Grade 1, Reading Foundations Assessment
Teacher Material for 1.RF.1.a
Reading Standards: Foundational Skills – Print Concepts
Grade: 1
CCSS: 1.RF. 1.a.
Demonstrate understanding of the organization and basic features of print.
a. Recognize the distinguishing features of a sentence (first word, capitalization, ending
punctuation).
Procedure:
Teacher opens Animal Habitats to a page with print.
Prompt:
Say: 1. Point to the first word in a sentence.
2. Point to a capital letter.
3. Point to a punctuation mark.
Scoring:
Put a check next to items child is able to point to:
First word: ____
Capital letter: ____
Punctuation mark: _____
Raw Score:____/3
(Mastery = 3)
Teacher Material for 1.RF.2.a
Reading Standards: Foundational Skills – Phonological Awareness
Grade: 1
CCSS: 1.RF.2.a
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
a. Distinguish long from short vowels sounds in spoken single-syllable words.
Directions:
Orally present two words and have student say which word has the short vowel sound or the long
vowel sound. (For instance, use cat/cape as an example.)
Prompt:
Short Vowels:
Say: Listen, I am going to say two words. Tell me which word has the short vowel sound?
1. cap
lake
2. time
pig
3. pup
cube
4. week
met
5. lot
smoke
Long Vowels:
Say: Listen, I am going to say two words. Tell me which word has the long vowel sound?
1. boat
hop
2.
mat
cake
3.
hut
mule
4.
feet
red
5.
skid
kite
Correct or Model Answer:
Put a check next to correct response(s):
Short Vowels
cap
____
pig
____
pup
____
met
____
lot
____
Long Vowels
boat ____
cake ____
mule ____
feet ____
kite ____
Scoring guide or rubric:
Raw score:____/10
(Mastery = 9 - 10)
Teacher Material for 1.RF.2.b
Reading Standards: Foundational Skills – Phonological Awareness
Grade: 1
CCSS: 1.RF.2.b:
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
b. Orally produce single-syllable words by blending sounds (phonemes) including consonant
blends.
Prompt:
Say: Words are made by putting sounds together. I am going to say the sounds, and I want
you to tell me what word they make. For example, /s/ /ă/ /t/ makes the word sat.
Practice:
Say: /p/ /l/ /ā/ What word would I have if I put together the sounds /p/ /l/ /ā/? (If needed, say
/p/ /l/ /ā/ makes play)
Student answers: play
Continue with remaining words.
1. /p/ /ă/ /k/
5. /s/ /ĭ/ /t/
2. /r/ /ĕ/ /s/ /t/
6. /sh/ /ā /k/
3. /c/ /ŭ/ /p/
7. /h/ /ŏ/ /t/
4. /f/ /l/ /ō/ /t/
8. /s/ /k/ /ī/
Correct or Model Answer:
Put a check next to correct response(s):
pack ___
sit ____
rest ___
shake ____
cup ___
hot ____
float ___
sky ____
Scoring Guide or Rubric:
Raw Score: _____/8
(Mastery = 7 - 8)
Teacher Material for 1.RF.2.c
Reading Standards: Foundational Skills – Phonological Awareness
Grade: 1
CCSS: 1.RF.2.c
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken singlesyllable words.
Procedures: You will ask students to tell you the beginning, middle, and ending sounds of words.
Place a checkmark on the blank if the student is able to correctly identify the sound. Remember, the 3
second wait rule applies. ( Use /cat/ as an example.)
Prompt:
Say: Tell me the sound you hear in the beginning of …
Beginning Sounds
gate ______
strong _______
chin________
fun ______
block _______
Prompt:
Say: Tell me the sound you hear in the middle of…
Middle Sounds
wait ______
toad ______
wet ______
hit ______
mud ______
Prompt:
Say: Tell me the sound you hear at the end of…
Ending Sounds
bite _______
fly_______
wish______
made______
soft______
Scoring Guide or Rubric:
Raw score: ____/15
(Mastery = 14 – 15)
Teacher Material for 1.RF.2.d
Reading Standards: Foundational Skills – Phonological Awareness
Grade: 1
CCSS: 1.RF.2.d
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
d. Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).
