penfield central school district - grade1filecabinet...

Penfield Central School DistrictEarly Literacy Profile

Grade 1 2014-15

TABLE OF CONTENTS

Calendar…………………………………………………………………………………

……………………………………….2

Student Profile Sheet (use of this sheet is OPTIONAL)

………………………………3

Alphabet and Letter-Sound

Knowledge…………………………………………………………….4 - 7

K-5 Assessment – Developmental Reading

Assessment………………………………………8

Sight Word

Assessment………………………………………………………………………………

.…..9 -11

Sentence

Dictation…………………………………………………………………………….

……………..12 - 14

Phonological

Awareness/Phonics…………………………………………………………….………

15 - 17

5/6/2023 1

Writing

Sample……………………………………………………………………………………

…….………18

Listening/Literary

Response………………………………………………………………………....19 -

23

Phonograms……………………………………………………………………………

……………………………24 -26

5/6/2023 2


Grade 1 Calendar 2014-15

5/6/2023

Sept/Oct Jan./Feb May/JuneCommon Required Assessments Alphabet Knowledge

Letter-Sound Knowledge DRA2 Sight Words Sentence Dictation Phonological Awareness

Letter-Sound Knowledge DRA2 (progress monitoring

passages) Sight words Sentence Dictation Written response to a read

aloud

Letter-Sound Knowledge DRA2 (progress monitoring

passages) Sight Words Phonograms Writing: Narrative writing

sample using prompt.

Benchmark ExpectationsThese give you a sense of how well a student would typically perform at that point in the year. 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:

26/31 DRA2: level 4 Sight Words: 75 (Indicates a

score of 3 on the report card)

Sentence Dictation: 17/37 Phonological Awareness:

20/25

Letter-Sound Knowledge: 29/31

DRA2: 10-12 Sight words: 150 (Indicates a

score of 3 on the report card)

Sentence Dictation: 30/37 Written response to a read

aloud: 2/3

Letter-Sound Knowledge:31/31

DRA2: level 18 Sight Words: 220 (Indicates

a score of 3 on the report card)

Phonograms: 16/37 Writing NA

Recording Scores

Infinite Campus = IC

Record scores of all assessments in IC.

Record scores in IC Record all scores in IC, except writing.

3


Grade 1 Student ProfileName: _____________________

Components Sept-Dec Jan-March April-JuneAlphabet Knowledge

Upper Case /26 XX XXLower Case /26 XX XX

Letter-Sound Knowledge /31 /31 /31Developmental Reading Assessment (DRA2)Sight Word Assessment

Kindergarten List /25 /25 /25 Preprimer List /23 /23 /23 Primer List /45 /45 /45 List 1 /35 /35 /35 List 2 /48 /48 /48 List 3 /44 /44 /44

Sight Word Assessment Total /220 /220 /220Sentence Dictation /37 /37 XXPhonological Awareness /25 XX XXListening/Literary Response XX /3 XXPhonograms XX XX /37

Since ELP scores are now entered into Infinite Campus, this sheet is for your use only if you choose to use it. It does not need to be completed for each student.


K-1 Assessment – Alphabet and Letter-Sound Knowledge

Purpose of this component: Students making adequate progress in writing, according to the NYS Common Core ELA Standards, are able to recognize and name automatically all upper case and lower case manuscript letters. They are also able to 5/6/2023 4

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: Grade 1 – September/October, January/March, May/June – lower case and upper case

if not previously mastered. If mastered in kindergarten, student does not need to be reassessed. If the student has mastered the majority of letters and sounds, teacher discretion should be used to determine whether the student should be fully reassessed or whether the student should be assessed on simply the letters and sounds they have not yet 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 using the same process as Step #1 above. 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. Ask students for both long and short sounds of each vowel. 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.

What to do with the results: Teacher adds up the total score for each section and records the totals in Infinite Campus. When a student masters a subtest, (i.e. scores 26/26 on Uppercase Alphabet Knowledge), he/she does not need to be re-assessed. The perfect score is then recorded each successive assessment period.

5/6/2023 5

5/6/2023 6


K-1 Assessment – Alphabet and Letter-Sound KnowledgeName: Date:

5/6/2023 7

Capital Letter Lowercase Letter SoundSept Dec June Sept Dec June Sept Dec June

A short long short long short long

F

K

P

W

Z

H

B

O short long short long short long

J

U short long short long short long

C

Y

L

Q

M

D

N

S

X

I short long short long short long

E short long short long short long

G

R

V

TTotal /26 /26 /26 /26 /26 /26 /31 /31 /31

(31231

5/6/2023 8


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--Full DRA2 Jan/Feb—Progress monitoring DRA2 passages May/June—Progress monitoring DRA2 passages

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 can be 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.

5/6/2023 9


K-2 Assessment – Sight Word Assessment

Purpose of this component: Students making adequate progress in reading, according to the NYS Common Core ELA Standards, 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 DRA2 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 *Refer to Kdg. sight

word assessments to determine which words still need to be assessed. If the student has mastered the majority of sight words on a given list, teacher discretion should be used to determine whether the student should be fully reassessed or whether the student should be assessed on simply the words that they have not yet mastered.

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 (and on the Student Profile Sheet, if desired). 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.

5/6/2023 10


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

5/6/2023 11


Sight Vocabulary Criteria for Report CardGrade 1

September November February-March June4 NA NA NA NA3 25+ 75+ 150+ 220+2 20-24 25-74 75-149 150-2191 0-19 0-24 0-74 0-149

* No 4 is given since 220 is the end-of-year grade-level expectation.

5/6/2023 12

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 the NYS Common Core ELA Standards).

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:

5/6/2023 13

What to do with the results: Teacher records the results in Infinite Campus (and on the Student Profile Sheet, if desired). 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.

5/6/2023 14


Grade 1 Assessment – Sentence Dictation

Name:

5/6/2023

Score

/37

15


Grade 1 Assessment - Phonological Awareness/Phonics

Purpose of this component: Students making adequate progress in reading, according to the NYS Common Core ELA Standards 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 in Infinite Campus (and on the Student Profile Sheet, if desired). 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.

5/6/2023 16



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 17

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:

5/6/2023 18


Grade 1 Assessment – Writing Sample

Purpose of this component: Students making adequate progress in writing, according to the New York State Common Core ELA Standards, are able to write a variety of compositions including narrative, informative/ explanatory and opinion pieces.

When this component should be administered: May/June – Narrative writing sample

Materials needed: Writing prompts from Lucy Calkins Student paper

Administration Directions: In May/June, teacher collects a narrative writing sample from each child. For all writing samples, teacher should provide prompt, 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.

Scoring Guidelines/Interpreting results: For the 2014-15 school year, scoring results will be used to inform instruction. Teachers may use the Lucy Calkins rubrics or another resource until a consistent measure is chosen.

What to do with the results: The May/June writing sample should be passed on to the next year’s grade level teacher. For the 2014-2015 school year, it does not get recorded in Infinite Campus.

5/6/2023 19


Grade 1 Assessment – Listening/Comprehension

Purpose of this component: Students making adequate progress in reading, according to the NYS Common Core ELA Standards, are able to answer simple questions in response to text. Students making adequate progress in listening, according to the NYS Common Core ELA Standards, 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 score in Infinite Campus (and on the Student Profile Sheet, if desired). Results should also inform instruction; providing the teacher with goals for each student.

5/6/2023 20


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 21

“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 22


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 23


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 24


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 NYS Common Core ELA Standards, 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 in Infinite Campus (and on the Student Profile Sheet, if desired). 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 25


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 26


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 27

5/6/2023 28

penfield central school district - grade1filecabinet...

Documents