Format Weekly Assessment · 2008-09-29 · Florida Weekly Assessment • Grade 1 3 © Macmillan/McGraw–Hill Unit 5 ... © Macmillan/McGraw–Hill Each Weekly Assessment consists

Grade 1

WeeklyAssessment

Format

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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 Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

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Introduction to the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

How to Use and Administer the Weekly Assessment . . . . . . . . . . . . . . . . . . . 6

Scoring Instructions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Taking the Format Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit 1

Week 1 Assessment Pam and Sam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Week 2 Assessment I Can! Can You? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Week 3 Assessment “How You Grew” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Week 4 Assessment Pet Tricks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Week 5 Assessment Soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Unit 2

Week 1 Assessment Animal Moms and Dads . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Week 2 Assessment Little Red Hen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Week 3 Assessment “A Prairie Dog Home” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Week 4 Assessment The Fun Kids’ Band . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Week 5 Assessment On My Way to School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Unit 3

Week 1 Assessment Kate’s Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Week 2 Assessment Kids Can Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Week 3 Assessment “Short Shadows, Long Shadows” . . . . . . . . . . . . . . . . . 129

Week 4 Assessment Smile, Mike! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Week 5 Assessment Gram and Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149

Unit 4

Week 1 Assessment Pelican Was Hungry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159

Week 2 Assessment June Robot Cleans Up . . . . . . . . . . . . . . . . . . . . . . . . . . .169

Week 3 Assessment “Stormy Weather” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Week 4 Assessment Meet Ben Franklin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Week 5 Assessment Little Rabbit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

Contents

Florida Weekly Assessment • Grade 1 3

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Unit 5

Week 1 Assessment Olivia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209

Week 2 Assessment The Kite (from Days with Frog and Toad) . . . . . . . . . . . 219

Week 3 Assessment “Kids’ Inventions” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .229

Week 4 Assessment Whistle for Willie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239

Week 5 Assessment A Fruit is a Suitcase for Seeds . . . . . . . . . . . . . . . . . . . . . .249

Unit 6

Week 1 Assessment Dot and Jabber and the Big Bug Mystery . . . . . . . . . . . .259

Week 2 Assessment Blue Jay Finds a Way . . . . . . . . . . . . . . . . . . . . . . . . . . . .269

Week 3 Assessment “Cool Jobs” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279

Week 4 Assessment A Tiger Cub Grows Up . . . . . . . . . . . . . . . . . . . . . . . . . . .289

Week 5 Assessment Sand Castle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Rubric for Short-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .309

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310

Sunshine State Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . .323

Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside of Back Cover

4 Florida Weekly Assessment • Grade 1

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The Weekly Assessment is designed to assess

your children’s mastery of the skills taught

throughout the week. The test questions use

formats your children will encounter on the

Florida Comprehensive Achievement Test

(FCAT) in Grade 3. The test includes questions

that cover the following areas:

■ Reading Comprehension

■ Vocabulary

■ High-Frequency Words

■ Phonemic Awareness

■ Phonics

■ Structural Analysis

■ Grammar, Mechanics, and Usage

Purpose of the Weekly Assessment

Each week, there will be a new passage for

children to read. The passage will be either

fiction or nonfiction, depending on the genre

of the core selection for the week.

The passage will be followed by twelve

questions that cover the skills for the week.

Providing children with a new read allows

you to assess how well they have mastered

the skills for the week. When children apply

what they have learned, you can evaluate the

degree of mastery they have achieved.

Using the Results to Inform Instruction

Use the results of the Weekly Assessment as a

formative assessment tool to help monitor the

children’s progress. Information gathered by

evaluating the results of this assessment can

also be used to diagnose specific strengths

and weaknesses of your children. If scores

from the Weekly Assessments are used to

help determine report card grades, then you

can consider these to be summative

assessments as well.

Introduction to the Weekly Assessment


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Each Weekly Assessment consists of eleven

multiple-choice questions, and one short-

response question. The format and length of

the test is the same each week. You may want

to explain each section of the test to children

the first time you administer it. The assessment

should take approximately 20 minutes.

■ You may read the questions and answer

choices out loud as you feel necessary to

help the children. For Units 1 to 3 in

particular, you may want to read the

questions aloud as your class may not be

familiar with all the vocabulary used at

this point of the program.

■ For the multiple-choice questions,

children should fill in the circle next to the

best answer. Remind children to fill in the

circle completely.

■ For the short-response questions, children

should write their answers in the space

provided on the page.

The Answer Keys to score the tests can be

found on pages 311–321.

Sample score points for the short-response

questions may be found on the web site at

http://www.macmillanmh.com.

Phonemic Awareness and Phonicspage 7

The directions for Phonemic Awareness,

numbers seven and eight, can be found on

the cover of the test booklet. For the Phonics

questions, say: Look at question number nine. I

will say the name of the picture. Read the three

answer choices. Then fill in the circle next to the

word that names the picture. Repeat this for

question number ten.

General Procedures

Before the test: Distribute copies of Weekly

Assessment.

Directions: Say: Write your name and the date

on the cover of your test booklet. When all

children are done, say: Open the booklet to

page 2. You will read a passage. Then carefully

read the questions that follow. For each

multiple-choice question, read all three of the

answer choices. Then fill in the circle next to the

best answer. For question number six, you will

write your answer on the lines on the page.

When you finish question number eight, put

down your pencils and look at me. You may

begin now.

During the test: Monitor children’s test-

taking behavior to make sure that each child

is following the directions and writing

responses in the correct places. Answer

questions about procedures and materials,

but do not help them answer questions.

After the test: Before collecting the papers,

make sure that children have written their

names on the cover of the test booklet.

How to Use and Administer the Weekly Assessment


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Using the Student Evaluation Charts

After each Weekly Assessment there is a

Student Evaluation Chart. 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 point value for the number of

questions answered correctly for each

skill. Count the total point value of correct

responses, and write the number for each

subtest above the total possible score.

■ Add the scores for each skill (point value

of items answered correctly) to determine

the total test score.

■ To convert these raw test scores to

percentages, see the Scoring Chart on

the inside of the back cover of this book.

Multiple-choice questions are worth one

point each and the short-response question is

worth two points. Use the Rubric for Short-

Response Questions on page 309 to help

score the short-response questions.

Evaluating the Scores

The primary focus of the Weekly Assessment

is to measure children’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 still

need reinforcement. Incorporate these into

your instructional plans for the coming week

for individual, small-group, or whole-group

instruction as indicated.

Scoring Instructions


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Tips for Taking the Format Weekly Assessment

Here are some tips to help you do your best.

✓ Ask your teacher to explain the directions.

✓ Read the passage and questions. You may look back at a passage as often as you like.

✓ Answer the questions you know. If a question seems hard, skip it and go back to it later.

✓ Fill in the answer bubbles completely. Do not mark outside the bubble.

✓ Be positive. Some questions may seem hard, but others will be easy.

✓ Double check each answer.

✓ Try to answer every question and do your best.

Directions for Taking the Format Weekly Assessment

The test contains one reading passage, 11 multiple-choice questions, and one short-response

question. A multiple-choice question is followed by several answer choices. For this test, you

will fill in the bubble next to the answer choice you think is correct. For the short-response

question, write your answer on the lines.


Administering the Phonemic Awareness Questions

Use the following prompts in conjunction with Numbers 7 and 8.

Page 7, Phonemic Awareness

Say: Look at Number 7. I will say a word: cat, /k/ /a/ /t/. What is the middle sound in /k/ /a/ /t/?

Listen to these answer choices: map, bed, pin. Fill in the circle next to the picture that has the

same middle sound as /k/ /a/ /t/.

Say: Look at Number 8. I will say a word in parts: /m/ /a/ /n/. What word do you make when you

put these sounds together? Listen to these answer choices: mop, man, moon. Fill in the circle

next to the picture that has the same sounds as /m/ /a/ /n/.

Format WeeklyAssessmentTESTED SKILLS AND STRATEGIES

• High-Frequency Words• Structural Analysis• Reading Comprehension• Phonics• Phonemic Awareness• Grammar

Name

Date

Grade 1 • Unit 1 • Week 1

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Read the story “I Am Pam!” Then answer Numbers 1 to 6.

I Am Pam!

I am Pam!I can pat cats.

10 Florida Weekly Assessment • Grade 1 • Unit 1 • Week 110 Florida Weekly Assessment • Grade 1 • Unit 1 • Week 12

Format Weekly Assessment UNIT1

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I can tap.I can jump up and down.

Florida Weekly Assessment • Grade 1 • Unit 1 • Week 1 11 3

Format Weekly Assessment UNIT 1

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I am not Nat.I am Pam!

12 Florida Weekly Assessment • Grade 1 • Unit 1 • Week 112 Florida Weekly Assessment • Grade 1 • Unit 1 • Week 14


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Now answer Numbers 1 to 6. Base your answers on the story “I Am Pam!”

1 Pam can pat two .

a cat

b cap

c cats

2 Pam can up.

a not

b jump

c down

3 Which word shows MORE than one?

a cap

b mat

c caps


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Student Name

4 Pam is Nat.

a a

b am

c not

5 Pam can jump .

a I am not

b hat and map

c up and down

6 Where can Pam tap?

14 Florida Weekly Assessment • Grade 1 • Unit 1 • Week 16

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Listen while your teacher reads the directions.

7 a b c

8 a b c

Fill the circle next to the word that namesthe picture.

9 a tan

b can

c hat

10 a cap

b map

c ham


Student Name

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Cat Nap

1 d an has a mat. 2 The cat naps on the mat. 3 Dan pat the cat.

The story below is a first draft that Sam wrote. The story has mistakes. Read the story to answer questions 11–12.

What do these mean?

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

This arrow is in the Florida test to show the start of a paragraph.

The test may have writing that you might do for a first draft. The test will ask you to make the writing better.

1


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STOP

11 Which sentence needs a capital letter?

a sentence 1

b sentence 2

c sentence 3

12 Which sentence is correct?

a sentence 1

b sentence 2

c sentence 3


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Student Name


Student Evaluation Chart

Tested SkillsNumber Correct

Percent Correct

High-Frequency Words: Jump, 2 /1 %

Structural Analysis: Inflectional ending –s, 1, 3

/2 %

Reading Comprehension: Plot development: character, 4, 5

/2 %

Short response: Plot development: setting, 6

/2 %

Phonemic Awareness: Phoneme isolation, 7; phoneme blending, 8;

/2 %

Phonics: short /a/a, 9, 10 /2 %

Grammar: Sentences, 11, 12 /2 %

Total Weekly Test Score /13 %

Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.6.12 LA.A.1.2.3 LA.1.1.4.73 LA.A.1.2.3 LA.1.1.4.74 LA.E.1.2.3 LA.1.2.1.35 LA.E.1.2.3 LA.1.2.1.36 LA.E.1.2.3 LA.1.2.1.37 LA.1.1.3.18 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.211 LA.1.3.4.212 LA.1.3.4.5

* See benchmarks and standardson pages 323–331.





Say: Look at Number 7. I will say a word very slowly in two parts. Listen carefully to its parts:

/h/ /at/. Now I want you to put the parts together. Listen to these answer choices: hat, bat, horse.

Fill in the circle next to the picture that does not have the same end sounds you hear in /h/ /at/.

Say: Look at Number 8. Listen while I say a word in parts: /f/ /a/ /n/. What word do you make

when you put these sounds together? Listen to these answer choices: fish, jam, fan. Fill in the

circle next to the picture that has the same sounds as /f/ /a/ /n/.

FormatWeeklyAssessmentTESTED SKILLS AND STRATEGIES


Name

Date


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Read the story “A Mat” Then answer Numbers 1 to 6.

A Mat

Dan has a mat.Dan can tap on it.



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Can Dan jump over it?Yes, he can!



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l Al tags the mat.Al jumps over it, too.



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Now answer Numbers 1 to 6. Base your answers on the story “A Mat.”

1 Al the mat.

a yes

b tags

c over

2 Dan can jump the mat.

a it

b yes

c over

3 Al , too.

a pat

b tag

c jumps


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Student Name

4 FIRST, Dan .

a taps

b naps

c jumps

5 NEXT, Dan .

a taps

b naps

c jumps

6 Who jumps LAST?


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7 a b c

8 a b c

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

9 a bat

b bag

c back

10 a tap

b tag

c tack


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Student Name

Pat and Al

1 First, Al tags the mat. 2 Over jumps Pat. 3 Jumps Al over.

The story below is a first draft that Dan wrote. Read the story to answer question 11.

What do these mean?


This arrow shows the start of a paragraph.

The test may have writing that you might do for a first draft.

1


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STOP

11 Which words make a sentence?

a sentence 1

b sentence 2

c sentence 3

Read and answer question 12.

12 Make a sentence out of the words in the box.

jumpI

can

Which sentence is correct?

a I can jump.

b I jump can.

c Can jump I.


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Student Name



Tested SkillsNumber

Correct

Percent

Correct

High-Frequency Words: Over, 2 /1 %

Structural Analysis: Inflectional ending –s, 1, 3

/2 %

Reading Comprehension: Retell events in order, 4, 5

/2 %

Short response: Retell events in order, 6 /2 %

Phonemic Awareness: Identify onsets and rimes, 7; phoneme blending, 8;

/2 %

Phonics: Short/a/ a, 9, 10 /2 %

Grammar: Word order, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.4.72 LA.1.1.6.13 LA.A.1.2.3 LA.1.1.4.74 LA.A.2.2.1 LA.1.2.1.25 LA.A.2.2.1 LA.1.2.1.26 LA.A.2.2.1 LA.1.2.1.27 LA.1.1.3.28 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.211 LA.1.3.3.112 LA.1.3.3.1






Say: Look at Number 7. I will say a word in two parts. Listen carefully to its parts: /p/ /in/. Now I

want you to put the parts together. Listen to these answer choices: pin, bed, pan. Fill in the circle

next to the picture that makes the same sounds you hear in /p/ /in/.

Say: Look at Number 8. I will say a word in parts: /p/ /i/ /g/. What word do you make when you

put these sounds together? Listen to these answer choices: pen, pig, pot. Fill in the circle next to

the picture that has the same sounds as /p/ /i/ /g/.



