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Year 1 AssessmentLiteracy and Numeracy Checkpoints — October
ShoppingViewing and readingWriting and creating
Calculating and estimatingUsing fractions, decimals, percentages, ratios and ratesUsing spatial reasoningUsing measurement
Contents
Purpose..................................................................1October assessment focus..................................................................................1
Before implementing...............................................1Suggested times..................................................................................................1Suggested teaching and learning........................................................................2Catering for diversity............................................................................................4Teacher preparation............................................................................................5Resources...........................................................................................................5
Implementing.........................................................6Section 1. Dictated spelling...........................................................................................6Section 2. Book talk, reading analysis and comprehension.........................................7Section 3. Writing a recount of a shopping experience................................................9Section 4. Ordering and positioning............................................................................11Section 5. Identifying and comparing whole numbers................................................11Section 6. Basic facts and mental strategies..............................................................12Section 7. Creating, solving and sorting problems.....................................................13Section 8. Order and value of Australian coins...........................................................14Section 9. Demonstrating half of a collection..............................................................15Section 10. Sorting shapes.........................................................................................16Section 11. Describing pathways................................................................................17Section 12. Comparing measurements.......................................................................18
Making judgments................................................19
Using data to inform future directions...................19
Appendix A: Reading.............................................20
Appendix B: Dictated spelling................................25
Appendix C: Numeracy class checklist....................26
Appendix D: Fruit cart...........................................31
Appendix E: Fruit cut-outs.....................................32
Appendix F: Additional assessments......................38
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 Year 1 Assessment: Literacy and Numeracy Checkpoints.
This assessment targets the indicators in bold 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
Before implementingSuggested times
Section Suggested time
1 20 minutes — children working independently
2 20 minutes — children working independently
3 20–30 minutes — children working independently
4–12 40–45 minutes — children working independently and within small groups
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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 shopping.
Teachers may encourage children to connect to personal experiences by:
using focus questions about shopping experiences
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 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
2 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Target literacy indicators
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
CE 1 x Describe and order Australian coins according to their value
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Target numeracy indicators
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
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
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 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 Shopping 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.
4 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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?
ResourcesTeachers will need the following resources when implementing this assessment.
Section Resources
1–12 the reading text — Cousins, L 2001, Maisy Goes Shopping, Walker Books, London
copies of the resources for recording each child’s responses: Appendix A: Reading (1 per child) Appendix B: Dictated spelling Appendix C: Numeracy class checklist Appendix D: Fruit cart (illustration) Appendix E: Fruit cut-outs
Children will need the following resources when completing this assessment.
Section Resources
1–12 blank drawing paper strips of blank paper for writing their dictated shopping list number line with 0, 50 and 100 marked on it blocks or images of fruit that are manipulable a fruit tray — open box approximately 30 cm x 25 cm 3-D shaped blocks, prisms, pyramids picture of regular shapes — triangle, rectangle, square model or map of a shop with aisles and grocery displays writing paper drawing and writing materials
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ImplementingSection 1. Dictated spellingIndicators Suggested implementation Evidence
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 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:When I go shopping I write a list of the things I need. Can you help me?
I’m going shopping and I’d like you to help me write my list of things I could buy. See if you can write these words down. I’m going to the beach with my son (daughter, friend), so first I need a ...
Children: spell familiar and consonant–vowel–consonant words
correctly attempt to spell unfamiliar words using a range of
strategies.
Resources
suitable paper strips of paper or individual pages taken from a shopping
pad (if possible), which will enhance the real-life aspect of this task and may help to engage the child
Appendix B: Dictated spelling
Suggested time
20 minutes — children working independently
6 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 2. Book talk, reading analysis and comprehensionIndicators Suggested implementation Evidence
VR 1 iIdentify personal, social or learning purposes for viewing and reading learning area textsVR 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, Maisy Goes Shopping 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:Maisy Goes Shopping.
