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2015-2016

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All teachers are asked to use the grading guidelines so that we can maintain grading consistency across the District.
We are working together to provide each child with the knowledge and skills needed to be successful.
The State of Oklahoma has developed grade level standards which identify the essential knowledge and skills that should be taught and learned at each grade level.
Our standards-based First Grade Report Card provides written documentation regarding student attainment of these standards. It compares the students’ performance against a set of standards. It does not compare the students’ performance against the performance of other students. Therefore the teacher has a better understanding of each child’s strengths and weaknesses. A standards-based report card looks at the standards and reports how the student is progressing towards meeting the grade-level standards.
We have created a First Grade Report Card Teacher’s Guide that provides an explanation of each assessed objective, offers suggested assessment tools, and in some cases it lists activities that can be used to measure an objective.
We have also developed a Quarterly Teaching Guide that suggests in which quarters objectives could most appropriately be introduced. Once a skill is introduced, instruction should continue until mastery is achieved.
Progress reports DO NOT require a formal assessment. Use information from regular, on-going daily assessments and teacher observations to determine status of student’s progress.
In addition, we have developed quarterly Progress Reports that lists the objectives introduced during the quarter. Teachers should report only on those objectives that have been introduced by the time the Progress Report is sent to parents. Progress
Reports for the first and third quarters include a DIBELS Report.

I
Start Smart Smart Start Smart Start
Week 1 Week 2 Week 3 play what can we like see you he is she
for here little was
Unit 1-1
Week 4 down jump not up
Unit 1-2
Week 5 it over too yes be
Unit 1-3
Week 6 ride run
Unit 3-2
Week 15 boy girl people the go to have a
Unit 1-5
Week 8 very help use now when care water together and said are do this
Unit 2-1
Week 9 one two they her does
Unit 3-3
Week 16 our again would your light my look has where with me eat
Unit 2-2
Week 10 who some of no
Unit 3-4
Week 17 call how more funny there so
Unit 2-3
Week 11 live into out many
Unit 3-5
Week 18 say says about give read were
Unit 2-4
Week 12 make want under put show three
Unit 4-1
Week 19 opened yes every any saw soon late why
Unit 2-5
Week 13 today way school away
Unit 4-2
Week 20 find after done old new work
Unit 1-4
Week 7 come good on that all oh
Unit 3-1
Week 14 hello could walk pull
Unit 4-3
Week 21 warm cold sound know their great

Unit 4-4
Week 22 knew kind house friends by far
Unit 6-1
Week 29 been gone other
Unit 4-5
Week 23 heard happen falls before began told
Unit 5-1
Week 24 mother try always father love
Unit 5-2
Week 25 ball head never should shout
Unit 5-3
Week 26 round better or children
Unit 5-4
Week 27 along early nothing thought
Unit 5-5
Week 28 animals beautiful from places ground
Unit 6-2
Week 30 bear birds earth table
Unit 6-3
Week 31 ever goes laugh only
Unit 6-4
Week 32 across air enough eyes learn
Unit 5-5
Week 33 yes grew leave toward circle

This guide lists the Common Core objectives as they appear on the first grade report card. Under each objective is an explanation of what should be assessed or examples are provided. If an objective has no bulleted item of explanation, this means that the committee believed the objective did not need further clarification.
N
OTE
: In items which have multiple parts as indicated by a line beside each item, you should use the number scoring key to identify the item being assessed for a particular quarter. Different color ink may be used for each quarter. A number on a line indicates mastery or progress towards mastery of that item.
Example: Uses nouns 3 , verbs ___, adjectives ___
3
2
1
Meets Standards –

Mastery at an independent level

Able to complete all work independently
Approaching Standards
–

Able to complete some work independently

May need help from teacher or peers
Needs Support
–

Requires consistent support

Performing below grade level
Blank space - not assessed at this time
Mastery Status Explanation
Mastery is based upon consistent performance on end of year expectations. Mark ‘Yes” if student
scores 3’s on 80% of items assessed for each curriculum area.
OTE

Once a skill is introduced, instruction should continue until mastery is achieved.
 Mastery is defined as the ability to retain skills taught over a long period of time.
 After skill is introduced, there should be teacher directed practice moving to independent practice of the skill.

