Reading Weekly Assessment Answer Sheet Gr. 1

GRADE 1

Teacher’s Manual

StudentWeekly

Assessment

A

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

Two Penn Plaza, New York, New York 10121.

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

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

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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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Weekly Assessment Teacher Manual

Contents

Introduction to the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T4

Administering the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5

Scoring the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6

Introduction and How to Use the Weekly Assessment . . . . . . . . . . . . . . . . . . T7

Administering the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T8

Scoring the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Short-Answer Reading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10

Answer Sheets

Selection Test Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11Weekly Assessment Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13

Answer Keys

Selection Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T15Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T27

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T3Grade 1


Introduction to the Selection Tests

The Selection Tests are designed to assess

your children’s comprehension of the

core selections in the Treasures reading

program. The test questions use formats

your children will encounter on

your state test.

The Selection Tests may test skills that

are not evaluated on your state test but

that are important skills in the Treasures

program.

Each Selection Test includes questions that

cover the following areas:

■ Reading Comprehension (Units 1-6)

■ Grammar, Mechanics and Usage

(Units 4-6)

■ Vocabulary Skills (Units 4–6)

The results of the tests can be used to

monitor children’s progress in applying the

comprehension and vocabulary strategies

taught during the week.

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T4 Grade 1


Administering the Selection Tests

Grade 1 Selection Tests are structured

as follows:

Units 1–3 five multiple-choice questions

Unit 4 four multiple-choice questions,

one short answer question

Units 5–6 nine multiple-choice questions,

one short answer question

The format of the test will be the same for

each week in the unit. You may want to

explain the test to students the first few

times you administer it.

■ For the multiple-choice questions,

children should mark the oval next to

the best answer. Remind children to fill

in the oval completely.

■ For the short-answer questions, children

should write their answers on the lines

provided on the page.

■ Answer sheets for Units 5–6 have been

provided on page T11–T12, if you

choose to use them.

■ You may read the questions and answer

choices out loud as you feel necessary to

help the children. For Units 1–3 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.

A Sample Reading Question is included on

page vii of the Student Weekly Assessment

book to familiarize children with the format

of the test questions. It may be used before

the first Selection Test; you may choose to

review the sample with the children again

before each test. Have children follow along

as you read these pages aloud and answer

any questions.

General Procedures

Before the test: Distribute copies of the

Selection Test and Answer Sheet, if you

choose to use one.

Directions: Say: Write your name at the top

of each page. (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 have finished, say: Look at the

directions at the top of the page. Follow along

as I read them aloud. Choose the best answer

to each question.

Look at question number 1. [Read question.] A.

[Read answer choice.] B. [Read answer

choice.] C. [Read answer choice.] Is it A, B,

or C? [Pause. Repeat question.] Mark the oval

next to the answer you choose. Make your

marks dark and neat. [Allow children time to

fill in their answers.]

Repeat for each question. For the short-

answer question, say: You will write your

answer on the lines below. When children

have finished the last question, say: Put your

pencils down and look at me.

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 children answer questions.

After the test: Before collecting the papers,

make sure that children have written their

names at the top of their test or at the top of

the Answer Sheet.

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T5Grade 1


Scoring the Selection Tests

Selection Test Answer Keys

The Answer Keys to score the tests can be

found on pages T15–T26. Multiple-choice

questions are worth one point each. Short-

answer questions are worth three points

each. Use the Short-Answer Reading

Rubric on page T10 to help score these

test items.

Evaluating the Scores

Evaluating the results of this assessment

provides specific information about

children’s comprehension of the core

Treasures reading selections. 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.

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T6 Grade 1


Introduction to the Weekly Assessment

The Weekly Assessment is designed to

assess your children’s mastery of the skills

taught in each week of the Treasures reading

program. The test questions use formats

your children will encounter on your state

test.

The Weekly Assessment may test skills

that are not evaluated on your state test

but that are important skills in the Texas

Treasures program.

The Weekly Assessments include questions

that cover the following areas:

■ Reading Comprehension

■ Sructural Analysis

■ High-Frequency Words

■ Phonemic Awareness

■ Phonics

■ Grammar, Mechanics and Usage

■ Vocabulary Skills (Units 4–6)

Purpose of the Weekly Assessment

Each week, there will be a new passage for

children to read. The passage will be either a

fiction or an expository passage, depending

on the genre of the core selection for the

week. It will be followed by 12 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.