Name

Date


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Read the story “Play and Grow” Then answer Numbers 1 to 6.

Play and Grow

You can kick.You can be quick and run.



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You can ride.You can zip down a hill.



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You can sit.You can do a lot!



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Now answer Numbers 1 to 6. Base your answers on the story “Play and Grow.”

1 you sit with me?

a Be

b Will

c Has

2 You ride up a .

a hill

b ball

c hiss

3 You will big and tall.

a it

b be

c up

Florida Weekly Assessment • Grade 1 • Unit 1 • Week 3 33Florida Weekly Assessment • Grade 1 • Unit 1 • Week 3 33 5

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4 FIRST, the kids .

a hit

b run

c kick

5 NEXT, the kids .

a dig

b ride

c pick

6 What do the kids do LAST?


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Listen while your teacher reads the directions .

7 a b c

8 a b c


9 a sip

b six

c sick

10 a big

b bib

c bin


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Student Name

A Pig

1 Sid is a big pig. 2 Can Sid jump? 3 Is Sid quick?

The story below is the first draft that Jim wrote. Read the story to answer question 11.

What do these mean?




1


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STOP

11 Which sentence is a statement?

a sentence 1

b sentence 2

c sentence 3


12 Which sentence below is NOT a statement?

a Can he ride?

b Jill can jump.

c Al and Bill ride.


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Student Name




Percent Correct

High-Frequency Words: Be, 3 /1 %

Structural Analysis: Double final consonants, 1, 2

/2 %


/2 %


Phonemic Awareness: Identify onsets and rimes, 7; phoneme blending, 8

/2 %

Phonics: Short/i/ i, 9, 10 /2 %

Grammar: Statements, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.6.12 LA.1.1.6.13 LA.1.1.6.14 LA.A.2.2.1 LA.1.2.1.25 LA.A.2.2.1 LA.1.2.1.26 LA.A.2.2.1 LA.1.2.1.27 LA.1.1.3.28 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.211 LA.1.3.4.612 LA.1.3.4.6






Say: Look at Number 7. I am going to say a word with four sounds. brag, /b/ /r/ /a/ /g/. Now drop the

first sound. What new word did you make? Listen to these answer choices: rag, rug, rake. Fill in the

circle next to the picture that shows what word you make when you drop the /b/ sound from brag.

Say: Look at Number 8. Listen while I say the sounds in the word drill: /d/ /r/ /i/ /l/. Say the word

slowly. How many sounds do you hear in /d/ /r/ /i/ /l/? Fill in the circle next to the picture that

shows how many sounds you hear in /d/ /r/ /i/ /l/.



Name

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Read the story “Kris’s Run.” Then answer Numbers 1 to 6.

Kris’s Run

Kris is Kim’s cat.Kris can run.



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Kris runs on the track!Come on! Do not trip!



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l That was a good run.Kris wins and Kim grins.



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Now answer Numbers 1 to 6. Base your answers on the story “Kris’s Run.”

1 Kris is cat.

a Kim

b Kims

c Kim’s

2 Kim can pat cat.

a that

b come

c good

3 race was good.

a The cat

b The cats

c The cat’s


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4 Kris can .

a not win

b not run fast

c run very fast

5 Kim sits .

a on a hill

b on a mat

c next to the track

6 Where does Kris run?


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7 a b c

8 a b c


9 a crib b grab c crab

10 a grin b grill c grass


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Student Name


11 Which sentence is a question?

a Kris can run.

b Run, Kris, run!

c Can Kris run?


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STOP


12 How would you make the sentence in the box into a question?

Fran wins!

a Fran wins.

b Did Fran win!

c Did Fran win?


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Percent Correct

High-Frequency Words: That, 2 /1 %

Structural Analysis: Possessive nouns with ’s, 1, 3

/2 %

Reading Comprehension: Plot development: character, 4; plot development: setting, 5

/2 %

Short response: Plot development: setting, 6

/2 %

Phonemic Awareness: Phoneme deletion, 7; phoneme segmentation, 8

/2 %

Phonics: R-blends, /kr/cr-, /gr/gr-, 9, 10 /2 %

Grammar: Questions and exclamations, 11, 12

/2 %


Correlations

ItemAssessed

Benchmarks

NewSunshine State

Standards

1 LA1.1.1.6.22 LA1.1.1.6.13 LA1.1.1.6.24 LA.E.1.2.3 LA1.1.2.1.35 LA.E.1.2.3 LA1.1.2.1.36 LA.E.1.2.3 LA1.1.2.1.37 LA1.1.1.3.48 LA1.1.1.3.39 LA1.1.1.4.1

10 LA1.1.1.4.111 LA1.1.3.4.612 LA1.1.3.4.6




• High-Frequency Words • Structural Analysis• Reading Comprehension• Phonics• Phonemic Awareness• Grammar




Say: Look at Number 7. Listen while I say the sounds in the word hand, /h/ /a/ /n/ /d/. How

many sounds do you hear in /h/ /a/ /n/ /d/? Say the word slowly. Fill in the circle next to the

picture that shows how many sounds you hear in /h/ /a/ /n/ /d/.

Say: Look at Number 8. I am going to say a word with four sounds: pink, /p/ /i/ /n/ /k/. Now

drop the last sound. What new word did you make? Listen to these answer choices: pin, ink,

pan. Fill in the circle next to the picture that shows what word you get if you drop the final

/k/ sound from /p/ /i/ /n/ /k/.

Name

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Read the story “Frank’s Band.” Then answer Numbers 1 to 6.

Frank’s Band

Frank has a band.It is a very good band.



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Frank’s pal Hank will help Frank.Frank grabs Hank’s hand.



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Now Frank’s band is grand.It has fans.



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Now answer Numbers 1 to 6. Base your answers on the story “Frank’s Band.”

1 Frank can a pick.

a now

b use

c yes

2 The band is good.

a good

b down

c very

3 Hank can Frank.

a help

b that

c over


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4 In “Frank’s Band” the author .

a tells you to start a band

b teaches you about bands

c tells a story about a band

5 The author has Hank and Frank shake hands to .

a make you laugh

b show they are pals

c make you like Frank

6 How does the author let you know Frank’sband is good?


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7 a b c

8 a b c


9 a sick

b sink

c sand

10 a crib

b crab

c cast


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Val

1 Val in a van. 2 Dan can help Val. 3 Tim help Val, too.

The story below is a first draft that Brad wrote. The story has mistakes. Read the story to answer question 11.

What do these mean?




1


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STOP

11 Which sentence is written correctly?

a sentence 1

b sentence 2

c sentence 3



a Kim had a drink

b kim had a drink.

c Kim had a drink.


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Percent Correct

High-Frequency Words: Use, very, help, 1, 2, 3

/3 %

Reading Comprehension: Author’s purpose, 4, 5

/2 %

Short response: Author’s purpose, 6 /2 %

Phonemic Awareness: Phoneme segmentation, 7, phoneme deletion, 8

/2 %

Phonics: Blends, /nd/-nd, /st/-st, /nk/-nk 9, 10

/2 %

Grammar: Writing sentences, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.111 LA.1.3.4.512 LA.1.3.4.2




• High-Frequency Words• Structural Analysis• Reading Comprehension• Phonemic Awareness• Phonics• Grammar




Say: Look at Number 7. I will say a word in parts: /m/ /o/ /p/. What word do

you make when you put these sounds together? Listen to these answer choic-

es: man, top, mop. Fill in the circle next to the picture that has the same sounds

as /m/ /o/ /p/.

Say: Look at Number 8. I will say a word: /b/ /o/ /x/. What is the middle sound

in /b/ /o/ /x/? Listen to these answer choices: fish, ball, dog. Fill in the circle

next to the picture that has the same middle sound as /b/ /o/ /x/.

Name

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Read the story “Fox Family.” Then answer Numbers 1 to 6.

Fox Mom has two kits.They look like little dogs.

Fox Family



2

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Fox Mom does a lot.She licks and pats the kits.Mom runs and plays with the kits.

Florida Weekly Assessment • Grade 1 • Unit 2 • Week 1 61


3

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One little fox trotted off.Now he is lost.Mom will go look for him!



4

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Now answer Numbers 1 to 6. Base your answers on the story “Fox Family.”

1 There are kits in the story.

a two

b one

c they

2 One kit off a log.

a jump

b jump’s

c jumped

3 The fox her kits.

a lick

b lick’s

c licked


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4 The Fox Mom does .

a a lot

b trot off

c get lost

5 Fox Mom with her kits.

a gets lost

b runs and plays

c looks like dogs

6 What else does Fox Mom do?


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7 a b c

8 a b c


9 a sock

b sack

c song

10 a fox

b box

c frog


Student Name

7

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Read and answer questions 11 and 12.

11 Look at the sentence in the box.

A cat runs.

Which word in the sentence is a noun?

a a

b cat

c runs


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STOP


Pam jogs to the pond.

Which words in the sentence are nouns?a Pam, jogs

b Pam, pond

c jogs, pond


Student Name

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Percent Correct

High-Frequency Words: Two, 1 /1 %

Structural Analysis: Inflectional ending –ed, 2, 3

/2 %

Reading Comprehension: Main idea and details, 4, 5

/2 %

Short response: Main idea and details, 6 /2 %

Phonemic Awareness: Phoneme blending, 7; phoneme isolation, 8

/2 %

Phonics: Short/o/o, 9, 10 /2 %

Grammar: Nouns, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.211 LA.1.3.4.412 LA.1.3.4.4








Say: Look at Number 7. I will say a word in parts: /b/ /e/ /d/. What word do you make

when you put these sounds together? Listen to these answer choices: leg, bag, bed. Fill

in the circle next to the picture that has the same sounds as /b/ /e/ /d/.

Say: Look at Number 8. I will say a word in parts: /w/ /e/ /b/. What word do you make

when you put these sounds together? Listen to these answer choices: wig, web, egg. Fill

in the circle next to the picture that has the same sounds as /w/ /e/ /b/.

Name

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Read the story “Dad’s Dock.” Then answer Numbers 1 to 6.

Dad’s Dock

Meg and Seth went to Dad’s dock.They are helping Dad get some crabs.



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Dad can’t get the crabs.Who will help him?Don’t get bit, Meg!



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Seth yells, “Come on, Meg and Dad.We can eat some crabs now!”



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Now answer Numbers 1 to 6. Base your answers on the story “Dad’s Dock.”

1 Seth has crabs.

a eat

b who

c some

2 Seth eat it all.

a do

b not

c can’t

3 get bit.

a Who

b Don’t

c Hank


Student Name

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4 Meg and Seth help Dad .

a on the rink

b on the dock

c on the land

5 Seth likes to eat .

a cribs

b cobs

c crabs

6 What does Dad fish for?


Student Name

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7 a b c

8 a b c


9 a bill

b bell

c well

10 a test

b tent

c tank


Student Name

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Ana Camps Out

1 Ana’s tent is a mess. 2 She plays in it. 3 Two beds are in the tent.

The story below is Bret’s first draft. Read the story to answer question 11.

1

What do these mean?





Student Name

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STOP

11 Which sentence has a noun that shows more than one?

a sentence 1

b sentence 2

c sentence 3


12 In which sentence below is there a plural noun?

a Peg is sad.

b The vet can help.

c The foxes are fast.


Student Name

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Percent Correct

High-Frequency Words: Some, 1 /1 %

Structural Analysis: Contractions n’t, 2, 3

/2 %


/2 %


Phonemic Awareness: Phoneme blending, 7, 8

/2 %

Phonics: Short/e/e, 9, 10 /2 %

Grammar: Plural nouns, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.211 LA.1.1.4.212 LA.1.3.4.4








Say: Look at Number 7. I will say a word in parts: /f/ /i/ /sh/. What word do you make

when you put these sounds together? Listen to these answer choices: fi sh, fox, feet. Fill

in the circle next to the picture that has the same sounds as /f/ /i/ /sh/.

Say: Look at Number 8. I will say a word in parts: /b/ /a/ /th/. What word do you make

when you put these sounds together? Listen to these answer choices: ball, math, bath.

Fill in the circle next to the picture that has the same sounds as /b/ /a/ /th/.

Name

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Read the story “In the Park.” Then answer Numbers 1 to 6.

In the Park

Many things live in this big park.Some live in hills.Some live in ponds.



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Ants dash up a path into the hill.They live in a big nest in the hill.



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Many fish live in this big pond.One is dashing out and into it.



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Now answer Numbers 1 to 6. Base your answers on the story “In the Park.”

1 There are ants on the hill.

a live

b into

c many

2 The ants are up a hill.

a dash

b dashed

c dashing

3 A fish is out of the pond.

a jump

b jumps

c jumping


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4 This story is about many things that .

a run on land

b live in a park

c jump on hills

5 Fish live in .

a hills

b grass

c ponds

6 Where do ants live?


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7 a b c

8 a b c

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

9 a math

b mash

c mock

10 a dent

b dish

c drink


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See How They Run

The three little (11) run. They run past the two (12) who watch. They run fast!

Read the story “See How They Run.” Choose the word that correctly completes questions 11 and 12.


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STOP

11 Which answer should go in blank (11)?

a mice

b mices

c mouses


a men

b mens

c mans


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Percent Correct

High-Frequency Words: Many, 1 /1 %

Structural Analysis: Inflectional ending –ing, 2, 3

/2 %


/2 %


Phonemic Awareness: Phoneme blending, 7, 8;

/2 %

Phonics: Digraphs: /sh/sh, /th/th 9, 10 /2 %

Grammar: Irregular plural nouns, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.111 LA.1.1.4.612 LA.1.1.4.6






Say: Look at Number 7. I will say a word: /dr/ /u/ /m/. What is the middle

sound in /dr/ /u/ /m/? Listen to these answer choices: rug, door, comb. Fill in

the circle next to the picture that has the same middle sound as /dr/ /u/ /m/.

Say: Look at Number 8. I will say a word in parts: /b/ /u/ /s/. What word do

you make when you put these sounds together? Listen to these answer choic-

es: bus, bed, bag. Fill in the circle next to the picture that has the same sounds

as /b/ /u/ /s/.



