FIRST GRADE - FOR MARKING THE REPORT CARD
Updated November 2007
| READING | WRITING | LISTENING | SPEAKING | MATH | SCIENCE | HEALTH | ART | LIBRARY MEDIA | MUSIC. | PHY.ED |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| R1.1 | Use phonics (letters and sounds) to read new words | Running records or Teacher observation of student reading new words | E = able to use phonics to read material above grade-level P = beginning to apply decoding strategies to grade-level material |
| R1.2 | Use context clues (What makes sense) to read new words. | Running records, teacher observation of small group/independent reading, and Quantitative Reading Inventory (QRI) at the end of the year
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Use data from running records and observation For DRA scale: E = 28 and above S = 18-24 P = 8-16 N = 1-6Fountas and Pinnell scale: E = Significantly higher than J S = G - I P = E - F N = A-D |
| R1.3 | Consistently read sightwords | Frequent assessment of the 88 words. Students should have opportunities to show improvement and be graded on the best they can do. | E = Reads words that are significantly beyond the list of 88 words S = 88 P = 31-87 N = 30 or fewer PSI for Spanish: E = reads 125 words, plus many others not on the list S = Reads 120-125 words (96%+) P = Reads 32-120 words (26-93%) N = Reads 0-31 (less than 25%) |
| R1.4 | Understand the meaning of what is read. | Retell stories from DRA or leveled books. Use story maps. for Non-fiction: Thinking Maps, other graphic organizers Teacher probes, if necessary. |
E = Consistently, accurately and completely retells and understands P= Can retell some of the text with prompts N = Understands little of what is read - struggles to retell things |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| W1.1 | Express ideas using a variety of writing forms | Writing assignments completed throughout the year. Student work, collected over time and compared among teachers, will be helpful. | E = uses a lot of variety and writes independently S = uses writing forms that have been taught independently P = needs assistance and direction N = non-writers; can't read own writing |
| W1.2 | Use beginning, middle, and end sounds to write words | All writing: journals, word tests, spelling tests | E = Writes multi-syllable
words and uses a mix of conventional and phonetic spelling S = Uses beginning, middle, and end sounds to write words in all writing or phonetic spelling P = Uses beginning and end sounds to write words N = Cannot read back what they wrote |
| W1.3 | Spell sight words correctly | Spelling tests and daily writing
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E = Can correctly spell
many more than the 30 high-frequency words PSI for Spanish: E = 77 (125) words, plus other non-frequency words S - 74-77 words (120-125) (96%=) P = 20-73 words (32-120) (26%-96%) N = 0-19 words (0-13) (less than 25%) |
| W1.4 | Use upper- and lower-case letters appropriately | Writing assignments completed throughout the year. | E = not available S = Uses upper- and lower-case letters appropriately P = Inconsistent use of cases N = Random use/ no apparent understanding of appropriate use of cases |
| W1.5 | Use periods at the end of sentences | Writing assignments completed throughout the year. | E = Uses additional punctuation
appropriately S = Uses periods appropriately at sentence ends P = Inconsistent use of periods N = No apparent understanding of appropriate use of periods. |
| W1.6 | Write legibly | Writing assignments completed throughout the year. | E = Teachers know it when
they see it S = An adult other than the teacher can read the writing P = Making progress in legibility N = Illegible |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| L1.1 | Follow multi-step verbal
instructions |
Teacher observation - measures if the student is able to, whereas willingness is to be reported in the Social Skills | E = Consistently completing
tasks and daily routines independently without daily reminders. S = Independently begins and completes task after instructions are given. P = Begins and completes task after personal reminder. N = Needs constant redirection to complete directions. |
| L1.2 | Use listening skills | Teacher observation | E = Consistently able to show active listening (interactive) S = Consistently uses listening skills w/o reminders P = Needs few reminders to listen N = Needs constant assistance or help to be a listener |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| SP1.1 | Contribute relevant information in class and group discussions | Teacher observation | E = Makes verbal connections
