Unit Assessment Grade1

Grade 1

UnitAssessment

Format

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Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,Two Penn Plaza, New York, New York 10121.

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

Printed in the United States of America

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Introduction to the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

How to Use the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Administering the Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

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

Taking the Format Unit Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Unit 4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Unit 5 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109

Unit 6 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165

Sunshine State Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . . 173

Writing Rubrics

Rubric for Short-Response Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184

Anchor Papers

Expository: Persuasive Book Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185

Expository: How-to Article . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Expository: Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193

Reteaching and Intervention Charts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197

Contents

Florida Unit Assessment • Grade 1 3

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The Unit Assessment is designed to measure

your children’s mastery of specific skills. The

test questions use formats your children will

encounter on the Florida Comprehensive

Achievement Test (FCAT) in grade 3. The test

questions cover the following:

■ Listening Comprehension

■ Reading Comprehension

■ High-Frequency Words

■ Structural Analysis

■ Vocabulary Strategies

■ Phonemic Awareness

■ Phonics

■ Grammar, Mechanics, and Usage

■ Text Features

■ Study Skills

■ Literary Elements

■ Writing

When scheduling these assessments, you

will need to decide whether to administer

them in one or more sessions. You may

choose to give the Unit Assessment in one

sitting and schedule the writing for another

time. These assessments are not intended to

be timed, but for planning purposes, the

Unit Assessment should take approximately

one hour.

Unit Assessments assess how well children

have mastered the skills taught in the unit.

Introduction to the Unit Assessment

4 Florida Unit Assessment • Grade 1

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The Unit Assessment is given at the end of

each unit, after the fifth week of instruction.

The assessment includes a fiction or a

nonfiction passage, and questions focusing

on the main skills taught throughout the unit.

In Units 4 – 6 there is also a writing prompt

that gives children an opportunity to practice

writing in a test situation. The mode of writing

is the same as the one focused on in the unit.

At the back of this book you will find anchor

papers for three different writing modes.

There is a child’s writing sample for four of the

six score points in the rubric. The samples

provide an illustration of 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.

Additional commentary provides guidance for

score points for which there are no sample

papers.

Sample score points for the short-response

questions may be found on the web site at

http://www.macmillanmh.com.

Using the Results to Inform Instruction

Use the results of the Unit Assessment as a

formative assessment tool to help monitor

each child’s progress. Information gathered

by evaluating the results of this assessment

can also be used to diagnose specific

strengths and weaknesses of your children. If

scores from the Unit Assessments are used

to help determine report card grades, then

you can consider these to be summative

assessments as well.

The scores from the Unit Assessment

should be one of multiple measures used to

help make instructional decisions for the

coming unit. Analyze which skills children

have mastered and which ones require

further reteaching. This information, along

with the results of other assessments and

your own observations, can be used to

determine grouping and instructional

decisions. Another way to use the results of

the Unit Assessment is to compare it with

the results of the corresponding Weekly

Assessments. Determine whether changes in

instruction or additional small group support

improved children’s scores.

The unit charts in the back of this book will

help you develop your reteaching plans.

How to Use the Unit Assessment


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Each Unit Assessment consists of 28 or 29

multiple-choice questions and one short-

response question. The format of the test is

the same for each unit. You may want to

explain each section of the test to children the

first time you administer it.

■ For the multiple-choice questions, children

should fill in the circle next to the best

answer. Remind children to fill in the circle

completely for each answer on the test.

■ For the short-response questions, children

should write their answers in the space

provided on the page.

■ For Units 1–3, you may want to read the

questions aloud. Children may not be

familiar with all the vocabulary used at

this point of the program.

The Answer Keys to score the tests can be

found on pages 165–172.

General Procedures

Before the test: Distribute copies of the

assessment.

Directions: Say: Write your name and the

date on the cover of your test booklet. When

all children are done, say: Open the booklet

to page 2.

During the test: Monitor children’s test-

taking behavior to make sure that each

child is following the directions and writing

responses in the correct places. Answer

questions about procedures and materials,

but do not help them answer the test

questions.

After the test: Before collecting the papers,

make sure that children have written their

names on the cover of the test booklet.

Administering the Unit Assessment


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Using the Student Evaluation Charts

After each Unit Assessment there is a Student

Evaluation Chart. It lists all of the skills covered

and the number of questions that assesses

each skill.

■ In the column labeled “Number Correct,”

fill in the point value for the questions

answered correctly for each skill. Count

the point value of the total number of

correct responses, and write the number

for each subtest above the total possible

score.

■ Add the scores for each skill (point value

for the number of items answer correctly)

to determine the total test score.

■ To convert these raw test scores to

percentages, divide the point value of the

number answered correctly by the total

point value of the questions. Example: A

child gets 9 out of 12 possible points; 9

divided by 12 = .75 or 75%.

Multiple-choice questions are worth one

point and the short-response question is

worth two points. Use the Rubric for Short-

Response Questions on page 183 to help

you score the short-response questions. Use

the Writing Rubric on page 184 to help you

score the responses to each writing prompt.

Evaluating the Scores

The primary focus of the Unit Assessment is to

measure each child’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 unit for individual,

small-group, or whole-group instruction

as indicated.

Scoring Instructions


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Tips for Taking the Format Unit Assessment

Here are some tips to help you do your best.

✓ Ask your teacher to explain the directions.

✓ Read the passage and questions. You may

look back at a passage as often as you like.

✓ Answer the questions you know. If a question

seems hard, skip it and go back to it later.

✓ Fill in the answer bubbles completely. Do

not mark outside the bubble.

✓ Be positive. Some questions may seem

hard, but others will be easy.

✓ Double check each answer.

✓ Try to answer every question and do

your best.

Directions for Taking the Format Unit Assessment

The test contains one reading passage, 29 multiple-choice questions and one short-

response question. In units 4 to 6, there is also a Writing Prompt. Each multiple-choice

question is followed by three answer choices. Read all the answer choices under each

question and decide which answer is correct. Fill in the bubble next to the answer choice

you think is correct. For the short-response question and the writing prompt, write your

answer on the lines. You will mark your answers in this book.


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Grade 1, Unit 1

This Unit Assessment is designed to measure your

class’s mastery of the skills taught in the unit. The test

assesses all of the following areas:






■ Text Features and Study Skills

■ Grammar

■ Phonemic Awareness/Phonics

Listening Comprehension, page 3

Say: Listen while I read a story to you. You will be asked to

answer three questions based on this story. Listen

carefully. We will begin now.

Paper Bag PuppetMaking your own puppet can be lots of fun. You will

need a paper bag. First, use markers to make the

puppet’s eyes and mouth. Next, make the puppet’s

nose. Glue a button on the bag below the eyes. Then,

glue yarn to the top of the bag. This will be the hair.

Now your puppet is ready. Put your hand inside the

bag and make it come alive!

Now have children turn to page 3 and read the

directions at the top of the page. Say: Listen while I read

Numbers 1 to 3. Base your answers on the story “Paper

Bag Puppet.” Listen to all three answer choices for each

question. Then fill in the circle next to the best answer.

When you have finished, put down your pencils and

look at me.

Reading Comprehension, High-Frequency Words, and Structural Analysis, pages 4–10

Have children turn to page 4. Say: You will read a story

called “Kim’s Trap” and then answer some questions.

Read all three answer choices for each question. Then fill

in the circle next to the best answer. For Number 11, you

will need to write your answer on the page. When you

get to the bottom of page 10, put down your pencils and

look at me. You may begin now.

Have children answer Numbers 4–11 and stop on

page 10.

Literary Elements and Text Features and Study Skills, pages 11–14

Have children turn to page 11. Say: You will read a

poem called “Dreaming” and then answer a question.

Then you will answer some questions about study skills.

Read all three answer choices for each question. Then

fill in the circle next to the best answer. When you get to

the bottom of page 14, put down your pencils and look

at me. You may begin now.

Florida Unit Assessment • Grade 1 • Unit 1 9

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Grammar, pages 15–18

Have children turn to page 15. Say: You will now answer

some multiple-choice questions on grammar. These tips

will help you do well when you answer the Florida

grammar questions. I will explain the directions. First,

answer the questions you are sure about. Then answer

the harder questions. Fill in all answer bubbles

completely. Do not mark outside the bubble. Double-

check your answers. Relax! Think positively!

Point out the symbols at the bottom of the page.

Explain to children what each symbol means. Say: This

number is on the Florida test to show a sentence number.

This arrow shows the start of a new paragraph. The test

may include kinds of writing that you might do for a first

draft. The test will ask you to make the writing better.

Have children turn to page 16. Say: You will now

answer some multiple-choice questions. Read all three

answer choices for each question. Then fill in the circle

next to the best answer. When you get to the bottom of

page 18, put down your pencils and look at me. You may

begin now.


page 18.

Phonemic Awareness/Phonics, pages 19–20

Have children turn to page 19. Say: I will now read you

some questions. Listen very carefully. Then fill in the circle

next to the best answer. Say: Look at Number 21. I will say

a word in parts: /l/ /i/ /p/. What word do you make when

you put these sounds together? Listen to these answer

choices: lid, bib, lip. Fill in the circle next to the picture

that has the same sounds as /l/ /i/ /p/.

Say: Look at Number 22. I will say a word in two parts.

Listen carefully to its parts: /kr/ /ak/. Now I want you to

put the parts together. Listen to these answer choices:

crack, crab, back. Fill in the circle next to the picture that

makes the sounds you hear in /kr/ /ak/.

Say: Look at Number 23. I will say a word: cap, /k/ /a/ /

p/. What is the middle sound in /k/ /a/ /p/? Listen to these

answer choices: bat, mop, sink. Fill in the circle next to

the picture that has the same middle sound as /k/ /a/ /p/.

Say: I will say the name of each picture. After I say the

name, read the three answer choices. Fill in the circle next

to the word that names the picture. Look at Number 24. I

will say the name of the picture now. “Pan.” “Pan.” Read

the three answer choices and fill in the circle next to the

word “pan.”

Continue in the same way through page 20—

Number 25: hat; Number 26: pig; Number 27: crab;

Number 28: hand; Number 29: sink.

10 Florida Unit Assessment • Grade 1 • Unit 1

Name

Date

Grade 1 • Unit 1

FormatUnitAssessmentTESTED SKILLS AND STRATEGIES

• Listening Comprehension• Reading Comprehension• High-Frequency Words• Structural Analysis• Literary Elements• Text Features and Study Skills• Grammar• Phonemic Awareness/Phonics

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Reading

This test measures how well children are

achieving the Florida Standards.

Here is a list to help you locate the stories in

your Reading Test.

Kim’s Trap. . . . . . . . . . . . . . . . .Page 4

Dreaming. . . . . . . . . . . . . . . . .Page 11

Student Directions

Read each story or poem in this Test. Then

choose the best answer to each question.


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Now answer Numbers 1 to 3. Base your

answers on the story “Paper Bag Puppet.”

1 The yarn be the puppet’s hair.

a bag

b will

c kiss

2 In “Paper Bag Puppet” the author tells

you .

a to buy a puppet

b how to make a puppet

c a story about a puppet

3 What do you do LAST?

a You make the eyes.

b You put yarn on the bag.

c You put your hand in the bag.

STOP

Florida Unit Assessment • Grade 1 • Unit 1 13 3

14

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Kim sees tracks in the sand.

Read the story “Kim’s Trap.” Then answer

Numbers 1 to 11.

Kim’s Trap


Format Unit Assessment UNIT 1

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What was on the sand?She will see.



16

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Kim comes up with a plan.It is a good plan.



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She will use ham for the trap.What will come over for ham?



18

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A very fat cat runs up.It is Kim’s cat!



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answers on the story “Kim’s Trap.”

4 The cat is fat.

a good

b over

c very

5 Kim sees in the sand.

a tracks

b track’s

c trackes

6 The cat to the trap.

a run

b runs

c running

7 The cat is .

a Kims’

b Kim’s

c Kims


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8 Who is the MAIN character in the story?

a Kim

b Kim’s cat

c Kim’s mom

9 The author wrote this story to .

a teach you how to set a trap

b tell about a girl and her cat

c make you want to get a cat

10 Where is Kim?

a in her yard

b in her house

c at the beach

11 What happens LAST in the story?

STOP

Student Name


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Read the poem “Dreaming.” Then answer

Number 12.

Dreaming

I am twenty feet tall,My big brother looks so small!I hear someone calling me:My mom is who I see. Wake up, you sleepyhead!Time for school! Get out of bed!



Student Name

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12 Which words from this poem are

rhyming words?

a talltall and smallsmall

b meme and mymy

c getget and bedbed


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13 Look at the picture.

How many ducks are in the pond?

a two b three c four

14 Look at the picture.

The bird has only one .

a claw b wing c beak

FeathersWingsEyes

Beak

Claws


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15 Look at the book cover.

The name of the author is .

a Jan Car

b Sam Watt

c FunWay Books

16 Look at the list.

STOP

Colors

1. blue

2. red

3. yellow

What other word can be put on the list?

a frog b milk c green

Student Name


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Tips for Answering the Florida Multiple-Choice Grammar Questions

These tips will help you do well when you

answer the Florida grammar questions.


✓ First, answer the questions you are sure

about. Then answer the harder questions.

✓ Fill in all answer bubbles completely. Do


✓ Double-check your answers.

✓ Relax.

✓ Think positively!

What do these mean?

This type of symbol is in the Florida test to

show a sentence number.

This arrow shows the start of a new paragraph.

The test may have writing that you might

do for a first draft. The test will ask you to

make the writing better.

1


Student Name

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A Hot Dog for Hannah

1 Did Hannah eat lunch? 2 She ate a hot

dog. 3 Hot dogs I love to eat!

