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Practice Assess Diagnose 180 Days of Reading for First Grade
1st Edition Suzanne I. Barchers

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 Author
Suzanne Barchers, Ed.D.
 Contributing Author Publishing Credits
Jodene Smith, M.A. Dona Herweck Rice, Editor-in-Chief; Robin Erickson, Production Director;
Lee Aucoin, Creative Director; Timothy J. Bradley, Illustration Manager;
Conni Medina, M.A.Ed., Editorial Director; Sara Johnson, M.S.Ed., Senior Editor;
Aubrie Nielsen, M.S.Ed., Editor; Beth Pachal, M.A.T., Associate Education Editor;
Grace Alba, Designer; Alison Berry, Illustrator; Maple Lam, Illustrator;
Stephanie Reid, Photo Editor; Corinne Burton, M.A.Ed., Publisher

Image Credits
Cover, Maple Lam; p. 36, 72 Flickr; p. 60 iStock/elizabethoneillphotography.com; p.120 Flickr; p. 216 Bridgeman;
all other images Shutterstock

Standards
© 2004 Mid-continent Research for Education and Learning (McREL)
© 2007 Teachers of English to Speakers of Other Languages, Inc. (TESOL)
©2 007 Board of Regents of the University of Wisconsin System. World-Class Instructional Design and Assessment
(WIDA). For more information on using the WIDA ELP Standards, please visit the WIDA website at www.wida.us.
© 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSS)

Shell Education
5482 Argosy Avenue
Huntington Beach, CA 92649-1030
www.tcmpub.com/shell-education
ISBN 978-1-4258-0922-5
©2013 Shell Education Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.

2 #50922—180 Days of Reading for First Grade © Shell Education

 Table of Contents
Introduction and Research . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .231
References Cited . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239

Introduction and Research

The Need for Practice
In order to be successful in today’s reading classroom, students must deeply understand both
concepts and procedures so that they can discuss and demonstrate their understanding.
Demonstrating understanding is a process that must be continually practiced in order for
students to be successful. According to Marzano, “practice has always been, and always
will be, a necessary ingredient to learning procedural knowledge at a level at which students
execute it independently” (2010, 83). Practice is especially important to help students apply
reading comprehension strategies and word study skills.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess
students’ comprehension and word-study skills. This is important so that teachers can
adequately address students’ misconceptions, build on their current understanding, and
challenge them appropriately. Assessment is a long-term process that often involves careful
analysis of student responses from a lesson discussion, project, practice sheet, or test. When
analyzing the data, it is important for teachers to reflect on how their teaching practices may
have influenced students’ responses and to identify those areas where additional instruction
may be required. In short, the data gathered from assessments should be used to inform
instruction: slow down, speed up, or reteach. This type of assessment is called formative
assessment.

© Shell Education #50922—180 Days of Reading for First Grade 3

 How to Use This Book
180 Days of Reading for First Grade offers teachers and parents a full page of daily reading
comprehension and word-study practice activities for each day of the school year.

Easy to Use and Standards Based

These activities reinforce grade-level skills across a variety of reading concepts. The
questions are provided as a full practice page, making them easy to prepare and implement
as part of a classroom morning routine, at the beginning of each reading lesson, or
as homework.

Every first-grade practice page provides questions that are tied to a reading or writing
standard. Students are given the opportunity for regular practice in reading comprehension
and word study, allowing them to build confidence through these quick standards-based
activities.

Question College and Career Readiness Standards

Days 1–3
Reading Anchor Standard 1: Read closely to determine what the text says
1–2
explicitly and to make logical inferences from it.

Reading Foundational Skills Standard 3: Know and apply grade-level phonics

3
and word analysis skills in decoding words.

Reading Anchor Standard 4: Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative meanings, and
4 analyze how specific word choices shape meaning or tone or
Reading Anchor Standard 6: Assess how point of view or purpose shapes the
content and style of a text.

Day 4
Reading Anchor Standard 1: Read closely to determine what the text says
1–3 explicitly and to make logical inferences from it.

Reading Anchor Standard 2: Determine central ideas or themes of a text and

4 analyze their development summarize the key supporting details and ideas.

Day 5
Writing Anchor Standard 4: Produce clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose,
and audience.

4 #50922—180 Days of Reading for First Grade © Shell Education

 How to Use This Book (cont.)

Using the Practice Pages

Practice pages provide instruction and assessment opportunities for each day of the
school year. The activities are organized into weekly themes, and teachers may wish
to prepare packets of each week’s practice pages for students. Days 1, 2, and 3 follow a
consistent format, with a short piece of text and four corresponding items. As outlined on
page 4, every item is aligned to a reading standard.

WEEK 1
DAY

2 Name: ____________________________
___ Date:__________________

ons.
Directions Read the text. Answe r the questi
SCORE

get mouse food.

