first grade listening assessment:...

First Grade Listening Assessment:

“Cooperation”

M2 Spring 2005 ELA GLCE 1st Grade Assessment http://mmc.edzone.net 1

Part 1 - Listening Assessment First Grade

Directions: In this part of the assessment, you will be listening to one selection with the following theme:

COOPERATION It is important to keep this theme in mind as you are listening to the following selection. Listening Directions: Concentrate on listening to Tops and Bottoms as a story. As you listen think about the actions of the characters and what you could learn from them. Do the character’s actions remind you of something you or someone you know has done? Think about what the story has to do with Cooperation. After listening to the story, you will have a few minutes to make some notes on the next page about the character’s actions. If you wish, you may also make a few notes while you are listening the second time. You will be able to use your notes when you answer questions about Tops and Bottoms.


Listening Selection

Tops and Bottomsby Janet Stevens


Listening Selection Directions: Mark only the BEST answer for each multiple-choice question. You may look back at any notes that you may have taken about Tops and Bottoms at any time.

1. Hare needed to make a business deal with the bear because

A. he wanted to make more money. B. bear was his best friend. C. his family had no food to eat.

2. What lesson is learned from this story?

A. Getting along with others requires good communication. B. Teasing each other is fun and it helps you get along. C. Bears are mean to rabbits and they shouldn’t be friends.

3. Because they all worked together, how do the hares feel at the end of the story?

A. Happy B. Sad C. Scared

4. The hares and the bear didn’t cooperate very well because

A. the bear was mean and didn’t like the hare family at all. B. the bear never questioned the hare about what he was doing. C. the hare’s children were always annoying the bear.



“Friendship”



Directions: In this part of the assessment, you will be listening to one selection with the following theme:

FRIENDSHIP It is important to keep this theme in mind as you are listening to the following selection. Listening Directions: Concentrate on listening to The Other Side as a story. As you listen think about the actions of the characters and what you could learn from them. Do the character’s actions remind you of something you or someone you know has done? Think about what the story has to do with friendship. After listening to the story, you will have a few minutes to make some notes on the next page about the character’s actions. If you wish, you may also make a few notes while you are listening the second time. You will be able to use your notes when you answer questions about The Other Side.


Listening Selection

The Other Sideby Jacqueline Woodson


Listening Selection Directions: Answer the following questions. You may look back at any notes that you may have taken about The Other Side at any time.

1. Another good title (name) for this selection (story) would be?

_________________________________________________

2. A friend is someone who

A. picks on and teases you. B. likes to spend time with you. C. talks to you when it is easy.

3. Draw a picture of how you are like the children in this story. Think of the things they did. Write about your picture. How does this show friendship?



“Helping Others”



Directions: In this part of the test, you will be listening to one selection with the following theme:

HELPING OTHERS It is important to keep this theme in mind as you are listening to the following selection. Listening Directions: Concentrate on listening to The Little Red Hen as a story. As you listen think about the actions of Little Red Hen and what you could learn from them. Do Little Red Hen’s actions remind you of something you or someone you know has done? Think about what the story has to do with Helping Others. After listening to the story, write down 2 or 3 words that tell you about Little Red Hen’s actions. You will be able to use your words when you answer questions about The Little Red Hen.


Listening Selection

The Little Red Henby Paul Galdone


Listening Selection Directions: Read questions to students. Student chooses best answer using notes taken. Mark only the BEST answer for each multiple-choice question. You may look back at any notes that you may have taken about The Little Red Hen at any time.

1. This story’s main idea is about how

A. helping others can be good for you, too. B. lazy animals never want to do any work. C. a grumpy hen gets to eat a cake by herself.

2. How did the hen most likely feel when her friends would not help her?

A. Happy B. Upset C. Worried

3. What did the other animals in the story learn about helping others by the end of the story?

A. It is no fun to clean a dirty house. B. Helping others can pay off in the end. C. Worry about your own work.


Listening Assessment AnalysisGrade: 1Theme: CooperationText: Tops and Bottoms

Item # Answer GLCE

AssessedCognitive Domain GLCE

1 C L.CN.01.05 KnowledgeL.RP.01.02 Comprehension

2 A L.CN.01.05 KnowledgeL.RP.01.02 Comprehension


4 B L.CN.01.05 KnowledgeL.RP.01.02 Comprehension

Conventions Students will…L.CN.01.05 Use effective listening and viewing behaviors in large and small groupsettings.

