Reading Wonders.Assessment.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 10121Printed in the United States of America.2 3 4 5 6 7 8 9 DOD 17 16 15 14 13 12 B ReadingVendor:AptaraComponent:WA_FMGrade:5PDF Proof0ii_0viii_CR14_WA_5_FM_127092.indd Page ii 6/20/12 3:01 PM s-74user0ii_0viii_CR14_WA_5_FM_127092.indd Page ii 6/20/12 3:01 PM s-74user/Volumes/110/GO00975_WA_R1/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA_R1/CORE_READING_2014/ANCILLARY.Copyright The McGraw-Hill Companies,Inc.Table of ContentsTeacher Introduction vUnit 1Week 1 Assessment 1Week 2 Assessment 13Week 3 Assessment 25Week 4 Assessment 37Week 5 Assessment 49Unit 2Week 1 Assessment 61Week 2 Assessment 73Week 3 Assessment 85Week 4 Assessment 97Week 5 Assessment 109Unit 3Week 1 Assessment 121Week 2 Assessment 133Week 3 Assessment 145Week 4 Assessment 157Week 5 Assessment 169Program:Core ReadingVendor:AptaraComponent:WA_FMGrade:5PDF Proof00i_0viii_CR14_WA_5_FM_127092.indd Page iii 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page iii 03/04/12 1:13 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 181Week 2 Assessment 193Week 3 Assessment 205Week 4 Assessment 217Week 5 Assessment 229Unit 5Week 1 Assessment 241Week 2 Assessment 253Week 3 Assessment 265Week 4 Assessment 277Week 5 Assessment 289Unit 6Week 1 Assessment 301Week 2 Assessment 313Week 3 Assessment 325Week 4 Assessment 337Week 5 Assessment 349Program:Core ReadingVendor:AptaraComponent:WA_FMGrade:5PDF Proof00i_0viii_CR14_WA_5_FM_127092.indd Page iv 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page iv 03/04/12 1:13 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.Weekly AssessmentWeekly Assessment is an integral part of the complete assessment program aligned with McGraw-Hill Reading Wonders and the Common Core State Standards(CCSS).Purpose of Weekly AssessmentWeekly Assessment offers the opportunity to monitor student progress in a steady and structured manner while providing formative assessment data.As students complete each week of the reading program,they will be assessed on their understanding of key instructional content.The results of the assessments can be used to inform subsequent instruction.The results of Weekly Assessment can also serve as a summative assessment by providing a status of current achievement in relation to student progress through the CCSS-aligned curriculum.Focus of Weekly AssessmentWeekly Assessment focuses on two key areas of English Language Arts as identified by the CCSSReading 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 Weekly AssessmentEach weekly assessment should be administered once the instruction for the specific week is completed.Make copies of the weekly assessment for the 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 weekly 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.For the constructed response item,write your response on the lines provided.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:WA_FMGrade:5PDF ProofWeekly Assessment Teacher Introduction v00i_0viii_CR14_WA_5_FM_127092.indd Page v 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page v 03/04/12 1:13 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 Weekly AssessmentEach weekly assessment is comprised of the following 2“Cold Read”selections 10 multiple-choice items assessing Comprehension Skills 10 multiple-choice items assessing Vocabulary Strategies 1 constructed response item assessing ComprehensionReading SelectionsEach weekly 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 to mirror the rigor of reading materials students encounter in the classroom.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 week s 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 week s 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.ComprehensionConstructed ResponseAt the close of each weekly assessment is a constructed response item that provides students the opportunity to craft a written response that shows their critical thinking skills and allows them to support an opinion/position by using text evidence from one or both selections.NOTE:Please consider this item as an optional assessment that allows students to show comprehension of a text in a more in-depth manner as they make connections between and within texts.Program:Core ReadingVendor:AptaraComponent:WA_FMGrade:5PDF Proofvi Weekly Assessment Teacher Introduction00i_0viii_CR14_WA_5_FM_127092.indd Page vi 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page vi 03/04/12 1:13 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 IntroductionScoring Weekly AssessmentMultiple-choice items are worth one point each,for a total of twenty points in each assessment.If you decide to have students complete the constructed response,use the correct response parameters provided in the Answer Key along with the scoring rubric listed below