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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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Administering the Summative Assessment

Summative Assessments are designed to measure whether students have mastered previously taught content related to the following strands of the English-language arts content standards. These tests are administered once a year for kindergarten and grade one, and twice a year for grades two through eight. The summative assessment must include subtests of a minimum of ten items for the appropriate grade-level strands.

Each Summative Assessment consists of 65 multiple-choice questions.

■ For the multiple-choice questions, students should mark their answers in the answer document. Remind students to fill in the circle completely for each answer on the test.

The Answer Keys to score the tests can be found on pages 58–62.

General ProceduresBefore the test: Distribute copies of the assessment.

Directions: Say: Write your name and the date on the answer document. When all students are done, say: Open the test booklet.

During the test: Monitor students’ test-taking behavior to make sure that each student is following the directions and marking responses on the answer document. Answer questions about procedures and materials, but do not help them answer the test questions.

After the test: Before collecting the answer documents, make sure that students have written their names at the top.

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iiiCalifornia Summative Assessment

Grade 1

Using the Student Evaluation ChartsAfter the Summative Assessment there is a Student Evaluation Chart. It lists all of the skills covered and the number of questions that assesses each skill.

■ In the column labeled “Number Correct,” fill in the number of questions answered correctly for each skill. Count the total point value of the total number of correct responses, and write the number for each subtest above the total possible score.

■ Add the scores for each skill (point value for the number of items answered correctly) to determine the total test score.

■ To convert these raw test scores to percentages, divide the point value of the number answered correctly by the total point value of the questions. Example: A student gets 9 out of 12 possible points; 9 divided by 12 = .75 or 75%.

Multiple-choice questions are worth one point.

Evaluating the ScoresThe primary focus of the Summative Assessment is to measure each student’s progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that students require additional instruction before mastery of that skill can be achieved.

Evaluating the results of this assessment provides specific information about students’ daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students’ work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming unit for individual, small group, or whole group instruction as indicated.

Scoring Instructions

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ivCalifornia Summative AssessmentGrade 1

Tips for Taking the Summative Assessment

Here are some tips to help you do your best.

✓ Ask your teacher to explain the directions.

✓ Read the passage and questions. You may look back at a passage as often as you like.

✓ Answer the questions you know. If a question seems hard, skip it and go back to it later.

✓ Fill in the answer bubbles on the answer document completely. Do not mark outside the bubble.

✓ Be positive. Some questions may seem hard, but others will be easy.

✓ Double check each answer.

✓ Try to answer every question and do your best.

Directions for Taking the Summative AssessmentThe test contains several reading passages and 65 multiple-choice questions. Each multiple-choice question is followed by three answer choices. Read all the answer choices under each question and decide which answer is correct. Fill in the correct answer for each question on the answer document.

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vCalifornia Summative Assessment

Grade 1

Summative Assessment

● Word Analysis, Fluency, and Systematic Vocabulary Development

● Reading Comprehension ● Literary Response and Analysis ● Writing Strategies ● Writing Application ● Written and Oral Language Conventions

1

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California Summative AssessmentGrade 1

English Language Arts Summative1G R A D E

Read this story about a little boy learning to talk. Think about the story and answer the questions that follow.

What Does Max Want?1 Max is Sam’s little brother. He is two

years old. Sam went with his mother and father to get Max from a far away land.

2 Max does not talk. He cannot tell Mom, Dad, or Sam what he wants. Where Max came from, people did not speak in English.

3 So, Mom and Dad got some help. They found people to show them how to use very easy sign language. They learned to make signs with their hands.

4 Now, Max is using some English words. The signs helped Max with words. Max is using signs and words. He is learning to speak English.

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— 2 —2California Summative AssessmentGrade 1

Student Name

1 Read this sentence from the story.

They learned to make signssigns with their hands.

Which word has the same vowel sound as signssigns?

A lights

B birds

C hills


Max is Sam’s little brotherbrother.

Which word is an ANTONYM for brotherbrother?

A father

B sister

C mother

3 Why do Mom and Dad get help for Max?

A He does not speak English.

B He is two years old.

C He likes to use his hands.

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— 3 — 3California Summative Assessment

Grade 1


Read this passage about the tallest animal in the world. Think about the story and answer the questions that follow.

Taller Than the Trees1 The giraffe is the tallest animal. It is

taller than some trees. A giraffe can be 18 feet tall. That is as tall as three men standing on top of each other.

2 Giraffes live together in groups. They live where there is grass and trees. Giraffes eat leaves and fruit from the tops of trees. Their long necks help them reach the top.

3 Giraffes also have very long legs. They run fast with their long legs. Their legs are strong.

4 Giraffes do not drink a lot of water. Long legs make it hard to get water. But their long necks are a big help. Giraffes open their front legs very wide. Then they reach down into the water. The giraffe is a very interesting animal. ©

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Student Name

4 Read this sentence from the passage.

Giraffes open their frontfront legs very wide.

