Reading Unit Assessment Gr. 1

GRADE 1

Unit Assessment Includes Writing Prompts

A

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 9 024 13 12 11 10 09

Contents Introduction to the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv How to Use the Unit Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Administering the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi Scoring the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii Sample Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Unit 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99 Unit 6 Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Answer Sheets Units 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Units 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Short-Answer Reading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Anchor Papers Persuasive: Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 Expository: How-to Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Expository: Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

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Unit Reteaching Charts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Unit Assessment

Grade 1

iii

Introduction to the Unit Assessment The Unit Assessment is designed to measure your children’s mastery of the specific skills taught in each unit of the Treasures reading program. The test questions use formats your children may encounter on standardized tests.

When scheduling the Unit Assessment, you will need to decide whether to administer it in one or more sessions. You may choose to give the first section of the Unit Assessment in one sitting and schedule the writing topic for another time.

The Unit Assessments may test skills that are not evaluated on your state test but that are important skills in the Treasures program. Each Unit Assessment includes questions that cover the following areas: Listening Comprehension

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Reading Comprehension

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High-Frequency Words (Units 1–3)

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Vocabulary Strategies (Units 4–6)

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Literary Elements

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Text Features and Study Skills

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Grammar, Mechanics, and Usage

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Phonemic Awareness/Phonics

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Structural Analysis

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Writing (Units 4–6)

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iv

Grade 1

Unit Assessment

How to Use the Unit Assessment The Unit Assessment is given at the end of each unit, after the fifth week of instruction. Each assessment includes fiction and nonfiction passages and questions focusing on the main skills taught throughout the unit. There also is a writing prompt in Units 4–6 that gives children an opportunity to practice writing in a test situation. The type of writing is the same as the one focused on in the unit. Sample Questions are included on pages viii–ix of this book to familiarize children with the format of standardized test items. They should be used before the first Unit Assessment; you may choose to review them with the children again before each test. Have children follow along as you read the instructions aloud. Allow children time to read the sample passage and then go over the questions and answers with them, answering any questions.

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Anchor papers are provided for the three writing prompts. These 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. These Anchor Papers can be found on pages 172–183.

Unit Assessment

Using the Results to Inform Instruction Use the results of the Unit Assessment as a formative assessment tool to help monitor each child’s progress. Information gathered by evaluating the results of this assessment also can be used to diagnose specific strengths and weaknesses of your children. If you use Unit Assessment scores to help determine report card grades, then you can consider the tests to be summative assessments as well. The Unit Assessment scores 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 Unit Assessment results is to compare them with the results of the corresponding Selection Tests and Weekly Assessments. Determine whether changes in instruction or additional small group support improved children’s scores. The Unit Reteaching and Intervention Charts on pages 184–189 will help you develop your reteaching plans.

Grade 1

v

Administering the Unit Assessment

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■

For the multiple-choice questions, children should fill in the oval next to the answer they have chosen. (If you are using the separate Answer Sheet, direct students to fill in the circle for the answer they have chosen.) Remind children to make their marks dark and neat. For the short-answer questions, children should write their answers on the lines provided on the page. (If you are using the separate Answer Sheet, direct children to write their answers on the back of the Answer Sheet.)

■

For the writing prompt, children should use the lined pages provided in the test booklet.

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The introductory pages that precede each Unit Assessment provide suggested scripts to follow when administering the test.

General Procedures Before the test: Distribute copies of the Unit Assessment and Answer Sheet, if you choose to use one. Directions: Say: Write your name and the date on the cover of your test booklet. (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 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 children answer the test questions. After the test: Before collecting the papers, make sure that children have written their names on the test booklet or at the top of the Answer Sheet.

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Each Unit Assessment consists of 28 multiple-choice questions and two shortanswer questions. The tests for Units 4–6 also include a writing prompt. 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.

Answer Sheets can be found on page 151 (Units 1–3) and page 153 (Units 4–6) if you choose to use them. The Answer Keys to score the tests can be found on pages 156–167.

