1 st grade English Language Arts Curriculum and Assessment Guide

Transcription

1 Washington County Department of Education 1 st grade English Language Arts Curriculum and Assessment Guide Table of Contents: Section One- Assessment Schedule: ELA Assessment Schedule pages 3-4 Section Two- Pacing Guides: 1st nine weeks Curriculum at a Glance pages nd nine weeks Curriculum at a Glance pages rd nine weeks Curriculum at a Glance pages th nine weeks Curriculum at a Glance pages Section Three- Assessment and Instructional Resources: REQUIRED STAR360 Universal Screening Assessments page 15 REQUIRED Benchmark Phonics Assessments page 16 REQUIRED Benchmark Literacy Oral Reading Records page 17 REQUIRED WCDE Writing Assessments pages Suggested Benchmark Phonics Assessments page 38 Suggested Benchmark Literacy Comprehension Assessments page 39 OPTIONAL TNCore Reading and Writing Units page 40

2 Section 1: Assessment Schedule 2 P a g e

3 Washington County Schools Assessment Schedule 1 st Grade English Language Arts Assessment Windows Required/ Suggested Reading Assessments Phonics Assessments Writing Assessments Beginning of the Year Aug. 5- Aug. 21 Beginning of the Year REQUIRED Administer Placement Tests/Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening Beginning of Year Assessment Benchmark Literacy Oral Reading Record SUGGESTED Benchmark Literacy Begin-Year Comprehension Strategy Assessment Administer Placement Tests/Record and file results on ELA Student Profile Folder: Benchmark BuildUp Phonics Sight Words Assessment Pretest Administer Placement Tests/Record and file results on ELA Student Profile Folder: WCDE Writing Assessment Prompt: Personal Narrative Aug.5- Aug. 21 During 1 st grading period Aug. 5- Oct. 2 SUGGESTED Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit Unit 1: Identify Stated Main Idea & Supporting Details (CSA: 11-12) Unit 2: Analyze Character (CSA: 1-2) Benchmark BuildUp Phonics Phonemic Awareness Assessment Pretests Benchmark BuildUp Phonics Phonics Assessment Pretests Writing Conference notes During/End of 1 st grading period Sept. 28- Oct. 2 During 2 nd grading period Oct. 12- Dec. 18 REQUIRED Benchmark Literacy Unit Assessments for Units 1 and 2 SUGGESTED Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit: Unit 3: Identify Sequence of Events (CSA: 15-16) Unit 4: Analyze Story Elements (CSA: 3-4) Unit 5: Make Inferences (CSA: 17-18) Benchmark BuildUp Phonics Units 1-6 Quick Check Assessments Benchmark BuildUp Phonics Phonemic Awareness Assessment Posttests Benchmark BuildUp Phonics Units 7-15 Quick Check Assessments Writing Conference notes During/End of 2 nd grading period Dec. 14- Dec. 18 Benchmark Literacy Unit Assessments for Units 3-5 REQUIRED Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Journal Writing Assessment (at end of Unit 1) Benchmark Writing Personal Narrative Writing Assessment 3 P a g e

4 Beginning of Second Semester Jan. 5- Jan. 29 Beginning of Second Semester REQUIRED Administer Tests/ Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening Mid- Year Assessment Benchmark Literacy Oral Reading Record SUGGESTED Benchmark Literacy Mid-Year Comprehension Strategy Assessment Jan. 5- Jan. 29 During 3rd grading period Jan. 5- Mar. 18 SUGGESTED Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit: Unit 6: Summarize Information (CSA: 21-22) Unit 7: Make Predictions (CSA: 19-20) Unit 8: Compare and Contrast (CSA: 5-6) Benchmark BuildUp Phonics Units Quick Check Assessments Writing Conference notes During/End of 3rd grading period Mar. 14- Mar. 18 During 4th grading period Mar. 28- May 24 Benchmark Literacy Unit Assessments for Units 6-8 REQUIRED Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Informational Report Writing Assessment SUGGESTED Benchmark Literacy Ongoing Benchmark BuildUp Writing Conference notes Comprehension Strategy Phonics Units Assessments (CSA) per unit: Quick Check Unit 9: Identify Cause and Assessments Effect (CSA: 13-14) Unit 10: Draw Benchmark BuildUp Conclusions Phonics Phonics (CSA: 9-10) Assessment Posttests Benchmark Literacy Unit Assessments for Units 9 and 10 End of Year May 16- May 24 Benchmark Literacy End of Year Comprehension Strategy Assessment REQUIRED Administer Tests/Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening End of Year Assessment Benchmark Literacy Oral Reading Record Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark BuildUp Sight Word Assessment Posttest Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Book Review Writing Assessment Please note: Student copies of all REQUIRED Phonics and Writing assessments will be printed at Midway and delivered to schools prior to the assessment window. 4 P a g e