The story below is a first draft that Sally

wrote. The story has mistakes. Read the

story to answer questions 17 and 18.


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17 Which sentence is a statement?

a sentence 1

b sentence 2

c sentence 3

18 Which sentence has the words in the

wrong order?

a sentence 1

b sentence 2

c sentence 3


Student Name

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STOP

19 In which sentence below is all capitalization

correct?

a When did she leave?

b when did she leave?

c When did She leave?

20 In which sentence below is all punctuation

correct?

a Can turtles hear?

b I love to play baseball?

c Will we have ice cream for lunch.


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Listen while your teacher reads the directions.

21 a b c

22 a b c

23 a b c

Fill in the circle next to the word that names

the picture.

24 a pin

b pan

c pen


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25 a hit

b hat

c hot

26 a pig

b big

c peg

27 a crib

b grab

c crab

28 a bank

b hand

c band

29 a sink

b sick

c sank

STOP


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Grade 1 • Unit 1

Student Evaluation Chart

Tested SkillsNumber Correct

Percent Correct

Listening Comprehension: Double final consonant, 1; author’s purpose, 2; retell events in order, 3

/3 %

High-Frequency Words: Very, 4 /1 %

Structural Analysis: Inflectional ending -s, 5, 6; possessive nouns with ’s, 7

/3 %

Reading Comprehension: Plot development: character, setting, 8, 10; author’s purpose, 9

/3 %

Short response: Retell events in order, 11 /2 %

Literary Elements: Rhyme, 12 /1 %

Text Features and Study Skills: Use photographs, 13; labels (with a picture), 14; book parts, 15; list, 16

/4 %

Grammar: Sentences, 17; word order, 18; capitalization, 19; end punctuation, 20

/4

Phonemic Awareness/Phonics: Phoneme blending, 21; onset and rime, 22; phoneme isolation, 23; short /a/a, 24, 25; short /i/i, 26; r blends: /kr/cr-, 27; blends and digraphs: /nd/-nd, 28; /nk/-nk, 29

/9

Total Unit Test Score /30 %

Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.6.1

2 LA.A.2.2.2 LA.1.1.7.8

3 LA.A.2.2.1 LA.1.1.7.6

4 LA.A.1.2.3 LA.1.1.6.1

5 LA.1.3.4.4

6 LA.1.3.4.4

7 LA.1.1.6.1

8 LA.E.1.2.3 LA.1.2.1.3

9 LA.A.2.2.1 LA.1.1.7.8

10 LA.E.1.2.3 LA.1.2.1.3

11 LA.A.2.2.1 LA.1.2.1.5

12 LA.1.2.1.4

13 LA.A.2.2.5 LA.1.1.7.1

14 LA.A.2.2.5 LA.1.1.7.1

15 LA.A.2.2.5 LA.1.2.2.1

16 LA.A.2.2.5 LA.1.2.2.3

17 LA.1.3.4.6

18 LA.1.3.3.1

19 LA.1.3.4.2

20 LA.1.3.4.6

21 LA.1.1.3.2

22 LA.1.1.4.1

23 LA.1.1.3.1

24 LA.1.1.4.2

25 LA.1.1.4.2

26 LA.1.1.4.2

27 LA.1.1.4.1

28 LA.1.1.4.1

29 LA.1.1.4.1

* See benchmarks and standardson pages 173–182.


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Grade 1, Unit 2


class’s mastery of the skills taught in the unit. The

test assesses all of the following areas:








■ Grammar


Say: Listen while I read a story to you. You will be asked

to answer three questions based on this story. Listen


The Big BoxOne day a big box came to the house. Joan and Tim

watched Mother bring it in.

“Is that my birthday gift?” Joan asked. “No,” said

Mother, as she put the box down.

“Is it something for Dad?” Tim asked. “No,” Mother

said, and she began to open the box.

Mother turned the flap over and out came

something round and heavy.

Mother said, “It’s something for everybody. It’s an

ice cream machine.”


directions at the top of the page. Say: Now answer

Numbers 1 to 3. Base your answers on the story “The Big

Box.” Read all three answer choices for each question.

Then fill in the circle next to the best answer. When you

have finished, put down your pencils and look at me. You

may begin now.

Reading Comprehension, High-Frequency Words, and Structural Analysis,pages 4–10


called “Dog Tricks” and then answer some questions.



will need to write your answer on the page. When you get

to the bottom of page 10, put down your pencils and look



page 10.


Have children turn to page 11. Say: You will read a poem

called “Come to My Party” and then answer a question.



in the circle next to the best answer. When you get to the

bottom of page 14, put down your pencils and look at

me. You may begin now.


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Explain to children what each symbol means. Say: A

number in a box shows you the sentence number. An

arrow shows you the start of a new paragraph. The test

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

test will ask you to make the writing better.


some multiple-choice questions. Read all three answer

choices for each question. Then fill in the circle next to the

best answer. When you get to the bottom of page 18, put

down your pencils and look at me. You may begin now.

Have children answer Numbers 17 to 20 and stop on

page 18.



some questions. Listen very carefully. Then fil l in the circle


a word: drum, /d/ /r/ /u/ /m/. What is the middle sound in

/d/ /r/ /u/ /m/? Listen to these answer choices: fan, sun,

dog. Fill in the circle next to the picture that has the same

middle sound as /d/ /r/ /u/ /m/.

Say: Look at Number 22. I will say a word in parts:

/n/ /e/ /k/. What word do you make when you put these

sounds together? Listen to these answer choices: neck,

tack, mint. Fill in the circle next to the picture that has the

same sounds as /n/ /e/ /k/.


/l/ /o/ /k/. What word do you make when you put these

sounds together? Listen to these answer choices: lick,

rock, lock. Fill in the circle next to the picture that has the

same sounds as /l/ /o/ /k/.




will say the name of the picture now. “Sock.” “Sock.” Read


word “sock.”

Continue in the same way through page 20—Number

25: bed; Number 26: bug; Number 27: fish; Number 28:

path; Number 29: flag.



• Listening Comprehension• Reading Comprehension• High-Frequency Words• Structural Analysis• Literary Elements• Text Features and Study Skills• Grammar• Phonemic Awareness/Phonics

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Reading

This test measures how well students are achieving the

Florida Standards. Here is a list of what you will read.

Dog Tricks. . . . . . . . . . . . . . . . . . . . . . . . . Page 4

Come to My Party . . . . . . . . . . . . . . . . . . Page 11

Directions to Students

Read the story and the poem in this test. Then choose the

best answer to each question.


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answers on the story “The Big Box.”

1 Joan and Tim Mother bring the box in

the house.

a watches

b watched

c watching

2 What happens FIRST in the story?

a Mother opens the box.

b The box comes to the house.

c Joan asks Mother about the box.

3 What is in the box?

a a gift for Dad

b Joan’s birthday gift

c an ice cream machine

STOP


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Read the story “Dog Tricks.” Then answer Numbers 4 to 11.

Dog Tricks

Dogs can do many fun things.They can jump. They can play.



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Some dogs go to school.They sit and come. Yes, good dog!



40

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This pup’s trick is very good.She wants to eat. She sits up.



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This dog is fast. He jumps a plank.Now he jumps the rest of them.



42

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This dog cannot jump.His leg is hurt. But he can lick!



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answers on the story “Dog Tricks.”

4 Some dogs go to .

a today

b under

c school

5 What is another way to write the word cannotcannot?

a ca’nt

b can’t

c couldn’t

6 The dog is over a plank.

a jumps

b jumped

c jumping

7 a good dog.

a He

b He’s

c Hes’s


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8 What is this story about?

a Dogs do tricks.

b Dogs are funny.

c Dogs do many things.

9 Why does the little pup sit up?

a She wants to eat.

b She wants to play.

c She wants to jump.

10 What could be another title for this story?

a “Bad Dogs”

b “Cat Tricks”

c “Fun with Dogs”

11 What dog tricks does the story talk about?

STOP


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Read the poem “Come to My Party.”

Then answer Number 12.

Come to My Party

Come here today,For my birthday.Come here at one,We will have fun!



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12 How many beats are there in each line of

“Come to My Party”?

a 2

b 3

c 4


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13 Look at the diagram.

Which word should go in the blank circle?

a Rose b Tree c Fish

14 Read these dictionary entries.

beak: the hard part of a bird’s mouth

bean: a seed people can eat

bear: a large furry animal with sharp claws

Which word has a meaning that tells

about food?

a beak b bean c bear


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15 All the children were asked to sit in the back

row. Which picture shows what the children

should do?

a

b

c

16 Look at the sign.

Which word goes on the sign?

a WALK

b HELP

c STOP

STOP

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What do these mean?

This number is in the Florida test to


This arrow shows the start of a paragraph.


do for a first draft. The test will ask you

to make the writing better.

1

Tips for Answering the Florida Multiple-Choice Grammar Questions









✓ Relax.



Student Name

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My School Play

1 The school play is next wednesday.

2 Tomas will be a rabbit. 3 Many childrens

are in it.

The story below is Sara’s first draft. Read

the story to answer questions 17–18.


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17 Which sentence has a plural noun with

a mistake?

a sentence 1

b sentence 2

c sentence 3

18 Which sentence has a word that needs

a capital letter?

a sentence 1

b sentence 2

c sentence 3


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STOP

The Duck Pond

I saw three (19) at the park today. Mom took

a (20) of them. We fed them, too!

Read the story “The Duck Pond.” Choose the

word that correctly completes questions 19–20.

19 Which answer should go in blank (19)?

a duck b ducks c ducked


a picture b pictures c pictured


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21 a b c

22 a b c

23 a b c


the picture.

24 a sick

b sack

c sock

25 a bid

b bad

c bed


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26 a beg

b bog

c bug

27 a fist

b fish

c find

28 a path

b past

c pant

29 a flag

b grab

c drag

STOP


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STOP

Grade 1 • Unit 2



Percent Correct

Listening Comprehension: Inflectional ending -ed, 1; retell events in order, 2; main idea and details, 3

/3 %

High-Frequency Word: school, 4 /1 %

Structural Analysis: Contractions n’t, 5; inflectional ending -ing, 6; contractions ’s, 7

/3

Reading Comprehension: Main idea and details, 8–10

/3 %

Short response: Main idea and details, 11 /2 %

Literary Elements: Rhythmic patterns, 12

/1 %

Text Features and Study Skills: Diagram, 13; dictionary, 14; directions, 15; signs, 16

/4

Grammar: Irregular plural nouns, 17; days, months, holidays, 18; plural nouns, 19; nouns, 20;

/4

Phonemic Awareness/Phonics: Phoneme isolation, 21; phoneme blending, 22, 23; short /o/o, 24; short /e/e, 25; short /u/u, 26; digraphs: /sh/sh, 27; /th/th, 28; blends: /fl/fl, 29

/9 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.4.7

2 LA.A.2.2.1 LA.1.1.7.6

3 LA.A.2.2.1 LA.1.1.7.4

4 LA.1.1.6.1

5 LA.1.1.4.6

6 LA.1.1.4.7

7 LA.1.1.4.6

8 LA.A.2.2.1 LA.1.1.7.3

9 LA.A.2.2.1 LA.1.1.7.4

10 LA.A.2.2.1 LA.1.1.7.3

11 LA.A.2.2.1 LA.1.1.7.4

12 LA.1.2.1.4

13 LA.A.2.2.8 LA.1.2.2.1

14 LA.1.1.6.10

15 LA.1.2.2.3

16 LA.1.1.1.2

17 LA.1.3.4.4

18 LA.1.3.4.2

19 LA.1.3.4.4

20 LA.1.1.3.1

21 LA.1.1.3.2

22 LA.1.1.3.2

23 LA.1.1.3.2

24 LA.1.1.4.2

25 LA.1.1.4.2

26 LA.1.1.4.2

27 LA.1.1.4.2

28 LA.1.1.4.2

29 LA.1.1.4.1

* See benchmarks and standardson page 173–182.


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Grade 1, Unit 3


class’s mastery of the skills taught in the unit. The test

assesses all of the following areas:






■ Grammar




Say: Listen while I read a story to you. You will be asked to

answer three questions based on this story. Listen


Tree AnimalsMany animals can live in a hole in a tree. A mother bird

can dig a little hole in a tree. She lays her eggs in the

hole. It is her nest. Her babies eat and grow strong.

Then the family flies away. Bugs dig in the wood. They

eat small bits of the tree. They make the hole bigger.

Then a squirrel moves in. The squirrel puts grass in the

hole to make a soft nest. After the squirrel moves

away, the hole may be a home for another animal.


directions at the top of the page. Say: Listen while I

read Numbers 1 to 3. Base your answers on the story

“Tree Animals.” Listen to all three answer choices for each


When you have finished, put down your pencils and look


Read the questions and answers for Numbers 1 to 3

to the children.

Reading Comprehension, High-Frequency Words, and Structural Analysis, pages 4–10


called “Tike Takes the Cake” and then answer some

questions. Read all three answer choices for each

question. Then fill in the circle next to the best answer. For

Number 11, you will need to write your answer on the

page. When you get to the bottom of page 10, put down

your pencils and look at me. You may begin now.


page 10.


Have children turn to page 11. Say: You will read a poem

called “Silver Dollar” and then answer a question. Then

you will answer some questions about study skills. Read

all three answer choices for each question. Then fill in the

circle next to the best answer. When you get to the




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some multiple-choice questions on Grammar. These tips

















page 18, put down your pencils and look at me. You may

begin now.


page 18.




next to the best answer. Say: Look at Number 21. I am

going to say a word with four sounds: switch, /s/ /w/ /i/

/ch/. Now drop the first sound. What new word did you

make? Listen to these answer choices: ring, wing, witch.

