using the grade 1 assessment and remediation guides

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0

Tailoring Supports & Monitoring Progress

Using the Grade 1 Assessment and Remediation Guides

Handouts

Core Knowledge Language Arts (CKLA-NY) Webinar Series

http://www.creativecommons.org/licenses/by-nc-sa/3.0/

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0

Table of Contents

Part 2: Tailoring Supports

a. Establishing areas of weakness within the phonics component

b. Confirming the earliest point of code knowledge weakness

c. Planning for instruction according to the level of instructional need

d. Lesson Templates

e. Small Group Lesson Plan

Part 3: Progress Monitoring

f. Progress Monitoring: Sound-Spellings

g. Ian’s Assessment Scores

http://www.creativecommons.org/licenses/by-nc-sa/3.0/

Small%Group:!Ian,!Jewel,!and!Benjamin!Lesson%#1!

!

Components% Exercise% Materials% Minutes%

Warm:up% Objective:%Connect!written!letters!and!spoken!sounds!for!taught!sound/spellings.!!Exercise:%Play%Match&Me:%• Provide!each!student!with!a!set!of!Letter!Cards!for!the!sound@

spellings!‘b,’!‘d,’!‘t,’!‘u,’!‘v,’!‘w,’!and!‘z.’!• Tell!students!you!will!either!say!the!sound!or!show!the!spelling.!!

o If!a!sound!is!provided,!students!should!find!the!corresponding!spelling!(Letter!Card).!!

o If!a!spelling!(Letter!Card)!is!shown,!students!should!prepare!to!provide!the!corresponding!sound!when!prompted.!

• If!anyone!provides!an!incorrect!answer,!correct!the!error,!and!have!students!repeat!the!item.!!

Letter!cards:!!‘b,’!‘d,’!‘t,’!‘u,’!‘v,’!‘w,’!and!‘z.’!

3!

Explicit%Instruction%

Objective:%Reteach!sound@spelling!knowledge!needed!for!reading!and!writing!with!which!students!are!demonstrating!difficulty.!Review%the%Sound%Spelling:%• Display!Flip!Book!pages!1!and!7.!• Remind!students!of!the!articulation!needed!to!make!the!target!

sound.!• Say!and!have!students!echo!the!example!word,!noting!where!the!

sound@spelling!occurs!(initial,!medial,!or!final!position).!• Briefly!review!the!strokes!for!letter!formation.!• Say!a!number!of!words!with!the!targeted!sound@spelling,!and!have!

students!repeat!after!you.!Then!have!students!write!the!words.!

Grade!1!Code!Flip!Book:!!/d/>!‘d,’!/t/>!‘t,’!(p.!1),!/u/!>!‘u’!(p.!7)!!dry!erase!boards!and!markers!!Articulation!Chart!!Single!Letter!Beginning!Sound@Spelling!Word!lists!/t/,!/d/!!

4!

Guided%Practice!(working!with!skills)!

Objective:!Blend/spell!words!with!target!sound@spellings.!Chaining%Exercises!(p.!26):!!• Display!the!letters!required!for!the!selected!chain.!They!may!be!

written!at!the!top!of!the!board!or!chart!paper!or!may!be!letter!cards!set!out!in!front!of!students!on!the!table.!

• Start!with%chaining%for%reading:!o Tell!students!you!will!use!the!letters!to!write!words!for!

them!to!read.!• Write!‘dot’!and!tell!students!to!look!at!the!letters!from!left!

to!right.!!• As!they!look!at!the!letters,!they!need!to!remember!the!

sounds!the!letters!stand!for!and!blend!the!sounds!together!to!make!the!word.!

Chaining!letters:!‘p,’!‘c,’!‘g,’!‘n,’!‘a,’!‘i,’!‘o,’!‘t,’!and!‘d.’!!Chaining!list!(p.!72)!first!row!!dry!erase!boards!and!markers!!

10!

Components% Exercise% Materials% Minutes%

• Make!the!letter!change!and!write!‘pot’!and!say,!“Now!I’m!changing!the!‘d’!at!the!beginning!to!a!‘p’.!What!word!did!I!make!now?”!