Which word is an ANTONYM for frontfront?

A up

B back

C right

5 Why do giraffes have long necks?

A Long necks help giraffes run fast.

B Long necks help giraffes stand up.

C Long necks help giraffes get food and water.

6 Why did the author most likely write this passage?

A to tell about giraffes

B to tell where giraffes live

C to tell a story about a baby giraffe

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Grade 1


Read this story about a boy who wants to play basketball. Think about the story and answer the questions that follow.

I Want to be Bigger Right Now1 Jaime ran into the house. He was not

happy. “Mom,” he called. “It is not fair! Jesse and his friends will not let me play with them. Mom, make them play with me!” Jaime was crying.

2 “Jesse and his friends are ten years old. Jaime, you are only six years old. Those boys are bigger than you. You must be bigger to play basketball with them,” Mom said. “I know you are a good basketball player. But when you play, you use a short

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basket and a small basketball. Jesse and his friends play with a tall basket. They use a big basketball.”

3 “Will I be bigger when I am seven years old?” asked Jaime.

4 “Yes, but Jesse will be bigger too. You can play basketball with your friends. I will call Carlos and Jack. They can come to our house to play.” Jamie dunked the small ball into the hoop. They both smiled.

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Grade 1

Student Name

7 Which word has one syllable?

A kitten

B little

C ten

8 What is the correct way to write the word that means “more than one basketballbasketball”?

A basketballs

B basketballes

C basketballies

9 How are Jaime and Jesse the SAME in this story?

A They are the same age.

B They both like baseball.

C They both like basketball.©

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Read this poem about a kitten that is lost. Think about the poem and answer the questions that follow.

Little Gray Kitten1 Little gray kitten, where can you be?2 I have looked in the house.3 I have climbed the big tree.

4 Little gray kitten, where can you be?5 I have looked in your bed.6 Are you hiding from me?

7 Little gray kitten, where can you be?8 Oh kitty, there you are!9 Now, you are safe with me.

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Grade 1

Student Name

10 Which word from the poem is correctly divided into syllables?

A litt-le

B kit-ten

C look-ed

11 Which lines in each stanza of the poem end with rhyming words?

A lines 1 and 2

B lines 2 and 3

C lines 1 and 3

12 How does the author tell the reader that the little gray kitten is lost?

A by asking where the kitten is

B by saying the kitten is safe at home

C by telling that the author climbed a tree

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Read these directions for playing a game. Think about the directions and answer the questions that follow.

Seals on IceHow to Play the GameHow to Play the Game

1. Each player gets the same number of seals.

2. On your turn, put a seal on the iceberg. Put your seal on any spot you like.

3. If your seal falls, you must take it back. Then, the next player has a turn.

The End of the GameThe End of the Game

The first player to get all of his or her seals on the iceberg wins the game.

Before You StartBefore You Start

Put the seals together. Build an iceberg.

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Grade 1

Student Name

13 What should be the FIRST step in the directions for the game?

A Before You Start

B The End of the Game

C How to Play the Game

14 What happens if a player’s seal falls off the iceberg?

A The game is over.

B The seal is out of the game.

C The player must take the seal back.

15 Which question is answered in the directions?

A How big is the iceberg?

B How is the game played?

C How many seals are in the game?©

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Read this story about two girls who go fishing with their grandfather. Think about the story and answer the questions that follow.

Fishing with Grandpa1 Summer is here! Kaki and Sara are going

to see Grandma and Grandpa.

2 It is fun at Grandma and Grandpa’s house. There is a creek near the house. Grandpa has a fishing pole for each girl. They use worms to catch fish.

3 Kaki and Sara put their lines in the water. They wait. Each girl gets a small fish on her line. They put all the fish back in the water. They are too little to keep. Kaki, Sara, and Grandpa catch many fish.

4 Everyone is ready to eat. They walk back to the house. They are ready for hot dogs.

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Grade 1

Student Name


Each girl gets a small fish on her lineline.

In this sentence, the word lineline means

A a long string or rope.

B a row of people or words.

C a long mark made with a pencil.

17 Why do Kaki, Sara, and Grandpa put the fish back in the water?

A The fish are not good to eat.

B The fish have long tails.

C The fish are too little.

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Student Name

18 Which of these sentences is an incomplete sentence?

A Grandpa takes the girls to the creek.

B Walking back to the house from the creek.

C Kaki and Sara help Grandma make hot dogs.

19 Where could the author BEST add information about how many fish Sara caught?

A Paragraph 3

B Paragraph 1

C Paragraph 2

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Grade 1


Read these two stories about slow animals who win a race. Think about how the stories are alike and how they are different. Answer the questions that follow.

