Reading Wonders - Assessment.weekly Assessment.G1

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B
Table of Contents
Teacher Introduction iv
Unit 1 Unit 4
Week 1 Assessment 1 Week 1 Assessment 151
Unit 2 Unit 5
Unit 3 Unit 6
Copyright © The McGraw-Hill Companies, Inc.

Weekly Assessment • Teacher Introduction iii

Teacher Introduction
Weekly Assessment
Weekly Assessment is an integral part of the complete assessment program aligned with
McGraw-Hill Reading Wonders and the Common Core State Standards (CCSS).
Purpose of Weekly Assessment
Weekly Assessment offers the opportunity to monitor children’s progress in a steady and
structured manner while providing formative assessment data. As children complete
each week of the reading program, they will be assessed on their understanding of key
instructional content. The results of the assessments can be used to inform subsequent
instruction. The results of Weekly Assessment can also serve as a summative assessment
by providing a status of current achievement in relation to children’s progress through the
CCSS-aligned curriculum.
Focus of Weekly Assessment
Weekly Assessment focuses on two key areas of English Language Arts as identified by the
CCSS—Reading and Language. Children will read one selection each week and respond
to items focusing on Comprehension Skills, Foundational Skills, and Vocabulary Strategies.
These items assess the ability to access meaning from the text; decode words; distinguish
and produce words, syllables, and sounds; and demonstrate understanding of unknown
and multiple-meaning words and phrases.
Administering Weekly Assessment
Each weekly assessment should be administered once the instruction for the specific week is
completed. Make copies of the weekly assessment for the class. You will need one copy of the
Answer Key page for each child taking the assessment. The scoring table at the bottom of the
Answer Key provides a place to list children’s scores. The accumulated data from each weekly
assessment chart children’s progress and underscore strengths and weaknesses.
After each child has a copy of the assessment, provide a version of the following directions:
For Units 1-3 say: Write your name and the date on the question pages for this test. (When
children are finished, continue with the directions.) I will read the test aloud. Follow along as

I read. (NOTE: Teacher script for the phonemic awareness and phonics items precedes
the answer key for each test.)
For Units 4-6, you may choose to continue reading the assessments aloud; if so, follow
the directions for Units 1-3. (NOTE: Teacher script is not provided for the phonics items
in these tests; you should name each picture for the children.) If you choose to have
the children read the assessments themselves, say: Write your name and the date on
the question pages for this test. (When children are finished, continue with the directions.)
You will read a story and answer questions. Read the story and the questions carefully. For
the multiple-choice questions, completely fill in the circle next to the correct answer. For the
constructed response question, write your answer on the lines. When you have completed the
test, put your pencil down and turn the pages over. You may begin now.
Answer procedural questions during the assessment. After the class has completed
the assessment, ask children to verify that their names and the date are written on the
necessary pages.
iv Weekly Assessment • Teacher Introduction

Overview of Weekly Assessment

Each weekly assessment is composed of the following:
Units 1–3
• 1 “Cold Read” selection
• 5 multiple-choice items assessing Comprehension Skills
• 2 multiple-choice items assessing High-Frequency Words
• 2 multiple-choice items assessing Phonemic Awareness
• 3 multiple-choice items assessing Phonics
• 3 multiple-choice items assessing Structural Analysis
Units 4–6
• 1 “Cold Read” selection
• 4 multiple-choice items assessing Comprehension Skills
• 1 constructed response item assessing Comprehension
• 3 multiple-choice items assessing Vocabulary Strategies
• 2 multiple-choice items assessing High-Frequency Words
• 2 multiple-choice items assessing Phonics
• 3 multiple-choice items assessing Structural Analysis
Reading Selections
Each weekly assessment features one selection on which the assessment items are based.
The selection reflects 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
to mirror the rigor of reading materials children encounter in the classroom.
Comprehension
Each selection is followed by items that assess children’s understanding of the text through
the use of that week’s Comprehension Skill or a related review skill. Each selection in
Units 1-3 is followed by five multiple-choice items; each selection in Units 4-6 is followed by
four multiple-choice items.

Each weekly assessment in Units 4–6 includes a constructed response item that provides
children the opportunity to craft a written response that shows their critical thinking skills
and allows them to support their response with text evidence from the selection.
Vocabulary
Each selection in Units 4-6 is followed by three items that ask children to demonstrate the
ability to uncover the meanings of unknown and multiple-meaning words and phrases
using that week’s Vocabulary Strategy focus.
Reading Foundations and Language
Each weekly assessment also includes multiple-choice items that assess children’s mastery
of phonemic awareness, phonics, and structural analysis skills, and the high-frequency
words taught during the week. See the lists above for the number of items of each type that
are included in the assessments.
Weekly Assessment • Teacher Introduction v

Scoring Weekly Assessment

Multiple-choice items are worth one point each. The constructed response items in
Units 4–6 are worth two points each. Use the possible answer parameters provided in the
Answer Key along with the scoring rubrics listed below to assign a score. Responses that
show a complete lack of understanding or are left blank should be given a 0.
Score: 2
The response shows thorough understanding of the underlying skill. Appropriate text
evidence is used to answer the question.
Score: 1
The response shows partial understanding of the underlying skill. Text evidence is featured,
though examples are too general.
Evaluating Weekly Assessment Scores
The primary focus of each weekly assessment is to evaluate children’s progress toward
mastery of previously-taught skills and strategies. The expectation is for children to
score 80% or higher on the assessment as a whole. For children who would benefit from
additional instruction, assign appropriate lessons from the Tier 2 online PDFs. Refer to the
weekly “Progress Monitoring” spreads in the Teacher’s Editions of McGraw-Hill Reading
Wonders for specific lessons.
The Answer Keys in Weekly Assessment provide the information you need to understand your
children’s performance and plan for their individualized instructional and intervention needs.
This column lists the instructional content
for the week that is assessed in each item.
Question Answer Content Focus CCSS Complexity

This column lists the CCSS alignment for This column lists the Depth of Knowledge
each assessment item. associated with each item.
4 C Main Idea and Key Details RL.1.2 DOK 2
5 See below Main Idea and Key Details RL.1.2 DOK 2
6 A Context Clues: Sentence Clues L.1.4a DOK 2
Comprehension: Multiple Choice 1, 2, 3, 4, /4 %

Comprehension: Constructed Response 5 /2 %
Vocabulary Strategies 6, 7, 8 /3 %
Scoring rows identify items associated

with Reading and Language strands and
allow for quick record keeping.
vi Weekly Assessment • Teacher Introduction

UNIT 1
WEEK 1
Read the story “Sam and Jan.” Then answer

Numbers 1 to 5.
Sam and Jan

I am Sam.
I am at school.
N➜
GO ON
Weekly Assessment • Unit 1, Week 1 Grade 1 1 1
UNIT 1
WEEK 1
We have a mat.
I can tap the map.
GO ON ➜
2 2 Grade 1 Weekly Assessment • Unit 1, Week 1
UNIT 1
WEEK 1
This is Jan.
Jan pats a cat.
Jan is not at school.
N➜
GO ON
Name: Date:
Now answer Numbers 1 to 5. Base your

answers on the story “Sam and Jan.”
1 Sam is .
a at bat
b at school
c not at school
2 What can Sam do?

a tap the map
b tap the mat
c pat the cat
3 Where is Jan?
a at a lab

b at school
c not at school
GO ON ➜
Name: Date:
4 Look at the picture on page 1.

Sam has a .
a map
b bag
c cat

Jan pats .
a a map
b a mat
c a cat
N➜
GO ON
Name: Date:
Choose the best answer.
6 We are at .
a not
b does
c school
7 The pan is here.

a what
b not
c does
Listen while your teacher reads the directions.
8 a b c
9 a b c
GO ON ➜
Name: Date:
Choose the word that names the picture.
10 a mat
b rat
c cap
11 a bag
b tap
c sad
12 a dad
b hat
c can
N➜
GO ON
Name: Date:
13 The cat .
a naps
b map
c nap
14 Nan .
a bat
b bats
c Jan
15 Sal me.
a tap
b tag

c tags
STOP

Grade 1 Unit 1, Week 1 Teacher Script
Teacher reads all directions, passages, items, and answer choices aloud.
Phonemic Awareness
page 6
8 Look at Number 8. Listen carefully as I say a word: man. Now listen to these
answer choices: tack, fan, bat. Fill in the bubble next to the picture that rhymes
with man.
9 Look at Number 9. I will say a word: lamb. /l/ /a/ /m/. What is the middle sound in
/l/ /a/ /m/? Listen to these answer choices: cat, bib, pen. Fill in the bubble next to
the picture that has the same middle sound as /l/ /a/ /m/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: rat. Read the three answer
choices. Then fill in the bubble next to the word that names the picture.
11 Look at Number 11. I will say the name of the picture: bag. Read the three answer
12 Look at Number 12. I will say the name of the picture: can. Read the three answer
Weekly Assessment • Unit 1, Week 1 Grade 1 9

Answer Key Name:
1 B Key Details RL.1.1 DOK 1
2 A Key Details RL.1.1 DOK 1
3 C Key Details RL.1.1 DOK 1
4 B Key Details: Use Illustrations RL.1.7 DOK 1
5 C Key Details: Use Illustrations RL.1.7 DOK 1
6 C High-Frequency Words RF.1.3g DOK 1
7 B High-Frequency Words RF.1.3g DOK 1
8 B Identify Rhyme RF.K.2a DOK 1
9 A Phoneme Isolation RF.1.2c DOK 1
10 B Short a RF.1.3b DOK 1
11 A Short a RF.1.3b DOK 1
12 C Short a RF.1.3b DOK 1
13 A Inflectional Ending -s RF.1.3f DOK 2

14 B Inflectional Ending -s RF.1.3f DOK 2
15 C Inflectional Ending -s RF.1.3f DOK 2
Comprehension 1, 2, 3, 4, 5 /5 %
High-Frequency Words 6, 7 /2 %
Phonemic Awareness 8, 9 /2 %
Phonics 10, 11, 12 /3 %
Structural Analysis 13, 14, 15 /3 %
Total Weekly Assessment Score /15 %
10 Grade 1 Weekly Assessment • Unit 1, Week 1

UNIT 1
WEEK 2
Read the story “Lin and Tim Go Out.” Then

answer Numbers 1 to 5.
Lin and Tim Go Out

This is Lin.
Lin is with Tim.
They will go out.
Dad will go too.
N➜
GO ON
UNIT 1
WEEK 2
Lin and Tim go up the hill.

They go down the hill.
Lin is quick.
Tim does not see Dad.
Lin sees him.
GO ON ➜
UNIT 1
WEEK 2
Lin and Tim play.

Dad plays too.
Lin will pass to Tim.
The kids win!
It is good to go out with Dad.
N➜
GO ON
Name: Date:

answers on the story “Lin and Tim Go Out.”
1 Lin is .
a a dad
b with Tim
c at school
2 What will Lin and Tim do?

a bat
b go out
c see a pig
3 What do Lin and Tim do FIRST?

a go down the hill

b play with Dad
c go up the hill
GO ON ➜
Name: Date:
4 Lin sees .
a Dad
b Tim
c kids
5 What do Lin and Tim do LAST?

a go down the hill
b play with Dad
c see the hill
N➜
GO ON
Name: Date:
6 His hat is big.

a very
b out
c up
7 Kim fills the sack.

a down
b up
c very
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a bad
b bid
c bib
11 a six
b sad
c sick
12 a lap
b lip
c lid
N➜
GO ON
Name: Date:
13 Pat sit with Dad.

a wil
b win
c will
14 Jim has a bat and a .

a mitt
b mix
c mit
15 Will you me the bag?

a pass
b pas

c pill
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word in parts: /p/ /i/ /g/. What word do you make
when you blend these sounds together? Listen to these answer choices: bug, pen,
pig. Fill in the bubble next to the picture that has the same sounds as /p/ /i/ /g/.
9 Look at Number 9. I will say a word: mill. How many sounds do you hear in the
word mill? Fill in the bubble next to the picture that shows how many sounds are in
the word mill.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: bib. Read the three answer
11 Look at Number 11. I will say the name of the picture: six. Read the three answer
12 Look at Number 12. I will say the name of the picture: lid. Read the three answer

Answer Key Name:
3 C Key Details: Sequence RL.1.1 DOK 1
4 A Key Details RL.1.1 DOK 1
5 B Key Details: Sequence RL.1.1 DOK 1
6 A High-Frequency Words RF.1.3g DOK 1
8 C Phoneme Blending RF.1.2b DOK 2
9 B Phoneme Segmentation RF.1.2d DOK 2
10 C Short i RF.1.3b DOK 1
11 A Short i RF.1.3b DOK 1
12 C Short i RF.1.3b DOK 1
13 C Double Final Consonants RF.1.3b DOK 1

14 A Double Final Consonants RF.1.3b DOK 1
15 A Double Final Consonants RF.1.3b DOK 1
Phonics 10, 11, 12 /3 %

UNIT 1
WEEK 3
Read the story “Kit, Nat, and Kim.” Then

Kit, Nat, and Kim

I am Jim.
I have a black cat.
Kit sits in my lap and licks.
I pat Kit.
Kit does not hiss.
N➜
GO ON
UNIT 1
WEEK 3
This is Nat.
Nat can dig.
Nat pulls me.
Nat is very quick.
I want Nat to sit, and he does.
I pat his back.
GO ON ➜
UNIT 1
WEEK 3
This is Kim.
Kim has big fins.
Kim does not sit in my lap.
Kim can go up and down the glass.
I like Kit and Nat and Kim.
N➜
GO ON
Name: Date:

answers on the story “Kit, Nat, and Kim.”
1 What does Jim do FIRST?

