Reading Assessment Gr.1

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GRADE 1

Benchmark

Assessment

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PHOTOGRAPHY CREDITS

16: Gail Shumway/Getty Images. 26: Library of Congress, #LC-USZ62-107697. 27: Library of Congress, #LC-USZ62-52000. 36: D’Arco Editori/Getty Images. 48: Royalty-Free/CORBIS. 79: NASA Johnson Space Center Collection. 80: NASA/Space Frontiers/ Getty Images. 97: Seren Digital/Alamy. 103:(r) Brand X Pictures/PunchStock,; (l) C Squared Studios/Getty Images.

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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.

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Benchmark Assessment

Introduction to the

Benchmark Assessments

The Benchmark Assessments in this book are designed to measure how well your children acquire the reading and language arts knowledge and skills assessed on standardized tests, and to provide you with information about which children may benefit from further instruction in a particular topic area.

Each Benchmark Assessment is formatted to familiarize children with the types of passages and items they may encounter on standardized tests. There are two Reading tests, two Revising and Editing tests, and two Written Composition tests included in this book.

Each Reading test includes:

■_{36 multiple-choice items similar to}

those that children will encounter on standardized Reading tests.

Each Revising and Editing test includes:

■ 24 multiple-choice items similar to

those that children will encounter on standardized reading tests.

Each Written Composition test includes:

■_{A writing prompt, prewriting pages, and}

an answer document on which children may draft their composition.

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How to Use the Benchmark Assessments

The Benchmark Assessments can be used to measure children’s progress throughout the year. They can be used to measure a child’s knowledge of the general domains of reading and language arts independent of the Treasures reading program. There are two parallel forms of the test covering the same skills, and they are of equal difficulty. Administer Form A at the beginning of the year and at the end of the year. Administer Form B in the middle of the year.

Sample Questions are included in each

Reading test and each Revising and Editing test for children to practice test items. These pages will help children prepare for this assessment, as well as for standardized tests, as they are similar to items that students will encounter on these tests.

The instructional design of the Treasures program reinforces the knowledge and skills assessed on these Benchmark Assessments.

Using the Results to Inform Instruction

The scores on the Benchmark Assessments should improve over time. Scores are likely to be low on the Benchmark Assessment administered in the fall, as the items

represent skills that may not yet have been taught. Scores on the assessment

administered mid-year should show an increase, and the scores at the end of the year should be the highest. If you compare or graph the results, scores should show an increase for each child. Children who do not show an improvement in scores should be further evaluated for additional support.

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A dministering the

Benchmark Assessments

The Benchmark Assessments will help you identify the skills for which your children may need more instruction and additional practice.

The tests are untimed, and children should be given as much time as they need to respond to each test item. You may administer one test per day, or you may divide each test over several days if you prefer. Use your knowledge of your children to determine the best stopping point in each test. Every set of questions is followed by a stop sign, indicating that the test may be stopped and picked back up again in the next session.

You may wish to read the test questions and answer choices out loud as you feel necessary to help the children.

Testing Procedures

Before the test: Distribute copies of the

Benchmark Assessment. Optional Answer

Sheets can be found on pages 117–119. If

you choose to use one, distribute it now.

General Directions: These directions apply

to the Reading and Revising and Editing Benchmark Assessments. Test-specific directions are noted below. Say: Write your

name and the date on the cover of your test.

(If you are using the separate answer sheet, say: Write your name and the date at the top

Be sure to choose only one answer for each question and make your marks dark and neat.

Reading: Distribute copies of the Reading

test. Then say: Now we will answer the sample

question together. Look at the directions. Follow along as I read them aloud: “Read ’Will It Rain?’ Then read each question.” You may now answer the sample question. When

children have finished, review the correct answer: S-1 is B. Answer any questions children may have. Then say: You may begin.

Revising and Editing: After distributing

copies of the Revising and Editing test, repeat the general directions. Then say: We

will now answer the sample question together. Look at the directions below the words

“Revising and Editing Sample.” Follow along as I read them aloud: “This is a story that Nat wrote. The story has mistakes. Read the story. Then answer the questions.” You may now answer the sample question. When children

have finished, review the correct answer: S-1 is A. Answer any questions children may have. Then say: You may begin.