The Snail and the Deer1 This story is a folktale from the

Philippine Islands.

2 A deer made fun of a snail. He said the snail was slow. The snail asked the deer to race. The deer laughed. He said he would race the snail.

3 On the day of the race, the deer went over to the well. The snail was waiting by the well. He was ready to race. The deer said, “I will race you to the next well.” The deer ran to the next well. The snail was

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already standing at the side of the well. The deer was very surprised. The deer ran to every well. The snail was always at each well first.

4 The deer was not happy. He ran off into the woods. The deer did not visit the snail again.

5 The snail had played a trick on the deer. The other snails wanted their friend to win. So the first snail stayed at the first well. Another snail waited at the next well. A different snail was at each well.

6 The deer thought he was faster than the snail. But instead, the snail tricked him. The snail was smarter than the deer. That is how the snail made the deer think he had lost the race.

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Grade 1


The Turtle and the Rabbit1 This story is a fable told by Aesop.

2 Rabbit ran fast. He talked and talked about how fast he could run. He told the other animals, “I will always win. I will race any animal.”

3 Turtle said, “I will race you.” Rabbit thought that was very funny.

4 “You can laugh after you win the race,” said Turtle. “Will you race me?”

5 Rabbit agreed to race with Turtle. Rabbit, Turtle, and all the animals came to watch the race.

6 When the race started, Rabbit ran as fast as he could. Turtle started walking. Turtle was slow, but he never stopped.

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7 Rabbit laughed at Turtle. Rabbit ran and ran. When he could not see Turtle, Rabbit stopped to rest. He was tired. He went to sleep.

8 Rabbit opened his eyes. “What a nice nap,” he thought. He looked down the road. He laughed loudly because Turtle was nowhere in sight! “I knew I would win the race!”

9 Rabbit started walking up the road happily to the finish line. Then suddenly, he stopped.

10 Rabbit rubbed his eyes. “Oh, no! Turtle is at the end of the race!” Rabbit jumped up. He ran as fast as he could. But he could not catch Turtle. Turtle won the race.

11 Rabbit was unhappy. He thought Turtle had tricked him. But Turtle did not play a trick on Rabbit. Turtle just walked and walked when Rabbit was asleep. Turtle knew the best way to win was to keep going.

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Grade 1

Student Name

20 How are the deer and Rabbit the SAME in these stories?

A They were tricked by slow animals.

B They lived in towns with wells.

C They could run very fast.

21 How are the snail and Turtle DIFFERENT in these stories?

A Snail played a trick to win. Turtle kept walking to win.

B Snail lived in a big town. Turtle lived in a small town.

C Snail’s friends helped him. Turtle’s friends cheered.

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Student Name

22 In which sentence does the word tricktrick mean “something done to fool someone”?

A At the circus, the elephant did a tricktrick.

B Miki played a tricktrick that got everyone very wet.

C Tia has been teaching her dog to do a new tricktrick.

23 How are these two passages the SAME?

A Both teach that being fast does not mean you will win.

B Both teach that deer and rabbits are not very smart.

C Both teach that snails and turtles have many friends.

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Grade 1


Read this passage about fireflies. Think about the passage and answer the questions that follow.

Fireflies1 In the summer, look in the yard at night.

Do you see lights that go on and off? You are seeing fireflies. Fireflies are beetles with wings. There are many kinds of fireflies. They live all over the world in warm, wet places.

Firefly Fun FactsFOOD: earthworms, snails, slugs, plant

nectar, pollenAVERAGE LIFE:

2 months

SIZE: up to 1 inch

2 Fireflies have cells that help them make light. The light shows that fireflies are talking to each other. Different kinds of fireflies make different patterns with their lights. ©

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Student Name

24 Why did the author write this passage?

A to tell facts about fireflies

B to tell a funny firefly story

C to tell when fireflies make light

25 Use the chart in the passage to answer the question.

How big is a firefly?

A about 1 inch

B about 6 inches

C about 1 foot

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Grade 1

Student Name

26 What is the SAME in all fireflies?

A their light patterns

B where people see them

C the cells that make light

27 Which sentence could be added to Paragraph 1?

A Their light patterns look very nice.

B Ants are very small insects.

C Butterflies do not like cold places.

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Read this passage from an encyclopedia about oceans. Think about the passage and answer the questions that follow.

Oceans and Seas1 The oceans are very, VERY, VERY big.

The oceans cover most of the Earth. There are four oceans—the Pacific, the Atlantic, the Indian, and the Arctic. These oceans all flow into each other to make one very big ocean.

SeasSeas

2 A sea is part of the ocean. A sea is the part of the ocean that is close to land. The North Sea is part of the Atlantic Ocean. The North Sea is close to Europe.

