Reading Assessment Gr.1

GRADE 1

Benchmark Assessment

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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 The McGraw-Hill Companies, Inc. 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 HES 13 12 11 10 09

Contents Introduction to the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . iv How to Use the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Administering the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Scoring the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Scoring Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Treasures Teaching/Practice Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii Reading Test, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Revising and Editing Test, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Written Composition, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Reading Test, Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Revising and Editing Test, Form B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Written Composition, Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 117 119 120 128 132

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Reading Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Revising and Editing Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Anchor Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Benchmark Assessment

Grade 1

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Introduction to the Benchmark Assessments The Benchmark Assessments in this book are designed to measure how well your children acquire the reading and language arts knowledge and skills assessed on standardized tests, and to provide you with information about which children may benefit from further instruction in a particular topic area. Each Benchmark Assessment is formatted to familiarize children with the types of passages and items they may encounter on standardized tests. There are two Reading tests, two Revising and Editing tests, and two Written Composition tests included in this book.

Each Reading test includes: ■

36 multiple-choice items similar to those that children will encounter on standardized Reading tests.

Each Revising and Editing test includes: ■

24 multiple-choice items similar to those that children will encounter on standardized reading tests.

Each Written Composition test includes: A writing prompt, prewriting pages, and an answer document on which children may draft their composition.

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Grade 1

Benchmark Assessment

How to Use the Benchmark Assessments The Benchmark Assessments can be used to measure children’s progress throughout the year. They can be used to measure a child’s knowledge of the general domains of reading and language arts independent of the Treasures reading program. There are two parallel forms of the test covering the same skills, and they are of equal difficulty. Administer Form A at the beginning of the year and at the end of the year. Administer Form B in the middle of the year. Sample Questions are included in each Reading test and each Revising and Editing test for children to practice test items. These pages will help children prepare for this assessment, as well as for standardized tests, as they are similar to items that students will encounter on these tests.

Using the Results to Inform Instruction The scores on the Benchmark Assessments should improve over time. Scores are likely to be low on the Benchmark Assessment administered in the fall, as the items represent skills that may not yet have been taught. Scores on the assessment administered mid-year should show an increase, and the scores at the end of the year should be the highest. If you compare or graph the results, scores should show an increase for each child. Children who do not show an improvement in scores should be further evaluated for additional support.

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The instructional design of the Treasures program reinforces the knowledge and skills assessed on these Benchmark Assessments.

Benchmark Assessment

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Administering the Benchmark Assessments

The tests are untimed, and children should be given as much time as they need to respond to each test item. You may administer one test per day, or you may divide each test over several days if you prefer. Use your knowledge of your children to determine the best stopping point in each test. Every set of questions is followed by a stop sign, indicating that the test may be stopped and picked back up again in the next session.

Be sure to choose only one answer for each question and make your marks dark and neat. Reading: Distribute copies of the Reading test. Then say: Now we will answer the sample question together. Look at the directions. Follow along as I read them aloud: “Read ’Will It Rain?’ Then read each question.” You may now answer the sample question. When children have finished, review the correct answer: S-1 is B. Answer any questions children may have. Then say: You may begin.

Before the test: Distribute copies of the Benchmark Assessment. Optional Answer Sheets can be found on pages 117–119. If you choose to use one, distribute it now.

Revising and Editing: After distributing copies of the Revising and Editing test, repeat the general directions. Then say: We will now answer the sample question together. Look at the directions below the words “Revising and Editing Sample.” Follow along as I read them aloud: “This is a story that Nat wrote. The story has mistakes. Read the story. Then answer the questions.” You may now answer the sample question. When children have finished, review the correct answer: S-1 is A. Answer any questions children may have. Then say: You may begin.

General Directions: These directions apply to the Reading and Revising and Editing Benchmark Assessments. Test-specific directions are noted below. Say: Write your name and the date on the cover of your test. (If you are using the separate answer sheet, say: Write your name and the date at the top of your answer sheet.) When all children are finished, say: Open the test to page 2. We will take the practice test before we begin. To answer a question, mark the oval next to the answer you choose. (If you are using the separate answer sheet, remind children to fill in the answer on their answer sheet.)

Written Composition: Distribute copies of the Written Composition test. Say: Write your name and the date on the cover of your test booklet. In this test, you will write a composition on a topic given to you. Open your test to the writing prompt on page 2. You will see the prompt, three prewriting pages, and two lined pages. Be sure to write your composition on the lined pages. You do not have to fill both pages, but your composition may not be longer than two pages. Read the prompt on page 2 aloud. Ask: Does anyone have any questions? Address any questions. When children are ready, say: You may begin.

You may wish to read the test questions and answer choices out loud as you feel necessary to help the children.

Testing Procedures

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Benchmark Assessment

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The Benchmark Assessments will help you identify the skills for which your children may need more instruction and additional practice.

Scoring the Benchmark Assessments Scoring the Reading and Revising and Editing tests

Scoring the Written Composition

Use the Scoring Charts provided on pages viii–xi and the Answer Key provided on pages120–127 to record the number of correct items for each child. Use the results to identify those tested skills for which children need additional instruction and practice throughout the year. The Treasures Teaching/Practice Opportunities chart on pages xii–xiii identifies where instruction for specific tested skills is provided in the Treasures reading program.

Children’s writing is assessed in five domains: Focus and Coherence, Organization, Development of Ideas, Voice, and Conventions. Teachers should use the scoring criteria contained in the Writing Rubrics on pages 128–131 to determine the overall performance level of the child’s writing and assign it one of four score points.

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You can save the Scoring Charts for each child as you progress through the year. Compare the results recorded across charts to see where progress has been made and determine where a child still may need additional help.

Anchor Papers to help you score the writing assessments can be found on pages 132–139. These writing samples illustrate 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.

Benchmark Assessment

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Student Name Reading Test Form A Reading Objectives

Total Number of Items

Number Correct

Objective 1: Basic Understanding

15

/15

Objective 2: Literary Elements

6

/6

Objective 3: Analysis Using Reading Strategies

12

/12

Objective 4: Analysis Using Critical-Thinking

3

/3

Total

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Grade 1

Benchmark Assessment

Student Name Revising and Editing Test Form A Writing Objectives

Total Number of Items

Number Correct

Objective 3: Organization

3

/3

Objective 4: Sentence Structure

7

/7

Objective 5: Standard Usage/Word Choice

7

/7

Objective 6: Punctuation, Capitalization, Spelling

7

/7

Total

/24

Written Composition Form A Writing Objectives

Total

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Objective 1: Effective Composition Objective 2: Command of Conventions

Benchmark Assessment

/4

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Student Name Reading Test Form B Reading Objectives

Total Number of Items

Number Correct

Objective 1: Basic Understanding

15

/15

Objective 2: Literary Elements

7

/7

Objective 3: Analysis Using Reading Strategies

10

/10

Objective 4: Analysis Using Critical-Thinking

4

/4

Total

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/36

x

Grade 1

Benchmark Assessment

Student Name Revising and Editing Test Form B Writing Objectives

Total Number of Items

Number Correct

Objective 3: Organization

3

/3

Objective 4: Sentence Structure

7

/7

Objective 5: Standard Usage/Word Choice

8

/8

Objective 6: Punctuation, Capitalization, Spelling

6

/6

Total

/24

Written Composition Form B Writing Objectives

Total

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Objective 1: Effective Composition Objective 2: Command of Conventions

Benchmark Assessment

/4

Grade 1

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Treasures Teaching/Practice Opportunities Teacher’s Edition

TFK Magazine TM

Locate Facts and Details: Unit 1: 7A; Unit 2: 57A; Unit 3: 77N-78/79, 117A, 147G, 147X–Z; 85K–93A, 97I, 97T–V, 97Z– BB; Unit 5: 85A Nouns and Verbs: Unit 2: 11A, 27B, 33B, 35H, 35V, 37G, 41A, 57B, 63B, 65V,67G, 69A, 77B, 81A, 81J, 81X, 83G, 87A, 105B, 109B, 111H, 111V, 113G, 117A, 135B, 135C, Unit 3: 7G, 11A, 29B, 33B, 37G, 41A, 59B, 63B, 65H, 67G, 69A, 77B, 81A, 81J, 81X, 115V, 116L, 151A, Unit 4: 6K, 9C, 29B, 29O, 33B, 35H, 39C, 59B, 59O, 63B, 65H, 66L, 69C,77B, 77P, 85C, 101B, 101O, 107B, 109H,133K; Unit 6: 9C, 35B, 35O, 39B, 41H, 163C Compound Words: Unit 2: 117F, 141D, Unit 4: 59K, 141A; Unit 5: 160C; Unit 6: 163G, 163U, 167D Context Clues: Unit 1: 33CC, 33GG, 61GG; Unit 4:14/15, 29K, 133K; Unit 5: 155K, Unit 6: 75K

Context Clues: 2, 12, 22, 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132, 142

