Year 1 Assessment
Literacy and Numeracy Checkpoints — October
Shopping
Viewing and reading
Writing and creating
Calculating and estimating
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Using measurement
Contents
Purpose .......................................................................................... 1
October assessment focus ................................................................................. 1
Before implementing ..................................................................... 1
Suggested times................................................................................................. 1
Suggested teaching and learning ....................................................................... 2
Catering for diversity .......................................................................................... 4
Teacher preparation ........................................................................................... 5
Resources .......................................................................................................... 5
Implementing ................................................................................. 6
Section 1. Dictated spelling ........................................................................................... 6
Section 2. Book talk, reading analysis and comprehension ......................................... 7
Section 3. Writing a recount of a shopping experience................................................. 9
Section 4. Ordering and positioning ............................................................................ 11
Section 5. Identifying and comparing whole numbers ................................................ 11
Section 6. Basic facts and mental strategies .............................................................. 12
Section 7. Creating, solving and sorting problems ...................................................... 13
Section 8. Order and value of Australian coins ........................................................... 14
Section 9. Demonstrating half of a collection .............................................................. 15
Section 10. Sorting shapes.......................................................................................... 16
Section 11. Describing pathways ................................................................................ 17
Section 12. Comparing measurements ....................................................................... 18
Making judgments ....................................................................... 19
Using data to inform future directions ....................................... 19
Appendix A: Reading .................................................................. 20
Appendix B: Dictated spelling .................................................... 25
Appendix C: Numeracy class checklist ..................................... 26
Appendix D: Fruit cart ................................................................. 31
Appendix E: Fruit cut-outs .......................................................... 32
Appendix F: Additional assessments ........................................ 38
Purpose
The assessments within the Checkpoints have been designed to be implemented within
everyday classroom practice. They provide opportunities for children to demonstrate the
indicators within learning areas.
Assessment of young children is an integral part of the learning–teaching process and is not a
separate activity.
Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning.
The information gathered is used for future planning and to make judgments about a child’s
learning.
October assessment focus
October is the third monitoring point in the Year 1 Assessment: Literacy and Numeracy
Checkpoints.
This assessment targets the indicators in bold 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
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)
M1i
M 1 iii
Targeted numeracy indicators
M 1 iv
Before implementing
Suggested times
Section
Suggested time
1
20 minutes — children working independently
2
20 minutes — children working independently
3
20–30 minutes — children working independently
4–12
40–45 minutes — children working independently and within small groups
Queensland Studies Authority | 1
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 shopping.
Teachers may encourage children to connect to personal experiences by:
 using focus questions about shopping experiences
 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 and how.
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
2 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Target literacy indicators
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 numeracy indicators
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)
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
Queensland Studies Authority | 3
Target numeracy indicators
CE 1 x
Describe and order Australian coins according to their value
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
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
M1i
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
Additional target numeracy indicators
Decorating
PR 1 i
Describe, create and extend increasing or decreasing patterns using skip counting
and describe the rules used
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 Shopping 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.
4 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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?
Resources
Teachers will need the following resources when implementing this assessment.
Section
1–12
Resources
 the reading text — Cousins, L 2001, Maisy Goes Shopping, Walker Books,
London
 copies of the resources for recording each child’s responses:
 Appendix A: Reading (1 per child)
 Appendix B: Dictated spelling
 Appendix C: Numeracy class checklist
 Appendix D: Fruit cart (illustration)
 Appendix E: Fruit cut-outs
Children will need the following resources when completing this assessment.
Section
1–12
Resources










blank drawing paper
strips of blank paper for writing their dictated shopping list
number line with 0, 50 and 100 marked on it
blocks or images of fruit that are manipulable
a fruit tray — open box approximately 30 cm x 25 cm
3-D shaped blocks, prisms, pyramids
picture of regular shapes — triangle, rectangle, square
model or map of a shop with aisles and grocery displays
writing paper
drawing and writing materials
Queensland Studies Authority | 5
Implementing
Section 1. Dictated spelling
Indicators
Suggested implementation
Evidence
WC 1 xiii
Say/ask:
Spell:
 high-frequency sight words and familiar
words correctly
 consonant–vowel–consonant words
 words containing known base words and
word endings
When I go shopping I write a list of the things I
need. Can you help me?
