SRA Open Court Reading Foundational Skills Kit Assessment Grade 3 PDF

Assessment Grade 3 MHEonline.com Copyright © 2015 McGraw-Hill Education All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with SRA Open Court Reading, provided such reproductions bear copyright notice, but may not be reproduced...

Assessment Grade 3 MHEonline.com Copyright © 2015 McGraw-Hill Education All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with SRA Open Court Reading, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent o fMcGraw-Hill Education, including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education 8787 Orion Place Columbus, OH 43240 ISBN: 978-0-02-144833-3 MHID: 0-02-144833-7 Printed in the United States of America. 3 4 5 6 7 8 9 QVS 23 22 21 20 19  Table of Contents SRA Open Court Reading Foundational Skills Kit Assessment Overview..... iv Unit 1 Lesson 3.......................... 59 Lesson 1...........................1 Lesson 4.......................... 61 Lesson 2...........................5 Lesson 5.......................... 63 Lesson 3...........................8 Unit 4 Assessment................. 65 Lesson 4.......................... 10 Lesson 5.......................... 13 Unit 5 Unit 1 Assessment................. 15 Lesson 1.......................... 71 Lesson 2.......................... 73 Unit 2 Lesson 3.......................... 75 Lesson 1.......................... 22 Lesson 4.......................... 77 Lesson 2.......................... 24 Lesson 5.......................... 79 Lesson 3.......................... 27 Unit 5 Assessment................. 81 Lesson 4.......................... 29 Lesson 5.......................... 31 Unit 6 Unit 2 Assessment................. 33 Lesson 1.......................... 87 Lesson 2.......................... 89 Unit 3 Lesson 3.......................... 92 Lesson 1.......................... 39 Lesson 4.......................... 94 Lesson 2.......................... 41 Lesson 5.......................... 97 Lesson 3.......................... 43 Unit 6 Assessment................ 100 Lesson 4.......................... 45 Lesson 5.......................... 47 Teacher Records Unit 3 Assessment................. 49 Class Assessment Record......... 106 Student Assessment Record...... 112 Unit 4 Oral Fluency Assessment Record.. 113 Lesson 1.......................... 55 Oral Fluency Assessment......... 114 Lesson 2.......................... 57 Answer Key...................... 120 The SRA Open Court Reading Foundational Skills Kit Assessment The SRA Open Court Reading Foundational Skills Kit focuses on helping students develop the abilities that are critical to reading with understanding. The assessments are designed to inform instruction while giving students an opportunity to practice and apply what they have learned. Characteristics of the Assessments As is true with the instructional materials, the assessments that are part of the SRA Open Court Reading Foundational Skills Kit are meaningful and efficient. They comprise tasks that encourage students to apply the skills they have learned, they can be completed in a reasonable amount of time, and they feature language with which students are familiar. The foundational skills and assessments that are featured in the SRA Open Court Reading Foundational Skills Kit represent reasonable expectations for students at various grades. They reflect both the Common Core State Standards and the learning standards that have been adopted by various states. Research suggests that these skills are closely related to how well students learn to read a variety of texts with understanding. Two levels of assessment are provided. Lesson Assessments cover the content of specific lessons, and Unit Assessments comprise all the content that was covered in the lessons within that unit. In most cases, content is tested at least twice within a unit, adding to the reliability of the assessment process. The primary purpose of the lesson assessments is to allow the teacher to monitor student progress on a regular basis. This process makes it less likely that a student will fall behind because it gives teachers the opportunity to adapt or repeat instruction as needed. The unit assessments are summative in the sense that they represent a collection of related skills and are administered at the conclusion of a number of lessons. The primary purpose of these assessments is to find out how well students have retained the content they have learned. Although the assessments are tied closely to the instructional path featured in the SRA Open Court Reading Foundational Skills Kit, they may also be used independently because they reflect critical reading behaviors. For example, some assessments might be used to identify students who need the kind of supplemental instruction provided within the SRA Open Court Reading Foundational Skills Kit. In kindergar ten, the letter reading assessments lend themselves to this purpose, as do the fluency assessments in grades 1 through 3. Assessment Overview Almost all of the grade 3 assessments may be administered individually or in groups. Students respond by filling in a bubble under the correct answer. The exception is the oral fluency assessments, which must be administered individually. Lesson assessments should be administered as closely as possible to the completion of the lesson. This proximity will make it more likely that the assessment will measure the student’s acquisition of the skill. The unit assessments should be administered close to the completion of a unit, but there is greater flexibility with the timing. The skills within a unit will have been practiced and measured several times before, making the unit assessment a reasonable measure of how well the skills have been retained. Ideally, all students should complete all of the assessments. This level of fidelity will provide the teacher with a dependable measure of students’ acquisition of the most important foundation skills. Comprehensive assessment will make it easier to identify students who are struggling, provide them with additional instruction and practice, and prevent their falling further behind. iv Assessment Administering the Assessments Review the assessments before administering them so you are familiar with the directions, which are on each page. Duplicate a copy of the assessment for each student. Students will mark their answers on this page. If the entire class is being assessed at the same time, testing can take place in the classroom. If only a small group of students or a single student is being assessed, a quiet corner of the classroom will work well. There should be relatively few distractions, and you should be able to sit beside or across from the student at a table or large desk. Follow the directions for administering the assessment. At the conclusion of the assessment, collect the assessments for scoring