1. I read a book about mice. I must
My mouse will need
I can get it at the pet store.
water , too.
WEEK 1
2. DAY

1 Which word starts Name: ____________

WEEK 1

_________ 1. Where can the child 3. ____________

DAY
Date:_________3. with the same sound
Name: _________
______ ____________
____
get mouse food?
? Directions Read
_______ Da
te:____________
______ 3
questions. as
t. Answer the the text. An
swer the qu
Read the tex SCORE
A at home estions.
Directions 4.
B at the
1.
pet store A water
A I will buy a ca SCORE
use is fun. C B pet ge. Pet mice
t! She said a mo at a farm keep the ca live in cage
can buy a pe of
a lot____ 4 rk.
/wo ge clean. Mi s. I will help
Mom said I es not take C more ce like to wa 1.
to play. It do sh up, too!
mouse likes
Total 2.

rhy mes 1. Where do pet 2.

ild 3. Which word? 3. 3. What is the
the ch mice live?
1. Who tellsbuy a pet? with
2. What should the child 4. What is a mouse? correct
spelling for
she can A hole ?
give a mouse to eat? 3.
A mouse 4. A a toy B cage A mis
A the girl A mouse food B a color
B mice C cave B mice
B the mouse B meat ____
and/ 4bread C an animal 4.
C moose C mise
C Mom C eggs Total
____ / 4
Total

the word 2. What will she

of pe t is 4. What does? cage
© Shell Education
do
is not clean
if the 4. What is a ca
2. What kind buy mean
16 #50922—180 Days of Reading for First
Grade
? ge ?
a mouse? A buy a cage A a place to wa
A pay for sh
B wash the mo a mouse
A bad B give use B a store for
B fun C wash the ca a mouse
C like ge C a place for
C fast an animal
to live

15 © Shell Education
for First Grade
Days of Reading
#50922—180
#50922—180
Days of Reading
for First Grade
© Shell Education 17

Using the Scoring Guide

Use the scoring guide along the side of each practice page to check answers and see at a
glance which skills may need more reinforcement.

Fill in the appropriate circle for each item to indicate correct ( ) or incorrect ( ) responses.
You might wish to indicate only incorrect responses to focus on those skills. (For example,
if students consistently miss questions 2 and 4, they may need additional help with those
concepts as outlined in the table on page 4.) Use the answer key at the back of the book
to score the items, or you may call out answers to have students self-score or peer-score
their work.

© Shell Education #50922—180 Days of Reading for First Grade 5

 How to Use This Book (cont.)
WEEK 1
WEEK 1 DAY

WEEK 1
DAY
5
DAYS
Date:______________
____ 4 Name: ______________
4–5 Name: ______________
______________
___ Name: _______________________________ Date:__________________ ______________
___ Date:______________
____

Directions Read “A New Home.” Answer the questions. SCORE Reread “A New
Home.”
SCORE ___ / 4 Think about what
the girl does to
A New Home 1. Where do you think 3. How do you think the 1.
new pet. pick her
“I Write about what
Then a girl said, the mouse was? mouse felt at the end? the girl does.
sat in a big cage. put
The white mouse up the mouse and
A big hand picked a new
want that one!” happy. He had A on a farm A sad 2.
mouse soon felt
it in a box. The ! B B
friend in a pet store happy
cage and a new
C in a school C fat 3.

4.

____ / 4
Total

2. Why is the mouse put 4. What does the

into the box? title mean?

A so that the girl could A The mouse got a new

take him home place to live.
B so that the mouse B The girl got a
could eat new pet.
C so that the girl could C The mouse left
get a toy the store.

20 #50922—180 Days
© Shell Education of Reading for First
Grade
Grade © Shell Education #50922—180 Days of Reading for First Grade 19
of Reading for First
18 #50922—180 Days © Shell Education

A longer text is used for Days 4 and 5. Students answer more in-depth comprehension
questions on Day 4 and complete a written response to the text on Day 5. This longer text
can also be used for fluency practice (see page 7).

Writing Rubric
Score students’ written response using the rubric below. Display the rubric for students to
reference as they write (G1_writing_rubric.pdf ).

Points Criteria
• Uses an appropriate organizational sequence to produce very clear and
coherent writing
4 • Uses descriptive language that develops or clarifies ideas
• Engages the reader
• Uses a style very appropriate to task, purpose, and audience
• Uses an organizational sequence to produce clear and coherent writing
• Uses descriptive language that develops or clarifies ideas
3
• Engages the reader
• Uses a style appropriate to task, purpose, and audience
• Uses an organizational sequence to produce somewhat clear and
coherent writing
2 • Uses some descriptive language that develops or clarifies ideas
• Engages the reader in some way
• Uses a style somewhat appropriate to task, purpose, and audience
• Does not use an organized sequence; the writing is not clear or coherent
• Uses little descriptive language to develop or clarify ideas
1
• Does not engage the reader
• Does not use a style appropriate to task, purpose, or audience
0 Offers no writing or does not respond to the assignment presented

6 #50922—180 Days of Reading for First Grade © Shell Education

 How to Use This Book (cont.)

