Reading Grading Guide for 1st Grade
1. The student understands and uses different skills and strategies to read.
Report Card Grading Guide:
|
Below Expectations |
Approaches Expectations |
Meets Expectations |
Exceeds Expectations |
|
Reading text below grade level. With guidance, I have difficulty learning word recognition skills that I need to read and comprehend. |
Reading text slightly below grade level. With some guidance, I am learning word recognition skills that I need to read and comprehend. |
Reading text at grade level. I am learning word recognition skills that I need to read and comprehend. |
Reading text at/or above grade level. With 90% accuracy or better, I independently learn word recognition skills that I need to read and comprehend. |
Scoring Notes:
Student performance for this Grading Guide is a reflection of a student's mastery of ALL the grade level expectations in the sub-sections. Specific performance data is meant to assist in providing a holistic picture of the student's attainment of the grade level EALR.
Scoring Notes:
December Scoring Guide |
|||||
|
Below Expectations |
Approaching Expectations |
Meets Expectations |
|||
|
Phoneme Blending |
0-4/10 |
Phoneme Blending |
5-8/10 |
Phoneme Blending |
9/10 |
|
Segmenting Onset-Rime |
0-4/10 |
Segmenting Onset-Rime |
5-8/10 |
Segmenting Onset-Rime |
9/10 |
|
Letter ID |
0-10/52 |
Letter ID |
11-44//52 |
Letter ID |
45/52 |
|
Sounds |
0-10/32 |
Sounds |
11-27/32 |
Sounds |
28/32 |
|
Blending |
0-1/5 |
Blending |
2-3/5 |
Blending |
4/5 |
|
Critical Words |
0-10/126 |
Critical Words |
11-49//126 |
Critical Words |
50/126 |
March Scoring Guide |
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|
Below Expectations |
Approaching Expectations |
Meets Expectations |
|||
|
Phoneme Blending |
0-5/10 |
Phoneme Blending |
6-8/10 |
Phoneme Blending |
9/10 |
|
Segmenting Onset-Rime |
0-5/10 |
Segmenting Onset-Rime |
6-8/10 |
Segmenting Onset-Rime |
9/10 |
|
Letter ID |
0-30/52 |
Letter ID |
31-51/52 |
Letter ID |
52/52 |
|
Sounds |
0-15/32 |
Sounds |
16-31/32 |
Sounds |
32/32 |
|
Blending |
0-2/5 |
Blending |
3-4/5 |
Blending |
5/5 |
|
Critical Words |
0-50/126 |
Critical Words |
51-99/126 |
Critical Words |
100/126 |
|
Retell DRA level 10 |
1/4 |
Retell DRA level 12 |
2/4 |
Retell DRA level 14 (required) |
3/4 |
June Scoring Guide |
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|
Below Expectations |
Approaching Expectations |
Meets Expectations |
|||
|
Phoneme Blending |
0-6/10 |
Phoneme Blending |
7-8/10 |
Phoneme Blending |
9/10 |
|
Segmenting Onset-Rime |
0-6/10 |
Segmenting Onset-Rime |
7-8/10 |
Segmenting Onset-Rime |
9/10 |
|
Letter ID |
0-35/52 |
Letter ID |
36-51/52 |
Letter ID |
52/52 |
|
Sounds |
0-25/32 |
Sounds |
26-31/32 |
Sounds |
32/32 |
|
Blending |
0-3/5 |
Blending |
4/5 |
Blending |
5/5 |
|
Critical Words |
0-75/126 |
Critical Words |
76-109/126 |
Critical Words |
110/126 |
|
Retell DRA level 12 |
2/4 |
Retell DRA level 14 |
2/4 |
Retell DRA level 16 (required) |
3/4 |
Performance assessments should include a variety of measures that clearly determine whether a student is below, approaching, meeting, or exceeding a specific standard.
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