Child's Name: Address:

Age: Sex: Grade: School:

Examiner: Teacher:

PIS
Preschool Language Scales
Auditory
Comprehension
Minus (
Raw Score Calculation
Last AC item administered

-) number of 0 scores
Standard
Score (SS)
Norm-Referenced Scores
S Confidence
Interval
% level)
Percentile
Rank (PR)
PRs for SS
Confidence
Interval Values
Age
Equivalent
Fifth Edition AC Raw Score to to

Record Form Expressive

Last EC item administered

Minos (-) number of 0 scores

Communication
EC Raw Score [O CO

Year Month Day AC Standard Score

Test Date
Total
Plus (+) EC Standard Score
Language
Birth Date Standard Score Total to to
Score
Chronological Age AC Raw Score + EC Raw Score

Score Summary AC EC Critical Significant Prevalence in the Level of

Standard Scores AG TLS Standard Score Standard Score Difference Value Difference? (Y or N)* Normative Sample** Significance
Discrepancy
Comparison Y or N .15 / .05
150
+3SD 145 *See Table D.1 in the Administration and Scoring Manual to determine if the difference between AC and EC scores is significant.
140 **See Table D.2 to determine prevalence in the normative sample.
135 Supplemental Measures Growth Scale Values (GSVi
+2SD 130
125 Articulation Screener Raw Score Date: Date: Date: Date:

120 Ivoical
AC
+1 SD 115
Further evaluation indicated
1st administration 2nd administration 3rd administration 4th administration
110
Further evaluation strongly indicated
105 Notes:
Mean 100 Language Sample Checklist
95
Reinforces PLS-5 results
90
Differs greatly from PLS-5 results
-1 SD 85
80 Home Communication Questionnaire
75
0 Reinforces PLS-5 results
-2SD 70
65 0 Differs greatly from PLS-5 results

60
Copyright © 2011 NCS Pearson, Inc.
-3SD 55

50
PsychCorp All rights reserved. Printed in the United States of America
PEARSON
Product Number: 0154658960 ' 8 9 10 12 C DE 282278-3 65432
General Directions
Suggested Start Point: Start at the • corresponding to the child's chronological age.
Basal: Three consecutive scores of 1. Reverse to the previous age start point until 3 consecutive scores of 1 are achieved.
Continue testing from this point forward.
Ceiling: 6 consecutive scores of 0.
Scoring: Record a response for each part of the item. (+) = Correct; (-) = Incorrect. For each item, add the number of correct
responses and compare to the pass criteria. Then, circle the appropriate score (1 or 0) in the score area. For AC1-19, EC1-25, and
EC27, circle the methods) of assessment used to score the item: CR (Caregiver Report), O (Observation) and/or E (Elicitation).
See the Administration and Scoring Manual for detailed scoring and recording information.
Auditory Comprehension Score Expressive Communication Score

Developmental Tasks for Ages 0:0-0:

Start: Ages 0:0-0:2 and 0:3-0:5 Start: Ages 0:0-0:2 and 0:3-0:5
1. Glances momentarily at a person who talks to him or her CRO E 1 0 1. Has a suck/swallow reflex CR0E 1 0
Materials: none Materials: bottle and nipple or pacifier provided by caregiver

Score: 1 = Glances at the speaker for one second Score: 1 = Has coordinated suck/swallow sequence;
no coughing/choking/spilling
2. Enjoys caregiver's attention CRO E 1 0
2. Vocalizes soft, throaty sounds CR0E 1 0
Materials: none
Materials: none
Score: 1 = Smiles, coos, relaxes
Score: 1 = Makes soft, throaty, gurgling sounds
3. Reacts to sounds other than voices in the environment CR O E 0
3. Varies pitch, length, or volume of cries CR 0 E 0
Materials: loud squeaky toy
Materials: none
Score: I = Reacts to the sound (startles, eyes open wide, etc. Score: 1 = Vocalizes or cries with varying pitch, duration, or volume

Developmental Tasks for Ages 0:3-0:5

4. Turns head to locate the source of sound CR 0 E 0

Start: Ages 0:6-0:8 and 0:9-0:11
Materials: loud squeaky toy
4. Responds to speaker by smiling CR O E 0
Score: 1 = Turns head to locate the sound
Materials: none
5. CR O E 0
Responds to a new sound
Score: 1 = = Smiles in response to speaker leaning toward,
Materials: sheet of paper, keys on a a key ring holding or talking to him or her

Score: 1 = Blinks, startles, or searches for the new sound 5. Vocalizes pleasure and displeasure sounds CR 0 E 0

Materials: infant toys provided by the caregiver

Score: = Two correct (1 pleasure sound and 1 displeasure sound)

 11 I Ill

• Start: Ages 0:6-0:8 and 0:9-0:11

6. Actively searches to find a person who is talking CR O E 1 0
Materials: none

Score: 1 = Looks from face to face or turns head to find the voice

7. Mouths objects CR O E 0

Materials: rattle, loud squeaky toy

Score: 1 = Takes the toy or rattle and mouths it

Developmental Tasks for Ages 0:6-0:8

8. Shakes and bangs objects in play CR 0 E 1 0 6. Vocalizes when talked to, moving arms and legs CR 10
during vocalizations
Materials: rattle, spoon, keys on a key ring, bowl, infant toy
Materials: none
Score: = Shakes or bangs one or more objects

9. Anticipates what will happen next CR O E 1 0 Score: 1 = Vocalizations paired with arm flapping, leg churning,
or other involuntary arm and leg movements
Materials: none
7. Protests by gesturing or vocalizing CR 0 E 1 0
Score: ' = Laughs, closes eyes, tenses body, etc., in anticipation
Materials: toy of interest to child
10. Looks for object that has fallen out of sight CR 0 E 1 0 Child's behavior:
Materials: toys or objects the child has previously shown an interest in
(e.g., rattle, loud squeaky toy) Score: 1 = One example of protesting behavior or vocalization

Show the child the toy/object and say, Oops! while dropping it, so the child
has to to look for it.

Score: 1 = Looks for dropped or fallen object

Developmental Tasks for Ages 0:9-0:11

11. Understands what you want when you extend your hands 8. Attempts to imitate facial expressions and movements CR 0E 1 0
and say, Come here CR 0 E 1 0
Materials: none

Materials: none Score: 1 = Attempts to move face or tongue in response to caregiver's

facial expressions and movements
Hold out your hands, palms up, and say, Come here.

Score: 1 = Responds by moving forward into your arms or clinging to

the caregiver
 PLS-5 Record Form

Auditory Comprehension Score Expressive Communication Score

Start: Ages 1:0-1:5 Start: Ages 1:0-1:5

12. Interrupts activity when you call his or her name CR O E' 0 9. Seeks attention from others CR 1

Materials: toys or objects that the child has previously shown an Materials: none
interest in (e.g., rattle, loud squeaky toy)
Child's behavior:
Score: 1 = Stops playing and looks or moves toward the person who
called his or her name Score: 1 = Acts to gain or maintain attention

10. Vocalizes two different vowel sounds CR 0 E 1

Materials: toy of interest to child

Vowels the child produced:

Score: 1 = Produces two different vowel sounds

11. Combines sounds CR 0 E 1

Materials: infant toys (e.g., ball, bubbles)

Sound combinations the child produced:

Score: 1 = Produces a sound combination or syllable (V-V, C-V, or V-C)

Developmental Tasks for Ages 1:0-1:5

13. Looks at objects or people the caregiver points to and names CR O E 0 12. Takes multiple turns vocalizing CR 0 E 1

Materials: toys or objects that the child has previously shown an Materials: none
interest in (e.g., rattle, loud squeaky toy)
Score: = Takes two turns vocalizing in response to caregiver's vocalizations
Ask the caregiver to point to an object or family member and say,
Look at (name of the object or person). 13. Plays simple games with another while using appropriate CR0E 1 0
eye contact
Score: 1 = Looks at the toys, objects, or people the caregiver indicates
Materials: infant toys (e.g., blocks, car, ball, bubbles, box, book, cloth)
Items 14 and 15 Administer simultaneously, using the same procedure.
Score: 1 = Participates with another in play while using appropriate eye contact
Materials: toys or objects that caregiver thinks the child knows words for