Word Study: Conceptual Categories: Unit 1: 33GG, 61GG, 105A, 105GG, 131GG, 135A, Unit 2: 81II, 111A, Unit 4: 106/107; Unit 5: 85C, 93B, 93P, 97A, 97J Dictionary Alphabetical Order: Unit 1: 111F, 131D, Unit 2: 77L, 77M; Unit 4: 77O; Unit 6: 93H, 93K, 129H, 163H Plot: Unit 1: 79A, 79J, 86/87, 90-97, 99, 105G, 105R–T; Unit 2: 83A, 87I, 111G 111R–T, 111X–Z, 41I–57A; Unit 4: 85A–B, 85L–101A, 109G, 109R–T, 109X–Z Topic: Unit 1: , 111I, 127A, 128/129, 131R, 131S, 131Y; Unit 2: 26, 58/59; Unit 4: 100, 132; Unit 5: 118/119, 155A Main Idea: 11, 41, 61, 71, 81, 91, 141

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Main Idea: Unit 2: 6K, 7A, 7J, 11I –27A, 35G, 35R–T, 35X–Z, 67A, 69I–77A, 81I, 81T–V, 81Z–BB, Unit 3: 67A, 69I–77A, 81I, 81T–V, 81Z–BB, 149A; Unit 4: 133N

xii

Grade 1

Benchmark Assessment

Teacher’s Edition Rhythm, Rhyme, and Alliteration in Poetry: Unit 1: S11, S23, S41, S53, S71, S83, 127J, 128/129, 129A, 136/137, Unit 2: 11C, 27J, 28/29, 32/33, 33A, 69C, Unit 3: 6K, 20/21, 28, 29E, 29F, 65K, 141K, 144/145, 145A, 152/153, Unit 4: 28, 35K, 65W, 133Y, 134/135,135A; Unit 5: 155Y, 156/157, 157A; Unit 6: 41W, 163Y, 164/165, 165A

TFK Magazine TM Poetry: 19, 29, 49, 69, 79, 89, 139, 149

Fable: Unit 2: 57A, Unit 4: 7A, 29N, 77R, 133R, Unit 5: 164/165 Character: Unit 1: 7A, 11I–25A, 33G, 33R–T, 33X–Z, 46/47; Unit 2: 100/101; Unit 4: 39A, 39B, 39L–59A,65G, 65R–T, 65X–Z; Unit 6: 35N, 139A, 139B, 139L–163A, 167G, 167R–T, 67X–Z Sensory Language: Unit 3: 141K, 142/143, 145A, Unit 4: 94/95, Unit 5: 155Y, 156/157, 157A Sequence: Unit 1: 65I, 68/69, 70/71, 77I, 77T–V, Sequence: 1, 3, 111 77Z–BB, 83I–99A; Unit 2: 61R–T, 61X-Z, 113A; Unit 5: 129A–B, 129K–155A, 159G, 159R–T, 159X–Z Text Features: Unit 1: 25K, 26/27, 28/29, 30/31, 53K, Text Features: 2, 10, 22, 32, 39, 42, 52, 59, 62, 82, 99, 54/55, 56/57, 58/59, 73L, 73M, 99K, 102/103; Unit 2:57J, 60/61, 63A, 105L, 106/107, 108/109, 138/139, 102, 109, 112, 119, 129, 142 146/147, Unit 3: 29L, 30/31, 32/33, 59L, 77L, 108/109, 110/111, 150/151; Unit 4: 29X, 32/33, 59X, 60/61, 62/63, 77O, 101Y, 104/105, 106/107, 139A, 140/141, Unit 5: 43Y, 46/47, 75X, 76/77, 78/79, 117Y, 122/123, 161A; Unit NIT 6: 38/39, 75X, 76/77, 129X, 130/131, 132/133, 169A, 170/171

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Directions: Unit 2: 135K, 138/139, 139A, 144/145, Unit 3: 66L, 76/77, 77A, 152/153, Unit 6: 171A Graphic Features of Text: Unit 6: 35X, 38/39, 39A, 171A

Graphic Features of Text: 12, 72, 92, 132

Author’s Purpose: Unit 1: 100/101, 107A, 107 J, 111I–127A, 131G, 131R–T, 131X–ZL; Unit 2: 16/17, 24/25; Unit 3: 74/75–77A

Author’s Purpose: 31, 51, 101,

Fantasy and Reality: Unit 6: 9A, 9B, 9K-35A, 41G, 41R-T, 41X-Z, 129N Sequence of events: Unit1: 35A, 39I–51, 53, 61G, 61X–Z, 63A; Unit 2: 117I–135A; Unit 5: 101A–B, 101L–117A, 125G, 125R–T, 125X–Z Retell: Unit 2: 37A, 37J, 41I–57A, 65G, 117I–135A, 141G, 141R–T, 141X–Z; Unit 3: 7A, 7J, 11I–29A,

Benchmark Assessment

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Teacher’s Edition

TFK Magazine TM

Confirm Predictions: Unit 3: 37A, 37J, 41I-59A, 65G, 65R-T, 65X-Z; Unit 4: 9A, 9B, 9L-29A, 35G, 35R-T, 35X-Z; Unit 5:72/73, 92/93, 101L, 114/115, Unit 6: 56/57, 72/73, 101A, 101B, 101F, 101L,104/105, 110/111, 116/117, 118/119, 124/125, 126/127, 129D, 135G, 135R, 135S, 135T, 135U,135Y Purposes of Media: Unit 1: 137J, Unit 2: 147J; Unit 3: 77L, 77M, 153J; Unit 4: 143I, Unit 5:165J, Unit 6: 93O

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Techniques in Media: Unit 1: 137J, 153 Unit 3: 153J, Unit 4: 143I, 143J, Unit 5: 165I, 165J, Unit 6: 173J

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Grade 1

Benchmark Assessment

Grade 1

Student Name Date

Reading Test Form A

Reading Sample DIRECTIONS Read the selection. Then answer the question.

Will It Rain?

Pat has her boots. She has her hat. She thinks it will rain. But the sun is out.

A

It is hot.

B

It may rain.

C

She wants to get wet.

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S-1 Why does Pat have her hat and her boots?

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Grade 1

Benchmark Assessment

DIRECTIONS Read the poem. Then answer the questions.

Little Gray Kitten

1 2 3 4 5 6

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7 8 9

Little gray kitten, where can you be? I have looked in the house. I have climbed the big tree. Little gray kitten, where can you be? I have looked in your bed. Are you hiding from me? Little gray kitten, where can you be? Oh Kitty, there you are! Now, you are safe with me.

Page 3 Benchmark Assessment

Grade 1 • Reading • Form A

3

Student Name 1 Which words from the poem rhyme? A

be and tree

B

house and bed

C

kitten and Kitty

2 The speaker first looks for the kitten — A

under the bed

B

by the window

C

in the house

A

hiding

B

from

C

me

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3 Which word from line 6 is an action word?

Page 4 4

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 4 What do the bed, the house, and the tree all have in common? A

They are places the kitten could be.

B

They are all colors of kittens.

C

They are different kinds of kittens.

5 Which word from the poem comes before looked in the dictionary? now

B

gray

C

safe

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A

Page 5 Benchmark Assessment

Grade 1 • Reading • Form A

5

DIRECTIONS Read the selection. Then answer the questions.

Window Box Garden

Follow the steps on the next page to make a window box garden.

Page 6 6

Grade 1 • Reading • Form A

Benchmark Assessment

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Planting a window box is fun. Window boxes are small. The boxes are put outside a window. They go on the windowsill. Flowers can add color and life to a home. Choose the colors you like best. Plants that do not grow tall are best for a window box.

1. Cover the bottom of a window box with small round stones. Add dirt.

2. Add water so the dirt is a little wet.

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3. Add seeds or small plants.

You have to keep your plants healthy. Water them when the dirt gets dry. Then watch your garden grow!

Page 7 Benchmark Assessment

Grade 1 • Reading • Form A

7

Student Name 6 What should you do before you add dirt to the box? A

Add water to wet the dirt.

B

Put seeds or plants in the dirt.

C

Cover the bottom with stones.

7 Add seeds or small plants after — A

the dirt gets dry

B

the dirt is a little wet

C

the plants grow

8 What is the topic of this article? How to plant a window box garden

B

How to grow flowers in your house

C

How to keep busy in the summer

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A

Page 8 8

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 9 What kinds of plants are best for a window box? A

Plants that do not grow tall

B

Plants that do not need water

C

Plants that smell nice

10 Which sentence from the article tells you what will happen to the plants? Add seeds or small plants.

B

Window boxes are small.

C

Then watch them grow!

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A

Page 9 Benchmark Assessment

Grade 1 • Reading • Form A

9

DIRECTIONS Read the selection. Then answer the questions.

Sick Day “Are you all right, Nancy?” asked her teacher, Mr. Brown. “Your face is red. You look very warm.”

“All right. Go to the nurse. She will call your father. He will be here soon. He will take you home,” Mr. Brown said.