Written Composition: Distribute copies

of the Written Composition test. Say: Write

your name and the date on the cover of your test booklet. In this test, you will write a

composition on a topic given to you. Open your test to the writing prompt on page 2. You will see the prompt, three prewriting pages, and

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Scoring the Reading and Revising and Editing tests

Use the Scoring Charts provided on

pages viii–xi and the Answer Key provided

on pages120–127 to record the number of correct items for each child. Use the results to identify those tested skills for which children need additional instruction and practice throughout the year. The Treasures

Teaching/Practice Opportunities chart on pages xii–xiii identifies where instruction

for specific tested skills is provided in the

Treasures reading program.

You can save the Scoring Charts for each child as you progress through the year. Compare the results recorded across charts to see where progress has been made and determine where a child still may need additional help.

Scoring the Written Composition

Children’s writing is assessed in five domains: Focus and Coherence,

Organization, Development of Ideas, Voice, and Conventions. Teachers should use the scoring criteria contained in the Writing

Rubrics on pages 128–131 to determine

the overall performance level of the child’s writing and assign it one of four score points.

Anchor Papers to help you score the

writing assessments can be found on

pages 132–139. These writing samples

illustrate the kinds of responses children are likely to write, as well as the most common kinds of errors found in children’s writing at this grade level.

Scoring the Benchmark Assessments

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Student Name

R eading Test Form A

Reading Objectives Total Number of Items

Number

Correct Total

Objective 1: Basic Understanding 15 /15

Objective 2: Literary Elements 6 /6

Objective 3: Analysis Using

Reading Strategies 12 /12

Critical-Thinking 3 /3

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Student Name

Revising and Editing Test Form A Writing Objectives Total Number

of Items

Number

Objective 3: Organization 3 /3

Objective 4: Sentence Structure 7 /7

Objective 5: Standard Usage/Word

Choice 7 /7

Objective 6: Punctuation,

Capitalization, Spelling 7 /7

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Written Composition Form A

Writing Objectives Total

Objective 1: Effective Composition /4 Objective 2: Command of Conventions © Macmillan/McGraw-Hill ix Grade 1

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Student Name

R eading Test Form B

Reading Objectives Total Number of Items

Number

Objective 1: Basic Understanding 15 /15

Objective 2: Literary Elements 7 /7

Reading Strategies 10 /10

Critical-Thinking 4 /4

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Student Name

Revising and Editing Test Form B Writing Objectives Total Number

of Items

Number

Objective 3: Organization 3 /3

Objective 4: Sentence Structure 7 /7

Objective 5: Standard Usage/Word

Choice 8 /8

Objective 6: Punctuation,

Capitalization, Spelling 6 /6

/24

Written Composition Form B

Writing Objectives Total

Objective 1: Effective Composition /4 Objective 2: Command of Conventions © Macmillan/McGraw-Hill xi Grade 1

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Teacher’s Edition TFK Magazine TM

Locate Facts and Details: Unit 1: 7A; Unit 2: 57A;

Unit 3: 77N-78/79, 117A, 147G, 147X–Z; 85K–93A, 97I, 97T–V, 97Z– BB; Unit 5: 85A

Nouns and Verbs: Unit 2: 11A, 27B, 33B, 35H, 35V,

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

Compound Words: Unit 2: 117F, 141D, Unit 4: 59K,

141A; Unit 5: 160C; Unit 6: 163G, 163U, 167D

Context Clues: Unit 1: 33CC, 33GG, 61GG;

Unit 4:14/15, 29K, 133K; Unit 5: 155K, Unit 6: 75K Context Clues: 2, 12, 22, 32, 42, 52, 62, 72, 82, 92, 102, 112, 122, 132, 142

Word Study: Conceptual Categories: Unit 1: 33GG,

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

Dictionary Alphabetical Order: Unit 1: 111F, 131D,

Unit 2: 77L, 77M; Unit 4: 77O; Unit 6: 93H, 93K, 129H, 163H

Plot: Unit 1: 79A, 79J, 86/87, 90-97, 99, 105G,

105R–T; Unit 2: 83A, 87I, 111G 111R–T, 111X–Z, 41I–57A; Unit 4: 85A–B, 85L–101A, 109G, 109R–T, 109X–Z