and record the results. Organizing Assessment Results The results of assessment are most useful when they are organized in a convenient and understandable way. The Class Assessment Record begins on page 106, the Student Assessment Record is on page 112, and the Oral Fluency Assessment Record can be found on page 113. Make a copy of the Student Assessment Record for each student. Enter the results of each lesson and unit assessment after they have been completed. On a regular basis, review student progress. This will provide an overview of the literacy status of a given student at any time in the school year. Next, record the results on the Class Assessment Record. The chief purpose of this record is to help you identify students who have not yet mastered specific skill clusters. These students can be grouped for additional instruction and practice in the skills they have not yet mastered. Performance Expectations: Lesson and Unit Assessment Because the skills featured in the SRA Open Court Reading Foundational Skills Kit are so critical to reading success, it is important that students demonstrate mastery. Generally speaking, a correct percentage of 80% is acceptable. All of the assessments in grade 3 consist of five items. For these assessments, four out of five correct is acceptable. Ideally, students should eventually reach 100% correct at least occasionally. It is important to keep in mind that not all students learn in the same way or at the same rate. Many factors affect student progress, especially in the early grades. They include early language exposure, poverty, month of birth, and other factors. Moreover, individual students may acquire some skills at a different pace than other skills. Because of these sources of variance, we suggest several strategies. Evaluate progress over a reasonable time frame rather than at a single point. Do not hesitate to re-administer the same assessment several times when additional instruction and practice are provided. Research suggests that repeated assessment does not create a familiarity effect when feedback is not provided. When appropriate, allow students to move to new skills rather than limiting them to instruction and practice in only the skills with which they are struggling. For example, if students have not mastered digraph spellings, allow them to move on to other sound-spellings while continuing to practice digraphs. The primary data source provided by the assessments is the total score. This is the most dependable measure of a student’s performance. If a student’s performance is inconsistent or far below that of the other students in the group, you may choose to do an item analysis of the student’s performance on selected assessments. The item analysis procedure is straightforward. Choose the assessments in which you are interested and examine the student’s performance at the item level. One approach is to skim the relevant assessments to see if a pattern of performance is evident. For example, does the student seem to choose correct answers to the easier items in a cluster? If so, the student might understand the underlying construct, like /s/ spelled ce, ci, or cy, but might be unfamiliar with some of the words. Assessment v Another approach is to review a given assessment and have the student do an oral think-aloud item by item. This method is extremely informative because it gives insights into the cognitive processes that a student is using to choose an answer. Perhaps the greatest benefit is that it can confirm a student’s understanding of the construct associated with the assessment. Performance Expectations: Oral Fluency Assessment Oral fluency assessment is a widely recognized method of evaluating how well students can read. In grade 3, oral fluency assessments take place at the end of every unit. The expectations for student performance are shown below. These expectations reflect what research suggests is acceptable performance for grade 3 students as represented by words correct per minute (WCPM). Words Correct per Minute Expectations by Unit Unit 1 2 3 4 5 6 WCPM 99 106 113 120 128 137 In addition to words correct per minute (WCPM), the Oral Fluency Assessment: Student Record includes a checklist for reading prosody. These are the qualitative characteristics of oral fluency like pace and intonation. The end of year expectation for students should be four out of five prosody elements at the average level. Although the table above shows that student progress is consistently improving, this is rarely the case. The table reflects average scores that varied greatly among students. At the individual student level, there are many factors that can affect performance, including differences between passages, student learning rates, and conditions that might affect a student on a given day. Given these factors, it is likely that an individual student’s performance will vary in a meaningful way both positively and negatively. We encourage you to administer each oral fluency assessment more than once. The student’s first attempt may be considered a “cold” reading, and the subsequent attempts are “warm” readings. You may even encourage the student to practice reading the fluency passage. When you record the results of the assessment in the Oral Fluency Assessment Record, be sure to identify the cold and warm readings. By the end of the school year, the student’s scores for cold and warm oral fluency assessments should be approximately equal. The rationale for this expectation is that the student should be able to read new texts with a high degree of oral or silent fluency. If time permits, you may choose to do an analysis of the errors the student makes. Here are some examples. A student who reads highly decodable words well but has difficulty with less decodable words probably understands the most common sound-spellings. The student probably needs practice in reading common words that have uncommon sound-spellings. Inserting extra words suggests that the student comprehends the text but is reading impulsively. This student may benefit from paired reading with a competent reader. Note where errors occur in the text. If the errors increase toward the end of the passage, the student might be affected by fatigue. Conversely, if the errors are more frequent at the beginning of the text, the student might be using context to supplement decoding. After the student’s first attempt to read the text, you may choose to answer questions about the passage. Begin with literal questions that are relatively simple. As the student’s ability improves, the questions can become more inferential. You may even ask the student to point to the text within the passage that supports the answer. A related task is to ask the student to retell the passage and include as many details as the student can recall. These activities will help you understand how well the student is reading with understanding. vi Assessment  UNIT 1 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 1 Oral Fluency Assessment found on page 114 for students to read from. Museums are wonderful places to visit. There are many 1-9 Evaluating Codes different kinds of museums, and they are filled with 10-18 for Oral Fluency curious things. They are found all over the world, and they 19-29 sky (/) words read have been around for more than four thousand years. 