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Penfield Central School DistrictEarly Literacy ProfileGrade 1 Assessment
TABLE OF CONTENTS
Calendar………………………………………………………………………………………………………………………….2Alphabet and Letter-Sound Knowledge…………………………………………………………….3 - 7K-5 Assessment – Developmental Reading Assessment………………………………………8Sight Word Assessment……………………………………………………………………………….……..9 -11Sentence Dictation…………………………………………………………………………….……………..12 - 14Phonological Awareness/Phonics…………………………………………………………….………15 - 17Writing Sample………………………………………………………………………………………….………18 - 24Listening/Literary Response………………………………………………………………………....25 - 30Phonograms…………………………………………………………………………………………………………31 – 33Questions and Answers……………………………………………………………………………………………34
Appendix:A. Student Record SheetB. Sight Word CardsC. Sight Word ListsD. Sample Writing Prompts
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Calendar
Sept/Oct Oct./Nov Dec Jan./Feb March/April May/JuneCommon Required Assessments
Alphabet Knowledge Letter-Sound
Knowledge DRA2 Sight Words Sentence Dictation
Phonological Awareness
Writing Sample
None Letter-Sound Knowledge DRA2 Sight words Sentence Dictation Written response to a
read aloud
Writing sample – non-fiction
Letter-Sound Knowledge DRA2 Sight Words Phonograms Writing Sample
Benchmark ExpectationsThese give you a sense of how well a student would typically perform at that point in the year. It provides a reference point and helps the teacher determine next instructional steps. Failure to meet the benchmark does not automatically qualify a student for intervention services, nor does it determine the report card grade.
Alphabet Knowledge: 54/54
Letter-Sound Knowledge: 20/26
DRA2: level 4 Sight Words: 25/25 (K
list) Sentence Dictation:
17/37
Phonological Awareness: 20/25
Letter-Sound Knowledge: 23/26
DRA2: 10-12 Sight words: 100/220 Sentence Dictation:
30/37 Written response to a
read aloud: 2/3
Letter-Sound Knowledge: 26/26
DRA2: level 18 Sight Words: 200/220 Phonograms: 16/37
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Penfield Central School DistrictEarly Literacy Profile
K-1 Assessment – Alphabet and Letter-Sound Knowledge
Purpose of this component: Students making adequate progress in writing, according to the New York State Early Literacy Guidance document, are able to recognize and name automatically all upper case and lower case manuscript letters. They are also able to recognize that individual letters have associated sounds. This assessment will help the teacher learn about the student’s ability to recognize letters and the sounds letters make.
When this component should be administered: Kindergarten - September/October, January/February – lower case letters and upper
case if not mastered, May/June – lower case and upper case if not mastered Grade 1 – September/October, January/March, May/June – lower case and upper case
if not mastered Materials needed: Alphabet and Letter-Sound Knowledge Individual Record Sheet Alphabet Student Sheet Paper to cover up letters on the Alphabet Student Sheet
Administration directions: Teacher administers this assessment with each student individually. 1. Teacher assesses upper case letter identification. Teacher presents each letter
moving horizontally across the Alphabet Student Sheet (covering up all other letters on the alphabet sheet) and asks child to name the letter. Check (√) accurate responses and note substitutions.
2. Teacher assesses lower case letter identification. Teacher presents each letter moving horizontally across the Alphabet Student Sheet (covering up all other letters on the alphabet sheet) and asks child to name the letter. Check (√) accurate responses and note substitutions.
3. Teacher assesses sound knowledge using the uppercase letters. Teacher presents each letter moving horizontally across the Alphabet Student Sheet (covering up all other letters on the alphabet sheet) and asks child to state the sound the letter makes. Check (√) accurate responses and note substitutions.
Scoring Guidelines/Interpreting results: Student receives 1 point for each correct response. Student errors can be recorded by teacher on the scoring sheet. If student provides soft sound for c and/or g, prompt for another sound the letter can make. Credit is given for the hard sounds for c and g only. If student produces long vowel sound, ask student to provide the short sound for that vowel or the other sound the vowel letter can make. Credit is given for the short vowel sound.
What to do with the results: Teacher adds up the total score for each section and records the totals in Infinite Campus. Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods.
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Penfield Central School District
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Early Literacy ProfileK-1 Assessment – Alphabet and Letter-Sound Knowledge
Name: Date:
Capital Letter Lowercase Letter SoundSept Dec June Sept Dec June Sept Dec June
A
F
K
P
W
Z
H
B
O
J
U
C
Y
L
Q
M
D
N
S
X
I
E
G
R
V
TTotal a
g
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Penfield Central School DistrictEarly Literacy Profile
K-5 Assessment – Developmental Reading Assessment (DRA2)
Purpose of this component: The purpose of this assessment is to determine each student’s instructional reading level. An instructional reading level is the level at which the student is able to read between 90-94% decoding accuracy, appropriate reading rate (fluency) and comprehension. The assessment is designed to inform reading instruction, to determine guided reading groups and select appropriate texts.