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
Maisy Goes Shopping Appendix A: Reading
Suggested time
20 minutes — children working independently
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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
8 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 3. Writing a recount of a shopping experienceIndicators 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 x
Re-read Maisy Goes Shopping and review and highlight the story structure.
Ask questions to prompt children’s recall, such as:
What happened in the story?
What did the author show us?
Tell the children that they can now choose a shop they recall visiting and write what happened during the visit.
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 sentences and statements using correct structure join simple sentences using conjunctions write one or two simple noun groups/phrases including
common and proper 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 in their writing.
Resources
Maisy Goes Shopping writing paper writing materials
Suggested time
20–30 minutes — children working independently
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Select pronoun to refer to the correct noun in a sentence
WC 1 xiMaintain a topic when writing, e.g. by using repeated topic vocabulary
WC 1 xiiUse: capital letters, including for proper nouns and
full stops approximations of placement for question
and exclamation marks
WC xiiiSpell: high-frequency sight words and familiar
words correctly consonant–vowel–consonant words words containing known base words and
word endings
WC 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
10 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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Section 4. Ordering and positioningIndicators Suggested implementation Evidence
CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference points
Use a number line (marked numbers 0, 50, 100) and the numbers the children use in Section 5.
Ask the children to order and position the numbers that are more than 20 on a blank number line. Ask them to think about all the numbers that are on the number line and how their position should reflect that.
Say/ask:If 50 is halfway, then where would the number […] be on the line?
Children: indicate the order and position of the selected number
on a number line for each of the numbers pay attention to the equidistant placement of the key
reference points, e.g. 50 is halfway between 1 and 100.
Resources
Appendix C: Numeracy class checklist blank number line with 0, 50 and 100 marked on it
Suggested time
3 minutes — children working independently
Section 5. Identifying and comparing whole numbersIndicators Suggested implementation Evidence
CE 1 ivIdentify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)
Ask the children to identify two numbers greater than 20 (or greater than 50).
Say/ask:Can you use some of these materials (bundling sticks and rubber bands) to show me why one of these numbers is greater than the other?
Explain how you know that (one number) is greater than (the other number).
Explain how you made each number.
Children: compare the quantities of numbers, using groups of tens
and ones say if the numbers are the same, or greater or less than
one of the quantities.
Resources
Appendix E: Fruit cut-outs bundling sticks and rubber bands
Suggested time
5 minutes — children working independently
12 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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 required in everyday situations by: counting on counting back partitioning, including place value, and
rearranging parts
Ask the children to look at the illustration of the fruit cart.
Say/ask:How many bananas would there be in two bunches?If there are nine apples and the cart owner sold three, how many would be left?
If the shop keeper sold five apples to (child’s name from the class) and then sold ten apples to (another child’s name from the class). What is the difference between the number of apples (child’s name) bought and the number of apples (child’s name) bought?
Say/ask:How did you work that out?Tell me how you check that you have the right answer.
Ask the children to make up some adding and taking away stories for you to work out.
Children: work out the basic facts explain counting on explain counting back explain partitioning including using place value and
rearranging parts.
Resources
blank paper Appendix D: Fruit cart Appendix E: Fruit cut-outs
Suggested time
5 minutes — children working independently and within small groups
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Section 7. Creating, solving and sorting problemsIndicators Suggested implementation Evidence
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
Using the fruit in the roleplay fruit cart (cut-outs, real fruit or plastic fruit) ask the children to make up some adding and taking-away problems.
If materials are used, place them into a bag with the problem information.
Mix up the problems and ask the children to sort the problem by addition or subtraction.
Once the problems have been sorted ask the children to solve one addition and one subtraction problem.
Children: 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
quantities of real or plastic fruit Appendix E: Fruit cut-outs
Suggested time
10 minutes — children working independently and within small groups
14 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 8. Order and value of Australian coins Indicators Suggested implementation Evidence
CE 1 xDescribe and order Australian coins according to their value
Ask the children to look at the prices of the fruit on the fruit cart.
