S umm at ive

ASSES S M E N T S
Teacher ’s Manual
with Student Reproducibles
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ISBN-13: 978-0-328-99044-3
ISBN-10: 0-328-99044-2
1 18
 Contents
BASELINE TEST
Overview and Description of Baseline Test ..................................................................... T4
Administering the Baseline Test ........................................................................................ T5
Baseline Test Directions and Scripting ............................................................................. T6
Administering a Fluency Test ...........................................................................................T14
Scoring the Baseline Test .................................................................................................T20
Baseline Test Student Record Chart ................................................................................T21
Baseline Test Item Analysis Chart ....................................................................................T22
Interpreting Baseline Test Results ...................................................................................T23
Baseline Test Answer Key .................................................................................................T25

Baseline Test ......................................................................................................................... 1

UNIT, MIDDLE-OF-YEAR, AND END-OF-YEAR TESTS

Overview and Description of Unit, Middle-of-Year, and End-of-Year Tests ..................T26
Administering and Scoring the Tests ...............................................................................T27
Writing Rubric ....................................................................................................................T28
Informing Instruction .........................................................................................................T29
Unit, Middle-of-Year, and End-of-Year Tests Item Analysis Charts ...............................T32
Unit, Middle-of-Year, and End-of-Year Tests Student Record Chart .............................T46
Class Record Chart ...........................................................................................................T47
Teacher Scripting (Units 1 and 2) .....................................................................................T48
Optional - Fluency Checks or Running Records ............................................................T58
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Unit, Middle-of-Year, and End-of-Year Tests Answer Key .............................................T71

Unit 1 Test .............................................................................................................................. 5

Unit 2 Test ............................................................................................................................ 15
Unit 3 Test ............................................................................................................................ 25
Middle-of-Year Test ............................................................................................................ 35
Unit 4 Test ............................................................................................................................ 53
Unit 5 Test ............................................................................................................................ 63
End-of-Year Test ................................................................................................................. 73

Summative Assessments T3
Overview and Description of Baseline Test
OVERVIEW
This Teacher’s Manual provides information for administering and scoring the Baseline Test
for Grade 1. Following the teacher pages in this manual, you will find a blackline version of the
Baseline Test. Detailed information about other assessment materials and procedures associated
with myView Literacy may be found in the Assessment Guide.

DESCRIPTION OF THE BASELINE TEST

You may wish to begin the school year with the Baseline Test. The Grade 1 Baseline Test is
designed to help you determine students’ instructional needs at the beginning of the school year
and to establish a “starting point” for each student. You can use the results of the Baseline Test
to identify indivduals who are on grade level, those who need more support, and those who could
benefit from additional challenge. This feedback can help you scaffold your instruction during
both whole-group and small-group lessons so that all students experience success.
The Baseline Test may be used in addition to or instead of other baseline-type tests or tools, such
as GRADE™, AIMSweb®, or district baseline tests. The Baseline Test is aligned to the Common
Core State Standards. Approximately half of the items will test the previous grade’s standards to
determine if students have retained what they have learned. The other half of the items will test
the current grade level’s standards.
Baseline Test Features:
• a group-administered Phonics Test consisting of 5 multiple-choice items
• a group-administered Word Recognition Test consisting of 4 multiple-choice items
• a group-administered Listening Comprehension Test consisting of a listening selection and
5 multiple-choice items
• an individually-administered Phonemic Awareness Test consisting of 6 multiple-choice items
• an optional Fluency Test (individually administered)

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T4 Summative Assessments
 Administering the Baseline Test
Prior to administering the test, review test-taking procedures with students. Explain to students
that the purpose of the test is to understand what they know about sounds and words and how
well they understand text that is read aloud to them.
Explain to students that you will read all test directions, selections, and items to them. Students
will circle answers to the questions on the test. Be sure students understand how to mark their
answers. Demonstrate how to circle an answer if necessary.
The Phonics, Word Recognition, and Listening Comprehension subtests of the Baseline Test can
be administered to the entire group in one sitting. Modify the directions as needed based on how
you decide to administer the test. The Phonemic Awareness subtest is administered individually.
Follow the procedures for administering a fluency test (page T14) to administer an optional
fluency test to an individual.
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Summative Assessments T5
Baseline Test Directions and Scripting
GRADE 1 BASELINE TEST
The Grade 1 Baseline Test includes five parts. The first three parts are designed for group
administration. The last two parts, Phonemic Awareness and Fluency (optional), are designed for
individual administration.
The chart below shows the number of items in each part of the test. This test is not intended to
be timed. Allow as much time as needed for students to complete the test. However, for planning
purposes, the chart below shows the estimated time required for administering each part.

Part Number of Items Estimated Time (minutes)

Phonics 5 8
Word Recognition 4 4
Listening Comprehension 5 9
Phonemic Awareness (individual) 6 7
Total 20 items 28 minutes

Fluency (optional) 1 selection 1

The group-administered portions of the Baseline Test can be administered in one sitting.
Or, you may wish to administer Phonics and Word Recognition in one session and Listening
Comprehension in another session. Use your professional judgment to determine the method of
administration that best suits the needs of your students.

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T6 Summative Assessments
 TEACHER SCRIPTING FOR THE BASELINE TEST

PHONICS – INITIAL CONSONANTS

Turn to page 1. Use the following directions to administer the test. Directions in bold are to be
read aloud; others are for your information only.
Look at page 1 of your test. I will ask you about beginning sounds. We will do a practice
question first. Listen carefully.
Sample:
Look at the picture in the first row by the star. It is a box. Circle the letter for the sound
that begins the word box. (Pause.) Which letter begins the word box? (Have a student give
the answer, b.) Yes, that’s correct. Box begins with the letter b. You should have drawn a
circle around the b, the second letter in the row.
Now we will do more questions like this. Listen carefully.
1. Move down to the next row and look at the picture by the 1. It is a lion. Circle the
letter for the sound that begins the word lion…lion.
2. Now move down to the last row and look at the picture by the 2. It is socks. Circle
the letter for the sound that begins the word socks…socks.

PHONICS – VOWEL SOUNDS

Have students turn to page 2. Check to make sure they are on the right page.
Now I will ask you about middle sounds. We will do a practice question first. Listen
carefully.
Sample:
Look at the picture in the first row by the star. It is a pan. Look at the words in the row.
Circle the word that has the same middle sound as pan. (Pause.) Which word has the
same middle sound as pan? (Have a student give the answer, map.) Yes, that’s correct.
Map has the same middle sound as pan. The other words, big and cup, have different
middle sounds. You should have drawn a circle around the word map.
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Now we will do more questions like this. Listen carefully.

3. Move down to the next row and look at the picture by the 3. It is a mop. Look at the
words in the row. Circle the word that has the same middle sound as mop…mop.
4. Now move down to the next row and look at the picture by the 4. It is the sun. Look
at the words in the row. Circle the word that has the same middle sound as
sun…sun.
5. Now move down to the last row and look at the picture by the 5. It is a hill. Look at
the words in the row. Circle the word that has the same middle sound as hill…hill.

Summative Assessments T7
WORD RECOGNITION
Have students turn to page 3. Check to make sure they are on the right page.
Now I will ask you to find some words. I will read a word in a sentence and ask you to
find the word. You will read the three words in the box and draw a circle around the
word I say. We will do a practice question first. Listen carefully.
Sample:
Look at the first row by the star. Look at the three words in the row. Now I will read a
sentence: I was going to the park today. Circle the word was…was. (Pause.) Which word
should you have circled? (Have a student indicate the second word, was.) Yes, the second
word is was, w-a-s. You should have drawn a circle around the second word, was.
Now we will do some more questions like this.
6. Move down to the next row and look at the words by the 6. Listen to this sentence:
I will take the book to school. Circle the word take…take.
7. Move down to the next row and look at the words by the 7. Listen to this sentence:
Tim made that drawing. Circle the word made…made.
8. Move down to the next row and look at the words by the 8. Listen to this sentence:
I know that Emma likes to read. Circle the word know…know.
9. Move down to the last row and look at the words by the 9. Listen to this sentence:
I would like to go ice skating too. Circle the word too…too.

LISTENING COMPREHENSION
Have students turn to page 4. Check to make sure they are on the right page.
Now I will read you some selections and ask you some questions about them. For each
question, you will draw a circle around the picture that is the best answer. We will start
with a practice question. Listen carefully.
Sample:
Little Jack Horner
Sat in the corner,
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Eating his holiday pie.
He stuck in his thumb
And pulled out a plum,
And said, “What a good boy am I!”
Now, here is the question. What was Jack Horner eating? Look at the pictures in the
first row by the star. Circle the picture that shows what Jack Horner was eating. (Pause.)
What is the answer? (Have a student give the answer, pie.) Yes, that’s correct. He was
eating a pie. You should have drawn a circle around the second picture, the pie.
Now we will do another selection and answer some questions. First, I will read a story
called “The Bike Ride.” Then I will ask you some questions. Listen carefully.

T8 Summative Assessments
 The Bike Ride
Maria was excited. Today Dad would teach her to ride a bike at the park.
Maria got up on the bike seat, and her Dad held the bicycle.
“Do not let go!” Maria said.
Maria pushed on one pedal. The bike wobbled a little, but it moved forward.
Maria kept on pedaling. Dad kept holding the bike.
“Do you want to try on your own now?” Dad asked.
Maria was afraid of falling off her bike. But she wanted to learn to ride a bike.
Maria’s dad helped and then let her go. Maria kept pedaling––on her own.
“I did it! I did it!” she yelled.

Now I will ask you some questions about this story. Listen carefully.
10. Move down and look at the next row by the 10. Look at the pictures in the row. What
is the main topic of the story? playing…walking…riding a bike. Circle the picture
that shows the main topic of the story.
11. Now move down and look at the next row by the 11. Look at the pictures in the row.
Where does the story take place? school…park…neighborhood. Circle the picture
that shows where the story takes place.
12. Now move down and look at the next row by the 12. Look at the pictures in the
row. How does Maria’s father help her? holds bike…rides bike…watches. Circle the
picture that shows how Maria’s father helps her.
13. Now move down and look at the next row by the 13. Look at the pictures in the row.
What is Maria afraid of? flat tire…falling off…going downhill. Circle the picture that
shows what Maria is afraid of.
14. Now move down and look at the last row by the 14. Look at the pictures in the row.
What happens to Maria at the end of the story? she rides…she races…she falls.
Circle the picture that shows what happens to Maria at the end of the story.
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Summative Assessments T9
Individually Administered Grade 1 Tests
PHONEMIC AWARENESS
This test is to be administered one-on-one to individual students. To prepare for the Phonemic
Awareness test, copy the Phonemic Awareness Scoring Sheet on page T13 to record each
student’s answers. Instructions for scoring the test are provided on the scoring sheet. Meet with
each student individually, and give the student the Phonemic Awareness test on page T12. The
other sections of the test are asked and answered orally and do not have a student component.
Follow the directions below for administering the test.

PHONEMIC AWARENESS – INITIAL AND FINAL SOUNDS

For this section on initial and final sounds, give the student the Phonemic Awareness test on page
T12. Say:
I will ask you about beginning and ending sounds. We will do a practice question
together first. Listen carefully.
Look at the picture in the first row by the star. (Point to the picture of the rake.) It is a rake.
The first sound in rake is /r/, rake. Listen: /r/, rake. What is the first sound in rake? (Have
the student give the answer, /r/.) Yes, that’s correct. Rake begins with the sound /r/. The
last sound in rake is /k/. Listen: rake, /k/. What is the last sound in rake? (Have the
student give the answer, /k/.) Yes, that’s correct. Rake ends with the sound /k/.
Now we will do more questions like this. Listen carefully. (As needed, point to each picture
as you move through the questions.)
1. Look at the picture by the 1. It is a door. What is the first sound in door...door? /d/
2. Look at the picture by the 2. It is a cup. What is the last sound in cup…cup? /p/

PHONEMIC AWARENESS – SEGMENTING WORDS

There is no student page for this component. Questions are asked and answered orally.
I will ask you a few questions about the sounds in words. We will do a practice question
together first. Listen carefully. Copyright © Savvas Learning Company LLC. All Rights Reserved.

The sounds in the word cat are /k/ /a/ /t/. Say the sounds in cat with me: /k/ /a/ /t/.
(Have the student say the sounds /k/ /a/ /t/ with you.) Yes, that’s correct. The sounds in cat
are /k/ /a/ /t/, cat.
Now it’s your turn.
3. Tell me the sounds in wig…wig. /w/ /i/ /g/
4. Tell me the sounds in pet…pet. /p/ /e/ /t/

T10 Summative Assessments

 PHONEMIC AWARENESS – BLENDING WORDS
There is no student page for this component. Questions are asked and answered orally.
I will ask you a few questions about the words made by some sounds. We will do a
practice question together first. Listen carefully.
I will say three sounds: /m/ /a/ /t/. They make the word mat. Blend the sounds with me:
/m/ /a/ /t/. (Have the student say the sounds /m/ /a/ /t/ with you.) What word do these
sounds make? Yes, that’s correct. The sounds /m/ /a/ /t/ make the
word mat.
Now it’s your turn. I’ll say the sounds and then you will tell me what word the
sounds make.
5. Listen to the sounds: /b/ /u/ /g/. What word do these sounds make, /b/ /u/ /g/? bug
6. Listen to the sounds: /f/ /o/ /x/. What word do these sounds make, /f/ /o/ /x/? fox
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Summative Assessments T11

PHONEMIC AWARENESS – INITIAL AND FINAL SOUNDS

Name: ____________________________________________ Date: ___________________

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T12 Summative Assessments

 PHONEMIC AWARENESS SCORING SHEET

Name: ____________________________________________ Date: ___________________

Follow the instructions for scoring as given for each section below. Record notes and
observations in the box at the bottom. Count up the total number correct, and record
the results of this assessment on the Baseline Test Student Record Chart for Grade 1
on page T21.

ELEMENT POINTS
Initial and Final Sounds Underline each correct sound that the student
1. /d/ says. Each correct sound is worth 1 point.
(Maximum: 2 points)
2. /p/
Segmenting Words Underline each correct sound. All sounds in a
3. /w/ /i/ /g/ word must be identified correctly to score 1 point
for each word. (Maximum: 2 points)
4. /p/ /e/ /t/
Blending Words Underline each word said correctly. Each word is
5. bug worth 1 point. (Maximum: 2 points)
6. fox
Phonemic Awareness Total ___ / 6 Correct
Notes and Observations:
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Summative Assessments T13

Administering a Fluency Test
A fluency test measures a student’s reading rate, or the number of words correctly read per
minute (wcpm), on grade-level text the student has not seen before. Although the speed at which
a student reads is part of determining fluency, it is not the only measure. When students read
fluently, they read aloud as they would speak conversationally. Appropriate expression, prosody,
reading rate, and comprehension are all part of reading fluently.
Prior to administering a fluency test, review fluency test procedures with the student. Explain that
the purpose of the fluency test is to understand more about how the student reads.
Administer the fluency test individually so you can record student data. Give the student a copy
of the Student Copy of the selection for the test and make a copy of the Teacher Copy for
yourself. The Teacher Copy has a scale of running numbers to make it easier for you to know how
many words the student reads during the fluency check, while the Student Copy does not have
running numbers. Write the student’s name and the test date at the top of your copy of the
selection. This will help you compare data on future tests. Have a watch or clock available for
timing the reading.
Have the student read the text aloud. Do not have the student read the title as part of the fluency
reading; it is not included in the running word count. You may want to record audio of the
student’s reading for later evaluation. Stop the student at exactly one minute and note precisely
where he or she stopped.
As the student reads orally, mark any errors he or she makes during the reading on your copy of
the text (see the chart on page T15). Count the total number of words the student reads in a
minute. Subtract any words he or she reads incorrectly. Record the words correct per minute on
the test.
The formula is: total # of words read – # of errors = words correct per minute (wcpm).

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T14 Summative Assessments

 HOW TO IDENTIFY ERRORS
Based upon the selection on page T16, the chart below shows the kinds of errors to look for as a
student reads aloud and the notations to use to mark the errors.

READING ERROR NOTATIONS

Omission
The student omits words or It is a sunny day.
word parts.
Substitution
The student substitutes put
“Try to get the ball in the hoop.
words or parts of words for
the words in the text.
Insertion
The student inserts words or down
Ava puts the hoops on the grass.
parts of words that are not ^
in the text.
Mispronunciation/
Misreading bell
“Let’s throw the ball,” Ava says.
The student pronounces or
reads a word incorrectly.
Hesitation
The student hesitates over H
“That’s boring,” Rob says.
a word and the teacher
provides the word.
Self-correction
The student reads a word sc
Ava sees some hoops.
incorrectly but then corrects
the error.

Notes
• If the student hesitates over a word, wait several seconds before telling him or her what the
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word is.
• If a student makes the same error more than once, count it as only one error.
• Self-correction is not counted as an actual error. However, writing “SC” over the word or
words will help you identify words that give the student some difficulty.

Summative Assessments T15

SAMPLE FLUENCY TEST
Here is the selection marked as shown on the chart on the previous page. As the student reads
the selection aloud to you, mark errors. Have the student read for exactly one minute, and then
mark the last word he or she reads.

Loren
Student Name: _________________________________________ 9/24/2018
Date: ___________________

A New Game
It is a sunny day. Ava and Rob have nothing to do. They 13
want to play. 16
bell
“Let’s throw the ball,” Ava says. 22
H
“That’s boring,” Rob says. 26
sc
Ava sees some hoops. “I have an idea.” 34
down
Ava puts the hoops on the grass. 41
^
put
“Try to get the ball in the hoop./ If you get it in, pick up 56
the hoop. If you miss, it is my turn. The person with the 69
most hoops wins.” 72
Rob nods his head. “That sounds like a fun game.” He tosses 84
the ball. 86
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“My turn!” Ava yells. 90

49 - 5 = 44

T16 Summative Assessments

 INTERPRETING FLUENCY TEST RESULTS
The following chart shows published norms for oral reading fluency.

FALL WINTER SPRING

GRADE %ILE
wcpm wcpm wcpm
90 97 116
75 59 91
1 50 29 60
25 16 34
10 9 18
Copyright © 2017. Behavioral Research and Teaching. All rights reserved.

