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Penfield Central School DistrictHumanities Profile

Grade 1

TABLE OF CONTENTS

Calendar……………………………………………………………….…..2-3

Student Profile Sheet (use of this sheet is OPTIONAL)

………………..4-5

Alphabet and Letter-Sound Knowledge……………………………………

6

Next Step Reading Assessment………………………………………..…7-

9

Sight Word Assessment……………………………………………………10

Phonological Awareness/Phonics……………………………………...11-

13

Non-IC Assessments……………………………………………….…...14-15

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Updated Spring 2017

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Penfield Central School DistrictHumanities ProfileGrade 1 Calendar

Unit 1 –September

Unit 2 –October/November

Unit 3 –December/January

Unit 4 –February/March/April

Unit 5 –April/May/June

ELA Common RequiredAssessments

Highlighted assessments must be input into Infinite Campus

* Assessments can be read to students throughout the year.

Next Step Assessments: Reading Interest

Inventory Whole Class Word

Knowledge Inventory Whole Class

Listening Comprehension

Individual Reading Assessment Conference – Literature

Additional:September/October – Pre-A Reading

Assessment: Alphabet and Letter-Sound Knowledge*(*letter sounds previously mastered do not need to be reassessed)

Sight Word Assessment

Phonological Awareness/Phonics Assessments:Subtests 1 – 3

Next Step Assessments:None

Reading: Unit 2 Assessment –

Story Elements/Retelling

Writing: Narrative Writing

On-Demand Task

Next Step Assessments: Reading Interest

Inventory (optional) Whole Class Word

Knowledge Inventory

Whole Class Listening Comprehension


Additional:January/February – Pre-A Reading

Assessment: Letter-Sound Knowledge(*letter sounds previously mastered do not need to be reassessed)

Sight Word Assessment

Phonological Awareness/Phonics Assessments:Subtests 4 & 5

Next Step Assessments: Whole Class

Listening Comprehension (April-or end of unit 4)

Reading: Unit 4 Text Features

Assessment – Legs, Wings, Fins, and Flippers

Writing: Informational

Writing On-Demand Task

Next Step Assessments: Whole Class Word

Knowledge Inventory


Additional: Pre-A Reading

Assessment: Letter-Sound Knowledge(*letter sounds previously mastered do not need to be reassessed)

Sight Word Assessment (only assess words not previously mastered)

Reading: Unit 5 – Molly Lou

Mellon Assessment

Writing: Narrative Writing

On-Demand Task

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Reading: Anecdotal teacher

notes (optional form located on file cabinet)

Writing: Anecdotal teacher

notes (optional form located on file cabinet)

Reading: Unit 3 Assessment –

Word Choice Teacher Anecdotal

Notes – Connections Teacher Anecdotal

Notes – Guided Reading

Writing: Fact & Opinion

Assessment Opinion Writing

On-Demand TaskSocial Studies Common Required Assessments

None Unit 2 – Families Assessment

Unit 3—Producer & Consumer Student Reflection

Unit 4 – America’s Birthday Party Performance Task

Unit 5 – Geography & Environment

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Penfield Central School DistrictHumanities Profile

Grade 1 Student ProfileName: _____________________

Components Sept/Oct Jan/Feb May/JuneAlphabet Knowledge

Upper Case /26 XX XXLower Case /26 XX XX

Letter-Sound Knowledge /30 /30 /30Next Step Reading Assessment Conference (Instructional Level)

1. Accuracy (percentage)2. Comprehension3. Fluency (1-4)

1. 2. 3. 1. 2. 3. 1. 2. 3.

Sight Word Assessment Total /220 /220 /220Phonological Awareness /15 /10 XX

Assessment Scores Below DO NOT Need to be Entered into ICELA Assessments Sept-

Oct.Nov.-Feb March-June

iReady Scale ScoreNext Step Word Knowledge Inventory (E,P,T,F)Next Step Whole Class Listening Comprehension

/6 /6 /6

Writing ComponentsNarrative XX /4 XXOpinion XX /4 XXInformation XX XX /4Unit 2 - Story Elements Assessment

XX /7 XX

Unit 3 - Word Choice Assessment

XX /2 XX

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Unit 4 – Text Feature Assessment

XX XX /3

Unit 5 - Molly Lou Mellon Assessment

XX XX /6

Social Studies Assessments Sept-Oct Nov-Feb March-JuneUnit 2 Soc. St. Family Assessment

XX /2 XX

Unit 3 Consumer/Producer Reflection

XX /2 XX

Unit 4 America’s Birthday Party Performance Task

XX XX /7

Unit 5 Geography & Environment Assessment

XX XX /7

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Student _____________________________ Date _________________________

Pre-A Reading Assessment – Alphabet & Letter Sound Knowledge

Directions: Use the Next Step Assessment Conference Book to administer the following assessments to all students. Letters/sounds previously mastered do not need to be reassessed.

