Penfield Central School Districtpenfieldela.pbworks.com/w/file/fetch/44898670/Grade 1 ELP... · Web viewStudent Record Sheet Sight Word Cards Sight Word Lists Sample Writing Prompts

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


DRA2: 10-12 Sight words: 100/220 Sentence Dictation:

30/37 Written response to a

read aloud: 2/3


DRA2: level 18 Sight Words: 200/220 Phonograms: 16/37

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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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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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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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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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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.


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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Grade 1 Assessment – Sentence Dictation

Name:

5/6/2023

Score

/37

13


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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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:



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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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

5/6/2023 17

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






some words









developed (lists)





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)
















common






















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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






some words









developed (lists)





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

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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)
















common






















5/6/2023 23


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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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.

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“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.

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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

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___________________________________________ ___________________________________________

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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

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

_______________________________________________

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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.

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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

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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

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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

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Documents

Penfield Central School Districtpenfieldela.pbworks.com/w/file/fetch/44898670/Grade 1 ELP... · Web viewStudent Record Sheet Sight Word Cards Sight Word Lists Sample Writing Prompts