Fill in the circle next to the picture that shows what word

you make if you drop the /s/ sound from /s/ /w/ /i/ /ch/.

Say: Look at Number 22. I will say a word in parts: /ch/

/i/ /k/. What word do you make when you put these

sounds together? Listen to these answer choices: chin,

chick, stick. Fill in the circle next to the picture that has

the same sounds as /ch/ /i/ /k/.

Say: Look at Number 23. I will say a word: /b/ /ī/ /k/.

What is the middle sound in /b/ /ī/ /k/? Listen to these

answer choices: kite, bib, bath. Fill in the circle next to the

picture that has the same middle sound as /b/ /ī/ /k/.




will say the name of the picture now. “Cane.” “Cane.”

Read the three answer choices and fill in the circle next to

the word “cane.”

Continue in the same way through page 20—

Number 25: bike; Number 26: spring; Number 27:

chimp; Number 28: slide; Number 29: street.



• Listening Comprehension• Reading Comprehension• High-Frequency Words• Structural Analysis• Text Features and Study Skills• Grammar• Phonemic Awareness/Phonics• Literary Elements

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Reading

This test measures how well students are

achieving the Florida Standards. Here is a

list of what you will read.

Tike Takes the Cake . . . . . . . .Page 4

Silver Dollar . . . . . . . . . . . . . .Page 11


Read the story and the poem in this

Test. Then choose the best answer to

each question.


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answers on the story “Tree Animals.”

1 Which word has ONE syllable?

a bird

b little

c mother

2 What is this story MOSTLY about?

a how birds eat bugs

b how holes get bigger

c how animals use a tree hole

3 Which animals use the tree as food?

a birds

b bugs

c squirrels

STOP

Student Name


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Read the story “Tike Takes the Cake.”

Then answer Numbers 1 to 11.

Tike Takes the Cake

Jake was having some pals over for fun. Many boys and girls from school were there. Jake’s little dog, Tike, was there, too.



4

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5

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Jake and his pals played games. They jumped and skipped in the yard. They swam and played tag together. “I am coming to tag you!” yelled Jake.



6

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7

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Then the kids ate snacks together. Tike went under a bench. In Jake’s hand was a chunk of cake. Tike ate it! Now Tike was having fun, too.



8

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answers on the story “Tike Takes the Cake.”

4 Jake’s pals are at the party. Tike is

, too.

a again

b there

c together

5 Tike the children when they play.

a watch

b watchs

c watches

6 Jake games in the yard.

a play

b playing

c played

7 coming to tag you!

a I’m

b I’ll

c I’ve

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8 How does Tike feel when the children do not

look at him?

a sad

b happy

c afraid

9 Why does Tike jump up and down?

a He is mad.

b He wants to play.

c He wants to go inside.

10 Where does this story take place?

a in Jake’s yard

b at Jake’s camp

c at Jake’s school

11 What will probably happen NEXT?

STOP

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Read the poem “Silver Dollar.” Then answer

Number 12.

Silver Dollar

I held it in my hand,It had sparkle and shine,It was heavy and round,All silver and all mine!



11

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12 What do the words sparklesparkle and shineshine tell you

about a silver dollar?

a It is bright.

b It is hard to hold.

c It is larger than a nickel.

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13 Look at the map.

The school is on .

a Main Street b High Street c Garden Road

14 Look at the newspaper.

Who wrote the story in the newspaper?

a Chad Jones b Kate May c Ray Burns

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STOP

Who has Locker 5?

a James b Sarah c Patrick

15 Look at the chart.

What Is Your Favorite Color?

Color Number of Children

Red | | | | | | | |

Blue | | | | | | | |

Green | | | | | |

Yellow | | | |

Which colors do MOST of the children like?

a Red and Blue

b Blue and Green

c Green and Yellow

16 Look at the list.

Children’s Locker Numbers

Locker 1 Maria

Locker 2 James

Locker 3 Hakim

Locker 4 Andy

Locker 5 Sarah

Locker 6 Patrick

Locker 7 Ping

Student Name


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Tips for Answering the Florida Multiple-Choice Grammar

Questions









✓ Relax. Think positively!

What do these mean?







1


Student Name

15

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School Days

1 I goes to school with Dan. 2 Dan lives

next door. 3 We is in first grade.

The story below is a first draft that Nick





16

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17 In which sentence is the verb written correctly?

a sentence 1

b sentence 2

c sentence 3

18 In which sentence should the verb be

changed to areare?

a sentence 1

b sentence 2

c sentence 3

Student Name


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STOP

Dancing Friends

I take dancing lessons. My friend Tim

(19) with me. Tim (20) with us last year.

Read the story “Dancing Friends.” Choose

the words that correctly complete questions

19 and 20.


a dance b dances c dancing


a stay b stays c stayed

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21 a b c

22 a b c

23 a b c


the picture.

24 a can

b cane

c come

25 a bite

b bike

c bark

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26 a string

b spring

c sprung

27 a chimp

b shrimp

c champ

28 a slid

b slide

c stride

29 a street

b sprint

c string

STOP

Student Name


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STOP

Grade 1 • Unit 3



Percent Correct

Listening Comprehension: Identify syllable, 1; main idea and details, 2; compare and contrast, 3

/3 %

High-Frequency Word: There, 4 /1 %

Structural Analysis: Inflectional ending -es, 5; inflectional ending -ed, 6; contractions, 7

/3 %

Reading Comprehension: Plot development: character, setting, 8–10

/3 %

Short response: Plot development: make predictions, 11

/2 %

Literary Elements: Word choice, 12 /1 %

Text Features and Study Skills: Map, 13; periodicals/newspaper, 14; chart, 15; numerical list, 16

/4 %

Grammar: Present-tense verbs, 17, 19; past-tense verbs, 20; Is and Are, 18

/4 %

Phonemic Awareness/Phonics: Phoneme deletion, 21; phoneme blending, 22; phoneme isolation, 23; long /ā/a_e, 24; long /ī/i_e, 25; S Blends: /sp/sp-, 26; /sl/sl-, 28; digraphs: /ch/ch, 27; triple consonants: /str/str-, 29

/9 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.3.3

2 LA.A.2.2.1 LA.1.1.7.3

3 LA.A.2.2.7 LA.1.1.7.7

4 LA.1.1.4.5

5 LA.1.1.4.7

6 LA.1.1.4.7

7 LA.1.1.4.6

8 LA.E.1.2.3 LA.1.2.1.5

9 LA.E.1.2.3 LA.1.2.1.5

10 LA.E.1.2.3 LA.1.2.1.5

11 LA.E.1.2.2 LA.1.2.1.2

12 LA.1.1.6.1

13 LA.A.2.2.8 LA.1.2.2.1

14 LA.A.2.2.8 LA.1.2.2.1

15 LA.A.2.2.8 LA.1.2.2.1

16 LA.A.2.2.8 LA.1.2.2.1

17 LA.1.3.4.4

18 LA.1.3.4.4

19 LA.1.3.4.4

20 LA.1.3.4.5

21 LA.1.1.3.4

22 LA.1.1.3.2

23 LA.1.1.3.1

24 LA.1.1.3.1

25 LA.1.1.3.1

26 LA.1.1.3.1

27 LA.1.1.3.1

28 LA.1.1.3.1

29 LA.1.1.3.1


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Grade 1, Unit 4


students’ mastery of the skills taught in the unit. The








■ Phonemic Awareness/Phonics/Structural Analysis

■ Writing





Janie and the PieJanie had always wanted to bake a pie. She said to

her mother, “Today is the day! Please let me make a

cherry pie.”

“All right,” said her mother. “I’ll explain each step for you.”

Janie got a pencil and paper. She began writing down

what Mother said.

Mother talked about foods that Janie would need, like

milk and butter. She told Janie how many cherries to

use in the pie. Mother also said how long to bake the

pie in the oven.

After a while the paper was full. Mother kept on

talking but Janie was not writing now.

“What is the matter?” asked her mother. “Don’t you

want to bake the pie?”

“No,” said Janie. “I’d rather just eat it.”



Numbers 1 to 3 on page 4. Listen to all three answer

choices for each question. Base your answers on the story

“Janie and the Pie.” Then fill in the circle next to the best

answer. When you have finished, put down your pencils

and look at me. You may begin now.

Reading Comprehension and Vocabulary Strategies,pages 5–11


story called “Do You Want a Dog?” and then answer

some questions. Read all three answer choices for

each question. Then fill in the circle next to the best

answer. For Number 11, you will need to write your

answer on the page. When you get to the bottom of

page 11, put down your pencils and look at me. You

may begin now.


page 11.



poem called “Why Am I So Afraid?” and then answer a

question. Then you will answer some questions about

study skills. Read all three answer choices for each


When you get to the bottom of page 15, put down your

pencils and look at me. You may begin now.


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Grammar, Mechanics, and Usagepages 16–19



















page 19, put down your pencils and look at me. You

may begin now.


page 19.


Have children turn to page 20. Say: I will now read

you some questions. Listen very carefully. Then fill in

the circle next to the best answer. Say: Look at Number

20. I will say a word in parts: /r/ /ō/ /b/. What word do

you make when you put these sounds together? Listen

to these answer choices: rope, globe, robe. Fill in the

circle next to the picture that has the same sounds as

/r/ /ō/ /b/.


/l/ /ē/ /f/. What word do you make when you put these

sounds together? Listen to these answer choices: leaf,

leash, reef. Fill in the circle next to the picture that has

the same sounds as /l/ /ē/ /f/.

Say: Look at Number 22. I will say a word in two parts.

Listen carefully to its parts: /s/ /āl/. Now I want you to put

the parts together. Listen to these answer choices: pail,

sail, nail. Fill in the circle next to the picture that makes

the sounds you hear in /s/ /āl/.




will say the name of the picture now. “Feet.” “Feet.” Read


word “feet.”


24: rose; Number 25: snail; Number 26: seal.

Say: Now look at Numbers 27 and 28. Read each question

carefully. Read all three answer choices for each question.




Writing Prompt,pages 22–25

Have children turn to page 22. Say: Here are some tips to

help you do your best when you respond to the Florida

Writing Prompt. Remember these tips when you write.

Read the prompt carefully. Plan your writing. Support your

ideas. Use full sentences. Reread what you have written.

Have children turn to page 23. Say: Use this sheet to

plan your writing. Your writing on this sheet will NOT be

scored. Only the writing on page 25 will be scored.

Read the writing prompt aloud. Make sure children

understand what they must do.



• Listening Comprehension• Reading Comprehension• Vocabulary Strategies• Literary Elements• Text Features and Study Skills• Grammar, Mechanics, and Usage• Phonemic Awareness/Phonics/ Structural

Analysis• Writing

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Reading


achieving the Florida Standards. Here is a

list of what you will read.

Do You Want a Dog?. . . . . . . .Page 5

Why Am I So Afraid?. . . . . . .Page 12

Directions to Students Read the story and the poem in this

test. Then choose the best answer to

each question.


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Student Name


answers on the story “Janie and the Pie.”

1 Read this sentence from the story.

Mother also said how long to bake the

pie in the oven.

What does the word bakebake mean?

a fi ll

b eat

c cook

2 What happens in the MIDDLE of the story?

a Janie writes down what Mother says.

b Janie asks Mother to help her make a pie.

c Janie stops writing down what Mother says.

3 Why does Janie get a pencil and paper?

a to sign her name

b to give to Mother

c to write what Mother says

4

STOP


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Many people want a dog for a pet. They think having a dog will be a lot of fun. They are right. There are many terrific things that a pet can add to your life!

Read the story “Do You Want a Dog?”

Then answer Numbers 1 to 11.

Do You Want a Dog?

5Florida Unit Assessment • Grade 1 • Unit 4 87


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But having a pet is a lot of hard work, too. Do not get a dog in haste. Take your time. Think about it. Can you take good care of him? Can you give him a happy life?

6 88 Florida Unit Assessment • Grade 1 • Unit 4


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When you get a dog, he is soft, fuzzy, and cute. He likes to run, jump, and give you kisses. But there are many things that he needs from you. He needs food and water. He needs to run and play. He also needs to be cleaned.



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Dogs are most happy when they are doing things. They like to go for a walk each day. Dogs like to sniff the things they see. They think sniffing is really fun!



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Now you know some things about having a dog. Do you think you are ready to have a dog? Do you think you can take good care of him?



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answers on the story “Do You Want a Dog?”

4 Do not walk the dog in . Take your time.

a slow b time c haste

5 In which sentence does rightright mean correctcorrect?

a Try to give the rightright answer.

b Look at the dog on your rightright.

c The dog’s leash is rightright there.

6 Which word shows more than onemore than one?

a kiss b kisses c kissing

7 Read this dictionary entry.

terrific:terrific: very good

Which sentence uses the SAME meaning

of terrificterrific?

a I had a terrifi cterrifi c cold last week.

b The terrificterrific storm broke our big tree.

c Ryan had a terrificterrific day playing in the park.


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8 Why should you think about it BEFORE you

get a dog?

a to make you NOT want a dog anymore

b to help you pick the prettiest dog that you can

c to help you make sure you can take care of

a dog

9 Having a dog is MOST like .

a caring for a baby

b playing with a toy

c being with a friend

10 Why do dogs like to go for walks?

a They need food and water.

b They like to sniff new things.

c They are soft, fuzzy, and cute.

11 How is having a dog DIFFERENT from

having a cat?

STOP


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Why Am I So Afraid?

I look down into the pool,So why am I so afraid?

The water is clear and cool,So why am I so afraid?

Read the poem “Why Am I So Afraid?”

Then answer Number 12.



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12 Which line is repeated in the poem?

a “So why am I so afraid?”

b “I look down into the pool”

c “The water is clear and cool.”


