reading wonders rcise g1reading wonders assessment unit assessment g1_W

1、/readingwondersCopyright by The McGraw-Hill Companies, Inc.Allrights reserved.The contents, orpartsthereof,may be reproduced in print form for non-profit educational use with McGraw-Hill Reading Wonders provided such reproductions bear copyright notice, but may not be reproduced in

2、any form for any other purpose without the prior written consent of The McGraw-HillCompanies, Inc.,including,butnotlimitedto, networkstorageortransmission, orbroadcastfordistance learning.Send all inquiries to:McGraw-Hill Education Two Penn PlazaNew York, New York 10121Printed in the United States o

3、f America. 2 3 4 5 6 7 8 9 DOD 17 16 15 14 13 12BTable of ContentsTeacher IntroductionivUnit 1 Assessment1Unit 1 Answer Key23Unit 2 Assessment25Unit 2 Answer Key47Unit 3 Assessment49Unit 3 Answer Key71Unit 4 Assessment73Unit 4 Answer Key97Unit 5 Assessment99Unit 5 Answer Key122Unit 6 Assessment125Co

4、pyright The McGraw-Hill Companies, Inc.Unit 6 Answer Key148Teacher IntroductionUnit AssessmentUnit Assessment is an integral part of the complete assessment program aligned withMcGraw-Hill Reading Wonders and the Common Core State Standards (CCSS).Purpose of Unit AssessmentUnit Assessment reports on

5、 the outcome of childrens learning. As children complete each unit of the reading program, they will be assessed on their understanding of key instructionalcontent. Theresultsof Unit Assessment serve asa summative assessment by providing a status of current achievement in relation to childrens progr

6、ess through the CCSS-aligned curriculum. The results of the assessments can be used to inform subsequent instruction, aid in making leveling and grouping decisions, and point toward areas in need of reteaching or remediation.Focus of Unit AssessmentUnit Assessment focuses on key areas of English Lan

7、guage Arts as identified by the CCSScomprehension of literature and informational text, vocabulary acquisition and use, phonemic awareness, phonics and word recognition, command of the conventions of the English language, and writing within the parameters of specific text types.Administering Unit As

8、sessmentEach unit assessment should be administered once the instruction for the specific unit is completed. Make copies of the unit assessment for the class. You will need one copy of the Answer Key page that features the scoring table for each child taking the assessment. This table provides a pla

9、ce to list childrens scores. The data from each unit assessment chartchildrens progress and underscore strengths and weaknesses.When scheduling the unit assessment, you will need to decide whether to administer it in one or more sessions. For example, for Units 4-6 you may choose to give the first s

10、ection in one sitting and schedule the writing prompt for another time.Copyright The McGraw-Hill Companies, Inc.After each child has a copy of the assessment, provide a version of the following directions:For Units 1-3 say: Write your name and the date on the question pages for this test. (When chil

11、dren are finished, continue with the directions.) I will read the test aloud. Follow along as I read. (NOTE: Teacher script for the phonemic awareness and phonics items precedes the Answer Key for each test.)For Units 4-6, you may choose to continue reading the assessments aloud; if so, follow the d

12、irections for Units 1-3. (NOTE: Teacher script is not provided for the phonics items in these tests; you should name each picture for the children.) If you choose to have the children read the assessments themselves, say: Write your name and the date on the question pages for thistest. (When childre

13、n are finished, continuewiththe directions.) You willread two stories and answerquestions. Readthe stories andthe questions carefully.For the multiple-choice questions, completely fill in the circle next to the correct answer. For the constructed response questions, write your answer on the lines. F

14、orthewriting prompt, plan yourwriting in the space under the prompt and write your response on the lined page. When you have completed the test, put your pencil down and turn the pages over. You may begin now.Answer procedural questions during the assessment. After the class has completed the assess

15、ment, ask children to verify that their names and the date are written on the necessary pages.ivUnit Assessment Teacher IntroductionOverview of Unit AssessmentEach unit assessment is composed of the following:Units 13 2 or 3 “Cold Read” selections 8 multiple-choice items assessing Comprehension Skil

16、ls 2 constructed response items assessing Comprehension 3 multiple-choice items assessing High-Frequency Words 3 multiple-choice items assessing Structural Analysis 5 multiple-choice items assessing English Language Conventions 4 multiple-choice items assessing Phonemic Awareness 5 multiple-choice i

17、tems assessing PhonicsUnits 46 2 or 3 “Cold Read” selections 8 multiple-choice items assessing Comprehension Skills 2 constructed response items assessing Comprehension 4 multiple-choice items assessing Vocabulary Strategies 5 multiple-choice items assessing English Language Conventions 3 multiple-c

18、hoice items assessing High-Frequency Words 3 multiple-choice items assessing Structural Analysis 5 multiple-choice items assessing Phonics 1 Writing PromptReading SelectionsEach unit assessment features two or three “Cold Read” selections. These selections reflect the unit theme to support the focus

19、 of the classroom instruction. Selections increase in complexity as the school year progresses to mirror the rigor of reading materials children encounter in theclassroom.Copyright The McGraw-Hill Companies, Inc.ComprehensionComprehension items in each unit assess understanding of the text by use of

