Read Accurately - Salem

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First & Second
Grade
Progress
Report Guidelines
The First and Second Grade Progress Report is aligned
with Oregon State Standards.
Salem-Keizer School District
Elementary Education
Revised June 2006
Progress Report Guidelines
Elementary Education - November 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
GENERAL GUIDELINES
The following pages in this document contain guidelines for scoring specific subjects:
Reading, Speaking and Listening, Writing and Math. In addition to those subjects you
will also be required to score students in some other academic and non-academic areas. Here
are some suggestions that will help you with those sections where no guidelines are included.
Academic Areas
The academic areas of Science/Health, Social Sciences and Art require a numerical score for
each term. There are no specific Grade-level Foundations from the state for these subjects for
grades 1 – 2. You can use the State Standards to see what knowledge and skills third graders
are required to have. This will help you decide on specific lessons for your students. Your
numerical scores for these subjects should be based on class participation, work and
assessments on grade-level work. Each academic area also receives an effort score of E, S+,
S, S-, or N which represents how hard the student is trying in that particular area. If you have
a low level student who also puts forth great effort he/she may receive a low numerical score
and receive an E as an effort score.
Characteristics of Successful Learners
There are 10 areas under Characteristics of Successful Learners. Each subcategory is marked
with an E, S+, S, S-, or N. Please use your professional judgment when deciding on these
marks. Be sure that you can justify your score. This can be done through anecdotal notes and
other record keeping measures.
Specialized Subjects
The subjects of Media/Technology, Music and Physical Education will be scored by the
specialist in that area. The classroom teacher does not give scores for these areas.
Special Education Students
Every student must receive a Salem-Keizer progress report for his/her grade level, including
those who are not in the regular curriculum. The progress report must be filled out based on
the student’s progress toward grade level standards. We are required by law to show
evidence of how each student is progressing toward grade level standards.
For those students who receive specially designed instruction through an Individualized
Education Program (IEP), teacher reports of progress toward individual goals may be more
meaningful to assess student progress. However, a report on progress toward individual goals
does not replace the requirement to monitor and report progress toward grade level standards
on the Elementary Progress Report. IEP goal pages with updated information on progress
Progress Report Guidelines
Elementary Education - November 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
GENERAL GUIDELINES
toward IEP objectives must be provided to parents using the same timelines as the progress
report.
Learning Resource Center teachers who teach students for part of the curriculum should
assist the classroom teacher to determine student progress toward grade level standards by
providing data as needed.
Dual Language Grading (English/Spanish)
For students receiving instruction in both Spanish and English you need to complete one EPR
for each language. The grades will then be combined on the printed version. To choose a
language, use the language poplist on the grading page.
English:
To determine the English grade in language Arts (reading, writing, and speaking) teachers
can use a combination of the following assessment tools: teacher observations, daily class
work, writing samples, anecdotal records, running records and/or IRI’s.
Spanish:
For Spanish grading follow the District Progress Report Card Guidelines
Progress Report Guidelines
Elementary Education - November 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
READING
Explanation of Reading Terms
Read Accurately
 Read accurately (90% or above on grade level material) by using the following skills
- decoding: is able to recognize small word parts to help determine meaning (e.g.,
prefix, suffix, compound words)
- context clues: use sentence structure, picture clues
- phonics: use letter sound and blends to sound out words
Read Fluently
 Read fluently using expressive interpretation, flow, pace, and show awareness of
punctuation
Comprehension
 Retell, summarize, identify and understand main idea, supporting details, sequence of
events, characters, and setting
 Analyze, make predictions, draw conclusions, evaluate information, and understand,
learn and use new vocabulary.
Student progress in Reading is evaluated through ongoing assessments. To be on grade level,
students must be reading at the level indicated in the tables below to score a 4 on the progress report.
There is quite a wide range for receiving a 4 each term. Students may be reading slightly above grade
level and still receive a 4. In order to receive a 5 a student should be reading significantly above grade
level, as indicated in the charts below. The charts give guidelines for assessing student progress
towards end-of-year standards based on the levels used in Primary Literacy Assessment. The Primary
Literacy Assessment is one of the pieces of evidence for spring term. Similar assessments could be
used to determine reading levels throughout the year. It is not necessary to give an individualized
reading assessment at the end of each term. You can use the information you have from daily lessons,
guided reading groups and on-going assessments. Use the charts below to find the score the child will
get on the progress report based on the level he/she is reading. Remember that marks on the
progress report should be from multiple pieces of evidence and not based solely on the results of
one assessment!