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Grade 1


SeawaterSeawater

3 The water in oceans and seas is full of salt. Water in the ocean tastes bad because of the salt.

4 Some countries catch seawater. They want the salt. They build low walls. The water comes to the beach. It splashes over the wall. It is trapped. The sun dries the water. Salt is left when the water is gone.

WavesWaves

5 Wind blows across the top of the ocean. When the wind blows, it makes the water move. If there is not much wind, the water does not move. If the wind blows harder, the water moves fast and gets very tall. When the water gets too tall, it makes a wall of water called a wave.

Did you know?Did you know?

The biggest waves in the ocean are called tsunamis.

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Student Name

28 Where in the passage would the reader find out about waves?

A Seas

B Seawater

C Waves

29 What is the biggest wave in the ocean?

A splash

B tsunami

C North Sea

30 Read the sentence from the passage.

Some countries catch seawaterseawater.

What is the meaning of the word seawaterseawater?

A the water from rain

B the water in a lake

C the water in oceans

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Grade 1


Read this poem about the seasons. Think about the poem and answer the questions that follow.

A Song for the Seasons1 Sing a song for the seasons, 2 Summer, fall, winter, and spring. 3 Sing a song for the seasons, 4 And all the many joys they bring.

5 Sing a song for the summer,6 When we run and play all day.7 Sing a song for the fall,8 Leaves change colors and skies turn gray.

9 Sing a song for the winter, 10 With games to play in the cold and snow.11 Sing a song for the spring,12 Thunder, rain, new flowers start to grow.

13 Sing a song for the seasons,14 Summer, fall, winter, and spring.15 Sing a song for the seasons, 16 And all the many joys they bring.

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Student Name

31 Which sound is used over and over in the FIRST line of the poem?

A s

B f

C o

32 Which words from the poem rhyme?

A fall, spring

B sing, song

C snow, grow

33 Which sentence has a word that is NOT spelled correctly?

A The dog jumped to cach the ball.

B Mimi asked for ice cream and cake.

C Children go to the park to play games.

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Grade 1


Read this passage about a trail in California. There are things that need to be changed. Think about the passage and answer the questions.

The High Sierra Trail1 The High Sierra Trail in California goes

over the Sierra Nevada mountains. A trail is a path or track. This trail is in Sequoia National Park in California. People like to go to the park. They go to see the trees and the mountains. They walk on the paths in the park. My family does not walk very much. My little sister cannot walk.

2 The High Sierra Trail goes high into the mountains. It goes up and down many times. People can go to the top of Mount Whitney. Mount Whitney is the highest mountain in California.

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Student Name

34 Which sentences do NOT fit in paragraph 1 of this passage?

A sentences 1 and 2

B sentences 3 and 4

C sentences 7 and 8

35 Which sentence is NOT a complete sentence?

A We went for a long walk.

B In the trees eating apples.

C I liked sleeping in a tent.


Mount Whitney is the highest mountain in California.

The suffix –est was added to the word high to mean

A taller than any other mountain in California.

B not as tall as the other mountains around it.

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Grade 1


Read this story about two children who find an old wooden train. Think about the story and answer the questions.

A Rainy Day Train1 It had been raining all morning. “What

can we do now?” asked Suzi. “It is still raining. We cannot play outside.”

2 Ben had an idea. “We can go look around in the attic. There are some old, fun things in the attic.”

3 When they got into the attic, Ben turned on the light. “Look what I found,” he said after a short time.

4 “What is it?” asked Suzy. Ben showed Suzi an old train made of wood. There was an engine, three cars, and a caboose. Most of the paint was gone.

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5 The children took the train down to show it to their mother. “Can we please paint this old train?” they asked.

6 “That train was your father’s train when he was a little boy. I think it would be fun to paint it. It will look new and pretty,” said Mother.

7 They put paper all over the table. They got out their paints. Ben and Suzi worked all afternoon. They did not know when it stopped raining. When they were through painting, they left the train to dry.

8 Their father was surprised to see his old train looking so good and new. He was very happy.

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Grade 1

Student Name

37 How would the story have been DIFFERENT if Ben and Suzi had found a ball and bat instead of the train?

A They could have played baseball in the kitchen.

B They could not have played outside in the afternoon.

C They could have played baseball when it stopped raining.


Ben and Suzi worked all afternoon.

Which word in this sentence is a verb?

A worked

B all

C afternoon

39 Which sentence could be added to paragraph 4?

A The train was not very pretty.

B The train from town was late.

C A big train went through town.

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Read this passage about triathlons for children. Think about the passage and answer the questions.

Triathlons for Children1 A triathlon (try-ath-lon) is a race with

three parts. The three parts are swimming, riding a bike, and running. Being in a triathlon is good for children. It is a way for them to stay healthy.

