Unit Assessment Grade1

Grade 1

Format

Unit Assessment

Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 024 10 09 08 07

© Macmillan/McGraw– Hill

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Contents Introduction to the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 How to Use the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Administering the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Scoring Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Taking the

Format Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Unit 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109 Unit 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 Sunshine State Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . 173 Writing Rubrics Rubric for Short-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Anchor Papers Expository: Persuasive Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185 Expository: How-to Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189 Expository: Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193


Reteaching and Intervention Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Florida Unit Assessment • Grade 1

3

Introduction to the Unit Assessment The Unit Assessment is designed to measure your children’s mastery of specific skills. The test questions use formats your children will encounter on the Florida Comprehensive Achievement Test (FCAT) in grade 3. The test questions cover the following: Listening Comprehension

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Reading Comprehension

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High-Frequency Words

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Structural Analysis

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Vocabulary Strategies

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Phonemic Awareness

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Phonics

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Grammar, Mechanics, and Usage

Text Features

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Study Skills

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Literary Elements

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Writing

When scheduling these assessments, you will need to decide whether to administer them in one or more sessions. You may choose to give the Unit Assessment in one sitting and schedule the writing for another time. These assessments are not intended to be timed, but for planning purposes, the Unit Assessment should take approximately one hour. Unit Assessments assess how well children have mastered the skills taught in the unit.


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■

4


How to Use the Unit Assessment The Unit Assessment is given at the end of each unit, after the fifth week of instruction. The assessment includes a fiction or a nonfiction passage, and questions focusing on the main skills taught throughout the unit. In Units 4 – 6 there is also a writing prompt that gives children an opportunity to practice writing in a test situation. The mode of writing is the same as the one focused on in the unit.

formative assessment tool to help monitor each child’s progress. Information gathered by evaluating the results of this assessment can also be used to diagnose specific strengths and weaknesses of your children. If scores from the Unit Assessments are used to help determine report card grades, then you can consider these to be summative assessments as well.

The scores from the Unit Assessment should be one of multiple measures used to help make instructional decisions for the coming unit. Analyze which skills children have mastered and which ones require further reteaching. This information, along with the results of other assessments and your own observations, can be used to determine grouping and instructional decisions. Another way to use the results of the Unit Assessment is to compare it with the results of the corresponding Weekly Sample score points for the short-response Assessments. Determine whether changes in instruction or additional small group support questions may be found on the web site at improved children’s scores. http://www.macmillanmh.com. The unit charts in the back of this book will help you develop your reteaching plans. Using the Results to At the back of this book you will find anchor papers for three different writing modes. There is a child’s writing sample for four of the six score points in the rubric. The samples provide an illustration of the kinds of responses children are likely to write, as well as the most common kinds of errors found in children’s writing at this grade level. Additional commentary provides guidance for score points for which there are no sample papers.

Inform Instruction


Use the results of the Unit Assessment as a


5

Administering the Unit Assessment Each Unit Assessment consists of 28 or 29 multiple-choice questions and one shortresponse question. The format of the test is the same for each unit. You may want to explain each section of the test to children the first time you administer it. ■

For the multiple-choice questions, children should fill in the circle next to the best answer. Remind children to fill in the circle completely for each answer on the test.

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For the short-response questions, children should write their answers in the space provided on the page.

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For Units 1–3, you may want to read the questions aloud. Children may not be familiar with all the vocabulary used at this point of the program.

Before the test: Distribute copies of the assessment. Directions: Say: Write your name and the date on the cover of your test booklet. When all children are done, say: Open the booklet to page 2. During the test: Monitor children’s testtaking behavior to make sure that each child is following the directions and writing responses in the correct places. Answer questions about procedures and materials, but do not help them answer the test questions. After the test: Before collecting the papers, make sure that children have written their names on the cover of the test booklet.


The Answer Keys to score the tests can be found on pages 165–172.

General Procedures

6


Scoring Instructions Using the Student Evaluation Charts After each Unit Assessment there is a Student Evaluation Chart. It lists all of the skills covered and the number of questions that assesses each skill. ■

In the column labeled “Number Correct,” fill in the point value for the questions answered correctly for each skill. Count the point value of the total number of correct responses, and write the number for each subtest above the total possible score.

■

Add the scores for each skill (point value for the number of items answer correctly) to determine the total test score.

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To convert these raw test scores to percentages, divide the point value of the number answered correctly by the total point value of the questions. Example: A child gets 9 out of 12 possible points; 9 divided by 12 = .75 or 75%.

Evaluating the Scores The primary focus of the Unit Assessment is to measure each child’s progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that children require additional instruction before mastery of that skill can be achieved. Evaluating the results of this assessment provides specific information about children’s daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of children’s work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming unit for individual, small-group, or whole-group instruction as indicated.


Multiple-choice questions are worth one point and the short-response question is worth two points. Use the Rubric for Short-

Response Questions on page 183 to help you score the short-response questions. Use the Writing Rubric on page 184 to help you score the responses to each writing prompt.


7

Tips for Taking the Format Unit Assessment Here are some tips to help you do your best. ✓ Ask your teacher to explain the directions. ✓ Read the passage and questions. You may look back at a passage as often as you like. ✓ Answer the questions you know. If a question seems hard, skip it and go back to it later. ✓ Fill in the answer bubbles completely. Do not mark outside the bubble. ✓ Be positive. Some questions may seem hard, but others will be easy. ✓ Double check each answer. ✓ Try to answer every question and do your best.

Format Unit Assessment

The test contains one reading passage, 29 multiple-choice questions and one shortresponse question. In units 4 to 6, there is also a Writing Prompt. Each multiple-choice question is followed by three answer choices. Read all the answer choices under each question and decide which answer is correct. Fill in the bubble next to the answer choice you think is correct. For the short-response question and the writing prompt, write your answer on the lines. You will mark your answers in this book.

8



Directions for Taking the

Grade 1, Unit 1 This Unit Assessment is designed to measure your class’s mastery of the skills taught in the unit. The test assesses all of the following areas: ■

Listening Comprehension

■


■


■

Structural Analysis

■

Literary Elements

■

Text Features and Study Skills

■

Grammar

■

Phonemic Awareness/Phonics

Reading Comprehension, High-Frequency Words, and Structural Analysis, pages 4–10 Have children turn to page 4. Say: You will read a story called “Kim’s Trap” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 10, put down your pencils and look at me. You may begin now. Have children answer Numbers 4–11 and stop on page 10.

Listening Comprehension, page 3 Say: Listen while I read a story to you. You will be asked to answer three questions based on this story. Listen carefully. We will begin now.

Paper Bag Puppet


Making your own puppet can be lots of fun. You will need a paper bag. First, use markers to make the puppet’s eyes and mouth. Next, make the puppet’s nose. Glue a button on the bag below the eyes. Then, glue yarn to the top of the bag. This will be the hair. Now your puppet is ready. Put your hand inside the bag and make it come alive!

Literary Elements and Text Features and Study Skills, pages 11–14 Have children turn to page 11. Say: You will read a poem called “Dreaming” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 14, put down your pencils and look at me. You may begin now.

Now have children turn to page 3 and read the directions at the top of the page. Say: Listen while I read Numbers 1 to 3. Base your answers on the story “Paper Bag Puppet.” Listen to all three answer choices for each question. Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me.

Florida Unit Assessment • Grade 1 • Unit 1

9

Grammar,

Phonemic Awareness/Phonics,

pages 15–18

pages 19–20

Have children turn to page 15. Say: You will now answer some multiple-choice questions on grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First, answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively!

Have children turn to page 19. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 21. I will say a word in parts: /l/ /i/ /p/. What word do you make when you put these sounds together? Listen to these answer choices: lid, bib, lip. Fill in the circle next to the picture that has the same sounds as /l/ /i/ /p/.

Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: This number is on the Florida test to show a sentence number. This arrow shows the start of a new paragraph. The test may include kinds of writing that you might do for a first draft. The test will ask you to make the writing better. Have children turn to page 16. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 18, put down your pencils and look at me. You may begin now. Have children answer Numbers 17–20 and stop on page 18.

Say: Look at Number 22. I will say a word in two parts. Listen carefully to its parts: /kr/ /ak/. Now I want you to put the parts together. Listen to these answer choices: crack, crab, back. Fill in the circle next to the picture that makes the sounds you hear in /kr/ /ak/. Say: Look at Number 23. I will say a word: cap, /k/ /a/ / p/. What is the middle sound in /k/ /a/ /p/? Listen to these answer choices: bat, mop, sink. Fill in the circle next to the picture that has the same middle sound as /k/ /a/ /p/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 24. I will say the name of the picture now. “Pan.” “Pan.” Read the three answer choices and fill in the circle next to the word “pan.”


Continue in the same way through page 20— Number 25: hat; Number 26: pig; Number 27: crab; Number 28: hand; Number 29: sink.

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Grade 1 • Unit 1 Name Date

Format Unit Assessment TESTED SKILLS AND STRATEGIES • Listening Comprehension • Reading Comprehension • High-Frequency Words • Structural Analysis • Literary Elements • Text Features and Study Skills • Grammar • Phonemic Awareness/Phonics

Reading This test measures how well children are achieving the Florida Standards. Here is a list to help you locate the stories in your Reading Test. Kim’s Trap. . . . . . . . . . . . . . . . . Page 4 Dreaming. . . . . . . . . . . . . . . . .Page 11

Student Directions


Read each story or poem in this Test. Then choose the best answer to each question.

12


Student Name

Now answer Numbers 1 to 3. Base your answers on the story “Paper Bag Puppet.” 1 The yarn

be the puppet’s hair.

a bag b will c kiss 2 In “Paper Bag Puppet” the author tells

you

.

a to buy a puppet b how to make a puppet c a story about a puppet 3 What do you do LAST?

a You make the eyes. b You put yarn on the bag.


c You put your hand in the bag.

STOP


13

3


UNIT

1

Read the story “Kim’s Trap.” Then answer Numbers 1 to 11.

Kim sees tracks in the sand.

14 4

14



Kim’s Trap



UNIT

1

What was on the sand? She will see.


15

5

UNIT

Kim comes up with a plan. It is a good plan.

16 6

16


1





UNIT

1

She will use ham for the trap. What will come over for ham?


17

7

UNIT

A very fat cat runs up. It is Kim’s cat!

18 8

18


1



Student Name

Now answer Numbers 4 to 11. Base your answers on the story “Kim’s Trap.” 4 The cat is

fat.

a good b over c very 5 Kim sees

in the sand.

a tracks b track’s c trackes 6 The cat

to the trap.

a run b runs c running


7 The cat is

.

a Kims’ b Kim’s c Kims


19

9

Student Name 8 Who is the MAIN character in the story?

a Kim b Kim’s cat c Kim’s mom 9 The author wrote this story to

.

a teach you how to set a trap b tell about a girl and her cat c make you want to get a cat 10 Where is Kim?

a in her yard b in her house c at the beach


11 What happens LAST in the story?

STOP

10

20



UNIT

1

Read the poem “Dreaming.” Then answer Number 12.

Dreaming


I am twenty feet tall, My big brother looks so small! I hear someone calling me: My mom is who I see. Wake up, you sleepyhead! Time for school! Get out of bed!


21

11

Student Name 12 Which words from this poem are

rhyming words? a tall and small b me and my


c get and bed

12

22


Student Name 13 Look at the picture.

How many ducks are in the pond? a two

b three

c four

14 Look at the picture.

Feathers Wings Eyes Beak


Claws The bird has only one a claw

b wing


. c beak

23

13

Student Name 15 Look at the book cover.

;jclVn7dd`h

L]ViI^bZ >h>i4 WnHVbLVii

9gVl^c\hWn ?Vc8Vgg

The name of the author is

.

a Jan Car b Sam Watt c FunWay Books 16 Look at the list.


Colors 1. blue 2. red 3. yellow

What other word can be put on the list? a frog

b milk

c green STOP

14

24


Tips for Answering the Florida Multiple-Choice Grammar Questions These tips will help you do well when you answer the Florida grammar questions. ✓ Ask your teacher to explain the directions. ✓ First, answer the questions you are sure

about. Then answer the harder questions. ✓ Fill in all answer bubbles completely. Do

not mark outside the bubble. ✓ Double-check your answers. ✓ Relax. ✓ Think positively!

What do these mean?


1

This type of symbol is in the Florida test to show a sentence number. This arrow shows the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.


25

15

Student Name

The story below is a first draft that Sally wrote. The story has mistakes. Read the story to answer questions 17 and 18.

A Hot Dog for Hannah Did Hannah eat lunch? 2 She ate a hot dog. 3 Hot dogs I love to eat!


1

16

26


Student Name 17 Which sentence is a statement?

a sentence

1

b sentence

2

c sentence

3

18 Which sentence has the words in the

wrong order? 1

b sentence

2

c sentence

3


a sentence


27

17

Student Name 19 In which sentence below is all capitalization

correct? a When did she leave? b when did she leave? c When did She leave? 20 In which sentence below is all punctuation

correct? a Can turtles hear? b I love to play baseball?


c Will we have ice cream for lunch.

STOP

18

28


Student Name

Listen while your teacher reads the directions. 21 a

b

c

22 a

b

c

23 a

b

c

Fill in the circle next to the word that names the picture.