Response Students will…L.RP.01.02 Select, listen to, view, and respond thoughtfully to both classic and contemporary texts recognized for quality and literary merit.


Listening Assessment AnalysisGrade: 1Theme: FriendshipText: The Other Side

Item # Answer GLCE Assessed

Cognitive Domain GLCE

1 Open- L.CN.01.05 Knowledgeended L.RP.01.02 Comprehension

2 B L.CN.01.05 Knowledge

L.RP.01.02 Comprehension

3 Open- L.CN.01.05 Knowledgeended L.RP.01.02 Comprehension

Conventions Students will…L.CN.01.05 Use effective listening and viewing behaviors in large and small group settings.



Listening Assessment AnalysisGrade: 1Theme: Helping OthersText: The Little Red Hen

Item # Answer GLCE Assessed Cognitive Domain GLCE




Conventions Students will…L.CN.01.05 Use effective listening and viewing behaviors in large and small group settings.



ELA First Grade Sample Rubrics ELA – 1st Grade Sample Teacher Rubric: 1. Use “Writing Continuum Sample” from MLPP

• Phase 1: Pre-Emergent • Phase 2: Emergent Writing • Phase 3: Developing • Phase 4: Fluent Writing

2. First Grade Sample Analytic Rubric ELA – 1st Grade Sample Student Rubric: Not Applicable


Student’s Name __________________________________________ Date: _____________

FIRST GRADE SAMPLE ANALYTIC RUBRIC Qualities of

Writing 4

Fluent 3

Developing 2

Emergent 1

Pre-Emergent Content

and Ideas

Writing stays focused on the topic with a text enhancing drawing, appropriate details/examples (e.g., prior knowledge/experience) and three or more sentences.

Writing/drawing is on topic and shows development of topic with details/examples.

Writing/drawing is generally on topic. Details/examples may be limited.

Writing/drawing shows little or no development of topic.

Organization The writing is logically sequenced from beginning to end with appropriate transitions and text structure. If a narrative, it appropriately incorporates literary language to add to the flow of the piece.

The writing follows a logical sequence from beginning to end. If a narrative, it attempts to use literary language to support the organization.

The writing attempts sequence, but lacks development of ideas. If a narrative, it may attempt to use literary language, but does so insufficiently.

The writing shows little direction or structure. If a narrative, there is no attempt to use literary language.

Style/Voice The writing engages the reader through interesting words and a variety of sentence structures. It also incorporates humor and descriptive detail to contribute to the voice. The writing uses environmental print appropriately.

The writing uses a variety of words and uses humor and descriptive detail. The writing shows evidence of using environmental print.

The writing uses common words and has only basic details. The writing shows little evidence of using environmental print.

The writing is cliché and the vocabulary is limited (e.g., one or two words, no complete sentences). There is no evidence of using environmental print.

Conventions The writing consistently demonstrates knowledge of sound/letter correspondence and accuracy in punctuation and capitalization including the use of periods, question marks and exclamation points. Spacing between words, accurate letter formation, and left-to-right sweep contribute to ease of reading. Surface feature errors do not interfere with understanding.

The writing demonstrates working knowledge of sound/letter correspondence and shows some attention to punctuation and capitalization. Surface errors do not interfere with understanding.

The writing demonstrates basic knowledge of sound/letter correspondence and shows little attention to punctuation and capitalization. Surface feature errors make understanding difficult, but there are at least initial consonants for most words.

The writing shows little or no use of sound/letter correspondence or punctuation and capitalization. Surface feature errors make understanding very difficult and the writing may lack entire words.

Not ratable if: A Off topic B Illegible C Written in a language other than English D Blank/refused to respond


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