Year 1 Assessment: Literacy and Numeracy Checkpoints ... Web viewYear 1 Assessment: Literacy and Numeracy Checkpoints ... sentence boundaries and capital letters, ... real fruit or

Year 1 AssessmentLiteracy and Numeracy Checkpoints — October

ShoppingViewing and readingWriting and creating

Calculating and estimatingUsing fractions, decimals, percentages, ratios and ratesUsing spatial reasoningUsing measurement

Contents

Purpose..................................................................1October assessment focus..................................................................................1

Before implementing...............................................1Suggested times..................................................................................................1Suggested teaching and learning........................................................................2Catering for diversity............................................................................................4Teacher preparation............................................................................................5Resources...........................................................................................................5

Implementing.........................................................6Section 1. Dictated spelling...........................................................................................6Section 2. Book talk, reading analysis and comprehension.........................................7Section 3. Writing a recount of a shopping experience................................................9Section 4. Ordering and positioning............................................................................11Section 5. Identifying and comparing whole numbers................................................11Section 6. Basic facts and mental strategies..............................................................12Section 7. Creating, solving and sorting problems.....................................................13Section 8. Order and value of Australian coins...........................................................14Section 9. Demonstrating half of a collection..............................................................15Section 10. Sorting shapes.........................................................................................16Section 11. Describing pathways................................................................................17Section 12. Comparing measurements.......................................................................18

Making judgments................................................19

Using data to inform future directions...................19

Appendix A: Reading.............................................20

Appendix B: Dictated spelling................................25

Appendix C: Numeracy class checklist....................26

Appendix D: Fruit cart...........................................31

Appendix E: Fruit cut-outs.....................................32

Appendix F: Additional assessments......................38

PurposeThe assessments within the Checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the indicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and is not a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning.

October assessment focusOctober is the third monitoring point in the Year 1 Assessment: Literacy and Numeracy Checkpoints.

This assessment targets the indicators in bold in the table below.

Targeted literacy indicators

Viewing and reading (VR) VR 1 iVR 1 iii

VR 1 ivVR 1 vi

VR 1 viiVR 1 viii

Writing and creating (WC) WC 1 iiWC 1 vWC 1 viWC 1 viii

WC 1 ixWC 1 xWC 1 xiWC 1 xii

WC 1 xiiiWC 1 xiv

Targeted numeracy indicators

Calculating and estimating (CE) CE 1 iiiCE 1 iv

CE 1 viCE 1 vii

CE 1 x

Recognising and using patterns and relationships (PR)

PR 1 i

Using fractions, decimals, percentages, ratios and rates (FDPR)

FDPR 1 i

Using spatial reasoning (SR) SR 1 i SR 1 ii

Using measurement (M) M 1 i M 1 iii M 1 iv

Before implementingSuggested times

Section Suggested time

1 20 minutes — children working independently

2 20 minutes — children working independently

3 20–30 minutes — children working independently

4–12 40–45 minutes — children working independently and within small groups

Queensland Studies Authority |

Suggested teaching and learningChildren need multiple opportunities to engage with all aspects of the targeted indicators before this assessment.

In this assessment children explore literacy and numeracy in the context of shopping.

Teachers may encourage children to connect to personal experiences by:

using focus questions about shopping experiences

developing vocabulary and recording it for children’s later reference, e.g. a Word Wall

using a sequencing activity, such as who, what, when, where, why and how.

Target literacy indicators

VR 1 i Identify personal, social or learning purposes for viewing and reading learning area texts

VR 1 iii Use text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual features and structure using knowledge of word order in simple sentences reading on and re-reading to make meaning

VR 1 iv Show understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by: using page numbering, tables of contents, headings and titles, navigation buttons,

bars and links recalling and locating literal information and key ideas retelling events in appropriate sequence to summarise making inferences from visual, print and audio features

VR 1 vi Track pronoun to the noun it refers to where they are located in the same or next sentence

VR 1 vii Independently read and understand, to develop fluency: supportive learning area texts with increasing demonstrations of phrasing a range of high-frequency sight words with automaticity words of personal significance in school and other contexts

VR 1 viii Decode words using: semantic cues, including sentences and visual features, drawing on prior

knowledge of oral and written language grammatical cues, including word order, language patterns and punctuation phonic cues, including blended and segmented individual sounds in words,

sound–letter relationships for initial, medial (middle) and final sounds and words within words