24

a pin b pan c pen


29

19

Student Name

a hit

25

b hat c hot a pig

26

b big c peg a crib

27

b grab c crab a bank

28

b hand c band a sink

29

b sick © Macmillan/McGraw– Hill

c sank

STOP

20

30


Student Name Grade 1 • Unit 1

Student Evaluation Chart Tested Skills

Number Percent Correct Correct

Listening Comprehension: Double final consonant, 1; author’s purpose, 2; retell events in order, 3

/3

High-Frequency Words: Very, 4

/1

Correlations

% Item

%

1 2

Structural Analysis: Inflectional ending -s, 5, 6; possessive nouns with ’s, 7

/3

%

Assessed Benchmarks*

3 4

LA.A.2.2.2 LA.A.2.2.1 LA.A.1.2.3

5

Reading Comprehension: Plot development: character, setting, 8, 10; author’s purpose, 9

6

/3

%

7 8 9

Short response: Retell events in order, 11

/2

%

10

Literary Elements: Rhyme, 12

/1

%

12 13

Text Features and Study Skills: Use photographs, 13; labels (with a picture), 14; book parts, 15; list, 16

/4

Grammar: Sentences, 17; word order, 18; capitalization, 19; end punctuation, 20

/4

Phonemic Awareness/Phonics: Phoneme blending, 21; onset and rime, 22; phoneme isolation, 23; short /a/a, 24, 25; short /i/i, 26; r blends: /kr/cr-, 27; blends and digraphs: /nd/-nd, 28; /nk/-nk, 29

11

%

14 15 16 17 18 19 20 21 22

/9

23 24 25 26


Total Unit Test Score

/30

%

27 28 29

LA.E.1.2.3 LA.A.2.2.1 LA.E.1.2.3 LA.A.2.2.1 LA.A.2.2.5 LA.A.2.2.5 LA.A.2.2.5 LA.A.2.2.5

New Sunshine State Standards

LA.1.1.6.1 LA.1.1.7.8 LA.1.1.7.6 LA.1.1.6.1 LA.1.3.4.4 LA.1.3.4.4 LA.1.1.6.1 LA.1.2.1.3 LA.1.1.7.8 LA.1.2.1.3 LA.1.2.1.5 LA.1.2.1.4 LA.1.1.7.1 LA.1.1.7.1 LA.1.2.2.1 LA.1.2.2.3 LA.1.3.4.6 LA.1.3.3.1 LA.1.3.4.2 LA.1.3.4.6 LA.1.1.3.2 LA.1.1.4.1 LA.1.1.3.1 LA.1.1.4.2 LA.1.1.4.2 LA.1.1.4.2 LA.1.1.4.1 LA.1.1.4.1 LA.1.1.4.1

* See benchmarks and standards on pages 173–182.


31

21



■


■


■

Structural Analysis

■

Literary Elements

■


■


■

Grammar


Numbers 1 to 3. Base your answers on the story “The Big Box.” Read all three answer choices for each question. Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me. You may begin now.

Reading Comprehension, High-Frequency Words, and Structural Analysis, pages 4–10 Have children turn to page 4. Say: You will read a story called “Dog Tricks” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 10, put down your pencils and look at me. You may begin now. Have children answer Numbers 4–11 and stop on page 10.

The Big Box One day a big box came to the house. Joan and Tim watched Mother bring it in.

Literary Elements and Text Features and Study Skills,

“Is that my birthday gift?” Joan asked. “No,” said Mother, as she put the box down.

pages 11–14

“Is it something for Dad?” Tim asked. “No,” Mother said, and she began to open the box.


Mother turned the flap over and out came something round and heavy. Mother said, “It’s something for everybody. It’s an ice cream machine.”

Have children turn to page 11. Say: You will read a poem called “Come to My Party” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 14, put down your pencils and look at me. You may begin now.

Now have children turn to page 3 and read the directions at the top of the page. Say: Now answer


33

Grammar,


pages 15–18

pages 19–20

Have children turn to page 15. Say: You will now answer some multiple-choice questions on grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First, answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively!

Have children turn to page 19. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 21. I will say a word: drum, /d/ /r/ /u/ /m/. What is the middle sound in /d/ /r/ /u/ /m/? Listen to these answer choices: fan, sun, dog. Fill in the circle next to the picture that has the same middle sound as /d/ /r/ /u/ /m/.

Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: A number in a box shows you the sentence number. An arrow shows you the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better. Have children turn to page 16. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 18, put down your pencils and look at me. You may begin now. Have children answer Numbers 17 to 20 and stop on page 18.

Say: Look at Number 22. I will say a word in parts: /n/ /e/ /k/. What word do you make when you put these sounds together? Listen to these answer choices: neck, tack, mint. Fill in the circle next to the picture that has the same sounds as /n/ /e/ /k/. Say: Look at Number 23. I will say a word in parts: /l/ /o/ /k/. What word do you make when you put these sounds together? Listen to these answer choices: lick, rock, lock. Fill in the circle next to the picture that has the same sounds as /l/ /o/ /k/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 24. I will say the name of the picture now. “Sock.” “Sock.” Read the three answer choices and fill in the circle next to the word “sock.”


Continue in the same way through page 20—Number 25: bed; Number 26: bug; Number 27: fish; Number 28: path; Number 29: flag.

34



Format Unit Assessment TESTED SKILLS AND STRATEGIES • Listening Comprehension • Reading Comprehension • High-Frequency Words • Structural Analysis • Literary Elements • Text Features and Study Skills • Grammar • Phonemic Awareness/Phonics

Reading This test measures how well students are achieving the Florida Standards. Here is a list of what you will read. Dog Tricks. . . . . . . . . . . . . . . . . . . . . . . . . Page 4 Come to My Party . . . . . . . . . . . . . . . . . . Page 11

Directions to Students


Read the story and the poem in this test. Then choose the best answer to each question.

36


Student Name

Now answer Numbers 1 to 3. Base your answers on the story “The Big Box.” 1 Joan and Tim

Mother bring the box in

the house. a watches b watched c watching 2 What happens FIRST in the story?

a Mother opens the box. b The box comes to the house. c Joan asks Mother about the box. 3 What is in the box?

a a gift for Dad b Joan’s birthday gift


c an ice cream machine

STOP


37

3


UNIT

2

Read the story “Dog Tricks.” Then answer Numbers 4 to 11.

Dogs can do many fun things. They can jump. They can play.

38 4

38



Dog Tricks



UNIT

2

Some dogs go to school. They sit and come. Yes, good dog!


39

5

UNIT

This pup’s trick is very good. She wants to eat. She sits up.

40 6

40


2





UNIT

2

This dog is fast. He jumps a plank. Now he jumps the rest of them.


41

7

UNIT

This dog cannot jump. His leg is hurt. But he can lick!

42 8

42


2



Student Name

Now answer Numbers 4 to 11. Base your answers on the story “Dog Tricks.” 4 Some dogs go to

.

a today b under c school cannot? 5 What is another way to write the word cannot a ca’nt b can’t c couldn’t 6 The dog is

over a plank.

a jumps b jumped c jumping 7

a good dog.


a He b He’s c Hes’s


43

9

Student Name 8 What is this story about?

a Dogs do tricks. b Dogs are funny. c Dogs do many things. 9 Why does the little pup sit up?

a She wants to eat. b She wants to play. c She wants to jump. 10 What could be another title for this story?

a “Bad Dogs” b “Cat Tricks” c “Fun with Dogs”


11 What dog tricks does the story talk about?

STOP

10

44



UNIT

2

Read the poem “Come to My Party.” Then answer Number 12.

Come to My Party


Come here today, For my birthday. Come here at one, We will have fun!


45

11

Student Name 12 How many beats are there in each line of

“Come to My Party”? a2 b3


c4

12

46


Student Name 13 Look at the diagram. EVchn Ijaê ;adlZgh 9V^hn

Aân

Which word should go in the blank circle? a Rose

b Tree

c Fish

14 Read these dictionary entries.


beak: the hard part of a bird’s mouth bean: a seed people can eat bear: a large furry animal with sharp claws Which word has a meaning that tells about food? a beak

b bean


c bear

47

13

Student Name 15 All the children were asked to sit in the back

row. Which picture shows what the children should do? a

b

c

16 Look at the sign. © Macmillan/McGraw– Hill

Which word goes on the sign? a WALK b HELP c STOP STOP

14

48


Student Name



not mark outside the bubble. ✓ Double-check your answers. ✓ Relax. ✓ Think positively!

What do these mean?


1

This number is in the Florida test to show a sentence number. This arrow shows the start of a paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.


49

15

Student Name

The story below is Sara’s first draft. Read the story to answer questions 17–18.

My School Play The school play is next wednesday. 2 Tomas will be a rabbit. 3 Many childrens are in it.


1

16

50


Student Name 17 Which sentence has a plural noun with

a mistake? a sentence

1

b sentence

2

c sentence

3

18 Which sentence has a word that needs

a capital letter? 1

b sentence

2

c sentence

3


a sentence


51

17

Student Name

Read the story “The Duck Pond.” Choose the word that correctly completes questions 19–20.

The Duck Pond I saw three (19) at the park today. Mom took a (20) of them. We fed them, too!

19 Which answer should go in blank (19)?

a duck

b ducks

c ducked

a picture

b pictures



c pictured

STOP

18

52


Student Name


b

c

22 a

b

c

23 a

b

c

Fill in the circle next to the word that names the picture. 24

a sick b sack


c sock 25

a bid b bad c bed


53

19

Student Name

a beg

26

b bog c bug a fist

27

b fish c find

a path

28

b past c pant a flag

29

b grab


c drag

STOP

20

54





Listening Comprehension: Inflectional ending -ed, 1; retell events in order, 2; main idea and details, 3

/3

High-Frequency Word: school, 4

/1

Correlations

% Item

%

1 2

Structural Analysis: Contractions n’t, 5; inflectional ending -ing, 6; contractions ’s, 7

3

/3


LA.A.2.2.1 LA.A.2.2.1

4 5

Reading Comprehension: Main idea and details, 8–10

/3

%

Short response: Main idea and details, 11

/2

%

Literary Elements: Rhythmic patterns, 12 Text Features and Study Skills: Diagram, 13; dictionary, 14; directions, 15; signs, 16 Grammar: Irregular plural nouns, 17; days, months, holidays, 18; plural nouns, 19; nouns, 20; Phonemic Awareness/Phonics: Phoneme isolation, 21; phoneme blending, 22, 23; short /o/o, 24; short /e/e, 25; short /u/u, 26; digraphs: /sh/sh, 27; /th/th, 28; blends: /fl/fl, 29

6 7 8 9 10

/1

%

11 12 13 14

/4

15 16 17 18

/4

19 20 21 22

/9

%

23 24 25 26


27


LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1

/30

%

28 29

LA.A.2.2.8



* See benchmarks and standards on page 173–182.

STOP


55

21



■


■


■

Structural Analysis

■


■

Grammar

■


■

Literary Elements


question. Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me. You may begin now. Read the questions and answers for Numbers 1 to 3 to the children.

Reading Comprehension, High-Frequency Words, and Structural Analysis, pages 4–10 Have children turn to page 4. Say: You will read a story called “Tike Takes the Cake” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 10, put down your pencils and look at me. You may begin now. Have children answer Numbers 4–11 and stop on page 10.

Tree Animals


Many animals can live in a hole in a tree. A mother bird can dig a little hole in a tree. She lays her eggs in the hole. It is her nest. Her babies eat and grow strong. Then the family flies away. Bugs dig in the wood. They eat small bits of the tree. They make the hole bigger. Then a squirrel moves in. The squirrel puts grass in the hole to make a soft nest. After the squirrel moves away, the hole may be a home for another animal. Now have children turn to page 3 and read the directions at the top of the page. Say: Listen while I read Numbers 1 to 3. Base your answers on the story “Tree Animals.” Listen to all three answer choices for each


Literary Elements and Text Features and Study Skills, pages 11–14 Have children turn to page 11. Say: You will read a poem called “Silver Dollar” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 14, put down your pencils and look at me. You may begin now.

57

Grammar,


pages 15–18

pages 19–20

Have children turn to page 15. Say: You will now answer some multiple-choice questions on Grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First, answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively!

Have children turn to page 19. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 21. I am going to say a word with four sounds: switch, /s/ /w/ /i/ /ch/. Now drop the first sound. What new word did you make? Listen to these answer choices: ring, wing, witch. Fill in the circle next to the picture that shows what word you make if you drop the /s/ sound from /s/ /w/ /i/ /ch/.

Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: A number in a box shows you the sentence number. An arrow shows you the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.

Say: Look at Number 22. I will say a word in parts: /ch/ /i/ /k/. What word do you make when you put these sounds together? Listen to these answer choices: chin, chick, stick. Fill in the circle next to the picture that has the same sounds as /ch/ /i/ /k/.

Have children turn to page 16. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 18, put down your pencils and look at me. You may begin now. Have children answer Numbers 17–20 and stop on page 18.

Say: Look at Number 23. I will say a word: /b/ /ī/ /k/. What is the middle sound in /b/ /ī/ /k/? Listen to these answer choices: kite, bib, bath. Fill in the circle next to the picture that has the same middle sound as /b/ /ī/ /k/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 24. I will say the name of the picture now. “Cane.” “Cane.” Read the three answer choices and fill in the circle next to the word “cane.”


Continue in the same way through page 20— Number 25: bike; Number 26: spring; Number 27: chimp; Number 28: slide; Number 29: street.

58



Format Unit Assessment TESTED SKILLS AND STRATEGIES • Listening Comprehension • Reading Comprehension • High-Frequency Words • Structural Analysis • Text Features and Study Skills • Grammar • Phonemic Awareness/Phonics • Literary Elements

Reading This test measures how well students are achieving the Florida Standards. Here is a list of what you will read. Tike Takes the Cake . . . . . . . . Page 4 Silver Dollar . . . . . . . . . . . . . .Page 11



Read the story and the poem in this Test. Then choose the best answer to each question.

2

60


Student Name

Now answer Numbers 1 to 3. Base your answers on the story “Tree Animals.” 1 Which word has ONE syllable?

a bird b little c mother 2 What is this story MOSTLY about?

a how birds eat bugs b how holes get bigger c how animals use a tree hole 3 Which animals use the tree as food?

a birds b bugs


c squirrels

STOP


61

3


UNIT

3

Read the story “Tike Takes the Cake.” Then answer Numbers 1 to 11.

Jake was having some pals over for fun. Many boys and girls from school were there. Jake’s little dog, Tike, was there, too.

4

62



Tike Takes the Cake



UNIT

3

Tike wanted to play. He yipped at the kids. The boys and girls did not look at Tike. Tike sat down. He gazed at Jake and his pals.


63

5

UNIT

Jake and his pals played games. They jumped and skipped in the yard. They swam and played tag together. “I am coming to tag you!” yelled Jake.

6

64


3





UNIT

3

Tike wanted to play all of the games, too. He jumped and ran. He sprang up and down. But the kids did not want to play with little Tike.


65

7

UNIT

Then the kids ate snacks together. Tike went under a bench. In Jake’s hand was a chunk of cake. Tike ate it! Now Tike was having fun, too.

