ASSESSMENT 1 1 Term 1 Year Blueprint Text Question Numbers Points Possible Phonemic Awareness ACELY 1457.4 Recognise rhyming words. 1 2 ACELA 1457 Blend words with long a and long e. 3 4 Phonics ACELA 1459.2 Identify long vowels. (long a) (long e) 5 6 High Frequency Words and Vocabulary development ACELA 1778.2 Read high-frequency words. 7 8 9 10 Reading Comprehension   ACELT 1581.2 Describe characters. A Lot To Do 11 ACELT 1586.2 Describe characters using illustrations. Blue Bird 12 ACELT 1582.2 Compare characters to personal experience. First Day of School 13 Grammar ACELA 1452.2 Identify verbs. 14 ACELA 1452.1 Identify nouns. 15 Total (Part 1) Phonemic Awareness Assessment ACELA 1440.1 Identify upper case and lower case letters. 52 ACELA 1758.1 Say the sound of each letter. 26 Total (Part 2) 78 Handwriting Assessment ACELY 1654.1 Write upper case letters. ACELY 1654.1 Write lower case letters. Total (Part 3) 24 Term 1 ASSESSMENT 1 Year 1

Part 1: English Assessment Learning Objective: ACELA 1457.4 Rhyming words. 1 Point to the pictures and say, “Which one of these words rhymes with rake? Play, cake, train.” Answer is either correct or incorrect.

Part 1: English Assessment Learning Objective: ACELA 1457.4 Rhyming words. 2 Point to the pictures and say, “Which one of these words rhymes with bee? Tree, emu, eat.” Answer is either correct or incorrect.

Part 1: English Assessment Learning Objective: ACELA 1457 Blend words. 3 Point to the pictures and ask, “Which picture matches the blended word sssnnnaaailll?” Answer is either correct or incorrect.

Part 1: English Assessment Learning Objective: ACELA 1457 Blend words. 4 Point to the pictures and ask, “Which picture matches the blended word eeeat?” Answer is either correct or incorrect.

Part 1: English Assessment Learning Objective: ACELA 1457 Blend words. 5 Point to the word feet and say “Read this word. (Pause for the student’s response, then ask) Does this word have a long e spelling?” Answer is either correct or incorrect. feet leg Learning Objective: ACELA 1457 Blend words. 6 Point to the word leg and say “Read this word. (Pause for the student’s response, then ask) Does this word have a long e spelling?” Answer is either correct or incorrect.

Part 1: English Assessment Learning Objective: ACELA 1778.2 Read high-frequency words (sentences). 7 Point to the sentence and say, “Read this sentence.” Answer is either correct or incorrect. 8 9 10 7. How old are you? 8. Who is by the car? 9. Who is by the tree? 10. Say her name.

Part 1: English Assessment A Lot To Do Thomas helps his dad clean the house. Thomas cleans the windows. His dad vacuums the floor. The house is clean now. A Lot To Do Thomas helps his dad clean the house. Thomas cleans the windows. His dad vacuums the floor. The house is clean now. Text Statistics Text Title: A Lot To Do Word Count: 21 words Read the text A Lot To Do to the student before asking question 11. Record student’s response. Learning Objective: ACELT 1581.2 Describe characters. 11 Can Thomas be described as helpful? (Teacher: Read answer choices.) Responses Analysis of Responses  yes Correct Answer  no Thomas helps his dad clean the house.

Part 1: English Assessment Blue Bird Baby bird thinks it is time to eat. He waits for his mum to come home. Baby bird wonders what he will eat. Blue Bird Baby bird thinks it is time to eat. He waits for his mum to come home. Baby bird wonders what he will eat. Text Statistics Text Title: Blue Bird Word Count: 23 words Show student the picture of the blue birds then read the story Blue Bird before asking question 12. Record student’s response. Learning Objective: ACELT 1586.2 Describe characters using illustrations. 12 What does the picture tell you about baby bird? (Teacher: Read answer choices.) Possible Responses Analysis of Responses  Baby bird does not know what he will eat. In the picture, baby bird will eat a worm.  Baby bird is about to eat a worm. Correct Answer

Part 1: English Assessment First Day of School Today is Anna’s first day of school. She is happy about going to school. Anna walks to school. She takes a book to school. First Day of School Today is Anna’s first day of school. She is happy about going to school. Anna walks to school. She takes a book to school. Text Statistics Text Title: First Day of School Word Count: 24 words Read the text First Day Of School to the student before asking question 13. Record student’s response. Learning Objective: ACELT 1586.2 Describe characters using illustrations. 13 What can you do like Anna? (Teacher: Read answer choices.) Possible Responses Analysis of Responses  Can you drive a car to school? This answer is incorrect. Anna is a kid and can not drive a car.  Can you walk to school? Correct Answer- people can walk to school.

