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Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Assessing Vocabulary and Oral Language acadiencelearning.org
Skills in Preschoolers
Presenter:
Ruth Kaminski
Contributors:
Mary Abbott, Rose McMahon
Acadience Learning
National Association for the Education of Young Children
Professional Learning Institute
Long Beach, CA
4
Disclosure
Ruth Kaminski is a co-owner of Acadience Learning, an
educational company that is dedicated to supporting
success for children and schools.
Acadience Learning receives revenue from the
publication of assessments, training and professional
development, and the operation of a data reporting
service. Acadience Learning may receive revenue from
publication of PELI if and when it is published.
Additional information about Acadience Learning and the
PELI is available at https://acadiencelearning.org/.
4
© 2019, Acadience Learning Inc. 1
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Agenda
Importance of assessment of vocabulary and oral
language skills in preschool
Overview of the PELI: Preschool Early Literacy
Indicators Importance of Assessing Vocabulary and
Administration and scoring of vocabulary-oral Oral Language in Preschool
language
Practice
Case study
Discussion and questions
5
The Issue: Differences in Reading Trajectories What do Reading Trajectories Have to Do with
Start Early Vocabulary and Oral Language in Preschool?
Relationship between reading and language skills
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
100
Cohort Cohort Cohort Cohort Cohort Decoding skills are supported by vocabulary,
syntactic and semantic understandings. (Share,
1999)
80
Strong link between development of oral
Words Per Minute
60 language and the development of
Middle phonological awareness. (Dickinson et al., 2003; Storch &
40
10% Whitehurst, 2002; Whitehurst & Lonigan, 1998)
Variations in oral language abilities account for
20 differences in reading comprehension more
Low 10% significant than age, nonverbal ability or non-
0
1 2 3 Grade 4 5 6 word reading. (Nation & Snowling 2004)
7 8
© 2019, Acadience Learning Inc. 2
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Skills at Kindergarten Entry Make a Critical precursor skills for later reading
Difference develop long before children enter school
and begin formal reading instruction.
Children who enter kindergarten with well-
developed language and emergent literacy
skills are more likely to benefit from
kindergarten instruction in learning to read
and become proficient readers.
Children who lack language and emergent
literacy skills at kindergarten entry are
more likely to have later reading difficulties
NICHD Early Child Care Research Network, 2005; National Early Literacy Panel, 2008; National
Research Council, 1998
9
The Issue: Differences in Language Patterns in Performance are Stable
Trajectories Begin Even Earlier (Hart & Risley, 1995) Across the Preschool Year …
(Cabell, Justice, Logan, & Konold, 2013)
11 12
… unless we DO something
© 2019, Acadience Learning Inc. 3
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
What Do We Need to Do? Promote Vocabulary Vocabulary and Oral Language:
and Oral Language Development Early What Is It?
Identify children early who may need additional Knowledge of words and word meanings
support in acquiring vocabulary and oral language The ability to put words together in simple
skills sentences with correct grammar and syntax to
Provide additional support communicate needs, wants, ideas and
Monitor progress information
Modify support as needed
Evaluate outcomes
13 14
Promote Vocabulary and Oral Language Promote Vocabulary and Oral Language
Development Early Development Early
How many words do children learn? How many words can you teach?
Typically developing children acquire 2.2 2 to 3 a day
words a day* from 1 year of age to the end of 10 to 15 a week
grade 2 350 to 525 a year
15.4 a week
803 a year
By age 5, a typically developing child has an
oral vocabulary of approximately 3,000
words.*
*root words
Biemiller, 2005; Biemiller & Slonim, 2001
15 16
© 2019, Acadience Learning Inc. 4
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
What is the PELI?
