Year 1 Assessment: Literacy and Numeracy Checkpoints · Web viewwrite one or two simple noun...

Year 1 AssessmentLiteracy and Numeracy Checkpoints — October

Shadows are everywhere!Viewing and readingWriting and creating

Calculating and estimatingUsing fractions, decimals, percentages, ratios and ratesUsing spatial reasoningUsing measurement

Contents

Purpose..................................................................1October assessment focus..................................................................................1

Before implementing...............................................2Suggested times..................................................................................................2Suggested teaching and learning........................................................................2Catering for diversity............................................................................................5Teacher preparation............................................................................................5Resources...........................................................................................................5

Implementing.........................................................7Section 1. Planning the investigation............................................................................7Section 2. Dictated spelling...........................................................................................8Section 3. Representing shadow lengths with paper streamers...................................9Section 4. Measuring and comparing lengths.............................................................10Section 5. Counting uniform informal units and comparing lengths...........................11Section 6. Basic facts and mental strategies..............................................................12Section 7. Demonstrating half.....................................................................................13Section 8. Writing a recount........................................................................................14Section 9. Book talk, reading analysis and comprehension.......................................16Section 10. Investigating shapes................................................................................18

Making judgments................................................19

Using data to inform future directions...................19

Appendix A: Dictated spelling................................20

Appendix B: Reading.............................................21

Appendix C: Numeracy class checklist....................26

Appendix D: Additional assessments......................30

PurposeThe assessments within the Checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the indicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and is not a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning.

October assessment focusOctober is the third monitoring point in the Year1 Assessment: Literacy and Numeracy Checkpoints.

This assessment targets the indicators in bold text in the table below.

Targeted literacy indicators

Viewing and reading (VR) VR 1 iVR 1 iii

VR 1 ivVR 1 vi

VR 1 viiVR 1 viii

Writing and creating (WC) WC 1 iiWC 1 vWC 1 viWC 1 viii

WC 1 ixWC 1 xWC 1 xiWC 1 xii

WC 1 xiiiWC 1 xiv

Targeted numeracy indicators

Calculating and estimating (CE) CE 1 iiiCE 1 iv

CE 1 viCE 1 vii

CE 1 x

Recognising and using patterns and relationships (PR)

PR 1 i

Using fractions, decimals, percentages, ratios and rates (FDPR)

FDPR 1 i

Using spatial reasoning (SR) SR 1 i SR 1 ii

Using measurement (M) M 1 i M 1 iii M 1 iv

Queensland Studies Authority | 1

Before implementingSuggested timesSection Suggested time

1 Variable — children working in small groups

2 20 minutes — children working independently

3 10 minutes — children working in small groups





8 20–30 minutes — children working independently

9 20 minutes — children working independently

10 10–15 minutes — children working in small groups

Suggested teaching and learningChildren need multiple opportunities to engage with all aspects of the targeted indicators before this assessment.

In this assessment children explore literacy and numeracy in the context of shadows.

Teachers may encourage children to connect to personal experiences by:

using focus questions about experiences with shadows

developing vocabulary and recording it for children’s later reference, e.g. a Word Wall

using a sequencing activity, such as who, what, when, where, why and how.

Target literacy indicators

VR 1 i Identify personal, social or learning purposes for viewing and reading learning area texts

VR 1 iii Use text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual features and structure using knowledge of word order in simple sentences reading on and re-reading to make meaning

VR 1 iv Show understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by: using page numbering, tables of contents, headings and titles, navigation buttons,

bars and links recalling and locating literal information and key ideas retelling events in appropriate sequence to summarise making inferences from visual, print and audio features

VR 1 vi Track pronoun to the noun it refers to where they are located in the same or next

2 | Year 1 Assessment Literacy and Numeracy Checkpoints — October Shadows are everywhere!