How to Use the Weekly Assessment

The Weekly Assessment is given at the end

of each week, after the fifth day of instruction.

The assessment includes a fiction or a

nonfiction passage and questions focusing on

the main skills taught throughout the week.

Sample Reading and Sample Revising

and Editing Questions are included on

pages vii–viii of the Student Weekly

Assessment book to familiarize children with

the test. They may be used before the first

Weekly Assessment; you may choose

to review them with the children again

before each test. Have children follow along

as you read these pages aloud and answer

any questions.

Using the Results to Inform Instruction

Use the results of the Student Weekly

Assessment as a formative assessment tool

to help monitor each child’s progress.

Information gathered by evaluating the

results of this assessment also can be used

to diagnose specific strengths and

weaknesses of your children. If you use

Weekly Assessment scores to help

determine report card grades, then you can

consider the tests to be summative

assessments as well.

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T7Grade 1


Administering the Weekly Assessment

In Units 1–3, the Weekly Assessments

consist of 12 multiple-choice questions. In

Units 4–6, tests contain 11 multiple-choice

questions, and one short-answer question.

The format and length of the test is the

same for each week in the unit. You may

want to explain each section of the test to

children when you administer it.

■ For the multiple-choice questions,

children should mark the oval next to

the answer they choose. Remind

children to fill in the oval completely.

■ For the short-answer questions, children

should write their answers on the lines

provided.

■ Answer sheets for units 4–6 have been

provided on page T13–T14, if you

choose to use them.

■ You may read the questions and answer

choices out loud as you feel necessary to

help the children. For Units 1–3 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.

General Procedures

Before the test: Distribute copies of the

Weekly Assessment and Answer Sheet, if

you choose to use one.

Directions: Say: Write your name and the

date at the top of the 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 have finished, say:

Look at the directions at the top of the page.

Follow along as I read aloud [read passage

title], then answer each question.”

Allow time for children to read the passage,

or if necessary, read the passage aloud.

If reading the test aloud to students, say:

Look at question number 1. [Read question.] A.

[Read answer choice.] B. [Read answer

choice.] C. [Read answer choice.] Is it A, B,

or C? [Pause. Repeat question.] Fill in the oval

next to the answer you think is best. [Allow

children time to fill in their answers.]

Repeat for each question. For the short-

answer question, say: You will write your

answer on the lines below the question. When

children have finished the last question, say:

Put your pencils down and look at me.

Directions for the Phonemic Awareness

section are located on the cover of each test.

During the test: Monitor children’s test-

taking behavior to ensure they are following

directions and writing responses. Answer

questions about procedures and materials,

but do not help children answer questions.

After the test: Before collecting the papers,

make sure that children have written their

names on the cover of the test booklet.

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T8 Grade 1


Scoring the Weekly Assessment

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 the point value for the questions

answered correctly for each skill. Add

the total number of points for correct

responses and write the number for

each subtest next to the total

possible score.

■ Add the scores for each skill (point value

of the items answered correctly) to

determine the total test score.

■ To convert these raw test scores to

percentages, divide the number of

correct responses by the total number

of points possible.

Weekly AssessmentAnswer Keys

The Answer Key to score the tests can be

found on pages T27–T42.

Short Answer Reading Rubric

The short-answer questions are worth three

points each, and the scoring rubric may be

found on page T10. Sample answers are

provided in the answer key for each test.

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 this assessment

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.

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T9Grade 1

Short-Answer Reading Rubric

Use the rubric below to score the short-answer items in the tests.

Score Description

3 An exemplary response gives an interesting and detailed response strongly supported by text evidence.

2 A sufficient response gives a clear and reasonable response supported by text evidence.

1 A partially sufficient response gives a reasonable but vague response weakly connected to text evidence.

0 An insufficient response does not respond to the question.

Evidence may be specific words from the story or a retelling.