Name

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Format Weekly Assessment UNIT2Read the story “The Drum and Jug Band.” Then answer Numbers 1 to 6.

2

The Drum and Jug Band

Beth yells, “Let’s put on a good show!”Beth can tap on a drum.Russ can hum in a jug.


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3

They want to make a band.Rick has just sung a song.What a show!


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4

They tap and sing under a tent.The three pals are having fun!


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Now answer Numbers 1 to 6. Base your answers on the story “The Drum and Jug Band.”

1 The pals sing a tent.

a put

b make

c under

2 make a band.

a Us

b Let

c Let’s

3 Read this sentence.

It’s a good band.

What does it’sit’s stand for?

a It is

b I am

c It was

5Florida Weekly Assessment • Grade 1 • Unit 2 • Week 4 93

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4 Beth and Russ want to .

a sing a song

b make a band

c jump up and down

5 What can Rick do?

a He can sing.

b He can hum in a jug.

c He can tap on a drum.

6 Who is in the band?

6 94 Florida Weekly Assessment • Grade 1 • Unit 2 • Week 4

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7 a b c

8 a b c


9 a dug

b duck

c puck

10 a trick

b track

c truck


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00

My Friend Brad

1 My friend lives in texas. 2 His name is brad. 3 His pet frog jumps far!

The story below is a first draft that Deb wrote. The story has mistakes. Read the story to answer questions 11 and 12.

1

What do these mean?





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STOP

11 Which sentence has NO mistakes?

a sentence 1

b sentence 2

c sentence 3

12 Which words in the story are proper nouns that need capital letters

a texas, frog

b texas, brad

c brad, frog


Student Name

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10




Percent Correct

High-Frequency Words: Under, 2 /1 %

Structural Analysis: Contractions with ’s, 1, 3

/2 %


/2 %


Phonemic Awareness: Phoneme isolation, 7; phoneme blending, 8;

/2 %

Phonics: Short /u/ u, 9, 10 /2 %

Grammar: Proper nouns, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1. 1.6.12 LA.1. 1.4.63 LA.1. 1.4.64 LA.A.2.2.1 LA.1. 1.7.65 LA.A.2.2.1 LA.1. 1.7.66 LA.A.2.2.1 LA.1. 1.7.67 LA.1. 1.3.18 LA.1. 1.3.29 LA.1. 1.4.2

10 LA.1. 1.4.211 LA.1.3.4.212 LA.1.4.3.2






Say: Look at Number 7. I will say a word in parts: /k/ /l/ /a/ /m/. What word do you

make when you put these sounds together? Listen to these answer choices: can, clam,

lamp. Fill in the circle next to the picture that has the same sounds as /k/ /l/ /a/ /m/.

Say: Look at Number 8. Listen while I say the sounds in the word blaze: /b/ /l/ /a_/ /z/.

How many sounds do you hear in /b/ /l/ / a_/ /z/? Say the word slowly. Fill in the circle

next to the picture that shows how many sounds you hear in /b/ /l/ / a_/ /z/.



Name

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Read the story “Late for School.” Then answer Numbers 1 to 6.

2

I cannot be late for school.I put on black pants.My hair is in a clip.

Late for School



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3

I eat a plum and put my mug away.I am not late.This is the plan.



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4

I play on the way.A bell clinks and clanks!I did not plan to be late today!



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Now answer Numbers 1 to 6. Base your answers on the story “Late for School.”

1 Tell me you are late.

a why

b way

c who

2 I study math at .

a ride

b show

c school

3 Do not be for the bus.

a late

b away

c today


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4 FIRST, the girl .

a eats a plum

b gets to school

c puts her hair in a clip

5 The girl eats a plum and THEN .

a puts the mug away

b puts on black pants

c puts her hair in a clip

6 What does the girl do AFTER she puts the mug away?


Student Name

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7 a b c

8 a b c

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

9 a pant

b plant

c plank

10 a slid

b sled

c shed


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Dear Nana,

1 Today is sunday. 2 I go to school on Monday. 3 In december I will see you.

Love,

Jess

Jess wrote the letter below to her grandmother. The letter has mistakes. Read the letter to answer questions 11 and 12.

8

1

What do these mean?





Student Name

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STOP


a sentence 1

b sentence 2

c sentence 3

12 Which words should start with a capital letter?

a sunday, school

b sunday, december

c school, december


Student Name

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Percent Correct

High-Frequency Words: Why, school, late, 1, 2, 3

/3 %


/2 %


Phonemic Awareness: Phoneme blending, 7, phoneme segmentation, 8

/2 %

Phonics: L blends, 9, 10 /2 %

Grammar: Days, months, and holidays, 11, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.111 LA.1.3.4.212 LA.1.3.4.2






Say: Look at Number 7. I will say a word in parts: /w/ /a/ /v/. What word do you make

when you put these sounds together? Listen to these answer choices: wave, watch, wig.

Fill in the circle next to the picture that has the same sounds as /w/ /a/ /v/.

Say: Look at Number 8. I will say a word in parts: /g/ /a/ /t/. What word do you make

when you put these sounds together? Listen to these answer choices: goose, goat,

gate. Fill in the circle next to the picture that has the same sounds as /g/ /a/ /t/.



Name

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Read the story “The Big Game.” Then answer Numbers 1 to 6.

The Big Game

Today is the big game. Jake is making plans. Jake must pick up his pals, Dave and Jane. They could all walk, or Dad can take them in the van.


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Dad gave them a ride. “Hello, Dave and Jane. Mom has a cake. We will pick her up on the way.”

Dad pulls up, and Mom gets in.


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“Hello, Mom. Come with us. Who made that big cake? Dad is taking us to the game. Let’s go and eat cake! Oh, it will be fun!” Jake says.


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Now answer Numbers 1 to 6. Base your answers on the story “The Big Game.”

1 Who that cake?

a bake

b baked

c baking

2 The fans are .

a wave

b waved

c waving

3 Dad said that Jake go to the game.

a pull

b walk

c could


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4 At the game Jake will MOST LIKELY .

a bake

b rake

c eat cake

5 AFTER the game the pals will MOST LIKELY .

a get a cake

b walk home

c go home in the van

6 Do you think Jake and his pals will have fun at the game? Why?


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7 a b c

8 a b c


9 a grates

b grades

c grapes

10 a cave

b cane

c came


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Jake walked to school.

Which word in the sentence shows what Jake did?

a Jake

b school

c walked


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STOP


Who sits very close to Dave?

Which word in the sentence is a verb?

a sits

b who

c very


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Percent Correct

High-Frequency Words: Could, 3 /1 %

Structural Analysis: Inflectional ending –ed, -ing 1, 2

/2 %

Reading Comprehension: Plot development: make predictions, 4, 5

/2 %

Short response: Plot development: make predictions, 6

/2 %


/2 %

Phonics: Long/a /a_e, 9, 10 /2 %

Grammar: Verbs, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks

NewSunshine State

Standards

1 LA.1.1.4.72 LA.1.1.4.73 LA.1.1.4.54 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.2.1.27 LA.1.1.3.28 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.211 LA.1.3.4.412 LA.1.3.4.4



Name

Date







Say: Look at Number 7. Listen while I say the sounds in the word stick: /s/ /t/ /i/ /k/.

How many sounds do you hear in /s/ /t/ /i/ /k/? Say the word slowly. Fill in the circle

next to the picture that shows how many sounds you hear in /s/ /t/ /i/ /k/.

Say: Look at Number 8. I am going to say a word with four sounds: /s/ /w/ /i/ /g/. Now

drop the fi rst sound. What new word did you make? Listen to these answer choices: wig,

bib, egg. Fill in the circle next to the picture that shows what sound you make if you drop

the /s/ sound from /s/ /w/ /i/ /g/.


Read the story “People of Many Lands.” Then answer Numbers 1 to 6.

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Boys and girls live in many lands. Some live by water, and some live on hills. Some kids live in grass huts and in tents.

People of Many Lands


Format Weekly Assessment UNIT 3©

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ill Kids living by water swim together. This

boy spent today in the water. Kids living on hills can ride on sleds. The sleds slide down and then they stop.



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Now answer Numbers 1 to 6. Base your answers on the story “People of Many Lands.”

1 Which word has TWO syllables?

a bake

b bakes

c baking

2 Kids living by water swim .

a care

b people

c together

3 Which word has ONE syllable?

a trade

b traded

c trading


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4 Some kids live near water, and some kids live on .

a hills

b swim

c sleds

5 Moms spin yarn and kids .

a skip and play

b play with hats

c slide down huts

6 What can a person who lives on hills do? What can a person who lives by water do?


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7 a b c

8 a b c


9 a sink

b skunk

c stump

10 a lamp

b stand

c stamp


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Bees at the Beach

“ (11) to the shore, Jim!” says Mom. “Bees are at the beach.” A bee (12) Mom.

Read the story “Bees at the Beach.” Choose the word that correctly completes questions 11 and 12.



Student Name

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a Swim

b Swam

c Swims


a sting

b stings

c stinging


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Percent Correct

High-Frequency Words: Together, 2 /1 %

Structural Analysis: Identify syllables, 1, 3

/2 %

Reading Comprehension: Compare and contrast, 4, 5

/2 %

Short response: Compare and contrast, 6 /2 %

Phonemic Awareness: Phoneme segmentation, 7; phoneme deletion, 8

/2 %

Phonics: S-blends:/sk/sk-, /st/st-, 9, 10 /2 %

Grammar: Present-tense verbs, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks

NewSunshine StateStandards

1 LA.1.1.3.1

2 LA.1.1.4.5

3 LA.1.1.3.14 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.38 LA.1.1.3.39 LA.1.1.4.1

10 LA.1.1.4.111 LA.1.3.4.412 LA.1.3.4.4

* See benchmarks and standardson page 323–331.


Name

Date







Say: Look at Number 7. I will say a word in parts: /w/ /a/ /t/ /ch/. What word do you

make when you put these sounds together? Listen to these answer choices: inch, ostrich,

watch. Fill in the circle next to the picture that has the same sounds as /w/ /a/ /t/ /ch/.

Say: Look at Number 8. Listen while I say the sounds in the word check: /ch/ /e/ /k/.

How many sounds do you hear in the word /ch/ /e/ /k/? Say the word slowly. Fill in the

circle next to the picture that shows how many sounds you hear in /ch/ /e/ /k/.


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What can we do on a dull day? Use our hands to make shadow pets! Flip on the light switch and put on a show!

Read the story “Shadow Pets.” Then answer Numbers 1 to 6.

Shadow Pets


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Would you like to make a dog that fetches? Can you make a rabbit twitch? Then use your hands to make him hop.



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We can make many shapes with our hands. We can switch a dull day to a fun one!


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Now answer Numbers 1 to 6. Base your answers on the story “Shadow Pets.”

1 Would you do that , please?

a our

b your

c again

2 The dog the stick.

a fetch

b fetches

c fetching

3 She her hands to make the rabbit.

a twitch

b twitches

c twitching


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4 The story was about .

a making a duck

b having a dull day

c making shadow pets

5 Another name for this story could be .

a “A Dull Day”

b “Making a Duck”

c “Fun with Shadows”

6 What pets does the story tell you how to make?


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7 a b c

8 a b c


9 a bent

b bunch

c bench

10 a chest

b chess

c check



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A Game of Catch

Dan (11) at Russ and said, “Do you want to play ball?” They (12) ball together.

Read the story “A Game of Catch.” Choose the word that correctly completes questions 11–12 .


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a wave

b waved

c waving


a play

b played

c playing


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Percent Correct

High-Frequency Words: Again, 1 /1 %

Structural Analysis: Inflectional ending -es, 2, 3

/2 %


/2 %


Phonemic Awareness: Phoneme blending, 7; phoneme segmentation, 8

/2 %

Phonics: Digraphs: /ch/ch, 9, 10 /2 %

Grammar: Past-tense verbs, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine StateStandards


10 LA.1.1.4.211 LA.1.1.4.212 LA.1.1.4.2






Say: Look at Number 7. I will say a word in two parts. Listen carefully to its parts:

/n/ /ın/. Listen to these answer choices: net, nut, nine. Fill in the circle next to the

picture that makes the sounds you hear in /n/ /ın/.

Say: Look at Number 8. Listen while I say a word: bite: /b/ /ı/ /t/. What is the

middle sound in /b/ /ı/ /t/? Listen while I say these answer choices: kick, kite, key.

Fill in the circle next to the picture that has the same middle sound as /b/ /ı/ /t/.



ı

ı

ı

ı

ı

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Read the story “Jill and Her Family.” Then answer Numbers 1 to 6.



Jill and Her Family

This is Jill. Jill likes to go swimming and diving with her dad. She likes to go driving with her mom. But she really likes riding bikes with Sis.

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Today, the girls went to a fun spot. People like to hike and dine there. People chatted and said funny things. The girls were biking. But Jill missed Mom and Dad!

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“Can we go now?” she said. Oh no, her tire was flat! “How can we get back now?” Jill said with a whine.

“Let’s call Mom and Dad,” Sis said.

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Now answer Numbers 1 to 6. Base your answers on the story “Jill and Her Family.”

1 Sis tells a joke that is .

a more

b there

c funny

2 Jill is in the pond.

a swim

b swims

c swimming

3 Dad on the path.

a jog

b jogged

c jogging


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4 What would Jill NOT do with her family?

a sit in class

b take a hike

c ride on bikes

5 The NEXT time Jill bikes, she will MOST LIKELY .

a go alone

b go only with Sis

c ask Mom and Dad to go, too

6 What will probably happen NEXT?


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7 a b c

8 a b c


9 a five

b fire

c fine

10 a lime

b dim

c dime



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Read the story “Let It Snow.” Choose the word that correctly completes questions 11 and 12.

Let It Snow

I want to play in the snow. Snowflakes (11) white. Snow (12) cold and wet.