Note. Refer to the Administration and Scoring Manual for complete Start: Ages 1:6-1:11
administration directions.
14. Vocalizes two different consonant sounds CR 0 E 1 0
14. Responds to an inhibitory word (e.g., No) CR 0 E 1 0
Materials: infant toys (e.g., teddy bear, rattle)
Score: 1 = Stops, withdraws, or pauses briefly before reaching for object
Circle the consonant sounds the child produced: b p
15. Understands : specific word or phrase without the use of gestural cues CR 0 E 1 0
Other:
Score: 1 = Responds appropriately to one word/phrase
Score: 1 = Produces two different consonant sounds
 15. Babbles two syllables together CR 0 E 0
Start: Ages 1:6-1:11
Materials: bubbles, infant toys the child has previously shown an interest in
Items 16-18 Administer simultaneously, using the same procedure
Two syllable combinations the child produced:
Materials: 2 cups, spoon, car, 6 blocks, comb, ball
Score: 1 = Babbles a two-syllable combination (e.g., mama, bada)
Note. Refer to the Administration and Scoring Manual for complete administration
directions. 16. Uses a representational (symbolic) gesture CR 0 E 1 0
Place the objects in front of the child. Say, Look at all these things. Materials: infant toys and objects
I'm going to play with the blocks. Stack three blocks. Gesture and say,
You play too. If necessary, demonstrate playing with the car. Score: 1 = Uses one representational gesture
(e.q., waves bye-bye, claps hands, moves body)
16. Demonstrates functional play CR 0 E 1 0
Note. Refer to the Administration and Scoring Manual for complete
Score: 1 = One example of using objects appropriately administration directions.

17. Demonstrates relational play CR O E 1 0 17. Uses at least one word CR 0E 1 0

Score: 1 = One example of using two objects together in play Materials: toys and objects the child has previously shown an interest in

Words the child produced:

Score: 1 = Demonstrates meaningful use of one word

Developmental Tasks for Ages 1.6-1:11

18. Demonstrates self-directed play CR O E 0

Start: Ages 2:0-2:5
Score: 1 = One example of using objects toward self
18. Produces syllable strings (two to three syllables) with inflection
Note. If the child demonstrates other-directed play (e.g., feeding the caregiver, similar to adult speech CR 0 E 1 0
combing the caregiver's hair), credit the child for self-directed play.

Materials: toys and objects the child has previously shown an interest in
Start: Ages 2:0-2:5
Syllable strings the child produced:
19. Follows routine, familiar directions with gestural cues CR O E 1 0
Score: 1 = Produces one two- to three-syllable string with inflection
Materials: ball, box without lid, keys on a key ring similar to adult speech

a. Put the ball in the box (point to where the ball goes). 19. Participates in a play routine with another person for at least
minute while using appropriate eye contact CR 0 E 1 0
b. Throw the ball (model throwing the ball).

C Give me the keys (hold out your hand). Materials: stopwatch or watch with second hand

d. other: Score: 1 = Attends, using appropriate eye contact for 1 minute

Score: = Two correct

PLS-5 Record Form

 PLS-5 Record Form

Auditory Comprehension Score Expressive Communication Score

20. Imitates a word CR 0 E 1 0
Materials: bubbles, teddy bear, crayon and paper

a. bubble

0. bear

C. crayon/paper.

d. other:

Score: 1 = Imitates one word

21. Produces different types of consonant-vowel (C-V) combinations CR 0 E 1 0

Materials: toys and objects the child has previously shown an interest in

Consonant-vowel combinations the child produced:

a. C-V:

b. C-V-C:

C. C-V-C-V:

d. other:

Score: 1 = Produces three different consonant -vowel combinations

(e.g., C-V, C-V-C, C-V-C-V)

Start: Ages 2:6-2:11

22. Initiates a turn-taking game or social routine CR 0 E 1 0
Materials: cloth, ball, teddy bear

Child's behavior:

Score: 1 = One instance of child-initiated activity with you, caregiver, or

other person

23. Uses at least five words CR 0 E 1 0

Materials: toys and objects the child has previously shown an interest in

While playing with the child, point to objects and ask, What is this?
Words the child produced:

Score: 1 = Produces five or more words

 11 MIL III

Developmental Tasks for Ages 2:0-2:5

20. Identifies familiar objects from a group of objects without gestural cues 0 Items 24 and 25 Administer simultaneously, using the same play activity.

Materials: (first set) car, ball, cup, keys on key ring, spoon; Materials: windup toy, bubbles, book
(replacement objects) block, bowl, duck, loud squeaky toy
Place 2 or 3 objects near the child but out of reach. Say, Look at these things.
Line up the first set of objects in front of the child. Extend you hand palm up and say, Observe the child to see if he or she points or reaches for the object,
Give me the vocalizes, and looks back and forth between the object and person.

Note. After the child gives you an object, say, Thank you, and remove it from sight. 24. Uses gestures and vocalizations to request objects CR 0 E 1 0
Replace each object that the child gives you with one of the replacement objects.
Score: 1 = Two instances of using gestures and vocalization to
Note. Refer to the Administration and Scoring Manual for complete request objects
administration directions.
25. Demonstrates joint attention CR 0 E 0
a. ball b. cup c. car d. spoon
Score: 1 = Two correct Score: 1 = Looks back and forth between person and object

21. Identifies photographs of familiar objects 0 Start: Ages 3:0-3:5

Materials: Picture Manual pp. 1-3 26. Names objects in photographs
(practice) Tell the caregiver, I'm going to ask you to point to some pictures, so your Materials: Picture Manual pp. 50-52
child can see what to do. Turn to the caregiver and say, (child's name
for the caregiver), look at these pictures; point to the ball. Wait for the caregiver to Point to each picture and say, Look at this picture. What is this?
point. Point to the spoon. Wait for the caregiver to point. Turn the page and tell the
child, Your turn. Look at all these pictures! Point to the... a. ball b. baby
a. cookie b. bird C. balloon
C. bird d. cookie
d. kitty e. shoe f. apple e. shoe f. dog/doggie/puppy/puppy-dog
Score: 1 = Four correct
g. balloon h. spoon
22. Follows commands with gestural cues 1 0
i. apple cat/kitty/kitten/kitty-cat
Materials: book, duck, teddy bear
Score: 1 = Five correct
a. Get the book and bring it here please. Hold out your hand.

As the child picks up the book, hold up your hand to signal stop, and say,
b. Wait!
C. I meant to say, the duck. Get the duck and bring it here please.
d. After the child gives you the duck, say, Now get the bear and give it to
(point to and name the person in the room, for example, mama, daddy).
Score: 1 = One correct

PLS-5 Record Form

 PLS-5 Record Form 8

Auditory Comprehension Score Expressive Communication Score

Start: Ages 2:6-2:11

23. Identifies basic body parts 1 0

Materials: teddy bear

Using the wording the child is most comfortable with, say, Show me your
Point to my or Where's the bear's ?
a. nose b. eye(s) C. foot/feet

d. hand(s) e. mouth

Score: 1 = Four correct

24. Identifies things you wear 10

Materials: none

Using the wording the child is most comfortable with, say, Show me your
Point to my/Mommy's or Where are/is your Mommy's
a. shoes b. shirt C. socks d. shorts/pants

e. other (e.g., hat, coat, skirt):

Score: 1 = Three correct
 ImI

Developmental Tasks for Ages 2:6-2:11

Items 25 and 26 Administer simultaneously, using the same procedure. 27. Uses words more often than gestures to communicate CR 0 E 1 0
Materials: teddy bear, cloth, spoon, cup, bowl Materials: toys and objects the child has previously shown an interest in

25. Understands the verbs eat, drink, and sleep in context 0 Note. Refer to the Administration and Scoring Manual for complete administration directions.

