Appendix A: The Placement Test

The Placement Test that begins on the next page is more than four times. (If the student repeats the
to be administered individually to each child before statement the first time you say it, circle the zero.)
language instruction begins. All testing should be 6. At the end of Part 1, total the 1s you have circled.
completed during the first week of school. Write the number of incorrect responses in the box.
7. Use the directions at the end of each part of the
Before Giving the Test scoring sheet to determine if the student should be
The testing material consists of the Placement Test, the tested on the next part or if you should terminate
Picture Book, and the Placement Test Scoring Sheet. the testing.
You will need a scoring sheet for each child in your 8. For administering Part 2, item 15, you will need a
class. (See page 153 for a scoring sheet that you can pencil with an eraser. For Part 3, items 1 through
duplicate for each child.) 4, you will need a big empty glass and a small glass
Familiarize yourself with the instructions, the full of water. For items 6 through 8 you will need a
Picture Book, and the scoring sheet before testing. pencil.
Practice presenting the test items using these materials. 9. When referring to the pictures in Parts 1 and 2, you
The test is divided into three parts. A child’s score may point to the pictures in the Picture Book or
is based on the number of errors he or she makes. use the pictures in the test.
■ If a child makes more than three errors in Part 1,
do not use Parts 2 or 3. Determining the Starting Lesson
■ If a child makes three or fewer errors in Part 1, The directions at the bottom of the scoring sheet
continue testing the child in Part 2. indicate the lesson at which each child should be placed
■ If a child makes more than two errors in Part 2, in the program.
stop testing; do not use Part 3. ■ Children who score six or more errors in Part 1
■ If a child makes two or fewer errors in Part 2, begin at lesson 1.
continue testing, and present all of the items in ■ Children who score four or five errors in Part 1
Part 3. begin at Lesson 11.
■ Children who score six or more errors in Part 2
How to Give the Test begin at Lesson 21.
1. Allow three to five minutes per child for ■ Children who score between three and five errors in
administering the placement test. Part 2 and children who score eight or more errors
2. Sit at a low table with a child, preferably in a quiet in Part 3 begin at lesson 31. Start these children in
corner of the room. the fast cycle of the program.
3. Score the child’s response on his or her scoring ■ Children who score seven or fewer errors in Part
sheet as you present the test. Circle 0 to indicate a 3 begin at lesson 41 and go into the fast-cycle
correct response to a test item. Circle 1 to indicate program.
an incorrect response.
4. Accept all reasonable answers, using the suggested Teaching the Transition Lesson
answers as guidelines. All children who do not begin the program with lesson
5. On statement repetition items (9 and 11 in Part 1 must be taught the transition lesson on the first day
1, for example), circle a 1 each time you have to of language instruction. You will find the transition
repeat the statement until the student produces lesson in Appendix B of this guide.
a correct response. Repeat the statement no

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 PLACEMENT TEST
Part 1

(You may use the Picture Book, or use the pictures in

the test, for items 8 through 13.)
1. Show me your nose.
(The child must point to his/her nose.)
2. Show me your head.
(The child may point anywhere on his/her head.)
3. Show me your ear.
(The child may point to one or both ears.) 10. (Point to the girl.)
4. Show me your hand. What is this girl doing?
(The child may hold up one hand or both hands.) (Accept Eating, Eating a cookie, or an entire
5. Show me your chin. correct sentence. Don’t accept Eat or Eat a cookie.)
(The child must point to his/her chin.) 11. My turn to say the whole thing.
6. Show me your cheek. This girl is eating. Say that.
(The child may touch one cheek or both cheeks.) This girl is eating or
7. Show me your shoulder. This girl is eating a cookie.
(The child may point to one shoulder or both
shoulders.)

12. (Point to the cat.)

What is this cat doing?
8. (Point to the man.) (Accept Climbing the tree, Going up the tree,
What is this man doing? Climbing on a tree, Climbing up there, or Climbing.)
(Accept Sleeping, Going to sleep, or Lying down. 13. My turn to say the whole thing.
Don’t accept Sleep, Eyes shut, or Got to sleep.) This cat is climbing the tree. Say that.
9. My turn to say the whole thing. This cat is climbing the tree.
This man is sleeping. Say that. 14. What’s your whole name?
This (or that) man is sleeping. (The child must give first and last name; middle
name is optional.)
15. What’s your first name?
(The child must give first name only.)

End of Part 1

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 Part 2 11. (The child should still be touching his/her head.)
What are you doing?
You may use the Picture Book (or use the pictures in (Accept Touching my head, Putting my hand on my
the test) for items 1 through 7 and item 14. You will head, or an entire correct sentence.)
need a pencil with an eraser and a point for item 15. 12. (The child must answer both parts correctly to
score 0.)
Hold your hand over your leg.
(The child must hold his/her hand over leg.)
Tell me where you are holding your hand.
Over my leg.
13. (The child must answer both parts correctly to
score 0.)
Hold your hand under your leg.
(The child must hold his/her hand under his/her
leg.)
Tell me where you are holding your hand.
Under my leg.