2 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping

Target literacy indicators

WC 1 ii Write and create modelled texts to: describe, recount, instruct and respond to topic information express feelings and ideas

WC 1 v Compose modelled texts demonstrating: knowledge of familiar structures and features of texts, using mostly spoken

language editing for spelling, sentence boundaries and capital letters, including for proper

nouns

WC 1 vi Write sentences, including statements, questions and commands, using correct structure

WC 1 viii Use conjunctions to join simple sentences, e.g. and, but

WC 1 ix Use simple noun groups/phrases, including common and proper nouns

WC 1 x Select pronoun to refer to the correct noun in a sentence

WC 1 xi Maintain a topic when writing, e.g. by using repeated topic vocabulary

WC 1 xii Use: capital letters, including for proper nouns and full stops approximations of placement for question and exclamation marks

WC 1 xiii Spell: high-frequency sight words and familiar words correctly consonant–vowel–consonant words words containing known base words and word endings

WC 1 xiv Spell unfamiliar words using: phonological knowledge and sound–symbol relationships short vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and

consonant blends common letter clusters and morphemes in word families analogies and connections with known words

Target numeracy indicators

CE 1 iii Order and position whole numbers using 0, 50 and 100 as key reference points

CE 1 iv Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)

CE 1 vi Work out basic facts and explain the mental strategies and processes used tocombine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts

CE 1 vii Represent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

CE 1 x Describe and order Australian coins according to their value



FDPR 1 i Identify and describe a half as either of the two equal parts of whole collections or lengths

SR 1 i Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

SR 1 ii Use positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location using: clockwise, anticlockwise,

forward, under, and turns

M 1 i Measure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps

and overlaps capacities of pairs of objects, using uniform informal units

Additional target numeracy indicators

Decorating

PR 1 i Describe, create and extend increasing or decreasing patterns using skip counting and describe the rules used

What time is it?

M 1 iii Identify hour and half-hour times

M 1 iv Describe durations using months, weeks, days and hours

Catering for diversityInclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies — Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Cwlth).

Specific adjustments in Shopping may include:

providing extra time, instructions or prompts

enlarging letter cards

creating tactile letters

using Information Communication Technologies (ICTs) to cater for different learning styles.


Teacher preparationThis assessment should be completed by the end of October, although some children may be ready to be assessed earlier than October.

Familiarise yourself with the assessment by:

reading the entire document

noting the highlighted aspect of each indicator that is the focus of the assessment

noting the specific evidence that you are looking for within each section.

Plan for implementation by considering the following questions:

How will I implement this assessment within my regular teaching program?

What additional support will I require?

ResourcesTeachers will need the following resources when implementing this assessment.

Section Resources

1–12 the reading text — Cousins, L 2001, Maisy Goes Shopping, Walker Books, London

copies of the resources for recording each child’s responses: Appendix A: Reading (1 per child) Appendix B: Dictated spelling Appendix C: Numeracy class checklist Appendix D: Fruit cart (illustration) Appendix E: Fruit cut-outs

Children will need the following resources when completing this assessment.

Section Resources

1–12 blank drawing paper strips of blank paper for writing their dictated shopping list number line with 0, 50 and 100 marked on it blocks or images of fruit that are manipulable a fruit tray — open box approximately 30 cm x 25 cm 3-D shaped blocks, prisms, pyramids picture of regular shapes — triangle, rectangle, square model or map of a shop with aisles and grocery displays writing paper drawing and writing materials


ImplementingSection 1. Dictated spellingIndicators Suggested implementation Evidence

WC 1 xiii

Spell: high-frequency sight words and familiar

words correctly consonant–vowel–consonant words words containing known base words and

word endings

WC 1 xivSpell unfamiliar words using: phonological knowledge and sound–symbol

relationships short vowels and simple long-vowel patterns

by listening for rhyming patterns regular spelling patterns, including common

vowel and consonant digraphs and consonant blends

common letter clusters and morphemes in word families

analogies and connections with known words

Say/ask:When I go shopping I write a list of the things I need. Can you help me?

I’m going shopping and I’d like you to help me write my list of things I could buy. See if you can write these words down. I’m going to the beach with my son (daughter, friend), so first I need a ...