Page 10 10

Grade 1 • Reading • Form A

Benchmark Assessment

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Nancy looked up from reading her book. “I want to go home,” she said.

After Nancy’s dad took her home, Nancy climbed into her bed. Her cat, Melba, jumped up beside her. “My head hurts,” she said sadly. “It feels like a drummer is pounding away on my head. Boom! Boom! Boom!” Melba looked at Nancy. She rubbed against Nancy’s arm. She seemed to say, “Everything will be all right.”

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Melba’s soft purring made Nancy feel better. Soon it felt like the drum was beating more and more softly, until Nancy was able to fall asleep.

Page 11 Benchmark Assessment

Grade 1 • Reading • Form A

11

Student Name 11 Look at this chart of events from the story. Mr. Brown asks if Nancy feels all right. Nancy says she wants to go home.

What belongs in the empty box? Nancy reads her book.

B

Nancy’s teacher asks if she is okay.

C

Nancy’s dad picks her up from school.

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A

Page 12 12

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 12 What is Nancy’s problem in the story? A

She does not feel well.

B

Her book is too hard to read.

C

She does not want to leave school.

13 Which sentence from the story helps you know that Nancy will begin to get well? A

Soon it felt like the drum was beating more softly.

B

Nancy looked up from reading her book.

C

Nancy climbed into her bed.

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14 What helps Nancy begin to feel better? A

Having the nurse call her father

B

The book she is reading

C

Her cat’s soft purring

Page 13 Benchmark Assessment

Grade 1 • Reading • Form A

13

Student Name 15 Why does Mr. Brown ask Nancy if she is okay? A

She is crying.

B

Her face is red.

C

She misses her cat.

16 Which words help you feel how Nancy’s head hurts? “Boom! Boom! Boom!”

B

“Are you all right, Nancy?”

C

“I want to go home,” she said.

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A

Page 14 14

Grade 1 • Reading • Form A

Benchmark Assessment

DIRECTIONS Read the selection. Then answer the questions.

Fireflies In the summer, look in the yard at night. Do you see lights that go on and off? You are seeing fireflies. Many kids and grown ups like to watch fireflies. Firefly Fun Facts FOOD:

earthworms, snails, slugs, plant nectar, pollen

AVERAGE LIFE: SIZE:

2 months up to 1 inch

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Fireflies are beetles with wings. There are many kinds of fireflies. They live all over the world in warm, wet places.

Page 15 Benchmark Assessment

Grade 1 • Reading • Form A

15

Fireflies have cells that help them make light. Light from fireflies is mostly green or yellow, but there are some fireflies that make blue light. The light shows that fireflies are talking to each other. Different kinds of fireflies make different patterns with their lights.

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Fireflies get nectar and pollen from plants.

Page 16 16

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 17 Use the chart on page 15 to answer the question.

Earthworms

Plant Nectar

Snails

What topic goes in the center oval? Size

B

Average Life

C

Food

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A

Page 17 Benchmark Assessment

Grade 1 • Reading • Form A

17

Student Name 18 What helps fireflies make light? A

Cells

B

Patterns

C

Beetles

19 Look at the chart on page 15. What size are most fireflies? A

2 inches

B

1 foot

C

1 inch

A

give information about fireflies

B

tell a funny story about fireflies

C

get the reader to keep fireflies as pets

Page 18 18

Grade 1 • Reading • Form A

Benchmark Assessment

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20 The author wrote this article to —

Student Name 21 Which word from page 16 tells what fireflies do? A

some

B

make

C

each

22 Which word from the article means “insects that light up”? A

earthworms

B

fireflies

C

different

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23 What is this article mainly about? A

Things fireflies do

B

Where fireflies live

C

Insects in your yard

Page 19 Benchmark Assessment

Grade 1 • Reading • Form A

19

DIRECTIONS Read the selection. Then answer the questions.

Turtle and Rabbit

Rabbit ran fast. He talked and talked about how fast he could run. One day at lunchtime, he told the other animals, “I am very swift. I will win every race I run. I will race any animal.”

“You can laugh after you win the race,” said Turtle. “Will you race me?”

Page 20 20

Grade 1 • Reading • Form A

Benchmark Assessment

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Turtle said, “I will race you.” Rabbit thought that was very funny.

Rabbit agreed to race with Turtle. All the other animals came to watch the race. When the race started, Rabbit ran as fast as he could. Turtle started walking. Turtle was slow, but he never stopped. Rabbit laughed at Turtle. Rabbit ran and ran. When he could not see Turtle, Rabbit stopped to rest. He was tired. He went to sleep.

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Rabbit opened his eyes. “What a nice nap,” he thought. He looked down the road. He laughed loudly because Turtle was nowhere in sight. “I knew I would win the race!”

Page 21 Benchmark Assessment

Grade 1 • Reading • Form A

21

Rabbit started walking up the road happily to the finish line. Suddenly, he stopped. Rabbit rubbed his eyes. “Oh no! Turtle is near the end of the race!” Rabbit jumped up. He ran as fast as he could. But he could not catch Turtle. Turtle won the race.

© Macmillan/McGraw-Hill

Rabbit was unhappy. He thought Turtle had played a trick on him. But Turtle did not play a trick on Rabbit. Turtle just walked and walked when Rabbit was asleep. Turtle knew the best way to win was to keep going.

Page 22 22

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 24 You can tell that this fable is make-believe because — A

Turtle is slower than Rabbit

B

Turtle and Rabbit are talking

C

Turtle keeps on walking

25 Rabbit laughs when Turtle says he will race him because Rabbit — A

is tired and needs a nap

B

is afraid that Turtle is too fast

C

thinks he is better than Turtle

© Macmillan/McGraw-Hill

26 Which sentence from the fable helps you know that Rabbit might not win the race? A

“I knew I would win the race!”

B

“What a nice nap!”

C

“Oh, no! Turtle is at the end of the race!”

Page 23 Benchmark Assessment

Grade 1 • Reading • Form A

23

Student Name 27 Why is Rabbit unhappy at the end of the race? A

He thinks Turtle tricked him.

B

Turtle is laughing at him.

C

He knows he is slower than Turtle.

28 What can you learn from this fable? You should keep going during a race.

B

You should take a nap during a race.

C

You should play a trick to win a race.

© Macmillan/McGraw-Hill

A

Page 24 24

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 29 Which word from the fable is made of two shorter words that tell when to eat a meal? A

animals

B

lunchtime

C

finish

30 What does the word swift mean on page 20? Smart

B

Strong

C

Fast

© Macmillan/McGraw-Hill

A

Page 25 Benchmark Assessment

Grade 1 • Reading • Form A

25

DIRECTIONS Read the selection. Then answer the questions.

The Mountain Man

John Muir was born in Scotland. He grew up with his mother and father and many brothers and sisters. John’s family moved to this country when he was a child.

Page 26 26

Grade 1 • Reading • Form A

Benchmark Assessment

© Macmillan/McGraw-Hill

Long ago, there lived a man named John Muir. He liked many things. He loved nature most of all.

John loved the outdoors. He wanted to learn more about it. So he went on a hike. He hiked across the United States. John hiked in the woods. He hiked over mountains. One time he even got stuck in a snowstorm! He made a cave to stay safe and warm. He ate crackers, cheese, and beans to stay alive.

© Macmillan/McGraw-Hill

John Muir loved spending time outdoors.

John walked across a lot of the country. He hiked one thousand miles!

Page 27 Benchmark Assessment

Grade 1 • Reading • Form A

27

Later, John hiked in many more places and wrote books about his travels. He told people what he learned about nature. He helped to set up parks to protect it. Today, John Muir has part of a trail in California named after him. This shows that his work was important. It shows that people should remember his lessons.

CA

Yosemite National Park

Key

LI

Park set up by John Miur

F O

Ocean

R

N

© Macmillan/McGraw-Hill

IA

Page 28 28

Grade 1 • Reading • Form A

Benchmark Assessment

Student Name 31 How far did John Muir walk? A

Over three mountains

B

One thousand miles

C

Ten meters

32 After John Muir hiked across California, he — A

moved to Wisconsin

B

made a cave

C

set up parks

© Macmillan/McGraw-Hill

33 What happened right before John Muir built a cave? A

He got stuck in a snowstorm.

B

He hiked across California.

C

He ate crackers and beans.

Page 29 Benchmark Assessment

Grade 1 • Reading • Form A

29

Student Name 34 The author wrote this biography to — A

name good places for readers to hike

B

tell readers about the life of John Muir

C

help readers get in shape and stay healthy

35 Look at the map on page 28. What is the name of a park John Muir set up? A

California

B

Yosemite National Park

C

U.S.A. Park

A

Keep safe

B

Hide from

C

Sell to

© Macmillan/McGraw-Hill

36 What does the word protect mean on page 28?

Page 30 30

Grade 1 • Reading • Form A

Benchmark Assessment

Grade 1

Student Name Date

Revising and Editing Form A

Revising and Editing Sample DIRECTIONS This is a story that Nat wrote. The story has mistakes. Read the story. Then answer the question.