If a student’s reading rate is low, your notes on the student’s errors may help you determine why
the rate is low. Poor decoding skills indicate the need for explicit instruction and additional
practice in foundational reading skills. A lack of fluency may indicate a lack of exposure to models
of fluent oral reading. It may also mean the student is not reading enough material at his or her
reading level.
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Summative Assessments T17

Grade 1 Fluency Selection Teacher Copy

Student Name: ____________________________________________ Date: ___________________

Time to Feed Dot

“Mom said it is time to feed Dot the fish,” said Maddie. 12
“Okay,” said Amy. She went to get the fish food. 22
“Not too much,” said Maddie. “That is what the man 32
at the pet store said.” 37
Amy nodded. She put a tiny bit of food in the tank. 49
Dot swam up to eat. 54
“I think she likes it!” said Maddie. 61

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T18 Summative Assessments

 Grade 1 Fluency Selection Student Copy

Time to Feed Dot

“Mom said it is time to feed Dot the fish,” said Maddie.
“Okay,” said Amy. She went to get the fish food.
“Not too much,” said Maddie. “That is what the man
at the pet store said.”
Amy nodded. She put a tiny bit of food in the tank.
Dot swam up to eat.
“I think she likes it!” said Maddie.
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Summative Assessments T19

Scoring the Baseline Test
Make a copy of the Baseline Test Student Record Chart on page T21 for each student. For the
group-administered subtests (Phonics, Word Recognition, and Listening Comprehension), use the
Answer Key provided on page T25 to mark each item correct or incorrect. Multiple-choice
questions are scored 0 (incorrect) or 1 (correct). Use the Phonemic Awareness Scoring Sheet on
page T13 to score the individually-administered Phonemic Awareness subtest. Record students’
scores on the Baseline Test Student Record Chart.
Each test should be scored both by subtest and by total test because both types of scores will be
useful in interpreting test results and informing instruction for each student.
The individually administered optional fluency test is considered separately. There is a space on
the Baseline Test Student Record Chart to record the student’s fluency rate.

INFORMING INSTRUCTION
The results of the Baseline Test are intended to inform instruction. The Baseline Test will help you
identify students who are on grade level, students who need more support, and students who
could benefit from additional challenge at the beginning of the year. The data provided by the test
will help determine student areas of strength as well as areas of need. This information can help
inform small-group and individual instruction.
Specific literacy skills are assessed during the course of this test. These are skills that students
should use and master. Test results can help teachers identify which core skills students
understand and which will require additional practice or reteaching. Teachers can use this data to
group students of similar needs together during small-group instruction and mini-lessons.
Teachers can evaluate test-taking skills while students take the test. The information gathered
from observing students during testing can provide teachers the opportunity to help students
become better test takers.
Student data can be captured throughout the course of the year through the use of the myView
Literacy program and through ongoing assessments in the program. By comparing results,
teachers identify areas of student growth throughout the year as well as continued areas of need.
This provides important data when determining interventions that might help a student, what
interventions have been successful, and what interventions need to be modified. Teachers may
want to share areas of growth with students to boost confidence and acknowledge strong effort Copyright © Savvas Learning Company LLC. All Rights Reserved.

throughout the program.

T20 Summative Assessments

 Baseline Test Student Record Chart
Student Name

TEST SECTION SCORE NOTES/OBSERVATIONS

Phonics /5

Word Recognition /4

Listening Comprehension /5

Phonemic Awareness
/6
(individually administered)
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Fluency Test WCPM:

(individually administered,
optional) _________________

Summative Assessments T21

Baseline Test Item Analysis Chart

BASELINE SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Initial Consonants DOK 2 Items 1–2 RF.1.3

Phonics
3–5 Vowel Sounds DOK 2 Items 3–5 RF.1.3
Word Recognition 6–9 Word Recognition DOK 1 Items 6–9 RF.1.3.g, RF.1.3
10 Determine Theme DOK 2 Items 10–14 RL.1.3
11 Describe Setting DOK 2
Listening
12 Describe Characters DOK 2
Comprehension
13 Describe Characters DOK 2
14 Describe Plot DOK 2
1–2 Initial and Final Sounds DOK 1 Items 1–2 RF.1.2.d
Phonemic 3–4 Segmenting Words DOK 1 Item 3 RF.1.2.d
Awareness Item 4 RF.1.2.c
5–6 Blending Words DOK 1 Items 5–6 RF.1.2.c
Fluency — — — RF.1.4

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T22 Summative Assessments

 Interpreting Baseline Test Results
The primary purpose of the Baseline Test is to help determine the instructional needs of students
at the beginning of the year. To interpret Baseline Test scores, you should consider a student’s
score on each subtest and on the total test. This will help you interpret students’ strengths and
areas of need.
The initial baseline for a student should not be based exclusively on the Baseline Test score.
All other available information about a student should be considered as well. The Baseline
Test should be viewed as one assessment of student performance. Regular, ongoing formative
assessment, as well as observation of student performance, will provide the best data on the
skills and abilities of a student.
It is recommended that you compare the test results for each student only with the scores of
other students in your class. This will allow you to inform future instruction by examining general
trends in your students’ grade-level knowledge and abilities.
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Summative Assessments T23

You may wish to use the following guidelines to help determine how best to help improve
students’ areas of need and build upon students’ areas of strength.

Students who score more than 90% on the Baseline Test might benefit from:
• regular instruction during whole-class time
• options for advanced learners during small-group time, independent investigative work, and
challenging content and activities
• being matched with text appropriate for advanced learners through leveled readers
• being grouped with other advanced learners into a book club and reading authentic trade
books that match their reading level and interests

Students who score between 60% and 89% on the Baseline Test might benefit from:
• regular instruction during whole-class time
• on-level work during small-group time
• myFocus Readers and decodable readers to practice word-reading skills
• being matched with text appropriate for on-level learners through leveled readers
• being grouped with other on-level learners into a book club and reading authentic trade
books that match their reading level and interests

Students who score below 60% on the Baseline Test might benefit from:
• regular instruction during whole-class time
• intervention activities during small-group time, more scaffolding, more practice with critical
skills, and more opportunities to respond
• myFocus Readers and reading decodable readers to practice word-reading skills
• being matched with text appropriate for developing learners through leveled readers
• receiving more frequent additional support and intensive instruction

For all students, use flexible grouping options and formative assessment, such as Quick Checks,
to monitor progress and inform and differentiate instruction throughout the year.
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T24 Summative Assessments

 Baseline Test Answer Key

Name

Phonics – Initial Consonants Phonics – Vowel Sounds

h b s map big cup

1 3
p k l dip cat cot

2 4
v s f pop rush tie

5 stop kit run

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Baseline Test 1 2 Baseline Test

RDG20_AS01_NA_BL.indd Page 1 24/01/23 12:08 AM F-0509 /159/SA01064_GM/MVW_LITERACY_2020_SUMMATIVE_ASS_TM/NA/SE/2023/G1/0328990442/Layou ... RDG20_AS01_NA_BL.indd Page 2 24/01/23 12:08 AM F-0509 /159/SA01064_GM/MVW_LITERACY_2020_SUMMATIVE_ASS_TM/NA/SE/2023/G1/0328990442/Layou ...

Name

Word Recognition Listening Comprehension

the was go

6 10
take eat call
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7 11
went said made

8 12
look know hear
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9 13
too how gave

14

Baseline Test 3 4 Baseline Test

RDG20_AS01_NA_BL.indd Page 3 24/01/23 12:08 AM F-0509 /159/SA01064_GM/MVW_LITERACY_2020_SUMMATIVE_ASS_TM/NA/SE/2023/G1/0328990442/Layou ... RDG20_AS01_NA_BL.indd Page 4 24/01/23 12:08 AM F-0509 /159/SA01064_GM/MVW_LITERACY_2020_SUMMATIVE_ASS_TM/NA/SE/2023/G1/0328990442/Layou ...

Summative Assessments T25

Overview and Description of Unit, Middle-of-
Year, and End-of-Year Tests
OVERVIEW
This Teacher’s Manual provides information for administering and scoring the Unit, Middle-of-
Year, and End-of-Year Tests for Grade 1. Following the teacher pages in this manual, you will find
blackline masters of the student tests. Detailed information about other assessment materials and
procedures associated with myView Literacy may be found in the Assessment Guide.

DESCRIPTION OF UNIT, MIDDLE-OF-YEAR, AND END-OF-YEAR TESTS

The Unit Tests are designed to assess students’ progress in Listening/Reading Comprehension
High-Frequency Words, Phonics, Conventions, and Writing at the end of each unit. Teacher
scripting is provided for the Unit 1 and Unit 2 tests to accommodate the expectation that many
students may not yet be strong readers. All items test content that has been taught within the
unit and all items are aligned to the Common Core State Standards. Some items also provide
Common Core State Standards test practice by introducing students, in a developmentally
appropriate manner, to formats and language similar to formats and language they may encounter
on the state test. Three items in each Unit Test provide introductory Common Core State
Standards test practice. Selections and questions in the Unit Tests become progressively more
difficult from Unit 1 to Unit 5 to reflect the increasing sophistication of materials students are able
to handle.
The Middle-of-Year and End-of-Year Tests follow the same design as the Unit Tests, but contain
more items. The Middle-of-Year Test assesses material from the first three units. The End-of-Year
Test assesses material from all five units.

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T26 Summative Assessments

 Administering and Scoring the Tests
ADMINISTERING THE TESTS
Each test consists of five parts:
• Listening/Reading Comprehension
• High-Frequency Words
• Phonics
• Conventions
• Writing
These tests are designed to be administered in a whole-group setting. They may be delivered in
one sitting, or you may opt to administer parts of the test in two or more sittings. For example,
you might have students complete the Listening/Reading Comprehension, High-Frequency
Words, and Phonics sections on Day One and the Conventions and Writing sections on Day Two.
Take time to review the purpose of the test and test-taking procedures with students prior to
administering a test. Students should know how to show their answers (such as filling in bubbles
for multiple-choice questions) and the expectations for completing the test.
These tests are not intended to be timed. Allow ample time for all students to complete the tests
at their own pace.

SCORING THE TESTS

Use the Answer Key provided on pages T71–T88. The Answer Key indicates the correct answer
for each item.
Individual student responses to writing prompts may be scored by using the writing rubric on
page T28.
To make scoring easier, copy and use the following charts as needed:
• the Student Record Chart on page T46, for recording a student’s individual scores on a Unit,
Middle-of-Year, or End-of-Year Test.
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• the Class Record Chart, on page T47, for recording test scores for all students for Unit,
Middle-of-Year, and End-of-Year Tests.

Summative Assessments T27

Writing Rubric
LANGUAGE AND
SCORE FOCUS ORGANIZATION DEVELOPMENT CONVENTIONS
VOCABULARY
Text is clearly Text is organized Text effectively Text uses precise Text has correct
focused on a with clear ideas uses details, language and/or grammar,
4 topic or idea and presented in a descriptions, domain-specific usage, spelling,
is developed logical order. and/or facts. vocabulary capitalization, and
throughout. correctly. punctuation.
Text is mostly Text is mostly Text adequately Text uses precise Text has a few
focused on a organized, but uses details, language and/or conventions
topic or idea some ideas or descriptions, domain-specific errors but is
and developed events may be and/or facts. vocabulary understandable.
3 throughout. out of order. adequately and
Connections mostly correctly.
between ideas/
events may be
lacking.
Text may Text is difficult to Text includes Text may use Text has some
occasionally lose follow. Organization few details, imprecise conventions errors
focus or lack and connections descriptions, language/ that may affect
2
development. between ideas/ and/or facts. vocabulary. Words clarity.
events are weak. are sometimes
used incorrectly.
Text is unfocused, Text has little or Text includes very Text uses Text is difficult
confusing, or too no structure or few or no details, vague, unclear, to understand
1
short. organization. descriptions, or confusing because of many
and/or facts. language. conventions errors.
0 The text gets no credit if it does not demonstrate adequate command of the traits of the mode of writing.

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T28 Summative Assessments

 Informing Instruction
INTERPRETING TEST RESULTS
A student’s score on a Unit, Middle, or End-of-Year Test provides only one set of data related to
a student’s progress and should be interpreted in conjunction with other assessments and the
teacher’s observations. However, a low score on one or more parts of a test probably indicates a
need for closer review of the student’s performance and perhaps additional instruction.

INFORMING INSTRUCTION
The Unit, Middle-of-Year, and End-of-Year Tests can help inform instruction. The scores can help
identify students’ areas of strength and areas of need in the categories of reading comprehension,
word study, conventions, and writing. Data provided by the assessments can help teachers
determine which students might benefit from additional intervention. This data can be used to
guide individual and small-group instruction in the classroom.

FURTHER ANALYSIS OF RESULTS

All items on the Unit, Middle-of-Year, and End-of-Year Tests are aligned to skills and the Common
Core State Standards. By identifying which items a student answered incorrectly and referring
to the Item Analysis Charts, you may be able to determine specific areas in which the student
needs additional help. For example, if the student answers six questions incorrectly, four of
which are based on interpreting literary elements such as plot and character, you may want to
plan additional instruction for the student in this area. While the Unit, Middle-of-Year, and End-of-
Year Tests do not provide sufficient content coverage of individual skills to be truly “diagnostic,”
students’ performance patterns can often provide useful clues about particular strengths and
weaknesses.
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Summative Assessments T29

ASSISTING ENGLISH LANGUAGE LEARNERS
The Unit, Middle-of-Year, and End-of-Year Tests not only provide teachers with a way to measure
students’ progress throughout the year, they also provide an opportunity for teachers to help
English language learners (ELLs) become familiar with the linguistic patterns and structures they
will encounter while taking various tests, including state tests. The format of these tests is similar
to the format of other tests students may encounter, with similar direction lines, question stems,
and answer formats.
High-stakes tests are typically designed and normed for proficient speakers of English. By
providing opportunities for students to become familiar with the formats and language of tests,
teachers can assist English language learners in obtaining results that reflect students’ learning of
the content rather than their aptitude for comprehending test language and formats. Teachers can
use specific strategies to prepare English language learners for assessment. Using these
strategies on the Unit, Middle-of-Year, and End-of-Year Tests will increase students’ comfort
levels and success with assessment tools such as the state tests.

TESTING STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

• Preteach the “language of tests” encountered in directions and test items, including:
– Question words, such as who, what, which, where, when, why, and how
– Emphasis words and phrases, such as not, except, most likely, probably, major, both,
neither, either, most, and least
– Action words and phrases, such as explain, describe, discuss, persuade, support your
answer, and cite evidence
Words such as both and not may seem simple, but their uses in test questions often prove
otherwise. ELLs need help in seeing how such words frame and constrain ideas expressed in
the sentences in which they appear.
• Familiarize students with basic test formats such as the lettering of selected-response answer
choices and the division of questions into Part A and Part B. By providing opportunities for
ELLs to become familiar with the structure and language of formal assessments, you enable
them to demonstrate their learning of the content rather than their ability to decipher test
language and formats.
• Teach the use of context clues to interpret the meanings of unfamiliar terms. Copyright © Savvas Learning Company LLC. All Rights Reserved.

• Highlight and discuss routinely the academic language, vocabulary, syntax, text structures,
and text types encountered in trade books and textbooks.
• Provide regular opportunities for meaningful oral language experiences in which ELLs discuss
important topics and perform the activities required on tests, such as explaining, describing,
and stating and supporting opinions. Encourage them to use vocabulary that will support
academic language development.

T30 Summative Assessments

 • Coach students in oral and written retelling and summarization so that they develop a “sense”
of text types, features, conventions, and organization. ELLs relate to the concrete nature of
informational text, and summarization of such text helps to familiarize them with common text
structures, such as sequence, description, classification, compare and contrast, cause and
effect, and problem and solution.
• Read aloud, think aloud, and model purposeful and strategic behaviors of effective readers,
speakers, and writers of English.

APPROPRIATE TEST ACCOMMODATIONS FOR ELLS

As you consider making accommodations for ELLs in your class, keep in mind that the ultimate
goal is for these students to be able to handle mainstream assessments, terminology, and
instruction on their own. Any accommodations you provide should be considered stepping stones
to students’ eventual successful encounter with mainstream teaching and testing conditions. In
providing test accommodations, it is important not to compromise the intent of the assessments.
It is never appropriate to read aloud the reading selections or the comprehension and vocabulary
questions in English or translate them into students’ first languages. These practices alter the
constructs of the tests. Reading comprehension assessments are designed to measure both
word recognition and understanding, so reading aloud or translating actually changes the intent
of the tests.
Appropriate accommodations might include the following:
• Provide additional testing time.
• Allow frequent or extended breaks, dividing tests into multiple sessions as needed.
• Administer tests at times most beneficial to students.
• Administer tests in small-groups or in one-on-one settings that are comfortable and familiar
to students.
• Read aloud test directions in English or in students’ first languages and repeat as often
as necessary.
• Simplify the language and sentence structure of test directions. Clarify phrases such as “use
information from the selection,” “which of the following,” and “write in response.” When
possible, model the tasks and provide verbal directions in simple English.
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• Request that students restate test directions in their own words to ensure they understand
what to do.
• Encourage students to draw pictures to help demonstrate their thinking and learning.
Following the administration of each assessment, note which accommodations you used and
the degree to which they were beneficial. Then interpret test scores with that information in
mind. As ELLs progress in their English language skills and become more comfortable with
testing, it is important to reconsider which accommodations you use.

Summative Assessments T31

Unit, Middle-of-Year, and End-of-Year Tests
Item Analysis Charts
GRADE 1, UNIT 1 TEST

UNIT SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Describe Characters Items 1–2 DOK 2 RL.1.3

3–4 Describe the Setting Items 3–4 DOK 2 RL.1.3

Listening 5–6 Describe Characters Items 5–6 DOK 2 Items 5–6

Comprehension RI.1.3
7–10 Find Text Features Items 7–10 DOK 2 Items 7–8
RI.1.5
Items 9-10
RI.1.6
High-Frequency 11–15 High-Frequency Words Items 11–15 DOK 1 RF.1.3.g
Words
16 Short a Item 16 DOK 2 RF.1.2.a
17 Short a Item 17 DOK 2 RF.1.2.a
18 Short i Item 18 DOK 2 RF.1.2.a
1 19 Short a Item 19 DOK 2 RF.1.2.a
20 Short o Item 20 DOK 2 RF.1.2.a
Phonics
21 Ff, Bb, Gg Item 21 DOK 2 RF.1.3
22 Short e Item 22 DOK 2 RF.1.2.a
23 Dd, Ll, Hh Item 23 DOK 2 RF.1.3
24 Short u Item 24 DOK 2 RF.1.3
25 Rr, Ww, Jj, Kk Item 25 DOK 2 RF.1.3
26 Nouns Item 26 DOK 2 L.1.1.b
27 Present Verb Tense Item 27 DOK 2 L.1.1.e
28 Simple Sentences Item 28 DOK 2 L.1.1.j
Conventions
29 Adjectives and Articles Item 29 DOK 2 L.1.1.f
30 Sentences with Nouns, Item 30 DOK 3 L.1.1.f
Verbs, and Adjectives Copyright © Savvas Learning Company LLC. All Rights Reserved.