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13 Look at the floor plan.

Which exit is the closest to Mrs. Beck’s room

on the floor plan?

a Exit 1

b Exit 2

c Exit 3


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15

What is the MOST important word on

the page?

a noun b word c read

STOP

What is Kelly Jones’s telephone number?

a 555-4217 b 575-9338 c 555-3232

15 Look at the textbook page.

14 Look at the telephone directory.

A noun is a kind of word.

Nouns give names to

things. You see a lot of

nouns when you read.

In fact, a noun will be in

almost every sentence.

James, Kenny . . . . . . . . . . . . . . . . . . . . . 555-4217

Johnson, Kate . . . . . . . . . . . . . . . . . . . . . 555-7759

Johnson, Mika . . . . . . . . . . . . . . . . . . . . 555-0257

Jones, Kelly . . . . . . . . . . . . . . . . . . . . . . . 555-3232

Jones, Rosa . . . . . . . . . . . . . . . . . . . . . . 575-9338

Jones, Seth . . . . . . . . . . . . . . . . . . . . . . . 575-1788


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Questions










16

What do these mean?







1


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17

My Big Brother

1 Erik was born on April 24 1992. 2 he is

my older brother. 3 Sometimes he takes me

to the movies.

The story below is a draft that Tim wrote.

Read the story to answer questions 16–17.

16 Which sentence needs a comma?

a sentence 1 b sentence 2 c sentence 3

17 Which sentence needs a capital letter?



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18

Farm Life

My family lives on a farm. We (18) many

hens and cows. There is a lot of work on a farm.

Every morning I (19) my chores.

Read the story “Farm Life.” Choose the word

that correctly completes questions 18 and 19.


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a has

b have

c having


a do

b does

c done

19

STOP


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20 a b c

21 a b c

22 a b c


the picture.

23 a fit

b fat

c feet

24 a rain

b rise

c rose


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25 a sell

b sank

c snail

26 a sail

b seal

c slam

27 Cats are than fish.

a cute

b cuter

c cutest

28 Kate the final score.

a tally

b tallys

c tallies

STOP


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Tips for Responding to theWriting Prompt

Here are some tips to help you do your best

when you respond to the Florida Writing

Prompt. Remember these tips when you write.

✓ Read the prompt carefully.

✓ Plan your writing.

✓ Support your ideas.

✓ Use full sentences.

✓ Reread what you have written.

22

Florida WritingPrompt Information


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PLANNING SHEET

Use this sheet to plan your writing. Your writing

on this sheet will NOT be scored. Only the writing

on page 25 WILL be scored.


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PROMPT

DO NOT WRITE ON THIS PAGE.

Everyone has a special book that he or she

wants a friend to read.

Think about a special book you want a

friend to read.

Now write a story about a special book you

want a friend to read. Tell your friend why

he or she should read the book.



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STOP


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Grade 1 • Unit 4



Percent Correct

Listening Comprehension: Context clues, 1; plot development, 2; plot development: draw conclusions, 3

/3 %

Vocabulary: Words in context, 4; multiple-meaning words, 5; word parts, 6; use a dictionary: unfamiliar words, 7

/4 %

Reading Comprehension: Author’s purpose: make inferences, 8, 10; compare and contrast, 9

/3 %

Short response: compare and contrast, 11 /2 %

Literary Elements: Repetition, 12 /1 %

Text Features and Study Skills: Floor plan, 13; telephone directory, 14; bold print, 15

/3 %

Grammar: Commas, 16; sentence punctuation, 17; has and have, 18, go and do, 19;

/4 %

Phonemic Awareness/Phonics: Phoneme blending, 20, 21; onset and rime blending, 22; long /ē/ee, 23; long /ō/o_e, 24; long /ā/ai, 25; long /ē/ea, 26; long /ū/u_e/inflectional ending -er, 27; long/ē/y/ inflectional ending -es, 28

/9 %

Writing: Expository: persuasive book report

/6 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.1.2.3 LA.1.1.6.3

2 LA.E.1.2.2 LA.1.2.1.2

3 LA.E.1.2.2 LA.1.2.1.2

4 LA.A.1.2.3 LA.1.1.6.3

5 LA.A.1.2.3 LA.1.1.6.9

6 LA.1.1.4.7

7 LA.1.1.6.10

8 LA.A.2.2.2 LA.1.1.7.8

9 LA.A.2.2.7 LA.1.1.7.7

10 LA.A.2.2.2 LA.1.1.7.8

11 LA.A.2.2.7 LA.1.1.7.7

12 LA.1.2.1.4

13 LA.A.2.2.8 LA.1.2.2.1

14 LA.A.2.2.8 LA.1.2.2.1

15 LA.A.2.2.5 LA.1.2.2.1

16 LA.1.3.4.3

17 LA.1.3.4.2

18 LA.1.3.4.5

19 LA.1.3.4.5

20 LA.1.1.3.2

21 LA.1.1.3.2

22 LA.1.1.3.2

23 LA.1.1.4.2

24 LA.1.1.4.2

25 LA.1.1.4.2

26 LA.1.1.4.2

27 LA.1.1.4.7

28 LA.1.1.4.7


STOP


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students’ mastery of the skills taught in the unit. The









■ Writing





The Night SkyDo you ever look up at the night sky? You might see

the moon or some stars. If there are too many clouds,

you will not see the stars. But when the clouds are

gone, you can see many stars.

Some stars are very bright. This means it is easy to see

them. Other stars are tiny. It is not as easy to see them.

Some stars are far apart from each other. Others are

crowded together. Some just look like stars, but they

are not stars at all. They are planets!

The brightest star in the night sky is called Sirius. It has

the nickname “the dog star.” It is part of a group

of stars called “the big dog.”

Another group of stars is called the Big Dipper. You

can learn what the Big Dipper looks like. Then you can

find it in the night sky. It can help you learn about

many other stars.


directions at the top of the page. Say: Listen while

I read Numbers 1 to 3. Base your answers on the story

“The Night Sky.” Listen to all three answer choices for each


When you have finished, put down your pencils and look


Reading Comprehension and Vocabulary Strategies, pages 5–11


called “The Little Fish” and then answer some questions.







page 11.



poem called “Go Fish” and then answer a question. Then

you will answer some questions about study skills. Read

all three answer choices for each question. Then fill in the

circle next to the best answer. When you get to the



Grammar, Mechanics, and Usage, pages 16–19





Grade 1, Unit 5


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page 19.





a word in parts: /b/ /ō/ /t/. What word do you make when

you put these sounds together? Listen to these answer

choices: coat, boat, bone. Fill in the circle next to the

picture that has the same sounds as /b/ /ō/ /t/.


/b/ /ir/ /d/. What word do you make when you put these

sounds together? Listen to these answer choices: barn,

girl, bird. Fill in the circle next to the picture that has the

same sounds as /b/ /ir/ /d/.

Say: Look at Number 23. I will say a word: corn,

/k/ /or/ /n/. What is the middle sound in /k/ /or/ /n/? Listen

to these answer choices: fork, star, wolf. Fill in the circle

next to the picture that has the same middle sound as

/k/ /or/ /n/.



to the word that names the picture. Look at Number 24.

I will say the name of the picture now. “Goat.” “Goat.”


the word “goat.”


25: horn; Number 26: bow; Number 27: arm.






Have children answer questions 27 and 28 and stop at

the bottom of page 21.

Writing Prompt, pages 22–25

Have children turn to page 22. Say: Here are some tips

to help you do your best when you respond to the Florida


Read the prompt carefully. Plan your writing. Support

your ideas. Use full sentences. Reread what you have

written.







Grade 1 • Unit 5


• Listening Comprehension• Reading Comprehension• Vocabulary Strategies• Literary Elements• Text Features and Study Skills• Grammar, Mechanics, and Usage• Phonemic Awareness/Phonics/

Structural Analysis• Writing

Name

Date

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Reading


achieving the Florida Standards. Here is a list

of what you will read.

The Little Fish . . . . . . . . . . . . . .Page 5

Go Fish. . . . . . . . . . . . . . . . . . .Page 12


Read the story and the poem in this test. Then



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answers on the story “The Night Sky.”

1 Listen to these sentences from the story.

Some stars are far apart from each

other. Others are crowded together.

What is the base word of crowdedcrowded?

a crowd

b crowds

c crowding

2 What is something that may look like a star,

but is NOT a star at all?

a cloud

b planet

c dog star

3 What happens when there are too

many clouds in the night sky?

a You will see many stars.

b You will not see the stars.

c The stars will look brighter.

STOP


Format Unit Assessment UNIT 5©

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A long time ago a little fish lived in a little lake. The fish seemed very happy. It swam. It ate. It played. The little fish lived a very good fish life. It even had many animal friends from the forest.

Read the story “The Little Fish.” Then

answer Numbers 1 to 11.

The Little Fish



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lake nearby and saw a little fish. The fish was just like you!” The duck told the fish about some more things he saw on his travels.



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After the duck went away, the little fish was very sad. Suddenly it did not like swimming in the lake all alone. “I want a friend to swim with me,” the fish thought. “I do not want to be alone.” This made it so sad that it began to cry.



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The more the fish cried, the higher the water rose in the lake. Then the lake got too full. Some of the water spilled over the side of the lake. The water made a path to the other lake and formed the first river. Now the two little fish are friends.


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answers on the story “The Little Fish.”


suddenly Adverb. right then

Which words have the SAME meaning

as suddenlysuddenly?

a happening now

b happening later

c never happening

5 Which word means the SAME as nearbynearby?

a close b before c under

6 Read these sentences from the story.

“I want a friend to swim with me,” the

fish thought. “I do not want to be alone.”

What does the word alonealone mean?

a in the water

b by yourself

c with your friends

7 The duck saw the fish were in the lake.

a swim b swims c swimming


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8 Why did the lake MOST LIKELY overflow?

a The fi sh was quiet.

b The fish cried a lot.

c The lake needed water.

9 Which of these things could NOT really

have happened?

a The duck fl ew away.

b The duck went to a pond.

c The duck talked to the fish.

10 How does the little fish go see the other fish?

a He swims in the river to the new lake.

b He asks the duck to fly there with him.

c He walks through the forest to the

new lake.

11 What did the duck say that made the fish sad?

STOP


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How long should I wait?Little fish, take my bait.Give a pull at my line,Just one tug, and you’re mine!

Read the poem “Go Fish.” Then answer

Number 12.

Go Fish


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12 Which words make a rhyming pattern?

a justjust and tugtug in line 4

b II and taketake in line 1 and line 2

c lineline and minemine in line 3 and line 4


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13 Look at this picture and the caption.

What is the name of the boy in

the picture?

a Mike

b Jenny

c Coach Gus

14 Look at the diagram.

has blue eyes

likes pizza

plays baseball

has brown eyes

likes hot dogs

plays soccer

is a girl

has brown hair

is in first grade

Kyra Cory

What is the SAME about Kyra and Cory?

a They both like hot dogs.

b They both play baseball.

c They both have brown hair.


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15 You want to find where the book Big FishBig Fish is

kept in a library. Where would you look?

a in a magazine

b in a dictionary

c in a card catalogue

16 Look at the picture graph.

How many students play the flute?

a 5

b 7

c 10STOP


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Questions










1

What do these mean?This number is in the Florida test to







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The Firehouse

1 On tuesday it rained all day. 2 My class

went to the firehouse. 3 We saw a fire engine

and we talked with fred the Fireman.

The story below is a first draft that Habib



17 Which sentence has a day of the week that

needs a capital letter?


18 Which sentence has a proper noun that

needs a capital letter?



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A Bear’s Life

It is easy for bears to find food in summer. But

in winter it is (19) to find food. Bears take very (20) naps in winter.

Read the story “A Bear’s Life.” Choose

the word that correctly completes

questions 19 and 20.


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a nice

b slow

c hard


a long

b longer

c longest

STOP


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21 a b c

22 a b c

23 a b c


the picture.

24 a got

b gate

c goat

25 a horn

b hand

c thorn


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26 a bar

b bow

c bell

27 a ark

b arm

c yarn

Fill in the circle next to the best answer.

28 Dan when he fell off the swing.

a cry

b cried

c cryed

29 Tyler lost his homework. He has to it.

a undo

b redo

c not do

STOP


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Tips for Responding to the Writing Prompt









Florida Writing Prompt Information


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PLANNING SHEET

Use this sheet to plan your writing. Your writing

on this sheet will not be scored. Only the writing

on page 25 will be scored.



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On school days you have to get ready for

school in the morning.

Think about what you do to get ready

for school.

Now write a story about how you get ready

for school every day.