Developing Students’ Fluency Skills

What Is Fluency?
According to the National Reading Panel Report, there are five critical factors that are vital
to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and
comprehension (2000). Rasinski (2006) defines fluency as “the ability to accurately and
effortlessly decode the written words and then to give meaning to those words through
appropriate phrasing and oral expression of the words.” Wolf (2005) notes that the goal of
developing fluency is comprehension rather than the ability to read rapidly. Becoming a
fluent reader is a skill that develops gradually and requires practice. Reading text repeatedly
with a different purpose each time supports the development of fluency in young children
(Rasinski 2003).

Assessing Fluency
Fluent readers read accurately, with expression, and at a good pace. A Fluency Rubric along
with detailed instructions for scoring and keeping oral reading records is included in the
digital resources (G1_fluency.pdf ).

The table below lists fluency norms by grade level (Rasinski 2003):

Student Fluency Norms Based On Words Correct Per Minute (WCPM)

Grade Fall Winter Spring
1 — — 60 wcpm
2 53 78 94
3 79 93 114
4 99 112 118
5 105 118 128
6 115 132 145

© Shell Education #50922—180 Days of Reading for First Grade 7

 How to Use This Book (cont.)

Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools
included with the book enable teachers or parents to quickly score students’ work and
monitor their progress. Teachers and parents can see at a glance which reading concepts or
skills students may need to target in order to develop proficiency.

After students complete a practice page, grade each page using the answer key
(pages 231–237). Then, complete the Practice Page Item Analysis for the appropriate
day (pages 10–11) for the whole class, or the Student Item Analysis (pages 12–13) for
individual students. These charts are also provided in the digital resources (filenames:
G1_practicepage_analysis.pdf, G1_student_analysis.pdf ). Teachers can input data into the
electronic files directly on the computer, or they can print the pages and analyze students’
work using paper and pencil.

To complete the Practice Page Item Analyses:

• Write or type students’ names in the far-left column. Depending on the number of
students, more than one copy of the form may be needed, or you may need to add rows.

• The item numbers are included across the top of the charts. Each item correlates with
the matching question number from the practice page.

• For each student, record an X in the column if the student has the item incorrect. If the
item is correct, leave the item blank.

• Count the Xs in each row and column and fill in the correct boxes.

To complete the Student Item Analyses:

• Write or type the student’s name on the top row. This form tracks the ongoing progress
of each student, so one copy per student is necessary.

• The item numbers are included across the top of the chart. Each item correlates with
the matching question number from the practice page.

• For each day, record an X in the column if the student has the item incorrect. If the item
is correct, leave the item blank.

• Count the Xs in each row and column and fill in the correct boxes.

8 #50922—180 Days of Reading for First Grade © Shell Education

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 How to Use This Book (cont.)

Using the Results to Differentiate Instruction

Once results are gathered and analyzed, teachers can use the results to inform the way
they differentiate instruction. The data can help determine which concepts are the most
difficult for students and which need additional instructional support and continued
practice. Depending on how often the practice pages are scored, results can be considered for
instructional support on a daily or weekly basis.

Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with a
particular concept or group of concepts. If these concepts have been taught in the past,
this indicates that further instruction or reteaching is necessary. If these concepts have not
been taught in the past, this data is a great preassessment and demonstrates that students do
not have a working knowledge of the concepts. Thus, careful planning for the length of the
unit(s) or lesson(s) must be considered, and additional frontloading may be required.

Small-Group or Individual Support

The results of the diagnostic analysis may show that an individual or small group of students
is struggling with a particular concept or group of concepts. If these concepts have been
taught in the past, this indicates that further instruction or reteaching is necessary. Consider
pulling aside these students while others are working independently to instruct further on
the concept(s). Teachers can also use the results to help identify individuals or groups of
proficient students who are ready for enrichment or above-grade-level instruction. These
students may benefit from independent learning contracts or more challenging activities.
Students may also benefit from extra practice using games or computer-based resources.

Digital Resources
Reference page 239 for information about accessing the digital resources and an overview of
the contents.

© Shell Education #50922—180 Days of Reading for First Grade 9

10
Directions: Record an X in cells to indicate where students have missed questions. Add up the totals. You can view the
following: (1) which items were missed per student; (2) the total correct score for each student; and (3) the total number of
students who missed each item.