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Grade 1

Unit Assessment

Scoring the Unit Assessment Using the Student Evaluation Charts A Student Evaluation Chart follows each Unit Assessment. It lists all of the skills covered and the number of the question that assesses each skill. ■

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

■

Add the scores for each skill (point value of the items answered 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 questions answered correctly by the total number of points. Example: A child earns 24 out of 32 possible points; 24 divided by 32 = .75 or 75%.

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Multiple-choice questions are worth one point each. Short-answer questions are worth three points each. Writing prompts are worth four points. Use the Short-Answer Reading Rubric on page 155 to score the short-answer questions.

Unit Assessment

This program uses a focused holistic scoring system to score written compositions. Children’s writing will be assessed in five domains: Focus and Coherence, Organization, Development of Ideas, Voice, and Conventions. The assigned score represents the child’s command of the domains. Use the scoring criteria contained in the Writing Rubrics on pages 168–171 to determine the overall level of the child’s writing.

Evaluating the Scores The primary focus of the Unit Assessments 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 these assessments 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 need further reinforcement. Incorporate these objectives into your instructional plans for the upcoming unit for individual, small group, or whole group instruction as indicated.

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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.

viii

Grade 1

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?

Unit Assessment

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-2 Which sentence needs a capital letter? Sentence 1

B

Sentence 2

C

Sentence 3

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A

Unit Assessment

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

Listening Comprehension

●

Reading Comprehension

●

High-Frequency Words

●

Literary Elements

●

Text Features and Study Skills

●

Grammar, Mechanics, and Usage

●

Phonemic Awareness/Phonics

●

Structural Analysis

Listening Comprehension, page 2 Say: Listen while I read this story to you. You will be asked to answer three multiple-choice questions based on this story. Listen carefully. We will begin now.

Paper Bag Puppet

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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. Now have children turn to page 2. Read the directions at the top of the page. Then say: Listen carefully while I read each question. Listen to all three answer choices for each question. Then fill in the oval next to the

Unit Assessment

answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 1 through 3 and stop on page 2.

Reading Comprehension; HighFrequency Words; Literary Elements; Text Features and Study Skills; Grammar, Mechanics, and Usage, pages 3–17 Have children turn to page 3. Say: You will now read some selections and answer some multiple-choice and short-answer questions. We will work through the test together. Read each selection carefully. Then we will read the questions that follow it. For each multiplechoice question, listen carefully as I read each answer choice. You will see that the lines in some selections are numbered. These numbers will help you find the lines and sentences you will need to answer the questions. After I read the answer choices, fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. Stop when you reach the stop sign and wait for me to tell you to go on. When you have finished, put down your pencils and look at me. You may begin now. Have children answer questions 4–18 and stop on page 17.

Grade 1 • Unit 1

1

Grade 1 • Unit 1 Phonemic Awareness/Phonics; Structural Analysis

Continue in the same way through page 19.

pages 18–20

Number 23: hat; Number 24: pig; Number 25: flag; Number 26: hand; Number 27: sink.

Have children turn to page 18. Say: I will now read you some questions. Listen very carefully. Then fill in the oval next to the best answer. Look at Number 19. 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 oval next to the picture that has the same sounds as /l/ /i/ /p/.

For numbers 28 through 30, have students turn to page 20. Say: Listen carefully while I read each question and all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. When you have finished, put down your pencils and look at me.

Say: Look at Number 20. Listen carefully as I say a word: sand. Now listen to these answer choices: hand, crab, back. Fill in the oval next to the picture that rhymes with sand.

Have children answer questions 28 through 30 and stop on page 20.

Say: Look at Number 21. I will say a word: cap. /k/ /a/ /p/. What is the middle sound in cap? Listen to these answer choices: bat, mop, sink. Mark the oval next to the picture that has the same middle sound as cap.

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Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the oval next to the word that names the picture. Look at Number 22. I will say the name of the picture now. “Pan.” “Pan.” Read the three answer choices and mark the answer next to the word “pan.”