2 First, children must learn to swim, run, and bike. Then, all children must sign up before the race. Children must be very careful during the race as they swim, run, and bike. Children must wear shoes and a helmet. The helmets cover their heads.

3 A triathlon is fun. It is fun for the children who are racing. It is fun for the friends and families who watch the race.

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Grade 1

Student Name

40 Which word is correctly divided into syllables?

A numb-er

B chil-dren

C runni-ng

41 Read these sentences from the passage.

Children must wear shoes and a helmethelmet. The helmets cover their heads.

A helmethelmet is a

A rain cap to keep your hair dry.

B hard hat that keeps your head safe.

C baseball cap to keep the sun out of your eyes.

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Student Name

42 What is the FIRST step to racing in a triathlon?

A rest

B sign up for the race

C learn to swim, ride a bike, and run

43 Where could students read more about triathlons?

A an encyclopedia

B a book of maps

C a dictionary

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Grade 1


Read this passage about window boxes. Think about the passage and answer the questions.

Window Box Garden Planting a window box is fun. Window

boxes are small. The boxes are put outside a window. They go on the window sill. Plants that do not grow tall are best for a window box.

Follow these steps:

1. Cover the bottom of a window box with small round stones. Add dirt.

2. Add water so the dirt is a little wet.

3. Add seeds or small plants.

Water your plants when the dirt gets dry. Watch them grow!

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Student Name


Plants that do not grow very tall are best for a window box.

Which word in the sentence is a noun?

A plants

B grow

C from

45 What goes in the window box BEFORE the plants are put in?

A some water and seeds

B small stones and soil

C grass and flowers

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Grade 1

Student Name

46 Which word is spelled correctly?

A barthday

B burthday

C birthday

47 What is the meaning of the word outsideoutside?

A at the back of a place

B to the right of something

C not in a house or a building

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Read this letter from Angela to her aunt. Angela has made some errors. Think about the passage and answer the questions.

A Letter to Aunt StellaMonday, september 3, 2009

Dear Aunt Stella

thank you for the card for my Birthday.

I used the money you gave me to get

some new books. I like books about

plants and animals.

I hope you can come to see us. I

want to show you some of the books I

like to read.

Yours truly,Angela

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Grade 1

Student Name

48 Which is the correct way to write the date in the letter?

A Monday, September 3, 2009

B monday, September 3, 2009

C monday, september 3, 2009

49 Which is the correct way to write the greeting in this letter?

A Dear, Aunt Stella

B Dear Aunt, Stella

C Dear Aunt Stella,

50 Read this sentence from the letter.

thank you for the card for my Birthday.

Which is the correct way to write this sentence?

A Thank you for the card for my birthday.

B Thank you for the card for my Birthday.

C thank you for the card for my birthday.

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Read this story about bees who want to work all night. Think about the story and answer the questions.

Bees Do Not Work at Night!1 Billie Bee wanted Freddie Firefly to help

him. He wanted the fireflies to light the sky all night. Then, the bees could work all day and night. The fireflies agreed to help.

2 The next morning, Freddie was unhappy. Even with the lights, the bees could not stay awake all night.

3 “I am sorry,” said Billie. “I went to sleep when the sun was gone. Thank you for trying to help. Bees cannot work at night after all!”

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Grade 1

Student Name

51 Why did Billie say “I’m sorry” to Freddie?

A because the bees worked very hard that night

B because the bees did not work at night

C because Freddie didn’t get to see Billy work

52 Which word is an ANTONYM of morningmorning?

A night

B day

C week

53 Read this sentence.

The next morning, Freddie was unhappy.

The suffix –un was added to the word happyhappy to mean

A not happy.

B more happy.

C a little happy.

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Read the next two stories about elephants. Think about the stories and answer the questions.

The Boy and the Elephant1 Elephant lived in a rain forest. A rain

forest has many, many trees and plants. A rain forest is hot. It has many rainy days. Elephant was happy in the rain forest.

2 One day, Elephant saw a boy under a tree. The boy’s leg was caught in a thick vine. He could not move. He was stuck. His leg was hurt.

3 When the boy saw Elephant, he was afraid. Elephant was very big. But he always liked children.

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4 Elephant was also very strong. He pulled the vine so the boy could get his leg out. Elephant put the boy on his back. He took the boy home.

5 The boy’s family was happy to see him. “Thank you, Elephant,” said the boy and his family. Elephant raised his trunk and made a loud noise. He was a nice elephant. He said, “I am so glad I could help.”

The Elephant1 I see the elephant2 Walking along3 Carrying the children4 All singing a song.

5 To the sound of laughter6 He goes on his way,7 Carrying the children8 Who have given him hay.

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9 With his long gray trunk10 And a turn of his head11 He can pull down a house12 Or put up a shed.