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T10 Grade 1

STUDENT ANSWER SHEET

Student Name

SELECTION TEST

S-1 a b c

1 a b c2 a b c3 a b c4 a b c5 a b c6 a b c7 a b c8 a b c9 a b c

10 Write answer


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T11Grade 1


Student Name

10


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T12 Grade 1


Student Name

WEEKLY ASSESSMENT

S-1 a b c S-2 a b c

1 a b c 5 a b c 9 a b c 2 a b c 6 Write answer 10 a b c 3 a b c 7 a b c 11 a b c 4 a b c 8 a b c 12 a b c


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T13Grade 1


Student Name

6


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T14 Grade 1

Selection Tests Answer Key


Sample Question

Question Answer Content Focus

S-1 B Plot

UNIT 1, Week 1: “Pam and Sam”


1 B Character and Setting


3 A Character and Setting


5 C Character and Setting

UNIT 1, Week 2: “I Can, Too!”


1 C Sequence of Events

2 A Sequence of Events

3 B Sequence of Events



UNIT 1, Week 3: “How You Grew”







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T15Grade 1


UNIT 1, Week 4: “Flip”


1 C Plot

2 B Plot


4 A Plot


UNIT 1, Week 5: “Soccer”




3 A Plot

4 C Plot

5 C Author’s Purpose

UNIT 2, Week 1: “Animal Moms and Dads”


1 B Main Idea/Details

2 C Main Idea/Details

3 A Main Idea/Details



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T16 Grade 1


UNIT 2, Week 2: “Little Red Hen”


1 C Retell

2 A Plot

3 B Plot

4 C Retell

5 B Retell

UNIT 2, Week 3: “On the Map”







UNIT 2, Week 4: “The Pigs, the Wolf, and the Mud”


1 B Plot


3 C Plot

4 A Plot

5 B Plot

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T17Grade 1


UNIT 2, Week 5: “Beth and the Band”


1 B Retell

2 C Plot

3 A Retell

4 B Character

5 A Retell

UNIT 3, Week 1: “On My Way to School”


1 C Retell


3 C Retell

4 A Retell


UNIT 3, Week 2: “Smile, Mike!”


1 C Plot

2 A Character

3 C Retell

4 B Retell

5 A Make Predictions

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T18 Grade 1


UNIT 3, Week 3: “Masks! Masks! Masks!”

Question Answer Content Focus ELAR TEKS

1 B Main Idea/Details 1.14 (A)

2 C Main Idea/Details 1.14 (B)

3 B Main Idea/Details 1.14 (B)

4 C Sequence 1.15 (A)

5 A Main Idea/Details 1.14 (A)

UNIT 3, Week 4: “Rose Robot Cleans Up”


1 C Draw Conclusions 1.9 (A)

2 A Retell 1.9 (A)

3 A Character 1.9 (B)

4 B Character 1.9 (B)

5 B Make Predictions 1.9 (A)

UNIT 3, Week 5: “Kids Have Fun!”


1 B Compare and Contrast 1.14 (B)

2 B Main Idea/Details 1.14 (B)



5 A Main Idea/Details 1.14 (B)

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T19Grade 1


UNIT 4, Week 1: “Drakes Tail”


1 C Retell

2 B Plot

3 B Retell

4 A Plot

5 See sample answers below Make Predictions

3-Point Answer: Drakes Tail will be a good king because he is smart. He has brains. He also has good friends to help him out.

2-Point Answer: Drakes Tail will be a good king because he has brains.

1-Point Answer: He is smart.

UNIT 4, Week 2: “Gram and Me”




3 C Retell

4 B Compound Words

5 See sample answers below Character and Setting

3-Point Answer: James likes Gram because she is a lot of fun. She plays games. She reads to James. She teaches him things.

2-Point Answer: James likes Gram because she is alot of fun. She plays games with him.

1-Point Answer: She is fun.

UNIT 4, Week 3: “César Chávez”



2 A Retell

3 B Retell

4 C Context Clues

5 See sample answers below Draw Conclusions

3-Point Answer: César Chávez is a great man because he helped a lot of people. He helped crop pickers get more pay and better homes.

2-Point Answer: César Chávez helped crop pickers get more pay and better homes.

1-Point Answer: He helped people.

