Reading Foundations Skills Block / Grade 1: Module 4: Cycle 23: Lesson 120

Excerpt from the Decodable Reader:
“A Little Seed”

See the little seed under the tree? It is a windy day.

The wind sweeps the tiny seed to the city.
It lands on a roof

Cycle 23 AssessmentLesson 120

Name: ______Date: ______

Phase: Pre-A Partial Full Consolidated

Part 1: Decodable Words

Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.

Partial / food loop bloom tool baby
Full / football keeper seesaw igloo sleepy
Consolidated / thirsty silently loosen toothpaste wheelchair

Part 2: Automatic High-Frequency Word Reading

All students read these words, regardless of phase. Teacher annotates reading behaviors.

little every really one under

Part 3: Spelling

Directions: Fold the paper lengthwise. Teacher says the first word, and students write it on line 1. Continue up through and including words in the students’ phase. Partial = 1–5, Full = 1–10, Consolidated = 1–10, and the sentence dictation.

Part 4: Sentence Dictation

Directions: Consider dictating one or both of these sentences to students working in the Consolidated phase, and possibly those in the Full phase. Watch for conventions of capitalization, spelling, letter formation, punctuation, and spacing. Students write the sentence on the back of the spelling assessment. Consider recording miscues above the words below.

  1. The moose looked at the little mouse in the tree.
  2. I really want the lady to move her boot so I can see the screen.

Part 5: Comprehension and Fluency

Directions: This provides an opportunity to assess students’ basic comprehension. It can also be used to monitor students’ fluency development. Consider administering the passage to any or all students. First have them read the passage independently and answer the questions. Then have them practice reading it fluently. Finally, listen to the student read aloud and record observations on the fluency rubric:

Elements of Fluency / Not yet fluent / Somewhat fluent / Fluent
Smoothly / Many errors and/or many pauses to decode.
Sounds choppy / Some errors and/or pauses to decode.
Sounds somewhat choppy / Minimal or no errors and/or pauses to decode.
Sounds fluid
Expression / Does not sound like natural talking.
Monotone voice / Sounds like natural talking in some parts.
Somewhat monotone / Sounds like natural talking.
Meaning / Not yet attending to punctuation.
Some intonation that reflects the tone/mood of the text. / Some attention to punctuation.
Some intonation that reflects the tone/mood of the text. / Attention to punctuation.
Intonation that reflects the tone/mood of the text.
Just the Right Speed / Slow and labored OR rushed throughout the text. / Somewhat slow OR rushed throughout the text. / Varies from slow to fast as appropriate throughout the text.

Part 6: Goal Setting

Directions:Use the table to determine which foundational knowledge/skill may need to be addressed based on the assessment and observations. Determine a goal.

One-Syllable Words
(short vowel sound) / One Syllable Words
(Long and r-Controlled Vowel Sounds) / Two-Syllable Words
Letters/Sounds
Consonant sound
Initial consonant
Final consonant
Short vowel sound
Letter formation
Capital and lowercase / Digraphs, Blends, Inflectional Endings
Digraphs
Initial blends
(2 letters)
Final blends
(2 letters)
Initial blends
(3 letters)
Final blends
(3 letters)
Inflectional endings / Pattern
Open syllable
Silent “e”
r-controlled
Vowel teams / Syllabication
Compound words
VC-CV (double)
Example: rab-bit
VC-CV (2 consonants)
Example: nap-kin
V-CV (closed)
Example: rob-in
V-CV (open)
Example: be-gin, na-ture
V-cle
Example: tangle

Fluency (use rubric to determine a goal)

Goal:

Cycle 23 Spelling Test

Name: ______Date:______

Student Sheet

Name: ______Date:______

Comprehension and Fluency

Directions: First, read the passage. Then, answer the questions. After that, practice reading fluently.

There is a girl on my street who loves to shoot hoops. She is quick on her feet and she can get the ball in the basket every time. We call her the queen of basketball. She is nice too and never seems to be in a bad mood. Every time we ask her to give us some tips, she seems to know just what to tell us. That helps us get better! I feel lucky and happy to be her friend.

  1. Who is telling this story?
  2. The girl who is the queen of basketball
  3. Someone who lives on the same street as the good basketball player
  4. Name three things this story tells you about the basketball player.

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