to assign a score of 0 through 4.Score:4 The student understands the question/prompt and responds suitably using the appropriate text evidence from the selection or selections.The response is an acceptably complete answer to the question/prompt.The organization of the response is meaningful.The response stays on-topic;ideas are linked to one another with effective transitions.The response has correct spelling,grammar,usage,and mechanics,and it is written neatly and legibly.Score:3 The student understands the question/prompt and responds suitably using the appropriate text evidence from the selection or selections.The response is a somewhat complete answer to the question/prompt.The organization of the response is somewhat meaningful.The response maintains focus;ideas are linked to one another.The response has occasional errors in spelling,grammar,usage,and mechanics,and it is,for the most part,written neatly and legibly.Score:2 The student has partial understanding of the question/prompt and uses some text evidence.The response is an incomplete answer to the question/prompt.The organization of the response is weak.The writing is careless;contains extraneous information and ineffective transitions.The response requires effort to read easily.The response has noticeable errors in spelling,grammar,usage,and mechanics,and it is written somewhat neatly and legibly.Score:1 The student has minimal understanding of the question/prompt and uses little to no appropriate text evidence.The response is a barely acceptable answer to the question/prompt.The response lacks organization.The writing is erratic with little focus;ideas are not connected to each other.The response is difficult to follow.The response has frequent errors in spelling,grammar,usage,and mechanics,and it is written with borderline neatness and legibility.Score:0 The student fails to compose a response.If a response is attempted,it is inaccurate,meaningless,or completely irrelevant.The response may be written so poorly that it is neither legible nor understandable.Program:Core ReadingVendor:AptaraComponent:WA_FMGrade:5PDF ProofWeekly Assessment Teacher Introduction vii00i_0viii_CR14_WA_5_FM_127092.indd Page vii 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page vii 03/04/12 1:13 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 Weekly Assessment ScoresThe primary focus of each weekly assessment is to evaluate student progress toward mastery of previously-taught skills and strategies.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 week s Comprehension Skill;higher than 6/8 on the items assessing the particular week s Vocabulary Strategy;and“3”or higher on the constructed response,if it is assigned.For students who do not meet these benchmarks,assign appropriate lessons from the Tier 2 online PDFs.Refer to the weekly“Progress Monitoring”spreads in the Teacher s Editions of McGraw-Hill Reading Wonders for specific lessons.The Answer Keys in Weekly Assessment have been constructed to provide the information you need to aid your understanding of student performance,as well as individualized instructional and intervention needs.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 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:WA_FMGrade:5PDF Proofviii Weekly Assessment Teacher Introduction00i_0viii_CR14_WA_5_FM_127092.indd Page viii 03/04/12 1:13 AM sf-02800i_0viii_CR14_WA_5_FM_127092.indd Page viii 03/04/12 1:13 AM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.UNIT 1WEEK 1Copyright The McGraw-Hill Companies,Inc.GO ON Read 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 on North Carolina.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 for news of the storm.She hears that many dogs and cats got separated from their families and were found wandering around loose after the storm.The reporter says,“Volunteers and the Humane Society have opened an emergency shelter for lost pets at the county fair grounds.Anyone who had to leave a home and needs a safe place for a pet can bring it to the shelter to stay for now.The people at the shelter need help from the community and are requesting donations of pet food.”Program:Core ReadingVendor:AptaraComponent:WA_U1W1Grade:5PDF ProofWeekly Assessment Unit 1,Week 1 Grade 51001_012_CR14_WA_5_U1W1_127092.indd Page 1 22/03/12 8:55 PM sf-028001_012_CR14_WA_5_U1W1_127092.indd Page 1 22/03/12 8:55 PM sf-028/Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY./Volumes/110/GO00975_WA/CORE_READING_2014/ANCILLARY.UNIT 1WEEK 1Copyright The McGraw-Hill Companies,Inc.GO ON Because Maddie really wants to help,she resolves to find a way.She wonders what she can do.She might open a lemonade stand.Then she remembers she did that once.She sold a total of ten glasses of lemonade and made$2.50.It would not be enough to buy much food.Next,Maddie thinks about asking her parents fo