1st Grade English Language Arts Assessment Guidelines English Language Arts - Reading Phonemic Awareness Phonics Vocabulary Language

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1 1 st Grade English Language Arts Assessment Guidelines English Language Arts - Reading Phonemic Awareness Identifies sounds in spoken words (PSF) 4 - Student scores 54+ points 3 - Student scores points 2 - Student scores points 1 - Student scores 0 25 points Phonics Blends sounds to form words (NWF) 4 - Student scores 68+ points (CLS) and 19+ points (WWR) 3 - Student scores points (CLS) and/or points (WWR) 2 - Student scores points (CLS) and/or 7 12 points (WWR) 1 - Student scores 0 47 points (CLS) and 0 6 points (WWR) Applies knowledge of letter/sound relationships as they read words, sentences and text 4 - Student consistently uses vowel rules 3 - Student consistently blends words with diagraphs or chunks 2 - Student consistently blends CVC words 1 - Student is not yet able to blend sounds in words Vocabulary Continues to develop vocabulary through a wide variety of listening, speaking, reading and writing experiences 4 - Student consistently demonstrates the meaning of unknown and multiple meaning words/phases, understands word relationships and uses words/phrases acquired through conversations including using frequently occurring conjunctions to signal simple relationships 3 - Student demonstrates the meaning of unknown and multiple meaning words/phases, understands word relationships and uses words/phrases acquired through conversations including using frequently occurring conjunctions to signal simple relationships 2 With guidance and support from an adult, student demonstrates the meaning of unknown and multiple meaning words/phases, understands word relationships and uses words/phrases acquired through conversations including using frequently occurring conjunctions to signal simple relationships 1 - Student demonstrates a limited and basic vocabulary Language Demonstrates command of the conventions of standard English grammar and usage when speaking 4- Student always uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types when speaking 3- Student usually uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types when speaking revised 5/14 1

2 2- Student sometimes uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types when speaking 1- Student does not use correct nouns, verbs, adjectives, prepositions, and a variety of sentence types when speaking Fluency Chooses a just right book at independent reading level and sustains independent reading 4 Student consistently chooses a just right book and displays appropriate reading behavior for 30+ minutes 3 Student sometimes chooses a just right book and/or displays appropriate reading behavior for minutes 2 - Student rarely chooses a just right book on their own and/or displays appropriate reading behavior for minutes 1 Student chooses a just right book with teacher support and/or displays appropriate reading behavior for 10 minutes or below At current reading level, reads a text accurately and fluently using meaning, structure and visual cueing systems (THE HIGHEST LEVEL OF 90% OR ABOVE ON TRC) 4 - Student reads 50+ words per minute 3 - Student reads words per minute 2 - Student reads words per minute 1 - Student reads 19 and below words per minute OR Not applicable Reads the word recognition list words (WR and see attachment) 4 - Student identifies word recognition list A, B, C, and 24 additional words from Sight Word Olympics from Pathways with 100% accuracy 3 - Student identifies word recognition list A, B, C words with 80% accuracy on each lists 2 - Student identifies word recognition list A and B words with 80% accuracy on each lists 1 - Student identifies word recognition list A words with 80% accuracy or less Text Comprehension Previews/predicts with evidence from text 4 - Student elaborates while previewing/predicting using evidence and relevant vocabulary from the text 3 - Student consistently previews/predicts using evidence and relevant vocabulary from the text 2 - Student previews/predicts with no evidence from text 1 - Student previews/predicts with prompting Retells what was read in sequence using details from the text to understand central message 4 - Student includes all important events from the beginning, middle and end in sequence and consistently demonstrates understanding of the central message or lesson 3 - Student includes most of the important events from the beginning, middle and end generally in sequence and demonstrates understanding of the central message or lesson 2 - Student includes at least 3 events, generally in random order (partial retelling) and sometimes identifies the central message or lesson 1 - Student includes only 1 or 2 events or details (limited retelling) and cannot identify the central message or lesson revised 5/14 2

