GRADE 1
Teacher’s Manual
StudentWeekly
Assessment
A
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,
Two Penn Plaza, New York, New York 10121.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced
in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may
not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies,
Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.
Printed in the United States of America
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Weekly Assessment Teacher Manual
Contents
Introduction to the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T4
Administering the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5
Scoring the Selection Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T6
Introduction and How to Use the Weekly Assessment . . . . . . . . . . . . . . . . . . T7
Administering the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T8
Scoring the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9
Short-Answer Reading Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T10
Answer Sheets
Selection Test Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11Weekly Assessment Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T13
Answer Keys
Selection Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T15Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T27
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Weekly Assessment Teacher Manual
Introduction to the Selection Tests
The Selection Tests are designed to assess
your children’s comprehension of the
core selections in the Treasures reading
program. The test questions use formats
your children will encounter on
your state test.
The Selection Tests may test skills that
are not evaluated on your state test but
that are important skills in the Treasures
program.
Each Selection Test includes questions that
cover the following areas:
■ Reading Comprehension (Units 1-6)
■ Grammar, Mechanics and Usage
(Units 4-6)
■ Vocabulary Skills (Units 4–6)
The results of the tests can be used to
monitor children’s progress in applying the
comprehension and vocabulary strategies
taught during the week.
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T4 Grade 1
Weekly Assessment Teacher Manual
Administering the Selection Tests
Grade 1 Selection Tests are structured
as follows:
Units 1–3 five multiple-choice questions
Unit 4 four multiple-choice questions,
one short answer question
Units 5–6 nine multiple-choice questions,
one short answer question
The format of the test will be the same for
each week in the unit. You may want to
explain the test to students the first few
times you administer it.
■ For the multiple-choice questions,
children should mark the oval next to
the best answer. Remind children to fill
in the oval completely.
■ For the short-answer questions, children
should write their answers on the lines
provided on the page.
■ Answer sheets for Units 5–6 have been
provided on page T11–T12, if you
choose to use them.
■ You may read the questions and answer
choices out loud as you feel necessary to
help the children. For Units 1–3 in
particular, you may want to read the
questions aloud as your class may not
be familiar with all the vocabulary used
at this point of the program.
A Sample Reading Question is included on
page vii of the Student Weekly Assessment
book to familiarize children with the format
of the test questions. It may be used before
the first Selection Test; you may choose to
review the sample with the children again
before each test. Have children follow along
as you read these pages aloud and answer
any questions.
General Procedures
Before the test: Distribute copies of the
Selection Test and Answer Sheet, if you
choose to use one.
Directions: Say: Write your name at the top
of each page. (If you are using the separate
Answer Sheet, say: Write your name and the
date at the top of your Answer Sheet.) When
all children have finished, say: Look at the
directions at the top of the page. Follow along
as I read them aloud. Choose the best answer
to each question.
Look at question number 1. [Read question.] A.
[Read answer choice.] B. [Read answer
choice.] C. [Read answer choice.] Is it A, B,
or C? [Pause. Repeat question.] Mark the oval
next to the answer you choose. Make your
marks dark and neat. [Allow children time to
fill in their answers.]
Repeat for each question. For the short-
answer question, say: You will write your
answer on the lines below. When children
have finished the last question, say: Put your
pencils down and look at me.
During the test: Monitor children’s test-
taking behavior to make sure that each child
is following the directions and writing
responses in the correct places. Answer
questions about procedures and materials,
but do not help children answer questions.
After the test: Before collecting the papers,
make sure that children have written their
names at the top of their test or at the top of
the Answer Sheet.
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Weekly Assessment Teacher Manual
Scoring the Selection Tests
Selection Test Answer Keys
The Answer Keys to score the tests can be
found on pages T15–T26. Multiple-choice
questions are worth one point each. Short-
answer questions are worth three points
each. Use the Short-Answer Reading
Rubric on page T10 to help score these
test items.
Evaluating the Scores
Evaluating the results of this assessment
provides specific information about
children’s comprehension of the core
Treasures reading selections. Use these
results for instructional planning and
reteaching opportunities. Compare these
results with your own observations of
children’s work and identify objectives that
still need reinforcement.
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T6 Grade 1
Weekly Assessment Teacher Manual
Introduction to the Weekly Assessment
The Weekly Assessment is designed to
assess your children’s mastery of the skills
taught in each week of the Treasures reading
program. The test questions use formats
your children will encounter on your state
test.
The Weekly Assessment may test skills
that are not evaluated on your state test
but that are important skills in the Texas
Treasures program.
The Weekly Assessments include questions
that cover the following areas:
■ Reading Comprehension
■ Sructural Analysis
■ High-Frequency Words
■ Phonemic Awareness
■ Phonics
■ Grammar, Mechanics and Usage
■ Vocabulary Skills (Units 4–6)
Purpose of the Weekly Assessment
Each week, there will be a new passage for
children to read. The passage will be either a
fiction or an expository passage, depending
on the genre of the core selection for the
week. It will be followed by 12 questions
that cover the skills for the week.
Providing children with a new read allows
you to assess how well they have mastered
the skills for the week. When children apply
what they have learned, you can evaluate
the degree of mastery they have achieved.
How to Use the Weekly Assessment
The Weekly Assessment is given at the end
of each week, after the fifth day of instruction.