2

Grade 1 • Unit 1

Unit Assessment

Grade 1 • Unit 1

Student Name Date

Unit Assessment

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

Student Name DIRECTIONS Listen as your teacher reads the selection. Then answer each question. 1 The author wrote “Paper Bag Puppet” to tell you — A

how to buy a puppet

B

a story about a puppet

C

how to make a puppet

2 The last thing you do to make a puppet is — A

make the eyes

B

put yarn on the bag

C

put your hand in the bag

A

willl

B

will

C

wil

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3 To make a puppet you _____ need a paper bag.

Page 2 4

Grade 1 • Unit 1

Unit Assessment

DIRECTIONS Read the selection. Then answer each question.

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Flip Can Play!

Flip can jump.

Page 3 Unit Assessment

Grade 1 • Unit 1

5

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Flip can tag.

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Grade 1 • Unit 1

Unit Assessment

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Flip is too big. He can not go in.

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Flip digs very fast.

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Grade 1 • Unit 1

Unit Assessment

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Now Flip can play!

Page 7 Unit Assessment

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9

Student Name 4 Look at the chart. Character

What He Does

Flip

What goes in the empty box? A

Digs

B

Rides

C

Naps

5 Flip digs ___ fast. A

now

B

jump

C

very

A

He can’t dig.

B

He can’t get in.

C

He can’t jump.

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6 What is Flip’s problem?

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Grade 1 • Unit 1

Unit Assessment

Student Name 7 Flip can play — A

too

B

very

C

jump

8 What does Flip do first? A

Digs

B

Jumps

C

Tags

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9 What can Flip do?

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Grade 1 • Unit 1

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Student Name DIRECTIONS Read the poem. Then answer the question.

Dreaming 1 2 3 4 5 6

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

10 Which words in this poem are rhyming words? get and bed

B

me and my

C

tall and small

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A

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Grade 1 • Unit 1

Unit Assessment

Student Name DIRECTIONS Answer each question. 11 Look at the picture.

Ducks like to — swim in the pond

B

climb trees

C

collect nuts

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A

Page 11 Unit Assessment

Grade 1 • Unit 1

13

Student Name 12 Look at the labels. ;ZVi]Zgh L^c\h :nZh 7ZV` 8aVlh

The bird has only one — feather

B

wing

C

beak

13 Look at the list. What should you do in school?

School Rules 1. walk in line

A

Run in place

2. raise your hand

B

Shout

3. take turns

C

Take turns

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Grade 1 • Unit 1

Unit Assessment

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A

Student Name 14 Look at the book cover.

;jclVn7dd`h

L]ViI^bZ >h>i4 WnHVbLVii

9gVl^c\hWn ?Vc8Vgg

The name of the author is — Jann Carr

B

Sam Watt

C

Funway Books

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A

Page 13 Unit Assessment

Grade 1 • Unit 1

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

A Hot Dog for Hannah

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(1) Did Hannah eat lunch? (2) She ate a hot dog. (3) Hot dogs I love to eat!

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Grade 1 • Unit 1

Unit Assessment

Student Name 15 Which sentence is a statement? A

Sentence 1

B

Sentence 2

C

Sentence 3

16 What is the BEST way to write sentence 3? I hot dogs love to eat!

B

I to eat and love hot dogs!

C

I love to eat hot dogs!

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A

Page 15 Unit Assessment

Grade 1 • Unit 1

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

My Friend Kim

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(1) It is fun to play with Kim. (2) She can jump and flip (3) can kim come play with me?

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Grade 1 • Unit 1

Unit Assessment

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

Can Kim come play with me?

B

can KIM come play with me?

C

Can kim come play with me?

18 Which sentence needs a period? Sentence 1

B

Sentence 2

C

Sentence 3

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A

Page 17 Unit Assessment

Grade 1 • Unit 1

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Student Name Listen while your teacher reads the directions. 19

A

B

C

20

A

B

C

21

A

B

C

22

A

pin

B

pan

C

man

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Choose the word that names the picture.

