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:Hasic Academic Bkill Samples

BASS

University of Minnesota

Learning Disabilities/Mildly Handicapped Research Project

Instructions for Administration and Skill Samples

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This material has been developed under U.S. Department of Education Grant#GOO873025588 for research only. Some of the material is under copyright.Permission to copy should be obtained by writing Stanley Deno, Project Director,178 Pillsbury Drive SE, Minneapolis, MN 55455. .

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BASS START-UP INSTRUCTIONS

Before students come into the room, place student booklets (face down) and pencilsat each place. Leave as much room between booklets as possible. As studentscome in, greet them at the door and ask them to sit in front of a booklet, but nQ.t. totouch the booklets. As soon as the students are settled, check the number ofstudents present according to the teacher. Say the teacher's name and have thestudents raise their hands. There should either be .6 or 1.2 students per teacher. Ifthere is not .Q or 1.2, try to get another student from that teacher. *!2Q nQ:t ~ r.Qliat this time.

* See last page for Ending Instructions.

Say to the students: "Today we are going to collect some samples of your workin spelling, written expression, math, and reading. Oneach sample, you should just do the best you can. This isn.o..t a test and you will n.o..t receive a grade. You just need todo the best. you can on each. You each have an answerbooklet. D.2..!l2.t open it until I say to do so. You should alsoeach have ,a pencil to write with."

Check to make sure each student has a booklet and a pencil.

Say to the students: "On the front page. of your booklet, write your name on thetop line."PU:t- ~~ (4'+ tD '..-;):~Ir A:;n~~.."Now write your teacher's name on the ~ext line.""Write your school on the next line.""Finally, write your grade on the last line."

Point to the appropriate line for each item. Monitor the students for compliance.MAKE SURE THEIR NAME IS ON THE BOOKLET.

Say to the students: "Now we will begin. Please make sure to listen to myinstructions carefully."

Proceed with testing.

..,

This packet contains (in order) the following materials:

Math Probe 1. Directions for administering two common math probes.2. Two sheets containing the math problems and space for

responses by student.

Written ExI2ression 1. Directions for administering written expressionassessments.

2. Sheets for students to write on during writtenexpres!;ion assessment.

** Note the common story starters at the top of the page

(See Directions)

S~ellin~ 1. Directions for administering two common spelling lists.2. Two common spelling lists.3. Sheets for students to write on during spelling

assessments.

Reading: Cloze 1. Directions for administering the cloze passage.2. Example of cloze procedures.3. The cloze passage for students to write on during

reading/cloze assessment.

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COl\1MON MATH PROBES

Directions For Administration

Math Probe 1

Say to the students: "Turn to page ..L in your booklet. Keep your pencilsdown. Plealse listen to these directions but wait until I tellyou to start. On this page there are several kinds ofarithmetic :problems. Some are addition and subtractionand some are multiplication and division. Don't worry ifyou cannoj; do some problems. Just do as well as you can."

"Look at each problem carefully before you answer it. Starton the first problem at the top and work across that row,then begin the next row. TRY EVERY PROBLEM. If youcome to one you cannot answer, you can put an X on it andgo on to the next, BUT YOU MUST TRY EACH PROBLEM.Remember 'to look at each problem and put an X on it if youcan't do it. You have 1 minute to work. Are there anyquestions?"

(Demonstrate procedure to student by pointing.)

"Ready? Begin." Start stopwatch AS YOU SAY BEGIN.Say to the students:

After 1 minute say: "Stop. Thank you, put your pencil down. Tum to page-L in your booklet."

Math Probe 2

Say to the students: "Now you will try one more math page. Remember to starton the first problem at the top and work across that row,then begin the next row. TRY EVERY PROBLEM. If youcome to one you cannot answer, you can put an X on it andgo on to the next, but TRY EACH PROBLEM. Ready?Begin."

After 1 minute say: "Stop. Thank you, put your pencil down.