Writing Prompt Prompt Personal Narrative Writing DOK 3 W.1.3

T32 Summative Assessments

 GRADE 1 UNIT 1 myFOCUS REMEDIATION OPPORTUNITIES

ITEM NUMBER REMEDIATION

1 Lessons 45–46
2 Lessons 45–46
3 Lesson 39
4 Lesson 39
5 Lessons 45–46
6 Lessons 45–46
7 Lesson 49
8 Lesson 49
9 Lesson 49
10 Lesson 49
11 Lessons 30–31
12 Lessons 30–31
13 Lessons 30–31
14 Lessons 30–31
15 Lessons 30–31
16 Lesson 14
17 Lesson 14
18 Lesson 14
19 Lesson 14
20 Lesson 14
21 Lesson 14
22 Lesson 14
23 Lesson 14
24 Lesson 14
25 Lesson 14
26 Lesson 61
27 Lesson 63
28 Lesson 60
29 Lesson 62
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30 Lesson 60
Prompt Lesson 58

Summative Assessments T33

GRADE 1, UNIT 2 TEST

UNIT SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Find the Main Idea Items 1–2 DOK 2 RI.1.2

3–4 Find Text Structure Items 3–4 DOK 2 RI.1.3
5–6 Discuss Author’s Purpose Item 5 DOK 3 RI.1.1
Listening Item 6 DOK 2
Comprehension 7–8 Describe Elements of Items 7–8 DOK 2 RL.1.4
Poetry
9–10 Find Elements of Drama Item 10 DOK 3 Item 9 RL.1.1
Item 10 RL.1.3
High-Frequency 11–15 High-Frequency Words Items 11–15 DOK 1 RF.1.3.g
Words
16 Initial Consonant Blends Item 16 DOK 2 RF.1.3
17 ks Sound Spelled x Item 17 DOK 2 RF.1.3
18 k Sound Spelled ck Item 18 DOK 2 RF.1.3
19 s Sound and z Sound Item 19 DOK 2 RF.1.3
2 Spelled s

Phonics 20 Final Consonant Blends Item 20 DOK 2 RF.1.3

21 Inflectional Ending -s Item 21 DOK 2 RF.1.3.f
22 Consonant Digraphs th Item 22 DOK 2 RF.1.3.a
23 Inflectional Ending -ing Item 23 DOK 2 RF.1.3.f
24 Long a Spelled VCe Item 24 DOK 2 RF.1.3.c
25 Vowel Sound in ball Item 25 DOK 2 RF.1.3.a

26 Simple Sentences Item 26 DOK 2 L.1.1.j

27 Declarative Sentences Item 27 DOK 2 RF.1.1.a
Conventions 28 Interrogative Sentences Item 28 DOK 2 RF.1.1.a
29 Exclamatory Sentences Item 29 DOK 2 RF.1.1.a
30 Imperative Sentences Item 30 DOK 3 RF.1.1.a
Writing Prompt Informational Text Writing DOK 3 W.1.2

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T34 Summative Assessments

 GRADE 1 UNIT 2 myFOCUS REMEDIATION OPPORTUNITIES

ITEM NUMBER REMEDIATION

1 Lesson 50
2 Lesson 50
3 Lesson 49
4 Lesson 49
5 Lesson 53
6 Lesson 53
7 Lesson 40
8 Lesson 40
9 Lesson 40
10 Lesson 40
11 Lessons 30–31
12 Lessons 30–31
13 Lessons 30–31
14 Lessons 30–31
15 Lessons 30–31
16 Lesson 15
17 Lesson 14
18 Lesson 18
19 Lesson 27
20 Lesson 15
21 Lesson 27
22 Lesson 16
23 Lesson 27
24 Lesson 20
25 Lesson 26
26 Lesson 60
27 Lesson 60
28 Lesson 60
29 Lesson 60
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30 Lesson 60
Prompt Lesson 59

Summative Assessments T35

GRADE 1, UNIT 3 TEST

UNIT SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Describe Plot Items 1–2 DOK 2 RL.1.3

3–4 Find Elements of Poetry Items 3–4 DOK 2 RL.1.4
5–6 Describe Main Events and Items 5–6 DOK 2 RL.1.3
Reading Setting
Comprehension
7–8 Discuss Author’s Purpose Items 7–8 DOK 2 RI.1.1

9–10 Identify Persuasive Text Items 9–10 DOK 2 RI.1.8

High-Frequency 11–15 High-Frequency Words Items 11–15 DOK 1 RF.1.3.g
Words
16 Digraphs wh, ch, ph, Item 16 DOK 2 RF.1.3.a
Trigraph tch
17 Contractions Item 17 DOK 2 RF.1.3.b
18 Long o Spelled VCe Item 18 DOK 2 RF.1.3.b

3 19 Long u and Long e Item 19 DOK 2 RF.1.3.c

Spelled VCe
Phonics 20 Long e Spelled e, ee Item 20 DOK 2 RF.1.3.c
21 Inflectional Ending -ed Item 21 DOK 2 RF.1.2.a
22 Vowel Sounds of y Item 22 DOK 2 RF.1.3.b
23 Syllable Pattern VCCV Item 23 DOK 2 RF.1.3.e
24 Consonant Patterns ng, nk Item 24 DOK 2 RF.1.3
25 Open Syllables Item 25 DOK 2 RF.1.3.d
26 Common and Proper Item 26 DOK 2 L.1.1.b
Nouns
Conventions 27–28 Pronouns Items 27–28 DOK 2 L.1.1.d
29 Capitalization Item 29 DOK 2 L.1.1.a
30 Singular and Plural Nouns Item 30 DOK 2 L.1.1.c
Writing Prompt Poetry Writing DOK 3 W.1.8

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T36 Summative Assessments

 GRADE 1 UNIT 3 myFOCUS REMEDIATION OPPORTUNITIES

ITEM NUMBER REMEDIATION

1 Lesson 39
2 Lesson 39
3 Lesson 40
4 Lesson 40
5 Lesson 39
6 Lesson 39
7 Lesson 53
8 Lesson 53
9 Lesson 49
10 Lesson 49
11 Lessons 30–31
12 Lessons 30–31
13 Lessons 30–31
14 Lessons 30–31
15 Lessons 30–31
16 Lessons 16–17
17 Lesson 28
18 Lesson 20
19 Lesson 20
20 Lessons 21–22
21 Lesson 27
22 Lesson 21
23 Lesson 24
24 Lesson 18
25 Lesson 24
26 Lesson 61
27 Lesson 61
28 Lesson 61
29 Lesson 60
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30 Lesson 61
Prompt Lesson 58

Summative Assessments T37

GRADE 1, MIDDLE-OF-YEAR TEST

MOY SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1 Describe Characters DOK 2 RL.1.3

2 Describe Plot DOK 2 RL.1.3
3 Describe Main Events and Setting DOK 2 RL.1.3
4 Discuss Author’s Purpose DOK 2 RL.1.1
5 Describe the Setting DOK 2 RL.1.3
6 Find Text Features DOK 2 RI.1.5
7 Find the Main Idea DOK 2 RI.1.2
Reading
8 Find Text Structure DOK 2 RI.1.1
Comprehension
9 Discuss Author’s Purpose DOK 2 RI.1.1
10 Identify Persuasive Text DOK 2 RI.1.8
11 Find Graphics DOK 2 RI.1.7
12 Find Elements of Drama DOK 2 RL.1.1
13 Describe Main Events and Setting DOK 2 RL.1.3
14 Describe Elements of Poetry DOK 2 RL.1.4
15 Describe Characters DOK 2 RL.1.3

High-Frequency
16–22 High-Frequency Words DOK 1 RF.1.3.g
Words

23 Short a DOK 2 RF.1.2.a

24 Cc, Pp, Nn DOK 2 RF.1.3
25 Short e DOK 2 RF.1.2.a
26 Rr, Ww, Jj, Kk DOK 2 RF.1.3
27 Short u DOK 2 RF.1.2.a
28 Initial Consonant Blends DOK 2 RF.1.3.b
29 s Sound and z Sound Spelled s DOK 2 RF.1.3.b
30 Final Consonant Blends DOK 2 RF.1.3.b
Phonics
31 Inflectional Ending -s DOK 2 RF.1.3.f
32 Consonant Digraphs sh, th DOK 2 RF.1.3.a
33 Vowel Sound in ball DOK 2 RF.1.3.b Copyright © Savvas Learning Company LLC. All Rights Reserved.

34 Contractions DOK 2 L.1.2

35 Long o Spelled VCe DOK 2 RF.1.3.c
36 Inflectional Ending -ed DOK 2 RF.1.3.f
37 Vowel Sounds of y DOK 2 RF.1.3.b
38 Syllable Pattern VCCV DOK 2 RF.1.3.e

T38 Summative Assessments

 MOY SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

L.1.1.j
39 Simple Sentences Item 39 DOK 2

Sentences with Nouns, Verbs, L.1.1.f

40 Item 40 DOK 2
and Adjectives

Conventions 41 Declarative Sentences Item 41 DOK 2 L.1.1.j

42 Imperative Sentences Item 42 DOK 2 L.1.1.j
43 Singular and Plural Nouns Item 43 DOK 2 L.1.1.c
44 Common and Proper Nouns Item 44 DOK 2 L.1.1.b
45 Pronouns Item 45 DOK 2 L.1.1.d

Writing Prompt Procedural Text Writing DOK 3 W.1.3

MIDDLE-OF-YEAR TEST REMEDIATION

ITEM NUMBER REMEDIATION ITEM NUMBER REMEDIATION

1 Lessons 45–46 26 Lesson 14
2 Lesson 39 27 Lesson 14
3 Lesson 39 28 Lesson 15
4 Lesson 53 29 Lesson 27
5 Lesson 39 30 Lesson 15
6 Lesson 49 31 Lesson 27
7 Lesson 50 32 Lesson 16
8 Lesson 49 33 Lesson 26
9 Lesson 53 34 Lesson 28
10 Lesson 49 35 Lesson 20
11 Lesson 49 36 Lesson 27
12 Lesson 40 37 Lesson 21
13 Lesson 39 38 Lesson 24
14 Lesson 40 39 Lesson 60
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15 Lessons 45–46 40 Lesson 60

16 Lessons 30–31 41 Lesson 60
17 Lessons 30–31 42 Lesson 60
18 Lessons 30–31 43 Lesson 61
19 Lessons 30–31 44 Lesson 61
20 Lessons 30–31 45 Lesson 61
21 Lessons 30–31 Prompt Lesson 59
22 Lessons 30–31
23 Lesson 14
24 Lesson 14
25 Lesson 14

Summative Assessments T39

GRADE 1, UNIT 4 TEST

UNIT SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Describe Connections Items 1–2 DOK 2 RI.1.3

3–4 Use Text Structure Items 2–3 DOK 2 RI.1.2
Reading 5–6 Compare and Contrast Items 5–6 DOK 2 RI.1.9
Comprehension Texts
7–8 Find the Main Idea Items 7–8 DOK 2 RI.1.2
9–10 Determine Theme Item 9–10 DOK 2 RL.1.2
High-Frequency 11–15 High-Frequency Words Items 11–15 DOK 1 RF.1.3.g
Words
16 r-Controlled Vowel ar Item 16 DOK 2 RF.1.3
17 Inflectional Ending -es, Item 17 DOK 2 RF.1.3.f
Plural -es
18 r-Controlled Vowels er, Item 18 DOK 2 RF.1.3
ir, ur
4 19 Adding Endings Item 19 DOK 2 RF.1.3.f
Phonics 20 Comparative Endings Item 20 DOK 2 RF.1.3
21 Trigraph dge Item 21 DOK 2 RF.1.3.a
22 Diphthongs ow, ou Item 22 DOK 2 RF.1.3
23 Vowel Digraphs ai, ay Item 23 DOK 2 RF.1.3.b
24 Diphthongs oi, oy Item 24 DOK 2 RF.1.3
25 Vowel Digraph ea Item 25 DOK 2 RF.1.3.b
26 Action Words Item 26 DOK 2 L.1.1.e
27 Past Verb Tense Item 27 DOK 2 L.1.1.e
Conventions 28 Verbs Item 28 DOK 2 L.1.1.e
29 Verbs Item 29 DOK 2 L.1.1.e
30 Compound Sentences Item 30 DOK 2 L.1.1.j
Writing Prompt Personal Narrative Writing DOK 3 W.1.3

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T40 Summative Assessments

 GRADE 1 UNIT 4 myFOCUS REMEDIATION OPPORTUNITIES

ITEM NUMBER REMEDIATION

1 Lesson 42
2 Lesson 42
3 Lesson 49
4 Lesson 49
5 Lesson 54
6 Lesson 54
7 Lesson 50
8 Lesson 50
9 Lesson 39
10 Lesson 39
11 Lessons 30–31
12 Lessons 30–31
13 Lessons 30–31
14 Lessons 30–31
15 Lessons 30–31
16 Lesson 25
17 Lesson 27
18 Lesson 25
19 Lesson 27
20 Lesson 27
21 Lesson 18
22 Lesson 26
23 Lesson 22
24 Lesson 26
25 Lesson 22
26 Lesson 63
27 Lesson 63
28 Lesson 63
29 Lesson 63
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30 Lesson 60
Prompt Lesson 58

Summative Assessments T41

GRADE 1, UNIT 5 TEST

UNIT SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1–2 Find Text Structure Items 1–2 DOK 2 RI.1.2

3–4 Use Text Features Items 3–4 DOK 2 RI.1.7
Reading 5–6 Identify Persuasive Text Items 5–6 DOK 2 RI.1.8
Comprehension
7–8 Use Pictures and Text Items 7–8 DOK 2 Item 7 RI.1.6
Item 8 RI.1.7
9–10 Determine Theme Items 9–10 DOK 2 RL.1.2
High-Frequency 11–15 High-Frequency Words Items 11–15 DOK 1 RF.1.3.g
Words
16 Long o Spelled oa, ow, oe Item 16 DOK 2 RF.1.3.c
17 Consonant Blends and Item 17 DOK 2 RF.1.3.a
Trigraphs
18 Long i Spelled igh Item 18 DOK 2 RF.1.3.b
19 Suffixes -er, -or Item 19 DOK 2 RF.1.3.b
20 Vowel Teams ue, ew, ui Item 20 DOK 2 RF.1.3.c
5 Phonics
21 Prefixes re-, un- Item 21 DOK 2 L.1.4.b
22 Long i, Long o Item 22 DOK 2 RF.1.3.b
23 Suffixes -ly, -ful Item 23 DOK 2 RF.1.3.f
24 Open and Closed Item 24 DOK 2 RF.1.3.b
Syllables
25 Vowel Teams oo, ou Item 25 DOK 2 RF.1.3.b
26 Adverbs Item 26 DOK 2 L.1.1
27 Transitions and Item 27 DOK 2 L.1.1.g
Conjunctions
Conventions 28 Prepositions Item 28 DOK 2 L.1.1
29 Prepositional Phrases Item 29 DOK 2 L.1.1
30 Commas in Dates and Item 30 DOK 2 L.1.2.c
Sentences
Writing Prompt How-to Book Writing DOK 3 W.1.2

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T42 Summative Assessments

 GRADE 1 UNIT 5 myFOCUS REMEDIATION OPPORTUNITIES

ITEM NUMBER REMEDIATION

1 Lesson 49
2 Lesson 49
3 Lesson 49
4 Lesson 49
5 Lesson 49
6 Lesson 49
7 Lesson 52
8 Lesson 52
9 Lessons 39, 45
10 Lessons 39, 45
11 Lessons 30–31
12 Lessons 30–31
13 Lessons 30–31
14 Lessons 30–31
15 Lessons 30–31
16 Lessons 21–22
17 Lesson 15
18 Lesson 21
19 Lesson 29
20 Lesson 26
21 Lesson 29
22 Lesson 21
23 Lesson 29
24 Lessons 23–24
25 Lesson 26
26 Lesson 62
27 Lesson 60
28 Lesson 62
29 Lesson 62
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30 Lesson 60
Prompt Lesson 59

Summative Assessments T43

GRADE 1, END-OF-YEAR TEST

EOY SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

1 Describe Characters Item 1 DOK 2 RL.1.3

2 Find Elements of Poetry Item 2 DOK 2 RL.1.3

3 Describe the Setting Item 3 DOK 2 RL.1.3

4 Describe Plot Item 4 DOK 2 RI.1.1

5 Determine Theme Item 5 DOK 2 RL.1.2

6 Find the Main Idea Item 6 DOK 2 RI.1.2

Reading
7–8 Use Text Structure Items 7–8 DOK 2 RI.1.3
Comprehension

9 Discuss Author’s Purpose Item 9 DOK 2 RI.1.1

10 Identify Persuasive Text Item 10 DOK 2 RI.1.8

11 Find the Main Idea Item 11 DOK 2 RI.1.2

12–13 Use Text Features Item 12–13 DOK 1 Item 12 RI.1.7 Item 13 RI.1.5

14 Find Important Details Item 14 DOK 2 RI.1.3

15 Discuss Author’s Purpose Item 15 DOK 2 RI.1.1
High-Frequency 16–22 High-Frequency Words Items 16–22 DOK 1 RF.1.3.g
Words
23 Short a Item 23 DOK 2 RF.1.3
24 Mm, Ss, Tt Item 24 DOK 2 RF.1.3
25 k Sound Spelled ck Item 25 DOK 2 RF.1.3

26 s Sound and z Sound Item 26 DOK 2 RF.1.3

Spelled s

27 Final Consonant Blends Item 27 DOK 2 RF.1.3

28 Inflectional Ending -ing Item 28 DOK 2 RF.1.3.f
29 Long e Spelled e, ee Item 29 DOK 2 RF.1.3.c
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30 Inflectional Ending -ed Item 30 DOK 2 RF.1.3.f
Phonics 31 r-Controlled Vowels er, ir, ur Item 31 DOK 2 RF.1.3
32 Diphthongs oi, oy Item 32 DOK 2 RF.1.3

33 Vowel Digraph ea Item 33 DOK 2 RF.1.3.b

34 Long o Spelled oa, ow, oe Item 34 DOK 2 RF.1.3.b
35 Consonant Blends and Item 35 DOK 2 RF.1.3.e
Trigraphs
36 Suffixes -ly, -ful Item 36 DOK 2 RF.1.3.e
37 Open and Closed Item 37 DOK 2 RF.1.3.e
Syllables
38 Vowel Teams oo, ou Item 38 DOK 2 RF.1.3

T44 Summative Assessments

 EOY SECTION ITEMS ITEM FOCUS/SKILL DOK LEVEL CCSS

39 Sentences with Nouns, Item 39 DOK 2 L.1.1.c

Verbs, and Adjectives
40 Declarative Sentences Item 40 DOK 2 L.1.1.j
41 Capitalization Item 41 DOK 2 L.1.2.a
Conventions 42 Pronouns Item 42 DOK 2 L.1.1.d
43 Compound Sentences Item 43 DOK 2 L.1.1.j
44 Transitions and Item 44 DOK 2 L.1.1.g
Conjunctions
45 Prepositions Item 45 DOK 2 L.1.1.i
Writing Prompt Personal Narrative Writing DOK 3 W.1.3
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Summative Assessments T45

Unit, Middle-of-Year, and End-of-Year Tests
Student Record Chart
Student Name

LISTENING/READING HIGH-FREQUENCY
TEST PHONICS CONVENTIONS WRITING
COMPREHENSION WORDS

Unit 1 /10 /5 /10 /5

Notes/Observations:

Unit 2 /10 /5 /10 /5

Notes/Observations:

Unit 3 /10 /5 /10 /5

Notes/Observations:

Middle-of-Year /15 /7 /16 /7

Unit 4 /10 /5 /10 /5

Notes/Observations:

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Unit 5 /10 /5 /10 /5

Notes/Observations:

End-of-Year /15 /7 /16 /7

Notes/Observations:

T46 Summative Assessments

 Class Record Chart

Middle- End-of-
Student Name Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
of-Year Year
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
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24.
25.
26.
27.
28.
29.
30.