Children:
 spell familiar and consonant–vowel–consonant words
correctly
 attempt to spell unfamiliar words using a range of
strategies.
I’m going shopping and I’d like you to help me
write my list of things I could buy. See if you
can write these words down. I’m going to the
beach with my son (daughter, friend), so first I
need a ...
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
6 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Resources
 suitable paper
 strips of paper or individual pages taken from a shopping
pad (if possible), which will enhance the real-life aspect
of this task and may help to engage the child
 Appendix B: Dictated spelling
Suggested time
20 minutes — children working independently
Section 2. Book talk, reading analysis and comprehension
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
Suggested implementation
Evidence
Show the child the cover of the text, Maisy Goes
Shopping and discuss.
Before reading, children:
 identify purposes for selecting texts
 use text processing strategies to predict the topic, visual
features and structure.
Say/ask:
When we’ve finished reading I’m going to ask
you to tell me as much as you can remember
about the story.
Read:
Maisy Goes Shopping.
During reading, children:
 use text processing strategies when:
 reading on, and re-reading to make meaning
 confirming the topic, visual features and structure
 independently read a range of high frequency sight
words with automaticity (underlined in the Reading
analysis table)
 independently read words of personal significance
 demonstrate their use of semantic, grammatical and
phonic cues to self-correct.
After reading, children:
 recall and locate literal information and key ideas
 summarise and retell events in appropriate sequence
 make inferences from visual and print information
 track pronoun to the noun it refers to, where they are
located in the same or next sentence.
Resources
 Maisy Goes Shopping
 Appendix A: Reading
Suggested time
20 minutes — children working independently
Track pronoun to the noun it refers to where
they are located in the same or next sentence
Queensland Studies Authority | 7
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
8 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 3. Writing a recount of a shopping experience
Indicators
 WC 1 ii
Write and create modelled texts to:
 describe, recount, instruct and respond to
topic information
 express feelings and ideas
Suggested implementation
Evidence
Re-read Maisy Goes Shopping and review and
highlight the story structure.
Children:
 write a recount demonstrating knowledge of familiar
structures and features of texts using mostly spoken
language
 edit for spelling, sentence boundaries and capital letters
 write sentences and statements using correct structure
 join simple sentences using conjunctions
 write one or two simple noun groups/phrases including
common and proper nouns
 match the pronoun to correct noun
 maintain the topic by using repeated topic vocabulary
 use capital letters, including proper nouns and full stops
 spell high frequency sight words and familiar words
correctly and spell consonant–vowel–consonant words
 use a variety of spelling strategies to attempt unfamiliar
words in their writing.
Ask questions to prompt children’s recall, such
as:
What happened in the story?
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
What did the author show us?
WC 1 vi
Write sentences, including statements,
questions and commands, using correct
structure
Note: Teachers will need to ask children to read
their text to them when they have finished.
(WD 1 v)
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
Tell the children that they can now choose a
shop they recall visiting and write what
happened during the visit.
Writing needs to be completed independently.
Resources
 Maisy Goes Shopping
 writing paper
 writing materials
Suggested time
20–30 minutes — children working independently
Queensland Studies Authority | 9
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 xiii
Spell:
 high-frequency sight words and familiar
words correctly
 consonant–vowel–consonant words
 words containing known base words and
word endings
WC 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
10 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 4. Ordering and positioning
Indicators
Suggested implementation
Evidence
CE 1 iii
Order and position whole numbers using 0, 50
and 100 as key reference points
Use a number line (marked numbers 0, 50, 100)
and the numbers the children use in Section 5.
Children:
 indicate the order and position of the selected number
on a number line for each of the numbers
 pay attention to the equidistant placement of the key
reference points, e.g. 50 is halfway between 1 and 100.
Ask the children to order and position the
numbers that are more than 20 on a blank
number line. Ask them to think about all the
numbers that are on the number line and how
their position should reflect that.
Say/ask:
If 50 is halfway, then where would the number
[…] be on the line?
Resources
 Appendix C: Numeracy class checklist
 blank number line with 0, 50 and 100 marked on it
Suggested time
3 minutes — children working independently
Section 5. Identifying and comparing whole numbers
Indicators
Suggested implementation
Evidence
CE 1 iv
Identify and compare the quantity of whole
numbers to at least 100, partitioning using place
value (groups of 10)
Ask the children to identify two numbers greater
than 20 (or greater than 50).