NOTE: 1. Monitor students carefully to see that they follow directions bywalking around the room and observing students throughout thetinring.

2. Be sure they are going across the row and attending to each problem.

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1

COl\.:n\10N MJXED MATH PROBE I

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CO~ON MIXED MATH PROBE II

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WRITrEN EXPRESSION

Directions For Administration

Storv Starter 1_:

Say to the student:

~

"Now you are going to do some writing. Tum to page-Linyour booklet. Listen and I will tell you what to do on thispage. I want you to write a story. I am going to read partof a sentence to you first -and then you can write a shortstory about what will happen.

"Before you write, I want you to think about the story.First you will think, then you will write. You will have30 seconds to think and 2 minutes to write. Do your bestwork. If you do not know how to spell a word, youshould guess.

"Keep your pencils down and listen. The story begins -[One very dark, spooky night.. ..]" "You have30 seconds to think."

After 30 secondssay:"Listen: [One very dark, spooky night ...]. You have2 minutes to write. Keep writing until I tell you to stop.You may begin."

Start the stopwatch immediately.

After 1 minute, givethe students thefollowing prompt: "Remember to keep writing until I tell you to stop.

After 2 minutes say: "Stop, Thank you, put your pencils down. Turn to page-4- in your booklet."

StOry Starter 2:

Say to the student: "You are going to write one other story. I will read adifferent sentence to you. Then you will write another storyabout what will happen."

Repeat everything below the dotted line.

Substitute the following story starter: [I was outside playing when a spaceshiplanded and ...]

NOTE:

1.

Give the following prompt at theminute: "Remember to keep writing until Itell you to stop."

end of L

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COMMON SPELLING LIST

Directions for Administration

Say to the student: "Turn to page -fi.- in your booklet. Keep your pencils downand listen to my instructions."

Be sure each student has the appropriate answer sheet in front ofhim/her.

Suellinf! List 1

Say to the student: "Now I am. going to give you some spelling words. .". --' The words will be read on a tape recorder. Your job

is to write the words as they are said. Each word will be saidtwo times, and sometimes the word will be said in a sentence.You will have a ~ time to spell each word. If you cannotspell the whole word, spell as much as you can. You might geta new word even if you're not fi-Dished Begin the new wordwhen it is said. Are there any questions? Ready?"

Start the tape recorder. Monitor the students for compliance to the directions.

After the tane is done(2 minutes) say: "

b~~~~1~'t2:;-P~8'.i:..~~~~ Turn to page -.6:.- in your

Monitor students for compliance with the direction.

SDellinQ' List 2

Say to the student: Now I will give you some different spelling words. Remember,your job is to write the words that are said. If you cannot spellthe whole word, just spell as much as you can. You might geta new word even if you 're not finished. Begin the new wordwhen it is said. Are there any questions? Ready?"

Repeat the same procedure as above with List 2.

After the tal2e is done(2 minutes) sa~:

"II'h-anK

you~pul; yoU! pv e!l-do~vv-Li~JL

Monitor students for compliance with the directions.

NOTE: 1.

2.

If students get lost on the page, encourage them to continue on to thenext word.If the tape malfunctions, give the words orally. Before each word saythe number (e.g., "Number -" then the word. Start the stopwatch asyou say the word, and give 7 seconds for each word. Dictate each wordLwice within the 7 seconds. Any starred word must be given \vith thesentence written below the word list. In this case, say the word; say thesentence; repeat the word. Example: "dog... The dog is brown...dog".

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After giving the 1hir.d ~ give the following prompt: "Remember to goon to the next word when I say it. Say each word ill the 7 second mark.

* COMMON SPELLING LIST I

Dictate in the numbered order.

1.2.3.4.5.

6.7.8.9.

saw 10.

11.12.

* 13.

14.15.16.

* 17.

along

nicecup

jumpanimal

shot

toyword

markby a

lively

maybe

somethingpair bput

impossible

He walked boY the house.

