WEBVTT

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Narrator: In this simulation, you will see how fidelity data are
collected by a middle school teacher implementing PALS 2–6. Note

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that the observer has completed all the information at the top of the
form, with the exception of Stop Time. Although the observer will

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record items as they occur, for demonstration purposes we will stop
at the end of each activity and discuss the teacher’s implementation.

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Middle School Teacher: Okay, everybody, it’s time for PALS. So go
ahead, second readers, got to switch. Go ahead and switch now. Do

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that now. All right, we’ve got to make sure you get started. So, you
know, you need to move to your PALS seats pretty quickly and

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everything. Question?

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Student: Can readers stay in their seats?

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Middle School Teacher: Yeah! First readers, stay in your seats. You
know we always do it that way, don’t we?

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Student: Yeah. Middle School Teacher: Yeah! So it’s just like we
usually do, okay?

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[A student shows her bracelet to Middle School Teacher.]

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Middle School Teacher: Very nice bracelet. Okay, quickly to your
seats. All right. Okay, it’s time for PALS, everybody. So all right.

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So, first readers, I need to give you your folders.

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[Middle School Teacher begins handing out folders]

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Middle School Teacher: Pair A, there you are. Thank you. Pair
B…wait, where’s Pair B’s folder? Um, okay, Pair B, sorry…wait, who’s

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Pair B? Oh, you’re pair B! Pair B, um, okay. You can get out your
stuff. Don’t forget to do that, too. Pair E…where’s Pair E? Where’s

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your folder? I’ll give you guys yours now. Oh, thank you.

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Wait…you’re Pair E? E? There you go. Sorry. Uh, Pair G, and you guys
are F, right?

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Narrator: The teacher has just finished the Introduction. This
section consists of three items and should be completed in two

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minutes or less. The teacher introduced the PALS session, so the
observer puts a checkmark by the first item. However, the teacher

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did not have a system in place for the students to transition to
pairs quickly and quietly, nor did have an organized system for the

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students to access materials. Because of this, the observer will not
put checks next to the other two items under Introduction.

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Middle School Teacher [cont.]: Okay, cool. All right, go ahead and
get out your stuff. We’re going to start with Partner Reading like

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always. All right, and I’ll wait for you guys to get ready. Don’t
forget to have out…oh, you guys have the book, have your books out.

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Don’t forget that, too. Those were in your…you know, we usually keep
those in your desks. Okay, all right, you’ve got five minutes for

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Partner Reading. Okay, and…go.

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[The students read aloud until the timer sounds.]

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Middle School Teacher: Okay, stop. Switch jobs.

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[A student raises her hand.]
Middle School Teacher: Yeah? What’s up?

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Student: Can I go to the bathroom?

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Middle School Teacher: Yeah, go to the bathroom. Hurry up, hurry up,
hurry up. I’ll be his partner for a little bit while you guys, while

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you’re in the restroom. All right, and…go. All right.

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[Middle School Teacher takes a seat. The student reads.]

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Middle School Teacher: You’re a second reader?
Student: Yes.

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Middle School Teacher: Okay, go ahead.

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[The students read until the timer sounds.]

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Middle School Teacher: Okay, stop.

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Narrator: For the Partner Reading activity, the teacher should
adhere to four items. He is diligent about setting his timer and

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implements the activity for 10 minutes, making sure to instruct his
students to switch jobs after 5 minutes. For this reason, he will

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get checks for items 4 and 6. However, because he fails to follow
the script and monitor his students, he does not get checks for

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items 5 and 7.

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You guys, switch jobs. Okay, great work. So now we’re going to
Paragraph Shrinking.

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Narrator: The teacher instructs the students to switch to the
Paragraph Shrinking activity. In fact, however, he should have asked

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them to engage in the Retell activity. Because he skips this
activity altogether, items 8 through 10 do not receive checkmarks.

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Go ahead and switch materials again, and we’re going to start
Paragraph Shrinking in just a second. Don’t forget to, um, start

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with the first reader. Make sure you have all the…first readers,
make sure you have your books. Second readers, make sure to ask the

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questions. Ready…go.

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[The students read aloud.]

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Middle School Teacher: Yeah, don’t forget, you got to make sure you
read a section first and then do them. Yeah. Okay, good.

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[The students read.]

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First student [reading]: “‘My name is Jonathan,’ said the boy. ‘We
have been listening to your talk about going out.’ “

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Second student: Jonathan asked Macadamia if he could go outside,
too.

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Middle School Teacher: Is that ten words? Is that right, do you
think?

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Second student [counting]: Jonathan asked Macadamia if he could go
outside, too.

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Middle School Teacher: So that was less then ten.

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First student: Okay.

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Middle School Teacher: All right, don’t forget to give her three
points. Keep on going.

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[The students continue reading.]

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Middle School Teacher: Keep on going. You’re doing great.

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First student: Okay, what’s next?

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Student [reading]: “Bandit felt as if she had been summoned by the
pirate emperor. This time…”

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Middle School Teacher: And where’s the book suppose to be

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Student: [Inaudible.]

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Middle School Teacher: And on that. Okay.

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[The students continue reading.]

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Second student: Name the most important who or what.

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First student: Melody.

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Second student: Tell the most important thing about the who or what.

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First student: She picked up…

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Second student: Say the main idea in ten words or less.

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Middle School Teacher: Melody…

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Student: Melody picked up…

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Middle School Teacher: Is that right? Is that the most important
thing in that paragraph?