Part 1: English Assessment Read sentence #1 before asking question 14. Record student’s response. 1. James runs fast. 2. The dog barks loud. 1. James runs fast. Learning Objective: ACELA 1452.2 Identify verbs. 14 Which underlined word is the verb? (Teacher: Read answer choices.) Responses Analysis of Responses  James James is the noun.  runs Correct Answer Read sentence #2 before asking question 15. Record student response. 2. The dog barks loud. Learning Objective: ACELA 1452.1 Identify nouns. 15 Which underlined word is the noun? (Teacher: Read answer choices.) Responses Analysis of Responses  dog Correct Answer  barks The word barks is the verb.

Part 2: Phonemic Awareness Assessment Student’s Name: __________________________________________ Learning Objective: ACELA 1440.1 Identify upper case and lower case letters. Place the upper case and lower case/letter sound paper in front of the student. Point to each upper case letter and have the student name the letters. If the student can name the letter within 5 seconds write a “+” on the record table. If the student names the letter incorrectly, or if the student does not know the letter, record a “-” on the record table. Upper case S A T P I N C K E H R M D G U O L F B J Y Z V W X Q Learning Objective: ACELA 1440.1 Identify upper case and lower case letters. Place the upper case and lower case/letter sound paper in front of the student. Point to each lower case letter and have the student name the letters. If the student can name the letter within 5 seconds write a “+” on the record table. If the student names the letter incorrectly, or if the student does not know the letter, record a “-” on the record table. Learning Objective: ACELA 1758.1 Say the sound of each letter. Place the upper case and lower case/letter sound paper in front of the student. Point to each lower case letter and have the students say the letter sound. If the student can name the sound within 5 seconds write a “+” on the record table. If the student says the sound of the letter incorrectly, or if the student does not know the sound, record a “-” on the record table. Note: For the letters a, e, i, o and u assess the short vowel sounds. For the letters c and g assess the hard c and hard g sound. Record table Letter s a t p i n c k e h r m d g u o l f b Upper case Lower case Sound Lower case/ Letter sounds Record table Letter j y z v w x q total Upper case _______/ 26 Lower case Sound _______/ 78 s a t p i n c k e h r m d g u o l f b j y z v w x q

Part 3: Phonics/Letter Formation Assessment Student’s Name: __________________________________________ Student’s Name: __________________________________________ Date: _______________ Date: _______________ Upper case Learning Objective: ACELY 1654.1 Write upper case letters. / ACELY 1654.1 Write lower case letters. Give student the Handwriting Assessment sheet. Point to the sheet and say, “These are upper case and lower case letters. Please write the upper case and lower case letters.” Give students 10 minutes to write all the letters. T S A P I N How to score Handwriting Assessment: Collect all assessments. If student is able to successfully write the letter to teacher’s satisfaction write a “+” on the record table. If student is unable to write the letter to the teacher’s satisfaction or did not write the letter at all, mark “-” on the record table. C K E Record table Letter t s a p i n c k e r h m total Upper case ___ /12 Lower case ___ /24 R H M

Part 3: Phonics/Letter Formation Assessment Student’s Name: __________________________________________ Student’s Name: __________________________________________ Date: _______________ Date: _______________ Lower case Learning Objective: ACELY 1654.1 Write upper case letters. / ACELY 1654.1 Write lower case letters. Give student the Handwriting Assessment sheet. Point to the sheet and say, “These are upper case and lower case letters. Please write the upper case and lower case letters.” Give students 10 minutes to write all the letters. t s a p i n How to score Handwriting Assessment: Collect all assessments. If student is able to successfully write the letter to teacher’s satisfaction write a “+” on the record table. If student is unable to write the letter to the teacher’s satisfaction or did not write the letter at all, mark “-” on the record table. c k e Record table Letter t s a p i n c k e r h m total Upper case ___ /12 Lower case ___ /24 r h m