Children: spell familiar and consonant–vowel–consonant words

correctly attempt to spell unfamiliar words using a range of

strategies.

Resources

suitable paper strips of paper or individual pages taken from a shopping

pad (if possible), which will enhance the real-life aspect of this task and may help to engage the child

Appendix B: Dictated spelling

Suggested time

20 minutes — children working independently


Section 2. Book talk, reading analysis and comprehensionIndicators Suggested implementation Evidence

VR 1 iIdentify personal, social or learning purposes for viewing and reading learning area textsVR 1 iiiUse text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual

features and structure using knowledge of word order in simple

sentences reading on and re-reading to make meaning

VR 1 ivShow understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by: using page numbering, tables of contents,

headings and titles, navigation buttons, bars and links

recalling and locating literal information and key ideas

retelling events in appropriate sequence to summarise

making inferences from visual, print and audio features

VR 1 vi

Show the child the cover of the text, Maisy Goes Shopping and discuss.

Say/ask:When we’ve finished reading I’m going to ask you to tell me as much as you can remember about the story.

Read:Maisy Goes Shopping.

Before reading, children: identify purposes for selecting texts use text processing strategies to predict the topic, visual

features and structure.During reading, children: use text processing strategies when:

reading on, and re-reading to make meaning confirming the topic, visual features and structure

independently read a range of high frequency sight words with automaticity (underlined in the Reading analysis table)

independently read words of personal significance demonstrate their use of semantic, grammatical and

phonic cues to self-correct.After reading, children: recall and locate literal information and key ideas summarise and retell events in appropriate sequence make inferences from visual and print information track pronoun to the noun it refers to, where they are

located in the same or next sentence.

Resources

Maisy Goes Shopping Appendix A: Reading

Suggested time



Track pronoun to the noun it refers to where they are located in the same or next sentenceVR 1 viiIndependently read and understand, to develop fluency: supportive learning area texts with increasing

demonstrations of phrasing a range of high-frequency sight words with

automaticity words of personal significance in school and

other contexts

VR 1 viiiDecode words using: semantic cues, including sentences and

visual features, drawing on prior knowledge of oral and written language

grammatical cues, including word order, language patterns and punctuation

phonic cues, including blended and segmented individual sounds in words, sound–letter relationships for initial, medial (middle) and final sounds and words within words


Section 3. Writing a recount of a shopping experienceIndicators Suggested implementation Evidence

WC 1 iiWrite and create modelled texts to: describe, recount, instruct and respond to

topic information express feelings and ideas

WC 1 vCompose modelled texts demonstrating: knowledge of familiar structures and features

of texts, using mostly spoken language editing for spelling, sentence boundaries and

capital letters, including for proper nouns

WC 1 viWrite sentences, including statements, questions and commands, using correct structure

WC 1 viiiUse conjunctions to join simple sentences, e.g. and, but

WC 1 ixUse simple noun groups/phrases, including common and proper nouns

WC 1 x

Re-read Maisy Goes Shopping and review and highlight the story structure.

Ask questions to prompt children’s recall, such as:

What happened in the story?

What did the author show us?

Tell the children that they can now choose a shop they recall visiting and write what happened during the visit.

Writing needs to be completed independently.

Note: Teachers will need to ask children to read their text to them when they have finished. (WD 1 v)

Children: write a recount demonstrating knowledge of familiar

structures and features of texts using mostly spoken language

edit for spelling, sentence boundaries and capital letters write sentences and statements using correct structure join simple sentences using conjunctions write one or two simple noun groups/phrases including

common and proper nouns match the pronoun to correct noun maintain the topic by using repeated topic vocabulary use capital letters, including proper nouns and full stops spell high frequency sight words and familiar words

correctly and spell consonant–vowel–consonant words use a variety of spelling strategies to attempt unfamiliar

words in their writing.

Resources

Maisy Goes Shopping writing paper writing materials

Suggested time

20–30 minutes — children working independently


Select pronoun to refer to the correct noun in a sentence

WC 1 xiMaintain a topic when writing, e.g. by using repeated topic vocabulary

WC 1 xiiUse: capital letters, including for proper nouns and

full stops approximations of placement for question

and exclamation marks

WC xiiiSpell: high-frequency sight words and familiar

words correctly consonant–vowel–consonant words words containing known base words and

word endings

WC xivSpell unfamiliar words using: phonological knowledge and sound–symbol

relationships short vowels and simple long-vowel patterns

by listening for rhyming patterns regular spelling patterns, including common

vowel and consonant digraphs and consonant blends

common letter clusters and morphemes in word families

analogies and connections with known words



Section 4. Ordering and positioningIndicators Suggested implementation Evidence

CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference points

Use a number line (marked numbers 0, 50, 100) and the numbers the children use in Section 5.