8

66


3



Student Name

Now answer Numbers 4 to 11. Base your answers on the story “Tike Takes the Cake.” 4 Jake’s pals are at the party. Tike is

, too. a again b there c together 5 Tike

the children when they play.

a watch b watchs c watches 6 Jake

games in the yard.

a play b playing c played


7

coming to tag you! a I’m b I’ll c I’ve


67

9

Student Name 8 How does Tike feel when the children do not

look at him? a sad b happy c afraid 9 Why does Tike jump up and down?

a He is mad. b He wants to play. c He wants to go inside. 10 Where does this story take place?

a in Jake’s yard b at Jake’s camp c at Jake’s school


11 What will probably happen NEXT?

STOP

10

68



UNIT

3

Read the poem “Silver Dollar.” Then answer Number 12.

Silver Dollar


I held it in my hand, It had sparkle and shine, It was heavy and round, All silver and all mine!


69

11

Student Name 12 What do the words sparkle and shine tell you

about a silver dollar? a It is bright. b It is hard to hold.


c It is larger than a nickel.

12

70


Student Name 13 Look at the map.

<6G9:CGD69

BDGC>C<A6C:

B6>CHIG::I

HX]dda

EVg`

=><=HIG::I

HidgZ

;^gZHiVi^dc

The school is on a Main Street

Idlc =Vaa

. b High Street

c Garden Road

14 Look at the newspaper.

IdYVn¾hCZlh CdkZbWZg)!'%%*

@^YhEaVn

@ViZBVnVcYGVn7jgcheaVnWVaa#

Who wrote the story in the newspaper? a Chad Jones

b Kate May


c Ray Burns

71

13

Student Name 15 Look at the chart.

What Is Your Favorite Color? Color Red Blue Green Yellow

Number of Children |||| |||| |||| |||| |||| || ||||

Which colors do MOST of the children like? a Red and Blue b Blue and Green c Green and Yellow 16 Look at the list.


Children’s Locker Numbers Locker 1 Maria Locker 2 James Locker 3 Hakim Locker 4 Andy Locker 5 Sarah Locker 6 Patrick Locker 7 Ping

Who has Locker 5? a James 14

72

b Sarah

c Patrick

STOP


Student Name



not mark outside the bubble. ✓ Double-check your answers. ✓ Relax. Think positively!

What do these mean?


1

This number is in the Florida test to show a sentence number. This arrow shows the start of a paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.


73

15


UNIT

3

The story below is a first draft that Nick wrote. The story has mistakes. Read the story to answer questions 17 and 18.

School Days I goes to school with Dan. 2 Dan lives next door. 3 We is in first grade.


1

16

74


Student Name 17 In which sentence is the verb written correctly?

a sentence

1

b sentence

2

c sentence

3

18 In which sentence should the verb be

changed to are are? 1

b sentence

2

c sentence

3


a sentence


75

17

Student Name

Read the story “Dancing Friends.” Choose the words that correctly complete questions 19 and 20.

Dancing Friends I take dancing lessons. My friend Tim (19) with me. Tim (20) with us last year.


b dances

c dancing


a dance


a stay

b stays

c stayed STOP

18

76


Student Name


b

c

22 a

b

c

23 a

b

c

Fill in the circle next to the word that names the picture. 24

a can


b cane c come 25

a bite b bike c bark


77

19

Student Name

a string

26

b spring c sprung a chimp

27

b shrimp c champ a slid

28

b slide c stride a street

29

b sprint


c string

STOP

20

78





Listening Comprehension: Identify syllable, 1; main idea and details, 2; compare and contrast, 3

/3

High-Frequency Word: There, 4

/1

Correlations

% Item

%

1 2

Structural Analysis: Inflectional ending -es, 5; inflectional ending -ed, 6; contractions, 7

3

/3

%


LA.A.2.2.1 LA.A.2.2.7

4 5 6

Reading Comprehension: Plot development: character, setting, 8–10

/3

%

7 8 9

Short response: Plot development: make predictions, 11 Literary Elements: Word choice, 12 Text Features and Study Skills: Map, 13; periodicals/newspaper, 14; chart, 15; numerical list, 16 Grammar: Present-tense verbs, 17, 19; past-tense verbs, 20; Is and Are, 18 Phonemic Awareness/Phonics: Phoneme deletion, 21; phoneme blending, 22; phoneme isolation, 23; long /ā/a_e, 24; long /ī/i_e, 25; S Blends: /sp/sp-, 26; /sl/sl-, 28; digraphs: /ch/ch, 27; triple consonants: /str/str-, 29

/2

%

10 11 12

/1

%

13 14

/4

%

15 16 17 18

/4

%

19 20 21 22 23

/9

%

24 25 26 27


28


LA.E.1.2.3 LA.E.1.2.3 LA.E.1.2.3 LA.E.1.2.2

29

/30

%

LA.A.2.2.8 LA.A.2.2.8 LA.A.2.2.8 LA.A.2.2.8




STOP


79

21

Grade 1, Unit 4 This Unit Assessment is designed to measure your students’ mastery of the skills taught in the unit. The test assesses all of the following areas: ■


■


■


■

Literary Elements

■


■


Reading Comprehension and Vocabulary Strategies,

■

Phonemic Awareness/Phonics/Structural Analysis

pages 5–11

■

Writing

Say: Listen while I read a story to you. You will be asked to answer three questions based on this story. Listen carefully. We will begin now.

Have children turn to page 5. Say: You will read a story called “Do You Want a Dog?” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 11, put down your pencils and look at me. You may begin now.

Janie and the Pie

Have children answer Numbers 4–11 and stop on page 11.

Listening Comprehension, page 4

Janie had always wanted to bake a pie. She said to her mother, “Today is the day! Please let me make a cherry pie.” “All right,” said her mother. “I’ll explain each step for you.” Janie got a pencil and paper. She began writing down what Mother said. Mother talked about foods that Janie would need, like milk and butter. She told Janie how many cherries to use in the pie. Mother also said how long to bake the pie in the oven. © Macmillan/McGraw– Hill

Now have children turn to page 4 and read the directions at the top of the page. Say: Listen while I read Numbers 1 to 3 on page 4. Listen to all three answer choices for each question. Base your answers on the story “Janie and the Pie.” Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me. You may begin now.

After a while the paper was full. Mother kept on talking but Janie was not writing now.

Literary Elements and Text Features and Study Skills, pages 12–15 Have children turn to page 12. Say: You will read a poem called “Why Am I So Afraid?” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 15, put down your pencils and look at me. You may begin now.

“What is the matter?” asked her mother. “Don’t you want to bake the pie?” “No,” said Janie. “I’d rather just eat it.”


81

pages 16–19 Have children turn to page 16. Say: You will now answer some multiple-choice questions on Grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First, answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively! Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: A number in a box shows you the sentence number. An arrow shows you the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.

Say: Look at Number 21. I will say a word in parts: /l/ /ē/ /f/. What word do you make when you put these sounds together? Listen to these answer choices: leaf, leash, reef. Fill in the circle next to the picture that has the same sounds as /l/ /ē/ /f/. Say: Look at Number 22. I will say a word in two parts. Listen carefully to its parts: /s/ /āl/. Now I want you to put the parts together. Listen to these answer choices: pail, sail, nail. Fill in the circle next to the picture that makes the sounds you hear in /s/ /āl/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 23. I will say the name of the picture now. “Feet.” “Feet.” Read the three answer choices and fill in the circle next to the word “feet.” Continue in the same way through page 20—Number 24: rose; Number 25: snail; Number 26: seal.

Have children turn to page 17. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 19, put down your pencils and look at me. You may begin now.

Say: Now look at Numbers 27 and 28. Read each question carefully. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 21, put down your pencils and look at me. You may begin now.


Writing Prompt,

Phonemic Awareness/Phonics, pages 20–21 Have children turn to page 20. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 20. I will say a word in parts: /r/ /ō/ /b/. What word do you make when you put these sounds together? Listen to these answer choices: rope, globe, robe. Fill in the circle next to the picture that has the same sounds as /r/ /ō/ /b/.

82

pages 22–25 Have children turn to page 22. Say: Here are some tips to help you do your best when you respond to the Florida Writing Prompt. Remember these tips when you write. Read the prompt carefully. Plan your writing. Support your ideas. Use full sentences. Reread what you have written. Have children turn to page 23. Say: Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Only the writing on page 25 will be scored. Read the writing prompt aloud. Make sure children understand what they must do.





Format Unit Assessment TESTED SKILLS AND STRATEGIES • Listening Comprehension • Reading Comprehension • Vocabulary Strategies • Literary Elements • Text Features and Study Skills • Grammar, Mechanics, and Usage • Phonemic Awareness/Phonics/ Structural Analysis • Writing

Reading This test measures how well children are achieving the Florida Standards. Here is a list of what you will read. Do You Want a Dog? . . . . . . . . Page 5 Why Am I So Afraid?. . . . . . .Page 12





85

Student Name

Now answer Numbers 1 to 3. Base your answers on the story “Janie and the Pie.” 1 Read this sentence from the story.

Mother also said how long to bake the pie in the oven. What does the word bake mean? a fill b eat c cook 2 What happens in the MIDDLE of the story?

a Janie writes down what Mother says. b Janie asks Mother to help her make a pie. c Janie stops writing down what Mother says. 3 Why does Janie get a pencil and paper?

a to sign her name b to give to Mother © Macmillan/McGraw– Hill

c to write what Mother says

STOP

4

86



UNIT

4

Read the story “Do You Want a Dog?” Then answer Numbers 1 to 11.


Do You Want a Dog?

Many people want a dog for a pet. They think having a dog will be a lot of fun. They are right. There are many terrific things that a pet can add to your life!


87

5

UNIT

But having a pet is a lot of hard work, too. Do not get a dog in haste. Take your time. Think about it. Can you take good care of him? Can you give him a happy life?

6

88


4





UNIT

4

When you get a dog, he is soft, fuzzy, and cute. He likes to run, jump, and give you kisses. But there are many things that he needs from you. He needs food and water. He needs to run and play. He also needs to be cleaned.


89

7

UNIT

Dogs are most happy when they are doing things. They like to go for a walk each day. Dogs like to sniff the things they see. They think sniffing is really fun!

8

90


4





UNIT

4

Now you know some things about having a dog. Do you think you are ready to have a dog? Do you think you can take good care of him?


91

9

Student Name

Now answer Numbers 4 to 11. Base your answers on the story “Do You Want a Dog?” 4 Do not walk the dog in

a slow

. Take your time.

b time

c haste

correct? 5 In which sentence does right mean correct a Try to give the right answer. right. b Look at the dog on your right c The dog’s leash is right there. one? 6 Which word shows more than one a kiss

b kisses

c kissing

7 Read this dictionary entry.

terrific: very good Which sentence uses the SAME meaning terrific? of terrific a I had a terrific cold last week. c Ryan had a terrific day playing in the park.

10

92



b The terrific storm broke our big tree.

Student Name 8 Why should you think about it BEFORE you

get a dog? a to make you NOT want a dog anymore b to help you pick the prettiest dog that you can c to help you make sure you can take care of a dog 9 Having a dog is MOST like

.

a caring for a baby b playing with a toy c being with a friend 10 Why do dogs like to go for walks?

a They need food and water. b They like to sniff new things. c They are soft, fuzzy, and cute. 11 How is having a dog DIFFERENT from © Macmillan/McGraw– Hill

having a cat?

STOP


93

11


UNIT

4

Read the poem “Why Am I So Afraid?” Then answer Number 12.

Why Am I So Afraid? I look down into the pool, So why am I so afraid?


The water is clear and cool, So why am I so afraid?

12

94


Student Name 12 Which line is repeated in the poem?

a “So why am I so afraid?” b “I look down into the pool”


c “The water is clear and cool.”


95

13

Student Name 13 Look at the floor plan.

Bh#BVgi^c¾h Gddb

<^gah¾ GZhigddb

:mî &

7dnh¾ GZhigddb

:mî'

Bgh#7ZX`¾h Gddb

Eg^cXêVa KVcYn¾h D[[^XZ

:mî(

Bgh#=^\]ide¾h Gddb

Bg#AZZ¾h Gddb

Which exit is the closest to Mrs. Beck’s room on the floor plan? a Exit 1 b Exit 2

14

96


c Exit 3


Student Name 14 Look at the telephone directory. James, Kenny . . . . . . . . . . . . . . . . . . . . . 555-4217 Johnson, Kate. . . . . . . . . . . . . . . . . . . . . 555-7759 Johnson, Mika . . . . . . . . . . . . . . . . . . . . 555-0257 Jones, Kelly . . . . . . . . . . . . . . . . . . . . . . . 555-3232 Jones, Rosa . . . . . . . . . . . . . . . . . . . . . . 575-9338 Jones, Seth . . . . . . . . . . . . . . . . . . . . . . . 575-1788

What is Kelly Jones’s telephone number? a 555-4217

b 575-9338

c 555-3232

15 Look at the textbook page.


A noun is a kind of word. Nouns give names to things. You see a lot of nouns when you read. In fact, a noun will be in almost every sentence. What is the MOST important word on the page? a noun

b word

c read STOP


97

15

Student Name




What do these mean? This number is in the Florida test to show a sentence number. This arrow shows the start of a paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.

16

98



1

Student Name

The story below is a draft that Tim wrote. Read the story to answer questions 16–17.

My Big Brother Erik was born on April 24 1992. 2 he is my older brother. 3 Sometimes he takes me to the movies. 1


16 Which sentence needs a comma?

a sentence

1

b sentence

2

c sentence

3

17 Which sentence needs a capital letter?

a sentence

1

b sentence


2

c sentence

3

99

17

Student Name

Read the story “Farm Life.” Choose the word that correctly completes questions 18 and 19.

Farm Life


My family lives on a farm. We (18) many hens and cows. There is a lot of work on a farm. Every morning I (19) my chores.

18

100


Student Name 18 Which answer should go in blank (18)?

a has b have c having 19 Which answer should go in blank (19)?

a do b does


c done

STOP


101

19

Student Name


b

c

21 a

b

c

22 a

b

c

Fill in the circle next to the word that names the picture. a fit

23

b fat c feet © Macmillan/McGraw– Hill

a rain

24

b rise c rose

20

102


Student Name

a sell

25

b sank c snail a sail

26

b seal c slam 27 Cats are

than fish.

a cute b cuter c cutest 28 Kate

the final score.

a tally b tallys


c tallies

STOP


103

21

Student Name

Florida Writing Prompt Information Tips for Responding to the Writing Prompt Here are some tips to help you do your best when you respond to the Florida Writing Prompt. Remember these tips when you write. ✓ Read the prompt carefully. ✓ Plan your writing. ✓ Support your ideas. ✓ Use full sentences.


