Hi Parents.  Our students will be tested on the following items for their second semester progress report card.  I am providing examples of each section on the progress report so that you can assist your child at home with the concepts they are learning and practicing in class.

Second Semester Progress Report

  • upper case letters
    • i.e.  What letter is this “A”?
  • lower case letters
    • i.e.  What letter is this “a”?
  • letter sounds
    • i.e.  What sound does this letter make?  “a”
  • beginning sounds
    • i.e.  What is the beginning sound of “desk”?
  • opposites
    • i.e.  What is the opposite of “old”?  What is the opposite of “open”?
  • syllables
    1. i.e.  How many syllables are in the word “important”
      1. Put your hand under your chin.
      2. Say the word.
      3. How many times does your chin move downward?
      4. This is the number of syllables.
  • sound blends 
    • Directions: Do not show the word to your child.  Please say, “I am going to tell you the sounds. I want you to tell me the word they make.”  
    • i.e.  Say each letter sounds separately.  “t / e / n”
  •  phoneme segmentation/segments words into sounds
    • Directions:  Do not show the word to your child.  Please say a CVC word (consonant-vowel-consonant) i.e. “pen”.  Now ask them to tell you the individual sounds that make up that word.  /p/e/n
  • generates a rhyme
    • Students will think of a word that rhymes with a word given to them.
    • i.e. What word rhymes with the word “wall”? 
  • cvc words 
    • Given 10 Consonant-Vowel-Consonant words, your child will read them without assistance 
    • i.e. ten, top, hat
  • high frequency words 
    • Students must be able to read the following words by sight, without sounding them out:
    • a     my     see     the     I     look     this     is     like     and     for     here     go     you     what     to     do     me     we     have     he     she     come     with     good     they     are     from     no     want     some     little     play     there     find     give     that     how     now     said     put     all     one     who     your
  • CORE Phonological Segmentation Test:  Sentences into Words
    • Students will listen to the Mr. B as he reads a sentence.  The students will count how many words are in the sentence by touching a counter (i.e. cubes) for each word they hear in the sentence.
    • i.e.  How much does an apple cost?
    • Be careful that your child is counting words and not syllables
  • CORE Phonological Segmentation Test:  Words into Syllables
      • Have students use different colored blocks to show the number of syllables in each word.
        i.e.  How many syllables are in this word?

        • cupcake
        • superman
  • CORE Phoneme Deletion Test:  Initial Sound
    • The student will repeat a word given by Mr. B.  Then the student will say the same word without the initial sound.
      i.e.  Say “cat”…now say it without the /k/ sound.  student response: at
      Say “table”…now say it without the /t/ sound.  student response: able
  • CORE Phoneme Deletion Test:  Final Sound
    • The student will repeat a word given by Mr. B.  Then the student will say the same word without the final sound.
      i.e.  Teacher: Say “seat”…now say it without the /t/ sound.  student response: sea
      Teacher:  Say “rake”…now say it without the /k/ sound.  student response: ray
  • more, equal, less
    • Which group has more?  Which group has less?  Which groups have the same amount?
  • counting objects 0-20
    • Students will count up to 20 objects in a rectangular array, circular array, scattered configuration, and in a straight line.
  • number recognition 0-20
    • What number is this?  “0”
  • writes numbers 0-20
    • self-explanatory
  • addition
    • i.e. 3+5 (Students may use manipulatives/counters)
  • story problems (+/-)
    • Students will be presented with addition and subtraction story problems. 
    • i.e. James has five cookies. James gives two cookies to his friend. How many cookies does the James have left?
  • subtraction
    • i.e. 7-4 (Students may use manipulatives/counters)
  • basic shapes
    • Students will be able to identify these shapes:  circle, square, triangle, rectangle.
  • solid shapes
    • Students will be able to identify these shapes:  sphere, cube, cone, cylinder.
  • compose/find missing addend (up to 10)
    • If I have 4 apples, how many more do I need to make 10?
  • place value
    • Students will be given a number in the teens (i.e. 17).  The student will represent that number using base ten blocks.

 

 

  • more or less using numerals to 20
    • Point to a number that has more than the rest (largest/biggest)
      • i.e. 13, 17, 15

There are other assessments, however, the concepts above are areas in which parents can assist their child at home.