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Grade 1 • Unit 1

Unit Assessment

Student Name 23

24

25

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26

27

A

hit

B

hat

C

mat

A

pig

B

big

C

bag

A

clip

B

flap

C

flag

A

bank

B

hand

C

band

A

sink

B

sit

C

sank

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Grade 1 • Unit 1

21

Student Name Answer these questions. 28 Kim sees ___ at the store. A

cat

B

cat’s

C

cats

29 The cat ___ to Kim. A

run

B

runs

C

running

A

hil

B

hill

C

hill’s

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30 Kim’s cat ran up the —

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Grade 1 • Unit 1

Unit Assessment

Student Name Grade 1 • Unit 1

Student Evaluation Chart Number Correct

Percent Correct

/3

%

Reading Comprehension: Character, 4; Plot, 6; Sequence, 8

/3

%

Short answer: Character, 9

/3

%

High-Frequency Words: very, 5; too, 7

/2

%

Literary Elements: Identify Rhyme, 10

/1

%

Text Features and Study Skills: Photographs, 11; Labels, 12; Lists, 13; Book Parts, 14

/4

%

Grammar, Mechanics, and Usage: Sentences, 15; Word Order, 16; Capitalization, 17; Punctuation, 18

/4

%

Phonemic Awareness: Phoneme Blending, 19; Identify Rhyme, 20; Phoneme Isolation, 21

/3

%

Phonics: Short a, 22, 23; Short i, 24; Consonant Blends, 25, 26, 27

/6

%

Structural Analysis: Inflectional Ending s, 28, 29; Double Final Consonants, 30

/3

%

/32

%

Tested Skills

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Listening Comprehension: Author’s Purpose, 1; Sequence, 2; Double Final Consonants, 3

Total Unit Test Score

Unit Assessment

Grade 1 • Unit 1

23

Grade 1 • Unit 2 This Unit Assessment is designed to measure your children’s mastery of the skills taught in the unit. The test assesses all of the following areas: ●

Listening Comprehension

●

Reading Comprehension

●

High-Frequency Words

●

Literary Elements

●

Text Features and Study Skills

●

Grammar, Mechanics, and Usage

●

Phonemic Awareness/Phonics

●

Structural Analysis

Listening Comprehension, page 2 Say: Listen while I read this story to you. You will be asked to answer three multiple-choice questions based on this story. Listen carefully. We will begin now.

One Little Pig One day a pig built a house of sticks. Just as he finished, a wolf came by. The wolf huffed and puffed and blew the house in. “What fun!” laughed the wolf.

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“Wolf,” said the pig, “Why did you blow my house down?” “I just love to huff and puff,” said the wolf. “Wait just one minute,” said the pig. He looked under a pile of sticks and found a packet of one hundred balloons. He gave them to the wolf. “This is just what I always wanted!” said the wolf. He blew up a red balloon. “What fun!” he laughed. Then he ran off and never bothered the little pig again. Unit Assessment

Now have children turn to page 2. Read the directions at the top of the page. Then say: Listen carefully while I read each question. Listen to all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 1 through 3 and stop on page 2.

Reading Comprehension; HighFrequency Words; Literary Elements; Text Features and Study Skills; Grammar, Mechanics, and Usage, pages 3–17 Have children turn to page 3. Say: You will now read some selections and answer some multiple-choice and short-answer questions. We will work through the test together. Read each selection carefully. Then we will read the questions that follow it. For each multiplechoice question, listen carefully as I read each answer choice. You will see that the lines in the selections are numbered. These numbers will help you find the lines and sentences you will need to answer the questions. After I read the answer choices, fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. Stop when you reach the stop sign and wait for me to tell you to go on. When you have finished, put down your pencils and look at me. You may begin now. Have children answer questions 4–18 and stop on page 17.