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STOP


a is

b are

c am


a is

b are

c am


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Percent Correct

High-Frequency Words: Funny, 1 /1 %

Structural Analysis: Endings, 2, 3 /2 %


/2 %


/2 %

Phonemic Awareness: Onset and rime blending and segmentation, 7; phoneme isolation, 8

/2 %

Phonics: Long /ī/i_e, 9, 10 /2 %

Grammar: Is and Are, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.211 LA.1.3.4.512 LA.1.3.4.5






Say: Look at Number 7. Listen while I say the sounds in the word strap: /s/ /t/ /r/ /a/

/p/. How many sounds do you hear in /s/ /t/ /r/ /a/ /p/? Say the word slowly. Fill in the

circle next to the picture that shows how many sounds you hear in /s/ /t/ /r/ /a/ /p/.

Say: Look at Number 8. I will say a word in parts: /s/ /t/ /r/ /i/ /ng/. What word do you

make when you put these sounds together? Listen to these answer choices: string, strap,

scrape. Fill in the circle next to the picture that has the same sounds as /s/ /t/ /r/ /i/ /ng/.



Name

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Read the story “A Funny Tale.” Then answerNumbers 1 to 6.

A Funny Tale

This is a tale about Val’s family. Val spendstime with her mom, dad, and sis, Kate.

Val says, “I’ll tell you about how I live.”



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“Dad is strong, and Mom likes stripes. GiveKate a while, and she’ll sit and read. I’m Val. I like hikes, but I can’t ride a bike. Butthis spring Mom will help me,” says Val.



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Val’s family was running when they saw Mike.

“He can come with us,” said Dad.

That’s how Val’s family got Mike.



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Now answer Numbers 1 to 6. Base your answers on the story “A Funny Tale.”

1 Val tells us her family.

a say

b give

c about

2 run with Val, won’t you?

a You

b Will

c You’ll

3 “ very strong,” says Dad.

a I’m

b I’d

c I’ll

Florida Unit Assessment • Grade 1 • Unit 3 • Week 5 153 5

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4 Val’s sis likes to .

a ride

b read

c sleep

5 Val’s house is covered with .

a books

b shops

c stripes

6 What is one thing Val cannot do?

154 Florida Unit Assessment • Grade 1 • Unit 3 • Week 56

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7 a b c

8 a b c


9 a scrap

b stripe

c spring

10 a shoe

b crew

c screw



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Read the story “Flor’s Pencil.” Choosethe word that correctly completes questions 11–12.

Flor’s Pencil

Flor (11) find her pencil. It (12) in her desk. Where could it be?



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STOP


a ca’nt

b can’t

c cant’


a isn’t

b don’t

c aren’t


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Percent Correct

High-Frequency Words: About, 1 /3 %

Structural Analysis: Contractions, 2, 3 /2 %

Reading Comprehension: Plot development: character, setting, 4, 5

/2 %

Short response: Plot development: character, setting, 6

/2 %

Phonemic Awareness: Phoneme segmentation, 7; phoneme blending, 8

/2 %

Phonics: Triple consonants: /skr/scr-, /spr/spr-, /str/str-, 9, 10

/2 %

Grammar: Contractions with Not, 11, 12 /2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.111 LA.1.3.4.112 LA.1.3.4.1






Say: Look at Number 7. I will say a word in parts: / h / /o/ /z /. What word

do you make when you put these sounds together? Listen to these answer

choices: hose, horse, house. Fill in the circle next to the picture that has the

same sounds as / h / /o/ /z /.

Say: Look at Number 8. I will say a word in parts: /r/ /o/ /p/. What word


choices: ringring, roperope, rugrug. Fill in the circle next to the picture that has the same

sounds as /r/ /o/ /p/.


• Vocabulary Strategies• Reading Comprehension• Phonemic Awareness• Phonics and Structural Analysis• Grammar, Mechanics, and Usage

Name

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Read the story “Ducks.” Then answer Numbers 1 to 6.

Ducks

Big Duck had a clutch of nine eggs. She chose a hole at the base of a tree for a nest. She wove the nest from sticks, grass, and mud. Then she sat on the nine eggs to make them safe.


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Soon the nine ducks poked out of the eggs. Big Duck saw all nine ducks. Every bill opened wide. This was a fine home for all of the ducks. Soon it would be time for them to swim in a pond in a cove.


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The pond sparkled, and some ducks were floating on it. This spot was close to the nest that Big Duck wove. Big Duck hoped her nine ducks would be safe here. Big Duck showed them all how to swim and dive. Soon every duck was floating on the wide pond.


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Now answer Numbers 1 to 6. Base your answers on the story “Ducks.”

1 The pond in the sun.

a opened

b floating

c sparkled

2 Read these sentences from the story.

Big Duck saw all nine ducks. Every bill opened wide.

In the last sentence, the word billbill means .

a a list

b paper money

c the mouth of a bird

3 In which sentence does wavewave mean movingmoving waterwater?

a We swam in the wave.

b Anna gave a wave and left.

c The flag will wave in the wind.


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4 Big Duck chose the pond because it was .

a safe

b on a hill

c in a tree

5 The ducks were close to .

a a hill

b a cave

c a pond

6 Why does Big Duck show her nine ducks how to swim and dive?


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7 a b c

8 a b c


9 a glob

b glide

c globe

Read and answer Number 10.

10 My home is to school than your home.

a close b closer c closest


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The story below is a first draft that Harry wrote. Read the story to answer question 11 .

Soccer Practice

1 Ramon likes to play soccer. 2 His coach is Mr. smith. 3 Ramon has soccer practice three times a week.

What do these mean?




1


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STOP

11 Which sentence has a proper noun that needs a capital letter?

a sentence 1

b sentence 2

c sentence 3


12 Russ late for school.

a was

b were

c went


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Percent Correct

Vocabulary Strategies: Words In context, 1; multiple-meaning words, 2, 3

/3 %

Reading Comprehension: Plot development: make inferences, 4, 5

/2 %

Short response: Plot development: make inferences, 6

/2 %


/2 %

Phonics/Structural Analysis: Long/ō/o_e, 9; inflectional ending -er and -est, 10;

/2 %

Grammar, Mechanics, And Usage: Capitalization, 11; was and were, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.A.1.2.3 LA.1. 1.6.93 LA.A.1.2.3 LA.1.1.6.94 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.2.1.2

7 LA.1.1.3.2

8 LA.1.1.3.2

9 LA.1.1.4.2

10 LA.1.1.4.7

11 LA.1.3.4.212 LA.1.3.4.5

* See benchmarks and standardson pages 323–331








Say: Look at Number 7. Listen while I say the sounds in the word mule: /m/ /u/ /l/.

How many sounds do you hear in /m/ /u/ / l /? Say the word slowly. Fill in the circle

next to the picture that shows how many sounds you hear in /m/ /u/ / l/.

Say: Look at Number 8. Listen while I say the word tube: /t/ /u/ /b/. How many sounds

do you hear in /t/ /u/ /b/? Fill in the circle next to the picture that shows how many

sounds you hear in /t/ /u/ /b/.

Name

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Read the story “New Creations.” Then answer Numbers 1 to 6.

New Creations

Today Miss June showed her class some trash. She had the kids think of some new ways to use trash. She wanted them to use trash to make a new creation. The kids got to work to find some trash to use. Ron picked up some tubes. Beth got strings and bags.


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“It is rude to toss trash on the land,” Miss June said. “This is a rule. Take care of the land. You can plant grass on dunes and pick up cans. After you pick it up you can use trash to make new creations.”


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The kids showed some creations they made from trash. Jane made a flute. She played a tune on it. Tim and Jim made a cute mule. They called it Duke. Dave had a black jet made with tubes and old tabs. Miss June said they had done terrific work.


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Now answer Numbers 1 to 6. Base your answers on the story “New Creations.”

1 The ring and shined in the light.

a terrifi c

b creation

c sparkled

2 I used lots of tubes to make a new .

a terrifi c

b floating

c creation

3 Jim was glad that Tim did a job.

a terrifi c

b sparkled

c creation


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4 Dave likes .

a jets

b flutes

c mules

5 The children feel that making new creations is .

a dull

b fun

c hard

6 How does Miss June feel about the land?


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7 a b c

8 a b c

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

9 a foot

b float

c flute

10 a cut

b cub

c cube


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Read the story “Helping Out.” Choose the word that correctly completes question 11.

Helping Out

Tom works around the house. He takes out the trash. He feeds the pets. He plants flowers in June. Does Tom help his (11)


Student Name

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a mother.

b mother!

c mother?


12 Deb a cute pet.

a has

b have

c were


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Percent Correct

Vocabulary Strategies: Context clues: syntax and semantic, 1, 2, 3

/3 %

Reading Comprehension: Plot development: draw conclusions, 4, 5

/2 %

Short response: Plot development: draw conclusions, 6

/2 %

Phonemic Awareness: Phoneme segmentation, 7, 8

/2 %

Phonics: Long/ū/u_e, 9, 10 /2 %

Grammar, Mechanics, and Usage: Sentence punctuation, 11; has and have, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.A.1.2.3 LA.1.1.6.33 LA.A.1.2.3 LA.1.1.6.34 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.2.1.27 LA.1.1.3.3

8 LA.1.1.3.3

9 LA.1.1.4.210 LA.1.1.4.211 LA.1.3.4.612 LA.1.3.4.4






Say: Look at Number 7. I will say a word in two parts. Listen carefully to its

parts: /kw/ /al/. Now I want you to put the parts together. Listen to these

answer choices: quiltquilt, quailquail, queenqueen. Fill in the circle next to the picture that

makes the sounds you hear in /kw/ /al/.

Say: Look at Number 8. I will say a word in parts: /p/ /a/ /n/ /t/. What word


choices: paintpaint, pizzapizza, pigpig. Fill in the circle next to the picture that sounds like

/p/ /a/ /n/ /t/.



Name

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Read the story “All Kinds of Weather.” Then answer Numbers 1 to 6.

All Kinds of Weather

Weather plays a big role in how we spend the day. Some days can be cold, and some days can be warm. There is good weather, and there is extreme weather. One day may have sunshine, and the day after that may be gray. Some weather, such as rain and wind, makes sound.


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Some people work in all kinds of weather. They like to know about weather to plan their days. They do great jobs in sun, rain, and hail. People who work on ships can sail in strong winds. They find their way in the rain and cold.


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What weather do you like? Do you go out in the cold? Do you like to stay inside when it rains? Some people have jobs that predict the weather. They can track the weather for us. This helps us know how to dress!


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Now answer Numbers 1 to 6. Base your answers on the story “All Kinds of Weather.”

1 Can you weather before it happens?

a dress

b shape

c predict

2 Read this dictionary entry.

sound: something you hear

Which sentence uses the SAME meaning of soundsound?

a He gave us sound ideas.

b I woke from a sound sleep.

c The sound of thunder was loud.


extreme: a great deal of

Which sentence uses the SAME meaning of extremeextreme?

a He went to an extreme to help.

b The extreme cold made us shake.

c I closed the door at the extreme left.


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4 Wind and rain both make .

a cold

b sound

c sunshine

5 Some days are cold, and some days are .

a ripe

b warm

c strong

6 What can you do on a warm day that you cannot do on a cold day?


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7 a b c

8 a b c


9 a Brad

b braid

c bread

10 Which word below is a compound word?

a sailor

b raining

c mailbag



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The story below is a first draft that Kay wrote. Read the story to answer question 11.

Rain, Rain, Go Away!

1 Today is saturday. 2 It looks like it will rain all day. 3 I cannot go to the beach if it rains.

What do these mean?




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STOP

11 Which sentence has a proper noun that needs a capital letter?

a sentence 1

b sentence 2

c sentence 3


12 Jim has to his homework.

a do

b did

c does


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Percent Correct

Vocabulary Strategies: Context clues, 1; use a dictionary, 2, 3

/3 %


/2 %

Short response: Compare and contrast, 6

/2 %

Phonemic Awareness: Onset and rime, 7; phoneme blending, 8

/2 %

Phonics/Structural Analysis: Long/ā/ay, ai, 9; identify compound words, 10

/2 %

Grammar, Mechanics, and Usage: Capitalize proper nouns, 11; do, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.1.1.6.103 LA.1.1.6.104 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.28 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.6.511 LA.1.3.4.212 LA.1.3.4.5








Say: Look at Number 7. Listen while I say the sounds in the word heel:

/h/ /e/ /l/. How many sounds do you hear in /h/ /e/ /l/? Fill in the circle

next to the picture that shows how many sounds you hear in /h/ /e/ /l/.

Say: Look at Number 8. Listen while I say the sounds in the word three:

/th/ /r/ /e/. How many sounds do you hear in /th/ /r/ /e/? Fill in the circle

next to the picture that shows how many sounds you hear in /th/ /r/ /e/.

Name

Date


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Read the story “Scientists and Laboratories.” Then answer Numbers 1 to 6.

Scientists and Laboratories

Take a peek inside this terrific spot. What is it? It is clean and neat. It is not a house. This is a scientist’s lab. Some people who work in labs have new ideas. They are curious about many things. They can find new ways to make people feel good. Scopes help them see things the size of fleas.


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Some kinds of scientists set up labs by the deep sea. They check reefs and seals and fish in the sea. Trash comes from far away in creeks and streams into the sea. The scientists look for ways to keep the sea clean and clear.


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Some scientists dream of healing people. They feel a deep need to help people. They must spend many years in school and in labs. Teams of scientists teach new ones what they know. They pass on their ideas to new scientists.


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Now answer Numbers 1 to 6. Base your answers on the story “Scientists and Laboratories.”

1 Which word tells you something happened in the past?

a labs

b ideas

c dreamed

2 Scientists like to find out about things. They are very .

a curious

b extreme

c together

3 Which word shows more than onemore than one?

a box

b boxed

c boxes


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4 Scientists are MOST like .

a sailors

b doctors

c farmers

5 A scope makes things .

a larger

b kinder

c weaker

6 How can older scientists help new scientists?


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7 a b c

8 a b c


9 a seat

b seal

c steal

10 a quail

b queen

c scream


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Read the story “Movie Time.” Choose the word that correctly completes question 11.

Movie Time

Today is Saturday. I can see two movies. Yesterday I (11) one movie. I like to watch movies with my friends.