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First student: Um-hum.

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Middle School Teacher: Okay, she gets three points. Don’t forget to
mark them.

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[The students continue reading until the timer sounds.]

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Middle School Teacher: Okay, stop. Switch jobs. Get ready to start
again. All right, and go ahead.

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[The students continue reading.]

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Middle School Teacher: It appears you guys…what is all this stuff?
This is just junk. Let’s put this away. How come you have my sticky

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notes, anyway? All right, now, well, you guys lost your place in the
book, too? You got it back. Okay, who’s reading? You’re reading? Oh,

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you’re thinking.
Student: I’m asking the questions.

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Middle School Teacher: Remember you can have the book open, and you
can be looking back as you’re doing it, okay? Keep on working hard.

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[The students continue reading until the timer sounds.]

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Middle School Teacher: Okay, stop. We didn’t switch jobs yet, did
we? No, we did. Did we?

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Student: Yeah.

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Middle School Teacher: We already switched?

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Student: I don’t know.

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Student: Did we?

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Middle School Teacher: I can’t remember.

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Students: Yeah, we switched.

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Middle School Teacher: We switched. Okay, so is it time for
Prediction Relay?

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Narrator: For the Paragraph Shrinking activity, the teacher should
adhere to four items. Again, he is diligent about setting his timer

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and implements the activity for 10 minutes, making sure to instruct
his students to switch jobs after 5 minutes. For this reason, he

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will get checks for items 11 and 13. He also walks around the
classroom to monitor his students, so he receives a check for item

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14. However, because he fails to follow the script, he does not
receive a check for item 12.

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Middle School Teacher: Okay, time for Prediction Relay, so go ahead
and switch jobs, switch jobs and get ready for Prediction Relay.

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Okay, you have five minutes.

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Student: I have to go to the bathroom

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Middle School Teacher: Okay, that’s fine. I can be Tyler’s partner.
All right, ready? You got it. Ready and…go. Five minutes.

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[Middle School Teacher sits down with the student.]

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Middle School Teacher: Okay is she the first reader?

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Student: Uh, yes.

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Middle School Teacher: Okay, where are you guys?

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[The students continue working until the timer sounds.]

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Middle School Teacher: Okay, stop. Switch jobs. This is our last
one, everybody, so let’s make it good here. All right and…begin.

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[The students continue working.]

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Middle School Teacher: Okay, so did you make a prediction? Oh, no,
you’re the second reader. Did you make a prediction?

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Student: Um, not yet.

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Middle School Teacher: Not yet. Okay, did you ask her what her
prediction was? I forgot to tell you guys. I’m sorry. Make sure you

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make a prediction first. So what do you think will happen next?

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Student: Um, I think that maybe the mom will write a letter to the
girl that, um, she’ll tell, like, she’s going to get to come home.

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Middle School Teacher: Okay, does that sound like a prediction to
you?

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Student: Yes.

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Middle School Teacher: Okay, good. So what do you say next?

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[The students disagree about what comes next.]

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Middle School Teacher: Girls, you can cooperate. Let’s keep working
together. Did you make a prediction?

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Student: Yes. She said, she said she was about to read half the
page.

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Middle School Teacher: About half the page. Okay.

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[The timer sounds.]

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Middle School Teacher: Oh, that’s time.

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Narrator: For the Prediction Relay activity, the teacher should
adhere to four items. Again, he implements the activity for 10

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minutes, making sure to instruct his students to switch jobs after 5
minutes. For this reason, he will get checks for items 15 and 17. He

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also receives a check for item 18 because he monitors his students.
However, he once more fails to follow the script and therefore does

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not receive a check for item 16.

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Middle School Teacher: Okay. All right, so go ahead, put your
folders and everything back in your folders and put your books back

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in your desk, and I’ll take your folders. And thank you. Thank you.
I’m going to come around this way. May I have your folder, please?

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All right, so today everyone did a pretty good job. I think some
pairs weren’t cooperating the best, but that’s okay. We’re going

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kind of fast today since we have a…we have to get to lunch. That’s
great. All right, so, everyone, good job today. Thanks so much, and

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we will do more good work with PALS tomorrow.

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Narrator: As he completes the Wrap Up, the teacher instructs his
students to place their materials inside their folders, which he

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then collects quickly and efficiently. He completes this item in
under 2 minutes and receives a check.

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In terms of the quality items, the first one—how well did the
teacher implement the PALS instruction activities?—the teacher

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should be rated one, “not well.” The reason for this is because,
first of all, the teacher did not implement all of the instructional

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activities. Omitting an entire activity, as the teacher did with
Retell, was a serious error. In a program like PALS, that’s

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research-based, it’s important to complete all the activities and
not eliminate any of them. In addition, the teacher did not follow

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the script. Not following the script caused the teacher to eliminate
important instructions for the students. It also resulted in a

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chaotic transition that resulted in students not being on-task and
as focused as they could have been.

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In terms of the second item—how well did the teacher monitor
students?—the teacher should probably be rated “average.” Although

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the teacher did not monitor during Partner Reading or during Retell,
he did monitor the students for the last two activities, Paragraph

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Shrinking and Prediction Relay. Particularly in the case of
Prediction Relay, the

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teacher made an attempt to help the students improve their
implementation. Some of the student difficulties were caused by the

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teacher not introducing the activity, but the teacher made a
good-faith effort to try to help the students. And for that reason

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the teacher should be rated “average” for monitoring.