Nine weeks assessment should reflect ALL skills taught in that quarter to measure for mastery.

C
S
L
Knows and follows school, classroom and playground rules
1.
Frequently does not follow rules without redirection
2.
Demonstrates frequently
3.
Demonstrates consistently
Follows directions consistently
1.
Frequently does not follow rules without redirection
2.
Demonstrates frequently
3.
Demonstrates consistently
Respects rights and property of others
1.
Often has difficulty listening to others; does not take turns or shares; often speaks unkindly
2.
Sometimes listens to others; frequently takes turns and shares; often speaks kindly
3.
Always listens to others without interrupting; takes turns and shares; speaks kindly
Works independently
1.
Requires consistent support; performing below grade level
2.
Completes some work independently; may need help from teacher or peers
3.
Always completes work independently
Accepts responsibility for own actions
1.
Often blames others
2.
Sometimes takes responsibility for inappropriate actions
3.
Always takes responsibility for own behaviors
Strives for quality work
1.
Always rushed, sloppy work
2.
Sometimes working carefully
3.
Always working for quality work
Uses time wisely
1.
Always late, or last to complete work; consistently not on task
2.
Sometimes on task; frequently finishing within the given time
3.
Consistently on task; consistently finishing within the given time
Completes and returns homework on time
1.
Consistently does not return homework (homework logs, readers, etc)
2.
Sometimes returns homework
3.
Always returns homework
Organizes materials and belongings
1.
Always scattered supplies; lost belongings; materials not stored properly
2.
Sometimes organized; frequently stores materials properly
3.
Always organized; materials are stored appropriately
Practices self-control
1.
Consistently not in control of body movements; consistently speaking out
2.
Sometimes controls body movements; frequently interacts without interruptions
3.
Always in control of body movement; always interacts appropriately
Listens attentively to the teacher
1.
Often has difficulty listening to the teacher
2.
Sometimes listens to the teacher
3.
Always listens to teacher

M
http://www.mooreschools.com/cms/lib/OK01000367/Centricity/Domain/62/1st.pdf
Solves equations using single-digit _____addition _____subtraction
 The student will perform addition by joining sets of objects and subtraction by separating and by comparing sets of objects through sums of 20.
 Use concrete models of tens and ones to develop the concept of place value.
 The student will recognize and apply the commutative and identity properties of addition using models and manipulatives to develop computational skills (e.g., 2 + 4 = 4 + 2, 3 + 0 = 3).
Solves number sentences from word problems ____addition ____subtraction

When given addition and subtraction word problems read by the teacher, the student will determine the operation and then write the number sentence and solve. Word problems can be read by the teacher.
Solves word problems using addition of 3 whole numbers

Solves word problems that call for addition of 3 numbers whose sum is less than or equal to 20 by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Word problems can be read by the teacher.
Demonstrates fluency in addition facts

Demonstrates fluency (i.e. memorize) with basic addition facts to make a maximum sum of 10
(7 + 3 = 10) www.mathisfun.com
www.havefunteaching.com
Demonstrates fluency in subtraction facts

Demonstrates fluency (i.e. memorize) with basic subtraction facts with single digit differences from
10 (e.g. 10 – 3 = 7)
Solves for an unknown number in an equation ____addition ____subtraction

Solves for the unknown number that makes the equation true
(ex. 8 + ? = 11, 5

? = 3, 6 + 6 =?)
Tells time to the hour on digital clocks____ and analog clocks____

May be assessed written and orally
Tells time to the half-hour on digital clocks____ and analog clocks____

May be assessed written and orally
Collect and organize data in a graph

The student will sort, count, and develop a bar graph. Example: Given a bag of M & M’s, the student will sort, count, and develop a bar graph to show color and quantity. The teacher will provide the title and headings.