Say/ask:Choose fruits or other items that have the price tag. Find a coin that has the same number as the price on the tag.Can you put the coins in order from the smallest value to the greatest value?
For example, the children choose a selection of fruit and other items for sale on the cart and use those price tags to match to the coins. They place those coins in order of their value.
Teachers may assist the children to collect coins to set up the activity for describing and ordering the values.
Note: The context will restrict the value of coins to be ordered. Use the prices available on the fruit cart.
Children: describe the features on Australian coins order the coins according to their value.
Resources
cut-outs of Australian coins, real or play coins can be used
Appendix D: Fruit cart price tags for Australian coins
Suggested time
3 minutes — children working independently and within small groups
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Section 9. Demonstrating half of a collectionIndicators Suggested implementation Evidence
FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths
Use blocks, real or plastic fruit, or fruit cut-outs (Appendix E) displayed in the cart. Ask the children to use the blocks or images of fruit and pretend these are the fruit in the cart. Ask them to count out the same amount of fruit as they can see in the stimulus picture.
Using the blocks or images, ask the children to work out how much half the number of that fruit would be.
Say/ask: Show me half of the fruit you have.How do you know it’s half?
Children: make two equal groups of one type of fruit explain that half is one of either of the two equal parts of
the collection of fruit.
Resources blocks, real or plastic fruit Appendix E: Fruit cut-outs
Suggested time
3 minutes — children working independently and within small groups
16 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 10. Sorting shapesIndicators 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
Show the children a cube-shaped block.
Ask the children to describe the shape of the face.
Ask the children to count: the number of faces on the cube the number of corners the number of edges they can see.
Ask them to find a similar shape in the poster of the fruit cart.
Repeat with other 3-D shapes.
Ask children to: select and name 2-D shapes embedded in
everyday environments and sort and trace describe the properties of the shape.
Children: identify the face of a cube as a square count six faces, eight corners and twelve edges on the
cube identify prisms and pyramids record 2-D shapes identified embedded in everyday
environments classify shapes using the geometric properties —
number of sides and corners.
Resources 3-D shaped blocks, including a cube, rectangular prism,
square-based pyramid Appendix D: Fruit Cart Appendix E: Fruit cut-outs (optional)
Suggested time
4 minutes — children working independently and within small groups
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Section 11. Describing pathwaysIndicators Suggested implementation Evidence
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
Use a model of a local fruit cart or supermarket with aisles displaying various fruit or grocery items.
Ask the children to individually roleplay being a customer service attendant. Ask them to describe the position of the item another customer is requesting and a pathway to get it.
Note: This section of the assessment has been contextualised within the Shopping experience. However, if teachers have difficulty creating this resource they might like to carry out this experience around their school.
Children: describe the position of an object using positional
language describe two pathways to the same location using
positional language.
Resources
model of a cart aisles and grocery displays
Suggested time
5 minutes — children working independently and within small groups
18 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 12. Comparing measurementsIndicators 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
Give the children multiple uniform informal units to measure the length of the shelf and a basket on the fruit cart.
Say/ask:How did you measure the lengths of the fruit cart?Compare the lengths of the fruit cart.Tell me what you found out about the two lengths.
Give the children multiples of plastic fruit or substitute to fill one of the baskets to capacity.
Ask them to pour their fruit into the next basket to compare the capacity of the two baskets.
Is the capacity the same or do they need more fruit or do they have fruit left over because the basket holds less?
Say:Compare the capacities of two baskets from the fruit cart.Tell me what you found out.
Children: measure two different lengths of the fruit cart attending
to gaps and overlaps for the lengths use the language of shorter and longer to describe the
comparison of the two lengths measure two different capacities of the fruit baskets
attending to filling to capacity without spillage/overflow use the language of holds more, holds less or holds the
same when comparing capacities of the baskets.
