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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
Updated Spring 2017
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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
Individual Reading Assessment Conference – Literature
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
Individual Reading Assessment Conference – Literature
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
Updated Spring 2017 3
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
Updated Spring 2017 4
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
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.
Next Step Reading Assessment Conference GuidelinesRound 2 of Assessment-Literature
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.
Retelling Consistency Assurance Rubric:1 2 3 4 5
Recalls few or no story elements
Retells basic story element
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
2 of the following:CharactersSettingProblemSolutionEvent
Beginning, middle, end in sequential order
Beginning, middle, end in sequential orderand 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.
Next Step Reading Assessment Conference GuidelinesRound 3 of Assessment-Literature
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.
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 remember.”
1 of the following:CharactersSettingProblemSolutionEvent
2 of the following:CharactersSettingProblemSolutionEvent
Beginning, middle, end in sequential order
Beginning, middle, end in sequential orderand 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.
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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.
Updated Spring 2017
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