Children:
 compare the quantities of numbers, using groups of tens
and ones
 say if the numbers are the same, or greater or less than
one of the quantities.
Say/ask:
Can you use some of these materials (bundling
sticks and rubber bands) to show me why one of
these numbers is greater than the other?
Explain how you know that (one number) is
greater than (the other number).
Explain how you made each number.
Resources
 Appendix E: Fruit cut-outs
 bundling sticks and rubber bands
Suggested time
5 minutes — children working independently
Queensland Studies Authority | 11
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 required in
everyday situations by:
 counting on
 counting back
 partitioning, including place value, and
rearranging parts
Ask the children to look at the illustration of the
fruit cart.
Children:
 work out the basic facts
 explain counting on
 explain counting back
 explain partitioning including using place value and
rearranging parts.
Say/ask:
How many bananas would there be in two
bunches?
If there are nine apples and the cart owner sold
three, how many would be left?
If the shop keeper sold five apples to (child’s
name from the class) and then sold ten apples
to (another child’s name from the class). What is
the difference between the number of apples
(child’s name) bought and the number of apples
(child’s name) bought?
Say/ask:
How did you work that out?
Tell me how you check that you have the right
answer.
Ask the children to make up some adding and
taking away stories for you to work out.
12 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Resources
 blank paper
 Appendix D: Fruit cart
 Appendix E: Fruit cut-outs
Suggested time
5 minutes — children working independently and within
small groups
Section 7. Creating, solving and sorting problems
Indicators
Suggested implementation
Evidence
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
Using the fruit in the roleplay fruit cart (cut-outs,
real fruit or plastic fruit) ask the children to make
up some adding and taking-away problems.
Children:
 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.
If materials are used, place them into a bag with
the problem information.
Mix up the problems and ask the children to sort
the problem by addition or subtraction.
Once the problems have been sorted ask the
children to solve one addition and one
subtraction problem.
Resources
 quantities of real or plastic fruit
 Appendix E: Fruit cut-outs
Suggested time
10 minutes — children working independently and within
small groups
Queensland Studies Authority | 13
Section 8. Order and value of Australian coins
Indicators
Suggested implementation
Evidence
CE 1 x
Describe and order Australian coins according to
their value
Ask the children to look at the prices of the fruit
on the fruit cart.
Children:
 describe the features on Australian coins
 order the coins according to their value.
Say/ask:
Choose fruits or other items that have the price
tag. Find a coin that has the same number as
the price on the tag.
Can you put the coins in order from the smallest
value to the greatest value?
For example, the children choose a selection of
fruit and other items for sale on the cart and use
those price tags to match to the coins. They
place those coins in order of their value.
Teachers may assist the children to collect coins
to set up the activity for describing and ordering
the values.
Note: The context will restrict the value of coins
to be ordered. Use the prices available on the
fruit cart.
14 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Resources
 cut-outs of Australian coins, real or play coins can be
used
 Appendix D: Fruit cart
 price tags for Australian coins
Suggested time
3 minutes — children working independently and within
small groups
Section 9. Demonstrating half of a collection
Indicators
Suggested implementation
Evidence
FDPR 1 i
Identify and describe a half as either of the two
equal parts of whole collections or lengths
Use blocks, real or plastic fruit, or fruit cut-outs
(Appendix E) displayed in the cart. Ask the
children to use the blocks or images of fruit and
pretend these are the fruit in the cart. Ask them
to count out the same amount of fruit as they
can see in the stimulus picture.
Children:
 make two equal groups of one type of fruit
 explain that half is one of either of the two equal parts of
the collection of fruit.
Using the blocks or images, ask the children to
work out how much half the number of that fruit
would be.
 blocks, real or plastic fruit
 Appendix E: Fruit cut-outs
Say/ask:
Show me half of the fruit you have.
How do you know it’s half?
Resources
Suggested time
3 minutes — children working independently and within
small groups
Queensland Studies Authority | 15
Section 10. Sorting shapes
Indicators
Suggested implementation
Evidence
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
Show the children a cube-shaped block.
Children:
 identify the face of a cube as a square
 count six faces, eight corners and twelve edges on the
cube
 identify prisms and pyramids
 record 2-D shapes identified embedded in everyday
environments
 classify shapes using the geometric properties —
number of sides and corners.