Preschool Early Literacy Indicators
A storybook embedded assessment of early literacy
and language skills for preschool. PELI assesses:
Overview of the Alphabet knowledge
Preschool Early Literacy Phonological awareness
Vocabulary and oral language
Indicators (PELI) Comprehension
18
PELI Assessment Materials PELI Books
Benchmark assessment books 10 different books – equally difficult
Three times per year screening of all children 5 books for 3-4 year old children
Beginning, middle, and end of year 3 Benchmark books
Interim progress monitoring books 2 Interim (Progress Monitoring) books
Progress monitoring between benchmarks for 5 books for 4-5 year old
some children 3 Benchmark books
Quick checks 2Interim (Progress Monitoring) books
More frequent progress monitoring for children Score forms corresponding to each book
receiving intervention in a particular skill area
19 20
© 2019, Acadience Learning Inc. 5
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
How to use PELI books PELI Books
Use benchmark books to assess all children three
times per year
Benchmark 1: Beginning of year
Benchmark 2: Middle of year
Benchmark 3: End of year
Use interim progress monitoring books to assess
some children between benchmark assessments
Mid-way between benchmark 1 and 2
Mid-way between benchmark 2 and 3
21 22
PELI Score Forms Features of PELI
Storybook format is familiar to preschool students
Assessment is untimed
Student Assessor
Pictures Directions
(in bold)
Child sits to left of assessor
23 24
© 2019, Acadience Learning Inc. 6
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Features of PELI Overview: Alphabet Knowledge
Stories feature diverse characters
Child is asked to name as
many letters as he/she
knows from an array of
letters embedded in
theme-related picture.
Score is number of letters
correctly named.
25 26
Overview: Vocabulary-Oral Language Overview: Comprehension
Child is shown a scene Questions: Assessor
related to the theme of reads a story, pausing to
the book. ask questions before,
during, and after.
Child is asked to:
Name 10 items.
Shared retell: Child fills in
missing words during a
Telleverything he/she can brief retelling of the story.
about 5 items. 5 1
Score is total of: a)
Score is total of: a) questions answered
number of pictures 2
3 9 correctly and b) correct
4
correctly named and b) 7 responses during Shared
8 6
quality of response rating 10
Retell.
for “Tell About.” 27 28
© 2019, Acadience Learning Inc. 7
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Overview: Phonological Awareness PELI Scores
Game format
The assessor shows
and names a picture
and asks the child to
say the first part or the
first sound in words.
Score is total of: a) first
parts of words and b) first
sounds in words that child
says.
29 30
PELI Composite Score PELI Benchmark Goals
10 20
AK _____ *2= ______
What is a benchmark goal?
A combination of the
individual subtests used to 18
V-OL _____ *3= 54
_______ A research-based target score that represents
represent the overall skill the lowest level of performance that predicts
level of the child 14
Comp _____ *4= 56
_______ reaching the next goal
Each subtest equally What is the research base for the benchmark
PA 4
_____ *4= 16
_______
weighted to contribute goals?
equally to the composite PCS = 146
_______ How a score at a particular point in time
PLI = (e.g., beginning of pre-K year) predicts early
110
literacy outcomes (e.g., beginning of K
performance on early literacy/language
assessments)
31 32
© 2019, Acadience Learning Inc. 8
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Benchmark Goals and Cut Points for Risk for Benchmark Goals and Cut Points for Risk for
3-4 Year Old Children 4-5 Year Old Children
Benchmark Likely Need Beginning Middle End
Benchmark Likely Need for Beginning Middle End
Subtest Status for Support of Year of year of Year
Subtest Status Support of Year of Year of Year
Alphabet At/above Core 6+ 17 + 23 +
Alphabet Knowledge At/above Core 1+ 3+ 5+
Knowledge Strategic 2-5 8 - 16 14 - 22
Strategic 0 1-2 2-4 Below
Below
Well Below Intensive 0-1 0-7 0 - 13
Well Below Intensive . 0 0-1
Phonological At/above Core 4+ 10 + 13 +
Phonological At/above Core . 1+ 2+
Awareness Strategic 1-3 4-9 9 - 12
Awareness Strategic . 0 0 Below
Below
Well Below Intensive 0 0-3 0-8
Well Below Intensive . . .
