Www.mheonline.com/readingwonders - iMater Elementary

readingwonders

Copyright ? by The McGraw-Hill Companies, Inc.

All rights reserved. The contents, or parts thereof, may be

reproduced in print form for non-profit educational use with

McGraw-Hill Reading Wonders provided such reproductions

bear copyright notice, but may not be reproduced in any form

for any other purpose without the prior written consent of The

McGraw-Hill Companies, Inc., including, but not limited to,

network storage or transmission, or broadcast for distance

learning.

Send all inquiries to:

McGraw-Hill Education

Two Penn Plaza

New York, New York 10121

C

Table of Contents

Teacher Introduction

v

Unit 1

Week 1 Assessment

1

Week 2 Assessment

12

Week 3 Assessment

23

Week 4 Assessment

34

Week 5 Assessment

45

Unit 2

Week 1 Assessment

56

Week 2 Assessment

67

Week 3 Assessment

78

Week 4 Assessment

89

Week 5 Assessment

100

Copyright ? The McGraw-Hill Companies, Inc.

Unit 3

Week 1 Assessment

111

Week 2 Assessment

122

Week 3 Assessment

133

Week 4 Assessment

144

Week 5 Assessment

155

Table of Contents¨C Cont¡¯d.

Unit 4

Week 1 Assessment

166

Week 2 Assessment

177

Week 3 Assessment

188

Week 4 Assessment

199

Week 5 Assessment

210

Unit 5

Week 1 Assessment

221

Week 2 Assessment

232

Week 3 Assessment

243

Week 4 Assessment

254

Week 5 Assessment

265

Unit 6

276

Week 2 Assessment

287

Week 3 Assessment

298

Week 4 Assessment

309

Week 5 Assessment

320

Copyright ? The McGraw-Hill Companies, Inc.

Week 1 Assessment

Teacher Introduction

Approaching-Level Weekly Assessment

Approaching-Level Weekly Assessment is a valuable differentiation option in the complete

assessment program aligned with McGraw-Hill Reading Wonders and the Common Core

State Standards (CCSS).

Purpose of Approaching-Level Weekly Assessment

Approaching-Level Weekly Assessment offers the opportunity to assess Approaching-Level

students on their understanding of key skills and strategies and not their ability to read

On-Level texts.

The assessment allows you

? to monitor student progress in a steady and structured manner while providing

formative assessment data;

? to verify or update student grouping and leveling decisions;

? to inform future instruction; and

? to use student performance as a guide to entry into On-Level instruction.

Focus of Approaching-Level Weekly Assessment

Approaching-Level Weekly Assessment focuses on the same key CCSS areas as Weekly

Assessment¡ªReading and Language. Students will read two selections each week and

respond to items focusing on Comprehension Skills and Vocabulary Strategies. These items

assess the ability to access meaning from the text and demonstrate understanding of

unknown and multiple-meaning words and phrases.

Copyright ? The McGraw-Hill Companies, Inc.

Administering Approaching-Level Weekly Assessment

Each assessment should be administered once the instruction for the specific week is

completed. Make copies of the assessment for the Approaching-Level students in your class.

You will need one copy of the Answer Key page for each student taking the assessment. The

scoring table at the bottom of the Answer Key provides a place to list student scores. The

accumulated data from each assessment charts student progress and underscores strengths

and weaknesses.

After each student has a copy of the assessment, provide a version of the following

directions: Say: Write your name and the date on the question pages for this assessment.

(When students are finished, continue with the directions.) You will read two selections and

answer questions about them. Read each selection and the questions that follow it carefully. For

the multiple-choice items, completely fill in the circle next to the correct answer. When you have

completed the assessment, put your pencil down and turn the pages over. You may begin now.

Answer procedural questions during the assessment, but do not provide any assistance on

the items or selections. After the class has completed the assessment, ask students to verify

that their names and the date are written on the necessary pages.

Approaching-Level Weekly Assessment ? Teacher Introduction

v

Teacher Introduction

Overview of Approaching-Level Weekly Assessment

Each assessment is comprised of the following

? 2 ¡°Cold Read¡± selections

? 10 multiple-choice items assessing Comprehension Skills

? 10 multiple-choice items assessing Vocabulary Strategies

Reading Selections

Each assessment features two selections on which the assessment items are based.

(In instances where poetry is used, multiple poems may be set as a selection.) The selections

reflect the unit theme and/or weekly Essential Question to support the focus of the

classroom instruction. Selections increase in complexity as the school year progresses.

Comprehension¡ªMultiple¨CChoice Items

Each selection is followed by five items, for a total of ten items in a week, that assess student

understanding of the text through the use of Comprehension Skills¡ªboth that week¡¯s

Comprehension Skill focus and a review Comprehension Skill. The review skill is taken from

a week as near as possible to the current week and aligns with the instruction, i.e., skills that

are more suited to Reading for Information will not be used to assess Reading for Literature

even though they are in the closest proximity in the program scope and sequence. In Unit 1,

Week 1 no review skills are featured, and during the course of the year some weeks feature

additional review questions to best assess student comprehension of the text.

Vocabulary¡ªMultiple¨CChoice Items

vi

Approaching-Level Weekly Assessment ? Teacher Introduction

Copyright ? The McGraw-Hill Companies, Inc.

Each selection is followed by five items, for a total of ten items in a week, that ask students to

demonstrate the ability to uncover the meanings of unknown and multiple-meaning words

and phrases using Vocabulary Strategies¡ªboth that week¡¯s Vocabulary Strategy focus and

a review Vocabulary Strategy. The review strategy is taken from a week as near as possible

to the current week and aligns with the instruction, i.e., strategies used to identify and gain

meaning from figurative language may not be readily available for use in an informational

text. In Unit 1, Week 1 no review strategies are featured, and during the course of the year

some weeks feature additional review questions to best assess student language knowledge.

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download