Ask the children to order and position the numbers that are more than 20 on a blank number line. Ask them to think about all the numbers that are on the number line and how their position should reflect that.

Say/ask:If 50 is halfway, then where would the number […] be on the line?

Children: indicate the order and position of the selected number

on a number line for each of the numbers pay attention to the equidistant placement of the key

reference points, e.g. 50 is halfway between 1 and 100.

Resources

Appendix C: Numeracy class checklist blank number line with 0, 50 and 100 marked on it

Suggested time


Section 5. Identifying and comparing whole numbersIndicators Suggested implementation Evidence

CE 1 ivIdentify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)

Ask the children to identify two numbers greater than 20 (or greater than 50).

Say/ask:Can you use some of these materials (bundling sticks and rubber bands) to show me why one of these numbers is greater than the other?

Explain how you know that (one number) is greater than (the other number).

Explain how you made each number.

Children: compare the quantities of numbers, using groups of tens

and ones say if the numbers are the same, or greater or less than

one of the quantities.

Resources

Appendix E: Fruit cut-outs bundling sticks and rubber bands

Suggested time



Section 6. Basic facts and mental strategiesIndicators Suggested implementation Evidence

CE 1 viWork out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference required in everyday situations by: counting on counting back partitioning, including place value, and

rearranging parts

Ask the children to look at the illustration of the fruit cart.

Say/ask:How many bananas would there be in two bunches?If there are nine apples and the cart owner sold three, how many would be left?

If the shop keeper sold five apples to (child’s name from the class) and then sold ten apples to (another child’s name from the class). What is the difference between the number of apples (child’s name) bought and the number of apples (child’s name) bought?

Say/ask:How did you work that out?Tell me how you check that you have the right answer.

Ask the children to make up some adding and taking away stories for you to work out.

Children: work out the basic facts explain counting on explain counting back explain partitioning including using place value and

rearranging parts.

Resources

blank paper Appendix D: Fruit cart Appendix E: Fruit cut-outs

Suggested time

5 minutes — children working independently and within small groups


Section 7. Creating, solving and sorting problemsIndicators Suggested implementation Evidence

CE 1 viiRepresent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

Using the fruit in the roleplay fruit cart (cut-outs, real fruit or plastic fruit) ask the children to make up some adding and taking-away problems.

If materials are used, place them into a bag with the problem information.

Mix up the problems and ask the children to sort the problem by addition or subtraction.

Once the problems have been sorted ask the children to solve one addition and one subtraction problem.

Children: create problems for addition and subtraction sort problems by addition and subtraction explain that addition is the inverse of subtraction solve problems for addition and subtraction using

single-digit whole numbers.

Resources

quantities of real or plastic fruit Appendix E: Fruit cut-outs

Suggested time



Section 8. Order and value of Australian coins Indicators Suggested implementation Evidence

CE 1 xDescribe and order Australian coins according to their value

Ask the children to look at the prices of the fruit on the fruit cart.

Say/ask:Choose fruits or other items that have the price tag. Find a coin that has the same number as the price on the tag.Can you put the coins in order from the smallest value to the greatest value?

For example, the children choose a selection of fruit and other items for sale on the cart and use those price tags to match to the coins. They place those coins in order of their value.

Teachers may assist the children to collect coins to set up the activity for describing and ordering the values.

Note: The context will restrict the value of coins to be ordered. Use the prices available on the fruit cart.

Children: describe the features on Australian coins order the coins according to their value.

Resources

cut-outs of Australian coins, real or play coins can be used

Appendix D: Fruit cart price tags for Australian coins

Suggested time



Section 9. Demonstrating half of a collectionIndicators Suggested implementation Evidence

FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths

Use blocks, real or plastic fruit, or fruit cut-outs (Appendix E) displayed in the cart. Ask the children to use the blocks or images of fruit and pretend these are the fruit in the cart. Ask them to count out the same amount of fruit as they can see in the stimulus picture.