Target literacy indicators

sentence

VR 1 vii Independently read and understand, to develop fluency: supportive learning area texts with increasing demonstrations of phrasing a range of high-frequency sight words with automaticity words of personal significance in school and other contexts

VR 1 viii Decode words using: semantic cues, including sentences and visual features, drawing on prior

knowledge of oral and written language grammatical cues, including word order, language patterns and punctuation phonic cues, including blended and segmented individual sounds in words,

sound–letter relationships for initial, medial (middle) and final sounds and words within words

WC 1 ii Write and create modelled texts to: describe, recount, instruct and respond to topic information express feelings and ideas

WC 1 v Compose modelled texts demonstrating: knowledge of familiar structures and features of texts, using mostly spoken

language editing for spelling, sentence boundaries and capital letters, including for proper

nouns

WC 1 vi Write sentences, including statements, questions and commands, using correct structure

WC 1 viii Use conjunctions to join simple sentences, e.g. and, but

WC 1 ix Use simple noun groups/phrases, including common and proper nouns

WC 1 x Select pronoun to refer to the correct noun in a sentence

WC 1 xi Maintain a topic when writing, e.g. by using repeated topic vocabulary

WC 1 xii Use: capital letters, including for proper nouns and full stops approximations of placement for question and exclamation marks

WC 1 xiii Spell: high-frequency sight words and familiar words correctly consonant–vowel–consonant words words containing known base words and word endings

WC 1 xiv Spell unfamiliar words using: phonological knowledge and sound–symbol relationships short vowels and simple long-vowel patterns by listening for rhyming patterns regular spelling patterns, including common vowel and consonant digraphs and

consonant blends common letter clusters and morphemes in word families analogies and connections with known words


Target numeracy indicators

CE 1 iii Order and position whole numbers using 0, 50 and 100 as key reference points

CE 1 iv Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)

CE 1 vi Work out basic facts and explain the mental strategies and processes used tocombine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts

CE 1 vii Represent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

FDPR 1 i Identify and describe a half as either of the two equal parts of whole collections or lengths

SR 1 i Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

M 1 i Measure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and

overlaps capacities of pairs of objects, using uniform informal units

Additional target numeracy indicators

Decorating

PR 1 i Describe, create and extend increasing or decreasing patterns using skip counting and describe the rules used

What can I buy?

CE 1 x Describe and order Australian coins according to their value

Where are you?

SR 1 ii Use positional language to describe: the position of an object in two different ways two different pathways to get to a familiar location using: clockwise, anticlockwise,

forward, under, and turns

What time is it?

M 1 iii Identify hour and half-hour times

M 1 iv Describe durations using months, weeks, days and hours


Catering for diversityInclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies — Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Cwlth).

Specific adjustments in Shadows are everywhere! may include:

providing extra time, instructions or prompts

enlarging letter cards

creating tactile letters

using Information Communication Technologies (ICTs) to cater for different learning styles.

Teacher preparationThis assessment should be completed by the end of October, although some children may be ready to be assessed earlier than October.

Familiarise yourself with the assessment by:

reading the entire document

noting the highlighted aspect of each indicator that is the focus of the assessment

noting the specific evidence that you are looking for within each section.

Plan for implementation by considering the following questions:

How will I implement this assessment within my regular teaching program?

What additional support will I require?

Note: Teachers may set the scene by investigating the question, Does the length of my shadow change during the day?

ResourcesTeachers will need the following resources when implementing this assessment.

Section Resources

1–10 the reading text — Shadows are everywhere! copies of the resources for recording each child’s responses:

Appendix A: Dictated spelling Appendix B: Reading (1 per child) Appendix C: Numeracy class checklist


Children will need the following resources when completing this assessment.

Section Resources

1–10 chalk blank drawing paper strips of blank paper paper streamers (not crepe paper) strong enough to measure the length of the

children’s shadows craft sticks, straws (cut into small, uniform lengths) or MAB tens blocks (or other

uniform informal units) Blu-Tack number line to 100 with 0, 50 and 100 marked as reference points (with 0 and 10

as key reference points) writing paper drawing and writing materials torch, sunlight and/or lamp


ImplementingSection 1. Planning the investigationIndicators Suggested implementation Evidence

CE 1 ivIdentify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)

Brainstorm and, as a group, decide on a plan to gather data to answer the investigation question: Does the length of my shadow change during the day?

Collaboratively decide: where our shadows would be seen ways to compare the different shadow measures.

Lead the children to an agreed plan that includes: working in groups including groups of 10 taking measurements three times during the day using paper streamers to measure the length of

each shadow.