a pats Kit
b pats Nat
c pats Kim
2 What does Kit do?

a pulls
b licks
c pats
3 Jim wants Nat to .

a go out

b sit down
c have fins
GO ON ➜
Name: Date:
4 Kim has .
a a lap
b a kiss
c big fins
5 What does Jim do LAST?

a pats Nat
b sits with Kit
c looks at Kim
N➜
GO ON
Name: Date:
6 Will Sam here?

a come
b good
c pull
7 This jam is .
a be
b come
c good
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a flag
b bag
c clap
11 a back
b click
c black
12 a slam
b flat
c fit
N➜
GO ON
Name: Date:
13 Max has six .

a cat
b catt
c cats
14 The class ran up two .

a hill
b hills
c hizz
15 Jill can fill for kids.

a packs
b paks

c pack
STOP

Phonemic Awareness
page 6
8 – /n/. What word do you make
Look at Number 8. I will say a word in parts: /p/ /l/ / a/
when you blend these sounds together? Listen to these answer choices: lamp,
plane, pan. Fill in the bubble next to the picture that has the same sounds as
– /n/.
/p/ /l/ / a/
9 Look at Number 9. I am going to say a word. Then I will ask you to change one
sound in the word. By changing the sound, you will make a new word. The word is
flip. Change the /f/ to /k/. What new word do you make? Listen to these answer
choices: cap, clip, slip. Fill in the bubble next to the picture that shows the new
word you make when you change /f/ to /k/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: flag. Read the three answer
11 Look at Number 11. I will say the name of the picture: black. Read the three
answer choices. Then fill in the bubble next to the word that names the picture.
12 Look at Number 12. I will say the name of the picture: flat. Read the three answer

Answer Key Name:
1 A Key Details: Sequence RL.1.1 DOK 1
4 C Key Details RL.1.1 DOK 1
5 C Key Details: Sequence RL.1.1 DOK 1
8 B Phoneme Blending RF.1.2b DOK 2
9 B Phoneme Substitution RF.K.2e DOK 2
10 A Beginning Consonant Blends RF.1.3 DOK 1
11 C Beginning Consonant Blends RF.1.3 DOK 1
12 B Beginning Consonant Blends RF.1.3 DOK 1
13 C Plural Nouns -s L.1.1c DOK 1

14 B Plural Nouns -s L.1.1c DOK 1
15 A Plural Nouns -s L.1.1c DOK 1
Phonics 10, 11, 12 /3 %

UNIT 1
WEEK 4
Read the story “Pals Have Fun.” Then

Pals Have Fun

Nan and Tom are pals.
They go down a ramp.
They play.
Pals can have lots of fun.
N➜
GO ON
UNIT 1
WEEK 4
Nan and Tom pick out socks.

They have a big plan.
Look at what the pals make!
Tom has a fox.
Nan has a pig.
GO ON ➜
UNIT 1
WEEK 4
Nan and Tom are at school.

Fox and Pig are at school.
Nan and Tom do a play.
The kids like it a lot.
The kids clap.
What can you do with pals?
N➜
GO ON
Name: Date:

answers on the story “Pals Have Fun.”

Nan and Tom .
a can not play
b are not pals
c toss a ball
2 Nan and Tom have a big .

a cat
b flag
c plan
3 What does Tom make with a sock?

a a fox
b a pig
c a map
GO ON ➜
Name: Date:
4 Tom and Nan .

a can not have fun
b do a play at school
c make socks for kids

The kids .
a nap on a mat
b are sad
c clap
N➜
GO ON
Name: Date:
6 It is to hop down a hill.

a too
b fun
c make
7 Ron can a flag for his class.

a make
b they
c fun
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a click
b clock
c clack
11 a fan
b fix
c fox
12 a tip
b top
c tap
N➜
GO ON
Name: Date:
13 Which word comes FIRST in ABC order?

a hot
b will
c dig
14 Which word comes LAST in ABC order?

a glad
b box
c cliff

a pull
b flap

c job
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word with four sounds: block. /b/ /l/ /o/ /k/. Take
away the first sound /b/ from the word block. What new word do you make? Listen
to these answer choices: lock, rock, sock. Fill in the bubble next to the picture that
shows what word is left when you take away the /b/ sound from the word block.
9 Look at Number 9. Listen carefully as I say a word: stop. Now listen to these
answer choices: map, stamp, mop. Fill in the bubble next to the picture that
rhymes with stop.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: clock. Read the three
11 Look at Number 11. I will say the name of the picture: fox. Read the three answer
12 Look at Number 12. I will say the name of the picture: top. Read the three answer

Answer Key Name:
1 C Key Details: Use Illustrations RI.1.7 DOK 1
2 C Key Details RI.1.1 DOK 1
3 A Key Details RI.1.1 DOK 1
4 B Key Details RI.1.1 DOK 1
5 C Key Details: Use Illustrations RI.1.7 DOK 1
8 A Phoneme Deletion RF.K.2e DOK 2
9 C Identify Rhyme RF.K.2a DOK 1
10 B Short o RF.1.3b DOK 1
11 C Short o RF.1.3b DOK 1
12 B Short o RF.1.3b DOK 1
13 C Alphabetical Order RF.1.3b DOK 1

14 A Alphabetical Order RF.1.3b DOK 1
15 B Alphabetical Order RF.1.3b DOK 1
Phonics 10, 11, 12 /3 %

UNIT 1
WEEK 5
Read the story “Move, Move.” Then answer

Numbers 1 to 5.
Move, Move
Kids like to move.
Fran skips to school.
She runs with pals.
The pals hop.
They play tag.
N➜
GO ON
UNIT 1
WEEK 5
Pam jogs with Mom.

Pam spots two pals.
She stops and jumps.
Pam’s mom jumps too.
This is fun!
GO ON ➜
UNIT 1
WEEK 5
Stan and Dom tap.

They are good.
Can Dad tap?
Stan and Dom help Dad.
Look at him tap!
Kids and dads and moms move a lot.
They can hop and jump and tap.
N➜
GO ON
Name: Date:

answers on the story “Move, Move.”
1 Fran runs and .

a skips
b claps
c taps
2 What does Pam do?

a runs with Fran
b jogs with Mom
c hops with Dom

What can Pam and Mom do?

a snack
b jump
c sing
GO ON ➜
Name: Date:
4 Stan and Dom can .

a jog and hop
b play tag
c tap

Stan and Dom .
a tap with Dad
b run and jump
c skip to school
N➜
GO ON
Name: Date:
6 Roz can on a mat.

a jump
b two
c fun
7 Kip has tan dogs.

a move
b two
c run
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a flip
b trip
c drip
11 a snap
b slap
c trap
12 a brick
b stick
c trick
N➜
GO ON
Name: Date:
13 The hat is black.

a man
b mans
c man’s
14 dad likes to swim.

a Jon’s
b Jons
c Jon
15 They clap at trick.

a Brad
b Brads

c Brad's
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: spin. How many sounds do you hear in the
word spin? Fill in the bubble next to the picture that shows how many sounds are
in the word spin.
9 Look at Number 9. I will say a word with four sounds: brag. /b/ /r/ /a/ /g/. Take away
the first sound /b/ from the word brag. What new word do you make? Listen to
these answer choices: tag, rag, bag. Fill in the bubble next to the picture that
shows what word is left when you take away the /b/ sound from the word brag.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: drip. Read the three answer
11 Look at Number 11. I will say the name of the picture: snap. Read the three
12 Look at Number 12. I will say the name of the picture: stick. Read the three

Answer Key Name:
1 A Key Details RI.1.1 DOK 1
2 B Key Details RI.1.1 DOK 1
3 B Key Details: Use Illustrations RI.1.7 DOK 1
4 C Key Details RI.1.1 DOK 1
5 A Key Details: Use Illustrations RI.1.7 DOK 1
8 C Phoneme Segmentation RF.1.2d DOK 2
9 B Phoneme Deletion RF.K.2e DOK 2
10 Beginning Consonant Blends:

C RF.1.3b DOK 1
r-Blends, s-Blends

A RF.1.3b DOK 1
r-Blends, s-Blends

B RF.1.3b DOK 1
r-Blends, s-Blends
13 C Possessives L.1.1b DOK 1

14 A Possessives L.1.1b DOK 1
15 C Possessives L.1.1b DOK 1
Phonics 10, 11, 12 /3 %

UNIT 2
WEEK 1
Read the story “Greg Can Help.” Then

Greg Can Help

Greg can help.
He can do a lot.
Greg can make his bed.
He does not play on it.
N➜
GO ON
UNIT 2
WEEK 1
Greg can help Dad make bread.

The bread is good!
Greg is glad.
Dad pats Greg on his head.
GO ON ➜
UNIT 2
WEEK 1
Greg can help at school too.

He can help the new kids.
He can play with the little kids.
Greg is glad he can help.
N➜
GO ON
Name: Date:

answers on the story “Greg Can Help.”
1 What does Greg like to do?

a pet cats
b help Dad
c pat his head
2 Greg and Dad .

a make bread
b help at school
c jump on the bed
3 The bread is .
a wet

b bad
c good
GO ON ➜
Name: Date:
4 Where does Greg play?

a at school
b on the bed
c with his bread
5 Greg at school.
a helps the new kids
b plays with Dad
c makes bread
N➜
GO ON
Name: Date:
6 Fred wanted Mom to tell the story .

a use
b new
c again
7 is the red ball.

a Use
b There
c Help
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a ill
b bell
c ball
11 a head
b had
c hid
12 a pack
b pop
c pen
N➜
GO ON
Name: Date:
13 Which ending shows that an action took

place in the past?
a -s
b -ed
c -zz
14 Kip the bus and was late

for school.
a miss
b missd
c missed
15 Which word shows that an action took

place in the past?
a fizz
b quacks
c dressed
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: hen. /h/ /e/ /n/. What is the middle sound in
hen? Listen to these answer choices: wig, web, egg. Fill in the bubble next to the
picture that has the same middle sound as hen.
9 Look at Number 9. I will say a word in parts: /b/ /e/ /d/. What word do you make
when you blend these sounds together? Listen to these answer choices: leg, bag,
bed. Fill in the bubble next to the picture that has the same sounds as /b/ /e/ /d/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: bell. Read the three answer
11 Look at Number 11. I will say the name of the picture: head. Read the three
12 Look at Number 12. I will say the name of the picture: pen. Read the three answer

Answer Key Name:
1 B Character, Setting, Events RL.1.3 DOK 1
2 A Character, Setting, Events RL.1.3 DOK 1
3 C Character, Setting, Events RL.1.3 DOK 1
8 B Phoneme Isolation RF.1.2c DOK 1
10 B Short e spelled e and ea RF.1.3b DOK 1
11 A Short e spelled e and ea RF.1.3b DOK 1
12 C Short e spelled e and ea RF.1.3b DOK 1
13 B Inflectional Endings -ed RF.1.3f DOK 2

14 C Inflectional Endings -ed RF.1.3f DOK 2
15 C Inflectional Endings -ed RF.1.3f DOK 2
Phonics 10, 11, 12 /3 %

UNIT 2
WEEK 2
Read the story “Hut or House?” Then

Hut or House?
Duck has a lot of mud.
She makes a little mud hut.
It is not a good hut.
Duck is sad.
N➜
GO ON
UNIT 2
WEEK 2
Fox has a lot of tin.

He makes a big tin hut.
It is not a good hut.
Fox pulls it down.
He is very sad.
GO ON ➜
UNIT 2
WEEK 2
Cat has a lot of bricks.

Duck and Fox help Cat.
This is not a hut.
It is a brick house.
Duck and Fox move in with Cat.
It will be fun to live there.
N➜
GO ON
Name: Date:

answers on the story “Hut or House?”

What kind of hut does Duck make?
a a brick hut
b a mud hut
c a tin hut
2 Fox has a lot of .

a mud
b hut
c tin
3 Who is sad?

a Duck and Fox
b Cat and Duck
c Fox and Cat
GO ON ➜
Name: Date:
4 Look at the picture of Fox on page 2.

Fox pulls down .
a the hut
b the mud
c the brick
5 Where will Duck and Fox live?

a with Pig
b with Cat
c with Mom
N➜
GO ON
Name: Date:
6 I in a red house.
a live
b one
c then
7 Ben has books.

a could
b then
c three
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a cup
b ham
c plan
11 a track
b trick
c truck
12 a rib
b run
c van
N➜
GO ON
Name: Date:
13 Jon said in the shop.

a he’is
b he’s
c hes
14 Tell me when time to play.

a it’s
b i’ts
c it’is
15 swim in the pond.

a L’ets
b Le’ts

c Let’s
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word in parts: /t/ /u/ /b/. What word do you make
when you blend these sounds together? Listen to these answer choices: bat, tub,
pan. Fill in the bubble next to the picture that has the same sounds as /t/ /u/ /b/.
9 Look at Number 9. I will say a word: bus. /b/ /u/ /s/. What is the middle sound in
bus? Listen to these answer choices: drum, dress, doll. Fill in the bubble next to
the picture that has the same middle sound as bus.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: cup. Read the three answer
11 Look at Number 11. I will say the name of the picture: truck. Read the three
12 Look at Number 12. I will say the name of the picture: run. Read the three answer

Answer Key Name:
1 Character, Setting, Events:

B RL.1.7 DOK 1
Use Illustrations

A RL.1.7 DOK 1
Use Illustrations
10 A Short u RF.1.3b DOK 1
11 C Short u RF.1.3b DOK 1
12 B Short u RF.1.3b DOK 1
13 B Contractions with ’s L.1.1 DOK 1

14 A Contractions with ’s L.1.1 DOK 1
15 C Contractions with ’s L.1.1 DOK 1
Phonics 10, 11, 12 /3 %

UNIT 2
WEEK 3
Read the story “The Pond.” Then answer

Numbers 1 to 5.
The Pond
A lot is going on at the pond.
Ducks swim in the pond.
They sit on the bank.
They make nests in the grass.
N➜
GO ON
UNIT 2
WEEK 3
Lots of bugs live at the pond.