5 Section 2: Pacing Guides 5 P a g e

6 Washington County Schools Curriculum at a Glance 1 st Grade English Language Arts 1 st Nine Weeks Suggested Timeframes REQUIRED Assessments: Beginning of Year Suggested Assessments: Beginning of Year Weeks 1-3 Aug. 5- Aug. 21 Reading Workshop Phonics Writing Workshop Administer Placement Tests/Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening Beginning of Year Assessment Benchmark Literacy Oral Reading Record Benchmark Literacy Begin-Year Comprehension Strategy Assessment First Days of School: Establish routines and procedures Administer Placement Tests Administer Placement Tests/Record and file results on ELA Student Profile Folder: Benchmark BuildUp Phonics Sight Words Assessment Pretest First Days of School: Establish routines and procedures Administer Placement Tests Benchmark BuildUp Phonics Review Lessons: Review short vowels and consonants with lessons 1-10 Administer Placement Tests/Record and file results on ELA Student Profile Folder: WCDE Writing Assessment Prompt: Personal Narrative Making Sense of the Writer s Workshop: Establish routines and procedures Administer Placement Tests Weeks 4-6 Aug. 24- Sept. 11 Weeks 7-9 Sept. 14- Oct. 2 Benchmark Literacy Unit 1: Ask Questions Identify Stated Main Idea & Supporting Details Benchmark Literacy Unit 2: Visualize Analyze Character Benchmark BuildUp Phonics: Unit 1: l-family blends Unit 2: r-family blends Unit 3: s-family blends Benchmark BuildUp Phonics: Unit 4: Final s-family blends Unit 5: Final consonant clusters Benchmark Writing Unit 1: Journals Week 1- Introduce the Genre: Journals Week 2- Write Important Details Week 3- Draft a Journal Entry Benchmark Writing Unit 1: Journals Week 4- Draft a Journal Week 5- Edit a Journal Entry Week 6- Revise for Word Choice- Adjectives Suggested Assessments: During 1 st nine weeks Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit Unit 1: Identify Stated Main Idea & Supporting Details (CSA: 11-12) Unit 2: Analyze Character (CSA: 1-2) Unit 6: Final consonant clusters Benchmark BuildUp Phonics Phonemic Awareness Assessment Pretests Benchmark BuildUp Phonics Phonics Assessment Pretests Writing Conference notes Benchmark Literacy Unit Assessments for Units 1 and 2 Benchmark BuildUp Phonics Units 1-6 Quick Check Assessments 6 P a g e

7 REQUIRED Assessments: During/End of 1 st nine weeks Standards Addressed this Grading Period RL.1.1-5, 7, 9-10 RI.1.1-2, 4-5, 7-8 RF.1.1a, 4a-c W.1.1-3, 5, 8 SL.1.1a-c, 2-6 L.1.1a-j, 2b-e, 4a, 5a-d, 6 RL.1.1, 2, 4, 7, 10 RF.1.1a, 2bcd, 3abg, 4ab L.1.1degij, 2d RI.1.1-8, 10 RF.1.1a, 2a-d, 3b W.1.3, 5, 7, 8 SL.1.1a-c, 2-6 L.1.1adfgj, 2abde Notes: Optional: TNCore ELA Instructional Unit- Insects Reading Unit may be appropriate during this grading period. 7 P a g e

8 Washington County Schools Curriculum at a Glance 1 st grade English Language Arts 2 nd Nine Weeks Suggested Timeframes Weeks 1-3 Oct. 12- Oct. 30 Weeks 4-6 Nov. 2- Nov. 20 Weeks 7-9 Nov. 23- Dec. 18 Suggested Assessments: During 2 nd nine weeks Reading Workshop Phonics Writing Workshop Benchmark Literacy Unit 3: Determine Text Importance Identify Sequence of Events Benchmark Literacy Unit 4: Summarize and Synthesize Analyze Story Elements Benchmark Literacy Unit 5: Make Connections Make Inferences Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit: Unit 3: Identify Sequence of Events (CSA: 15-16) Unit 4: Analyze Story Elements (CSA: 3-4) Unit 5: Make Inferences (CSA: 17-18) Benchmark BuildUp Phonics: Unit 7: Three letter blends Unit 8: CVCe long a Unit 9: CVCe long o Benchmark BuildUp Phonics: Unit 10: CVCe long i Unit 11: Open vowels Unit 12: Final digraph -ck Benchmark BuildUp Phonics: Unit 13: Digraphs ch, sh Unit 14: Digraphs th, wh Unit 15: Long a digraphs Benchmark BuildUp Phonics Phonemic Awareness Assessment Posttests Benchmark BuildUp Phonics Units 7-15 Quick Check Assessments Benchmark Writing Unit 1: Journals Week 7- Author s Craft: Use Personal Pronouns/Assess Journal Writing Benchmark Writing Unit 2: Personal Narratives Week 8- Introduce the Genre: Personal Narratives Week 9- Prewrite, Draft, and Edit a Personal Narrative Benchmark Writing Unit 2: Personal Narratives Week 10- Prewrite, Draft, and Edit a Personal Narrative Week 11- Prewrite, Draft, and Edit a Personal Narrative Week 12- Prewrite, Draft, and Edit a Personal Narrative Benchmark Writing Unit 2: Personal Narratives Week 13- Author s Craft: Word Choice (Adjectives) Week 14- Author s Craft: Writer s Voice Week 15- Author s Craft: Word Choice (Overused Words)/Assess Personal Narrative Writing Writing Conference notes REQUIRED Assessments: During/End of 2 nd nine weeks Benchmark Literacy Unit Assessments for Units 3-5 Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Journal Writing Assessment (at end of Unit 1) Benchmark Writing Personal Narrative Writing Assessment 8 P a g e