30-38 incorrectly The oldest museum we know of was built in the 39-48 blue (^) Inserted word ^ sky (]) after the last word Middle East. It contained things that were collected by a 49-58 princess. It is amazing to think that even long ago, people 59-69 were interested in things from the past. 70-76 Reading Rate Since that time, there have been museums in every 77-85 and Accuracy civilization. Kings, queens, and other rulers collected 86-92 Total Words Read: things in which they were interested. They hired people to 93-102 Number of Errors: take care of the buildings and objects that were collected. 103-112 Number of Correct Words Over the years, other people started museums. 113-119 Read per Minute (WCPM): Leaders of cities or countries built museums, and so did 120-129 Accuracy Rate: some universities. Some rich people started their own 130-137 (Number of Correct Words Read museums. Many of these museums were then given to 138-146 per Minute ÷ Total Words Read) cities or countries and were open to the public. 147-155 Some museums are very famous. They are usually 156-163 found in big cities like London, New York, or Rome. They 164-174 Reading Prosody have collections of some amazing things. Other museums 175-182 LOW AVG. HIGH are smaller, and not many people know about them. 183-191 Decoding Ability These little museums have lots of surprising things, 192-199 like toys. 200-201 Pace The most popular museum on Earth is in Paris, a city in 202-213 Syntax Copyright © McGraw-Hill Education France. It is filled with famous pictures and statues, but 214-223 Self-correction that’s only one kind of a museum. Some of the greatest 224-234 Intonation museums are dedicated to science, history, and even 235-242 sports. 243 Many museums are doing something unusual now. They 244-251 Oral Fluency Passage are allowing people to touch some of the exhibits. This 252-261 Information makes the museum a lot more fun. Just think how great 262-272 Lexile Measure 740L it would be to touch a sword or crown from a thousand 273-284 Mean Sentence Length: 11.52 years ago. 285-286 Mean Log Word Frequency 3.63 Word Count 286 Assessment 21 UNIT 2 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 2 Oral Fluency Assessment found on page 115 for students to read from. The family stood by the door in the living room. Dad 1-11 Evaluating Codes looked at everybody and asked, “Are you sure you want 12-21 for Oral Fluency to do this?” 22-24 sky (/) words read Everybody said yes all at once. They walked out the 25-34 incorrectly door, got in the car, and drove to the shelter. Today they 35-46 blue (^) Inserted word were going to adopt a dog. 47-52 ^ sky (]) after the last word “Now remember,” said Mom, “we can only adopt one 53-61 dog. I know you are going to fall in love with all the dogs, 62-75 Reading Rate but we can only bring one home.” 76-82 and Accuracy “We promise,” said Karen. “But you said that if 83-91 Total Words Read: everything worked out well, we could talk about getting 92-100 Number of Errors: another dog later.” 101-103 Number of Correct Words “Aunt Wanda told me that it would be better for the 104-114 Read per Minute (WCPM): new dog to get used to us,” added Jason. “I want to do 115-127 Accuracy Rate: a good job with one dog before we think about getting 128-138 (Number of Correct Words Read another one.” 139-140 per Minute ÷ Total Words Read) Dad smiled and said, “That all sounds like good 141-149 thinking, and I hope you feel the same way when you get 150-161 Reading Prosody inside and see the dogs.” 162-166 LOW AVG. HIGH When they arrived at the shelter, Dad almost didn’t 167-175 have time to park the car before they all got out. They 176-187 Decoding Ability were really excited. The family went inside and met with 188-197 Pace some of the volunteers. Mom had already filled out all the 198-208 Syntax papers that they needed to adopt a dog. Then they went 209-219 Copyright © McGraw-Hill Education into the place where the dogs were waiting. 220-227 Self-correction “This is going to be really hard,” said Karen. “I want to 228-239 Intonation take all of them home.” 240-244 “That’s exactly what I thought would happen,” said Dad. 245-253 Oral Fluency Passage “I was only kidding,” said Karen. “I know we can only 254-264 Information take one dog home. I just don’t know how we will choose. 265-276 Lexile Measure 650L But I have a feeling that whatever decision we make, it 277-287 will be a perfect choice.” 288-292 Mean Sentence Length: 12.17 Mean Log Word Frequency 3.96 Word Count 292 38 Assessment UNIT 3 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 3 Oral Fluency Assessment found on page 116 for students to read from. Bridges are structures that are very useful. They cross 1-9 Evaluating Codes canyons, bodies of water, and other obstacles that get 10-18 for Oral Fluency in the way of travel. Many bridges are beautiful and have 19-29 sky (/) words read interesting stories. 30-31 incorrectly The Golden Gate Bridge crosses the channel where 32-39 blue (^) Inserted word ^ sky (]) after the last word San Francisco Bay meets the Pacific Ocean. Building the 40-48 bridge was a great challenge because the currents are 49-57 strong and the distance it had to cross was very long. The 58-69 Reading Rate bridge is painted a color that is between orange and gold. 70-80 and Accuracy Some people think that is where the name came from. 81-90 That’s not correct. The name came from the body of water 91-101 Total Words Read: that is under the bridge. 102-106 Number of Errors: In London, England, you can visit the Tower Bridge. This 107-116 Number of Correct Words Read per Minute (WCPM): bridge crosses the big river that flows through London. 117-125 Accuracy Rate: It is a beautiful bridge that has two main towers in the 126-137 (Number of Correct Words Read middle of the river. The bridge itself goes from each shore 138-148 per Minute ÷ Total Words Read) to the towers and then between the towers. There is even 149-159 a special walkway that goes from the top of one tower to 160-171 the other. The name of the bridge comes from the Tower 172-182 Reading Prosody of London, which is right beside the bridge. 