Reading Wonders.Assessment.Approaching-Level Weekly Assessment.G5.pdf

Copyright by The McGraw-Hill Companies,Inc.All rights reserved.The contents,or parts thereof,may be reproduced in print form for non-profit educational use with McGraw-Hill Reading Wonders 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.Send all inquiries to:McGraw-Hill EducationTwo Penn PlazaNew York,New York 10121A ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF Proof00i_0viii_CR14_AWA_5_FM_118701.indd Page ii 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page ii 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Table of ContentsTeacher Introduction vUnit 1Week 1 Assessment 1Week 2 Assessment 12Week 3 Assessment 23Week 4 Assessment 34Week 5 Assessment 45Unit 2Week 1 Assessment 56Week 2 Assessment 67Week 3 Assessment 78Week 4 Assessment 89Week 5 Assessment 100Unit 3Week 1 Assessment 111Week 2 Assessment 122Week 3 Assessment 133Week 4 Assessment 144Week 5 Assessment 155Program:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF Proof00i_0viii_CR14_AWA_5_FM_118701.indd Page iii 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page iii 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Table of Contents Contd.Unit 4Week 1 Assessment 166Week 2 Assessment 177Week 3 Assessment 188Week 4 Assessment 199Week 5 Assessment 210Unit 5Week 1 Assessment 221Week 2 Assessment 232Week 3 Assessment 243Week 4 Assessment 254Week 5 Assessment 265Unit 6Week 1 Assessment 276Week 2 Assessment 287Week 3 Assessment 298Week 4 Assessment 309Week 5 Assessment 320Program:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF Proof00i_0viii_CR14_AWA_5_FM_118701.indd Page iv 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page iv 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Approaching-Level Weekly AssessmentApproaching-Level Weekly Assessment is a valuable differentiation option in the complete assessment program aligned with McGraw-Hill Reading Wonders and the Common Core State Standards(CCSS).Purpose of Approaching-Level Weekly AssessmentApproaching-Level Weekly Assessment offers the opportunity to assess Approaching-Level students on their understanding of key skills and strategies and not their ability to read On-Level texts.The assessment allows you to monitor student progress in a steady and structured manner while providing formative assessment data;to verify or update student grouping and leveling decisions;to inform future instruction;and to use student performance as a guide to entry into On-Level instruction.Focus of Approaching-Level Weekly AssessmentApproaching-Level Weekly Assessment focuses on the same key CCSS areas as Weekly AssessmentReading and Language.Students will read two selections each week and respond to items focusing on Comprehension Skills and Vocabulary Strategies.These items assess the ability to access meaning from the text and demonstrate understanding of unknown and multiple-meaning words and phrases.Administering Approaching-Level Weekly AssessmentEach assessment should be administered once the instruction for the specific week is completed.Make copies of the assessment for the Approaching-Level students in your class.You will need one copy of the Answer Key page for each student taking the assessment.The scoring table at the bottom of the Answer Key provides a place to list student scores.The accumulated data from each assessment charts student progress and underscores strengths and weaknesses.After each student has a copy of the assessment,provide a version of the following directions:Say:Write your name and the date on the question pages for this assessment.(When students are finished,continue with the directions.)You will read two selections and answer questions about them.Read each selection and the questions that follow it carefully.For the multiple-choice items,completely fill in the circle next to the correct answer.When you have completed the assessment,put your pencil down and turn the pages over.You may begin now.Answer procedural questions during the assessment,but do not provide any assistance on the items or selections.After the class has completed the assessment,ask students to verify that their names and the date are written on the necessary pages.Teacher IntroductionProgram:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF ProofApproaching-Level Weekly Assessment Teacher Introduction v00i_0viii_CR14_AWA_5_FM_118701.indd Page v 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page v 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Teacher IntroductionOverview of Approaching-Level Weekly AssessmentEach assessment is comprised of the following 2“Cold Read”selections 10 multiple-choice items assessing Comprehension Skills 10 multiple-choice items assessing Vocabulary StrategiesReading SelectionsEach assessment features two selections on which the assessment items are based.