1. (Point to the picture of the car.)

Tell me what is in front of the car.
(Accept Ball or A ball.)
2. Tell me what is on the car.
A dog.
3. Tell me what is in the car.
(Accept A man or A boy.)
4. Look at the dog. Is the dog sleeping?
No. 14. (Point to the apple.)
5. My turn to say the whole thing. This is an apple. What is this?
This dog is not sleeping. Say that. (Accept An apple. Don’t accept Apple or A apple.)
This dog is not sleeping. 15. (The child must answer all three parts correctly to
6. Look at the dog. Is the dog climbing a tree? score 0. Stop testing if the child misses one item.)
(Accept No or No, he’s on the car.) a. (Point to the eraser of a pencil.)
7. My turn to say the whole thing. What’s this part of a pencil called?
This dog is not climbing a tree. Say that. (Accept Eraser or An (the) eraser.)
This dog is not climbing a tree. b. (Point to the pencil point.)
8. Show me your chest. What is this part of a pencil called?
(The child is to point to his/her chest.) (Accept Point, A point, or Lead.
9. Show me your waist. Don’t accept Drawer or Writer.)
(The child is to point to his/her waist.) c. (Point to the whole pencil.)
10. Put your hand on your head, and hold it there. What do you call the whole thing?
Look at me. (Touch your own nose.) (Accept Pencil or A pencil.)
What am I doing?
(Accept Touching your nose or Putting your hand on End of Part 2
your nose.)
Keep your hand on your head.

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 Part 3 7. (Keep holding the pencil.)
My turn to say the whole thing.
(You will need a big glass that is empty and a small The pencil was on the table. Say that.
glass that is full for items 1 through 4. You will need a The pencil was on the table.
pencil for items 6 through 8.) 8. Where is the pencil?
(Present a big glass and a small glass. The big glass (Accept In your hand, Over the table, or Off the
should be empty, and the small glass full.) table.)
1. Touch the big glass. 9. (The child must answer all four parts correctly to
(The child touches the big glass.) Put your hand score 0.)
down. Touch your ears.
2. Touch the glass that is empty. (The child must touch both ears.)
(The child touches the empty glass.) Put your hand Touch your leg.
down. (The child must touch one leg.)
3. Touch the glass that is full. Touch your ear.
(The child touches the full glass.) Put your hand (The child must touch one ear.)
down. Touch your legs.
4. Touch the small glass. (The child must touch both legs.)
(The child touches the small glass.) Put your hand 10. Put your hand in back of your head. (The child
down. may put one or both hands in back of his/her head
5. My turn to say the days of the week: Sunday, or neck.) Put your hand down.
Monday, Tuesday, Wednesday, Thursday, Friday, 11. Point to the floor, and point to the ceiling.
Saturday. (The child must point to the floor and to the
(Do not repeat the days more than twice.) ceiling.)
Say the days of the week. Start with Sunday. 12. What do we call the white fluffy things in the sky?
Sunday, Monday, Tuesday, Wednesday, Thursday, Clouds.
Friday, Saturday. 13. What do we call a person who fixes teeth?
6. (The child must answer all three parts correctly to (Accept A dentist or A doctor.)
score 0.) 14. Name three kinds of food.
(You place the pencil on the table.) (Accept all appropriate responses.)
Is the pencil on the table? Yes. 15. Name three kinds of vehicles.
(Hold the pencil over the table.) (Accept all appropriate responses.)
Is the pencil on the table? No.
(Keep holding the pencil over the table.) End of Test
Was the pencil on the table? Yes.

152 Appendix A

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 PLACEMENT TEST SCORING SHEET

Student’s Name ___________________________________________ Date ________________

PART 1 PART 2 PART 3

Items Correct Incorrect Items Correct Incorrect Items Correct Incorrect
Responses Responses Responses Responses Responses Responses
1 0 1 1 0 1 1 0 1
2 0 1 2 0 1 2 0 1
3 0 1 3 0 1 3 0 1
4 0 1 4 0 1 4 0 1
5 0 1 5 0 1111 5 0 11
6 0 1 6 0 1 6 0 1
7 0 1 7 0 1111 7 0 1111
8 0 1 8 0 1 8 0 1
9 0 1111 9 0 1 9 0 1
10 0 1 10 0 1 10 0 1
11 0 1111 11 0 1 11 0 1
12 0 1 12 0 1 12 0 1
13 0 1111 13 0 1 13 0 1
14 0 1 14 0 1 14 0 1
15 0 1 15 0 1 15 0 1
Total of All Total of All Total of All
Incorrect Responses Incorrect Responses Incorrect Responses
Score Score Score
Student’s Starts at Lesson Student’s Starts at Lesson Student’s Starts at Lesson
Score Score Score
6 or more 1 6 or more 21 8 or more 31
4 or 5 11 3 to 5 31 0 to 7 41
(Circle the lesson) (Circle the lesson) (Circle the lesson)

0 to 3 Continue testing in 0 to 2 Continue testing in

part 2. part 3.

(Check box) (Check box)

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Appendix A 153

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