9 Standards Addressed this Grading Period RL.1.1-5, 7, 9-10 RI.1.1-3, 5-8, 10 RF.1.1a, 4a-c W.1.2, 3, 5 SL.1.1a-c, 2-4, 6 L.1.1a-j, 2bde, 4ac, 5b-d, 6 RL.1.1, 2, 4, 7, 10 RF.1.1a, 2a-d, 3abcg, 4ab L.1.1cde, 2d, 6 RI RF.1.1a, 3g W.1.3, 5, 7, 8 SL.1.1a-c, 2-6 L.1.1a-j, 2a-e, 5d Notes: Optional: TNCore ELA Instructional Unit- Veteran s Day Reading Unit may be appropriate during this grading period. 9 P a g e

10 Washington County Schools Curriculum at a Glance 1 st grade English Language Arts 3 rd Nine Weeks Suggested Timeframes REQUIRED Assessments: Beginning of Second Semester Reading Workshop Phonics Writing Workshop Administer Tests/ Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening Mid- Year Assessment Benchmark Literacy Oral Reading Record SUGGESTED Assessments: Beginning of Second Semester Weeks 1-3 Jan. 5- Jan. 29 Benchmark Literacy Mid-Year Comprehension Strategy Assessment Benchmark Literacy Unit 6: Fix Up Monitoring Summarize Information Benchmark BuildUp Phonics: Unit 16: Long o digraphs Unit 17: Long e digraphs Unit 18: Long i digraphs Benchmark Writing Unit 2: Personal Narratives Week 16- Reteach Personal Narratives Based on Assessment Benchmark Writing Unit 3: Informational Reports Week 17- Introduce the Genre: Informational Reports Week 18- Model Writing an Informational Report Weeks 4-6 Feb. 2- Feb. 26 Benchmark Literacy Unit 7: Make Inferences Make Predictions Benchmark BuildUp Phonics: Unit 19: y as a vowel Unit 20: Variant vowel /ar/ Unit 21: Variant vowel /ur/ Benchmark Writing Unit 3: Informational Reports Week 19- Draft and Edit an Informational Report Week 20- Draft and Edit an Informational Report Week 21- Draft and Edit an Informational Report Weeks 7-9 Feb. 29- Mar. 18 Benchmark Literacy Unit 8: Determine Text Importance Compare and Contrast Benchmark BuildUp Phonics: Unit 22: Variant vowel /or/ Unit 23: Digraphs ea, ee with r Unit 24: Variant vowel /ar/ Benchmark Writing Unit 3: Informational Reports Week 22- Revise: Vary Sentence Beginnings Week 23- Draft, Edit, and Revise an Informational Report/Assess Informational Report Writing Week 24- Reteach Informational Reports Based on Assessment 10 P a g e

11 Suggested Assessments: During 3rd nine weeks Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit: Unit 6: Summarize Information (CSA: 21-22) Unit 7: Make Predictions (CSA: 19-20) Unit 8: Compare and Contrast (CSA: 5-6) Benchmark BuildUp Phonics Units Quick Check Assessments Writing Conference notes Benchmark Literacy Unit Assessments for Units 6-8 REQUIRED Assessments: During/End of 3 rd nine weeks Standards Addressed this Grading Period RL.1.1-7, 9-10 RI RF.1.1a, 4a-c W.1.1-3, 5, 8 SL.1.1a-c, 2-6 L.1.1a-j, 2a-e, 4a, 5a-d, 6 RL.1.1, 2, 7, 10 RF.1.1a, 2a-d, 3bcg, 4ab L.1.1de, 2d Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Informational Report Writing Assessment RI RF.1.1a W.1.2, 3, 4, 7, 8 SL.1.1a-c, 2-6 L.1.1a-j, 2a-e Notes: Optional: TNCore ELA Instructional Unit- Life Cycles Reading Unit may be appropriate during this grading period. 11 P a g e