Here's my friend Mr. Bear. Mr. Bear iS... a. uses neither words nor gestures

a. hungry. Give him something to eat. b. uses gestures only

b. thirsty. Give him something to drink. C. uses gestures more often than words to communicate

C. tired. Make him go to sleep. d. uses gestures about as often as words

Score: 1 = One correct e. uses words more often than gestures to communicate

26. Engages in pretend play 0 Score: 1 = Uses words more often than gestures to communicate. (e)

Score: = One example of pretend play 28. Uses words for a variety of pragmatic functions 0E1
Materials: sealable bag with a snack provided by caregiver or a toy inside;
a windup toy; toys and objects

Note. Refer to the Administration and Scoring Manual for complete administration directions.
a. requests actions or objects:

b. labels actions or objects:

c. requests repetition:.

d. requests assistance:
e. answers yes/no questions:
f. uses a word to get attention:_

Score: 1= Uses words to express five pragmatic functions

29. Uses different word combinations 0E10

Materials: toy or objects the child has previously shown an interest in

Word combinations the child produced:

a. noun/pronoun + verb:

0. verb + noun/pronoun:

c. noun/pronoun + verb + location:

d. noun/pronoun + verb + adjective:

e. other (noun/pronoun + noun, possessive + noun, etc.;

e.g., Dis mine):

Score: 1 = Verbalizes three different word combinations

PLS-5 Record Form 9

 PLS-5 Record Form 10

Auditory Comprehension Score Expressive Communication Score

• Start: Ages 3:0-3:5

Items 27-29 Administer simultaneously, using the same procedure.

Materials: teddy bear, 3 cups, box with lid, small pitcher, spoon, bowl, 8 blocks

Note. Do not use gestures when presenting the item directions.

If you are continuing administration from Items 25 and 26 26 say, Mr. Bear is finished with
his nap. Now Mr. Bear wants to play hide-and-seek. He's going to hide now.

If you are beginning test administration with Item 27, say, Here my friend Mr. Bear.
Mr. Bear wants to play hide-and-seek. He's going to hide now.

Put the pitcher and teddy bear inside the box and replace the lid. Make sure the child
watches you do this and also sees the bear and pitcher inside the box before you
replace the lid. Then put the box, cups, and spoon on the table.

a. Open the box and give Mr. Bear to me.

Say, We found Mr. Bear!

Put Mr. Bear on the table. Take the pitcher out of the box and put next to the cups and spoon.

Say, Now let's get something to drink. You pour.

Encourage the child to use the pitcher and cups.

Mr. Bear says he likes cold drinks. Here some ice cubes.

Show the blocks in in your open hand and then put them on the table.

b. Get an ice cube and put it in a cup for Mr. Bear.

Say, I want a drink too.

C. Please give me a cup. d. Put an ice cube in my cup. e. Where's your cup?

Say, Put an ice cube in your cup. (Do not score.)

f. Let's drink. Pretend to drink.

Say, Mmmmm. That was good. Please help me clean up now.

27. Understands pronouns (me, my, your) 0

Score: 1 = Two correct on parts c, d, e

28. Follows commands without gestural cues 0

Score: 1 = Two correct on parts a, b, c, d
 Developmental Tasks for Ages 3:0-3:5

29. Engages in symbolic play 0

Start: Ages 3:6-3:11
Score: 1 = Two examples of symbolic play
30. Names a variety of pictured objects 0
30. Recognizes action in pictures 1 0
Materials: Picture Manual pp. 53-54
Materials: Picture Manual pp. 4-5
Look at these pictures. Point to each and ask, What is this?
Look at all of the children. Show me the child who is...
a. teddy bear/bear b. scissors
a. sleeping b. eating c. playing
C. cookie/star d. banana
Now look at all these children. Show me the child who is...
refrigerator/fridge f. spoon
d. drinking e. washing f. running
g. fish h. elephant
Score: 1 = Four correct
Score: 1 = Five correct
31. Understands use of objects 1 0
31. Combines three or four words in spontaneous speech 0E 1 0
Materials: Picture Manual p. 6
Materials: toys and objects the child has previously shown an interest in
Look at all of these pictures. Show me what you..
Three- or four-word combination the child produced:
a. use to drink water. b. wear on your foot.

C. can ride. d. use to watch cartoons. Score: 1 = Produces one three- or four-word combination
Score: = Three correct 0E1
32. Uses a variety of nouns, verbs, modifiers, and pronouns in 0
spontaneous speech
Start: Ages 3:6-3:11
Materials: toys and objects the child has previously shown an interest in
32. Understands spatial concepts (in, on, out of, off) without gestural cues 1 0 a. 10 nouns the child produced:

Materials: teddy bear, cloth, box with lid, duck, ball

Put the ball in the box, and place the box with the lid on your lap so the child can
see and touch the box. Put the bear, covered with the cloth, on the table.

This is Ms. Duck and this is Mr. Bear. We are going to play with them.
Mr. Bear is sleeping. Let's wake him up.
b. 10 verbs the child produced:
a. Take the blanket off Mr. Bear. b. Put Ms. Duck in the box.

C. Put the box on the table. d. Now take the ball out of the box.

Score: 1 = Three correct

C. 2 modifiers the child produced:

d. I pronoun the child produced:

Score: 1 = Produces required number of words for 3 of the 4 word categories

PLS-5 Record Form 11

 PLS-5 Record Form 12

Auditory Comprehension Score Expressive Communication Score

Developmental Tasks for Ages 3:6-3:11

33. Understands quantitative concepts (one, some, rest, all) 10 33. Produces one four- or five-word sentence 0E10
Materials: teddy bear, 8 blocks in sealable plastic bag Materials: none

Sit the bear on the table and hold out the open bag of blocks to the child. Do you have any pets/friends/toys? Tell me about them.

a. Give Mr. Bear one block. b. Give me some blocks. Sentence the child produced: .

If the child gives you all 01 the blocks, place some of them back in the bag.

C. You take the rest of the blocks. d. Now put all the blocks in the baggie. Score: 1 = Produces one four- or five-word sentence

Score: 1 = Two correct

Start: Ages 4:0-4:5 and 4:6-4:11
34. Makes inferences 1 0
34. Uses present progressive (verb + -ing) 1 0
Materials: Picture Manual pp. 7-9
Materials: Picture Manual p. 55
Look at these pictures. Show me which picture answers my question.
(practice) Point to the picture of the girl in the sandbox and say, This girl is playing.
a. Anna hurt her knees and elbows. How do you think Anna got hurt?
d. Tell me about this girl (point). She is (eating)
b. Charlie played outside and got his shoes wet. How do you think
Charlie's shoes got wet? b. Now tell me about this girl (point). She is (sleeping)

C. Sandra was very hungry when she came home after school. Score: 1 = Two correct
What do you think Sandra did when she got home?
1 Response influenced by dialect
Score: 1 = Two correct
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.
Start: Ages 4:0-4:5
35. Uses plurals 1 0
35. Understands analogies 1 0
Materials: Picture Manual p. 56
Materials: Picture Manual pp. 10-12
Point to each picture and ask, What are these?
Look at these pictures and show me which one finishes my sentence.
a. babies
a. You sleep in a bed. You sit on (chair)
b. horses
b. You eat with a fork. You cut with a (knife)
C. cats/kitties
C. You hear with your ears. You with your (eyes)
Score: 1 = Two correct
Score: 1 = Two correct Response influenced by dialect
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.
 In I 10 m Ill

36. Understands negatives in sentences 10 36. Answers what and where questions

Materials: Picture Manual pp. 13-15 Materials: Picture Manual p. 57

a. Look at all the babies. Show me the baby who is not crying. a. Look at this boy. What is he doing? (washing/drying dishes)
b. Look at all the chickens and the nests. Show me the nest with no eggs.