183-190 LOW AVG. HIGH There is a special bridge in the town of Bath in the 191-202 Decoding Ability state of New Hampshire. It is the oldest covered bridge in 203-213 America that is still in use. A covered bridge looks exactly 214-224 Pace as what the name says. It is a bridge that has sides and 225-237 Syntax a roof. Bridges like this were built in the United States 238-248 Copyright © McGraw-Hill Education hundreds of years ago. They are beautiful and look a lot 249-259 Self-correction like the barns and houses in the land around them. If 260-270 Intonation you visit one of these bridges, it’s easy to imagine a 271-281 time long ago. 282-284 Oral Fluency Passage Information Lexile Measure 760L Mean Sentence Length: 12.86 Mean Log Word Frequency 3.78 Word Count 284 54 Assessment UNIT 4 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 4 Oral Fluency Assessment found on page 117 for students to read from. The new girl in class sat in the row of desks by the 1-13 Evaluating Codes window. She seemed shy and didn’t look at the other 14-23 for Oral Fluency students. She didn’t even look at the teacher until 24-32 sky (/) words read Mr. Walters spoke to her. 33-37 incorrectly “Welcome to our class, Maria. Would you like to tell us 38-48 blue (^) Inserted word ^ sky (]) after the last word a little about yourself?” said Mr. Walters. 49-55 “There’s really not much to say,” answered Maria. “My 56-64 family just moved here, and this is the school where I’m 65-75 Reading Rate supposed to go.” 76-78 and Accuracy Mr. Walters smiled a little and went on with the lesson. 79-89 Total Words Read: The class was studying geography, and they were talking 90-98 Number of Errors: about mountain ranges. 99-101 Number of Correct Words “Does anyone know the names of some mountain 102-109 Read per Minute (WCPM): ranges that are not in the United States?” asked 110-118 Accuracy Rate: Mr. Walters. 119-120 (Number of Correct Words Read per Minute ÷ Total Words Read) No one answered right away, but Maria raised her 121-129 hand just a little. When Mr. Walters nodded at her, she 130-140 answered, “How about the Alps?” 141-145 Reading Prosody “That’s a great answer,” said Mr. Walters. “What do 146-154 LOW AVG. HIGH you know about the Alps?” 155-159 Decoding Ability “We used to live near the Alps in Germany,” said Maria. 160-170 “On weekends, we would go hiking or skiing in the Alps.” 171-181 Pace Bart was sitting near Maria. He turned and 182-189 Syntax Copyright © McGraw-Hill Education asked, “How did you end up living in Germany?” 190-198 Self-correction “My parents are in the military, and we were stationed 199-208 Intonation there,” answered Maria. She seemed more comfortable 209-215 now and not so shy. “It was pretty much fun, but I missed 216-228 my friends and family. We had friends who were German or 229-239 Oral Fluency Passage Austrian, but my German is not very good. Some of them 240-250 Information spoke English or Spanish, and that made things easier.” 251-259 Lexile Measure 670L “I’ll bet you played soccer there,” said Vicky. “Maybe 260-268 Mean Sentence Length: 11.32 you can come to the soccer field after school and show 269-279 Mean Log Word Frequency 3.77 us what you learned.” 280-283 Word Count 283 70 Assessment UNIT 5 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 5 Oral Fluency Assessment found on page 118 for students to read from. When scientists look at the moon, planets, and stars, 1-9 Evaluating Codes they use a telescope. It is one of the most important 10-20 for Oral Fluency scientific instruments. Many people have a telescope 21-27 sky (/) words read at home. They can watch the night skies whenever 28-36 incorrectly they want. 37-38 blue (^) Inserted word ^ sky (]) after the last word There are two kinds of telescopes. One uses a lens to 39-49 gather light and is called a refracting telescope. The other 50-59 uses mirrors and is called a reflecting telescope. 60-67 Reading Rate The refracting telescope was invented around 500 years 68-75 and Accuracy ago. No one is sure who invented it because a number 76-86 Total Words Read: of people were using lenses made of glass. The famous 87-96 Number of Errors: Italian astronomer Galileo is one possibility. He may 97-104 have been the first person to make a telescope and use 105-115 Number of Correct Words Read per Minute (WCPM): it to look at the moon, planets, and stars. He made 116-126 Accuracy Rate: several telescopes, and you can still see them in a 127-136 museum in Italy. 137-139 (Number of Correct Words Read per Minute ÷ Total Words Read) The reflecting telescope was invented a little later. 140-147 Scientists knew that curved mirrors changed the way 148-155 things were seen. The scientist Isaac Newton may have 156-164 Reading Prosody been the first person to make a reflecting telescope. He 165-174 LOW AVG. HIGH built it during the sixteen hundreds. 175-180 Decoding Ability The telescopes that astronomers use today are more 181-188 powerful than those used long ago. In fact, the telescope 189-198 Pace that you can buy at a local store or online is more 199-210 Syntax Copyright © McGraw-Hill Education powerful than the ones used by Galileo or Newton. 211-219 Self-correction The most powerful telescopes today are huge and are 220-228 Intonation kept in special buildings. The buildings are usually on top 229-238 of a mountain. This is a good location for a telescope. 239-249 There are no city lights around, and the air is a little 250-261 Oral Fluency Passage cooler and clearer. One of the most famous telescopes is 262-271 Information the Hubble Space Telescope. This is in orbit around Earth 272-281 and sends the pictures it takes of the stars back to Earth. 282-293 Lexile Measure 780L Mean Sentence Length: 12.21 Mean Log Word Frequency 3.63 Word Count 293 86 Assessment  UNIT 6 Oral Fluency Assessment: Student Record Name Date Teacher Directions: Duplicate this page for each student you choose to assess. Make one copy of the Unit 6 Oral Fluency Assessment found on page 119 for students to read from. A canal is a kind of ditch through which water flows. 1-11 Evaluating Codes It sounds pretty simple, so how important can a canal 12-21 for Oral Fluency be? When you think about it, however, canals are really 22-31 sky (/) words read important. 32 incorrectly Thousands of years ago, humans learned how to grow 33-41 blue (^) Inserted word ^ sky (]) after the last word their own fruits and vegetables. These people needed 42-49 water to grow their crops. The easiest way to do this was 50-61 to dig a ditch, a canal, from a river or lake to the farm. 62-75 Reading Rate Water would flow from the river or lake to the farm. There 76-87 and Accuracy it would be used to grow the fruits and vegetables. 88-97 Total Words Read: In today’s modern world, canals like these are still 98-106 Number of Errors: used to grow food. The most common way to bring water 107-117 to farms is through canals. In places that are very dry, 118-128 Number of Correct Words Read per Minute (WCPM): like the Southwest of the United States, there are many 129-138 Accuracy Rate: canals. If it were not for canals, the farmers in these dry 139-150 places could not grow the food we eat. 151-158 (Number of Correct Words Read per Minute ÷ Total Words Read) Another way that canals are important is for shipping. 