Ask the children to describe the shape of the
face.
Ask the children to count:
 the number of faces on the cube
 the number of corners
 the number of edges they can see.
Ask them to find a similar shape in the poster of
the fruit cart.
Repeat with other 3-D shapes.
Ask children to:
 select and name 2-D shapes embedded in
everyday environments and sort and trace
 describe the properties of the shape.
Resources
 3-D shaped blocks, including a cube, rectangular prism,
square-based pyramid
 Appendix D: Fruit Cart
 Appendix E: Fruit cut-outs (optional)
Suggested time
4 minutes — children working independently and within
small groups
16 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 11. Describing pathways
Indicators
Suggested implementation
Evidence
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
Use a model of a local fruit cart or supermarket
with aisles displaying various fruit or grocery
items.
Children:
 describe the position of an object using positional
language
 describe two pathways to the same location using
positional language.
Ask the children to individually roleplay being a
customer service attendant. Ask them to
describe the position of the item another
customer is requesting and a pathway to
get it.
Note: This section of the assessment has been
contextualised within the Shopping experience.
However, if teachers have difficulty creating this
resource they might like to carry out this
experience around their school.
Resources
 model of a cart
 aisles and grocery displays
Suggested time
5 minutes — children working independently and within
small groups
Queensland Studies Authority | 17
Section 12. Comparing measurements
Indicators
Suggested implementation
Evidence
M1i
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
Give the children multiple uniform informal units
to measure the length of the shelf and a basket
on the fruit cart.
Children:
 measure two different lengths of the fruit cart attending
to gaps and overlaps for the lengths
 use the language of shorter and longer to describe the
comparison of the two lengths
 measure two different capacities of the fruit baskets
attending to filling to capacity without spillage/overflow
 use the language of holds more, holds less or holds the
same when comparing capacities of the baskets.
Say/ask:
How did you measure the lengths of the fruit
cart?
Compare the lengths of the fruit cart.
Tell me what you found out about the two
lengths.
Give the children multiples of plastic fruit or
substitute to fill one of the baskets to capacity.
Ask them to pour their fruit into the next basket
to compare the capacity of the two baskets.
Is the capacity the same or do they need more
fruit or do they have fruit left over because the
basket holds less?
Say:
Compare the capacities of two baskets from the
fruit cart.
Tell me what you found out.
18 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Resources
 multiples of uniform informal units such as craft sticks,
paper clips
 multiples of plastic fruit, beads or small balls to represent
fruit
Suggested time
3 minutes — children working independently
Making judgments
Teachers make judgments by matching evidence in each child’s response to the indicators
being assessed. The indicator is either demonstrated or not demonstrated.
Teachers record judgments using Appendix A and B for Literacy, and Appendix C for
Numeracy. An annotated work sample of a child’s achievement of the targeted indicators is
available on the QSA website at www.qsa.qld.edu.au/11740.html.
Teachers tick the indicator on the Data Analysis Assessment Record (DAAR) only when the
targeted indicator has been achieved.
Using data to inform future directions
Teachers use the class data recorded on the DAAR and individual children’s profiles to inform
future directions for teaching and learning.
When using the DAAR, teachers identify indicators that need further teaching for:
 the whole class
 small groups of children
 individual children.
The Future Directions resource (available on the QSA website at
www.qsa.qld.edu.au/11740.html) provides additional teaching and learning to develop
children’s understanding of the targeted indicators.
Children who have not achieved the highlighted aspects of the targeted indicators in the
October assessments should be given opportunities to be explicitly taught the indicators not
yet achieved. Children who have achieved the expectations of the targeted indicators in the
October assessments should be given opportunities to extend and strengthen their learning by
engaging with the indicators at the next level.
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Appendix A: Reading
Book talk
Before reading
The purpose of the book talk is to provide an opportunity for children to demonstrate what they
know about the personal, social or learning purposes of texts that they select, view and read.
During a book talk children use text processing strategies to talk about the book.
Teachers can restate, reform and create new questions during a book talk to suit individual
children and classroom contexts.
Name: .................................................................
Date: ......................
Age: ........
Text: Maisy Goes Shopping, by Lucy Cousins
VR 1 i
VR 1 iii
Book talk
Orientate the child to this text (using the book cover only) by asking questions such as:

Who is the main character?