Vocabulary – Oral At/above Core 18 + 21 + 23 +
Vocabulary – Oral At/above Core 8+ 12 + 14 +
Language Strategic 13 - 17 16 - 20 19 - 22
Language Strategic 4-7 6 - 11 8 - 13 Below
Below
Well Below Intensive 0 - 12 0 - 15 0 - 18
Well Below Intensive 0-3 0-5 0-7
Comprehension At/above Core 13 + 16 + 17 +
Comprehension At/above Core 6+ 10 + 11 +
Below Strategic 10 - 12 12 - 15 14 - 16
Below Strategic 2-5 5-9 7 - 10
Well Below Intensive 0-9 0 - 11 0 - 13
Well Below Intensive 0-1 0-4 0–6
PELI Language At/above Core 114 + 132 + 143 +
Language Index At/above Core 62 + 87 + 100 +
Index Strategic 88 - 113 111 - 131 124 - 142
Strategic 33 - 61 50 - 86 59 - 99 Below
Below
Well Below Intensive 0 - 87 0 - 110 0 - 123
Well Below Intensive 0 - 32 0 - 49 0 - 58
PELI At/above Core 159 + 201 + 231 +
PELI Composite Score At/above Core 68 + 101 + 128 + Composite
Below Strategic 115- 158 160 - 200 195 - 230
Below Strategic 35 - 67 59 - 100 8533- 127 Score 34
Well Below Intensive 0 - 114 0 - 159 0 - 194
Well Below Intensive 0 - 34 0 - 58 0 - 84
Research: Decision Utility for Benchmark
Research: Reliability and Validity
Goals (4-5 Year Olds)
Subtest/Score AUC Sens Spec AC PPP NPP
PPVT
Vocabulary-Oral Language .80 .74 .78 .76 .63 .85
Comprehension .73 .54 .83 .74 .63 .78
Language Index .81 .63 .80 .74 .62 .81
PELI Composite Score .80 .61 .81 .74 .62 .80
DIBELS
Alphabet Knowledge .89 .87 .77 .79 .53 .95
Phonological Awareness .86 .83 .73 .76 .52 .93
PELI Composite Score .87 .86 .74 .77 .54 .94
Note: AUC = Area Under Curve; Sens = Sensitivity; Spec = Specificity; AC = Accurate Classification;
PPP = Positive Predictive Power; NPP = Negative Predictive Power.
35 36
© 2019, Acadience Learning Inc. 9
Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Research: Decision Utility for Cut Points for
Risk (4-5 Year Olds)
Subtest/Score AUC Sens Spec AC PPP NPP
PPVT
Vocabulary-Oral Language .90 .70 .91 .88 .62 .94
Comprehension .86 .61 .98 .92 .88 .93
Language Index .93 .74 .96 .92 .77 .95
PELI Composite Score .92 .70 .94 .90 .70 .94 Assessing Vocabulary
DIBELS
Alphabet Knowledge .95 .85 .91 .90 .58 .97 and Oral Language
Phonological Awareness .89 .77 .87 .86 .48 .96
PELI Composite Score .91 .77 .88 .87 .50 .96
Note: AUC = Area Under Curve; Sens = Sensitivity; Spec = Specificity; AC = Accurate Classification;
PPP = Positive Predictive Power; NPP = Negative Predictive Power.
37
Vocabulary and Oral Language Vocabulary and Oral Language
Part I: Picture Naming Part I: Picture Naming
Early Literacy
Vocabulary and Oral Language
Skill
Child is shown a picture of a scene and asked to
Format
name common objects in the picture.
Score 1 point for each object correctly named
What’s another name for it?
Do you know what it is called in English?
Prompts
What is the whole thing called?
What is just this part called?
Discontinue if child gives no response on the first
Discontinue
three items. Go on to “Tell About.”
39 40
© 2019, Acadience Learning Inc. 10Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Vocabulary and Oral Language
Picture Naming Directions
Part II: Tell About
V-OL 1. Here is a picture of Early Literacy
Vocabulary and Oral Language
a farm. I am going to point Skill
to some things and you Child is asked to tell all he/she can about 5
tell me what they are. Format
words.
Point to each picture and
ask, What is this? or Do Score Quality of response rating on 0–5 point scale
you know what this is? for
What do you do with a ______?
the following words:
Prompts What is a ______ for?
1. cow 6. barn
What does a ______ do?
2. sun 7. fence
3. owl 8. wheelbarrow Discontinue if child gives no response on the
Discontinue
4. tractor 9. windmill first three words.
5. scarecrow 10. puddle 41 42
Tell About Directions Video: Ben and On the Farm
Now I want you to tell me everything you can about some words.
My turn first. I will tell you everything I can about an owl (point to
the owl). An owl is a kind of bird that flies around at night and it
says, “Hoo.” Now it is your turn.