Uppercase Letter Recognition AssessmentDirections: Show child page 2 in the Assessment Conference book. Say to the child:

“Are you ready to show me what you already know? Start here (point to the first letter) and tell me the name of this letter. (Point to the next letter.) What’s this letter?”

Circle the uppercase letters the child cannot name. Record any incorrect responses next to the letter. Total correct responses.

T B N S A O C H R E I M D

L W P G U Y F V K J X Q ZTotal Correct: _______/26

Lowercase Letter Recognition AssessmentDirections: Show child page 3 in the Assessment Conference book. Repeat directions above. Circle the lowercase letters the child cannot name. Record any incorrect responses next to the letter. Total correct responses.

t b n s a o c h r e i m d

l w p g u y f v k j x q zUpdated Spring 2017

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Total Correct: _______/26Sound Knowledge AssessmentDirections: Show child pages 4-5 in the Assessment Conference Book. Say to the child:

“Now we are going to look at the letters again so you can tell me what sound each letter makes. Start here (point to the first letter) and tell me the sound this letter makes. (Point to the next letter.) What sound does this letter make?”

Circle the sounds the child cannot name. Record any incorrect responses next to the letter. If the child has difficulty telling you the sound, ask, “Can you name a word that begins with that letter?” Record the word below the letter. Total correct responses.

m s f b t c r l p d g n w

h j k v y z q x a o i u e

ch th sh wh

Next Step Reading Assessment Conference GuidelinesRound 1 of Assessment-Literature

All Students in Grade 1 should be given this assessment in the beginning of the year according to the guidelines below and on pages 55-71 of the Next Step Teacher’s Guide. Scores (level, accuracy, fluency, and comprehension) should be input into Infinite Campus by the end of October.

Retelling Consistency Assurance Rubric:1 2 3 4 5

Recalls few or no story elements

Retells basic story element

Retells important story elements

Retells important story elements and events in sequence

Retells all important story elements and events in sequence and adds personal thinking

No response“I don’t know.”“I can’t

1 of the following:CharactersSetting

2 of the following:CharactersSetting

Beginning, middle, end in sequential order


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Total Correct: _______/30

remember.” ProblemSolutionEvent

ProblemSolutionEvent

and personal thinking

-Students are not penalized for teacher prompts.-Students may not look back in the book for the retelling portion of the assessment.-Students can be prompted to return to the text for comprehension questions. Please mark with LB (look back) if they return to the text to answer the questions. Please note, LB does not impact the student’s score.

Books to UseLeve

lLiterature

A I Want a PetB My New SchoolC Going to Grandma’sD Rainbow DayE Danny Helps Dad

*Please do not assess grade 1 students beyond a level M without discussing first with your RtI coordinator and principal.*Once a student successfully passes the level K book, please use the 3-5 kit to assess the level K card. If a student passes the level K card, continue assessing (up to a level M) using the 3-5 kit.


All Students in Grade 1 should be given this assessment in the middle of the year according to the guidelines below and on pages 55-71 of the Next Step Teacher’s Guide. Scores (level, accuracy, fluency, and comprehension) should be input into Infinite Campus before February break.




Retells important story

Retells important story

Retells all important story elements

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elements elements and events in sequence

and events in sequence and adds personal thinking

No response“I don’t know.”“I can’t remember.”

1 of the following:CharactersSettingProblemSolutionEvent



Beginning, middle, end in sequential orderand personal thinking


Books to UseLeve

lLiterature




All Students in Grade 1 should be given this assessment at the end of the year according to the guidelines below and on pages 55-71 of the Next Step

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Teacher’s Guide. Scores (level, accuracy, fluency, and comprehension) should be input into Infinite Campus by the end of June.




Retells important story elements

Retells important story elements and events in sequence

Retells all important story elements and events in sequence and adds personal thinking

No response“I don’t know.”“I can’t remember.”




Beginning, middle, end in sequential orderand personal thinking


Books to UseLeve

lLiterature



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K-2 Assessment – Sight Word Assessment

When this component should be administered: Kindergarten - January/February and May/June Grade 1 – September/October, January/February, May/June (only assess

words not previously mastered) Grade 2 – September (only for students with less than 200 sight words in

spring of grade 1)

Materials needed (available on file cabinet): Student copy of the sight words Recording 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 word cards provided. 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 read automatically, not sounded out (example, “cat” not “c-a-t”). Teacher notes self-corrections on the record sheet.

