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First-Grade Checklist

Student________________ Teacher_______________ Year__________________

Key for Marks

v -Blank = demonstrates mastery = does not demonstrate mastery = not evaluated End-of-the-Year Scores Each = 1 point Proficient + 16 ­ 22 Partially Proficient = 13 ­ 15 Not proficient = less than 13

Standard 1: Comprehension.

Students read and understand a variety of materials.

1 2 3

STUDENT BEHAVIOR The student will: Text level (numerical level, if known, or below, at, above grade level) 1. Comprehension

(Use a full range of strategies to comprehend materials [1.a].)

Activate schema/background knowledge to make/confirm predictions. Use a range of strategies efficiently when constructing meaning from text being listened to or read. Read and follow simple written directions Ask and respond to questions. Generate a written or oral response to what has been read. Connect information and events in texts to life experiences. Create mental images of places, characters, and events. Explore and distinguish a variety of literature (e.g. fiction, poetry, nonfiction).

(Retell important information (text passages) [1.b].)

Retell expository text using main idea and some supporting details. Retell narrative text using character, setting and sequence of events. Generate a written and/or oral response to what has been read. Identify main idea and find information to support particular ideas [1.c]. Draw inferences using contextual clues [1.d]. Find the sequence of steps [1e]. 2. Vocabulary Understand and generate vocabulary specific to content. Use sentence structure and background knowledge to understand word meanings. 3. Phonemic Awareness Use onset and rime to create new words that include blends and diagraphs. 4. Phonics (Use word recognition skills and resources (for example phonics,

context clues, picture clues . . . for comprehension [1.g] .)

Recognize and apply knowledge of letter-sound relationships, including consonants, consonant blends, diagraphs, and common short and long vowel patterns to decode words. Demonstrate a reading vocabulary of 300-500 words, including sight words and one and two syllable words. 5. Fluency Orally read a variety of grade-level materials attending to phrasing, intonation, and punctuation. Adjust reading pace to accommodate purpose, style, and difficulty of text. Read silently and often for extended periods of time.

Bold faced items are drawn directly from the Colorado Student Assessment Framework (framework # i.e., 1a). Plain text items are from the Colorado Basic Literacy Act.

Rev. Sept.22 '05


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