Progressing toward the standard

Transcription

1 1st Grade Rubrics!!!!!!!! Content Area: Reading Report Card Language: RF.1.4 The student can decode and comprehend first grade level texts progress to Meets STAR Early Literacy Assessment STAR Reading Assessment DRA or Running Records DRA Level 16 is end of first grade. 95% Accuracy and Comprehension required to be able to be tested on the next level. Student s independent reading level is well below grade level or is not on-track to meet end of year s. 1st Trimester DRA below level 6 2nd Trimester DRA below level 10 3rd Trimester DRA below level 14 STAR Early Literacy classification: Early or Late Emergent Reader Not able to take STAR Reading at end of year Student s independent reading level is on track to meeting end of year s, or is nearly meeting by the end of the year. 1st Trimester Student reads level nd Trimester Student reads levels rd Trimester Student reads level 14 STAR Early Literacy Classification: Transitional Reader STAR Reading SS < 133 Student s independent reading level is at end-ofyear grade level s. 1st Trimester Student reads level 16 2nd Trimester Student reads level 16 3rd Trimester Student reads level 16 STAR Early Literacy Classification: Probable Reader STAR Reading SS > 133 Student is independently reading texts that are above first grade level. 1st Trimester Student reads level 18+ 2nd Trimester Student reads level 18+ 3rd Trimester Student reads level 18+ STAR Reading SS > 250

2 1st Grade Rubrics!!!!!!! Content Area: Reading Foundational Skills Report Card Language: RF 1.1 The student can recognize the features of a sentence (first word, capitalization, and ending punctuation). progress to Meets Features of a Sentence Assessment (Goggle Doc) (Teachers use the student s assessment sheet and highlight student s achievement in each area on this rubric.) Rarely or never recognizes that the first word in a sentence is capitalized!! Sometimes recognizes that the first word in a sentence Sometimes recognizes that Rarely or never recognizes are separated by that are separated by spaces before and after spaces before and after them!!!! them Sometimes recognizes that Rarely or never recognizesa sentence ends with a that a sentence ends with a punctuation mark punctuation mark Consistently and independently recognizes that the first word in a sentence is capitalized!! Consistently and independently recognizes that are separated by spaces before and after them Consistently and independently recognizes that a sentence ends with a punctuation mark Students who exceed this would read fluently and use features of a sentence to enhance oral reading and comprehension of a sentence or passage through voice, timing, and expression.

3 1st Grade Rubrics!!!!!! Content Area: Reading Foundational Skills Report Card Language: The student uses first grade-level phonics and word analysis skills in reading. Included in this are the following skills: a. Know the spelling-sound correspondences for common consonant diagraphs (two letters that represent one sound). b. Decode regularly spelled one-syllable. c. Know final-e and common vowel teams for representing long vowel sounds. d. Use knowledge that syllables must have a vowel sound to determine number of syllables in a word. e. Decode two syllable following basic patterns by breaking the into syllables. f. Read with inflectional endings (e.g., -s, -ed, -ing) g. Recognize and read grade-appropriate irregularly spelled. progress to Meets Classroom phonics assessments Quick Phonics Screener STAR Early Literacy Phonics Sub-domain DIBELS Next Nonsense Word Fluency Student is not showing consistent or effective use of most of the phonics and word analysis skills to read unfamiliar or texts. Uses some, but not all of the first grade level phonics and word analysis skills to read unfamiliar and texts. For example, able to consistently use 3-4 of the skills. Consistently uses all of the grade level phonics and word analysis skills to read unfamiliar grade level and texts. Uses phonics and word analysis skills and strategies that are above first grade level to read unfamiliar and texts that are beyond first grade level.

4 1st Grade Rubrics!!!!!! Content Area: Reading Foundational Skills Report Card Language: RL.1.10 The student can read first grade high frequency. progress to Meets Treasures High Frequency Word Lists (Student assessment to take place with the word lists. The score was generated by allowing miscues of two for each unit. Student is to be shown on the word list form. Assess all each time). Rarely or never identifies/ Trimester 1 (76 taught from SS, Unit 1, & Unit 2) Student knows less than 70 Trimester 2 (135 taught from SS & Units 1-4) Student knows less than 127 Inconsistently identifies/ Trimester 1 (76 taught from SS, Unit 1, & Unit 2) Student knows 70/177 Trimester 2 (135 taught from SS & Units 1-4) Student knows 127/177 Consistently identifies/ Trimester 1 (76 taught from SS, Unit 1, & Unit 2) Student knows 177/177 Trimester 2 (135 taugth from SS & Units 1-4) Student knows 177/177 Independently identifies/ in all settings at all times From Trimester 1 through Trimester 3: Students knows 177/177 and from 2 nd grade and beyond. Trimester 3 (177 taught from SS & Units 1-6) Student knows less than 163 Trimester 3 (177 taught from SS & Units 1-6) Student knows 163/177 Trimester 3 (177 taught from SS & Units 1-6) Student knows 177/177