Topic: Unit 1: , 111I, 127A, 128/129, 131R, 131S,

131Y; Unit 2: 26, 58/59; Unit 4: 100, 132; Unit 5: 118/119, 155A

Main Idea: Unit 2: 6K, 7A, 7J, 11I –27A, 35G, 35R–T,

35X–Z, 67A, 69I–77A, 81I, 81T–V, 81Z–BB, Unit 3: 67A, 69I–77A, 81I, 81T–V, 81Z–BB, 149A; Unit 4: 133N

Main Idea: 11, 41, 61, 71,

81, 91, 141

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Rhythm, Rhyme, and Alliteration in Poetry:

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

Poetry: 19, 29, 49, 69, 79,

89, 139, 149

Fable: Unit 2: 57A, Unit 4: 7A, 29N, 77R, 133R,

Unit 5: 164/165

Character: Unit 1: 7A, 11I–25A, 33G, 33R–T,

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

Sensory Language: Unit 3: 141K, 142/143, 145A,

Unit 4: 94/95, Unit 5: 155Y, 156/157, 157A

Sequence: Unit 1: 65I, 68/69, 70/71, 77I, 77T–V,

77Z–BB, 83I–99A; Unit 2: 61R–T, 61X-Z, 113A; Unit 5: 129A–B, 129K–155A, 159G, 159R–T, 159X–Z

Sequence: 1, 3, 111

Text Features: Unit 1: 25K, 26/27, 28/29, 30/31, 53K,

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

Text Features: 2, 10, 22, 32,

39, 42, 52, 59, 62, 82, 99, 102, 109, 112, 119, 129, 142

Directions: Unit 2: 135K, 138/139, 139A, 144/145,

Unit 3: 66L, 76/77, 77A, 152/153, Unit 6: 171A

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

171A Graphic Features of Text: 12, 72, 92, 132

Author’s Purpose: Unit 1: 100/101, 107A, 107 J,

111I–127A, 131G, 131R–T, 131X–ZL; Unit 2: 16/17, 24/25; Unit 3: 74/75–77A

Author’s Purpose: 31, 51,

101,

Fantasy and Reality: Unit 6: 9A, 9B, 9K-35A, 41G,

41R-T, 41X-Z, 129N

Sequence of events: Unit1: 35A, 39I–51, 53, 61G,

61X–Z, 63A; Unit 2: 117I–135A; Unit 5: 101A–B, 101L–117A, 125G, 125R–T, 125X–Z

Retell: Unit 2: 37A, 37J, 41I–57A, 65G,

117I–135A, 141G, 141R–T, 141X–Z; Unit 3: 7A, 7J, 11I–29A,

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Confi rm Predictions: Unit 3: 37A, 37J, 41I-59A, 65G,

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

Purposes of Media: Unit 1: 137J, Unit 2: 147J;

Unit 3: 77L, 77M, 153J; Unit 4: 143I, Unit 5:165J, Unit 6: 93O

Techniques in Media: Unit 1: 137J, 153 Unit 3: 153J,

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Grade 1

Date

Student Name

Reading Test

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Reading Sample DIRECTIONS

Read the selection. Then answer the question.

Will It Rain?

Pat has her boots. She has her hat. She thinks it will rain. But the sun is out.

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

A It is hot.

B It may rain.

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Little Gray Kitten

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

3 I have climbed the big tree.

4 Little gray kitten, where can you be? 5 I have lo oked in your bed.

6 Are you hiding from me?

7 Little gray kitten, where can you be? 8 Oh Kitty, there you are!

9 Now, you are safe with me.

DIRECTIONS

Read the poem. Then answer the questions.

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Grade 1 • Reading • Form A

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Student Name

1 Which words from the poem rhyme?

A _{be and tree} B _{house and bed} C _{kitten and Kitty}

2 The speaker first looks for the kitten —

A _{under the bed} B _{by the window} C _{in the house}

3 Which word from line 6 is an action word?

A _hiding B _from

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Student Name

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

A _{They are places the kitten could be.} B _{They are all colors of kittens.}

C _{They are different kinds of kittens.}

5 Which word from the poem comes before lo oked in

the dictionary? A _now B _gray C _safe Benchmark Assessment © Macmillan/McGraw-Hill 5

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Window Box Garden

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

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

DIRECTIONS

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1. Cover the bottom of a window box with small

round stones. Add dirt.