• Continue!until!the!chain!is!complete.!• If!support!is!needed,!model!the!sounds!and!blending.!Also!

encourage!students!to!use!the!blending!motions!they!have!learned.!

• Next,!use!the!same!or!an!alternate!chain%for%spelling:!• !Tell!students!you!will!say!words!for!them!to!write,!and!for!

each!new!word!they!will!only!need!to!change!one!letter.!• Say!the!first!word!and!tell!students!to!break!the!word!up!

into!sounds!and!write!the!letters!for!each!sound!from!left!to!right.!

• Provide!the!next!word!and!have!students!explain!the!change!they!had!to!make!from!the!previous!word.!

• Continue!until!the!chain!is!complete.!• If!support!is!needed,!model!breaking!the!sounds!apart!and!

writing!the!letters!for!each!sound.!Guided%Practice!(applying!skills!OR!independent!practice/!progress!monitoring)!

Objective:!Make!words!comprised!of!target!sound@spellings.!!!Making%Words%!(pp.!34@35)!:!• Model!how!to!use!the!letters!surrounding!the!center!box!to!make!

words.!• Tracing!the!path!of!letters!may!support!students!as!they!attempt!

sound@spelling!combinations.!• Students!write!the!words!they!make!on!the!lines!provided!below.!• Ensure!comprehension!by!asking!students!to!provide!a!sentence!

using!the!real!words!they!make.!• More!words!can!be!created!than!the!number!of!lines!provided.!For!

students!who!are!capable!of!productively!continuing!to!create!additional!words,!the!Extension!Worksheet!can!be!copied!and!provided.!

Making!Words!Template!!p!d!n!/!r!_ot!l!/!t!g!h!!Extension!Worksheet!

8!

!

40 Grade 1 | Unit 1 Assessment and Remediation Guide© 2013 Core Knowledge Foundation

Progress Monitoring: Sound-SpellingsThe Progress Monitoring worksheets provided involve asking individual students to read a collection of words in isolation. The worksheets are grouped according to the type of sound-spelling knowledge they measure: single letter, consonant cluster, digraph, or double letter. For the single letter assessments, Pseudoword Reading measures are also included. Pseudoword Reading assessments are provided as an option if teachers suspect that students have memorized some of the read words and are using automatic word recognition instead of applying decoding knowledge. This may be the case with students in need of remediation and reteaching who have had extended and repeated opportunities to work with these specifi c words.

Sound-Spelling Targets AssessedSound-Spelling Progress Monitoring Worksheets

‘m’ > /m/, ‘a’ > /a/, ‘t’ > /t/, ‘d’ > /d/, ‘o’ > /o/, ‘c’ > /k/, ‘g’ > /g/, and ‘i’ > /i/

Sound-Spelling 1 and 2Sound-Spelling 13 and 14

‘n’ > /n/, ‘h’ > /h/, ‘s ’>/s/, ‘f’> /f/, ‘v’ > /v/, ‘z’ > /z/, ‘p’ > /p/, and ‘e’ > /e/


‘b’ > /b/, ‘l’ > /l/, ‘r’ > /r/, ‘u’ > /u/, ‘w’ > /w/, ‘j’ > /j/, ‘y’ > /y/, ‘x’ > /x/, and ‘k’ > /k/


Initial or Final Blends/Clusters (e.g., tr–, fl–, sp–, – st, –nd, –lt), and the Tricky Spelling ‘s’ > /z/ Sound-Spelling 7 and 8

Digraphs: /ch/, /sh/, /th/, /th/, /ng/, and /qu/ Sound-Spelling 9 and 10Double Letter (e.g., ‘ck’, ‘ff’, ‘ll’, and ‘ss’) Sound-Spelling 11 and 12

Preparation: Copy the page of words with the Record Sheet corresponding to the Progress Monitoring worksheet you have selected, and cut out the words.

Instructions:

• Model with the sample item.

• Show the cards to the student one at a time.

