ASSESSMENT 1 1 Term 4 Year Blueprint Text Question Numbers Points Possible Phonemic Awareness ACELA 1457.5 Produce rhyming words. 1 ACELA 1457.7 & 1457.8 Segment and blend words. 2a 2b ACELA 1457.6 Substitute sounds to make new words. 3 4 Phonics ACELA 1459.3 Read words with letter patterns. 5 6 7 High-Frequency Words and Vocabulary Development   ACELA 1778.2 Read high-frequency words. (sentences) 8 9 10 Reading Comprehension ACELA 1447.2 Identify recount and procedural text. Making Breakfast 11a 11b Camping 12a 12b ACELA 1450.1 Identify ways text is organised. 13 ACELY 1658.4 Identify the purpose of the text Skin 14 ACELY 1659.3 Use context clues. 15a 15b ACELY 1659.1 Read with fluency 16a  Grammar ACELA 1452.1 Identify nouns.  16b ACELA 1452.2 Identify verbs. 16c Total (Part 1)  22 24 Phonics Assessment ACELA 1459.3 Identify letters that make more than one sound. 20 Total (Part 2) Total 42 44 Blueprint Term 4 ASSESSMENT 1 Year 1

Part 1: English Assessment Teacher says, “Today, you will produce rhyming words. Rhyming words are words that have the same ending sound like star and car. Now, you will produce or make rhyming words.” Learning Objective: ACELA 1457.5 Produce rhyming words. 1 Point to the pictures and say, “Produce a word that rhymes with clown and crown.” Answer is either correct or incorrect. Students should answer with an –own rhyming word. Rhyming options are brown, gown, town, down, etc.

Part 1: English Assessment Teacher says, “Today you will segment and blend a word.” Point to the horse and say, “We will segment and blend the word horse. To blend is hhhor (hold r-controlled)ssse and to segment, h/or/se. Now, you will blend and segment a word.” Learning Objective: ACELA 1457.7 & 1457.8 Blend and segment words. 2a Point to the picture and say, “This is a fort. Segment the word fort.” Answer is either correct or incorrect. Students should segment the word fort: f/or/t. 2b “Now, blend the word f/or/t. ” Students should blend the word f/or/t to fffor(hold r-controlled )t or fort. fort

Part 1: English Assessment Teacher says, “Today, you will make new words.” Point to the cape and say, “This is a picture of a cape. To make new words we will change the ending sound. We will change the /p/ in cape to /s/ to make the new word case. Say the new word ca se = ca se. Now, you will make new words.” Learning Objective: ACELA 1457.6 Substitute sounds to make new words. 3 Point to lime and say, “Say this word. Now change the /m/ sound in lime to /t/ to make a new word.” Say the new word. Note: Repeat the /t/ sound, if necessary. Students should say light. Answer is either correct or incorrect. Learning Objective: ACELA 1457.6 Substitute sounds to make new words. 4 Point to cute and say, “Say this word. Now change the /t/ sound in cute to /b/ to make a new word.” Say the new word. Note: Repeat the /b/ sound, if necessary. Students should say cube. Answer is either correct or incorrect.

Part 1: English Assessment Teacher says, “Today, you will read sentences with different letter sounds and letter patterns.” 5. Jay cooked rice and a loaf of bread. 6. She found a toy mouse by the cow. 7. The bird on the fort sang part of a song. Learning Objective: ACELA 1459.3 Read words with letter patterns. 5 Point to the sentence and say, “Read this sentence.” Answer is either correct or incorrect. This sentence reviews long vowel sounds. 6 Answer is either correct or incorrect. This sentence reviews diphthong letter patterns. 7 Answer is either correct or incorrect. This sentence reviews r-controlled patterns.

Part 1: English Assessment 8. The animal will fly over the hill. Learning Objective: ACELA 1778.2 Read high-frequency words (sentences). 8 Point to the sentence and say, “Read this sentence.” Answer is either correct or incorrect. 9 10 9. My family went through the shop. 10. He will help everyone before he goes home.

Part 1: English Assessment Making Breakfast Breakfast is the most important meal of the day. First, get out a bowl, spoon, milk and cereal. Next, add the cereal to the bowl. Then, add the milk. Make sure not to overflow. Last, grab your spoon and enjoy your breakfast. Text Statistics Text Title: Making Breakfast Word Count: 39 Teacher says, “Today, I am going to read a text to you. Remember, that we can identify recount and procedural text. Recount text tells about something that already happened. Procedural text tells how to do something in order.” Read the text Making Breakfast and ask questions 11a and 11b. Read answer choices. Record student’s response. Learning Objective: ACELA 1447.2 Identify recount and procedural text. 11a Is the text Making Breakfast recount or procedural? Responses Analysis of Responses  recount. This tells about something that already happened.  procedural Correct Answer – This tells how to do something. Learning Objective: ACELA 1447.2 Identify recount and procedural text. 11b How do you know? Students receive 1 point for saying that the text is procedural because it tells how to do something. 11. Is the text Making Breakfast recount or procedural? recount procedural How do you know?