C. Look at all the toys. Show me a toy that is not in the basket. b. He is not in the bathroom (point to the boy). Where is he? (kitchen)
(Child must point to one or both of the toys outside of the basket.)
If the child says here/there, prompt with, What room is he in?
Score: 1 = Two correct

Now want you to answer some other questions.

Note. There are no visual stimuli for and d.

C. What did you eat for breakfast (or lunch)?

d. Where did you eat breakfast (or lunch)?

Score: 1 = Three correct

Developmental Tasks for Ages 4:0-4:5

37. Identifies colors O 37. Names described object 10

Materials: 8 crayons (red, yellow, blue, green, black, brown, orange, purple) Materials: none

Note. If the child has partial or total color blindness, do not administer this item (practice) Now I want you to try to figure out what I'm talking about.
and do not include when applying the discontinue rule. What animal chases mice and has whiskers? It says meow. (cat)
Scatter the crayons on the table. Cue as needed for practice only. Let's try some more.

Say, Look at these crayons. Show me... a. What toy is round and bounces? You play catch with it. (ball)
a. blue b. purple C. red
d. green e. orange f. yellow
b. What do you use after a bath or shower? You dry yourself with it. (towel)
Score: 1 = Four correct

C. What do you use to draw a picture? They come in a box. (crayons, markers, pencils)

Score: 1 = Two correct

PLS-5 Record Form 13

 PLS-5 Record Form 14

Auditory Comprehension Score Expressive Communication Score

38. Understands sentences with post-noun elaboration 0 38. Answers questions logically 0

Materials: Picture Manual pp. 16-17 Materials: none

(practice) Look at this picture. Point to each kitten and say, This kitten is black, (practice) What do you do when you are hungry? (eat)
this kitten is orange, and this kitten is white. Show me the orange kitten. Show Cue as needed for practice only.
me the black kitten. Show me the white kitten. Cue as needed for practice only. a What do you do if your hands are dirty? (clean them/wash them)
Now look at these kittens. Point to...

a the white kitten that is sleeping.

b. What do you do when you are cold? (get a blanket /wear a jacket)
b. a kitten that is not black.
(Child may point to any kitten that is not black.)
c. the small black kitten that is in the box. If the child says "shiver," ask, What do you do when you shiver?

Score: 1 = Two correct

C. What do you do when you are tired? (go to bed/sleep)

Start: Ages 4:6-4:11 and 5:0-5:5

Score: 1 = Two correct
39. Understands spatial concepts (under, in back of, next to, in front of) 0
39. Uses possessives 10
Materials: teddy bear
Materials: Picture Manual p. 58
If this is the first time you are presenting the bear to the child, introduce it by saying, a. Look at the children. This is the boy's cat. Whose cat is this? (the girl's, hers)
Here is Mr. Bear. I'm going to put Mr. Bear on the table.
Now I want you to put Mr. Bear...
a. under the table/chair b. in back of you b. Look at the animals. This is the dog's food. Whose food is this? (the cat's)
C. next to you d. in front of me

Score: 1 = Three correct Score: 1 = Two correct

Response influenced by dialect

Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.
 IN SEI IN BU I O DO A

Developmental Tasks for Ages 4:6-4:11

40. Understands pronouns (his, her, he, she, they) 0

Start: Ages 5:0-5:5
Materials: Picture Manual pp. 18-20
40. Tells how an object is used 10
(practice) Look at these children. They are wearing shoes. Show me his shoes.
Show me her shoes. Cue as needed for practice only. Materials: Picture Manual p. 59
Let's try some more. Show me...
(practice) Look at this picture. It's a pencil. What do you do with a pencil?
a. her shirt. b. his toys. Cue as needed for practice only.
Now look at this picture. This is a What do you do with a
Now look at these children. Show me...

C. she is on the stairs. a. coat (put it on/wear it)

Show me...
b. towel (dry off/wipe)
d. they are in the pool. e. he is in the pool.
Score: 1 = Four correct c. cup/glass (drink with it)

41. Understands quantitative concepts (more, most) 0 Score: 1 = Three correct

Materials: teddy bear, 8 crayons (red, yellow, blue, green, black, brown, orange, purple) 41. Answers questions about hypothetical events 10
Here are some crayons for you (put 6 crayons in front of the child) Materials: none
and some for me (put 2 crayons in front of you.)
(practice) Ask, What would you do if you couldn't find your shoes
a. Who has more crayons? in the morning? (ask Mom or Dad)
Cue as needed for practice only.
Gather and redistribute the crayons. Give the child 3 crayons and yourself 5.
What would you do if...
b. Who has more crayons now?
a. you felt sick? (take medicine, go to the doctor)
Here's my friend Mr. Bear. He likes crayons too. I'll give him some.
Redistribute the crayons so the bear has 5, you have 1, and the child has 2.
b. you got food on your shirt? (clean it, get a new shirt)
C. Who has the most crayons?

Redistribute the crayons so the child has 4, you have 2, and the bear has 2

d. Who has the most crayons now? C. you want to play with your friend's toy? (ask, tell them to share, grab it)

Score: 1 = Three correct

Score: 1 = Two correct

PLS-5 Record Form 15

 PLS-5 Record Form 16

Auditory Comprehension Scare Expressive Communication Score

42. Identifies shapes (star, circle, square, triangle) 0 42. Uses prepositions (in, on, under) 10

Materials: Picture Manual pp. 21-22 Materials: spoon, box with lid

Look at all of these pictures. These things are different shapes. Place the box in front of the child. Put the spoon in, under, and on the box. Each time,
ask, Where is the spoon?
For a-d, prompt one time if the child points to only one or two pictures
by asking, Is that all of them? a. in/inside
Note. Do not correct the child if he or she points to an incorrect picture. Mark the
subitem incorrect (-). b. under/below

Show me...
C. on (top of)
a all of the things that look like a star. (starfish, badge, cookie) Score: 1 = Three correct
b. all of the things that look like a circle. (pot lid, soccer ball, plate)

(Turn the page.) Now look at all of these pictures. These are different shapes too.
Show me...

C. all of the things that look like a square. (clock, block, slice of bread)

d all of the things that look like a triangle. (tree, triangle musical instrument, cookie)
Score: 1 = Two correct

Developmental Tasks for Ages 5:0-5-5

Start: Ages 5:6-5:11 • Start: Ages 5:6-5:11

43. Points to letters 0 43. Uses possessive pronouns (hers, his) 10
Materials: Picture Manual p. 23 Materials: Picture Manual pp. 60-62

Look at these letters. Show me the letter... (practice) This is his ice cream. This is
(hers, her ice cream) If the child says "the girl's" or "the boy's," say, Tell me another word,
O and repeat the prompt.
Cue as needed for practice only.

a. This is her picture. This is (his, his picture)

b. This is his ball. This is (hers, her ball)

A Score: 1 = Two correct

Score: 1 = Three correct

0 Response influenced by dialect
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.
44. Identifies advanced body parts 1 0 44. Names categories 0
Materials: none Materials: none

Show me your... (practice) Listen: dog, cat, horse, pig, cow. These are all animals.
Now you tell me what these are.
a. elbow
a. cereal, oranges, mashed potatoes, pizza: these are all
b. forehead (food; things you eat)

c. eyelashes b. blocks, doll, ball, puzzle: these are all

(toys; things you play with)
d. wrist
C. water, milk, juice, soda: these are all
Score: 1 = Three correct (drinks/liquids; things you drink)

Score: 1 = Two correct

45. Understands quantitative concepts (3, 4) 1 0

45. Formulates meaningful, grammatically correct questions in 0

Materials: Picture Manual pp. 24-25
response to picture stimuli
a. Look at the baskets. Show me the basket with 3 puppies.
Materials: Picture Manual pp. 63-66
b. Look at the crayons and paper. Show me the paper with 4 crayons.
(practice) Look at this picture. Luisa is getting ready to go shopping with her mother.
Score: 1 = Two correct She can't find her other shoe! What should she ask her mother? She could ask her
mother, "Can you help me find my shoe?"