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T20 Grade 1


UNIT 4, Week 4: “The Kite”


1 B Plot

2 C Plot

3 B Plot

4 A Character

5 See sample answers below Plot

3-Point Answer: The problem that Frog and Toad have is that they cannot get their kite to fly. The robins make fun of them, but they keep trying.

2-Point Answer: The problem that Frog and Toad have is that they cannot get their kite to fly.

1-Point Answer: It does not fly.

UNIT 4, Week 5: “Animal Teams”


1 C Retell

2 A Retell

3 B Context Clues

4 A Context Clues

5 See sample answers below Main Idea and Details

3-Point Answer: They get a free meal when they clean. They eat the pests off of other fish.

2-Point Answer: They get a free meal when they clean.

1-Point Answer: They get to eat.

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T21Grade 1


UNIT 5, Week 1: “Kitten’s First Full Moon”


1 B Cause and Effect

2 B Character

3 C Plot

4 C Cause and Effect

5 A Retell

5 C Character

7 B Draw Conclusions

8 A Compare and Contrast

9 B Use a Dictionary

10 See sample answers below Character and Setting

3-Point Answer: Kitten climbs up a tree because she wants milk. She sees the moon and thinks it is a bowl of milk. She wants to reach the bowl of milk in the sky.

2-Point Answer: Kitten climbs up a tree because she wants milk. She thinks the moon is a bowl of milk.

1-Point Answer: She wants milk.

UNIT 5, Week 2: “Meet Ben Franklin”


1 A Make Inferences

2 B Make Inferences

3 A Main Idea and Details


5 C Retell


7 C Make Inferences

8 C Context Clues

9 A Inflectional endings: –ing, -ed


3-Point Answer: Ben Franklin did many things to help people. He dreamed about new things. He made new things for people, such as lightning rods, glasses, and stoves.

2-Point Answer: Ben Franklin made new things for people, such as lightning rods, glasses, and stoves.

1-Point Answer: He made new things.

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T22 Grade 1


UNIT 5, Week 3: “Stormy Weather”



2 C Compare and Contrast




6 A Author’s Purpose


8 C Synonyms

9 A Synonyms

10 See sample answers below Compare and Contrast

3-Point Answer: Blizzards and tornadoes are two kinds of storms. They are alike because both of them have strong winds. They are different because blizzards have snow but tornadoes do not.

2-Point Answer: Blizzards and tornadoes are two kinds of storm. Both have strong winds, but blizzards also have snow.

1-Point Answer: Both have strong winds.

UNIT 5, Week 4: “Happy Fall!”



2 A Retell

3 C Retell

4 C Character




8 C Context Clues

9 B Inflectional endings: –ing, -ed

10 See sample answers below Sequence of Events

3-Point Answer: When the leaves start to fall, Pinwheel and Squirrel first tell the leaves to go back. Next they play in the leaves. Then Owl comes down and joins them.

2-Point Answer: Pinwheel and Squirrel tell the leaves to go back. Then they play in the leaves with Owl.

1-Point Answer: They play in the leaves.

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T23Grade 1


UNIT 5, Week 5: “A Tiger Cub Grows Up”





4 A Retell

5 C Retell

6 A Retell


8 B Context Clues

9 C Context Clues

10 See sample answers below Sequence of Events

3-Point Answer: When Tara joins the grown-up tigers, she can run across the grass and climb on logs. She can nap under the trees. She can swim in the pond.

2-Point Answer: She can run across the grass and climb on logs. She can swim. She can nap under trees.

1-Point Answer: She can run across the grass.

UNIT 6, Week 1: “Olivia”


1 B Fantasy/Reality

2 C Character

3 C Retell

4 A Character

5 C Retell

6 B Retell

7 A Make Inferences


9 B Context Clues

10 See sample answers below Fantasy/Reality

3-Point Answer: The reader can tell this is a fantasy because Olivia does things that a pig cannot really do. Olivia wears clothes, talks, and brushes her teeth. She gets dressed, goes to the beach, and goes to the museum.

2-Point Answer: Olivia is a pig who wears clothes, talks, and brushes her teeth. She goes to the beach, and goes to the museum. Pigs cannot do those things.

1-Point Answer: She talks.