(In instances where poetry is used,multiple poems may be set as a selection.)The selections reflect the unit theme and/or weekly Essential Question to support the focus of the classroom instruction.Selections increase in complexity as the school year progresses.ComprehensionMultipleChoice ItemsEach selection is followed by five items,for a total of ten items in a week,that assess student understanding of the text through the use of Comprehension Skillsboth that weeks Comprehension Skill focus and a review Comprehension Skill.The review skill is taken from a week as near as possible to the current week and aligns with the instruction,i.e.,skills that are more suited to Reading for Information will not be used to assess Reading for Literature even though they are in the closest proximity in the program scope and sequence.In Unit 1,Week 1 no review skills are featured,and during the course of the year some weeks feature additional review questions to best assess student comprehension of the text.VocabularyMultipleChoice ItemsEach selection is followed by five items,for a total of ten items in a week,that ask students to demonstrate the ability to uncover the meanings of unknown and multiple-meaning words and phrases using Vocabulary Strategiesboth that weeks Vocabulary Strategy focus and a review Vocabulary Strategy.The review strategy is taken from a week as near as possible to the current week and aligns with the instruction,i.e.,strategies used to identify and gain meaning from figurative language may not be readily available for use in an informational text.In Unit 1,Week 1 no review strategies are featured,and during the course of the year some weeks feature additional review questions to best assess student language knowledge.Program:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF Proofvi Approaching-Level Weekly Assessment Teacher Introduction00i_0viii_CR14_AWA_5_FM_118701.indd Page vi 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page vi 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Teacher IntroductionKey Distinctions Between Approaching-Level Weekly Assessment and Weekly AssessmentAlthough these components share a similar instructional focusthe skills and strategies on which students are assessed are the same in eachand the selections share the same subject matter,there are important differences that should determine the proper assessment for each student.Differentiated AdministrationApproaching-Level Weekly Assessment is for students who have evidenced the need for Approaching-Level instruction and support.Weekly Assessment is for students who are recognized as being On-Level and are progressing through the curriculum without obvious difficulty.Reading SelectionsApproaching-Level Weekly Assessment features the selections found in Weekly Assessment differentiated in the following manner:Word CountReduced by 20 to 30 percent Readability and ComplexityApproximately one grade level below the matching Weekly Assessment selectionAssessment ItemsApproaching-Level Weekly Assessment vocabulary items mirror those featured in Weekly Assessment except for the selection-specific context being supplied to students.Comprehension items have been differentiated for Approaching-Level Weekly Assessment in the following manner:Simplified language in item stems Reducing language in the answer choices Using more familiar vocabulary in items stems and answer choicesConstructed ResponseApproaching-Level Weekly Assessment does not include the optional constructed response item from Weekly Assessment.However,you may administer it at your discretion if you feel written performance will clarify a students current achievement status.Program:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF ProofApproaching-Level Weekly Assessment Teacher Introduction vii00i_0viii_CR14_AWA_5_FM_118701.indd Page vii 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page vii 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Teacher IntroductionEvaluating Approaching-Level Weekly Assessment ScoresMultiple-choice items are worth one point each,for a total of twenty points in each assessment.The focus of each assessment is to evaluate student progress toward mastery of previously-taught skills and strategies and to determine which students might be ready for entry into On-Level instruction.The expectation is for students to score 