Analyze data on a chart or graph

Formulate and solve problems that involve collecting and analyzing data common to children’s lives
(e.g., color of shoes, numbers of pets, favorite foods).
Compares and orders objects using non-standard measure

Uses problem solving to determine relationships between 3 objects
(e.g. The snake handler is trying to put the snakes in order from shortest to longest. She knows that the red snake is longer than the green snake. She also knows that the green snake is longer than the blue snake. What order should she put the snakes?)
Measure objects using non-standard measure

Measures length using non-standard measurement
(e.g. paperclips, cubes, counters, etc)
Reads and writes numbers to 120

Counts to 120 and fill in a 100 plus chart
Counts to 120 by 1’s

The student will count orally
Models and counts tens and ones using manipulatives

The student will represent the number using unifix cubes or base ten blocks.
Compare two two-digit numbers using > < =

When given two sets of objects (up to 100), the student will compare the numerical value of the sets using the terms, greater than, less than, or equal to.
Solves equations involving two digits without regrouping ____addition ____subtraction

(e.g., use estimation, number sense to judge reasonableness, counting on, use base-10 blocks)
Identify and describe 2 and 3 dimensional shapes

Identifies 2 dimensional shapes (e.g. rectangles, squares, trapezoids, triangles, half-circles, quartercircles) and 3 dimensional shapes (e.g. cubes, right rectangular prisms, right circular cones, right circular cylinders)

Describe shapes using shape vocabulary such as number of sides, vertices, and faces
Identifies, describes, and creates two and four equal shares

Use the phrases half of, fourth of, and quarter of

Describe the whole as two of or four of the shares

Students can create and decompose whole shapes with equal shares (e.g. two squares equal a rectangle, a rectangle can be divided into two squares)
Currently on pace to reach end of year mastery (Y = Yes) (N = No)
 Mark ‘Yes” if student scores 3’s on 80% of items assessed for math.
 Percent is figured by number of 3’s divided by number of assessed items.

R
Counts syllables in a word

Teacher states word and student counts number of syllables
Identifies beginning____, ending____, and middle____ sounds in words

Examples: cat is /c/ cat is /t/ cat is /a/
Blends sounds to form a word

Example: /b/ /a/ /t/ = bat
Separates sounds within a spoken word

Example: bat = /b/ /a/ /t/
Adds, deletes, or changes target sound to make new words

Example: /b/ + at = bat cat - /k/ = at
Decodes a one-syllable short vowel word (Example: CVC = hat)

Example: CVC = hat
Decodes a one-syllable long vowel word

(Example: CVCV = made CV = he)
Decodes consonant digraphs

Example (ch, sh, th, wh) Report card includes but is not limited to examples given.
Decodes vowel digraphs

Example: (oo, ee, ea) Report card includes but is not limited to examples given
Decodes consonant blends

Example: (br, cl, st, fl, tr, gr) Report card includes but is not limited to examples given.
Decodes r-controlled vowel patterns

Example: (er, ir, ur, or, ar) Report card includes but is not limited to examples given
Decodes diphthongs

Example: (ou, ow, oi/oy) Report card includes but is not limited to examples given.
Recognizes changes in words by adding endings (s, ed, ing) talk + ing = talking

Example (s, ed, ing) talk + ing = talking
Identifies and uses contractions

Example: (can’t, don’t, I’m)
Reads a sentence

Reads unfamiliar sentence accurately from grade level appropriate material.

Reads a grade level text with accuracy and expression on successive readings

Identifies words rapidly so that attention is directed at the meaning of the text.

Change the voice inflection as appropriate for sentence punctuation.
Reads vocabulary/sight words
Total read / total words
Reads vocabulary words

Reads district grade level vocabulary lists. This word list is taken from the district adopted reading program. This list is to be used by all schools.
Fluency Score: Reads at an appropriate rate:
Mid-Year /30wpm End of Year /60wpm (words per minute)

These scores may be determined by using the reading fluency assessment tool from the reading series, DIBELS assessment or DIBELS Progress Monitoring reports.