Create groups. Give children blank drawing paper and drawing/writing materials.

Ask the children to: work out the total in each group that can be

organised to go out to observe the shadows work out how many children will be measuring the

shadows outdoors if two/three groups go out together

use drawings to work out the solutions.

Children: identify the quantity in each group organised to

go outdoors to measure their shadows by counting or subitising

compare the quantities of two groups and talk about ways to make the number using tens and ones.

Resources

blank drawing paper drawing/writing materials

Suggested time

Variable — children working in small groups


Section 2. Dictated spellingIndicators Suggested implementation Evidence

WC 1 xiiiSpell: high-frequency sight words and familiar words

correctly consonant–vowel–consonant words words containing known base words and word

endingsWC 1 xivSpell unfamiliar words using: phonological knowledge and sound–symbol

relationships short vowels and simple long-vowel patterns by

listening for rhyming patterns regular spelling patterns, including common

vowel and consonant digraphs and consonant blends

common letter clusters and morphemes in word families

analogies and connections with known words

Say/ask:We need to make a list of things we will need and words to help us remember decisions we have made.

Children: spell familiar and consonant–vowel–consonant

words correctly attempt to spell unfamiliar words using a range of

strategies.

Resources

suitable paper Appendix A: Dictated spelling

Suggested time

20 minutes — children working independently


Section 3. Representing shadow lengths with paper streamersNot assessable Suggested implementation Resources

This activity produces the materials and experience required for the investigation

Use chalk to mark the spot/s where children will need to stand to cast a shadow at the identified times of the day. Take the children outdoors to the marked locations.

Ask each child to: directly compare the length of their shadow using

a paper streamer write their name on the paper streamer that now

represents the length of their shadow (i.e. the shadow streamer).

Repeat at three identified times during the day.

chalk paper streamers

Suggested time

10 minutes — children working in small groups


Section 4. Measuring and comparing lengthsIndicators Suggested implementation Evidence

M 1 iMeasure and compare, with or without technologies: lengths, using multiple repeats of uniform informal

units and attending to gaps and overlaps capacities of pairs of objects, using uniform

informal units

Ask the children to: measure the lengths using multiple uniform

informal units such as paper clips, craft sticks, new pencils, attending to gaps and overlaps

count the number of uniform informal units used to work out their shadows’ measurement

compare the lengths of the streamers and the number of uniform informal units used and describe the relationship between each pair of shadow streamers.

Children: identify how many uniform informal units are used

to measure the lengths of their shadow streamers describe what they need to think about when

measuring to get the best measurement compare two different measurements of the

lengths of their shadow streamers and describe the relationship, e.g. This one is longer than the other because 23 is more than 19.

Resources

children’s shadow streamers multiples of uniform informal units

Suggested time



Section 5. Counting uniform informal units and comparing lengthsIndicators Suggested implementation Evidence

CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference points


Ensure each child has all three shadow streamer measurements.

Ask the children to: identify the number of paper clips, craft sticks or

straws used to measure each shadow streamer and then compare the quantity used

identify the largest and smallest numbers position or represent their three different numbers

in order on a number line to 100 using 0 and 50 as key reference points

select the largest number and represent the number in a different way using standard and non-standard partitioning.

Children: compare the number of uniform informal units

used to measure the three shadow streamers identify the greater length of the three shadow

streamers and determine the greater number using position (must be a two-digit number)

determine the order of numbers using reference points, saying a number is more than/less than 100 or more than zero and less than 50

pay attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100

describe/ represent the same number (the greater length), a different way using place value partitions (groups of ten and ones).

Resources

paper clips craft sticks, straws number line to 100 blank paper children’s shadow streamers

Suggested time



Section 6. Basic facts and mental strategiesIndicators Suggested implementation Evidence

CE 1 viWork out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and

rearranging parts

CE 1 viiRepresent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

Ask the children to: work out the difference between the number of

sticks of any two of the shadow streamers (with single digit whole numbers) using either adding or taking away

explain their thinking and the strategies used including counting on, counting back, partitioning including place value and rearranging parts

describe, draw or act out new addition or subtraction problems using the same numbers.