I Am Nat (1) my name is Nat. (2) I am six years old. (3) I ride the bus to school.

S-1 Which sentence needs a capital letter? Sentence 1

B

Sentence 2

C

Sentence 3

© Macmillan/McGraw-Hill

A

Page 2 32

Grade 1

Benchmark Assessment

DIRECTIONS This is a story that Ben wrote. The story has mistakes. Read the story. Then answer the questions.

Dan Had Fun

© Macmillan/McGraw-Hill

(1) dan had fun. (2) He play all day. (3) He took a bath. (4) Now Dan can go bed. (5) His dad will tuck him in?

Page 3 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

33

Student Name 1 What is the BEST way to write sentence 1? A

dan had Fun.

B

Dan had fun.

C

Dan Had Fun.

2 What is the BEST way to write sentence 2? He will play all day.

B

He playing all day.

C

He played all day.

© Macmillan/McGraw-Hill

A

Page 4 34

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 3 What is the BEST way to write sentence 4? A

Now Dan can go to bed.

B

Now Dan can go for bed.

C

Now Dan can go at bed.

4 What is the BEST way to write sentence 5? His dad tuck him in will?

B

His dad tuck him in?

C

Will his dad tuck him in?

© Macmillan/McGraw-Hill

A

Page 5 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

35

DIRECTIONS This is a story that Jill wrote. The story has mistakes. Read the story. Then answer the questions.

Mars

© Macmillan/McGraw-Hill

(1) Mars is not like Earth? (2) it has two moons. (3) It is hottest on Mars. (4) I like to swim.

Page 6 36

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 5 What is the BEST way to write sentence 1? A

Mars is not like Earth.

B

Mars is not like Earth!

C

Mars is not like Earth

6 Which sentence needs a capital letter? Sentence 1

B

Sentence 2

C

Sentence 3

© Macmillan/McGraw-Hill

A

Page 7 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

37

Student Name 7 What is the BEST way to write sentence 3? A

It is hot on Mars.

B

It is hots on Mars.

C

It is more hotter on Mars.

8 Which sentence does not belong in the story? Sentence 1

B

Sentence 3

C

Sentence 4

© Macmillan/McGraw-Hill

A

Page 8 38

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

DIRECTIONS This is a story that Tara wrote. The story has mistakes. Read the story. Then answer the questions.

Grandma Saves the Day

© Macmillan/McGraw-Hill

(1) My cat is on a tree. (2) “Please help her,” my said. (3) Grandma can help? (4) Grandma helping my cat get down.

Page 9 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

39

Student Name 9 What is the BEST way to write sentence 1? A

My cat is of a tree.

B

My cat is in a tree.

C

My cat is at a tree.

10 What is the BEST way to write sentence 2? “Please help her,” I said.

B

“Please help her,” me said.

C

“Please help her,” she said.

© Macmillan/McGraw-Hill

A

Page 10 40

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 11 What is the BEST way to write sentence 3? A

Help can Grandma?

B

Help Grandma can?

C

Can Grandma help?

12 What is the BEST way to write sentence 4? Grandma help my cat get down.

B

Grandma helps my cat get down.

C

Grandma is help my cat get down.

© Macmillan/McGraw-Hill

A

Page 11 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

41

DIRECTIONS This is a story that Juan wrote. The story has mistakes. Read the story. Then answer the questions.

Seashells

© Macmillan/McGraw-Hill

(1) Seashells are of the beach. (2) It are big and small. (3) Some animals living in seashells. (4) i like to look for seashells.

Page 12 42

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 13 What is the BEST way to write sentence 1? A

Seashells are under the beach.

B

Seashells are in the beach.

C

Seashells are on the beach.

14 What is the BEST way to write sentence 2? They are big and small.

B

Them are big and small.

C

He is big and small.

© Macmillan/McGraw-Hill

A

Page 13 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

43

Student Name 15 What is the BEST way to write sentence 3? A

Some animals lives in seashells.

B

Some animals live in seashells.

C

Some animals is living in seashells.

16 Which sentence needs a capital letter? Sentence 1

B

Sentence 3

C

Sentence 4

© Macmillan/McGraw-Hill

A

Page 14 44

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

DIRECTIONS This is a story that Julie wrote. The story has mistakes. Read the story. Then answer the questions.

A Real Team

© Macmillan/McGraw-Hill

(1) Sam and Jack are friends. (2) Jack likes to cook. (3) Sam and Jack plays ball. (4) Jack is by the team. (5) Sam helps the team?

Page 15 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

45

Student Name 17 What is the BEST way to write sentence 3? A

Sam and Jack play ball.

B

Sam and Jack playing ball.

C

Sam and Jack is play ball.

18 What is the BEST way to write sentence 4? Jack is at the team.

B

Jack is on the team.

C

Jack is of the team.

© Macmillan/McGraw-Hill

A

Page 16 46

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 19 Which sentence does not belong in the story? A

Sentence 1

B

Sentence 2

C

Sentence 4

20 What is the BEST way to write sentence 5? Does Sam help the team?

B

Sam the team help?

C

Does help Sam the team?

© Macmillan/McGraw-Hill

A

Page 17 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

47

DIRECTIONS This is a story that Maria wrote. The story has mistakes. Read the story. Then answer the questions.

Grow a Snack

© Macmillan/McGraw-Hill

(1) You can grow a best snack. (2) First plant some bean seeds. (3) Last, water them. (4) wait a short time. (5) Soon you will have beans to eat?

Page 18 48

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Student Name 21 What is the BEST way to write sentence 1? A

You can grow a better snack.

B

You can grow a good snack.

C

You can grow a gooder snack.

22 What is the BEST way to write sentence 3? Last water them.

B

First water them.

C

Then water them.

© Macmillan/McGraw-Hill

A

Page 19 Benchmark Assessment

Grade 1 • Revising and Editing • Form A

49

Student Name 23 Which sentence needs a capital letter? A

Sentence 2

B

Sentence 4

C

Sentence 5

24 What is the BEST way to write sentence 5? Soon you will have beans to eat.

B

Soon beans you will have to eat.

C

Soon you will have beans to eat,

© Macmillan/McGraw-Hill

A

Page 20 50

Grade 1 • Revising and Editing • Form A

Benchmark Assessment

Grade 1

Student Name Date

Written Composition Form A

Write a composition about a craft you made at home or school.

❏

write about a craft you made

❏

make sure that every sentence you write helps the reader understand your composition

❏

include enough details to help the reader clearly understand what you are saying

❏

use correct spelling, capitalization, punctuation, grammar, and sentences

Page 2 52

Grade 1 • Written Composition • Form A

Benchmark Assessment

© Macmillan/McGraw-Hill

REMEMBER TO—

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 3

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Benchmark Assessment

Grade 1 • Written Composition • Form A

53

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 4 54

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Grade 1 • Written Composition • Form A

Benchmark Assessment

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 5

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Benchmark Assessment

Grade 1 • Written Composition • Form A

55

Student Name

© Macmillan/McGraw-Hill

Answer Document

Page 6 56

Grade 1 • Written Composition • Form A

Benchmark Assessment

Student Name

© Macmillan/McGraw-Hill

Answer Document

Page 7 Benchmark Assessment

Grade 1 • Written Composition • Form A

57

Grade 1

Student Name Date

Reading Test Form B

Reading Sample DIRECTIONS Read the selection. Then answer the question.

Will It Rain? Pat has her boots. She has her hat. She thinks it will rain. But the sun is out.

Why does Pat have her hat and her boots?

A

It is hot.

B

It may rain.

C

She wants to get wet.

© Macmillan/McGraw-Hill

S-1

Page 2 60

Grade 1

Benchmark Assessment

DIRECTIONS Read the poem. Then answer the questions.

Spinning 1 2 3 4 5 6

© Macmillan/McGraw-Hill

7

When I spin round Without a stop And keep my balance Like the top, I find that soon The floor will swim Before my eyes.

Page 3 Benchmark Assessment

Grade 1 • Reading • Form B

61

8 9 10 11

© Macmillan/McGraw-Hill

12

And then, like it, I lie all dizzy On the floor Until I feel Like spinning more.

Page 4 62

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 1 Which words rhyme in the poem? A

floor and more

B

stop and soon

C

dizzy and eyes

2 The girl lies on the floor because — A

the top is broken

B

she wants to swim

C

she is dizzy

© Macmillan/McGraw-Hill

3 Which word from the poem rhymes with stop in line 2? A

find

B

top

C

round

Page 5 Benchmark Assessment

Grade 1 • Reading • Form B

63

Student Name 4 What is the girl doing? A

Jumping

B

Spinning

C

Swimming

5 What does the word it mean in line 8 of the poem? The floor

B

The girl

C

The top

© Macmillan/McGraw-Hill

A

Page 6 64

Grade 1 • Reading • Form B

Benchmark Assessment

DIRECTIONS Read the selection. Then answer the questions.