Look out! This bug is big!
Lots of plants live here.
Plants live on top of the pond.
They live in it too.
GO ON ➜
UNIT 2
WEEK 3
A fox runs past a stump.

The fox sees a skunk by the pond.
Skunks can make a bad smell.
The fox does not trust the skunk.
The fox runs from the pond.
N➜
GO ON
Name: Date:

answers on the story “The Pond.”
1 What is the MAIN TOPIC of this story?

a a fox
b a pond
c a skunk
2 What do the ducks do at the pond?

a They see a skunk.
b They swim in the pond.
c They make a bad smell.
3 Plants live on .
a the nests

b lots of bugs
c top of the pond
GO ON ➜
Name: Date:
4 The fox sees a at the pond.

a skunk
b man
c cat
5 at the pond.
a A skunk is eating
b Kids are playing
c A lot is going on
N➜
GO ON
Name: Date:
6 There are a lot kids at school.

a eat
b of
c who
7 The pup ran the trunk.

a under
b no
c eat
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a wind
b bond
c band
11 a junk
b honk
c sink
12 a desk
b mask
c tusk
N➜
GO ON
Name: Date:
13 Which ending tells you that an action is

taking place right now?
a ’s
b -ed
c -ing
14 Ron is for his socks under

the bed.
a hunt’s
b hunted
c hunting
15 Nell and I are lots of water

because it is a hot day.
a drinking
b drinks
c drink
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say three words: ant, tent, nest. Two of these words have
the same ending sounds. Which word does not belong? Fill in the bubble next to
the picture that does not belong.
9 Look at Number 9. I will say a word. Then I will ask you to change the ending
sounds in the word. By changing the sounds, you will make a new word. The word
is just. Change /st/ to /mp/. What new word do you make? Listen to these answer
choices: stamp, jump, vest. Fill in the bubble next to the picture that shows the
new word you make when you change /st/ to /mp/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: wind. Read the three
11 Look at Number 11. I will say the name of the picture: sink. Read the three answer
12 Look at Number 12. I will say the name of the picture: desk. Read the three

Answer Key Name:
1 B Main Topic and Key Details RI.1.2 DOK 2
3 C Main Topic and Key Details RI.1.2 DOK 2
4 A Main Topic and Key Details RI.1.2 DOK 1
8 C Phoneme Categorization RF.1.2c DOK 1
9 B Phoneme Substitution RF.K.2e DOK 2
10 A Ending Consonant Blends -nd RF.1.3 DOK 1
11 C Ending Consonant Blends -nk RF.1.3 DOK 1
12 A Ending Consonant Blends -sk RF.1.3 DOK 1
13 C Inflectional Ending -ing RF.1.3f DOK 2

14 C Inflectional Ending -ing RF.1.3f DOK 2
15 A Inflectional Ending -ing RF.1.3f DOK 2
Phonics 10, 11, 12 /3 %

UNIT 2
WEEK 4
Read the story “Beth’s Pals.” Then answer

Numbers 1 to 5.
Beth’s Pals
Beth has a pet cat.
Beth likes her cat a lot.
She calls her cat Tish.
Beth’s cat is missing.
We are Beth’s pals.
We want to help.
N➜
GO ON
UNIT 2
WEEK 4
We will help Beth hunt for Tish.

We rush here and there.
Tish is not in her box.
Tish is not on the path.
She is not in a basket.
She is not under a ramp.
GO ON ➜
UNIT 2
WEEK 4
Where is Beth’s pet cat?

Then we look up at a tree.
Tish is standing up there.
She can not get down.
We help Tish get down.
Beth is glad Tish is back.
N➜
GO ON
Name: Date:

answers on the story “Beth’s Pals.”
1 What does Beth like a lot?

a her cat
b her fish
c her dog
2 How do Beth's pals help her?

a They fix Tish’s box.
b They get a new pet.
c They rush here and there.
3 Beth and her pals look under a .

a box

b ramp
c pond
GO ON ➜
Name: Date:

What is Tish doing?
a sitting
b jumping
c standing
5 At the end of the story, Beth’s

pals .
a help Tish get down
b put a cat in a tree
c look in a basket
N➜
GO ON
Name: Date:
6 Beth had a big grin on face.

a all
b day
c her
7 Meg and Seth to go on a

class trip.
a want
b her
c all
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a shell
b sash
c mesh
11 a ring
b sang
c swing
12 a bath
b bang
c thick
N➜
GO ON
Name: Date:
13 How do you break the word picnic into syllables?

a picn-ic
b pic-nic
c pi-cnic
14 Which word has only ONE closed syllable?

a sand
b finish
c rabbit
15 Which word has TWO closed syllables?

a fun
b mitten

c okay
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: wish. /w/ /i/ /sh/. What is the ending sound in
wish? Listen to these answer choices: fish, ship, string. Fill in the bubble next to
the picture that has the same ending sound as wish.
9 Look at Number 9. I will say a word: rang. How many sounds do you hear in the
word rang? Fill in the bubble next to the picture that shows how many sounds are
in the word rang.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: shell. Read the three
11 Look at Number 11. I will say the name of the picture: swing. Read the three
12 Look at Number 12. I will say the name of the picture: bath. Read the three

Answer Key Name:

C RL.1.7 DOK 1
Use Illustrations
10 A Consonant Digraphs th, sh, -ng RF.1.3a DOK 1
11 C Consonant Digraphs th, sh, -ng RF.1.3a DOK 1
12 A Consonant Digraphs th, sh, -ng RF.1.3a DOK 1
13 B Closed Syllables RF.1.3d DOK 1

14 A Closed Syllables RF.1.3e DOK 2
15 B Closed Syllables RF.1.3e DOK 2
Phonics 10, 11, 12 /3 %

UNIT 2
WEEK 5
Read the story “Mitch Made a Map.” Then

Mitch Made a Map

Maps can tell you a lot.
They show where things are.
Maps can help you find places.
Mitch made this map. Look at it.
Can you find Mitch’s house?
It is by the school.
N➜
GO ON
UNIT 2
WEEK 5
Mitch walks to school.

He walks with the big kids.
Mom gets Mitch when class ends.
They stop at the shops.
The shops are by the school.
GO ON ➜
UNIT 2
WEEK 5
Next Mom and Mitch go to the bank.

The bank is by the shops.
Then Mom and Mitch jog to the pond.
Is the pond on the map? Yes it is.
Mitch’s map tells him where things are.
It helps him get from place to place.
N➜
GO ON
Name: Date:

answers on the story “Mitch Made a Map.”
1 What is the MAIN TOPIC of this story?

a Maps are a lot of fun.
b Mom can go to the shops.
c Maps can help you find places.
2 Mitch's house is by the .

a school
b shops
c bank
3 Where do Mom and Mitch go FIRST?

a to the shops

b to the pond
c to the bank
GO ON ➜
Name: Date:
4 The bank is by the .

a school
b shops
c pond
5 Where do Mitch and Mom go LAST?

a to the school
b to the shops
c to the pond
N➜
GO ON
Name: Date:
6 Chad and I to school together.

a around
b many
c walk
7 Which do you like the most?

a by
b place
c around

8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a bench
b drench
c batch
11 a twitch
b hitch
c hatch
12 a bunch
b branch
c champ
N➜
GO ON
Name: Date:
13 Which word names more than one?

a chess
b bench
c ditches
14 Do not play with !

a matches
b matchs
c match’s
15 Dad packed three today.

a lunchs
b lunchez

c lunches
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word in parts: /ch/ /i/ /k/. What word do you make
when you blend these sounds together? Listen to these answer choices: chin,
chick, brick. Fill in the bubble next to the picture that has the same sounds
as /ch/ /i/ /k/.
9 Look at Number 9. I will say a word: patch. How many sounds do you hear in the
word patch? Fill in the bubble next to the picture that shows how many sounds are
in the word patch.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: bench. Read the three
11 Look at Number 11. I will say the name of the picture: hatch. Read the three
12 Look at Number 12. I will say the name of the picture: branch. Read the three

Answer Key Name:
9 A Phoneme Segmentation RF.1.2d DOK 2
10 A Consonant Digraphs ch, -tch, wh, ph RF.1.3a DOK 1
11 C Consonant Digraphs ch, -tch, wh, ph RF.1.3a DOK 1
12 B Consonant Digraphs ch, -tch, wh, ph RF.1.3a DOK 1
13 C Plural Nouns -es L.1.1c DOK 1

14 A Plural Nouns -es L.1.1c DOK 1
15 C Plural Nouns -es L.1.1c DOK 1
Phonics 10, 11, 12 /3 %

UNIT 3
WEEK 1
Read the story “Clock Tells When.” Then

Clock Tells When

My name is Jane, and this is Clock. Clock
wakes me. I wash up and get dressed. Then I
make my bed and eat.
Clock tells me when I can go to school.
She and Dad walk with me.
GO ON ➜
UNIT 3
WEEK 1
Clock helps out at school. We must do

many things. Clock tells us when to do them.
Clock is glad when we can go out. She
comes and plays with us!
School ends at three. Clock looks out and
sees Dad. It’s time to go now.
GO ON ➜
UNIT 3
WEEK 1
I do some jobs for Mom and Dad. Clock

tells me when to do them.
We eat at six. Then we play games. Now
Clock tells me when to go to bed. I do not
want to, but I do.
Clock and I had a good day.
N➜
GO ON
Name: Date:

answers on the story “Clock Tells When.”
1 What does Clock do FIRST?

a wakes Jane
b walks to school with Jane
c tells Jane when to go to school
2 How does Clock help at school?

a She calls the moms and dads.
b She makes lunch for all the kids.
c She tells the kids when to do things.
3 AFTER Jane and Clock eat at six,

they .

a go to school
b play games
c take a nap
GO ON ➜
Name: Date:
4 Jane does not want to .

a get up
b do jobs
c go to bed
5 Where does the END of the story

take place?
a at a store
b at school
c at home
N➜
GO ON
Name: Date:
6 The little fox went .

a away
b way
c why
7 Gran made lunch for us.

a now
b some
c today
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a snack
b snake
c snuck
11 a man
b men
c mane
12 a cape
b cup
c cap
N➜
GO ON
Name: Date:
13 Nate at school today.

a haven’t
b isn’t
c aren’t
14 I go to the lake.
a hasn’t
b isn’t
c can’t
15 The kids made the beds.

a weren’t
b haven’t

c hasn’t
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: ate. Now I will tell you a sound to add to the
beginning of ate. The sound is /g/. What new word do you make when you add /g/
to the beginning of the word ate? Listen to these answer choices: goat, bat, gate.
Fill in the bubble next to the picture that shows the new word you make when you
add /g/ to the beginning of ate.
9 Look at Number 9. I will say a word. Then I will ask you to change one sound in
the word. By changing the sound, you will make a new word. The word is take.
Change the /t/ to /r/. What new word do you make? Listen to these answer choices:
rake, rat, tack. Fill in the bubble next to the picture that shows the new word you
make when you change /t/ to /r/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: snake. Read the three
11 Look at Number 11. I will say the name of the picture: mane. Read the three
12 Look at Number 12. I will say the name of the picture: cape. Read the three

Answer Key Name:
1 A Character, Setting, Plot RL.1.3 DOK 1
2 C Character, Setting, Plot RL.1.3 DOK 1
3 B Character, Setting, Plot RL.1.3 DOK 1
8 C Phoneme Addition RF.K.2e DOK 2
9 A Phoneme Substitution RF.K.2e DOK 2
10 B Long a: a_e RF.1.3c DOK 1
11 C Long a: a_e RF.1.3c DOK 1
12 A Long a: a_e RF.1.3c DOK 1
13 B Contractions with not L.1.1 DOK 1

14 C Contractions with not L.1.1 DOK 1
15 B Contractions with not L.1.1 DOK 1
Phonics 10, 11, 12 /3 %

UNIT 3
WEEK 2
Read the story “Under the Elm.” Then

Under the Elm

My name is Mike. Gran is my dad’s
mom. She planted an elm when my dad was
little. The elm was little too.
Dad and Gran watered the elm. They
wanted it to grow fast.
N➜
GO ON
UNIT 3
WEEK 2
Lots of time passed. The elm got very big.