Let's look at some more pictures.

a. Darlene wants a cookie. What should she ask her mother?

b. Kathy wants to to play outside. What could she ask her father?

C. Christopher wants the cereal. What should he ask his mother?

Score: 1 = One grammatically correct and pragmatically appropriate question

0 Response influenced by dialect
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.

PLS-5 Record Form 17

 PLS-5 Record Form 18

Auditory Comprehension Score Expressive Communication Score

46. Completes analogies 10
Materials: none

(practice) Show me your hand. (put your hand next to the child's) Your hand is little;
my hand is (big) Let's do some more. Cue as needed for practice only.
a. Ice is cold; fire is (hot)

b. I sit on a chair; I sleep in a (bed)

C. An apple is red; a banana is (yellow)

d. A turtle is slow; a rabbit is (fast)

Score: 1 = Four correct

Developmental Tasks for Ages 56-5:11

47. Uses qualitative concepts (short, long) 1 0

Start: Ages 6:0-6:5
Materials: Picture Manual p. 67
46. Understands complex sentences 0
(practice) Look at these pictures. This chain is long; this chain is (short)
Materials: Picture Manual pp. 26-29 Cue as needed for practice only. Let's do some more.

(practice) I'm going to tell you something about these pictures. Find the picture that a. This dress is short; this dress is (long)
I'm talking about. Sara was sad because her bicycle had a flat tire and she couldn't go
for a ride.
b. Her ribbons are long; her ribbons are (short)
Cue as needed for practice only.
C. This rope is short; this rope is (long)
Let's try some more.
Score: = Two correct
a. While walking home, Nancy saw a dog with white spots.
b. When he woke up, Steve found his teddy bear that had fallen on the floor.
Start: Ages 6:0-6:5
C. Because it was cold outside, Sam put on a sweater and closed the window.
48. Names letters 1 0
Score: 1 = Two correct
Materials: Picture Manual p. 68

Look at these letters. Point to each letter and ask, What is this letter?

Note. If the child responds with the sound of the letter, ask for the name of the letter.

a. S 0. M
C. E d. f
e. T

Score: 1 = Four correct

/ 8 / 8 / 8-2/7797 II
47. Demonstrates emergent literacy through book handling and concept of word 0 49. Uses modifying noun phrases 1 0

Materials: 2 children's books Materials: Picture Manual pp. 69-72

Show the child the two books. Say, Look at my books. This one is about (practice 1) Here's a mouse (point) and here's an elephant (point). I will tell you
This one is about Point to to the book you like. After the child selects a book, something about one of the animals, and you point to it. Then, you can tell me
remove the other book from the child's view.
something about one of the animals, and I'll point to it. I'll go first. Point to the one
Hand the selected book, upside down and back cover up, to the child. with little ears. Wait for the child's response.
(practice 2) OK. Now it's your turn. Tell me something about one of the animals so
a. Here, you hold the book. Credit if child corrects orientation of book. that I know which one to point to. Say, Point to Wait for the child's request.
Let's look at the book.
If the child names the animal, or says, "the second one," "this one," or "that one,' say,
b. Show me the front cover. Tell me something about it. Let's try again. Say, Point to

C. Show me a page in the book. Cue as needed for practice only.

Turn to a page in the book.

a. Here are two cars. Tell me which car to point to. Say, Point to
(the dirty/clean one; the car that is dirty/clean)
d. Point to a word on this page.
Score: 1 = Four correct
b. Here are two dogs. Tell me which dog to point to. Say, Point to
48. Understands modified nouns 0
(the dog that is wet/dry)

Materials: Picture Manual p. 30

(practice) I want you to look at all of the dogs. Show me the big brown dog. C. Here are two girls. Tell me which girl to point to. Say, Point to

Cue as needed for practice only. (the girl with the short/long hair)

Let's try some more. Show me...

a the small black dog. Score: 1 = Two correct

If the child points to the small black dog with spots, ask,
Are there any other small black dogs?
b. the big white dog.
the child points to to the big white dog with spots, ask,
Are there any other big white dogs?
C. the small spotted dog.

Score: 1 = Three correct

PLS-5 Record Form 19

 PLS-5 Record Form 20

Auditory Comprehension Score Expressive Communication Score

Developmental
Tasks for Ages 60 65

50. Responds to why questions by giving a reason 1 0

•* Start: Ages 6:6-6:11
Materials: none
49. Orders pictures by qualitative concept (biggest, smallest) 10
(practice) Now I want you to tell me why we do some things. Why do we wear
Materials: Picture Manual pp. 31-33 shoes? (keep our feet clean/protect our feet) Cue as needed for practice only. If the
child responds with "Mama told me," ask, What other words can you use to tell me...?
(practice) Here are three dogs. I will point to the dogs in order, from the biggest dog
a. Why do we brush our teeth? (because teeth are dirty/we don't get cavities)
to the smallest dog. Point to the dogs in order from biggest to smallest.

Now you try one.

a. Here are three elephants. Point to the elephants in order from biggest to smallest. b. Why do we go to sleep? (we're tired/we need to rest)

b. Here are three trucks. Point to the trucks in order from smallest to biggest.

Score: 1 = One correct C. Why do we eat? (we're hungry/to get energy)

50. Understands quantitative concepts (each, every) 1 0

Score: 1 = Two correct
Materials: Picture Manual p. 34
51. Repairs semantic absurdities 0
Look at these pictures. Point to...
Materials: none
a. each animal. (giraffe, tiger, elephant, monkey)

b. every toy. (blocks, car, doll, ball) (practice 1) I'm going to tell you something that doesn't make sense. want you
to change it so that it makes sense. Let's try one. (Child's name) is a (incorrect
Score: 1 = Two correct gender).
Is that right? No! I should have said (Child's name) is a (correct gender).
51. Identifies initial sounds 1 0
(practice 2) Let's do another one. The boy drank some frogs. Does that make sense?
Materials: Picture Manual pp. 35-38 No! I could say, The boy drank some milk or or The boy saw some frogs, right?

Cue as needed for practice only by saying, Does that make sense? Change it so it
(practice) Say, Look at the pictures and listen to the words. Point to each picture makes sense.
and say, knot, dog, pig, cap. Show me the picture that begins with /p/ like pot.
Emphasize the initial /p/ in pot. Cue as needed for practice only. Let's try some more. Change what I say so it makes sense.
Let's try some more.
a. The boy ate a big car.
a. frog, nest, door, sticks
Show me the picture that begins with /n/ like nose. (nest)
b. The girl sleeps on a bicycle.
b. sun, girl, book, tree
Show me the picture that begins with /s/ like sit. (sun)
C. shoe, feather, car, flower, chair, cat, bear, bed C. The boy put a dog on his head._
Show me two pictures that begin with /k/ like cup.
Score: 1 = Two correct
If child points to only one picture, say, Show me another. (car, cat)
Score: 1 = Two correct

10/1/0-017 IN 1 SOON TIL I NIL TIE HE I

 Start: Ages 7:0-7:5 and 7:6-7:11 52. Uses -er to indicate one who 0
Materials: none
52. Understands time/sequence concepts (last, first) 0
(practice) A person who works on a farm is a farmer. A person who drives a
Materials: Picture Manual p. 39 car is a (driver) Cue as needed for practice only.
Let's do some more.
Look. These pictures show a boy who took a bath. The boy filled the tub with water.
He washed his face and body. He played with his toys. Then he got out of the tub a. A person who teaches is a (teacher)
and dried off. Show me...

a. what the boy did last. b. A person who paints is a (painter/artist)

b. what the boy did first. C. A person who wins a game is the (winner)
Score: 1 = Two correct d. A person who swims is a (swimmer)

Score: 1 = Three correct

Start: Ages 6:6-6:11 and 7:0-7:5 and 7:6-7:11

53. Rhymes words 10
Materials: none

(practice) Listen to these words. Be, tea, sea. All these words rhyme with me. Now
think of words that rhyme with rock. That's right, rhymes with rock. If the child's
response is incorrect, say sock, lock, and clock rhyme with rock. Cue as needed for
practice only.