When this component is to be administered: Sept/Oct, Jan/Feb, May/June
Materials needed: Previous DRA2 data to determine the highest level student is able to read
instructionally Developmental Reading Assessment Kit for the appropriate grade level
Administration Directions: Read and follow the Assessment Guidelines found in the Teacher Manual
included in each kit. Review how to take and analyze a Running Reading Record Teacher should select the appropriate level text to be read based on the DRA2
level results from previous assessment period or from knowledge of student’s current reading classroom performance.
Record anecdotal observations on student protocol sheet
Scoring Guidelines: Guidelines for scoring the assessment are located in the Teacher Guide under
Assessment and/or Comprehension Sections. For intermediate level text refer to the section titled, Student Written Responses
to analyze written retellings. Analyze student responses to determine instructional reading level and need in
areas of oral reading, fluency, and comprehension
What to do with the results: Put the DRA2 score into Infinite Campus The results are used to complete the class profile sheet found in the Teacher
Guide. The results are used to determine Guided Reading Groups. Refer to the section in the Teacher Guide titled, Moving into Instruction Results should be shared with building RTI coordinator in order to determine RTI
service needs.
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Penfield Central School DistrictEarly Literacy Profile
K-2 Assessment – Sight Word Assessment
Purpose of this component: Students making adequate progress in reading, according to the New York State Early Literacy Guidance document, are able to read automatically a set of high frequency words. This assessment will help the teacher learn about the student’s sight word knowledge. The kindergarten word list includes the words most frequently seen in DRA levels 1-3 based on Marie Clay’s reading research. Building sight word knowledge supports students in their fluency, word attack, and confidence in reading.
When this component should be administered: Kindergarten - January/February and May/June Grade 1 – September/October, January/March, May/June Grade 2 – September (only for students with less than 200 sight words in spring
of grade 1)
Materials needed: Student copy of the sight words (can use the list of words or word cards) Record sheet used by the teacher
Administration Directions: Teacher administers this assessment with each student individually. Teacher asks student to read the sight words one at a time from top to bottom of the list of words. As always, teachers should use professional judgment to determine when it would be appropriate to stop or move on. However, as a general guideline, if a student misses five words in a row, teacher should stop the assessment. If a student gets all words correct, move on to the next list.
Scoring Guidelines/Interpreting results: Student receives one point for each correctly identified sight word. Teacher notes self corrections on the record sheet.
What to do with the results: Teacher records the overall results (number of sight words) in Infinite Campus. Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods. The student recording sheet should be passed on to next year’s grade level teacher.
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Penfield Central School DistrictEarly Literacy Profile
K-2 Assessment – Sight Word Assessment
Name ______________________________
K- Jan/Feb K- May/June Gr1- Sept Gr1- Jan/March Gr1- May/June
Gr2- Sept
Kindergarten /25 /25 /25 /25 /25 /25
Pre Primer /23 /23 /23 /23 /23 /23
Primer /45 /45 /45 /45 /45 /45
List 1 /35 /35 /35 /35 /35 /35
List 2 /48 /48 /48 /48 /48 /48
List 3 /44 /44 /44 /44 /44 /44
Total /220 /220 /220 /220 /220 /220
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Penfield Central School DistrictEarly Literacy Profile
Sight Vocabulary Criteria for Report CardGrade 1
September November February-March June4 - 100 + 200 220 +3 25 50-99 150-199 200-2202 - 35-49 100-149 140-1991 - Under 35 Under 100 Under 140
* NOTE: This criteria is based on a 4 point scale. Teacher discretion should be used as to when a 5 should be given.
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T h e b u s i s c o m i n g. 1 2 3 4 5 6 7 8 9 10 11 12 13
I t w i l l s t o p h e r e14 15 16 17 18 19 20 21 22 23 24 25
t o l e t m e g e t o n. 26 27 28 29 30 31 32 33 34 35 36 37
* The ‘th’ in ‘the’ counts as 1 point; student must write both letters to get that point
The Jan/March sentence is:
I have a big dog at home. Today I1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
am going to take him to school. 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37
* The ‘ay’ in ‘today’ and the ‘oo’ in ‘school’ count as 1 point; student must write both letters to get that point.
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment – Sentence Dictation
Purpose of this component: This assessment will help the teacher learn about the student’s ability to hear and record sounds within words. Being able to hear sounds in the words you want to write is an authentic task – one you would encounter in everyday life. This task also directs the attention of teacher and student to phonemic awareness (the ability to notice, think about, and work with individual sounds in spoken words – from New York State Early Literacy Guidance document).