Procedure:
Say a word and have student segment the word into individual phonemes.
Prompt:
Say: I am going to say a word. Tell me the sounds in the word. You are going to tell me all the
sounds in the word.
Listen. Cat
Tell me the sounds in cat (Practice until the student understands the directions)
Correct or Model Answer:
Put a check above each correct response:
milk
/m/ /ĭ/ /l/ /k/
____/4
tie
run
/r/ /ŭ/ /n/
_____/3
lunch
cap
/c/ /ă/ /p/
_____/3
slim
chicks
/ch/ /ĭ/ /k/ /s/
/t/ /ī/
_____/2
/l/ /ŭ/ /n/ /ch/
/s/ /l/ /ĭ/ /m/
_____/4
_____/4
____/4
Scoring Guide or Rubric:
Raw Score: ____/24
(Mastery = 20 – 24)
1.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
Teacher Materials 1.RF.3.a
Reading Standards: Foundational Skills – Phonics and Word Recognition
Grade 1
1.RF.3.a. Know the spelling – sound correspondences for common consonant digraphs (two letters that
represent one sound)



1.
2.
3.
4.
Procedure:
Have students read the ten nonsense words.
Listen for the consonant digraph sound as this is the objective of the assessment. Do not pay attention to
other vowels or consonants in the word when scoring.
Example: If the student says lish for lesh we are still marking the word correct as we are testing only for the
/sh/ sound.
Directions :
Give student test sheet.
Say prompt below and practice example.
Have student point to and read the ten nonsense words.
Record results. Student gets credit if they have pronounced the digraph correctly.
Prompt:
Say: Here is a list of nonsense words. The words are not real. I want you to read them to me.
Let me show you. Point to guth. Guth.
Now you try. Student points to chup and says chup.
Sample:
(Tell the student this word is:)
(Now have the student read:)
guth
chup
lesh_____
voth_____
jing_____
gack_____
mich_____
whum_____
chun_____
thog_____
shof_____
phig_____
Raw Score_____/10
(Mastery = 9 – 10 )
1.RF.3.a
Student Materials
Example:
(teacher reads)
(student reads)
guth
chup
lesh
voth
jing
gack
mich
whum
chun
thog
shof
phig
Teacher Material 1.RF.3.b
Reading Standards: Foundational Skills-Phonics and Word Recognition
Grade 1
CCSS:1.RF.3 b. Decode regularly spelled one-syllable words.
Directions:
1. Place student materials in front of student.
2. Have student point to, sound out, and read each word.
Prompt:
Say: Point to the first word. Sound it out if you need to, and read the word.
Point to the next word. Sound it out and read the word.
Continue with remaining words.
Correct of model answer:
/iiiifff/ if_____
/fflaag/ flag_____
/lleeeg/ leg_____
/ffrroog/ frog_____
/ssoood/ sod_____
/sssleed/ sled_____
/rraaap/ rap_____
/craaab/ crab_____
/suuuum/ sum_____
/brrraaag/ brag_____
/limp/ limp_____
/grrriiiim/ grim_____
/ruusst/ rust_____
/laaamp/ lamp_____
/beend/ bend_____
/cluuump/ clump_____
/aaask/ ask_____
/sstraand/ strand_____
/sstriiing/ string_____
/ssspriiig/ sprig_____
/bloook/ block_____
/ruuush/ rush_____
Raw Score:_____/22
(Mastery = 20 – 22)
Student Material for 1.RF.3.b
if
flag
leg
frog
sod
sled
rap
crab
sum
brag
limp
grim
rust
lamp
bend
clump
ask
strand
string
sprig
block
rush
Teacher Material 1.RF.3.c
Reading Standards: Foundational Skills-Phonics and Word Recognition
Grade 1
1.RF.3c.Know final –e and common vowel team conventions for representing long vowel sounds
Directions:
1. Put student materials in front of the student.
2. Ask student to point to and read words aloud.
Note: The objective of this assessment is to determine if the student can read words containing long vowel
combinations.