The assessment includes a fiction or a
nonfiction passage and questions focusing on
the main skills taught throughout the week.
Sample Reading and Sample Revising
and Editing Questions are included on
pages vii–viii of the Student Weekly
Assessment book to familiarize children with
the test. They may be used before the first
Weekly Assessment; you may choose
to review them with the children again
before each test. Have children follow along
as you read these pages aloud and answer
any questions.
Using the Results to Inform Instruction
Use the results of the Student Weekly
Assessment as a formative assessment tool
to help monitor each child’s progress.
Information gathered by evaluating the
results of this assessment also can be used
to diagnose specific strengths and
weaknesses of your children. If you use
Weekly Assessment scores to help
determine report card grades, then you can
consider the tests to be summative
assessments as well.
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T7Grade 1
Weekly Assessment Teacher Manual
Administering the Weekly Assessment
In Units 1–3, the Weekly Assessments
consist of 12 multiple-choice questions. In
Units 4–6, tests contain 11 multiple-choice
questions, and one short-answer question.
The format and length of the test is the
same for each week in the unit. You may
want to explain each section of the test to
children when you administer it.
■ For the multiple-choice questions,
children should mark the oval next to
the answer they choose. Remind
children to fill in the oval completely.
■ For the short-answer questions, children
should write their answers on the lines
provided.
■ Answer sheets for units 4–6 have been
provided on page T13–T14, if you
choose to use them.
■ You may read the questions and answer
choices out loud as you feel necessary to
help the children. For Units 1–3 in
particular, you may want to read the
questions aloud as your class may not
be familiar with all the vocabulary used
at this point of the program.
General Procedures
Before the test: Distribute copies of the
Weekly Assessment and Answer Sheet, if
you choose to use one.
Directions: Say: Write your name and the
date at the top of the test. (If you are using
the separate Answer Sheet, say: Write your
name and the date at the top of your Answer
Sheet.) When all children have finished, say:
Look at the directions at the top of the page.
Follow along as I read aloud [read passage
title], then answer each question.”
Allow time for children to read the passage,
or if necessary, read the passage aloud.
If reading the test aloud to students, say:
Look at question number 1. [Read question.] A.
[Read answer choice.] B. [Read answer
choice.] C. [Read answer choice.] Is it A, B,
or C? [Pause. Repeat question.] Fill in the oval
next to the answer you think is best. [Allow
children time to fill in their answers.]
Repeat for each question. For the short-
answer question, say: You will write your
answer on the lines below the question. When
children have finished the last question, say:
Put your pencils down and look at me.
Directions for the Phonemic Awareness
section are located on the cover of each test.
During the test: Monitor children’s test-
taking behavior to ensure they are following
directions and writing responses. Answer
questions about procedures and materials,
but do not help children answer questions.
After the test: Before collecting the papers,
make sure that children have written their
names on the cover of the test booklet.
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Weekly Assessment Teacher Manual
Scoring the Weekly Assessment
Using the Student Evaluation Charts
After each Weekly Assessment there is a
Student Evaluation Chart. It lists all of the
skills covered and the number of the
question that assesses each skill.
■ In the column labeled “Number Correct,”
fill in the point value for the questions
answered correctly for each skill. Add
the total number of points for correct
responses and write the number for
each subtest next to the total
possible score.
■ Add the scores for each skill (point value
of the items answered correctly) to
determine the total test score.
■ To convert these raw test scores to
percentages, divide the number of
correct responses by the total number
of points possible.
Weekly AssessmentAnswer Keys
The Answer Key to score the tests can be
found on pages T27–T42.
Short Answer Reading Rubric
The short-answer questions are worth three
points each, and the scoring rubric may be
found on page T10. Sample answers are
provided in the answer key for each test.
Evaluating the Scores
The primary focus of the Weekly Assessment
is to measure children’s progress toward
mastery of each skill. Scores that fall below
the 80th percentile suggest that children
require additional instruction before
mastery of that skill can be achieved.
Evaluating the results of this assessment
provides specific information about
children’s daily instructional needs. We
recommend that you use these results for
instructional planning and reteaching
opportunities. Compare these results with
your own observations of children’s work,
and identify objectives that still need
reinforcement. Incorporate these into your
instructional plans for the coming week for
individual, small group, or whole group
instruction as indicated.
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T9Grade 1
Short-Answer Reading Rubric
Use the rubric below to score the short-answer items in the tests.
Score Description
3 An exemplary response gives an interesting and detailed response strongly supported by text evidence.
2 A sufficient response gives a clear and reasonable response supported by text evidence.
1 A partially sufficient response gives a reasonable but vague response weakly connected to text evidence.
0 An insufficient response does not respond to the question.
Evidence may be specific words from the story or a retelling.