Now think of a word that rhymes with...

a. hat b. no C. light

Note. Nonsense words and names are acceptable. Two-syllable words are acceptable
if the second syllable rhymes with the stimulus word.
Score: 1 = Two correct

54. Deletes syllables (elision) 0

Materials: none
(practice 1) Do you know what an airplane is? The word airplane has two parts: air
and plane. Say the word airplane. Now say airplane without the word plane. (air)
(practice 2) Let's try another one. Say helpful. Now, say helpful without ful. (help)
Cue as needed for practice only.
Let's do some more.

a. Say cowboy. Now say cowboy without boy. (cow)

b. Say bluebird. Now say bluebird without blue. (bird)

C. Say walking. Now say walking without ing. (walk)

Score: 1 = Three correct

PLS-5 Record Form

 PLS-5 Record Form 22

Auditory Comprehension Score Expressive Communication Score

Developmental Tasks for Ages 6:6-6:11

55. Completes similes

1 0

Materials: none

(practice) Think of something that is very hot. The sun is hot; a fire is hot.
If something is very hot, I could say that it is as hot as
If the child's response is incorrect, say, A heater is hot. If something is very hot,
I could say that it is hot as a heater. Cue as needed for practice only.
Let's do some more.

a If I swim really well, I could say swim like :

(fish, shark)

b If something is very cold, I could say it is as cold as

(ice, inside freezer)
C. If something is very sharp, I could say it is as sharp as
(knife, thorn, tooth)
Auditory Comprehension
Score: 1 = Two correct
Developmental Tasks for Ages 6:6-6:11
continues on page 24 56. Repeats nonwords
0

Materials: none

I'm going to say some made-up words for you to repeat. Say it just like I do. Some of
the words are short, and some are long. Listen carefully, because I can only say each
word one time. Pronounce the nonword vowels using the real-word vowels listed in
parentheses.

Note. Verbatim response = +; any errors

a. tay-dah (vowels same as say-ma)

b. ko-guh-teen (vowels same as so-uh-seen)

C. dee-po-ness (vowels same as see-go-mess)

d. kay-do-saff (vowels same as say-go-laugh)

e. noop-ay-ko-min _(vowels same as soup-say-go-in)

Score: 1 = Four correct

01610019-07 1-IS 8 110 811 1 OIL DIE HE I

57. Repeats sentences 0
Materials: none

(practice 1) Listen and say what I say. I like ice cream.

(practice 2) Here's another one. Can I have drink?

Cue as needed for practice only, by saying Now you say it. Record responses by noting
changes on the printed sentence or writing the child's response verbatim.
Let's do more.

a. Where is my new marker?

b. Can my friends come over to watch TV?

C. The girl who is crying is my sister.

d. I like to go swimming with my friends, don't you?

e. When he came home from school, Joey ate a snack.

Score: 1 = Four correct

PLS-5 Record Form 23

 PLS-5 Record Form 24

AC53-57 and EC58-60: Retells a story and answers comprehension questions

Refer to the Administration and Scoring Manual (AC53-57) for the required materials and administration procedures. Use your notes from the child's retelling to score EC58-60.
Materials: Picture Manual pp. 40-41

Tell the story, then flip back to the first page of the story in the Picture Manual (p. 40) and say, Now you tell me the story,
After the child retells the story, close the Picture Manual and ask the comprehension questions (AC53-57).
Note. Circle, underline, and make notes on the story on the Record Form to record the information the child provides. Record a + for each part of
the story that the child retells. Use this information to score the child's retelling of the story (EC58-60).
This is a story about two children and their dog Buddy. Listen to the story. I want you to tell me the story after I'm finished.

(1) Mike and Pam have a dog named Buddy. Buddy liked to sleep on an old, blue blanket by the door.

(2) One night it rained and rained and Buddy got soaking wet!

(3) Mike told his sister that Buddy was getting all wet in the rain. "What can we do for Buddy?" he asked Pam. "He's getting all wet."

(4) The next day, Mike and Pam decided to build a doghouse for Buddy. They found a big, sturdy box they could use.
(Turn the page.)
(5) They worked hard making the perfect little house. Mike cut a door in the box. Next, they used a piece of metal to make a roof.

(6) When they finished, Mike called, "Here, boy! Come see your new house!" But when Buddy saw the house he ran away.

(7) "Maybe he doesn't like it," said Pam. But soon Buddy came back dragging his old, blue blanket to put in his new house.

(8) The next time it rained, Buddy was warm, dry, and happy in his new house.
Now you tell me the story.

Auditory Comprehension Score Expressive Communication Score

Developmental Tasks for Ages 6:6-6:11 Developmental Tasks for Ages 7:0-7:11

Items 53-57 Comprehension Questions Items 58-60 Retells a Story

0 58. Retells a story with introduction 1 0

53. Recalls story detail 1

What color is Buddy's blanket? (blue) Score: 1 = Introduces story/characters (including information from story
parts #1 and/or #2)
Score: 1 = Identifies correct color
59. Retells a story with four sequenced events 10
54. Identifies a story sequence 1 0
Score: 1 = Includes 4 events from story parts # 2-7 in a logical sequence
What do Mike and Pam do first to solve the problem?
(They get a box to make a doghouse for Buddy./make him a house) 60. Retells a story with a logical conclusion 10
Score: 1 = Identifies what's done first to solve problem Score: 1 = Concludes story logically (including information from story part #8)

55. Identifies the main idea 1 0

What is Buddy's problem?

(Buddy doesn't have a house/bed; Buddy gets wet when it rains.)
Score: 1 = Identifies the main idea/problem

/0/010017707 INI gI IN LIE IS

56. Makes an inference 0 61. Formulates sentences 1 0
How do you think Buddy feels about his new home? (happy/glad) Materials: none

Score: 1 = Identifies a logical feeling or condition (practice 1) I'm going to make a sentence about a cat and mouse. Listen.
The cat is chasing the mouse. Now you make a sentence about a dog and a cat.
57. Makes a prediction 10 Cue as needed for practice only.

What do you think Buddy will do the next time it rains? (sleep in his box/doghouse) Let's try some more. Make a sentence with the words and

Score: 1 = Makes a logical prediction a. girl, running.