Grade 1 • Unit 2

25

Grade 1 • Unit 2 Phonemic Awareness/Phonics; Structural Analysis, pages 18–20 Have children turn to page 18. Say: I will now read you some questions. Listen very carefully. Then fill in the oval next to the best answer. Look at Number 19. I will say a word: fun. Listen to the middle sound in the word fun. Listen to these answer choices: fan, sun, dog. Fill in the oval next to the picture that has the same middle sound as fun. Say: Look at Number 20. I will say a word in parts: /n/ /e/ /k/. What word do you make when you blend these sounds together? Listen to these answer choices: neck, tack, mint. Fill in the oval next to the picture that has the same sounds as /n/ /e/ /k/.

Continue in the same way through page 19. Number 23: bed; Number 24: bug; Number 25: fish; Number 26: stop; Number 27: trap. For Numbers 28 through 30, Have students turn to page 20. Say: Listen carefully while I read each question and all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 28 through 30 and stop on page 20.

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Say: Look at Number 21. I will say a word in parts: /l/ /o/ /k/. What word do you make when you blend these sounds together? Listen to these answer choices: lick, rock, lock. Fill in the oval 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 oval next to the word that names the picture. Look at Number 22. I will say the name of the picture now. “Sock.” “Sock.” Read the three answer choices and mark the answer next to the word “sock.”

26

Grade 1 • Unit 2

Unit Assessment

Grade 1 • Unit 2

Student Name Date

Unit Assessment

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

Student Name DIRECTIONS Listen as your teacher reads the selection. Then answer each question. 1 What happens first in the story? A

The wolf blows the house in.

B

A pig built a house.

C

The pig gave the wolf a balloon.

2 What is the pig’s problem? A

The wolf has too many balloons.

B

The pig built a house of sticks.

C

The wolf blew his house in.

A

wanting

B

wanted

C

wants

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3 “This is just what I always —”

Page 2 28

Grade 1 • Unit 2

Unit Assessment

DIRECTIONS Read the selection. Then answer each question.

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Dog Tricks

Dogs can do many tricks. They can jump. They can fetch.

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Grade 1 • Unit 2

29

Page 4 30

Grade 1 • Unit 2

Unit Assessment

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Some dogs go to school to learn tricks. They learn to sit and come.

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

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Grade 1 • Unit 2

31

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Grade 1 • Unit 2

Unit Assessment

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This dog is fast. He puts on a show. He jumps over the bricks stacked together.

© Macmillan/McGraw-Hill

This dog can not do tricks. Her leg is hurt, but she can lick.

Page 7 Unit Assessment

Grade 1 • Unit 2

33

Student Name 4 Look at the chart. Dogs can fetch.

Dogs jump over bricks. Dogs sit and come.

What main idea goes in the empty box? A

Dogs do tricks.

B

Dogs are funny.

C

All kinds of dogs.

5 _______ dogs go to school. A

Eat

B

Want

C

Some

A

They learn to sit and come.

B

They learn to lick.

C

They learn to eat.

© Macmillan/McGraw-Hill

6 What do dogs learn at school?

Page 8 34

Grade 1 • Unit 2

Unit Assessment

Student Name 7 Dogs can do _______ fun things. A

they

B

many

C

show

8 When the pup wants to eat, she — A

fetches

B

barks

C

sits up

© Macmillan/McGraw-Hill

9 What dog tricks does the story talk about?

Page 9 Unit Assessment

Grade 1 • Unit 2

35

Student Name DIRECTIONS Read the poem. Then answer the question.

What Fun We’ll Have 1 2 3 4

Let’s dance and sing, Let’s run and play. What fun we’ll have, On my birthday!

A

2

B

3

C

4

© Macmillan/McGraw-Hill

10 How many beats are there in each line of this poem?

Page 10 36

Grade 1 • Unit 2

Unit Assessment

Student Name DIRECTIONS Answer each question. 11 Look at the diagram. What is at the top of the daisy? A

Stem

B

Leaves

C

Petals

12 Read these dictionary entries. Beak: the hard part of a bird’s mouth Bean: a seed that people can eat Bear: a large furry animal with sharp claws

© Macmillan/McGraw-Hill

Which word has a meaning that tells about food? A

Beak

B

Bean

C

Bear

Page 11 Unit Assessment

Grade 1 • Unit 2

37

Student Name 13 Read these directions.