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STOP


a see

b saw

c sees


12 Which date is written correctly?

a April 15 2007

b April, 15 2007

c April 15, 2007


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Percent Correct

Vocabulary Strategies: Word parts, 1, 3; context clues, 2

/3 %

Reading Comprehension: Author’s purpose: make inferences, 4, 5

/2 %

Short response: Author’s purpose: make inferences, 6

/2 %


/2 %

Phonics/Structural Analysis: Long/ē/e, ee, ea 9, 10

/2 %

Grammar, Mechanics, and Usage: See and saw, 11; commas, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.4.72 LA.A.1.2.3 LA.1.1.6.33 LA.1.1.4.74 LA.A.2.2.2 LA.1.1.7.85 LA.A.2.2.2 LA.1.1.7.86 LA.A.2.2.2 LA.1.1.7.87 LA.1.1.3.38 LA.1.1.3.39 LA.1.1.4.2

10 LA.1.1.4.211 LA.1.3.4.412 LA.1.3.4.3








Say: Look at Number 7. I am going to say a word with four sounds: bellybelly /

b/ /e/ /l/ /e/. Now drop the fi nal sound. What word did you make? Listen to

these answer choices: ball, bell, bear. Fill in the circle next to the picture that

shows what you get if you drop the /e/ sound from /b/ /e/ /l/ /e/.

Say: Look at Number 8. I will say a word in parts: /b/ /a/ /b/ /e/. What word


choices: babybaby, ball, bee. Fill in the circle next to the picture that has the same

sounds as /b/ /a/ /b/ /e/.

Name

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Read the story “The Tale of Little Red Hen.” Then answer Numbers 1 to 6.

The Tale of Little Red Hen

Have you heard the tale of the Little Red Hen? She wanted to bake a cake with the help of her friends. “I want to bake a cake,” she said. “Can you help? We need to cut the wheat and the grain before we can bake. Who can help me carry it home?”


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“We can’t,” said Chatty Chick, Polly Pig, and Freddy Fox. They began to go.

Little Red Hen said, “Then I’ll carry it myself. Can you help get the jelly and mix the cake?” Tabby Cat glared and told Hen he did not want to help and mix.


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“We can’t help,” they all said. They left in haste.

The cake baked as Little Red Hen cleaned her messy home. “I am so lucky. I will have a happy belly. And I’ll eat the cake all by myself,” said Little Red Hen. And she did!


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Now answer Numbers 1 to 6. Base your answers on the story “The Tale of Little Red Hen.”

1 Cat was not happy. She at Hen.

a glared

b grinned

c sparkled

2 Chick is and always asks “Why?”

a idea

b haste

c curious

3 Fox had to hurry. He left in great .

a late

b haste

c glared


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4 Little Red Hen wants .

a help

b water

c friends

5 Little Red Hen’s friends .

a want to help

b are not well

c will not help

6 Who gets to eat cake?


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7 a b c

8 a b c


9 a holly

b happy

c shabby


10 Charlie has two .

a pinky b pinkys c pinkies


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The story below is a first draft that Gabby wrote. Read the story to answer questions 11 and 12.

What do these mean?




1

My Friend Moki

1 Today my friend Moki did’nt come to school. 2 Moki likes to run very fast. 3 I cannot run as

fast as he can.


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STOP

11 Which sentence has a mistake?

a sentence 1

b sentence 2

c sentence 3

12 Which sentence has a word that can be replaced with a contraction?

a sentence 1

b sentence 2

c sentence 3


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Percent Correct

Vocabulary Strategy: Words in context, 1, 2, 3

/3 %

Reading Comprehension: Plot development, 4, 5

/2 %

Short response: Plot development, 6 /2 %

Phonemic Awareness: Phoneme deletion, 7; phoneme blending, 8

/2 %

Phonics/Structural Analysis: Long/ē/-y, 9; inflectional ending -es, 10

/2 %

Grammar, Mechanics, and Usage: Apostrophes in contractions, 11; contractions with not, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.A.1.2.3 LA.1.1.6.33 LA.A.1.2.3 LA.1.2.1.24 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.1.7.37 LA.1.1.3.48 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.711 LA.1.1.4.612 LA.1.1.4.6






Say: Look at Number 7. I will say a word in parts: /k/ /o/ /m/. What word do you make

when you put these sounds together? Listen to these answer choices: cow , car , comb.

Fill in the circle next to the picture that has the same sounds as /k/ /o/ /m/.

Say: Look at Number 8. I will say a word in parts: /s/ /o/ /p/. What word do you make

when you put these sounds together? Listen to these answer choices: soapsoap , sock , sun.

Fill in the circle next to the picture that has the same sounds as /s/ /o/ /p/.




Name

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Read the story “Mole and Toad.” Then answer Numbers 1 to 6.

Mole and Toad are not friends. They are not alike at all. Mole is slow and very sleepy. Toad is fast and very jumpy. Mole eats crunchy toast with cold cream and jam. Toad always has a bowl of oats and tea so hot it smokes. Mole lives on firm land in a hole under a leafy tree. Toad loves floating and jumping from pond to pond.

Mole and Toad



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“Toad could slow down,” Mole says to his mother.“Mole is supposed to go faster,” Toad says to his father.Mother and Father spoke to Mole and Toad in low tones. Mole asks Toad if he could play under the tree. Toad asks Mole to try rowing a boat in the pond.



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l Toad tries playing under the leafy tree and loves it. Mole tries rowing in the pond with Toad and loves it. “I am glad you two chose to be pals,” says Mother. From that day on, Mole and Toad were very best friends. They play together every day.



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Now answer Numbers 1 to 6. Base your answers on the story “Mole and Toad.”


firm: strong and solid

Which sentence uses the SAME meaning of firmfirm?

a The new fi rm will make cars.

b Mom has a job with a large firm.

c Mole likes to have firm land under his feet.


supposed: something you should have done

Which sentence uses the SAME meaningof supposedsupposed?

a Mole supposed that Toad liked the tree.

b Toad was supposed to meet us here now.

c Mole supposed something happened to him.

3 Mole eats crunchy toast.

a try b love c always


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4 Which of these could really happen?

a A toad lives by a pond.

b A toad has a cup of tea.

c A mole makes crunchy toast.

5 Which of these could NEVER happen?

a A toad jumps and jumps.

b A mole lives under a tree.

c A toad has a bowl of oats.

6 Is this story fantasy or reality? How doyou know?


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9 a bow

b boat

c bowl


10 I washed the dishes in water.

a soap b soapy c soaping


7 a b c

8 a b c


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Did my sister eat the crunchy oats?

Which word in the sentence is an adjective?

a eat

b oats

c crunchy


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STOP


I saw Mr. bart walking in the park.

Which word in the sentence should be capitalized?

a bart

b park

c walking


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Percent Correct

Vocabulary Strategies: Use a dictionary: unfamiliar words, 1, 2; words in context, 3

/3 %

Reading Comprehension: Compare and contrast: fantasy and reality, 4, 5

/2 %

Short response: Compare and contrast: fantasy and reality, 6

/2 %


/2 %

Phonics/Structural Analysis: Long/ō/o, oa, ow, 9, introduce inflectional ending -y, 10

/2 %

Grammar, Mechanics, and Usage: Adjectives, 11, capitalize proper nouns, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.6.102 LA.1.1.6.103 LA.A.1.2.3 LA.1.1.6.34 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.28 LA.1.1.3.29 LA.1.1.4.2

10 LA.1.1.4.711 LA.1.1.6.412 LA.1.3.4.2






Say: Look at Number 7. I will say a word in parts: /l/ / i / /t/. What word

will you make when you put these sounds together? Listen to these answer

choices: lion , lightlight , lamplamp. Fill in the circle next to the picture that has the

same sound s as /l/ / i / /t/.

Say: Look at Number 8. I will say a word in parts: /k/ /r/ / i /. What word

will you make when you put these sounds together? Listen to these answer

choices: cry cry , crab , corn. Fill in the circle next to the picture that has the same

sounds as /k/ /r/ / i /.



Name

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Read the story “Flying High.” Then answer Numbers 1 to 6.

It was a bright day. Mike and Kenny biked to the meadow. That day they wanted to fly their kites with some friends. Everyone was playing ball when they rode by. Kenny asked, “Who wants to fly kites high in the sky?” He heard laughter and shouts of “Let’s fly kites!”“I want a bright kite that can fly high,” said Jan.

Flying High


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All of the friends grabbed kites and tried to fly them. “Why can’t my kite fly high in the sky?” Ben cried.“My kite’s not in flight! It’s a sorry sight,” Jim said.“Maybe mine is too light. It’s not right,” Deb sighed.With no wind for the kites, they knew they might as well stop trying.


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Then a bright idea came into Mike’s head. “Perhaps we can make a wind that will help our kites fly,” said Mike. The boys and girls liked his idea. They wanted to try it.“All right!” Ben shouted to Mike as he biked by. Mike smiled as the kites climbed high in the sky.


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Now answer Numbers 1 to 6. Base your answers on the story “Flying High.”

1 Kenny heard from the kids playing in the meadow.

a trying

b glaring

c laughter

2 Everyone Mike’s idea.

a like

b liked

c liking

3 Read these sentences.

Jan to me. I am back to Jan.

Which words BEST complete the sentences?

a waving, wave

b waving, waved

c waved, waving


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4 What is the boys’ and girls’ BIGGESTproblem?

a Their kites will not fl y.

b They do not like Mike.

c They do not have bikes.

5 The kites do not fly because there is no .

a rain

b wind

c time

6 How does Mike solve the problem?


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7 a b c

8 a b c


9 a nine

b fight

c night

10 The path is than the street.

a wide

b wider

c widest


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Birds in Flight

1 I see the birds fly high in the sky. 2 Where do you think they are going! 3 I wish I knew?

The story below is a first draft that Lila wrote. Read the story to answer question 11.

1

What do these mean?This number is in the Florida test to show a sentence number.




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STOP

11 Which sentence has the correct end mark?

a sentence 1

b sentence 2

c sentence 3


12 Gus is wise, but Sam is than Gus.

a wise

b wiser

c wisest


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Percent Correct

Vocabulary Strategies: Context clues, 1, inflectional endings -ed and -ing, 2, 3

/3 %

Reading Comprehension: Problem and solution, 4, 5

/2 %

Short response: Problem and solution, 6 /2 %


/2 %

Phonics: Long/ī/i, igh, 9, inflectional ending -er, -est, 10

/2 %

Grammar, Mechanics, and Usage: End marks, 11, adjectives that compare, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.3

2 LA.1.1.6.5

3 LA.1.1.6.5

4 LA.E.1.2.2 LA.1.2.1.2

5 LA.E.1.2.2 LA.1.2.1.2

6 LA.E.1.2.2 LA.1.2.1.2

7 LA.1.1.3.2

8 LA.1.1.3.2

9 LA.1.1.4.2

10 LA.1.1.4.7

11 LA.1.3.4.6

12 LA.1.1.6.4






Say: Look at Number 7. I will say a word in parts: /k/ /är/. What word do

you make when you put these sounds together? Listen to these answer

choices: cat, car, carrot. Fill in the circle next to the picture that has the same

sounds as /k/ /är/.

Say: Look at Number 8. I will say a word in parts: /j/ /är/. What word do you

make when you put these sounds together? Listen to these answer choices:

jarjar, jamjam, jumpjump. Fill in the circle next to the picture that has the same sounds

as /j/ /är/.



Name

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Read the story “Henry Ford, Idea Man.” Then answer Numbers 1 to 6.


Henry Ford, Idea Man

Henry Ford was a smart man with big dreams and ideas. He lived in a time when most people walked or rode in carts. Henry started to think about a better way to get around. He worked into the dark of night thinking up ideas. His dream was to make a car that all people could own.

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Henry made a big discovery about a new way to work. He was going to change the way the world worked! He had a new and better way to make machines. His idea was that cars could be made part by part. Each worker was in charge of doing just one thing. The cars could ride on a long belt as the people worked.

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Soon Henry had many cars parked in a yard. His ideas made cars in a faster and better way. The cars were cheap so many people could own one. People came from far away to see this new way to work. Henry’s discovery was one of the greatest of all time.


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Now answer Numbers 1 to 6. Base your answers on the story “Henry Ford, Idea Man.”

1 A hair dryer and a car are examples of .

a rides

b farms

c machines


Henry’s discoverydiscovery helped people make cars in a better way.

Which word has the SAME meaning asdiscoverydiscovery in the sentence?

a land

b workers

c invention


Dad and the childrenchildren went for a drive.

Which word has the SAME meaning as childrenchildren in the sentence?

a kids b mother c people


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4 Because of his invention, Henry made cars .

a slowly

b quickly

c by himself

5 Because of Henry’s invention, more people .

a owned cars

b rode in carts

c had big ideas

6 How did Henry Ford change the world?


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7 a b c

8 a b c


9 a car

b cart

c card


10 What is the correct abbreviation for Doctor?

a dr.

b Dr.

c Doc



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Read the story “Car Colors.” Choose the word that correctly completes question 11.

Car Colors

Cars come in many colors. I like red cars and bright blue cars. Henry Ford made (11) cars.


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STOP


a jump

b black

c wheel


12 What letter does the apostrophe replace in didn’tdidn’t and wouldn’twouldn’t?

a a

b e

c o


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Percent Correct

Vocabulary Strategies: Words in context, 1, synonyms, 2, 3

/3 %

Reading Comprehension: Cause and effect, 4, 5

/2 %

Short response: Cause and effect, 6 /2 %


/2 %

Phonics/Structural Analysis: R-controlled vowel /är/ar, 9, introduce abbreviations, 10

/2 %

Grammar, Mechanics, and Usage: Color words, 11, apostrophes in contractions, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.311 LA.1.1.6.412 LA.1.1.4.6






Say: Look at Number 7. Listen while I say a word in parts: /k/ /ôr/ /n/. What

is the middle sound in /k/ /ôr/ /n/? Listen to these answer choices: horse,

girlgirl, cow. Fill in the circle next to the picture that has the same middle sound

as /k/ /ôr/ /n/.

Say: Look at Number 8. I will say a word in parts: /s/ /t/ /ôr/. What word


choices: corn, store, saw. Fill in the circle next to the picture that has the

same sounds as /s/ /t/ /ôr/.



