reading wonders rcise g5reading wonders assessment weekly assessment g5_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 IntroductionvUnit 1Week 1 Assessment1Week 2 Assessment13Week 3 Assessment25Week 4 Assessment37Week 5 Assessment49Unit 2Week 1 Assessment61Week 2 Assessment73Week 3 Assessment85Week 4 Assessment97Week 5 Assessment109Unit 3Week

4、1 Assessment121Copyright The McGraw-Hill Companies, Inc.Week 2 Assessment133Week 3 Assessment145Week 4 Assessment157Week 5 Assessment169Table of Contents Contd.Unit 4Week 1 Assessment181Week 2 Assessment193Week 3 Assessment205Week 4 Assessment217Week 5 Assessment229Unit 5Week 1 Assessment241Week 2 A

5、ssessment253Week 3 Assessment265Week 4 Assessment277Week 5 Assessment289Unit 6Week 1 Assessment301Week 2 Assessment313Copyright The McGraw-Hill Companies, Inc.Week 3 Assessment325Week 4 Assessment337Week 5 Assessment349Teacher IntroductionWeekly AssessmentWeekly Assessment is an integral part of the

6、 complete assessment program aligned withMcGraw-Hill Reading Wonders and the Common Core State Standards (CCSS).Purpose of Weekly AssessmentWeekly Assessment offers the opportunity to monitor student progress in a steady and structuredmanner whileproviding formative assessment data. As students comp

7、lete each week of the reading program, they will be assessed on their understanding of key instructional content. The results of the assessments can be used to inform subsequent instruction.The results of Weekly Assessment can also serve asasummative assessment byproviding astatusofcurrentachievemen

8、tinrelationtostudentprogressthroughtheCCSS-aligned curriculum.Focus of Weekly AssessmentWeekly Assessment focuses on two key areas of English Language Arts as identified by the CCSSReading and Language. Students will read two selections each week and respond to items focusing on Comprehension Skills

9、 and Vocabulary Strategies. These items assess the ability to access meaning from the text and demonstrate understanding of unknown and multiple-meaning words and phrases.Administering WeeklyAssessmentEach weekly assessment should be administered once the instruction for the specific week is complet

10、ed.Makecopiesoftheweeklyassessmentfortheclass.Youwillneedonecopyofthe Answer Key page foreach student taking the assessment.The scoring table at the bottom of the Answer Key provides a place to list student scores. The accumulated data from each weekly assessment charts student progressand underscor

11、es strengths and weaknesses.Copyright The McGraw-Hill Companies, Inc.After each student has a copy of the assessment, provide a version of the following directions: Say: Write your name and the date on the question pages for this assessment. (When students are finished, continue with the directions.

12、) Youwill read two selections and answer questions about them. Read each selection and the questions that follow it carefully. Forthemultiple-choiceitems,completelyfillinthecirclenexttothecorrectanswer.Forthe constructed response item, write your response on the lines provided. When you have complet

13、ed the assessment, put your pencil down and turn the pages over. Youmay begin now.Answer procedural questions during the assessment, but do not provide any assistance on the items or selections. After the class has completed the assessment, ask students to verify that their names and the date are wr

14、itten on the necessary pages.viiWeekly Assessment Teacher IntroductionOverview of Weekly AssessmentEach weekly assessment is comprised of the following 2 “Cold Read” selections 10 multiple-choice items assessing Comprehension Skills 10 multiple-choice items assessing Vocabulary Strategies 1 construc

15、ted response item assessing ComprehensionReading SelectionsEach weekly assessment features two selections on which the assessment items are based. (In instances where poetry is used, multiple poems may be set as a selection.) The selections reflect the unit theme and/or weekly Essential Question to

16、support the focus of the classroom instruction.Selectionsincreaseincomplexityastheschoolyearprogressestomirrortherigorofreading materials students encounter in the classroom.ComprehensionMultipleChoice ItemsEach selection is followed by five items, for a total of ten items in a week, that assess stu

17、dent understanding of the text through the use of Comprehension Skillsboth that weeks Comprehension Skill focus and a review Comprehension Skill. The review skill is taken from a week as near as possible to the current week and aligns with the instruction, i.e., skills that are more suited to Readin

18、g for Information will not be used to assess Reading for Literature even though they are in the closest proximity in the program scope and sequence. In Unit 1, Week 1 no review skills are featured, and during the course of the year some weeks feature additional review questions to best assess studen

19、t comprehension of the text.VocabularyMultipleChoice ItemsEach selection is followed by five items, fora total of ten items in a week, that ask students to demonstrate the ability touncover the meanings of unknown and multiple-meaning words and phrases using Vocabulary Strategiesboth that weeks Voca

20、bulary Strategy focus andCopyright The McGraw-Hill Companies, Inc.a review Vocabulary Strategy. The review strategy is taken from a week as near as possible tothe current week and aligns with the instruction, i.e.,strategies used to identify and gain meaning from figurative language may not be readi

