1. ASSESSMENT 1 1 Term 4 Year Blueprint Text Question Numbers
Points Possible
Phonemic Awareness
ACELA Produce rhyming words. 1
ACELA & Segment and blend words. 2a 2b
ACELA Substitute sounds to make new words. 3 4
Phonics
ACELA Read words with letter patterns. 5 6 7
High-Frequency Words and Vocabulary Development
ACELA Read high-frequency words. (sentences) 8 9 10
Reading Comprehension
ACELA Identify recount and procedural text.
Making Breakfast
11a
11b
Camping
12a
12b
ACELA Identify ways text is organised. 13
ACELY Identify the purpose of the text
Skin 14
ACELY Use context clues.
15a
15b
ACELY Read with fluency
16a
 Grammar
ACELA Identify nouns.
 16b
ACELA Identify verbs.
16c
Total (Part 1)
 22 24
Phonics Assessment
ACELA Identify letters that make more than one sound. 20
Total (Part 2)
Total 42 44
Blueprint
Term 4
ASSESSMENT 1
Year 1

2. Part 1: English Assessment
Teacher says, “Today, you will produce rhyming words. Rhyming words are words that have the same ending sound like star and car. Now, you will produce or make rhyming words.”
Learning Objective: ACELA Produce rhyming words. 1
Point to the pictures and say, “Produce a word that rhymes with clown and crown.”
Answer is either correct or incorrect.
Students should answer with an –own rhyming word.
Rhyming options are brown, gown, town, down, etc.

3. Part 1: English Assessment
Teacher says, “Today you will segment and blend a word.” Point to the horse and say, “We will segment and blend the word horse. To blend is hhhor (hold r-controlled)ssse and to segment, h/or/se. Now, you will blend and segment a word.”
Learning Objective: ACELA & Blend and segment words. 2a
Point to the picture and say, “This is a fort. Segment the word fort.”
Answer is either correct or incorrect.
Students should segment the word fort: f/or/t. 2b
“Now, blend the word f/or/t. ”
Students should blend the word f/or/t to fffor(hold r-controlled )t or fort.
fort

4. Part 1: English Assessment
Teacher says, “Today, you will make new words.” Point to the cape and say, “This is a picture of a cape. To make new words we will change the ending sound. We will change the /p/ in cape to /s/ to make the new word case. Say the new word ca se = ca se. Now, you will make new words.”
Learning Objective: ACELA Substitute sounds to make new words. 3
Point to lime and say, “Say this word. Now change the /m/ sound in lime to /t/ to make a new word.” Say the new word.
Note: Repeat the /t/ sound, if necessary.
Students should say light. Answer is either correct or incorrect.
Learning Objective: ACELA Substitute sounds to make new words. 4
Point to cute and say, “Say this word. Now change the /t/ sound in cute to /b/ to make a new word.” Say the new word.
Note: Repeat the /b/ sound, if necessary.
Students should say cube. Answer is either correct or incorrect.

5. Part 1: English Assessment
Teacher says, “Today, you will read sentences with different letter sounds and letter patterns.”
5. Jay cooked rice and a loaf of bread.
6. She found a toy mouse by the cow.
7. The bird on the fort sang part of a song.
Learning Objective: ACELA Read words with letter patterns. 5
Point to the sentence and say, “Read this sentence.”
Answer is either correct or incorrect. This sentence reviews long vowel sounds. 6
Answer is either correct or incorrect. This sentence reviews diphthong letter patterns. 7
Answer is either correct or incorrect. This sentence reviews r-controlled patterns.

6. Part 1: English Assessment
8. The animal will fly over the hill.
Learning Objective: ACELA Read high-frequency words (sentences). 8
Point to the sentence and say, “Read this sentence.”
Answer is either correct or incorrect. 9 10
9. My family went through the shop.
10. He will help everyone before he goes home.

7. Part 1: English Assessment
Making Breakfast
Breakfast is the most important meal of the day. First, get out a bowl, spoon, milk and cereal. Next, add the cereal to the bowl. Then, add the milk. Make sure not to overflow. Last, grab your spoon and enjoy your breakfast.
Text Statistics
Text Title:
Making Breakfast
Word Count: 39
Teacher says, “Today, I am going to read a text to you. Remember, that we can identify recount and procedural text. Recount text tells about something that already happened. Procedural text tells how to do something in order.” Read the text Making Breakfast and ask questions 11a and 11b. Read answer choices. Record student’s response.
Learning Objective: ACELA Identify recount and procedural text.
11a
Is the text Making Breakfast recount or procedural?
Responses
Analysis of Responses
 recount.
This tells about something that already happened.
 procedural
Correct Answer – This tells how to do something.
Learning Objective: ACELA Identify recount and procedural text.
11b
How do you know?
Students receive 1 point for saying that the text is procedural because it tells how to do something.
11. Is the text Making Breakfast recount or procedural?
recount
procedural
How do you know?

8. Part 1: English Assessment
Text Statistics
Text Title:
Camping
Word Count: 41
Camping
Last spring, we went camping. We camped in the middle of the woods. We slept in a tent and cooked our food on a stove. We played games every night and roasted marshmallows. It was a lot of fun.
Teacher says, “Today, I am going to read a text to you. Remember, that we can identify recount and procedural text. Recount text tells about something that already happened. Procedural text tells how to do something in order.” Read the text Camping and ask questions 12a and 12b. Read answer choices. Record student’s response.
Learning Objective: ACELA Identify recount and procedural text.
12a
Teacher asks, “Is the text Camping recount or procedural?” (oral response)
Responses
Analysis of Responses
 recount
Correct Answer – This tells about something that already happened.
 procedural
This tells how to do something.
Learning Objective: ACELA Identify recount and procedural text.
12b
Teacher says, “How do you know?”
Students receive 1 point for explanation. If student says that the text is recount because it is about something that already happened, student receives a point.
12. Is the text Camping recount or procedural?
recount
procedural
How do you know?