Name

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Read the story “Jordan the Actor.” Then answer Numbers 1 to 6.


Jordan the Actor

J ordan picked her big dream very early in life. She was six years old. One day in school, she watched a play. She thought it was great. She saw the actors play different people. Suddenly, she got a good idea. “I want to act!” Jordan thought.

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Every day, Jordan dreamed about acting. She knew that she must work hard. But she also knew that she could do it. Jordan got older. She tried out for every play. She did not get to be in some of them. Instead of giving up, Jordan tried again. She got many great roles in plays. Nothing stopped her!

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One day Jordan ran an errand for her mom. She heard two people speaking. They spoke about a big play in town. Every word in this play had to be sung! “How great!” Jordan thought. She tried out for it. She got the main role. After that, Jordan was a big star!


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Now answer Numbers 1 to 6. Base your answers on the story “Jordan the Actor.”

1 Jordan jumped when the stage lights went out and it became dark.

a instead

b suddenly

c supposed

2 Read this sentence from the story.

One day in school, she watched a play.

What is the base word of watched watched ?

a watch

b watches

c watching


She heard two people speaking.

What is the base word of speakingspeaking?

a speak

b speaks

c speaking


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4 Jordan probably .

a works very hard

b does not work hard

c is not good at acting

5 You can tell that Jordan .

a gave up on things

b was a good singer

c did not like school

6 Why do you think Jordan kept trying even when she did not get every part she wanted?


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7 a b c

8 a b c


9 a fort

b fork

c four


10 The baby all night long.

a cried

b cryed

c cryied



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Gordon wrote the first draft below. Read the story to answer questions 11 and 12.

New Tires

1 On tuesday my mom put one new tire on my bike. 2 My bike has two tires. 3 My mom’s car has three tires.

1





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STOP

11 What change would make sentence 3 correct?

a Change three tiresthree tires to one tireone tire .

b Change three tiresthree tires to two tirestwo tires.

c Change three tiresthree tires to four tiresfour tires.

12 Which sentence has a word that needs a capital letter?

a sentence 1

b sentence 2

c sentence 3


Student Name



Tested SkillsNumber

Correct

Percent

Correct

Vocabulary Strategies: Words in context, 1, inflectional endings -ing and -ed, 2, 3

/3 %

Reading Comprehension: Plot development: make inferences, 4, 5

/2 %

Short response: Plot development: make inferences, 6

/2 %

Phonemic Awareness: Phoneme isolation, 7, phoneme blending, 8

/2 %

Phonics/Structural Analysis:R-controlled vowel /ôr/or, 9, inflectional ending -ed, 10

/2 %

Grammar, Mechanics, and Usage: Number words, 11, capitalize days of the week, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.3

2 LA.1.1.6.5

3 LA.1.1.6.54 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.2.1.27 LA.1.1.3.18 LA.1.1.3.29 LA.1.1.4.3

10 LA.1.1.4.711 LA.1.1.6.412 LA.1.3.4.2






Say: Look at Number 7. Listen while I say the sounds in the word bird: /b/ /ûr/ /d/. How

many sounds do you hear in /b/ /ûr/ /d/? Say the word slowly. Fill in the circle next to

the picture that shows how many sounds you hear in /b/ /ûr/ /d/.

Say: Look at Number 8. I will say a word in parts: /g/ /ûr/ /l/. What word do you make

when you put these sounds together? Listen to these answer choices: gategate, girlgirl, goatgoat. Fill

in the circle next to the picture that has the same sounds as /g/ /ûr/ /l/.

Format WeeklyAssessmentTESTED SKILLS AND STRATEGIES



Name

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Read the story “The Life of a Plant.” Then answer Numbers 1 to 6.

A plant starts to grow under the dirt. First, a plant is just a tiny seed. Soon, a seed will grow a leaf or two. Now it is a seedling. The new plant uncurls and tries to find the sun. The sun helps a plant grow tall. Animals are happy when plants grow. Plants are food for some animals.

The Life of a Plant



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If the sun shines too much, a part of the plant may dry out and burn. Then the plant will curl up. Thirsty plants need water to drink. If there is very little rain, there is no water for the plant. Animals will not have plants to eat.



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When the rain begins to fall again, the plant will regrow. Its parts will uncurl. New leaves will burst open. Soon the plant will be crowded with leaves. Some plants grow buds and blooms. They are all beautiful. Plants grow in many places. The weeds, flowers, and grass that you see every day are all plants. Animals and people are happy when plants grow.



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Now answer Numbers 1 to 6. Base your answers on the story “The Life of a Plant.”


The tiny seed was smaller than a penny.

What does tinytiny mean in the sentence?

a little

b large

c young


A leaf is one small part of a whole plant.

What does partpart mean in the sentence?

a stem

b piece

c seed


The crowded gym was filled with people.

What does crowdedcrowded mean in the sentence?

a full

b clean

c empty


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4 How are plants and animals the SAME?

a They both need water to drink.

b They are both crowded with leaves.

c They both start to grow under the dirt.

5 Weeds, grass, and flowers are all .

a fruits

b plants

c animals

6 A list has the name AnimalsAnimals. Write three words that would go on the list.


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7 a b c

8 a b c


9 a car

b curl

c curb


10 If you add the prefix -unun to hurthurt you make unhurtunhurt. What does unhurtunhurt mean?

a not hurt

b hurt again

c full of hurt


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Three Friends

1 I read a good book called TheThe third girlthird girl. 2 It was about two friends and a new girl in school. 3 They all become friends.

The story below is a first draft that Kate wrote. Read the story to answer question 11.

1





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STOP

11 Which sentence has a mistake in capitalization?

a sentence 1

b sentence 2

c sentence 3


12 Which word means the opposite of downdown?

a up

b before

c across


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Tested SkillsNumber

Correct

Percent

Correct

Vocabulary Strategies: Context clues/syntax and semantic clues, 1, 2, 3

/3 %


/2 %


Phonemic Awareness: Phoneme segmentation, 7, phoneme blending, 8

/2 %

Phonics/Structural Analysis: R-controlled vowel /ûr/ur, 9, prefix un-, 10

/2 %

Grammar, Mechanics, and Usage: Book titles, 11, antonyms, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.A.1.2.3 LA.1.1.6.33 LA.A.1.2.3 LA.1.1.6.34 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.38 LA.1.1.3.29 LA.1.1.4.3

10 LA.1.1.6.511 LA.1.2.2.112 LA.1.1.6.7








Say: Look at Number 7. Listen while I say the sounds in the word house:

/h/ /ou/ /s/. How many sounds do you hear in /h/ /ou/ /s/? Say the word

slowly. Fill in the circle next to the picture that shows how many sounds you

hear in /h/ /ou/ /s/.

Say: Look at Number 8. Listen while I say the sounds in the word cow:

/k/ /ou/. How many sounds do you hear in /k/ /ou/? Say the word slowly.

Fill in the circle next to the picture that shows how many sounds you hear

in /k/ /ou/.

Name

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Read the story “Howard the Hungry Hopper.” Then answer Numbers 1 to 6.

Howard the Hungry Hopper

This is Howard the grasshopper. Howard is very hungry today. He is searching for a great place to eat. Howard has been hopping around for hours now! Howard sees more ants on the ground than he can count. “Hello, ants,” says Howard. “What are you eating?”

Andy the Ant says, “A yummy grape!” But Howard does not like grapes. Howard loves to eat grass!


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Howard is searching for clues that will tell him where to find the grass. He sees a bunch of his friends eating. “This may be a fine place to eat!” thinks Howard. He jumps on a branch. “Ouch!” the branch said. Howard had jumped on Stan the stick bug! Howard had not seen him. It is Stan’s job to look invisible on a branch. “Sorry, Stan,” says Howard. “It is too crowded here. I’ll find some other place to eat.” Howard hopped off.


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So, Howard hops and hops. He leaps over a flower. He jumps over a mound. Then he sees it! He has found a big green farm! He sees trees and other plants. He sees miles of yummy green grass! He jumps past a white and brown cow. “Hello, Mr. Hopper,” says Cate the Cow. “I see you like grass, too!”


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Now answer Numbers 1 to 6. Base your answers on the story “Howard the Hungry Hopper.”

1 Howard was , but he could not find grass.

a selling

b sparkling

c searching


invisible: something that cannot be seen

Which sentence uses invisibleinvisible correctly?

a We could see the invisible bee.

b The bug had red, invisible spots.

c The bug was invisible under the leaves.


clues: things that help us find the answer to a problem

Which sentence uses cluesclues correctly?

a I forgot my clues and was locked out.

b Please wash and fold the clues today.

c The clues helped us solve the mystery.


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4 In the FIRST picture, Howard is .

a hiding

b walking

c hopping

5 In the SECOND picture, the bug with two dots on its back is .

a in the air

b by the berries

c on the ground

6 Who is your favorite character in the story? Tell what he or she looks like.


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7 a b c

8 a b c


9 a cat

b cot

c cow


10 How do you break the word crowdedcrowded into its two syllables?

a cro-wded

b crowd-ed

c cr-owded


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The clouds floated in the sky.

Which word in the sentence is the subject?

a sky

b floated

c clouds


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Seven bees buzzed near a cow

What belongs at the end of the sentence?

a .

b !

c ?

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1; use a dictionary/other sources, 2, 3

/3 %

Reading Comprehension: Plot development: use illustrations, 4, 5

/2 %

Short response: Plot development: use illustrations, 6

/2 %


/2 %

Phonics/Structural Analysis: Diphthong /ou/ou, ow, 9; divide words by syllable patterns, 10

/2 %

Grammar, Mechanics, and Usage: Subjects, 11; sentence punctuation, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.1.1.6.103 LA.1.1.6.104 LA.E.1.2.2 LA.1.2.1.25 LA.E.1.2.2 LA.1.2.1.26 LA.E.1.2.2 LA.1.2.1.2

7 LA.1.1.3.3

8 LA.1.1.3.39 LA.1.1.4.1

10 LA.1.1.3.311 LA.1.3.4.512 LA.1.3.4.6








Say: Look at Number 7. Listen while I say the sounds in the word hood:

/ h / / u / /d /. How many sounds do you hear in / h/ / u / /d/? Say the word


hear in / h / / u/ /d /.

Say: Look at Number 8. Listen while I will say a word in parts: /f//u//t/.

What word do you make when you put these sounds together? Listen to

these answer choices: feet, four, foot. Fill in the circle next to the picture that

has the same sounds as / f / / u / / t /.

Name

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Read the story “Space Bug.” Then answer Numbers 1 to 6.

Space Bug

This is the curious tale of Space Bug. He was terrific! Space Bug trained hard every day. His mom cooked good food for him. He looked at books about space to find out as much as he could. He knew one day he would blast off from Earth and go to space. Space Bug just had to pass his checkup. Space Bird looked at his charts. He said that Space Bug looked good.


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Space Bug knew he could go at any time. The next day Space Bug took out his big space helmet. He waved to his mother, his father, and all of his friends. He sat in his spaceship and tapped his foot as he waited. Blast-off! Suddenly Space Bug shot into space. He looked at countless beautiful stars. It was terrific!


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You might guess Space Bug was happy. But you would not be right. Space Bug was sad. He missed his mom, dad, and friends. Space Bug was fooling himself. He did not want to be Space Bug. He wanted to be Earth Bug! He hung his helmet on a hook. Now he is always floating around Earth. Space Bug is very happy.


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Now answer Numbers 1 to 6. Base your answers on the story “Space Bug.”


Space Bug put on his helmet to protect his head.

What does the word helmethelmet mean?

a a vest that keeps you safe

b a hat that keeps your head warm

c a hard hat that keeps your head safe


The planets and stars in space are very pretty.

What does the word spacespace mean?

a a star

b a pretty planet

c a place with planets and stars


Space Bug was fooling himself.

What is another word for foolingfooling?

a scaring b tricking c searching


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4 Space Bug’s charts MOST LIKELY say .

a he has to study more

b he needs more training

c he is ready to go to space

5 When he lands on Earth, Space Bug will MOST LIKELY .

a work out with Space Bird

b hug his mother and father

c wish he had stayed in space

6 Do you think Space Bug will be happy on Earth? Explain your answer.


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7 a b c

8 a b c


9 a book

b boot

c buck



It was painful when I cut my finger.

What does the word painfulpainful mean in the sentence?

a full of pain

b before pain

c without pain


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Mrs. Bug

1 It was hard for space Bug to go into space. 2 Mrs. bug was proud of her son. 3 She was

happy when Space Bug came back.

The story below is a first draft that Tucker wrote. Read the story to answer question 11.




1

X 276 Florida Weekly Assessment • Grade 1 • Unit 6 • Week 28

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a sentence 1

b sentence 2

c sentence 3


12 Read the sentence in the box.

Space Bug tumbled into space.

What is the predicate in the sentence?

a Space Bug

b Bug tumbled

c tumbled into space

STOP


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Percent Correct

Vocabulary Strategies: Context clues, 1, 2; synonyms, 3

/3 %


/2 %


/2 %


/2 %

Phonics: Variant vowel /ů/oo, 9; suffixes -ful, 10

/2 %

Grammar, Mechanics, and Usage: Proper nouns, 11; predicates, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.711 LA.1.3.4.412 LA.1.3.4.4








Say: Look at Number 7. Listen while I say the sounds in the word took:

/t/ /ü/ /k/. How many sounds do you hear in /t/ /ü/ /k/? Say the word


hear in /t/ /ü/ /k/.

Say: Look at Number 8. Listen while I say the sounds in the word shook:

/sh/ /ü/ /k/. How many sounds do you hear in /sh/ /ü/ /k/? Say the word


hear in /sh/ /ü/ /k/.

Name

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Read the story “That’s My Job!” Then answer Numbers 1 to 6.

That’s My Job!

Do you ever think of what job you will have when you grow up? Will you have an interesting job like teachers and vets have? Maybe your job will make people laugh. Will you be a clown? Perhaps your work will take you outside to care for the land. Or you could work inside a room with other people. Only you will know what kind of job is just right for you.