Suggested fluency targets by each quarter
First Quarter: 15 words (Use reading series fluency tools.)
Second Quarter: 30 words (DIBELS Benchmark –report on report card for mid-year)
Third Quarter: 45 words (DIBELS Progress Monitoring)
Fourth Quarter: 60 words (DIBELS Benchmark – report on report card for end of year)
Retell a story or event in sequence read by student

Uses beginning, middle, and ending (Example: DIBELS retell can be used)
Describe ___characters ____setting ____events

Student can read grade level text (e.g. basal reader) and identify elements orally or in print
Compare and contrast details in stories

Use Venn Diagrams or other graphic organizers to show similarities and differences between stories
(e.g. Jan Brett’s The Mitten, The Hat)

Can be assessed independently or in small groups
Identify the main topic and details

Student can read grade level text (e.g. Treasures non-fiction leveled readers) and identify elements orally or in print

Can be assessed independently or in small groups
Know and use various text features

Locate table of contents, glossaries, headings and explain their purpose and how to use in non-fiction text
Currently on pace to reach end of year mastery (Y = Yes) (N = No)
 Mark ‘Yes” if student scores 3’s on 80% of items assessed for Reading.

Percent is figured by number of 3’s divided by number of assessed items.
.

W
With guidance and support –
Writes an opinion piece:

Introduces topic, states an opinion, supplies a reason for the opinion, and provides sense of closure
Writes a narrative:

Writes a narrative with 2 or more sequenced events with details, uses temporal words (first, next, then, last) to signal event order, and provides sense of closure
Writes informative text:

Names a topic, supplies facts about the topic, and provides a sense of closure
**See attached rubric**
S
L
Asks questions for understanding

Forms an asking question when help is needed or during a class discussion. The teacher will measure this standard through classroom observation.
Expresses ideas clearly using complete sentences and correct grammar

No regional, ethnic, or colloquial dialects
Participates appropriately in group discussions
Asks and answers questions about key details in a text read aloud

Read alouds or small group lessons
L
A
Uses nouns____, verbs____, adjectives ____
 Writes in complete sentences with proper word order. The student uses parts of speech including nouns, verbs, and adjectives.
Forms and uses upper and lower case letters correctly on lined paper in daily writing
 Elements of legible handwriting include letter formation, size and proportion of letters, spacing and alignment of letters on the baseline, and uniform steadiness and thickness of line.
Writes using space between words and sentences.
Writes a complete sentence

Consistently demonstrates the use of complete sentences of at least 3-4 words that makes sense in at least 5 unaided writing samples. Correct capitalization and punctuation are not required for mastery of this item.
Writes using capital letters

Capitalizes the first word of a sentence, names of people, places, major holidays, days of the week, months and year, and the pronoun “I” in unaided writings

Writes using punctuation

Correctly uses periods, exclamation points, and question marks at the end of sentences in unaided writing samples
Spells beginning___, ending___, middle____ sounds in words in various forms of writing

Spelling used in journal writing or unaided writings
Spells assessed words correctly
total words spelled correctly / total words

Spelling word lists may be selected from Tampa Reads, or current reading series, or phonic patterns.

List the number of words spelled correctly and the number of words actually tested
Alphabetizes words to first letter

The student will correctly alphabetize 9 out of 10 words to the first letter. The teacher will assess through observations, center work, and written forms.
Reads and follows simple instructions
Currently on pace to reach end of year mastery (Y = Yes) (N = No)
 Mark ‘Yes” if student scores 3’s on 80% of items assessed for language arts, writing, speaking and listening.
 Percent is figured by number of 3’s divided by number of assessed items.
.

*Once a skill is introduced, instruction should continue until mastery is achieved.
Operations / Algebraic Thinking

Solves equations using single-digit
addition and subtraction

Solves number sentences from word problems--addition and subtraction
Number and Operations in Base Ten
 Counts to 120 by 1’s
Foundational Skills


Counts syllables in a word
Identifies beginning and ending sounds in words

Blends sounds to form a word

Separates sounds within a spoken word

Decodes a one-syllable short vowel word

Reads a sentence

Reads vocabulary/sight words

Forms and uses upper and lower case letters correctly on lined paper in daily writing

Spells beginning, ending, and middle sounds in words in various forms of writing

Spells assessed words correctly



States first, middle, and last name

States age
States birth date: month, day, year
States house number, street, city, state

States telephone number

States first and last name of parent/guardian

Knows and follows school, classroom and

 playground rules
Follows directions consistently
Respects rights and property of others

