Reading Assessment Gr.1

GRADE 1

BenchmarkAssessment

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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,

Two Penn Plaza, New York, New York 10121.

Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced

in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may

not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies,

Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.

Printed in the United States of America

1 2 3 4 5 6 7 8 9 HES 13 12 11 10 09

Benchmark Assessment

Contents

In troduction to the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

How to Use the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Administering the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Scoring the Benchmark Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Scoring Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Treasures Teaching/Practice Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

Reading Test, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Revising and Editing Test, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Written Composition, Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Reading Test, Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Revising and Editing Test, Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89

Written Composition, Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Reading Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Revising and Editing Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

Anchor Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

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iiiGrade 1


Introduction to the Benchmark Assessments

The Benchmark Assessments in this book

are designed to measure how well your

children acquire the reading and language

arts knowledge and skills assessed on

standardized tests, and to provide you with

information about which children may

benefit from further instruction in a

particular topic area.

Each Benchmark Assessment is formatted

to familiarize children with the types of

passages and items they may encounter on

standardized tests. There are two Reading

tests, two Revising and Editing tests, and

two Written Composition tests included in

this book.

Each Reading test includes:

■ 36 multiple-choice items similar to

those that children will encounter on

standardized Reading tests.

Each Revising and Editing test includes:

■ 24 multiple-choice items similar to

those that children will encounter on

standardized reading tests.

Each Written Composition test includes:

■ A writing prompt, prewriting pages, and

an answer document on which children

may draft their composition.

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iv Grade 1


How to Use the Benchmark Assessments

The Benchmark Assessments can be used to

measure children’s progress throughout the

year. They can be used to measure a child’s

knowledge of the general domains of

reading and language arts independent of

the Treasures reading program. There are

two parallel forms of the test covering the

same skills, and they are of equal difficulty.

Administer Form A at the beginning of the

year and at the end of the year. Administer

Form B in the middle of the year.

Sample Questions are included in each

Reading test and each Revising and Editing

test for children to practice test items. These

pages will help children prepare for this

assessment, as well as for standardized tests,

as they are similar to items that students will

encounter on these tests.

The instructional design of the Treasures

program reinforces the knowledge and skills

assessed on these Benchmark Assessments.

Using the Results to Inform Instruction

The scores on the Benchmark Assessments

should improve over time. Scores are likely

to be low on the Benchmark Assessment

administered in the fall, as the items

represent skills that may not yet have been

taught. Scores on the assessment

administered mid-year should show an

increase, and the scores at the end of the

year should be the highest. If you compare

or graph the results, scores should show an

increase for each child. Children who do not

show an improvement in scores should be

further evaluated for additional support.

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vGrade 1


A dministering the Benchmark Assessments

The Benchmark Assessments will help you

identify the skills for which your children

may need more instruction and additional

practice.

The tests are untimed, and children should

be given as much time as they need to

respond to each test item. You may

administer one test per day, or you may

divide each test over several days if you

prefer. Use your knowledge of your children

to determine the best stopping point in

each test. Every set of questions is followed

by a stop sign, indicating that the test may

be stopped and picked back up again in the

next session.

You may wish to read the test questions

and answer choices out loud as you feel

necessary to help the children.

Testing Procedures

Before the test: Distribute copies of the

Benchmark Assessment. Optional Answer

Sheets can be found on pages 117–119. If

you choose to use one, distribute it now.

General Directions: These directions apply

to the Reading and Revising and Editing

Benchmark Assessments. Test-specific

directions are noted below. Say: Write your

name and the date on the cover of your test.

(If you are using the separate answer sheet,

say: Write your name and the date at the top

of your answer sheet.) When all children are

finished, say: Open the test to page 2. We will

take the practice test before we begin. To

answer a question, mark the oval next to the

answer you choose. (If you are using the

separate answer sheet, remind children to

fill in the answer on their answer sheet.)

Be sure to choose only one answer for each

question and make your marks dark and neat.

Reading: Distribute copies of the Reading

test. Then say: Now we will answer the sample

question together. Look at the directions.

Follow along as I read them aloud: “Read ’Will

It Rain?’ Then read each question.” You may

now answer the sample question. When

children have finished, review the correct

answer: S-1 is B. Answer any questions

children may have. Then say: You may begin.

Revising and Editing: After distributing

copies of the Revising and Editing test,

repeat the general directions. Then say: We

will now answer the sample question together.

Look at the directions below the words

“Revising and Editing Sample.” Follow along as

I read them aloud: “This is a story that Nat

wrote. The story has mistakes. Read the story.

Then answer the questions.” You may now

answer the sample question. When children

have finished, review the correct answer: S-1

is A. Answer any questions children may

have. Then say: You may begin.

Written Composition: Distribute copies

of the Written Composition test. Say: Write

your name and the date on the cover of your

test booklet. In this test, you will write a

composition on a topic given to you. Open your

test to the writing prompt on page 2. You will

see the prompt, three prewriting pages, and

two lined pages. Be sure to write your

composition on the lined pages. You do not

have to fill both pages, but your composition

may not be longer than two pages. Read the

prompt on page 2 aloud. Ask: Does anyone

have any questions? Address any questions.

When children are ready, say: You may begin.

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vi Grade 1


Scoring the Reading and Revising and Editing tests

Use the Scoring Charts provided on

pages viii–xi and the Answer Key provided

on pages120–127 to record the number of

correct items for each child. Use the results

to identify those tested skills for which

children need additional instruction and

practice throughout the year. The Treasures

Teaching/Practice Opportunities chart on

pages xii–xiii identifies where instruction

for specific tested skills is provided in the

Treasures reading program.

You can save the Scoring Charts for each

child as you progress through the year.

Compare the results recorded across charts

to see where progress has been made and

determine where a child still may need

additional help.

Scoring the Written Composition

Children’s writing is assessed in five

domains: Focus and Coherence,

Organization, Development of Ideas, Voice,

and Conventions. Teachers should use the

scoring criteria contained in the Writing

Rubrics on pages 128–131 to determine

the overall performance level of the child’s

writing and assign it one of four score

points.

Anchor Papers to help you score the

writing assessments can be found on

pages 132–139. These writing samples

illustrate the kinds of responses children are

likely to write, as well as the most common

kinds of errors found in children’s writing at

this grade level.