Summative Assessments T47

Teacher Scripting (Units 1 and 2)
Teacher Scripting: Unit 1 Test

LISTENING COMPREHENSION
Turn to page 5. Use the following directions to administer the test. Directions in bold are to be
read aloud; others are for your information only.
Turn to page 5. Now I will read a selection. Then I will ask you some questions. Listen
carefully. Here is the selection.
[Note: If you feel that some students are ready to read the selection and questions on their own,
you may have them take this part of the test independently.]

The New Neighbor

1 Oscar and his mom were in their backyard.
2 “Who is that boy playing basketball?” Oscar asked.
3 “His family just moved in,” said Mom. “Go say hi.”
4 “I would feel silly. I do not know him,” Oscar said.
5 Mom said, “Just tell him your name and ask his. It is a nice thing to do. He might be
in your class when school starts next week.”
6 A ball flew over the fence. It landed near Oscar.
7 The new boy said, “Sorry! That is my ball.”
8 Oscar picked up the ball. He threw it back over the fence. “You have some cool
moves,” he said.
9 “Thanks. Will you come over and play basketball with me?” asked the boy.
10 “That sounds fun,” Oscar said. “What is your name?”
11 “Dennis,” said the boy.
12 “I am Oscar,” said Oscar.
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Now I will ask you some questions about the selection. Turn to page 6. For each
question, there are three answer choices. Fill in the circle beside your answer. Listen
carefully.
1. Which sentence tells why Oscar doesn’t want to talk to the neighbor? “Go say
hi.”...“I would feel silly.”...or “It is a nice thing to do.”? Fill in the circle beside
your answer.
2. Why does Oscar first talk to the new boy? the boy comes over and asks Oscar his
name…Oscar’s mom does not give Oscar a choice...or the boy’s basketball comes
into Oscar’s yard? Fill in the circle beside your answer.

T48 Summative Assessments

 3. Where does the story take place? outside Oscar’s house…on a school playground…
or at a park in Oscar’s town? Fill in the circle beside your answer.
4. Turn to page 7. When does the story take place? after a school basketball game...in
the middle of the winter...or at the end of summer vacation? Fill in the circle beside
your answer.
5. Why does the boy invite Oscar over? to play trucks...to play basketball...or to play a
game he made up? Fill in the circle beside your answer.
6. What lesson does Oscar learn in this story? it is easy to make friends...it is fun to
play basketball...or it is hard to talk to new people? Fill in the circle beside your
answer.
When students are ready, proceed with the next listening comprehension selection.
Turn to page 8. Now I will read another selection. Then I will ask you some questions.
Listen carefully. Here is the selection.
[Note: If you feel that some students are ready to read the selection and questions on their own,
you may have them take this part of the test independently.]

Living in a Tall Building

Places to Live
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Tall Building House

1 A tall building has many floors. A lot of people can live in a tall building.

Coming and Going

2 Think about living on the top floor of a tall building. You can take the elevator. There
are buttons in the elevator. There is one for each floor. You choose the floor you
want. You push the button.

Summative Assessments T49

 People All Around
3 People in houses have neighbors on each side. In a tall building, people have
neighbors all around. They have neighbors in their hall and above and below them.
Now I will ask you some questions about the selection. Turn to page 9. For each
question, there are three answer choices. Fill in the circle beside your answer. Listen
carefully.
7. Which words help you find the part of the text about using an elevator? Living in a
Tall Building…Coming and Going…or People All Around? Fill in the circle beside
your answer.
8. Which words help you find the part of the text about neighbors? Living in a Tall
Building…Coming and Going…or People All Around? Fill in the circle beside
your answer.
9. What do the pictures show the reader? the tall building is bigger than the house....
the tall building has more doors than the house...or the tall building has an elevator
but the house does not? Fill in the circle beside your answer.
10. The label above the two pictures explains—where the buildings are found…that
both buildings can be homes...or how the buildings are different? Fill in the circle
beside your answer.
When students have finished Question 10, you may want to take a short break. When students
are ready, proceed with High-Frequency Words.

HIGH-FREQUENCY WORDS
Turn to page 10. Use the following directions to administer the test.
Now we will be doing something different. Turn to page 10.
Directions: Choose the word that best completes each sentence.
I will read the question number and the question aloud. Then I will read three words.
Find the word that best fits into the sentence. Fill in the circle beside your answer. I will
read the sentence twice.
Pause after each question to allow students to mark their answers.
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11. We went to what house to play. I...see...his? Fill in the circle beside your answer. We
went to...what house to play.
12. I...what to run in the park. like...one...do? Fill in the circle beside your answer.
I ...what to run in the park.
13. ...What we there yet? Look...Are...Was? Fill in the circle beside your answer.
...What we there yet?
14. I have...what books. two...that...they? Fill in the circle beside your answer.
I have...what books.

T50 Summative Assessments

 15. Is the cat...what her? as...to...with? Fill in the circle beside your answer.
Is the cat...what her?
When students have finished Question 15, have them stop and listen while you read the
directions for Numbers 16 through 25.

PHONICS
Turn to page 11. Use the following directions to administer the test.
Now turn to page 11.
Directions: Listen to each question and choose the correct answer.
I will read a question number, a sentence, and a question aloud. Find the word that best
answers the question. Fill in the circle beside your answer.
Pause after each question to allow students to mark their answers.
16. I put the cap on the bottle. Which word has the same middle sound as cap? yet...
cub...tag? Fill in the circle beside your answer.
17. The mat is by the door. Which word has the same middle sound as mat? cut...bag...
den? Fill in the circle beside your answer.
18. There is a bin of fruit. Which word has the same middle sound as bin? pit...wag...
nut? Fill in the circle beside your answer.
19. I put food in the pan. Which word has the same middle sound as pan? jam...wet...
pod? Fill in the circle beside your answer.
20. Turn the door knob. Which word has the same middle sound as knob? ten...sit...rot?
Fill in the circle beside your answer.
21. We can get a cat. Which word has the same beginning sound as get? tin...sun...gap?
Fill in the circle beside your answer.
22. It is time to go to bed. Which word has the same middle sound as bed? leg...bit...
rod? Fill in the circle beside your answer.
23. She had a small apple. Which word has the same ending sound as had? bin...tag...
nod? Fill in the circle beside your answer.
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24. I cut my fruit. Which word has the same middle sound as cut? lip...tub...ram? Fill in
the circle beside your answer.
25. A jug holds water. Which word has the same beginning sound as jug? bat...kit...jet?
Fill in the circle beside your answer.
When students have finished Question 25, you may want to take a break. When students are
ready, proceed with Conventions.

Summative Assessments T51

CONVENTIONS
Turn to page 13. Use the following directions to administer the test.
Turn to page 13. Listen to each question and choose the best answer.
26. Which word is a noun? jump...funny...broom. Fill in the circle beside your answer.
27. Which sentence tells about an action that is happening now? She ran down the
street...She runs down the street...She will run down the street. Fill in the circle
beside your answer.
28. Which of the following is a complete simple sentence? Walks the boy...The boy
walks...Boy the walks. Fill in the circle beside your answer.
29. Which word is an adjective that describes something that moves fast? run...quick...
sprint. Fill in the circle beside your answer.
30. What is the correct way to write a sentence with a noun, a verb, and an adjective?
Nolan draws a big picture...Draws a big picture...Nolan draws a picture. Fill in the
circle beside your answer.
When students are ready, proceed with Writing.

WRITING
Have students turn to page 14.
Now we will be doing something different. Turn to page 14 in your test. You are going to
draw a picture and write about your picture.
Read the prompt aloud. Then read through the reminders. Make sure students know that they
should draw and write their responses on a separate sheet of paper.

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T52 Summative Assessments

 Teacher Scripting: Unit 2 Test

LISTENING COMPREHENSION
Turn to page 15. Use the following directions to administer the test. Directions in bold are to be
read aloud; others are for your information only.
Turn to page 15. Now I will read a selection. Then I will ask you some questions. Listen
carefully. Here is the selection.
[Note: If you feel that some students are ready to read the selection and questions on their own,
you may have them take this part of the test independently.]

My Skin Is Too Tight!

Imagine you are a snake. You look for food. You find food, and you eat. Next, you
grow. You eat and you grow. As you grow, your skin starts feeling a little snug. You
need to get out of it. What do you do? You slide out of your skin!
This does not mean a snake ends up with no skin. A snake only loses its outside
layer of skin. There is new skin below.
Most snakes lose their skin about once a month. The skin by its nose starts coming
off. Then, it starts to slide off the rest of its body. Finally, the skin slides off the tail.
Snakes rub up against rocks or trees to help them get out of their skins.
One day, you may see snake skin in the grass. You will know that a snake got too
big for its skin.
Now I will ask you some questions about the selection. Turn to page 16. For each
question, there are three answer choices. Fill in the circle beside your answer. Listen
carefully.
1. What is the main idea of the selection? A snake eats a lot in order to grow....A snake
will lose its skin as it grows….A snake’s skin can fall off when it eats. Fill in the
circle beside your answer.
2. Paragraph 3 is mostly about — places snakes can live....the body parts of a snake....
how snakes lose their skin? Fill in the circle beside your answer.
3. What happens to a snake first? The snake’s skin feels tight....The skin peels off the
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snake’s nose....The snake rubs against rocks or trees? Fill in the circle beside your
answer.
4. Turn to the next page. What happens to a snake last? The skin starts to slide off the
snake’s body....The old skin comes off the snake’s tail….The snake looks for food
and eats? Fill in the circle beside your answer.
5. Read the following sentence: Your skin starts feeling a little snug. The author most
likely wrote this sentence to — help the reader understand how snakes feel...
compare the skin of a snake to a person’s skin…make readers think about how their
own skin grows. Fill in the circle beside your answer.

Summative Assessments T53

 6. The author wrote this selection most likely to — persuade the reader to get a
snake....entertain the reader with a snake story….tell the reader about how a snake
loses its skin. Fill in the circle beside your answer.
When students are ready, proceed with the next reading comprehension selection.
Turn to page 18. Now I will read another selection. Then I will ask you some questions.
Listen carefully. Here is the selection.

[Note: If you feel that some students are ready to read the selection and questions on their own,
you may have them take this part of the test independently.]
A New Shell
Characters: Josey and Trista
JOSEY: Look! There are little crabs on the beach.
TRISTA: I think this one is looking for a new shell.
JOSEY: It is coming out of its old shell! It looks silly with no shell.
TRISTA: It is all legs and a big belly.
JOSEY: It ran into a new shell! I hope the crab likes its new shell.
TRISTA: I made up a poem about the crab.

You have a soft belly.

It is kind of like jelly.
Your shell keeps you safe.
But you ran out of space.

You need something new.

Which shell is for you?

(Both girls laugh. They start digging in the sand.)

Now I will ask you some questions about the selection. Turn to page 19. For each question,
there are three answer choices. Fill in the circle beside your answer. Listen carefully.
7. Which words in the poem rhyme? belly and jelly…jelly and safe…shell and space?
Fill in the circle beside your answer.
8. Which words in the poem rhyme? keep and safe...something and shell...new and
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you? Fill in the circle beside your answer.
9. Read the following line from the play: Josey: I hope the crab likes its new shell.
This line is an example of — action…setting…dialogue? Fill in the circle beside your
answer.
10. Read this line from the play:
JOSEY: Look! There are little crabs on the beach.
This line is important to the play because it — tells the setting…shows the
problem….shows the characters. Fill in the circle beside your answer.
When students have finished Question 10, you may want to take a short break. When students
are ready, proceed with High-Frequency Words.

T54 Summative Assessments

 HIGH-FREQUENCY WORDS
Turn to page 20. Use the following directions to administer the test.
Now we will be doing something different. Turn to page 20.
Directions: Choose the word that best completes each sentence.
I will read the question number and the question aloud. Then I will read three words.
Find the word that best fits into the sentence. Fill in the circle beside your answer. I will
read the sentence twice.
Pause after each question to allow students to mark their answers.
11. Can you…what over today? come...little...saw? Fill in the circle beside your answer.
Can you...what over today.
12. I will...what to school. take...walk...was? Fill in the circle beside your answer. I will...
what to school.
13. They will...what about a plan? use…think...this? Fill in the circle beside your answer.
They will...what about a plan.
14. The train...what by at ten. all…goes...make? Fill in the circle beside your answer. The
train...what by at ten.
15. We can...what our bikes. five...part...ride? Fill in the circle beside your answer. We
can...what our bikes.
When students have finished Question 15, have them stop and listen while you read the
directions for Numbers 16 through 25.

PHONICS
Turn to page 21. Use the following directions to administer the test.
Now turn to page 21.
Directions: Listen to each question and choose the correct answer.
I will read a question number, a sentence, and a question aloud. Find the word that best
answers the question. Fill in the circle beside your answer.
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Pause after each question to allow students to mark their answers.

16. The drain is clogged. Which word has the same beginning sound as drain? brag...
drip...flow? Fill in the circle beside your answer.
17. There are six apples. Which word has the same ending sound as six? rack...taps…
wax? Fill in the circle beside your answer.
18. I pack for a trip. Which word has the same ending sound as pack? cart...harm…
tick? Fill in the circle beside your answer.
19. Let’s see the sites. Which word has the same ending sound as sites? hat...wear…
kites? Fill in the circle beside your answer.

Summative Assessments T55

 20. The wilderness is vast. Which word has the same ending sound as vast? fist…hint...
lift? Fill in the circle beside your answer.
21. Turn to the next page. The flower…what? Which word best fills in the blank?
blooms...grow…yellow? Fill in the circle beside your answer.
22. The shell is white. Which word has the same beginning sound as shell? sand...coin...
shape? Fill in the circle beside your answer.
23. Jan is…what for a book. Which word best fills in the blank? looks...looked...looking?
Fill in the circle beside your answer.
24. The hero wore a cape. Which word has the same middle sound as cape? barn...
face...trap? Fill in the circle beside your answer.
25. The wall is yellow. Which word has the same vowel sound as wall? draw...pair...
tray? Fill in the circle beside your answer.
When students have finished Question 25, you may want to take a break. When students are
ready, proceed with Conventions.

CONVENTIONS
Turn to page 23. Use the following directions to administer the test.
Turn to page 23. Listen to each question and choose the best answer.
26. Which sentence is correct? Jake run to the store….Jake rans to the store….Jake
runs to the store? Fill in the circle beside your answer.
27. Which sentence is a declarative sentence? It’s time to go!...It’s time to go.…It’s time
to go? Fill in the circle beside your answer.
28. Which sentence is an interrogative sentence? Which one is mine!...Which one is
mine….Which one is mine? Fill in the circle beside your answer.
29. Which sentence is an exclamatory sentence? She is my best friend!...She is my best
friend....She is my best friend? Fill in the circle beside your answer.
30. Joe wants to write an imperative sentence. He writes, “You can go to the park.”
Which change should be made in the sentence to make it an imperative sentence?
Change You can go to Go (Go to the park.)....Add today after park (You can go to the Copyright © Savvas Learning Company LLC. All Rights Reserved.
park today.)….Change the period to a question mark (You can go to the park?). Fill
in the circle beside your answer.
When students are ready, proceed with Writing.

WRITING
Have students turn to page 24.
Now we will be doing something different. Turn to page 24 in your test. You are going to
draw a picture and write about your picture.

T56 Summative Assessments

 Read the prompt aloud. Then read through the reminders. Make sure students know that they
should draw and write their responses on a separate sheet of paper.
Prompt:
The selection “My Skin Is Too Tight!” tells facts about snakes. What animal do you know
facts about? Choose an animal you can write two facts about. On a separate sheet of
paper, draw the animal and write two facts about it.
Be sure to—
• think of an animal you can write about
• brainstorm facts about that animal
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling
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Summative Assessments T57

Optional - Fluency Checks or Running Records
ADMINISTERING A FLUENCY TEST
A fluency test measures a student’s reading rate, or the number of words correctly read per
minute (wcpm), on grade-level text the student has not seen before. Although the speed at which
a student reads is part of determining fluency, it is not the only measure. When students read
fluently, they read aloud as they would speak conversationally. Appropriate expression, prosody,
reading rate, and comprehension are all part of reading fluently.
Prior to administering a fluency test, review fluency test procedures with the student. Explain that
the purpose of the fluency test is to understand more about how the student reads.
Administer the fluency test individually so you can record student data. Give the student a copy of
the Student Copy of the selection for the test and make a copy of the Teacher Copy for yourself.
The Teacher Copy has a scale of running numbers to make it easier for you to know how many
words the student reads during the fluency check, while the Student Copy does not have running
numbers. Write the student’s name and the test date at the top of your copy of the selection. This
will help you compare data on future tests. Have a watch or clock available for timing the reading.
Have the student read the text aloud. Do not have the student read the title as part of the fluency
reading; it is not included in the running word count. You may want to record audio of the
student’s reading for later evaluation. Stop the student at exactly one minute and note precisely
where he or she stopped.
As the student reads orally, mark any errors he or she makes during the reading on your copy
of the text (see the chart on page T59). Count the total number of words the student reads in a
minute. Subtract any words he or she reads incorrectly. Record the words correct per minute on
the test.
The formula is: total # of words read – # of errors = words correct per minute (wcpm).

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T58 Summative Assessments

 HOW TO IDENTIFY ERRORS
Based upon the selection on page T60, the chart below shows the kinds of errors to look for as a
student reads aloud and the notations to use to mark the errors.

READING ERROR NOTATIONS

Omission
The student omits words or It is a sunny day.
word parts.
Substitution
The student substitutes put
“Try to get the ball in the hoop.
words or parts of words for
the words in the text.
Insertion
The student inserts words or down
Ava puts the hoops on the grass.
parts of words that are not ^
in the text.
Mispronunciation/
Misreading bell
“Let’s throw the ball,” Ava says.
The student pronounces or
reads a word incorrectly.
Hesitation
The student hesitates over H
“That’s boring,” Rob says.
a word and the teacher
provides the word.
Self-correction
sc
The student reads a word
Ava sees some hoops.
incorrectly but then corrects
the error.

Notes
• If the student hesitates over a word, wait several seconds before telling him or her what the
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word is.
• If a student makes the same error more than once, count it as only one error.
• Self-correction is not counted as an actual error. However, writing “SC” over the word or
words will help you identify words that give the student some difficulty.

Summative Assessments T59

 Loren
Student Name: _________________________________________ 9/24/2018
Date: ___________________

A New Game
It is a sunny day. Ava and Rob have nothing to do. They 13
want to play. 16
bell
“Let’s throw the ball,” Ava says. 22
H
“That’s boring,” Rob says. 26
sc
Ava sees some hoops. “I have an idea.” 34
down
Ava puts the hoops on the grass. 41
^
put
“Try to get the ball in the hoop./ If you get it in, pick up 56
the hoop. If you miss, it is my turn. The person with the 69
most hoops wins.” 72
Rob nods his head. “That sounds like a fun game.” He tosses 84
the ball. 86
“My turn!” Ava yells. 90
49 - 5 = 44

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T60 Summative Assessments

 INTERPRETING FLUENCY TEST RESULTS
The following chart shows published norms for oral reading fluency.

FALL WINTER SPRING

GRADE %ILE
wcpm wcpm wcpm
90 97 116
75 59 91
1 50 29 60
25 16 34
10 9 18
Copyright © 2017. Behavioral Research and Teaching. All rights reserved.