My dad did too.
Now Gran and Dad could sit under the
elm. They could sit in the shade on hot days.
This was a fine place to dine.
What good times they had!
GO ON ➜
UNIT 3
WEEK 2
Gran’s elm is still here. Now I swing

under it. I see it grow. Dad and Gran see
me grow.
We still sit under the elm’s branches.
Gran, Dad, and I like to be together.
N➜
GO ON
Name: Date:

answers on the story “Under the Elm.”
1 What did Gran do FIRST?

a She planted an elm.
b She watered the elm.
c She hung up a swing.
2 What happened AFTER the elm got big?

a Gran and Dad sat in the shade.
b Dad played on a swing.
c The elm got small.
3 THEN Gran and Dad .

a climbed the elm

b planted a small elm
c dined under the big elm
GO ON ➜
Name: Date:
4 What does Mike do with the elm?

a walks on it
b runs around it
c swings under it
5 At the END of the story, Gran, Dad, and

Mike are .
a swinging on the elm
b together under the elm
c eating lunch near the elm
N➜
GO ON
Name: Date:
6 Mom and I do the job .

a pretty
b should
c together
7 The grass is very .

a green
b water
c grow
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a bake
b back
c bike
11 a sled
b slide
c slime
12 a five
b fin
c fig
N➜
GO ON
Name: Date:
13 Dan likes to play .

a gamez
b games
c gamz
14 I have a lot of bug .

a bites
b bitts
c bitz
15 Mom bakes two .

a caks
b cakez

c cakes
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: dive. How many sounds do you hear in the
word dive? Fill in the bubble next to the picture that shows how many sounds are
in the word dive.
9 Look at Number 9. I will say a word sound by sound: /k/ / ī / /t/. What word do you
make when you blend these sounds? Listen to these answer choices: cat, key,
kite. Fill in the bubble next to the picture that has the same sounds as /k/ / ī / /t/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: bike. Read the three answer
11 Look at Number 11. I will say the name of the picture: slide. Read the three answer
12 Look at Number 12. I will say the name of the picture: five. Read the three answer

Answer Key Name:
1 A Plot: Sequence RL.1.3 DOK 1
3 C Plot: Sequence RL.1.3 DOK 1
5 B Plot: Sequence RL.1.3 DOK 1
10 C Long i: i_e RF.1.3c DOK 1
11 B Long i: i_e RF.1.3c DOK 1
12 A Long i: i_e RF.1.3c DOK 1
13 B Plurals with CVCe words L.1.1c DOK 1

14 A Plurals with CVCe words L.1.1c DOK 1
15 C Plurals with CVCe words L.1.1c DOK 1
Phonics 10, 11, 12 /3 %

UNIT 3
WEEK 3
Read the story “Mice Are Nice.” Then answer

Numbers 1 to 5.
Mice Are Nice

Once upon a time, two mice lived
together. They had a very happy life.
One day a cat came by.
“Mice are nice,” said the cat. “I am going
to eat some mice for lunch.”
The mice did not want to be the cat’s
lunch. “We have to dodge this cat,” they said.
N➜
GO ON
UNIT 3
WEEK 3
So the mice ran and hid.

They were not happy. They could not
shop. They could not visit pals.
At last the cat went away.
“He will be back,” said the mice. “We
must make a plan.”
GO ON ➜
UNIT 3
WEEK 3
The cat liked fudge a lot. So the mice

made a big pan of it.
The cat came back. He smelled the fudge.
“Cat, we made fudge,” said the mice.
“Come in and have some.”
“I will,” said the cat. “Thank you.”
And so the cat had fudge for lunch, not
mice. He ate too much and got a little sick.
“Mice are nice,” said the cat. “But so
is fudge.”
N➜
GO ON
Name: Date:

answers on the story “Mice Are Nice.”
1 The cat wanted to .

a help the mice
b eat the mice
c make fudge
2 The mice did NOT want to .

a be the cat’s lunch
b go to the shops
c visit pals
3 Why did the mice make fudge?

a The cat liked fudge a lot.

b The cat asked them to do it.
c They wanted to sell the fudge.
GO ON ➜
Name: Date:
4 Why did the mice ask the cat to come in?

a They wanted to eat him.
b They wanted him to make lunch.
c They wanted him to eat fudge and
not them.
5 What made the cat a little sick?

a He ate the mice.
b The fudge was bad.
c He ate too much fudge.
N➜
GO ON
Name: Date:
6 Madge didn't have fun at

the dance.
a upon
b so
c any
7 I got a fine bike Lance.

a once
b from
c happy
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a mile
b mine
c mice
11 a cave
b cage
c cape
12 a fate
b face
c fade
N➜
GO ON
Name: Date:
13 Yesterday we at the ice rink.

a skating
b skates
c skated
14 The kids are now.

a race
b raced
c racing
15 Jon is his stamps with me.

a trading
b traded

c trades
STOP

Phonemic Awareness
page 6
8 Look at Number 8. Listen carefully as I say a word: nice. Now listen to these
answer choices: rice, hike, stripe. Fill in the bubble next to the picture that rhymes
with nice.
9 Look at Number 9. I will say a word: badge. How many sounds do you hear in the
word badge? Fill in the bubble next to the picture that shows how many sounds
are in the word badge.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: mice. Read the three
11 Look at Number 11. I will say the name of the picture: cage. Read the three
12 Look at Number 12. I will say the name of the picture: face. Read the three answer

Answer Key Name:
1 B Character, Setting, Plot RL.1.3 DOK 1
2 A Character, Setting, Plot RL.1.3 DOK 1
3 A Plot: Cause and Effect RL.1.3 DOK 2
4 C Plot: Cause and Effect RL.1.3 DOK 2
8 A Identify Rhyme RF.K.2a DOK 1
10 C Soft c; soft g, dge RF.1.3 DOK 1
11 B Soft c; soft g, dge RF.1.3 DOK 1
12 B Soft c; soft g, dge RF.1.3 DOK 1
13 Inflectional Endings -ed and -ing

C RF.1.3f DOK 2
(drop final e)
Inflectional Endings -ed and -ing

14 C RF.1.3f DOK 2
(drop final e)

A RF.1.3f DOK 2
(drop final e)
Phonics 10, 11, 12 /3 %

UNIT 3
WEEK 4
Read the story “Then and Now.” Then

Then and Now

People have to get from place to place.
In the past, they had to walk a lot. At times,
they rode horses to get where they had to go.
Today, people still walk a lot. But they
can drive, too. They can also take a bus.
Planes help people travel very fast. At
one time, there were no planes.
N➜
GO ON
UNIT 3
WEEK 4
People rode bikes in the past. They still do.

But today’s bikes are better. And people
have helmets now. Helmets help people be safe.
Many kids like to ride bikes.
GO ON ➜
UNIT 3
WEEK 4
Things have to travel, too. In the past,

people placed packs on mules. They placed
things in wagons and had them pulled.
Today, trucks bring things to people. So
do ships and planes. Ships were used in the
past, too.
People and things travel in many ways.
How do you like to travel?
N➜
GO ON
Name: Date:

answers on the story “Then and Now.”
1 How is travel today the SAME as travel

in the past?
a Only kids like to ride bikes.
b Planes help people travel very fast.
c People have to get from place to place.
2 In the past, people walked a lot, but

today people .
a can ride in a bus
b do not walk
c must run

3 Bikes are today than they
were in the past.
a bigger
b less safe
c made better
GO ON ➜
Name: Date:
4 Look at the chart.
Bringing Things to People
Long Ago Both Now
mules planes
What goes in the middle space?

a ships
b trucks
c helmets
5 How do people get things today?

a Wagons bring things to people.
b Horses bring things to people.

c Planes bring things to people.
N➜
GO ON
Name: Date:
6 The man left two days .

a ago
b old
c boy
7 Eve is a very nice .

a people
b girl
c how
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a cane
b cone
c can
11 a mole
b male
c mule
12 a pile
b pale
c pole
N➜
GO ON
Name: Date:
Choose the correct answer.
13 I gave Mom a for her birthday.

a rose
b ross
c ros
14 June wrote a very book report.

a complet
b complete
c compleet
15 What is the vowel sound in the second

syllable in sunrise?
a long i

b short u
c short e
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: cute. /k/ / u/ /t/. Listen to the middle sound in
the word cute. Listen to these answer choices: kite, coat, cube. Fill in the bubble
next to the picture that has the same middle sound as cute.
9 Look at Number 9. I will say a word in parts: /r/ / o/ /p/. What word do you make
when you blend these sounds together? Listen to these answer choices: roof,
rope, rat. Fill in the bubble next to the picture that has the same sounds as
/r/ / o/ /p/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: cone. Read the three answer
11 Look at Number 11. I will say the name of the picture: mule. Read the three answer
12 Look at Number 12. I will say the name of the picture: pole. Read the three answer

Answer Key Name:
1 C Connections Within Text: Compare and Contrast RI.1.3 DOK 2
2 A Connections Within Text: Compare and Contrast RI.1.3 DOK 2
4 A Connections Within Text: Compare and Contrast RI.1.3 DOK 2
8 C Phoneme Isolation RF.1.2c DOK 1
10 B Long o: o_e, u: u_e, e: e_e RF.1.3c DOK1
11 C Long o: o_e, u: u_e, e: e_e RF.1.3c DOK 1
12 C Long o: o_e, u: u_e, e: e_e RF.1.3c DOK 1
13 A CVCe Syllables RF.1.3c DOK 1

14 B CVCe Syllables RF.1.3c DOK 1
15 A CVCe Syllables RF.1.3c DOK 1
Phonics 10, 11, 12 /3 %

UNIT 3
WEEK 5
Read the story “Pumpkins.” Then answer

Numbers 1 to 5.
Pumpkins
Pumpkins grow on vines. They grow well
with lots of sun.
Pumpkins get big. Look at the size of
these pumpkins! They are done growing. It is
time to pick them.
N➜
GO ON
UNIT 3
WEEK 5
The pumpkins are put on a truck. The

truck brings them to a plant. Then the
pumpkins are chopped up. Inside them is
pulp. The pulp is pulled out. It is cooked and
put in cans.
GO ON ➜
UNIT 3
WEEK 5
Then the cans are put on trucks. They

go to places where people shop. People buy
cans of pumpkin. They use pumpkin to make
good things.
These people are cooking with pumpkin.
They are making pumpkin bread. Soon they
will make pumpkin pancakes.
They are making a lot of good food!
N➜
GO ON
Name: Date:

answers on the story “Pumpkins.”
1 What happens FIRST?

a Pumpkins grow on vines.
b Pumpkins are put on trucks.
c People pick the big pumpkins.
2 RIGHT AFTER pumpkins are sent to

the plant, they are .
a picked off the vines
b put on big trucks
c chopped up
3 AFTER the pulp from a pumpkin is

cooked, it .
a is picked
b is put in cans
c goes to a plant
GO ON ➜
Name: Date:
4 What do people do AFTER they buy

cans of pumpkin?
a They put pumpkin in cans.
b They pick pumpkin off the vine.
c They use pumpkin to make things to eat.
5 What happens LAST in this story?

a People are making pumpkin bread.
b People are selling pumpkin bread.
c People are picking pumpkins.
N➜
GO ON
Name: Date:
6 Ken will look at my spelling .

a buy
b done
c work
7 day is a fun day at camp.

a After
b Every
c Soon
8 a b c
9 a b c
GO ON ➜
Name: Date:
10 a back
b bake
c book
11 a fit
b foot
c fast
12 a bell
b bull
c ball
N➜
GO ON
Name: Date:
13 Sis is the bread.

a cutting
b cuting
c cutted
14 Mom and I together.

a shoped
b shopped
c shopping
15 Who was here?

a sitted
b siting

c sitting
STOP

Phonemic Awareness
page 6
8 Look at Number 8. I will say a word: stood. How many sounds do you hear in the
word stood? Fill in the bubble next to the picture that shows how many sounds are
in the word stood.
9 Look at Number 9. I will say a word sound by sound: /h/ /ů / /d/. What word do you
make when you blend these sounds? Listen to these answer choices: hand, hood,
head. Fill in the bubble next to the picture that has the same sounds as /h/ /ů / /d/.
Phonics
page 7
10 Look at Number 10. I will say the name of the picture: book. Read the three
11 Look at Number 11. I will say the name of the picture: foot. Read the three answer
12 Look at Number 12. I will say the name of the picture: bull. Read the three answer

Answer Key Name:
1 A Connections Within Text: Sequence RI.1.3 DOK 2
2 C Connections Within Text: Sequence RI.1.3 DOK 2
3 B Connections Within Text: Sequence RI.1.3 DOK 1
8 C Phoneme Segmentation RF.1.2d DOK 2
10 C Variant Vowel Spellings with Digraphs: oo, u RF.1.3 DOK 1
11 B Variant Vowel Spellings with Digraphs: oo, u RF.1.3 DOK 1
12 B Variant Vowel Spellings with Digraphs: oo, u RF.1.3 DOK 1

A RF.1.3f DOK 2
(double final consonant)
Inflectional Endings -ed and -ing

14 B RF.1.3f DOK 2

C RF.1.3f DOK 2
Phonics 10, 11, 12 /3 %

UNIT 4
WEEK 1
Read the story “Why Rabbits Have Little

Tails.” Then answer Numbers 1 to 5.
Why Rabbits Have Little Tails

A long time ago, Rabbit had a long tail.
Fox had a long tail, too. But Rabbit’s tail was
more splendid.
Rabbit jumped around. “See my tail!”
Rabbit said. Fox did not want to see that
pretty tail. Fox went to the lake to fish.
N➜
GO ON
UNIT 4
WEEK 1
Fox cut a hole in the ice. He dropped his

tail in the cold water. Fox pulled out a fish.
Soon Fox had three fish.
“I want fish, too,” said Rabbit. She cut a
hole. She put her tail in the cold water.
Rabbit fished in the chilling wind. Soon
she had eight fish.
GO ON ➜
UNIT 4
WEEK 1
“Where is that pretty tail?” asked Fox.