12 Washington County Schools Curriculum at a Glance 1 st grade English Language Arts 4th Nine Weeks Suggested Timeframes Weeks 1-3 Mar. 28- Apr. 15 Reading Workshop Phonics Writing Workshop Benchmark Literacy Unit 9: Make Connections Identify Cause and Effect Benchmark BuildUp Phonics: Unit 25: Variant vowel /oo/ Unit 26: Variant vowel /o/ Unit 27: Variant vowel /oo/ Benchmark Writing Unit 4: Book Review Week 25- Introduce the Genre: Book Reviews Week 26- Model Writing a Book Review Week 27- Draft and Edit a Book Review Weeks 4-6 Apr. 18- May 6 Benchmark Literacy Unit 10: Make Inferences Draw Conclusions Benchmark BuildUp Phonics: Unit 28: Dipthong /ou/ Unit 29: Dipthong /oi/ Unit 30: Soft c, g Benchmark Writing Unit 4: Book Review Week 28- Prewrite, Draft, and Edit a Book Review/Assess Book Review Writing Week 29- Reteach Book Reviews Based on Assessment Week 30- Multiple Genre Writing Review Weeks 7-9 May 9- May 24 Preview 2 nd grade English Language Arts Standards with students Benchmark BuildUp Phonics: Unit 31: Silent letters Preview 2 nd grade English Language Arts Standards with students Suggested Assessments: During 4th nine weeks Benchmark Literacy Ongoing Comprehension Strategy Assessments (CSA) per unit: Unit 9: Identify Cause and Effect (CSA: 13-14) Unit 10: Draw Conclusions (CSA: 9-10) Preview 2 nd grade English Language Arts Standards with students Benchmark BuildUp Phonics Units Quick Check Assessments Benchmark BuildUp Phonics Phonics Assessment Posttests Writing Conference notes Benchmark Literacy Unit Assessments for Units 9 and 10 Benchmark Literacy End of Year Comprehension Strategy Assessment REQUIRED Assessments: During/End of 4 th nine weeks Administer Tests/Record and file results on ELA Student Profile Folder: STAR360 Reading Universal Screening End of Year Assessment Benchmark Literacy Oral Reading Record Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark BuildUp Sight Word Assessment Posttest Administer Tests/Record and file results on ELA Student Profile Folder: Benchmark Writing Book Review Writing Assessment 12 P a g e

13 Standards Addressed this Grading Period RL.1.1-7, 9-10 RI.1.1-8, 10 RF.1.1a, 4a-c W.1.2, 3, 5, 8 SL.1.1a-c, 2-4, 6 L.1.1a-j, 2bde, 4a, 5a-d,6 RL.1.1, 2, 3, 7, 10 RF.1.1a, 2bcd, 3bg, 4a L.1.1d, 2d RL.1.1-7, 9-10 RI.1.1-6, 8-10 W.1.1-3, 5, 7, 8 SL.1.1a-c, 2-6 L.1.1a-j, 2a-e Notes: Optional: TNCore ELA Instructional Unit- Proud to Be Americans Reading Unit may be appropriate during this grading period. 13 P a g e

14 Section 3: Assessment and Instructional Resources 14 P a g e

15 REQUIRED - STAR360 Reading Universal Screening Assessment Universal Screener: STAR360 Reading Beginning of Year (online administration) Midyear (online administration) End of Year (online administration) Beginning of Year Information: Students will complete the STAR360 Reading Beginning of Year Assessment online. Following administration, record the NCE score, the Percentile Rank, and the Grade Equivalence on the ELA Student Profile Folder. (Percentile Rank and Grade Equivalent scores found on the Student Diagnostic Report, NCE found on the Parent Report.) Midyear Information: Students will complete the STAR360 Reading Midyear Assessment online. Following administration, record the NCE score, the Percentile Rank, and the Grade Equivalence on the ELA Student Profile Folder. (Percentile Rank and Grade Equivalent scores found on the Student Diagnostic Report, NCE found on the Parent Report.) Use results to adjust instruction. End of Year Information: Students will complete the STAR360 Reading End of Year Assessment online. Following administration, record the NCE score, the Percentile Rank, and the Grade Equivalence on the ELA Student Profile Folder. (Percentile Rank and Grade Equivalent scores found on the Student Diagnostic Report, NCE found on the Parent Report.) Print the final Student Diagnostic Report and file a copy in the ELA Student Profile Folder. *Please note: According to Response to Instruction and Intervention (RtI 2 ), students scoring below 25% on the Universal Screener may be considered for Tier II instruction. Please note: STAR360 Reading data is only one source of information to use when determining RtI2 status. Use the WCDE guidelines for RtI2 when making student placement decisions. 15 P a g e