PROMPT



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STOP


Student Name

STOP

Grade 1 • Unit 5


Tested SkillsNumber

Correct

Percent

Correct

Listening Comprehension: Inflectional ending -ed, 1; compare and contrast, 2; cause and effect, 3

/3 %

Vocabulary Strategies: Use a dictionary/unfamiliar words, 4; synonyms, 5; context clues/syntax and semantic clues, 6; inflectional ending -ing, 7

/4 %

Reading Comprehension: Plot development: make inferences, 8; compare and contrast: fantasy and reality, 9; problem and solution, 10

/3 %

Short response: Plot development: make inferences, 11

/2 %

Literary Elements: Rhyming patterns, 12 /1 %

Text Features and Study Skills: Caption, 13; diagram, 14; card catalogue, 15; picture graph, 16

/4 %

Grammar, Mechanics, and Usage: Days of the week: capitalize, 17; capitalizing proper nouns, 18; antonyms, 19; adjectives that compare, 20

/4 %

Phonemic Awareness/Phonics/Structural Analysis: Phoneme blending, 21, 22; phoneme isolation, 23; long /ō/oa, ow, 24, 26; r-controlled vowel: /ôr/or, 25; /är/ar, 27; long /ī/igh/inflectional ending -ed, 28; prefixes re-, un-, 29

/9 %

Writing: Expository: how-to article /6 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.1.1.6.5

2 LA.A.2.2.7 LA.1.1.7.7

3 LA.E.2.2.1 LA.1.1.7.5

4 LA.1.1.6.10

5 LA.A.1.2.3 LA.1.1.6.7

6 LA.A.1.2.3 LA.1.1.6.3

7 LA.1.1.6.5

8 LA.E.1.2.2 LA.1.2.1.2

9 LA.E.2.2.7 LA.1.1.7.7

10 LA.E.1.2.2 LA.1.2.1.2

11 LA.E.1.2.2 LA.1.2.1.2

12 LA.1.2.1.4

13 LA.A.2.2.8 LA.1.2.2.1

14 LA.A.2.2.8 LA.1.2.2.1

15 LA.A.2.2.8 LA.1.2.2.1

16 LA.A.2.2.8 LA.1.2.2.1

17 LA.1.3.4.2

18 LA.1.3.4.2

19 LA.A.1.2.3 LA.1.1.6.7

20 LA.1.1.6.4

21 LA.1.1.3.2

22 LA.1.1.3.2

23 LA.1.1.3.1

24 LA.1.1.4.2

25 LA.1.1.4.3

26 LA.1.1.4.2

27 LA.1.1.4.3

28 LA.1.1.4.7

29 LA.1.1.6.5



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This Unit Assessment is designed to measure

your students’ mastery of the skills taught in the

unit. The test assesses all of the following areas:








■ Writing





Backyard BirdsYou can learn a lot about birds just by watching them

in your backyard. Even in a huge city, you can watch

birds finding food, building nests, and caring for their

babies. What things have you watched birds do?

You will see some birds fly from tree to tree. Sparrows,

robins, and cardinals like to rest on tree branches.

Other birds like to peck at the ground most of the day.

You will often see pigeons walking around on the

ground when they look for food.

Some kinds of birds do things that no other birds do. A

mockingbird learns how to sing the songs of many

other birds. Some mockingbirds can sing over ten

different bird songs! Woodpeckers use their beaks to

pound holes in thick tree trunks. And hummingbirds

flap their wings so fast that they are hard to see!

So, the next time you want to learn some interesting

facts about birds, just look in your own backyard!

You can use a bird book to help you guess which bird

is which.



Numbers 1 to 3. Base your answers on the story

“Backyard Birds.” Listen to all three answer choices for

each question. Then fill in the circle next to the best

answer. When you have finished, put down your pencils

and look at me. You may begin now.

Reading Comprehension and Vocabulary Strategies, pages 5–11


called “Jim’s Fun Picnic” and then answer some questions.







page 11.



poem called “Fuzzy Wuzzy” and then answer a question.



in the circle next to the best answer. When you get to the



Grade 1, Unit 6


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Grammar, Mechanics, and Usage, pages 16–19





















page 19.





a word: good, /g/ /ů/ /d/. What is the middle sound in

/g/ /ů/ /d/? Listen to these answer choices: boot, book,

spoon. Fill in the circle next to the picture that has the

same middle sound as /g/ /ů/ /d/.

Say: Look at Number 22. I will say a word: boil, /b/ /oi/ /l/.

What is the middle sound in /b/ /oi/ /l/? Listen to these

answer choices: coin, cow, moon. Fill in the circle next to

the picture that has the same middle sound as /b/ /oi/ /l/.


/kl/ /aw/. What word do you make when you put these

sounds together? Listen to these answer choices: clam,

claw, clay. Fill in the circle next to the picture that has the

same sounds as /kl/ /aw/.



to the word that names the picture. Look at Number 24.

I will say the name of the picture now. “Cloud.” “Cloud.”


the word “cloud.”

Continue in the same way through page 20— Number

25: hook; Number 26: clown; Number 27: saw.






Have children answer questions 28 and 29 and stop at

the bottom of page 21.

Writing Prompt, pages 22–25

Have children turn to page 22. Say: Here are some tips

to help you do your best when you respond to the Florida


Read the prompt carefully. Plan your writing. Support

your ideas. Use full sentences. Reread what you

have written.







Grade 1 • Unit 6


• Listening Comprehension• Reading Comprehension• Vocabulary Strategies• Literary Elements• Text Features and Study Skills• Grammar, Mechanics, and Usage• Phonemic Awareness/Phonics/

Structural Analysis• Writing

Name

Date

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Reading

This test measures how well students are

achieving the Florida Standards. Here is a list

of what you will read.

Jim’s Fun Picnic. . . . . . . . . . . .Page 5

Fuzzy Wuzzy . . . . . . . . . . . . . .Page 12


Read the story and the poem in this test. Then


Question 11 needs a short written answer. This

question is worth 2 points.


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answers on the story “Backyard Birds.”

1 How are cardinals and pigeons DIFFERENT?

a Cardinals live on the ground but pigeons

make holes in trees.

b Pigeons can sing many songs but

cardinals can sing only one song.

c Cardinals like to be in the trees but

pigeons like to be on the ground.

2 Mockingbirds sing the songs of many other

birds, and hummingbirds ____.

a peck at the ground most of the day

b flap so fast that their wings are hard to see

c pound holes in tree trunks with their beaks


huge (Adjective) very big

Which sentence uses hugehuge correctly?

a Most bugs are huge and hard to see.

b I looked up to see the top of the huge

building.

c I wasn’t hungry so I ate a huge breakfast.

STOP



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Jim had a picnic in the summer. It was on a beautiful, sunny day. What foods did he bring? What games did he play? Jim wanted to plan the best picnic ever!

Read the story “Jim’s Fun Picnic.” Then

answer Numbers 1 to 11.

Jim’s Fun Picnic



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First, Jim thought about whom to invite to the picnic. He asked some friends and his family. Next, he picked a spot to have the picnic. He picked a spot with lots of space for people to eat and play. Some good spots for a picnic are a park, a lake, a forest, or a beach.



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Jim and his friends had many foods at the picnic. They all ate sandwiches. They also ate some other foods. They ate watermelon, grapes, and corn on the cob. Jim’s friends liked the food. After lunch they played games.



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Jim cared for his friends. He wanted to keep his picnic safe. Jim wore a helmet when he rode his bike. He took a first aid kit for cuts and scrapes. Jim had lots of fun planning his picnic. Jim wanted to plan one again soon!


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Now answer Numbers 4 to 11. Base your answers on the story “Jim’s Fun Picnic.”


First, Jim thought about whom to invite

to the picnic.

In this sentence, the word inviteinvite means ____.

a ask b leave c forget

5 What is the base word of searchingsearching?

a search b searched c searches


Jim wore a helmet when he rode

his bike.

In this sentence, the word helmethelmet means ____.

a a game you play with a bike

b a kind of shoe you wear to ride a bike

c a kind of hat that keeps your head safe

7 Which word means the OPPOSITE of bringbring?

a fi nd b hold c leave


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8 Look at the picture on page 5. Where is

Jim’s picnic?

a at a park

b at a forest

c at the beach

9 Why does Jim bring a first aid kit?

a to help his mother

b to play a fun game

c to keep his friends safe

10 What will Jim MOST LIKELY do NEXT?

a go back to school

b go to another picnic

c clean up after his picnic

11 Jim’s friend Lanie is planning a picnic. She

learns that it will rain that day. What will Lanie

probably do?

STOP



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Read the poem “Fuzzy Wuzzy.” Then

answer Number 12.

Fuzzy Wuzzy was a bear.Fuzzy Wuzzy had no hair.Fuzzy Wuzzy wasn’t very fuzzy,Wuzzy?

Fuzzy Wuzzy


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12 Which word is used in a fun way?

a hairhair in line 2

b wuzzywuzzy in line 4

c fuzzyfuzzy at the end of line 3


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Read the article “Hurricanes.” Then answer

Numbers 13 and 14.

HURRICANES

What is a hurricane?

A hurricane is a large storm. It brings strong

winds and heavy rain.

Where do hurricanes start?

Hurricanes start over the ocean.

How strong are hurricanes?

Hurricanes can have very heavy winds that

blow over 100 miles per hour.

13 In this article, you will NOT find information

on ____.

a other types of storms

b the strength of a hurricane

c the definition of a hurricane

14 Where do hurricanes start?

a over land

b over the ocean

c under the ground


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Read this Web page about dolphins.

Then answer Numbers 15 and 16.

STOP

15 Your teacher has asked you to use the

Internet to find more information on dolphins.

Where would you type in the word dolphinsdolphins?

a in the search box

b in the address box

c under the illustration

16 Which caption would BEST describe the

illustration on the Web page?

a Dolphins can learn tricks.

b Dolphins make many noises.

c Dolphins can work in groups.


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Questions









✓ Relax.



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Read and answer questions 17 and 18.

17 In which sentence below is all

capitalization correct?

a My mother and i rode the bus

to the movie.

b My mother and I rode the bus

to the movie.

c My Mother and I rode the bus

to the movie.

18 In which sentence below is all

capitalization correct?

a We Went to texas to see our aunt.

b We went to Texas to see our aunt.

c We went to texas to see our Aunt.


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A New Pet

I have a new puppy at home. (19)

is named Sam. Today Grandfather

came for a visit. Has (20) seen the

new puppy?

Read the story “A New Pet.” Choose the

word or words that correctly complete

questions 19 and 20.


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a Little

b Barking

c My puppy


a he

b his

c him

STOP


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21 a b c

22 a b c

23 a b c


the picture.

24 a crowd

b clown

c cloud

25 a hook

b book

c hoot


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26 a clan

b clown

c clump

27 a sow

b saw

c sew

Fill in the circle next to the best answer.

28 How do you break the word picnicpicnic into its

two syllables?

a p-icnic

b pi-cnic

c pic-nic

29 Read the sentence.

The child was full of joy on

his birthday.

Which word means the SAME as full of joyfull of joy

in the sentence?

a joy b joyful c joyless

STOP


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Tips for Responding to the Writing Prompt









Florida Writing Prompt Information


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PLANNING SHEET

Use this sheet to plan your writing. Your writing on this

sheet will NOT be scored. Only the writing on page 25

WILL be scored.


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You read about picnics on pages 5 to 9.

Think about what you would do to plan for

a picnic.

Now write a report about how to plan

a picnic.

PROMPT



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STOP


Student Name

Grade 1 • Unit 6


Tested SkillsNumber

Correct

Percent

Correct

Listening Comprehension: Compare and contrast, 1, 2; use a dictionary/other sources, 3

/3 %

Vocabulary Strategies: Syntax and semantic clues, 4; inflectional ending -ing, 5; words in context, 6; antonyms, 7

/4 %

Reading Comprehension: Plot development: use illustrations, 8; cause and effect, 9; plot development: make predictions, 10

/3 %

Short response: Plot development: make predictions, 11

/2 %

Literary Elements: Word play, 12 /1 %

Text Features and Study Skills: Heads, 13; question/answer format, 14; media center and Internet, 15; captions, 16

/4 %

Grammar, Mechanics, and Usage: capitalizing I, 17; capitalization of nouns and pronouns, 18; subjects, 19; pronouns, 20

/4 %

Phonemic Awareness/Phonics/Structural Analysis: Phoneme isolation, 21, 22; phoneme blending, 23; diphthong /ou/ou, 24; /ou/ow, 26; variant vowel /ů/oo, 25; /ô/aw, 27; divide words by syllable patterns, 28; dipthong /oi/oy/suffixes -ful and -less, 29

/9 %

Writing: Expository: Report /6 %


Correlations

ItemAssessed

Benchmarks*

NewSunshine State

Standards

1 LA.A.2.2.7 LA.1.1.7.7

2 LA.A.2.2.7 LA.1.1.7.7

3 LA.1.1.6.10

4 LA.A.1.2.3 LA.1.1.6.3

5 LA.1.1.6.5

6 LA.A.1.2.3 LA.1.1.6.3

7 LA.A.1.2.3 LA.1.1.6.7

8 LA.E.1.2.2 LA.1.2.1.2

9 LA.E.2.2.1 LA.1.1.7.7

10 LA.E.1.2.2 LA.1.2.1.2

11 LA.E.1.2.2 LA.1.2.1.2

12 LA.1.2.1.4

13 LA.A.2.2.8 LA.1.2.2.1

14 LA.A.2.2.8 LA.1.2.2.1

15 LA.1.6.4.1

16 LA.A.2.2.8 LA.1.2.2.1

17 LA.1.3.4.2

18 LA.1.3.4.2

19 LA.1.3.4.4

20 LA.1.3.4.4

21 LA.1.1.3.1

22 LA.1.1.3.1

23 LA.1.1.3.2

24 LA.1.1.4.3

25 LA.1.1.4.3

26 LA.1.1.4.3

27 LA.1.1.4.3

28 LA.1.1.4.3

29 LA.1.1.4.3



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Grade 1 Unit Test Answer Key

Unit 1

1. B

2. B

3. C

4. C

5. A

6. B

7. B

8. A

9. B

10. A

11. Top-Score Response: Kim’s cat runs to the trap.

12. A

13. B

14. C

15. B

16. C

17. B

18. C

19. A

20. A

21. C

22. A

23. A

24. B

25. B

26. A

27. C

28. B

29. A


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Unit 2

1. B

2. B

3. C

4. C

5. B

6. C

7. B

8. C

9. A

10. C

11. Top-Score Response: The story tells how dogs can jump, play, sit, and come.

12. C

13. A

14. B

15. B

16. C

17. C

18. A

19. B

20. A

21. B

22. A

23. C

24. C

25. C

26. C

27. B

28. A

29. A


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Unit 3

1. A

2. C

3. B

4. B

5. C

6. C

7. A

8. A

9. B

10. A

11. Top-Score Response: Next, all the kids will laugh. Jake will be upset.

12. A

13. B

14. A

15. A

16. B

17. B

18. C

19. B

20. C

21. C

22. B

23. A

24. B

25. B

26. B

27. A

28. B

29. A


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Unit 4

1. C

2. A

3. C

4. C

5. A

6. B

7. C

8. C

9. A

10. B

11. Top-Score Response: A dog is different from a cat because it barks and

you have to take it for a walk.