How to Make a Sandwich 1. Put two slices of bread on a plate. 2. Put a piece of cheese on one slice. 3. Place the other slice on top. 4. Have an adult help you cut the sandwich in half. 5. Eat your sandwich!

What do you do right after you put on the cheese? Put two slices of bread on a plate.

B

Put the other slice on top.

C

Have an adult help you cut the sandwich. © Macmillan/McGraw-Hill

A

Page 12 38

Grade 1 • Unit 2

Unit Assessment

Student Name 14 Look at the picture.

What is the boy having for lunch? Soup, apple, milk

B

Sandwich, banana, milk

C

Sandwich, apple, milk

© Macmillan/McGraw-Hill

A

Page 13 Unit Assessment

Grade 1 • Unit 2

39

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

My School Play

© Macmillan/McGraw-Hill

(1) The school play is next monday. (2) Tomas will be a rabbit. (3) Many child are in it.

Page 14 40

Grade 1 • Unit 2

Unit Assessment

Student Name 15 What is the BEST way to write sentence 1? A

The school play is next Monday.

B

The School play is next monday.

C

The school Play is next monday.

16 What is the BEST way to write sentence 3? Many childrens are in it.

B

Many childs are in it.

C

Many children are in it.

© Macmillan/McGraw-Hill

A

Page 15 Unit Assessment

Grade 1 • Unit 2

41

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

The Duck Pond

© Macmillan/McGraw-Hill

(1) I saw three duckees at the park today. (2) My moms took a picture of them. (3) We fed them, too!

Page 16 42

Grade 1 • Unit 2

Unit Assessment

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

I saw three duck at the park today.

B

I saw three ducks at the park today.

C

I saw three duckes at the park today.

18 What is the BEST way to write sentence 2? My mom took a picture of them.

B

My momms took a picture of them.

C

My momes took a picture of them.

© Macmillan/McGraw-Hill

A

Page 17 Unit Assessment

Grade 1 • Unit 2

43

Student Name Listen while your teacher reads the directions. 19

A

B

C

20

A

B

C

21

A

B

C

22

A

sick

B

sack

C

sock

© Macmillan/McGraw-Hill

Choose the word that names the picture.

Page 18 44

Grade 1 • Unit 2

Unit Assessment

Student Name 23

24

25

© Macmillan/McGraw-Hill

26

27

A

bid

B

bad

C

bed

A

beg

B

bog

C

bug

A

fist

B

fish

C

find

A

stop

B

flap

C

stick

A

trap

B

trip

C

grab

Page 19 Unit Assessment

Grade 1 • Unit 2

45

Student Name Answer these questions. 28 What is another way to write the words can not? A

ca’nt

B

can’t

C

couldn’t

29 The dog is _____ over a plank. A

jumps

B

jumped

C

jumping

A

Hes

B

He’s

C

Hes’

© Macmillan/McGraw-Hill

30 _______ a good dog.

Page 20 46

Grade 1 • Unit 2

Unit Assessment

Student Name Grade 1 • Unit 2

Student Evaluation Chart Number Correct

Percent Correct

/3

%

Reading Comprehension: Main Idea and Details, 4, 6, 8

/3

%

Short answer: Main Idea and Details, 9

/3

%

High-Frequency Words: some, 5; many, 7

/2

%

Literary Elements: Rhythm, 10

/1

%

Text Features and Study Skills: Diagram, 11; Dictionary 12; Follow Directions, 13; Use Photographs, 14

/4

%

Grammar, Mechanics, and Usage: Plural Nouns, 16, 17, 18; Proper Nouns, 15

/4

%

Phonemic Awareness: Phoneme Isolation, 19; Phoneme Blending, 20, 21

/3

%

Phonics: Short o, 22; Short e, 23; Short u, 24; Consonant Digraphs, 25; Consonant Blends 26, 27