If a student’s reading rate is low, your notes on the student’s errors may help you determine why
the rate is low. Poor decoding skills indicate the need for explicit instruction and additional
practice in foundational reading skills. A lack of fluency may indicate a lack of exposure to models
of fluent oral reading. It may also mean the student is not reading enough material at his or her
reading level.

HOW TO TAKE A RUNNING RECORD

A Running Record is an assessment of oral reading accuracy and oral reading fluency. A student’s
reading accuracy is determined by an analysis of the errors a student makes. Reading fluency
is based on reading rate (the number of words per minute) and the degree to which the student
reads with a “natural flow.”
A Running Record may be taken using any reading selection at any time. However, the most valid
and reliable assessment fulfills these requirements: (1) the text is appropriate to the student’s
reading level and interest, and (2) the text is unfamiliar to the student. The selections in this
section are well suited for use as either a Fluency Test or Running Record because they fit those
requirements. For additional oral reading accuracy and fluency checks that involve a Running
Record, you may choose other selections from grade-level appropriate texts.
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The Running Record may be used to verify instructional decisions suggested by other
assessments. It may also be used to identify a student’s particular strengths and weaknesses
in reading and language development. In addition, the Running Record may be administered
periodically throughout the year as a means of monitoring student progress.
Measuring oral reading accuracy and oral reading fluency may be accomplished in a single
reading, but two different operations are required. The guidelines on page T62 explain how to
determine each measurement.

Summative Assessments T61

HOW TO MEASURE ORAL READING ACCURACY
1. Choose an appropriate grade-level text of about 75 to 150 words, or use those selections that
have been provided for use as a Fluency Test.
2. Make copies of the text—one of the Student Copy for the student and one of the Teacher
Copy for you. If the text is in a book, the student may read from the book.
3. Give the text to the student and have the student read the text aloud. (You may want to record
the student’s reading for later evaluation. This approach can be especially helpful if you are
timing the student’s reading or conducting other assessments at the same time.)
4. Your hand should always be “running” on your copy of the text. Put a checkmark above every
word the student reads correctly. Mark any errors (see page T59).
5. Count the total number of errors and find the percentage score for the number of errors.
6. If you are using a text from a different source, use this formula to get a percentage score:
Total # of words minus # of errors
× 100 = percentage score
Total # of words
Example: Suppose a student reads a text of 110 words and makes 6 errors.
104 words
110 − 6 = = 0.945 0.945 × 100 = 94.5% (round to 95%)
110
The percentage score indicates the student’s oral reading accuracy.

HOW TO MEASURE READING RATE

Reading rate is generally defined as number of words per minute (wpm). To determine the reading
rate, follow steps 1–3 as described above. Note the exact time when the student begins reading
and the time when he or she finishes. To calculate wpm, use the formula below:
Total # of words read
× 60 = words per minute
# of seconds
Example: Suppose the student reads a selection of 120 words in 90 seconds.
120 1.33 × 60 = 79.8 words per
= 1.33 (round to the nearest hundredth)
90 minute (round to 80 wpm)

• A student who reads 98%–100% of the words correctly is reading at an independent level Copyright © Savvas Learning Company LLC. All Rights Reserved.

and may need more challenging texts.

• A student who reads 91%–97% of the words correctly is reading at an instructional level
and will likely benefit from guided on-level instruction in similarly-leveled texts.
• A student who reads with an accuracy of 90% or less is reading at a frustration level
and may benefit most from targeted instruction at a lower reading level as part of a
comprehensive plan that includes scaffolding of grade-level text as well.
If Running Record results are not clearly definitive, administer additional individual
assessments, such as classroom observations and anecdotal records.
On the following pages you will find selections that may be used for either fluency or running
record tests. Both a Teacher Copy and a Student Copy have been provided.

T62 Summative Assessments

 Grade 1 Unit 3 Fluency Selection Teacher Copy

Student Name: ____________________________________________ Date: ___________________

Sam Can Do It!

Sam, Nina, and Tess were playing jump rope. 8
Nina and Tess held the rope and Sam jumped. 17
“I bet I can jump twenty times,” said Sam. 26
“I do not think you can,” said Tess. 34
“I think he can do it,” said Nina. 42
The jump rope went up and down. “One, two, three,” 52
Nina said. Soon, she got to twenty. 59
“Great job, Sam. You did it!” said Tess. 67
Tess gave Sam a high five. 73
“I knew you could do it,” said Nina. 81
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Summative Assessments T63

Grade 1 Unit 3 Fluency Selection Student Copy

Sam Can Do It!

Sam, Nina, and Tess were playing jump rope.
Nina and Tess held the rope and Sam jumped.
“I bet I can jump twenty times,” said Sam.
“I do not think you can,” said Tess.
“I think he can do it,” said Nina.
The jump rope went up and down. “One, two, three,”
Nina said. Soon, she got to twenty.
“Great job, Sam. You did it!” said Tess.
Tess gave Sam a high five.
“I knew you could do it,” said Nina.

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T64 Summative Assessments

 Grade 1 Unit 4 Fluency Selection Teacher Copy

Student Name: ____________________________________________ Date: ___________________

Animals at the Farm

There are many animals at the farm. One kind of 10
animal you can find at the farm is a pig. Pigs can be 23
pink, brown, or black. Pigs can have spots. 31
You can also see cows at the farm. Some cows are 42
brown and white, but others are black and white. You 52
know that you are near a cow when you hear “Moo!” 63
Horses can live at a farm. They can help do jobs at the 76
farm. They can pull carts. They can give people rides. 86
Horses can do many things! What is your favorite 95
farm animal? 97
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Summative Assessments T65

Grade 1 Unit 4 Fluency Selection Student Copy

Animals at the Farm

There are many animals at the farm. One kind of
animal you can find at the farm is a pig. Pigs can be
pink, brown, or black. Pigs can have spots.
You can also see cows at the farm. Some cows are
brown and white, but others are black and white. You
know that you are near a cow when you hear “Moo!”
Horses can live at a farm. They can help do jobs at the
farm. They can pull carts. They can give people rides.
Horses can do many things! What is your favorite
farm animal?

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T66 Summative Assessments

 Grade 1 Unit 5 Fluency Selection Teacher Copy

Student Name: ____________________________________________ Date: ___________________

Picnic in the Park

At a picnic, you can eat in a park. First, get food at 13
home. Pick food you like. You can bring apples, 22
bananas, or grapes. You can bring a sandwich. Put 31
the food in a bag or in a basket. Then, take it with you 45
to the park! 48
When you get to the park, find a good spot. 58
It can be in the sun or under a tree. Make sure there 71
are not any ants around! Put down a mat to sit on. 83
Then, take out the food and eat. Enjoy the food 93
you brought. 95
Later, you can play games or read a book. Picnics 105
are so much fun! 109
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Summative Assessments T67

Grade 1 Unit 5 Fluency Selection Student Copy

Picnic in the Park

At a picnic, you can eat in a park. First, get food at
home. Pick food you like. You can bring apples,
bananas, or grapes. You can bring a sandwich. Put
the food in a bag or in a basket. Then, take it with you
to the park!
When you get to the park, find a good spot.
It can be in the sun or under a tree. Make sure there
are not any ants around! Put down a mat to sit on.
Then, take out the food and eat. Enjoy the food
you brought.
Later, you can play games or read a book. Picnics
are so much fun!

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T68 Summative Assessments

 Grade 1 End-of-Year Fluency Selection Teacher Copy

Student Name: ____________________________________________ Date: ___________________

A New Smile
My sister Becca was happy. Her first tooth was about 10
to come out. She could move it back and forth! Our 21
mom said it would come out soon. 28
“I hope so,” Becca said. 33
The next day, Becca came home from school. She was 43
happy. “I lost my first tooth at school,” she said. She 54
had the tooth in a little box. 61
“Look, Tom!” she said. She showed me the box. Her 71
tooth was small and white. 76
Then Becca gave me a big smile. There was a space 87
where her tooth used to be. 93
“I like your new smile,” I said to Becca. Then Becca 104
smiled even bigger. 107
We ran to show our mom Becca’s new smile. 116
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Mom liked Becca’s new smile too! 122

Summative Assessments T69

Grade 1 End-of-Year Fluency Selection Student Copy

A New Smile
My sister Becca was happy. Her first tooth was about
to come out. She could move it back and forth! Our
mom said it would come out soon.
“I hope so,” Becca said.
The next day, Becca came home from school. She was
happy. “I lost my first tooth at school,” she said. She
had the tooth in a little box.
“Look, Tom!” she said. She showed me the box. Her
tooth was small and white.
Then Becca gave me a big smile. There was a space
where her tooth used to be.
“I like your new smile,” I said to Becca. Then Becca
smiled even bigger.
We ran to show our mom Becca’s new smile.
Mom liked Becca’s new smile too!
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T70 Summative Assessments

 Unit, Middle-of-Year, and End-of-Year Tests
Answer Key UNIT 1 ANSWER KEY
Name

1 Which sentence tells why Oscar does not want to talk to 4 When does the story take place?
the neighbor? after a school basketball game
“Go say hi.” in the middle of the winter
“I would feel silly.” at the end of summer vacation
“It is a nice thing to do.”
5 Why does the boy invite Oscar over?
2 Why does Oscar first talk to the new boy? to play trucks
The boy comes over and asks Oscar his name. to play basketball
Oscar’s mom does not give Oscar a choice. to play a game he made up
The boy’s basketball comes into Oscar’s yard.
6 What lesson does Oscar learn in this story?
3 Where does the story take place? It is easy to make friends.
outside Oscar’s house It is fun to play basketball.
on a school playground It is hard to talk to new people.
at a park in Oscar’s town
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6 Unit 1 Test Unit 1 Test 7

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Name

7 Which words help you find the part of the text about High-Frequency Words
using an elevator? Directions: Choose the word that best completes each sentence.
Living in a Tall Building
11 We went to house to play.
Coming and Going
I
People All Around
see
8 Which words help you find the part of the text his
about neighbors?
12 I to run in the park.
Living in a Tall Building
like
Coming and Going
one
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People All Around

do
9 What do the pictures show the reader?
13 we there yet?
The tall building is bigger than the house.
Look
The tall building has more doors than the house.
Are
The tall building has an elevator but the house Was
does not.
14 I have books.
10 The label above the two pictures explains —
two
where the buildings are found
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that
that both buildings can be homes they
how the buildings are different
15 Is the cat her?
as
to
with
Unit 1 Test 9 10 Unit 1 Test

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Summative Assessments T71

 Name

Phonics 21 tin
Directions: Listen to each question and choose the correct answer. sun
gap
16 yet
cub 22 leg
tag bit
rod
17 cut
bag 23 bin
den tag
nod
18 pit
wag 24 lip
nut tub
ram
19 jam
wet 25 bat
pod kit
jet
20 ten
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sit
rot

Unit 1 Test 11 12 Unit 1 Test

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Name

Conventions
Directions: Listen to each question and choose the best answer.

26 jump
funny
broom

27 She ran down the street.

She runs down the street.
She will run down the street.
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28 Walks the boy.
The boy walks.
Boy the walks.

29 run
quick
sprint

30 What is the correct way to write a sentence with a noun,

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a verb, and an adjective?

Nolan draws a big picture.
Draws a big picture.
Nolan draws a picture.

Unit 1 Test 13

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T72 Summative Assessments

 UNIT 2 ANSWER KEY

Name

1 What is the main idea of the selection? 4 What happens to a snake last?
A snake eats a lot in order to grow. The skin starts to slide off the snake’s body.
A snake will lose its skin as it grows. The old skin comes off the snake’s tail.
A snake’s skin can fall off when it eats. The snake looks for food and eats.

2 Paragraph 3 is mostly about — 5 Read the following sentence:

places snakes can live Your skin starts feeling a little snug.
the body parts of a snake The author most likely wrote this sentence to —
how snakes lose their skin help the reader understand how snakes feel
compare the skin of a snake to a person’s skin
3 What happens to a snake first?
make readers think about how their own skin grows
The snake’s skin feels tight.
The skin peels off the snake’s nose. 6 The author wrote this selection most likely to —
The snake rubs against rocks or trees. persuade the reader to get a snake
entertain the reader with a snake story
tell the reader about how a snake loses its skin
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16 Unit 2 Test Unit 2 Test 17

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Name

7 Which words in the poem rhyme? High-Frequency Words

Belly and jelly Directions: Choose the word that best completes each sentence.
Jelly and safe
11 Can you over today?
Shell and space
come
8 Which words in the poem rhyme? little
saw
Keep and safe
Something and shell 12 I will to school.
New and you take
walk
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9 Read the following line from the play:

was
josey: I hope the crab likes its new shell.
This line is an example of — 13 They will about a plan.
action use
setting think
this
dialogue
14 The train by at ten.
10 Read this line from the play:
all
josey: Look! There are little crabs on the beach.
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goes
This line is important to the play because it — make
tells the setting
shows the problem 15 We can our bikes.
shows the characters five
part
ride
Unit 2 Test 19 20 Unit 2 Test

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Summative Assessments T73

 Name

Phonics 21 blooms
Directions: Listen to each question and choose the correct answer. grow
yellow
16 brag
drip 22 sand
flow coin
shape
17 rack
taps 23 looks
wax looked
looking
18 cart
harm 24 barn
tick face
trap
19 hat
wear 25 draw
kites pair
tray
20 fist
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hint
lift

Unit 2 Test 21 22 Unit 2 Test

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Name

Conventions
Directions: Listen to each question and choose the best answer.

26 Jake run to the store.

Jake rans to the store.
Jake runs to the store.

27 It’s time to go!

It’s time to go.
It’s time to go?
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28 Which one is mine!
Which one is mine.
Which one is mine?

29 She is my best friend!

She is my best friend.
She is my best friend?

30 You can go to the park.

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Change You can go to Go (Go to the park.)

Add today after park (You can go to the park today.)
Change the period to a question mark (You can go to
the park?)

Unit 2 Test 23

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T74 Summative Assessments

 UNIT 3 ANSWER KEY

Name

1 Tom’s problem is that — 4 Why does Sara most likely repeat the word quack at the
he is scared of the rain end of the poem?
he does not like to get wet To sound like a silly duck
it seems too wet outside to play To make the poem longer
To help the reader understand
2 How does Tom solve his problem?
Tom and Sara play a game inside all day long. 5 A main event in the story is when —
Tom and Sara play like animals that like to get wet. Tom and Sara act like ducks
Tom and Sara wait for the rain to stop so they Sara looks for her rain clothes
can play. Mom comes home while it is raining

3 Which words from the poem begin with the same sound? 6 At the end of the story, Tom and Sara play —
Mud/my at their school
Rain/back inside their home
I/duck outside their home
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26 Unit 3 Test Unit 3 Test 27

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Name

7 Why did the author write the selection? High-Frequency Words

To persuade readers to dance Directions: Choose the word that best completes each sentence.
To inform readers about dance steps
11 Mom and Dad we can go.
To entertain readers with a story about dance
no
8 How do you know why the author wrote the selection? round
said
The author gives facts about dance steps.
The author tells funny details about dancing. 12 Will you at school?
The author gives reasons you should dance. be
of
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9 The author wants readers to think that —

why
dancing is fun to do
dancing is fun to watch 13 Can you see is coming?
dancing is fun if you are good at it live
who
10 Details in the selection support the idea that dance — out
is done mostly on stage
can be done in different ways 14 We went to the park .
takes a lot of practice to get right drink
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down
together

15 We walked the puddle.

around
find
under
Unit 3 Test 29 30 Unit 3 Test

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Summative Assessments T75

 Name

Phonics 21 Which word best completes the sentence?

Directions: Read each sentence. Then choose the best answer to each Yesterday he rope.
question.
skips
16 Which word has the same final sound as latch? skipped
chop skipping
graph
watch 22 Which word has the same sound as the y in fly?
copy
17 Which word can take the place of can not? cry
can’t silly
ca’nt
c’not 23 Which word has the same syllable pattern as manner?
bakery
18 Which word has the same sound as the o in mole?
grounds
cots
cone kitten
loon
24 Which word has the same final sound as sink?
19 Which word has the same sound as the u in mute? honk
cube sang
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puts trick
chum
25 Which word has an open syllable with a long vowel sound?
20 Which word has the same long e sound as weed?
bet
bend
it
seed
we
tide
Unit 3 Test 31 32 Unit 3 Test

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Name

Conventions 30 Which change should be made in this sentence?

Directions: Choose the best answer to each question. All of the gorilla like bananas.
Change the to them
26 Which sentence is correct?
Change like to likes
That cat belongs to jan.
Change gorilla to gorillas
That cat belongs to Jan.
That Cat belongs to jan.
Writing
27 The man eats lunch. Which sentence tells about
the man? The selection “Ducks in the Rain” ends with a poem. Many
poems have rhyming words. On a separate sheet of paper,
He eats lunch. Copyright © Savvas Learning Company LLC. All Rights Reserved.
complete the following sentences to create lines that rhyme.
She eats lunch.
I am a . I .
They eat lunch.
Example: I am a frog. I sit on a log.
28 Which word best completes the sentence? Be sure to —
The book belongs to .
• use two words that rhyme
I
me • use details in your writing

my • think carefully about the words you choose

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• begin sentences with capital letters

29 Which sentence is correct?
Becky said School starts next week. • end sentences with end marks

Becky said school starts next week. • check your spelling

Becky said School starts next Week.

Unit 3 Test 33 34 Unit 3 Test

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T76 Summative Assessments

 MIDDLE-OF-YEAR ANSWER KEY

1 How does Josie feel? 6 What do you learn from the headings in the selection?
Sad Details about the pictures
Happy Who the author of the text is
Tired What the paragraphs are about

2 What are Josie and Dad doing today? 7 What is the main idea of the text?
Riding in a boat Being creative is a lot of work.
Sitting on a beach There are many ways to be creative.
Swimming in a lake Artists and singers are very creative people.

3 What do Josie and Dad do last? 8 What does the author tell about first?
Row the boat Writers
Pack their bags Potters
Drive to the lake Painters

4 The narrator wrote this selection mainly to — 9 Why does the author write about potters in paragraph 3?
tell the reader a fun story They are one kind of artist.
tell the reader how to row They should become artists.
tell the reader about her family They make things for artists.
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

5 What is the setting at the beginning of the story? 10 Which sentence from the text has a persuasive word?
a store What creative things can you do?
a beach Everyone should be a little creative.
Josie’s home They make up stories for people to read.

36 Middle-of-Year Test 38 Middle-of-Year Test

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Name Name

11 The labels below the pictures explain — 12 Which line of dialogue tells what Max and Joey want?
ways to be creative We need your help with the snowman!
how the author is creative Help sitting on the couch?
why we should be creative Hey, I know a good way to get ideas.

13 What is the setting of the drama?

The yard
The fireplace
The living room
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14 Which words in Katie’s poem have ending sounds

that rhyme?
Cold/bright
Cold/left
Bright/night

15 Why does Katie like to stay inside?

She does not like to make snowmen.
She likes to stay warm by the fire.
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

She does not have a winter coat.

Middle-of-Year Test 39 Middle-of-Year Test 41

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Summative Assessments T77

 Name

High-Frequency Words 20 The bus to the school.

