Skills learned in Kindergarten as well as
the following:
Predicts a word and reads accurately by
using: illustrations, rhyme or word families (at, cat, sat,
etc.) familiar words, word configurations (does it look right?),
phonics (does it sound right?), and meaning (does it make
sense?)
Applies knowledge of short and long vowel
sounds, some vowel combinations, some contractions, some endings
Repeats a word, phrase, or sentence to
make additional attempts to self-correct
Responds to punctuation when reading (period,
question mark, exclamation point)
Verbally retells story with accurate details
in proper sequenceA
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Skills learned in Kindergarten as well as
the following:
Uses approximated spelling, approaching
conventional spelling
Uses vowels, digraphs (vowel combinations),
and blends (consonant combinations)
Spaces words correctly
Spells high frequency words correctly
(e.g., and, the, to, at)
Uses upper case (capital) letters for
names and to begin a sentence
Uses periods or exclamation points to
end sentences
Writes on a variety of topics
Writes fiction, non-fiction, personal
narrative, responses to literature, social interactions (cards,
notes, friendly letters), and opinionsr
Employs initial steps of writing process
(planning, drafting, sharing, adding information, editing
with adult assistance, publishing)
Independently writes a story in sequence
with beginning, middle, and end
Develops titles that match the story
Writes dedication and "About the Author"
Uses illustrations to elaborate upon and/or
support the text
Writes several complete sentences to elaborate
on a topic
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Reinforces skills learned in Kindergarten:
Listens quietly, attentively, and in a
focused manner while others are speaking in one-to-one, small
group, class group, and large group settings as well as to
audio and visual media
Responds appropriately and applies new
information
Follows directions independently
Listens to gain information
Maintains eye contact with speaker
Retells directions and other information
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Reinforces skills learned in Kindergarten
Self-generates topics
Speaks about a variety of topics
Remains on topic
Responds to literature, e.g., retelling,
characters, setting, problem, solution, etc.
Shares learned information
Tells steps used in process or in problem-solving
Performs in plays
Asks questions to gain information
Socializes and interacts appropriately
with respect to peers and adults
Speaks in complete sentences with unity
of thought
Describes events in logical sequence
Elaborates and supports comments
Uses and understands higher level vocabulary
words Participates actively in one-to-one, small, and large
group settings
Uses appropriate tone of voice and volume
Appropriately takes turns speaking
Speaks and enunciates clearly
Speaks at an appropriate rate
Speaks with expression Articulates sound
accurately
Uses correct grammar
Expresses an opinion or judgement
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The Language Arts continuum sets
high standards which students are expected to reach over time.
Teachers assess student's progress within the continuum, both
formally and informally, in order to document individual student
progress. Assessment data is gathered from students' daily
work, reading and writing samples, student participation, teacher
observation, individual, small group, and whole group performance,
and individual reading inventories. Standardized
testing results at grades two and four provide additional information.
The formal assessments listed below are given at specified
times throughout the year. Your child's teacher will
be happy to discuss the meaning of these assessment tools, and
provide you with additional information at any time. During
the December and March conferences, you will have an opportunity
to review your child's individual results and progress along
the continuum.'
Letter and sound identification test
Three sight word reading tests
Three individualized reading inventories
One writing sample
Writing dictations
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First Grade