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

3. Add seeds or small plants.

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

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Student Name

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

A _{Add water to wet the dirt.} B _{Put seeds or plants in the dirt.} C _{Cover the bottom with stones.}

7 Add seeds or small plants after —

A _{the dirt gets dry}

B _{the dirt is a little wet} C _{the plants grow}

8 What is the topic of this article?

A _{How to plant a window box garden} B _{How to grow flowers in your house} C _{How to keep busy in the summer}

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Student Name

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

A _{Plants that do not grow tall} B _{Plants that do not need water} C _{Plants that smell nice}

10 Which sentence from the article tells you what will happen

to the plants?

A _{Add seeds or small plants.} B _{Window boxes are small.} C _{Then watch them grow!}

9

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Sick Day

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

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

“All right. Go to the nurse. She will call your

father. He will be here soon. He will take you home,”

DIRECTIONS

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

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

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

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

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Student Name

11 Look at this chart of events from the story.

What belongs in the empty box?

A _{Nancy reads her book.}

B _{Nancy’s teacher asks if she is okay.} C _{Nancy’s dad picks her up from school.}

Mr. Brown asks if Nancy feels all right.

Nancy says she wants to go home. Mr. Brown asks if Nancy feels all right.

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Student Name

12 What is Nancy’s problem in the story?

A _{She does not feel well.}

B _{Her book is too hard to read.}

C _{She does not want to leave school.}

13 Which sentence from the story helps you know that Nancy

will begin to get well?

A _{Soon it felt like the drum was beating more softly.} B _{Nancy looked up from reading her book.}

C _{Nancy climbed into her bed.}

14 What helps Nancy begin to feel better?

A _{Having the nurse call her father} B _{The book she is reading}

C _{Her cat’s soft purring}

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Student Name

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

A _{She is crying.} B _{Her face is red.} C _{She misses her cat.}

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

A _{“Boom! Boom! Boom!”} B _{“Are you all right, Nancy?”} C _{“I want to go home,” she said.}

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F ireflies

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

Firefly Fun Facts

FOOD: earthworms, snails, slugs, plant nectar, pollen

AVERAGE LIFE:

2 months

SIZE: up to 1 inch

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

DIRECTIONS

Read the selection. Then answer the questions.

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

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Student Name

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

What topic goes in the center oval?

A _Size

B _{Average Life} C _Food

Snails Plant Nectar

Earthworms Plant Nectar Snails Earthworms

17

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Student Name

18 What helps fireflies make light?

A _Cells B _Patterns C _Beetles

19 Look at the chart on page 15. What size are most fireflies?

A _{2 inches} B _{1 foot} C _{1 inch}

20 The author wrote this article to —

A _{give information about fireflies} B _{tell a funny story about fireflies}

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Student Name

21 Which word from page 16 tells what fireflies do?

A _some B _make C _each

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

A _earthworms B _fireflies

C _different

23 What is this article mainly about?

A _{Things fireflies do} B _{Where fireflies live} C _{Insects in your yard}

19

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Turtle and Rabbit

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

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

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

DIRECTIONS

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

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

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

Rabbit opened his eyes. “What a nice nap,” he

thought. He looked down the road. He laughed loudly because Turtle was nowhere in sight. “I knew I would win the race!”

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

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

Rabbit was unhappy. He thought Turtle had played a trick on him. But Turtle did not play a trick on

Rabbit. Turtle just walked and walked when Rabbit was asleep. Turtle knew the best way to win was to keep going.

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Student Name

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

A _{Turtle is slower than Rabbit} B _{Turtle and Rabbit are talking} C _{Turtle keeps on walking}

25 Rabbit laughs when Turtle says he will race him

because Rabbit —

A _{is tired and needs a nap}

B _{is afraid that Turtle is too fast} C _{thinks he is better than Turtle}

26 Which sentence from the fable helps you know that Rabbit

might not win the race?

A _{“I knew I would win the race!”} B _{“What a nice nap!”}

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

23

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Student Name

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

A _{He thinks Turtle tricked him.} B _{Turtle is laughing at him.}

C _{He knows he is slower than Turtle.}

28 What can you learn from this fable?

A _{You should keep going during a race.} B _{You should take a nap during a race.} C _{You should play a trick to win a race.}

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Student Name

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

that tell when to eat a meal?