Ask the children to: sort, draw or act out and solve addition or

subtraction problems using peers’ shadow lengths.

Children: work out the difference between any two of the

shadow streamers using either adding or taking away

work out basic facts explain counting on explain counting back explain partitioning and rearranging parts create problems for addition and subtraction sort problems by addition and subtraction explain that addition is the inverse of subtraction solve problems for addition and subtraction using

single-digit whole numbers.

Resources

blank paper drawing materials

Suggested time



Section 7. Demonstrating halfIndicators Suggested implementation Evidence

FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths

Ask the children to fold any one of the shadow streamers in half.

Say/ask:How do you know it’s “half”? How did you make a half?

Ask the children to use the craft sticks or the straws to work out how much half the number of craft sticks or straws would be.

Say/ask:Show me half of the sticks (or straws) you have.How do you know it’s “half”?

Children: demonstrate half using one of the shadow

streamers show half the number of craft sticks/straws explain that half is one of either of the two equal

parts.

Resources

children’s shadow streamers craft sticks

Suggested time



Section 8. Writing a recountIndicators Suggested implementation Evidence

WC 1 iiWrite and create modelled texts to: describe, recount, instruct and respond to topic

information express feelings and ideas

WC 1 vCompose modelled texts demonstrating: knowledge of familiar structures and features of

texts, using mostly spoken language editing for spelling, sentence boundaries and

capital letters, including for proper nouns

WC 1 viWrite sentences, including statements, questions and commands, using correct structure

WC 1 viiiUse conjunctions to join simple sentences, e.g. and, but

WC 1 ixUse simple noun groups/phrases, including common and proper nouns

WC 1 xSelect pronoun to refer to the correct noun in a sentence

WC 1 xiMaintain a topic when writing, e.g. by using repeated topic vocabulary

Ask the children to: recall what was done in the investigation in a

whole-class discussion reflect on observations and discuss what was

observed about shadows write a recount about how they found the answer

to the question: Does the length of my shadow change during the day?

You may need to remind children of the language of a recount.

Say:First, we …And then …Next …We found out that …

Writing needs to be completed independently.

Note: Teachers will need to ask children to read their text to them when they have finished. (WD 1 v)

Children: write a recount demonstrating knowledge of

familiar structures and features of texts using mostly spoken language

edit for spelling, sentence boundaries and capital letters

write simple sentences and statements accurately join simple sentences using conjunctions write one or two simple noun groups/phrases

including proper and common nouns match the pronoun to correct noun maintain the topic by using repeated topic

vocabulary use capital letters, including proper nouns and full

stops spell high frequency sight words and familiar

words correctly and spell consonant–vowel–consonant words

use a variety of spelling strategies to attempt unfamiliar words within their writing.

Resources

writing paper writing materials

Evidence

20–30 minutes — children working independently


Indicators Suggested implementation Evidence

WC 1 xiiUse: capital letters, including for proper nouns and full

stops approximations of placement for question and

exclamation marks

WC 1 xiiiSpell: high-frequency sight words and familiar words

correctly consonant–vowel–consonant words words containing known base words and word

endings

WC 1 xivSpell unfamiliar words using: phonological knowledge and sound–symbol

relationships short vowels and simple long-vowel patterns by

listening for rhyming patterns regular spelling patterns, including common

vowel and consonant digraphs and consonant blends

common letter clusters and morphemes in word families

analogies and connections with known words


Section 9. Book talk, reading analysis and comprehensionIndicators Suggested implementation Evidence

VR 1 iIdentify personal, social or learning purposes for viewing and reading learning area texts

VR 1 iiiUse text-processing strategies before, during and after viewing and reading, including: predicting and confirming the topic, visual

features and structure using knowledge of word order in simple

sentences reading on and re-reading to make meaning

VR 1 ivShow understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by: using page numbering, tables of contents,

headings and titles, navigation buttons, bars and links

recalling and locating literal information and key ideas

retelling events in appropriate sequence to summarise

making inferences from visual, print and audio features

VR 1 vi

Show the child the cover of the text, Shadows are everywhere! and discuss.

Say/ask:When we’ve finished reading I’m going to ask you to tell me as much as you can remember about the story.