Scoring the Benchmark Assessments

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viiGrade 1

Student Name


R eading Test Form A

Reading ObjectivesTotal Number

of ItemsNumber Correct

Total

Objective 1: Basic Understanding 15 /15

Objective 2: Literary Elements 6 /6

Objective 3: Analysis Using Reading Strategies

12 /12

Objective 4: Analysis Using Critical-Thinking

3 /3

/36

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viii Grade 1

Student Name


Revising and Editing Test Form A

Writing ObjectivesTotal Number


Total

Objective 3: Organization 3 /3

Objective 4: Sentence Structure 7 /7

Objective 5: Standard Usage/Word Choice

7 /7

Objective 6: Punctuation, Capitalization, Spelling

7 /7

/24

Written Composition Form A

Writing Objectives Total

Objective 1: Effective Composition

/4Objective 2:

Command of Conventions

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ixGrade 1

Student Name


R eading Test Form B

Reading ObjectivesTotal Number


Total

Objective 1: Basic Understanding 15 /15

Objective 2: Literary Elements 7 /7

Objective 3: Analysis Using Reading Strategies

10 /10

Objective 4: Analysis Using Critical-Thinking

4 /4

/36

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x Grade 1

Student Name


Revising and Editing Test Form B

Writing ObjectivesTotal Number


Total

Objective 3: Organization 3 /3

Objective 4: Sentence Structure 7 /7

Objective 5: Standard Usage/Word Choice

8 /8

Objective 6: Punctuation, Capitalization, Spelling

6 /6

/24

Written Composition Form B

Writing Objectives Total

Objective 1: Effective Composition

/4Objective 2:

Command of Conventions

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xiGrade 1


Teacher’s Edition TFK Magazine TM

Locate Facts and Details: Unit 1: 7A; Unit 2: 57A; Unit 3: 77N-78/79, 117A, 147G, 147X–Z; 85K–93A, 97I, 97T–V, 97Z– BB; Unit 5: 85A

Nouns and Verbs: Unit 2: 11A, 27B, 33B, 35H, 35V, 37G, 41A, 57B, 63B, 65V,67G, 69A, 77B, 81A, 81J, 81X, 83G, 87A, 105B, 109B, 111H, 111V, 113G, 117A, 135B, 135C, Unit 3: 7G, 11A, 29B, 33B, 37G, 41A, 59B, 63B, 65H, 67G, 69A, 77B, 81A, 81J, 81X, 115V, 116L, 151A, Unit 4: 6K, 9C, 29B, 29O, 33B, 35H, 39C, 59B, 59O, 63B, 65H, 66L, 69C,77B, 77P, 85C, 101B, 101O, 107B, 109H,133K; Unit 6: 9C, 35B, 35O, 39B, 41H, 163C

Compound Words: Unit 2: 117F, 141D, Unit 4: 59K, 141A; Unit 5: 160C; Unit 6: 163G, 163U, 167D

Context Clues: Unit 1: 33CC, 33GG, 61GG; Unit 4:14/15, 29K, 133K; Unit 5: 155K, Unit 6: 75K

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

Word Study: Conceptual Categories: Unit 1: 33GG, 61GG, 105A, 105GG, 131GG, 135A, Unit 2: 81II, 111A, Unit 4: 106/107; Unit 5: 85C, 93B, 93P, 97A, 97J

Dictionary Alphabetical Order: Unit 1: 111F, 131D, Unit 2: 77L, 77M; Unit 4: 77O; Unit 6: 93H, 93K, 129H, 163H

Plot: Unit 1: 79A, 79J, 86/87, 90-97, 99, 105G, 105R–T; Unit 2: 83A, 87I, 111G 111R–T, 111X–Z, 41I–57A; Unit 4: 85A–B, 85L–101A, 109G, 109R–T, 109X–Z

Topic: Unit 1: , 111I, 127A, 128/129, 131R, 131S, 131Y; Unit 2: 26, 58/59; Unit 4: 100, 132; Unit 5: 118/119, 155A

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

Main Idea: 11, 41, 61, 71, 81, 91, 141

Treasures Teaching/Practice Opportunities

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xii Grade 1



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

Poetry: 19, 29, 49, 69, 79, 89, 139, 149

Fable: Unit 2: 57A, Unit 4: 7A, 29N, 77R, 133R, Unit 5: 164/165

Character: Unit 1: 7A, 11I–25A, 33G, 33R–T, 33X–Z, 46/47; Unit 2: 100/101; Unit 4: 39A, 39B, 39L–59A,65G, 65R–T, 65X–Z; Unit 6: 35N, 139A, 139B, 139L–163A, 167G, 167R–T, 67X–Z

Sensory Language: Unit 3: 141K, 142/143, 145A, Unit 4: 94/95, Unit 5: 155Y, 156/157, 157A

Sequence: Unit 1: 65I, 68/69, 70/71, 77I, 77T–V, 77Z–BB, 83I–99A; Unit 2: 61R–T, 61X-Z, 113A; Unit 5: 129A–B, 129K–155A, 159G, 159R–T, 159X–Z

Sequence: 1, 3, 111

Text Features: Unit 1: 25K, 26/27, 28/29, 30/31, 53K, 54/55, 56/57, 58/59, 73L, 73M, 99K, 102/103; Unit 2:57J, 60/61, 63A, 105L, 106/107, 108/109, 138/139, 146/147, Unit 3: 29L, 30/31, 32/33, 59L, 77L, 108/109, 110/111, 150/151; Unit 4: 29X, 32/33, 59X, 60/61, 62/63, 77O, 101Y, 104/105, 106/107, 139A, 140/141, Unit 5: 43Y, 46/47, 75X, 76/77, 78/79, 117Y, 122/123, 161A; Unit NIT 6: 38/39, 75X, 76/77, 129X, 130/131, 132/133, 169A, 170/171

Text Features: 2, 10, 22, 32, 39, 42, 52, 59, 62, 82, 99, 102, 109, 112, 119, 129, 142

Directions: Unit 2: 135K, 138/139, 139A, 144/145, Unit 3: 66L, 76/77, 77A, 152/153, Unit 6: 171A

Graphic Features of Text: Unit 6: 35X, 38/39, 39A, 171A

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

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

Author’s Purpose: 31, 51, 101,

Fantasy and Reality: Unit 6: 9A, 9B, 9K-35A, 41G, 41R-T, 41X-Z, 129N

Sequence of events: Unit1: 35A, 39I–51, 53, 61G, 61X–Z, 63A; Unit 2: 117I–135A; Unit 5: 101A–B, 101L–117A, 125G, 125R–T, 125X–Z

Retell: Unit 2: 37A, 37J, 41I–57A, 65G, 117I–135A, 141G, 141R–T, 141X–Z; Unit 3: 7A, 7J, 11I–29A,

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xiiiGrade 1



Confi rm Predictions: Unit 3: 37A, 37J, 41I-59A, 65G, 65R-T, 65X-Z; Unit 4: 9A, 9B, 9L-29A, 35G, 35R-T, 35X-Z; Unit 5:72/73, 92/93, 101L, 114/115, Unit 6: 56/57, 72/73, 101A, 101B, 101F, 101L,104/105, 110/111, 116/117, 118/119, 124/125, 126/127, 129D, 135G, 135R, 135S, 135T, 135U,135Y

Purposes of Media: Unit 1: 137J, Unit 2: 147J; Unit 3: 77L, 77M, 153J; Unit 4: 143I, Unit 5:165J, Unit 6: 93O

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

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xiv Grade 1

Grade 1

Date

Student Name

Reading TestForm A

Reading Sample

DIRECTIONSRead the selection. Then answer the question.