21、ly availablefor use in an informational text. In Unit 1, Week 1 no review strategies are featured, and during the course of the yearsome weeks feature additional review questions to best assess student language knowledge.ComprehensionConstructed ResponseAt the close of each weekly assessment is a co

22、nstructed response item that provides students the opportunity to craft a written response that shows their critical thinking skills and allows them to support an opinion/position by using text evidence from one or both selections.NOTE: Please consider this item as an optional assessment that allows

23、 students to show comprehension of a text in a more in-depth manner as they make connections between and within texts.Scoring Weekly AssessmentMultiple-choice items are worth one point each, for a total of twenty points in each assessment. If you decide to have students complete the constructed resp

24、onse, use the correct response parameters provided in the Answer Key alongwith the scoring rubric listed below to assign a score of 0 through 4.Score: 4 Thestudent understands thequestion/promptand respondssuitably usingthe appropriate text evidence from the selection or selections. The response is

25、an acceptably complete answer to the question/prompt. The organization of the response is meaningful. The response stays on-topic; ideas are linked to one another with effective transitions. The response has correct spelling, grammar, usage, and mechanics, and it is written neatly and legibly.Score:

26、 3 Thestudent understands thequestion/promptand respondssuitably usingthe appropriate text evidence from the selection or selections. The response is a somewhat complete answer to the question/prompt. The organization of the response is somewhat meaningful. The response maintains focus; ideas are li

27、nked to one another. The response has occasional errors in spelling, grammar, usage, and mechanics, and it is, for the most part, written neatly and legibly.Score: 2 The student has partial understanding of the question/prompt and uses some text evidence. The response is an incomplete answer to the

28、question/prompt. The organization of the response is weak. The writing is careless; contains extraneous information and ineffective transitions. The response requires effort to read easily.Copyright The McGraw-Hill Companies, Inc. The response has noticeable errors in spelling, grammar, usage, and m

29、echanics, and it is written somewhat neatly and legibly.Score: 1 The student has minimal understanding of the question/prompt and uses little to no appropriate text evidence. The response is a barely acceptable answer to the question/prompt. The response lacks organization. The writing is erratic wi

30、th little focus; ideas are not connected to each other. The response is difficult to follow. The response has frequent errors in spelling, grammar, usage, and mechanics, and it is written with borderline neatness and legibility.Score: 0 The student fails to compose a response. If a response is attem

31、pted, it is inaccurate, meaningless, or completely irrelevant. The response may be written so poorly that it is neither legible nor understandable.Scoring rows identify items associated with Reading and Language strands and allow for quick record keeping.Copyright The McGraw-Hill Companies, Inc.Comp

32、rehension 1, 2, 4, 6, 7, 10, 12, 14, 16, 17/10%Vocabulary 3, 5, 8, 9, 11, 13, 15, 18, 19, 20/10%Total Weekly Assessment Score/20%14GMain Idea and Key DetailsRI.5.2DOK 215BMain Idea and Key DetailsRI.5.2DOK 216IContext CluesL.5.4aDOK 217APrefix re-L.5.4bDOK 1Weeklyreviewitemsareshadedinfor clear iden

33、tification.Evaluating Weekly Assessment ScoresThe primary focus of each weekly assessment is to evaluate student progress toward mastery of previously-taught skills and strategies.The expectation is for students toscore 80% or higher on the assessment as awhole.Within this score, the expectation is

34、for students to score higher than 6/8 on the items assessing the particularweeksComprehensionSkill;higherthan6/8ontheitemsassessingtheparticular weeksVocabulary Strategy; and“3”or higher on the constructed response, if it is assigned.For students whodo not meet these benchmarks, assign appropriate l

35、essons from theTier 2 online PDFs. Refer to the weekly “Progress Monitoring” spreads in the Teachers Editions of McGraw-Hill Reading Wonders for specific lessons.This column lists the Depth of Knowledge associated with each item.This column lists the CCSS alignment for each assessmentitem.The Answer

36、 Keys in Weekly Assessment have been constructed to provide the information you need to aid your understanding of student performance, as well as individualized instructional and interventionneeds.QuestionCorrect AnswerContent FocusCCSSComplexityfor the week thatis assessed in each item.This column

37、lists the instructional contentUNIT 1Teacher IntroductionWEEK 1Read the passage “Maddie and the Homeless Pets” before answering Numbers 1 through 10.Maddie and the Homeless PetsMaddie lives in New Bern, a city near the coast in North Carolina. She likes living in New Bern except when a hurricane mov

38、es up the coast. Then she worries.Copyright The McGraw-Hill Companies, Inc.One day her school is closed because of an ominous weather forecast that a hurricane is on the way. The torrential rain of a hurricane often causes flooding. That day almost ten inches of rain falls on North Carolina. The pow

39、er is out for hours, but Maddies family feels lucky. Their home is on high ground, so it isnt flooded. When the power is back the next day, Maddie turns on the television for news of thestorm. She hears that many dogs and cats got separated from their families and were found wandering around loose a