159-167 Many of the things we use every day come from faraway 168-178 places, often across an ocean. There are two famous 179-187 Reading Prosody canals that save a lot of travel time for these ships. 188-198 LOW AVG. HIGH One is the Suez Canal in the Middle East. The other is 199-210 the Panama Canal in Central America. These canals are 211-219 Decoding Ability shortcuts from one body of water to another. 220-227 Pace Here’s how the Panama Canal saves time and money. 228-236 Syntax Copyright © McGraw-Hill Education Suppose you wanted to ship something from San 237-244 Self-correction Francisco to New York. Before the Panama Canal, you had 245-254 to sail around South America. After the Panama Canal, 255-263 Intonation you only had to go as far south as Central America. This 264-275 saved around eight thousand miles, which was equal to 276-284 several weeks of sailing time. 285-289 Oral Fluency Passage Information Lexile Measure 800L Mean Sentence Length: 12.65 Mean Log Word Frequency 3.65 Word Count 289 Assessment 105 UNIT 1 Oral Fluency Assessment Museums are wonderful places to visit. There are many different kinds of museums, and they are filled with curious things. They are found all over the world, and they have been around for more than four thousand years. The oldest museum we know of was built in the Middle East. It contained things that were collected by a princess. It is amazing to think that even long ago, people were interested in things from the past. Since that time, there have been museums in every civilization. Kings, queens, and other rulers collected things in which they were interested. They hired people to take care of the buildings and objects that were collected. Over the years, other people started museums. Leaders of cities or countries built museums, and so did some universities. Some rich people started their own museums. Many of these museums were then given to cities or countries and were open to the public. Some museums are very famous. They are usually found in big cities like London, New York, or Rome. They have collections of some amazing things. Other museums are smaller, and not many people know about them. These little museums have lots of surprising things, like toys. Copyright © McGraw-Hill Education The most popular museum on Earth is in Paris, a city in France. It is filled with famous pictures and statues, but that’s only one kind of a museum. Some of the greatest museums are dedicated to science, history, and even sports. Many museums are doing something unusual now. They are allowing people to touch some of the exhibits. This makes the museum a lot more fun. Just think how great it would be to touch a sword or crown from a thousand years ago. 114 Assessment  UNIT 2 Oral Fluency Assessment The family stood by the door in the living room. Dad looked at everybody and asked, “Are you sure you want to do this?” Everybody said yes all at once. They walked out the door, got in the car, and drove to the shelter. Today they were going to adopt a dog. “Now remember,” said Mom, “we can only adopt one dog. I know you are going to fall in love with all the dogs, but we can only bring one home.” “We promise,” said Karen. “But you said that if everything worked out well, we could talk about getting another dog later.” “Aunt Wanda told me that it would be better for the new dog to get used to us,” added Jason. “I want to do a good job with one dog before we think about getting another one.” Dad smiled and said, “That all sounds like good thinking, and I hope you feel the same way when you get inside and see the dogs.” When they arrived at the shelter, Dad almost didn’t have time to park the car before they all got out. They were really excited. The family went inside and met with Copyright © McGraw-Hill Education some of the volunteers. Mom had already filled out all the papers that they needed to adopt a dog. Then they went into the place where the dogs were waiting. “This is going to be really hard,” said Karen. “I want to take all of them home.” “That’s exactly what I thought would happen,” said Dad. “I was only kidding,” said Karen. “I know we can only take one dog home. I just don’t know how we will choose. But I have a feeling that whatever decision we make, it will be a perfect choice.” Assessment 115 UNIT 3 Oral Fluency Assessment Bridges are structures that are very useful. They cross canyons, bodies of water, and other obstacles that get in the way of travel. Many bridges are beautiful and have interesting stories. The Golden Gate Bridge crosses the channel where San Francisco Bay meets the Pacific Ocean. Building the bridge was a great challenge because the currents are strong and the distance it had to cross was very long. The bridge is painted a color that is between orange and gold. Some people think that is where the name came from. That’s not correct. The name came from the body of water that is under the bridge. In London, England, you can visit the Tower Bridge. This bridge crosses the big river that flows through London. It is a beautiful bridge that has two main towers in the middle of the river. The bridge itself goes from each shore to the towers and then between the towers. There is even a special walkway that goes from the top of one tower to the other. The name of the bridge comes from the Tower of London, which is right beside the bridge. There is a special bridge in the town of Bath in the state of New Hampshire. It is the oldest covered bridge in America that is still in use. A covered bridge looks exactly Copyright © McGraw-Hill Education as what the name says. It is a bridge that has sides and a roof. Bridges like this were built in the United States hundreds of years ago. They are beautiful and look a lot like the barns and houses in the land around them. If you visit one of these bridges, it’s easy to imagine a time long ago. 116 Assessment  UNIT 4 Oral Fluency Assessment The new girl in class sat in the row of desks by the window. She seemed shy and didn’t look at the other students. She didn’t even look at the teacher until Mr. Walters spoke to her. “Welcome to our class, Maria. Would you like to tell us a little about yourself?” said Mr. Walters. “There’s really not much to say,” answered Maria. “My family just moved here, and this is the school where I’m supposed to go.” Mr. Walters smiled a little and went on with the lesson. The class was studying geography, and they were talking about mountain ranges. “Does anyone know the names of some mountain ranges that are not in the United States?” asked Mr. Walters. No one answered right away, but Maria raised her hand just a little. When Mr. Walters nodded at her, she answered, “How about the Alps?” “That’s a great answer,” said