Resources
multiples of uniform informal units such as craft sticks, paper clips
multiples of plastic fruit, beads or small balls to represent fruit
Suggested time
3 minutes — children working independently
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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 at 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.
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Appendix A: 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: Maisy Goes Shopping, by Lucy Cousins
VR 1 i VR 1 iii
Book talk
Orientate the child to this text (using the book cover only) by asking questions such as:
Who is the main character?
…………………………………………………………………………………………… What kind of book do you think this is (e.g. information or story)?
…………………………………………………………………………………………… Why would you read this kind of book?
……………………………………………………………………………………………Hand the book to the child and ask them to look through the book. Ask questions such as:
What do you think this story will be about?
…………………………………………………………………………………………… What makes you think that?
…………………………………………………………………………………………… Do you go shopping with your mum/dad/sister/brother? What … ? Where ...? When … ?
……………………………………………………………………………………………
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.
22 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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 23 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
Maisy Goes ShoppingSemantic / grammar / phonic evidenceReasons for error, omission or self-correction
Maisy Goes Shopping
Maisy is visiting
Charley today.
Hello, Charley.
Hello, Maisy.
It’s nearly
lunch time, but
Charley’s fridge
is empty.
TP — What do you think might happen next? (Prediction — go shopping)
It’s time to go
shopping!
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Maisy Goes ShoppingSemantic / grammar / phonic evidenceReasons for error, omission or self-correction
TP — Were you right? (Confirmation)
TP — What do you think they’re going to buy? (Prediction — some food)
Maisy chooses
some apples and
bananas.
Mmm, they look
delicious, Maisy.
Charley gets
some juice.
What else does
he need?
TP — Look at the word he. Who is this word talking about? (Pronoun reference — Charley)
Bread, tomatoes,
cheese and yoghurt —
there that’s everything.
TP — What does it mean when they say … that’s everything? (Reference to all of the food)
TP — Were you right about what they bought? (Confirmation — of food or of particular food items)
Now it’s time
to pay at the
checkout.
Look at all that
shopping!
It’s lucky you
brought your
trailer, Maisy.
Maisy and Charley
unpack the bags.
Then at last it’s
time to sit down …
and have some lunch.
Hooray!
High-frequency words — automatic recognition: ________ / 30
(Expectation by the end of Year 1 is 28/30 to achieve VR 1 vii and VR 1 viii.)
24 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Summary analysis table
Observable reading behaviours
Frequency 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.
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Comprehension questions(Expectation by the end of Year 1 is 100% accuracy.)
VR 1 iv VR 1 vi
Section 2
1. Recalling informationNow, starting from the beginning, I’d like you to tell me as much as you can remember about the story you’ve just read. Imagine that you are telling it to someone who hasn’t heard this story before.Answer: Recalls main idea and two or three other items of information.
2. Information directly stated in the textWhy did Maisy and Charley need to go shopping?
Answer: The fridge was empty. They had no food.
3. Inference with justification
Does Maisy like fruit? Why?
Answer: She chose/bought apples and bananas or because fruit is healthy.
4. Interpreting visuals
In this book, does Maisy have a favourite toy? Why do you think that?
Answer: Her favourite toy is her panda (or bear) because she takes it with her wherever she goes.
5. Tracking pronoun to the noun it refers to
Who is the word “he” talking about?
Answer: Charley
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Appendix B: Dictated spellingWC 1 xiv
Word Say Spelling patterns
shopping list
Can you help me write a shopping list?Write shopping list.
Sound symbol relationships, consonant digraph sh, common letter cluster, morpheme (word element) ing
Short vowel i, consonant blend st
sunhat
I 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
beachball
I’d like a ball to play with.Write beach ball.
Vowel digraph ea, final consonant digraph ch
Familiar word, onset and rime all, consonant digraph ll
book I might need a ….. to read.Write book.
Familiar word, onset and rime ook, analogy
kite It would be great to take a kite.Write kite.