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T24 Grade 1


UNIT 6, Week 2: “Whistle for Willie”


1 B Make Inferences

2 A Retell

3 A Character

4 B Character

5 C Retell

6 C Character


8 C Retell

9 A Context Clues

10 See sample answers below Make Inferences

3-Point Answer: Peter really wanted to whistle. He tries very hard. At the end of the story, Peter feels happy because he has learned how to whistle.

2-Point Answer: At the end of the story, Peter feels happy because he has learned how to whistle.

1-Point Answer: He is happy.

UNIT 6, Week 3: “Cool Jobs”


1 C Classify and Categorize

2 B Classify and Categorize

3 A Classify and Categorize

4 C Main Idea and Details

5 B Retell




9 B Antonyms


3-Point Answer: Beekeepers get honey without getting stung by wearing special clothes, such as gloves, a hood, and a net. They put smoke in the hives to make the bees fly away.

2-Point Answer: They wear special clothes, such as gloves, a hood, and a net. Smoke also helps keep bees away.

1-Point Answer: They wear a net.

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T25Grade 1


UNIT 6, Week 4: “Dot and Jabber and the Big Bug Mystery”


1 C Make Predictions

2 B Plot

3 A Retell

4 A Character

5 B Make Inferences


7 A Plot

8 C Predicting Unknown Words

9 C Context Clues

10 See sample answers below Make Predictions

3-Point Answer: When Jabber hides, Dot will look for Jabber and find him. He saw how the bugs hid in plain sight. He will see Jabber hiding the same way.

2-Point Answer: Dot will look for Jabber. He will find him hiding the way bugs do.

1-Point Answer: He will look for him.

UNIT 6, Week 5: “Super Oscar”



2 A Character

3 B Character

4 C Character

5 A Plot

6 B Character

7 A Character

8 B Make Inferences

9 C Context Clues

10 See sample answers below Make Inferences

3-Point Answer: The author names the story “Super Oscar” because Oscar is like a superhero. He can do anything. He buys food and cooks really fast. He makes birds play music. At first, he wears a towel for a cape. At the end, he dreams about wearing a real cape and flying like a superhero.

2-Point Answer: Oscar is like a superhero. He can do anything. He buys food and cooks really fast. He makes birds play music. He dreams about wearing a real cape and flying like a superhero.

1-Point Answer: He wants to fly like a superhero.