Will It Rain?

Pat has her boots. She has her hat. She thinks it will rain.

But the sun is out.

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

A It is hot.

B It may rain.

C She wants to get wet.


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2 Grade 1

Page 2

Little Gray Kitten

1 L ittle gray kitten, where can you be? 2 I have looked in the house. 3 I have climbed the big tree.

4 Little gray kitten, where can you be? 5 I have lo oked in your bed. 6 Are you hiding from me?

7 Little gray kitten, where can you be? 8 Oh Kitty, there you are! 9 Now, you are safe with me.

DIRECTIONSRead the poem. Then answer the questions.


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3Grade 1 • Reading • Form A

Page 3

Student Name

1 Which words from the poem rhyme?

A be and tree

B house and bed

C kitten and Kitty

2 The speaker first looks for the kitten —

A under the bed

B by the window

C in the house

3 Which word from line 6 is an action word?

A hiding

B from

C me


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4 Grade 1 • Reading • Form A

Page 4

Student Name

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

A They are places the kitten could be.

B They are all colors of kittens.

C They are different kinds of kittens.

5 Which word from the poem comes before lo oked in

the dictionary?

A now

B gray

C safe


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Page 5

Window Box Garden

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

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

DIRECTIONSRead the selection. Then answer the questions.


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Page 6

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

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

3. Add seeds or small plants.

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


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Page 7

Student Name

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

A Add water to wet the dirt.

B Put seeds or plants in the dirt.

C Cover the bottom with stones.

7 Add seeds or small plants after —

A the dirt gets dry

B the dirt is a little wet

C the plants grow

8 What is the topic of this article?

A How to plant a window box garden

B How to grow flowers in your house

C How to keep busy in the summer


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Page 8

Student Name

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

A Plants that do not grow tall

B Plants that do not need water

C Plants that smell nice

10 Which sentence from the article tells you what will happen

to the plants?

A Add seeds or small plants.

B Window boxes are small.

C Then watch them grow!


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Page 9

Sick Day

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

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

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



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Page 10

A fter Nancy’s dad took her home, Nancy climbed into her bed. Her cat, Melba, jumped up beside her.

“My head hurts,” she said sadly. “It feels like a drummer is pounding away on my head. Boom! Boom! Boom!”

Melba looked at Nancy. She rubbed against Nancy’s arm. She seemed to say, “Everything will be all right.”

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


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Page 11

Student Name

11 Look at this chart of events from the story.

What belongs in the empty box?

A Nancy reads her book.

B Nancy’s teacher asks if she is okay.

C Nancy’s dad picks her up from school.

Mr. Brown asks if Nancy feels all right.

Nancy says she wants to go home.

Mr. Brown asks if Nancy feels all right.

Nancy says she wants to go home.


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Page 12

Student Name

12 What is Nancy’s problem in the story?

A She does not feel well.

B Her book is too hard to read.

C She does not want to leave school.

13 Which sentence from the story helps you know that Nancy

will begin to get well?

A Soon it felt like the drum was beating more softly.

B Nancy looked up from reading her book.

C Nancy climbed into her bed.

14 What helps Nancy begin to feel better?

A Having the nurse call her father

B The book she is reading

C Her cat’s soft purring


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Page 13

Student Name

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

A She is crying.

B Her face is red.

C She misses her cat.

16 Which words help you feel how Nancy’s head hurts?

A “Boom! Boom! Boom!”

B “Are you all right, Nancy?”

C “I want to go home,” she said.


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Page 14

F ireflies

I n the summer, look in the yard at night. Do you see lights that go on and off? You are seeing fireflies. Many kids and grown ups like to watch fireflies.

Firefly Fun FactsFOOD: earthworms, snails, slugs, plant

nectar, pollen

AVERAGE LIFE:

2 months

SIZE: up to 1 inch

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



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Page 15

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

with their lights.

Fireflies get nectar and pollen from plants.


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Page 16

Student Name

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

What topic goes in the center oval?

A Size

B Average Life

C Food

SnailsPlant NectarEarthworms SnailsPlant NectarEarthworms


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Page 17

Student Name

18 What helps fireflies make light?

A Cells

B Patterns

C Beetles

19 Look at the chart on page 15.

What size are most fireflies?

A 2 inches

B 1 foot

C 1 inch

20 The author wrote this article to —

A give information about fireflies

B tell a funny story about fireflies

C get the reader to keep fireflies as pets


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Page 18

Student Name

21 Which word from page 16 tells what fireflies do?

A some

B make

C each

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

A earthworms

B fireflies

C different

23 What is this article mainly about?

A Things fireflies do

B Where fireflies live

C Insects in your yard


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Turtle and Rabbit

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

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

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



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Rabbit agreed to race with Turtle. All the other animals came to watch the race.

When the race started, Rabbit ran as fast as he could. Turtle started walking. Turtle was slow, but he never stopped.

Rabbit laughed at Turtle. Rabbit ran and ran. When he could not see Turtle, Rabbit stopped to rest. He was tired. He went to sleep.

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


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Rabbit started walking up the road happily to the finish line. Suddenly, he stopped.

Rabbit rubbed his eyes. “Oh no! Turtle is near the end of the race!” Rabbit jumped up. He ran as fast as he could. But he could not catch Turtle. Turtle won the race.

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


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Student Name

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

A Turtle is slower than Rabbit

B Turtle and Rabbit are talking

C Turtle keeps on walking

25 Rabbit laughs when Turtle says he will race him

because Rabbit —

A is tired and needs a nap

B is afraid that Turtle is too fast

C thinks he is better than Turtle

26 Which sentence from the fable helps you know that Rabbit

might not win the race?

A “I knew I would win the race!”

B “What a nice nap!”

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


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Student Name

27 Why is Rabbit unhappy at the end of the race?

A He thinks Turtle tricked him.

B Turtle is laughing at him.

C He knows he is slower than Turtle.

28 What can you learn from this fable?

A You should keep going during a race.

B You should take a nap during a race.

C You should play a trick to win a race.


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Student Name

29 Which word from the fable is made of two shorter words

that tell when to eat a meal?

A animals

B lunchtime

C finish

30 What does the word s wift mean on page 20?

A Smart

B Strong

C Fast


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Page 25

T he Mountain Man

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

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



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John loved the outdoors. He wanted to learn more about it. So he went on a hike. He hiked across the United States.

John hiked in the woods. He hiked over mountains. One time he even got stuck in a snowstorm! He made a cave to stay safe and warm. He ate crackers, cheese, and beans to stay alive.