58. Identifies a picture that does not belong 1 0

Materials: Picture Manual pp. 42-45 b. boy, bicycle

(practice) Look at these pictures: cookie, t-shirt, shorts, dress. Show me the one
that doesn't belong with the others. Cue as needed for practice only.
(practice 2) Now I'm going to make a sentence with three words: milk, little, and brother.
Let's try some more. Listen. My little brother drank milk. Now you make a sentence with these words:
a. Look at these pictures: car, truck, boat, chair. Show me the one that doesn't cookies, sisters, big.
Cue as needed for practice only.
belong with the others. (chair)
Let's try some more. Make a sentence with the words and
b. Look at these pictures: paintbrush, pencil, ruler, marker. Show me the one that
doesn't belong with the others. (ruler) C. school, boy, late
C.
Look at these pictures: screwdriver, spoon, wrench, hammer. Show me the one
that doesn't belong with the others. (spoon)
Score: = Three correct d.
Billy, hungry, very
59. Identifies words that rhyme 0
Materials: Picture Manual pp. 46-48 Score: 1 = Three correct

Words that rhyme sound almost the same at the end, like dog and log or
bake and cake. Now I want you to find the words that rhyme. Look at these
pictures. Point to each picture as you say the word.

d. sun, fork, bird, lamp

Find the one that rhymes with fun. (sun)
b. train, fan, match, frog
Find the one that rhymes with man. (fan)
C. dog, ball, pan, cat
Find the one that rhymes with bat. (cat)
Score: 1 = Two correct

PLS-5 Record Form 25

 PLS-5 Record Form 26

Score Expressive Communication Score

Auditory Comprehension

62. Uses synonyms

0
Developmental Tasks for Ages 7:0-7:11
Materials: Picture Manual pp. 73-74
60. Follows multistep directions 0
(practice) Look at this elephant. Elephants are really large animals. What's another
Materials: 4 blank sheets of paper, box of crayons or markers, book (opened) word for large? (big, huge, gigantic, enormous) If the child responds correctly, say,
You're right, is another word for large.
(practice) I am going to ask you to follow some directions with these things:
a book, some paper, and crayons/markers. Listen carefully and do what I say in If the child responds incorrectly, or does not respond, say, Other words for large are
the order I say. Are you ready? Close the book, give it to me, and stand up. Cue as big, huge, gigantic, and enormous. Cue as needed for practice only.
needed for practice only. Once the child has finished, put the closed book on the table Let's try these. Point to each picture as you read the corresponding sentence. After
away from the child but still in his or her line of vision. reading each sentence, say, What's another word for
Say, You can sit down now. Let's try some more. Note. Italics are used to indicate the target words. Do not emphasize the target words
a. Get the book. Open it to page _ (name a page that includes a sentence) when you say them.
and point to the first word on the page.
a. He was really angry. (mad, furious)
b. Get a sheet of paper, write your name on it, and then raise your hand.
C. Before you give me the paper with your name on it, write an X in the middle b. We watched the small bird. (little, tiny)
of the page and fold the paper in half. It does not matter if the child folds the
paper from top to bottom or from right to left. C. I gave my mom some beautiful flowers. (pretty, lovely)
Score: 1 = Two correct
d. The puzzle was simple. (easy)
61. Understands false beliefs 1 0
Score: 1 = Three correct
Materials: teddy bear, box with lid, ball
1
63. Uses irregular plurals
Here's my friend Mr. Bear. Mr. Bear is playing with his favorite ball. He needs to go
eat lunch, so he put his ball in this box. That way it won't roll away, and he can find it Materials: Picture Manual pp. 75-76
when he wants to play again.
(practice) Look at these pictures and finish my sentence. Point to the pictures
Have the bear put the ball in the box and replace the lid. Then put the bear behind you. as you say each sentence. Here is one glass. Here are two
Mr. Bear has gone to eat. I'm going to move his ball and put it under the table. (glasses) Cue as needed for practice only.
Take the ball out of the box and place it under the table, either in your lap or on the floor. Point to the appropriate part of each picture as you describe it. Say, Here is...
Move Mr. Bear out from behind you and say, Here comes Mr. Bear!
d. one leaf. Here are three (leaves)
a. Where do you think he will look for his ball? (in the box)

b. one child. Here are three (children)

b Why will he look there? (That's where he put it.)
C. one foot. Here are two (feet)
Now, you tell Mr. Bear where the ball really is. Do not score.
Score: 1 = Two correct
Score: 1 = Two correct Response influenced by dialect
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations.

o :. 18 11E I
62. Makes grammaticality judgments 10 64. Uses past tense forms 1 0
Materials: Picture Manual p. 49 Materials: none

Here's a picture of a girl named Mary and her little brother. He just learned how to Now want you to tell me about things you have done.
talk and sometimes he says things wrong. I'm going to tell you something he said, Record the child's past tense verbs.
and let's talk about if it sounds right or wrong. Listen: Mary's little brother said, /
eated. That sounds wrong, doesn't it? He should have said I ate. a. If the child goes to school say, Tell me what you did to get ready for school
this morning.
(practice) Say, Mary's little brother said, My puppy am eating. Does that sound right
or wrong? (wrong) Say, My puppy am eating sounds wrong. How would you say it? If the child does not go to school, say, Tell me what you did after you woke up
this morning.
Pause for the child's response. My puppy is eating sounds right. Cue as needed for
practice only. Prompt for response with these questions: What did you do first?
Listen to what Mary's little brother said. Tell me if it is right or wrong. If it is wrong, What did you do next?
tell me how to say it right. If the child says the sentence is wrong, ask, How would you
say it? Do not provide any additional cues.

Note. Examples of correct response are provided in the parenthesis. Refer to the
Administration and Scoring Manual for the scoring guidelines and additional examples
of correct responses. 0 Have you ever made a sandwich?

a.
They are going to the store. Does that sound right or wrong? If the child says the If the child says "yes," say, What type of sandwich did you make? Tell me how
sentence is wrong, ask, How would you say it? you made the sandwich. If the child does not know how to make a sandwich, say,
What do you know how to make? Tell me how you made it.
b. Her can eat cookies. Does that sound right or wrong? If the child says the sentence
IS wrong, ask, How would you say it? Prompt for response with these questions. What did you do first?

(She can eat cookies. /She ate cookies.) What did you do next?

c. Did the girl saw him walking? Does that sound right or wrong? If the child says
the sentence is wrong, ask, How would you say it?
(Did the girl see him walking?) Score: 1 = Two different past tense verbs in either description
Response influenced by dialect
d
The girl rans fast. Does that sound right or wrong? If the child says the sentence Note. Refer to Appendix E of the Administration and Scoring Manual for correct
is wrong, ask, How would you say it? dialectal variations.

(The girl ran fast./The girl is running fast./The girl runs fast.)

Score: 1 = Three correct

I Response influenced by dialect
Note. Refer to Appendix E of the Administration and Scoring Manual for correct
dialectal variations

PLS-5 Record Form 27

 PLS-5 Record Form 28

Auditory Comprehension Score Expressive Communication Score

63. Demonstrates emergent literacy through book handling and print awareness 0 65. Describes similarities 10
Materials: 2 children's books Materials: none

Look at my books. This one is about This one is about (practice) We're going to talk about how two things are alike or how they are the
same. A spoon and a fork are alike or the same because (you eat with them)
Pick the book you like. Let's look at the book you picked. Show me...
Cue as needed for practice only.
a. the author's name.
Let's do some more. How are...
b. the title of the book.
a. a bird and an airplane alike or the same? (fly/in the sky/have wings)
C. who wrote the book.

Turn to a page In the book. Show me...

0. a rock and a brick alike or the same? (hard/heavy)
d. where would start reading on this page.

e. where I would stop reading on this page. (the child points to the last word or the
C. milk and juice alike or the same? (drinks/liquid)
punctuation mark at the end of the sentence)

Score: 1 = Four correct

64. Identifies a word that does not belong in a semantic category 10

Score: 1 = Three correct
Materials: none
66. Uses quantitative concepts (empty, more) 10
am going to say some words. One of the words does not belong. Listen to the Materials: Picture Manual p. 77
words and tell me the word that does not belong: yellow, green, blue, eat.
If the child does not respond correctly, say Eat. Eat does not belong because eat Now I'm going to start a sentence and want you to finish it. Point to the appropriate
is not a color. Listen to some more words. part of each picture as you describe it.

a. This boy's glass is full. This boy's glass is (empty)

a. banana, milk, orange juice, water (banana)
b. The boy didn't get a lot of noodles (or spaghetti).
D. soft, green, sticky, rough (green)
He got less than she did. She got (more)
C. newspaper, eraser, book, magazine (eraser)
Score: 1 = Two correct
Score: 1 = Two correct
1 0
67. Uses time/sequence concepts (late, before)
65. Understands prefixes 0
Materials: Picture Manual pp. 78-79
Materials: none
Now I'm going to start a sentence and want you to finish it.
Listen to this sentence: The baby is crying. Is he happy or unhappy? If the child does Point to the appropriate part of each picture as you describe it.
not respond correctly, say, The baby is unhappy. Let's try some more.
a. This boy got to school early. This boy got to school (late)
a. It is not too hot or too cold outside. Is the temperature comfortable or
uncomfortable? (comfortable) b. Both girls brushed their teeth in the morning. This girl brushed her teeth after she got
b. The child never saw the mouse again. Did the mouse reappear or disappear? dressed for school, but this girl brushed her teeth
(disappear)

C. The boy replayed the song. Did he play the song more than one time or just (before/before she got dressed for school)
one time? (more than one time)
Score: 1 = Two correct
Score: 1 = Three correct

HE I
 Articulation Screener
Administer all items to children ages 2:6-7:11.