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T26 Grade 1

Weekly Assessment Answer Key


Sample Question


S-1 B Plot

S-2 A Sentence Capitalization

UNIT 1, Week 1





4 C Ending –s

5 B High Frequency Words

6 C Ending –s

7 A Phoneme Isolation

8 B Phoneme Blending

9 C Phonics: Short a

10 A Phonics: Short a

11 B Sentence Capitalization

12 A Sentences

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T27Grade 1


UNIT 1, Week 2


1 A Sequence

2 C Sequence

3 B Sequence

4 B Ending -s

5 C High Frequency Words

6 A Ending -s

7 C Phoneme Isolation

8 C Phoneme Blending

9 B Phonics: Short a

10 A Phonics: Short a

11 A Word Order

12 C Sentence Punctuation

UNIT 1, Week 3


1 C Sequence of events

2 B Sequence of events

3 A Sequence of events

4 A Double Final Consonants

5 B Double Final Consonants


7 A Phoneme Blending


9 A Phonics: Short i

10 C Phonics: Short i

11 A Statements

12 C Sentence Punctuation and Capitalization

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T28 Grade 1


UNIT 1, Week 4


1 C Plot

2 A Plot

3 A Plot

4 C Possessives with ‘s

5 A High Frequency Words

6 B Possessives with ‘s

7 A Phoneme Deletion

8 C Phoneme Segmentation

9 B Phonics: l blends

10 A Phonics: l blends

11 B Questions and Exclamations


UNIT 1, Week 5


1 C Author’s Purpose

2 B Author’s Purpose

3 A Author’s Purpose


5 B ABC Order

6 A ABC Order


8 A Phoneme Deletion

9 B Phonics: End Blends

10 C Phonics: End Blends

11 B Writing Sentences

12 B Sentence Punctuation

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T29Grade 1


UNIT 2, Week 1


1 B Main Idea/Detail

2 A Main Idea/Detail

3 C Main Idea/Detail


5 C Inflectional Ending -ed

6 A Inflectional Ending -ed



9 A Phonics: Short o

10 C Phonics: Short o

11 A Nouns


UNIT 2, Week 2


1 A Retell

2 B Retell

3 C Retell


5 A Contractions

6 B Contractions



9 B Phonics: Short e

10 A Phonics: Short e


12 C Plural Nouns

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T30 Grade 1


UNIT 2, Week 3


1 C Main Idea/Detail

2 B Main Idea/Detail

3 A Main Idea/Detail


5 A Inflectional Ending -ing

6 C Inflectional Ending -ing



9 B Phonics: s Blends, r Blends

10 C Phonics: s Blends, r Blends

11 A Irregular Plural Nouns


UNIT 2, Week 4


1 B Plot

2 C Plot

3 A Plot


5 C Contractions with ‘s

6 B Contractions with ‘s



9 C Phonics: Short u

10 B Phonics: Short u

11 B Proper Nouns

12 C Capitalize Nouns

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T31Grade 1


UNIT 2, Week 5


1 B Retell

2 A Retell

3 B Retell


5 C Compound Words

6 A Compound Words



9 B Phonics: Digraphs th, sh, ng

10 A Phonics: Digraphs th, sh, ng

11 A Capitalize Days of the Week

12 C Days, Months, and Holidays

UNIT 3, Week 1


1 B Retell

2 C Retell

3 A Retell


5 C Inflectional Ending -ed, -ing

6 B Inflectional Ending -ed, -ing



9 A Phonics: Long a (a_e)

10 C Phonics: Long a (a_e)

11 B Verbs

12 C Exclamation Marks

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T32 Grade 1


UNIT 3, Week 2


1 C Make and Confirm Predictions

2 B Make and Confirm Predictions

3 A Make and Confirm Predictions


5 A Soft c and g, -dge

6 B Soft c and g, -dge


8 B Phoneme Isolation

9 A Phonics: Long i (i_e)

10 C Phonics: Long i (i_e)

11 C Present-Tense Verbs

12 B Book Titles

UNIT 3, Week 3




3 B Main Idea and Details


5 B Inflectional Ending -es

6 B Inflectional Ending -es



9 A Phonics: Digraphs ch, -tch, wh, ph

10 B Phonics: Digraphs ch, -tch, wh, ph

11 C Capitalize Proper Nouns

12 B Past-Tense and Future-Tense Verbs

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T33Grade 1


UNIT 3, Week 4



2 C Draw Conclusions



5 C Silent Letters kn, gn, wr

6 A Silent Letters kn, gn, wr

7 B Phoneme Segmentation


9 B Phonics: Long o (o_e), u (u_e), e (e_e)

10 A Phonics: Long o (o_e), u (u_e), e (e_e)

11 A Is and Are


UNIT 3, Week 5


1 B Compare/Contrast

2 A Compare/Contrast

3 C Compare/Contrast


5 C Inflectional Ending -ing

6 B Inflectional Ending -ing



9 B Phonics: 3-Letter Blends

10 C Phonics: 3-Letter Blends

11 C Contractions with not

12 A Apostrophes

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T34 Grade 1


UNIT 4, Week 1


1 A Make and Confirm Predictions

2 C Make and Confirm Predictions

3 C Use a Dictionary: Multiple-Meaning Words

4 B Use a Dictionary: Multiple-Meaning Words

5 B Use a Dictionary: Context Clues

6 See sample answers below

Make and Confirm Predictions



9 B Long a (ai, ay)

10 C Inflectional Endings -er, -est

11 B Was and Were

12 A Was and Were

3-Point Answer: They will get ready in teams. They will share the work. They will pick the food team first.

2-Point Answer: Ken and Jane make the floor and roof. They take things up and pick flowers.

1-Point Answer: They make the floor and roof.

UNIT 4, Week 2




3 C Compound Words

4 A Compound Words

5 A Context Clues


Character and Setting



9 C Long e (e, ee, ea)

10 B Long e (e, ee, ea)

11 C Has and Have


3-Point Answer: Ken and Jane use planks to make the floor. They help make the roof. Ken takes things up. Jane picks flowers.

2-Point Answer: Ken and Jane make the floor and roof. They take things up and pick flowers.