Mr. Walters. “What do you know about the Alps?” “We used to live near the Alps in Germany,” said Maria. “On weekends, we would go hiking or skiing in the Alps.” Copyright © McGraw-Hill Education Bart was sitting near Maria. He turned and asked, “How did you end up living in Germany?” “My parents are in the military, and we were stationed there,” answered Maria. She seemed more comfortable now and not so shy. “It was pretty much fun, but I missed my friends and family. We had friends who were German or Austrian, but my German is not very good. Some of them spoke English or Spanish, and that made things easier.” “I’ll bet you played soccer there,” said Vicky. “Maybe you can come to the soccer field after school and show us what you learned.” Assessment 117 UNIT 5 Oral Fluency Assessment When scientists look at the moon, planets, and stars, they use a telescope. It is one of the most important scientific instruments. Many people have a telescope at home. They can watch the night skies whenever they want. There are two kinds of telescopes. One uses a lens to gather light and is called a refracting telescope. The other uses mirrors and is called a reflecting telescope. The refracting telescope was invented around 500 years ago. No one is sure who invented it because a number of people were using lenses made of glass. The famous Italian astronomer Galileo is one possibility. He may have been the first person to make a telescope and use it to look at the moon, planets, and stars. He made several telescopes, and you can still see them in a museum in Italy. The reflecting telescope was invented a little later. Scientists knew that curved mirrors changed the way things were seen. The scientist Isaac Newton may have been the first person to make a reflecting telescope. He built it during the sixteen hundreds. The telescopes that astronomers use today are more powerful than those used long ago. In fact, the telescope Copyright © McGraw-Hill Education that you can buy at a local store or online is more powerful than the ones used by Galileo or Newton. The most powerful telescopes today are huge and are kept in special buildings. The buildings are usually on top of a mountain. This is a good location for a telescope. There are no city lights around, and the air is a little cooler and clearer. One of the most famous telescopes is the Hubble Space Telescope. This is in orbit around Earth and sends the pictures it takes of the stars back to Earth. 118 Assessment  UNIT 6 Oral Fluency Assessment A canal is a kind of ditch through which water flows. It sounds pretty simple, so how important can a canal be? When you think about it, however, canals are really important. Thousands of years ago, humans learned how to grow their own fruits and vegetables. These people needed water to grow their crops. The easiest way to do this was to dig a ditch, a canal, from a river or lake to the farm. Water would flow from the river or lake to the farm. There it would be used to grow the fruits and vegetables. In today’s modern world, canals like these are still used to grow food. The most common way to bring water to farms is through canals. In places that are very dry, like the Southwest of the United States, there are many canals. If it were not for canals, the farmers in these dry places could not grow the food we eat. Another way that canals are important is for shipping. Many of the things we use every day come from faraway places, often across an ocean. There are two famous canals that save a lot of travel time for these ships. One is the Suez Canal in the Middle East. The other is the Panama Canal in Central America. These canals are shortcuts from one body of water to another. Copyright © McGraw-Hill Education Here’s how the Panama Canal saves time and money. Suppose you wanted to ship something from San Francisco to New York. Before the Panama Canal, you had to sail around South America. After the Panama Canal, you only had to go as far south as Central America. This saved around eight thousand miles, which was equal to several weeks of sailing time. Assessment 119  UNIT 1 Assessment Lesson 1 Name ___________________________ Date _________ Score ________ Phonics: /∫/ spelled a, a_e Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. The is filled with warm water. baasin beasin basin 2. The squirrel was eating an. acorn eacorn aceorn 3. A few of snow began to fall. flaks flakes fleakes 4. Can we seats so I can look out the window? Copyright © McGraw-Hill Education trade traad traid 5. Don’t let the dog the cat. chas chais chase Assessment 1 UNIT 1 Assessment Lesson 1 (continued) Name ___________________________ Date _________ Score ________ Phonics: /μ/ spelled i, i_e Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 6. A dingo is a kind of dog. weild wild wiled 7. A machine will the wheat into flour. grind grinde greind 8. The water is a lot of fun. slid slaid slide 9. Amy won the math. Copyright © McGraw-Hill Education priz preiz prize 10. Bees live in a place called a. hiiv hive haiv 2 Assessment  UNIT 1 Assessment Lesson 1 (continued) Name ___________________________ Date _________ Score ________ Phonics: /∂/ spelled o, o_e Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 11. We visited a of orange trees. grove groove groav 12. The friends went for a along the river. stroal strool stroll 13. My mother us to the beach. drov drove droav 14. Why do you he did that? Copyright © McGraw-Hill Education suppos suppoas suppose 15. Our park has a small pond. loocal local loacal Assessment 3 UNIT 1 Assessment Lesson 1 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Compound Words Read each word. Fill in the bubble under the word that is a compound word. 16. question railroad practice 17. pitcher narrow football 18. nowhere mirror jacket 19. leader meeting anyone 20. jungle moonlight grocery Copyright © McGraw-Hill Education 4 Assessment  UNIT 1 Assessment Lesson 2 Name ___________________________ Date _________ Score ________ Phonics: /¥/ spelled e, e_e Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. These coins are to a dollar. eaqual equal eiqual 2. The king was defeated by the people. evil eveil eavil 3. How much are shoes? theas these thees 4. The sidewalk was made of. Copyright © McGraw-Hill Education concrete concreet concreat 5. The of the poem is that life is a journey. theem theam theme Assessment 5 UNIT 1 Assessment Lesson 2 (continued) Name ___________________________ Date _________ Score ________ Phonics: /Œ/ spelled u, u_e Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 6. The states came together to form a. uenion eunion union 7. What kind of do you like? music mousic muesic 8. A has six sides. coub cube cuub 9. The farmer let us ride the. Copyright © McGraw-Hill Education moul mul mule 10. Carlos had a good for being late. excus excuse excuus 6 Assessment  UNIT 1 Assessment Lesson 2 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Antonyms and Synonyms Fill in the bubble under the answer you think is correct. 