Year 1 Assessment
Literacy and Numeracy Checkpoints — October
Shadows are everywhere!
Viewing and reading
Writing and creating
Calculating and estimating
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Using measurement
1|Main headingSubheading (if necessary)

Contents

Purpose

October assessment focus

Before implementing

Suggested times

Suggested teaching and learning

Catering for diversity

Teacher preparation

Resources

Implementing

Section 1. Planning the investigation

Section 2. Dictated spelling

Section 3. Representing shadow lengths with paper streamers

Section 4. Measuring and comparing lengths

Section 5. Counting uniform informal units and comparing lengths

Section 6. Basic facts and mental strategies

Section 7. Demonstrating half

Section 8. Writing a recount

Section 9. Book talk, reading analysis and comprehension

Section 10. Investigating shapes

Making judgments

Using data to inform future directions

Appendix A: Dictated spelling

Appendix B: Reading

Appendix C: Numeracy class checklist

Appendix D: Additional assessments

Purpose

The assessments within the Checkpoints have been designed to be implemented withineveryday classroom practice. They provide opportunities for children to demonstrate theindicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and isnot a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’slearning. The information gathered is used for future planning and to make judgmentsabout a child’s learning.

October assessment focus

October is the third monitoring point in the Year1 Assessment: Literacy and Numeracy Checkpoints.

This assessment targets the indicators in bold text in the table below.

Targeted literacy indicators
Viewing and reading (VR) / VR 1 i
VR 1 iii / VR 1 iv
VR 1 vi / VR 1 vii
VR 1 viii
Writing and creating (WC) / WC 1 ii
WC 1 v
WC 1 vi
WC 1 viii / WC 1 ix
WC 1 x
WC 1 xi
WC 1 xii / WC 1 xiii
WC 1 xiv
Targeted numeracy indicators
Calculating and estimating (CE) / CE 1 iii
CE 1 iv / CE 1 vi
CE 1 vii / CE 1 x
Recognising and using patterns and relationships (PR) / PR 1 i
Using fractions, decimals, percentages, ratios and rates (FDPR) / FDPR 1 i
Using spatial reasoning (SR) / SR 1 i / SR 1 ii
Using measurement (M) / M 1 i / M 1 iii / M 1 iv

Before implementing

Suggestedtimes

Section / Suggested time
1 / Variable — children working in small groups
2 / 20 minutes — children working independently
3 / 10 minutes — children working in small groups
4 / 5minutes —children working in small groups
5 / 15minutes — children working in small groups
6 / 10minutes — children working in small groups
7 / 5minutes — children working in small groups
8 / 20–30minutes — children working independently
9 / 20minutes —children working independently
10 / 10–15minutes — children working in small groups

Suggested teaching and learning

Children need multiple opportunities to engage with all aspects of the targeted indicators before this assessment.

In this assessment children explore literacy and numeracy in the context of shadows.

Teachers may encourage children to connect to personal experiences by:

  • using focus questions about experiences with shadows
  • developing vocabulary and recording it for children’s later reference, e.g.a Word Wall
  • using a sequencing activity, such as who, what,when, where, why andhow.

Target literacy indicators
VR 1 i / Identify personal, social or learning purposes for viewing and reading learning area texts
VR 1 iii / Use text-processing strategies before, during and after viewing and reading, including:
  • predicting and confirming the topic, visual features and structure
  • using knowledge of word order in simple sentences
  • reading on and re-reading to make meaning

VR 1 iv / Show understanding of independently viewed and read supportive texts (texts which have logical connections, relate to personal experiences, use natural or first language and are engaging) by:
  • using page numbering, tables of contents, headings and titles, navigation buttons, bars and links
  • recalling and locating literal information and key ideas
  • retelling events in appropriate sequence to summarise
  • making inferences from visual, print and audio features

VR 1 vi / Track pronoun to the noun it refers to where they are located in the same or next sentence
VR 1 vii / Independently read and understand, to develop fluency:
  • supportive learning area texts with increasing demonstrations of phrasing
  • a range of high-frequency sight words with automaticity
  • words of personal significance in school and other contexts

VR 1 viii / Decode words using:
  • semantic cues, including sentences and visual features, drawing on prior knowledge of oral and written language
  • grammatical cues, including word order, language patterns and punctuation
  • phonic cues, including blended and segmented individual sounds in words, sound–letter relationships for initial, medial (middle) and final sounds and words within words

WC 1 ii / Write and create modelled texts to:
  • describe, recount, instruct and respond to topic information
  • express feelings and ideas

WC 1 v / Compose modelled texts demonstrating:
  • knowledge of familiar structures and features of texts, using mostly spoken language
  • editing for spelling, sentence boundaries and capital letters, including for proper nouns

WC 1 vi / Write sentences, including statements, questions and commands, using correct structure
WC 1 viii / Use conjunctions to join simple sentences, e.g. and, but
WC 1 ix / Use simple noun groups/phrases, including common and proper nouns
WC 1 x / Select pronoun to refer to the correct noun in a sentence
WC 1 xi / Maintain a topic when writing, e.g. by using repeated topic vocabulary
WC 1 xii / Use:
  • capital letters, including for proper nouns and full stops
  • approximations of placement for question and exclamation marks