across the subject areas S = Stays w/in subject area-makes connections P = still learning difference between question and story/ inconsistent in staying on topic N = Consistently makes comments that are irrelevant to topic or doesn't contribute at all. |
| SP1.2 | Use effective delivery techniques: eye contact, clear articulation, speed, expression, and volume | Teacher observation | E = Volunteers- well rehearsed/
above-and-beyond just classroom S = Displays confidence while speaking consistently using eye contact, etc. P = Practices some delivery techniques w/ guidance and support N = Needs help and encouragement frequently has made little to no progress in the above techniques. |
| SP1.PS1 | PSI ONLY: Use Spanish spontaneously | E = Consistently speaks to all others in Spanish (staff and students) S = Consistently speaks in Spanish without reminders P = Inconsistently speaks in Spanish, needs reminders or prompts N = Does not attempt, or is unable, to speak Spanish independently |
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| SP1.4.PSI | PSI: Use Spanish to express wants and needs | E = expresses wants and needs S = Expresses self consistently and clearly with minimal assistance P = Expresses self with some prompts N = Does not attempt, or is unable, to express self in Spanish |
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| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| M1.1 | Solve word problems using a variety of strategies | Daily work and other assessments | E = Solves complex problems effectively without manipulatives S = uses manipulatives and other strategies effectively to arrive at accurate answer for basic problems P = uses manipulatives or other strategies with some effectiveness, may not have accurate answer N =No right answer, or inconsistent with strategies |
| M1.2 | Gather, record, and interpret data for a simple graph |
Trailblazers graphing work |
E = can create complex data, complex analysis |
| M1.3 | Add numbers 0-10 | Teacher observation of student solving addition problems | E = Solves problems quickly and accurately well beyond, without manipulatives S = Solves computation problems accurately, effectively using manipulatives P = Solves some of the problems accurately with manipulatives/aides N = Solves few problems accurately; needs assistance |
| M1.4 | Subtract numbers 0-10 |
Teacher observation of student solving subtraction problems |
E = Solves problems quickly and accurately well beyond, without manipulatives S = Solves computation problems accurately, effectively using manipulatives P = Solves some of the problems accurately with manipulatives/aides N = Solves few problems accurately; needs assistance |
| M1.5 | Count by 1s, 2s, 5s, and 10s to at least 120 |
Listen to the students counting |
E = well beyond 120 and/or other multiples |
| M1.6 | Describe, extend, and create patterns |
daily work and mid-year and end-year assessments |
E = more complex, growing |
| M1.7 | Read numbers to 120 | Daily work and Listen to the students counting | E = well beyond 120 S = Reads numbers to 120 P = Less than 120 N = Needs help |
| M1.8 | Write numbers to 120 | Daily work and writing numbers | E = well beyond 120 S = Writes numbers to 120 P = Less than 120 N = Needs help |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| SC1.1 | Identify and describe properties of living and non-living things | FOSS assessments for three units: Plants, Rocks, Solids and Liquids | E = independently extends
learning S = Consistently identifies and describes to a rule P = inconsistently identifies and describes to a rule N = Still exploring materials |
| SC1.2 | Sort and classify objects based on various properties | FOSS assessments | E = Independently extends
learning S = Consistently sorts and classifies based on properties P = inconsistently sorts and classifies based on properties N =still exploring materials |
| SC1.3 | Observe, gather, record, and describe data | Embedded in Mathematics assessments - TrailBlazers weather unit FOSS assessment - plants |
E = Independently extends
S = Independently can observe, record and describe data P = can convey some basic ideas N = Still exploring materials-can't communicate observation |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| SS1.1 | Compare and contrast families in different periods/cultures | T-chart or other comparison product showing family life now compared to pioneer times in four areas (i.e. food, clothing, shelter) |
E= Independently goes well beyond S=All four categories completed correctly using picture, words, or both P= Two out of four categories completed correctly N=Less than two categories completed correctly |