1-Point Answer: They make the floor and roof.

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T35Grade 1


UNIT 4, Week 3


1 C Retell

2 C Retell

3 A Context Clues

4 B Context Clues

5 A Context Clues


Retell



9 A Long o (o, oa, ow, oe)

10 B Two-Syllable Words

11 B Capitalize Proper Nouns

12 C Go and Do

3 Point Answer: Dave, Hank, and Mr. Hill fix Mr. Grant’s broken wall. Mrs. Hill makes him an apple pie. They are good neighbors to Mr. Grant.

2-Point Answer: The Hills fix Mr. Grant’s broken wall and bake him an apple pie.

1-Point Answer: They fix his wall.

UNIT 4, Week 4


1 A Plot

2 C Plot

3 C Word parts: Inflectional Endings -ing and -ed

4 A Base Words

5 B Word parts: Inflectional Endings -ing and -ed


Plot



9 B Long i (i, y, igh, ie)

10 C Two-Syllable Words: Inflectional Endings in Verbs, y to ie

11 A Commas

12 B See and Saw

3-Point Answer: Mom Duck makes a nest in a safe place. She finds them food and teaches them to swim and dive.

2-Point Answer: Mom Duck makes a nest and finds food and teaches them to swim.

1-Point Answer: She teaches them things and finds food for them.

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T36 Grade 1


UNIT 4, Week 5


1 C Retell

2 A Retell

3 B Context Clues

4 C Context Clues

5 B Context Clues


Retell

7 B Phoneme Deletion


9 A Long e (e, ey)

10 B Inflectional Ending -ed (Change y to i)

11 A Apostrophes in Contractions

12 C Adverbs That Tell When

3-Point Answer: Scientists working in labs use tools to find ways to heal people and help them get well. They also find ways to keep the sea clean.

2-Point Answer: Scientists heal people and keep the sea clean.

1-Point Answer: Scientists heal people.

UNIT 5, Week 1



2 C Cause and Effect

3 A Context Clues

4 C Clarify Meaning

5 A Context Clues


Cause and Effect



9 B r-controlled Vowels: er, ir, ur

10 C Inflectional Ending -er, -est

11 C Adjectives

12 B Capitalization and End Marks

3-Point Answer: The plant needs water. The plant grows again when it rains. The sun helps, too.

2-Point Answer: The plant grows when it rains, and also when the sun comes out.

1-Point Answer: The plant doesn’t grow because it needs water.

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T37Grade 1


UNIT 5, Week 2


1 C Make Inferences

2 A Make Inferences

3 A Context Clues

4 C Word Parts: Inflectional Endings: -ing, -ed

5 B Context Clues


Make Inferences

7 B Phoneme Deletion


9 B r-controlled Vowel: ar

10 C Abbreviations: Mr., Mrs., Dr.

11 A Capitalization and End Marks

12 B Adjectives That Compare

3-Point Answer: He made cars that everyone could own, because they did not cost too much. Because of Henry Ford, most people now travel in cars.

2-Point Answer: Henry Ford made cars that many people could own, so now most people have cars.

1-Point Answer: Henry ford made cars that did not cost too much. Many people could own them.

UNIT 5, Week 3


1 B Compare/Contrast

2 A Compare/Contrast

3 A Use a Dictionary

4 C Context Clues

5 B Use a Dictionary


Compare/Contrast



9 A r-controlled Vowel: or

10 C Vowel Digraph ea (as in bread)

11 B Apostrophes in Contractions

12 C Synonyms and Antonyms

3-Point Answer: On a warm day, you can play outside. It is sunny and nice. On a cold day, there may be snow. You must dress to stay warm.

2-Point Answer: On a warm day, it is sunny and nice. On a cold day, it is snowy and windy.

1-Point Answer: Warm days are sunny. Cold days are cold.

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T38 Grade 1


UNIT 5, Week 4




3 B Context Clues

4 A Context Clues

5 B Word Parts (Inflectional Endings: -ed, -ing)


Sequence of Events



9 C Diphthongs ou, ow

10 B Diphthongs ou, ow

11 B Color and Number Words

12 A Apostrophes in Contractions

3-Point Answer: Mike and his friends held their kites. Then they rode their bikes fast. They made their own wind, and the kites flew.