✓ Reread what you have written.

22

104


Student Name

PLANNING SHEET


Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Only the writing on page 25 WILL be scored.


105

23


UNIT

4

PROMPT Everyone has a special book that he or she wants a friend to read. Think about a special book you want a friend to read. Now write a story about a special book you want a friend to read. Tell your friend why he or she should read the book.


DO NOT WRITE ON THIS PAGE.

24

106



Student Name

STOP


107

25


Student Evaluation Chart

Listening Comprehension: Context clues, 1; plot development, 2; plot development: draw conclusions, 3 Vocabulary: Words in context, 4; multiple-meaning words, 5; word parts, 6; use a dictionary: unfamiliar words, 7

Number Percent Correct Correct /3

Correlations

% Item 1

/4

%

2 3 4

Reading Comprehension: Author’s purpose: make inferences, 8, 10; compare and contrast, 9

/3

Short response: compare and contrast, 11

/2

%

Literary Elements: Repetition, 12

/1

%

5

%

7 9 10

Grammar: Commas, 16; sentence punctuation, 17; has and have, 18, go and do, 19; Phonemic Awareness/Phonics: Phoneme blending, 20, 21; onset and rime blending, 22; long /ē/ee, 23; long /ō/o_e, 24; long /ā/ai, 25; long /ē/ea, 26; long /ū/ u_e/inflectional ending -er, 27; long/ē/y/ inflectional ending -es, 28

11


LA.A.2.2.2 LA.A.2.2.7 LA.A.2.2.2 LA.A.2.2.7

12 13

/3

%

14 15 16 17

/4

%

18 19 20 21 22

/9

%

23 24 25 26 27

Writing: Expository: persuasive book report

LA.A.1.2.3 LA.E.1.2.2 LA.E.1.2.2 LA.A.1.2.3 LA.A.1.2.3

6 8

Text Features and Study Skills: Floor plan, 13; telephone directory, 14; bold print, 15


/6

%

28

LA.A.2.2.8 LA.A.2.2.8 LA.A.2.2.5


LA.1.1.6.3 LA.1.2.1.2 LA.1.2.1.2 LA.1.1.6.3 LA.1.1.6.9 LA.1.1.4.7 LA.1.1.6.10 LA.1.1.7.8 LA.1.1.7.7 LA.1.1.7.8 LA.1.1.7.7 LA.1.2.1.4 LA.1.2.2.1 LA.1.2.2.1 LA.1.2.2.1 LA.1.3.4.3 LA.1.3.4.2 LA.1.3.4.5 LA.1.3.4.5 LA.1.1.3.2 LA.1.1.3.2 LA.1.1.3.2 LA.1.1.4.2 LA.1.1.4.2 LA.1.1.4.2 LA.1.1.4.2 LA.1.1.4.7 LA.1.1.4.7


/35

%

STOP

26

108



Tested Skills



■


■


■

Literary Elements

■


■


■


■

Writing

Listening Comprehension, page 4

Reading Comprehension and Vocabulary Strategies, pages 5–11 Have children turn to page 5. Say: You will read a story called “The Little Fish” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 11, put down your pencils and look at me. You may begin now.

Say: Listen while I read a story to you. You will be asked to answer three questions based on this story. Listen carefully. We will begin now.


The Night Sky

Literary Elements and Text Features and Study Skills,

Do you ever look up at the night sky? You might see the moon or some stars. If there are too many clouds, you will not see the stars. But when the clouds are gone, you can see many stars. Some stars are very bright. This means it is easy to see them. Other stars are tiny. It is not as easy to see them. Some stars are far apart from each other. Others are crowded together. Some just look like stars, but they are not stars at all. They are planets!


I read Numbers 1 to 3. Base your answers on the story “The Night Sky.” Listen to all three answer choices for each question. Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me. You may begin now.

The brightest star in the night sky is called Sirius. It has the nickname “the dog star.” It is part of a group of stars called “the big dog.” Another group of stars is called the Big Dipper. You can learn what the Big Dipper looks like. Then you can find it in the night sky. It can help you learn about many other stars. Now have children turn to page 4 and read the directions at the top of the page. Say: Listen while


pages 12–15 Have children turn to page 12. Say: You will read a poem called “Go Fish” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 15, put down your pencils and look at me. You may begin now.

Grammar, Mechanics, and Usage, pages 16–19 Have children turn to page 16. Say: You will now answer some multiple-choice questions on grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First,

109

Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: A number in a box shows you the sentence number. An arrow shows you the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better. Have children turn to page 17. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 19, put down your pencils and look at me. You may begin now. Have children answer Numbers 17–20 and stop on page 19.

Phonemic Awareness/Phonics, pages 20–21 Have children turn to page 20. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 21. I will say a word in parts: /b/ /ō/ /t/. What word do you make when you put these sounds together? Listen to these answer choices: coat, boat, bone. Fill in the circle next to the picture that has the same sounds as /b/ /ō/ /t/. Say: Look at Number 22. I will say a word in parts: /b/ /ir/ /d/. What word do you make when you put these sounds together? Listen to these answer choices: barn, girl, bird. Fill in the circle next to the picture that has the same sounds as /b/ /ir/ /d/.

Say: Look at Number 23. I will say a word: corn, /k/ /or/ /n/. What is the middle sound in /k/ /or/ /n/? Listen to these answer choices: fork, star, wolf. Fill in the circle next to the picture that has the same middle sound as /k/ /or/ /n/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 24. I will say the name of the picture now. “Goat.” “Goat.” Read the three answer choices and fill in the circle next to the word “goat.” Continue in the same way through page 20—Number 25: horn; Number 26: bow; Number 27: arm. Say: Now look at Numbers 28 and 29. Read each question carefully. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 21, put down your pencils and look at me. You may begin now. Have children answer questions 27 and 28 and stop at the bottom of page 21.

Writing Prompt, pages 22–25 Have children turn to page 22. Say: Here are some tips to help you do your best when you respond to the Florida Writing Prompt. Remember these tips when you write. Read the prompt carefully. Plan your writing. Support your ideas. Use full sentences. Reread what you have written. Have children turn to page 23. Say: Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Only the writing on page 25 will be scored. Read the writing prompt aloud. Make sure children understand what they must do.

110



answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively!



Reading This test measures how well children are achieving the Florida Standards. Here is a list of what you will read. The Little Fish . . . . . . . . . . . . . . Page 5 Go Fish. . . . . . . . . . . . . . . . . . .Page 12





113

3

Student Name

Now answer Numbers 1 to 3. Base your answers on the story “The Night Sky.” 1 Listen to these sentences from the story.

Some stars are far apart from each other. Others are crowded together. crowded? What is the base word of crowded a crowd b crowds c crowding 2 What is something that may look like a star,

but is NOT a star at all? a cloud b planet c dog star 3 What happens when there are too

many clouds in the night sky? © Macmillan/McGraw– Hill

a You will see many stars. b You will not see the stars. c The stars will look brighter.

STOP

4

114



UNIT

5

Read the story “The Little Fish.” Then answer Numbers 1 to 11.


The Little Fish

A long time ago a little fish lived in a little lake. The fish seemed very happy. It swam. It ate. It played. The little fish lived a very good fish life. It even had many animal friends from the forest.


115

5

UNIT

5

One day a duck stopped to see its friend the fish. “Good day, fish,” said the duck. “How are you?” “Very well, thank you,” said the fish. “You were away for a long time. Where were you?”

6

116






UNIT

5

“Flying,” said the duck. “I went to a big lake nearby and saw a little fish. The fish was just like you!” The duck told the fish about some more things he saw on his travels.


117

7

UNIT

5

After the duck went away, the little fish was very sad. Suddenly it did not like swimming in the lake all alone. “I want a friend to swim with me,” the fish thought. “I do not want to be alone.” This made it so sad that it began to cry.

8

118






UNIT

5

The more the fish cried, the higher the water rose in the lake. Then the lake got too full. Some of the water spilled over the side of the lake. The water made a path to the other lake and formed the first river. Now the two little fish are friends.


119

9

Student Name

Now answer Numbers 4 to 11. Base your answers on the story “The Little Fish.” 4 Read this dictionary entry.

suddenly Adverb. right then Which words have the SAME meaning suddenly? as suddenly a happening now b happening later c never happening nearby? 5 Which word means the SAME as nearby a close

b before

c under

6 Read these sentences from the story.

“I want a friend to swim with me,” the fish thought. “I do not want to be alone.” What does the word alone mean? b by yourself c with your friends 7 The duck saw the fish were

a swim

10

120

b swims

in the lake. c swimming



a in the water

Student Name 8 Why did the lake MOST LIKELY overflow?

a The fish was quiet. b The fish cried a lot. c The lake needed water. 9 Which of these things could NOT really

have happened? a The duck flew away. b The duck went to a pond. c The duck talked to the fish. 10 How does the little fish go see the other fish?

a He swims in the river to the new lake. b He asks the duck to fly there with him. c He walks through the forest to the new lake.


11 What did the duck say that made the fish sad?

STOP


121

11

Student Name

Read the poem “Go Fish.” Then answer Number 12.

Go Fish


How long should I wait? Little fish, take my bait. Give a pull at my line, Just one tug, and you’re mine!

12

122


Student Name 12 Which words make a rhyming pattern?

a just and tug in line 4 b I and take in line 1 and line 2


c line and mine in line 3 and line 4


123

13

Student Name 13 Look at this picture and the caption.

What is the name of the boy in the picture? a Mike b Jenny c Coach Gus

8dVX]
14 Look at the diagram.

Kyra

Cory

has blue eyes

is a girl

has brown eyes

likes pizza

has brown hair

likes hot dogs

plays baseball

is in first grade

plays soccer

What is the SAME about Kyra and Cory? b They both play baseball. c They both have brown hair.

14

124



a They both like hot dogs.

Student Name 15 You want to find where the book Big Fish is

kept in a library. Where would you look? a in a magazine b in a dictionary c in a card catalogue

HijYZcih

16 Look at the picture graph. >chigjbZcihLZEaVn

&% . , + * ) ( ' & %

DWdZ

K^da^c

9gjb

IjWV

;ajiZ

E^Vcd


Bjh^XVa>chigjbZcih

How many students play the flute? a5 b7 c 10 STOP


125

15

Student Name




What do these mean?

This arrow shows the start of a paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better.

16

126



This number is in the Florida test to show a sentence number.

1

Student Name

The story below is a first draft that Habib wrote. The story has mistakes. Read the story to answer questions 17 and 18.

The Firehouse On tuesday it rained all day. 2 My class went to the firehouse. 3 We saw a fire engine and we talked with fred the Fireman. 1

17 Which sentence has a day of the week that © Macmillan/McGraw– Hill

needs a capital letter? a sentence

1

b sentence

2

c sentence

3

18 Which sentence has a proper noun that

needs a capital letter? a sentence

1

b sentence


2

c sentence

3

127

17

Student Name

Read the story “A Bear’s Life.” Choose the word that correctly completes questions 19 and 20.

A Bear’s Life


It is easy for bears to find food in summer. But in winter it is (19) to find food. Bears take very (20) naps in winter.

18

128



a nice b slow c hard 20 Which answer should go in blank (20)?

a long b longer


c longest

STOP


129

19

Student Name


b

c

22 a

b

c

23 a

b

c

Fill in the circle next to the word that names the picture. a got

24

b gate


c goat a horn

25

b hand c thorn

20

130


Student Name

a bar

26

b bow c bell a ark

27

b arm c yarn

Fill in the circle next to the best answer. 28 Dan

when he fell off the swing.

a cry b cried c cryed 29 Tyler lost his homework. He has to

it.

a undo


b redo c not do

STOP


131

21

Student Name




22

132


Student Name

PLANNING SHEET


Use this sheet to plan your writing. Your writing on this sheet will not be scored. Only the writing on page 25 will be scored.


133

23


UNIT

5

PROMPT On school days you have to get ready for school in the morning. Think about what you do to get ready for school. Now write a story about how you get ready for school every day.



24

134



Student Name

STOP


135

25


Student Evaluation Chart Tested Skills Listening Comprehension: Inflectional ending -ed, 1; compare and contrast, 2; cause and effect, 3 Vocabulary Strategies: Use a dictionary/unfamiliar words, 4; synonyms, 5; context clues/syntax and semantic clues, 6; inflectional ending -ing, 7


% Item 2

/4

%

3 5

Short response: Plot development: make inferences, 11

/2

6 8 9 10 11

%

/1

%

14 16

/4

%

LA.E.1.2.2 LA.E.2.2.7 LA.E.1.2.2 LA.E.1.2.2

12 13

LA.A.2.2.8 LA.A.2.2.8 LA.A.2.2.8 LA.A.2.2.8

17 18 19 20

/4

%

21 22 23 24

Phonemic Awareness/Phonics/ Structural Analysis: Phoneme blending, 21, 22; phoneme isolation, 23; long /ō/oa, ow, 24, 26; r-controlled vowel: /ôr/or, 25; /är/ar, 27; long /ī/igh/inflectional ending -ed, 28; prefixes re-, un-, 29

/9

Writing: Expository: how-to article

/6

%

/36

%


LA.A.1.2.3 LA.A.1.2.3

7

%

15

Grammar, Mechanics, and Usage: Days of the week: capitalize, 17; capitalizing proper nouns, 18; antonyms, 19; adjectives that compare, 20

LA.A.2.2.7 LA.E.2.2.1

4

/3

Text Features and Study Skills: Caption, 13; diagram, 14; card catalogue, 15; picture graph, 16


1

Reading Comprehension: Plot development: make inferences, 8; compare and contrast: fantasy and reality, 9; problem and solution, 10

Literary Elements: Rhyming patterns, 12

Correlations

25 26

%

27 28 29

LA.A.1.2.3




STOP

26

136




■


■


■

Literary Elements

■


■


■


■

Writing


Backyard Birds You can learn a lot about birds just by watching them in your backyard. Even in a huge city, you can watch birds finding food, building nests, and caring for their babies. What things have you watched birds do?


You will see some birds fly from tree to tree. Sparrows, robins, and cardinals like to rest on tree branches. Other birds like to peck at the ground most of the day. You will often see pigeons walking around on the ground when they look for food. Some kinds of birds do things that no other birds do. A mockingbird learns how to sing the songs of many other birds. Some mockingbirds can sing over ten different bird songs! Woodpeckers use their beaks to pound holes in thick tree trunks. And hummingbirds flap their wings so fast that they are hard to see!