Weekly Assessment Teacher Manual
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T10 Grade 1
STUDENT ANSWER SHEET
Student Name
SELECTION TEST
S-1 a b c
1 a b c2 a b c3 a b c4 a b c5 a b c6 a b c7 a b c8 a b c9 a b c
10 Write answer
Weekly Assessment Teacher Manual
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T11Grade 1
STUDENT ANSWER SHEET
Student Name
10
Weekly Assessment Teacher Manual
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T12 Grade 1
STUDENT ANSWER SHEET
Student Name
WEEKLY ASSESSMENT
S-1 a b c S-2 a b c
1 a b c 5 a b c 9 a b c 2 a b c 6 Write answer 10 a b c 3 a b c 7 a b c 11 a b c 4 a b c 8 a b c 12 a b c
Weekly Assessment Teacher Manual
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T13Grade 1
STUDENT ANSWER SHEET
Student Name
6
Weekly Assessment Teacher Manual
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T14 Grade 1
Selection Tests Answer Key
Weekly Assessment Teacher Manual
Sample Question
Question Answer Content Focus
S-1 B Plot
UNIT 1, Week 1: “Pam and Sam”
Question Answer Content Focus
1 B Character and Setting
2 B Character and Setting
3 A Character and Setting
4 B Character and Setting
5 C Character and Setting
UNIT 1, Week 2: “I Can, Too!”
Question Answer Content Focus
1 C Sequence of Events
2 A Sequence of Events
3 B Sequence of Events
4 C Sequence of Events
5 B Sequence of Events
UNIT 1, Week 3: “How You Grew”
Question Answer Content Focus
1 A Sequence of Events
2 B Sequence of Events
3 C Sequence of Events
4 A Sequence of Events
5 C Sequence of Events
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T15Grade 1
Weekly Assessment Teacher Manual
UNIT 1, Week 4: “Flip”
Question Answer Content Focus
1 C Plot
2 B Plot
3 C Character and Setting
4 A Plot
5 C Character and Setting
UNIT 1, Week 5: “Soccer”
Question Answer Content Focus
1 C Sequence of Events
2 B Sequence of Events
3 A Plot
4 C Plot
5 C Author’s Purpose
UNIT 2, Week 1: “Animal Moms and Dads”
Question Answer Content Focus
1 B Main Idea/Details
2 C Main Idea/Details
3 A Main Idea/Details
4 A Main Idea/Details
5 B Main Idea/Details
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T16 Grade 1
Weekly Assessment Teacher Manual
UNIT 2, Week 2: “Little Red Hen”
Question Answer Content Focus
1 C Retell
2 A Plot
3 B Plot
4 C Retell
5 B Retell
UNIT 2, Week 3: “On the Map”
Question Answer Content Focus
1 C Main Idea/Details
2 C Main Idea/Details
3 B Main Idea/Details
4 A Main Idea/Details
5 C Main Idea/Details
UNIT 2, Week 4: “The Pigs, the Wolf, and the Mud”
Question Answer Content Focus
1 B Plot
2 B Character and Setting
3 C Plot
4 A Plot
5 B Plot
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Weekly Assessment Teacher Manual
UNIT 2, Week 5: “Beth and the Band”
Question Answer Content Focus
1 B Retell
2 C Plot
3 A Retell
4 B Character
5 A Retell
UNIT 3, Week 1: “On My Way to School”
Question Answer Content Focus
1 C Retell
2 A Character and Setting
3 C Retell
4 A Retell
5 B Character and Setting
UNIT 3, Week 2: “Smile, Mike!”
Question Answer Content Focus
1 C Plot
2 A Character
3 C Retell
4 B Retell
5 A Make Predictions
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T18 Grade 1
Weekly Assessment Teacher Manual
UNIT 3, Week 3: “Masks! Masks! Masks!”
Question Answer Content Focus ELAR TEKS
1 B Main Idea/Details 1.14 (A)
2 C Main Idea/Details 1.14 (B)
3 B Main Idea/Details 1.14 (B)
4 C Sequence 1.15 (A)
5 A Main Idea/Details 1.14 (A)
UNIT 3, Week 4: “Rose Robot Cleans Up”
Question Answer Content Focus ELAR TEKS
1 C Draw Conclusions 1.9 (A)
2 A Retell 1.9 (A)
3 A Character 1.9 (B)
4 B Character 1.9 (B)
5 B Make Predictions 1.9 (A)
UNIT 3, Week 5: “Kids Have Fun!”
Question Answer Content Focus ELAR TEKS
1 B Compare and Contrast 1.14 (B)
2 B Main Idea/Details 1.14 (B)
3 C Main Idea/Details 1.14 (B)
4 C Main Idea/Details 1.14 (B)
5 A Main Idea/Details 1.14 (B)
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Weekly Assessment Teacher Manual
UNIT 4, Week 1: “Drakes Tail”
Question Answer Content Focus
1 C Retell
2 B Plot
3 B Retell
4 A Plot
5 See sample answers below Make Predictions
3-Point Answer: Drakes Tail will be a good king because he is smart. He has brains. He also has good friends to help him out.
2-Point Answer: Drakes Tail will be a good king because he has brains.
1-Point Answer: He is smart.
UNIT 4, Week 2: “Gram and Me”
Question Answer Content Focus
1 C Character and Setting
2 B Sequence of Events
3 C Retell
4 B Compound Words
5 See sample answers below Character and Setting
3-Point Answer: James likes Gram because she is a lot of fun. She plays games. She reads to James. She teaches him things.
2-Point Answer: James likes Gram because she is alot of fun. She plays games with him.
1-Point Answer: She is fun.
UNIT 4, Week 3: “César Chávez”
Question Answer Content Focus
1 B Main Idea/Details
2 A Retell
3 B Retell
4 C Context Clues
5 See sample answers below Draw Conclusions
3-Point Answer: César Chávez is a great man because he helped a lot of people. He helped crop pickers get more pay and better homes.