If the child has not named the picture correctly, say, This is a
__________ before asking him/her to tell you about it:
1. Tell me everything you can about a cow.
2. Tell me everything you can about a barn.
3. Tell me everything you can about a tractor.
4. Tell me everything you can about a wheelbarrow.
5. Tell me everything you can about a puddle.
43 44
© 2019, Acadience Learning Inc. 11Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Language Development
Tell About Quality of Response Rating
First Year: Listening and Learning
Follows progression of early childhood language development:
Listening
0 No response or incorrect/irrelevant response
Looking
1 One word response
2 Phrase, correct two-element sentence, Joint Attention
3 Correct three-element sentence, Cooing
Babbling
4 Correct expanded sentence
5 Correct compound sentence Vocables
45 46
Language Development Language Development
Stage 1: Single Words Stage 2: Two-Word Combinations
First 10 words:
Nouns, Verbs, Descriptive Words 50-word vocabulary:
(food animals toys) mostly Nouns
mama More Mommy
kitty cookie go
car
eat juice Big
more
Eat doggie
ball water Kitty
baby cookie here
here
big Daddy
go No
dada eat
doggie bed Want
want cookie 47 ball
48
© 2019, Acadience Learning Inc. 12Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Language Development Language Development
Stage 3: Three-Element Sentences Stage 4: Four + Element Sentences
Oral vocabulary of 50–100 words Oral vocabulary of 900–1000 words
Combine Ideas
Sentences expand and become
Daddy throw Throw ball more grammatically correct
Daddy throw ball
I like to build with blocks at school.
I go Go school
I go school
I went to the movies last night.
The doggie is big
I can swing on the swings
I run fast I want juice with my friends
That is my kitty At the playground.
The doggie is in the house
I kick a ball 49 50
Language Development Language Development by Age 5 –
Stages 5-6: Compound/Complex Sentences Kindergarten Entry
Oral vocabulary of 4,000–6,000 words
Sentences become increasingly sophisticated and correct Oral vocabulary of
Ideas are linked in sentences using “connector words” like and, 5,000–8,000 words
then, because, if, when, after Easily use complex
sentences that link two or
I go to sleep in my bedroom when I am tired. more ideas
Sentences are, for the most
I like to read a story before I go to sleep.
part, grammatically correct
I like it when it is nice out and we can play outside.
The game that I played last night is my favorite.
I am going to my grandma’s after I get home from school today.
51 52
© 2019, Acadience Learning Inc. 13Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Tell About Quality of Response Rating 0-Point Responses
0 = No response or response unrelated to target word
Follows progression of early childhood language development:
Examples of responses that are clearly unrelated to the
0 No response or incorrect/irrelevant response target word or convey incorrect information
It tells you how hot it is outside (clock)
1 One word response
It can help you (lizard)
2 Phrase, correct two-element sentence, It’s for push (telescope)
Examples of responses that are vague and/or do not
3 Correct three-element sentence, convey information about the target word:
I want it (merry go round)
4 Correct expanded sentence That place (stairs)
5 Correct compound sentence Note: You can ask a follow-up question—What do you do with ____? What is a
53 ____ for? Tell me something else about a ____. 54
Sentence Elements
Subject: Who or what the sentence is about (noun, pronoun
or noun phrase)
Verb: Action – does what/what happens? (verb or verb
phrase)
Object: The person or thing affected by the action
Descriptive word:
Adjective: Describes a person, place, or thing
Adverb: A word or phrase that describes an action,
typically tells how, when or where
Prepositional phrase: phrase that begins with a preposition
(e.g., in, on, under) and ends with a noun or pronoun
55
© 2019, Acadience Learning Inc. 14Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Frame of Reference for Scoring … Simple Three-Element Sentence
Subject – Verb -- Object
0 1 2 3 4 5 + I throw rocks.
I will throw it.
He throws the ball.
I did throw the ball.
I read a book.
My teacher reads books.
We can read our books.
Become familiar with a three-element sentence
57 58
and use it as your frame of reference
Simple Three-Element Sentence Simple Three-Element Sentence
Subject – Verb - Object Subject ---Verb – Descriptive Word
I like to eat.
Adjective Adverb
I want to play.
The boy is tall. The monkey is running fast.
I would like to help.
The cat is fluffy. He can jump very high.
Bobby likes to dance.
His hair is red. The girl walks slowly.
Faye wants to read.
My mom is happy. I can throw far.
I do like singing.
The girl feels sad.
Bobby likes sliding.
Swimming is fun.