Part 1: English Assessment Text Statistics Text Title: Camping Word Count: 41 Camping Last spring, we went camping. We camped in the middle of the woods. We slept in a tent and cooked our food on a stove. We played games every night and roasted marshmallows. It was a lot of fun. Teacher says, “Today, I am going to read a text to you. Remember, that we can identify recount and procedural text. Recount text tells about something that already happened. Procedural text tells how to do something in order.” Read the text Camping and ask questions 12a and 12b. Read answer choices. Record student’s response. Learning Objective: ACELA 1447.2 Identify recount and procedural text. 12a Teacher asks, “Is the text Camping recount or procedural?” (oral response) Responses Analysis of Responses  recount Correct Answer – This tells about something that already happened.  procedural This tells how to do something. Learning Objective: ACELA 1447.2 Identify recount and procedural text. 12b Teacher says, “How do you know?” Students receive 1 point for explanation. If student says that the text is recount because it is about something that already happened, student receives a point. 12. Is the text Camping recount or procedural? recount procedural How do you know?

Part 1: English Assessment Teacher says, “Look at the image of the text. I am going to ask you some questions about the image.” Ask question 13 and read answer choices. Record student’s response on record sheet. Student can earn up to 3 points for this question. The human body is an amazing machine. The body is made up of many parts. All these parts make the body work. If any of these parts fail, you could get very sick. Introduction…........ 2 Skin.......................... Organisms……....... 4 Muscles……............ 5 Bones…………….... 7 Learning Objective: ACELA 1450 Identify ways text is organised. 13 What are the features that are used to organise the text? a. Table of Contents b. Headers c. Page numbers d. Images Student gets 1 point for each correct response. Correct - a. Table of Contents. Correct - c. Page numbers. Correct - d. Images. The skin is very important. It covers and protects the inside of your body. The skin holds everything together. Skin 1 2 13. What are the features that are used to organise the text? Table of Contents Headers Page numbers d. Images

to inform to entertain to persuade Skin Your skin’s all over you. The skin is the largest and most important part of the body. Your skin holds everything together. The skin protects you by keeping germs and bad things out. The skin also helps keep you cool when it is hot and warm when it is cold. Without skin, our insides would fall out! Read the text Skin to the students before asking questions 14. Ask the question 14 and read the answer choices to student. Record student’s response on record sheet. Learning Objective: ACELY 1658.4 Identify the purpose of the text 14 What is the purpose of the text? Responses Analysis of Responses  to inform Correct Answer – The purpose of the text is to inform.  to entertain This purpose of this text is not for entertainment  to persuade The purpose of this text is not to persuade. 14. What is the purpose of the text? to inform to entertain to persuade

hurts b. holds on c. keeps safe Read the text Skin again to the student’s before asking questions 15a-15b. Read answer choices. Record student’s response on answer sheet. Skin Your skin’s all over you. The skin is the largest and most important part of the body. Your skin holds everything together. The skin protects you by keeping germs and bad things out. The skin also helps keep you cool when it is hot and warm when it is cold. Without skin, our insides would fall out! Learning Objective: ACELY 1659.3 Use context clues. 15a What is the meaning of the bolded word protects? Responses Analysis of Responses  hurts This means to cause pain or damage. holds on This means to grip something  keeps safe Correct Answer – This is the meaning of protect. Learning Objective: ACELY 1659.3 Use context clues. 15b How do you know? Students receive 1 point saying that the underlined words or context clues “keeping germs and bad things out” help to find the meaning of unknown words. 15. What is the meaning of the bolded word protects? hurts b. holds on c. keeps safe How do you know?

Part 1: English Assessment Learning Objective: ACELY 1659.1 Read with fluency 16a Teacher points to “The skin holds everything together.” and says, “Read this sentence fluently.” Students receive 1 point for reading the sentence fluently and stopping at the full stop. ACELA 1452.1 Identify nouns. 16b Teacher asks, “What is the noun in the sentence?” Students receive 1 point for saying or pointing at skin. Skin is the noun. 16. Read the sentence. The skin holds everything together. ACELA 1452.2 Identify verbs. 16c Teacher asks, “What is the verb in the sentence?” Students receive 1 point for saying or pointing at holds. Holds is the verb. What is the noun in the sentence? What is the verb in the sentence?

Note: This test assesses letter patterns taught up to term 4. Learning Objective: ACELA 1459.3 Identify letters that make more than one sound. (R-controlled pattern) Point to the row of r-controlled words and say, ”These words have different r-controlled patterns.” Point to each word and say, “Read this word?” Pause for student to read word. Then ask, “What r-controlled pattern is in this word?” If students can say the r-controlled sound within 10 seconds, write a “+” on the record table. If the student says the r-controlled pattern incorrectly, or if student does not know the r-controlled pattern, record a “-” on the record table. Learning Objective: ACELA 1458.6 Read words with consonant blends. Point to the row of consonant blends and say, ”These words have different consonant blends.” Point to each consonant blend and ask, “What consonant blend is in this word?” If students can say what consonant blend is in the word within 10 seconds, write a “+” on the record table. If the student says the consonant blend incorrectly, or if student does not know the consonant blend, record a “-” on the record table. Learning Objective: ACELA 1459.3 Identify letters that make more than one sound. (Silent letters) Point to the silent letter pattern row and say, “These are silent letter patterns.” Point to each silent letter pattern and say, “What sound does this silent letter pattern make?” If students can name the sound within 5 seconds, write a “+” on the record table. If the student says the sound of the letter pattern incorrectly, or if student does not know the sound, record a “-” on the record table. Learning Objective: ACELA 1458.3 Read words with digraphs and trigraphs; ACELA 1459.3 Identify letters that make more than one sound. Point to the letter pattern row and say, “These are letter patterns.” Point to each letter pattern and say, “What sound does this letter pattern make?” If students can name the sound within 5 seconds, write a “+” on the record table. If the student says the sound of the letter pattern incorrectly, or if student does not know the sound, record a “-” on the record table. Note: This test assesses letter patterns taught up to term 4.