J ohn walked acr oss a lot of the country. He hiked one thousand miles!

John Muir loved spending time outdoors.


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Page 27

Later, John hiked in many more places and wrote books about his travels. He told people what he learned about nature. He helped to set up parks to p rotect it.

Today, John Muir has part of a trail in California named after him. This shows that his work was important. It shows that people should remember his lessons.

CA

LI F

OR

NI A

KeyYosemiteNational

ParkPark set up

by John Miur

Ocean


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Page 28

Student Name

31 How far did John Muir walk?

A Over three mountains

B One thousand miles

C Ten meters

32 After John Muir hiked across California, he —

A moved to Wisconsin

B made a cave

C set up parks

33 What happened right before John Muir built a cave?

A He got stuck in a snowstorm.

B He hiked across California.

C He ate crackers and beans.


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Page 29

Student Name

34 The author wrote this biography to —

A name good places for readers to hike

B tell readers about the life of John Muir

C help readers get in shape and stay healthy

35 Look at the map on page 28.

What is the name of a park John Muir set up?

A California

B Yosemite National Park

C U.S.A. Park

36 What does the word pr otect mean on page 28?

A Keep safe

B Hide from

C Sell to


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Page 30

Grade 1

Date

Student Name

Revising andEditingForm A

Revising and Editing Sample

DIRECTIONSThis is a story that Nat wrote. The story has mistakes. Read the story. Then answer the question.

I Am Nat

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

bus to school.

S-1 Which sentence needs a capital letter?

A Sentence 1

B Sentence 2

C Sentence 3


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32 Grade 1

Page 2

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

Dan Had Fun

(1) dan had fun. (2) He play all day. (3) He took a bath.

(4) Now Dan can go bed. (5) His dad will tuck him in?


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33Grade 1 • Revising and Editing • Form A

Page 3

Student Name

1 What is the BEST way to write sentence 1?

A dan had Fun.

B Dan had fun.

C Dan Had Fun.


A He will play all day.

B He playing all day.

C He played all day.


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34 Grade 1 • Revising and Editing • Form A

Page 4

Student Name


A Now Dan can go to bed.

B Now Dan can go for bed.

C Now Dan can go at bed.


A His dad tuck him in will?

B His dad tuck him in?

C Will his dad tuck him in?


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Page 5

DIRECTIONSThis is a story that Jill wrote. The story has mistakes. R ead the story. Then answer the questions.

Mars

(1) Mars is not like Earth? (2) it has two moons. (3) It is

hottest on Mars. (4) I like to swim.


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Page 6

Student Name


A Mars is not like Earth.

B Mars is not like Earth!

C Mars is not like Earth

6 Which sentence needs a capital letter?

A Sentence 1

B Sentence 2

C Sentence 3


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Page 7

Student Name


A It is hot on Mars.

B It is hots on Mars.

C It is more hotter on Mars.

8 Which sentence does not belong in the story?

A Sentence 1

B Sentence 3

C Sentence 4


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Page 8

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

Grandma Saves the Day

(1) My cat is on a tree. (2) “Please help her,” my said.

(3) Grandma can help? (4) Grandma helping my cat get down.


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Page 9

Student Name


A My cat is of a tree.

B My cat is in a tree.

C My cat is at a tree.


A “Please help her,” I said.

B “Please help her,” me said.

C “Please help her,” she said.


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Page 10

Student Name


A Help can Grandma?

B Help Grandma can?

C Can Grandma help?


A Grandma help my cat get down.

B Grandma helps my cat get down.

C Grandma is help my cat get down.


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Page 11

DIRECTIONSThis is a story that Juan wrote. The story has mistakes. R ead the story. Then answer the questions.

Seashells

(1) Seashells are of the beach. (2) It are big and small.

(3) Some animals living in seashells. (4) i like to look

for seashells.


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Page 12

Student Name


A Seashells are under the beach.

B Seashells are in the beach.

C Seashells are on the beach.


A They are big and small.

B Them are big and small.

C He is big and small.


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Page 13

Student Name


A Some animals lives in seashells.

B Some animals live in seashells.

C Some animals is living in seashells.


A Sentence 1

B Sentence 3

C Sentence 4


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Page 14

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

A Real Team

(1) Sam and Jack are friends. (2) Jack likes to cook.

(3) Sam and Jack plays ball. (4) Jack is by the team.

(5) Sam helps the team?


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Page 15

Student Name


A Sam and Jack play ball.

B Sam and Jack playing ball.

C Sam and Jack is play ball.


A Jack is at the team.

B Jack is on the team.

C Jack is of the team.


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Student Name


A Sentence 1

B Sentence 2

C Sentence 4


A Does Sam help the team?

B Sam the team help?

C Does help Sam the team?


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Page 17

DIRECTIONSThis is a story that Maria wrote. The story has mistakes. R ead the story. Then answer the questions.

Grow a Snack

(1) You can grow a best snack. (2) First plant some bean

seeds. (3) Last, water them. (4) wait a short time. (5) Soon

you will have beans to eat?


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Page 18

Student Name


A You can grow a better snack.

B You can grow a good snack.

C You can grow a gooder snack.


A Last water them.

B First water them.

C Then water them.


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Page 19

Student Name


A Sentence 2

B Sentence 4

C Sentence 5


A Soon you will have beans to eat.

B Soon beans you will have to eat.

C Soon you will have beans to eat,


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Page 20

Grade 1

Date

Student Name

Written CompositionForm A

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

R EMEMBER TO—

❏ write about a craft you made

❏ make sure that every sentence you write helps

the reader understand your composition

❏ include enough details to help the reader clearly

understand what you are saying

❏ use correct spelling, capitalization, punctuation,

grammar, and sentences


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52

Page 2

Grade 1 • Written Composition • Form A

Student Name

USE THIS PREWRITING PAGE TO

PLAN YOUR COMPOSITION.

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON

THE LINES ON PAGES 6–7.


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53

Page 3


Student Name






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54

Page 4


Student Name






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55

Page 5


Student Name

Answer Document


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56

Page 6


Student Name

Answer Document


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57

Page 7


Grade 1

Date

Student Name

Reading TestForm B

Reading Sample

DIRECTIONSRead the selection. Then answer the question.

Will It Rain?

Pat has her boots. She has her hat. She thinks it will rain. But

the sun is out.

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

A It is hot.

B It may rain.

C She wants to get wet.


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60 Grade 1

Page 2

DIRECTIONSRead the poem. Then answer the questions.

Spinning

1 When I spin round2 Without a stop 3 And keep my balance 4 Like the top, 5 I find that soon 6 The floor will swim 7 Before my eyes.