“It’s under the ice,” said Rabbit. “Help
me get my tail up. I am stuck!”
Fox gave Rabbit a little push. Rabbit
popped out of the hole. But most of her long
tail broke off.
And that is why rabbits have little tails.
N➜
GO ON
Name: Date:
Now answer Numbers 1 to 5. Base your answers

on the story “Why Rabbits Have Little Tails.”
1 What happened FIRST in the story?

a Rabbit showed Fox the lake.
b Fox wanted Rabbit to see his tail.
c Rabbit wanted Fox to see her pretty tail.
2 THEN Fox went .

a into a hole
b to the lake
c up a tree
3 What did Fox and Rabbit do RIGHT

AFTER they cut holes in the ice?

a They put their tails in the cold water.
b They took out their fishing poles.
c They got stuck in the ice.
GO ON ➜
Name: Date:
4 What happened NEXT?

a Rabbit jumped and said, “See my tail!”
b They used their tails to pull out fish.
c Fox cut another hole in the ice.
5 What happened to Rabbit’s tail at the END

of the story?
N➜
GO ON
Name: Date:
6 Read this dictionary entry.

pretty nice to see or hear
Which sentence uses the SAME meaning
of pretty?
a It was pretty late when we got home.
b Gail sang a pretty song to the baby.
c I am pretty sure my game is today.

chilling feeling cold
Which words mean the SAME as chilling?
a feeling hot
b being quiet

c needing heat
GO ON ➜
Name: Date:

popped jumped up fast
Which sentence uses the SAME meaning
of popped?
a Kay popped the tab on the can.
b The puppy popped the balloon.
c A frog popped out of the pond.
9 The story is a rabbit.

a about
b give
c our
10 An is moving in the grass.

a eight
b carry
c animal
N➜
GO ON
Name: Date:
11 a pole
b pal
c pail
12 a jay
b jet
c jump
GO ON ➜
Name: Date:

a pay
b poke
c pin
14 Which word comes LAST in ABC order?

a let
b lost
c life

a hint
b hail
c hum
STOP

Answer Key Name:
5 See Plot: Sequence RL.1.3 DOK 2

below
6 B Use a Dictionary L.2.4e DOK 1
7 C Use a Dictionary L.2.4e DOK 1
8 C Use a Dictionary L.2.4e DOK 1
11 C Long a: ai RF.1.3c DOK 1
12 A Long a: ay RF.1.3c DOK 1
13 A Alphabetical Order RF.1.3b DOK 1

Comprehension: Multiple Choice 1, 2, 3, 4 /4 %

Phonics 11, 12 /2 %
5 Possible Answer: Rabbit’s tail got stuck under the ice. Her tail broke off when Fox pushed her
out of the hole in the ice.

UNIT 4
WEEK 2
Read the story “Seal Moms.” Then answer

Numbers 1 to 5.
Seal Moms
Seals swim in the sea. Some dive deep.
Each mom helps her pup. The small pups
drink milk.
A mom sees that her pup is unsafe. An
animal is hunting. Mom takes the pup in her
teeth. She dives into the blue water. Now her
pup is safe.
N➜
GO ON
UNIT 4
WEEK 2
Mom swims away. Her pup is with other

seals. Her pup is on the beach.
Mom comes back. How can she get her
pup? Mom and pup have a call. No other
seals have this call. Mom and pup keep
calling. They see each other. Mom smells her
pup. Each pup has its own smell. Now Mom
has her pup.
GO ON ➜
UNIT 4
WEEK 2
Mom makes an ice hut. The hut keeps

away the chill. Mom helps her pup feel snug.
Mom and her pup rub noses. They like
to do this. Mom and her pup are glad to
be together.
N➜
GO ON
Name: Date:

answers on the story “Seal Moms.”
1 What do the small pups drink?

a They drink tea.
b They drink milk.
c They drink water.
2 Mom holds her pup in her

teeth to .
a make it sleep
b keep it safe
c clean it
3 How does a seal mom find her pup on

the beach?
a She calls and smells her pup.
b She makes an ice hut.
c She waits for her pup.
GO ON ➜
Name: Date:
4 Which sentence tells the MAIN IDEA of

the story?
a Mom seals stay on the beach.
b Seal pups sleep in ice huts.
c Mom seals help their pups.
5 What does a mom seal like to do with

her pup?
N➜
GO ON
Name: Date:
6 Read this sentence from the story.

Seals swim in the sea.
Which word in the sentence means “a kind
of animal”?
a Seals
b swim
c sea

Mom helps her pup feel snug.
What does the word snug mean?
a afraid
b chill

c warm
GO ON ➜
Name: Date:
8 Read these sentences from the story.

Mom makes an ice hut. The hut
keeps away the chill.
A hut is .
a a tree
b a place
c an animal
9 Dean put some paper

his notebook.
a blue
b into
c small
10 Kay has many books she likes

to read.
a because
b other
c or
N➜
GO ON
Name: Date:
11 a leaf
b lake
c life
12 a shed
b shape
c sheep
GO ON ➜
Name: Date:

A mom sees that her pup is unsafe.
What does the word unsafe mean?
a safe before
b safe again
c not safe
14 What does the word refill mean?

a not full
b fill again
c fill before
15 What does the word preheat mean?

a heat before
b heat again
c not hot
STOP

Answer Key Name:
1 B Main Idea and Key Details RI.1.2 DOK 1
3 A Main Idea and Key Details RI.1.2 DOK 1
4 C Main Idea and Key Details RL.1.2 DOK 2
5 See Main Idea and Key Details RL.1.2 DOK 2

below
6 A Context Clues: Sentence Clues L.1.4a DOK 2
7 C Context Clues: Sentence Clues L.1.4a DOK 2
8 B Context Clues: Sentence Clues L.1.4a DOK 2
11 A Long e: e, ee, ea RF.1.3c DOK 1
12 C Long e: e, ee, ea RF.1.3c DOK 1
13 C Prefixes re-, un-, pre- L.1.4b DOK 1

14 B Prefixes re-, un-, pre- L.1.4b DOK 1
15 A Prefixes re-, un-, pre- L.1.4b DOK 1

Phonics 11, 12 /2 %
5 Possible Answer: Children should write at least one detail from the story such as:
A mom seal likes to rub noses with her pup. This shows that they are glad to be together.

UNIT 4
WEEK 3
Read the story “A Hen and Her Ducklings.”

Then answer Numbers 1 to 5.
A Hen and Her Ducklings

Mom ducks are called hens. A hen makes
a nest in a hollow. An oak tree hides the nest.
The nest is located close to a pond.
The hen lays eggs. She sits on her nest.
What if she must leave? The hen places grass
over the nest. The eggs stay warm and safe.
Soon the eggs hatch. Little ducklings peck at
the shells.
N➜
GO ON
UNIT 4
WEEK 3
Days pass. The ducks find food. They eat

seeds and insects. Mom leads her ducklings to
the pond. She has her slow ducklings close to
her. This keeps them warm and safe. Soon
Mom teaches her ducklings to swim.
GO ON ➜
UNIT 4
WEEK 3
It is cold. Snow comes. The pond is

almost frozen. Ducks must go to a warm
place. The ducklings leave the pond. They
follow Mom. They whiz over the pine trees.
Mom finds a place to stay for the winter.

Then they all go back to the pond.
Soon the ducklings are grown. They do
not need Mom’s help.
N➜
GO ON
Name: Date:

on the story “A Hen and Her Ducklings.”
1 Mom stays close to her slow ducklings

because she wants to .
a teach them how to swim
b keep them warm and safe
c let them eat seeds and insects
2 Which is a DETAIL from the story?

a There are eight ducklings.
b Mom teaches her ducklings to swim.
c Mom leaves her ducklings at the pond.
3 Where do a hen and her ducklings go

when it is cold?
a They go to an oak tree.
b They go to a cold pond.
c They go to a warm place.
GO ON ➜
Name: Date:
4 Which sentence tells the MAIN IDEA of

the story?
a A hen finds a good place to nest.
b Ducklings move to a warm place.
c A mom duck takes care of her ducklings.
5 How does a mom duck protect her eggs?

N➜
GO ON
Name: Date:
6 An oak and a pine are kinds of .

a ducks
b shells
c trees
7 Which word does NOT belong in the

word category “things ducks eat”?
a eggs
b insects
c seeds
8 In what word category do the words

hollow, nest, and pond belong?

a animals
b places
c water
GO ON ➜
Name: Date:
9 Is there any room on the bus?

a find
b more
c over
10 Soon we will to eat.

a warm
b food
c start
N➜
GO ON
Name: Date:
11 a bell
b bowl
c bale
12 a coat
b cat
c cot
GO ON ➜
Name: Date:
13 Which word STARTS with an

open syllable?
a napkin
b locate
c hello
14 Which word ENDS with an open syllable?

a dust
b finish
c ago
15 Read the sentence.

Dad and I looked at the land
below us.
Which word has an open syllable?
a below
b land
c looked
STOP

Answer Key Name:
3 C Main Idea and Key Details RI.1.2 DOK 2
4 C Main Idea and Key Details RI.1.2 DOK 2
5 See Main Idea and Key Details RI.1.2 DOK 2

below
6 C Word Categories L.1.5a DOK 1
7 A Word Categories L.1.5a DOK 1
8 B Word Categories L.1.5a DOK 1
11 B Long o: o, oa, ow, oe RF.1.3c DOK 1
12 A Long o: o, oa, ow, oe RF.1.3c DOK 1
13 B Open Syllables RF.1.3e DOK 2

14 C Open Syllables RF.1.3e DOK 2
15 A Open Syllables RF.1.3e DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: She sits on her nest. She puts grass over the nest if she leaves. This keeps her
eggs warm and safe so they can hatch.

UNIT 4
WEEK 4
Read the story “Gus the Grasshopper.” Then

Gus the Grasshopper

This is Gus the grasshopper. Gus wants to
have a big lunch today. He is seeking just the
right place.
Gus sees lots of ants. “Hello, ants,” calls
Gus. “What are you eating?”
Al the ant replies, “A red grape! It’s
sweet!” Gus listens. But Gus does not like
grapes. He likes to eat grass.
N➜
GO ON
UNIT 4
WEEK 4
Gus tries to find a new place. He sees a

bunch of pals. They are eating. “This might
be a fine place to dine!” thinks Gus. He jumps
on a branch.
“You landed on my back!” the branch
yells. Gus had jumped on Stan the stick bug!
Gus had not seen him.
“Excuse me, Stan,” replies Gus. “There
are too many insects here.” Gus hops off.
GO ON ➜
UNIT 4
WEEK 4
Gus hops and hops. He leaps high and

spies a big ranch! It has miles of green grass!
He knows this is the right place. He jumps
past a spotted cow.
“Hello,” says Cam the cow. “I see you like
grass, too!”
N➜
GO ON
Name: Date:

on the story “Gus the Grasshopper.”
1 Who wants to find a new place to eat?

a Al the ant
b Stan the stick bug
c Gus the grasshopper
2 Who likes sweet grapes?

a Al the ant
b Cam the cow
c Gus the grasshopper
3 Gus thinks that .

a too many insects are on the branch

b the branch is filled with grapes
c Stan the stick bug is nice
GO ON ➜
Name: Date:

“Hello,” says Cam the cow. “I see
you like grass, too!”
What do these sentences tell you about
Cam’s point of view?
a She likes to eat insects.
b She is happy to see Gus.
c She does not want to share her grass.
5 What clue helps you know how Gus feels

when he is at the ranch?
N➜
GO ON
Name: Date:

Gus wants to have a big lunch
today. He is seeking just the
right place.
What does the word seeking mean?
a yelling at
b playing at
c looking for

They are eating. “This might be
a fine place to dine!” thinks Gus.
Which word from the sentences helps you

understand what dine means?
a eating
b might
c thinks
GO ON ➜
Name: Date:

He leaps high and spies a
big ranch!
Which word in the sentence means “sees”?
a spies
b leaps
c ranch
9 Dwight three small fish.

a were
b listen
c caught
10 Did Elaine at my joke?

a laugh
b know
c flew
N➜
GO ON
Name: Date:
11 a late
b light
c lit
12 a stay
b skip
c sky
GO ON ➜
Name: Date:
13 My baby sister when she

is hungry.
a crys
b cryes
c cries
14 The paint has not yet.

a drid
b dried
c dryed
15 Jim to call us last night.

a tried
b tryd
c tryed
STOP

Answer Key Name:
1 C Point of View RL.2.6 DOK 2
2 A Point of View RL.2.6 DOK 2
4 B Point of View RL.2.6 DOK 2
5 See Point of View RL.2.6 DOK 2

below
6 C Context Clues: Sentence Clues L.1.4a DOK 2
7 A Context Clues: Sentence Clues L.1.4.a DOK 2
8 A Context Clues: Sentence Clues L.1.4.a DOK 2
11 B Long i: i, y, igh, ie RF.1.3c DOK 1
12 C Long i: i, y, igh, ie RF.1.3c DOK 1
13 C Inflectional Endings (change y to i) RF.1.3f DOK 2

14 B Inflectional Endings (change y to i) RF.1.3f DOK 2
15 A Inflectional Endings (change y to i) RF.1.3f DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The ranch has miles of grass. Gus likes to eat grass, so this makes him feel
glad to be there.

UNIT 4
WEEK 5
Read the story “Mickey the Falcon.” Then

Mickey the Falcon

Mickey is a baby falcon. She lives in a

nest in a pine tree. One day it is windy. High
winds take the nest. It drifts down slowly.
Mickey lands safely, but she is homeless.
What happens to wildlife that need help?
Someone sees Mickey. He takes Mickey to
a safe place for wildlife. There she can get help.
N➜
GO ON
UNIT 4
WEEK 5
Libby works hard at the wildlife place.

