Referral Third Grade Required fields are denoted with an asterisk (*). Step 1 of 3 33% Date* Student Name* Age* Grade Level* School* Parents/ Guardians* Phone* 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 would be passed on to the tutors so that they can better choose materials during the tutoring session. During the school year, if you ever have any more information to share or desire any more 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.) Untitled Untitled MAP score (reading)* MAP score (math)* Lexile Range* Other Reading / WritingPlease select the skills that would be beneficial for the student to practice.Phonics Identify and know the meaning of the most common prefixes and derivational suffixes. (RF.3.3.A) Decode words with common Latin suffixes. (RF.3.3.B) Decode multi-syllable words. (RF.3.3.C) Read grade-appropriate irregularly spelled words. (RF.3.3.D) Part Two: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 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a fiction or non-fiction piece of text. (RL.3.7; RI.3.7; RI.3.5) Read grade-level text with purpose and understanding. (RF.3.4.A) Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (RF.3.4.B) Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (RF.3.4.C) Vocabulary Use sentence-level context as a clue to the meaning of a word or phrase. (L.3.4.A) Determine the meanings of unknown words by using root words and affixes. (L.3.4.B; L.3.4.C) Use glossaries or beginning dictionaries to determine or clarify the meaning of words and phrases. (L.3.4.D) Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps). (L.3.5.A; RL.3.4; RI.3.4) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5.C) Comprehension Ask and answer questions to demonstrate understanding of a text. (RL.3.1; RI.3.1) Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza (RL.3.5) Recount key details of stories and non-fiction text. (RL.3.2; RI.3.2) Determine the central message or main idea and explain how it is conveyed. (RL.3.2; RI.3.2) Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (RL.3.3) Distinguish his own point of view from that of the author, narrator or those of the characters. (RL.3.6; RI.3.6) 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 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs. (L.3.1.A) Form and use regular and irregular plural nouns. (L.3.1.B) Use abstract nouns (e.g., childhood). (L.3.1.C) Form and use regular and irregular verbs. (L.3.1.D) Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (L.3.1.E) Produce, expand, and rearrange complete simple and compound sentences (L.2.1.F) Form and correctly use comparative and superlative adjectives and adverbs. (L.3.1.G) Use coordinating and subordinating conjunctions. (L.3.1.H) Produce simple, compound, and complex sentences. (L.3.1.I) Capitalize appropriate words in titles. (L.3.2.A) Use commas in addresses. (L.3.2.B) Use commas and quotation marks in dialogue. (L.3.2.C) Form and use possessives. (L.3.2.D) Spell grade-level words and to add suffixes to base words. (L.3.2.E; L.3.2.F) Choose words and phrases for effect. (L.3.3.A) Recognize differences between the conventions of spoken and written standard English. (L.3.3.B) 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 Algebraic Thinking Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. (3.OA.A.3) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. (3.OA.A.4) Apply properties of operations as strategies to multiply and divide. (3.OA.B.5) Understand division as an unknown-factor multiplication problem. (3.OA.B.6) Fluently multiply and divide within 100 (3.OA.C.7) Recall from memory all products of two one-digit numbers. (3.OA.C.7) Solve two-step word problems using the four operations, variables and estimation strategies. (3.OA.D.8) Base Ten Operations Round whole numbers to the nearest 10 or 100. (3.NBT.A.1) Fluently add and subtract within 1000. (3.NBT.A.2) Multiply one-digit whole numbers by multiples of 10 in the range 10-90. (3.NBT.A.3) Fraction Operations First ChoiceDescribe a fraction a/b as the quantity (a) formed when a whole is divided into equal parts (b). (3.NF.A.1) Represent a fraction on a number line from 0 to 1. (3.NF.A.2.A; 3.NF.A.2.B) Describe two fractions as equivalent if they are the same size, or the same point on a number line. (3.NF.A.3.A) Generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. (3.NF.A.3.B) Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (3.NF.A.3.C) Compare two fractions (using symbols >, =, or <) with the same numerator or the same denominator by reasoning about their size (3.NF.A.3.D) Measurement and Data Tell and write time to the nearest minute and measure time intervals in minutes. (3.MD.A.1) Solve word problems involving addition and subtraction of time intervals in minutes. (3.MD.A.1) Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (3.MD.A.2) Draw and use a scaled graph to represent a data set with several categories. (3.MD.B.3) Measure area of plane figures by counting unit squares. (3.MD.C.6) Relate area to the operations of multiplication and addition. (3.MD.C.7) Solve real world and mathematical problems involving perimeters of polygons. (3.MD.D.8) Geometry Categorize shapes according to shared attributes. (3.G.A.1) Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (3.G.A.2) 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)} Operations and Algebra Base Ten Operations (Place Values and Decimals Fraction Operations Measurements and Data Geometry Comments about this student’s math skill level: Δ