So, the next time you want to learn some interesting facts about birds, just look in your own backyard! You can use a bird book to help you guess which bird is which. Now have children turn to page 4 and read the directions at the top of the page. Say: Listen while I read Numbers 1 to 3. Base your answers on the story “Backyard Birds.” Listen to all three answer choices for each question. Then fill in the circle next to the best answer. When you have finished, put down your pencils and look at me. You may begin now.

Reading Comprehension and Vocabulary Strategies, pages 5–11 Have children turn to page 5. Say: You will read a story called “Jim’s Fun Picnic” and then answer some questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. For Number 11, you will need to write your answer on the page. When you get to the bottom of page 11, put down your pencils and look at me. You may begin now. Have children answer Numbers 4–11 and stop on page 11.

Literary Elements and Text Features and Study Skills, pages 12–15 Have children turn to page 12. Say: You will read a poem called “Fuzzy Wuzzy” and then answer a question. Then you will answer some questions about study skills. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 15, put down your pencils and look at me. You may begin now.

137

Grammar, Mechanics, and Usage, pages 16–19 Have children turn to page 16. Say: You will now answer some multiple-choice questions on Grammar. These tips will help you do well when you answer the Florida grammar questions. I will explain the directions. First, answer the questions you are sure about. Then answer the harder questions. Fill in all answer bubbles completely. Do not mark outside the bubble. Doublecheck your answers. Relax! Think positively! Point out the symbols at the bottom of the page. Explain to children what each symbol means. Say: A number in a box shows you the sentence number. An arrow shows you the start of a new paragraph. The test may have writing that you might do for a first draft. The test will ask you to make the writing better. Have children turn to page 17. Say: You will now answer some multiple-choice questions. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 19, put down your pencils and look at me. You may begin now. Have children answer Numbers 17–20 and stop on page 19.

answer choices: coin, cow, moon. Fill in the circle next to the picture that has the same middle sound as /b/ /oi/ /l/. Say: Look at Number 23. I will say a word in parts: /kl/ /aw/. What word do you make when you put these sounds together? Listen to these answer choices: clam, claw, clay. Fill in the circle next to the picture that has the same sounds as /kl/ /aw/. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the circle next to the word that names the picture. Look at Number 24. I will say the name of the picture now. “Cloud.” “Cloud.” Read the three answer choices and fill in the circle next to the word “cloud.” Continue in the same way through page 20— Number 25: hook; Number 26: clown; Number 27: saw. Say: Now look at Numbers 28 and 29. Read each question carefully. Read all three answer choices for each question. Then fill in the circle next to the best answer. When you get to the bottom of page 21, put down your pencils and look at me. You may begin now. Have children answer questions 28 and 29 and stop at the bottom of page 21.

Writing Prompt,

Phonemic Awareness/Phonics, pages 20–21 Have children turn to page 20. Say: I will now read you some questions. Listen very carefully. Then fill in the circle next to the best answer. Say: Look at Number 21. I will say a word: good, /g/ /ů/ /d/. What is the middle sound in /g/ /ů/ /d/? Listen to these answer choices: boot, book, spoon. Fill in the circle next to the picture that has the same middle sound as /g/ /ů/ /d/. Say: Look at Number 22. I will say a word: boil, /b/ /oi/ /l/. What is the middle sound in /b/ /oi/ /l/? Listen to these

138

Have children turn to page 22. Say: Here are some tips to help you do your best when you respond to the Florida Writing Prompt. Remember these tips when you write. Read the prompt carefully. Plan your writing. Support your ideas. Use full sentences. Reread what you have written. Have children turn to page 23. Say: Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Only the writing on page 25 will be scored. Read the writing prompt aloud. Make sure children understand what they must do.



pages 22–25



Reading This test measures how well students are achieving the Florida Standards. Here is a list of what you will read. Jim’s Fun Picnic. . . . . . . . . . . . Page 5 Fuzzy Wuzzy . . . . . . . . . . . . . .Page 12



Read the story and the poem in this test. Then choose the best answer to each question. Question 11 needs a short written answer. This question is worth 2 points.


141

3

Student Name

Now answer Numbers 1 to 3. Base your answers on the story “Backyard Birds.” 1 How are cardinals and pigeons DIFFERENT?

a Cardinals live on the ground but pigeons make holes in trees. b Pigeons can sing many songs but cardinals can sing only one song. c Cardinals like to be in the trees but pigeons like to be on the ground. 2 Mockingbirds sing the songs of many other

birds, and hummingbirds ____. a peck at the ground most of the day b flap so fast that their wings are hard to see c pound holes in tree trunks with their beaks 3 Read this dictionary entry.

huge (Adjective) very big Which sentence uses huge correctly? © Macmillan/McGraw– Hill

a Most bugs are huge and hard to see. b I looked up to see the top of the huge building. c I wasn’t hungry so I ate a huge breakfast. STOP

4

142



UNIT

6

Read the story “Jim’s Fun Picnic.” Then answer Numbers 1 to 11.


Jim’s Fun Picnic

Jim had a picnic in the summer. It was on a beautiful, sunny day. What foods did he bring? What games did he play? Jim wanted to plan the best picnic ever!


143

5

UNIT

6

First, Jim thought about whom to invite to the picnic. He asked some friends and his family. Next, he picked a spot to have the picnic. He picked a spot with lots of space for people to eat and play. Some good spots for a picnic are a park, a lake, a forest, or a beach.

6

144






UNIT

6

Jim and his friends had many foods at the picnic. They all ate sandwiches. They also ate some other foods. They ate watermelon, grapes, and corn on the cob. Jim’s friends liked the food. After lunch they played games.


145

7

UNIT

6

Jim played many games at his picnic. He played catch with his pals. They tossed a ball across the grass. The children had a fun water fight. Some people played hide and seek. They had fun fooling the person who was searching for them!

8

146






UNIT

6

Jim cared for his friends. He wanted to keep his picnic safe. Jim wore a helmet when he rode his bike. He took a first aid kit for cuts and scrapes. Jim had lots of fun planning his picnic. Jim wanted to plan one again soon!


147

9

Student Name

Now answer Numbers 4 to 11. Base your answers on the story “Jim’s Fun Picnic.” 4 Read this sentence from the story.

First, Jim thought about whom to invite to the picnic. In this sentence, the word invite means ____. a ask

b leave

c forget

5 What is the base word of searching searching?

a search

b searched

c searches

6 Read this sentence from the story.

Jim wore a helmet when he rode his bike. In this sentence, the word helmet means ____. a a game you play with a bike b a kind of shoe you wear to ride a bike

bring? 7 Which word means the OPPOSITE of bring a find

10

148

b hold

c leave



c a kind of hat that keeps your head safe

Student Name 8 Look at the picture on page 5. Where is

Jim’s picnic? a at a park b at a forest c at the beach 9 Why does Jim bring a first aid kit?

a to help his mother b to play a fun game c to keep his friends safe 10 What will Jim MOST LIKELY do NEXT?

a go back to school b go to another picnic c clean up after his picnic 11 Jim’s friend Lanie is planning a picnic. She


learns that it will rain that day. What will Lanie probably do?

STOP


149

11


UNIT

6

Read the poem “Fuzzy Wuzzy.” Then answer Number 12.

Fuzzy Wuzzy


Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t very fuzzy, Wuzzy?

12

150


Student Name 12 Which word is used in a fun way?

a hair in line 2 b wuzzy in line 4


c fuzzy at the end of line 3


151

13

Student Name

Read the article “Hurricanes.” Then answer Numbers 13 and 14. HURRICANES What is a hurricane? A hurricane is a large storm. It brings strong winds and heavy rain. Where do hurricanes start? Hurricanes start over the ocean. How strong are hurricanes? Hurricanes can have very heavy winds that blow over 100 miles per hour. 13 In this article, you will NOT find information

on ____. a other types of storms b the strength of a hurricane


c the definition of a hurricane 14 Where do hurricanes start?

a over land b over the ocean c under the ground

14

152


Student Name

Read this Web page about dolphins. Then answer Numbers 15 and 16. 6YYgZhh###

]iie/$$lll#Ydae]^c"YViV#Xdb

HZVgX]

BVcneZdeaZi]^cì]ViYdae]^chVgZ kZgnhbVgi#I]ZnXVcaZVgcig^X`h!hjX] Vh_jbehVcYhe^ch#9dae]^chbV`ZhfjZV`h! Xa^X`h!VcYdi]Zgcd^hZhid[^cYdcZVcdi]Zg# I]ZnVahdjhZi]Z^gcd^hZhid]Zaei]Zb]jci# I]ZnXVcldg`^caVg\Z\gdjehid]jci[dg[ddY#

15 Your teacher has asked you to use the

Internet to find more information on dolphins. Where would you type in the word dolphins dolphins? a in the search box b in the address box c under the illustration 16 Which caption would BEST describe the © Macmillan/McGraw– Hill

illustration on the Web page? a Dolphins can learn tricks. b Dolphins make many noises. c Dolphins can work in groups. STOP


153

15

Student Name



not mark outside the bubble. ✓ Double-check your answers. ✓ Relax.


✓ Think positively!

16

154


Student Name

Read and answer questions 17 and 18. 17 In which sentence below is all

capitalization correct? a My mother and i rode the bus to the movie. b My mother and I rode the bus to the movie. c My Mother and I rode the bus to the movie. 18 In which sentence below is all

capitalization correct? a We Went to texas to see our aunt. b We went to Texas to see our aunt.


c We went to texas to see our Aunt.


155

17

Student Name

Read the story “A New Pet.” Choose the word or words that correctly complete questions 19 and 20.

A New Pet


I have a new puppy at home. (19) is named Sam. Today Grandfather came for a visit. Has (20) seen the new puppy?

18

156



a Little b Barking c My puppy 20 Which answer should go in blank (20)?

a he b his


c him

STOP


157

19

Student Name


4

,

c

b

c

b

c

)" 49 %2

.

$ 7% 425 3 '/

22 a

b

)

23 a

Fill in the circle next to the word that names the picture. a crowd

24

b clown © Macmillan/McGraw– Hill

c cloud a hook

25

b book c hoot

20

158


Student Name

a clan

26

b clown c clump a sow

27

b saw c sew Fill in the circle next to the best answer. 28 How do you break the word picnic into its

two syllables? a p-icnic b pi-cnic c pic-nic 29 Read the sentence.


The child was full of joy on his birthday. Which word means the SAME as full of joy in the sentence? a joy

b joyful

c joyless

STOP


159

21

Student Name




22

160


Student Name

PLANNING SHEET


Use this sheet to plan your writing. Your writing on this sheet will NOT be scored. Only the writing on page 25 WILL be scored.


161

23

Student Name

PROMPT You read about picnics on pages 5 to 9. Think about what you would do to plan for a picnic. Now write a report about how to plan a picnic.



24

162



Student Name

STOP


163

25


Student Evaluation Chart Tested Skills Listening Comprehension: Compare and contrast, 1, 2; use a dictionary/other sources, 3 Vocabulary Strategies: Syntax and semantic clues, 4; inflectional ending -ing, 5; words in context, 6; antonyms, 7


Correlations

% Item 1

/4

%

2


LA.A.2.2.7 LA.A.2.2.7

3 4

LA.A.1.2.3

5

Reading Comprehension: Plot development: use illustrations, 8; cause and effect, 9; plot development: make predictions, 10

6

/3

%

7 8 9 10

Short response: Plot development: make predictions, 11

/2

%

12

Literary Elements: Word play, 12

/1

%

14

11 13

Text Features and Study Skills: Heads, 13; question/answer format, 14; media center and Internet, 15; captions, 16 Grammar, Mechanics, and Usage: capitalizing I, 17; capitalization of nouns and pronouns, 18; subjects, 19; pronouns, 20

/4

%

19 20

/4

%

21 22 23 24

Writing: Expository: Report

/6

%

/36

%

164

17 18

/9

26

LA.A.2.2.8 LA.A.2.2.8

15 16

Phonemic Awareness/Phonics/ Structural Analysis: Phoneme isolation, 21, 22; phoneme blending, 23; diphthong /ou/ou, 24; /ou/ow, 26; variant vowel /ů/oo, 25; /ô/aw, 27; divide words by syllable patterns, 28; dipthong /oi/oy/ suffixes -ful and -less, 29


LA.A.1.2.3 LA.A.1.2.3 LA.E.1.2.2 LA.E.2.2.1 LA.E.1.2.2 LA.E.1.2.2

25 26 27

%

28 29

LA.A.2.2.8





Grade 1 Unit Test Answer Key


Unit 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

B B C C A B B A B A Top-Score Response: Kim’s cat runs to the trap. A B C B C B C A A C A A B B A C B A


165

Unit 2 B B C C B C B C A C Top-Score Response: The story tells how dogs can jump, play, sit, and come. C A B B C C A B A B A C C C C B A A


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.

166


Unit 3 A C B B C C A A B A Top-Score Response: Next, all the kids will laugh. Jake will be upset. A B A A B B C B C C B A B B B A B A


1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29.


167

Unit 4 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.


C A C C A B C C A B Top-Score Response: A dog is different from a cat because it barks and you have to take it for a walk. 12. A 13. B 14. C 15. A 16. A 17. B 18. B 19. A 20. C 21. A 22. B 23. C 24. C 25. C 26. B 27. B 28. C Writing Prompt: See rubric.

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Unit 5 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.


A B B A A B C B C A Top-Score Response: The duck said that he saw another fish. This made the fish sad to be alone. (See anchor papers.) 12. C 13. A 14. C 15. C 16. C 17. A 18. C 19. C 20. A 21. B 22. C 23. A 24. C 25. A 26. B 27. B 28. B 29. B Writing Prompt: See rubric.


169

P DF P ass

Unit 6 1. C 2. B 3. B 4. A 5. A 6. C 7. C 8. A 9. C 10. C 11. Top-Score Response: Lanie will have the picnic another day if it rains. 12. B 13. A 14. B 15. A 16. A 17. B 18. B 19. C 20. A 21. B 22. A 23. B 24. C 25. A 26. B 27. B 28. C 29. B Writing Prompt: See rubric.

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FCAT Reading Assessed Benchmarks Grades 3–5 LA.A.1.2.3 Uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.