Fire Trucks Fire trucks help people who fight fires. They help people get to fires. Fire trucks also help people put out the fires when they get there. Getting to the Fire

© Macmillan/McGraw-Hill

A fire truck has red and yellow lights that flash. It has a horn that makes loud noises. The lights and horn tell people on the road to get out of the way. When the road is clear, the fire truck can race through the streets.

Truck leaving Fire Station Number 7 on Oak Street.

Page 7 Benchmark Assessment

Grade 1 • Reading • Form B

65

© Macmillan/McGraw-Hill

Tools to Fight Fires The truck holds many important tools. It carries a long ladder. People can use the ladder to reach high places. The fire truck also holds other tools. It has strong tools to help break down walls. It has fans to blow smoke away. It also has air tanks to help people breathe when they are in smoky fires. The tools on a fire truck help people and keep them safe.

Page 8 66

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 6 Look at the chart below. Helps people get to fires

Holds tools to put the fire out

Holds tools to keep people safe

Which main idea belongs in the bottom box? Clothes keep people safe in fires.

B

A fire truck helps people fight fires.

C

You should learn to escape a fire.

© Macmillan/McGraw-Hill

A

Page 9 Benchmark Assessment

Grade 1 • Reading • Form B

67

Student Name 7 The author wrote this article to — A

tell a scary story about a fire

B

teach readers about fire trucks

C

explain how to drive a fire truck

8 Why does a fire truck have fans? A

To blow the smoke away

B

To keep people cool and dry

C

To help people reach high places

A

trucks

B

tools

C

games

© Macmillan/McGraw-Hill

9 Ladders, fans, and air tanks are all types of —

Page 10 68

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 10 Look at the picture on page 7. What street is the fire station on? A

Fire Street

B

Station Street

C

Oak Street

11 What is the topic of this article? Ladders

B

Fire trucks

C

Air tanks

© Macmillan/McGraw-Hill

A

Page 11 Benchmark Assessment

Grade 1 • Reading • Form B

69

DIRECTIONS Read the Web page. Then answer the questions.

Tiger

SEARCH

Home Sweet Home for Tigers Most tigers live in the wild. They are mostly found in Asia. Their habitat, or home, can be grassland or swamp. There has to be a lot of water close by. Tiger Facts Tigers can grow to be as long as 13 feet. The largest tigers can weigh over 600 pounds! Dinnertime for Tigers Tigers find everything that they need to survive right where they live.

© Macmillan/McGraw-Hill

Tiger Toys Tiger products for sale! You will be happy or your money back!

Page 12 70

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 12 How does the Home Sweet Home for Tigers link on the Web page try to get your attention? A

The sound of tigers roaring

B

Bright colors and lights

C

A picture of a real tiger

13 The author of the Tiger Toys link most likely created it to — make people want to buy tiger toys

B

teach people to care for tigers

C

give facts about tigers

© Macmillan/McGraw-Hill

A

Page 13 Benchmark Assessment

Grade 1 • Reading • Form B

71

Student Name 14 Which link would be the best to use to find out what kind of food tigers eat? A

Tiger Toys

B

Tiger Facts

C

Dinnertime for Tigers

15 About how long can a tiger grow? 600 pounds

B

2 inches

C

13 feet

© Macmillan/McGraw-Hill

A

Page 14 72

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 16 What does the word products under the Tiger Toys link mean? A

Things people can buy

B

Food tigers like to eat

C

Places tigers hide

17 Which word from the Web page is a compound word that means “a place with tall grass”? largest

B

habitat

C

grassland

© Macmillan/McGraw-Hill

A

Page 15 Benchmark Assessment

Grade 1 • Reading • Form B

73

DIRECTIONS Read the selection. Then answer the questions.

Rosie the Cowgirl The bell rang from the house. It was time for lunch! Rosie could smell the stew and it made her mouth water. She was so hungry she could almost taste the salty beef and feel the soft potatoes in her mouth. Rosie jumped off her horse.

© Macmillan/McGraw-Hill

Just then, her father yelled, “The cows are loose!” Rosie jumped back on her horse. She rode toward the cows. Her hat flew back, but she kept riding. Rosie rode past the cows and blocked their way. She waved her arm at a mother cow and her calf. The cows turned back to the barn.

Page 16 74

Grade 1 • Reading • Form B

Benchmark Assessment

© Macmillan/McGraw-Hill

Rosie was starving when she got back home. Her mother put the bowls of stew on the table. Rosie’s father put his arm around her. He said, “I am very proud of you. You worked hard and didn’t give up. You got the job done.” Rosie felt great as they finally sat down to eat.

Page 17 Benchmark Assessment

Grade 1 • Reading • Form B

75

Student Name 18 Look at the chart. Rosie jumped off her horse.

Rosie got back on her horse.

Which event belongs in the middle box? The cows got loose.

B

It was time for lunch.

C

The bell rang.

© Macmillan/McGraw-Hill

A

Page 18 76

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 19 On page 16, which sentence shows that Rosie made the cows return? A

Rosie jumped off her horse.

B

The cows turned back to the barn.

C

She rode toward the cows.

20 Rosie shows that she is — A

lazy

B

responsible

C

cheerful

© Macmillan/McGraw-Hill

21 Why doesn’t Rosie stop for lunch? A

She is not very hungry.

B

She does not want to eat the stew.

C

She has to turn the cows back to the barn.

Page 19 Benchmark Assessment

Grade 1 • Reading • Form B

77

Student Name 22 Which words from the story help the reader almost taste the stew? A

salty beef, soft potatoes

B

bell rang, time for lunch

C

so hungry, sat down

23 Rosie’s father is proud of her because she — A

didn’t give up

B

rode a horse

C

ate all her stew

A

Her mouth watered.

B

The bell rang.

C

The cows were loose.

© Macmillan/McGraw-Hill

24 What is Rosie’s problem in the story?

Page 20 78

Grade 1 • Reading • Form B

Benchmark Assessment

DIRECTIONS Read the selection. Then answer the questions.

Sally Ride Sally Ride was the first American woman in space. First Sally had to go to a special school. Sally learned a lot about space. She studied math and science. She exercised to stay strong and healthy. She was ready to go. But she had to wait. In 1983, Sally got her chance. She got to go to space. She went with four people. Sally was the only woman to go.

© Macmillan/McGraw-Hill

Sally studied hard to learn about space.

Page 21 Benchmark Assessment

Grade 1 • Reading • Form B

79

Sally Ride spent six days in space in 1983.

© Macmillan/McGraw-Hill

Sally spent six days in space. When she came back to Earth, her life had changed. People were very proud of her. People all over the world knew about Sally Ride.

Page 22 80

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 25 Before Sally went to space, she — A

was there for six days

B

went to a special school

C

went with four people

26 How can you tell that this article is a true story? A

It tells about a real person.

B

It has a title and an illustration.

C

It is fun to read.

© Macmillan/McGraw-Hill

27 Which sentence from the article tells how people felt when Sally went to space? A

In 1983, Sally got her chance.

B

Sally learned a lot about space.

C

People very were proud of her.

Page 23 Benchmark Assessment

Grade 1 • Reading • Form B

81

Student Name 28 How did Sally stay strong and healthy? A

She studied.

B

She exercised.

C

Her life changed.

29 Which word from the article comes before she in the dictionary? school

B

special

C

strong

© Macmillan/McGraw-Hill

A

Page 24 82

Grade 1 • Reading • Form B

Benchmark Assessment

DIRECTIONS Read the selection. Then answer the questions.

Bike Tips Bikes are fun to ride. You can ride to school. You can ride to a friend’s house. You can ride to a park.

n

eet r t S

Park

Elm Street

Was hin gt o

SCHOOL

STORE

Apple Street

© Macmillan/McGraw-Hill

Follow the tips on the next two pages. You will be a safe bike rider!

Page 25 Benchmark Assessment

Grade 1 • Reading • Form B

83

1. When you first get your bike, check to make sure it has a light, reflectors, and a bell or horn. These things help people see and hear you while you are riding your bike.

© Macmillan/McGraw-Hill

2. A helmet is a special hat that protects your head. Put it on and snap it tight before you get on your bike. This will keep you safe. Make sure you tell a grown up where you are going before you leave.

Page 26 84

Grade 1 • Reading • Form B

Benchmark Assessment

3. It can be hard for drivers to see you when you are on your bike. A safe rider will stop at all red lights and stop signs. When you get to a busy street, look both ways before you cross. Wait until you see that it is safe. Then walk your bike across the street. 4. Riding with friends can be a lot of fun. To stay safe, never carry someone on your bike. Always go the same way the cars go. Following these rules will keep you safe. Have fun riding your bike!

© Macmillan/McGraw-Hill

Always ride in one line with friends.