5 1st Grade Rubrics!!!!!! Content Area: Reading Foundational Skills Report Card Language: RF.1.4 The student can read first grade text orally with accuracy and fluency to support comprehension. progress to Meets Treasures Fluency Assessments DIBELS Next Oral Reading Fluency (winter and spring) Rarely reads connected text with fluency. Is sounding out in isolated segments. Is learning letter-sound correspondence. The student reads less than 16 correct per minute. The student reads with less than 68% accuracy on ORF passage. Is reading connected text but hesitates to sound out. Occasionally makes self-corrections Fluently produces letter sound correspondence. The student reads correct per minute. The student reads with 68-89% accuracy on an ORF passage. Consistently reads unfamiliar grade level texts with few stoppages to sound out unfamiliar. Self-corrects errors. Uses voice, timing, and expression to convey meaning. The student reads correct per minute. The student reads with 90-96% accuracy on an ORF passage. Independently reads first grade level texts at well above 40 per minute. Independently uses voice, timing and expression to convey meaning of texts beyond first grade level. The student s reads at a rate of at least 87 correct per minute. The student reads with % accuracy on an ORF passage.

6 1st Grade Rubrics!!!!!! Content Area: Reading Foundational Skills Report Card Language: L.1.4 The student can use strategies to learn and use new vocabulary. This incorporates the following strategies: a. Sort into categories to gain a sense of the concepts the categories represent. b. Define by category and by one or more key attributes (e.g, a duck is a bird that swims). c. Identify real-life connections between and their use. d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, stare) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or acting out meanings. progress to Meets Classroom formative/ summative assessments STAR Early Literacy Vocabulary Sub-domain Student rarely demonstrates strategies and skills for learning and using new vocabulary. Student is not showing consistent and effective use of most of the skills when applied to unfamiliar or phrases at the first grade level. Vocabulary skills are on track to meet the end of year s or are nearly meeting by the end of the year. Student should show consistent and effective use of 2-3 of the vocabulary skills when applied to unfamiliar or phrases at the first grade level. Independent vocabulary skills are meeting the end of the year s. Student should show consistent and effective use of all of the vocabulary skills when applied to unfamiliar or phrases at the first grade level. Independent vocabulary skills are reflective of more advanced vocabulary skills such as using context clues, prefixes and roots to determine meanings of.

7 1st Grade Rubrics!!!!!!! Content Area: Reading Literature Report Card Language: RL.1.1/RL.1.2 The student can ask and answer questions about the key details in the text (e.g. who, what, where, when, why, and how) from stories they have heard or read. progress to Meets Classroom formative/ summative assessments The student is rarely able to ask questions about a 1 st grade level text they have heard or read. The student is rarely able to answer questions about key details from a text they have heard or read. The student is sometimes able to tell a few details, but will miss most key details. The student is able to ask and answer some questions about a 1 st grade level text they have heard or read. The student identifies some of the key details of a 1 st grade level text they have heard or read. The student is able to answer and ask questions about key details of texts that are simple to comprehend. The student is able to ask and answer questions about key details of a 1 st grade level text they have heard or read. The student identifies most of the key details of a 1 st grade level text they have heard or read. The student is able to ask and answer questions about key details of texts that are above the 1 st grade level. The student identifies most of the key details of a text that is above 1 st grade level.

8 1st Grade Rubrics!!!!!!! Content Area: Reading Literature Report Card Language: RL.1.9 The student can compare and contrast adventures and experiences of characters from stories they have heard or read. progress to Meets Classroom Formative/ Summative assessments Rarely compares the one detail of how they are alike. Rarely contrasst the one detail of how they are different. With support is able to describe characters but not make comparisons or contrasts. Occasionally compares the adventures or experiences of characters by sharing one detail of how they are alike. Occasionally contrast the one detail of how they are different. Makes comparisons or contrasts with teacher support or with simpler texts. Consistently compare the one or more details of how they are alike. Consistently contrast the one or more details of how they are different. Independently compares the adventures or experiences of characters by sharing several (3 or more) details of similarities. Independently contrasts the adventures and experiences of characters by sharing several (3 or more) details of differences.

9 1st Grade Rubrics!!!!!!!! Content Area: Reading - Informational Text Report Card Language: RI.1.3 student can make a connection between two individuals, events, or ideas in informational text progress to Meets Classroom formative/ summative assessments Rarely able to identify the connection between two individuals, events, ideas, or pieces of information in a text. May be able to identify individuals, events, or information, but is not able to make connections even with adult prompting and support. Occasionally describes the connection between two individuals, events, or pieces of information in an informational text (e.g., connects important people in a biography or makes connections about two events in history). Able to identify individuals, events, or information, but only able to make connections with adult prompting and support. Consistently describes the connection between two individuals, events, or pieces of information in an informational text (e.g., connects important people in a biography or makes connections about two events in history). Independently describes the connection between a series (more than two) of historical events, scientific ideas or concepts, or steps in technical procedures in a text.