2-Point Answer: César Chávez helped crop pickers get more pay and better homes.
1-Point Answer: He helped people.
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T20 Grade 1
Weekly Assessment Teacher Manual
UNIT 4, Week 4: “The Kite”
Question Answer Content Focus
1 B Plot
2 C Plot
3 B Plot
4 A Character
5 See sample answers below Plot
3-Point Answer: The problem that Frog and Toad have is that they cannot get their kite to fly. The robins make fun of them, but they keep trying.
2-Point Answer: The problem that Frog and Toad have is that they cannot get their kite to fly.
1-Point Answer: It does not fly.
UNIT 4, Week 5: “Animal Teams”
Question Answer Content Focus
1 C Retell
2 A Retell
3 B Context Clues
4 A Context Clues
5 See sample answers below Main Idea and Details
3-Point Answer: They get a free meal when they clean. They eat the pests off of other fish.
2-Point Answer: They get a free meal when they clean.
1-Point Answer: They get to eat.
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Weekly Assessment Teacher Manual
UNIT 5, Week 1: “Kitten’s First Full Moon”
Question Answer Content Focus
1 B Cause and Effect
2 B Character
3 C Plot
4 C Cause and Effect
5 A Retell
5 C Character
7 B Draw Conclusions
8 A Compare and Contrast
9 B Use a Dictionary
10 See sample answers below Character and Setting
3-Point Answer: Kitten climbs up a tree because she wants milk. She sees the moon and thinks it is a bowl of milk. She wants to reach the bowl of milk in the sky.
2-Point Answer: Kitten climbs up a tree because she wants milk. She thinks the moon is a bowl of milk.
1-Point Answer: She wants milk.
UNIT 5, Week 2: “Meet Ben Franklin”
Question Answer Content Focus
1 A Make Inferences
2 B Make Inferences
3 A Main Idea and Details
4 B Cause and Effect
5 C Retell
6 B Cause and Effect
7 C Make Inferences
8 C Context Clues
9 A Inflectional endings: –ing, -ed
10 See sample answers below Main Idea and Details
3-Point Answer: Ben Franklin did many things to help people. He dreamed about new things. He made new things for people, such as lightning rods, glasses, and stoves.
2-Point Answer: Ben Franklin made new things for people, such as lightning rods, glasses, and stoves.
1-Point Answer: He made new things.
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T22 Grade 1
Weekly Assessment Teacher Manual
UNIT 5, Week 3: “Stormy Weather”
Question Answer Content Focus
1 A Compare and Contrast
2 C Compare and Contrast
3 A Main Idea/Details
4 C Main Idea/Details
5 B Sequence of Events
6 A Author’s Purpose
7 B Main Idea/Details
8 C Synonyms
9 A Synonyms
10 See sample answers below Compare and Contrast
3-Point Answer: Blizzards and tornadoes are two kinds of storms. They are alike because both of them have strong winds. They are different because blizzards have snow but tornadoes do not.
2-Point Answer: Blizzards and tornadoes are two kinds of storm. Both have strong winds, but blizzards also have snow.
1-Point Answer: Both have strong winds.
UNIT 5, Week 4: “Happy Fall!”
Question Answer Content Focus
1 B Sequence of Events
2 A Retell
3 C Retell
4 C Character
5 B Cause and Effect
6 B Sequence of Events
7 A Sequence of Events
8 C Context Clues
9 B Inflectional endings: –ing, -ed
10 See sample answers below Sequence of Events
3-Point Answer: When the leaves start to fall, Pinwheel and Squirrel first tell the leaves to go back. Next they play in the leaves. Then Owl comes down and joins them.
2-Point Answer: Pinwheel and Squirrel tell the leaves to go back. Then they play in the leaves with Owl.
1-Point Answer: They play in the leaves.
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Weekly Assessment Teacher Manual
UNIT 5, Week 5: “A Tiger Cub Grows Up”
Question Answer Content Focus
1 C Sequence of Events
2 B Sequence of Events
3 B Sequence of Events
4 A Retell
5 C Retell
6 A Retell
7 A Sequence of Events
8 B Context Clues
9 C Context Clues
10 See sample answers below Sequence of Events
3-Point Answer: When Tara joins the grown-up tigers, she can run across the grass and climb on logs. She can nap under the trees. She can swim in the pond.
2-Point Answer: She can run across the grass and climb on logs. She can swim. She can nap under trees.
1-Point Answer: She can run across the grass.
UNIT 6, Week 1: “Olivia”
Question Answer Content Focus
1 B Fantasy/Reality
2 C Character
3 C Retell
4 A Character
5 C Retell
6 B Retell
7 A Make Inferences
8 A Sequence of Events
9 B Context Clues
10 See sample answers below Fantasy/Reality
3-Point Answer: The reader can tell this is a fantasy because Olivia does things that a pig cannot really do. Olivia wears clothes, talks, and brushes her teeth. She gets dressed, goes to the beach, and goes to the museum.
2-Point Answer: Olivia is a pig who wears clothes, talks, and brushes her teeth. She goes to the beach, and goes to the museum. Pigs cannot do those things.
1-Point Answer: She talks.