11. Which word has the same or similar meaning as damp? moist faint dull 12. Which word has the same or similar meaning as strong? delicious curious powerful 13. Which word has the same or similar meaning as journey? crown voyage saddle 14. Which word means the opposite of flood? travel curtain drought Copyright © McGraw-Hill Education 15. Which word that means the opposite of lead? follow crash learn Assessment 7 UNIT 1 Assessment Lesson 3 Name ___________________________ Date _________ Score ________ Phonics: /j/ spelled ge, gi_ and /s/ spelled ce, ci_, cy Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. This is a bug. stranje strandge strange 2. The plane’s was very loud. endjine engine enyine 3. A went around the garden. fense fence fench 4. This isn’t very sharp. Copyright © McGraw-Hill Education pencil pensil penshil 5. This peach is really. juise juicy juisy 8 Assessment  UNIT 1 Assessment Lesson 3 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Shades of Meaning Fill in the bubble under the answer that best matches the meaning of the sentence. 6. It was a day, so Anna wore a light jacket. cool frigid 7. The jar fell from the table and in hundreds of pieces. broke shattered 8. Jeff worked hard for six hours to get the room. clean spotless 9. The water is leaking badly, so the pipe should be fixed Copyright © McGraw-Hill Education. immediately soon 10. After walking in the rain for an hour, the hikers were. wet soaked Assessment 9 UNIT 1 Assessment Lesson 4 Name ___________________________ Date _________ Score ________ Phonics: /∫/ spelled ai_, _ay Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. My parents will my room. paint pante piant 2. The dog wagged its. taal tail teal 3. This road is crowded with traffic. alwais alwaes always 4. Our class picnic is. Copyright © McGraw-Hill Education todai today todae 5. You should some water on the lawn. spray sprai sprae 10 Assessment  UNIT 1 Assessment Lesson 4 (continued) Name ___________________________ Date _________ Score ________ Phonics: /Ω/ spelled _le, _el, _al, _il Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 6. A bird landed in the tree. appal apple appil 7. How many will be at the party? peopul peopol people 8. Please mail this. envalope envelope enveelope 9. A fell from the flower. Copyright © McGraw-Hill Education petal petle petil 10. Her likes to go fishing. famly famaly family Assessment 11 UNIT 1 Assessment Lesson 4 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Regular Plurals Read each sentence. Fill in the bubble under the plural word that best completes the sentence and is spelled correctly. 11. There were four of pie left. pieces pieceys piecies 12. We picked some wild. berrys berries berryes 13. These can be used to build a bookcase. boards bordies boardes 14. The moved the cattle toward the corral. Copyright © McGraw-Hill Education cowboies cowboys cowboyes 15. How many long is that fish? inchs inchies inches 12 Assessment  UNIT 1 Assessment Lesson 5 Name ___________________________ Date _________ Score ________ Phonics: /f/ spelled ph, /m/ spelled _mb, /n/ spelled kn_, /r/ spelled wr_, /w/ spelled wh_ Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. Please answer the. fone plone phone 2. It has been a long since it rained. wile hwile while 3. Let’s to the top of that hill. climb clime climt 4. The on that door is stuck. Copyright © McGraw-Hill Education nob knob gnob 5. Ken the gift he bought for his sister. wrapped rapped rhapped Assessment 13 UNIT 1 Assessment Lesson 5 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Irregular Plurals Read each sentence. Fill in the bubble under the plural word that best completes the sentence and is spelled correctly. 6. Some were playing in the park. childes children childrens 7. Vicky cut the roll into. halfs halfies halves 8. Some got into the basement. mice mousies mouses 9. A flock of flew over the lake. Copyright © McGraw-Hill Education gooses geese geeses 10. Which of these is the sharpest? knifes knivies knives 14 Assessment  UNIT 1 Assessment Name ___________________________ Date _________ Score ________ Phonics: Long Vowel Spellings /∫/ /¥/ /μ/ /∂/ /Œ/ Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. The workers used a to move the fallen tree. chane chain chein 2. That is my favorite in the movie. scene scean sceen 3. The river is very here. wid wide weid 4. The players a captain for the team. Copyright © McGraw-Hill Education choos choas chose 5. May I borrow your ? rueler rouler ruler Assessment 15 UNIT 1 Assessment (continued) Name ___________________________ Date _________ Score ________ Phonics: /j/ spelled ge, gi_ and /s/ spelled ce, ci_, cy Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 6. The singers stood on the. stage staje stadge 7. A fish swam beside the boat. jiant giant djiant 8. My mother’s is around the corner. offis offisc office 9. The on this cake is really good. Copyright © McGraw-Hill Education ising icing eising 10. The students dressed in clothes for the prom. fancy fansy fanzy 16 Assessment  UNIT 1 Assessment (continued) Name ___________________________ Date _________ Score ________ Phonics: /Ω/ spelled _le, _el, _al, _il Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 11. The rabbit stayed near its mother. littl little littell 12. Put your books on the. tabel tablle table 13. Use this to dig the hole. shovel shovle shoval 14. Pete won a for swimming. Copyright © McGraw-Hill Education medle medal medol 15. A dust is a kind of spinning wind. deval devol devil Assessment 17 UNIT 1 Assessment (continued) Name ___________________________ Date _________ Score ________ Phonics: /f/ spelled ph, /m/ spelled _mb, /n/ spelled kn_, /r/ spelled wr_, /w/ spelled wh_ Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 16. This shows how the team is doing. graph graf grapf 17. Ben had a in his pocket. comm comp comb 18. She hurt her playing soccer. gnee knee nee 19. I will a letter to my grandmother. Copyright © McGraw-Hill Education rite write rhite 20. That field is ready for harvest. wheat weat hweat 18 Assessment  UNIT 1 Assessment (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Compound Words, Antonyms and Synonyms, and Shades of Meaning Fill in the bubble under the answer you think is correct. 21. Which word is a compound word? insect gather bedspread 22. Which word is a compound word? foolish cupcake difference 23. Which word has the same or similar meaning as under? matter dozen below 24. Which word means the opposite of smooth? Copyright © McGraw-Hill Education rough shadow traffic 25. Which word best matches the meaning of this sentence? Rita had to the rope hard to free the boat. pull jerk Assessment 19 UNIT 1 Assessment (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Shades of Meaning, Regular Plurals, and Irregular Plurals Fill in the bubble under the answer that best completes each a sentence. 