When this component should be administered: September January/March Materials needed: Student Recording Sheet
Administration directions: Teacher administers this assessment with each student individually. Teacher says “I am going to read you a story. When I have read it through once, I will read it again very slowly so that you can write the words of the story. Some of the words are hard. Say them slowly and think how you can write them.”Teacher reads the following sentences, while student records the sentence on the Student Recording Sheet. Sentences can be repeated as necessary.
Scoring Guidelines/Interpreting results: Student receives 1 point for each letter they’ve written to represent that letter’s sound.
The September sentence is:
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What to do with the results: Teacher records the results in Infinite Campus. Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods.
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment – Sentence Dictation
Name:
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Score
/37
13
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment - Phonological Awareness/Phonics
Purpose of this component: Students making adequate progress in reading, according to the New York State Early Literacy Guidance document, are able to notice, think about, and work with the individual sounds in spoken words. Phonological awareness refers to the ability to distinguish sounds in the everyday environment. The following phonological awareness sub-tests will help the teacher learn about a student’s ability to hear, say, and manipulate (blend, segment, etc.) the sounds letters make.
When this component should be administered: October/November – all subtests Materials needed: Student Scoring Sheet
Administration directions: Teacher administers this assessment with each student individually. Teacher reads the directions to the student. Teacher reads each additional student question. Teacher records student response on the scoring sheet. If a student is reading at a DRA2 level of 18 at the time of assessment administration, teacher may choose to give or not to give student this assessment based on teacher’s observation of student’s phonological skills.
Scoring Guidelines/Interpreting results: Student receives + for each correct response. Student errors can be recorded by the classroom teacher on the scoring sheet. If a student is reading at a DRA2 level of 18 at the time of assessment administration and the teacher chooses not to give student this assessment, teacher should record a perfect score on the Student Profile Sheet to signify that the student has moved beyond this skill set.
What to do with the results: Teacher adds up the total score for each subtest and records the totals on the Student Profile Sheet. Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should also inform instruction; providing the teacher with goals for each student in between assessment periods.
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment - Phonological Awareness/Phonics
Student Name ________________________
Subtest #1: Medial Phoneme IsolationDirections: “I am going to say a word, then I am going to say just the middle sound. Listen carefully for the middle sound: lap. The middle sound is /a/. Now it’s your turn, I’ll say a word, you tell me the middle sound.”
Teacher says… September/OctobertinpetmanhoprugTotal:
Subtest #2: Phoneme BlendingDirections: “Listen to these sounds and tell me the word you hear: /d/ /o/ /g/ dog. What word do you hear? (dog) Now it’s your turn.”
Teacher says… September/October/m/ /a/ /p//t/ /u/ /b//w/ /i/ /n//ch/ /o/ /p//n/ /e/ /s/ /t/Total Right:
Subtest #3: Phoneme SegmentationDirections: “If I stretch out the word hat, I hear the letter sounds /h/ /a/ /t/. Now you tell me the letter sounds you hear for each word I say.”
Teacher says… Correct Response September/Octobernot /n/ /o/ /t/if /i/ /f/bake /b/ /a/ /k/fast /f/ /a/ /s/ /t/beep /b/ /ee/ /p/Total:
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment - Phonological Awareness/Phonics
Student Name ________________________
Subtest #4: Phoneme Deletion5/6/2023 15
Directions: “Listen to this word /rice/. If I take off the /r/, the new word is /ice/. Now you try one: Listen to this word /jam/. If you take off the /j/, what would the new word be? (am) Now let’s try another one: Listen to this word /plate/. If I take off the /t/, what would the new word be? (play)
Teacher says… Correct Response September/Octobercat without the /c/ atstop without the /s/ topmake without the /k/ mayseed without the /d/ seemeat without the /t/ meTotal Right:
Subtest #5: Phoneme SubstitutionDirections: “I am going to say a word. I want you to take off the first sound of the word and put in a new sound. Let’s try one. If I change the first sound in /cap/ to /l/ the new word is /lap/. Now let’s try taking off the end sound and putting in a new sound. If I change the last sound in /wet/ to /b/ the new sound would be /web/. Now it’s your turn.”
Teacher says… Correct Response
September/October
Say /mat/; change/t/ to /n/ manSay /net/; change /n/ to /v/ vetSay /sun/; change /s/ to /f/ funSay /band/; change /b/ to /h/ handSay /sit/; change /t/ to /p/ sipTotal:
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment – Writing Sample
Purpose of this component: Students making adequate progress in writing, according to the New York State Early Literacy Guidance document, are able to write compositions for different purposes including stories and informational text that establish a topic and use words and illustrations. This assessment will help the teacher learn about the student’s ability to write effectively by assessing the 6+1 Writing Traits.