She bought a ooir of shoes.

a.

b.

* Words taken from Harris-Jacobson Word List. Pre-Drimer to Grade 3

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COMMON SPELLING LIST 1

1.

10.

2.

11,

3.

12.

4. 13.

5.

14.

6. 15.

716.

8. 17.

9.

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COMMON SPELLING LIST 2

1. 10.

2.

11.

3. 12.

4. 13.

5.

14.

6.

15.

7.

16.

8.

17.

9.

READING: CLOZE

EXAMPLES

"The story you are going to read has some places where youneed to choose the correct word. You will read the story, andwhenever you come to three words that are underlined and indark print, you will choose the word that belongs in thesentence."

Say to the students:

"Before we begin, we will do some examples. Turn to page-1- in your booklet. The first sentence says:

Bill threw the ball to Jane. Jane caught the do£! I bat I ball.

Which one of the three words belongs in the sentence?"

Following studentresponse say: "The correct word is llall, Bill threw the ball to Jane. Jane

caught the hilll. Circle the word ball."

Monitor the students for compliance.

"Now let's try sentence number two. The sentence says:Say to the students:

Tom said, 'Now you jumn I throw I talk the ball to me.

Which of the three words belongs in the sentence?"

Following studentresponse say: "The correct word is throw. Tom said, 'Now you throw the

ball to me. Circle the word throw."

Point to the word. Monitor students for compliance

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CLOZEPASSAGES

Passage 1

Say to the students: "Put your pencils down and listen to my directions. Now youare going to do the same thing by yourself. You will read astory. Whenever you come to three words that areunderlined and in dark print, circle the word that belongs inthesentence...'-- ".--' -,.',--.Choose a word even if you're not sure of theanswer. At the end of! minute. I will tell you to stopworking. If you finish early, check your answers. Do nQ..t. goon to the next page. You may begin when I tell you to. Arethere any questions? Turn to page -8- in your booklet."

Monitor students to make sure they are on "Kicking Stones."

Say to the students: "Remember to do the best you can. Pick up your pencils.Ready? Begin."

"Remember, choose a word,After 30 seconds, give students the following prompt:even if you're not sure of the answer."

"Stop. Put your pencils down.After 1 minute say:

Passage 2

Say to the students: "Now you will do the same thing on another passage.Remember to choose the word that belongs in the sentence.Choose a word even if you 're not sure of the answer. Youmay begin when I tell you do. Turn to page -.a.- in yourbooklet."

Monitor students to make sure they are on "Saturday.'

Say to the students: "Remember to do the best you can. Pick up your pencils.Ready? Begin." -

"Remember, choose a word,After 30 seconds, give students the following prompt:even if you're not sure of the answer."

"Stop. Put your pencils down.After 1 minute say:

Passage 3

"No\v you \vill try one more passage. Do the same as before:Choose the word that belongs in the sentence. Choose a \vord

Say to the students:

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even if you Ire not sure of the answer. Turn to page -1SL inyour booklet."

Monitor students to make sure they are on "Me Too.'

Say to the students: "Remember to do the best you can. Pick up your pencils.Ready? Begin."

"Remember, choose a word,After 30 seconds, give students the following prompt:even if you're not sure of the answer."

"Stop. Put your pencils down. Close your booklet. Thank

you."After 1 minute say:

Collect all materials.

Do not forget to give the following prompt after 30 seconds haspassed, "Remember, choose a word, even if you're not sure of theanswer."

NOTE:

1.

If students ask you to identify a word, remind them to just do thebes t they can.

2.

Examl2les for Gloze

fdolt/bat/ballBill threw the ball to Jane. Jane caught the

1.

the ball to me.'fjumn I throw I talkl

2.

Tom said, tiN ow you

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EXAMPLES OF CLOZE PROCEDURE

1.

{do£! / bat / baIl}.