Using the blocks or images, ask the children to work out how much half the number of that fruit would be.

Say/ask: Show me half of the fruit you have.How do you know it’s half?

Children: make two equal groups of one type of fruit explain that half is one of either of the two equal parts of

the collection of fruit.

Resources blocks, real or plastic fruit Appendix E: Fruit cut-outs

Suggested time



Section 10. Sorting shapesIndicators Suggested implementation Evidence

SR 1 iClassify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

Show the children a cube-shaped block.

Ask the children to describe the shape of the face.

Ask the children to count: the number of faces on the cube the number of corners the number of edges they can see.

Ask them to find a similar shape in the poster of the fruit cart.

Repeat with other 3-D shapes.

Ask children to: select and name 2-D shapes embedded in

everyday environments and sort and trace describe the properties of the shape.

Children: identify the face of a cube as a square count six faces, eight corners and twelve edges on the

cube identify prisms and pyramids record 2-D shapes identified embedded in everyday

environments classify shapes using the geometric properties —

number of sides and corners.

Resources 3-D shaped blocks, including a cube, rectangular prism,

square-based pyramid Appendix D: Fruit Cart Appendix E: Fruit cut-outs (optional)

Suggested time



Section 11. Describing pathwaysIndicators Suggested implementation Evidence

SR 1 iiUse positional language to describe: the position of an object in two different ways two different pathways to get to a familiar

location using: clockwise, anticlockwise, forward, under, and turns

Use a model of a local fruit cart or supermarket with aisles displaying various fruit or grocery items.

Ask the children to individually roleplay being a customer service attendant. Ask them to describe the position of the item another customer is requesting and a pathway to get it.

Note: This section of the assessment has been contextualised within the Shopping experience. However, if teachers have difficulty creating this resource they might like to carry out this experience around their school.

Children: describe the position of an object using positional

language describe two pathways to the same location using

positional language.

Resources

model of a cart aisles and grocery displays

Suggested time



Section 12. Comparing measurementsIndicators Suggested implementation Evidence

M 1 iMeasure and compare, with or without technologies: lengths, using multiple repeats of uniform

informal units and attending to gaps and overlaps

capacities of pairs of objects, using uniform informal units

Give the children multiple uniform informal units to measure the length of the shelf and a basket on the fruit cart.

Say/ask:How did you measure the lengths of the fruit cart?Compare the lengths of the fruit cart.Tell me what you found out about the two lengths.

Give the children multiples of plastic fruit or substitute to fill one of the baskets to capacity.

Ask them to pour their fruit into the next basket to compare the capacity of the two baskets.

Is the capacity the same or do they need more fruit or do they have fruit left over because the basket holds less?

Say:Compare the capacities of two baskets from the fruit cart.Tell me what you found out.

Children: measure two different lengths of the fruit cart attending

to gaps and overlaps for the lengths use the language of shorter and longer to describe the

comparison of the two lengths measure two different capacities of the fruit baskets

attending to filling to capacity without spillage/overflow use the language of holds more, holds less or holds the

same when comparing capacities of the baskets.

Resources

multiples of uniform informal units such as craft sticks, paper clips

multiples of plastic fruit, beads or small balls to represent fruit

Suggested time



Making judgmentsTeachers make judgments by matching evidence in each child’s response to the indicators being assessed. The indicator is either demonstrated or not demonstrated.

Teachers record judgments using Appendix A and B for Literacy, and Appendix C for Numeracy. An annotated work sample of a child’s achievement of the targeted indicators is available on the QSA website at www.qsa.qld.edu.au/11740.html.

Teachers tick the indicator on the Data Analysis Assessment Record (DAAR) only when the targeted indicator has been achieved.

Using data to inform future directionsTeachers use the class data recorded on the DAAR and individual children’s profiles to inform future directions for teaching and learning.

When using the DAAR, teachers identify indicators that need further teaching for:

the whole class

small groups of children

individual children.

The Future Directions resource (available on the QSA website at www.qsa.qld.edu.au/11740.html) provides additional teaching and learning to develop children’s understanding of the targeted indicators.