Note. Some words have more than one target sound.

Turn to the Articulation Screener section of the Picture Manual.

Point to each picture and ask the child, What is this?

For Item 3, ask, What are these?

For Item 14, point to the car and ask, What color is this? For children who have color blindness, say, This car is red. Say red.

Articulation Screener Raw Scores

Item Score Response
Performance Typical of Further Evaluation Further Evaluation
1. pan / pot Age Age-Level Peers Indicated Strongly Indicated

2. b ir d 2:6-2:11 6 or more 1-5 0

3. teeth 3:0-3:5 10 or more 5-9 4 or less

(What are these?)
3:6-3:11 13 or more 5-12 4 or less
4. dog
5. monkey 4:0-4:5 14 or more 12-13 11 or less
6. or se
4:6-4:11 15 or more 12-14 11 or less
7. fea th er
5:0-5:5 12-15 11 or less
8. chicken 16 or or more

9. shoe 5:6-5:11 17 or or more 15-16 14 or less

10. lamp 6:0-6:5 17 or more 15-16 14 or less

11. sun
6:6-6:11 18 or more 16-17 15 or less
12. zebra
13. car 7:0-7:5 20 or more 18-19 17 or less

14. red
7:6-7:11 21 or more 19-20 18 or less
(What color is this? [point to car])

Score 1 if the target sound (indicated by bold type) is articulated correctly.

Score 0 if the child substitutes, distorts, or omits the target sound.

Articulation Screener Raw Score

PLS-5 Record Form 29
 PLS-5 Record Form 30
Language Sample Checklist
Directions: Check all the descriptors that apply to the language the child produced spontaneously during testing.
Syntax (Structure) Semantics (Content) Using words, the child:
The child: The child: 0 told you about an event or object
D did not talk spontaneously 0 named objects/pictures
. spoke in one-word utterances (e.g., baby, puppy) talked about recent experiences (e.g., volunteered
spoke in successive single-word utterances I used action words information, answered your questions, and stayed
spoke in two- to three-word utterances (e.g., eat, running) on topic briefly)
D spoke in four- to five-word utterances used words denoting possession maintained a conversation (e.g., answered you, gave
I used expanded sentences (e.g., Daddy shoe, Mommy's coat, mine) additional information) or asked a question and
. used complex sentences paused to let you respond
I used words denoting recurrence
E used wh- questions (who, what, where, when, why) 0 used language to control others' behavior
(e.g., more, again)
D used yes-no questions(is/are, can/could, do/does, will/would) I used words to describe objects/people used language to interact with another person
(e.g., little ball, pretty baby) 0 repeated or reworded messages you didn't understand
Morphology (Structure)
The child used: used words denoting time stayed on topic
Tense markers (e.g., now, in a minute, before) I used indirect requests or hints
. present tense (3rd person -s) used words denoting place D role-played familiar themes (e.g., played house,
. past tense (-ed) (e.g., here, in the box, up) pretended to be a superhero)
0 used words denoting quantity
D irregular past tense (e.g., ran, won) Connected speech was usually:
(e.g., five, lots, few)
I future tense (e.g., will, gonna) organized
0 used words to give reasons disorganized
D auxiliary/copula (e.g., is/are)
(e.g., so, because)
Pronouns
on topic
subjective (e.g., he, she, it, we, they) Social Language (Use) off topic
800 00
objective (e.g., him, her, them) Using gestures or words, the child:
possessive (e.g., his, her, hers, its, their, theirs, your, yours) 0 directed your attention to something D appropriately sequenced
0 tried to get you to do something D out of sequence
regular (-s, -es) D tried to get your attention
D irregular (e.g., feet, children)
Speech Intelligibility
talked about what he or she was doing
Possessive markers
poor
I named an object 0 fair
1 's D greeted someone or said goodbye
Articles 0 good
0 played with you
D a, an, the
protested or complained
Negatives
0 answered when you talked to him or her
no, not, don't
"practiced" or repeated words
Total number of morphemes ;
Total number of utterances 0 asked a question
Mean Length of Utterance (MLU)
(See chapter 1 in the Administration and
Scoring Manual for interpretation of the MLU.)
Age: to months
1710.617707 Simmu.... -in
 PLS-5 Record Form 31

PLS-5 Profile
Directions: Draw a line across the profile at the child's chronological age. Circle the items failed.
Auditory Comprehension Expressive Communication
Attention Semantics Language Semantics Language
Structure Structure

d Speect
quawdojanad
e/Sequence
Age QUO InuT0) uoguany
01 uoguany ajdoad Gesture
É Vocabulary Qualitative
yoaads pajauuog
Concepts jeneds
sidasuon ìd@Ju0)
annequend
anuanbas/aw
sidaquos Syntax
Morphology sHInS abenbuer
Integrative Emerge
SI!MS A BJ3!!T Age Jesture Vocabulary/annemenn
uoge a unwog jeroos Anequeno Spatial
Concepts Concepts sidabuon
orphology
Xe}uAs Integrative SI!!MS KoeJ39!1
Emergent
S|I!MS abenbuel

0:0-0:2 1, 2 0:0-0:2

0:3-0:5 4, 5 7 0:3-0:5 4, 5

0:6-0:8 9, 10 8 0:6-0:8 6, 6,7

0:9-0:11 12 11 11 0:9-0:11 10,11 8, 9

13, 14, 12, 14, 12, 13,

1:0-1:5 13 13 16, 17
15
1:0-1:5 15
16
16
17

1:6-1:11 19 18 19 1:6-1:11| 18, 21 19, 22 20, 23

20, 21,
2:0-2:5 22 22, 23, 2:0-2:5 24 24, 25 26
24

25, 27, 27, 28,

2:6-2:11 26 27 2:6 2:11 27, 28 29
28 29

30, 31,
3:0-3:5 29 30, 31 32 32 3:0-3:5
32

34, 35, 33, 34, 33

3:6-3:11 33 36 3:6-3:11 33, 36 34, 35
36 35, 36

4:0-4:5 37, 38 39 38 38 4:0 4:5 37 38 39 37, 38

4:6-4:11 40 42 41 40 41 4:6-4:11 40, 41 42 42 40, 41

44, 45,
5:0-5:5 44 45 43 5:0-5:5 45 43, 44 46 43 45
46

5:6-5:11 46 48 46 46, 48 46 47 5:6-5:11 47, 49 49 49 48

50, 51,
6:0-6:5 49 50 52 49 51 6:0-6:5 52 51 50, 51 53, 54
52

53, 54, 53, 54,

6:6-6:11 58 53 54 55, 56, 55, 56, 6:6-6:11 55 57 55, 57 56
57, 58 57, 59

58, 59,
60, 61
61, 62, 61, 62 60, 61, 58, 59,
7:0-7:11 60 65 60, 62 62, 64, 63 7:0-7:11 62, 66 59, 67 63, 64 61,64
64, 65 65 62, 64, 60
65
65

Note. Some item numbers are included in more than one category.
 PLS 5
Preschool Language Scales
Fifth Edition

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