20、 the Comprehension Skills, Literary Elements, and Text Features that were the focus of each units instruction.Each unit assessment includestwo constructed responseitems thatprovidechildrenthe opportunity to craft written responses that show their critical thinking skills and allow them to support th

21、eir responses with text evidence from the selections.VocabularyVocabularyitemsin Units46 askchildrento demonstratethe abilitytouncoverthemeanings of unknown and multiple-meaning words and phrases using Vocabulary Strategies.Unit Assessment Teacher IntroductionvReading Foundations and LanguageEach un

22、it assessment also includes multiple-choice items that assess childrens mastery of phonemic awareness (Units 1-3), phonics, and structural analysis skills, and the high-frequency words taught throughout the unit. See the lists on page v for the number of items of each type that are included in the a

23、ssessments.English Language Conventions/Grammar, Mechanics, UsageChildrendemonstratetheir commandofthe conventionsof standard Englishby correcting existing drafts or completing cloze passages.WritingCopyright The McGraw-Hill Companies, Inc.In Units 4-6, children craft a written response to a prompt

24、in a previously-taught text type, either informational or narrative. This activity gives children an opportunity to practice writing in a test situation and is consistent with the types of prompts children may encounter in high-stakes testing.viUnit Assessment Teacher IntroductionScoring Unit Assess

25、mentQuestions 130 constitute a thirty-two-point test. Multiple-choice items are worth one point each; constructed response items are worth two points. For written responses, use the possible answer parameters provided in the Answer Key and the scoring rubrics listed below to assign a score. Response

26、s that show a complete lack of understanding or are left blank should be given a 0.Constructed Response Score: 2The response is well-crafted and concise and shows a thorough understanding of the underlying skill. Appropriate text evidence is used to answer the question.Constructed Response Score: 1T

27、he response shows partial understanding of the underlying skill. Textevidence is featured, though examples are toogeneral.The Writing Prompt (Units 4-6) should be scored using the rubric found below.Copyright The McGraw-Hill Companies, Inc.4-Point Scoring RubricFocusOrganizationSupportConventions4Wr

28、iting maintains a consistent focus.Writing employs an appropriate, consistent organizational strategy.Writing is clearly supported by specific details.Word choice is precise and engaging.Writing contains few, if any, errors.3Writing generally maintains a consistent focus.Writing generally employs an

29、 organizational strategy.Writing has supporting details. Word choice is correct but not precise.Writing contains some errors.2Writing loses focus at times.Writing attempts to use an organizational strategy.Writing has few supporting details. Word choice is simple or unclear.Writing contains several

30、errors.1Writing does not have a consistent focus.Writing has no organizational strategy.Writing lacks supporting details. Word choice is limited.Writing contains serious errors in the conventions of standard English.Unscorable responses are unrelated to the topic, illegible, or contain little or no

31、writing.Unit Assessment Teacher IntroductionviiScoring rows identify items by assessment focus and item type and allow for quick recordkeepingCopyright The McGraw-Hill Companies, Inc.Evaluating Unit Assessment ScoresThe goal of each unit assessment is to evaluate childrens mastery of previously-taug

32、ht material.The expectation is forchildren to score 80% or higheron the assessmentasa whole. Forchildren who would benefit fromadditionalinstruction, assign appropriate lessonsfrom the Tier 2 online PDFs. Refer to the unit “Summative Assessment” spreads in the Teachers Editions of McGraw-Hill Readin

33、g Wonders for specific lessons.The Answer Keys in Unit Assessment provide the information you need to understand yourComplexityCCSSContent FocusAnswerQuestionfrom the unit that is assessed in each item.This column lists the instructional contentThis column lists the Depth of Knowledge associated wit

34、h each item.This column lists the CCSS alignment for each assessment item.childrensperformance andplan fortheir individualizedinstructionalandinterventionneeds.5BRoot WordsL.1.4cDOK 16CContext Clues: Sentence CluesL.1.4aDOK 27See belowPlot: SequenceRL.1.3DOK 2Comprehension: Multiple-Choice 1, 2, 3,

35、4, 9, 10, 11, 14/8%Comprehension: Constructed Response 7, 8/4%Vocabulary Strategies 5, 6, 12, 13/4%viiiUnit Assessment Teacher Introduction GRAD E 1UNIT 1Read the story “Flip Can Play!” Then answerNumbers 1 to 8.Flip Can Play!Copyright The McGraw-Hill Companies, Inc.Flip can jump.1GO ON Unit Assessm

36、ent Unit 1Grade 11 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.Flip can tag.2GO ON 2Grade 1Unit Assessment Unit 1 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.Flip is too big. He can not go in.3GO ON Unit Assessment Unit 1Grade 13 GRAD E 1UNIT 1Copyright The McGraw-Hill Companie

37、s, Inc.Flip digs very fast.4GO ON 4Grade 1Unit Assessment Unit 1 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.Now Flip can play!5GO ON Unit Assessment Unit 1Grade 15Name: Date: Now answer Numbers 1 to 8. Base youranswers on the story “Flip Can Play!”1What does Flip do FIRST?a dig b tag cju