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T24 Grade 1
Weekly Assessment Teacher Manual
UNIT 6, Week 2: “Whistle for Willie”
Question Answer Content Focus
1 B Make Inferences
2 A Retell
3 A Character
4 B Character
5 C Retell
6 C Character
7 A Sequence of Events
8 C Retell
9 A Context Clues
10 See sample answers below Make Inferences
3-Point Answer: Peter really wanted to whistle. He tries very hard. At the end of the story, Peter feels happy because he has learned how to whistle.
2-Point Answer: At the end of the story, Peter feels happy because he has learned how to whistle.
1-Point Answer: He is happy.
UNIT 6, Week 3: “Cool Jobs”
Question Answer Content Focus
1 C Classify and Categorize
2 B Classify and Categorize
3 A Classify and Categorize
4 C Main Idea and Details
5 B Retell
6 C Main Idea/Details
7 A Main Idea/Details
8 A Compare and Contrast
9 B Antonyms
10 See sample answers below Main Idea and Details
3-Point Answer: Beekeepers get honey without getting stung by wearing special clothes, such as gloves, a hood, and a net. They put smoke in the hives to make the bees fly away.
2-Point Answer: They wear special clothes, such as gloves, a hood, and a net. Smoke also helps keep bees away.
1-Point Answer: They wear a net.
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Weekly Assessment Teacher Manual
UNIT 6, Week 4: “Dot and Jabber and the Big Bug Mystery”
Question Answer Content Focus
1 C Make Predictions
2 B Plot
3 A Retell
4 A Character
5 B Make Inferences
6 C Sequence of Events
7 A Plot
8 C Predicting Unknown Words
9 C Context Clues
10 See sample answers below Make Predictions
3-Point Answer: When Jabber hides, Dot will look for Jabber and find him. He saw how the bugs hid in plain sight. He will see Jabber hiding the same way.
2-Point Answer: Dot will look for Jabber. He will find him hiding the way bugs do.
1-Point Answer: He will look for him.
UNIT 6, Week 5: “Super Oscar”
Question Answer Content Focus
1 C Character and Setting
2 A Character
3 B Character
4 C Character
5 A Plot
6 B Character
7 A Character
8 B Make Inferences
9 C Context Clues
10 See sample answers below Make Inferences
3-Point Answer: The author names the story “Super Oscar” because Oscar is like a superhero. He can do anything. He buys food and cooks really fast. He makes birds play music. At first, he wears a towel for a cape. At the end, he dreams about wearing a real cape and flying like a superhero.
2-Point Answer: Oscar is like a superhero. He can do anything. He buys food and cooks really fast. He makes birds play music. He dreams about wearing a real cape and flying like a superhero.
1-Point Answer: He wants to fly like a superhero.
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T26 Grade 1
Weekly Assessment Answer Key
Weekly Assessment Teacher Manual
Sample Question
Question Answer Content Focus
S-1 B Plot
S-2 A Sentence Capitalization
UNIT 1, Week 1
Question Answer Content Focus
1 C Character and Setting
2 A Character and Setting
3 C Character and Setting
4 C Ending –s
5 B High Frequency Words
6 C Ending –s
7 A Phoneme Isolation
8 B Phoneme Blending
9 C Phonics: Short a
10 A Phonics: Short a
11 B Sentence Capitalization
12 A Sentences
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T27Grade 1
Weekly Assessment Teacher Manual
UNIT 1, Week 2
Question Answer Content Focus
1 A Sequence
2 C Sequence
3 B Sequence
4 B Ending -s
5 C High Frequency Words
6 A Ending -s
7 C Phoneme Isolation
8 C Phoneme Blending
9 B Phonics: Short a
10 A Phonics: Short a
11 A Word Order
12 C Sentence Punctuation
UNIT 1, Week 3
Question Answer Content Focus
1 C Sequence of events
2 B Sequence of events
3 A Sequence of events
4 A Double Final Consonants
5 B Double Final Consonants
6 B High Frequency Words
7 A Phoneme Blending
8 B Phoneme Blending
9 A Phonics: Short i
10 C Phonics: Short i
11 A Statements
12 C Sentence Punctuation and Capitalization
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T28 Grade 1
Weekly Assessment Teacher Manual
UNIT 1, Week 4
Question Answer Content Focus
1 C Plot
2 A Plot
3 A Plot
4 C Possessives with ‘s
5 A High Frequency Words
6 B Possessives with ‘s
7 A Phoneme Deletion
8 C Phoneme Segmentation
9 B Phonics: l blends
10 A Phonics: l blends
11 B Questions and Exclamations
12 C Sentence Punctuation
UNIT 1, Week 5
Question Answer Content Focus
1 C Author’s Purpose
2 B Author’s Purpose
3 A Author’s Purpose
4 A High Frequency Words
5 B ABC Order
6 A ABC Order
7 C Phoneme Segmentation
8 A Phoneme Deletion
9 B Phonics: End Blends
10 C Phonics: End Blends
11 B Writing Sentences