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61Grade 1 • Reading • Form B

Page 3

8 And then, like it , 9 I lie all dizzy

10 On the floor 11 Until I feel 12 Like spinning more.


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62 Grade 1 • Reading • Form B

Page 4

Student Name

1 Which words rhyme in the poem?

A floor and more

B stop and soon

C dizzy and eyes

2 The girl lies on the floor because —

A the top is broken

B she wants to swim

C she is dizzy

3 Which word from the poem rhymes with s top in line 2?

A find

B top

C round


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Page 5

Student Name

4 What is the girl doing?

A Jumping

B Spinning

C Swimming

5 What does the word i t mean in line 8 of the poem?

A The floor

B The girl

C The top


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Page 6

Fire Trucks

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

Getting to the Fire

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

Truck leaving Fire Station Number 7 on Oak Street.



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Page 7

Tools to Fight FiresThe truck holds many important tools. It carries a

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


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Page 8

Student Name

6 Look at the chart below.

Which main idea belongs in the bottom box?

A Clothes keep people safe in fires.

B A fire truck helps people fight fires.

C You should learn to escape a fire.

Helps people get to fires

Holds tools to put the fire out

Holds tools to keep people safe

Helps people get to fires

Holds tools to put the fire out

Holds tools to keep people safe


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Page 9

Student Name

7 The author wrote this article to —

A tell a scary story about a fire

B teach readers about fire trucks

C explain how to drive a fire truck

8 Why does a fire truck have fans?

A To blow the smoke away

B To keep people cool and dry

C To help people reach high places

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

A trucks

B tools

C games


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Page 10

Student Name

10 Look at the picture on page 7.

What street is the fire station on?

A Fire Street

B Station Street

C Oak Street

11 What is the topic of this article?

A Ladders

B Fire trucks

C Air tanks


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Page 11

Home Sweet Home for Tigers

Most tigers live in the wild.

They are mostly found in Asia.

Their habitat, or home, can be

grassland or swamp. There has

to be a lot of water close by.

Tiger Facts

Tigers can grow to be as long as 13 feet.

The largest tigers can weigh over 600 pounds!

Dinnertime for Tigers

Tigers find everything that they need to

survive right where they live.

Tiger Toys

Tiger products for sale! You will be happy or

your money back!

SEARCH

Tiger

DIRECTIONSRead the Web page. Then answer the questions.


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Page 12

Student Name

12 How does the Home Sweet Home for Tigers link on the

Web page try to get your attention?

A The sound of tigers roaring

B Bright colors and lights

C A picture of a real tiger

13 The author of the Tiger Toys link most likely created it to —

A make people want to buy tiger toys

B teach people to care for tigers

C give facts about tigers


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Page 13

14 Which link would be the best to use to find out what kind of

food tigers eat?

A Tiger Toys

B Tiger Facts

C Dinnertime for Tigers

15 About how long can a tiger grow?

A 600 pounds

B 2 inches

C 13 feet

Student Name


Page 14

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16 What does the word product s under the Tiger Toys

link mean?

A Things people can buy

B Food tigers like to eat

C Places tigers hide

17 Which word from the Web page is a compound word that

means “a place with tall grass”?

A largest

B habitat

C grassland

Student Name


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Rosie the Cowgirl

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

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



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


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Student Name

18 Look at the chart.

Which event belongs in the middle box?

A The cows got loose.

B It was time for lunch.

C The bell rang.

Rosie jumped off her horse.

Rosie got back on her horse.

Rosie jumped off her horse.

Rosie got back on her horse.


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Page 18

Student Name

19 On page 16, which sentence shows that Rosie made

the cows return?

A Rosie jumped off her horse.

B The cows turned back to the barn.

C She rode toward the cows.

20 Rosie shows that she is —

A lazy

B responsible

C cheerful

21 Why doesn’t Rosie stop for lunch?

A She is not very hungry.

B She does not want to eat the stew.

C She has to turn the cows back to the barn.


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Page 19

22 Which words from the story help the reader almost taste

the stew?

A salty beef, soft potatoes

B bell rang, time for lunch

C so hungry, sat down

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

A didn’t give up

B rode a horse

C ate all her stew

24 What is Rosie’s problem in the story?

A Her mouth watered.

B The bell rang.

C The cows were loose.

Student Name


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Page 20

Sally Ride

Sally Ride was the first American woman in space. First Sally had to go to a special school. Sally learned a lot about space. She studied math and science. She exercised to stay strong and healthy. She was ready to go. But she had to wait.

In 1983, Sally got her chance. She got to go to space. She went with four people. Sally was the only woman to go.

Sally studied hard to learn about space.



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

Sally Ride spent six days in space in 1983.


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25 Before Sally went to space, she —

A was there for six days

B went to a special school

C went with four people

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

A It tells about a real person.

B It has a title and an illustration.

C It is fun to read.

27 Which sentence from the article tells how people felt when

Sally went to space?

A In 1983, Sally got her chance.

B Sally learned a lot about space.

C People very were proud of her.

Student Name


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28 How did Sally stay strong and healthy?

A She studied.

B She exercised.

C Her life changed.

29 Which word from the article comes before s he

in the dictionary?

A school

B special

C strong

Student Name


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Page 24

Bike Tips

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

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

Apple Street

STORE

SCHOOL

Elm

Str

eet

Park

Was

hing

to

n Street



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Page 25

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

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


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3. It can be hard for drivers to see you when you are on your bike. A safe rider will stop at all red lights and stop signs. When you get to a bu sy street, look both ways before you cross. Wait until you see that it is safe. Then walk your bike across the street.

4. Riding with friends can be a lot of fun. To stay safe, never carry someone on your bike. Always go the same way the cars go.

F ollow ing these rules will keep you safe. Have fun riding your bike!

Always ride in one line with friends.


Page 27

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Student Name

30 Look at the map on page 25.

Apple Street is where you can find the —

A park

B school

C store


What goes on the front of your bike?

A Helmet

B Horn

C Reflectors

32 You can ride your bike to the —

A park

B light

C reflectors


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Page 28

Student Name

33 What should you do before you leave?

A Ride to the school

B Put your bike away

C Tell where you are going

34 What does the word bu sy mean on page 27?

A Full of activity

B Has a lot of color

C Very dirty


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Page 29

Student Name


How do you ride with friends?

A In the street

B Very fast

C In one line

36 Which word from the article names an action?

A fun

B street

C walk


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Page 30

Grade 1

Date

Student Name

Revising andEditingForm B

Revising and Editing Sample

DIRECTIONSThis is a story that Nat wrote. The story has mistakes. Read the story. Then answer the question.

I Am Nat

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

bus to school.

S-1 Which sentence needs a capital letter?

A Sentence 1

B Sentence 2

C Sentence 3


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90 Grade 1

Page 2

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

Ben Has a Plan

(1) Ben and sally want a new ball. (2) They has a plan.