A _animals B _lunchtime C _finish

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

A _Smart B _Strong C _Fast Benchmark Assessment © Macmillan/McGraw-Hill 25

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T he Mountain Man

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

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

DIRECTIONS

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

John hiked in the woods. He hiked over mountains. One time he even got stuck in a

snowstorm! He made a cave to stay safe and warm. He ate crackers, cheese, and beans to stay alive.

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

John Muir loved spending time outdoors.

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

Today, John Muir has part of a trail in California named after him. This shows that his work was important. It shows that people should remember his lessons. C A L I F O R N I A

Key

Yosemite National Park Park set up by John Miur Ocean

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Student Name

31 How far did John Muir walk?

A _{Over three mountains} B _{One thousand miles} C _{Ten meters}

32 After John Muir hiked across California, he —

A _{moved to Wisconsin} B _{made a cave}

C _{set up parks}

33 What happened right before John Muir built a cave?

A _{He got stuck in a snowstorm.} B _{He hiked across California.} C _{He ate crackers and beans.}

29

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Student Name

34 The author wrote this biography to —

A _{name good places for readers to hike} B _{tell readers about the life of John Muir} C _{help readers get in shape and stay healthy}

35 Look at the map on page 28.

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

A _California

B _{Yosemite National Park} C _{U.S.A. Park}

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

A Keep safe

B Hide from

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Grade 1

Date Student Name

Revising and

Editing

Form A

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Revising and Editing Sample DIRECTIONS

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

I Am Nat

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

S-1 Which sentence needs a capital letter?

A Sentence 1

B Sentence 2

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DIRECTIONS

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

Dan Had Fun

(1) dan had fun. (2) He play all day. (3) He took a bath. (4) Now Dan can go bed. (5) His dad will tuck him in?

33

Grade 1 • Revising and Editing • Form A

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Student Name

1 What is the BEST way to write sentence 1?

A _{dan had Fun.} B _{Dan had fun.} C _{Dan Had Fun.}

A _{He will play all day.} B _{He playing all day.} C _{He played all day.}

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Student Name

A _{Now Dan can go to bed.} B _{Now Dan can go for bed.} C _{Now Dan can go at bed.}

A _{His dad tuck him in will?} B _{His dad tuck him in?}

C _{Will his dad tuck him in?}

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DIRECTIONS

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

Mars

(1) Mars is not like Earth? (2) it has two moons. (3) It is hottest on Mars. (4) I like to swim.

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Student Name

A _{Mars is not like Earth.} B _{Mars is not like Earth!} C _{Mars is not like Earth}

6 Which sentence needs a capital letter?

A _{Sentence 1} B _{Sentence 2} C _{Sentence 3} Benchmark Assessment © Macmillan/McGraw-Hill 37

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Student Name

A _{It is hot on Mars.} B _{It is hots on Mars.}

C _{It is more hotter on Mars.}

8 Which sentence does not belong in the story?

A _{Sentence 1} B _{Sentence 3} C _{Sentence 4}

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DIRECTIONS

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

Grandma Saves the Day

(1) My cat is on a tree. (2) “Please help her,” my said. (3) Grandma can help? (4) Grandma helping my cat get down.

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Student Name

A _{My cat is of a tree.} B _{My cat is in a tree.} C _{My cat is at a tree.}

A _{“Please help her,” I said.} B _{“Please help her,” me said.} C _{“Please help her,” she said.}

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Student Name

A _{Help can Grandma?} B _{Help Grandma can?} C _{Can Grandma help?}

A _{Grandma help my cat get down.} B _{Grandma helps my cat get down.} C _{Grandma is help my cat get down.}

41

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DIRECTIONS

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

Seashells

(1) Seashells are of the beach. (2) It are big and small. (3) Some animals living in seashells. (4) i like to look for seashells.

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Student Name

A _{Seashells are under the beach.} B _{Seashells are in the beach.} C _{Seashells are on the beach.}

A _{They are big and small.} B _{Them are big and small.} C _{He is big and small.}

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Student Name

A _{Some animals lives in seashells.} B _{Some animals live in seashells.} C _{Some animals is living in seashells.}

(59)

DIRECTIONS

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

A Real Team

(1) Sam and Jack are friends. (2) Jack likes to cook. (3) Sam and Jack plays ball. (4) Jack is by the team. (5) Sam helps the team?