Page 27 Benchmark Assessment

Grade 1 • Reading • Form B

85

Student Name 30 Look at the map on page 25. Apple Street is where you can find the — A

park

B

school

C

store

31 Look at the picture on page 26. What goes on the front of your bike? A

Helmet

B

Horn

C

Reflectors

A

park

B

light

C

reflectors

© Macmillan/McGraw-Hill

32 You can ride your bike to the —

Page 28 86

Grade 1 • Reading • Form B

Benchmark Assessment

Student Name 33 What should you do before you leave? A

Ride to the school

B

Put your bike away

C

Tell where you are going

34 What does the word busy mean on page 27? Full of activity

B

Has a lot of color

C

Very dirty

© Macmillan/McGraw-Hill

A

Page 29 Benchmark Assessment

Grade 1 • Reading • Form B

87

Student Name 35 Look at the picture on page 27. How do you ride with friends? A

In the street

B

Very fast

C

In one line

36 Which word from the article names an action? fun

B

street

C

walk

© Macmillan/McGraw-Hill

A

Page 30 88

Grade 1 • Reading • Form B

Benchmark Assessment

Grade 1

Student Name Date

Revising and Editing Form B

Revising and Editing Sample DIRECTIONS This is a story that Nat wrote. The story has mistakes. Read the story. Then answer the question.

I Am Nat (1) my name is Nat. (2) I am six years old. (3) I ride the bus to school. S-1 Which sentence needs a capital letter? Sentence 1

B

Sentence 2

C

Sentence 3

© Macmillan/McGraw-Hill

A

Page 2 90

Grade 1

Benchmark Assessment

DIRECTIONS This is a story that Fran wrote. The story has mistakes. Read the story. Then answer the questions.

Ben Has a Plan

© Macmillan/McGraw-Hill

(1) Ben and sally want a new ball. (2) They has a plan. (3) They can sell drink. (4) First they can get a new ball.

Page 3 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

91

Student Name 1 What is the BEST way to write sentence 1? A

ben and sally want a new ball.

B

Ben and Sally want a new ball.

C

ben and Sally want a new ball.

2 What is the BEST way to write sentence 2? They have a plan.

B

They are having a plan.

C

They will have a plan.

© Macmillan/McGraw-Hill

A

Page 4 92

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 3 What is the BEST way to write sentence 3? A

They can sell Drink.

B

They can sell a drinks.

C

They can sell drinks.

4 What is the BEST way to write sentence 4? Then they can get a new ball.

B

Before they can get a new ball.

C

They can first get a new ball.

© Macmillan/McGraw-Hill

A

Page 5 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

93

DIRECTIONS This is a story that Leo wrote. The story has mistakes. Read the story. Then answer the questions.

Don and the Doghouse

© Macmillan/McGraw-Hill

(1) Don has a bigger dog. (2) Him dog needs a nap. (3) A duck is on the way. (4) “Go away,” said Don. (5) The dog take a nap.

Page 6 94

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 5 What is the BEST way to write sentence 1? A

Don has a bigger dogs.

B

Don has a big dog.

C

Don has a biggest dog.

6 What is the BEST way to write sentence 2? His dog needs a nap.

B

He dog needs a nap.

C

Her dog needs a nap.

© Macmillan/McGraw-Hill

A

Page 7 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

95

Student Name 7 What is the BEST way to write sentence 3? A

A duck is at the way.

B

A duck is of the way.

C

A duck is in the way.

8 What is the BEST way to write sentence 5? The dog taking a nap.

B

The dog can take a nap.

C

The dog does take a nap.

© Macmillan/McGraw-Hill

A

Page 8 96

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

DIRECTIONS This is a story that Sasha wrote. The story has mistakes. Read the story. Then answer the questions.

My Cat

© Macmillan/McGraw-Hill

(1) Puff is me cat. (2) She is black and white. (3) puff likes to play. (4) I like to play tag. (5) Puff is a good cat?

Page 9 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

97

Student Name 9 What is the BEST way to write sentence 1? A

Puff is my cat.

B

Puff is mine cat.

C

Puff is I cat.

10 Which sentence needs a capital letter? Sentence 1

B

Sentence 3

C

Sentence 4

© Macmillan/McGraw-Hill

A

Page 10 98

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 11 Which sentence does not belong in the story? A

Sentence 2

B

Sentence 3

C

Sentence 4

12 What is the BEST way to write sentence 5? Puff is a good cat

B

Puff is a good cat.

C

Puff is a good cat,

© Macmillan/McGraw-Hill

A

Page 11 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

99

DIRECTIONS This is a story that Beth wrote. The story has mistakes. Read the story. Then answer the questions.

A Family Trip

© Macmillan/McGraw-Hill

(1) We went to a trip. (2) First we got into our car. (3) We drove for a long time. (4) Then we got to my grandmother’s house (5) she was glad to see us.

Page 12 100

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 13 What is the BEST way to write sentence 1? A

We went on a trip.

B

We went of a trip.

C

We went by a trip.

14 What is the BEST way to write sentence 3? Last we drove for a long time.

B

We drove for a long time then.

C

Next we drove for a long time.

© Macmillan/McGraw-Hill

A

Page 13 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

101

Student Name 15 What is the BEST way to write sentence 4? A

Then we got to my grandmother’s house?

B

Then we got to my grandmother’s house.

C

Then to my grandmother’s house we got!

16 Which sentence needs a capital letter? Sentence 2

B

Sentence 4

C

Sentence 5

© Macmillan/McGraw-Hill

A

Page 14 102

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

DIRECTIONS This is a story that Jim wrote. The story has mistakes. Read the story. Then answer the questions.

Starfish

© Macmillan/McGraw-Hill

(1) Starfish have five arm. (2) They looks like stars. (3) I like to look at stars in the sky. (4) Starfish live in the ocean? (5) Yes, they do!

Page 15 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

103

Student Name 17 What is the BEST way to write sentence 1? A

Starfish have five arms.

B

Starfish have fives arm.

C

Starfishs have five arm.

18 What is the BEST way to write sentence 2? They looked like stars.

B

They looking like stars.

C

They look like stars.

© Macmillan/McGraw-Hill

A

Page 16 104

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 19 What is the BEST way to write sentence 4? A

Do starfish live in the ocean?

B

Starfish do live in the ocean?

C

Starfish do in the ocean live?

20 Which sentence does not belong in the story? Sentence 1

B

Sentence 3

C

Sentence 5

© Macmillan/McGraw-Hill

A

Page 17 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

105

DIRECTIONS This is a story that Donna wrote. The story has mistakes. Read the story. Then answer the questions.

Snowy Days

© Macmillan/McGraw-Hill

(1) I love when it snows? (2) First I put on my coat. (3) My mom helps with my boots. (4) Then she help me put on my hat. (5) You like to play in the snow?

Page 18 106

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Student Name 21 What is the BEST way to write sentence 1? A

I love when it snows,

B

I love when it snows

C

I love when it snows!

22 What is the BEST way to write sentence 3? Next my mom helps with my boots.

B

But my mom helps with my boots.

C

First my mom helps with my boots.

© Macmillan/McGraw-Hill

A

Page 19 Benchmark Assessment

Grade 1 • Revising and Editing • Form B

107

Student Name 23 What is the BEST way to write sentence 4? A

Then she was help me put on my hat.

B

Then she helps me put on my hat.

C

Then she helping me put on my hat.

24 What is the BEST way to write sentence 5? You do like to play in the snow?

B

Like to play in the snow, do you?

C

Do you like to play in the snow?

© Macmillan/McGraw-Hill

A

Page 20 108

Grade 1 • Revising and Editing • Form B

Benchmark Assessment

Grade 1

Student Name Date

Written Composition Form B

Write a composition about your favorite toy.

❏

write about your favorite toy

❏

make sure that every sentence you write helps the reader understand your composition

❏

include enough details to help the reader clearly understand what you are saying

❏

use correct spelling, capitalization, punctuation, grammar, and sentences

Page 2 110

Grade 1 • Written Composition • Form B

Benchmark Assessment

© Macmillan/McGraw-Hill

REMEMBER TO—

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 3

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Benchmark Assessment

Grade 1 • Written Composition • Form B

111

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 4 112

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Grade 1 • Written Composition • Form B