When this component should be administered: October/November – teacher selected writing prompt March/April- teacher selected non-fiction writing prompt May/June – teacher selected writing prompt Materials needed: Writing paper for each student
Administration directions: In October/November and May/June, teacher collects a writing sample from each child. In March/April, teacher collects a non-fiction writing sample from each child. For all writing samples, teacher can brainstorm ideas with the class, but should not provide specific guidance on how to organize the writing or give students sentence starters. The collected sample should be a first draft writing piece. Teacher should tell students to read over their writing to revise for clarity and completeness and edit for spelling and punctuation. Some sample writing prompts have been provided (see appendix).
Scoring Guidelines/Interpreting results: Teacher assesses students’ writing using the Six Trait Assessment for Beginning Writers developed by Northwest Regional Educational Laboratory (NWREL). This rubric identifies and evaluates six traits, or characteristics, of effective writing on a five point scale, with 5 the highest score and 1 the lowest. This rubric was selected primarily because it is research-based and provides specific information about student performance. For each writing assessment, teacher assesses specific traits listed below for instructional purposes. October/November – writing prompt - score the writing sample for Ideas
and Content, Sentence Fluency and Conventions March/April - teacher selected non-fiction writing sample - score the
writing sample for Ideas and Content, Organization, Sentence Fluency, and Conventions
May/June – writing prompt – score the writing sample for Ideas and Content, Organization, Word Choice, and Conventions
What to do with the results: The writing sample from each assessment period should inform instruction and help the teacher and
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students set writing goals. The May/June writing sample should be passed on to the next year’s grade level teacher.
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Grade 1 Assessment – Oct./Nov. Writing SampleSix Trait Assessment for Beginning Writers
1EXPERIMENTING
2EMERGING
3DEVELOPING
4CAPABLE
5EXPERIENCED
Idea
s & C
onte
nt
(Cle
ar &
Foc
used
) An Experimenting Writer often: Uses scribbles for writing Dictates labels of a story Makes shapes that look
like letters Uses line forms that
imitate text Writes letters randomly
An Emerging Writer often: Recognizes some words Labels pictures Uses drawings that show
detail Pictures are supported by
some words
A Developing Writer often: Attempts a story or to
make a point Illustration supports the
writing Meaning of the general
idea is recognizable/ understandable
Some ideas clear but some are still fuzzy
A Capable Writer often: Writing tells a story or
makes a point Illustration (if present)
enhances the writing Idea is generally on topic Details are present but not
developed (lists)
An Experienced Writer often: Presents a fresh/original idea Topic is narrowed and
focused Develops one clear, main
idea Uses interesting, important
details for support. Writer understands topic well
Sent
ence
Flu
ency
(Flo
w &
Rhy
thm
)
An Experimenting Writer often: Mimics letters and words
across the page Words stand alone Patterns for sentences not
in evidence Sentence sense not yet
present
An Emerging Writer often: Strings words together into
phrases Attempts simple sentences Short, repetitive sentences Dialogue present but not
understandable
A Developing Writer often: Uses simple sentences Sentences tend to begin the
same Experiments with other
sentence patterns Reader may have to reread
to follow the meaning Dialogue present but needs
interpretation
A Capable Writer often: Simple and compound
sentences present and effective
Attempts complex sentences
Not all sentences begin the same
Sections of writing have rhythm and flow
An Experienced Writer often: Consistently uses sentence
variety Sentence structure is correct
and creative Variety of sentence
beginnings Natural rhythm, cadence and
flow Sentences have texture which
clarify the important idea
Con
vent
ions
(Sta
ndar
d W
ritin
g Su
ppor
ts R
eada
bilit
y)
An Experimenting Writer often: Writes letter strings (pre-
phonetic: dmRxzz) Attempts to create standard
letters Attempts spacing of words,
letters, symbols or pictures Attempts to write left to
right Attempts to write
top/down Punctuation, capitalization
etc. not making sense, yet Student interpretation
needed to understand text/pictures
An Emerging Writer often: Attempts semi-phonetic
spelling (MTR, UM, KD, etc.)
Uses mixed upper and lower case letters
Uses spaces between letters and words
Consistently writes left to right
Consistently makes effective use of top to bottom spacing
Random punctuation Nonstandard grammar is
common
A Developing Writer often: Uses phonetic spelling
(MOSTR, HUMN, KLOSD, etc.) on personal words
Spelling of high frequency words still spotty
Uses capitals at the beginning of sentences
Usually uses end punctuation correctly (.!?)
Experiments with other punctuation
Long paper may be written as one paragraph
Attempts standard grammar
A Capable Writer often: Transitional spelling on
less frequent words (MONSTUR, HUMUN, CLOSSED, etc.)