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Student Name

A _{Sam and Jack play ball.} B _{Sam and Jack playing ball.} C _{Sam and Jack is play ball.}

A _{Jack is at the team.} B _{Jack is on the team.} C _{Jack is of the team.}

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Student Name

A _{Does Sam help the team?} B _{Sam the team help?}

C _{Does help Sam the team?}

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DIRECTIONS

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

Grow a Snack

(1) You can grow a best snack. (2) First plant some bean seeds. (3) Last, water them. (4) wait a short time. (5) Soon you will have beans to eat?

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Student Name

A _{You can grow a better snack.} B _{You can grow a good snack.} C _{You can grow a gooder snack.}

A _{Last water them.} B _{First water them.} C _{Then water them.}

49

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Student Name

A _{Soon you will have beans to eat.} B _{Soon beans you will have to eat.} C _{Soon you will have beans to eat,}

(65)

Grade 1

Date Student Name

Written

Composition

Form A

(66)

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

R EMEMBER TO—

❏ write about a craft you made

❏ make sure that every sentence you write helps the reader understand your composition

❏ include enough details to help the reader clearly understand what you are saying

❏ use correct spelling, capitalization, punctuation, grammar, and sentences

(67)

Student Name

USE THIS PREWRITING PAGE TO PLAN YOUR COMPOSITION.

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

53

Page 3

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Student Name

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Student Name

MAKE SURE THAT YOU WRITE YOUR COMPOSITION ON THE LINES ON PAGES 6–7.

55

Page 5

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Student Name

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Student Name Answer Document Benchmark Assessment © Macmillan/McGraw-Hill 57 Page 7

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Grade 1

Date

Student Name

Reading Test

(74)

Reading Sample DIRECTIONS

Read the selection. Then answer the question.

Will It Rain?

Pat has her boots. She has her hat. She thinks it will rain. But the sun is out.

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

(75)

DIRECTIONS

Read the poem. Then answer the questions.

Spinning

1 _{When I spin round} 2 _{Without a stop}

3 _{And keep my balance} 4 _{Like the top,}

5 _{I find that soon} 6 _{The floor will swim} 7 _{Before my eyes.}

61

Grade 1 • Reading • Form B

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8 And then, like it , 9 I lie all dizzy 10 On the floor 11 Until I feel

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Student Name

1 Which words rhyme in the poem?

A _{floor and more} B _{stop and soon} C _{dizzy and eyes}

2 The girl lies on the floor because —

A _{the top is broken} B _{she wants to swim} C _{she is dizzy}

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

A _find B _top C _round Benchmark Assessment © Macmillan/McGraw-Hill 63

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Student Name

4 What is the girl doing?

A _Jumping B _Spinning C _Swimming

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

A _{The floor} B _{The girl} C _{The top}

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Fire Trucks

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

Getting to the Fire

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

Truck leaving Fire Station Number 7 on Oak Street.

DIRECTIONS

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Tools to Fight Fires

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

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Student Name

6 Look at the chart below.

Which main idea belongs in the bottom box?

A _{Clothes keep people safe in fires.} B _{A fire truck helps people fight fires.} C _{You should learn to escape a fire.}

Helps people get to fires

Holds tools to put the fire out

Holds tools to keep people safe Helps people

get to fires

Holds tools to put the fire out

Holds tools to keep people safe

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Student Name

7 The author wrote this article to —

A _{tell a scary story about a fire} B _{teach readers about fire trucks} C _{explain how to drive a fire truck}

8 Why does a fire truck have fans?

A _{To blow the smoke away} B _{To keep people cool and dry} C _{To help people reach high places}

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

A _trucks B _tools C _games

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Student Name

10 Look at the picture on page 7.

What street is the fire station on?

A _{Fire Street} B _{Station Street} C _{Oak Street}

11 What is the topic of this article?

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Home Sweet Home for Tigers Most tigers live in the wild. They are mostly found in Asia. Their habitat, or home, can be grassland or swamp. There has to be a lot of water close by.

Tiger Facts

Tigers can grow to be as long as 13 feet. The largest tigers can weigh over 600 pounds! Dinnertime for Tigers

Tigers find everything that they need to survive right where they live.

Tiger Toys

Tiger products for sale! You will be happy or your money back!