80%or higher on the assessment as a whole.Within this score,the expectation is for students to score higher than 6/8 on the items assessing the particular weeks Comprehension Skill and Vocabulary Strategy.For students who do not meet these benchmarks or whose results evidence a lack of understanding,make instructional decisions using intervention options that are available to you,including assigning appropriate lessons from the Tier 2 online PDFs.The Answer Keys in Approaching-Level Weekly Assessment have been constructed to provide the information you need to aid your understanding of student performance.QuestionCorrectAnswerContent FocusCCSSComplexity 14GMain Idea and Key DetailsRI.5.2DOK 2 15BMain Idea and Key DetailsRI.5.2DOK 2 16IContext CluesL.5.4aDOK 2 17APrefix re-L.5.4bDOK 1Comprehension 1,2,4,6,7,10,12,14,16,17/10%Vocabulary 3,5,8,9,11,13,15,18,19,20/10%Total Approaching-Level Weekly Assessment Score/20%This column lists the instructional content for the week that is assessed in each item.This column lists the CCSS alignment for each assessment item.Weekly review items are shaded in for clear identification.Scoring rows identify items associated with Reading and Language strands and allow for quick record keeping.This column lists the Depth of Knowledge associated with each item.Program:Core ReadingVendor:AptaraComponent:AWA_FMGrade:5PDF Proofviii Approaching-Level Weekly Assessment Teacher Introduction00i_0viii_CR14_AWA_5_FM_118701.indd Page viii 03/04/12 3:54 AM sf-02800i_0viii_CR14_AWA_5_FM_118701.indd Page viii 03/04/12 3:54 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.GO ON UNIT 1WEEK 1Read the passage“Maddie and the Homeless Pets”before answering Numbers 1 through 10.Maddie and the Homeless Pets Maddie lives in New Bern,a city near the coast in North Carolina.She likes living in New Bern except when a hurricane moves up the coast.Then she worries.One day her school is closed because of an ominous weather forecast that a hurricane is on the way.The torrential rain of a hurricane often causes flooding.That day almost ten inches of rain falls.The power is out for hours,but Maddie s family feels lucky.Their home is on high ground,so it isnt flooded.When the power is back the next day,Maddie turns on the television.She hears on the news that many dogs and cats were wandering around loose.They may have gotten lost during the storm.The reporter says,“Volunteers and the Humane Society have opened an emergency shelter for lost pets at the fair grounds.Anyone who had to leave a home and needs a safe place for a pet can bring it to the shelter.The people at the shelter have asked for help from the community.They request food donations.”Program:Core ReadingVendor:AptaraComponent:AWA_U1W1Grade:5PDF ProofApproaching-Level Weekly Assessment Unit 1,Week 1 Grade 51001_011_CR14_AWA_5_U1W1_118701.indd Page 1 22/03/12 9:05 PM sf-028001_011_CR14_AWA_5_U1W1_118701.indd Page 1 22/03/12 9:05 PM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.GO ON UNIT 1WEEK 1 Because Maddie really wants to help,she resolves to find a way.She thinks of a lemonade stand.Then she remembers she sold only ten glasses of lemonade last summer.She made$2.50.That would not buy much food.Next,Maddie thinks of asking her parents for money,but she heard them talking about cutting expenses.Mom lost her job arranging flowers at the florist shop.Dad works fewer hours now.It is not a good idea.Finally,Maddie has a good idea.Almost everyone likes pets.She will try to get her classmates to donate pet food.Right away Maddie makes a poster.At the top,it says,“Help the Pets.”She adds a newspaper article about the emergency shelter.Then she draws pictures of cats and dogs.She gives examples of pet food.In the garage,Maddie finds a big cardboard box.She decorates it.In the morning,Maddie takes her poster and box to school.She asks her teacher,Ms.Jones,if she can put them near the door to the room.Ms.Jones says,“This is a great poster and great idea!”She helps Maddie find the best place and suggests that Maddie make a card to go with the food.All the students who collaborate to help the shelter by bringing in food can sign their names.Finally,Maddie ties three colorful balloons to the box.After a week,the box is full.Maddie needs another box.On Saturday,Maddie s dad drives her to the shelter.The people are delighted because their supplies are low,and they invite Maddie to visit with the pets.She even gets to hold a kitten on her lap.Driving home,Maddie has a new thought.Maybe a permanent animal shelter needs food donations.She thinks it would be fun to have another food drive,especially if everyon