Works independently

Accepts responsibility for own actions

Strives for quality work

Uses time wisely

Completes and returns homework on time

Organizes materials and belongings

Practices self-control

Listens attentively to the teacher

Asks questions for understanding

Asks and answers questions about key details in a text read aloud

Expresses ideas clearly using complete sentences

Participates appropriately in group discussion

*Once a skill is introduced, instruction should continue until mastery is achieved.
Operations/Algebraic Thinking

Demonstrates fluency in addition facts
Number and Operations in Base Ten

Reads and writes numbers to 120

States first, middle, and last name

States age

States birth date: month, day, year

States house number, street, city, state

States telephone number

States first and last name of parent/guardian
Foundational Skills

Identifies middle sounds in words

Adds, deletes, or changes target sound to make new words

Decodes consonant blends (br, cl, st, fl, tr, gr)

Identifies and uses contractions (can’t, don’t, I’m)

Reads a passage or story with accuracy and expression effortlessly

Reads vocabulary/sight words
Literature

Retell a story or event in sequence read by the student

Describe characters, setting and events

Knows and follows school, classroom and playground rules

Follows directions consistently

Respects rights and property of others

Works independently

Accepts responsibility for own actions

Strives for quality work

Uses time wisely

Completes and returns homework on time

Organizes materials and belongings

Practices self-control

Listens attentively to the teacher

Uses nouns

Writes using space between words and sentences.

Writes a complete sentence

Spells beginning, ending and middle sounds in words in various forms of writing

Spells assessed words correctly

Alphabetizes words to first letter

Writes an opinion piece

Asks questions for understanding

Asks and answers questions about key details in a text read aloud

Expresses ideas clearly using complete sentences

Participates appropriately in group discussion

*Once a skill is introduced, instruction should continue until mastery is achieved.
Operations / Algebraic Thinking

Solves word problems using addition of 3 whole numbers

Demonstrates fluency in subtraction facts
Measurement and Data

Tells time to the hour on digital clocks and analog clocks

Tells time to the half-hour on digital clocks and analog clocks
Number and Operations in Base Ten

Models and counts tens and ones using manipulatives

Compare two two-digit numbers using
> < =
Geometry

Identify, name, and describe 2 and 3 dimensional shapes

States first, middle, and last name

States age

States birth date: month, day, year

States house number, street, city, state

States telephone number

States first and last name of parent/guardian
Foundational Skills

Decodes a one-syllable long vowel word
Example: CVCV = made CV = he

Decodes consonant digraphs (ch, sh, th, wh)


Decodes vowel digraphs (oo,ee,ea)
Recognizes changes in words by adding endings (s, ed, ing) talk + ing = talking

Reads vocabulary/sight words
Literature

Compare and contrast details in stories

Knows and follows school, classroom and

 playground rules
Follows directions consistently
Respects rights and property of others

Works independently

Accepts responsibility for own actions

Strives for quality work

Uses time wisely

Completes and returns homework on time

Organizes materials and belongings

Practices self-control

Listens attentively to the teacher


Uses verbs
Writes using capital letters in sentences

Spells beginning, ending and middle sounds in words in various forms of writing

Spells assessed words correctly

Reads and follows simple instructions

Writes a narrative

Asks questions for understanding

Asks and answers questions about key details in a text read aloud

Expresses ideas clearly using complete sentences

Participates appropriately in group discussion

*Once a skill is introduced, instruction should continue until mastery is achieved.
Operations / Algebraic Thinking

Demonstrates fluency in math facts

Solves for an unknown number in an equation—addition and subtraction
(ex. 8 + ? = 11, 5

? =3, 6 + 6 = ?)
Measurement and Data


Collect and organize data in a graph
Analyze data on a chart or graph

Compares objects using non-standard measure
Number and Operations in Base Ten

Solves equations involving two digits without regrouping—addition and subtraction
Geometry

Identify, describe, and create two and four equal shares



States first, middle, and last name

States age
States birth date: month, day, year
States house number, street, city, state

States telephone number

States first and last name of parent/guardian
Foundational Skills

Decodes r-controlled vowel patterns
(er, ir, ur, or, ar)

Decodes diphthongs (ou, ow, oi/oy)