Children who have not achieved the highlighted aspects of the targeted indicators in the October assessments should be given opportunities to be explicitly taught the indicators not yet achieved. Children who have achieved the expectations of the targeted indicators in the October assessments should be given opportunities to extend and strengthen their learning by engaging with the indicators at the next level.

Queensland Studies Authority | 21

http://www.qsa.qld.edu.au/11740.html

http://www.qsa.qld.edu.au/11740.html

Appendix A: ReadingBook talkBefore readingThe purpose of the book talk is to provide an opportunity for children to demonstrate what they know about the personal, social or learning purposes of texts that they select, view and read. During a book talk children use text processing strategies to talk about the book.

Teachers can restate, reform and create new questions during a book talk to suit individual children and classroom contexts.

Name: ................................................................... Date: ....................... Age: .........

Text: Maisy Goes Shopping, by Lucy Cousins

VR 1 i VR 1 iii

Book talk

Orientate the child to this text (using the book cover only) by asking questions such as:

Who is the main character?

…………………………………………………………………………………………… What kind of book do you think this is (e.g. information or story)?

…………………………………………………………………………………………… Why would you read this kind of book?

……………………………………………………………………………………………Hand the book to the child and ask them to look through the book. Ask questions such as:

What do you think this story will be about?

…………………………………………………………………………………………… What makes you think that?

…………………………………………………………………………………………… Do you go shopping with your mum/dad/sister/brother? What … ? Where ...? When … ?

……………………………………………………………………………………………

Teacher prompt (TP)When we’ve finished reading I’m going to ask you to tell me as much as you can remember about the story.


Reading analysisDuring reading If a child is having obvious difficulty with the text, read along with the child supporting where

necessary and fading out when the child takes over. This allows the child to read when they feel confident. This approach will give teachers information about the child’s Viewing and reading with this text.

While the child reads, complete the following analysis table using the key below. Mark the errors, omissions and self-corrections only. It is not necessary to tick each word as the child reads.

Use the Summary analysis table on page 23 and record the reasons for the errors, omissions and self-corrections:

Semantic cues: Did the error make sense in this context? Did the omission change the meaning of the text? Did the child self-correct when they realised the error did not make sense?

Grammar cues: Did the error, omission sound right in this context? Did they read on and realise a word/s made no sense in that context and then self-correct? Is the child using knowledge of language patterns, word order and punctuation to self-correct?

Phonic cues: Does the word that was read in the error or omission look similar to the actual word? Did the child attempt to assign a sound to each letter or group of letters to read the word? Is the child using knowledge of sound–letter relationships to self-correct?

Key

SCO^...

Self-correctOmissionInsertionHigh frequency/function words

←//

Re-readPause

Words of personal significance

Maisy Goes ShoppingSemantic / grammar / phonic evidenceReasons for error, omission or self-correction

Maisy Goes Shopping

Maisy is visiting

Charley today.

Hello, Charley.

Hello, Maisy.

It’s nearly

lunch time, but

Charley’s fridge

is empty.

TP — What do you think might happen next? (Prediction — go shopping)

It’s time to go

shopping!


Maisy Goes ShoppingSemantic / grammar / phonic evidenceReasons for error, omission or self-correction

TP — Were you right? (Confirmation)

TP — What do you think they’re going to buy? (Prediction — some food)

Maisy chooses

some apples and

bananas.

Mmm, they look

delicious, Maisy.

Charley gets

some juice.

What else does

he need?

TP — Look at the word he. Who is this word talking about? (Pronoun reference — Charley)

Bread, tomatoes,

cheese and yoghurt —

there that’s everything.

TP — What does it mean when they say … that’s everything? (Reference to all of the food)

TP — Were you right about what they bought? (Confirmation — of food or of particular food items)

Now it’s time

to pay at the

checkout.

Look at all that

shopping!

It’s lucky you

brought your

trailer, Maisy.

Maisy and Charley

unpack the bags.

Then at last it’s

time to sit down …

and have some lunch.

Hooray!

High-frequency words — automatic recognition: ________ / 30

(Expectation by the end of Year 1 is 28/30 to achieve VR 1 vii and VR 1 viii.)


Summary analysis table

Observable reading behaviours

Frequency of use: Most of the time (MT) Some of the time (ST) Infrequent (I)

Demonstrates phrasing.

Reads sight words with automaticity.

Reads words of personal significance.