Read: Shadows are everywhere!

Before reading, children: identify purposes for selecting texts use text processing strategies to predict the topic,

visual features and structure.

During reading, children: use text processing strategies when

reading on, and re-reading to make meaning confirming the topic, visual features and

structure independently read a range of high frequency

sight words with automaticity (underlined in the Reading analysis table)

independently read words of personal significance

demonstrate their use of semantic, grammatical and phonic cues to self-correct.

After reading, children: recall and locate literal information and key ideas summarise and retell events in appropriate

sequence make inferences from visual and print information track pronoun to the noun it refers to where they

are located in the same or next sentence.

Resources

Shadows are everywhere! Appendix B: Reading



Track pronoun to the noun it refers to where they are located in the same or next sentenceVR 1 viiIndependently read and understand, to develop fluency: supportive learning area texts with increasing

demonstrations of phrasing a range of high-frequency sight words with

automaticity words of personal significance in school and

other contexts

VR 1 viiiDecode words using: semantic cues, including sentences and visual

features, drawing on prior knowledge of oral and written language

grammatical cues, including word order, language patterns and punctuation

phonic cues, including blended and segmented individual sounds in words, sound–letter relationships for initial, medial (middle) and final sounds and words within words

Suggested time



Section 10. Investigating shapes Indicators Suggested implementation Evidence

SR 1 iClassify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

Children pose as shadow detectives locating common 3-D shapes (pyramids and prisms) and 2-D shapes embedded in everyday environments.

Ask children to: select and name 3-D shapes and sort and trace

2-D shapes describe the properties of the shape.

Children: name common 3-D shapes in the classroom count the number of faces and vertices (corners)

and number of edges of identified 3-D shapes used to classify

record 2-D shapes identified embedded in everyday environments

classify shapes using the geometric properties — number of sides and corners.

Resources

torch, sunlight, lamp chalk

Suggested time

10–15 minutes — children working in small groups


Making judgmentsTeachers make judgments by matching evidence in each child’s response to the indicators being assessed. The indicator is either demonstrated or not demonstrated.

Teachers record judgments using Appendix A and B for Literacy, and Appendix C for Numeracy. An annotated work sample of a child’s achievement of the targeted indicators is available on the QSA website www.qsa.qld.edu.au/11740.html.

Teachers tick the indicator on the Data Analysis Assessment Record (DAAR) only when the targeted indicator has been achieved.

Using data to inform future directionsTeachers use the class data recorded on the DAAR and individual children’s profiles to inform future directions for teaching and learning.

When using the DAAR, teachers identify indicators that need further teaching for:

the whole class

small groups of children

individual children.

The Future Directions resource (available on the QSA website at www.qsa.qld.edu.au/11740.html) provides additional teaching and learning to develop children’s understanding of the targeted indicators.

Children who have not achieved the highlighted aspects of the targeted indicators in the October assessments should be given opportunities to be explicitly taught the indicators not yet achieved. Children who have achieved the expectations of the targeted indicators in the October assessments should be given opportunities to extend and strengthen their learning by engaging with the indicators at the next level.


http://www.qsa.qld.edu.au/11740.html

http://www.qsa.qld.edu.au/11740.html

Appendix A: Dictated spelling

WC 1 xiv

Word Say Spelling patterns

shopping list

Can you help me write a shopping list? We need to get things for when we measure our shadows.

Write shopping list.

Sound symbol relationships, consonant digraph sh, common letter cluster, morpheme (word element) ing

Short vowel i, consonant blend st

sunhat

We will need a sun hat.Write sun hat.

Familiar word, consonant-vowel-consonant, short vowel pattern u, onset and rime un

Familiar word, consonant-vowel-consonant, short-vowel pattern a, onset and rime at

drink It will be hot so let’s get a drink.Write drink.

Onset and rime ink, analogies, consonant blend dr, short-vowel pattern i

string You will need string to measure.Write string.

Common letter cluster, consonant trigraph strCommon letter cluster, morpheme (word element) ing

pen You will need a pen.Write pen.

Short-vowel pattern eSound symbol, onset and rime en

paper You will need paper to write on.Write paper.