Spelling of high frequency words usually correct
Capitals at the beginning of sentences and variable use on proper nouns
End punctuation is correct (.!?) and other punctuation is attempted (such as commas)
Paragraphing variable but present
Noun/pronoun agreement, verb tenses, subject/verb agreement
An Experienced Writer often: High frequency words are
spelled correctly and very close on other words
Capitals used for obvious proper nouns as well as sentence beginnings
Basic punctuation is used correctly and/or creatively
Indents consistently to show paragraphs
Shows control over standard grammar
Grade 1 Assessment – March/April Writing Sample5/6/2023 19
Six Trait Assessment for Beginning Writers
1EXPERIMENTING
2EMERGING
3DEVELOPING
4CAPABLE
5EXPERIENCED
Idea
s & C
onte
nt
(Cle
ar &
Foc
used
) An Experimenting Writer often: Uses scribbles for writing Dictates labels of a story Makes shapes that look
like letters Uses line forms that
imitate text Writes letters randomly
An Emerging Writer often: Recognizes some words Labels pictures Uses drawings that show
detail Pictures are supported by
some words
A Developing Writer often: Attempts a story or to
make a point Illustration supports the
writing Meaning of the general
idea is recognizable/ understandable
Some ideas clear but some are still fuzzy
A Capable Writer often: Writing tells a story or
makes a point Illustration (if present)
enhances the writing Idea is generally on topic Details are present but not
developed (lists)
An Experienced Writer often: Presents a fresh/original idea Topic is narrowed and
focused Develops one clear, main
idea Uses interesting, important
details for support. Writer understands topic well
Org
aniz
atio
n(O
rder
&
Stru
ctur
e)
An Experimenting Writer often: Ability to order or group
not yet present No sense of beginning or
end Connections between ideas
are confusing
An Emerging Writer often: No title (if requested) Experiments with
beginnings Begins to group like-
words/pictures
A Developing Writer often: A title is present (if
requested) Limited transitions present Beginning but no ending
except “The End” Attempts at sequencing
and transitions
A Capable Writer often: An appropriate title is
present (if requested) Attempts transitions from
sentence to sentence Beginning works well and
attempts an ending Logical sequencing Key ideas begin to surface
An Experienced Writer often: An original title is present (if
requested) Transitions connect main
ideas The opening attracts An effective ending is tried Easy to follow Important ideas stand out
Sent
ence
Flu
ency
(Flo
w &
Rhy
thm
)
An Experimenting Writer often: Mimics letters and words
across the page Words stand alone Patterns for sentences not
in evidence Sentence sense not yet
present
An Emerging Writer often: Strings words together into
phrases Attempts simple sentences Short, repetitive sentences Dialogue present but not
understandable
A Developing Writer often: Uses simple sentences Sentences tend to begin the
same Experiments with other
sentence patterns Reader may have to reread
to follow the meaning Dialogue present but needs
interpretation
A Capable Writer often: Simple and compound
sentences present and effective
Attempts complex sentences
Not all sentences begin the same
Sections of writing have rhythm and flow
An Experienced Writer often: Consistently uses sentence
variety Sentence structure is correct
and creative Variety of sentence
beginnings Natural rhythm, cadence and
flow Sentences have texture which
clarify the important idea
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Grade 1 Assessment – March/April Writing Sample (continued)Six Trait Assessment for Beginning Writers
1EXPERIMENTING
2EMERGING
3DEVELOPING
4CAPABLE
5EXPERIENCED
Con
vent
ions
(Sta
ndar
d W
ritin
g Su
ppor
ts R
eada
bilit
y)
An Experimenting Writer often: Writes letter strings (pre-
phonetic: dmRxzz) Attempts to create standard
letters Attempts spacing of words,
letters, symbols or pictures Attempts to write left to
right Attempts to write
top/down Punctuation, capitalization
etc. not making sense, yet Student interpretation
needed to understand text/pictures
An Emerging Writer often: Attempts semi-phonetic
spelling (MTR, UM, KD, etc.)
Uses mixed upper and lower case letters
Uses spaces between letters and words
Consistently writes left to right
Consistently makes effective use of top to bottom spacing
Random punctuation Nonstandard grammar is
common
A Developing Writer often: Uses phonetic spelling
(MOSTR, HUMN, KLOSD, etc.) on personal words
Spelling of high frequency words still spotty
Uses capitals at the beginning of sentences
Usually uses end punctuation correctly (.!?)
Experiments with other punctuation
Long paper may be written as one paragraph
Attempts standard grammar
A Capable Writer often: Transitional spelling on
less frequent words (MONSTUR, HUMUN, CLOSSED, etc.)