59 60
© 2019, Acadience Learning Inc. 15Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Simple Three-Element Sentence Simple Three-Element Sentence
Subject ---Verb – Descriptive Word Subject – Verb – Prepositional Phrase
A word or phrase that describes or renames the subject
The cat is under the table.
Noun
The book is for my teacher.
Our teacher is a man.
The bike is in the garage.
My dad is a carpenter.
Bobby is at school.
A dog is an animal.
Pablo is on the bus.
Those people are doctors.
61 62
Practice # 1: Three-Element Sentences Practice # 2: Three-Element Sentences
he throws Elements: tape is sticky √ Elements:
subject subject
he throws the ball √ you can color the paper √
verb verb
I want to run fast
object make fish object
descriptive words descriptive words
I play on the playground √ we get paper and paint
prepositional phrases prepositional phrases
Bobby is playing at school √ you can sleep in a house√
I kick the ball on the playground I like to draw √
kick the ball for draw fish
I play you can make a fish √
63 64
© 2019, Acadience Learning Inc. 16Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Practice # 3: Three-Element Sentences If it is not a 3 …
you play at school √ Elements: Is it less than or greater than?
subject If it is less than a 3 and the utterance contains
we make it √
verb more than a single word, it is a 2.
we get some lights and candy object
descriptive words Examples of 2-Point Responses
we look in the sky √
prepositional phrases
a doctor helps you when you are sick Cow Cow
get milk cows moo
you talk to your teacher √ cows can eat
in the barn
I like swinging on swings Barn Barn
the animals animals sleep
eat in there horses go
65 66
If it is not a 3 … Scores for Ben: On the Farm
Is it less than or greater than?
If it is greater than a 3, is it a 5?
a cow say moo moo
If it is not a 5, it is a 4
Examples of 5-Point Responses (Grammatically correct a barn say old mcdonald had a farm
sentences consisting of two stand-alone clauses joined by
connector word(s)) a tractor say it moves along
cow: a cow says moo and you get milk from a cow
a wheelbarrow picks some woodchips
barn: a barn keeps animals in it so they don’t get lost
tractor: you get in it and then you drive it around on the grass a puddle grows bigger
wheelbarrow: a wheelbarrow can roll and it can take hay to the animals
puddle: you jump in it when the rain falls down 13
67 68
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© 2019, Acadience Learning Inc. 17Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Scores for Ben: On the Farm Tell About: Practice 1
eat drink
farm
water/flower
it blows
water Benchmark goal animals live in it
6
for 3-4 year olds
at EOY: 14+ riding
taking pumpkins
you step in a puddle
13
19 11
69 70
Tell About: Practice 2 Tell About: Practice 3
milk comes from cows you can get milk from a cow
a barn has hay a barn is for feeding all the animals
and helping them
a tractor is loud a tractor is for driving everyone
back to the barn
a wheelbarrow picks up dirt wheelbarrows are for picking up dirt
and grass
you can play in a puddle you can jump in the puddle when you
have rainboots on
15 21
71 72
© 2019, Acadience Learning Inc. 18Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Tell About: Practice 4 Video: Calvin and A Day at the Beach
it can moo and it walks and you can
milk cows
all the animals can go in the barn so
they can rest and sleep
the farmer can drive it so he can
bring hay to the animals
a wheelbarrow can roll around on one
wheel
kids can jump in puddles and they
can splash everybody
24
73 74
Scores for Calvin: A Day at the Beach Scores for Calvin: A Day at the Beach
it’s made out of sand / and you can
squish it and build it again
SC
it gives you shade
Benchmark goal
9
it gives you water for 3-4 year olds
at EOY: 23+
it gets you dry
it keeps your boat from floating
away
17 17
75 26 76
75 76
© 2019, Acadience Learning Inc. 19Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Classroom Report
How do we Use the Data?