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Some people work with plants to help them grow and bloom. They know about trees, too. Is this a good job for you? You might choose to work with animals that live in zoos. You could feed the animals, clean them, and care for them. Some people work with tools to make beautiful things. They can use ordinary wood to make chairs and stools.


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Cooks like to make good food to eat. They bake, stir, and mix. Is cooking a job for you? For some people, working in space is an ordinary day. They must work very hard before they can go into space. There are many interesting jobs that will fit your mood. One day soon you may know which one is right for you!


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Now answer Numbers 1 to 6. Base your answers on the story “That’s My Job!”

1 A funny clown can make people .

a ever

b goes

c laugh

2 Which words mean the OPPOSITE of ordinaryordinary?

a not ugly

b not plain

c not normal

3 Which word means the OPPOSITE of interestinginteresting?

a fun

b dull

c only


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4 Teachers and bakers both work .

a inside

b outside

c with food

5 Which of these is a type of job?

a vet

b tools

c benches

6 Name two jobs where you work with animals.


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7 a b c

8 a b c


9 a bowl

b broke

c broom

10 a mow

b moon

c moan


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Gina wrote the letter below to her friend Rose. Choose the word that correctly completes questions 11 and 12.

Dear (11)

I read four books this week. Kelly and Rick read ten books. (12) both won a prize. Maybe I can win a prize next week.

From your friend,

Gina


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STOP


a Rose

b Rose,

c Rose!


a He

b She

c They


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Percent Correct

Vocabulary Strategies: Words in context, 1; antonyms, 2, 3

/3 %


/2 %



/2 %

Phonics/Structural Analysis: Variant vowel /ü/oo, 9, 10

/2 %

Grammar, Mechanics, and Usage: Commas in letters, 11; pronouns, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

New Sunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.A.1.2.3 LA.1.1.6.73 LA.A.1.2.3 LA.1.1.6.74 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.38 LA.1.1.3.39 LA.1.1.4.1

10 LA.1.1.4.111 LA.1.3.4.312 LA.1.3.4.4






Say: Look at Number 7. Listen while I say the sounds in the word paw: /p//ô/.

How many sounds do you hear in /p/ /ô/? Say the word slowly. Fill in the

circle next to the picture that shows how many sounds you hear in /p/ /ô/.

Say: Look at Number 8. I will say a word in parts: /j/ /ô/. What word do you

make when you put these sounds together? Listen to these answer choices:

jaw, jar, jam. Fill in the circle next to the picture that has the same sounds

as /j/ /ô/.



Name

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Read the story “Fawn and Cub.” Then answer Numbers 1 to 6.

Fawn and Cub

Deep in the woods, a hawk flies across a clear sky. The air is crisp and clean. It smells like spring is near. Snow has melted. Plants are blooming. Leaves are sprouting. Birds sing their songs and draw other animals out to hear them. Spring is the time when new baby animals are born. The wild animals have a lot to learn from their mothers.


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A bear plays with her new bear cub. He is soft and brown. The bear cub likes to crawl and feel the cool grass on his paws. The mother bear has taught her cub how to fish for food in a stream. The cub catches a big fish in his claw. Next, he will learn to sneak up on a hive. The bear and her cub find enough food to fill their bellies.


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A deer plays with her fawn. The fawn has big brown eyes. She stays near her mother. She sleeps on some straw. The deer and her fawn pause to eat an ear of corn. Mother deer stay close to their fawns. They teach their fawns how to live in the wild.


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Now answer Numbers 1 to 6. Base your answers on the story “Fawn and Cub.”


The mother bear has taught her cub how to fish for food in a stream.

What does cubcub mean in the sentence?

a a baby deer

b a baby bear

c a baby hawk

2 What is the base word of chewingchewing?

a che

b chew

c chewed

3 What is the base word of pointedpointed?

a oint

b point

c pointing


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4 Which word describes BOTH the cub and the fawn?

a deer

b bear

c young

5 The cub likes fish, and the fawn likes .

a fi sh

b corn

c hives

6 How are the mother deer and the mother bear ALIKE?


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7 a b c

8 a b c


9 a star

b sow

c saw

10 a fall

b fan

c fawn


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Read the story “Going Fishing.” Choose the word that correctly completes questions 11 and 12.

Going Fishing

Today is a sunny day. Matt wants to go fishing with my dad and (11). Then Matt and (12) will take a hike.


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STOP


a I

b me

c we


a i

b l

c me


Student Name




Percent Correct

Vocabulary Strategies: Context clues, 1; inflectional endings -ing and -ed, 2, 3

/3 %


/2 %



/2 %

Phonics/Structural Analysis: Variant vowel /ô/au, aw, 9, 10

/2 %

Grammar, Mechanics, and Usage: I and me, 11; capitalizing I, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.32 LA.1.1.6.53 LA.1.1.6.54 LA.A.2.2.7 LA.1.1.7.75 LA.A.2.2.7 LA.1.1.7.76 LA.A.2.2.7 LA.1.1.7.77 LA.1.1.3.38 LA.1.1.3.29 LA.1.1.4.1

10 LA.1.1.4.111 LA.1.3.4.512 LA.1.3.4.2






Say: Look at Number 7. I will say the word joy: /j/ /oi/. What is the end

sound in /j/ /oi/? Listen to these answer choices: toy , ten , tub. Fill in the

circle next to the picture that has the same end sound as /j/ /oi/.

Say: Look at Number 8. I will say a word with three sounds: foil , /f/ /oi/ /l/.

Now drop the fi rst sound. What new word did you make? Listen to these

answer choices: soil , soap , oil. Fill in the circle next to the picture that shows

what word you make when you drop the /f/ sound from /f/ /oi/ /I/.



Name

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Read the story “Let’s Build a Tree House!” Then answer Numbers 1 to 6.

Let’s Build a Tree House!

What do you call a house that sits high in a tree? A tree house! The Smith family is joining together to make one. The first thing they must do is find a spot for the tree house. They will build it in the backyard in a strong tree. Now the Smiths just need some tools and some wood, and they can start.


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Ken and Joy use planks to make a floor. Mom is making a lot of noise with her hammer. Next, Dad will hoist the walls up for the house. Last, they will use toppled branches for a roof that will not spoil the view.

Dad looked at their work. “Nice job, kids. It’s so strong that even you two can’t wreck it!” he said with a smile.

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Mom said, “It is nice. But how can we make it more welcoming and friendly?”

Joy said, “Let’s paint it royal blue.”

Ken took his toys up. Dad cut circles in the walls to let in light. They grew plants in the soil by the path that went toward the tree house. All of their hard work and toil gave them a lot of joy.


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Now answer Numbers 1 to 6. Base your answers on the story “Let’s Build a Tree House!”


“It’s so strong that even you two can’t wreck it!” he said with a smile.

Which word means the SAME as wreckwreck?

a ruin b fix c make


The strong wind toppled over the tiny trees.

What does toppledtoppled mean in the sentence?

a blew around

b hit the top of

c knocked over


“But how can we make it more welcoming and friendly?”

Which word from the story helps you understand what welcomingwelcoming means?

a tree b house c friendly


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4 Why does the Smith family use branches for the roof?

a They will not spoil the view.

b They do not have any tools.

c They do not have any wood.

5 Dad cut circles in the walls to .

a let in light

b make the walls strong

c keep the house warm

6 What is the effect of the family’s hard work?


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7 a b c

8 a b c


9 a coils

b coins

c cones

10 a toy

b boy

c boil


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Fun in School

1 We have a lot of fun in school. 2 My teacher shows us how to do new things. 3 I like math, and i like reading.

The story below is a first draft that Latoya wrote. Read the story to answer question 11.

1

What do these mean?





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STOP

11 Which sentence has a mistake?

a sentence 1

b sentence 2

c sentence 3


12 Read these sentences in the box.

Dad helped me.Jake helped me.

What is the BEST way to combine these sentences?

a Dad helped Jake, too.

b Dad and Jake helped me.

c Dad helped me, but Jake helped me.


Student Name




Percent Correct

Vocabulary Strategies: Synonyms, 1; syntax and semantic clues, 2, 3

/3 %

Reading Comprehension: Cause and effect, 4, 5

/2 %

Short response: Cause and effect, 6 /2 %

Phonemic Awareness: Phoneme isolation, 7; phoneme deletion, 8

/2 %

Phonics/Structural Analysis: Diphthong /oi/oi, oy, 9, 10

/2 %

Grammar, Mechanics, and Usage: Capitalize nouns and pronouns, 11; combining sentences, 12

/2 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards


10 LA.1.1.4.111 LA.1.3.4.212 LA.1.3.3.1



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Score Description

2The student’s response demonstrates a thorough understanding of the

comprehension skills needed to answer the questions. Details and examples are

used to support the answer and clearly come from the text.

1The student’s response demonstrates a partial understanding of the

comprehension skills needed to answer the question. Some of the support and

important details and/or examples are too general or are left out.

0The student’s response demonstrates a complete lack of understanding of the

question or the student has left the answer blank.


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Week 3

1. B

2. A

3. B

4. C

5. B

Week 2

1. B

2. C

3. C

4. A

5. C

Week 1

1. C

2. B

3. C

4. C

5. C

11. A

12. A

6. Top-Score Response: The last thing the kids do is sit.

7. A

8. B

9. B

10. B

11. A

12. A

6. Top-Score Response: At the end, Al jumps the mat.

7. C

8. C

9. B

10. B

11. A

12. B

6. Top-Score Response: Pam can tap on a mat.

7. A

8. B

9. C

10. C

Unit 1

Answer Keys


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Week 5

1. B

2. C

3. A

4. C

5. B

Week 4

1. C

2. A

3. C

4. C

5. C

6. Top-Score Response: The author says the band is grand and

it has fans.

7. C

8. A

9. B

6. Top-Score Response: Kris runs on a track.

7. A

8. C

9. C

10. B

10. C

11. B

12. C

11. C

12. C


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Week 3

1. C

2. C

3. C

4. B

5. C

Week 2

1. C

2. C

3. B

4. B

5. C

Week 1

1. A

2. C

3. C

4. A

5. B

11. B

12. B

6. Top-Score Response: Fox Mom finds the kit that was lost.

7. C

8. C

9. A

10. A

Unit 2

11. A

12. A

6. Top-Score Response: Ants live in a big nest in a hill.

7. A

8. C

9. A

10. B

11. C

12. C

6. Top-Score Response: Dad fishes for crabs.

7. C

8. B

9. A

10. B


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Week 5

1. A

2. C

3. A

4. C

5. A

Week 4

1. C

2. C

3. A

4. B

5. A

11. C

12. B

6. Top-Score Response: Beth, Russ, and Rick are in the band.

7. A

8. A

9. B

10. C

11. B

12. B

6. Top-Score Response: She pats a cat and is late for school.

7. B

8. C

9. B

10. B


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Week 2

1. C

2. C

3. A

4. A

5. A

Week 3

1. C

2. B

3. B

4. C

5. C

Week 1

1. B

2. C

3. C

4. C

5. C

6. Top-Score Response: Yes, the pals will have fun because kids

like cake and soccer games and being with friends.

7. A

8. C

9. C

Unit 3

10. B

11. C

12. A

6. Top-Score Response: They can ride down hills on sleds. Kids

who live by water can swim.

7. C

8. A

9. B

10. C

11. A

12. B

9. C

10. A

11. B

12. B

6. Top-Score Response: The story tells me how to make a dog,

a duck, and a rabbit. The first picture shows how to make a

rooster.

7. C

8. C


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1. C

2. C

3. B

4. A

5. C

Week 5

1. C

2. C

3. A

4. B

5. C

10. C

11. B

12. A

6. Top-Score Response: The girls will call home. Mom and Dad

will pick them up.

7. C

8. B

9. A

11. B

12. A

6. Top-Score Response: Val cannot ride a bike.

7. C

8. A

9. B

10. A


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Week 2

1. C

2. C

3. A

4. A

5. B

Week 1

1. C

2. C

3. A

4. A

5. C

Week 3

1. C

2. C

3. B

4. B

5. B

10. C

11. C

12. A

6. Top-Score Response: Miss June cares about keeping the

land clean.

7. B

8. C

9. C

10. B

11. B

12. A

6. Top-Score Response: The little ducks need to float on the

pond and swim to shore. They will need to dive to get food.

7. A

8. B

9. C

Unit 4

10. C

11. A

12. A

6. Top-Score Response: I can go swimming on a warm day, but

not on a cold day. I can play outside longer when it is warm.

7. B

8. A

9. B


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Week 5

1. A

2. C

3. B

4. A

5. C

Week 4

1. C

2. A

3. C

4. B

5. A

11. A

12. C

6. Top-Score Response: Only Little Red Hen gets to eat cake.

7. B

8. A

9. B

10. C

9. B

10. B

11. B

12. C

6. Top-Score Response: The older scientists can teach the new

ones what they know. Then the new scientists can continue the

work.

7. B

8. B


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Week 2

1. C

2. B

3. C

4. A

5. B

Week 1

1. C

2. B

3. C

4. A

5. C

Week 3

1. C

2. C

3. A

4. B

5. B

10. B

11. A

12. B

6. Top-Score Response: Mike has the kids ride bikes. That

makes wind for the kites to fly.

7. B

8. A

9. C

9. C

10. B

11. C

12. A

6. Top-Score Response: This story is fantasy because real moles

and toads cannot eat breakfast at a table or wear clothes and

talk.

7. C

8. A

Unit 5

9. C

10. A

11. B

12. C

6. Top-Score Response: Ford created a new way to work that

made things faster. He also made cars more people could afford

so more people owned cars.

7. B

8. A


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1. B

2. A

3. A

4. A

5. B

9. B

10. A

11. C

12. A

6. Top-Score Response: Jordon worked hard and did not give up

because she loved acting and she didn’t let anything stop her

from trying again.

7. A

8. B

Week 5

1. A

2. B

3. A

4. A

5. B

10. A

11. A

12. A

6. Top-Score Response: Birds, cats, and mice could all be on a

list marked Animals.

