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

2. Part 1: English Assessment
Learning Objective: ACELA 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.

3. Part 1: English Assessment
Learning Objective: ACELA 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.

4. 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.

5. 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.

6. 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.

7. Part 1: English Assessment
Learning Objective: ACELA 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.

8. 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 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.

9. 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 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

10. 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 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.

11. 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 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 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.

12. Part 2: Phonemic Awareness Assessment
Student’s Name: __________________________________________
Learning Objective: ACELA 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 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 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

13. Part 3: Phonics/Letter Formation Assessment
Student’s Name: __________________________________________
Student’s Name: __________________________________________
Date: _______________
Date: _______________
Upper case
Learning Objective: ACELY Write upper case letters. / ACELY 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

14. Part 3: Phonics/Letter Formation Assessment
Student’s Name: __________________________________________
Student’s Name: __________________________________________
Date: _______________
Date: _______________
Lower case
Learning Objective: ACELY Write upper case letters. / ACELY 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