16 REQUIRED Benchmark BuildUp Phonics Assessment- Sight Words BuildUp Phonics Sight Words Pretest Posttest Sight Word Pretest Information: Instructions and copies of necessary forms are located behind the Assessment tab in Benchmark BuildUp Phonics Teacher Resource System manual. This assessment is administered individually with students. Have a copy of the Sight Word Teacher Record ready for each student. Copies of these forms will be delivered from Midway at the beginning of the year. Place a copy of the Student Sheet in front of students. Follow the directions printed at the top of the teacher record form when administering assessment. File the Sight Word Teacher Record in each student s ELA Student Profile Folder. This form will be used again for the Posttest. Use results to inform instruction. Sight Word Posttest Information: This assessment is administered individually with students. Have a copy of the Sight Word Teacher Record for each student. Utilize the same form previously used for the Pretest. Place a copy of the Student Sheet in front of students. Follow the directions printed at the top of the teacher record form when administering assessment. File the Sight Word Teacher Record in each student s ELA Student Profile Folder. 16 P a g e

17 REQUIRED - Benchmark Literacy Oral Reading Records Universal Screener: Benchmark Literacy Oral Reading Records Beginning of Year Midyear End of Year Benchmark Literacy Oral Reading Record Information: Regularly observing and accurately recording students reading is a best practice in monitoring progress and determining appropriate instruction to cover a wide variety of literacy skills, including reading ability in regard to accuracy, comprehension, and fluency. Benchmark Literacy Oral Reading Records help you: Identify a reader s strengths and needs. Select appropriately leveled texts for small-group instruction. Determine specific skills and strategies to focus on during reading instruction. Assess and monitor student reading across many reading levels. Provide a standardized way to talk to families and students about reading progress. The Benchmark Literacy Oral Reading Records set includes Level Screening Passages, located in the handbook. These short passages are designed to guide teachers to the most appropriate level at which to begin assessing each student. After determining a starting level, teachers may then choose a text and administer an Oral Reading Record to individual students using the texts and forms provided in the ORR kit. Three Benchmark Literacy Oral Reading Records are administered per student throughout the school year. Results are to be recorded and filed in the ELA Student Profile Folder. Following each required Benchmark Literacy Oral Reading Record, teachers are to conference with individual students to determine strengths and areas to strengthen in reading. Additional assessments beyond the required Beginning, Middle, and End of Year are not mandatory for every student. However, they provide valuable insight into student abilities. If choosing to use these assessments, document and file forms in ELA Student Profile Folders. Use results to inform reading instruction. 17 P a g e

18 REQUIRED - WCDE and Benchmark Writing Writing Assessments Directions: Teachers are to spend several weeks of instruction on a type of writing during Writing Workshop in class daily. Writing assessments are to be administered at the end of each writing genre study. Copies of student writing paper will be delivered from Midway at the beginning of each assessment window. Teachers may read aloud directions for each assessment. After administering each assessment, teachers will score writing samples using the rubric provided. Teachers will then conference with individual students to determine strengths and areas to strengthen in writing. Record assessment data on the ELA Student Profile Folder, as seen in the table below. Then file the student s writing in the ELA Student Profile Folder. *Please note these are the minimum requirements for writing instruction and assessment. Teachers are encouraged to supplement writing instruction based on the needs of the students. Timeline Date Administered Genre Writing Type Student Score (1-4) Conference Notes Placement Personal Narrative Writing Narrative 1 st nine weeks Journal Writing Narrative 2 nd nine weeks Personal Narrative Writing Narrative 3 rd nine weeks Informational Report Writing Informational 4 th nine weeks Book Review Writing Opinion 18 P a g e

19 FIRST GRADE WRITING ASSESSMENT CRITERIA To be used with First Grade Children s Writing Samples (rubric and samples from Teaching Reading and Writing by Norma and Bob Kimzey) Early Independent: Score Point 4- Typically Beyond First Grade Writes a series of ideas in an organized sequential manner Includes some variation in sentence structure and length Uses some literary language as well as oral language patterns Writes complete sentences with capital and end punctuation Spells many high frequency words correctly Uses invented spelling for unknown words Developing: Score Point 3- Typical at the End of First Grade Writes recognizable short sentences on a topic Uses ideas and vocabulary from literature Uses some descriptive detail Spaces between most words Uses invented spelling with many phonetic elements Spells some high frequency words correctly Attempts capitals and punctuation Uses clear legible handwriting (upper/lower case letters) Emergent: Score Point 2- Typical at the Beginning of First Grade Draws and writes signs, labels, and simple messages Writes one or two thoughts Writes using oral language structures Uses invented spelling (mostly consonants) Spells some familiar words correctly Shows some use of spacing between words Use of lower case letters not clearly established Early Emergent: Score Point 1- Seen by Some Children at the Beginning of First Grade Draws and writes signs and labels Copies words and labels from environment Spells a few familiar words correctly Uses one or two letters to write words (invented spelling) Writes letters in a string Shows minimal or little use of letter/sound relationship Spacing is not well established Uses upper and lower case letters indiscriminately 19 P a g e