Grade 1
Score
Fall
Winter
Spring
6
5
4
3
2
1
Reading Levels
Before giving a 6
consult your
principal, and/or
program
assistants for
confirmation
Reading Levels
Reading Levels
Reading Levels
Reading Levels
Reading Levels
14-16+
5-8
9-12=high 4
9-12
14-16=high
4
14-16
18-19=high
4
4
2-3
1 or below
5-8
4
3 or below
9-12
5-8
4 or below
18-19+
20+
Progress Report Guidelines
Elementary Education - November 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
READING
Grade 2
Score
6
5
4
3
2
1
Reading Levels
Before giving a 6
consult your
principal, and/or
program
assistants for
confirmation
Reading Levels
Reading Levels
Reading Levels
Reading Levels
Reading Levels
16-18
12-14
9-11
19-21=high
4
23
18-19
14-16
12
Winter
20-22=high
4
24+
19-20
18
15-16
Spring
21-23=high
4
If you need a correlation chart please contact the Curriculum Department.
Fall
22
8 or below
11 or below
14 or below
Reading Readiness Skills
The three categories under this heading are optional to fill out. They will be especially useful for first
graders who are not reading independently. Mark these areas with +, = or AC. Areas that are not
appropriate can be marked with an X or left blank. Areas left blank will be gray on the printed
version. This will be the case for most second graders. In order to receive a + for Knows Letter
Names and Knows Letter Sounds a child must know all the letters or sounds. These are technically
kindergarten skills.
Reading Areas to be Marked
READS ACCURATELY must be marked every term for both grades 1 and 2. READS FLUENTLY
and READS WITH COMPREHENSION and the subcategories can be blank for grade 1 during Fall
Term ONLY. These areas must be marked for grade 1 in winter and spring terms, even if the
child is not reading at level 9 or above. Use the tables on the previous page to help identify their score
based on their reading level. All areas of reading should be marked each term for grade 2.
Reads with Comprehension Subcategories
The three subcategories, Retells selection in sequence with adequate description of characters and
setting, Logically predicts what happens next and Identifies main idea, all refer to the student’s
reading comprehension while independently reading on-grade level text. These areas receive a
mark of +, = or AC.
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
SPEAKING
Explanation of Speaking Terms
Content/Ideas

Clear content and main ideas supported by details
Organization

Beginning, middle, and end with smooth transitions
Delivery

Eye contact, speaking rate, volume, enunciation, inflection, gestures and other nonverbal
techniques
Listening
 Listens critically and responds appropriately
For Progress Report purposes, speaking scores will be based on a grade level standard,
not a Benchmark standard. The official scoring guides will be used as a guide for what
needs to be scored.
The district student grade level scoring guides can be used to help you determine what
children need to accomplish to meet the standards.
The table below shows the standards for receiving a 4 for students in grades 1 and 2. Adjust
the details to fit a competent student at your grade level.
Content and
Ideas
Organization
Delivery
Fall
 Main idea with some
supporting details
 All details may not be
clear
Winter
 Main idea with several
supporting details
 Most details support
main idea
 Beginning, middle and
ending
 Beginning and/or
ending may be weak
 Some choppy
transitions
 Eye contact and
gestures
 Some pauses
 Delivery may be too
slow or fast
 May use notes
 Definite beginning,
middle and ending
 Attempt at smooth
transitions
Spring
 Clear main idea with some
supporting details
 Details support main idea
 Interesting and understandable
 Well thought out beginning,
middle and strong, planned
ending
 Smooth transitions with
flowing connections between
ideas
 Eye contact and gestures  Natural eye contact and
gestures
 Clear, may have a few
pauses
 Clear and smooth
 Delivery may be slightly  Rate, volume and tone are
too slow or too fast
understandable and reasonably
varied
Listening
Listening refers to listens critically and responds appropriately. Students receive a score of E,
S or N. This listening differs from the listening under Characteristics of Successful Learners
in that it refers to active listening. Students should focus on the speaker, attend carefully to
what is being said so that they are able to ask and answer questions and make appropriate
evaluations.