7. C

8. B

9. B


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Week 2

1. C

2. C

3. B

4. C

5. B

Week 1

1. C

2. C

3. C

4. C

5. B

Week 3

1. C

2. C

3. B

4. A

5. A

9. A

10. A

11. C

12. C

6. Top-Score Response: Possible answers: Space Bug will be

happy on Earth with his family and friends. He would rather be

with them than in space.

7. C

8. C

10. B

11. C

12. A

6. Top-Score Response: Possible answer: I like the stick bug. It

has long skinny legs and it looks like a stick.

7. B

8. B

9. C

Unit 6

10. B

11. B

12. C

6. Top-Score Response: Vets and people in zoos both work

with animals.

7. C

8. B

9. C


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Week 5

1. A

2. C

3. C

4. A

5. A

Week 4

1. B

2. B

3. B

4. C

5. B

9. B

10. B

11. C

12. B

6. Top-Score Response: The family’s hard work gave them a lot

of joy because now they have a nice, welcoming tree house.

7. A

8. C

10. C

11. B

12. B

6. Top-Score Response: Both mothers are taking care of a baby

and teaching it how to find food and live in the wild.

7. B

8. A

9. C


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FCAT Reading Assessed Benchmarks

Grades 3–5 Grade 1 Sunshine State Standards

LA.A.1.2.3 Uses simple strategies to determine

meaning and increase vocabulary for reading,

including the use of prefixes, suffixes, root words,

multiple meanings, antonyms, synonyms, and word

relationships.

LA.1.1.6.3 use context clues

LA.1.1.6.9 determine the correct meaning of words

with multiple meanings (e.g., mine) in context

LA.1.1.6.7 identify common antonyms and

synonyms

LA.1.1.6.8 use meaning of individual words to

predict meaning of unknown compound words

LA.1.1.6.9 determine the correct meaning of words

with multiple meanings (e.g., mine) in context

LA.A.2.2.1 Reads text and determines the main idea

or essential message, identifies relevant supporting

details and facts, and arranges events in chronological

order.

LA.1.1.7.3 retell the main idea or essential message

LA.1.1.7.4 identify supporting details

LA.1.1.7.6 arrange events in sequence

LA.A.2.2.2 Identifies the author’s purpose in a

simple text. (Includes LA.A.2.2.3 Recognizes when a

text is primarily intended to persuade.)

LA.1.1.7.8 identify the author’s purpose in text and

ask clarifying questions (e.g., why, how) if meaning is

unclear

LA.A.2.2.7 Recognizes the use of comparison and

contrast in a text.

LA.1.1.7.7 identify the text structures an author uses

(e.g., comparison/contrast, cause/effect, and

sequence of events)

LA.A.2.2.8 Selects and uses a variety of appropriate

reference materials, including multiple

representations of information such as maps, charts,

and photos, to gather information for research

projects. (Includes LA.A.2.2.5 Reads and organizes

information for a variety of purposes, including

making a report, conducting interviews, taking a test,

and performing an authentic task.)

LA.1.2.2.1 locate specific information by using

organizational features (e.g., directions, graphs,

charts, signs, captions) in informational text

LA.E.1.2.2 Understands the development of plot and

how conflicts are resolved in a story.

LA.1.2.1.2 retell the main events (e.g., beginning,

middle, end) in a story

LA.E.1.2.3 Knows the similarities and differences

among the characters, settings, and events presented

in various texts.

LA.1.2.1.3 identify the characters and settings in a

story

LA.1.2.1.5 respond to various literary selections (e.g.,

nursery rhymes, fairy tales), identifying the

character(s), setting, and sequence of events and

connecting text to self (personal connection), text to

world (social connection), text to text (comparison

among multiple texts)

LA.E.2.2.1 Recognizes cause-and-effect

relationships in literary texts. [Applies to fiction,

nonfiction, poetry, and drama.]

LA.1.1.7.5 distinguish fact from fiction and cause

from effect

LA.1.1.7.7 identify the text structures an author uses

(e.g., comparison/contrast, cause/effect, and

sequence of events)


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Grade 1 New Sunshine State Standards Reading and Language Arts

Grade 1: Reading Process

Concepts of Print

Standard: The student demonstrates knowledge of the concept of print and how it is

organized and read.

The student will:

LA.1.1.1.1 locate the title, table of contents, names of author and illustrator, glossary, and

index; and

LA.1.1.1.2 distinguish informational text (e.g., store sign, stop sign, recipe) from entertaining

text (e.g., song, poem).

Phonemic Awareness

Standard: The student demonstrates phonemic awareness.

The student will:

LA.1.1.3.1 identify individual phonemes (sounds) in words (e.g., CCVC, CVCC, CCCVC);

LA.1.1.3.2 blend three to five phonemes to form words;

LA.1.1.3.3 segment single syllable words into individual phonemes; and

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

and substitution.

Phonics/Word Analysis

Standard: The student demonstrates knowledge of the alphabetic principle and applies

grade level phonics skills to read text.

The student will:

LA.1.1.4.1 generate sounds from all letters and spelling patterns (e.g., consonant blends, long

and short vowel patterns) and blends those sounds into words;

LA.1.1.4.2 identify the sounds of vowels and consonant digraphs in printed words;

LA.1.1.4.3 decode words with r-controlled letter-sound associations;

LA.1.1.4.4 decode words from common word families;

LA.1.1.4.5 recognize high frequency words;

LA.1.1.4.6 identify common, irregular words, compound words, and contractions;

LA.1.1.4.7 decode base words and inflectional endings; and

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


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Standard: The student demonstrates the ability to read grade level text orally with

accuracy, appropriate rate, and expression.

The student will:

LA.1.1.5.1 apply letter-sound knowledge to decode phonetically regular words quickly and

accurately in isolation and in context;

LA.1.1.5.2 recognize high frequency and familiar words in isolation and in context; and

LA.1.1.5.3 adjust reading rate based on purpose, text difficulty, form, and style.

Vocabulary Development

Standard: The student uses multiple strategies to develop grade appropriate

vocabulary.

The student will:

LA.1.1.6.1 use new vocabulary that is introduced and taught directly;

LA.1.1.6.2 listen to, read, and discuss both familiar and conceptually challenging text;

LA.1.1.6.3 use context clues;

LA.1.1.6.4 categorize key vocabulary and identify salient features;

LA.1.1.6.5 relate new vocabulary to prior knowledge;

LA.1.1.6.6 identify and sort common words into conceptual categories;

LA.1.1.6.7 identify common antonyms and synonyms;

LA.1.1.6.8 use meaning of individual words to predict meaning of unknown compound

words;

LA.1.1.6.9 determine the correct meaning of words with multiple meanings (e.g., mine) in

context; and

LA.1.1.6.10 determine meanings of unfamiliar words by using a beginning dictionary,

illustrations, and digital tools.


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Reading Comprehension

Standard: The student uses a variety of strategies to comprehend grade level text.

The student will:

LA.1.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to

make predictions, and establish a purpose for reading;

LA.1.1.7.2 use background knowledge and supporting details from text to verify the accuracy

of information presented in read selections;

LA.1.1.7.3 retell the main idea or essential message;

LA.1.1.7.4 identify supporting details;

LA.1.1.7.5 distinguish fact from fiction and cause from effect;

LA.1.1.7.6 arrange events in sequence;

LA.1.1.7.7 identify the text structures an author uses (e.g., comparison/contrast, cause/effect,

and sequence of events);

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

meaning is unclear; and

LA.1.1.7.9 self monitor comprehension and reread when necessary.

Grade 1: Literary Analysis

Fiction

Standard: The student identifies, analyzes, and applies knowledge of the elements of a

variety of fiction and literary texts to develop a thoughtful response to a literary

selection.

The student will:

LA.1.2.1.1 identify various literary forms (e.g., stories, poems, fables, legends, picture books);

LA.1.2.1.2 retell the main events (e.g., beginning, middle, end) in a story;

LA.1.2.1.3 identify the characters and settings in a story;

LA.1.2.1.4 identify rhyme, rhythm, alliteration, and patterned structures in poems for children;

LA.1.2.1.5 respond to various literary selections (e.g., nursery rhymes, fairy tales), identifying

the character(s), setting, and sequence of events and connecting text to self (personal

connection), text to world (social connection), text to text (comparison among multiple

texts); and

LA.1.2.1.6 select age and ability appropriate fiction materials to read, based on interest and

teacher recommendations, to begin building a core base of knowledge.


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Standard: The student identifies, analyzes, and applies knowledge of the elements of a

variety of non-fiction, informational, and expository texts to demonstrate an

understanding of the information presented.

The student will:

LA.1.2.2.1 locate specific information by using organizational features (e.g., directions,

graphs, charts, signs, captions) in informational text;

LA.1.2.2.2 select age and ability appropriate non-fiction materials to read, based on interest

and teacher recommendations, to begin building a core base of knowledge; and

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

or summarizing.

Grade 1: Writing Process

Pre-Writing

Standard: The student will use prewriting strategies to generate ideas and formulate a

plan.

The student will prewrite by:

LA.1.3.1.1 generating ideas from multiple sources (e.g., brainstorming, webbing, drawing,

group discussion, other activities);

LA.1.3.1.2 discussing the purpose for a writing piece; and

LA.1.3.1.3 organizing ideas using simple webs, maps, or lists.

Drafting

Standard: The student will write a draft appropriate to the topic, audience, and purpose.

The student will draft writing by:

LA.1.3.2.1 maintaining focus on a single idea using supporting details; and

LA.1.3.2.2 organizing details into a logical sequence that has a beginning, middle, and end.


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Revising

Standard: The student will revise and refine the draft for clarity and effectiveness.

The student will revise by:

LA.1.3.3.1 evaluating the draft for logical thinking and marking out repetitive text; and

LA.1.3.3.2 creating clarity by marking out repetitive text, adding additional details by using a

caret and replacing general words with specific words.

Editing for Language Conventions

Standard: The student will edit and correct the draft for standard language conventions.

The student will correctly use:

LA.1.3.4.1 common spelling patterns (e.g., onset and rimes, words families, and simple CVC

words) and conventional spelling of high frequency words;

LA.1.3.4.2 capital letters for the pronoun I, the beginning of a sentence, names, days of the

week and months of the year;

LA.1.3.4.3 commas in dates, items in a series;

LA.1.3.4.4 singular and plural nouns, action verbs in simple sentences, and singular

possessive pronouns (e.g., my/mines, his/her, hers);

LA.1.3.4.5 subject and verb agreement in simple sentences; and

LA.1.3.4.6 end punctuation for sentences, including periods, question marks, and

exclamation points.

Publishing

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

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


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Creative

Standard: The student develops and demonstrates creative writing.

The student will:

LA.1.4.1.1 write narratives that include a main idea based on real or imagined events,

characters, and a sequence of events; and

LA.1.4.1.2 participate in writing simple stories, poems, rhymes, or song lyrics.

Informative

Standard: The student develops and demonstrates technical writing that provides

information related to real-world tasks.

The student will:

LA.1.4.2.1 write in a variety of informational/expository forms (e.g., rules, summaries, recipes,

notes/messages, labels, instructions, graphs/tables);

LA.1.4.2.2 participate in recording information from informational/expository text (e.g., lists,

graphs, tables or maps);

LA.1.4.2.3 write an informational/expository paragraph that contains a topic sentence and at

least three details;

LA.1.4.2.4 write basic communications, including friendly letters and thank-you notes; and

LA.1.4.2.5 write simple directions to familiar locoations using “left and right,” and create a

map that matches the directions.

Persuasive

Standard: The student develops and demonstrates persuasive writing that is used for

the purpose of influencing the reader.

LA.1.4.3.1 The student will draw a picture and use simple text to explain why this item (food,

pet, person) is important to them.


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Grade 1: Communication

Penmanship

Standard: The student engages in the writing process and writes to communicate ideas

and experiences.

The student will:

LA.1.5.1.1 write numbers and uppercase and lowercase letters using left to right sequencing;

and

LA.1.5.1.2 use appropriate spacing between letters, words, and sentences.

Listening and Speaking

Standard: The student effectively applies listening and speaking strategies.

The student will:

LA.1.5.2.1 listen attentively and understand directions for performing tasks (e.g., multi-step

oral directions), solving problems, and following rules;

LA.1.5.2.2 retell specific details of information heard;

LA.1.5.2.3 listen attentively to fiction and non-fiction read-alouds and demonstrate

understanding;

LA.1.5.2.4 use formal and informal language appropriately;

LA.1.5.2.5 communicate effectively when relating experiences and retelling stories read and

heard; and

LA.1.5.2.6 participate courteously in conversation, such as asking clarifying questions, taking

turns, staying on topic, making eye contact, and facing the speaker.

Grade 1: Information and Media Literacy

Informational Text

Standard: The student comprehends the wide array of informational text that is part of

our day to day experiences.

LA.1.6.1.1 The student will locate specific information by using words in organizational

features (e.g., table of contents, headings, captions, bold print, key words, indices) in

informational text.


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Standard: The student uses a systematic process for the collection, processing, and

presentation of information.

The student will:

LA.1.6.2.1 formulate questions and gather information using simple reference materials (e.g.,

non-fiction books, picture dictionaries, software);

LA.1.6.2.2 use simple reference materials to locate and obtain information, using alphabetical

order, record information, and compare it to search questions;

LA.1.6.2.3 write a simple report with a title and three facts, using informational sources; and

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

Media Literacy

Standard: The student develops and demonstrates an understanding of media literacy

as a life skill that is integral to informed decision making.

The student will:

LA.1.6.3.1 recognize that nonprint media affect thoughts and feelings (e.g., graphics, music,

digital video); and

LA.1.6.3.2 identify types of mass communication (e.g., film, newspapers, radio, digital

technology).

Technology

Standard: The student develops the essential technology skills for using and

understanding conventional and current tools, materials and processes.

LA.1.6.4.1 The student will use appropriate available technology resources (e.g., writing tools,

digital cameras, drawing tools) to present thoughts, ideas, and stories.


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Teacher Notes


Documents

Format Weekly Assessment · 2008-09-29 · Florida Weekly Assessment • Grade 1 3 © Macmillan/McGraw–Hill Unit 5 ... © Macmillan/McGraw–Hill Each Weekly Assessment consists