Grade 1 Sunshine State Standards LA.1.1.6.3 use context clues LA.1.1.6.9 determine the correct meaning of words with multiple meanings (e.g., mine) in context LA.1.1.6.7 identify common antonyms and synonyms LA.1.1.6.8 use meaning of individual words to predict meaning of unknown compound words LA.1.1.6.9 determine the correct meaning of words with multiple meanings (e.g., mine) in context

LA.A.2.2.1 Reads text and determines the main idea LA.1.1.7.3 retell the main idea or essential message or essential message, identifies relevant supporting LA.1.1.7.4 identify supporting details details and facts, and arranges events in chronological LA.1.1.7.6 arrange events in sequence order. LA.A.2.2.2 Identifies the author’s purpose in a simple text. (Includes LA.A.2.2.3 Recognizes when a text is primarily intended to persuade.)

LA.1.1.7.8 identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear

LA.A.2.2.7 Recognizes the use of comparison and contrast in a text.

LA.1.1.7.7 identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events)

LA.A.2.2.8 Selects and uses a variety of appropriate reference materials, including multiple representations of information such as maps, charts, and photos, to gather information for research projects. (Includes LA.A.2.2.5 Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.)

LA.1.2.2.1 locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text

LA.E.1.2.2 Understands the development of plot and LA.1.2.1.2 retell the main events (e.g., beginning, how conflicts are resolved in a story. middle, end) in a story LA.E.1.2.3 Knows the similarities and differences among the characters, settings, and events presented in various texts.

LA.1.2.1.3 identify the characters and settings in a story LA.1.2.1.5 respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts)

LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry, and drama.]

LA.1.1.7.5 distinguish fact from fiction and cause from effect LA.1.1.7.7 identify the text structures an author uses (e.g., comparison/contrast, cause/effect, and sequence of events)


171

Grade 1 New Sunshine State Standards Reading and Language Arts Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge of the concept of print and how it is organized and read. The student will: LA.1.1.1.1 locate the title, table of contents, names of author and illustrator, glossary, and index; and LA.1.1.1.2 distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining text (e.g., song, poem).

Phonemic Awareness Standard: The student demonstrates phonemic awareness. The student will: LA.1.1.3.1 identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC); LA.1.1.3.2 blend three to five phonemes to form words; LA.1.1.3.3 segment single syllable words into individual phonemes; and


LA.1.1.3.4 manipulate individual phonemes to create new words through addition, deletion, and substitution.

172


Phonics/Word Analysis Standard: The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. The student will: LA.1.1.4.1 generate sounds from all letters and spelling patterns (e.g., consonant blends, long and short vowel patterns) and blends those sounds into words; LA.1.1.4.2 identify the sounds of vowels and consonant digraphs in printed words; LA.1.1.4.3 decode words with r-controlled letter-sound associations; LA.1.1.4.4 decode words from common word families; LA.1.1.4.5 recognize high frequency words; LA.1.1.4.6 identify common, irregular words, compound words, and contractions; LA.1.1.4.7 decode base words and inflectional endings; and


LA.1.1.4.8 use self-correction when subsequent reading indicates an earlier misreading.


173

Fluency Standard: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. The student will: LA.1.1.5.1 apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context; LA.1.1.5.2 recognize high frequency and familiar words in isolation and in context; and LA.1.1.5.3 adjust reading rate based on purpose, text difficulty, form, and style.

Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. The student will: LA.1.1.6.1 use new vocabulary that is introduced and taught directly; LA.1.1.6.2 listen to, read, and discuss both familiar and conceptually challenging text; LA.1.1.6.3 use context clues; LA.1.1.6.4 categorize key vocabulary and identify salient features; LA.1.1.6.5 relate new vocabulary to prior knowledge; LA.1.1.6.6 identify and sort common words into conceptual categories; LA.1.1.6.7 identify common antonyms and synonyms; LA.1.1.6.8 use meaning of individual words to predict meaning of unknown compound words; LA.1.1.6.9 determine the correct meaning of words with multiple meanings (e.g., mine) in context; and


LA.1.1.6.10 determine meanings of unfamiliar words by using a beginning dictionary, illustrations, and digital tools.

174


Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. The student will: LA.1.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make predictions, and establish a purpose for reading; LA.1.1.7.2 use background knowledge and supporting details from text to verify the accuracy of information presented in read selections; LA.1.1.7.3 retell the main idea or essential message; LA.1.1.7.4 identify supporting details; LA.1.1.7.5 distinguish fact from fiction and cause from effect; LA.1.1.7.6 arrange events in sequence; LA.1.1.7.7 identify the text structures an author uses (e.g., comparison/ contrast, cause/effect, and sequence of events); LA.1.1.7.8 identify the author’s purpose in text and ask clarifying questions (e.g., why, how) if meaning is unclear; and


LA.1.1.7.9 self monitor comprehension and reread when necessary.


175

Grade 1: Literary Analysis Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will: LA.1.2.1.1 identify various literary forms (e.g., stories, poems, fables, legends, picture books); LA.1.2.1.2 retell the main events (e.g., beginning, middle, end) in a story; LA.1.2.1.3 identify the characters and settings in a story; LA.1.2.1.4 identify rhyme, rhythm, alliteration, and patterned structures in poems for children; LA.1.2.1.5 respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying the character(s), setting, and sequence of events and connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); and LA.1.2.1.6 select age and ability appropriate fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge.

Non-Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented. The student will: LA.1.2.2.1 locate specific information by using organizational features (e.g., directions, graphs, charts, signs, captions) in informational text;

LA.1.2.2.3 organize information found in non-fiction text through charting, listing, mapping, or summarizing.

176



LA.1.2.2.2 select age and ability appropriate non-fiction materials to read, based on interest and teacher recommendations, to begin building a core base of knowledge; and

Grade 1: Writing Process Pre-Writing Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by: LA.1.3.1.1 generating ideas from multiple sources (e.g., brainstorming, webbing, drawing, group discussion, other activities); LA.1.3.1.2 discussing the purpose for a writing piece; and LA.1.3.1.3 organizing ideas using simple webs, maps, or lists.

Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.1.3.2.1 maintaining focus on a single idea using supporting details; and LA.1.3.2.2 organizing details into a logical sequence that has a beginning, middle, and end.

Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.1.3.3.1 evaluating the draft for logical thinking and marking out repetitive text; and


LA.1.3.3.2 creating clarity by marking out repetitive text, adding additional details by using a caret and replacing general words with specific words.


177

Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will correctly use: LA.1.3.4.1 common spelling patterns (e.g., onset and rimes, words families, and simple CVC words) and conventional spelling of high frequency words; LA.1.3.4.2 capital letters for the pronoun I, the beginning of a sentence, names, days of the week and months of the year; LA.1.3.4.3 commas in dates, items in a series; LA.1.3.4.4 singular and plural nouns, action verbs in simple sentences, and singular possessive pronouns (e.g., my/mines, his/her, hers); LA.1.3.4.5 subject and verb agreement in simple sentences; and LA.1.3.4.6 end punctuation for sentences, including periods, question marks, and exclamation points.

Publishing Standard: The student will write a final product for the intended audience.


LA.1.3.5.1 The student will produce, illustrate, and share a variety of compositions.

178


Grade 1: Writing Applications Creative Standard: The student develops and demonstrates creative writing. The student will: LA.1.4.1.1 write narratives that include a main idea based on real or imagined events, characters, and a sequence of events; and LA.1.4.1.2 participate in writing simple stories, poems, rhymes, or song lyrics.

Informative Standard: The student develops and demonstrates technical writing that provides information related toreal-world tasks. The student will: LA.1.4.2.1 write in a variety of informational/expository forms (e.g., rules, summaries, recipes, notes/ messages, labels, instructions, graphs/ tables); LA.1.4.2.2 participate in recording information from informational/ expository text (e.g., lists, graphs, tables or maps); LA.1.4.2.3 write an informational/expository paragraph that contains a topic sentence and at least three details; LA.1.4.2.4 write basic communications, including friendly letters and thank-you notes; and LA.1.4.2.5 write simple directions to familiar locations using “left and right,” and create a map that matches the directions.

Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.


LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them.


179

Grade 1: Communication Penmanship Standard: The student engages in the writing process and writes to communicate ideas and experiences. The student will: LA.1.5.1.1 write numbers and uppercase and lowercase letters using left to right sequencing; and LA.1.5.1.2 use appropriate spacing between letters, words, and sentences.

Listening and Speaking Standard: The student effectively applies listening and speaking strategies. The student will: LA.1.5.2.1 listen attentively and understand directions for performing tasks (e.g., multi-step oral directions), solving problems, and following rules; LA.1.5.2.2 retell specific details of information heard; LA.1.5.2.3 listen attentively to fiction and non-fiction read-alouds and demonstrate understanding; LA.1.5.2.4 use formal and informal language appropriately; LA.1.5.2.5 communicate effectively when relating experiences and retelling stories read and heard; and


LA.1.5.2.6 participate courteously in conversation, such as asking clarifying questions, taking turns, staying on topic, making eye contact, and facing the speaker.

180


Grade 1: Information and Media Literacy Informational Text Standard: The student comprehends the wide array of informational text that is part of our day to day experiences. LA.1.6.1.1 The student will locate specific information by using words in organizational features (e.g., table of contents, headings, captions, bold print, key words, indices) in informational text.

Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will: LA.1.6.2.1 formulate questions and gather information using simple reference materials (e.g., non-fiction books, picture dictionaries, software); LA.1.6.2.2 use simple reference materials to locate and obtain information, using alphabetical order, record information, and compare it to search questions; LA.1.6.2.3 write a simple report with a title and three facts, using informational sources; and


LA.1.6.2.4 identify authors, illustrators, or composers with their works.


181

Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will: LA.1.6.3.1 recognize that nonprint media affect thoughts and feelings (e.g., graphics, music, digital video); and LA.1.6.3.2 identify types of mass communication (e.g., film, newspapers, radio, digital technology).

Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.


LA.1.6.4.1 The student will use appropriate available technology resources (e.g., writing tools, digital cameras, drawing tools) to present thoughts, ideas, and stories.

182


Rubric for Short-Response Questions Score

Description

1

The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.

0

The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.


2

The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the questions. Details and examples are used to support the answer and clearly come from the text.


183

184


Conventions Sentences have little or no punctuation and numerous grammar and spelling errors. There is no variety in sentence structure.

Conventions Sentences contain some spelling, grammar, and punctuation errors. Writing has no variety in sentence structure.

Conventions Most sentences are complete and there are few spelling, grammar, and punctuation errors. Sentence structure has some variety.

Conventions All sentences are complete and contain mostly correct spelling, grammar, and punctuation. Writing has a variety of sentence structures.


U Writing that is unscorable or is unrelated to the topic or is illegible.

Support Few details or examples and limited word choice. Support Writing has few details and word choice is basic.

Support Writing has few supporting details and simple, repetitive word choice.

Support Writing uses some details and predictable word choice.

Support Writing includes details that support the main idea and mostly specific word choice.

Support Writing has many details to support the main idea and the word choice is specific and engaging.

Conventions Minimal understanding of letter/sound correspondence, little use of capitalization or punctuation.

Organization Includes either picture only, scribbles or letter strings, or simple left to right progression.

Organization Includes either a sentence or phrase and left to right progression. Ideas are expressed in no identifiable order.

Organization Writing is not organized. There is no clear beginning, middle, and end.

Organization Writing shows little organization or connection between ideas.

Organization Writing is organized with beginning, middle, and end.

Organization Writing is organized, with a clear beginning, middle, and end, and using transition words.

Conventions Numerous spelling and grammatical errors. Basic understanding of sentence structure.

Focus Displays no Focus Displays understanding of the minimal awareness of the topic. Contains topic. many unrelated details.

Focus Writing is not focused. Includes unrelated details.

1 Point

Focus Writing is partially on topic but includes unrelated details.

2 Points

Focus Writing is mostly focused on topic.

3 Points

Focus Writing is clearly focused on the topic and the topic is explained completely.

4 Points

5 Points

6 Points

Writing Rubric

Anchor Papers: Student Writing Samples This section provides sample written responses to five of the Unit Assessment writing prompts, along with comments explaining the scores. These anchor papers illustrate score points 2, 4, 5, and 6; additional comments provide explanations of score points 1 and 3.

Unit 4: Expository: Persuasive Book Report Score Point 2

My Spechul Book Book is abowt lake wich is in the contry. It is called Blue lake. The sun and sand so sparkely. His dad teches him to swim undr watr. he cud see fishes undr cleer watr If you read it its fun mabee we cud talk abowt it. Focus –Little relevant information. No clear purpose for writing. Related ideas are only loosely grouped. The unifying idea is inadequately presented and maintained. Organization—Little evidence of an organizational pattern. Weak progression of ideas and lack of transitional devices detracts from the overall presentation. In general, the paper lacks a sense of wholeness. Support—Word choice is limited and immature. No firm knowledge of word meanings. Use of detail and example is sparse throughout. Conventions—Frequent errors in spelling, capitalization, punctuation, and sentence structure. Simple sentence constructions marred by fragments and run-ons.


What Does a Score Point 1 Paper Look Like? Focus: No clear statement of purpose or topic. A paper at score point 1 would not have a relevant title as does the paper earning a score of 2. Organization—No organizational pattern. Lacks an introductory and a concluding statement like “ Book is about the lake wich is in the contry” and “If you read it its fun mabee we cud talk abowt it.” Support—Supporting ideas are sparse. Overall lack of details. Limited and immature word choice. Lacks specific details such as “sparkely” (sparkly) or “cleer (clear) water.” Conventions—Frequent errors in punctuation, capitalization, usage, and sentence structure detract significantly from the writing. The Score Point 1 paper would not underline the book title.


185

Score Point 4

A Good Book Last summer in July I read Good Times a special book to me. Its about a girl. Sandy. Its in a plase is hot and sunny. Lots of things happen to her. I like Sandy and its fun to read about her. She has a dog and they solve crimes. The ending is a suprise. You will like it too. Focus—Generally focused on the topic. Some loosely related information. Organization—Some attempt at an organizational pattern. Writer’s opinion and reasons occasionally in an illogical order but has general sense of wholeness. Support—The word choice is generally adequate. Some supporting ideas contain specifics and details, while others are not developed. Some attempt has been made to include details that contribute to meaning. Conventions—Knowledge of conventions demonstrated. Common words are usually spelled correctly. Sentence constructions are generally simple with some variation.