2-Point Answer: They held their kites and rode on their bikes. That made their kites fly.

1-Point Answer: They rode their bikes.

UNIT 5, Week 5




3 C Context Clues

4 B Context Clues

5 C Context Clues


Sequence of Events



9 C Vowel Diphthongs oi, oy

10 A Prefixes re-, un-

11 A Capitalize Days of the Week

12 B Prepositions and Prepositional Phrases

3-Point Answer: When spring is near, snow melts and plants start to grow. New baby animals are born. The baby animals learn how to find food.

2-Point Answer: Snow melts and plants grow. Many baby animals are born.

1-Point Answer: Snow melts and plants grow.

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T39Grade 1


UNIT 6, Week 1


1 A Fantasy/Reality

2 C Fantasy/Reality

3 A Context Clues

4 B Context Clues

5 C Context Clues


Fantasy/Reality

7 C Phoneme Substitution


9 A Vowel Digraphs /ů/ and /ü/

10 B Possessives

11 A Subjects and Predicates

12 A Sentence Capitalization

3-Point Answer: This is a fantasy. A toad and a mole could not really talk and play together. Moles do not eat toast.

2-Point Answer: This story is a fantasy. Frogs and toads do not talk or play.

1-Point Answer: This story is a fantasy because frogs and toads don’t talk.

UNIT 6, Week 2


1 B Make Inferences

2 B Make Inferences

3 C Context Clues

4 A Context Clues

5 C Context Clues


Make Inferences



9 B Vowel Digraphs /ô/ (a, au, aw, augh)

10 A Pronouns

11 A Pronouns

12 B Capitalizing I

3-Point Answer: Jordan kept trying even when she didn’t get the parts because she really wanted to be an actor.It was her dream. She did not want to give up.

2-Point Answer: Jordan kept trying because being an actor is hard and it was her dream.

1-Point Answer: Jordan did not want to give up because being an actor is hard.

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T40 Grade 1


UNIT 6, Week 3




3 A Context Clues

4 C Use a dictionary: Antonyms

5 B Use a dictionary: Antonyms


Classify and Categorize



9 A Vowel Digraphs /ô/ (a, au, aw, augh)

10 A Two-Syllable Words with Prefixes un- and re-

11 B Commas in Letters

12 A Pronouns

3-Point Answer: Two jobs for people who like animals are a vet and a zookeeper. A vet takes care of sick animals.A zookeeper feeds and cleans animals at a zoo.

2-Point Answer: Two kinds of jobs for people who like animals would be a vet and a zookeeper. They both takecare of animals.

1-Point Answer: People who like animals could be a vet and a zoo keeper.

UNIT 6, Week 4


1 C Make Predictions

2 A Make Predictions

3 B Word Parts: Inflectional endings -ed, -ing

4 C Context Clues

5 A Context Clues


Make Predictions



9 B Open and Closed Syllables

10 C Contractions

11 A Capitalizing I

12 C Using I and me

3-Point Answer: Howard and Cate the cow will both eat grass. They may talk to each other. Then Howard will hop away.

2-Point Answer: They will both eat grass and talk.

1-Point Answer: They will eat grass.

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T41Grade 1


UNIT 6, Week 5


1 B Character, Setting

2 A Character, Setting

3 B Context Clues

4 C Context Clues

5 B Context Clues


Character, Setting


8 B Phoneme Addition

9 B Two-Syllable Words: Final Stable Syllable

10 A Compound Words

11 B Adverbs That Tell How

12 B Capitalization

3-Point Answer: Space Bug wanted to become Earth Bug because he was sad and lonely in space. He missed his mother, father, and friends. He was happy to come back to Earth.

2-Point Answer: He missed his mother, father, and friends when he was in space.

1-Point Answer: He was sad in space.

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T42 Grade 1

Teacher Notes


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T43Grade 1

Teacher Notes


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T44 Grade 1

Teacher Notes


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T45Grade 1

Teacher Notes


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T46 Grade 1

Teacher Notes


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T47Grade 1

Teacher Notes


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T48 Grade 1

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Reading Weekly Assessment Answer Sheet Gr. 1

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