9. Part 1: English Assessment
Teacher says, “Look at the image of the text. I am going to ask you some questions about the image.” Ask question 13 and read answer choices. Record student’s response on record sheet. Student can earn up to 3 points for this question.
The human body is an amazing machine. The body is made up of many parts. All these parts make the body work. If any of these parts fail, you could get very sick.
Introduction… 2
Skin
Organisms…… 4
Muscles…… 5
Bones…………….... 7
Learning Objective: ACELA 1450 Identify ways text is organised. 13
What are the features that are used to organise the text?
a. Table of Contents
b. Headers
c. Page numbers
d. Images
Student gets 1 point for each correct response.
Correct - a. Table of Contents.
Correct - c. Page numbers. Correct - d. Images.
The skin is very important. It covers and protects the inside of your body. The skin holds everything together.
Skin 1 2
13. What are the features that are used to organise the text?
Table of Contents
Headers
Page numbers
d. Images

10. to inform to entertain to persuade
Skin
Your skin’s all over you. The skin is the largest and most important part of the body. Your skin holds everything together. The skin protects you by keeping germs and bad things out. The skin also helps keep you cool when it is hot and warm when it is cold. Without skin, our insides would fall out!
Read the text Skin to the students before asking questions 14. Ask the question 14 and read the answer choices to student. Record student’s response on record sheet.
Learning Objective: ACELY Identify the purpose of the text 14
What is the purpose of the text?
Responses
Analysis of Responses
 to inform
Correct Answer – The purpose of the text is to inform.
 to entertain
This purpose of this text is not for entertainment
 to persuade
The purpose of this text is not to persuade.
14. What is the purpose of the text?
to inform
to entertain
to persuade

11. hurts b. holds on c. keeps safe
Read the text Skin again to the student’s before asking questions 15a-15b. Read answer choices. Record student’s response on answer sheet.
Skin
Your skin’s all over you. The skin is the largest and most important part of the body. Your skin holds everything together. The skin protects you by keeping germs and bad things out. The skin also helps keep you cool when it is hot and warm when it is cold. Without skin, our insides would fall out!
Learning Objective: ACELY Use context clues.
15a
What is the meaning of the bolded word protects?
Responses
Analysis of Responses
 hurts
This means to cause pain or damage.
holds on
This means to grip something
 keeps safe
Correct Answer – This is the meaning of protect.
Learning Objective: ACELY Use context clues.
15b
How do you know?
Students receive 1 point saying that the underlined words or context clues “keeping germs and bad things out” help to find the meaning of unknown words.
15. What is the meaning of the bolded word protects?
hurts
b. holds on
c. keeps safe
How do you know?

12. Part 1: English Assessment
Learning Objective: ACELY Read with fluency
16a
Teacher points to “The skin holds everything together.” and says, “Read this sentence fluently.”
Students receive 1 point for reading the sentence fluently and stopping at the full stop.
ACELA Identify nouns.
16b
Teacher asks, “What is the noun in the sentence?”
Students receive 1 point for saying or pointing at skin. Skin is the noun.
16. Read the sentence.
The skin holds everything together.
ACELA Identify verbs.
16c
Teacher asks, “What is the verb in the sentence?”
Students receive 1 point for saying or pointing at holds. Holds is the verb.
What is the noun in the sentence?
What is the verb in the sentence?

13. Note: This test assesses letter patterns taught up to term 4.
Learning Objective: ACELA Identify letters that make more than one sound. (R-controlled pattern)
Point to the row of r-controlled words and say, ”These words have different r-controlled patterns.” Point to each word and say, “Read this word?” Pause for student to read word. Then ask, “What r-controlled pattern is in this word?” If students can say the r-controlled sound within 10 seconds, write a “+” on the record table. If the student says the r-controlled pattern incorrectly, or if student does not know the r-controlled pattern, record a “-” on the record table.
Learning Objective: ACELA Read words with consonant blends.
Point to the row of consonant blends and say, ”These words have different consonant blends.” Point to each consonant blend and ask, “What consonant blend is in this word?” If students can say what consonant blend is in the word within 10 seconds, write a “+” on the record table. If the student says the consonant blend incorrectly, or if student does not know the consonant blend, record a “-” on the record table.
Learning Objective: ACELA Identify letters that make more than one sound. (Silent letters)
Point to the silent letter pattern row and say, “These are silent letter patterns.” Point to each silent letter pattern and say, “What sound does this silent letter pattern make?” If students can name the sound within 5 seconds, write a “+” on the record table. If the student says the sound of the letter pattern incorrectly, or if student does not know the sound, record a “-” on the record table.
Learning Objective: ACELA Read words with digraphs and trigraphs; ACELA Identify letters that make more than one sound.
Point to the letter pattern row and say, “These are letter patterns.” Point to each letter pattern and say, “What sound does this letter pattern make?” If students can name the sound within 5 seconds, write a “+” on the record table. If the student says the sound of the letter pattern incorrectly, or if student does not know the sound, record a “-” on the record table.
Note: This test assesses letter patterns taught up to term 4.