What Does a Score Point 3 Paper Look Like?


Focus—Generally focused with some extraneous information. Organization—Organization not consistent. Lacks an introductory and concluding sentence such as “…a special book to me” and “… you will like it too.” Support—The word choice is vague and shows a lack of maturity. Detailed phrases such as “a place that is hot and sunny” not included. Conventions—Knowledge of the conventions demonstrated. Common words spelled correctly. Sentence constructions are generally simple with some variation. There is less sophistication of syntax than in the Score Point 4 paper.

186


Score Point 5

The State Fair The State Fair is a great book. The boy in the book is in a state fair. He is showing his pig. The pig’s name is Charlie. Just as the winner is going to be told, somethin exsiting happens! If you read it, you can find out wat happens. Its a good book for families and friends to share.


Focus—Writing is focused and demonstrates a strong sense of purpose and audience for writing. The central idea is clearly presented and maintained throughout. Organization— Writing displays a logical plan of development. Shows a clear progression of argument with occasional lapses. Transitional devices signal the relationship of the supporting ideas to the central idea and the connection between and among sentences. The paper demonstrates a sense of completeness. Support—Word choice is adequate although sometimes lacking in precision. A number of well-chosen details gives specificity and relevance to the writing. In some areas of the response, the supporting ideas and details are not developed. Conventions—Conventions are generally followed; the usage is standard; various sentence structures are used. Most sentences are complete, although a few fragments may occur. Occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication.


187

Score Point 6

Going to the Island Going to the Island is about a pirate. His name is Captain Eddy. He has a parrit that talks. Captain Eddy takes lots of tresures. He has lots of fun. He gets in truble. In this story, he is a prisner. He has to get away. His parrit, Sam, helps him. You will like this story too. I want to read all of the Captain Eddy stories. You will too.


Focus—Writing is consistently focused on the topic. Related ideas are clearly grouped and developed. A clear sense of purpose and audience is evident and maintained throughout the writing. Organization—The writing has a clear organizational pattern in which opinion, reasons, and final statement form a logical progression. Transitional devices signal the relationship of the supporting ideas to the central argument and the connection between and among sentences. Support—The paper exhibits ample development of the supporting ideas. Carefully chosen details clarify the argument. Specific word choices contribute to the relevance and thoroughness of the presentation. Conventions—The paper demonstrates a firm command of conventions of mechanics, spelling, and usage. Various sentence structures are used. Subject/verb agreement and noun forms are generally correct. With few exceptions, the sentences are complete, except when fragments are used purposefully.

188


Unit 5: Expository: How-to Article Score Point 2

Getin ready for School On school days im tired mostly. Not on saterday or sunday tho. After my sister wake me we eat serel with milk, my dog liks milk to. I can dres mysef and I get my book bag. The skoolbus to pik us up most days. We may b getting a car nest yeer tho? Focus—Little relevant information to support the topic. The introductory sentence is not clearly related to the prompt. The focus is unclear, and the unifying point is not maintained. Organization—Weak organizational pattern with steps in random order. Transitional devices to signal steps in progression are generally lacking. Support— Development of the supporting ideas is inadequate. The details are not always relevant. Immature and limited word choice is demonstrated throughout. Conventions—Frequent errors punctuation and capitalization. Common words are frequently misspelled. Simple sentence constructions generally used.


What Does A Score Point 1 Paper Look Like? Focus – The paper lacks any kind of introductory sentence, even the vague “On school days im tired mostly”; the writing only minimally addresses the topic. A unifying point is not presented or maintained. Organization—The writing that is relevant to the topic does not exhibit an organizational pattern. Few, if any, transitional devices are used to signal movement in the text or make connections between and among sentences. Support – Supporting ideas are sparse, and they are usually provided through lists, cliches, and limited or immature word choice. A Score Point 1 paper would not contain many details such as “serel (cereal) with milk, my dog liks (likes) milk to (too).” Conventions—Frequent errors in mechanics, spelling, usage, and sentence structure greatly impede communication. Common words are consistently misspelled.


189

Score Point 4

How I Get Ready for School I have to get up erly for school every morning. This is what we do before we leave the house. First we get tost and eggs most days for brekfest. Mom has brekfest before us some times. Then we have to clean our teeth too. I can walk to school becus its not too far from my house. When its cold we put on our warm coats and always carry book bags and lunch. We use to take the school bus but now we live close we can walk. Focus—The writing is generally focused on the topic with some extraneous information. A unifying idea is presented and maintained throughout the response. Organization—An organization pattern is evident, but lapses may occur. Some sequence words are used as transitional devices. Generally displays a logical progression of ideas. Support—Supporting ideas are present but in some areas may not be developed. Word choice is adequate to the topic and on grade level. Conventions—Knowledge of the conventions is demonstrated. Common words are usually spelled correctly. Attempts made to use a variety of sentence structures.

Focus— The writing is generally focused on the topic with some extraneous information. The paper lacks a topic sentence such as “This is what we do before we leave the house” but partially succeeds in presenting and maintaining a unifying idea. Organization—Organizational pattern is somewhat undeveloped. Ideas are not always in a logical progression. The exposition is composed of sparse and loosely related details and would not exhibit the logical sequence of a Score Point 4 paper. Support—The word choice is adequate but predictable and sometimes vague. Writing does not contain many details such as “tost and eggs” or “our warm coats.” Conventions— Knowledge of the conventions is demonstrated. Common words are usually spelled correctly. There has been an attempt to use a variety of sentence structures, although most are simple constructions. Some errors of syntax occur.

190



What Does a Score Point 3 Paper Look Like?

Score Point 5

Getting Ready on School Mornings


Here is how I get ready for school on school mornings. We have to get up so erly for school! First, I get up and dress and go down to eat. Next, my dad fixes things we like, espechly eggs or pandcakes. He is a real shef so he knows how to cook lots of good things. All my things fit in my back pak. Last we walk to school with Ann and Tommy from next door who are best friends with us. That is the way it goes every school morning. Focus—The writing is focused on the topic and the response demonstrates a clear purpose and audience for writing. The central idea is clearly presented and maintained throughout the response. Organization—The paper displays a logical plan of development and shows a clear progression of ideas, although occasional lapses may be evident. Transitional devices are used to signal the relationship of the steps in sequence. The paper demonstrates a sense of completeness. Support—The word choice is adequate although sometimes lacking in precision. A number of well-chosen details gives specificity and relevance to the writing. In some areas of the response, the supporting ideas and details are not developed or steps are not clearly explained. Conventions—Conventions of punctuation, capitalization, and spelling are generally followed; the usage is standard; various sentence structures are used. Most sentences are complete, although a few fragments may occur. There may be occasional errors in subject/verb agreement and in standard forms of verbs and nouns, but not enough to impede communication.


191

Score Point 6

Don’t be Late for School!

Focus—Writing is consistently focused on the topic. Related ideas are clearly grouped and developed. Clear sense of purpose and audience is evident and maintained throughout the writing. Organization—Writing has a clear organizational pattern. Steps form a logical progression. Transitional devices signal the sequence and the connections between and among sentences. Support—Development of the supporting ideas present. Details support the sequential presentation of information. Word choices contribute to relevance and thoroughness of the presentation. Conventions—Writing demonstrates a firm command of conventions. Various sentence structures are used. Subject/verb agreement and noun forms generally correct. The sentences are complete, except when fragments are used purposefully.

192



Thats what my mother says every day becaws I like to be lazy in bed. But in the end I have to get up so I won’t miss school. This is how I get ready for school every morning. First I jump up becaws its late already. Next I eat eggs or cereal with milk or my favorite breakfast that is waffles with honey. Then Mom helps me fix my hair but I can do my teeth just fine. After that I put on my top and pants and coat. I take my book bag and milk money. Last Dad takes me to school in the car. That means I get to nap some more. It is just the same every day but some times Mom or Grandma take me.

Unit 6: Expository: Report Score Point 2

Picnic Have food lik hot dogs corn sandwiches and grapes. Frens and famly culd come. You culd bring a softball for catching. lakes are nise picnic spot so are they beach when its sunny, If you get a cut. Thats why you brings a first aid kit. Picnics are some my favrit things. Focus –Information is loosely related and does not demonstrate a strong purpose or audience. Few related ideas. Unifying idea is inadequately presented and maintained. Organization—Relevant writing exhibits little evidence of an organizational pattern. The weak progression of ideas and absence of transitional devices detract from the overall presentation. Writing lacks a sense of wholeness. Support—Word choice limited and immature. Does not demonstrate a firm knowledge of word meanings. The use of detail and example is sparse in all areas. Conventions—Frequent errors in spelling, capitalization, punctuation, and sentence structure impede communication. The sentence structure is limited to simple constructions marred by fragments and run-ons.


What Does a Score Point 1 Paper Look Like? Focus—No clear statement of purpose. Writing does not focus effectively on the topic. Score point 1 writing would not have a relevant title. Organization—Relevant writing does not exhibit an organizational pattern. Score point 1 writing might contain a list like “hot dogs corn sandwichese and grapes” but not a concluding sentence such as “Picnics are some my favrit things.” Support—The supporting ideas are sparse, with a lack of details. Language shows limited and immature word choice. Score point 1 writing would lack specific details such as “a softball for catching.” Conventions—Frequent errors in punctuation, capitalization, usage, and sentence structure seriously impede communication. Errors more noticeably detract from the overall presentation than in the case of Score point 2 writing.


193

Score Point 4

Planning a Picnic It is not hard to plan a picnic. First plan what you will have to eat. Hots dogs and sandwich are delishus foods and you don’t need forks to eat them. The beach is a fun place and so is the lake or a park. The park by me close at sun down. You need to be safe. So bring a bike helmat and first aid. That is how to plan a good picnic for friends and famly. I went to a picnic last year. Focus—Writing is generally focused on the topic. It may contain some extraneous or loosely related information. A sense of purpose and audience is evident. A unifying idea is presented and maintained throughout the response. Organization—An organizational pattern is demonstrated. Lapses may occur. Some sequence words are used as transitional devices to give instructions and to show connections among sentences. Writing generally displays a logical sequence. Support—The supporting ideas sometimes contain specifics and details, while in other areas, they are not developed. Word choice is generally adequate to the topic. Conventions—Knowledge of the conventions is demonstrated. Common words are usually spelled correctly. Writing attempts to use a variety of sentence structures.

Focus—The lack of an introductory sentence weakens the presentation but the writing demonstrates a unifying idea. A sense of purpose is evident. Organization—Organizational pattern is not always carried out. Ideas may not be logically related. Sequence word like “first” or a subordinator like “so” not included. Support—The word choice is adequate but predictable and sometimes vague. Score point 3 writing would not contain a detail such as “you don’t need forks to eat them” or “The park by me close (closes) at sun down (sundown.)” Some of the supporting ideas may not be developed with specifics and details. Conventions— Knowledge of the conventions is demonstrated. Common words are usually spelled correctly. There has been an attempt to use a variety of sentence structures. Some errors of syntax are found.

194



What Does A Score Point 3 Paper Look Like?

Score Point 5

A Picnic Plan


Here is how to have a great picnic. Pick some of your favrit foods to bring like hot dogs and corn. I don’t like hambergurs too much. Find an open place for you and your frends to run around. That way you can have games. The beach or a lake are good picnic spots. Be safe too when you ride your bike or play. I know somebudy who got hurt on his bike. You could have music too if you or your frends play an instroomant. Or bring a radio for music. Everyone will have a fun time if you plan your picnic well. Focus—Writing displays a clear sense of purpose and audience. Related ideas are effectively grouped. A unifying point is presented and maintained throughout. Organization—There is an organizational pattern, with a few lapses. Writing conveys a sense of wholeness. Transitional devices signal the relationship of the supporting ideas to the central idea and the connections between and among sentences. Support—The quality of the selected details is above average. Specificity adds to the depth and thoroughness of the writer’s plan. Additional details further develop support throughout the response. Conventions—Conventions are generally followed. The usage is standard. Various sentence structures are used. Most sentences are complete, although a few fragments may occur. Occasional errors in subject/verb agreement and in standard forms of verbs and nouns do not impede communication.


195

Score Point 6

A Wonderful Picnic

Focus—Writing is consistently focused on the topic with a clearly stated theme, as indicated by the title. A sense of purpose and audience is demonstrated. Related ideas are grouped logically. The unifying point is presented and maintained effectively. Organization—Writing exhibits a clear organization with a logical progression of details to support the central idea. There is a beginning, middle, and end. Transitional devices signal the relationship of the supporting ideas to the central idea and the connections between and among sentences. Support—Writing exhibits ample development of the supporting ideas. Carefully chosen details support the sequential presentation of information. Specific word choices contribute to relevance and thoroughness of the response. Conventions—A firm command of conventions of mechanics, spelling, and usage is evident. Various sentence structures are used. Subject/verb agreement and noun forms are generally correct. The sentences are generally complete, except when fragments are used purposefully.

196



If I planned a picnic here is what I would do. I would plan a picnic that is fun and safe. The beach or the park are good places. Kids can play all kinds of games with your friends and family. Hide and seek and catch are exciting games and so is jump rope. My family would bring a baskit with yummy food like sandwiches or hot dogs. I also mite bring a first aid kit for if someone gets hurt. Thats how to have a fun and safe picnic.

