Center for Response to Intervention in Early Childhood

1. Center for Response to Intervention in Early Childhood Preschool Early Literacy Indicator (PELI) Administration and Scoring August 12, 2010

2. PELI Overview • Book format • Assessor sits beside child and looks at book with child. Assessor gives directions and asks questions following standard prompts. Skills assessed through series of book-related activities. • Untimed • Sections • Alphabet knowledge • name letters • Phonemic awareness • say “little bit” of word • identify word that starts with first sound • Vocabulary/oral language • name and tell about pictures • retell story • Comprehension • answer questions • make predictions

3. PELI Score Sheet

4. Introduce the Task: Cover (Page 1) • Let’s look at this book together. Show book cover. What do you think this book will be about? • 0 = No response or incorrect response (e.g., zoo, I don’t know, a house) • 1 = Partially correct response (e.g., something that is in the picture or that might be on a farm, e.g., pigs, a barn, horses, a farmer) • 2 = Correct response (i.e., a farm) • After child responds: This book is called (point to title) On the Farm.

5. Score Sheet: Comprehension

6. B L C Y E X T Z Q D R G J H M V N I P A K F W O U S Alphabet Knowledge 1 – Upper Case: Page 2 (inside cover) • AK1. Here is a barn filled with letters. Do you know any of these letters? Point to and tell me the names of all of the letters that you know. • If the child has not named the first letter of his/her name, point to the first letter of the child’s name and ask questions such as, “Do you know what letter this is?” or “What is this letter?” • If the child has not named one or more of the following letters, point to a letter and ask questions such as, “Do you know what letter this is?” or “What is this letter?” Letters: A B C X Z O S • (Prompt until child misses 3/3 letters. If child names all prompt letters, continue asking for names of unnamed letters until child misses 3/3 letters.)

7. Alphabet Knowledge 2 – Lower Case: Page 4 • AK2. Administer if child names 16 or more uppercase letters correctly. Here is a basket filled with more letters. Point to and tell me the names of all of the letters that you know. • If the child has not named the first letter of his/her name, point to the first letter of the childʼs name and ask questions such as, “Do you know what letter this is?” or "What is this letter?" • If the child has not named one or more of the following letters, point to a letter and ask questions such as, “Do you know what letter this is?” or "What is this letter?": Letters: a bcxzos • (Prompt until child misses 3/3 letters. If child names all prompt letters, continue asking for names of unnamed letters until child misses 3/3 letters.)

8. Scoring: Alphabet Knowledge 1-2 • Circle letters named correctly • Slash letters named incorrectly • Underline letters named in a language other than English

9. Alphabet KnowledgeSample Scoring 1 • Child points correctly and says: A…B…O…M…X…I…E…W…S…Z • Child points correctly to letters and says: c…b…x…p…l…e…s…z…a…o

10. Alphabet KnowledgeSample Scoring 2 • Child says: U (points to C)…B…X…S…B (points to D)…O…Z…O (points to Q)…F…R (points to K)…X…A • Child says: r (points to s)…a…l (points to j)…x…z…u (points to c)…t (points to b)…o

11. Alphabet KnowledgeSample Scoring 3 • Child (Spanish-speaking) points correctly and says: 0…Dai…Bai…F…Tai…Ah-chai • Child (Spanish-speaking) points correctly and says: oo-vai…ea…pai…z…sai…ah

12. Video Clip: Alphabet Knowledge

13. Vocabulary/Oral Language 1 – Picture Naming : Page 4 • V/OL 1. Here are some pictures of things that you might see on a farm. Do you know any of these pictures? Point to and tell me all of the ones you know. • If the child does not name the pictures spontaneously, point to each picture and ask, “What is this?” or “Do you know what this is?”

14. Scoring Vocabulary/Oral Language 1 – Picture Naming • Circle correct responses • Slash incorrect responses • Underline word if child gives related concept or names the picture in a different language • If the child has not named all of the pictures, point to each picture not named and ask, What is this? Or Do you know what this is?