/6

%

Structural Analysis: Contractions, 28, 30; Inflectional Endings, 29

/3

%

/32

%

Tested Skills

© Macmillan/McGraw-Hill

Listening Comprehension: Sequence, 1; Plot, 2; Inflectional Endings, 3

Total Unit Test Score

Unit Assessment

Grade 1 • Unit 2

47

Grade 1 • Unit 3 This Unit Assessment is designed to measure your children’s mastery of the skills taught in the unit. The test assesses all of the following areas: ●

Listening Comprehension

●

Reading Comprehension

●

High-Frequency Words

●

Literary Elements

●

Text Features and Study Skills

●

Grammar, Mechanics, and Usage

●

Phonemic Awareness/Phonics

●

Structural Analysis

Listening Comprehension, page 2 Say: Listen while I read this story to you. You will be asked to answer three multiple-choice questions based on this story. Listen carefully. We will begin now.

© Macmillan/McGraw-Hill

Tree Houses Many animals can live in a hole in a tree. A mother woodpecker can use a little hole in a tree. She finds a small hole and makes it larger. She lays her eggs in the hole. It is her nest. Her babies start eating and growing stronger. Then the family flies away. Some bugs will dig into the wood. They eat small bits of the tree. They make the hole bigger. Then a tree squirrel moves in. The squirrel puts grass and leaves into the hole to make a soft nest. After the squirrel moves away, the hole may become a home for another animal.

Unit Assessment

Now have children turn to page 2. Read the directions at the top of the page. Then say: Listen carefully while I read each question. Listen to all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 1 through 3 and stop on page 2. Now have children turn to page 2. Then say: Listen carefully while I read each question. Listen to all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 1 through 3 and stop on page 2.

Reading Comprehension; HighFrequency Words; Literary Elements; Text Features and Study Skills; Grammar, Mechanics, and Usage, pages 3–17 Have children turn to page 3. Say: You will now read some selections and answer some multiple-choice and short-answer questions. We will work through the test together. Read each selection carefully. Then we will read the questions that follow it. For each multiplechoice question, listen carefully as I read each answer choice. You will see that the lines in some selections are numbered.

Grade 1 • Unit 3

49

Grade 1 • Unit 3 These numbers will help you find the lines or sentences you will need to answer the questions. For each multiple-choice question read each answer choice. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. Stop when you reach the stop sign and wait for me to tell you to go on. When you have finished, put down your pencils and look at me. You may begin now. Have children answer questions 4–18 and stop on page 17.

Phonemic Awareness/Phonics; Structural Analysis, pages 18–20 Have children turn to page 18. Say: I will now read you some questions. Listen very carefully. Then fill in the oval next to the best answer. Look at Number 19. I will say a word with five sounds: struck /s/ /t/ /r/ /u/ /k/. Take away the first sound /s/ from the word struck. What new word did you make? Listen to these answer choices: ring, wing, truck.

of the picture now. “Cane.” “Cane.” Read the three answer choices and mark the answer next to the word “Cane.” Continue in the same way through page 19. Number 23: bike; Number 24: spring; Number 25: chimp; Number 26: knot; Number 27: stripes. For Numbers 28 through 30, Have students turn to page 20. Say: Listen carefully while I read each question and all three answer choices for each question. Then fill in the oval next to the answer you have chosen. Mark only one oval for each question. Mark your answers very carefully and make your marks dark and neat. When you have finished, put down your pencils and look at me. Have children answer questions 28 through 30 and stop on page 20.

