa pi pu
2. Supplemental Assessment: You may wish to also assess the student´s
ability to write consonant-vowel syllables as dictated or to spell these
3.(t) tu ta te to ti syllables orally. Either assessment can be made by reading the syllables
listed in the STUDENT PAGE FORMAT on pages 100-103 and asking the
4.(l) li le lu la lo student to write each syllable or to spell each syllable out loud.
6. nu no na ni ne
7. di da do du de
8. bu ba be bo bi
9. fi fe fu fa fo
10. va vo ve vu vi
11. ga go gu
12. ri ra ro ru re
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 “nu” on S-101 and
Say: Dime el sonido que hacen estas letras
MATERIAL: S-101
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
letters Say: Estas letras (pointing to the syllable “nu”) tiene el sonido “nu” como
en nube.
Continue with the other items. If necessary, give encouragement and
ACCURACY: 2/2 (100%) or give credit for pronouncing all of the syllables for praise.
each consonant letter. See OPTIONAL CRITERIA note below.
(See NOTES, page 100)
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 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 accuracy of 2/2 (100%). For a more comprehensive
assessment, administer the remaining syllables for each consonant letter.
STUDENT PAGE FORMAT AND SKILL ANALYSIS FOR S-101
6.(n) nu no na ni ne
7.(d) di da do du de
8.(b) bu ba be bo bi
9.(f) fi fe fu fa fo
10.(v) va vo ve vu vi

BRIGANCER Diagnosti1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BRIGANCER Diagnosti1

Uploaded by

Copyright:

Available Formats

BRIGANCER Diagnostic

Edited by Giulio Massano

CURRICULUM ASSOCIATES, INC.

Features ……………………………………………………….. Vi Illustration of the Record-Keeping System ………. Xii

Format for Assessment Procedure with

Title Page Title Page

Title Page Title Page Title Page

Title Page Title Page Title Page

Title Page Title Page Title Page

FUNCTIONAL WORD RECOGNITION KKKLJKLJKJKJKJKLJLKJLKJLKJLKJLKJLKJLKJLKLKJLKJ 23

ORAL READING Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytytuyt

READIG COMPREHENSION gjhgjhghgjhghjgjhghjgjhghghgghhgjhghjgjhghgjhgjhg

WORD ANLYSIS Hghjghjghjgjhhjghjghjhjghjjhgjhghjghghghghjghjgjhghjghjghjghjghj

WRITING AND ALPHABETIZING

NUMBERS AND COMPUTATION jhkjhkjhjkhkjhkjhkjhkjhkjhkjhkjhjkhkjhkjhkjhjk

assessment in the section and provides specific such as purpose, methods of

gfhgfghfhgfghf Dfsdffwrg gfhgfghfhgfghf gfhgfghfhgfghf gfhgfghfhgfghf

Vgvgvvvvtv hbuybuybuyb Vgvgvvvvtv Vgvgvvvvtv Vgvgvvvvtvhbuybuybuyb

 how the Assessment of Basic Skills was developed Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytytuyt Ghjghgjhghjghjgjhghjghjgjhgjhgjhghgghhghjghghghjgtyyutuytyt

FORMAT FOR AN ASSESSMENT PROCEDURE WITH A STUDENT PAGE

of scoring criteria. TIME: Your discretion SGD:HGSDJGASHDGASDGJASGDJASGDHSAGDJHAS

8. STUDENT PAGE FORMAT, DJASGDJASGDJASGDJAGSDJAGSDJASGHDJASHGDAJ

assessed to assist in writing

GENERAL DIRECTIONS FOR CONDUCTING AN ASSESSMENT

DIRECTIONS FOR RECORDING RESULTS AND IDENTIFYING OBJECTIVES

ILUSTRATION OF THE RECORD-KEEPING SYSTEM

RECOMMENDATIONS FOR MORE EFFECTIVE USE

RECOMMENDATIONS FOR MORE EFFECTIVE USE (continued)

QUESTIONS FREQUENTLY ASKED

1. Where should testing begin? 3. Who may administer assessment?

QUESTIONS FREQUENTLY ASKED (continued)

THE CLASS RECORD BOOK-AN OPTIONAL ITEM

One Hundred, One Thousand, One

Hyphenated Number Words

Number Words 11-19

A coordinator or other personnel for the program can, by examining the

PURPOSE OF SCREENING PROCEDURE:

Screening Forms (continued)

Address Place of Birth Present Grade

2. Monolingual English 4._____Predominantly English-speaking

B. THIRD-GRADE SCREENING ASSESSMENTS C. SCORING

Place in: ____________ Grade

________________________________________________ Refer for: (Indicate if needed.) _________________________________________________________________________

Address Age _______ _______ _______ Examiner

B. KINDERGARTEN SCREENING ASSESSMENTS C. SCORING

B. FIRTSKINDERGARTEN SCREENING ASSESSMENTS E. SCORING

B. SECOND-GRADE SCREENING ASSESSMENTS C. SCORING

160 I-2 Recognizes Numbers: Reads number to b.99: 39 27 96 72 44 85 /6 6/6 = 100 % 5

B. THIRD-GRADE SCREENING ASSESSMENTS C. SCORING

B. FOURTH-GRADE SCREENING ASSESSMENTS C. SCORING

__________________________________________________________________________ Place in : ___________________ Grade

B. FIFTH-GRADE SCREENING ASSESSMENTS C. SCORING

B. SIXTH-GRADE SCREENING ASSESSMENTS C. SCORING

___________________________________________________________________ Place in: _______________ Grade

IDENTIFIES BODY PARTS

MATERIAL: Nome If the student gives his or her nickname,

If the student´s answer is yes.

Say: a. ¿Cuándo es tu cumpleaños?

TIME: Your discretion, or five seconds per color

3. Alternate Assessment: (NOTES: continued on page 7)

DISCONTINUE: Your discretion, or after two consecutive errors.

TIME: Your discretion, or five seconds per color

ACCURACY: Give credit for each correct response

If the assessment is also given in English, alternate English color n

Refer for: (Indicate if needed.) _________________________

Address Age ___ _ _____ Examiner

________________________________________________________ Place in : _ Grade

_____________________________________________________ Place in: _ Grade