Within reading, the child uses:

S Semantic cues including units of meaning (morphemes), familiar words and

phrases, sentences and visuals, drawing on prior knowledge of oral and written language

G Grammatical cues including word order, language patterns and punctuation

P Phonic cues including blended and segmented individual sounds in

words, sound–letter relationships for initial, final and medial sounds, onset and rime, and words within words.

After reading When the child is finished reading, use the Comprehension questions on the next page to

help them recall the story and to record their responses.

Make judgments about how the child uses text processing strategies to make meaning and decode the text.

Determine future directions for this child for each of the targeted indicators.


Comprehension questions(Expectation by the end of Year 1 is 100% accuracy.)

VR 1 iv VR 1 vi

Section 2

1. Recalling informationNow, starting from the beginning, I’d like you to tell me as much as you can remember about the story you’ve just read. Imagine that you are telling it to someone who hasn’t heard this story before.Answer: Recalls main idea and two or three other items of information.

2. Information directly stated in the textWhy did Maisy and Charley need to go shopping?

Answer: The fridge was empty. They had no food.

3. Inference with justification

Does Maisy like fruit? Why?

Answer: She chose/bought apples and bananas or because fruit is healthy.

4. Interpreting visuals

In this book, does Maisy have a favourite toy? Why do you think that?

Answer: Her favourite toy is her panda (or bear) because she takes it with her wherever she goes.

5. Tracking pronoun to the noun it refers to

Who is the word “he” talking about?

Answer: Charley



Appendix B: Dictated spellingWC 1 xiv

Word Say Spelling patterns

shopping list

Can you help me write a shopping list?Write shopping list.

Sound symbol relationships, consonant digraph sh, common letter cluster, morpheme (word element) ing

Short vowel i, consonant blend st

sunhat

I will need a sun hat.Write sun hat.

Familiar word, consonant-vowel-consonant, short vowel pattern u, onset and rime un

Familiar word, consonant-vowel-consonant, short vowel pattern a, onset and rime at

beachball

I’d like a ball to play with.Write beach ball.

Vowel digraph ea, final consonant digraph ch

Familiar word, onset and rime all, consonant digraph ll

book I might need a ….. to read.Write book.

Familiar word, onset and rime ook, analogy

kite It would be great to take a kite.Write kite.

Long vowel pattern i_.e

toy I will take my sand toy.Write toy.

Familiar word, vowel digraph oy, analogy

boat A boat would be fun to have at the beach.Write boat.

Familiar word, vowel digraph oa, common letter sequence oat

truck I’d like a truck to play with in the sand.Write truck.

Initial consonant blend tr, common letter sequence uck, short vowel sound u, consonant digraph ck

sandtray

And a sand tray.Write sand tray.

Common letter cluster and, onset and rime or analogy, e.g. and, band

Initial consonant blend tr, common sequence, vowel digraph ay

watermelon

Let’s take a watermelon for a refreshing snack.Write watermelon.

Phonological knowledge and sound symbol relationships

Note: The child must demonstrate correct spelling to achieve the indicator.


Appendix C: Numeracy class checklistNames:(Write initials.)

Section 4. Ordering and positioning

CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference points

Indicates the order and position of the selected number on a number line for each of the numbers.

Pays attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100.

Section 5. Identifying and comparing whole numbers

CE 1 ivIdentify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)

Compares the quantities of numbers, groups of tens and ones.

Says if the numbers are the same, or greater or less than one of the quantities.


Section 6. Basic facts and mental strategies

CE 1 viWork out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts

Works out the basic facts.

Explains counting on.

Explains counting back.

Explains partitioning including using place value and rearranging parts.

Section 7. Creating, solving and sorting problems

CE 1 viiRepresent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

Creates problems for addition and subtraction.

Sorts problems by addition and subtraction.

Explains that addition is the inverse of subtraction.

Solves problems for addition and subtraction using single-digit whole numbers.


Section 8. Order and value of Australian coins

CE 1 xDescribe and order Australian coins according to their value

Describes the features of Australian coins.

Orders coins according to their value.

Section 9. Demonstrating half of a collection

FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths

Makes two equal groups of one type of fruit.

Explains that half is one of either of the two equal parts of the whole collection of fruit.

Section 10. Sorting shapes

SR 1 iClassify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

Identifies the face of a cube as a square.