12. A

13. B

14. C

15. A

16. A

17. B

18. B

19. A

20. C

21. A

22. B

23. C

24. C

25. C

26. B

27. B

28. C

Writing Prompt: See rubric.


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Unit 5

1. A

2. B

3. B

4. A

5. A

6. B

7. C

8. B

9. C

10. A

11. Top-Score Response: The duck said that he saw another fish. This made

the fish sad to be alone. (See anchor papers.)

12. C

13. A

14. C

15. C

16. C

17. A

18. C

19. C

20. A

21. B

22. C

23. A

24. C

25. A

26. B

27. B

28. B

29. B



A1UA_FL_BM_RD09_6425;5.indd Page 169 10/18/08 10:04:25 AM u-s082A1UA_FL_BM_RD09_6425;5.indd Page 169 10/18/08 10:04:25 AM u-s082 /Volumes/106/mhs00056_r3/mhs00056_r3/mhs00056_R3_work%0/indd%0/Grade 1/Volumes/106/mhs00056_r3/mhs00056_r3/mhs00056_R3_work%0/indd%0/Grade 1

PDF Pass

Unit 6

1. C

2. B

3. B

4. A

5. A

6. C

7. C

8. A

9. C

10. C

11. Top-Score Response: Lanie will have the picnic another day if it rains.

12. B

13. A

14. B

15. A

16. A

17. B

18. B

19. C

20. A

21. B

22. A

23. B

24. C

25. A

26. B

27. B

28. C

29. B



FCAT Reading Assessed Benchmarks

Grades 3–5 Grade 1 Sunshine State Standards

LA.A.1.2.3 Uses simple strategies to determine

meaning and increase vocabulary for reading,

including the use of prefixes, suffixes, root words,

multiple meanings, antonyms, synonyms, and word

relationships.

LA.1.1.6.3 use context clues

LA.1.1.6.9 determine the correct meaning of words

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

LA.1.1.6.7 identify common antonyms and

synonyms

LA.1.1.6.8 use meaning of individual words to

predict meaning of unknown compound words

LA.1.1.6.9 determine the correct meaning of words

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

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

or essential message, identifies relevant supporting

details and facts, and arranges events in chronological

order.

LA.1.1.7.3 retell the main idea or essential message

LA.1.1.7.4 identify supporting details

LA.1.1.7.6 arrange events in sequence

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

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

text is primarily intended to persuade.)

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

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

unclear

LA.A.2.2.7 Recognizes the use of comparison and

contrast in a text.

LA.1.1.7.7 identify the text structures an author uses

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

sequence of events)

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

reference materials, including multiple

representations of information such as maps, charts,

and photos, to gather information for research

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

information for a variety of purposes, including

making a report, conducting interviews, taking a test,

and performing an authentic task.)

LA.1.2.2.1 locate specific information by using

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

charts, signs, captions) in informational text

LA.E.1.2.2 Understands the development of plot and

how conflicts are resolved in a story.

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

middle, end) in a story

LA.E.1.2.3 Knows the similarities and differences

among the characters, settings, and events presented

in various texts.

LA.1.2.1.3 identify the characters and settings in a

story

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

nursery rhymes, fairy tales), identifying the

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

connecting text to self (personal connection), text to

world (social connection), text to text (comparison

among multiple texts)

LA.E.2.2.1 Recognizes cause-and-effect

relationships in literary texts. [Applies to fiction,

nonfiction, poetry, and drama.]

LA.1.1.7.5 distinguish fact from fiction and cause

from effect

LA.1.1.7.7 identify the text structures an author uses

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

sequence of events)


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Grade 1 New Sunshine State Standards Reading and Language Arts

Grade 1: Reading Process

Concepts of Print

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

organized and read.

The student will:

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

index; and

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

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

Phonemic Awareness

Standard: The student demonstrates phonemic awareness.

The student will:

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

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

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

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

and substitution.


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Standard: The student demonstrates knowledge of the alphabetic

principle and applies grade level phonics skills to read text.

The student will:

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

consonant blends, long and short vowel patterns) and blends those

sounds into words;

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

printed words;

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

LA.1.1.4.4 decode words from common word families;

LA.1.1.4.5 recognize high frequency words;

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

contractions;

LA.1.1.4.7 decode base words and inflectional endings; and

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

earlier misreading.


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Fluency

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

orally with accuracy, appropriate rate, and expression.

The student will:

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

words quickly and accurately in isolation and in context;

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

context; and

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

and style.

Vocabulary Development

Standard: The student uses multiple strategies to develop grade

appropriate vocabulary.

The student will:

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

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

challenging text;

LA.1.1.6.3 use context clues;

LA.1.1.6.4 categorize key vocabulary and identify salient features;

LA.1.1.6.5 relate new vocabulary to prior knowledge;

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

LA.1.1.6.7 identify common antonyms and synonyms;

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

compound words;

LA.1.1.6.9 determine the correct meaning of words with multiple meanings

(e.g., mine) in context; and

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

dictionary, illustrations, and digital tools.


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Standard: The student uses a variety of strategies to comprehend

grade level text.

The student will:

LA.1.1.7.1 identify a text’s features (e.g., title, subheadings, captions,

illustrations), use them to make predictions, and establish a purpose for

reading;

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

verify the accuracy of information presented in read selections;

LA.1.1.7.3 retell the main idea or essential message;

LA.1.1.7.4 identify supporting details;

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

LA.1.1.7.6 arrange events in sequence;

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

contrast, cause/effect, and sequence of events);

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

(e.g., why, how) if meaning is unclear; and

LA.1.1.7.9 self monitor comprehension and reread when necessary.


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Grade 1: Literary Analysis

Fiction

Standard: The student identifies, analyzes, and applies knowledge of

the elements of a variety of fiction and literary texts to develop a

thoughtful response to a literary selection.

The student will:

LA.1.2.1.1 identify various literary forms (e.g., stories, poems, fables, legends,

picture books);

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

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

LA.1.2.1.4 identify rhyme, rhythm, alliteration, and patterned structures in

poems for children;

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

tales), identifying the character(s), setting, and sequence of events and

connecting text to self (personal connection), text to world (social

connection), text to text (comparison among multiple texts); and

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

based on interest and teacher recommendations, to begin building a

core base of knowledge.

Non-Fiction

Standard: The student identifies, analyzes, and applies knowledge of

the elements of a variety of non-fiction, informational, and expository

texts to demonstrate an understanding of the information presented.

The student will:

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

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

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

based on interest and teacher recommendations, to begin building a

core base of knowledge; and

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

listing, mapping, or summarizing.


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Pre-Writing

Standard: The student will use prewriting strategies to generate ideas

and formulate a plan.

The student will prewrite by:

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

webbing, drawing, group discussion, other activities);

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

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

Drafting

Standard: The student will write a draft appropriate to the topic,

audience, and purpose.

The student will draft writing by:

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

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

middle, and end.

Revising

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

effectiveness.

The student will revise by:

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

repetitive text; and

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

details by using a caret and replacing general words with specific words.


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Editing for Language Conventions

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

language conventions.

The student will correctly use:

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

and simple CVC words) and conventional spelling of high frequency

words;

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

names, days of the week and months of the year;

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

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

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

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

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

marks, and exclamation points.

Publishing

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

audience.

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

of compositions.


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l Grade 1: Writing Applications

Creative

Standard: The student develops and demonstrates creative writing.

The student will:

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

imagined events, characters, and a sequence of events; and

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

Informative

Standard: The student develops and demonstrates technical writing

that provides information related toreal-world tasks.

The student will:

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

summaries, recipes, notes/ messages, labels, instructions, graphs/

tables);

LA.1.4.2.2 participate in recording information from informational/

expository text (e.g., lists, graphs, tables or maps);

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

sentence and at least three details;

LA.1.4.2.4 write basic communications, including friendly letters and

thank-you notes; and

LA.1.4.2.5 write simple directions to familiar locations using “left and right,”

and create a map that matches the directions.

Persuasive

Standard: The student develops and demonstrates persuasive writing

that is used for the purpose of influencing the reader.

LA.1.4.3.1 The student will draw a picture and use simple text to explain why

this item (food, pet, person) is important to them.


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Grade 1: Communication

Penmanship

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

communicate ideas and experiences.

The student will:

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

right sequencing; and

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

Listening and Speaking

Standard: The student effectively applies listening and speaking

strategies.

The student will:

LA.1.5.2.1 listen attentively and understand directions for performing tasks

(e.g., multi-step oral directions), solving problems, and following rules;

LA.1.5.2.2 retell specific details of information heard;

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

demonstrate understanding;

LA.1.5.2.4 use formal and informal language appropriately;

LA.1.5.2.5 communicate effectively when relating experiences and retelling

stories read and heard; and

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

questions, taking turns, staying on topic, making eye contact, and facing

the speaker.


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l Grade 1: Information and Media Literacy

Informational Text

Standard: The student comprehends the wide array of informational

text that is part of our day to day experiences.

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

organizational features (e.g., table of contents, headings, captions, bold

print, key words, indices) in informational text.

Research Process

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

processing, and presentation of information.

The student will:

LA.1.6.2.1 formulate questions and gather information using simple

reference materials (e.g., non-fiction books, picture dictionaries,

software);

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

using alphabetical order, record information, and compare it to search

questions;

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

informational sources; and

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


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Media Literacy

Standard: The student develops and demonstrates an understanding of

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

The student will:

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

graphics, music, digital video); and

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

radio, digital technology).

TechnologyStandard: The student develops the essential technology skills for using

and understanding conventional and current tools, materials and

processes.

LA.1.6.4.1 The student will use appropriate available technology resources

(e.g., writing tools, digital cameras, drawing tools) to present thoughts,

ideas, and stories.


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Rubric for Short-Response QuestionsScore Description

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

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

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

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

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

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

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

question or the student has left the answer blank.

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21

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Anchor Papers: Student Writing Samples

This section provides sample written responses to five of the Unit Assessment writing

prompts, along with comments explaining the scores. These anchor papers illustrate score

points 2, 4, 5, and 6; additional comments provide explanations of score points 1 and 3.

Unit 4: Expository: Persuasive Book Report

Score Point 2

My Spechul Book

Book is abowt lake wich is in the contry. It is called Blue lakeBlue lake . The sun and sand so sparkely. His dad teches him to swim undr watr. he cud see fishes undr cleer watr If you read it its fun mabee we cud talk abowt it.

Focus –Little relevant information. No clear purpose for writing. Related ideas are only

loosely grouped. The unifying idea is inadequately presented and maintained.

Organization—Little evidence of an organizational pattern. Weak progression of ideas

and lack of transitional devices detracts from the overall presentation. In general, the paper

lacks a sense of wholeness.

Support—Word choice is limited and immature. No firm knowledge of word meanings.

Use of detail and example is sparse throughout.

Conventions—Frequent errors in spelling, capitalization, punctuation, and sentence

structure. Simple sentence constructions marred by fragments and run-ons.

What Does a Score Point 1 Paper Look Like?

Focus: No clear statement of purpose or topic. A paper at score point 1 would not have a

relevant title as does the paper earning a score of 2.

Organization—No organizational pattern. Lacks an introductory and a concluding

statement like “ Book is about the lake wich is in the contry” and “If you read it its fun

mabee we cud talk abowt it.”

Support—Supporting ideas are sparse. Overall lack of details. Limited and immature word

choice. Lacks specific details such as “sparkely” (sparkly) or “cleer (clear) water.”

Conventions—Frequent errors in punctuation, capitalization, usage, and sentence

structure detract significantly from the writing. The Score Point 1 paper would not

underline the book title.


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Score Point 4

A Good Book

Last summer in July I read Good Times a special book to me. Its about a girl. Sandy. Its in a plase is hot and sunny. Lots of things happen to her. I like Sandy and its fun to read about her. She has a dog and they solve crimes. The ending is a suprise. You will like it too.

Focus—Generally focused on the topic. Some loosely related information.

Organization—Some attempt at an organizational pattern. Writer’s opinion and

reasons occasionally in an illogical order but has general sense of wholeness.

Support—The word choice is generally adequate. Some supporting ideas contain

specifics and details, while others are not developed. Some attempt has been made to

include details that contribute to meaning.

Conventions—Knowledge of conventions demonstrated. Common words are usually

spelled correctly. Sentence constructions are generally simple with some variation.


Focus—Generally focused with some extraneous information.

Organization—Organization not consistent. Lacks an introductory and concluding

sentence such as “…a special book to me” and “… you will like it too.”

Support—The word choice is vague and shows a lack of maturity. Detailed phrases

such as “a place that is hot and sunny” not included.

Conventions—Knowledge of the conventions demonstrated. Common words spelled

correctly. Sentence constructions are generally simple with some variation.

There is less sophistication of syntax than in the Score Point 4 paper.


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l Score Point 5

The State Fair

The State FairState Fair is a great book. The boy in the book is in a state fair. He is showing his pig. The pig’s name is Charlie. Just as the winner is going to be told, somethin exsiting happens! If you read it, you can find out wat happens. Its a good book for families and friends to share.