Case Study
78
Using the Data Progress Monitoring on V-OL: Daphne
Vocabulary-Oral Language
AtCore
Likely to Need or Above Benchmark
Support
Odds are 80%
to Achieve Subsequent to 90% of
Early End of Year
At or Above
Literacy Achieving
BenchmarkSubsequent Early
Goals Benchmark Goal
Odds are 80% Literacy
to 90%Goals
of
Achieving Subsequent Early
Bright Spring PK
Lucy B
Literacy Goals
10002
End of Year
Daphne
X X
Cut Point for Risk
Below Benchmark
Beginning of Year Odds are
Likely 40% to
to Need 60% of Support
Strategic Achieving
Benchmark Subsequent
to Early Literacy
Achieve Subsequent Goals
Early
Literacy Goals X
Beginning of Year Sep Oct Nov Dec Jan Feb Mar Apr May
Cut Point for Risk Likely to Need Intensive Support to Achieve
2015-16
Well Below Benchmark
Subsequent Early Literacy Goals 10
Odds are 10% to 20% of Achieving
Subsequent Early Literacy Goals 1 10
79 80
© 2019, Acadience Learning Inc. 20Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
More Frequent Progress Monitoring Quick Checks: Scoring Booklets
Use weekly/biweekly Quick Checks for children
who are receiving additional instructional support in
a targeted area.
Progress monitoring materials (10 alternate
forms) for:
Phonological Awareness
Alphabet Knowledge
Vocabulary-Oral Language
81 82
Scoring Booklets: Look Inside Quick Checks: Child-Facing Materials
55
PELI
PELI
®
5
PELI ® Vocabulary/Oral
Alphabet
QuickPhonological
®
Quick
Check
Quick Check 5
Knowledge
5 CheckAwareness
5
Language
666QuickPELI ® Vocabulary/Oral
PELI Alphabet Knowledge
PELICheck
®
Phonological
®
Quick Check 6
6
Quick Check 6
Language
Awareness
Say these specific directions to the student: Say these specific directions to the student:
PASay these
1) Word specific
Parts. directions
Say these to the student:
specific directions to the student: Say these specific directions to the student:
PA 1) Word Parts. Say these specific directions to the student:
We are going to Hereplay aare
game
somewhere we sayI the
pictures. willfirst
pointpart
to of words. Iand
a picture will say
youatell
word
meandits you HereWe aresome
are goingpictures.
to play a Igame where
will point towe say the first
a picture and part of words.
you tell me itsI will say a word and you
Here
tell is first
me the a page
part with
of the letters
word. My on
turnit.first.
DoMy youwordknow any of
is rainbow. Thethesepart letters? Here isthe
a page with letters on turn
it. Do you know any of these letters?
name. Point to each picture and ask, ‘What is this?’ or first of the what
‘Do you know word tell Point
name. me to first
eachpart of the
picture word.
and ask,My
‘What isfirst. Myor
this?’ word
‘Do is rainbow.
you The first
know what part of the word
Point tois and
“rainbow” “rain.”tell me Rain.
Listen. the names
Rainbow.of allit’s
Now of your
the turn.
letters
Yourthat
wordyou know. What
is paintbrush. Point to and
“rainbow” tell me
is “rain.” theRain.
Listen. names of all
Rainbow. ofit’s
Now the letters
your thatword
turn. Your youisknow.
paintbrush. What
this
is the first part of theis?’
word paintbrush? thisisis?’
the first part of the word paintbrush?
After the child has finished naming letters, prompt him/her to continue After the child has finished naming letters, prompt him/her to continue
Correct pantsletters by pointing cupcake soap “Do you Correct
backpack fork by pointing to each bracelet
naming
response
any additional
Good. to each letter and saying, naming any Good.
response
additional letters letter and saying, “Do you
know what letter this is?” or “What is this letter?”: Start by prompting the know what letter this is?” or “What is this letter?”: Start by prompting the
birdhouse waffle fan cactus hamburger bookshelf statue earring
following Paint
letters if the
is the firstchild has
part of thenot named them:
Correct
response
OXAS
Good. following letters
Paintifisthe
the child has
first part of not
the namedCorrect OXAS
them: Good.
response
Incorrect word paintbrush.
tablecloth Say it with braid until he/she missespinwheel beehive word paintbrush.
Incorrect Say it with
wheelbarrow overalls
Continue
response prompting the child
me, paint. What is the first
to name letters three Continue
responseprompting the child to
me, paint. What is the first
name letters until he/she misses three
Incorrect Paint is the first part of the Incorrect Paint is the first part of the
consecutive partletters.
of the word paintbrush? response word paintbrush. Say paint. consecutive part
letters.
of the word paintbrush? response word paintbrush. Say paint.