13 What is he thinking 14 As he moves along15 What is he thinking16 About the children’s song?

17 The elephant is kind 18 The elephant is strong19 The elephant is happy20 To hear them sing along.

21 To the sound of laughter 22 He goes on his way,23 Carrying the children24 Who like to give him hay.

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Student Name

54 Which word from the stories is correctly divided into syllables?

A sing-ing

B laught-er

C ha-ppy

55 Which words from the poem rhyme?

A elephant – children

B along – song

C shed – house


Elephant raised his trunktrunk and made a loud noise.

In this sentence, the word trunktrunk means

A the main part of a tree.

B the long nose of an elephant.

C a large box used to carry clothes on a long trip.

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57 Which sentence uses quotation marks correctly?

A “Elephant was glad he could help the boy.”

B “Elephant is our friend,” the children said.

C Elephant is very big and very kind, said Mother.

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Read this passage about a dog with two noses. Think about the passage and answer the questions.

The Double-nosed Tiger Hound1 Double means “two of something.” A

double-nosed dog has two noses. This dog is called a Double-nosed Tiger Hound. They live in South America.

2 There is a Tiger Hound named Bella. She lives in a village. Bella has puppies. Even her puppies have two noses! The people in the village take the dogs for hunting. Their two noses help them smell things. A Tiger Hound is a great hunter.

3 Where did these dogs come from? One man thinks the dogs came from a country very far away. The dogs were used for

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hunting there, too. Men brought the dogs to South America 400 or 500 years ago.

4 Here is a surprising fact! The country of Turkey also has a dog with two noses! Turkey is very far from South America. No one knows how the dogs came to Turkey. But now Tiger Hounds live in South America and in a part of Turkey!

5 I have never seen a dog with two noses. But I would like to see one. Would you like to see a Tiger Hound, too?

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Student Name

58 Where could students look to find where South America and Turkey are?

A an atlas

B a dictionary

C a thesaurus

59 Which word is spelled correctly?

A sayz

B wuz

C were

60 Where could the author BEST add information about the puppies’ size and color?

A in the paragraph about Bella

B in the paragraph about dogs in Turkey

C in the paragraph that tells where the dogs came from

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She lives in a villagevillage.

What does the word villagevillage mean?

A a city with many people

B a place on the sea where people fish

C a little town with a small number of people

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Read the passage about animals. Think about the passage and answer the questions.

Animal Babies1 Most animal mothers and fathers take good

care of their babies. They want to make sure the babies grow up safely.

2 Kangaroo mothers carry their babies in a pouch. The baby is very little when it is born. The pouch keeps it warm.

3 A mother crocodile does not have a pouch. She keeps her babies in her mouth. She must be careful. Her teeth are big and sharp.

4 Emperor penguin mothers lay eggs. The fathers put the eggs on their feet. They cover them with their feathers. The mother goes to the cold ocean to get food.

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Student Name

62 Read these sentences.

The baby grows bigger in the pouch. It stays there until it is big enough to hop on its own.

Where could the author add these sentences?

A in the paragraph about crocodiles

B in the paragraph about kangaroo pouches

C in the paragraph about penguins

63 Which sentence uses commas correctly?

A Mother bought eggs milk, and bread at the store.

B Micah’s brother was born on May 21, 2005.

C Travis asked for milk a banana and his cereal.

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Student Name

64 Which is the correct abbreviation for February?

A Feb.

B feb.

C Fbry


When the mother comes back, she has food for the baby.

Which is the BEST place to put the sentence in the paragraph about penguins?

A at the beginning

B in the middle

C at the end

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1G R A D E

California Summative AssessmentSummative Evaluation Chart

Tested Skills Number Correct

Percent Correct

Word Analysis, Fluency, and Systematic Vocabulary Development

Decoding and Word Recognition 1, 7, 10, 40, 54, 55, 61, 64

Vocabulary and Concept Development 2, 4, 16, 22, 30, 36, 4147, 52, 53, 56 /19 %

Reading Comprehension

Structural Features of Informational Materials 28

Comprehension and Analysis of Grade-Level-Appropriate Text 3, 6, 12, 14, 15, 17, 24, 25, 29, 42, 45 /12 %

Literary Response and Analysis

Narrative Analysis of Grade-Level-Appropriate Text 5, 9, 11, 20, 21, 23, 26, 31, 32, 37, 51 /11 %

Written and Oral English Language Conventions

Sentence Structure 18, 35

Grammar 8, 38, 44

Punctuation 49, 57, 63

Capitalization 48, 50

Spelling 33, 46, 59 /11 %

Writing Strategies

Organization and Focus 27, 34, 39, 60

Research 43, 58

Evaluation and Revision 13, 19, 62, 65 /10 %

Total Summative Score /63 %

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57California Summative Assessment

Grade 1

Informational Writing PromptYou will have 60 minutes to plan, write, and proofread your response to this writing prompt.