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
WRITING
Explanation of Writing Terms
Writing Traits
Ideas and Content
 Communicate knowledge of the topic, write relevant examples, convey clear main ideas,
facts, anecdotes, and details appropriate to topic, audience and purpose
Organization
 Structure information in clear sequence including beginning, middle and end
 Make connections and transitions among ideas, sentences, and paragraphs
Conventions
 Use correct spelling, grammar, punctuation, capitalization, usage, and paragraphing
appropriate to grade level standards
Modes:
A mode of writing is the style or manner in which a paper is written.
Personal Narrative
 Writing that tells a story (e.g., short story, diary, journal)
Fictional Narrative
 Writing that invents a situation or story (e.g., fiction, mystery, fantasy)
Expository
 Writing that informs (e.g., essay, research summary, technical manual, textbook chapter,
end-of-year report)
Handwriting:
 Neat and legible
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
WRITING
For Progress Report purposes, scores will be based on grade level standards, not
Benchmark standards. The pre-level writing continuum, official scoring guides and anchor
papers, will be used as guides to show you what to look at when scoring a paper.
Students will be given multiple opportunities to write in a variety of modes and forms
each grading period.
Each student will receive one numerical score for writing at the top of the column. This score
should be based on the guidelines in the tables below.
Grade 1
Score
6
5
4
3
2
1
Writing Levels
Writing Levels
Writing Levels
Writing Levels
Writing Levels
Fall
Winter
Spring
Writing Levels
Before giving a
6 consult your
principal,
and/or program
assistants for
confirmation
B2
2-3
3s on the
scoring
guide
D1-D2
D2-B1
B2
E2
D1-D2
D2-B1
E1
E2
D1
P1
P2
E1-E2
Grade 2
Score
Fall
Winter
Spring
6
5
4
3
2
1
Writing Levels
Before giving a
6 consult your
principal,
and/or program
assistants for
confirmation
Writing Levels
Writing Levels
Writing Levels
Writing Levels
Writing Levels
3s on the
scoring
guide
3s & 4s on
the scoring
guide
4s on the
scoring
guide
2s on the
scoring
guide
2s & 3s on
the scoring
guide
3s on the
scoring
guide
B1-B2
D2
E1-E2
2s on the
scoring
guide
2s & 3s on
the scoring
guide
B1
D1-D2
1s & 2s on
the scoring
guide
B1-B2
Please use the official state scoring guide. It can be found at the on the Salem-Keizer, Testing
and Evaluation Website. Here is the direct link:
http://167.135.98.251:8030/sgDisplay.aspx?sub=Read%20and%20Communicate&bm=All
The Scoring guide can on the Oregon Department of Education website:
http://www.ode.state.or.us/teachlearn/testing/scoring/guides/200405/writingscoringguide0405.pdf
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
WRITING
Characteristics of Writers at Various Levels
Below the numerical writing score are four sections showing characteristics of writers at
different levels. It is not necessary to fill in every section. Please see the directions and
examples below for each grade level.
Grade 1
You must fill out a numerical score at the top of the writing column then identify the section
that is most appropriate for the student. Mark each box in that section (e.g. Characteristics of
Developing Writers) using +, = or AC. You can then choose to mark any boxes you wish
from other sections. Boxes not marked will be gray on the printed version.
Example for Grade 1 Fall Term:
1st
2nd
3rd
Final
44
WRITING
CHARACTERISTICS OF EMERGENT WRITERS
Uses some letters to represent sounds
Relates story to pictures
Copies print from a variety of sources
Writes letters from left to right
CHARACTERISTICS OF DEVELOPING
WRITERS
Uses beginning, ending & some vowel sounds
+
Writes a complete sentence on a topic
+
Uses spaces between words
=
+
Reads own writing
CHARACTERISTICS OF BEGINNING WRITERS
Uses phonetic spelling
Spells high frequency/familiar words correctly
Uses most capital letters and periods correctly
Writes in multiple sentences about the topic
Writes for a variety of purposes
CHARACTERISTICS OF PROGRESSING WRITERS (GRADE 2)
Ideas and Content (conveys ideas clearly)
Organization (beginning, middle, end and
transitions)
Conventions (spelling, grammar, punctuation,
and capital letters)
EFFORT (E, S, N)
S
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
WRITING
Grade 2
For Grade 2 you must fill in a numerical score at the top of the writing column. The
Characteristics of Progressing Writers section MUST be filled out for each second grader
using +, = or AC. These scores can be determined based on the student’s scores on the
scoring guide. You are also welcome to mark any boxes in the sections for Emergent,
Developing and Beginning Writers that are appropriate for the student. This is especially
appropriate for second graders in the fall and those students not on grade level.