12 B Sentence Punctuation
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T29Grade 1
Weekly Assessment Teacher Manual
UNIT 2, Week 1
Question Answer Content Focus
1 B Main Idea/Detail
2 A Main Idea/Detail
3 C Main Idea/Detail
4 B High Frequency Words
5 C Inflectional Ending -ed
6 A Inflectional Ending -ed
7 C Phoneme Blending
8 C Phoneme Isolation
9 A Phonics: Short o
10 C Phonics: Short o
11 A Nouns
12 B Sentence Punctuation
UNIT 2, Week 2
Question Answer Content Focus
1 A Retell
2 B Retell
3 C Retell
4 C High Frequency Words
5 A Contractions
6 B Contractions
7 C Phoneme Blending
8 B Phoneme Blending
9 B Phonics: Short e
10 A Phonics: Short e
11 B Sentence Punctuation
12 C Plural Nouns
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T30 Grade 1
Weekly Assessment Teacher Manual
UNIT 2, Week 3
Question Answer Content Focus
1 C Main Idea/Detail
2 B Main Idea/Detail
3 A Main Idea/Detail
4 C High Frequency Words
5 A Inflectional Ending -ing
6 C Inflectional Ending -ing
7 B Phoneme Blending
8 A Phoneme Blending
9 B Phonics: s Blends, r Blends
10 C Phonics: s Blends, r Blends
11 A Irregular Plural Nouns
12 C Sentence Punctuation
UNIT 2, Week 4
Question Answer Content Focus
1 B Plot
2 C Plot
3 A Plot
4 A High Frequency Words
5 C Contractions with ‘s
6 B Contractions with ‘s
7 A Phoneme Isolation
8 A Phoneme Blending
9 C Phonics: Short u
10 B Phonics: Short u
11 B Proper Nouns
12 C Capitalize Nouns
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T31Grade 1
Weekly Assessment Teacher Manual
UNIT 2, Week 5
Question Answer Content Focus
1 B Retell
2 A Retell
3 B Retell
4 B High Frequency Words
5 C Compound Words
6 A Compound Words
7 A Phoneme Blending
8 C Phoneme Blending
9 B Phonics: Digraphs th, sh, ng
10 A Phonics: Digraphs th, sh, ng
11 A Capitalize Days of the Week
12 C Days, Months, and Holidays
UNIT 3, Week 1
Question Answer Content Focus
1 B Retell
2 C Retell
3 A Retell
4 B High Frequency Words
5 C Inflectional Ending -ed, -ing
6 B Inflectional Ending -ed, -ing
7 A Phoneme Blending
8 C Phoneme Blending
9 A Phonics: Long a (a_e)
10 C Phonics: Long a (a_e)
11 B Verbs
12 C Exclamation Marks
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T32 Grade 1
Weekly Assessment Teacher Manual
UNIT 3, Week 2
Question Answer Content Focus
1 C Make and Confirm Predictions
2 B Make and Confirm Predictions
3 A Make and Confirm Predictions
4 B High Frequency Words
5 A Soft c and g, -dge
6 B Soft c and g, -dge
7 C Phoneme Blending
8 B Phoneme Isolation
9 A Phonics: Long i (i_e)
10 C Phonics: Long i (i_e)
11 C Present-Tense Verbs
12 B Book Titles
UNIT 3, Week 3
Question Answer Content Focus
1 C Main Idea and Details
2 C Main Idea and Details
3 B Main Idea and Details
4 A High Frequency Words
5 B Inflectional Ending -es
6 B Inflectional Ending -es
7 C Phoneme Blending
8 C Phoneme Segmentation
9 A Phonics: Digraphs ch, -tch, wh, ph
10 B Phonics: Digraphs ch, -tch, wh, ph
11 C Capitalize Proper Nouns
12 B Past-Tense and Future-Tense Verbs
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T33Grade 1
Weekly Assessment Teacher Manual
UNIT 3, Week 4
Question Answer Content Focus
1 B Draw Conclusions
2 C Draw Conclusions
3 B Draw Conclusions
4 B High Frequency Words
5 C Silent Letters kn, gn, wr
6 A Silent Letters kn, gn, wr
7 B Phoneme Segmentation
8 C Phoneme Segmentation
9 B Phonics: Long o (o_e), u (u_e), e (e_e)
10 A Phonics: Long o (o_e), u (u_e), e (e_e)
11 A Is and Are
12 C Sentence Punctuation
UNIT 3, Week 5
Question Answer Content Focus
1 B Compare/Contrast
2 A Compare/Contrast
3 C Compare/Contrast
4 B High Frequency Words
5 C Inflectional Ending -ing
6 B Inflectional Ending -ing
7 C Phoneme Segmentation
8 A Phoneme Blending
9 B Phonics: 3-Letter Blends
10 C Phonics: 3-Letter Blends
11 C Contractions with not
12 A Apostrophes
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T34 Grade 1
Weekly Assessment Teacher Manual
UNIT 4, Week 1
Question Answer Content Focus
1 A Make and Confirm Predictions
2 C Make and Confirm Predictions
3 C Use a Dictionary: Multiple-Meaning Words
4 B Use a Dictionary: Multiple-Meaning Words
5 B Use a Dictionary: Context Clues
6 See sample answers below
Make and Confirm Predictions
7 B Phoneme Blending
8 A Phoneme Blending
9 B Long a (ai, ay)
10 C Inflectional Endings -er, -est
11 B Was and Were
12 A Was and Were
3-Point Answer: They will get ready in teams. They will share the work. They will pick the food team first.
2-Point Answer: Ken and Jane make the floor and roof. They take things up and pick flowers.
1-Point Answer: They make the floor and roof.