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22 WCDE Writing Assessment- Personal Narrative: 1 st grade Writing Placement Assessment 1. Focus (10 minutes) Say: Today s lesson is a little different. I will not teach a lesson, and we won t have sharing time at the end. Instead you will have extra time to think about one memorable event from your summer break, tell your partner about it including a beginning/middle/end, and write a personal narrative. I want you to try to use the things you remember about personal narratives and show me what you can do. I will be here to help you if you need me! 2. Rehearse (5 minutes) Ask students to turn to their partners. Say: Think about a memorable event from your summer break. What did you do? Where did you go? Who was with you? Tell the beginning, middle, and end of your story. Remember to include the characters, setting, problem, and resolution. 3. Independent Writing (30 minutes) Distribute blank writing paper. (Sample attached.) Read Aloud the prompt: Think about your summer break. Choose one memorable event from your summer break. What did you do? Where did you go? Who was with you? Draw and write your story. Include where you were, who you were with, and what you did. 4. Evaluate Student Writing Collect today s writing sample from each student. Use the district 4-point rubric provided to assess student narrative writing abilities. You may also want to consider the following: a beginning, middle, and end effective idea development (characters, setting, problem, resolution) evidence of asking questions evidence of editing for correct uppercase letters, end punctuation, and complete sentences evidence of revising for describing words, writer s voice, and overused words ability to hear and record sounds in words and write a growing number of one-syllable and highfrequency words Record your assessment of students writing samples on the ELA Student Profile Folder. File student writing samples in the folder. Use the results to help you plan future instruction. 22 P a g e

23 1st Grade: Personal Narrative Writing Placement Assessment Student Name: Date:

24 1st Grade: Personal Narrative Writing Placement Assessment Student Name: Date: 24 P a g e

25 1st Grade: Personal Narrative Writing Placement Assessment Student Name: Date: 25 P a g e

26 Benchmark Writing- Journal Writing: 1 st grade Writing Assessment 1st nine weeks Teacher Instructions: (also found in Benchmark Writer s Workshop manual) 1. Focus (5 minutes) Display the Journals anchor chart and read it together. Say: Today s lesson is a little different. I will not draw and write in my journal, and we won t have sharing time at the end. Instead you will have extra time to decide on a memory, tell your partner about it, and then draw and write about it. We have learned many things about writing in our journals. I want you to try to use the things we ve learned and show me what you can do. I will be here to help you if you need me! Shall we get started? 2. Rehearse (5 minutes) Invite students to close their eyes and visualize an experience that they could draw and write about in a journal. Say: Tell your partner what you plan to draw and write about. Tell what happened and tell how you felt. 3. Independent Writing and Conferring (35 minutes) Distribute blank writing paper. (Sample attached.) Invite each student to draw a picture of what he or she described and to write a message. Collect today s writing sample from each student. Use the 4-point rubric provided to assess student writing abilities. You may also want to consider the following: evidence of effective visualization and memory development complete sentences (subject and verb) varied sentence beginnings (single or compound subject) concepts about print (where to begin writing, directionality, one-to-one correspondence, correct use of uppercase and lowercase letters, spaces between words, appropriate end punctuation) word choice (adjectives and pronouns) evidence of asking questions evidence of rereading, revising, and editing attempts to hear and record sounds in words and write some one-syllable and high-frequency words Record your assessment of students writing samples on the ELA Student Profile Folder. File student writing samples in the folder. NOTE: Although students begin their Personal Narratives unit next week, they will still be writing in their journals for six more days. Based on your evaluation of today s journal entries, make a list of the skills and strategies students still need to practice during that time. Plan additional mini-lessons as needed for individuals, small groups, or the whole class outside of your regular Writer s Workshop to help solidify their learning about journal writing.

27 1st Grade: Journal Writing Assessment 1 st nine weeks Student Name: Date:

28 Benchmark Writing- Personal Narrative: 1 st grade Writing Assessment 2nd nine weeks Teacher Instructions: (also found in Benchmark Writer s Workshop manual) 1. Focus (10 minutes) Refer to the Personal Narratives anchor chart posted in the classroom and review it with students. Say: Today s lesson is a little different. I will not teach a lesson, and we won t have sharing time at the end. Instead you will have extra time to choose an event in your life, tell your partner about it including a beginning/middle/end, and write a personal narrative. We have learned many things about writing personal narratives. I want you to try to use the things we ve learned and show me what you can do. I will be here to help you if you need me! 2. Rehearse (5 minutes) Ask students to turn to their partners. Say: Think about an event in your life. Tell the beginning, middle, and end of your story. Remember to include the characters, setting, problem, and resolution. 3. Independent Writing (30 minutes) Distribute blank writing paper. (Sample attached.) 4. Evaluate Student Writing Collect today s writing sample from each student. Use the district 4-point rubric to assess student narrative writing abilities. You may also want to consider the following: a beginning, middle, and end effective idea development (characters, setting, problem, resolution) evidence of asking questions evidence of editing for correct uppercase letters, end punctuation, and complete sentences evidence of revising for describing words, writer s voice, and overused words ability to hear and record sounds in words and write a growing number of one-syllable and highfrequency words Record your assessment of students writing samples on the ELA Student Profile Folder. File student writing samples in the folder. Based on your evaluation, plan five Focus lessons for the final week of the Personal Narratives unit.