(3) They can sell drink. (4) First they can get a new ball.


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91Grade 1 • Revising and Editing • Form B

Page 3

Student Name


A ben and sally want a new ball.

B Ben and Sally want a new ball.

C ben and Sally want a new ball.


A They have a plan.

B They are having a plan.

C They will have a plan.


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92 Grade 1 • Revising and Editing • Form B

Page 4

Student Name


A They can sell Drink.

B They can sell a drinks.

C They can sell drinks.


A Then they can get a new ball.

B Before they can get a new ball.

C They can first get a new ball.


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Page 5

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

Don and the Doghouse

(1) Don has a bigger dog. (2) Him dog needs a nap.

(3) A duck is on the way. (4) “Go away,” said Don.

(5) The dog take a nap.


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Page 6

Student Name


A Don has a bigger dogs.

B Don has a big dog.

C Don has a biggest dog.


A His dog needs a nap.

B He dog needs a nap.

C Her dog needs a nap.


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Page 7


A A duck is at the way.

B A duck is of the way.

C A duck is in the way.


A The dog taking a nap.

B The dog can take a nap.

C The dog does take a nap.

Student Name


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DIRECTIONST his is a story that Sasha wrote. The story has mistakes. Read the story. Then answer the questions.

My Cat

(1) Puff is me cat. (2) She is black and white. (3) puff likes

to play. (4) I like to play tag. (5) Puff is a good cat?


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Student Name


A Puff is my cat.

B Puff is mine cat.

C Puff is I cat.


A Sentence 1

B Sentence 3

C Sentence 4


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Student Name


A Sentence 2

B Sentence 3

C Sentence 4


A Puff is a good cat

B Puff is a good cat.

C Puff is a good cat,


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DIRECTIONSThis is a story that Beth wrote. The story has mistakes. R ead the story. Then answer the questions.

A Family Trip

(1) We went to a trip. (2) First we got into our car. (3) We

drove for a long time. (4) Then we got to my grandmother’s

house (5) she was glad to see us.


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Student Name


A We went on a trip.

B We went of a trip.

C We went by a trip.


A Last we drove for a long time.

B We drove for a long time then.

C Next we drove for a long time.


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A Then we got to my grandmother’s house?

B Then we got to my grandmother’s house.

C Then to my grandmother’s house we got!


A Sentence 2

B Sentence 4

C Sentence 5

Student Name


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

Starfish

(1) Starfish have five arm. (2) They looks like stars.

(3) I like to look at stars in the sky. (4) Starfish live in

the ocean? (5) Yes, they do!


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Student Name


A Starfish have five arms.

B Starfish have fives arm.

C Starfishs have five arm.


A They looked like stars.

B They looking like stars.

C They look like stars.


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Student Name


A Do starfish live in the ocean?

B Starfish do live in the ocean?

C Starfish do in the ocean live?


A Sentence 1

B Sentence 3

C Sentence 5


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DIRECTIONSThis is a story that Donna wrote. The story has mistakes. R ead the story. Then answer the questions.

Snowy Days

(1) I love when it snows? (2) First I put on my coat.

(3) My mom helps with my boots. (4) Then she help me

put on my hat. (5) You like to play in the snow?


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Student Name


A I love when it snows,

B I love when it snows

C I love when it snows!


A Next my mom helps with my boots.

B But my mom helps with my boots.

C First my mom helps with my boots.


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Student Name


A Then she was help me put on my hat.

B Then she helps me put on my hat.

C Then she helping me put on my hat.


A You do like to play in the snow?

B Like to play in the snow, do you?

C Do you like to play in the snow?


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Grade 1

Date

Student Name

Written CompositionForm B

Write a composition about your favorite toy.

REMEMBER TO—

❏ write about your favorite toy

❏ make sure that every sentence you write helps

the reader understand your composition

❏ include enough details to help the reader clearly

understand what you are saying

❏ use correct spelling, capitalization, punctuation,

grammar, and sentences


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110 Grade 1 • Written Composition • Form B

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111Grade 1 • Written Composition • Form B

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Answer Document


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Answer Document


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Student Name

STUDENT ANSWER SHEETSTUDENT ANSWER SHEET

READING

S-1 a b c

1 a b c 13 a b c 25 a b c 2 a b c 14 a b c 26 a b c 3 a b c 15 a b c 27 a b c 4 a b c 16 a b c 28 a b c 5 a b c 17 a b c 29 a b c 6 a b c 18 a b c 30 a b c 7 a b c 19 a b c 31 a b c 8 a b c 20 a b c 32 a b c 9 a b c 21 a b c 33 a b c 10 a b c 22 a b c 34 a b c 11 a b c 23 a b c 35 a b c 12 a b c 24 a b c 36 a b c


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117Grade 1Grade 1

Student Name

STUDENT ANSWER SHEET

REVISING AND EDITING

S-1 a b c

1 a b c 9 a b c 17 a b c 2 a b c 10 a b c 18 a b c 3 a b c 11 a b c 19 a b c 4 a b c 12 a b c 20 a b c 5 a b c 13 a b c 21 a b c 6 a b c 14 a b c 22 a b c 7 a b c 15 a b c 23 a b c 8 a b c 16 a b c 24 a b c