Directions: Choose the word that best completes each sentence. ride
could
16 I a tall tree.
goes
no
see 21 A circle is .
don’t round
four
17 Is my hat ?
out
here
as 22 We can go to the zoo .
saw with
grow
18 I have a flashlight.
together
said
take
little

19 I you are nice.

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Copyright © Savvas Learning Company LLC. All Rights Reserved.

jump
think
her

42 Middle-of-Year Test Middle-of-Year Test 43

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Name

Phonics 26 The spider made a web.

Directions: Read each question and choose the correct answer. Which word has the same beginning sound as web?
rack
23 The dog wags his tail.
well
Which word has the same short a sound as wags?
jug
cane
lake 27 Leah put her juice in a mug.
dad Which word has the same middle sound as mug?
cute
24 The man has a coat.
wet Copyright © Savvas Learning Company LLC. All Rights Reserved.
Which word has the same beginning sound as coat?
nut
cat
sip 28 The baby can clap her hands.
ran Which word has an initial consonant blend?
baby
25 Do you have a pet?
clap
Which word has the same short e sound as pet?
hands
den
these 29 The sun is big.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

see Which word has the same ending sound as is?

rocks
has
sets

44 Middle-of-Year Test Middle-of-Year Test 45

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T78 Summative Assessments

 Name

30 Please sit at your desk. 34 Cole and Jose are not at the park.
Which word has the same final consonant blend Which word has the same meaning as are not?
as desk? we’re
sick aren’t
mask I’ll
dish
35 We can play at Payton’s home.
31 Ben on the floor. Which word has the same vowel sound as home?
Which word best fits in the blank? pole
sits sale
sit lot
sites
36 Yesterday, Mom me, “Where is the cat?”
32 The fish can swim fast. Which word best fits in the blank?
Which word has the same consonant digraph as fish? ask
fist asked
mess asking
wash
37 My jacket is green.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

33 They sit on the lawn. Which word has the same vowel sound as my?
Which word has the same vowel sound as lawn? smile
yawn blue
swam play
away

46 Middle-of-Year Test Middle-of-Year Test 47

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Name

38 I went to open the window. Conventions

Which word has the same VC/CV syllable pattern Directions: Read each question and choose the best answer.
as window?
39 Which sentence is correct?
before
Are in the yard.
tiny
The cat at the door.
basket
My plant needs water.

40 Which sentence contains a noun, a verb, and

an adjective?
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I have hot popcorn.

Chris plays the flute.
The book is in the box.

41 Which sentence is a declarative sentence?

Open the door!
Are you thirsty?
The horse is friendly.

42 Which sentence is an imperative sentence?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Wash your hands.

Can we walk to the park?
Sam climbs over the wall.

48 Middle-of-Year Test Middle-of-Year Test 49

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Summative Assessments T79

 43 Which sentence has a plural noun?
My favorite color is dark blue.
I think it will rain this afternoon.
There are five houses on my street.

44 Which sentence has a proper noun?

His dog’s name is Sandy.
The girl lives in a big city.
My birthday is in the summer.

45 Marcos wrote this sentence.

The cup is filled with cold water.
Marcus wants to use a pronoun in the sentence. He
should change The cup to —
He
It
They
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50 Middle-of-Year Test

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Copyright © Savvas Learning Company LLC. All Rights Reserved.

T80 Summative Assessments

 UNIT 4 ANSWER KEY

Name

Staying Well 4 In “Staying Well,” which event happens last?

People use soap.
1 Today people know that germs can make us sick. People have dirty hands.
Long ago, people did not know this.
People learn about germs.
2 In the 1800s, people learned something new. They
found out that germs make us sick. 5 Both texts are about —
3 Today we do things so we do not get sick. We germs doctors well water
wash our hands with soap and water. This keeps
the germs off. 6 The texts are different because they tell about different
ways to —
clean dirty water
1 Doctor Snow thought people were getting sick because —
keep people from getting sick
they did not use soap
study water to learn more about germs
they lived too close together
they drank water from the same well 7 Which sentence best tells the main idea of the first selection?
Doctor Snow looked for germs.
2 One thing people today know that people long ago did
Doctor Snow thought water was making people sick.
not know is that —
No one believed what Doctor Snow said about water.
water comes from wells
germs can make people sick
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

8 Which sentence best tells the main idea of the

people should not drink water second selection?
Long ago, people did not use the same kind of soap.
3 In “Doctor John Snow,” which event happened first?
Today, people do not drink as much water as they
People got very sick. used to drink.
Doctor Snow had an idea. Over time, people learned about germs and how
Someone discovered germs. to keep them off.
54 Unit 4 Test Unit 4 Test 55

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Name

9 What is the main topic in this story? High-Frequency Words

Getting new shoes for a horse Directions: Choose the word that best completes each sentence.
How to make your own horseshoes
11 I will wear my shoes.
The way a horse’s feet grow over time
new
thank
10 What is the theme of the selection?
always
Hard work pays off in the end.
Making things by hand is better. 12 The library has books for student.
New tools and machines can save time. very
were
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every

13 Is the in the hall still on?

light
away
never

14 We can go to the park .

how
both
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

again

15 I will help you that.

does
carry
going

Unit 4 Test 57 58 Unit 4 Test

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Summative Assessments T81

 Name

Phonics 21 Which word has the same ending sound as hedge?

Directions: Read each question and choose the best answer. jump
16 Which word has the same middle sound as barn? fudge
park gripped
dare
22 Which word has the same middle sound as down?
burn
rain
17 Which word is the plural of bush? loud
bushs boot
bushes
bushess 23 Which word has the same vowel sound as bait?
now
18 Which word has the same ir sound as stir? tray
side both
thirty
very 24 Which word has the same vowel sound as boils?
coy
19 Which word is the past tense of trim?
stop
trimed
braid
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

trimmed
trimming 25 Which word has the same vowel sound as heat?
20 The day was cool. Was it the day all week? noise
cool grape
cooler teach
coolest

Unit 4 Test 59 60 Unit 4 Test

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Name

Conventions 30 What is the BEST way to write sentences 1 and 2 as

Directions: Read each question and choose the best answer. one sentence?
(1) I had a test. (2) I studied hard last night.
26 Which sentence tells about the present?
Now, Sara jump. I had a test I studied hard last night.
Now, Sara is jumping. I had a test, so I studied hard last night.
Now, Sara was jumping. And I had a test so, I studied hard last night.

27 Which verb tells about the past?

Writing
Live
The selection “Molly’s New Shoes” is a story about a girl
Lived Copyright © Savvas Learning Company LLC. All Rights Reserved.
doing a chore with her father. What is a chore, or job,
Will live you have done? On a separate sheet of paper, write a
personal narrative about yourself doing a chore.
28 Which verb tells about the future? Be sure to —
Dance
• think about chores you have done
Danced
Will dance • use what you know about personal narratives as
you write
29 Which sentence is correct? • put your writing in an order that makes sense
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

We is going. • use details in your writing

We am going.
• think carefully about the words you choose
We are going.
• begin sentences with capital letters
• end sentences with end marks
• check your spelling

Unit 4 Test 61 62 Unit 4 Test

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T82 Summative Assessments

 UNIT 5 ANSWER KEY

Name

1 Which word best describes Barrow in the summer? 5 The author wants the reader to think that Barrow —
Hot has too much sunlight in the summer
Windy is a good place to learn about summer
Sunny is a fun town to be in during the summer

2 What is different about Barrow because of the 6 The author supports her opinion by explaining —
summer sun? fun things to do in Barrow
There is no time for sleeping. why other places are not as sunny
There is more time for fun outside. how scientists learned about Barrow
There is more time to do chores in the house.
7 Why does the picture include text?
3 Look at the chart. Which months in Barrow have the To show the weather
most sunlight?
To show where Alaska is
May and June
To show what time it is
June and July
July and August 8 Which sentence best tells what the picture shows?
Alaska has a lot of sun even though it is very cold.
4 Look at the chart. How many hours of sunlight does
It is fun to wear pajamas during any time of the day.
Barrow get on May 1st?
There can be sun in Alaska during hours that are
20
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Copyright © Savvas Learning Company LLC. All Rights Reserved.

usually dark.
23
24

64 Unit 5 Test Unit 5 Test 65

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Name

12 “This is yummy,” said Jesse’s mom. “Jesse, you High-Frequency Words

are becoming quite a gardener.” Directions: Choose the word that best completes each sentence.
13 “I guess so!” Jesse smiled. “Next, we can plant
11 There are in the room.
some red leaf lettuce.”
about
would
9 What does Jesse learn? people
He learns that he likes salad.
12 I went camping .
He learns that he likes cooking.
once
He learns that he likes to garden.
upon
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10 What is the theme of the selection? done

Parents always know what you will like.
13 Is the door wide?
Hard work now can lead to good things later. off
Gardening is the best hobby for a child to learn. open
laugh

14 Please over a little bit.

learn
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

move
house

15 It is outside.
warm
world
years
Unit 5 Test 67 68 Unit 5 Test

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Summative Assessments T83

 Name

Phonics 21 Which word means “not true”?

Directions: Read question and choose the correct answer. retrue
truer
16 Which word has the same sound as the ow sound in row?
untrue
stop
load
22 Which word has the same sound as the o sound in bolt?
pond
hold
17 Which word has the same sound as the spr sound in sprite? crop
strip boot
scrap
sprig 23 Which word means “full of care”?
carer
18 Which word has the same sound as the igh sound in bright? carely
trip careful
spill
might 24 Which word is correctly divided into syllables?
ap/ron
19 Which word means “one who catches”?
be/gin
catched
hot/el
catcher
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

catching 25 Which word has the same sound as the o sound in lose?
20 Which word has the same sound as the ui sound in juice? out
stub robe
crew soup
truck
Unit 5 Test 69 70 Unit 5 Test

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Name

Conventions
Directions: Read each question and choose the best answer.

26 Which sentence uses an adverb correctly?

She skipped happy down the street.
She skipped happily down the street.
She skipped happiest down the street.

27 Which sentence is correct?

I went to the library so park.
I went to the library but park. Copyright © Savvas Learning Company LLC. All Rights Reserved.
I went to the library and park.

28 Which preposition can be used to mean “close to”?

for near beyond

29 Which sentence is correct?

The dog swims in the pool.
The dog swims for the pool.
The dog swims off the pool.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

30 What is the correct way to write the date below?

Wednesday, October 12 2022
Wednesday, October 12, 2022
Wednesday, October, 12, 2022

Unit 5 Test 71

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T84 Summative Assessments

 END-OF-YEAR ANSWER KEY

1 Emma frowns in paragraph 5 because — 6 Which sentence best tells the main idea of the selection?
the plant is hard to plant School today is just like schools that had only
the plant does not have flowers one room.
the flowers are the wrong color There were no buses to take children to one-room
schoolhouses.
2 Which words in the poem at the end of the Some things about one-room schools are like
selection rhyme? today’s schools.
Rain/sun
7 In the selection “One-Room Schoolhouse,” which event
Sun/grow
happens first?
Sun/everyone
The lessons start.

3 Which sentence tells where the story takes place? The children eat lunch.
Emma and her grandpa were in the garden. The teacher rings the bell.
“Here is a plant,” said Grandpa.
8 The one-room schoolhouse had a big stove to —
Emma watered the plant.
cook everyone’s lunch

4 Which shows the correct order of the steps Emma and teach how to start a fire
Grandpa take to plant flowers? keep the children warm
Put the plant in the hole. Dig a hole. Fill the hole with dirt.
9 The author wrote this selection mainly to —
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Fill the hole with dirt. Put the plant in the hole. Dig a hole.
help the reader understand about one-room schools
Dig a hole. Put the plant in the hole. Fill the hole with dirt.
make readers think about how much they enjoy school
5 What is the main theme of the selection? tell the reader a funny story about children going
Grandparents are smart. to school

Living things need care to grow.

Flowers need a lot of water to grow.
74 End-of-Year Test 76 End-of-Year Test

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Name

10 Which sentence shows what the author wants the reader 14 What do ants do with food that is bigger than they are?
to think about ants? They leave it behind.
Other ants can follow this smell. They carry it back to the nest.
Ants are the most interesting bugs around. They find other ants to help eat it.
Ants can carry food all the way back to the nest.
15 Why did the author write this selection?
11 What is the main idea of the section “How Ants To show how to keep ants as pets
Find Food”?
To help the reader understand ants
Ants live in a nest.
To tell the reader a story about ants
Ants like food that smells.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Ants work together to find food.

12 What does the picture show?

How ants eat food
How ants smell food
How ants move food

13 Which detail can be found in the section “How Ants

Find Food”?
Ants are interesting animals.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Ants can follow the smell of other ants.

Ants are always hungry and have a hard time
finding food.

78 End-of-Year Test End-of-Year Test 79

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Summative Assessments T85

 Name

High-Frequency Words 20 Will you read the book ?

Directions: Choose the word that best completes each sentence. all
again
16 to my house today.
blue
Come
Saw 21 The children will clean .
New they
help
17 Can you with me?
together
one
walk 22 We walked the park.
very all
go
18 It is outside today.
around
both
does
warm

19 Is your bedroom on?

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Copyright © Savvas Learning Company LLC. All Rights Reserved.

win
light
this

80 End-of-Year Test End-of-Year Test 81

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Name

Phonics 27 Tia did her best.

Directions: Read each question and choose the correct answer. Which word has the same ending sound as best?
task
23 I put the cap on the bottle.
sits
Which word has the same middle sound as cap?
fast
let
tap 28 Mom is the door.
tip Which word best fits in the blank?
24 I found my house on the map. lock
Which word has the same beginning sound as map? locked Copyright © Savvas Learning Company LLC. All Rights Reserved.
bat locking
lip
29 Dad planted a new tree in the yard.
man
Which word has the same long e sound as tree?
25 The clock goes tick. theme
Which word has the same ending sound as tick? trade
tap trend
fast
pack
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

26 I enjoy rides at the fair.

Which word has the same ending sound as rides?
hide
kicks
sides
82 End-of-Year Test End-of-Year Test 83

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T86 Summative Assessments

 Name

30 The girl the dog yesterday. 34 The boat is in the water.

Which word best fits in the blank? Which word has the same vowel sound as boat?
walk now
walked play
walking toe

31 The first meal of the day is breakfast. 35 The students walked down the street.
Which word has the same ir sound as first? Which word has the same beginning sound as street?
burn slam
fine strap
milk scrape

32 Pay for the apple with a coin. 36 Which best describes the meaning of careful?
Which word has the same vowel sound as coin? full of care
toy cared before
glad in a caring way
box

33 A ladybug landed on my cheek.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which word has the same vowel sound as cheek?

lake
hens
heal

84 End-of-Year Test End-of-Year Test 85

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Name

37 Which word is divided into syllables correctly? Conventions

gr/avel Directions: Read each question and choose the best answer.
gi/ven
39 Which sentence contains a noun, a verb, and
rive/r an adjective?
Sara likes small dogs.
38 I like to read books.
Sara eats oranges.
Which word has the same oo sound as books?
Sara wants one.
out
soup 40 Which sentence is a declarative sentence?
foot
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I want that!
I like to read.
Can I have an apple?

41 Which sentence uses the correct capitalization?

Did Sasha eat her lunch?
Did sasha eat her lunch?
Did Sasha Eat Her Lunch?

42 The boy runs home.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which sentence uses the correct pronoun for The boy?

He runs home.
You run home.
They run home.

86 End-of-Year Test End-of-Year Test 87

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Summative Assessments T87

 43 What is the correct way to write a compound sentence?
I had a game, so I practiced hard.
I had a game but, I practiced hard.
I had a game and so I practiced hard.

44 Which sentence is correct?

Dad likes summer so winter.
Dad likes summer but winter.
Dad likes summer and winter.

45 What is the best way to change this sentence to show

that Willie wants to go where his bed is?
Willie wants to go under the bedroom.
Change wants to wanted
Change under to in
Change bedroom to kitchen
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88 End-of-Year Test

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T88 Summative Assessments

 Copyright © Savvas Learning Company LLC. All Rights Reserved.

2
1
Name

Baseline Test
v
p
h

s
k
b
Phonics – Initial Consonants

f
s

1
Phonics – Vowel Sounds

 map big cup

3    dip cat cot

4  pop rush tie

5    stop kit run

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2
 Baseline Test
 Name

Word Recognition

the was go

6
take eat call

7
went said made

8
look know hear
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9
too how gave

Baseline Test 3

4
14  
13  
12  
11  
10  
Listening Comprehension

Baseline Test
Copyright © Savvas Learning Company LLC. All Rights Reserved.
 Name

Listening Comprehension
Directions: Listen to the selection. Then answer each question.

The New Neighbor

1 Oscar and his mom were in their backyard.
2 “Who is that boy playing basketball?” Oscar asked.
3 “His family just moved in,” said Mom. “Go say hi.”
4 “I would feel silly. I do not know him,” Oscar said.
5 Mom said, “Just tell him your name and ask his.
It is a nice thing to do. He might be in your class
when school starts next week.”
6 A ball flew over the fence. It landed near Oscar.
7 The new boy said, “Sorry! That is my ball.”
8 Oscar picked up the ball. He threw it back over the
fence. “You have some cool moves,” he said.
9 “Thanks. Will you come over and play basketball
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with me?” asked the boy.

10 “That sounds fun,” Oscar said. “What is your
name?”
11 “Dennis,” said the boy.
12 “I am Oscar,” said Oscar.

Unit 1 Test 5
1 Which sentence tells why Oscar does not want to talk to
the neighbor?
“Go say hi.”
“I would feel silly.”
“It is a nice thing to do.”

2 Why does Oscar first talk to the new boy?

The boy comes over and asks Oscar his name.
Oscar’s mom does not give Oscar a choice.
The boy’s basketball comes into Oscar’s yard.

3 Where does the story take place?

outside Oscar’s house
on a school playground
at a park in Oscar’s town

Copyright © Savvas Learning Company LLC. All Rights Reserved.

6 Unit 1 Test
 Name

4 When does the story take place?

after a school basketball game
in the middle of the winter
at the end of summer vacation

5 Why does the boy invite Oscar over?

to play trucks
to play basketball
to play a game he made up

6 What lesson does Oscar learn in this story?

It is easy to make friends.
It is fun to play basketball.
It is hard to talk to new people.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 1 Test 7
Directions: Listen to the selection. Then answer each question.

Living in a Tall Building

Places to Live

Tall Building House

1 A tall building has many floors. A lot of people can

live in a tall building.

Coming and Going

2 Think about living on the top floor of a tall building.
You can take the elevator. There are buttons in the
elevator. There is one for each floor. You choose
the floor you want. You push the button. Copyright © Savvas Learning Company LLC. All Rights Reserved.

People All Around

3 People in houses have neighbors on each side. In
a tall building, people have neighbors all around.
They have neighbors in their hall and above and
below them.
8 Unit 1 Test
 Name

7 Which words help you find the part of the text about
using an elevator?
Living in a Tall Building
Coming and Going
People All Around

8 Which words help you find the part of the text

about neighbors?
Living in a Tall Building
Coming and Going
People All Around

9 What do the pictures show the reader?

The tall building is bigger than the house.
The tall building has more doors than the house.
 The tall building has an elevator but the house
does not.