Unit 1 Reteaching and Intervention Opportunities TESTED SKILLS AND STRATEGIES

Teacher’s Edition Small Group

Additional Lessons

Practice Book A

Practice Book O

Intervention Guide

ELL Teacher’s Guide

139N–O, R–S, U, Y–Z

T9

36

36

See Guide

68

65N–O, R–S, U, Y–Z, 81P–Q, T–U, X, AA–BB

T7

12, 20

12, 20

See Guide

26, 40

35N–O, R–S, V, Y–Z, 111N–O, R–S, V, Y–Z

T6, T8

4

4

See Guide

12, 54

34

34

See Guide

66

Comprehension Skills Author’s Purpose, 2 Retell Events in Order, 3, 9, 11 Plot Development: Character, Setting, 8, 10 High-Frequency Word very, 4

139J–K, N–O, R–S, V–W, Y–Z

Structural Analysis Double Final Consonant, 1

81W

T11

21

21

See Guide

Inflectional Ending -s, 5, 6

35U

T10

5

5

See Guide

Possessive Nouns with ’s, 7

111U

T12

29

29

See Guide

39

39

See Guide

Literary Elements Rhyme, 12 Text Features and Study Skills Use Photographs, 13

T14

7

7

See Guide

Labels (with a picture), 14

T14

15

15

See Guide

Book Parts, 15

T15

23

23

See Guide

List, 16

T15

31

31

See Guide

35Q, Y, 65Q, Y, 81O

T1

17, 24

17, 24

See Guide

65I, U, 81K, W

T1

9

9

See Guide

35M, U

Phonemic Awareness/Phonics Phoneme Blending, 21 Onset and Rime, 22 Phoneme Isolation, 23 Short /a/a, 24, 25


Short /i/ i, 26

T1

1, 8, 13

1, 8, 13

See Guide

35I–K, M, Q, U, Y, 65I–K, M, Q, U, Y

T2

1, 8, 9, 13, 16

1, 8, 9, 13, 16

See Guide

8, 22

81K–M, O, S, W, AA

T3

17, 24

17, 24

See Guide

36

R-Blend: /cr/cr-, 27

111I–K, M, Q, U, Y

T4

25, 32

25, 32

See Guide

50

Blends and Digraphs: /nd/-nd, /nk/-nk, 28, 29

139I–K, M, Q, U, Y

T5

33, 40

33, 40

See Guide

64

LANGUAGE ARTS

Grammar Practice Book

TE Unit Writing Process

Grammar and Writing Handbook

Grammar, Mechanics, and Usage Sentences, 17 Word Order, 18 Capitalization, 19 End Punctuation, 20


5

2, 11–13

10 3, 13, 23

17

8, 18

16

197


Teacher’s Edition

ELL Intervention Teacher’s Guide Guide

Small Group

Additional Lessons

Practice Book A

Practice Book O

149N–O, R–S, V, Y–Z

T9

78

78

See Guide

146

69N–O, R–S, V, Y–Z, 117N–O, R–S, V, Y–Z

T8

70

70

See Guide

104, 132

37N–O, R–S, V, Y–Z, 85P–Q, T–U, X, AA–BB

T7

46

46

See Guide

90, 118

76

76

See Guide

144

47

47

See Guide

Comprehension Skills Retell Events in Order, 2

Main Idea and Details, 3, 8–11 High-Frequency Word school, 4

149J, N, R, V–W, Y

Structural Analysis Inflectional Ending, -ed, 1

37U

T10

Contraction n’t, 5

69U

T11

55

55

See Guide

Inflectional Ending -ing, 6

85W

T12

63

63

See Guide

Contraction ’s, 7

117U

T13

71

71

49

49

See Guide

Literary Elements Rhythmic Patterns, 12 Text Features and Study Skills Diagram, 13

T15

57

57

See Guide

Dictionary, 14

T15

65

65

See Guide

Directions, 15

T16

73

73

See Guide

Signs, 16

T16

81

81

See Guide

37M, U, 117I

T1

67

67

See Guide

37Q, Y, 69Q, Y, 85O, AA, 117Q, Y, 149M, Y

T1

43, 51

43, 51

See Guide

Short /o/o, 24

37I–K, M, Q, U, Y

T2

43, 50

43, 50

See Guide

86

Short /e/e, 25

69I–K, M, Q, U, Y

T3

51, 58

51, 58

See Guide

100

Phoneme Isolation, 21 Phoneme Blending, 22, 23

Short /u/u, 26

117I–K, M, Q, U, Y

T4

67

67

See Guide

128

Digraphs: /sh/sh, /th/th, 27, 28

85K–M, O, S, W, AA

T5

59, 66

59, 66

See Guide

114

Blends: /fl/fl, 29

149I–K, M, Q, U, Y

T6

82

82

See Guide

142

LANGUAGE ARTS




Grammar, Mechanics, and Usage Plural Nouns, 19

35

3–4

30, 45

3–4

Irregular Plural Nouns, 17

40

3–4

Days, Months, Holidays, 18

50

Nouns, 20

198




Unit 3 Reteaching and Intervention Opportunities Teacher’s Edition

TESTED SKILLS AND STRATEGIES


Small Group

Additional Lessons

Practice Book A

Practice Book O

Main Idea and Details, 2

87P–Q, T–U, X, AA–BB

T9

104

104

See Guide

196

Compare and Contrast, 3

71N–O, R–S, V, Y–Z

T8

96

96

See Guide

182

Plot Development: Character, Setting, 8–10

153N–O, R–S, V, Y–Z

T10

120

120

See Guide

224

Plot Development: Make Predictions, 11

39N–O, R–S, V, Y–Z, 119N–O, R–S, V, Y–Z

T7

88

88

See Guide

168, 210

118

118

See Guide

208

Comprehension Skills

High-Frequency Word there, 4

119J, N–O, R, V–W, Y

Structural Analysis Identify Syllable, 1

71U

T12

97

97

See Guide

Inflectional Ending -es, 5

87W

T13

105

105

See Guide

Inflectional Ending -ed, 6

39U, 119U

T11, T14

89

89

See Guide

153U

T15

121

121

See Guide

99

99

See Guide

Contractions, 7 Literary Elements Word Choice, 12 Text Features and Study Skills Map, 13

T16

91

91

See Guide

Periodicals/Newspaper, 14

T16

107

107

See Guide

Chart, 15

T17

115

115

See Guide

Numerical List, 16

T17

123

123

See Guide

T1

93

93

See Guide


Phonemic Awareness/Phonics Phoneme Deletion, 21

71Q, 71Y, 153Q

Phoneme Blending, 22

39M, Y, 87S, AA, 153M, Y

T1

108

108

See Guide

Phoneme Isolation, 23

119M, U

T1

109

109

See Guide

Long /ˉa/a_e, 24 Long / iˉ/i_e, 25

39I–K, M, Q, U, Y

T2

85

85

See Guide

164

119I–K, M, Q, U, Y

T5

116

116

See Guide

206

s Blends: /sp/sp-, /sl/sl-, /str/str-, 26, 28, 29

71I–K, M, Q, U, Y, 153I–K, M, Q, U, Y

T3, T6

100

100

See Guide

178, 220

Digraphs: /ch/ch, 27

87K–M, O, S, W, AA

T4

101, 108

101, 108

See Guide

192

LANGUAGE ARTS




Grammar, Mechanics, and Usage Present-Tense Verbs, 17, 19

60, 65

5–8

Past-Tense Verbs, 20

55

5–8

Is and Are, 18

70


199

Unit 4 Reteaching and Intervention Opportunities Teacher’s Edition Small Group

Additional Lessons

Practice Book A

Practice Book O

Intervention Guide

ELL Teacher’s Guide

Plot Development, 2


T10

166

166

See Guide

302

Plot Development: Draw Conclusions, 3


T8

139

139

See Guide

260

Make Inferences, 8, 10

31P–Q, T–U, X, AA–BB, 109P–Q, T–U, X, AA–BB

T7

130

130

See Guide

246, 288

Compare and Contrast, 9, 11

79R–S, V–W, Z, CC–DD

T9

148

148

See Guide

274

Context Clues, 1

139T–U

T12

168

168

See Guide

300

Words in Context, 4

65T–U

T12

141

141

See Guide

258

TESTED SKILLS AND STRATEGIES Comprehension Skills

Vocabulary

Multiple-Meaning Words, 5

31T–U

T11

132

132

See Guide

244

Word Parts, 6

109T–U

T14

159

159

See Guide

286

Use a Dictionary: Unfamiliar Words, 7

79V–W

T13

149

149

See Guide

272

Text Features and Study Skills Floor Plan, 13

T15

143

143

See Guide

Telephone Directory, 14

T15

151

151

See Guide

Bold Print, 15

T16

161

161

See Guide

T1

127, 154

127, 154

See Guide

Phonemic Awareness/Phonics/Structural Analysis Phoneme Blending, 20, 21 Onset and Rime Blending, 22

31S, AA, 63S, AA, 79Q 63K, W, 79M, Y

T1

145

145

See Guide

Long /eˉ/ee, 23

109K–M, O, S, W, AA–BB

T5

154, 163

154, 163

See Guide

284

Long /oˉ/o_e, 24

31K–M, O, S, W, AA

T2

127, 135

127, 135

See Guide

242

Long /aˉ /ai, 25

79M–O, Q, U, Y, CC–DD

T4

135, 145

135, 145

See Guide

270

Long /eˉ/ea, 26


T5

163, 171

163, 171

See Guide

284

63K–M, O, S, W, AA

T3

136, 144

136, 144

See Guide

256


T6

163, 171

163, 171

See Guide

298

133, 169

133, 169

See Guide

134, 170

134, 170

See Guide

Long /uˉ /u_e, 27 Long /eˉ/y, 28 Inflectional Endings -er, -es, 27, 28

31W, 139W

Repetition, 12

LANGUAGE ARTS




Grammar, Mechanics, and Usage Has and Have, 18

85

Go and Do, 19

90

Commas, 16

93

Sentence Punctuation, 17

83

16

Writing Prompt Expository: Persuasive Book Report

200

143A–F



Literary Elements


Teacher’s Edition


Small Group

Additional Lessons

Practice Book A

Practice Book O

Compare and Contrast, 2


T11

213

213

See Guide

380

Comprehension Skills Cause and Effect, 3


T9

195

195

See Guide

352

Plot Development: Make Inferences, 8, 11


T10

204

204

See Guide

366

Compare and Contrast: Fantasy and Reality, 9


T7

177

177

See Guide

324

Problem and Solution, 10


T8

186

186

See Guide

338

69T–U, 127T–U

T13

188, 206

188, 206

See Guide

336, 364

Vocabulary Inflectional Ending -ed, 1 Use a Dictionary: Unfamiliar Words, 4

43T–U

T12

179

179

See Guide

322

Synonyms, 5

85V–W

T14

196

196

See Guide

350

Context Clues/Syntax and Semantic Clues, 6

153T–U

T15

215

215

See Guide

378

69T–U, 127T–U

T13

188, 206

188, 206

See Guide

336, 364

217

217

See Guide

Inflectional Ending -ing, 7 Literary Elements Rhyming Patterns, 12 Text Features and Study Skills Caption, 13

T16

181

181

See Guide

Diagram, 14

T16

190

190

See Guide

Card Catalogue, 15

T17

198

198

See Guide

Picture Graph, 16

T17

208

208

See Guide

43S, AA, 69S, AA, 85U, CC, 127S, AA, 153K, W

T1

174, 210

174, 210

See Guide

127O, W

T1

201

201

See Guide

Long / oˉ /oa, 24

43K–M, O, S, W, AA

T2

174, 182

174, 182

See Guide

320

Long /oˉ /ow, 26

43K–M, O, S, W, AA

T2

174, 182

174, 182

See Guide

320

85M–O, Q, U, Y, CC

T4

209, 210, 218

209, 210, 218

See Guide

348

69K–M, O, S, W, AA

T3

183, 191

183, 191

See Guide

334

Phonemic Awareness/Phonics/Structural Analysis Phoneme Blending, 21, 22 Phoneme Isolation, 23


R-Controlled Vowel: ôr/or, / är/ar, 25, 27 Long / iˉ/y, 28 Inflectional Ending -ed, 28

127W

207

207

See Guide

Prefixes re-, un-, 29

153W

216

216

See Guide

LANGUAGE ARTS

Grammar Practice Book TE Unit Writing Process


Grammar, Mechanics, and Usage Antonyms, 19

125

Adjectives that Compare, 20

110

Days of the Week: Capitalize, 17

118

Capitalizing Proper Nouns, 18

103

51

Writing Prompt Expository: How-to Article


157A–F

201

Unit 6 Reteaching and Intervention Opportunities Teacher’s Edition

TESTED SKILLS AND STRATEGIES


Small Group

Additional Lessons

Practice Book A

Practice Book O

275P–O, T–U, X, AA–BB

T10

251

251

See Guide

444

Comprehension Skills Compare and Contrast,1, 2


T9

242

242

See Guide

430

Plot Development: Use Illustrations, 8


T7

224

224

See Guide

402

Cause and Effect, 9


T11

260

260

See Guide

458

Plot Development: Make Predictions, 10, 11


T8

233

233

See Guide

416

Use a Dictionary/ Other Sources, 3

195T–U

T12

226

226

See Guide

400

Syntax and Semantic Cues, 4

311T–U

T13, T16

262

262

See Guide

456

Vocabulary

Inflectional Ending -ing, 5

275T–U

T15

253

253

See Guide

442

Words in Context, 6

225T–U

T16

235

235

See Guide

414

Antonyms, 7

241V–W

T14

243

243

See Guide

428

255

255

See Guide

Literary Elements Word Play, 12 Text Features and Study Skills Heads, 13

T17

228

228

See Guide

Question/Answer Format, 14

T17

237

237

See Guide

Media Center and Internet, 15

T18

245

245

See Guide

Captions, 16

T18

264

264

See Guide

225O, 311K, 311W

T1

230, 257

230, 257

See Guide

Phoneme Blending, 23

225S, 275S, AA, 311O, A

T1

248

248

See Guide

Diphthong: /ou/ou, 24

195K–M, O, S, W, AA

T2

221, 229

221, 229

See Guide

398

Diphthong: /ou/ow, 26

195K–M, O, S, W, AA

T2

221, 229

221, 229

See Guide

398

Diphthong: /oi/oy, 25

311K–M, O, S, W, AA

T6

257, 257

257, 257

See Guide

454

Variant Vowel /uˆ/oo, 25

225K–M, O, S, W, AA

T3

239, 246–247

239, 246–247

See Guide

412

Variant Vowel /ô/aw, 27

275K–M, O, S, W, AA

T5

248, 254, 256

248, 254, 256

See Guide

440

Phoneme Isolation, 21, 22

Syllable Rules and Patterns, 28

195W

227

227

See Guide

Suffixes -ful and -less, 29

225W

236

236

See Guide

LANGUAGE ARTS

Grammar Practice Book TE Unit Writing Process Grammar and Writing Handbook

Grammar, Mechanics, and Usage Subjects, 19

130

Pronouns, 20

140

Capitalizing I, 17

143

Capitalization of Nouns and Pronouns, 18

148

14–15

Writing Prompt Expository: Report

202

315A–F




Teacher Notes


203

Teacher Notes

204


Teacher Notes


205

Teacher Notes

206


Teacher Notes


207

Teacher Notes

208


Unit Assessment Grade1

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