……………………………………………………………………………………………
 What kind of book do you think this is (e.g. information or story)?
……………………………………………………………………………………………
 Why would you read this kind of book?
……………………………………………………………………………………………
Hand the book to the child and ask them to look through the book. Ask questions such as:
 What do you think this story will be about?
……………………………………………………………………………………………
 What makes you think that?
……………………………………………………………………………………………
 Do you go shopping with your mum/dad/sister/brother? What … ? Where ...? When … ?
……………………………………………………………………………………………
Teacher prompt (TP)
When we’ve finished reading I’m going to ask you to tell me as much as you can remember
about the story.
20 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Reading analysis
During reading
 If a child is having obvious difficulty with the text, read along with the child supporting where
necessary and fading out when the child takes over. This allows the child to read when they
feel confident. This approach will give teachers information about the child’s Viewing and
reading with this text.
 While the child reads, complete the following analysis table using the key below. Mark the
errors, omissions and self-corrections only. It is not necessary to tick each word as the child
reads.
 Use the Summary analysis table on page 23 and record the reasons for the errors,
omissions and self-corrections:
 Semantic cues: Did the error make sense in this context? Did the omission change the
meaning of the text? Did the child self-correct when they realised the error did not make
sense?
 Grammar cues: Did the error, omission sound right in this context? Did they read on and
realise a word/s made no sense in that context and then self-correct? Is the child using
knowledge of language patterns, word order and punctuation to self-correct?
 Phonic cues: Does the word that was read in the error or omission look similar to the
actual word? Did the child attempt to assign a sound to each letter or group of letters to
read the word? Is the child using knowledge of sound–letter relationships to self-correct?
Key
SC
O
^
...
Self-correct
Omission
Insertion
High frequency/function words
Maisy Goes Shopping
←
//
Re-read
Pause
Words of personal significance
Semantic / grammar / phonic evidence
Reasons for error, omission or
self-correction
Maisy Goes Shopping
Maisy is visiting
Charley today.
Hello, Charley.
Hello, Maisy.
It’s nearly
lunch time, but
Charley’s fridge
is empty.
TP — What do you think might happen
next? (Prediction — go shopping)
It’s time to go
shopping!
TP — Were you right? (Confirmation)
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Maisy Goes Shopping
Semantic / grammar / phonic evidence
Reasons for error, omission or
self-correction
TP — What do you think they’re going to
buy? (Prediction — some food)
Maisy chooses
some apples and
bananas.
Mmm, they look
delicious, Maisy.
Charley gets
some juice.
What else does
he need?
TP — Look at the word he. Who is this word
talking about?
(Pronoun reference — Charley)
Bread, tomatoes,
cheese and yoghurt —
there that’s everything.
TP — What does it mean when they say …
that’s everything?
(Reference to all of the food)
TP — Were you right about what they
bought? (Confirmation — of food or of
particular food items)
Now it’s time
to pay at the
checkout.
Look at all that
shopping!
It’s lucky you
brought your
trailer, Maisy.
Maisy and Charley
unpack the bags.
Then at last it’s
time to sit down …
and have some lunch.
Hooray!
High-frequency words — automatic recognition: ________ / 30
(Expectation by the end of Year 1 is 28/30 to achieve VR 1 vii and VR 1 viii.)
22 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Summary analysis table
Frequency of use:
Observable reading behaviours
 Most of the time (MT)
 Some of the time (ST)
 Infrequent (I)
Demonstrates phrasing.
Reads sight words with automaticity.
Reads words of personal significance.
Within reading, the child uses:
S Semantic cues
 including units of meaning (morphemes), familiar words and
phrases, sentences and visuals, drawing on prior knowledge
of oral and written language
G Grammatical cues
 including word order, language patterns and punctuation
P Phonic cues
 including blended and segmented individual sounds in words,
sound–letter relationships for initial, final and medial sounds,
onset and rime, and words within words.
After reading
 When the child is finished reading, use the Comprehension questions on the next page to
help them recall the story and to record their responses.
 Make judgments about how the child uses text processing strategies to make meaning and
decode the text.
 Determine future directions for this child for each of the targeted indicators.
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Comprehension questions
(Expectation by the end of Year 1 is 100% accuracy.)