UNIT 4, Week 2
Question Answer Content Focus
1 A Character and Setting
2 C Character and Setting
3 C Compound Words
4 A Compound Words
5 A Context Clues
6 See sample answers below
Character and Setting
7 C Phoneme Segmentation
8 B Phoneme Blending
9 C Long e (e, ee, ea)
10 B Long e (e, ee, ea)
11 C Has and Have
12 B Sentence Punctuation
3-Point Answer: Ken and Jane use planks to make the floor. They help make the roof. Ken takes things up. Jane picks flowers.
2-Point Answer: Ken and Jane make the floor and roof. They take things up and pick flowers.
1-Point Answer: They make the floor and roof.
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T35Grade 1
Weekly Assessment Teacher Manual
UNIT 4, Week 3
Question Answer Content Focus
1 C Retell
2 C Retell
3 A Context Clues
4 B Context Clues
5 A Context Clues
6 See sample answers below
Retell
7 C Phoneme Isolation
8 B Phoneme Blending
9 A Long o (o, oa, ow, oe)
10 B Two-Syllable Words
11 B Capitalize Proper Nouns
12 C Go and Do
3 Point Answer: Dave, Hank, and Mr. Hill fix Mr. Grant’s broken wall. Mrs. Hill makes him an apple pie. They are good neighbors to Mr. Grant.
2-Point Answer: The Hills fix Mr. Grant’s broken wall and bake him an apple pie.
1-Point Answer: They fix his wall.
UNIT 4, Week 4
Question Answer Content Focus
1 A Plot
2 C Plot
3 C Word parts: Inflectional Endings -ing and -ed
4 A Base Words
5 B Word parts: Inflectional Endings -ing and -ed
6 See sample answers below
Plot
7 B Phoneme Blending
8 A Phoneme Blending
9 B Long i (i, y, igh, ie)
10 C Two-Syllable Words: Inflectional Endings in Verbs, y to ie
11 A Commas
12 B See and Saw
3-Point Answer: Mom Duck makes a nest in a safe place. She finds them food and teaches them to swim and dive.
2-Point Answer: Mom Duck makes a nest and finds food and teaches them to swim.
1-Point Answer: She teaches them things and finds food for them.
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T36 Grade 1
Weekly Assessment Teacher Manual
UNIT 4, Week 5
Question Answer Content Focus
1 C Retell
2 A Retell
3 B Context Clues
4 C Context Clues
5 B Context Clues
6 See sample answers below
Retell
7 B Phoneme Deletion
8 A Phoneme Blending
9 A Long e (e, ey)
10 B Inflectional Ending -ed (Change y to i)
11 A Apostrophes in Contractions
12 C Adverbs That Tell When
3-Point Answer: Scientists working in labs use tools to find ways to heal people and help them get well. They also find ways to keep the sea clean.
2-Point Answer: Scientists heal people and keep the sea clean.
1-Point Answer: Scientists heal people.
UNIT 5, Week 1
Question Answer Content Focus
1 B Cause and Effect
2 C Cause and Effect
3 A Context Clues
4 C Clarify Meaning
5 A Context Clues
6 See sample answers below
Cause and Effect
7 B Phoneme Segmentation
8 A Phoneme Blending
9 B r-controlled Vowels: er, ir, ur
10 C Inflectional Ending -er, -est
11 C Adjectives
12 B Capitalization and End Marks
3-Point Answer: The plant needs water. The plant grows again when it rains. The sun helps, too.
2-Point Answer: The plant grows when it rains, and also when the sun comes out.
1-Point Answer: The plant doesn’t grow because it needs water.
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T37Grade 1
Weekly Assessment Teacher Manual
UNIT 5, Week 2
Question Answer Content Focus
1 C Make Inferences
2 A Make Inferences
3 A Context Clues
4 C Word Parts: Inflectional Endings: -ing, -ed
5 B Context Clues
6 See sample answers below
Make Inferences
7 B Phoneme Deletion
8 A Phoneme Blending
9 B r-controlled Vowel: ar
10 C Abbreviations: Mr., Mrs., Dr.
11 A Capitalization and End Marks
12 B Adjectives That Compare
3-Point Answer: He made cars that everyone could own, because they did not cost too much. Because of Henry Ford, most people now travel in cars.
2-Point Answer: Henry Ford made cars that many people could own, so now most people have cars.
1-Point Answer: Henry ford made cars that did not cost too much. Many people could own them.
UNIT 5, Week 3
Question Answer Content Focus
1 B Compare/Contrast
2 A Compare/Contrast
3 A Use a Dictionary
4 C Context Clues
5 B Use a Dictionary
6 See sample answers below
Compare/Contrast
7 C Phoneme Isolation
8 A Phoneme Blending
9 A r-controlled Vowel: or
10 C Vowel Digraph ea (as in bread)
11 B Apostrophes in Contractions
12 C Synonyms and Antonyms
3-Point Answer: On a warm day, you can play outside. It is sunny and nice. On a cold day, there may be snow. You must dress to stay warm.
2-Point Answer: On a warm day, it is sunny and nice. On a cold day, it is snowy and windy.
1-Point Answer: Warm days are sunny. Cold days are cold.