She knows how to help Mickey.
If Libby shows Mickey she is human,
Mickey will stay with people. Libby uses a
sock puppet. The puppet looks like a falcon.
It smells like a falcon. Mickey takes food
from the puppet. She thinks the puppet is a
real falcon.
GO ON ➜
UNIT 4
WEEK 5
Mickey grows and grows. Soon she has

mighty wings. She knows she is a falcon.
It is a sunny day. Libby takes Mickey

outside. She lets Mickey out of the cage.
Mickey sees falcons nearby. She rejoins the
falcons. She can hunt. She can fly. She is back
in the wild!
N➜
GO ON
Name: Date:

answers on the story “Mickey the Falcon.”
1 What happens FIRST?

a Mickey sees other falcons.
b Mickey’s nest falls out of a tree.
c Mickey flies with her mighty wings.
2 NEXT Mickey is .
a in a pine tree
b let out of her cage
c taken to a wildlife place
3 What happens THEN?

a Libby thinks Mickey is human.

b Libby eats Mickey's food.
c Libby helps Mickey.
GO ON ➜
Name: Date:
4 What happens LAST?

a Mickey goes to be with other falcons.
b Mickey’s nest drifts down slowly.
c Mickey leaves the cage.
5 Why does Libby use a sock puppet to

feed Mickey?
N➜
GO ON
Name: Date:
6 Read this sentence.

It landed safely.
Which word has the same root word
as safely?
a unsafe
b softly
c salty
7 What is the root word of homeless?

a less
b hom
c home

8 What is the root word of windy?
a win
b wind
c indy
GO ON ➜
Name: Date:
9 I can a good story.

a found
b would
c write
10 The showed us her puppy.

a hard
b near
c woman
N➜
GO ON
Name: Date:
11 a pay
b pony
c poke
12 a key
b kite
c kept
GO ON ➜
Name: Date:
13 Which word from the story is a

compound word?
a falcon
b happens
c someone

compound word?
a Mickey
b nearby
c puppet
15 What does the compound word

wildlife mean?
a animals that live inside
b animals that live outside
c animals that live as pets
STOP

Answer Key Name:
Question Answer Focus CCSS Complexity
1 B Connections Within Text: Sequence RI.1.3 DOK 2
5 See Main Idea and Key Details RI.1.2 DOK 2

below
6 A Root Words L.1.4c DOK 1
7 C Root Words L.1.4c DOK 1
8 B Root Words L.1.4c DOK 1
11 B Long e: y, ey RF.1.3c DOK 1
12 A Long e: y, ey RF.1.3c DOK 1
13 C Compound Words L.2.d DOK 1

14 B Compound Words L.2.d DOK 1
15 B Compound Words L.2.d DOK 1

Phonics 11, 12 /2 %
5 Possible Answer The sock puppet looks and smells like a falcon. Mickey thinks a real falcon is
feeding her.

UNIT 5
WEEK 1
Read the story “Lark and Martin.” Then

Lark and Martin

Lark sees an ant. She grabs it with her
beak. “Tasty!” says Lark.

A flock of geese flies by. Then Martin flies
to Lark from the creek.
“Did you see any fish you like?” Lark
asks Martin.
“No,” he says.
“Did you find anything good to eat?”
she asks.
N➜
GO ON
UNIT 5
WEEK 1
“Ants and flies,” he replies.

“Seeds are tasty, too,” says Lark. She
picks up a seed.
“Yuck,” says Martin. “Seeds are hard.”
Lark wants Martin to eat seeds, too.
“How can you eat in winter if you eat only
insects?” she asks.
A large car arrives. Two men and four
kids get out.
“The park must be open,” says Martin.
They are too close. Lark and Martin fly
to a tree.
GO ON ➜
UNIT 5
WEEK 1
Soon it is winter. Lark opens a jar. It is

full of seeds she collected. Martin has none.
Lark eats seeds. Martin wishes he had food.
Anything would taste good right now. Lark
gives him some seeds.
“Yum!” says Martin. “Maybe I can put
seeds in a jar, too!”
N➜
GO ON
Name: Date:

answers on the story “Lark and Martin.”
1 How do you know that Lark likes to

eat ants?
a She says “Tasty!”
b She puts them in a jar.
c She asks Martin if he likes fish.
2 What word helps you know how Martin

feels about seeds?
a small
b tasty
c yuck

3 Lark thinks Martin should save seeds
so he can .
a keep the park clean
b have food to eat in the winter
c share his food with her in the park
GO ON ➜
Name: Date:
4 How do you think Lark and Martin feel

when the men and kids come too close?
a afraid
b angry
c sad
5 What makes Martin change his mind about

seeds at the END of the story?
N➜
GO ON
Name: Date:

A flock of geese flies by.
What does flies mean in the sentence?
a walks fast
b moves in the air
c more than one fly
7 In which sentence does the word right

mean “good”?
a I want to eat right now!
b Turn right at the corner.
c It’s the right thing to do.
GO ON ➜
Name: Date:

“Seeds are hard.”
In this sentence, the word hard
means .
a not soft
b not easy
c not happy
9 Wheels and hockey pucks are .

a four
b only
c round
10 The library had of the books

I wanted.
a large
b none
c put
N➜
GO ON
Name: Date:
11 a car
b can
c crane
12 a shake
b shark
c shock
GO ON ➜
Name: Date:
13 Which word means “more than one man”?

a mans
b men
c mens
14 Which word means “more than one goose”?

a geese
b goose
c gooses

There are too many people in
this room.
Which word in the sentence means “more

than one person”?
a room
b people
c too
STOP

Answer Key Name:
2 C Point of View RL.2.6 DOK 2
3 B Point of View RL.2.6 DOK 2
5 See Point of View RL.2.6 DOK 2

below
6 B Context Clues: Multiple Meanings L.K.4a DOK 2
7 C Context Clues: Multiple Meanings L.K.4a DOK 2
8 A Context Clues: Multiple Meanings L.K.4a DOK 2
9 C High-Frequency Words RF.1.3 DOK 1
10 B High-Frequency Words RF.1.3 DOK 1
11 A r-Controlled Vowel ar RF.1.3 DOK 1
12 B r-Controlled Vowel ar RF.1.3 DOK 1
13 B Plurals (irregular) L.1.1c DOK 1

14 A Plurals (irregular) L.1.1c DOK 1
15 C Plurals (irregular) L.1.1c DOK 1

Phonics 11, 12 /2 %
5 Possible Answer: At the end of the story, it is winter and Martin has no food. When Lark gives him
some seeds, he likes them.

UNIT 5
WEEK 2
Read the story “Curt and Herbie in Space.”

Curt and Herbie in Space

“You can tell by looking at the sky,” says

Herbie. “The sun is small.”
“No,” says Curt. “The sun is large. It only
looks small because it is so far away!”
The boys cannot agree. Their teacher
makes a plan to help them.
“I will take our class up in my spaceship,”
she says.
N➜
GO ON
UNIT 5
WEEK 2
“Great! Then we can see how big the

sun is!” says Curt.
The travelers hop into the spaceship.
First, the teacher makes the spaceship go
up high. Then she whirls it around.
“Whoa!” cries Herbie. “What is that?”
“Venus!” says Curt. “It’s a planet that
travels close to the sun.”
The spaceship hurls through space. Then
the kids see another planet.
“That is Mercury!” Herbie blurts out. “Its
path passes close to the sun, too!”
GO ON ➜
UNIT 5
WEEK 2
“You are right!” yells Herbie. “The sun

is really huge now!”
“Please take us back to the suburbs,”
urges Curt. “I want to tell my family about
this exciting trip!” The teacher turns her
spaceship to the left, and they head back

to school.
N➜
GO ON
Name: Date:

answers on the story “Curt and Herbie
in Space.”
1 Curt says that the sun looks small because

it is so .
a bright
b near by
c far away
2 Why does the teacher take the class up in

her spaceship?
a She wants the boys to see the size of
the sun.
b She wants the boys to have an exciting
class trip.
c She wants to show the boys what a

spaceship looks like.
3 Why does the teacher make the spaceship

go up so high?
a She is in a hurry to leave the school.
b She needs to keep the children quiet.
c She wants to get close to the planets.
GO ON ➜
Name: Date:
4 Why does Curt want to tell his family about

the class trip?
a He did not like the trip.
b He was excited to see the planets.
c He saw Mercury pass close to Venus.
5 Why does Herbie change his mind about

the size of the sun?
N➜
GO ON
Name: Date:
6 Which word is a stronger way to say “turns

around quickly”?
a heads
b passes
c whirls
7 Which word is a stronger way to say “large”?

a big
b huge
c tiny
GO ON ➜
Name: Date:
8 Which word is a stronger way to say “go fast”?

a hurry
b move
c walk
9 The tall glass is of milk.

a full
b great
c poor
10 A monkey can high in a tree.

a another
b climb
c through
N➜
GO ON
Name: Date:
11 a foam
b farm
c fern
12 a skirt
b skit
c skate
GO ON ➜
Name: Date:
13 Which word means “someone who paints”?

a paint
b painter
c painting
14 Which word means “someone who travels”?

a traveling
b traveled
c traveler
15 If you add -er to the word teach, you get a

new word that means .
a a subject you study
b something you learn

c someone who teaches
STOP

Answer Key Name:
2 A Plot : Cause and Effect RL.1.3 DOK 2
4 B Plot: Cause and Effect RL.1.3 DOK 2
5 See Plot: Cause and Effect RL.1.3 DOK 2

below
6 C Shades of Meaning/Intensity L.1.5d DOK 2
7 B Shades of Meaning/Intensity L.1.5d DOK 2
8 A Shades of Meaning/Intensity L.1.5d DOK 2
11 C r-Controlled Vowels er, ir, ur RF.1.3 DOK 1
12 A r-Controlled Vowels er, ir, ur RF.1.3 DOK 1
13 B Inflectional Ending -er RF.1.3f DOK 2

14 C Inflectional Ending -er RF.1.3f DOK 2
15 C Inflectional Ending -er RF.1.3f DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: When he is in the spaceship, Herbie can see how huge the sun really is.

UNIT 5
WEEK 3
Read the story “The Peanut Man.” Then

The Peanut Man

What do you know about peanuts? They
are very useful plants. You can eat them from
the shell. You can grind them to make peanut
butter. But what else can you do? The answer
may surprise you.
N➜
GO ON
UNIT 5
WEEK 3
George Washington Carver lived a long

time ago. In school he learned a lot about
plants. He wanted to learn more. So George
got a job as a cook to pay for college. He
studied hard.
Farmers had trouble growing cotton.
George told them to grow peanuts. Peanuts
put good things back in the dirt. Then cotton
and other crops would grow better.
GO ON ➜
UNIT 5
WEEK 3
George was an inventor. He liked to find

new ways to use things. He made new paints
from clay. But George is known for his work
with peanuts. He came up with more than
100 ways to use peanuts. He used them to
make candy. He even used them to make ink.
George gave many speeches about his
work with peanuts. He became so famous
that people gave him a nickname. They
called him “The Peanut Man.”
N➜
GO ON
Name: Date:

answers on the story “The Peanut Man.”
1 How did George help to pay for college?

a He worked as an inventor.
b He worked as a farmer.
c He worked as a cook.
2 How did George learn more about plants?

a He asked a farmer about plants.
b He studied hard at college.
c He ate many plants.
3 What problem did the farmers have?

a They had trouble growing cotton.

b There was too much cotton.
c They did not like beans.
GO ON ➜
Name: Date:
4 What new use did George find for clay?

a He made clay into peanuts.
b He made clay into cotton.
c He made clay into paints.
5 How did George solve the farmers’ problem?

N➜
GO ON
Name: Date:

The farmers decided not to
replant cotton.
What does replant mean?
a plant before
b plant soon
c plant again

The farmers were unhappy that
they could not grow cotton.
What does unhappy mean?
a so happy

b not happy
c happy again
GO ON ➜
Name: Date:
8 What does return mean?

a turn before
b turn back
c not turn
9 Can you how many beans are

in the jar?
a guess
b better
c began
10 We will about inventors today.

a learn
b right
c sure
N➜
GO ON
Name: Date:
11 a cane
b cone
c corn
12 a board
b bead
c bird
GO ON ➜
Name: Date:
13 What is the short way to write Doctor?

a dr.
b Dr.
c Dr
14 What is the abbreviation for Monday?

a Mond.
b Mday.
c Mon.

Mr. Carver was an inventor.
Which word does Mr. stand for?
a Mister
b Miss
c Matter
STOP

Answer Key Name:
1 C Connections Within Text: Problem and Solution RI.1.3 DOK 2
2 B Connections Within Text: Problem and Solution RI.1.3 DOK 2
3 A Connections Within Text: Problem and Solution RI.1.3 DOK 2
4 C Connections Within Text: Problem and Solution RI.1.3 DOK 2
5 See Connections Within Text: Problem and Solution RI.1.3 DOK 2

below
6 C Prefixes L.2.4b DOK 1
7 B Prefixes L.2.4b DOK 1
8 B Prefixes L.2.4b DOK 1
11 C r-Controlled Vowels or, ore, oar RF.1.3 DOK 1
12 A r-Controlled Vowels or, ore, oar RF.1.3 DOK 1
13 B Abbreviations L.1.2 DOK 1

14 C Abbreviations L.1.2 DOK 1
15 A Abbreviations L.1.2 DOK 1

Phonics 11, 12 /2 %
5 Possible Answer: George told farmers to plant peanuts. Peanuts help make the dirt better.