Plan

Before you write:Read the prompt carefully so you understand exactly what you are being asked to do.Consider your topic, task, and audience.Think about what you want to write.Use scratch paper to organize your thoughts. Use strategies like mapping or outlining.

Write

As you write:Maintain a clear and consistent point of view.Clearly tell a story that includes descriptive details. Include dialogue, if appropriate.Use a variety of well-constructed, complete sentences.Use a logical organization with an obvious beginning, middle, and end.

Proofread

After you write:❏ Did you support your ideas with specific details?❏ Do the point of view and tone of the story remain consistent?❏ Check for capitalization, spelling, sentence structure,

punctuation, and usage errors.

•

•••

••

••

What kind of clothes do you like to wear? Describe your favorite clothes. Tell what color they are and what they look like.What kind of clothes do you like to wear? Describe your favorite clothes. Tell what color they are and what they look like.

Name

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Narrative Writing PromptYou will have 60 minutes to plan, write, and proofread your response to this writing prompt.

Plan

Before you write:Read the prompt carefully so you understand exactly what you are being asked to do.Consider your topic, task, and audience.Think about what you want to write.Use scratch paper to organize your thoughts. Use strategies like mapping or outlining.

Write

As you write:Maintain a clear and consistent point of view.Clearly tell a story that includes descriptive details. Include dialogue, if appropriate.Use a variety of well-constructed, complete sentences.Use a logical organization with an obvious beginning, middle, and end.

Proofread

After you write:❏ Did you support your ideas with specific details?❏ Do the point of view and tone of the story remain consistent?❏ Check for capitalization, spelling, sentence structure,

punctuation, and usage errors.

•

•••

••

••

What makes you happy? Think of something you do that makes you happy. Tell your readers what it is. Tell how it makes you feel.

What makes you happy? Think of something you do that makes you happy. Tell your readers what it is. Tell how it makes you feel.

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Writing Rubric for California Standards Tests

4 The Writing:clearly addresses all parts of the writing task.demonstrates a clear understanding of purpose and audience.maintains a consistent point of view, focus, and organizational structure, including the effective use of transitions.includes a clearly presented central idea with relevant facts, details, and/or explanations.includes a variety of sentence types.contains few, if any, errors in the conventions of the English language (grammar, punctuation, capi-talization, spelling). These errors do not interfere with the reader’s understanding of the writing.

••

•

•

••

Fictional or Autobiographical Narrative:provides a thoroughly developed plot line, including major and minor characters and a defi nite setting.includes appropriate strategies (e.g., dialogue; suspense; narrative action).

Response to Literature:develops interpretations that demonstrate a thoughtful, comprehensive grasp of the text.organizes accurate and coherent interpretations around clear ideas, premises, or images from the literary work.provides specifi c textual examples and details to support the interpretations.

Persuasion:authoritatively defends a position with precise and relevant evidence and convincingly addresses the reader’s concerns, biases, and expectations.

Summary:is characterized by paraphrasing of the main idea(s) and signifi cant details.

•

•

•

•

•

•

•

3 The Writing:addresses all parts of the writing task.demonstrates a general understanding of purpose and audience.maintains a mostly consistent point of view, focus, and organizational structure, including the effec-tive use of some transitions.presents a central idea with mostly relevant facts, details, and/or explanations.includes a variety of sentence types.contains some errors in the conventions of the English language (grammar, punctuation, capi-talization, spelling). These errors do not interfere with the reader’s understanding of the writing.

••

•

•

••

Fictional or Autobiographical Narrative:provides an adequately developed plot line, including major and minor characters and a defi nite setting.includes appropriate strategies (e.g., dialogue; suspense; narrative action).

Response to Literature:develops interpretations that demonstrate a com-prehensive grasp of the text.organizes accurate and reasonably coherent inter-pretations around clear ideas, premises, or images from the literary work.provides textual examples and details to support the interpretations.

Persuasion:generally defends a position with relevant evi-dence and addresses the reader’s concerns, biases, and expectations.

Summary:is characterized by paraphrasing of the main idea(s) and signifi cant details.

•

•

•

•

•

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64California Summative AssessmentGrade 1

2 The Writing:addresses only parts of the writing task.demonstrates little understanding of purpose and audience.maintains an inconsistent point of view, focus, and/or organizational structure, which may include ineffective or awkward transitions that do not unify important ideas.suggests a central idea with limited facts, details, and/or explanations.includes little variety in sentence types.contains several errors in the conventions of the English language (grammar, punctuation, capital-ization, spelling). These errors may interfere with the reader’s understanding of the writing.