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119Grade 1

F orm A Answer Key: Reading

Question Answer Content Focus

1 A Rhyme

2 C Retell

3 A Verbs

4 A Classify and Categorize

5 B Alphabetical Order

6 C Follow Directions

7 B Follow Directions

8 A Topic

9 A Details

10 C Confirm Predictions

11 C Retell

12 A Problem and Solution

13 A Confirm Predictions

14 C Problem and Solution

15 B Character

16 A Sensory Language

17 C Text Features: Charts

18 A Details


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120 Grade 1


19 C Text Features: Charts

20 A Author’s Purpose

21 B Verbs

22 B Compound Words

23 A Main Idea

24 B Fantasy or Reality

25 C Character


27 A Character

28 A Fables

29 B Compound Words

30 C Words in Context

31 B Details

32 C Sequence

33 A Sequence

34 B Author’s Purpose

35 B Map features

36 A Words in Context


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121Grade 1

Form A Answer Key: Revising and Editing



1 B Capitalize names

2 C Verbs

3 A Revise: Addition

4 CQuestions:

Subject/verb

5 A Punctuation

6 B Capitalize sentences

7 A Adjectives: Descriptive

8 C Revise: Deletion

9 B Prepositional phrases

10 A Pronouns

11 CQuestions:

Subject/verb

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122 Grade 1



12 B Verbs

13 C Prepositional phrases

14 A Pronouns

15 B Verbs

16 C Capitalize pronoun I

17 A Verbs

18 B Prepositional phrases

19 B Revise: Deletion

20 AQuestions:

Subject/verb

21 B Adjectives: Descriptive

22 C Time-order transitions


24 A Punctuation

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123Grade 1

Form B Answer Key: Reading



1 A Rhyme

2 C Character

3 B Rhyme

4 B Details

5 C Context Clues

6 B Main Idea

7 B Author’s Purpose

8 A Details

9 B Classify and Categorize

10 CText Features: Illustrations

11 B Topic

12 C Media Techniques

13 A Purpose of Media

14 CText Features:

Headings

15 C Details


17 C Compound Words

18 A Retell

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124 Grade 1



19 B Confirm Predictions

20 B Character

21 C Character

22 A Sensory Language

23 A Character

24 C Problem and Solution

25 B Sequence

26 A Fantasy and Reality


28 B Details

29 A Alphabetical Order

30 C Map Features

31 B Text Features: Diagram

32 A Details

33 C Follow Directions


35 CText Features:

Illustraions

36 C Verbs

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125Grade 1

F orm B Answer Key: Revising and Editing



1 B Capitalize names

2 A Verbs

3 C Nouns

4 A Time-order transitions

5 B Adjectives: Descriptive

6 A Pronouns

7 C Prepositional phrases

8 B Revise: Addition

9 A Pronouns


11 C Revise: Deletion

12 B Punctuation

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126 Grade 1



13 A Prepositional phrases

14 C Time-order transitions

15 B Punctuation

16 C Capitalize sentences

17 A Nouns

18 C Verbs

19 AQuestions:

Subject/verb

20 B Revise: Deletion

21 C Punctuation

22 A Time-order transitions

23 B Verbs

24 CQuestions:

Subject/verb

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127Grade 1

WRITING RUBRICS

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

Focus and Coherence● Individual paragraphs and/or the entire composition are not focused. The writer may shift

abruptly from idea to idea, making it difficult for the reader to understand how the ideas in

the composition are related.

● The entire composition has little sense of completeness. The introduction and

conclusion, if present, may be perfunctory.

● A large amount of writing may be unrelated and may not contribute to the development

or quality of the entire composition. At times, the composition may be only weakly

connected to the prompt.

Organization

● The writer’s progression of thought between sentences and/or paragraphs is not logical.

Occasionally weak progression results from a lack of transitions or from the use of

transitions that do not make sense. At other times, the progression of thought is not

evident, even if appropriate transitions are present.

● An organizational strategy is not evident. The writer may present ideas randomly, making

the composition difficult to follow.

● Wordiness and/or repetition may inhibit the progression of ideas.

Development of Ideas

● The writer presents one or more ideas but provides little development of those ideas.

● The writer presents one or more ideas and makes an attempt to develop them. However,

the development is general or vague, making it difficult for the reader to understand the

writer’s ideas.

● The writer presents only a plot summary of a published piece of writing, movie, or

television show.

● The writer leaves out important information, which creates gaps between ideas. These

gaps inhibit the reader’s understanding of the ideas.

Voice

● The writer does not use language that engages the reader and therefore fails to establish

a connection.

● There may be no evidence of the writer’s individual voice. The composition does not sound

authentic or original. The writer does not express his/her individuality or unique perspective.

Conventions

● There is little evidence in the composition that the writer can correctly apply the

English language conventions. Severe and/or frequent errors in spelling, capitalization,

punctuation, grammar, usage, and sentence structure may cause the writing to be

difficult to read. These errors weaken the composition by causing a lack of fluency.

● The writer may misuse or omit words and phrases, and may frequently include awkward

sentences. These weaknesses inhibit the effective communication of ideas.


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

Focus and Coherence

● Individual paragraphs and/or the entire composition are somewhat focused. The writer

may shift quickly from idea to idea, but the reader can easily understand how the ideas in

the composition are related.

● The entire composition has some sense of completeness. The writer includes an

introduction and conclusion, but they may be superficial.

● Some of the writing may be unrelated and may not contribute to the development or

quality of the entire composition.

Organization

● The writer’s progression of thought between sentences and/or paragraphs may not

always be smooth or logical. Occasionally, the writer should strengthen the progression

by including more meaningful transitions; at other times the writer needs to establish

stronger links between ideas.

● The organizational strategies the writer chooses do not allow the writer to present

ideas effectively.

● Some wordiness and/or repetition may be present, but these weaknesses do not

completely inhibit the progression of ideas.


● The writer attempts to develop the composition by listing or briefly explaining the ideas.

The development remains superficial, preventing the reader’s full understanding of the

writer’s ideas.

● The writer presents one or more ideas and attempts to develop them. There is little evidence

of depth of thinking. The development may be mostly general, inconsistent, or contrived.

● The writer may leave out small pieces of information that create minor gaps between

ideas. These gaps do not inhibit the reader’s understanding of the ideas.

Voice

● There may be moments when the writer uses language that engages the reader, but the

writer fails to sustain the connection.

● Individual paragraphs or sections of the composition sound authentic or original, but the

writer does not generally express his/her individuality or unique perspective.

Conventions

● Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure

throughout the composition may indicate a limited control of English language

conventions. These errors may not cause the writing to be unclear, however they may

weaken the overall fluency of the composition.

● The writer may employ simple or inaccurate words and phrases, and may write

some awkward sentences. These weaknesses inhibit the overall effectiveness of the

communication of ideas.


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

Focus and Coherence

● Individual paragraphs and the composition are, for the most part, focused. The writer

generally shows the distinct relationship between ideas, rarely making sudden shifts from

one idea to the next.

● The composition has a sense of completeness. The introduction and conclusion add

depth to the composition.

● Most of the writing contributes to the development or quality of the entire composition.

Organization

● The writer’s progression of thought between sentences and/or paragraphs is, for the

most part, smooth and controlled. Usually, transitions are meaningful, and the links

between ideas are logical.

● The organizational strategies the writer chooses are usually effective.

● Wordiness and repetition, if present, are minor problems that do not inhibit the

progression of ideas.


● The writer attempts to develop all the ideas in the composition. Some ideas may be

developed more thoroughly and specifically than others, but the development reflects

some depth of thought, allowing the reader to generally understand and appreciate the

writer’s ideas.

● The writer’s presentation of some ideas may be thoughtful. Little evidence exists that the

writer has been willing to take compositional risks when developing the topic.

Voice

● The writer uses language that engages the reader and sustains that connection

throughout most of the composition.

● In general, the composition sounds authentic and original. The writer usually expresses

his/her individuality or unique perspective.

Conventions

● There is evidence that the writer generally demonstrates a good command of spelling,

capitalization, punctuation, grammar, usage, and sentence structure. Although there may

be minor errors, they create few disruptions in the fluency of the composition.

● The words, phrases, and sentence structures the writer employs are generally

appropriate and contribute to the overall effectiveness of the communication of ideas.


