Referral Second Grade Required fields are denoted with an asterisk (*). Step 1 of 3 33% Date* MM slash DD slash YYYY Student's Name* First Last Age* Grade Level* School* Parents/ Guardians* Phone(s) City of Residence* Referring Teacher* Phone*Email* Is this student receiving extra support anywhere outside of the regular classroom (ex. Intervention, Special Education, After - school tutoring, In - school tutoring, etc)? If so, where?Currently our tutoring program is a two on one based tutoring where college volunteers provide supplemental education in order to bring a student up to grade level. Our volunteers are trained and receive weekly guidance and support, but they are college students not professionals . On a scale from 1 (not at all) to 5 (life - changing), in your professional opinion how much do you think this student could benefit from an after - school tutoring program? Please comment if necessary.Thank youWe thank you so much for taking the time to complete the attached pre-assessment form. We are in the process of transforming our tutoring program to better serve the students. The information you provide will be passed on to the tutors so that they can better choose materials during the tutoring s ession. During the school year, if you ever have any more information to share or desire any information from us, feel free to contact the tutoring team. Our goal this year is to create a better system of communication so that each student is receiving the most effective education possible. First-Grade Pre-Assessment (Adapted from the Common Core Standards.) Scores and Ranges (if applicable/available): MAP score (reading)* MAP score (math)* Lexile Range* Other Reading / WritingPlease select the skills that would be beneficial for the student to practice.Phonemic Awareness Distinguish long and short vowels when reading regularly spelled one-syllable words. (RF.2.3.A) Know spelling-sound correspondences for additional common vowel teams. (RF.2.3.B) Phonics Decode regularly spelled two-syllable words with long vowels. (RF.2.3.C) Decode words with common prefixes and suffixes. (RF.2.3.D) Recognize and read grade-appropriate irregularly spelled words. (RF.2.3.F) Part Two:Thinking about the student’s test scores, performance in class, and your observations, please select the top two categories of need for this particular student.Fluency Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text. (RI.2.5) Use information gained from the illustrations and words to understand a text. (RL.2.7; RI.2.7) Read with sufficient accuracy and fluency to support comprehension. (RF.2.4) Vocabulary Use sentence-level context as a clue to the meaning of a word or phrase. (RI. 2.4; L.2.4.A) Determine the meaning of the new word formed when a known prefix is added to a known word. (L.2.4.B) Use a known root word as a clue to the meaning of an unknown word with the same root. (L.2.4.C) Use knowledge of the meaning of individual words to predict the meaning of compound words. (L.2.4.D) Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). (L.2.5.B) Comprehension Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL.2.1; RI.2.1)) Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. (RL.2.2) Describe how characters in a story respond to major events and challenges. (RL.2.3) Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (RI.2.3) Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (RL.2.4) Describe the overall structure of a story. (RL.2.5) Acknowledge differences in the points of view of characters (RL.2.6) Identify the main purpose of a text. (RI.2.6; RI.2.2) Compare and contrast two or more similar texts, whether fiction or non-fiction. (RL. 2.9; RI.2.9) Describe how reasons support specific points the author makes in a text. (RI.2.8) Writing Skills Use collective nouns (e.g., group). (L2.1.A) Form and use frequently occurring irregular plural nouns (L.2.1.B) Use reflexive pronouns (e.g., myself, ourselves). (L.2.1.C) Form and use the past tense of frequently occurring irregular verbs. (L.2.1.D) Efficiently use adjectives and adverbs. (L.2.1.E) Produce, expand, and rearrange complete simple and compound sentences (L.2.1.F) Capitalize holidays, product names, and geographic names. (L.2.2.A) Use commas in greetings and closings of letters. (L.2.2.B) Use an apostrophe to form contractions and frequently occurring possessives. (L.2.2.C) Generalize learned spelling patterns when writing words. (L.2.2.D) Consult reference materials to check and correct spellings and determine meanings. (L.2.2.E; L.2.4.E) Part Two: Thinking about the student’s test scores, performance in class, and your observations, please place a check where needed Phonemic Awareness Phonics Fluency Vocabulary Comprehension Writing Skills Comments about this student’s reading/writing skill level: MathPlease select the skills that would be beneficial for the student to practice.Operations and Algebra Use addition and subtraction within 100 to solve one- and two-step word problems. (2.OA.A.1) Fluently add and subtract within 20 using mental strategies. (2.OA.B.2) Determine whether a group (up to 20) has an odd or even number of members. (2.OA.C.3) Determine the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns (using addition). (2.OA.C.4) Base Ten Operations Demonstrate that the two digits of a three-digit number represent amounts of hundreds, tens, and ones. (2.NBT.A.1) Count within 1000; skip-count by 5s, 10s, and 100s. (2.NBT.A.2) Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. (2.NBT.A.3) Compare two three-digit numbers, using >, =, and < symbols. (2.NBT.A.4) Fluently add and subtract within 100 without models or drawings. (2.NBT.B.5) Add up to four two-digit numbers. (2.NBT.B.6) Add and subtract within 1000, using models or drawings. (2.NBT.B.7) Mentally add or subtract 10 or 100 to a given number 100-900. (2.NBT.B.8) Measurement and Data Measure the length of an object by selecting and using appropriate tools.(2.MD.A.1) Measure and compare two measurements of the same object. (2.MD.A.2; 2.MD.A.4) Estimate lengths using units of inches, feet, centimeters, and meters. (2.MD.A.3) Use addition and subtraction within 100 to solve word problems involving lengths. (2.MD.B.5) Express time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. (2.MD.C.7) Graph measurements of several objects using a line plot. (2.MD.D.9) Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. (2.MD.D.10) Geometry Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size). (1.G.A.1) Compose two-dimensional shapes or three-dimensional shapes to create a composite shape, and compose new shapes from the composite shape. (1.G.A.2) Describe sections of circles using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. (1.G.A.3) Part Two: Thinking about the student’s test scores, performance in class, and your observations, please order the categories in order of need for this particular student {1 (most needed)—5 (least needed)} Counting and Cardinality Operations and Algebra Base Ten Operations (Place Value and Decimals) Measurement and Data Geometry Comments about this student’s math skill level: Δ