| SS1.2 | *Write full name | Written name | E = Not applicable S = meets outcome P = Knows information, but cannot write it N = Doesn't know information |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| H1.1 | *Demonstrate behaviors that
reduce the risks of spreading disease |
Teacher observation of student behavior | E = not available S = Consistently P = Inconsistent - needs reminders N = Only with reminders |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| LM1.1 | Locate and select fiction and non-fiction materials for independent reading | Evaluated by Media Specialists
and marked both times Assessment: Observation of students in media center using the "Rubric for Library Media Skills |
E = Independent and able
to assist others and trouble-shoots S = Independently ... P = Needs assistance to ... N = Not yet able, even with assistance ... |
| LM1.2 | Communicate information using a word-processing program | Evaluated by teachers with media specialists as consultant in January and June to be re-evaluated next year | E = Independent and able
to assist others and trouble-shoots S = Independently logs on, opens program, opens word-processing document, and logs off P = Needs assistance to ... N = Not yet able, even with assistance ... |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| A1.1 | Demonstrate the elements of color | Names the primary colors; names and knows how to mix the secondary colors;
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E=Demonstrates the ability to mix colors beyond secondary (tertiary) with little direction/help S=Demonstrates a clear understanding of and consistent use of colors, verbally and in art products P=Needs assistance to use and identify colors, verbally and in art products N = Needs help to complete activities a majority of the time |
| A1.2 | Demonstrate the elements of line | Names and identifies a variety of lines (in photos, paintings, etc.) Uses a variety of lines to create drawings/paintings |
E = Consistently identifies and uses of a variety of lines with little direction/help S = Demonstrates a clear understanding of and consistent use of lines, verbally and in art products P = Needs assistance to use and identify lines, verbally and in art products N= Needs help to complete activities a majority of the time |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| MU1.1 | Sing in tune |
Sings in tune alone or in a group | Exceeding: Always sings
in tune Succeeding: Consistently sings in tune Progressing: Attempts to sing in tune most of the time Needs Improvement: Monotone or does not attempt to sing in tune |
| MU1.2 | Read rhythms | Reads eight-beat rhythms and plays on body percussion or classroom instrument | Exceeding: Always reads
eight-beat rhythms and plays on body percussion or classroom instrument Succeeding: Consistently reads eight-beat rhythms and plays on body percussion or classroom instrument Progressing: Attempts to read eight-beat rhythms and plays on body percussion or classroom instrument Needs Improvement: No attempt to read and/or play rhythms accurately |
| CODE | OUTCOME | ASSESSMENT(S) | AGREED UPON GRADING SCALE SPECIFIC TO OUTCOME |
| PE1.1 | Demonstrate age-appropriate fitness level | Fitness Gram:
Cardiovascular: Run _ to _ mile or Pacer Test, Muscle Endurance: paced curl-up test, Flexibility: sit and stretch. Fitness Assessment Scoring Reference Sheet should be used for recording. For all components, except for the mile run, refer to the Fitness Gram Standards for Healthy Fitness; a composite of these scores is used to record a score on report card. Lowest component score will be dropped. |
E = Most components are scored "Exceeding" S = Most components are scored "Succeeding" with very few P's or N's P = Most components are scored "Progressing" or "Needs Improvement" and maybe a few S's N = Most of the components are scored "Needs Improvement" |
| PE1.2 | Move through space in various patterns | Observation using observation checklist | E = Almost always correctly
demonstrates skills; corrects and instructs others S = Consistently demonstrates skills correctly N = Seldom demonstrates skills correctly P = Infrequently demonstrates skills correctly |
| PE1.3 | Demonstrate cooperative behavior in a group setting | Teacher observation of students Following rules of game Cooperation with teammates - passing the ball Good sportsmanship Uses appropriate game etiquette |
E = Models exemplary behavior and encourages excellent sportsmanship S = Consistently demonstrates positive sportsmanship P = Sometimes demonstrates positive sportsmanship (50% of the time) N = Rarely demonstrates sportsmanship |
updated November 2007