26. He was only a little of the dark. afraid terrified 27. This street has some really nice. gardenes gardens gardenies 28. The here are rocky, not sandy. beaches beachs beachies 29. Some painted the benches in the park. Copyright © McGraw-Hill Education ladys lades ladies 30. You can sometimes see in this park. wolfs wolves wolvies 20 Assessment UNIT 2 Assessment Lesson 1 Name ___________________________ Date _________ Score ________ Phonics: /¥/ spelled ee, ea, _y, _ie_, _ey Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. The was lined with trees. streat street strete 2. We went to the on Saturday. beach beche biech 3. A box of was on the table. candiy candey candy 4. Some cows were standing in the. Copyright © McGraw-Hill Education feeld field feald 5. How do bees make ? honee honiey honey 22 Assessment  UNIT 2 Assessment Lesson 1 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Contractions and Possessives Fill in the bubble under the answer you think is correct. 6. Which word is the contraction for cannot? cant’ ca’nt can’t 7. Which word is the contraction for did not? didn’t did’nt didnt’ 8. Which word is the contraction for she will? she’ll shell shel’l Fill in the bubble under the possessive word that best completes the sentence and is spelled correctly. Copyright © McGraw-Hill Education 9. A mane is usually dark fur. lion’es lion’s lions’ 10. Some roots can be cooked and eaten. plant’s plants’s plants’ Assessment 23 UNIT 2 Assessment Lesson 2 Name ___________________________ Date _________ Score ________ Phonics: /μ/ spelled _igh, _ie, _y Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. An eagle flew above the lake. high hijh hygh 2. The sun seems really today. breight bright breite 3. The baby all night. cryded cryed cried 4. This book is about a in the Civil War. Copyright © McGraw-Hill Education spie spy spiy 5. The children rode bikes in a park. nearbie nearbuy nearby 24 Assessment  UNIT 2 Assessment Lesson 2 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Irregular Verbs Read each sentence. Fill in the bubble under the verb that best completes the sentence and is spelled correctly. 6. Dan his dog to school for Pet Day. broat braught brought 7. The mayor to the newspaper reporters. spoke spouk spoak 8. It cloudy late in the afternoon. becomed becoom became 9. A tree beside the pond. Copyright © McGraw-Hill Education grue grew grou 10. Mom for the pizza. paid pade pead Assessment 25 UNIT 2 Assessment Lesson 2 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Abstract Nouns Look at each group of words. Fill in the bubble under the word in each group that is an abstract noun. An abstract noun is not a person, place, or thing. 11. house truth mother 12. honesty balloon truck 13. box peace dress 14. flower kitten bravery 15. kindness peanut window Copyright © McGraw-Hill Education 26 Assessment  UNIT 2 Assessment Lesson 3 Name ___________________________ Date _________ Score ________ Phonics: /∂/ spelled oa_, _ow Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. Who is the of the soccer team? coche coach coech 2. The dog wanted to around the park. roam rome room 3. The hikers were after walking in the rain. sokked soeked soaked 4. Water will always down a hill. Copyright © McGraw-Hill Education flow flou floe 5. How far can you the ball? throu throw throe Assessment 27 UNIT 2 Assessment Lesson 3 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Homophones Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 6. The horse waved its back and forth. tail tale 7. The water in the lake was a deep color. blew blue 8. What will you to the party? where wear 9. The cleaned the hotel room. Copyright © McGraw-Hill Education maid made 10. A heavy held the boat in place. wait weight 28 Assessment  UNIT 2 Assessment Lesson 4 Name ___________________________ Date _________ Score ________ Phonics: /Œ/ spelled _ew, _ue Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. The plane above the clouds. flew flou flue 2. Fran the ball to first base. thrue threw throuw 3. We heard the good about the game. noos nous news 4. The sailors were able to the people in the water. Copyright © McGraw-Hill Education rescue rescou rescew 5. A helped the police solve the crime. cloo clue clew Assessment 29 UNIT 2 Assessment Lesson 4 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Homographs/Multiple-Meaning Words Read each question and sentence. Fill in the bubble under the answer you think is correct. 6. Does the word lead sound most like head or bead? A guide will lead us through the museum. bead head 7. Does the word wind sound most like find or grinned? The wind was very strong this afternoon. find grinned Read each sentence. Fill in the bubble under the answer that shows what the underlined word means in the sentence. 8. Jan went to the store to buy bread. Copyright © McGraw-Hill Education to save things for later a place to buy things 9. Pam used a ruler to find out the depth of the snow. a tool used for measuring a leader like a king or queen 10. We did not see Jeff wave at us. move your hand moving water 30 Assessment  UNIT 2 Assessment Lesson 5 Name ___________________________ Date _________ Score ________ Phonics: /∏/ spelled oo, u, u_e, _ew, _ue Read each sentence. Fill in the bubble under the word that best completes the sentence and is spelled correctly. 1. We had to down to get into the small cave. stoup stuup stoop 2. A is a flower that blooms in early spring. toulip toolip tulip 3. My friend knows how to play the. flout flute floote 4. We had for dinner last night. Copyright © McGraw-Hill Education stew steu stue 5. The worker tried to two boards together. gloo glue glou Assessment 31 UNIT 2 Assessment Lesson 5 (continued) Name ___________________________ Date _________ Score ________ Word Analysis: Homographs/Multiple-Meaning Words Read each question and sentence. Fill in the bubble under the answer you think is correct. 6. Does the word close sound most like nose or dose? Tina tried to stand close to the fire to keep warm. nose dose 7. Does the word tear sound most like wear or fear? Be careful or you will tear your shirt. wear fear Read each sentence. Fill in the bubble under the answer that shows what the underlined word means in the sentence. 8. We learned how to row on the lake last week. Copyright © McGraw-Hill Education make a boat move things in a straight line 9. My brother did not feel well yesterday. a hole that gives water good or healthy 10. The pitcher threw the ball really fast. a baseball player something to hold water 32 Assessment  UNIT 2 Assessment Name ___________________________ Date _________ Score ________ Phonics: /¥/ spelled ee, ea, _y, _ie_, _ey Read each sentence. Fill in the bubble under the word that best