2. Tom said, "N ow you {jYmJ~throw I talkl the ball to me.'

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SATURDAY

When you're a kid Saturday is the best day of the week. That's the

day that you have {free / loud / sad} time. It's also the day that

;1 sleep in the morning if {their / his / ~ourl

{on / if / bvl you have a little brother the

robably won't let

f tree I vou I bike} cm

will let you. Of course,

paren~

{von {him {her} sleep.

{my { his {ourl brother do let me sleep, IlIne

staying in bed. {Feet {Dof!s {Therel

mt { sin~ {letl to do when I have free

{bat I can I way} I do he p]

Even if my paren~ and

{nlav I have I fJo} a hard ti

just too many things I ~

{book / time / cat} .

Most of all, when Saturday comes II / he / ~ou} want to call my

friends. They {went / have / are} just as excited about Saturday as

{we / she / n am. We have a problem, though.

we start calling each other on {red / hi!!. / the}

out that {each / four / my} one of us has a job {of / to / °D}

place to go {with / hv / into} our family. Our problem is that

{him / me / we} have a hard time finding time (to / in / om

when all of us have {fat / free / blue} time to play at the same

{Where I When I Wh~}telephone

we usually find

do

or some

Saturday

ftime/box/D;!21.

I don't know about you, but {how I when / who}

Saturday I don't like it. I

my parents make

~ with them about what they

Arguing with my {dolls I nets I narentsl

II I Us I He} wish they would call my

to find out what their Saturday

plans for me {by / into / onl

{usually / verY / fast} arguE

{can / want / ston1 me to do.

spoils all the fun of Saturday.

friend's fcirls / narents / cars}

{on / so / tol{plans / tovs / shoes}

the same time.we all have free time {onto / if / at}

@ CES, 1985

":ME, TOO!"

eating a

"lbov I ant I me}, too." '\

{T.V. I shin I boot} show she says, "Me, too" and {eats I sits I lives}

to watch. She can't evel1 3 gets to do

{to / be I the}

down

{road / thinQ"S / mice}

do.

L {hide I' said / read} yet but shl

that only older brothers should get

time because it works. When!

{drown I {to I fall} for a walk, she gets to {wait I come I ask}

When I play with a {friend I Dark I bread}, she gets to play, 1

paint pictures, she gets to paint, {too I fast I far} .

{under I from I along} frog hunting. This has got to

along.:00.

When

{him / £!irIs / n

have to take her

I even

(see I sav I stop}.

I have a plan. I've talked {for I to lover} my dad about this plan.

{takes I thinks I wants} it's a pretty good

begin whispering about something. Jan

we

l plan, too. (So / But / That}

(runs / sine-s / knowsl up and

you too.shou~, "Me, too. Me, {now I too I fastl." Dad says, 'Yes, J an, :

{BallI You I Sisterl both shovel the snow from the

{sidewalk I balloon I uennvl." Jan's eyes open wide. "Me, too?"

{woman I she I thevl asks. "Yes!" says dad.

Next rm {fallinf! I f!oinf! I seeingl

cleaning my {room I kin2: I headl and taking out the garbage!

to start whispering about

@ CES, 1985

BASS ENDING INSTRUCTIONS

1.

Ask students to close their booklets and leave their pencils on the table/desk.

Ask students to make sure their name is on their booklets.

2. Ask students who have been chosen to do oral reading samples to remain for a

few minutes.

(Remember to choose 4 to 6 students from grades 3 to 5.)

3.

Dismiss students before collecting test materials (unless you are short on

time).

4. Dismiss students in the following manner:

a. Dismiss 'by teacher.

b. Using the Teacher List, check the names of the 6/12 students before you

dismiss them. If there are substitutes, write the names in g:t..th.at .tlm.e:.

c. Remind students to leave quietly.

Collect test booklets (and pencils if it is the last session). If possible, group

them by grade.

5.

6. Set up for next test session.

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