VR 1 iv
VR 1 vi
Section 2
1. Recalling information
Now, starting from the beginning, I’d like you to tell me as much as you can remember about
the story you’ve just read. Imagine that you are telling it to someone who hasn’t heard this
story before.
Answer: Recalls main idea and two or three other items of information.
..............................................................................................................................................
..............................................................................................................................................
2. Information directly stated in the text
Why did Maisy and Charley need to go shopping?
Answer: The fridge was empty. They had no food.
..............................................................................................................................................
..............................................................................................................................................
3. Inference with justification
Does Maisy like fruit? Why?
Answer: She chose/bought apples and bananas or because fruit is healthy.
..............................................................................................................................................
..............................................................................................................................................
4. Interpreting visuals
In this book, does Maisy have a favourite toy? Why do you think that?
Answer: Her favourite toy is her panda (or bear) because she takes it with her wherever she
goes.
..............................................................................................................................................
..............................................................................................................................................
5. Tracking pronoun to the noun it refers to
Who is the word “he” talking about?
Answer: Charley
..............................................................................................................................................
..............................................................................................................................................
24 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Appendix B: Dictated spelling
WC 1 xiv
Word
Say
Spelling patterns
shopping
list
Can you help me write a
shopping list?
Write shopping list.
Sound symbol relationships, consonant
digraph sh, common letter cluster, morpheme
(word element) ing
Short vowel i, consonant blend st
sun
hat
I will need a sun hat.
Write sun hat.
Familiar word, consonant-vowel-consonant,
short vowel pattern u, onset and rime un
Familiar word, consonant-vowel-consonant,
short vowel pattern a, onset and rime at
beach
ball
I’d like a ball to play with.
Write beach ball.
Vowel digraph ea, final consonant digraph ch
book
I might need a ….. to read.
Write book.
Familiar word, onset and rime ook, analogy
kite
It would be great to take a kite.
Write kite.
Long vowel pattern i_.e
toy
I will take my sand toy.
Write toy.
Familiar word, vowel digraph oy, analogy
boat
A boat would be fun to have at
the beach.
Write boat.
Familiar word, vowel digraph oa, common
letter sequence oat
truck
I’d like a truck to play with in the
sand.
Write truck.
Initial consonant blend tr, common letter
sequence uck, short vowel sound u, consonant
digraph ck
sand
tray
And a sand tray.
Write sand tray.
Common letter cluster and, onset and rime or
analogy, e.g. and, band
Familiar word, onset and rime all, consonant
digraph ll
Initial consonant blend tr, common sequence,
vowel digraph ay
watermelon
Let’s take a watermelon for a
refreshing snack.
Write watermelon.
Phonological knowledge and sound symbol
relationships
Note: The child must demonstrate correct spelling to achieve the indicator.
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Appendix C: Numeracy class checklist
Names:
(Write initials.)
Section 4. Ordering and positioning
CE 1 iii
Order and position whole numbers using 0, 50 and 100 as key reference points
Indicates the order and position of
the selected number on a number
line for each of the numbers.
Pays attention to the equidistant
placement of the key reference
points, e.g. 50 is halfway between
1 and 100.
Section 5. Identifying and comparing whole numbers
CE 1 iv
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)
Compares the quantities of
numbers, groups of tens and
ones.
Says if the numbers are the same,
or greater or less than one of the
quantities.
26 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 6. Basic facts and mental strategies
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
Works out the basic facts.
Explains counting on.
Explains counting back.
Explains partitioning including
using place value and rearranging
parts.
Section 7. Creating, solving and sorting problems
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
Creates problems for addition and
subtraction.
Sorts problems by addition and
subtraction.
Explains that addition is the
inverse of subtraction.
Solves problems for addition and
subtraction using single-digit
whole numbers.
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Section 8. Order and value of Australian coins
CE 1 x
Describe and order Australian coins according to their value
Describes the features of
Australian coins.
Orders coins according to their
value.
Section 9. Demonstrating half of a collection
FDPR 1 i
Identify and describe a half as either of the two equal parts of whole collections or lengths
Makes two equal groups of one
type of fruit.
Explains that half is one of either
of the two equal parts of the
whole collection of fruit.
28 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Section 10. Sorting shapes
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
Identifies the face of a cube as a
square.
Counts six faces, eight corners
and twelve edges on the cube.
Identifies prisms and pyramids.