Spelling of high frequency words usually correct
Capitals at the beginning of sentences and variable use on proper nouns
End punctuation is correct (.!?) and other punctuation is attempted (such as commas)
Paragraphing variable but present
Noun/pronoun agreement, verb tenses, subject/verb agreement
An Experienced Writer often: High frequency words are
spelled correctly and very close on other words
Capitals used for obvious proper nouns as well as sentence beginnings
Basic punctuation is used correctly and/or creatively
Indents consistently to show paragraphs
Shows control over standard grammar
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Grade 1 Assessment – May/June Writing Sample Six Trait Assessment for Beginning Writers
1EXPERIMENTING
2EMERGING
3DEVELOPING
4CAPABLE
5EXPERIENCED
Idea
s & C
onte
nt
(Cle
ar &
Foc
used
) An Experimenting Writer often: Uses scribbles for writing Dictates labels of a story Makes shapes that look
like letters Uses line forms that
imitate text Writes letters randomly
An Emerging Writer often: Recognizes some words Labels pictures Uses drawings that show
detail Pictures are supported by
some words
A Developing Writer often: Attempts a story or to
make a point Illustration supports the
writing Meaning of the general
idea is recognizable/ understandable
Some ideas clear but some are still fuzzy
A Capable Writer often: Writing tells a story or
makes a point Illustration (if present)
enhances the writing Idea is generally on topic Details are present but not
developed (lists)
An Experienced Writer often: Presents a fresh/original idea Topic is narrowed and
focused Develops one clear, main
idea Uses interesting, important
details for support. Writer understands topic well
Org
aniz
atio
n(O
rder
& S
truc
ture
)
An Experimenting Writer often: Ability to order or group
not yet present No sense of beginning or
end Connections between ideas
are confusing
An Emerging Writer often: No title (if requested) Experiments with
beginnings Begins to group like-
words/pictures
A Developing Writer often: A title is present (if
requested) Limited transitions present Beginning but no ending
except “The End” Attempts at sequencing
and transitions
A Capable Writer often: An appropriate title is
present (if requested) Attempts transitions from
sentence to sentence Beginning works well and
attempts an ending Logical sequencing Key ideas begin to surface
An Experienced Writer often: An original title is present (if
requested) Transitions connect main
ideas The opening attracts An effective ending is tried Easy to follow Important ideas stand out
Wor
d C
hoic
e(U
se o
f Int
eres
ting
–Pre
cise
W
ords
)
An Experimenting Writer often: Writes letters in strings Imitates word patterns Pictures stand for words
and phrases Copies environmental print
An Emerging Writer often: Recognizable words Environmental words used
correctly Attempts at phrases Functional language
A Developing Writer often: General or ordinary words Attempts new words but
they don’t always fit Settles for the word or
phrase that “will do” Big words used only to
impress reader Relies on slang, clichés, or
repetition
A Capable Writer often: Uses favorite words
correctly Experiments with new and
different words with some success
Tries to choose words for specificity
Attempts to use descriptive words to create images
An Experienced Writer often: Everyday words used well Precise, accurate, fresh,
original words Creates vivid images in a
natural way Avoids repetition, clichés or
vague language Attempts at figurative
language
5/6/2023 22
Grade 1 Assessment – May/June Writing Sample (continued)Six Trait Assessment for Beginning Writers
1EXPERIMENTING
2EMERGING
3DEVELOPING
4CAPABLE
5EXPERIENCED
Con
vent
ions
(Sta
ndar
d W
ritin
g Su
ppor
ts R
eada
bilit
y)
An Experimenting Writer often: Writes letter strings (pre-
phonetic: dmRxzz) Attempts to create standard
letters Attempts spacing of words,
letters, symbols or pictures Attempts to write left to
right Attempts to write
top/down Punctuation, capitalization
etc. not making sense, yet Student interpretation
needed to understand text/pictures
An Emerging Writer often: Attempts semi-phonetic
spelling (MTR, UM, KD, etc.)
Uses mixed upper and lower case letters
Uses spaces between letters and words
Consistently writes left to right
Consistently makes effective use of top to bottom spacing
Random punctuation Nonstandard grammar is
common
A Developing Writer often: Uses phonetic spelling
(MOSTR, HUMN, KLOSD, etc.) on personal words
Spelling of high frequency words still spotty
Uses capitals at the beginning of sentences
Usually uses end punctuation correctly (.!?)
Experiments with other punctuation
Long paper may be written as one paragraph
Attempts standard grammar
A Capable Writer often: Transitional spelling on
less frequent words (MONSTUR, HUMUN, CLOSSED, etc.)