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130 Grade 1

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

Focus and Coherence

● Individual paragraphs and the entire composition are focused. This sustained focus

allows the reader to understand how the ideas included in the composition are related.

● The entire composition has a sense of completeness. The introduction and conclusion

add meaningful depth to the composition.

● Most, if not all, of the writing contributes to the development or quality of the

entire composition.

Organization

● The writer’s progression of thought between sentences and/or paragraphs is smooth and

controlled. The writer’s use of meaningful transitions and the logical movement from idea

to idea strengthen this progression.

● The organizational strategies the writer chooses allow the writer to present ideas clearly

and effectively.


● The writer’s thorough and specific development of each idea creates depth of thought in

the composition, allowing the reader to fully understand and appreciate the writer’s ideas.

● The writer’s presentation of ideas is thoughtful or insightful. The writer may approach

the topic from an unusual perspective, use his/her unique experiences or view of the

world as a basis for writing, or make interesting connections between ideas. In all

these cases, the writer’s willingness to take compositional risks improves the quality of

the composition.

Voice

● The writer uses language that engages the reader and sustains this connection

throughout the composition.

● The composition sounds authentic and original. The writer expresses his/her individuality

or unique perspective.

Conventions

● The strength of the conventions contributes to the effectiveness of the composition.

The writer demonstrates a consistent command of spelling, capitalization, punctuation,

grammar, usage, and sentence structure. When the writer communicates complex

ideas through advanced forms of expression, he/she may make minor errors as a result

of these compositional risks. These types of errors do not take away from the overall

fluency of the composition.

● The words, phrases, and sentence structures the writer uses enhance the effectiveness

of the communication of ideas.


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131Grade 1

Form AScore Point 1

Picter

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

Focus and Coherence—Gives little information about the topic.

Organization—Minimal sense of organization and no transitions between thoughts.

Development of Ideas—Provides little or no development of ideas.

Voice—Does not express a personal voice.

Conventions—Frequent errors in grammar, spelling, mechanics, and usage.

Anchor Papers: Student Writing Samples


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132 Grade 1

Score Point 2

My clay model

I made a craft out of clay. It was a model of a airplane. It

looked like the plane I flyed wen I went on a trip. The trip was

to florda.

Focus and Coherence—Gives information about a craft but strays from the topic.

Organization—Some attempt at organization; no transitions.

Development of Ideas—Attempts to develop ideas with generic supporting details; presents

ideas in a basically logical order.

Voice—Has difficulty expressing an inviting, unique tone.

Conventions—Errors in spelling do not interfere with understanding; sentences are

somewhat awkward.


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Score Point 3

Happy Birthday Card!

I made a great craft. For my moms birthday I made her a card.

I used blue paper. Blue is her favrit color. I put glitter on it and

write HAPPY BIRTHDAY. She liked it lots. I’m glad I made it.

Focus and Coherence—Gives information about a central topic and the focus is consistent.

Organization—Includes a topic sentence and demonstrates a logical organization pattern.

Development of Ideas—Presents a main idea and supports it with details (“blue paper,” “I put

glitter on it and write HAPPY BIRTHDAY.”);

Voice—Uses a personal voice that generally expresses an inviting, unique tone.

Conventions—Spelling, capitalization, punctuation, and usage are mostly correct; sentences

lead naturally to those that follow.


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Score Point 4

Pretty Necklaces

I like to make necklaces. I use beads of different colors. I start

with a peace of string and put the beads on it. I put the beads on

in a pattern. I have to be carefull not to let the beads fall off so

I put tape on one end of the string. It can take a long time but

when I finish I have a pretty necklace!

Focus and Coherence—Gives interesting and detailed information about the topic; the focus of

the composition is clear.

Organization—Presents a main idea that is logically developed by supporting details.

Development of Ideas—Thoroughly develops main idea; uses precise words (“in a pattern,”

“tape on one end of the string”).

Voice—Uses a personal voice that expresses an inviting, unique tone.

Conventionsy—Writing is almost entirely free of mechanical, grammatical, and spelling errors;

sentences flow from one to the other.


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135Grade 1

Form BScore Point 1

Toys

I lik to play toys. I go to my frends i lik to play with a yo yo.

It is fun.

Focus and Coherence—Gives little specific information and strays from the topic.

Organization—Little evidence of an organizational pattern.

Development of Ideas—Provides little development of ideas; does not use transitions or

supporting details.

Voice—Does not express a personal voice.

Conventions—Frequent errors in grammar, spelling, mechanics, and usage; sentences are

choppy and unvaried.


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136 Grade 1

Score Point 2

Basketball

I like to playe with mi basketball. I am really good at makking

baskets Sometimes I can even win my big brother. he is ten. He

likes baseball to.

Focus and Coherence—Gives basic information about the topic but focus strays.

Organization—Some evidence of an attempt at organization.

Development of Ideas—Attempts to develop ideas (“good at makking baskets,” “Sometimes

I can even win my big brother.”) but offers few specific details.

Voice—Has difficulty expressing an inviting, unique tone.

Conventions—Mistakes may interfere with the reader’s understanding of the writing; sentences

flow in a somewhat fluid manner.


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Score Point 3

Greatest Doll

My best toy is my doll. She can drink water. She can also

blink her eyes. There is a computer inside her so when you put

her down or don’t feed her she starts to cry. I play with her all

the time.

Focus and Coherence—Gives detailed information about a central topic.

Organization—Includes a topic sentence (“My best toy is my doll.”) and supports it with

specific details in a logical order.

Development of Ideas—Develops ideas logically; chooses precise words to suit the purpose.

Voice—Uses a personal voice that generally expresses an inviting, unique tone.

Conventions—Spelling, capitalization, punctuation, and usage are mostly correct; sentences

lead naturally to those that follow.


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138 Grade 1

Score Point 4

Video Game

My favorite toy is my video game. I play it everyday. My high

score is over 10,000. You can choose the color hair and eyes and

skin you have. Your job is to save the gold from the monster.

You can have special powers like flying and freezing time. My

favorite part is making it to a new level. I didn’t win yet, but I

know I will soon.

Focus and Coherence—Gives interesting and detailed information about the topic.

Organization—Presents a main idea that is supported by clear, factual details, which are

presented in a logical order.

Development of Ideas—Thoroughly develops ideas, uses precise descriptive language

(“special powers like flying and freezing time”).

Voice—Uses a personal voice that adds an inviting, unique tone to the writing.

Conventions—Almost entirely free of mechanical, grammatical, and spelling errors; sentences

are varied and flow from one to the other.


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139Grade 1

Teacher Notes

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140 Grade 1 Benchmark Assessment

Teacher Notes

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141Grade 1Benchmark Assessment

Teacher Notes

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Teacher Notes

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Teacher Notes

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Teacher Notes

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Reading Assessment Gr.1

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