Records 2-D shapes identified
embedded in everyday
environments
Classifies shapes using the
geometric properties — number of
sides and corners.
Section 11. Describing pathways
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
Describes the position of an
object using positional language.
Describes two pathways to the
same location using positional
language.
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Section 12. Comparing measurements
M1i
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
Measures two different lengths of
the fruit cart attending to gaps
and overlaps for the lengths.
Uses the language of shorter and
longer to describe the comparison
of the two lengths.
Measures two different capacities
of the fruit baskets attending to
filling to capacity without spillage/
overflow.
Uses the language of holds more,
holds less or holds the same
when comparing capacities of the
baskets.
30 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Appendix D: Fruit cart
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Appendix E: Fruit cut-outs
32 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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Appendix F: Additional assessments
These additional assessments gather evidence about targeted indicators not contextualised in
the Shopping assessment:

Decorating — Recognising and using patterns and relationships

What time is it? — Using measurement.
Decorating
Purpose
In this assessment children:
 demonstrate their numeracy progress in recognising and using patterns and relationships
 identify and create patterns when making decorative borders.
October assessment focus
This assessment targets the indicators in bold in the table below.
Target numeracy indicators
Calculating and estimating
CE 1 iii
CE 1 iv
CE 1 vi
CE 1 vii
Recognising and using
patterns and relationships
PR 1 i
Using fractions, decimals,
percentages, ratios and rates
FDPR 1 i
Using spatial reasoning
SR 1 i
SR 1 ii
Using measurement
M1i
M 1 iii
CE1 x
M 1 iv
Suggested time
15–25 minutes — children working independently
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 will be looking for within each section.
38 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
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?
Resources
Section
1
Resources
 manipulative resources varying in size, shape, colour and texture
 multiples of materials, coloured paper shapes or plastic pattern shapes
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Implementing
Section 1. Decorating
Indicators
Suggested implementation
Evidence
PR 1 i
Describe, create, and extend increasing or
decreasing patterns using skip counting and
describe the rules used
Ask the child to plan an increasing or
decreasing pattern to make a decorative frame
for a piece of their own writing.
Children:
 identify the rule for their increasing or decreasing
pattern
 make a sample with at least three repeats to show an
increasing or decreasing pattern
 read their pattern and describe the rule used.
Inform the child that they need to have at least
three repeats.
(Example: blue triangle, red square, blue
triangle, two red squares, blue triangle, three
red squares …)
Ask the child to read their sample pattern to
you.
Resources
 manipulative resources varying in size, shape, colour
and texture
 multiples of materials, coloured paper shapes or
plastic pattern shapes
Suggested time
15–20 minutes — children working independently
40 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
What time is it?
Purpose
In this assessment children demonstrate their progress in measurement by identifying the day
of the week, hour and half-hour times in daily routines.
October assessment focus
This assessment targets the indicators in bold in the table below.
Target numeracy indicators
Calculating and estimating
CE 1 iii
CE 1 iv
CE 1 vi
CE 1 vii
Recognising and using patterns
and relationships
PR 1 i
Using fractions, decimals,
percentages, ratios and rates
FDPR 1 i
Using spatial reasoning
SR 1 i
SR 1 ii
Using measurement
M1i
M 1 iii
CE 1 x
M 1 iv
Suggested time
3 minutes — children working independently
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 will be 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?
Resources
Section Resources
1
 class calendar
 analog clock
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Implementing
Section 1. What time is it?
Indicators
Suggested implementation
Evidence
M 1 iii
Identify hour and half-hour times
During the daily routine of viewing and using the
calendar, ask the children the time and how
long it will be to an event and between events.
M 1 iv
Describe durations using months, weeks, days and
hours
Say/ask:
What time is it now?
During daily routines — when it is an hour and
half-hour time — ask the children to identify the
time.
Children:
 identify hour and half hour times within daily routines
 count hours, days, weeks and months until activities
or events.
Say/ask:
How many hours, days until library day?
How many weeks/months to [a special event or
the holidays]?
We go swimming on … How many days until
then?
Transfer evidence to the Data Analysis
Assessment Record.
42 | Year 1 Assessment: Literacy and Numeracy Checkpoints — October — Shopping
Suggested time
3 minutes — children working independently
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PO Box 307 Spring Hill
QLD 4004 Australia
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