Benchmark Assessment

Student Name

© Macmillan/McGraw-Hill

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

Page 5

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

Benchmark Assessment

Grade 1 • Written Composition • Form B

113

Student Name

© Macmillan/McGraw-Hill

Answer Document

Page 6 114

Grade 1 • Written Composition • Form B

Benchmark Assessment

Student Name

© Macmillan/McGraw-Hill

Answer Document

Page 7 Benchmark Assessment

Grade 1 • Written Composition • Form B

115

Student Name STUDENT ANSWER SHEET

READING

1 2 3 4 5 6 7 8 9 10 11

abc

13

abc abc abc abc abc abc abc abc abc abc abc abc

14 15 16 17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32 33 34 35 36

abc abc abc abc abc abc abc abc abc abc abc abc

© Macmillan/McGraw-Hill

12

abc abc abc abc abc abc abc abc abc abc abc abc

S-1

Benchmark Assessment

Grade 1

117

Student Name STUDENT ANSWER SHEET

REVISING AND EDITING

S-1 1 2 3 4 5 6 7

9 10 11 12 13 14 15 16

abc abc abc abc abc abc abc abc

17 18 19 20 21 22 23 24

abc abc abc abc abc abc abc abc

© Macmillan/McGraw-Hill

8

abc abc abc abc abc abc abc abc

abc

Benchmark Assessment

Grade 1

119

Form A Answer Key: Reading Answer

Content Focus

1

A

Rhyme

2

C

Retell

3

A

Verbs

4

A

Classify and Categorize

5

B

Alphabetical Order

6

C

Follow Directions

7

B

Follow Directions

8

A

Topic

9

A

Details

10

C

Confirm Predictions

11

C

Retell

12

A

Problem and Solution

13

A

Confirm Predictions

14

C

Problem and Solution

15

B

Character

16

A

Sensory Language

17

C

Text Features: Charts

18

A

Details © Macmillan/McGraw-Hill

Question

120

Grade 1

Benchmark Assessment

Answer

Content Focus

19

C

Text Features: Charts

20

A

Author’s Purpose

21

B

Verbs

22

B

Compound Words

23

A

Main Idea

24

B

Fantasy or Reality

25

C

Character

26

C

Confirm Predictions

27

A

Character

28

A

Fables

29

B

Compound Words

30

C

Words in Context

31

B

Details

32

C

Sequence

33

A

Sequence

34

B

Author’s Purpose

35

B

Map features

36

A

Words in Context

© Macmillan/McGraw-Hill

Question

Benchmark Assessment

Grade 1

121

Form A Answer Key: Revising and Editing Answer

Content Focus

1

B

Capitalize names

2

C

Verbs

3

A

Revise: Addition

4

C

Questions: Subject/verb

5

A

Punctuation

6

B

Capitalize sentences

7

A

Adjectives: Descriptive

8

C

Revise: Deletion

9

B

Prepositional phrases

10

A

Pronouns

11

C

Questions: Subject/verb

© Macmillan/McGraw-Hill

Question

122

Grade 1

Benchmark Assessment

Answer

Content Focus

12

B

Verbs

13

C

Prepositional phrases

14

A

Pronouns

15

B

Verbs

16

C

Capitalize pronoun I

17

A

Verbs

18

B

Prepositional phrases

19

B

Revise: Deletion

20

A

Questions: Subject/verb

21

B

Adjectives: Descriptive

22

C

Time-order transitions

23

B

Capitalize sentences

24

A

Punctuation

© Macmillan/McGraw-Hill

Question

Benchmark Assessment

Grade 1

123

124

Question

Answer

Content Focus

1

A

Rhyme

2

C

Character

3

B

Rhyme

4

B

Details

5

C

Context Clues

6

B

Main Idea

7

B

Author’s Purpose

8

A

Details

9

B

Classify and Categorize

10

C

Text Features: Illustrations

11

B

Topic

12

C

Media Techniques

13

A

Purpose of Media

14

C

Text Features: Headings

15

C

Details

16

A

Words in Context

17

C

Compound Words

18

A

Retell

Grade 1

© Macmillan/McGraw-Hill

Form B Answer Key: Reading

Benchmark Assessment

Answer

Content Focus

19

B

Confirm Predictions

20

B

Character

21

C

Character

22

A

Sensory Language

23

A

Character

24

C

Problem and Solution

25

B

Sequence

26

A

Fantasy and Reality

27

C

Confirm Predictions

28

B

Details

29

A

Alphabetical Order

30

C

Map Features

31

B

Text Features: Diagram

32

A

Details

33

C

Follow Directions

34

A

Words in Context

35

C

Text Features: Illustraions

36

C

Verbs

© Macmillan/McGraw-Hill

Question

Benchmark Assessment

Grade 1

125

Form B Answer Key: Revising and Editing Answer

Content Focus

1

B

Capitalize names

2

A

Verbs

3

C

Nouns

4

A

Time-order transitions

5

B

Adjectives: Descriptive

6

A

Pronouns

7

C

Prepositional phrases

8

B

Revise: Addition

9

A

Pronouns

10

B

Capitalize sentences

11

C

Revise: Deletion

12

B

Punctuation

© Macmillan/McGraw-Hill

Question

126

Grade 1

Benchmark Assessment

Answer

Content Focus

13

A

Prepositional phrases

14

C

Time-order transitions

15

B

Punctuation

16

C

Capitalize sentences

17

A

Nouns

18

C

Verbs

19

A

Questions: Subject/verb

20

B

Revise: Deletion

21

C

Punctuation

22

A

Time-order transitions

23

B

Verbs

24

C

Questions: Subject/verb

© Macmillan/McGraw-Hill

Question

Benchmark Assessment

Grade 1

127

WRITING RUBRICS SCORE POINT 1 EACH COMPOSITION AT THIS SCORE POINT IS AN INEFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

Focus and Coherence ●

Individual paragraphs and/or the entire composition are not focused. The writer may shift abruptly from idea to idea, making it difficult for the reader to understand how the ideas in the composition are related.

●

The entire composition has little sense of completeness. The introduction and conclusion, if present, may be perfunctory.

●

A large amount of writing may be unrelated and may not contribute to the development or quality of the entire composition. At times, the composition may be only weakly connected to the prompt.

Organization ●

●

●

The writer’s progression of thought between sentences and/or paragraphs is not logical. Occasionally weak progression results from a lack of transitions or from the use of transitions that do not make sense. At other times, the progression of thought is not evident, even if appropriate transitions are present. An organizational strategy is not evident. The writer may present ideas randomly, making the composition difficult to follow. Wordiness and/or repetition may inhibit the progression of ideas.

Development of Ideas ● ●

●

●

The writer presents one or more ideas but provides little development of those ideas. The writer presents one or more ideas and makes an attempt to develop them. However, the development is general or vague, making it difficult for the reader to understand the writer’s ideas. The writer presents only a plot summary of a published piece of writing, movie, or television show. The writer leaves out important information, which creates gaps between ideas. These gaps inhibit the reader’s understanding of the ideas.

●

●

The writer does not use language that engages the reader and therefore fails to establish a connection. There may be no evidence of the writer’s individual voice. The composition does not sound authentic or original. The writer does not express his/her individuality or unique perspective.

Conventions ●

●

128

There is little evidence in the composition that the writer can correctly apply the English language conventions. Severe and/or frequent errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure may cause the writing to be difficult to read. These errors weaken the composition by causing a lack of fluency. The writer may misuse or omit words and phrases, and may frequently include awkward sentences. These weaknesses inhibit the effective communication of ideas.

Grade 1

Benchmark Assessment

© Macmillan/McGraw-Hill

Voice

SCORE POINT 2 EACH COMPOSITION AT THIS SCORE POINT IS A SOMEWHAT EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

Focus and Coherence ●

●

●

Individual paragraphs and/or the entire composition are somewhat focused. The writer may shift quickly from idea to idea, but the reader can easily understand how the ideas in the composition are related. The entire composition has some sense of completeness. The writer includes an introduction and conclusion, but they may be superficial. Some of the writing may be unrelated and may not contribute to the development or quality of the entire composition.

Organization ●

●

●

The writer’s progression of thought between sentences and/or paragraphs may not always be smooth or logical. Occasionally, the writer should strengthen the progression by including more meaningful transitions; at other times the writer needs to establish stronger links between ideas. The organizational strategies the writer chooses do not allow the writer to present ideas effectively. Some wordiness and/or repetition may be present, but these weaknesses do not completely inhibit the progression of ideas.

Development of Ideas ●

●

●

The writer attempts to develop the composition by listing or briefly explaining the ideas. The development remains superficial, preventing the reader’s full understanding of the writer’s ideas. The writer presents one or more ideas and attempts to develop them. There is little evidence of depth of thinking. The development may be mostly general, inconsistent, or contrived. The writer may leave out small pieces of information that create minor gaps between ideas. These gaps do not inhibit the reader’s understanding of the ideas.

Voice

© Macmillan/McGraw-Hill

●

●

There may be moments when the writer uses language that engages the reader, but the writer fails to sustain the connection. Individual paragraphs or sections of the composition sound authentic or original, but the writer does not generally express his/her individuality or unique perspective.

Conventions ●

●

Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure throughout the composition may indicate a limited control of English language conventions. These errors may not cause the writing to be unclear, however they may weaken the overall fluency of the composition. The writer may employ simple or inaccurate words and phrases, and may write some awkward sentences. These weaknesses inhibit the overall effectiveness of the communication of ideas.

Benchmark Assessment

Grade 1

129

SCORE POINT 3 EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

Focus and Coherence ●

●

●

Individual paragraphs and the composition are, for the most part, focused. The writer generally shows the distinct relationship between ideas, rarely making sudden shifts from one idea to the next. The composition has a sense of completeness. The introduction and conclusion add depth to the composition. Most of the writing contributes to the development or quality of the entire composition.