Long-vowel pattern a, common letter sequence er, sound symbol

time We will decide on times to go out and measure our shadows.Write time

Long-vowel pattern i, onset and rime ime

group A group of children will go out to measure their shadows.Write group.

Common consonant digraph grVowel digraph ouFinal sound p

morning You will measure your shadow in the morning.Write morning.

Sound–symbol relationships, common letter cluster r-controlled orCommon letter cluster, morpheme (word element) ing

afternoon You will measure your shadow in the afternoon.Write afternoon.

Sound–symbol relationships, aftCommon letter sequence erSound–symbol relationships, common vowel digraph noon

Note: The child must demonstrate correct spelling to achieve the indicator.


Appendix B: ReadingBook talkBefore readingThe purpose of the book talk is to provide an opportunity for children to demonstrate what they know about the personal, social or learning purposes of texts that they select, view and read. During a book talk children use text processing strategies to talk about the book.

Teachers can restate, reform and create new questions during a book talk to suit individual children and classroom contexts.

Name: ................................................................... Date: ....................... Age: .........

Text: Shadows are everywhere!

VR 1 i VR 1 iii

Book talk

Orientate the child to this text by talking about the book cover and the shadow investigation,and by asking questions such as:

What kind of book do you think this is (e.g. information or story)?

……………………………………………………………………………………………………

Why would you read this kind of book?

……………………………………………………………………………………………………

What do you think this book will tell us about shadows?

……………………………………………………………………………………………………

Who else might be interested in reading this book?

……………………………………………………………………………………………………

Teacher prompt (TP)When we’ve finished reading I’m going to ask you to tell me as much as you can remember about the story.


Reading analysisDuring reading If a child is having obvious difficulty with the text, read along with the child supporting where

necessary and fading out when the child takes over. This allows the child to read when they feel confident. This approach will give teachers information about the child’s Viewing and reading with this text.

While the child reads, complete the following analysis table using the key below. Mark the errors, omissions and self-corrections only. It is not necessary to tick each word as the child reads.

Use the Summary analysis table on page 24 and record the reasons for the errors, omissions and self-corrections:

Semantic cues: Did the error make sense in this context? Did the omission change the meaning of the text? Did the child self-correct when they realised the error did not make sense?

Grammar cues: Did the error, omission sound right in this context? Did they read on and realise a word/s made no sense in that context and then self-correct? Is the child using knowledge of language patterns, word order and punctuation to self-correct?

Phonic cues: Does the word that was read in the error or omission look similar to the actual word? Did the child attempt to assign a sound to each letter or group of letters to read the word? Is the child using knowledge of sound–letter relationships to self-correct?

Key

SCO^...

Self-correctOmissionInsertionHigh frequency/function words

←//

Re-readPause

Words of personal significance

Shadows are everywhere! Semantic / grammar / phonic evidenceReasons for error, omission or self-correction

All things can have shadows, but shadows are not all the same.

Your shadow looks like a person.

A tree’s shadow looks like a tree.

Can you tell what this shadow is?

It’s a dog.Were you right?

When can you see shadows?

TP: What do you think the book is going to tell us now?


You can often see shadows during the day.Sometimes you can see them at night.

Let us find out why.

Can you see a shadow here?Why not?

Can you see a shadow now?Why can you see one now?

You need light to make a shadow.

What makes the shadows outside?The sun makes shadows during the day.The moon makes shadows at night.

If you have a light you can make shadows inside.

You can make long shadows.

Can you make a funny shadow like this one?

TP (after reading): Did the book tell us what you predicted?

High-frequency words— automatic recognition: ____ / 40

(Expectation by the end of Year 1 is 36/40 to achieve VR 1 vii and VR 1 viii.)


Summary analysis table

Observable reading behavioursFrequency of use: Most of the time (MT) Some of the time (ST) Infrequent (I)

Demonstrates phrasing.

Reads sight words with automaticity.

Reads words of personal significance.

Within reading, the child uses:S Semantic cues including units of meaning (morphemes), familiar words

and phrases, sentences and visuals, drawing on prior knowledge of oral and written language

G Grammatical cues including word order, language patterns and punctuation

P Phonic cues including blended and segmented individual sounds in

words, sound–letter relationships for initial, final and medial sounds, onset and rime, and words within words.

