Supplemental correction exercises (November 2026): Student practice and reassessment PDF | Teacher administration and answer key PDF. These supplements address flagged gaps; they do not establish comprehensive standards mastery.
Academic quality-control status: Read the Standards 7 and 31 item-quality review. The current PDFs are supplemental formative checks; several objectives need additional independent items before comprehensive alignment can be claimed.
Corrected revised assessment workbooks
Use these revised 30-check workbooks for new instruction. Download the fillable student workbook, fourth edition | Download the fillable teacher workbook, second edition. The older ten-check PDFs remain archived for reference but are not the preferred alignment tools. These formative exercises do not establish mastery or state approval.
Academic correction: Use the corrected Alabama Standards 7 and 31 lettered-objective crosswalk before interpreting assessment alignment. The earlier provisional labels and the original ten-check workbook are not complete coverage evidence.
Printable and fillable assessment PDFs
Download the Grade 1 ELA student assessment workbook (10 pages, fillable) | Download the teacher answer and scoring workbook (10 pages, fillable). Both files include editable response fields; keep completed student records private.
Grade 1 ELA: Independent Phonics and Spelling Transfer Assessments
Student assessment | Teacher key and recording | Subskill audit
Ten independent check sets for selected Standard 7 decoding and Standard 31 spelling subskills. Adult presents unseen words aloud for dictation. Learner reads printed words without copying or answer cues. Use paper or a private document. The sets are formative and are not a standardized assessment.
Check 1: Letter-sound inventory
Linked standard: 7a, 31
Student: write uppercase and lowercase alphabet from memory. Adult: point to each of 26 lowercase letters in shuffled order and ask the common sound; separately dictate 10 sounds for letter writing. Score letter name, sound, written form independently.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 2: Initial/final consonant blends
Linked standard: 7b, 31
Read: flag, slip, clap, drum, frog, stop, desk, lamp, hand, nest. Spell from adult dictation: flag, clap, drum, desk, lamp. Underline each adjacent consonant cluster without inserting a vowel.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 3: wa/al and hard/soft c/g
Linked standard: 7d-e, 31
Read: wasp, wash, wall, salt, city, cent, cat, cup, gem, giant, gum, gate. Dictate: wall, salt, city, cat, gem, gum. Sort soft c/g versus hard c/g.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 4: Vowel y in positions
Linked standard: 7f, 31
Read: yes, my, cry, happy, baby, gym. Dictate: my, cry, happy, baby. Tell whether y acts as consonant, long i, long e, or short i in each item.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 5: Six syllable-type transfer
Linked standard: 7j, 31
Read and divide: rabbit, robot, cupcake, purple, market, rainbow. Name the syllable type in the underlined or specified syllable: rab (closed), ro (open), cup (closed) and cake (silent e) in cupcake, pur (r-controlled), ple (consonant-le), rain (vowel team). Dictate: rabbit, robot, cupcake, purple, market.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 6: Vowel teams and diphthongs
Linked standard: 7h, 31
Read: train, play, seed, beach, night, pie, boat, toe, moon, book, blue, few, coin, toy, cloud, cow, saw, haul. Dictate: train, beach, night, boat, coin, cloud, saw, blue.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 7: Suffix spelling changes
Linked standard: 7m, 31
Read: hopping, hoping, cried, carried, bigger, biggest, running, slowly, joyful, painless. Dictate in a sentence: hopping, hoping, cried, bigger, biggest, running. Explain at least two spelling changes.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 8: High-frequency and irregular words
Linked standard: 7o, 31
Read without picture: said, was, were, does, done, one, two, who, what, because. Dictate: said, were, does, one, two, who. Mark the unexpectedly spelled part of two words.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 9: Homophones in meaningful context
Linked standard: 31
Adult reads each full sentence but does not show print: 1. I have TWO pencils. 2. Come HERE. 3. THE SUN is bright. 4. THEIR dog is sleeping. 5. I can SEE the moon. Learner writes the capitalized target word after hearing its sentence.
Learner responses: __________________________________________
Adult notes: ______________________________________________
Check 10: Cumulative new-item reading and dictation
Linked standard: 7, 31
Read: thrift, spring, whisper, candle, bright, weekend, repaint, misread, childhood, sunlight. Adult dictates: spring, candle, bright, repaint, sunlight. Read short passage: ‘The bright sun lit the path. A child found a small coin. She put it in her pocket and went home.’ Ask who found a coin and where it went.
Learner responses: __________________________________________
Adult notes: ______________________________________________