WC 1 xiii / Spell:
  • high-frequency sight words and familiar words correctly
  • consonant–vowel–consonant words
  • words containing known base words and word endings

WC 1 xiv / Spell unfamiliar words using:
  • phonological knowledge and sound–symbol relationships
  • short vowels and simple long-vowel patterns by listening for rhyming patterns
  • regular spelling patterns, including common vowel and consonant digraphs and consonant blends
  • common letter clusters and morphemes in word families
  • analogies and connections with known words

Target numeracyindicators
CE1 iii / Order and position whole numbers using 0, 50 and 100 as key reference points
CE 1 iv / Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)
CE 1 vi / Work out basic facts and explain the mental strategies and processes used to
combine, add, take away and find the difference in everyday situations by:
  • counting on
  • counting back
  • partitioning, including place value, and rearranging parts

CE 1 vii / Represent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions
FDPR 1 i / Identify and describe a half as either of the two equal parts of whole collections or lengths
SR 1 i / Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties
M 1 i / Measure and compare, with orwithout technologies:
  • lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps
  • capacities of pairs of objects, using uniform informal units

Additionaltarget numeracyindicators
Decorating
PR 1i / Describe, create and extend increasing or decreasing patterns using skip counting and describe the rules used
What can I buy?
CE 1 x / Describe and order Australian coins according to their value
Where are you?
SR 1 ii / Use positional language to describe:
  • the position of an object in two different ways
  • two different pathways to get to a familiar location using: clockwise, anticlockwise, forward, under, and turns

What time is it?
M 1 iii / Identify hour and half-hour times
M 1 iv / Describe durations using months, weeks, days and hours

Catering for diversity

Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies — Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Cwlth).

Specific adjustments in Shadows are everywhere! may include:

  • providing extra time, instructions or prompts
  • enlarging letter cards
  • creating tactile letters
  • using Information Communication Technologies (ICTs) to cater for different learning styles.

Teacher preparation

This assessment should be completed by the end of October,although some children may be ready to be assessed earlier than October.

Familiarise yourself with the assessment by:

  • reading the entire document
  • noting the highlighted aspect of each indicator that is the focus of the assessment
  • noting the specific evidence that you are looking for within each section.

Plan for implementation by considering the following questions:

  • How will I implement this assessment within my regular teaching program?
  • What additional support will I require?

Note:Teachers may set the scene by investigating the question,Does the length of my shadow change during the day?

Resources

Teachers will need the following resources whenimplementing this assessment.

Section / Resources
1–10 /
  • the reading text — Shadows are everywhere!
  • copies of the resources for recording each child’s responses:
Appendix A: Dictated spelling
Appendix B: Reading(1 per child)
Appendix C: Numeracy class checklist

Childrenwill need the following resources when completing this assessment.

Section / Resources
1–10 /
  • chalk
  • blank drawing paper
  • strips of blank paper
  • paper streamers (not crepe paper) strong enough to measure the length of the children’s shadows
  • craft sticks, straws (cut into small, uniform lengths) or MAB tens blocks (or other uniform informal units)
  • Blu-Tack
  • number line to 100 with 0, 50 and 100marked as reference points (with 0 and 10 as key reference points)
  • writing paper
  • drawing and writing materials
  • torch, sunlight and/or lamp

Queensland Studies Authority | 1

Implementing

Section 1.Planning the investigation

Indicators / Suggested implementation / Evidence
CE1 iv
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10) / Brainstorm and, as a group, decide on a plan to gather data to answer the investigation question: Does the length of my shadow change during the day?
Collaboratively decide:
  • where our shadows would be seen
  • ways to compare the different shadow measures.
Lead the children to an agreed plan that includes:
  • working in groups including groups of 10
  • taking measurements three times during the day
  • using paper streamers to measure the length of each shadow.
Create groups. Give children blank drawing paper and drawing/writing materials.
Ask the children to:
  • work out the total in each group that can be organised to go out to observe the shadows
  • work out how many children will be measuring the shadows outdoors if two/three groups go out together
  • use drawings to work out the solutions.
/ Children:
  • identify the quantity in each group organised to go outdoors to measure their shadows by counting or subitising
  • compare the quantities of two groups and talk about ways to make the number using tens and ones.

Resources
  • blank drawing paper
  • drawing/writing materials

Suggested time
Variable— children working in small groups

Section 2.Dictated spelling

Indicators / Suggested implementation / Evidence
WC1 xiii
Spell:
  • high-frequency sight words and familiar words correctly
  • consonant–vowel–consonant words
  • words containing known base words and word endings
WC 1 xiv
Spell unfamiliar words using:
  • phonological knowledge and sound–symbol relationships
  • short vowels and simple long-vowel patterns by listening for rhyming patterns
  • regular spelling patterns, including common vowel and consonant digraphs and consonant blends
  • common letter clusters and morphemes in word families
  • analogies and connections with known words
/ Say/ask:
We need to make a list of things we will need and words to help us remember decisions we have made. / Children:
  • spell familiar and consonant–vowel–consonant words correctly
  • attempt to spell unfamiliar words using a range of strategies.