Organization ●

● ●

The writer’s progression of thought between sentences and/or paragraphs is, for the most part, smooth and controlled. Usually, transitions are meaningful, and the links between ideas are logical. The organizational strategies the writer chooses are usually effective. Wordiness and repetition, if present, are minor problems that do not inhibit the progression of ideas.

Development of Ideas ●

●

The writer attempts to develop all the ideas in the composition. Some ideas may be developed more thoroughly and specifically than others, but the development reflects some depth of thought, allowing the reader to generally understand and appreciate the writer’s ideas. The writer’s presentation of some ideas may be thoughtful. Little evidence exists that the writer has been willing to take compositional risks when developing the topic.

Voice ●

●

The writer uses language that engages the reader and sustains that connection throughout most of the composition. In general, the composition sounds authentic and original. The writer usually expresses his/her individuality or unique perspective.

●

●

130

There is evidence that the writer generally demonstrates a good command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. Although there may be minor errors, they create few disruptions in the fluency of the composition. The words, phrases, and sentence structures the writer employs are generally appropriate and contribute to the overall effectiveness of the communication of ideas.

Grade 1

Benchmark Assessment

© Macmillan/McGraw-Hill

Conventions

SCORE POINT 4 EACH COMPOSITION AT THIS SCORE POINT IS A HIGHLY EFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.

Focus and Coherence ●

●

●

Individual paragraphs and the entire composition are focused. This sustained focus allows the reader to understand how the ideas included in the composition are related. The entire composition has a sense of completeness. The introduction and conclusion add meaningful depth to the composition. Most, if not all, of the writing contributes to the development or quality of the entire composition.

Organization ●

●

The writer’s progression of thought between sentences and/or paragraphs is smooth and controlled. The writer’s use of meaningful transitions and the logical movement from idea to idea strengthen this progression. The organizational strategies the writer chooses allow the writer to present ideas clearly and effectively.

Development of Ideas ●

●

The writer’s thorough and specific development of each idea creates depth of thought in the composition, allowing the reader to fully understand and appreciate the writer’s ideas. The writer’s presentation of ideas is thoughtful or insightful. The writer may approach the topic from an unusual perspective, use his/her unique experiences or view of the world as a basis for writing, or make interesting connections between ideas. In all these cases, the writer’s willingness to take compositional risks improves the quality of the composition.

Voice ●

●

The writer uses language that engages the reader and sustains this connection throughout the composition. The composition sounds authentic and original. The writer expresses his/her individuality or unique perspective.

Conventions © Macmillan/McGraw-Hill

●

●

The strength of the conventions contributes to the effectiveness of the composition. The writer demonstrates a consistent command of spelling, capitalization, punctuation, grammar, usage, and sentence structure. When the writer communicates complex ideas through advanced forms of expression, he/she may make minor errors as a result of these compositional risks. These types of errors do not take away from the overall fluency of the composition. The words, phrases, and sentence structures the writer uses enhance the effectiveness of the communication of ideas.

Benchmark Assessment

Grade 1

131

Anchor Papers: Student Writing Samples Form A Score Point 1

Picter Onse I make a picter. I draw it it was fun.

© Macmillan/McGraw-Hill

Focus and Coherence—Gives little information about the topic. Organization—Minimal sense of organization and no transitions between thoughts. Development of Ideas—Provides little or no development of ideas. Voice—Does not express a personal voice. Conventions—Frequent errors in grammar, spelling, mechanics, and usage.

132

Grade 1

Benchmark Assessment

Score Point 2

My clay model I made a craft out of clay. It was a model of a airplane. It looked like the plane I flyed wen I went on a trip. The trip was to florda. Focus and Coherence—Gives information about a craft but strays from the topic. Organization—Some attempt at organization; no transitions. Development of Ideas—Attempts to develop ideas with generic supporting details; presents ideas in a basically logical order.

Voice—Has difficulty expressing an inviting, unique tone. Conventions—Errors in spelling do not interfere with understanding; sentences are

© Macmillan/McGraw-Hill

somewhat awkward.

Benchmark Assessment

Grade 1

133

Score Point 3

Happy Birthday Card! I made a great craft. For my moms birthday I made her a card. I used blue paper. Blue is her favrit color. I put glitter on it and write HAPPY BIRTHDAY. She liked it lots. I’m glad I made it. Focus and Coherence—Gives information about a central topic and the focus is consistent. Organization—Includes a topic sentence and demonstrates a logical organization pattern. Development of Ideas—Presents a main idea and supports it with details (“blue paper,” “I put glitter on it and write HAPPY BIRTHDAY.”);

Voice—Uses a personal voice that generally expresses an inviting, unique tone. Conventions—Spelling, capitalization, punctuation, and usage are mostly correct; sentences

© Macmillan/McGraw-Hill

lead naturally to those that follow.

134

Grade 1

Benchmark Assessment

Score Point 4

Pretty Necklaces I like to make necklaces. I use beads of different colors. I start with a peace of string and put the beads on it. I put the beads on in a pattern. I have to be carefull not to let the beads fall off so I put tape on one end of the string. It can take a long time but when I finish I have a pretty necklace! Focus and Coherence—Gives interesting and detailed information about the topic; the focus of the composition is clear.

Organization—Presents a main idea that is logically developed by supporting details. Development of Ideas—Thoroughly develops main idea; uses precise words (“in a pattern,” “tape on one end of the string”).

Voice—Uses a personal voice that expresses an inviting, unique tone. Conventionsy—Writing is almost entirely free of mechanical, grammatical, and spelling errors;

© Macmillan/McGraw-Hill

sentences flow from one to the other.

Benchmark Assessment

Grade 1

135

Form B Score Point 1

Toys I lik to play toys. I go to my frends i lik to play with a yo yo. It is fun. Focus and Coherence—Gives little specific information and strays from the topic. Organization—Little evidence of an organizational pattern. Development of Ideas—Provides little development of ideas; does not use transitions or supporting details.

Voice—Does not express a personal voice. Conventions—Frequent errors in grammar, spelling, mechanics, and usage; sentences are

© Macmillan/McGraw-Hill

choppy and unvaried.

136

Grade 1

Benchmark Assessment

Score Point 2

Basketball I like to playe with mi basketball. I am really good at makking baskets Sometimes I can even win my big brother. he is ten. He likes baseball to. Focus and Coherence—Gives basic information about the topic but focus strays. Organization—Some evidence of an attempt at organization. Development of Ideas—Attempts to develop ideas (“good at makking baskets,” “Sometimes I can even win my big brother.”) but offers few specific details.

Voice—Has difficulty expressing an inviting, unique tone. Conventions—Mistakes may interfere with the reader’s understanding of the writing; sentences

© Macmillan/McGraw-Hill

flow in a somewhat fluid manner.

Benchmark Assessment

Grade 1

137

Score Point 3

Greatest Doll My best toy is my doll. She can drink water. She can also blink her eyes. There is a computer inside her so when you put her down or don’t feed her she starts to cry. I play with her all the time. Focus and Coherence—Gives detailed information about a central topic. Organization—Includes a topic sentence (“My best toy is my doll.”) and supports it with specific details in a logical order.

Development of Ideas—Develops ideas logically; chooses precise words to suit the purpose. Voice—Uses a personal voice that generally expresses an inviting, unique tone. Conventions—Spelling, capitalization, punctuation, and usage are mostly correct; sentences

© Macmillan/McGraw-Hill

lead naturally to those that follow.

138

Grade 1

Benchmark Assessment

Score Point 4

Video Game My favorite toy is my video game. I play it everyday. My high score is over 10,000. You can choose the color hair and eyes and skin you have. Your job is to save the gold from the monster. You can have special powers like flying and freezing time. My favorite part is making it to a new level. I didn’t win yet, but I know I will soon. Focus and Coherence—Gives interesting and detailed information about the topic. Organization—Presents a main idea that is supported by clear, factual details, which are presented in a logical order.

Development of Ideas—Thoroughly develops ideas, uses precise descriptive language (“special powers like flying and freezing time”). Voice—Uses a personal voice that adds an inviting, unique tone to the writing. Conventions—Almost entirely free of mechanical, grammatical, and spelling errors; sentences

© Macmillan/McGraw-Hill

are varied and flow from one to the other.

Benchmark Assessment

Grade 1

139

© Macmillan/McGraw-Hill

Teacher Notes

140

Grade 1

Benchmark Assessment

© Macmillan/McGraw-Hill

Teacher Notes

Benchmark Assessment

Grade 1

141

© Macmillan/McGraw-Hill

Teacher Notes

142

Grade 1

Benchmark Assessment

© Macmillan/McGraw-Hill

Teacher Notes

Benchmark Assessment

Grade 1

143

© Macmillan/McGraw-Hill

Teacher Notes

144

Grade 1

Benchmark Assessment

© Macmillan/McGraw-Hill

Teacher Notes

Benchmark Assessment

Grade 1

145