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readingwonders
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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.
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