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T38 Grade 1
Weekly Assessment Teacher Manual
UNIT 5, Week 4
Question Answer Content Focus
1 B Sequence of Events
2 C Sequence of Events
3 B Context Clues
4 A Context Clues
5 B Word Parts (Inflectional Endings: -ed, -ing)
6 See sample answers below
Sequence of Events
7 B Phoneme Segmentation
8 C Phoneme Blending
9 C Diphthongs ou, ow
10 B Diphthongs ou, ow
11 B Color and Number Words
12 A Apostrophes in Contractions
3-Point Answer: Mike and his friends held their kites. Then they rode their bikes fast. They made their own wind, and the kites flew.
2-Point Answer: They held their kites and rode on their bikes. That made their kites fly.
1-Point Answer: They rode their bikes.
UNIT 5, Week 5
Question Answer Content Focus
1 A Sequence of Events
2 B Sequence of Events
3 C Context Clues
4 B Context Clues
5 C Context Clues
6 See sample answers below
Sequence of Events
7 C Phoneme Segmentation
8 B Phoneme Blending
9 C Vowel Diphthongs oi, oy
10 A Prefixes re-, un-
11 A Capitalize Days of the Week
12 B Prepositions and Prepositional Phrases
3-Point Answer: When spring is near, snow melts and plants start to grow. New baby animals are born. The baby animals learn how to find food.
2-Point Answer: Snow melts and plants grow. Many baby animals are born.
1-Point Answer: Snow melts and plants grow.
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T39Grade 1
Weekly Assessment Teacher Manual
UNIT 6, Week 1
Question Answer Content Focus
1 A Fantasy/Reality
2 C Fantasy/Reality
3 A Context Clues
4 B Context Clues
5 C Context Clues
6 See sample answers below
Fantasy/Reality
7 C Phoneme Substitution
8 C Phoneme Blending
9 A Vowel Digraphs /ů/ and /ü/
10 B Possessives
11 A Subjects and Predicates
12 A Sentence Capitalization
3-Point Answer: This is a fantasy. A toad and a mole could not really talk and play together. Moles do not eat toast.
2-Point Answer: This story is a fantasy. Frogs and toads do not talk or play.
1-Point Answer: This story is a fantasy because frogs and toads don’t talk.
UNIT 6, Week 2
Question Answer Content Focus
1 B Make Inferences
2 B Make Inferences
3 C Context Clues
4 A Context Clues
5 C Context Clues
6 See sample answers below
Make Inferences
7 C Phoneme Blending
8 A Phoneme Isolation
9 B Vowel Digraphs /ô/ (a, au, aw, augh)
10 A Pronouns
11 A Pronouns
12 B Capitalizing I
3-Point Answer: Jordan kept trying even when she didn’t get the parts because she really wanted to be an actor.It was her dream. She did not want to give up.
2-Point Answer: Jordan kept trying because being an actor is hard and it was her dream.
1-Point Answer: Jordan did not want to give up because being an actor is hard.
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T40 Grade 1
Weekly Assessment Teacher Manual
UNIT 6, Week 3
Question Answer Content Focus
1 C Classify and Categorize
2 C Classify and Categorize
3 A Context Clues
4 C Use a dictionary: Antonyms
5 B Use a dictionary: Antonyms
6 See sample answers below
Classify and Categorize
7 A Phoneme Blending
8 C Phoneme Blending
9 A Vowel Digraphs /ô/ (a, au, aw, augh)
10 A Two-Syllable Words with Prefixes un- and re-
11 B Commas in Letters
12 A Pronouns
3-Point Answer: Two jobs for people who like animals are a vet and a zookeeper. A vet takes care of sick animals.A zookeeper feeds and cleans animals at a zoo.
2-Point Answer: Two kinds of jobs for people who like animals would be a vet and a zookeeper. They both takecare of animals.
1-Point Answer: People who like animals could be a vet and a zoo keeper.
UNIT 6, Week 4
Question Answer Content Focus
1 C Make Predictions
2 A Make Predictions
3 B Word Parts: Inflectional endings -ed, -ing
4 C Context Clues
5 A Context Clues
6 See sample answers below
Make Predictions
7 B Phoneme Segmentation
8 A Phoneme Blending
9 B Open and Closed Syllables
10 C Contractions
11 A Capitalizing I
12 C Using I and me
3-Point Answer: Howard and Cate the cow will both eat grass. They may talk to each other. Then Howard will hop away.
2-Point Answer: They will both eat grass and talk.
1-Point Answer: They will eat grass.
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T41Grade 1
Weekly Assessment Teacher Manual
UNIT 6, Week 5
Question Answer Content Focus
1 B Character, Setting
2 A Character, Setting
3 B Context Clues
4 C Context Clues
5 B Context Clues
6 See sample answers below
Character, Setting
7 B Phoneme Blending
8 B Phoneme Addition
9 B Two-Syllable Words: Final Stable Syllable
10 A Compound Words
11 B Adverbs That Tell How
12 B Capitalization
3-Point Answer: Space Bug wanted to become Earth Bug because he was sad and lonely in space. He missed his mother, father, and friends. He was happy to come back to Earth.
2-Point Answer: He missed his mother, father, and friends when he was in space.
1-Point Answer: He was sad in space.
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T42 Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T43Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T44 Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T45Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T46 Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T47Grade 1
Teacher Notes
Weekly Assessment Teacher Manual
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T48 Grade 1