29 1st Grade: Personal Narrative Writing Assessment 2 nd nine weeks Student Name: Date:

30 1st Grade: Personal Narrative Writing Assessment 2 nd nine weeks Student Name: Date: 30 P a g e

31 1st Grade: Personal Narrative Writing Assessment 2 nd nine weeks Student Name: Date: 31 P a g e

32 Benchmark Writing- Informational Report: 1 st grade Writing Assessment 3rd nine weeks Teacher Instructions: (also found in Benchmark Writer s Workshop manual) 1. Focus (5 minutes) Display the nonfiction text you have chosen and read aloud the title and author(s). Ask students to predict what the topic of the text might be and what makes them think this. Say: I will read this book/article today. As I read, think about what the topic, main idea, and important facts are. Read the text aloud in a fluent, expressive voice. Follow students lead in discussing any photographs or other graphic features. After reading say: Today s lesson is a little different. I will not teach a lesson, and we won t have sharing time at the end. You will write a report about the information you learned as you listened to (name of book/article). You will have extra time to decide on a title, a topic sentence, and the facts you want to write that will support your topic sentence. Then you will talk to your partner about the ideas. After that, you will write and draw your report. After you re done, you will edit and revise your report. Use our Informational Reports anchor chart to help you remember what we ve learned about writing reports, and show me what you can do. I will be here to help you if you need me! Let s get started. 2. Rehearse (5 minutes) Say: Share your title and topic sentence with your partner. Make sure your topic sentence tells the main idea. Then tell your partner some important facts you remember about the topic. 3. Independent Writing (30 minutes) Distribute blank writing paper. (Sample attached.) Invite students to write their informational reports. Make sure the read-aloud is available so students can refer to it if needed. 4. Evaluate Student Writing Collect today s writing sample from each student. Use the same 4-point rubric to assess student writing abilities. You may also want to consider the following: ability to figure out the topic and write a title ability to figure out a main idea and write a topic sentence ability to write two or more facts about a topic evidence of editing for correct uppercase letters, end punctuation, and complete sentences evidence of revising for varied sentence beginnings ability to listen for and record sounds in words and write a growing number of one-syllable and high-frequency words Record your assessment of students writing samples on the ELA Student Profile Folder. File student writing samples in the folder. Based on your evaluation, plan five Focus lessons for the final week of the Informational Reports unit.

33 1st Grade: Informational Report Assessment 3rd nine weeks Student Name: Date: My Report: 33 P a g e

34 1st Grade: Informational Report Assessment 3rd nine weeks Student Name: Date: My Report: 34 P a g e

35 1st Grade: Informational Report Assessment 3rd nine weeks Student Name: Date: My Report: 35 P a g e

36 Benchmark Writing- Book Review: 1 st grade Writing Assessment 4th nine weeks Teacher Instructions: (also found in Benchmark Writer s Workshop manual) 1. Focus (10 minutes) Point to the Book Reviews anchor chart posted in your classroom and review it with students. Use the following questions to generate discussion: What do we write first in our book review? What do we need to remember to include in our summary? What s the resolution? What are some parts of a book that you can write an opinion about? What do you need to write after you write your opinion? What is a recommendation? Display the cover of a fiction read-aloud you have used previously in the year. Read aloud the title. Using the illustrations, quickly retell the story. Say: Today s lesson is a little different. I will not be writing a book review, and we won t have sharing time at the end. Instead you will have extra time to write a summary, opinion, reason, and recommendation about this book we have just shared. Use our Book Reviews anchor chart to help you remember what we ve learned about writing reviews, and show me what you can do. I will be here to help you if you need me! 2. Rehearse (5 minutes) Ask students to turn to their partners. Say: Talk to your partner about your opinion of the book and your reason, and tell your recommendation. Remember to ask yourself questions to help you figure out your opinion about one of these parts of the story. Then decide what you will write in your book review. Move among the pairs of students to monitor and support their efforts. 3. Independent Writing (30 minutes) Distribute blank writing paper. (Sample attached.) Invite students to write their book reviews. 4. Evaluate Student Writing Collect today s writing sample from each student. Use the same 4-point rubric to assess student writing abilities. You may also want to consider the following: ability to analyze story elements and summarize a story (characters, setting, problem, resolution) ability to express an opinion about characters, story events, illustrations, or book features ability to support an opinion with evidence from the text ability to make a recommendation evidence of asking questions evidence of editing and revising ability to hear and record sounds in words and write a growing number of one-syllable and highfrequency words Record your assessment of students writing samples on the ELA Student Profile Folder. File student writing samples in the folder. Based on your evaluation, plan five Focus lessons for the final week of the Book Reviews unit. 36 P a g e