V/OL Score: ___________ V/OL Score: ___________
1 point 0 points 1 point 0 points
PA1. snowman
J h /s/, /sn/, /snoa/
X
I want you to tell me everything you can about some words. My turn
r
0 PA1. goldfish
S E
I want you to tell me everything you can about some words. My turn
Y
/g/, /goa/, /goal/
d
0
V A
PA2. classroom /k/, /kl/, /kla/, /klas/ 0 PA2. rowboat /r/, /roa/ 0
first. I will tell you everything I can about a sink. A sink is something you first. I will tell you everything I can about a sink. A sink is something you
PA3. hilltop /h/, /hi/, /hil/ 0 PA3. bedroom /b/, /be/, /bed/ 0
PA4.
Q
puppet
Y
use to wash your hands when it is time to eat lunch. Now it is your turn.
/p/, /pu/, /pup/ 0 PA4.
T
pitcher
F
use to wash your hands when it is time to eat lunch. Now it is your turn.
/p/, /pi/, /pich/ 0
PA5. rabbit
w
Tell me everything you can about a cupcake:
A
/r/, /ra/, /rab/ 0 PA5. lemon
Tell me everything you can about a backpack:
i c
/l/, /le/, /lem/ 0
c M T
PA 1 Score: ___________
S o N Q G
PA 1 Score: ___________
N B
PA 2) First Sound. Say these specific directions to the student: PA 2) First Sound. Say these specific directions to the student:
0 1 2 3 4 5 0 1 2 3 4 5
o U
Now I am going to say some other words. This time I want you to tell me the first sound in the
h r
Now I am going to say some other words. This time I want you to tell me the first sound in the
F w
word. My turnTell meMy
first. everything you can
word is mouse. Theabout a waffle:
first sound in the word mouse is /m/. Listen. /m/. Tell meword.
everything
My turnyou can
first. Myabout
word a
ishamburger:
mouse. The first sound in the word mouse is /m/. Listen. /m/.
E
Mouse. Now it’s your turn. What is the first sound in the word soup?
d P V
Mouse. Now it’s your turn. What is the first sound in the word soup?
U M
K
Correct
Good.
i B
0 1 2 3 4 5
L
Correct
Good.
K 0 1 2 3 4 5
J
G P
response response
Incorrect
Tell me everything you can about Correct
The first sound in the word
soup is /s/. Say it with me, /s/.
a fan:
z response
Good. L Tell me everything you can about a statue:
Incorrect
The first sound in the word
soup is /s/. Say it with me, /s/. X
Correct
response
Good. z
response What is the first sound in the response What is the first sound in the
Incorrect /s/ is the first sound
0 1in the
2 3 4 5 Incorrect0 /s/
1 is2 the
3 first
4 sound
5 in the
word soup? response word soup. Say /s/. word soup? response word soup. Say /s/.
Tell me everything you2 can about a tablecloth:
points 1 point 0 points
Tell me everything you can about a beehive:
2 points 1 point 0 points
PA6. bowl /b/ /boa/ 0 PA6. lamp /l/ /la/ 0
PA7. tape /t/ /tai/ 0 PA7. game /g/ /gai/ 0
0 1 2 3 4 5 0 1 2 3 4 5
PA8. street /s/ /st/, /str/, /strea/ 0 PA8. dock /d/ /do/ 0
PA9. ropeTell me everything you can
/r/ about a pinwheel:
/roa/ 0 Tell me PA9.
everything you can about a wheelbarrow:
block /b/ /bl/, /blo/ 0
PA10. nail /n/ /nai/ 0 PA10. seal /s/ /sea/ 0
PA 2 Score: ___________ PA 2 Score: ___________
0 1 2 3 4 5 0 1 2 3 4 5
Page 6 © 2014 All rights reserved
Total Score: ___________ © 2014 All rights reserved Page 7
Total Score: ___________
Page 6 V/OL Score: ___________
© 2014 All rights reserved © 2014 All rights reserved V/OL Score: ___________ Page 7
Page 5 © 2015 All rights reserved © 2015 All rights reserved Page 6
83 84
© 2019, Acadience Learning Inc. 21Assessing Vocabulary and Oral Language in Preschool NAEYC Professional Learning Institute, 2019.
Child-Facing Materials: Look Inside Progress Monitoring on V-OL: Daphne
X
X
Bright Spring PK
X
Lucy B
10002
Daphne
X X
X
X
Sep Oct Nov Dec Jan Feb Mar Apr May
2015-16
10 12 17
1 10
9 16
85 86
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