What to do with the results: Teacher records the score in Infinite Campus (and on the Student Profile Sheet, if desired.) Results should be shared with RTI Coordinator and in order to determine student 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.

Grade 1 Sight Word Criteria for Report Card:

November February-March June4 NA NA NA3 75+ 150+ 200+2 25-74 75-149 150-1991 0-24 0-74 0-149

* No 4 is given since 220 is the end-of-year grade-level expectation.Updated Spring 2017

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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: September/October – Subtests 1-3 January/February—Subtests 4 & 5 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.

Scoring Guidelines/Interpreting results: Student receives + for each correct response. Student errors can be recorded by the classroom teacher on the scoring sheet.

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.

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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.”

Teachers says… September/Octobertinpetmanhoprug

Total correct:

Subtest #2: Phoneme Deletion – Beginning Sound

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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)”

Teacher says… Correct Response September/October

cat without the /c/stand without the /st/table without the /t/cold without the /c/bake without the /b/

Total correct:

Subtest #3: Phoneme Deletion-Ending SoundDirections: “Listen to this word /feed/. If I take off the /d/, the new word is /fee/. Now you try one. Listen to this word /plate/. If I take off the /t/, what would the new word be? (play)”

Teacher says… Correct Response September/October

time without the /m/ tiedroop without the /p/

drew

make without the /k/

may

seed without the /d/ seemeat without the /t/ me

Total correct:

Subtest #4: Phoneme Substitution-Beginning SoundUpdated Spring 2017

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Directions: “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/. How it’s your turn.”

Teacher says… Correct Response

January/February

Say /mat/; change /m/ to /p/

pat

Say /net/; change /n/ to /v/

vet

Say /sun/; change /s/ to /f/

fun

Say /band/; change /b/ to /h/

hand

Say /run/; change /r/ to /b/

bun

Total correct:

Subtest #5: Phoneme Substitution-Ending SoundDirections: “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

January/February

Say /pet/; change /t/ to /n/ penSay /clam/; change /m/ to /p/

clap

Say /cane/; change /n/ to /v/

cave

Say /cat/; change /t/ to /b/ cabSay /sit/; change /t/ to /p/ sip

Total correct:

ASSESSMENTS BELOW DO NOT NEED TO BE INPUT INTO INFINITE CAMPUS

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iReadyTeacher Directions: All students should take this computer-based assessment in Jan./Feb. and May/June. Please refer to the building assessment schedule for specific dates to administer assessment(s). Scores do not need to be input into Infinite Campus, but should be shared with RtI providers.

Next Step Word Knowledge InventoryTeacher Directions: All students should take this assessment in Sept./Oct., Jan./Feb., and May/June. Scores do not need to be input into Infinite Campus, but should be shared with RtI providers. See pages 29-35 of the Next Step Teacher’s Guide for assessment details.

Next Step Whole Class Listening Comprehension Assessment

Teacher Directions: All students should take this assessment in Sept./Oct., Jan./Feb., and April. Scores do not need to be input into Infinite Campus, but should be shared with RtI providers. See pages 38-43 of the Next Step Teacher’s Guide for assessment details.

Writing AssessmentsWhen this component should be administered: November- Narrative writing sample January- Opinion writing sample March –Information writing sampleMaterials needed: Writing prompts from Lucy Calkins (see file cabinet) Student paper

Administration Directions: Teacher collects a writing sample from each child during each grading period, at the end of narrative, information, and opinion writing units. 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.

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Scoring Guidelines/Interpreting results: Teachers should use the corresponding Lucy Calkins’ rubrics (available on the file cabinet) for narrative, information, and opinion writing to score each piece.

What to do with the results: The May/June writing sample should be passed on to the next year’s grade level teacher.

Reading & Social Studies Assessments Teacher Directions for Assessment: Each student should receive 1 copy of the assessment (see file cabinet) and a pencil. Teachers may read all text (including answer choices) for students. Teachers may wish to project the assessment on the SmartBoard to guide students in correctly following the directions. Teacher will collect and analyze results using assessment key on the file cabinet. Assessment results should be shared with RtI providers.

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Documents

grade1filecabinet.pbworks.comgrade1filecabinet.pbworks.com/w/file/fetch... · Web viewTeacher administers this assessment with each student individually. Teacher asks student to