Spelling of high frequency words usually correct
Capitals at the beginning of sentences and variable use on proper nouns
End punctuation is correct (.!?) and other punctuation is attempted (such as commas)
Paragraphing variable but present
Noun/pronoun agreement, verb tenses, subject/verb agreement
An Experienced Writer often: High frequency words are
spelled correctly and very close on other words
Capitals used for obvious proper nouns as well as sentence beginnings
Basic punctuation is used correctly and/or creatively
Indents consistently to show paragraphs
Shows control over standard grammar
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment – Listening/Comprehension
Purpose of this component: Students making adequate progress in reading, according to the New York State Early Literacy Guidance document, are able to answer simple questions in response to text. Students making adequate progress in listening, according to the New York State Early Literacy Guidance document, are able to attend to a listening activity for a specified period time. This assessment will help the teacher learn about the student’s ability to process a variety of genres/texts in a timed, on-demand setting. In addition, the assessment will help the teacher learn about the student’s ability to identify specific people, places, and events after hearing a story read aloud.
When this component should be administered: January/March
Materials Needed: Typed Listening selection from Spider, November, 2006 - “The Squeaky Duck
Mystery” by Julie Angeli Student response sheet
Administration Directions: Teacher reads “The Squeaky Duck Mystery” aloud to class two times. Students listen without taking notes or drawing. Students respond to piece by illustrating and writing on student response sheet. Teacher should encourage students to write using a complete sentence or sentences but students are not penalized if they do not use complete sentences.
Scoring Guidelines/Interpreting Results: 3 points possible: 1 point awarded for each place where Tommy looked for the
squeaky duck; pictures should be drawn and should support/match the written response in order for the student to get the point
o Acceptable answers include the following places where Tommy looked for the squeaky duck: the living room, in the piano bench, behind the curtains, in the couch, under a cushion, in the kitchen, under the table, in the cupboards, in the drawers, in the bedroom, on the floor, in the toy box, under the bed, on Whisker’s (the cat’s) pillow, in Whisker’s (the cat’s) bed
The teacher can ask student for clarification if handwriting and/or spelling impede the teacher’s ability to comprehend student response. The student can get credit for the correct text support with a picture even if the written explanation needed to be clarified.
What to do with the results: Teacher records the in Infinite Campus. Results should also inform instruction; providing the teacher with goals for each student.
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Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment – Listening/Comprehension
Listening Passage
The Squeaky Duck MysteryBy Julie Angeli
I need a mystery to solve,” said Tommy.“Why?” asked his mother as she set a bowl of applesauce in front of Tommy’s
baby brother, Alex.“I want to be a detective,” answered Tommy, “and I want to start now!”“I have a mystery for you,” said his mother.“You do?” Tommy asked.“Yes, your brother’s squeaky yellow duck is missing.”Alex screamed “DUCKY!” and sprayed applesauce all over his highchair.“The one Grandma gave him for his birthday?” Tommy asked.“That’s the one. Your grandmother is coming for a visit this weekend. She’ll
be disappointed if it’s lost,” said his mother.“I’ll find it!” said Tommy as he ran out of the room.He came back a few minutes later with a spiral notebook. “Detectives always
start by asking questions. You’re first, Mom. When did you last see the squeaky duck?”
“Alex was playing with it in the living room a week ago,” answered his mother.
“Did anyone else see it?” asked Tommy.“Only Whiskers,” his mother replied as Whiskers, the family cat, strolled into
the room.“H’m, I’d better talk to Alex next,” said Tommy. “Alex, have you seen the
squeaky duck?”Alex gurgled “Kitty!” and leaned over the side of his highchair. A big glob of
applesauce fell from his chin and barely missed landing on Whiskers’ nose.“I think it’s time to search the apartment,” said Tommy.Tommy looked in the living room. He hunted through the music in the piano
bench. He peeked behind the curtains. He burrowed into the couch. Tommy finally saw something yellow hiding under a cushion with some Cheerios and fuzz balls.
“Aha!” he shouted, pulling it out. “Oh…it’s just Whiskers’ toy mouse.” He tossed it onto the floor.
Whiskers pounced on the mouse. Next Tommy searched the kitchen. He crawled under the table. He opened
the cupboards. He rummaged through the drawers.Squeak!“Found it!” said Tommy. “Rats! It’s just the ball we gave you for Christmas,
Whiskers.”Whiskers batted the ball around playfully.Tommy marched into the bedroom he shared with Alex. He picked through
the toys scattered on the floor. He dug through the toy box.
5/6/2023 25
“Maybe it’s under here,” he said, peering under the bed. “Here it is!” Tommy pulled out something yellow and furry. “Oh, Whiskers, it’s just another one of your toys!”
Whiskers rubbed his face on the toy.Tommy sighed. “I guess I’m not a very good detective,” he said. Just as he was about to give up, his mother walked in. “I’ve looked all over,
Mom,” Tommy told her. “All I found was a bunch of toys that Alex took from Whiskers. Poor Whiskers had nothing to play with.”
Tommy looked down at Whiskers. Whiskers stared back at Tommy.“Hey, wait a minute!” exclaimed Tommy.Whiskers sauntered over to his bed. Tommy followed the cat, with his
mother right behind him. They both stopped and stared at the squeaky yellow duck sitting on Whiskers’ pillow.