15. Vocabulary/Oral Language 1 – Picture NamingSample Scoring 1 • Child says: horse…sun…tractor…pig…river…cow

16. Vocabulary/Oral Language 1 – Picture NamingSample Scoring 2 • Child says: horse…shoe…barn…truck…I don’t know…shovel…pig…trees…cow…I don’t know

17. Vocabulary/Oral Language 1 – Picture NamingSample Scoring 3 • Child says: horse…hot…farm…truck…gate…dirt scoop…oink oink…water…cow…carry stuff

18. Vocabulary/Oral Language 2 – Tell About Word: Page 4 • V/OL 2. Select 3 pictures named by the child and ask him/her to tell you about them. Say, Tell me everything you can about _____________. • If the child does not respond, ask the open-ended question provided. • If the child does not respond to the open-ended question, ask the choice question provided. • If the child has not named any pictures correctly, name the following pictures and ask the child to tell you about them: sun, horse, shovel

19. V/OL 2 – Tell About Word Questions • Horse: What can you do with a horse? Do you ride on a horse or read a horse? • Sun: Where do you see the sun? Is the sun cold or hot? • Barn: What might you find in a barn? Who lives in a barn – people or animals? • Tractor: What do you do with a tractor? Does a tractor go on water or on the dirt? • Fence: Why do people have a fence? Do you drink a fence or build a fence? • Shovel: What do you do with a shovel? Would you use a shovel to scoop dirt or ice cream? • Pig: What does a pig look like? Is a pig skinny or fat? • Pond: What can you do in a pond? Does a pond have fish or bicycles in it? • Cow: What does a cow like to eat? Do you get juice or milk from a cow? • Wheelbarrow: What can you do with a wheelbarrow? Do you jump on a wheelbarrow or push a wheelbarrow?

20. Scoring Vocabulary/Oral Language 2 – Tell About Word • Circle the number associated with the response type for each of the three words. • 4 = child provides more than 1 detail (e.g., a horse lives on a farm and it eats hay) • 3 = child provides a single detail (e.g., you ride a horse) • 2 = child responds correctly to open-ended question • 1 = child responds correctly to choice question • 0 = no/incorrect response

21. Vocabulary/Oral Language 2 – Tell About WordSample Scoring 1 • Horse • Horses like to run and eat hay. • Barn • Animals go in a barn. • Shovel • You use it in the garden and you dig dirt with it. horse barn shovel

22. Vocabulary/Oral Language 2 – Tell About WordSample Scoring 2 • Horse • I like horses • What can you do with a horse? • You can ride it • Barn • No response • What might you find in a barn? • A necklace • Who lives in a barn – people or animals? • animals horse barn

23. Video Clip: Vocabulary 1-2

24. Phonemic Awareness 1 – “Little Bit”: Page 8

25. Phonemic Awareness 1 – “Little Bit” • Here is a wagon on the farm. I am going to say the names of some things that are in the wagon. The first word is"rooster.” A little bit of the word "rooster" is "roo." A little bit of the word "roo" is /r/. • Now you try one. The word is, "Saddle." What's a little bit of the word, "Saddle?" • Response: Saddle/incorrect --- say, A little bit of the word saddle is "sa." Say it with me, "sa." What's a little bit of the word "saddle?" (repeat until child is able to respond correctly). • Response: Sa/Sad --- say, Good job! A little bit of the word saddle is sa/sad! What's a little bit of the word Sa/Sad?” • Incorrect response: "A little bit of the word "sa/sad" is /s/. • Response: /S/ --- say, Good job! A little bit of the word "saddle" is /s/. • Following example response procedure: Listen to the names of some more things in the wagon and tell me a little bit of each word I say. • PA1. What's a little bit of the word, Scarecrow? • PA2. What's a little bit of the word, Bluebird? • PA3. What's a little bit of the word, Farmer? • PA4. What's a little bit of the word, Cabbage? • PA5. What's a little bit of the word, Jacket? • NOTE: For all items, if response other than initial phoneme in isolation is given, prompt ONCE "What's a little bit of the word • _________?" (use word child initially responded with)

26. Scoring Phonemic Awareness 1 – “Little Bit” • Circle the corresponding phoneme(s)/part of the word that the child says • Circle 0 if the child child does not respond or responds incorrectly

27. Phonemic Awareness 1 – “Little Bit”Sample Scoring • Scarecrow • scarecrow • Bluebird • blue • Farmer • Farm • Cabbage • Cab • Jacket • /j/

28. Video Clip: Phonemic Awareness 1 – “Little Bit”

29. Phonemic Awareness 2 – First Sound : Page 10 • Now I am going to read a story and I want you to pick the word that goes in the story. • Early one morning Farmer Jane walked to the barn. She opened the doors wide and looked inside. “Where oh where is my /h/..? • Farmer Jane was looking for an animal that starts with /h/. PA1. Which picture starts with /h/? pig...horse...cow • After child responds: Farmer Jane said, "Where oh where is my horse?