38、mp2Why does Flip dig? a He can not tag. b He can not jump. c He can not get in.3Copyright The McGraw-Hill Companies, Inc.Look at the picture on page 3. Where is Flip?adown b out c in6GO ON 6Grade 1Unit Assessment Unit 1Name: Date: 4AFTER Flip digs he can .a run b tag cplay5Which word comes FIRST in

39、ABC order?a go b big c can6Flip has .Copyright The McGraw-Hill Companies, Inc.a up b fun cgoodGO ON Unit Assessment Unit 1Grade 177Name: Date: 7Flip can .amove b good c does8List two things Flip can do.8Copyright The McGraw-Hill Companies, Inc.GO ON 8Grade 1Unit Assessment Unit 1 GRAD E 1UNIT 1Read

40、the story “Cats and Frogs.” Then answer Numbers 9 to 16.Cats and FrogsCopyright The McGraw-Hill Companies, Inc.A cat can be a pet. You can pat a cat.9GO ON Unit Assessment Unit 1Grade 19 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.A frog can be a pet, too. You can pat a frog.10GO ON 10Gra

41、de 1Unit Assessment Unit 1 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.A cat can lick your hand. A lick is a cat kiss.11GO ON Unit Assessment Unit 1Grade 111 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.A frog can hop and flick. It can not kiss.12GO ON 12Grade 1Unit Assessment U

42、nit 1 GRAD E 1UNIT 1Copyright The McGraw-Hill Companies, Inc.A cat is quick. So is a frog.13GO ON Unit Assessment Unit 1Grade 113Name: Date: Now answer Numbers 9 to 16. Base youranswers on the story “Cats and Frogs.”9Who can lick?a a catb a frogc cats and frogs10Which picture shows a cat being quick

43、?aCopyright The McGraw-Hill Companies, Inc.bc14GO ON 14Grade 1Unit Assessment Unit 1Name: Date: 11A frog can .a pat bhop c kiss12Look at the picture on page 12. What does it show?a A frog can flick. b A frog can kiss. c A frog can pet.13Cats are fun pets.Frogs are fun pets, .Copyright The McGraw-Hil

44、l Companies, Inc.a jump bmove c tooGO ON Unit Assessment Unit 1Grade 11515Name: Date: 14A lick is a cat .a kis bkizz ckiss15A frog .a hops b hops chopps16Copyright The McGraw-Hill Companies, Inc.Write one key detail about how cats and frogs are the SAME.16GO ON 16Grade 1Unit Assessment Unit 1Copyrig

45、ht The McGraw-Hill Companies, Inc. GRAD E 1UNIT 1This is a story that Pat wrote. Read thestory. Then answer Numbers 17 to 21.(1) I went to the park. (2) Tom came, too.(3) we ran and ran. (4) We played many games (5) Did we have fun? (6) We lots of fun had!GO ON Unit Assessment Unit 1Grade 11717Name:

46、 Date: 17Which sentence is a statement?aSentence1bSentence5cSentence618What is the BEST way to write sentence 3?a we Ran and ran. b Weranandran. c we ran and ran19Which sentence is a question?aSentence2bSentence4Copyright The McGraw-Hill Companies, Inc.cSentence518GO ON 18Grade 1Unit Assessment Unit

47、 120What is the BEST way to write sentence 4?aWe playedmanygames? bWe played many games. cwe played many games21Which sentence has the words in the wrong order?aSentence2bSentence3Copyright The McGraw-Hill Companies, Inc.cSentence6GO ON Unit Assessment Unit 1Grade 11919Listen while your teacher read

48、s the directions.22abc23abc24Copyright The McGraw-Hill Companies, Inc.abc25a b c 20GO ON 20Grade 1Unit Assessment Unit 1Choose the word that names the picture.26a mop bmap c tap27a slam btram c clam28a wig b fig cwag29Copyright The McGraw-Hill Companies, Inc.adrop b flop c stopSTOP212130ablog b frog

49、 c logUnit Assessment Unit 1Grade 1Grade 1 Unit 1 Assessment Teacher ScriptTeacher reads all directions, passages, items, and answer choices aloud.Phonemic Awarenesspage 2022I will say three words. Listen to the middle sound in each word: kick, top, mitt. Which word does not belong? Fill in the bubb

50、le next to the picture that does not belong.23I will say a word in parts: /f/ /a/ /n/. What word do you make when you blend these sounds together? Listen to these answer choices: pin, ham, fan. Fill in the bubble next to the picture that has the same sounds as /f/ /a/ /n/.24I will say a word in part

51、s: /k/ /l/ /i/ /p/. What word do you make when you blend these sounds together? Listen to these answer choices: pail, track, clip. Fill in the bubble next to the picture that has the same sounds as /k/ /l/ /i/ /p/.25I will say a word: drop. How many sounds do you hear in the word drop? Fill in the b

52、ubble next to the picture that shows how many sounds are in the word drop.Phonicspage 2126Look at the picture of a map. Now read the words. Fill in the bubble next to the word map.27Look at the picture of a clam. Now read the words. Fill in the bubble next to the word clam.28Copyright The McGraw-Hil