Say: Look at Number 20. I will say a word in parts: /ch/ /i/ /k/. What word do you make when you blend these sounds together? Listen to these answer choices: chin, chick, stick. Fill in the oval next to the picture that has the same sounds as /ch/ /i/ /k/. © Macmillan/McGraw-Hill

Say: Look at Number 21. I will say a word: bike, /b/ /i/ /k/. Listen to these answer choices: kite, bib, bath. Fill in the oval next to the picture that has the same middle sounds as bike. Say: I will say the name of each picture. After I say the name, read the three answer choices. Fill in the oval next to the word that names the picture. Look at Number 22. I will say the name

50

Grade 1 • Unit 3

Unit Assessment

Grade 1 • Unit 3

Student Name Date

Unit Assessment

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

Student Name DIRECTIONS Listen as your teacher reads the selection. Then answer each question. 1 What is this story mostly about? A

How birds eat bugs

B

How holes get bigger

C

How animals use holes in trees

2 How are woodpeckers and tree squirrels alike? A

They make nests using grasses and leaves.

B

They make nests inside of trees.

C

They make holes in trees bigger.

A

eating

B

eat

C

eaten

© Macmillan/McGraw-Hill

3 The babies start —

Page 2 52

Grade 1 • Unit 3

Unit Assessment

DIRECTIONS Read the selection. Then answer each question.

© Macmillan/McGraw-Hill

Spike Takes the Cake

It was Jake’s big day. Now he was six. Some boys and girls from school came over to play. “Let’s have fun!” said Jake. Jake’s dog Spike was there, too. Spike liked Jake’s friends. “Yip!” said Spike.

Page 3 Unit Assessment

Grade 1 • Unit 3

53

© Macmillan/McGraw-Hill

The boys and girls jumped rope. “Look at us!” they called. Spike wanted to jump rope, too. He yipped. He jumped up. But the kids did not let him play.

Page 4 54

Grade 1 • Unit 3

Unit Assessment

© Macmillan/McGraw-Hill

Next Jake and his pals went for a swim. They jumped and skipped in the yard. Spike looked at them play. He wanted to play, too.

Page 5 Unit Assessment

Grade 1 • Unit 3

55

© Macmillan/McGraw-Hill

Then the kids played more games. Jake had to find the place for the tail. Spike wanted to help him. “Yip!” said Spike. But Jake did not hear him.

Page 6 56

Grade 1 • Unit 3

Unit Assessment

© Macmillan/McGraw-Hill

Then the kids ate snacks together. Spike wanted to eat, too. Jake had a chunk of cake in his hand. Spike had a bite. “Yum!” said Spike. Jake looked at Spike and smiled. Now Spike was having fun, too.

Page 7 Unit Assessment

Grade 1 • Unit 3

57

Student Name 4 On page 4, which words help you to know that Spike wanted to play? A

Spike wanted to jump rope, too.

B

The boys and girls jumped rope.

C

But the kids did not let him play.

5 Jake’s friends are at the party. Spike is _____, too. A

friend

B

there

C

from

6 Why does Spike yip and jump? He is afraid.

B

He wants to play.

C

He wants to go inside. © Macmillan/McGraw-Hill

A

Page 8 58

Grade 1 • Unit 3

Unit Assessment

Student Name 7 The kids played _____ games. A

school

B

call

C

more

8 What happens in the middle of the story? A

The kids play.

B

The kids come over.

C

Spike eats cake.

© Macmillan/McGraw-Hill

9 What is Spike’s problem?

Page 9 Unit Assessment

Grade 1 • Unit 3

59

Student Name DIRECTIONS Read the poem. Then answer the question.

Silver Dollar 1 2 3 4

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

A

It is bright.

B

It is hard to hold.

C

It is larger than a nickel.

© Macmillan/McGraw-Hill

10 What does the word shine tell you about a silver dollar?

Page 10 60

Grade 1 • Unit 3

Unit Assessment

Student Name DIRECTIONS Answer each question. 11 Look at the floor plan.

Music Room

Exit A

Exit B

Grade 1 Room

Principal’s Office

Exit C

Grade 2 Room

Grade 3 Room

Which exit is the closest to the Grade 1 room? Exit A

B

Exit B

C

Exit C

© Macmillan/McGraw-Hill

A

Page 11 Unit Assessment

Grade 1 • Unit 3

61

Student Name 12 Look at the newspaper.

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