After reading When the child is finished reading, use the Comprehension questions on the next page to

help them recall the story and to record their responses.

Make judgments about how the child uses text processing strategies to make meaning and decode the text.

Determine future directions for this child for each of the targeted indicators.


Comprehension questions(Expectation by the end of Year 1 is 100% accuracy.)

VR 1 iv VR 1 vi

Section 9

1. Recalling informationWhile you were reading, what did you find out about shadows? Anything else? What about…?Answer: Recalls main idea — light makes shadows — and two or three other items of information.

2. Information directly stated in the textWhat do you need to make shadows?Answer: Light or sun

3. Inference with justificationCan you see shadows outside on a rainy (cloudy) day? Why or why not?Answer: Yes or No is acceptable, if justification makes sense.

4. Interpreting visualsOn page 11, why are all of these pictures on the page together?Answer: They are all sources of light for making shadows; they all make light; they all provide light.

5. Tracking pronoun to the noun it refers toWhen it says, sometimes you can see them at night, what is the word “them” talking about?Answer: Shadows


Appendix C: Numeracy class checklist Names:(Write initials.)

Section 1. Planning the investigation


Identifies the quantity in each group

Compares quantities of two groups

Section 4. Measuring the lengths

M 1 iMeasure and compare, with or without technologies: lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps capacities of pairs of objects, using uniform informal units

Identifies how many uniform informal units for each length of shadow

Describes how to measure

Compares two different measurements and describe the relationship

Section 5. Counting uniform informal units to measure lengths of shadows and compare lengths

CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference

Determines the greater number using position


Determines the order of numbers using reference points, saying a number is more than/less than 100 or more than zero and less than 50

Pay attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100


Describes/represents the number of the greater length using place value (groups of tens and ones)

Compares the number of uniform informal units using place value

Section 6. Work out basic facts to add and take away length

CE 1 viWork out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including place value, and rearranging parts

Solves the problem using adding

Solves the problem using taking away

Describes the strategies used or demonstrates how the problem was solved

Solves the problem using taking away or demonstrates how the problem was solved


Describes the strategies used or demonstrates how the problem was solved

CE 1 viiRepresent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions

Creates problems for addition and subtraction

Sorts problems by addition and subtraction

Explains that addition is the inverse of subtraction

Solves problems for addition and subtraction using single-digit whole numbers

Section 7. Make half

FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths

Makes two equal parts as half of a shadow streamer or craft sticks/straws

Explains that half is one of either of the two equal parts

Section 10. Investigate shapes in the environment — shadow detectives

SR 1 iClassify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties

Names 3-D shapes in the classroom- pyramid, prism


Classifies shapes using correct number of faces, corners and edges

Records 2-D shapes identified embedded in everyday environments

Classifies shapes using the geometric properties — number of sides and corners


Appendix D: Additional assessmentsThese additional assessments gather evidence about targeted indicators not contextualised in the Shadows are everywhere! assessment.

Decorating — Recognising and using patterns and relationships

What can I buy? — Calculating and estimating

Where are you? — Using spatial reasoning

What time is it? — Using measurement

DecoratingPurposeIn this assessment children:

demonstrate their numeracy progress in recognising and using patterns and relationships

identify and create patterns when making decorative borders.

October assessment focusThis assessment targets the indicators in bold in the table below.


Calculating and estimating CE 1 iiiCE 1 iv

CE 1 viCE 1 vii

CE1 x

Recognising and using patterns and relationships

PR 1 i

Using fractions, decimals, percentages, ratios and rates

FDPR 1 i

Using spatial reasoning SR 1 i SR 1 ii

Using measurement M 1 i M 1 iii M 1 iv

Suggested time15–25 minutes — children working independently





noting the specific evidence that you will be looking for within each section.



How will I implement this assessment within my regular teaching program? What additional support will I require?

Resources

Section Resources

1 manipulative resources varying in size, shape, colour and texture multiples of materials, coloured paper shapes or plastic pattern shapes


ImplementingSection 1. Decorating


PR 1 iDescribe, create, and extend increasing or decreasing patterns using skip counting and describe the rules used

Ask the child to plan an increasing or decreasing pattern to make a decorative frame for a piece of their own writing.