UNIT 5
WEEK 4
Read the story “House Sounds.” Then

House Sounds
Mom is working at home, but the house

still seems silent. Dad is at work. My sister is
at school, and she has the computer. Even the
TV is in the shop. I feel helpless because I am
sick. There is nothing to do.
A clock goes tick, tick. It is softer than the
chirping of the birds outside. A dog howls
with a sound louder than a train.
N➜
GO ON
UNIT 5
WEEK 4
A snowplow passes by, and branches

scrape the window. A kitchen cupboard
closes. These all make low, deep sounds.
The wind moves chimes on the porch.
They ring with high, light sounds.
Mom fixes lunch. A buzzing sound
wakes me.
GO ON ➜
UNIT 5
WEEK 4
“It’s lunchtime,” calls Mom.

I eat, and I slurp my drink. Mom tells
me to stop.
Dad and Sis come home early. The bell
rings. A helpful friend is here, bringing work
from school.
“Write a book,” the teacher’s note says.
“Oh,” I tell myself. “I will write a book
about sounds.” Now I am thankful I stayed
home today.
N➜
GO ON
Name: Date:

answers on the story “House Sounds.”
1 Why is the girl home from school?

a She is sick.
b It is snowing.
c There is nothing to do.
2 What is the problem with being home

from school?
a A clock is ticking.
b She has nothing to do.
c A buzzing sound wakes her.
3 What step does the girl take to solve

her problem?
a She takes a nap on the couch.
b She listens to sounds.
c She plays a game.
GO ON ➜
Name: Date:
4 How does the girl’s friend help?

a She brings schoolwork for the girl to do.
b She writes a note to their teacher.
c She eats dinner with the girl.
5 How does the teacher’s note solve the

girl’s problem?
N➜
GO ON
Name: Date:

I feel helpless because I am sick.
What does helpless mean?
a full of ways to help
b without ways to help
c someone who helps you

Now I am thankful I stayed
home today.
What does thankful mean?
a someone who thanks you
b without thanking

c full of thanks
GO ON ➜
Name: Date:
8 What does kindly mean?

a not kind
b in a way that is kind
c a person who is not kind
9 We will play tag of soccer.

a early
b instead
c oh
10 Janna likes the red.

a color
b nothing
c thought
N➜
GO ON
Name: Date:
11 a crane
b crow
c crown
12 a moss
b mouse
c most
GO ON ➜
Name: Date:
13 Which word goes in the blank?

A couch is than
a sidewalk.
a soft
b softer
c softest

It feels in the house
than at school.
a warm
b warmer
c warmest

Today was the day of
the week.
a cold
b colder
c coldest
STOP

Answer Key Name:
1 A Plot: Problem and Solution RL.1.3 DOK 2
2 B Plot: Problem and Solution RL.1.3 DOK 2
3 B Plot: Problem and Solution RL.1.3 DOK 2
4 A Plot: Problem and Solution RL.1.3 DOK 2
5 See Plot: Problem and Solution RL.1.3 DOK 2

below
6 B Suffixes L.1.4b DOK 1
7 C Suffixes L.1.4b DOK 1
8 B Suffixes L.1.4b DOK 1
11 C Diphthongs ou, ow RF.1.3 DOK 1
12 B Diphthongs ou, ow RF.1.3 DOK 1
13 B Comparative Inflectional Endings -er, -est RF.1.3f DOK 2

14 B Comparative Inflectional Endings -er, -est RF.1.3f DOK 2
15 C Comparative Inflectional Endings -er, -est RF.1.3f DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The girl has to write a book for homework. Now she has something to do.
She will write a book about sounds.

UNIT 5
WEEK 5
Read the story “A Playground to Enjoy.”

A Playground to Enjoy
We have a park with apple trees and

picnic tables, but there is no playground.
Our park has no swings or slides. We want
a playground. What can we do?
Together we have a voice. We can get a
playground if we work for it. We ask the city
if we can build a simple playground. The
mayor says yes!
N➜
GO ON
UNIT 5
WEEK 5
We sit at a table and make a list of the

things we want. We need money to get them,
so we send our list to a place that helps
people make parks better. Then we wait.
We get a letter in the mail. Now we have
money to buy two swings and a slide! We
order those things.
We need workers. Troy’s dad says he will
help. My mom says she will help, too. Other
moms and dads will join them. We set a date
to put up our playground.
GO ON ➜
UNIT 5
WEEK 5
The workers hoist poles high above them.

They place joints together. It takes only one
day to build the playground.
We gather at the park. The mayor cuts
the ribbon. The playground is open! Now kids

are enjoying the new swings and slide.
N➜
GO ON
Name: Date:

answers on the story “A Playground to Enjoy.”
1 What makes the people get together

to talk about their park?
a They want the mayor to clean it up.
b They want a beautiful rose garden.
c They want a simple playground.
2 Why do the people make a list?

a They want to hire a new mayor.
b They have to shop for food for lunch.
c They write down what they want for
the playground.

3 What happens when they need workers
to put up the playground?
a Dads and moms say they will help.
b They hire five workers to help them.
c The children help their dads and moms.
GO ON ➜
Name: Date:
4 How do the workers build the playground?

a They make a list of tools they need.
b They ask the mayor to cut the ribbon.
c They hoist poles and place joints together.
5 Why do the people write a letter to a place

that helps people make parks better?
N➜
GO ON
Name: Date:

We are a playground.
Which word goes in the blank?
a build
b builds
c building

Some people together
to make a list.
a gathers
b gathered

c gathering
GO ON ➜
Name: Date:

Maya’s dad he can help.
a say
b says
c saying
9 A clown was coming me.

a fall
b money
c toward
10 We the speaker.
a knew
b build
c above
N➜
GO ON
Name: Date:
11 a toy
b tee
c tray
12 a can
b coin
c cone
GO ON ➜
Name: Date:
13 What is the final stable syllable in table?

a ble
b ta
c ab
14 Which word in the sentence has a final

stable syllable?
I see a turtle in the large pond.
a turtle
b large
c see
15 Which word has a final stable syllable?

a pillow
b prize
c puddle
STOP

Answer Key Name:
1 C Connections Within Text: Cause and Effect RI.1.3 DOK 2
3 A Connections Within Text: Cause and Effect RI.1.3 DOK 2
5 See Connections Within Text: Cause and Effect RI.1.3 DOK 2

below
6 C Inflectional Endings -s, -ed, -ing L.1.4c DOK 1
7 B Inflectional Endings -s, -ed, -ing L.1.4c DOK 1
8 B Inflectional Endings -s, -ed, -ing L..1.4c DOK 1
11 A Diphthongs oi, oy RF.1.3 DOK 1
12 B Diphthongs oi, oy RF.1.3 DOK 1
13 A Final Stable Syllables RF.1.3d DOK 1

14 A Final Stable Syllables RF.1.3e DOK 2
15 C Final Stable Syllables RF.1.3e DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The people need money to buy things for the playground. They write a letter
asking for some money to buy swings and a slide.

UNIT 6
WEEK 1
Read the story “Luke and His Group.” Then

Luke and His Group

Luke the Spider zooms around the room.
He is more powerful than he thinks. He gets
reckless and runs into June. Others hoot.
Luke has eight legs. He rides two bikes,
one next to the other. Luke puts four legs on
each bike.
N➜
GO ON
UNIT 6
WEEK 1
“You are rude!” yells Bruce Beetle. He and

the others have only six legs.
Luke keeps busy but feels lonesome.
People line up at the booth to buy tickets
for the circus.
June and Bruce ride in together. They
each stand up and stoop down on a bike.
Bruce toots a horn. June plays a tune on
her flute.
Luke shoots into the ring on two bikes.
He pushes the bikes apart and makes a face.
The people laugh.
GO ON ➜
UNIT 6
WEEK 1
When the show is over, the crew rides

around the ring together.
“There’s Luke!” cries someone. “He’s great!”

“Luke puts people in a good mood,” June
says to Bruce. “He’s harmless, isn’t he?”
“Yes, and he’s good,” answers Bruce. He
turns to Luke. “You were amazing! Could you
please teach us a new trick?”
“Sure,” replies Luke. Luke likes helping
the group. He feels joyful.
N➜
GO ON
Name: Date:

answers on the story “Luke and His Group.”
1 What can Luke do?

a He can ride two bikes at the same time.
b He can play a funny tune on a flute.
c He can walk around a ring.
2 Which sentence is a clue to the theme of

the story?
a People buy tickets.
b June and Bruce ride.
c Luke feels lonesome.
3 Which sentence is another clue to the

theme of the story?
a Bruce toots a horn.
b Luke is a funny spider.
c The crew rides around together.
GO ON ➜
Name: Date:
4 What makes June and Bruce change how

they feel about Luke?
a He knows how to put people in a
good mood.
b He has eight legs, but they have
six legs.
c He is powerful and reckless.
5 What message does the author want to

share in this story?
N➜
GO ON
Name: Date:

Others hoot.
Which word means the SAME as hoot?
a shout
b jump
c talk

June plays a tune on her flute.
Which word means the SAME as tune?
a game
b noise
c song
GO ON ➜
Name: Date:
8 Which word from the story means the

SAME as group?
a bikes
b crew
c others
9 The brown is locked.

a busy
b door
c eyes
10 We do not have food for

six people.
a answer
b brought
c enough
N➜
GO ON
Name: Date:
11 a stool
b stole
c steel
12 a foot
b fruit
c fluke
GO ON ➜
Name: Date:
13 What does powerful mean?

a full of power
b without power
c having power again
14 When you add -less to the end of the

word harm, you get a new word that
means .
a with harm
b harm again
c without harm
15 Which word means “full of joy”?

a joyful
b joyed
c joyless
STOP

Answer Key Name:
1 A Theme RL.1.2 DOK 3
2 C Theme RL.1.2 DOK 3
5 See Theme RL.1.2 DOK 3

below
6 A Synonyms L.4.5c DOK 2
7 C Synonyms L.4.5c DOK 2
8 B Synonyms L.4.5c DOK 2
11 Variant Vowel Spellings with Digraphs:

A RF.1.3c DOK 1
oo, u, u_e, ew, ue, ui, ou

B RF.1.3c DOK 1
oo, u, u_e, ew, ue, ui, ou
13 A Suffixes -ful and -less L.1.4b DOK 1

14 C Suffixes -ful and -less L.1.4b DOK 1
15 A Suffixes -ful and -less L.1.4b DOK 1

Phonics 11, 12 /2 %
5 Possible Answer: It is okay to be different. We can all contribute to a group.

UNIT 6
WEEK 2
Read the story “A Native American School.”

A Native American School

Paula finishes her math. She takes out

her drawing that shows her at the dance.
Mother and Father will come to school later
today, and Paula will dance. Her brother
will drum.
Now it is time for reading. Paula reads
some words in Dakota. Her mother can speak
Dakota. Most of what Paula knows is English.
N➜
GO ON
UNIT 6
WEEK 2
Father walks into the room. He has come

to give a talk. He shows the class how to
make a dream catcher. It is made from a thin
branch pulled into a circle. All the children
make dream catchers and hang them on the
classroom wall.
Class is over. The teacher hands out cards
that tell about a trip to Maple Camp. The
children will tap maple trees. Raw sap will
drip into a metal pan. Then it will be boiled.
Boiling makes the sap taste sweet.
GO ON ➜
UNIT 6
WEEK 2
That night, Paula puts on her skirt and

shawl. She dances to the beat of the drum.
Her feet bounce up and down. Mother,
Father, and Brother are there. Her friends
have come. Paula is happy.
N➜
GO ON
Name: Date:

on the story “A Native American School.”
1 What fact does the author want readers to

know about Paula?
a She studies science at school.
b She knows some words in Dakota.
c She does not like to dance in Dakota.
2 What does the author want readers to

know about dream catchers?
a why they are round
b how they are made
c how to hang them up

3 The author tells about tapping maple trees
to .
a show how easy it is to do
b get readers to make sweet sap
c give facts about what the class will do
at Maple Camp
GO ON ➜
Name: Date:
4 Why did the author write this story?

a to give information about a day at a
Native American school
b to explain how to play the drums for
Paula’s dance
c to tell a funny thing that Paula did
5 What does the author want readers to

learn from the pictures in this story?
N➜
GO ON
Name: Date:
6 Which word is the OPPOSITE of after?

a before
b last
c when

Class is over.
Which word is the OPPOSITE of over?
a hard
b ending
c starting
GO ON ➜
Name: Date:

That night, Paula puts on her
skirt and shawl.
Which word is the OPPOSITE of night?
a day
b snack
c week
9 I have a of my Grandma.
a friend
b love
c picture
10 My is three years old.

a brother
b father
c mother
N➜
GO ON
Name: Date:
11 a ball
b bale
c bowl
12 a cat
b claw
c clay
GO ON ➜
Name: Date:
13 How do you break the word indeed

into syllables?
a ind-eed
b in-deed
c indee-d
14 Which one shows the vowel team?

a saucer
b saucer
c saucer
15 How do you break the word because

into syllables?
a be-cause
b bec-ause
c beca-use
STOP

Answer Key Name:
1 B Author’s Purpose RI.2.6 DOK 2
2 B Author’s Purpose RI. 2.6 DOK 2
3 C Author’s Purpose RI. 2.6 DOK 2
4 A Author’s Purpose RI. 2.6 DOK 2
5 See Author’s Purpose RI.2.6 DOK 2

below
6 A Antonyms L.4.5c DOK 2
7 C Antonyms L.4.5c DOK 2
8 A Antonyms L.4.5c DOK 2

A RF.1.3 DOK 1
a, aw, au, augh, al

B RF.1.3 DOK 1
a, aw, au, augh, al
13 B Vowel Team Syllables RF.1.3e DOK 2

14 C Vowel Team Syllables RF.1.3e DOK 2
15 A Vowel Team Syllables RF.1.3e DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The author uses the pictures to help explain the facts. One picture shows what
a dream catcher looks like. Another picture shows how Paula dresses for her dance.