Focus—Writing is focused and demonstrates a strong sense of purpose and

audience for writing. The central idea is clearly presented and maintained throughout.

Organization— Writing displays a logical plan of development. Shows a clear

progression of argument with occasional lapses. Transitional devices signal the

relationship of the supporting ideas to the central idea and the connection between

and among sentences. The paper demonstrates a sense of completeness.

Support—Word choice is adequate although sometimes lacking in precision. A

number of well-chosen details gives specificity and relevance to the writing. In some

areas of the response, the supporting ideas and details are not developed.

Conventions—Conventions are generally followed; the usage is standard; various

sentence structures are used. Most sentences are complete, although a few fragments

may occur. Occasional errors in subject/verb agreement and in standard forms of

verbs and nouns, but not enough to impede communication.


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Score Point 6

Going to the Island

Going to the IslandGoing to the Island is about a pirate. His name is Captain Eddy. He has a parrit that talks. Captain Eddy takes lots of tresures. He has lots of fun. He gets in truble. In this story, he is a prisner. He has to get away. His parrit, Sam, helps him. You will like this story too. I want to read all of the Captain Eddy stories. You will too.

Focus—Writing is consistently focused on the topic. Related ideas are clearly

grouped and developed. A clear sense of purpose and audience is evident and

maintained throughout the writing.

Organization—The writing has a clear organizational pattern in which opinion,

reasons, and final statement form a logical progression. Transitional devices signal

the relationship of the supporting ideas to the central argument and the connection

between and among sentences.

Support—The paper exhibits ample development of the supporting ideas. Carefully

chosen details clarify the argument. Specific word choices contribute to the relevance

and thoroughness of the presentation.

Conventions—The paper demonstrates a firm command of conventions of

mechanics, spelling, and usage. Various sentence structures are used. Subject/verb

agreement and noun forms are generally correct. With few exceptions, the sentences

are complete, except when fragments are used purposefully.


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l Unit 5: Expository: How-to Article

Score Point 2

Getin ready for School

On school days im tired mostly. Not on saterday or sunday tho. After my sister wake me we eat serel with milk, my dog liks milk to. I can dres mysef and I get my book bag. The skoolbus to pik us up most days. We may b getting a car nest yeer tho?

Focus—Little relevant information to support the topic. The introductory sentence

is not clearly related to the prompt. The focus is unclear, and the unifying point is

not maintained.

Organization—Weak organizational pattern with steps in random order. Transitional

devices to signal steps in progression are generally lacking.

Support— Development of the supporting ideas is inadequate. The details are not

always relevant. Immature and limited word choice is demonstrated throughout.

Conventions—Frequent errors punctuation and capitalization. Common words are

frequently misspelled. Simple sentence constructions generally used.

What Does A Score Point 1 Paper Look Like?

Focus – The paper lacks any kind of introductory sentence, even the vague “On

school days im tired mostly”; the writing only minimally addresses the topic. A unifying

point is not presented or maintained.

Organization—The writing that is relevant to the topic does not exhibit an

organizational pattern. Few, if any, transitional devices are used to signal movement in

the text or make connections between and among sentences.

Support – Supporting ideas are sparse, and they are usually provided through lists,

cliches, and limited or immature word choice. A Score Point 1 paper would not contain

many details such as “serel (cereal) with milk, my dog liks (likes) milk to (too).”

Conventions—Frequent errors in mechanics, spelling, usage, and sentence structure

greatly impede communication. Common words are consistently misspelled.


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Score Point 4

How I Get Ready for School

I have to get up erly for school every morning. This is what we do before we leave the house. First we get tost and eggs most days for brekfest. Mom has brekfest before us some times. Then we have to clean our teeth too. I can walk to school becus its not too far from my house. When its cold we put on our warm coats and always carry book bags and lunch. We use to take the school bus but now we live close we can walk.

Focus—The writing is generally focused on the topic with some extraneous

information. A unifying idea is presented and maintained throughout the response.

Organization—An organization pattern is evident, but lapses may occur. Some

sequence words are used as transitional devices. Generally displays a logical

progression of ideas.

Support—Supporting ideas are present but in some areas may not be developed.

Word choice is adequate to the topic and on grade level.

Conventions—Knowledge of the conventions is demonstrated. Common words are

usually spelled correctly. Attempts made to use a variety of sentence structures.


Focus— The writing is generally focused on the topic with some extraneous

information. The paper lacks a topic sentence such as “This is what we do before we

leave the house” but partially succeeds in presenting and maintaining a unifying idea.

Organization—Organizational pattern is somewhat undeveloped. Ideas are not

always in a logical progression. The exposition is composed of sparse and loosely

related details and would not exhibit the logical sequence of a Score Point 4 paper.

Support—The word choice is adequate but predictable and sometimes vague.

Writing does not contain many details such as “tost and eggs” or “our warm coats.”

Conventions— Knowledge of the conventions is demonstrated. Common words

are usually spelled correctly. There has been an attempt to use a variety of sentence

structures, although most are simple constructions. Some errors of syntax occur.


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Getting Ready on School Mornings

Here is how I get ready for school on school mornings. We have to get up so erly for school! First, I get up and dress and go down to eat. Next, my dad fixes things we like, espechly eggs or pandcakes. He is a real shef so he knows how to cook lots of good things. All my things fit in my back pak. Last we walk to school with Ann and Tommy from next door who are best friends with us. That is the way it goes every school morning.

Focus—The writing is focused on the topic and the response demonstrates a clear

purpose and audience for writing. The central idea is clearly presented and maintained

throughout the response.

Organization—The paper displays a logical plan of development and shows a clear

progression of ideas, although occasional lapses may be evident. Transitional devices

are used to signal the relationship of the steps in sequence. The paper demonstrates

a sense of completeness.

Support—The word choice is adequate although sometimes lacking in precision. A

number of well-chosen details gives specificity and relevance to the writing. In some

areas of the response, the supporting ideas and details are not developed or steps are

not clearly explained.

Conventions—Conventions of punctuation, capitalization, and spelling are generally

followed; the usage is standard; various sentence structures are used. Most sentences

are complete, although a few fragments may occur. There may be occasional errors in

subject/verb agreement and in standard forms of verbs and nouns, but not enough to

impede communication.


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Score Point 6

Don’t be Late for School!

Thats what my mother says every day becaws I like to be lazy in bed. But in the end I have to get up so I won’t miss school. This is how I get ready for school every morning. First I jump up becaws its late already. Next I eat eggs or cereal with milk or my favorite breakfast that is waffles with honey. Then Mom helps me fix my hair but I can do my teeth just fine. After that I put on my top and pants and coat. I take my book bag and milk money. Last Dad takes me to school in the car. That means I get to nap some more. It is just the same every day but some times Mom or Grandma take me.

Focus—Writing is consistently focused on the topic. Related ideas are clearly

grouped and developed. Clear sense of purpose and audience is evident and

maintained throughout the writing.

Organization—Writing has a clear organizational pattern. Steps form a logical

progression. Transitional devices signal the sequence and the connections between

and among sentences.

Support—Development of the supporting ideas present. Details support the

sequential presentation of information. Word choices contribute to relevance and

thoroughness of the presentation.

Conventions—Writing demonstrates a firm command of conventions. Various

sentence structures are used. Subject/verb agreement and noun forms generally

correct. The sentences are complete, except when fragments are used purposefully.


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l Unit 6: Expository: Report

Score Point 2

Picnic

Have food lik hot dogs corn sandwiches and grapes. Frens and famly culd come. You culd bring a softball for catching. lakes are nise picnic spot so are they beach when its sunny, If you get a cut. Thats why you brings a first aid kit. Picnics are some my favrit things.

Focus –Information is loosely related and does not demonstrate a strong purpose or

audience. Few related ideas. Unifying idea is inadequately presented and maintained.

Organization—Relevant writing exhibits little evidence of an organizational pattern.

The weak progression of ideas and absence of transitional devices detract from the

overall presentation. Writing lacks a sense of wholeness.

Support—Word choice limited and immature. Does not demonstrate a firm knowledge

of word meanings. The use of detail and example is sparse in all areas.

Conventions—Frequent errors in spelling, capitalization, punctuation, and sentence

structure impede communication. The sentence structure is limited to simple

constructions marred by fragments and run-ons.


Focus—No clear statement of purpose. Writing does not focus effectively on the

topic. Score point 1 writing would not have a relevant title.

Organization—Relevant writing does not exhibit an organizational pattern. Score

point 1 writing might contain a list like “hot dogs corn sandwichese and grapes” but

not a concluding sentence such as “Picnics are some my favrit things.”

Support—The supporting ideas are sparse, with a lack of details. Language shows

limited and immature word choice. Score point 1 writing would lack specific details

such as “a softball for catching.”

Conventions—Frequent errors in punctuation, capitalization, usage, and sentence

structure seriously impede communication. Errors more noticeably detract from the

overall presentation than in the case of Score point 2 writing.


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Score Point 4

Planning a Picnic

It is not hard to plan a picnic. First plan what you will have to eat. Hots dogs and sandwich are delishus foods and you don’t need forks to eat them. The beach is a fun place and so is the lake or a park. The park by me close at sun down. You need to be safe. So bring a bike helmat and first aid. That is how to plan a good picnic for friends and famly. I went to a picnic last year.

Focus—Writing is generally focused on the topic. It may contain some extraneous or

loosely related information. A sense of purpose and audience is evident. A unifying

idea is presented and maintained throughout the response.

Organization—An organizational pattern is demonstrated. Lapses may occur. Some

sequence words are used as transitional devices to give instructions and to show

connections among sentences. Writing generally displays a logical sequence.

Support—The supporting ideas sometimes contain specifics and details, while in

other areas, they are not developed. Word choice is generally adequate to the topic.

Conventions—Knowledge of the conventions is demonstrated. Common words are

usually spelled correctly. Writing attempts to use a variety of sentence structures.

What Does A Score Point 3 Paper Look Like?

Focus—The lack of an introductory sentence weakens the presentation but the writing

demonstrates a unifying idea. A sense of purpose is evident.

Organization—Organizational pattern is not always carried out. Ideas may not be

logically related. Sequence word like “first” or a subordinator like “so” not included.

Support—The word choice is adequate but predictable and sometimes vague. Score

point 3 writing would not contain a detail such as “you don’t need forks to eat them” or

“The park by me close (closes) at sun down (sundown.)” Some of the supporting ideas

may not be developed with specifics and details.

Conventions— Knowledge of the conventions is demonstrated. Common words

are usually spelled correctly. There has been an attempt to use a variety of sentence

structures. Some errors of syntax are found.


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A Picnic Plan

Here is how to have a great picnic. Pick some of your favrit foods to bring like hot dogs and corn. I don’t like hambergurs too much. Find an open place for you and your frends to run around. That way you can have games. The beach or a lake are good picnic spots. Be safe too when you ride your bike or play. I know somebudy who got hurt on his bike. You could have music too if you or your frends play an instroomant. Or bring a radio for music. Everyone will have a fun time if you plan your picnic well.

Focus—Writing displays a clear sense of purpose and audience. Related ideas are

effectively grouped. A unifying point is presented and maintained throughout.

Organization—There is an organizational pattern, with a few lapses. Writing conveys

a sense of wholeness. Transitional devices signal the relationship of the supporting

ideas to the central idea and the connections between and among sentences.

Support—The quality of the selected details is above average. Specificity adds to the

depth and thoroughness of the writer’s plan. Additional details further develop support

throughout the response.

Conventions—Conventions are generally followed. The usage is standard. Various

sentence structures are used. Most sentences are complete, although a few fragments

may occur. Occasional errors in subject/verb agreement and in standard forms of

verbs and nouns do not impede communication.


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Score Point 6

A Wonderful Picnic

If I planned a picnic here is what I would do. I would plan a picnic that is fun and safe. The beach or the park are good places. Kids can play all kinds of games with your friends and family. Hide and seek and catch are exciting games and so is jump rope. My family would bring a baskit with yummy food like sandwiches or hot dogs. I also mite bring a first aid kit for if someone gets hurt. Thats how to have a fun and safe picnic.

Focus—Writing is consistently focused on the topic with a clearly stated theme, as

indicated by the title. A sense of purpose and audience is demonstrated. Related

ideas are grouped logically. The unifying point is presented and maintained effectively.

Organization—Writing exhibits a clear organization with a logical progression of

details to support the central idea. There is a beginning, middle, and end. Transitional

devices signal the relationship of the supporting ideas to the central idea and the

connections between and among sentences.

Support—Writing exhibits ample development of the supporting ideas. Carefully

chosen details support the sequential presentation of information. Specific word

choices contribute to relevance and thoroughness of the response.

Conventions—A firm command of conventions of mechanics, spelling, and usage

is evident. Various sentence structures are used. Subject/verb agreement and noun

forms are generally correct. The sentences are generally complete, except when

fragments are used purposefully.