Example for Grade 2 Fall Term
1st
2nd
3rd
Final
44
WRITING
CHARACTERISTICS OF EMERGENT WRITERS
Uses some letters to represent sounds
Relates story to pictures
Copies print from a variety of sources
Writes letters from left to right
CHARACTERISTICS OF DEVELOPING
WRITERS
Uses beginning, ending & some vowel sounds
Writes a complete sentence on a topic
Uses spaces between words
Reads own writing
CHARACTERISTICS OF BEGINNING WRITERS
Uses phonetic spelling
+
Spells high frequency/familiar words correctly
=
Uses most capital letters and periods correctly
=
Writes in multiple sentences about the topic
+
Writes for a variety of purposes
+
CHARACTERISTICS OF PROGRESSING WRITERS (GRADE 2)
Ideas and Content (conveys ideas clearly)
+
Organization (beginning, middle, end and
transitions)
=
Conventions (spelling, grammar, punctuation,
and capital letters)
EFFORT (E, S, N)
=
S
Progress Report Guidelines
Elementary Education - June 2005
SALEM-KEIZER PUBLIC SCHOOLS
FIRST & SECOND GRADE PROGRESS REPORT GUIDELINES
MATH
Explanation of Math Terms
The explanation for each math strand is in parenthesis on the progress report.
Math Guidelines for Grades 1-2
Students are expected to be doing on grade level work as based on the Oregon Standards to
receive a 4 on their progress report. Students should not only be judged on their written work,
but on classroom observations and conversations as activities unfold. The score you give on a
progress report should be justifiable (through anecdotal notes, observational checklists,
formal assessments, portfolio collections, etc…) but should not come simply from an
averaging of scores. Instead, the scores should be based on a preponderance of the evidence
for each strand.
Please see the Salem-Keizer Math Webpage for specific guidelines for each term for each
grade level. These guidelines were developed for classrooms using the District adopted math
curriculum, Bridges in Mathematics.
Strands to Score for Each Term
Assuming that you are following the District adopted math curriculum, Bridges in
Mathematics, there will be some strands that are not covered each term. Please refer to chart
below to see which areas to score and which areas to leave blank or X out each term.
Calculations & Estimations
Measurement
Statistics and Probability
Algebraic Relationships
Geometry
Math Problem Solving
Fall
Score
Score
or X
Score
Score
X
Score
Grade 1
Winter Spring
Score
Score
Score
Score
Score
Score
X
Score
Score
Score
Score
Score
Fall
Score
X
Score
Score
X
Score
Grade 2
Winter Spring
Score
Score
Score
Score
Score
Score
Score
Score
Helpful Links
1. Progress Report Guidelines for Math based on Bridges in Mathematics:
http://is.salkeiz.k12.or.us/StaffResources/Math/ProgReprts/ProgReprtIndex.htm
2. Link to State Standards in Mathematics:
Progress Report Guidelines
Elementary Education - June 2005
Score
Score
Score
Score
http://www.ode.state.or.us/teachlearn/subjects/mathematics/curriculum/whatstudentsneedtok
now.aspx
COMMENTS
Comments are optional and can be typed in at the space provided at the end of the EPR. It is
wise to consider being succinct so that the EPR can be contained on one page. There is a
spell checker for comments.
Directions for printing an
Elementary Progress Report Card
1. Select the student.
2. Click on View/Print Report Card
3. Click on the down arrow to the right of the box that says Select a Format. Select
Acrobat (PDF) File.
4. Click on Export.
5. A new window will pop up. Click Open.
6. The progress report will open in Adobe Reader.
7. Select Print from the menu.
8. Select Properties from the print menu.
9. Change paper size to Legal (8.5 x 14). Click OK.
10. Click OK again to print.
Progress Report Guidelines
Elementary Education - June 2005
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