UNIT 6
WEEK 3
Read the story “A Change in the Weather.”

A Change in the Weather

Today we are at the beach. We have not
been there for a month.
I am as happy as a clam except for the
gnats that bite. I like to daydream in the
sun. The wrens are singing, and our dog is
gnawing a bone.
N➜
GO ON
UNIT 6
WEEK 3
My brother has a knack for swimming.

Father says David swims like a fish. David
and Mother run to the water.
Father says, “It’s a bit windy. I hope it
doesn’t rain.”
Soon it is lunchtime. I help Mother
unwrap the food. I use a knife to put peanut
butter on bagels. I put grapes on a plate.
I feel a drop of rain, and the sky turns
gray. Another drop falls on my wristwatch. I
stuff it in my pocket so it does not get wrecked.
GO ON ➜
UNIT 6
WEEK 3
“Gather the children and their knapsacks,”

says Mother. She calls David and me. I know
we have to leave.
All of us get as busy as bees. I wrap up
the sandwiches that are left.
“This towel is wet,” David says. Father
shows him how to wring it out.
We pile into the car. At least we enjoyed
the beach for a little while.
N➜
GO ON
Name: Date:

on the story “A Change in the Weather.”
1 Why are the parents and children happy to

be at the beach?
a They like gray and windy days.
b They piled into the car to get there.
c They have not been there for a month.
2 What makes Father think the weather

might change?
a Gnats are biting.
b It is getting windy.
c Wrens are singing.

3 Mother wants to gather the children and
knapsacks to .
a get ready to leave the beach
b enjoy the warm, sunny day
c go for a swim in the water
GO ON ➜
Name: Date:
4 Father shows David how to wring out the

towel because it is .
a too large to fold
b full of sand
c wet
5 Why does the family enjoy the beach only

for a little while?
N➜
GO ON
Name: Date:

I am as happy as a clam except
for the gnats that bite.
What does as happy as a clam mean?
a not happy at all
b a little happy
c very happy

Father says David swims like
a fish.
What does swims like a fish mean?
a swims well

b swims slowly
c swims in deep water
GO ON ➜
Name: Date:

All of us get as busy as bees.
What does as busy as bees mean?
a getting food
b working hard
c playing outside
9 We will go on a trip next .

a been
b their
c year
10 Ruby asked a good .

a children
b month
c question
N➜
GO ON
Name: Date:
11 a men
b ten
c wren
12 a bright
b knight
c light
GO ON ➜
Name: Date:
13 What two words make up the compound

word daydream?
a dad, ream
b da, dream
c day, dream
14 What does the word lunchtime mean?

a the time to begin eating lunch
b the time to stop eating lunch
c the time before breakfast

compound word?
a gnawing
b wristwatch
c unwrap
STOP

Answer Key Name:
2 B Plot: Cause and Effect RL.1.3 DOK 2
3 A Plot: Cause and Effect RL.1.3 DOK 2
5 See Plot: Cause and Effect RL.1.3 DOK 2

below
6 C Similes L.4.5a DOK 2
7 A Similes L.4.5a DOK 2
8 B Similes L.4.5a DOK 2
11 C Silent Letters wr, kn, gn RF.1.3 DOK 1
12 B Silent Letters wr, kn, gn RF.1.3 DOK 1
13 C Compound Words RF.1.3e DOK 2

14 A Compound Words RF.1.3e DOK 2
15 B Compound Words RF.1.3e DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The weather changes while the family is at the beach. The family has to leave
because it starts to rain.

UNIT 6
WEEK 4
Read the story “Springtime.” Then answer

Numbers 1 to 5.
Springtime
A rabbit scrambled down the sidewalk

past a robin. Spring had begun.
Our shed is our storeroom. We had not
opened it all winter. Now we had to clean it.
“Look at this blanket,” Grandma
remarked. “It’s full of holes!” She threw it out.
I found old toys to take to the thrift store.
After we finished scrubbing, we checked that
chore off our list.
N➜
GO ON
UNIT 6
WEEK 4
One day Mother heard that kites were on

sale. We got some splendid ones. The next
day we went to Kite Day at the park. The
wind slowly picked up our kites. My kite
started bouncing.
“Hold your strings tightly!” shouted my
sister. I’m glad I didn’t let go.
We planted a garden in the backyard
before a big rain. We put in rows of beans
and corn. In the front lawn, we planted
flowers. Soon they started to sprout.
“Please water the plants,” Mother said.
I sprinkled water on the plants and my feet!
GO ON ➜
UNIT 6
WEEK 4
On May 1, it was May Day. May Day

is about the coming of spring. We stuffed
baskets with gifts and gave them to our
friends. The best part was dancing around
the maypole.
We do these things every spring. I am
sure other groups have their customs, too.
N➜
GO ON
Name: Date:

answers on the story “Springtime.”
1 Which sentence is a clue to the theme of

the story?
a We opened the shed last winter.
b We went to Kite Day at the park.
c We had to walk on the hot sidewalk.
2 Which sentence is another clue to the

theme of the story?
a We took a nap.
b We went to school.
c We planted a garden.

3 Why did Grandma throw away the blanket
she found in the storeroom?
a She did not like the color anymore.
b She did not need to use a blanket in
the summer.
c She did not want to keep a blanket that
was full of holes.
GO ON ➜
Name: Date:
4 Why did the kite start to bounce?

a The wind picked up the kite.
b The kite fell from the sky.
c The string broke.
5 What is the theme of this story?

N➜
GO ON
Name: Date:

A rabbit scrambled down the
sidewalk past a robin.
What does the word sidewalk mean?
a a place for walking inside
b a way to walk through the woods
c a path for walking on the side of a street

Our shed is our storeroom.
What does the word storeroom mean?
a a room above a store
b a room to store things in

c a store with only one room
GO ON ➜
Name: Date:

compound word?
a backyard
b blanket
c splendid
9 Jenny will the big cart.

a front
b push
c world
10 Please put book on the desk.

a before
b heard
c your
N➜
GO ON
Name: Date:
11 a cream
b scream
c stream
12 a tree
b three
c thread
GO ON ➜
Name: Date:
13 Two men are the flag now.

a raiseing
b raising
c raissing
14 Which word tells that something happened

in the past?
a dropped
b dropping
c drops
15 Last week we a new park.

a explore
b explored
c exploring
STOP

Answer Key Name:
1 B Theme RL.1.2 DOK 3
4 A Theme RL.1.2 DOK 3
5 See Theme RL.1.2 DOK 3

below
6 C Compound Words L.2.4d DOK 2
7 B Compound Words L.2.4d DOK 2
8 A Compound Words L.2.4d DOK 2
11 C Three-Letter Blends scr, spl, spr, str, thr, shr RF.1.3 DOK 1
12 B Three-Letter Blends scr, spl, spr, str, thr, shr RF.1.3 DOK 1
13 B Inflectional Endings -ed, -ing RF.1.3f DOK 2

14 A Inflectional Endings -ed, -ing RF.1.3f DOK 2
15 B Inflectional Endings -ed, -ing RF.1.3f DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The theme of this story is that spring is a busy and fun time of year.

UNIT 6
WEEK 5
Read the story “Let’s Celebrate!”

Let’s Celebrate!
Every season of the year has its own
holidays. We celebrate holidays in different
ways. We eat special foods. We give presents.
We do things that are important to us. Here are
some holidays that are presents to the nation.
N➜
GO ON
UNIT 6
WEEK 5
Earth Day is a spring holiday. It reminds

us to take care of the world around us. On
Earth Day, kids are busy bees. They learn
ways to protect nature. They do projects to
clean up the places where they live.
Grown-ups do projects, too.
Labor Day is summer’s last roar. Labor is
another word for work. On Labor Day, we
show respect for workers. Many businesses
close on Labor Day. This lets workers have a
day off from their jobs.
GO ON ➜
UNIT 6
WEEK 5
Election Day is held in the fall. It is a day

for voting. People choose leaders for their
towns, their states, and the nation. This
holiday reminds us of our freedom. We are
free to vote for our own leaders.
Martin Luther King, Jr. Day is a winter
holiday. It also reminds us of our freedom.
Dr. King made many speeches. He worked
very hard to get equal rights for everyone.
Many people like to help out in the
community to celebrate this holiday.
N➜
GO ON
Name: Date:

answers on the story “Let’s Celebrate!”
1 What does the author tell readers

about Earth Day?
a It is a summer holiday.
b It is a day for special foods.
c It teaches us to protect nature.

Labor is another word for work.
Why does the author include this sentence
in the story?
a to make sure readers understand what
labor means
b to show how smart the author is

c to explain a made-up word
3 Which winter holiday does the author

describe in the story?
a Labor Day
b Election Day
c Martin Luther King, Jr. Day
GO ON ➜
Name: Date:
4 The author’s purpose for writing this story

was to .
a tell readers how to give big parties and
get lots of presents
b teach readers about holidays they might
not know about
c make readers laugh at a silly story
5 Why does the author write about four

different holidays?
N➜
GO ON
Name: Date:

Here are some holidays that are
presents to the nation.
What does presents to the nation mean?
a for children only
b like every other day of the year
c reminders of good things about our country

On Earth Day, kids are
busy bees.
What does busy bees mean?
a Kids are buzzing.

b Kids dress like bees.
c Kids are working hard.
GO ON ➜
Name: Date:

Labor Day is summer’s last roar.
What does summer’s last roar mean?
a the first holiday of the summer
b the last summer celebration
c the noisiest summer day
9 The baby is too to play with us.

a few
b gone
c young
10 We had a big at school today.

a favorite
b surprise
c wonder
N➜
GO ON
Name: Date:
11 a chain
b chair
c chore
12 a bar
b bean
c bear
GO ON ➜
Name: Date:
13 How do you divide the word declare

into syllables?
a de-clare
b decl-are
c decla-re
14 How do you divide the word wearing

into syllables?
a we-aring
b wea-ring
c wear-ing
15 How do you divide the word repair

into syllables?
a repa-ir
b rep-air
c re-pair
STOP

Answer Key Name:
1 C Author's Purpose RI.2.6 DOK 2
2 A Author's Purpose RI.2.6 DOK 2
3 C Author's Purpose RI.2.6 DOK 2
4 B Author’s Purpose RI.2.6 DOK 2
5 See Author’s Purpose RI.2.6 DOK 2

below
6 C Metaphors L.4.5a DOK 2
7 C Metaphors L.4.5a DOK 2
8 B Metaphors L.4.5a DOK 2
11 B r-Controlled Vowels air, are, ear RF.1.3 DOK 1
12 C r-Controlled Vowels air, are, ear RF.1.3 DOK 1
13 A r-Controlled Vowel Syllables RF.1.3e DOK 2
14 C r-Controlled Vowel Syllables RF.1.3e DOK 2

15 C r-Controlled Vowel Syllables RF.1.3e DOK 2

Phonics 11, 12 /2 %
5 Possible Answer: The author wants to tell about a holiday in every season. There are four
seasons, so the author writes about four holidays.

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Week 2 Assessment 111 Week 2 Assessment 261

Weekly Assessment • Teacher Introduction iii

Copyright © The McGraw-Hill Companies, Inc.

iv Weekly Assessment • Teacher Introduction

Overview of Weekly Assessment

four multiple-choice items.

Weekly Assessment • Teacher Introduction v

Scoring Weekly Assessment

Question Answer Content Focus CCSS Complexity

Copyright © The McGraw-Hill Companies, Inc.

4 C Main Idea and Key Details RL.1.2 DOK 2

5 See below Main Idea and Key Details RL.1.2 DOK 2

6 A Context Clues: Sentence Clues L.1.4a DOK 2

Comprehension: Multiple Choice 1, 2, 3, 4, /4 %

Scoring rows identify items associated

vi Weekly Assessment • Teacher Introduction

Read the story “Sam and Jan.” Then answer

Sam and Jan

Copyright © The McGraw-Hill Companies, Inc.

Now answer Numbers 1 to 5. Base your

2 What can Sam do?

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4 Look at the picture on page 1.

5 Look at the picture on page 3.

Choose the best answer.

7 The pan is here.

Listen while your teacher reads the directions.

Copyright © The McGraw-Hill Companies, Inc.

Choose the word that names the picture.

Choose the best answer.

Copyright © The McGraw-Hill Companies, Inc.

8 8 Grade 1 Weekly Assessment • Unit 1, Week 1

Weekly Assessment • Unit 1, Week 1 Grade 1 9

Question Answer Content Focus CCSS Complexity

1 B Key Details RL.1.1 DOK 1

2 A Key Details RL.1.1 DOK 1

3 C Key Details RL.1.1 DOK 1

4 B Key Details: Use Illustrations RL.1.7 DOK 1

5 C Key Details: Use Illustrations RL.1.7 DOK 1

6 C High-Frequency Words RF.1.3g DOK 1

7 B High-Frequency Words RF.1.3g DOK 1

8 B Identify Rhyme RF.K.2a DOK 1

9 A Phoneme Isolation RF.1.2c DOK 1

10 B Short a RF.1.3b DOK 1

11 A Short a RF.1.3b DOK 1

12 C Short a RF.1.3b DOK 1

13 A Inflectional Ending -s RF.1.3f DOK 2

Copyright © The McGraw-Hill Companies, Inc.

15 C Inflectional Ending -s RF.1.3f DOK 2

10 Grade 1 Weekly Assessment • Unit 1, Week 1

Read the story “Lin and Tim Go Out.” Then

Lin and Tim Go Out

Lin and Tim go up the hill.

Copyright © The McGraw-Hill Companies, Inc.