• Use the Record Sheet to record each word as the student reads.

• Place a check next to each word read correctly.

• For misread words, write exactly what students say as the word is sounded out. If students misread a word, prompt them to try to read the word again, letting them know their fi rst attempt was incorrect.

• Students may benefi t from the supports utilized during instruction such as blending motions and representing sounds with objects (e.g., Push & Say). Demonstrate and encourage their use during modeling with the sample item if needed. The goal is for students to eventually be capable of completing the tasks without physical supports or, at least, utilizing the supports independently (without your prompt).

Grade 1 | Unit 1 Assessment and Remediation Guide 41© 2013 Core Knowledge Foundation

Scoring:

Sound-Spelling Progress Monitoring 1–6 and 13–18 (Single Letter)

Sound-Spelling Progress Monitoring 7 and 8

(Consonant Cluster)Scoring is based on one point assigned for every sound-spelling in a word which is read correctly. Interpret scores as follows:• 14 or 15 points—excellent• 11–13 points—good• 8–10 points—fair• Less than 8 points—poor

Scoring is based on one point assigned for every consonant cluster in a word which is read correctly. Interpret scores as follows:• 18–20 points—excellent• 16 or 17 points—good• 12–15 points—fair• Less than 12 points—poor

Goal: Achieve scores of Good or Excellent (11 points or higher).


Scores of 10 or less indicate additional reteaching and reinforcement is required from Assessment and Remediation Guide Unit 1 Section I, Phonics.



(Digraph)


(Double Letter)Scoring is based on one point assigned for every consonant digraph in a word which is read correctly. Interpret scores as follows:• 9 or 10 points—excellent• 8 points—good• 6 or 7 points—fair• Less than 6 points—poor

Scoring is based on one point assigned for every double letter spelling in a word which is read correctly. Interpret scores as follows:• 8 points—excellent• 6 or 7 points—good• 5 points—fair• Less than 5 points—poor





• Further analyze student errors to determine whether there are one or more particularly problematic sound-spellings. The subtotals for targeted sound-spellings at the bottom of the Record Sheets facilitate the identifi cation of specifi c problem areas.

Note: One less common double letter spelling (e.g., ‘gg’, ‘dd’, ‘zz’, or ‘tt’) is included in Progress Monitoring 11 and 12. These words were introduced in the Skills strand lessons as examples of other double letter consonant spellings. Success with this item on the assessment is an indication of student ability to generalize knowledge of pronouncing double letter sound-spellings.

42 Grade 1 | Unit 1 Assessment and Remediation Guide© 2013 Core Knowledge Foundation

• Also examine whether there are mispronunciations occurring more frequently in a given position in words. For example, does the student read the initial sound correctly, but misread the medial and/or fi nal sound?

• Finally, examine whether the student succeeded in reading words correctly on the second attempt. If so, the student may be rushing and may benefi t from explicit instruction to slow down and look at each letter in a word sequentially, left to right.

Grade 1 | Unit 1 Assessment and Remediation Guide 43© 2013 Core Knowledge Foundation

Name:

Sound-Spelling: Progress Monitoring 1

dot dimmad cottag dog

Word Student Pronunciation

Sample: dot

1. mad /m/ /a/ /d/ (3)

2. tag /t/ /a/ /g/ (3)

3. dim /d/ /i/ /m/ (3)

4. cot /k/ /o/ /t/ (3)

5. dog /d/ /o/ /g/ (3)

Total Correct /15

Record Sheet for Sound-Spelling: Progress Monitoring 1

‘c’ > /k/ (4) /1 ‘a’ > /a/ (1, 2) /2 ‘t’ > /t/ (2, 4) /2

‘m’ > /m/ (1, 3) /2 ‘o’ > /o/ (4, 5) /2 ‘d’ > /d/ (1, 3, 5) /3

‘g’ > /g/ (2, 5) /2 ‘i’ > /i/ (3) /1

Ian

3332213

02 2

31

122

Grade 1 11

Ian

using the grade 1 assessment and remediation guides

Documents