Resources
  • suitable paper
  • Appendix A: Dictated spelling

Suggested time
20 minutes — children working independently

Section 3.Representing shadow lengths with paper streamers

Not assessable / Suggested implementation / Resources
This activity produces the materials and experience required for the investigation / Use chalk to mark the spot/s where children will need to stand to cast a shadow at the identified times of the day. Take the children outdoors to the marked locations.
Ask each child to:
  • directly compare the length of their shadow using a paper streamer
  • write their name on the paper streamer that now represents the length of their shadow (i.e. the shadow streamer).
Repeat at three identified times during the day. /
  • chalk
  • paper streamers

Suggested time
10 minutes — children working in small groups

Section 4.Measuring and comparing lengths

Indicators / Suggested implementation / Evidence
M 1 i
Measure and compare, with or without technologies:
  • lengths, using multiple repeats of uniform informal units and attending to gaps and overlaps
  • capacities of pairs of objects, using uniform informal units
/ Askthe children to:
  • measure the lengths using multiple uniform informal units such as paper clips, craft sticks, new pencils, attending to gaps and overlaps
  • count the number of uniform informal units used to work out their shadows’ measurement
  • compare the lengths of the streamers and the number of uniform informal units used and describe the relationship between each pair of shadow streamers.
/ Children:
  • identify how many uniform informal units are used to measure the lengths of their shadow streamers
  • describe what they need to think about when measuring to get the best measurement
  • compare two different measurements of the lengths of their shadow streamers and describe the relationship, e.g. This one is longer than the other because 23 is more than 19.

Resources
  • children’s shadow streamers
  • multiples of uniform informal units

Suggested time
5 minutes—children working in small groups

Section 5.Counting uniform informal units and comparing lengths

Indicators / Suggested implementation / Evidence
CE 1 iii
Order and position whole numbers using 0, 50 and 100 as key reference points
CE 1 iv
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10) / Ensure each child has all three shadow streamer measurements.
Ask the children to:
  • identify the number of paper clips, craft sticks or straws used to measure each shadow streamer and then compare the quantity used
  • identify the largest and smallest numbers
  • position or represent their three different numbers in order on a number line to 100 using 0 and 50 as key reference points
  • select the largest number and represent the number in a different way using standard and non-standard partitioning.
/ Children:
  • compare the number of uniform informal units used to measure the three shadow streamers
  • identify the greater length of the three shadow streamers and determine the greater number using position (must be a two-digit number)
  • determine the order of numbers using reference points, saying a number is more than/less than 100 or more than zero and less than 50
  • pay attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100
  • describe/ represent the same number (the greater length), a different way using place value partitions (groups of ten and ones).

Resources
  • paper clips
  • craft sticks, straws
  • number line to 100
  • blank paper
  • children’s shadow streamers

Suggested time
15 minutes— children working in small groups

Section 6.Basic facts and mental strategies

Indicators / Suggested implementation / Evidence
CE 1 vi
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by:
  • counting on
  • counting back
  • partitioning, including place value, and rearranging parts
CE 1 vii
Represent, solve and sort problems and visual images of problems involving addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2jumps and 3 claps makes 5 actions / Ask the children to:
  • work out the difference between thenumber of sticks of any two of the shadow streamers (with single digit whole numbers) using either adding or taking away
  • explain their thinking and the strategies used including counting on, counting back, partitioning including place value and rearranging parts
  • describe, draw or act out new addition or subtraction problems using the same numbers.
Ask the children to:
  • sort, draw or act out and solve addition or subtraction problems using peers’ shadow lengths.
/ Children:
  • work out the difference between any two of the shadow streamers using either adding or taking away
  • work out basic facts
  • explain counting on
  • explain counting back
  • explain partitioning and rearranging parts
  • create problems for addition and subtraction
  • sort problems by addition and subtraction
  • explain that addition is the inverse of subtraction
  • solve problems for addition and subtraction using single-digit whole numbers.

Resources
  • blank paper
  • drawing materials

Suggested time
10 minutes—children working in small groups

Section 7.Demonstratinghalf

Indicators / Suggested implementation / Evidence
FDPR 1 i
Identify and describe a half as either of the two equal parts of whole collections or lengths / Ask the children tofold any one of the shadow streamers in half.
Say/ask:
How do you know it’s “half”? How did you make a half?
Ask the children touse the craft sticks or the straws to work out how much half the number of craft sticks or straws would be.
Say/ask:
Show me half of the sticks (or straws) you have.
How do you know it’s “half”? / Children:
  • demonstrate half using one of the shadow streamers
  • show half the number of craft sticks/straws
  • explain that half is one of either of the two equal parts.

Resources
  • children’s shadow streamers
  • craft sticks

Suggested time
5 minutes—children working in small groups

Section 8.Writing a recount