40、fter thestorm.The reporter says, “Volunteers and the Humane Society have opened an emergency shelter for lost pets at the county fair grounds. Anyone who had to leave a home and needs a safe place for a pet can bring it to the shelter to stay for now. The people at the shelter need help from the com

41、munity and are requesting donations of pet food.”GO ON Weekly Assessment Unit 1, Week 1Grade 51UNIT 1WEEK 1Because Maddie really wants to help, she resolves to find a way. She wonders what she can do. She might open a lemonade stand. Then she remembers she did that once. She sold a total of ten glas

42、ses of lemonade and made $2.50. It would not be enough to buy much food.Next, Maddie thinks about asking her parents for money. Yet, asking them may not be a good idea. She has heard them talking about saving on expenses. Mom lost her job arranging flowers at the florist shop when it went out of bus

43、iness, and Dads company cut his hours last week. Asking them for money is definitely not a good idea.Finally, Maddie gets a good idea. Almost everyone likes pets. If she can convince her classmates to donate food, she might collect enough to make a difference. Right away Maddie makes a poster. At th

44、e top, it says, “Help the Pets.” She adds a newspaper article about the emergency shelter and then draws pictures of cats and dogs. She also gives some examples of kinds of pet food. In the garage, Maddie finds a big cardboard box. She decorates it with pictures of animals.Copyright The McGraw-Hill

45、Companies, Inc.In the morning, Maddie takes her poster and box to school. She asks her teacher, Ms. Jones, if she can put them in the hall near the door to the room. Ms. Jones says, “This is a great poster and great idea!” She helps Maddie find the best place for the poster and box. She suggests tha

46、t Maddie make a card to deliver with the food so that allthe students who collaborate to help the shelter by donating food can sign their names. Finally, Maddie ties three colorful balloons to thebox.After the first day, four cans of cat and dog food are in the box. The next day, there are more cans

47、 and several bags of food. Maddie already needs to find another box.On Saturday, Maddies dad drives her to the shelter and helps her carry the boxes inside. The people at the shelter are delighted.Their supplies are unusually low because there are so many homeless pets. They invite Maddie to visit w

48、ith the pets. She even gets to hold a kitten on her lap for a few minutes.Driving home, Maddie has a new thought. Maybe she can find a permanent animal shelter that needs donations. It would be fun to have another food drive, especially if everyone pitches in to help.GO ON 2Grade 5Weekly Assessment

49、Unit 1, Week 1Name: Date: Now answer Numbers 1 through 10. Base your answers on “Maddie and the Homeless Pets.”1Which event happens first in the passage? aMaddie turns onthe television for news. bTen inches of rain falls on North Carolina.cMaddie gets her classmates to donate food for pets.dMaddies

50、school is closed because of the weather report.2Read this sentence from the passage.One day her school is closed because of an ominous weather forecast that a hurricane is on the way.What does ominous mean in the sentence above?ffalseh possibleghopefulithreatening3What happens after the storm but be

51、fore Maddie decides not to open a lemonade stand?a Maddies teacher likes her idea.Copyright The McGraw-Hill Companies, Inc.b Maddie holds a kitten on her lap.c Dogs and cats are wandering around loose.d Maddie collects pet food from her classmates.4What happens at the end of the passage? fMaddie wor

52、ries about lost pets. gMaddie holds akittenforafewminutes.h Maddie thinks about having another food drive.iThe reporter says animals at the shelter need food.GO ON 3Weekly Assessment Unit 1, Week 1Grade 5Name: Date: 5Read this sentence from the passage.The torrential rain of a hurricane often causes

53、 flooding.What does torrential mean in the sentence above?a gentleb heavy c unexpected dwelcome6Read this sentence from the passage.Mom lost her job arranging flowers at the florist shop when it went out of business, and Dads company cut his hours last week.What does florist mean in the sentence abo

54、ve?fbest gdesigner h flower ipastry7Copyright The McGraw-Hill Companies, Inc.What happens after Maddie watches the news report but before she gets a good idea?a She makes a poster.bShe draws pictures of cats and dogs. cShe drives to the shelter with her dad. dShe thinks of asking her parents tohelp.

55、GO ON 4Grade 5Weekly Assessment Unit 1, Week 1Name: Date: 8Read this sentence from the passage.Because Maddie really wants to help, she resolves to find a way.What does resolves mean in the sentence above?fweaklytries gworks again h firmly decides ihopelessly wishes9Read this sentence from the passa

56、ge.She suggests that Maddie make a card to deliver with the food so that all the students who collaborate to help the shelter by donating food can sign their names.What does collaborate mean in the sentence above?athink of other ideas b work together crefuseCopyright The McGraw-Hill Companies, Inc.d

57、vote10What happens before Maddie ties balloons to the box but after she makes a poster?f Maddie talks to her teacher.g Maddie hears about the flooding.h Maddie thinks about ways she can help.iMaddies classmates bring food to donate for pets.GO ON 5Weekly Assessment Unit 1, Week 1Grade 5UNIT 1WEEK 1Read the passage “Something