Reads vocabulary/sight words
Informational Text


Indentify the main topic and details
Know and use various text features (e.g. table of contents, glossaries)

Knows and follows school, classroom and playground rules

Follows directions consistently


Respects rights and property of others
Works independently

Accepts responsibility for own actions

Strives for quality work

Uses time wisely

Completes and returns homework on time

Organizes materials and belongings

Practices self-control

Listens attentively to the teacher

Uses adjectives

Writes using punctuation in sentences

Spells beginning, ending and middle sounds in words in various forms of writing

Spells assessed words correctly

Writes an informative text

Asks questions for understanding

Asks and answers questions about key details in a text read aloud

Expresses ideas clearly using complete sentences

Participates appropriately in group discussion

Moore Public Schools
First Quarter Progress Report 2015-2016
Student Name__________________________________School________________________________
Message to Parents: This report is to inform yo u of your child’s progress during this quarter. Please contact your child’s teacher if you have any questions or feel the need for a conference.
Progress Scale
_____ Meets Standards – mastery at an independent level; able to complete all work independently
_____ Needs Support – areas of concern that require support are checked below. Please practice these skills at home.
X Not assessed this time
√ Mathematics
Counts to 12 0 by 1’s
Solves equations using single-digit addition
Solves number sentences from word problems--addition
√ Language Arts
Forms and uses upper and lower case letters correctly on lined paper in daily writing
√
Characteristics for
Successful Learners
Knows and follows school, classroom and playground rules
Follows directions consistently
Respects rights and property of others
Works independently
Vital Safety and Security
Accepts responsibility for own actions
States first___ middle___ last name___
States age
States birth date: month__ day__ year__
States house number__ street__ city__ state__
States telephone number
States first and last name of parent/guardian
Test and
Description
Benchmark
Fall DIBELS Assessment Results
Your Child’s
Score
Attendance
Attendance / tardies affecting learning
Strives for quality work
Uses time wisely
Completes and returns homework on time
Organizes materials and belongings
Practices self-control
Listens attentively to the teacher
Teacher Name ___________________________________
Comments ______________________________________
_______________________________________________
Letter Naming
Fluency
Phoneme
Segmentation
40
Please sign and return to your child’s teacher.
Parent/Guardian Signature
Nonsense Word
Fluency
27

Moore Public Schools
Second Quarter Progress Report 2015-2016
Student Name________________________________ School____________________________________
Message to Parents: This report is to inform you of your child’s progress during this quarter. Please contact your child’s teacher if you have any questions or feel the need for a conference.
Progress Scale
_____ Meets Standards – mastery at an independent level; able to complete all work independently
_____ Needs Support – areas of concern that require support are checked below. Please practice these skills at home.
X Not assessed this time
√ Mathematics
Reads and writes numbers to120
Math fact fluency
√ Language Arts
Forms and uses upper and lower case letters correctly on lined paper in daily writing
Writes using space between words and sentences
Writes a complete sentence
√
Characteristics for
Successful Learners
Knows and follows school, classroom and playground rules
Follows directions consistently
Respects rights and property of others
Vital Safety and Security Spells assessed words correctly Works independently
States first___ middle___ last name___
States age
Asks questions for understanding
Expresses ideas clearly using complete sentences and correct grammar
Accepts responsibility for own actions
Strives for quality work
States birth date: month___ day___ year___
States house number___ street___ city___ state___
Participates appropriately in group discussion
Asks and answers questions about key details in a text read aloud
Uses time wisely
Completes and returns homework on time
States telephone number
States first and last name of parent/guardian
Reading
Organizes materials and belongings
Practices self-control
Attendance
Identifies middle sounds in words
Adds, deletes, or changes target sound to make new words
Listens attentively to the teacher
Attendance / tardies affecting learning
Decodes consonant blends
(br, cl, st, fl, tr, gr)
Teacher Name______________________________Comments: ____________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Please sign and return this copy to your child’s teacher: ___________________________________________
Parent/Guardian Signature