SEARCH

Tiger

DIRECTIONS

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Student Name

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

Web page try to get your attention?

A _{The sound of tigers roaring} B _{Bright colors and lights} C _{A picture of a real tiger}

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

A _{make people want to buy tiger toys} B _{teach people to care for tigers}

C _{give facts about tigers}

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

food tigers eat?

A _{Tiger Toys} B _{Tiger Facts}

C _{Dinnertime for Tigers}

15 About how long can a tiger grow?

A _{600 pounds} B _{2 inches} C _{13 feet}

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16 What does the word product s under the Tiger Toys

link mean?

A Things people can buy

B Food tigers like to eat

C Places tigers hide

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

means “a place with tall grass”?

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Rosie the Cowgirl

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

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

DIRECTIONS

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

Page 17

75

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Student Name

18 Look at the chart.

Which event belongs in the middle box?

A _{The cows got loose.} B _{It was time for lunch.} C _{The bell rang.}

Rosie jumped off her horse.

Rosie got back on her horse. Rosie jumped off her horse.

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Student Name

19 On page 16, which sentence shows that Rosie made

the cows return?

A _{Rosie jumped off her horse.}

B _{The cows turned back to the barn.} C _{She rode toward the cows.}

20 Rosie shows that she is —

A _lazy

B _responsible C _cheerful

21 Why doesn’t Rosie stop for lunch?

A _{She is not very hungry.}

B _{She does not want to eat the stew.}

C _{She has to turn the cows back to the barn.}

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22 Which words from the story help the reader almost taste

the stew?

A _{salty beef, soft potatoes} B _{bell rang, time for lunch} C _{so hungry, sat down}

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

A _{didn’t give up} B _{rode a horse} C _{ate all her stew}

24 What is Rosie’s problem in the story?

A _{Her mouth watered.} B _{The bell rang.}

C _{The cows were loose.}

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Sally Ride

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

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

Sally studied hard to learn about space.

DIRECTIONS

79

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

Sally Ride spent six days in space in 1983.

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25 Before Sally went to space, she —

A _{was there for six days} B _{went to a special school} C _{went with four people}

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

A _{It tells about a real person.}

B _{It has a title and an illustration.} C _{It is fun to read.}

27 Which sentence from the article tells how people felt when

Sally went to space?

A _{In 1983, Sally got her chance.} B _{Sally learned a lot about space.} C _{People very were proud of her.}

Student Name

Page 23

81

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28 How did Sally stay strong and healthy?

A _{She studied.} B _{She exercised.} C _{Her life changed.}

29 Which word from the article comes before s he

in the dictionary?

A _school B _special C _strong

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Bike Tips

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

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

Apple Street STORE SCHOOL Elm Street Park Wa shi ngt onS treet DIRECTIONS

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

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

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

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

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

Always ride in one line with friends.

Page 27

85

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Student Name

30 Look at the map on page 25.

Apple Street is where you can find the —

A _park B _school C _store

31 Look at the picture on page 26.

What goes on the front of your bike?

A _Helmet B _Horn

C _Reflectors

32 You can ride your bike to the —

A _park B _light

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Student Name

33 What should you do before you leave?

A _{Ride to the school} B _{Put your bike away}

C _{Tell where you are going}

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

A _{Full of activity} B _{Has a lot of color} C _{Very dirty}

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Student Name

35 Look at the picture on page 27. How do you ride with friends?

A _{In the street} B _{Very fast} C _{In one line}

36 Which word from the article names an action?

A _fun B _street C _walk

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Grade 1

Date Student Name

Revising and

Editing

Form B

(104)

Revising and Editing Sample DIRECTIONS

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

I Am Nat

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

S-1 Which sentence needs a capital letter?

A Sentence 1

B Sentence 2

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DIRECTIONS

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

Ben Has a Plan

(1) Ben and sally want a new ball. (2) They has a plan. (3) They can sell drink. (4) First they can get a new ball.

91

Grade 1 • Revising and Editing • Form B

(106)

Student Name

A _{ben and sally want a new ball.} B _{Ben and Sally want a new ball.} C _{ben and Sally want a new ball.}

A _{They have a plan.}

B _{They are having a plan.} C _{They will have a plan.}

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Student Name

A _{They can sell Drink.} B _{They can sell a drinks.} C _{They can sell drinks.}

A _{Then they can get a new ball.} B _{Before they can get a new ball.} C _{They can first get a new ball.}

93

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DIRECTIONS

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

Don and the Doghouse

(1) Don has a bigger dog. (2) Him dog needs a nap. (3) A duck is on the way. (4) “Go away,” said Don. (5) The dog take a nap.