10 The label above the two pictures explains —

where the buildings are found
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that both buildings can be homes

how the buildings are different

Unit 1 Test 9
High-Frequency Words
Directions: Choose the word that best completes each sentence.

11 We went to house to play.

I
see
his

12 I to run in the park.

like
one
do

13 we there yet?
Look
Are
Was

14 I have books.
two Copyright © Savvas Learning Company LLC. All Rights Reserved.

that
they

15 Is the cat her?

as
to
with
10 Unit 1 Test
 Name

Phonics
Directions: Listen to each question and choose the correct answer.

16 yet
cub
tag

17 cut
bag
den

18 pit
wag
nut

19 jam
wet
pod

20 ten
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sit
rot

Unit 1 Test 11
21 tin
sun
gap

22 leg
bit
rod

23 bin
tag
nod

24 lip
tub
ram

25 bat
kit
jet Copyright © Savvas Learning Company LLC. All Rights Reserved.

12 Unit 1 Test
 Name

Conventions
Directions: Listen to each question and choose the best answer.

26 jump
funny
broom

27 She ran down the street.

She runs down the street.
She will run down the street.

28 Walks the boy.

The boy walks.
Boy the walks.

29 run
quick
sprint

30 What is the correct way to write a sentence with a noun,

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a verb, and an adjective?

Nolan draws a big picture.
Draws a big picture.
Nolan draws a picture.

Unit 1 Test 13
Writing
The selection “The New Neighbor” tells about two kids
meeting for the first time. On a separate sheet of paper,
draw yourself meeting a new friend. Write something you
would say to this new friend.
Be sure to —
• draw a picture of yourself meeting a new friend
• write something you would say to a new friend
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling

Copyright © Savvas Learning Company LLC. All Rights Reserved.

14 Unit 1 Test
 Name

Listening Comprehension
Directions: Listen to the selection. Then answer each question.

My Skin Is Too Tight!

1 Imagine you are a snake. You look for food.
You find food, and you eat. Next, you grow. You
eat and you grow. As you grow, your skin starts
feeling a little snug. You need to get out of it. What
do you do? You slide out of your skin!
2 This does not mean a snake ends up with no skin.
A snake only loses its outside layer of skin. There
is new skin below.
3 Most snakes lose their skin about once a month.
The skin by its nose starts coming off. Then, it
starts to slide off the rest of its body. Finally, the
skin slides off the tail. Snakes rub up against rocks
or trees to help them get out of their skins.
4 One day, you may see snake skin in the grass.
You will know that a snake got too big for its skin.
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Unit 2 Test 15
1 What is the main idea of the selection?
A snake eats a lot in order to grow.
A snake will lose its skin as it grows.
A snake’s skin can fall off when it eats.

2 Paragraph 3 is mostly about —

places snakes can live
the body parts of a snake
how snakes lose their skin

3 What happens to a snake first?

The snake’s skin feels tight.
The skin peels off the snake’s nose.
The snake rubs against rocks or trees.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

16 Unit 2 Test
 Name

4 What happens to a snake last?

The skin starts to slide off the snake’s body.
The old skin comes off the snake’s tail.
The snake looks for food and eats.

5 Read the following sentence:

  Your skin starts feeling a little snug.
The author most likely wrote this sentence to —
help the reader understand how snakes feel
compare the skin of a snake to a person’s skin
make readers think about how their own skin grows

6 The author wrote this selection most likely to —

persuade the reader to get a snake
entertain the reader with a snake story
tell the reader about how a snake loses its skin
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 2 Test 17
Directions: Listen to the selection. Then answer each question.

A New Shell
Characters: josey, trista

1 JOSEY: Look! There are little crabs on the beach.

2 TRISTA: I think this one is looking for a new shell.
3 JOSEY: It is coming out of its old shell! It looks
silly with no shell.
4 TRISTA: It is all legs and a big belly.
5 JOSEY: It ran into a new shell! I hope the crab
likes its new shell.
6 TRISTA: I made up a poem about the crab.
You have a soft belly.
It is kind of like jelly.
Your shell keeps you safe.
But you ran out of space.
5 You need something new.
Which shell is for you?
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7 (Both girls laugh. They start digging in the sand.)

18 Unit 2 Test
 Name

7 Which words in the poem rhyme?

Belly and jelly
Jelly and safe
Shell and space

8 Which words in the poem rhyme?

Keep and safe
Something and shell
New and you

9 Read the following line from the play:

  josey: I hope the crab likes its new shell.
This line is an example of —
action
setting
dialogue

10 Read this line from the play:

  josey: Look! There are little crabs on the beach.
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This line is important to the play because it —

tells the setting
shows the problem
shows the characters

Unit 2 Test 19
High-Frequency Words
Directions: Choose the word that best completes each sentence.

11 Can you over today?

come
little
saw

12 I will to school.
take
walk
was

13 They will about a plan.

use
think
this

14 The train by at ten.

all Copyright © Savvas Learning Company LLC. All Rights Reserved.

goes
make

15 We can our bikes.

five
part
ride
20 Unit 2 Test
 Name

Phonics
Directions: Listen to each question and choose the correct answer.

16 brag
drip
flow

17 rack
taps
wax

18 cart
harm
tick

19 hat
wear
kites

20 fist
Copyright © Savvas Learning Company LLC. All Rights Reserved.

hint
lift

Unit 2 Test 21
21 blooms
grow
yellow

22 sand
coin
shape

23 looks
looked
looking

24 barn
face
trap

25 draw
pair
tray Copyright © Savvas Learning Company LLC. All Rights Reserved.

22 Unit 2 Test
 Name

Conventions
Directions: Listen to each question and choose the best answer.

26 Jake run to the store.

Jake rans to the store.
Jake runs to the store.

27 It’s time to go!

It’s time to go.
It’s time to go?

28 Which one is mine!

Which one is mine.
Which one is mine?

29 She is my best friend!

She is my best friend.
She is my best friend?

30 You can go to the park.

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Change You can go to Go (Go to the park.)

Add today after park (You can go to the park today.)
 Change the period to a question mark (You can go to
the park?)

Unit 2 Test 23
Writing
The selection “My Skin Is Too Tight!” tells facts about
snakes. What animal do you know facts about? Choose an
animal you can write two facts about. On a separate sheet
of paper, draw the animal and write two facts about it.
Be sure to —
• think of an animal you can write about
• brainstorm facts about that animal
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling

Copyright © Savvas Learning Company LLC. All Rights Reserved.

24 Unit 2 Test
 Name

Reading Comprehension
Directions: Read the selection. Then answer each question.

Ducks in the Rain

1 “I want to play outside, but it is raining,” said Tom.
2 “We can play inside. We can pretend we are
ducks,” said Sara. She started to move like a duck.
3 “Quack!” said Tom.
4 Sara giggled.
5 “Ducks like to get wet. We can ask Mom if we
can go outside. We can put on our rain clothes,”
said Tom.
6 Mom said yes. Tom and Sara put on rain hats and
rain boots. Then they went outside.
7 Sara jumped in a puddle. She said,
“Mud on my boots,
Rain on my back,
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I am a duck.
Quack, quack, quack.”

Unit 3 Test 25
1 Tom’s problem is that —
he is scared of the rain
he does not like to get wet
it seems too wet outside to play

2 How does Tom solve his problem?

Tom and Sara play a game inside all day long.
Tom and Sara play like animals that like to get wet.
 Tom and Sara wait for the rain to stop so they
can play.

3 Which words from the poem begin with the same sound?
Mud/my
Rain/back
I/duck

Copyright © Savvas Learning Company LLC. All Rights Reserved.

26 Unit 3 Test
 Name

4 Why does Sara most likely repeat the word quack at the
end of the poem?
To sound like a silly duck
To make the poem longer
To help the reader understand

5 A main event in the story is when —

Tom and Sara act like ducks
Sara looks for her rain clothes
Mom comes home while it is raining

6 At the end of the story, Tom and Sara play —

at their school
inside their home
outside their home
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 3 Test 27
Directions: Read the selection. Then answer each question.

Dancing
1 Everyone should dance!
2 It is so much fun.
3 All you need is some music. You turn it on and
start to move.
4 There are many ways to dance.
5 You can dance fast. You can dance slowly.
6 You can jump and turn. You can kick your feet in
the air. You can nod your head up and down to
the beat.
7 Dancing is good for you. You move your body
when you dance.
8 Anyone can dance! You can dance alone. You can
dance with friends.
9 You can dance in any place. You can dance in
your room. You can dance in a park.
10 Dancing makes people happy. People all over the
world like to dance.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

28 Unit 3 Test
 Name

7 Why did the author write the selection?

To persuade readers to dance
To inform readers about dance steps
To entertain readers with a story about dance

8 How do you know why the author wrote the selection?

The author gives facts about dance steps.
The author tells funny details about dancing.
The author gives reasons you should dance.

9 The author wants readers to think that —

dancing is fun to do
dancing is fun to watch
dancing is fun if you are good at it

10 Details in the selection support the idea that dance —

is done mostly on stage
can be done in different ways
takes a lot of practice to get right
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 3 Test 29
High-Frequency Words
Directions: Choose the word that best completes each sentence.

11 Mom and Dad we can go.

no
round
said

12 Will you at school?

be
of
why

13 Can you see is coming?

live
who
out

14 We went to the park .

drink Copyright © Savvas Learning Company LLC. All Rights Reserved.

down
together

15 We walked the puddle.

around
find
under
30 Unit 3 Test
 Name

Phonics
Directions: Read each sentence. Then choose the best answer to each
question.

16 Which word has the same final sound as latch?

chop
graph
watch

17 Which word can take the place of can not?

can’t
ca’nt
c’not

18 Which word has the same sound as the o in mole?

cots
cone
loon

19 Which word has the same sound as the u in mute?

cube
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puts
chum

20 Which word has the same long e sound as weed?

bend
seed
tide
Unit 3 Test 31
21 Which word best completes the sentence?
Yesterday he rope.
skips
skipped
skipping

22 Which word has the same sound as the y in fly?

copy
cry
silly

23 Which word has the same syllable pattern as manner?

bakery
grounds
kitten

24 Which word has the same final sound as sink?

honk
sang Copyright © Savvas Learning Company LLC. All Rights Reserved.

trick

25 Which word has an open syllable with a long vowel sound?

bet
it
we

32 Unit 3 Test
 Name

Conventions
Directions: Choose the best answer to each question.

26 Which sentence is correct?

That cat belongs to jan.
That cat belongs to Jan.
That Cat belongs to jan.

27 The man eats lunch. Which sentence tells about

the man?
He eats lunch.
She eats lunch.
They eat lunch.

28 Which word best completes the sentence?

The book belongs to .
I
me
my
Copyright © Savvas Learning Company LLC. All Rights Reserved.

29 Which sentence is correct?

Becky said School starts next week.
Becky said school starts next week.
Becky said School starts next Week.

Unit 3 Test 33
30 Which change should be made in this sentence?
All of the gorilla like bananas.
Change the to them
Change like to likes
Change gorilla to gorillas

Writing
The selection “Ducks in the Rain” ends with a poem. Many
poems have rhyming words. On a separate sheet of paper,
complete the following sentences to create lines that rhyme.
I am a . I .
Example: I am a frog. I sit on a log.
Be sure to —
• use two words that rhyme
• use details in your writing
• think carefully about the words you choose
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• begin sentences with capital letters

• end sentences with end marks
• check your spelling

34 Unit 3 Test
 Name

Reading Comprehension
Directions: Read the selection. Then answer each question.

The Boat Trip

1 Today, Josie and Dad are going to the lake. They
will row their boat. Josie is very excited.
2 Josie packs her bag. She wants to bring the things
she needs from her home.
3 “I may get hungry. I need some food,” Josie says.
She puts some food in her bag.
4 “It will be sunny. I need my hat,” Josie says. She
puts her hat in her bag.
5 “Will you bring your flip-flops?” Dad asks. Josie
nods and puts them in her bag.
6 “I’m ready!” Josie says.
7 Josie and Dad get in the car. They drive to the
lake. The boat is waiting there.
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8 “Okay, hop in!” says Dad. Josie gets into the boat.
Dad gets in too.
9 Dad rows the boat first. Josie will help row later.
For now, she sits back and enjoys the lake.

Middle-of-Year Test 35
1 How does Josie feel?
Sad
Happy
Tired

2 What are Josie and Dad doing today?

Riding in a boat
Sitting on a beach
Swimming in a lake

3 What do Josie and Dad do last?

Row the boat
Pack their bags
Drive to the lake

4 The narrator wrote this selection mainly to —

tell the reader a fun story
tell the reader how to row
tell the reader about her family Copyright © Savvas Learning Company LLC. All Rights Reserved.

5 What is the setting at the beginning of the story?

a store
a beach
Josie’s home

36 Middle-of-Year Test
 Name

Directions: Read the selection. Then answer each question.

Being Creative
1 Everyone should be a little creative. When you
are creative, you do something in your own way.
You can sing or dance. You can plant flowers. You
can make drawings. There are many things you
can do.
Writing
2 Writers are creative. They make up stories for
people to read. Their stories may be funny or
scary. They write poems for us to enjoy. They
may write true stories too.
Art
3 Artists make interesting things to look at. Painters
make pretty pictures. Potters make cups and
bowls using clay. Colors and shapes are very
important to artists.
4 What creative things can you do?
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Drawing Singing

Middle-of-Year Test 37
6 What do you learn from the headings in the selection?
Details about the pictures
Who the author of the text is
What the paragraphs are about

7 What is the main idea of the text?

Being creative is a lot of work.
There are many ways to be creative.
Artists and singers are very creative people.

8 What does the author tell about first?

Writers
Potters
Painters

9 Why does the author write about potters in paragraph 3?

They are one kind of artist.
They should become artists.
They make things for artists. Copyright © Savvas Learning Company LLC. All Rights Reserved.

10 Which sentence from the text has a persuasive word?

What creative things can you do?
Everyone should be a little creative.
They make up stories for people to read.

38 Middle-of-Year Test
 Name

11 The labels below the pictures explain —

ways to be creative
how the author is creative
why we should be creative
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Middle-of-Year Test 39
Directions: Read the selection. Then answer each question.

The Snow Day

In the living room. katie is sitting on the couch.
max and joey come in.

1 MAX: Katie! You said you were coming out.

2 KATIE: I know, but it’s nice and warm here by the
fire.
3 JOEY: We need your help with the snowman!
4 KATIE: Okay, but I need your help too!
5 MAX: Help with what? Help sitting on the couch?
6 KATIE: No, silly! Help me with ideas for my snow
poem. Here is what I have so far.
The sun is low, the air is cold,
The sky is blue and bright.
The winter wind blew in and left
A foot of snow last night. Copyright © Savvas Learning Company LLC. All Rights Reserved.

7 JOEY: Nice work! Hey, I know a good way to get

ideas. Come out and play in the snow!
8 KATIE: If I help you with the snowman, will you
help with my poem?
9 MAX and JOEY: It’s a deal!

40 Middle-of-Year Test
 Name

12 Which line of dialogue tells what Max and Joey want?

We need your help with the snowman!
Help sitting on the couch?
Hey, I know a good way to get ideas.

13 What is the setting of the drama?

The yard
The fireplace
The living room

14 Which words in Katie’s poem have ending sounds

that rhyme?
Cold/bright
Cold/left
Bright/night

15 Why does Katie like to stay inside?

She does not like to make snowmen.
She likes to stay warm by the fire.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

She does not have a winter coat.

Middle-of-Year Test 41
High-Frequency Words
Directions: Choose the word that best completes each sentence.

16 I a tall tree.
no
see
don’t

17 Is my hat ?
here
as
saw

18 I have a flashlight.
said
take
little

19 I you are nice.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

jump
think
her

42 Middle-of-Year Test
 Name

20 The bus to the school.

ride
could
goes

21 A circle is .
round
four
out

22 We can go to the zoo .

with
grow
together
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Middle-of-Year Test 43
Phonics
Directions: Read each question and choose the correct answer.

23 The dog wags his tail.

Which word has the same short a sound as wags?
cane
lake
dad

24 The man has a coat.

Which word has the same beginning sound as coat?
cat
sip
ran

25 Do you have a pet?

Which word has the same short e sound as pet?
den
these Copyright © Savvas Learning Company LLC. All Rights Reserved.

see

44 Middle-of-Year Test
 Name

26 The spider made a web.

Which word has the same beginning sound as web?
rack
well
jug

27 Leah put her juice in a mug.

Which word has the same middle sound as mug?
cute
wet
nut

28 The baby can clap her hands.

Which word has an initial consonant blend?
baby
clap
hands

29 The sun is big.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which word has the same ending sound as is?

rocks
has
sets

Middle-of-Year Test 45
30 Please sit at your desk.
Which word has the same final consonant blend
as desk?
sick
mask
dish

31 Ben on the floor.

Which word best fits in the blank?
sits
sit
sites

32 The fish can swim fast.

Which word has the same consonant digraph as fish?
fist
mess
wash
Copyright © Savvas Learning Company LLC. All Rights Reserved.

33 They sit on the lawn.

Which word has the same vowel sound as lawn?
yawn
swam
away

46 Middle-of-Year Test
 Name

34 Cole and Jose are not at the park.

Which word has the same meaning as are not?
we’re
aren’t
I’ll

35 We can play at Payton’s home.

Which word has the same vowel sound as home?
pole
sale
lot

36 Yesterday, Mom me, “Where is the cat?”

Which word best fits in the blank?
ask
asked
asking

37 My jacket is green.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which word has the same vowel sound as my?

smile
blue
play

Middle-of-Year Test 47
38 I went to open the window.
Which word has the same VC/CV syllable pattern
as window?
before
tiny
basket

Copyright © Savvas Learning Company LLC. All Rights Reserved.

48 Middle-of-Year Test
 Name

Conventions
Directions: Read each question and choose the best answer.

39 Which sentence is correct?

Are in the yard.
The cat at the door.
My plant needs water.

40 Which sentence contains a noun, a verb, and

an adjective?
I have hot popcorn.
Chris plays the flute.
The book is in the box.

41 Which sentence is a declarative sentence?

Open the door!
Are you thirsty?
The horse is friendly.

42 Which sentence is an imperative sentence?

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Wash your hands.

Can we walk to the park?
Sam climbs over the wall.

Middle-of-Year Test 49
43 Which sentence has a plural noun?
My favorite color is dark blue.
I think it will rain this afternoon.
There are five houses on my street.

44 Which sentence has a proper noun?

His dog’s name is Sandy.
The girl lives in a big city.
My birthday is in the summer.

45 Marcos wrote this sentence.

  The cup is filled with cold water.
Marcus wants to use a pronoun in the sentence. He
should change The cup to —
He
It
They

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50 Middle-of-Year Test
 Name

Writing
The selection “Being Creative” is about ways to be
creative. It tells about art, writing, and other things you
can do. Think about something creative that you know how
to do. On a separate sheet of paper, write at least three
sentences to tell about how to do something creative.
Be sure to —
• choose something creative that you can do
• tell about how to do this creative thing
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Middle-of-Year Test 51
 Name

Reading Comprehension
Directions: Read the selections. Then answer each question.