Long vowel pattern i_.e
toy I will take my sand toy.Write toy.
Familiar word, vowel digraph oy, analogy
boat A boat would be fun to have at the beach.Write boat.
Familiar word, vowel digraph oa, common letter sequence oat
truck I’d like a truck to play with in the sand.Write truck.
Initial consonant blend tr, common letter sequence uck, short vowel sound u, consonant digraph ck
sandtray
And a sand tray.Write sand tray.
Common letter cluster and, onset and rime or analogy, e.g. and, band
Initial consonant blend tr, common sequence, vowel digraph ay
watermelon
Let’s take a watermelon for a refreshing snack.Write watermelon.
Phonological knowledge and sound symbol relationships
Note: The child must demonstrate correct spelling to achieve the indicator.
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Appendix C: Numeracy class checklistNames:(Write initials.)
Section 4. Ordering and positioning
CE 1 iiiOrder and position whole numbers using 0, 50 and 100 as key reference points
Indicates the order and position of the selected number on a number line for each of the numbers.
Pays attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100.
Section 5. Identifying and comparing whole numbers
CE 1 ivIdentify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)
Compares the quantities of numbers, groups of tens and ones.
Says if the numbers are the same, or greater or less than one of the quantities.
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Section 6. Basic facts and mental strategies
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
Works out the basic facts.
Explains counting on.
Explains counting back.
Explains partitioning including using place value and rearranging parts.
Section 7. Creating, solving and sorting problems
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.
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Section 8. Order and value of Australian coins
CE 1 xDescribe and order Australian coins according to their value
Describes the features of Australian coins.
Orders coins according to their value.
Section 9. Demonstrating half of a collection
FDPR 1 iIdentify and describe a half as either of the two equal parts of whole collections or lengths
Makes two equal groups of one type of fruit.
Explains that half is one of either of the two equal parts of the whole collection of fruit.
Section 10. Sorting shapes
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
Identifies the face of a cube as a square.
Counts six faces, eight corners and twelve edges on the cube.
Identifies prisms and pyramids.
Records 2-D shapes identified embedded in everyday environments
Classifies shapes using the
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geometric properties — number of sides and corners.
Section 11. Describing pathways
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
Describes the position of an object using positional language.
Describes two pathways to the same location using positional language.
Section 12. Comparing measurements
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
Measures two different lengths of the fruit cart attending to gaps and overlaps for the lengths.
Uses the language of shorter and longer to describe the comparison of the two lengths.
Measures two different capacities of the fruit baskets attending to filling to capacity without spillage/ overflow.
Uses the language of holds more, holds less or holds the same when comparing capacities of the
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baskets.
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Appendix D: Fruit cart
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Appendix E: Fruit cut-outs
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Appendix F: Additional assessmentsThese additional assessments gather evidence about targeted indicators not contextualised in the Shopping assessment:
Decorating — Recognising and using patterns and relationships
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.
Target numeracy indicators
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
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 will be looking for within each section.
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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?
Resources
Section Resources
1 manipulative resources varying in size, shape, colour and texture multiples of materials, coloured paper shapes or plastic pattern shapes
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ImplementingSection 1. Decorating
Indicators Suggested implementation Evidence
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
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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.
October assessment focusThis assessment targets the indicators in bold in the table below.
Target numeracy indicators
Calculating and estimating CE 1 iiiCE 1 iv
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
Using spatial reasoning SR 1 i SR 1 ii
Using measurement M 1 i M 1 iii M 1 iv
Suggested time3 minutes — children working independently
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 will be 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?
ResourcesSection Resources
1 class calendar analog clock
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ImplementingSection 1. What time is it?
Indicators Suggested implementation Evidence
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
3 minutes — children working independently
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Queensland Studies Authority154 Melbourne Street, South BrisbanePO Box 307 Spring HillQLD 4004 AustraliaT +61 7 3864 0299F +61 7 3221 2553www.qsa.qld.edu.au
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