“Whiskers did have something to play with, Mom. He took Alex’s duck!” said Tommy. “I solved the mystery!”
“It looks like you’re a good detective after all,” said Tommy’s mother with a smile as Whiskers curled up in his bed with the squeaky duck under his chin.
5/6/2023 26
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment-Listening/Comprehension
Name _______________________Directions: In each box, draw a place where Tommy looked for the squeaky duck. Next to the picture, write a sentence to tell about your picture.
Picture Sentence
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___________________________________________ ___________________________________________
5/6/2023 27
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment-Listening/Comprehension Name _______________________Directions: In each box, draw a place where Tommy looked for the squeaky duck. Next to the picture, write a sentence to tell about your picture.
Picture Sentence
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
5/6/2023 28
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment - Phonograms
Purpose of this component: The use of word recognition strategies, including phonics, is an important part of learning to read. Students making adequate progress in decoding and fluency, according to the New York State Early Literacy Guidance document, are able to read common word families automatically and decode by analogy using knowledge of known words in word families to read unfamiliar words. This assessment will help the teacher learn about the student’s ability to recognize and read the thirty-seven most frequent word families quickly and accurately. This information will support teachers in word work instruction during guided reading.
When this component should be administered: Grade 1 – May/June Materials needed: List of Phonograms Student Scoring Sheet
Administration directions: Teacher administers this assessment with each student individually. Teacher asks student to read the list of phonograms. Teacher records student score on the Student Profile Sheet. It is not necessary for the student to give examples that would belong in the word family. Once a student has mastered this list of phonograms, he/she does not need to be re-assessed. The perfect score is then recorded each successive assessment period.
Scoring Guidelines/Interpreting results: Student receives 1 point for each correct response. Student errors can be recorded by the classroom teacher on the student recording sheet.
What to do with the results: Teacher adds up the total score and records the total on the student recording sheet and in Infinite Campus. Results should be shared with building RTI Coordinator in order to determine RTI service needs. Results should inform instruction; providing the teacher with goals for each student in between assessment periods. The student recording sheet should be passed on to the next year’s grade level teacher.
5/6/2023 29
Penfield Central School DistrictEarly Literacy Profile
Grade 1-2 Assessment – PhonogramsName:
PHONOGRAM
1-M/J 2-O 2-M/J PHONOGRAM
1-M/J 2-O 2-M/J
ack iceail ickain ideake ightale ill
ame inan ine
ank ingap inkash ipat itate ockaw okeay opeat oreell otest uck
ugumpunk
5/6/2023 30
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment - Phonograms
ack eat ice ock uckail ell ick oke ugain est ide op umpake ight ore unkale ill ot
ame inan ineank ingap inkash ipat itateaway
5/6/2023 31
Penfield Central School DistrictEarly Literacy Profile
Grade 1 Assessment Questions and Answers
Q: Phonological Awareness Assessment – If a student has performed well on the Phonological Awareness assessment at the end of Kindergarten, why do I need to give the student another Phonological Awareness assessment?
A: The grade 1 Phonological Awareness assessment is assessing different skills. These skills are part of the New York State Standards and Penfield’s grade 1 English Language-Arts curriculum map.
Q: Phonological Awareness Assessment – Should I be concerned about a student who is reading well but not performing well on this assessment?
A: The ability to hear and manipulate the sounds letters make is a foundational literacy skill. Even if a student is a reader that student should continue to develop phonological and phonemic skills.
Q: Phonological Awareness Assessment - Can I use manipulatives (visual support) when administering this assessment?
A: This assessment tests how the student hears letter sounds so visual support should not be provided. If the student can’t hear the sounds the teacher can provide manipulatives (visual support) as a scaffold, but the student should not receive credit.
Q: Letter Formation – Why isnt Letter Formation assessment assessed in the ELP?
A: Handwriting is part of the grade 1 curriculum map and needs to be assessed. Currently instruction at each building varies with regard to timing and resources; therefore teachers now have the ability to choose the assessment format and schedule. Q: Writing Sample – Why aren’t we recording the results and why is there no benchmark?
A: At the primary level, it is difficult to capture the essence of a beginning writer’s skills with a single number. Although there is a large learning curve with regard to the mechanics/conventions of writing, we place an emphasis on the writing process and the students’ ability to get ideas on the page. The 6+1 writing continuum instructional will allow teachers to study student writing behavior, set writing goals, and plan instruction accordingly.
Q: What gets passed on to next year’s grade level teacher?
A: The following pieces should be passed on to next year’s teacher: DRA2 May/June writing sample Sight word student recording sheet Phonograms student recording sheet
5/6/2023 32
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