Moore Public Schools
Third Quarter Progress Report 2015-2016
Student Name_________________________________ School____________________________________
Message to Parents: This report is to inform you of your child’s progress during this quarter. Please contact your child’s teacher if you have any questions or feel the need for a conference.
Progress Scale
_____ Meets Standards – mastery at an independent level; able to complete all work independently
_____ Needs Support – areas of concern that require support are checked below. Please practice these skills at home.
X Not assessed this time
√ Mathematics
Models and counts 10’s and 1’s using manipulatives
√ Language Arts
Writes using capital letters in sentences
√
Characteristics for
Successful Learners
Knows and follows school, classroom and playground rules
Math fact fluency Spells assessed words correctly Follows directions consistently
Asks questions for understanding
Respects rights and property of others
Expresses ideas clearly using complete sentences and correct grammar
Works independently
Participates appropriately in group discussion
Accepts responsibility for own actions
Vital Safety and Security Reads and follows simple instructions Strives for quality work
States first___ middle___ last name___
States age
States birth date: month___ day___ year___
States house number___ street___ city___ state___
States telephone number
Asks and answers questions about key details in a text read aloud
Reading
Reads a passage or story with accuracy and expression effortlessly
Decodes a one-syllable long vowel word Practices self-control
Attendance
Uses time wisely
Completes and returns homework on time
Organizes materials and belongings
Listens attentively to the teacher
States first and last name of parent/guardian
Attendance / tardies affecting learning
Winter DIBELS Assessment Results
Teacher Name__________________________________
Test and
Description
Benchmark
Your Child’s
Score
Comments_____________________________________
______________________________________________
Nonsense
Word Fluency
43 ______________________________________________
______________________________________________
DIBELS
Oral Reading
Fluency
23
Please sign and return to your child’s teacher.
Parent/Guardian Signature

Moore Public Schools
Fourth Quarter Progress Report 2015-2016
Student Name____________________________ School__________________________________
Message to Parents: This report is to inform you of your child’s progress during this quarter. Please contact your child’s teacher if you have any questions or feel the need for a conference.
Progress Scale
_____ Meets Standards – mastery at an independent level; able to complete all work independently
_____ Needs Support – areas of concern that require support are checked below. Please practice these skills at home.
X Not assessed this time
√ Mathematics √ Language Arts
Math fact fluency
Solves equations involving 2-digits without regrouping —addition and subtraction
Writes using punctuation in sentences
Spells assessed words correctly
Asks questions for understanding
√
Characteristics for
Successful Learners
Knows and follows school, classroom and playground rules
Follows directions consistently
Respects rights and property of others
Works independently
Reads a grade level text with accuracy and expression on successive readings
Reading
Attendance
Attendance / tardies affecting learning
Vital Safety and Security
States first___ middle___ last name___
Accepts responsibility for own actions
Strives for quality work
States age Uses time wisely
States birth date: month___ day___ year___
States house number___ street___ city___ state___
States telephone number
Completes and returns homework on time
Organizes materials and belongings
Practices self-control
States first and last name of parent/guardian
Listens attentively to the teacher
Teacher Name_____________________________ Comments:____________________________________
________________________________________________________________________________________
________________________________________________________________________________________
P lease sign and return this copy to your child’s Teacher:__________ ___________________________
Parent/Guardian Signature

The ability to blend together the sounds represented by letters to make words is an important skill in learning to read. This skill helps children in kindergarten, first and second grade to use their knowledge of the relationship between letters and sounds to read unfamiliar words. Children are shown a page of make-believe words, like “tob” or “miv,” and asked to read them by saying the individual sound of each letter in the word or the whole word itself.
This is a measure of how fluently and accurately children can read passages written at their grade level. This is given throughout the first, second, and third grades. Children are given three passages and asked to read each one aloud for one minute. Children who read accurately and fluently are better able to understand what they read.

Checklist for Evaluating Retelling
Student’s Name:________________________________ Date:_______________________
Title of Passage:_______________________________________________________________
Unaided Retelling
Gives general ideas, has gist of the story
Includes all key events
Tells events in proper sequence
Includes important details
Uses words and phrases from the text
Rephrases and uses own words
Make inferences
Makes connections and personal observations
Prompted Retelling
Used general prompts
Used specific questions about:
Setting
Characters
Main Events
Beginning (Problem)
Conclusion (Solution)
Details/Specific Information