Doctor John Snow

1 In 1854, many people got very sick. No one knew
what made them sick.
2 John Snow was a doctor. Doctor Snow had an
idea. Most of the sick people lived in one part of
town. Something there was making them sick.
3 Doctor Snow looked for clues. The sick people got
water from the same well. Maybe the water was
making them sick.
4 Doctor Snow told other doctors his idea. No one
believed him.
5 Ten years later, another person found something
out. Germs can make people sick. Some germs
can live in water.
6 Doctor Snow was right. The well water was
Copyright © Savvas Learning Company LLC. All Rights Reserved.

making people sick.

7 Today we know that it is important to drink
clean water.

Unit 4 Test 53
 Staying Well
1 Today people know that germs can make us sick.
Long ago, people did not know this.
2 In the 1800s, people learned something new. They
found out that germs make us sick.
3 Today we do things so we do not get sick. We
wash our hands with soap and water. This keeps
the germs off.

1 Doctor Snow thought people were getting sick because —

they did not use soap
they lived too close together
they drank water from the same well

2 One thing people today know that people long ago did
not know is that —
water comes from wells
germs can make people sick Copyright © Savvas Learning Company LLC. All Rights Reserved.

people should not drink water

3 In “Doctor John Snow,” which event happened first?

People got very sick.
Doctor Snow had an idea.
Someone discovered germs.
54 Unit 4 Test
 Name

4 In “Staying Well,” which event happens last?

People use soap.
People have dirty hands.
People learn about germs.

5 Both texts are about —

germs doctors well water

6 The texts are different because they tell about different

ways to —
clean dirty water
keep people from getting sick
study water to learn more about germs

7 Which sentence best tells the main idea of the first selection?
 Doctor Snow looked for germs.
Doctor Snow thought water was making people sick.
No one believed what Doctor Snow said about water.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

8 Which sentence best tells the main idea of the

second selection?
Long ago, people did not use the same kind of soap.
 oday, people do not drink as much water as they
T
used to drink.
 ver time, people learned about germs and how
O
to keep them off.
Unit 4 Test 55
Directions: Read the selection. Then answer each question.

Molly’s New Shoes

1 Ava and her dad were taking Molly to get new
shoes. Molly was their horse.
2 Sol made horseshoes. Ava and her dad went to
see Sol.
3 “Our horse needs new shoes,” Ava said.
4 “Bring her inside,” said Sol.
5 “Will it take long?” asked Ava.
6 “No,” said Sol. “Not with these shoes. They are
ready-made.”
7 “You do not have to make the shoes?” asked Ava.
8 “No,” said Sol. “A man from another town made a
new machine. It makes horseshoes. It used to take
me hours to make them. Now I just take them out
of a box.” Copyright © Savvas Learning Company LLC. All Rights Reserved.

9 Sol got to work. He took off Molly’s old shoes. He

put on the new shoes.
10 “Wow. That was fast!” said Ava.

56 Unit 4 Test
 Name

9 What is the main topic in this story?

Getting new shoes for a horse
How to make your own horseshoes
The way a horse’s feet grow over time

10 What is the theme of the selection?

Hard work pays off in the end.
Making things by hand is better.
New tools and machines can save time.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 4 Test 57
High-Frequency Words
Directions: Choose the word that best completes each sentence.

11 I will wear my shoes.

new
thank
always

12 The library has books for student.

very
were
every

13 Is the in the hall still on?

light
away
never

14 We can go to the park .

how
both Copyright © Savvas Learning Company LLC. All Rights Reserved.

again

15 I will help you that.

does
carry
going

58 Unit 4 Test
 Name

Phonics
Directions: Read each question and choose the best answer.

16 Which word has the same middle sound as barn?

park
dare
burn

17 Which word is the plural of bush?

bushs
bushes
bushess

18 Which word has the same ir sound as stir?

side
thirty
very

19 Which word is the past tense of trim?

trimed
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trimmed
trimming

20 The day was cool. Was it the day all week?

cool
cooler
coolest

Unit 4 Test 59
21 Which word has the same ending sound as hedge?
jump
fudge
gripped

22 Which word has the same middle sound as down?

rain
loud
boot

23 Which word has the same vowel sound as bait?

now
tray
both

24 Which word has the same vowel sound as boils?

coy
stop
braid Copyright © Savvas Learning Company LLC. All Rights Reserved.

25 Which word has the same vowel sound as heat?

noise
grape
teach

60 Unit 4 Test
 Name

Conventions
Directions: Read each question and choose the best answer.

26 Which sentence tells about the present?

Now, Sara jump.
Now, Sara is jumping.
Now, Sara was jumping.

27 Which verb tells about the past?

Live
Lived
Will live

28 Which verb tells about the future?

Dance
Danced
Will dance

29 Which sentence is correct?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

We is going.
We am going.
We are going.

Unit 4 Test 61
30 What is the BEST way to write sentences 1 and 2 as
one sentence?
(1) I had a test. (2) I studied hard last night.
I had a test I studied hard last night.
I had a test, so I studied hard last night.
And I had a test so, I studied hard last night.

Writing
The selection “Molly’s New Shoes” is a story about a girl
doing a chore with her father. What is a chore, or job,
you have done? On a separate sheet of paper, write a
personal narrative about yourself doing a chore.
Be sure to —
• think about chores you have done
• use what you know about personal narratives as
you write
• put your writing in an order that makes sense
Copyright © Savvas Learning Company LLC. All Rights Reserved.

• use details in your writing

• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling

62 Unit 4 Test
 Name

Reading Comprehension
Directions: Read the selection. Then answer each question.

Summer in Alaska
1 Most kids love summer. I know I do.
2 I live in Barrow. It is a town in Alaska. It is a great
place in summer because the sun is out a lot!
3 I found a chart. It shows that Barrow gets many
hours of sun in the summer. The sun never sets
during some months of the year. It even shines at
bedtime and in the middle of the night.
4 I have so much fun in summer. There is a lot
of time to be outside. We have more hours for
swimming. We have more hours for fishing. We
have more hours to enjoy being outdoors.
5 You can’t beat summers in Barrow!

Hours of Sunlight in Barrow

Key
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20
May 1 Hours!
Four
Hours
24
June 1 Hours!
Date

24
July 1 Hours!

August 1 23
Hours!

Unit 5 Test 63
1 Which word best describes Barrow in the summer?
Hot
Windy
Sunny

2 What is different about Barrow because of the

summer sun?
There is no time for sleeping.
There is more time for fun outside.
There is more time to do chores in the house.

3 Look at the chart. Which months in Barrow have the

most sunlight?
May and June
June and July
July and August

4 Look at the chart. How many hours of sunlight does

Barrow get on May 1st?
20
Copyright © Savvas Learning Company LLC. All Rights Reserved.

23
24

64 Unit 5 Test
 Name

5 The author wants the reader to think that Barrow —

has too much sunlight in the summer
is a good place to learn about summer
is a fun town to be in during the summer

6 The author supports her opinion by explaining —

fun things to do in Barrow
why other places are not as sunny
how scientists learned about Barrow

7 Why does the picture include text?

To show the weather
To show where Alaska is
 To show what time it is

8 Which sentence best tells what the picture shows?

Alaska has a lot of sun even though it is very cold.
It is fun to wear pajamas during any time of the day.
 There can be sun in Alaska during hours that are
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usually dark.

Unit 5 Test 65
Directions: Read the selection. Then answer each question.

Jesse the Gardener

1 Jesse’s mom asked him to help in the garden.
2 “Aw, Mom,” Jesse said. “Do I have to?”
3 “It won’t take long,” his mom said.
4 She handed Jesse a bag of seeds. “You can plant
the lettuce.”
5 Jesse worked hard. He dug holes. He dropped
seeds in each hole. He covered the seeds with
soil. Last, he watered the seeds.
6 A week went by. “Jesse, come look,” said his
mom. “Your seeds are up.”
7 Jesse followed his mom to the garden. Little plants
were coming up in the row he had planted.
8 “Wow,” said Jesse. “When will the lettuce be big
enough to eat?” Copyright © Savvas Learning Company LLC. All Rights Reserved.

9 “In about six weeks,” said his mom.

10 Jesse checked on the plants every week. After six
weeks, the lettuce was big enough to pick.
11 That night, Jesse and his mom made a salad.

66 Unit 5 Test
 Name

12 “This is yummy,” said Jesse’s mom. “Jesse, you

are becoming quite a gardener.”
13 “I guess so!” Jesse smiled. “Next, we can plant
some red leaf lettuce.”

9 What does Jesse learn?

He learns that he likes salad.
He learns that he likes cooking.
He learns that he likes to garden.

10 What is the theme of the selection?

Parents always know what you will like.
Hard work now can lead to good things later.
Gardening is the best hobby for a child to learn.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Unit 5 Test 67
High-Frequency Words
Directions: Choose the word that best completes each sentence.

11 There are in the room.

about
would
people

12 I went camping .
once
upon
done

13 Is the door wide?

off
open
laugh

14 Please over a little bit.

learn
Copyright © Savvas Learning Company LLC. All Rights Reserved.

move
house

15 It is outside.
warm
world
years
68 Unit 5 Test
 Name

Phonics
Directions: Read question and choose the correct answer.

16 Which word has the same sound as the ow sound in row?

stop
load
pond

17 Which word has the same sound as the spr sound in sprite?
strip
scrap
sprig

18 Which word has the same sound as the igh sound in bright?
trip
spill
might

19 Which word means “one who catches”?

catched
catcher
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catching

20 Which word has the same sound as the ui sound in juice?

stub
crew
truck
Unit 5 Test 69
21 Which word means “not true”?
retrue
truer
untrue

22 Which word has the same sound as the o sound in bolt?

hold
crop
boot

23 Which word means “full of care”?

carer
carely
careful

24 Which word is correctly divided into syllables?

ap/ron
be/gin
hot/el Copyright © Savvas Learning Company LLC. All Rights Reserved.

25 Which word has the same sound as the o sound in lose?

out
robe
soup

70 Unit 5 Test
 Name

Conventions
Directions: Read each question and choose the best answer.

26 Which sentence uses an adverb correctly?

She skipped happy down the street.
She skipped happily down the street.
She skipped happiest down the street.

27 Which sentence is correct?

I went to the library so park.
I went to the library but park.
I went to the library and park.

28 Which preposition can be used to mean “close to”?

for near beyond

29 Which sentence is correct?

The dog swims in the pool.
The dog swims for the pool.
The dog swims off the pool.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

30 What is the correct way to write the date below?

Wednesday, October 12 2022
Wednesday, October 12, 2022
Wednesday, October, 12, 2022

Unit 5 Test 71
Writing
The selection “Jesse the Gardener” is a story about a
boy growing lettuce. What is a hobby you like to do? On
a separate sheet of paper, tell a hobby that you like to
do. Then write at least three steps that explain how to do
your hobby.
Be sure to —
• choose a hobby that you know about
• use words like first, then, and and to explain steps
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling

Copyright © Savvas Learning Company LLC. All Rights Reserved.

72 Unit 5 Test
 Name

Reading Comprehension
Directions: Read the selection. Then answer each question.

Grandpa’s Garden
1 Emma and her grandpa were in the garden.
2 “Will you help me plant flowers?” asked Grandpa.
3 “Yes,” said Emma.
4 “Here is a plant,” said Grandpa.
5 Emma frowned. It did not have flowers. “Where
are the flowers?” she asked.
6 “We need to take care of the plant,” Grandpa said.
“Then, the flowers will grow.”
7 Together they dug a hole. They put the plant in the
hole. Then they filled the hole with dirt.
8 “Now, we need to water the plant,” said Grandpa.
9 Emma watered the plant.
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10 “Soon, there will be flowers,” Grandpa said.

“With a little rain
And a little sun,
Flowers grow
For everyone!”

End-of-Year Test 73
1 Emma frowns in paragraph 5 because —
the plant is hard to plant
the plant does not have flowers
the flowers are the wrong color

2 Which words in the poem at the end of the

selection rhyme?
Rain/sun
Sun/grow
Sun/everyone

3 Which sentence tells where the story takes place?

Emma and her grandpa were in the garden.
“Here is a plant,” said Grandpa.
Emma watered the plant.

4 Which shows the correct order of the steps Emma and

Grandpa take to plant flowers?
 Put the plant in the hole. Dig a hole. Fill the hole with dirt.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

 Fill the hole with dirt. Put the plant in the hole. Dig a hole.
 Dig a hole. Put the plant in the hole. Fill the hole with dirt.

5 What is the main theme of the selection?

Grandparents are smart.
Living things need care to grow.
Flowers need a lot of water to grow.
74 End-of-Year Test
 Name

Directions: Read the selection. Then answer each question.

One-Room Schoolhouse
1 A long time ago, schools had only one room. All
the children learned in that one room. The younger
children sat in the front. The older children sat in
the back.
2 There was one teacher. A big stove in the room
kept everyone warm in winter. The teacher would
come to school early to start the fire.
3 In some ways, going to school in a one-room
schoolhouse was like going to school today.
4 First, the teacher would ring a big bell. This told
children it was time to start the day. Next, the
children would sing a song. Then, it was time for
class to start.
5 After morning work, children had lunch and time
to play. Then, it was time for more learning. At the
end of the day, children walked home.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 75
6 Which sentence best tells the main idea of the selection?
 School today is just like schools that had only
one room.
 here were no buses to take children to one-room
T
schoolhouses.
 ome things about one-room schools are like
S
today’s schools.

7 In the selection “One-Room Schoolhouse,” which event

happens first?
The lessons start.
The children eat lunch.
The teacher rings the bell.

8 The one-room schoolhouse had a big stove to —

cook everyone’s lunch
teach how to start a fire
keep the children warm

9 The author wrote this selection mainly to — Copyright © Savvas Learning Company LLC. All Rights Reserved.

help the reader understand about one-room schools

make readers think about how much they enjoy school
tell the reader a funny story about children going
to school

76 End-of-Year Test
 Name

Directions: Read the selection. Then answer each question.

Ants!
1 You drop some food on the ground. You see one
ant. Soon, there are many ants! How did all the
ants know where to find the food? Ants are the
most interesting bugs around.

How Ants Find Food

2 An ant leaves its nest to find food. Ants can smell
food. An ant smells everything around until it finds
food. When an ant moves, it leaves behind a
smell. Other ants can follow this smell. This helps
them find food.

Ants Are Strong

3 Ants can carry food that is bigger than they are.
They are very strong. Ants can carry food all the
way back to the nest.
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An ant carrying food to its nest.

End-of-Year Test 77
10 Which sentence shows what the author wants the reader
to think about ants?
Other ants can follow this smell.
Ants are the most interesting bugs around.
Ants can carry food all the way back to the nest.

11 What is the main idea of the section “How Ants

Find Food”?
Ants live in a nest.
Ants like food that smells.
Ants work together to find food.

12 What does the picture show?

How ants eat food
How ants smell food
How ants move food

13 Which detail can be found in the section “How Ants

Find Food”?
Ants are interesting animals.
Copyright © Savvas Learning Company LLC. All Rights Reserved.

Ants can follow the smell of other ants.

 Ants are always hungry and have a hard time
finding food.

78 End-of-Year Test
 Name

14 What do ants do with food that is bigger than they are?

They leave it behind.
They carry it back to the nest.
They find other ants to help eat it.

15 Why did the author write this selection?

To show how to keep ants as pets
To help the reader understand ants
To tell the reader a story about ants
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 79
High-Frequency Words
Directions: Choose the word that best completes each sentence.

16 to my house today.
Come
Saw
New

17 Can you with me?

one
walk
very

18 It is outside today.
both
does
warm

19 Is your bedroom on?

Copyright © Savvas Learning Company LLC. All Rights Reserved.

win
light
this

80 End-of-Year Test
 Name

20 Will you read the book ?

all
again
blue

21 The children will clean .

they
help
together

22 We walked the park.

all
go
around
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 81
Phonics
Directions: Read each question and choose the correct answer.

23 I put the cap on the bottle.

Which word has the same middle sound as cap?
let
tap
tip

24 I found my house on the map.

Which word has the same beginning sound as map?
bat
lip
man

25 The clock goes tick.

Which word has the same ending sound as tick?
tap
fast
pack
Copyright © Savvas Learning Company LLC. All Rights Reserved.

26 I enjoy rides at the fair.

Which word has the same ending sound as rides?
hide
kicks
sides
82 End-of-Year Test
 Name

27 Tia did her best.

Which word has the same ending sound as best?
task
sits
fast

28 Mom is the door.

Which word best fits in the blank?
lock
locked
locking

29 Dad planted a new tree in the yard.

Which word has the same long e sound as tree?
theme
trade
trend
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 83
30 The girl the dog yesterday.
Which word best fits in the blank?
walk
walked
walking

31 The first meal of the day is breakfast.

Which word has the same ir sound as first?
burn
fine
milk

32 Pay for the apple with a coin.

Which word has the same vowel sound as coin?
toy
glad
box

33 A ladybug landed on my cheek. Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which word has the same vowel sound as cheek?

lake
hens
heal

84 End-of-Year Test
 Name

34 The boat is in the water.

Which word has the same vowel sound as boat?
now
play
toe

35 The students walked down the street.

Which word has the same beginning sound as street?
slam
strap
scrape

36 Which best describes the meaning of careful?

full of care
cared before
in a caring way
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 85
37 Which word is divided into syllables correctly?
gr/avel
gi/ven
rive/r

38 I like to read books.

Which word has the same oo sound as books?
out
soup
foot

Copyright © Savvas Learning Company LLC. All Rights Reserved.

86 End-of-Year Test
 Name

Conventions
Directions: Read each question and choose the best answer.

39 Which sentence contains a noun, a verb, and

an adjective?
Sara likes small dogs.
Sara eats oranges.
Sara wants one.

40 Which sentence is a declarative sentence?

I want that!
I like to read.
Can I have an apple?

41 Which sentence uses the correct capitalization?

Did Sasha eat her lunch?
Did sasha eat her lunch?
Did Sasha Eat Her Lunch?

42 The boy runs home.

Copyright © Savvas Learning Company LLC. All Rights Reserved.

Which sentence uses the correct pronoun for The boy?

He runs home.
You run home.
They run home.

End-of-Year Test 87
43 What is the correct way to write a compound sentence?
I had a game, so I practiced hard.
I had a game but, I practiced hard.
I had a game and so I practiced hard.

44 Which sentence is correct?

Dad likes summer so winter.
Dad likes summer but winter.
Dad likes summer and winter.

45 What is the best way to change this sentence to show

that Willie wants to go where his bed is?
Willie wants to go under the bedroom.
Change wants to wanted
Change under to in
Change bedroom to kitchen

Copyright © Savvas Learning Company LLC. All Rights Reserved.

88 End-of-Year Test
 Name

Writing
“Grandpa’s Garden” is a story about a girl helping her
grandpa. What is something fun you have done with a
family member or friend? On a separate sheet of paper,
write a personal narrative to tell a story about a time you
did something with a family member or friend.
Be sure to —
• write about a real time you had fun with someone else
• use words such as I, my, and me
• put your writing in an order that makes sense
• use details in your writing
• think carefully about the words you choose
• begin sentences with capital letters
• end sentences with end marks
• check your spelling
Copyright © Savvas Learning Company LLC. All Rights Reserved.

End-of-Year Test 89