Inform the child that they need to have at least three repeats.

(Example: blue triangle, red square, blue triangle, two red squares, blue triangle, three red squares …)

Ask the child to read their sample pattern to you.

Children: identify the rule for their increasing or decreasing

pattern make a sample with at least three repeats to

show an increasing or decreasing pattern read their pattern and describe the rule used.

Resources

manipulative resources varying in size, shape, colour and texture

multiples of materials, coloured paper shapes or plastic pattern shapes

Suggested time

15–20 minutes — children working independently


What can I buy?PurposeIn this assessment children demonstrate their understanding of calculating and estimating using money in play.




CE 1 viCE 1 vii

CE 1 x

Recognising and using patterns and relationships PR 1 i

Using fractions, decimals, percentages, ratios and rates FDPR 1 i



Suggested time5 minutes — children working independently









ResourcesSection Resources

1 objects to purchase money purses


ImplementingSection 1. What can I buy?


CE 1 xDescribe and order Australian coins according to their value

Select a context where the child will engage in the exchange of coins.

Note: Ensure the children cannot see through the purse so they select the coin at random.

Ask the child to exchange the money in their purse for items i.e. The child says, What can I buy? The teacher or peer says, This costs $___. The child selects the coin from the purse and

describes it. The child identifies if the value is more or less

than the previous value. After three purchases the child orders the

purchased items according to value.

Children: describe the features of coins order coins according to value.

Resources

objects to purchase money purses

Suggested time



Where are you?PurposeIn this assessment children:

demonstrate their spatial reasoning, using positional language describe pathways to everyday locations that they use within the school.


Target Numeracy Indicators


CE 1 viCE 1 vii

CE1 x


PR 1 i

Using fractions, decimals, percentages, ratios and rates FDPR 1 i



Suggested time5 minutes — children working independently and in pairs






Plan for implementation by preparing the necessary resources and considering the following questions:




ImplementingSection 1. Where are you?


SR 1 iiUse positional language to describe: the position of an object in two different

ways two different pathways to get to a

familiar location using: clockwise, anticlockwise, forward, under, and turns

If necessary, customise to suit individual class settings.

Part AUse routines and transitions to ask children to describe pathways to everyday locations that they use within the school.Say:We need to go to the oval, (child’s name). It is your turn to tell us how to get there.The class follows the directions provided.Say before returning to the classroom:(Child’s name), this time take us back to the classroom a different way.

Part BObserve children playing barrier games.

Say:One of you will describe the position of an object.Your partner must follow your directions to build the same object as you.To help your partner, tell them the same position of the object in two different ways.Prompt: Put the red block next to the green block. The red block is on the left of the green block.

Part C (optional, if not using Part B)Teachers can ask the children to describe their locations at any time throughout the day.Say/ask:Can you tell me where you are now (your position)? Stay where you are. Now tell me where you are a different way.

Observe and record the child describing two pathways to an object or location using positional language.

Suggested time

5 minutes (each part) — children working independently and in pairs


What time is it?PurposeIn this assessment children demonstrate their progress in measurement by identifying the day of the week, hour and half hour times in daily routines.


Target indicators


CE 1 viCE 1 vii

CE 1 x


PR 1 i

Using fractions, decimals, percentages, ratios and rates

FDPR 1 i



Suggested time3 minutes — children working independently






Plan for implementation by preparing the necessary resources and considering the following questions:



ResourcesSection Resources

1 class calendar analog clock


ImplementingSection 1. What time is it?


M 1 iiiIdentify hour and half-hour times

M 1 ivDescribe durations using months, weeks, days and hours

During the daily routine of viewing and using the calendar, ask the children the time and how long it will be to an event and between events.

Say/ask:What time is it now?

During daily routines — when it is an hour and half-hour time — ask the children to identify the time.

Say/ask:How many hours, days until library day?

How many weeks/months to [a special event or the holidays]?

We go swimming on … How many days until then?

Transfer evidence to the Data Analysis Assessment Record.

Children: identify hour and half hour times within daily

routines count hours, days, weeks and months until

activities or events.

Suggested time



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