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Student Name

A _{Don has a bigger dogs.} B _{Don has a big dog.} C _{Don has a biggest dog.}

A _{His dog needs a nap.} B _{He dog needs a nap.} C _{Her dog needs a nap.}

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A _{A duck is at the way.} B A duck is of the way.

C A duck is in the way.

A The dog taking a nap.

B The dog can take a nap.

C The dog does take a nap. Student Name

(111)

DIRECTIONS

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

My Cat

(1) Puff is me cat. (2) She is black and white. (3) puff likes to play. (4) I like to play tag. (5) Puff is a good cat?

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Student Name

A _{Puff is my cat.} B _{Puff is mine cat.} C _{Puff is I cat.}

(113)

Student Name

A _{Puff is a good cat} B _{Puff is a good cat.} C _{Puff is a good cat,}

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DIRECTIONS

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

A Family Trip

(1) We went to a trip. (2) First we got into our car. (3) We drove for a long time. (4) Then we got to my grandmother’s house (5) she was glad to see us.

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Student Name

A _{We went on a trip.} B _{We went of a trip.} C _{We went by a trip.}

A _{Last we drove for a long time.} B _{We drove for a long time then.} C _{Next we drove for a long time.}

101

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A _{Then we got to my grandmother’s house?} B _{Then we got to my grandmother’s house.} C _{Then to my grandmother’s house we got!}

(117)

DIRECTIONS

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

Starfish

(1) Starfish have five arm. (2) They looks like stars. (3) I like to look at stars in the sky. (4) Starfish live in the ocean? (5) Yes, they do!

103

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Student Name

A _{Starfish have five arms.} B _{Starfish have fives arm.} C _{Starfishs have five arm.}

A _{They looked like stars.} B _{They looking like stars.} C _{They look like stars.}

(119)

Student Name

A _{Do starfish live in the ocean?} B _{Starfish do live in the ocean?} C _{Starfish do in the ocean live?}

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DIRECTIONS

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

Snowy Days

(1) I love when it snows? (2) First I put on my coat. (3) My mom helps with my boots. (4) Then she help me put on my hat. (5) You like to play in the snow?

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Student Name

A _{I love when it snows,} B _{I love when it snows} C _{I love when it snows!}

A _{Next my mom helps with my boots.} B _{But my mom helps with my boots.} C _{First my mom helps with my boots.}

107

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Student Name

A _{Then she was help me put on my hat.} B _{Then she helps me put on my hat.} C _{Then she helping me put on my hat.}

A _{You do like to play in the snow?} B _{Like to play in the snow, do you?} C _{Do you like to play in the snow?}

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Grade 1

Date Student Name

Written

Composition

Form B

(124)

Write a composition about your favorite toy.

REMEMBER TO—

❏ write about your favorite toy

❏ make sure that every sentence you write helps the reader understand your composition

❏ include enough details to help the reader clearly understand what you are saying

❏ use correct spelling, capitalization, punctuation, grammar, and sentences

Reading Assessment Gr.1

Benchmark

Assessment

Contents

Introduction to the

Benchmark Assessments

How to Use the Benchmark Assessments

A dministering the

Benchmark Assessments

Scoring the Benchmark Assessments

Grade 1

Reading Test

Will It Rain?

Little Gray Kitten

Window Box Garden

Sick Day

F ireflies

Turtle and Rabbit

T he Mountain Man

Key

Grade 1

Revising and

Editing

Form A

I Am Nat

Dan Had Fun

Mars

Grandma Saves the Day

Seashells

A Real Team

Grow a Snack

Grade 1

Written

Composition

Form A

Grade 1

Reading Test

Will It Rain?

Spinning

Fire Trucks

Rosie the Cowgirl

Sally Ride

Bike Tips

Grade 1

Revising and

Editing

Form B

I Am Nat

Ben Has a Plan

Don and the Doghouse

My Cat

A Family Trip

Starfish

Snowy Days

Grade 1

Written

Composition

Form B