Prompt:
Say: Point to the first word, sound it out if you need to, and read the word.
shake
chain
chin
math
slide
roam
will
hay
show
use
queen
high
beam
lie
note
foe
Raw Score:_____/16
(Mastery = 14 – 16)
1.RF.3.c Student Material
shake
chain
chin
math
slide
roam
will
hay
show
use
queen
high
beam
lie
note
foe
Teacher Material 1.RF.3.d
Reading Standards: Foundational Skills-Phonics and Word Recognition
Grade:1
CCSS: 1.RF.3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a
printed word.
Prompt:
Say: A syllable is a unit of pronunciation. Every syllable needs a vowel sound.
Read the words. How many syllables are in each word? How many vowel sounds are in each word?
Number of Syllables
Number of Vowels Sounds
Red
_________________________
________________________
Basket
_________________________
________________________
Boat
_________________________
_________________________
Raining
_________________________
__________________________
Mouse
__________________________
__________________________
Home
___________________________
__________________________
Raw Score:_________/12
(Mastery = 11 – 12)
Student Materials for 1.RF.3.d
SAMPLE:
rabbit
red
basket
boat
raining
mouse
home
Teacher Material 1.RF.3.e
Reading Standards: Foundational Skills-Phonics and Word Recognition
Grade: 1
CCSS: 1.RF.3.e. Decode two-syllable words following basic patterns by breaking the words into syllables.
Directions:
1. Place student materials in front of student.
2. Have student point to words.
3. For each word, have student read the word by parts, then read the whole word.
Prompt:
Say: Point to the first word. Read the words by parts then read the whole word.
If the student reads the whole word, ask them to go back and read the word syllable by syllable. We are assessing
whether students can segment words into syllables.
Teacher Model:
Say: I’ll point to the first word then I’ll read it by parts, and then read the whole word.
/up/ /grade/ upgrade
Student Practice:
Please point to the word. Read the word by parts, and then read the whole word.
/use/ /less/ useless
Continue with the remaining words.
Correct or Model Answer:
/state/ /ment/ statement
/be/ /gin/ begin
/mis/ /take/ mistake
/si/ /lent/ silent
/rail/ /road/ railroad
/tur/ /nip/ turnip
/moon/ /beam/ moonbeam
/mer/ /maid/ mermaid
/plas/ /tic/
/rid/ /dle/ riddle
plastic
/bas/ ket/ basket
/jin/ /gle/ jingle
Raw Score ____/12
(Mastery = 11 – 12)
Student Materials for 1.RF.3.e
Teacher example:
upgrade
Student practice:
useless
statement
begin
mistake
silent
railroad
turnip
moonbeam
mermaid
plastic
riddle
basket
jingle
Teacher Material 1.RF.3.f
Reading Standards: Foundational Skills-Phonics and Word Recognition
Grade: 1
CCSS: 1.RF.3f. Read words with inflectional endings.
Directions:
1. Place student materials in front of student.
2. Have student point to words.
3. For each word, have the student read the underlined part, then read the whole word.
Prompt:
Say: Point to the first word. Read the underlined part then read the whole word.
Point to the next word. Read the underlined part then read the whole word.
Watch me as I try this. I point to a word. I read the underlined part then the whole word.
lights
light
lights
Now you try with the rest of the words.
Correct or Model Answer:
lighter
lightest
lighting
lighted
lighten
Raw Score _____/5
(Mastery = 4 – 5)
Student Materials for 1.RF.3.f
Teacher Model: lights
lighter
lightest
lighting
lighted
lighten