30. Phonemic Awareness 2 – First Sound : Page 12 Farmer Jane thought and thought. "Maybe my horse is playing by the /a/... PA7. Which picture starts with /a/? apple tree...river...flowers? After child responds: Farmer Jane thought, "Maybe my horse is playing by the apple tree."

31. Phonemic Awareness 2 – First Sound : Page 14 Farmer Jane walked to the apple tree. Her horse was not there, but she did see a /sh/... PA8. Which picture starts with /sh/? cat...rabbit...sheep? After child responds: Farmer Jane saw a sheep.

32. Phonemic Awareness 2 – First Sound : Page 16 The sheep was eating an apple. “Hmm,” said farmer Jane. “My horse is not in the barn. She is not by the apple tree. Maybe she is in the /f/... PA9. Which picture starts with /f/? house...field...corn? After child responds: Farmer Jane said, "Maybe she is in the field."

33. Phonemic Awareness 2 – First Sound : Page 18 Farmer Jane walked to the field. What you think she saw? She saw a /g/... PA10. Which one starts with /g/? girl...boy...dog? After child responds: Farmer Jane saw a girl. Farmer Jane was happy when she saw the girl.

34. Scoring Phonemic Awareness 2 – First Sound • Circle the picture the child names on the scoring sheet • Circle 1 for correct responses • Circle 0 for incorrect responses • If the child says a word and points, score what the child says

35. Phonemic Awareness 2 – First SoundSample Scoring • Which picture starts with /h/? • Pig • Which picture starts with /a/? • Apple tree • Which picture starts with /sh/? • Points to sheep • Which picture starts with /f/ • Points to house and says farm • Which picture starts with /g/? • Girl farm

36. Video Clip: Phonemic Awareness 2 – First Sound

37. Comprehension (Page 1) • Let’s look at this book together. Show book cover. What do you think this book will be about? • 0 = No response or incorrect response (e.g., zoo, I don’t know, a house) • 1 = Partially correct response (e.g., something that is in the picture or that might be on a farm, e.g., pigs, a barn, horses, a farmer) • 2 = Correct response (i.e., a farm) • After child responds: This book is called (point to title) On the Farm.

38. Comprehension: Page 10 • C2. Farmer Jane doesn't know where her horse is. How do you think Farmer Jane feels? • C3. What do you think Farmer Jane will do? • Let's see what happens.

39. Comprehension: Page 18 • Farmer Jane was happy when she saw the girl. • C4. Why do you think Farmer Jane was happy when she saw the girl?(If no response): What do you think the girl was doing?

40. The girl was riding on Farmer Jane's horse!

41. Farmer Jane was happy to see the girl and her horse.

42. Comprehension: Page 24 (blank) • Let's see what you remember about the story. • C5. What was the story about? • C6. Why did Farmer Jane go to the barn? • C7. What happened when Farmer Jane did not find her horse in the barn? • C8. Where did Farmer Jane find her horse? • C9. What was the horse doing when Farmer Jane found her?

43. Scoring Comprehension • Circle 2 for a correct response • Circle 1 for a partially correct response • Circle 0 for no response or incorrect response

44. Scoring Comprehension: Examples

45. Video Clip: Comprehension

46. Vocabulary/Oral Language 3 - Retell: Page 26 • V/OL3. Now, you use these pictures to tell me the story about Farmer Jane. Start with this picture (Point to first picture). • Key elements • Farmer Jane • Went to barn • To look for horse • Thought • Went to the apple tree • Saw a sheep • Sheep eating apple • Went to the field • Saw a girl • Girl riding on horse • Farmer Jane happy

47. Scoring Vocabulary/Oral Language 3 - Retell • Follow along on the score sheet as the child retells the story • Circle a number for each story element provided • Missing or incorrect details are not scored

48. Vocabulary/Oral Language 3 - RetellSample Scoring 1 • Child says: Farmer Jane went to the barn to get the horse but there was no horse. She walked around to find him and there was a sheep and an apple tree. Then she went to the field and say a girl riding on her horse.

49. Vocabulary/Oral Language 3 - RetellSample Scoring 2 • Child says: Farmer Jane went to get her horse. Then she had lunch. Then the horse came back. A girl was riding the horse.