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Unit 1 Reteaching and Intervention Opportunities

TESTED

SKILLS AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons

Comprehension Skills

Author’s Purpose, 2 139N–O, R–S, U, Y–Z T9 36 36 See Guide 68

Retell Events in Order, 3, 9, 11

65N–O, R–S, U, Y–Z, 81P–Q, T–U, X, AA–BB T7 12, 20 12, 20 See Guide 26, 40

Plot Development: Character, Setting, 8, 10

35N–O, R–S, V, Y–Z, 111N–O, R–S, V, Y–Z T6, T8 4 4 See Guide 12, 54

High-Frequency Word

very, 4139J–K, N–O, R–S, V–W, Y–Z 34 34 See Guide 66

Structural Analysis

Double Final Consonant, 1 81W T11 21 21 See Guide

Inflectional Ending -s, 5, 6 35U T10 5 5 See Guide

Possessive Nouns with ’s, 7 111U T12 29 29 See Guide

Literary Elements

Rhyme, 12 39 39 See Guide

Text Features and Study Skills

Use Photographs, 13 T14 7 7 See Guide

Labels (with a picture), 14 T14 15 15 See Guide

Book Parts, 15 T15 23 23 See Guide

List, 16 T15 31 31 See Guide

Phonemic Awareness/Phonics

Phoneme Blending, 21 35Q, Y, 65Q, Y, 81O T1 17, 24 17, 24 See Guide

Onset and Rime, 22 65I, U, 81K, W T1 9 9 See Guide

Phoneme Isolation, 23 35M, U T1 1, 8, 13 1, 8, 13 See Guide

Short /a/a, 24, 2535I–K, M, Q, U, Y, 65I–K, M, Q, U, Y T2 1, 8, 9, 13,

161, 8, 9, 13, 16 See Guide 8, 22

Short /i/ i , 26 81K–M, O, S, W, AA T3 17, 24 17, 24 See Guide 36

R-Blend: /cr/cr-, 27 111I–K, M, Q, U, Y T4 25, 32 25, 32 See Guide 50

Blends and Digraphs: /nd/-nd, /nk/-nk, 28, 29

139I–K, M, Q, U, Y T5 33, 40 33, 40 See Guide 64

LANGUAGE ARTSGrammar Practice

Book

TE Unit

Writing Process

Grammar and

Writing Handbook

Grammar, Mechanics, and Usage

Sentences, 17 5 2, 11–13

Word Order, 18 10

Capitalization, 19 3, 13, 23 17

End Punctuation, 20 8, 18 16


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TESTED SKILLS

AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons


Retell Events in Order, 2

149N–O, R–S, V, Y–Z T9 78 78 See Guide 146

69N–O, R–S, V, Y–Z, 117N–O, R–S, V, Y–Z T8 70 70 See Guide 104, 132

Main Idea and Details, 3, 8–1137N–O, R–S, V, Y–Z,

85P–Q, T–U, X, AA–BB T7 46 46 See Guide 90, 118

High-Frequency Word

school, 4 149J, N, R, V–W, Y 76 76 See Guide 144

Structural Analysis

Inflectional Ending, -ed, 1 37U T10 47 47 See Guide

Contraction n’t, 5 69U T11 55 55 See Guide

Inflectional Ending -ing, 6 85W T12 63 63 See Guide

Contraction ’s, 7 117U T13 71 71

Literary Elements

Rhythmic Patterns, 12 49 49 See Guide


Diagram, 13 T15 57 57 See Guide

Dictionary, 14 T15 65 65 See Guide

Directions, 15 T16 73 73 See Guide

Signs, 16 T16 81 81 See Guide


Phoneme Isolation, 21 37M, U, 117I T1 67 67 See Guide

Phoneme Blending, 22, 2337Q, Y, 69Q, Y, 85O, AA, 117Q, Y, 149M, Y T1 43, 51 43, 51 See Guide

Short /o/o, 24 37I–K, M, Q, U, Y T2 43, 50 43, 50 See Guide 86

Short /e/e, 25 69I–K, M, Q, U, Y T3 51, 58 51, 58 See Guide 100

Short /u/u, 26 117I–K, M, Q, U, Y T4 67 67 See Guide 128

Digraphs: /sh/sh, /th/th, 27, 28 85K–M, O, S, W, AA T5 59, 66 59, 66 See Guide 114

Blends: /fl/fl, 29 149I–K, M, Q, U, Y T6 82 82 See Guide 142

LANGUAGE ARTS Grammar

Practice Book

TE Unit

Writing Process

Grammar and

Writing Handbook


Plural Nouns, 19 35 3–4

Nouns, 20 30, 45 3–4

Irregular Plural Nouns, 17 40 3–4

Days, Months, Holidays, 18 50


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TESTED SKILLS

AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons


Main Idea and Details, 2 87P–Q, T–U, X, AA–BB T9 104 104 See Guide 196

Compare and Contrast, 3 71N–O, R–S, V, Y–Z T8 96 96 See Guide 182

Plot Development: Character, Setting, 8–10

153N–O, R–S, V, Y–Z T10 120 120 See Guide 224

Plot Development: Make Predictions, 11

39N–O, R–S, V, Y–Z, 119N–O, R–S, V, Y–Z T7 88 88 See Guide 168, 210

High-Frequency Word

there, 4 119J, N–O, R, V–W, Y 118 118 See Guide 208

Structural Analysis

Identify Syllable, 1 71U T12 97 97 See Guide

Inflectional Ending -es, 5 87W T13 105 105 See Guide

Inflectional Ending -ed, 6 39U, 119U T11, T14 89 89 See Guide

Contractions, 7 153U T15 121 121 See Guide

Literary Elements

Word Choice, 12 99 99 See Guide


Map, 13 T16 91 91 See Guide

Periodicals/Newspaper, 14 T16 107 107 See Guide

Chart, 15 T17 115 115 See Guide

Numerical List, 16 T17 123 123 See Guide


Phoneme Deletion, 21 71Q, 71Y, 153Q T1 93 93 See Guide

Phoneme Blending, 22 39M, Y, 87S, AA, 153M, Y T1 108 108 See Guide

Phoneme Isolation, 23 119M, U T1 109 109 See Guide

Long /a/a_e, 24 39I–K, M, Q, U, Y T2 85 85 See Guide 164

Long / i /i_e, 25 119I–K, M, Q, U, Y T5 116 116 See Guide 206

s Blends: /sp/sp-, /sl/sl-, /str/str-, 26, 28, 29

71I–K, M, Q, U, Y, 153I–K, M, Q, U, Y T3, T6 100 100 See Guide 178, 220

Digraphs: /ch/ch, 27 87K–M, O, S, W, AA T4 101, 108 101, 108 See Guide 192

LANGUAGE ARTSGrammar

Practice Book

TE Unit

Writing Process

Grammar and

Writing Handbook


Present-Tense Verbs, 17, 19 60, 65 5–8

Past-Tense Verbs, 20 55 5–8

Is and Are, 18 70


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TESTED SKILLS

AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons


Plot Development, 2 139P–Q, T–U, X, AA–BB T10 166 166 See Guide 302

Plot Development: Draw Conclusions, 3

63P–Q, T–U, X, AA–BB T8 139 139 See Guide 260

Make Inferences, 8, 1031P–Q, T–U, X, AA–BB, 109P–Q, T–U, X, AA–BB T7 130 130 See Guide 246, 288

Compare and Contrast, 9, 11 79R–S, V–W, Z, CC–DD T9 148 148 See Guide 274

Vocabulary

Context Clues, 1 139T–U T12 168 168 See Guide 300

Words in Context, 4 65T–U T12 141 141 See Guide 258

Multiple-Meaning Words, 5 31T–U T11 132 132 See Guide 244

Word Parts, 6 109T–U T14 159 159 See Guide 286

Use a Dictionary: Unfamiliar Words, 7

79V–W T13 149 149 See Guide 272


Floor Plan, 13 T15 143 143 See Guide

Telephone Directory, 14 T15 151 151 See Guide

Bold Print, 15 T16 161 161 See Guide

Phonemic Awareness/Phonics/Structural Analysis

Phoneme Blending, 20, 21 31S, AA, 63S, AA, 79Q T1 127, 154 127, 154 See Guide

Onset and Rime Blending, 22 63K, W, 79M, Y T1 145 145 See Guide

Long /e/ee, 23 109K–M, O, S, W, AA–BB T5 154, 163 154, 163 See Guide 284

Long /o/o_e, 24 31K–M, O, S, W, AA T2 127, 135 127, 135 See Guide 242

Long /a /ai, 25 79M–O, Q, U, Y, CC–DD T4 135, 145 135, 145 See Guide 270

Long /e/ea, 26 109K–M, O, S, W, AA–BB T5 163, 171 163, 171 See Guide 284

Long /u /u_e, 27 63K–M, O, S, W, AA T3 136, 144 136, 144 See Guide 256

Long /e/y, 28 139K–M, O, S, W, AA–BB T6 163, 171 163, 171 See Guide 298

Inflectional Endings -er, -es,

27, 2831W, 139W 133, 169 133, 169 See Guide

Literary Elements

Repetition, 12 134, 170 134, 170 See Guide

LANGUAGE ARTSGrammar

Practice Book

TE Unit

Writing Process

Grammar and

Writing Handbook


Has and Have, 18 85

Go and Do, 19 90

Commas, 16 93

Sentence Punctuation, 17 83 16

Writing Prompt

Expository: Persuasive Book Report 143A–F


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TESTED SKILLS

AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons


Compare and Contrast, 2 153P–Q, T–U, X, AA–BB T11 213 213 See Guide 380

Cause and Effect, 3 85R–S, V–W, Z, CC–DD T9 195 195 See Guide 352

Plot Development: Make Inferences, 8, 11


Compare and Contrast: Fantasy and Reality, 9


Problem and Solution, 10 69P–Q, T–U, X, AA–BB T8 186 186 See Guide 338

Vocabulary

Inflectional Ending -ed, 1 69T–U, 127T–U T13 188, 206 188, 206 See Guide 336, 364

Use a Dictionary: Unfamiliar Words, 4 43T–U T12 179 179 See Guide 322

Synonyms, 5 85V–W T14 196 196 See Guide 350

Context Clues/Syntax and Semantic Clues, 6

153T–U T15 215 215 See Guide 378

Inflectional Ending -ing, 7 69T–U, 127T–U T13 188, 206 188, 206 See Guide 336, 364

Literary Elements

Rhyming Patterns, 12 217 217 See Guide


Caption, 13 T16 181 181 See Guide

Diagram, 14 T16 190 190 See Guide

Card Catalogue, 15 T17 198 198 See Guide

Picture Graph, 16 T17 208 208 See Guide


Phoneme Blending, 21, 2243S, AA, 69S, AA, 85U, CC, 127S, AA, 153K, W T1 174, 210 174, 210 See Guide

Phoneme Isolation, 23 127O, W T1 201 201 See Guide

Long / o /oa, 24 43K–M, O, S, W, AA T2 174, 182 174, 182 See Guide 320

Long /o /ow, 26 43K–M, O, S, W, AA T2 174, 182 174, 182 See Guide 320

R-Controlled Vowel: ôr/or, / är/ar,

25, 2785M–O, Q, U, Y, CC T4 209, 210,

218209,

210, 218 See Guide 348

Long / i/y, 28 69K–M, O, S, W, AA T3 183, 191 183, 191 See Guide 334

Inflectional Ending -ed, 28 127W 207 207 See Guide

Prefixes re-, un-, 29 153W 216 216 See Guide

LANGUAGE ARTS Grammar Practice Book TE Unit Writing Process Grammar and Writing Handbook


Antonyms, 19 125

Adjectives that Compare, 20 110 51

Days of the Week: Capitalize, 17 118

Capitalizing Proper Nouns, 18 103

Writing Prompt

Expository: How-to Article 157A–F


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TESTED SKILLS

AND STRATEGIES

Teacher’s Edition

Practice

Book A

Practice

Book O

Intervention

Guide

ELL

Teacher’s

Guide

Small

Group

Additional

Lessons


Compare and Contrast,1, 2 275P–O, T–U, X, AA–BB T10 251 251 See Guide 444

241R–S, V–W, Z, CC–DD T9 242 242 See Guide 430

Plot Development: Use Illustrations, 8


Cause and Effect, 9 311P–Q, T–U, X, AA–BB T11 260 260 See Guide 458

Plot Development: Make Predictions, 10, 11


Vocabulary

Use a Dictionary/Other Sources, 3

195T–U T12 226 226 See Guide 400

Syntax and Semantic Cues, 4 311T–U T13, T16 262 262 See Guide 456

Inflectional Ending -ing, 5 275T–U T15 253 253 See Guide 442

Words in Context, 6 225T–U T16 235 235 See Guide 414

Antonyms, 7 241V–W T14 243 243 See Guide 428

Literary Elements

Word Play, 12 255 255 See Guide


Heads, 13 T17 228 228 See Guide

Question/Answer Format, 14 T17 237 237 See Guide

Media Center and Internet, 15 T18 245 245 See Guide

Captions, 16 T18 264 264 See Guide


Phoneme Isolation, 21, 22 225O, 311K, 311W T1 230, 257 230, 257 See Guide

Phoneme Blending, 23 225S, 275S, AA, 311O, A T1 248 248 See Guide

Diphthong: /ou/ou, 24 195K–M, O, S, W, AA T2 221, 229 221, 229 See Guide 398

Diphthong: /ou/ow, 26 195K–M, O, S, W, AA T2 221, 229 221, 229 See Guide 398

Diphthong: /oi/oy, 25 311K–M, O, S, W, AA T6 257, 257 257, 257 See Guide 454

Variant Vowel /u /oo, 25 225K–M, O, S, W, AA T3 239, 246–247 239, 246–247 See Guide 412

Variant Vowel /ô/aw, 27 275K–M, O, S, W, AA T5 248, 254, 256 248, 254, 256 See Guide 440

Syllable Rules and Patterns, 28 195W 227 227 See Guide

Suffixes -ful and -less, 29 225W 236 236 See Guide

LANGUAGE ARTS Grammar Practice Book TE Unit Writing Process Grammar and Writing Handbook


Subjects, 19 130

Pronouns, 20 140 14–15

Capitalizing I, 17 143

Capitalization of Nouns and Pronouns, 18 148

Writing Prompt

Expository: Report 315A–F


Teacher Notes


Teacher Notes


Teacher Notes


Teacher Notes


Teacher Notes


Teacher Notes


Documents

Unit Assessment Grade1