Counts six faces, eight corners and twelve edges on the cube.

Identifies prisms and pyramids.

Records 2-D shapes identified embedded in everyday environments

Classifies shapes using the


geometric properties — number of sides and corners.

Section 11. Describing pathways

SR 1 iiUse positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location using: clockwise, anticlockwise, forward, under, and turns

Describes the position of an object using positional language.

Describes two pathways to the same location using positional language.

Section 12. Comparing measurements

M 1 iMeasure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps capacities of pairs of objects, using uniform informal units

Measures two different lengths of the fruit cart attending to gaps and overlaps for the lengths.

Uses the language of shorter and longer to describe the comparison of the two lengths.

Measures two different capacities of the fruit baskets attending to filling to capacity without spillage/ overflow.

Uses the language of holds more, holds less or holds the same when comparing capacities of the


baskets.


Appendix D: Fruit cart


Appendix E: Fruit cut-outs






Appendix F: Additional assessmentsThese additional assessments gather evidence about targeted indicators not contextualised in the Shopping assessment:

Decorating — Recognising and using patterns and relationships

What time is it? — Using measurement.

DecoratingPurposeIn this assessment children:

demonstrate their numeracy progress in recognising and using patterns and relationships

identify and create patterns when making decorative borders.

October assessment focusThis assessment targets the indicators in bold in the table below.


Calculating and estimating CE 1 iiiCE 1 iv

CE 1 viCE 1 vii

CE1 x

Recognising and using patterns and relationships

PR 1 i

Using fractions, decimals, percentages, ratios and rates

FDPR 1 i

Using spatial reasoning SR 1 i SR 1 ii

Using measurement M 1 i M 1 iii M 1 iv

Suggested time15–25 minutes — children working independently





noting the specific evidence that you will be looking for within each section.





Resources

Section Resources

1 manipulative resources varying in size, shape, colour and texture multiples of materials, coloured paper shapes or plastic pattern shapes


ImplementingSection 1. Decorating

Indicators Suggested implementation Evidence

PR 1 iDescribe, create, and extend increasing or decreasing patterns using skip counting and describe the rules used

Ask the child to plan an increasing or decreasing pattern to make a decorative frame for a piece of their own writing.

Inform the child that they need to have at least three repeats.

(Example: blue triangle, red square, blue triangle, two red squares, blue triangle, three red squares …)

Ask the child to read their sample pattern to you.

Children: identify the rule for their increasing or decreasing

pattern make a sample with at least three repeats to show an

increasing or decreasing pattern read their pattern and describe the rule used.

Resources

manipulative resources varying in size, shape, colour and texture

multiples of materials, coloured paper shapes or plastic pattern shapes

Suggested time

15–20 minutes — children working independently


What time is it?PurposeIn this assessment children demonstrate their progress in measurement by identifying the day of the week, hour and half-hour times in daily routines.

October assessment focusThis assessment targets the indicators in bold in the table below.


Calculating and estimating CE 1 iiiCE 1 iv

CE 1 viCE 1 vii

CE 1 x

Recognising and using patterns and relationships

PR 1 i

Using fractions, decimals, percentages, ratios and rates

FDPR 1 i

Using spatial reasoning SR 1 i SR 1 ii

Using measurement M 1 i M 1 iii M 1 iv

Suggested time3 minutes — children working independently





noting the specific evidence that you will be looking for within each section.




ResourcesSection Resources

1 class calendar analog clock


ImplementingSection 1. What time is it?

Indicators Suggested implementation Evidence

M 1 iiiIdentify hour and half-hour times

M 1 ivDescribe durations using months, weeks, days and hours

During the daily routine of viewing and using the calendar, ask the children the time and how long it will be to an event and between events.

Say/ask:What time is it now?During daily routines — when it is an hour and half-hour time — ask the children to identify the time.

Say/ask:How many hours, days until library day?How many weeks/months to [a special event or the holidays]?We go swimming on … How many days until then?

Transfer evidence to the Data Analysis Assessment Record.

Children: identify hour and half hour times within daily routines count hours, days, weeks and months until activities

or events.

Suggested time



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Documents

Year 1 Assessment: Literacy and Numeracy Checkpoints ... Web viewYear 1 Assessment: Literacy and Numeracy Checkpoints ... sentence boundaries and capital letters, ... real fruit or