37 1st Grade: Book Review Assessment 4th nine weeks Student Name: Date: Book Title: Author: 37 P a g e

38 SUGGESTED - Benchmark BuildUp Phonics Assessments BuildUp Phonics Phonemic Awareness Pre/Post Assessments o Differentiating Sounds, Manipulating Sounds, Blending Phonemes, Segmenting Phonemes Phonics Pre/Post Assessments o Consonant Sounds Assessment, Vowel Sounds Assessment, Consonant Clusters, Long Vowels, Variant Vowels Unit Quick Checks Suggested Phonemic Awareness and Phonics Assessment Information: Instructions and copies of necessary forms for Phonemic Awareness and Phonics Pre/Post Assessments are located behind the Assessment tab in Benchmark BuildUp Phonics Teacher Resource System manual. These assessments are not required for every student. However, they provide valuable insight into student abilities and can be used as additional data sources for progress monitoring. If choosing to use these assessments, make copies of teacher forms and student sheets. Follow the directions printed at the top of the teacher record forms when administering assessments. File forms in ELA Student Profile Folders. Use results to inform phonics instruction. Suggested Unit Quick-Check Assessment Information: Instructions and copies of necessary forms for Unit Quick Checks are located at the end of each unit in Benchmark BuildUp Phonics Teacher Resource System manual and online at Benchmark Universe. These assessments are not required for every student. However, they provide valuable insight into student abilities and can be used as additional data sources for progress monitoring. If choosing to use these assessments, make copies of the Unit Quick Check form. Follow the directions printed at the top when administering assessments. File forms in ELA Student Profile Folders. Use results to inform phonics instruction. 38 P a g e

39 Suggested - Benchmark Literacy Comprehension Strategy Assessments Comprehension Strategy Assessments: Pretest, Midyear, Posttest (paper/pencil or online administration) Ongoing Comprehension Strategy Assessments (paper/pencil or online administration) Unit Assessments Pretest, Midyear, and Posttest Information: These assessments can be administered online or paper/pencil version. Teacher instructions, answer key, and copy of the tests are located in the Comprehension Strategy Assessment book in the Benchmark Literacy Teacher Toolkit or online at Benchmark Universe. Teachers may read aloud all text (directions, passages, questions, and answer choices) during administration of the assessment if using as a listening assessment, or choose which parts to read aloud and which parts students read independently if using as a reading assessment. These assessments are not required for every student. However, they provide valuable insight into student abilities, and can be used to plan instruction, make curriculum decisions, and select reading materials to match students needs. Please note: Posttests should be administered following instruction in all ten units of Benchmark Literacy as a final evaluation of student progress as compared to Pretest data. If choosing to use these assessments, please file assessment results in the ELA Student Profile Folder. Use results to adjust instruction. Ongoing Comprehension Strategy Assessment Information: These assessments are to be administered periodically throughout the school year as a reading assessment or a listening assessment. They can be administered online or paper/pencil version. Teacher instructions, answer key, and copy of the tests are located in the Comprehension Strategy Assessment book in the Benchmark Literacy Teacher Toolkit or online at Benchmark Universe. These assessments are not required for every student. However, they provide valuable insight into student abilities, and can be used to plan instruction, make curriculum decisions, and select reading materials to match students needs. If choosing to use these assessments, please file assessment results in the ELA Student Profile Folder. Use results to adjust instruction. Unit Assessment Information: These assessments are to be administered at the conclusion of each unit as a reading assessment or a listening assessment. They are a paper/pencil assessment. Teacher instructions, answer key, and copy of the tests are located in the Resources tab online at Benchmark Universe. These assessments are not required for every student. However, they provide valuable insight into student abilities, and can be used to plan instruction, make curriculum decisions, and select reading materials to match students needs. If choosing to use these assessments, please file assessment results in the ELA Student Profile Folder. Use results to adjust instruction. 39 P a g e

40 Optional TNCore Reading and Writing Units Teachers may choose to use these units as curricular resources to support Tennessee Standards. Topics include Science and Social Studies themes and can be incorporated in the English Language Arts block in both Reading and Writing Workshop. These units have been developed to implement over several weeks; however, segments of the unit may be used as needed to best meet students needs. To access these units, follow the directions below: URL: Click English Language Arts. Scroll and click on Instructional Resources. Choose the K-3 tab. Click on Reading Units link. Enter Username: tneducation Password: fastestimproving Choose K-1 Unit per grading period to access teacher instructions, texts, and activities. 1 st nine weeks: Optional: TNCore ELA Instructional Unit- Insects Reading Unit 2 nd nine weeks: Optional: TNCore ELA Instructional Unit- Veteran s Day Reading Unit 3 rd nine weeks: Optional: TNCore ELA Instructional Unit- Life Cycles Reading Unit 4 th nine weeks: Optional: TNCore ELA Instructional Unit- Proud to Be Americans Reading Unit *Please note: Optional Close Reading tasks are available on this same website. 40 P a g e