3 Uses details from text to identify story elements 4 - Student identifies characters (main and supporting), setting (time and place) and major events using evidence from the text to support their answer 3 - Student identifies characters (main and supporting), setting (time and place) and major events 2 - Student identifies characters (main and supporting), setting (time and place) and major events with prompting 1 - Student identifies basic character, setting, major events Identifies the main topic and supporting details in a text 4 - Student consistently identifies the main topic and supporting details using evidence from the text to support their answer 3 - Student identifies the main topic and supporting details 2 - Student identifies the main topic or supporting details with prompting 1 - Student cannot identify the main topic or supporting details Uses comprehension strategies to gain meaning from text including questioning determining importance, connections, inferring, visualization, and synthesizing 4 - Student uses comprehension strategies flexibly and in combination to gain meaning from text 3 - Student uses comprehension strategies flexibly and independently to gain meaning from text 2 - Student uses comprehension strategies flexibly and independently to gain meaning from text with prompting 1 - Student does not have an understanding of comprehension strategies Reading Level (TRC) Book Reports English Language Arts Spelling Applies correct spelling of core spelling words in writing (see attachment) 4 - Student consistently uses correct spelling of words from Pathways Spelling in writing 3 - Student generally uses correct spelling of words from Pathways Spelling in writing 2 - Student rarely uses correct spelling of words from Pathways Spelling in writing 1 - Student does not use correct spelling of words from Pathways Spelling in writing Applies knowledge of letter/sound relationships to write unknown words 4 - Student consistently spells words using vowel rules when writing 3 - Student consistently spells words with diagraphs, chunks and long vowels when writing 2 - Student consistently spells CVC words when writing 1 - Student uses limited knowledge of letter/sound relationships to write unknown words English Language Arts - Writing Generates a writing plan 4 - Student independently chooses topic, appropriate paper and plans out pieces 3 - Student chooses topic, appropriate paper and plans out pieces with increasing independence 2 - Student chooses topic, appropriate paper and plans out pieces with teacher support 1 - Student does not attempt to plan revised 5/14 3

4 Composes a variety of text using letters, words and pictures to create meaning including narrative, opinion and informational 4 - Student is creating readable text and trying new, more advanced skills 3 - Student is gaining confidence and showing some skills in creating readable text 2 - Student shows signs of understanding how to create conventional text 1 - Student is attempting to create conventional text Recognizes and uses complete sentences 4 - Student uses a variety of complete sentence types and lengths with connecting words 3 - Student recognizes and uses complete sentences with occasional connecting words 2 - Student recognizes and uses complete sentences with teacher support 1 - Student does not recognize or use complete sentences Uses a variety of leads or conclusions appropriate to genre 4 - Student consistently writes a variety of leads/conclusions 3 - Student writes a lead/conclusion independently 2 - Student writes a lead/conclusion with teacher support 1 - Student does not write a lead/conclusion Writes pieces that have a beginning, middle and end 4 - Student has an effective beginning, middle and end and uses transitions 3 - Student has a beginning, middle and end and may use transitions 2 - Student has evidence of a beginning, middle and end and lacks transitions 1 - Student may lack evidence of a beginning, middle and/or end and lacks transitions Rereads writing to revise and elaborate 4 - Student rereads text to locate areas to make changes for improvement independently 3 - Student rereads text to locate areas to make changes for improvement with teacher support 2 - Student rereads text but does not locate areas to make changes for improvement 1 - Student does not reread text to locate areas to make changes for improvement Edits the writing (spelling, capitalization, punctuation and spacing) 4 - Student consistently fixes errors in spelling, capitalization, punctuation and spacing 3 - Student generally fixes errors in spelling, capitalization, punctuation and spacing 2 - Student fixes errors in spelling, capitalization, punctuation and spacing with teacher support 1 - Student does not attempt to fix errors in spelling, capitalization, punctuation and spacing Demonstrates command of the conventions of standard English grammar and usage when writing 4- Student always uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types in writing 3- Student usually uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types in writing 2- Student sometimes uses correct nouns, verbs, adjectives, prepositions, and a variety of sentence types in writing 1- Student does not use correct nouns, verbs, adjectives, prepositions, and a variety of sentence types in writing revised 5/14 4

5 Penmanship Demonstrates correct letter formation and spacing 4 - Student consistently demonstrates correct letter formation and spacing 3 - Student demonstrates correct letter formation and spacing most of the time 2 - Student demonstrates some correct letter formation with occasional reversal and/or inconsistent spacing 1 - Student is unable to form letters correctly and has incorrect spacing revised 5/14 5

6 Word Recognition List A Name: Date: Circled words identified correctly. I come my at and you is a look to in the like here said me up we it go on am see can revised 5/14 6

7 Word Recognition List B Name: Date: Circled words identified correctly. one got his with she for have went he will they yes run was big not where day out down of are from little revised 5/14 7

8 Word Recognition List C Name: Date: Circled words identified correctly. who her then get away came could why again first do eat has saw what after there make did mother want father night because revised 5/14 8

9 Sight Word Olympics Name: Date: Circled words identified correctly. that this them back which does other these many some were mean should people know their about large only over great before different through revised 5/14 9

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