Week: ______ Day: ______ Item # 1 2 3 4 # correct

Student Name
Sample Student x 3/4

#50922—180 Days of Reading for First Grade

# of students missing
each question
Practice Page Item Analysis Days 1–3

© Shell Education
 Directions: Record an X in cells to indicate where students have missed questions. Add up the totals. You can view the
following: (1) which items were missed per student; (2) the total correct score for each student; and (3) the total number of
students who missed each item.

© Shell Education
Week: ______ Day: ______ Item # 1 2 3 4 # correct Written Response
Student Name
Sample Student x 3/4 3

# of students missing
each question

#50922—180 Days of Reading for First Grade

Practice Page Item Analysis Days 4–5

Written Response Average:

11
 Student Item Analysis Days 1–3
Directions: Record an X in cells to indicate where the student has missed questions. Add
up the totals. You can view the following: (1) which items the student missed; (2) the total
correct score per day; and (3) the total number of times each item was missed.
Student Name: Sample Student
Item 1 2 3 4 # correct
Week Day
1 1 X 3/4

Total

12 #50922—180 Days of Reading for First Grade © Shell Education

 Student Item Analysis Days 4–5
Directions: Record an X in cells to indicate where the student has missed questions. Add
up the totals. You can view the following: (1) which items the student missed; (2) the total
correct score per day; and (3) the total number of times each item was missed.

Student Name: Sample Student

Day 4 Day 5
Item 1 2 3 4 # correct Written Response
Week

1 X 3/4 3

Total
Written Response
Average:

© Shell Education #50922—180 Days of Reading for First Grade 13

 Standards Correlations
Shell Education is committed to producing educational materials that are research and
standards based. In this effort, we have correlated all of our products to the academic
standards of all 50 United States, the District of Columbia, the Department of Defense
Dependent Schools, and all Canadian provinces.

How To Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website
at www.tcmpub.com/shell-education and follow the on-screen directions. If you
require assistance in printing correlation reports, please contact Customer Service at
1-877-777-3450.

Purpose and Intent of Standards

Legislation mandates that all states adopt academic standards that identify the skills
students will learn in kindergarten through grade twelve. Many states also have standards
for Pre-K. This same legislation sets requirements to ensure the standards are detailed and
comprehensive.

Standards are designed to focus instruction and guide adoption of curricula. Standards
are statements that describe the criteria necessary for students to meet specific academic
goals. They define the knowledge, skills, and content students should acquire at each level.
Standards are also used to develop standardized tests to evaluate students’ academic progress.
Teachers are required to demonstrate how their lessons meet state standards. State standards
are used in the development of all of our products, so educators can be assured they meet the
academic requirements of each state.

College and Career Readiness

The activities in this book are aligned to the college and career readiness (CCR) standards.
The chart on page 4 lists each standard that is addressed in this product.

TESOL and WIDA Standards

The activities in this book promote English language development for English language
learners.

14 #50922—180 Days of Reading for First Grade © Shell Education

 WEEK 1
DAY

Name: _______________________________ Date:__________________

1
Directions Read the text. Answer the questions.
SCORE

Mom said I can buy a pet! She said a mouse is fun. A 1.

mouse likes to play. It does not take a lot of work.

2.

1. Who tells the child 3. Which word rhymes

she can buy a pet? with ? 3.

A the girl
A mouse
B the mouse
B
4.
mice
C Mom
C moose
____ / 4
Total

2. What kind of pet is 4. What does the word

a mouse? buy mean?

A bad A pay for

B fun B give
C fast C like

© Shell Education #50922—180 Days of Reading for First Grade 15

 WEEK 1
DAY

2 Name: _______________________________ Date:__________________

Directions Read the text. Answer the questions.

SCORE

1. I read a book about mice. I must get mouse food.

I can get it at the pet store. My mouse will need
water, too.
2.

3. 1. Where can the child 3. Which word starts

get mouse food? with the same sound
as ?
4.
A at home
B at the pet store A water
____ / 4
C at a farm B pet
Total C more

2. What should the child 4. What is a mouse?

give a mouse to eat?
A a toy
A mouse food B a color
B meat and bread C an animal
C eggs

16 #50922—180 Days of Reading for First Grade © Shell Education

 WEEK 1
DAY

Name: _______________________________ Date:__________________

3
Directions Read the text. Answer the questions.
SCORE

I will buy a cage. Pet mice live in cages. I will help 1.

keep the cage clean. Mice like to wash up, too!

2.

1. Where do pet 3. What is the correct

mice live? spelling for ? 3.

A hole A mis
4.
B cage B mice
C cave C mise
____ / 4
Total

2. What will she do if the 4. What is a cage?

cage is not clean?
A a place to wash
A buy a cage a mouse
B wash the mouse B a store for a mouse
C wash the cage C a place for an animal
to live

© Shell Education #50922—180 Days of Reading for First Grade 17

Visit https://ebookname.com today to explore
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