••

•

•

••

Fictional or Autobiographical Narrative:provides a minimally developed plot line, includ-ing characters and a setting.attempts to use strategies but with minimal effectiveness (e.g., dialogue; suspense; narrative action).

Response to Literature:develops interpretations that demonstrate a limited grasp of the text.includes interpretations that lack accuracy or coherence as related to ideas, premises, or images from the literary work.provides few, if any, textual examples and details to support the interpretations.

Summary:is characterized by substantial copying of key phrases and minimal paraphrasing.

•

•

•

•

•

•

1 The Writing:addresses only one part of the writing task.demonstrates no understanding of purpose and audience.lacks a point of view, focus, organizational struc-ture, and transitions that unify important ideas.lacks a central idea but may contain marginally related facts, details, and/or explanations.includes no sentence variety.contains serious errors in the conventions of the English language (grammar, punctuation, capital-ization, spelling). These errors interfere with the reader’s understanding of the writing.

••

•

•

••

Fictional or Autobiographical Narrative:lacks a developed plot line.fails to use strategies (e.g., dialogue; suspense; narrative action).

Response to Literature:demonstrates little grasp of the text.lacks an interpretation or may be a simple retell-ing of the passage.lacks textual examples and details.

Persuasion:fails to defend a position with any evidence and fails to address the reader’s concerns, biases, and expectations.

Summary:is characterized by substantial copying of indis-criminately selected phrases or sentences.

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••

•

•

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Grade 1

Sample AnswersInformational

4 I like to wear dresses and tights. My favorite dress is red and blue. It has big, white buttons. I also like to wear boots. My favorite boots are black and shiny.

3 I like to wear dresses. I like to wear tights and boots. My favorite dress is blue. My favorite boots are black.

2 I like dresses. I like tights. I like boots. I like my blue dress and my white tights. I like my black boots.

1 I wear dresses. I wear tights. I have black boots.

Narrative

4 My dog makes me happy. I love to take him for a walk. I feel happy when I take my dog for a walk. It makes my dog happy. I feel good when I take care of him.

3 My dog makes me happy. I take him for a walk. I like to take him for a walk. It makes me feel good.

2 I like my dog. He makes me happy. I take him for a walk.1 I like my dog. I like to walk my dog.

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Item Answer CA Standard

1 A R1.1.5 Decoding and Word Recognition: Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

2 B R1.1.17 Vocabulary and Concept Development: Classify grade-appropriate categories of words.

3 A R1.2.2 Comprehension and Analysis of Grade-Level- Appropriate Text: Respond to who, what, when, where, and how questions.


5 C R1.3.1 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

6 A R1.3.2 Narrative Analysis of Grade-Level-Appropriate Text: Describe the roles of authors and illustrators and their contributions to print materials.

7 C R1.1.10 Decoding and Word Recognition: Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

8 A LC1.1.2 Grammar: Identify and correctly use singular and plural nouns.


10 B R1.1.5 Decoding and Word Recognition: Distinguish long-and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

11 C LC1.2.1 Recite poems, rhymes, songs, and stories and ending.

1G R A D E

California Summative AssessmentAnswer Key

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12 A R1.2.2 Comprehension and Analysis of Grade-Level- Appropriate Text: Respond to who, what, when, where, and how questions.

13 A W1.1.0 Organization and Focus

14 C R1.2.5 Comprehension and Analysis of Grade-Level- Appropriate Text: Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).

15 B R1.2.6 Comprehension and Analysis of Grade-Level- Appropriate Text: Relate prior knowledge to textual information.

16 A R1.1.17 Vocabulary and Concept Development: Classify grade-appropriate categories of words.

17 C R1.2.6 Comprehension and Analysis of Grade-Level- Appropriate Text: Relate prior knowledge to textual information.

18 B LC1.1.1 Sentence Structure: Write and speak in complete, coherent sentences.



21 A R1.3.1 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.


23 A R1.3.1 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

24 A R1.3.2 Narrative Analysis of Grade-level-Appropriate Text: Describe the roles of authors and illustrators and their contributions to print materials.

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25 A R1.2.1 Structural Features of Informational Materials: Identify text that uses sequence or other logical order.


27 C W1.1.0 Organization and Focus: Select a focus when writing.

28 C R1.2.1 Structural Features of Informational Materials: Identify text that uses sequence or other logical order.

29 B R1.2.2 Comprehension and Analysis of Grade-Level- Appropriate Text: Respond to who, what, when, where, and how questions.

30 C R1.1.17 Vocabulary and Concept Development: Classify grade-appropriate categories of words.

31 A LC1.2.1 Recite poems, rhymes, songs, and stories and ending.

32 C LC1.2.1 Recite poems, rhymes, songs, and stories and ending.

33 A LC1.1.8 Spelling: Spell three- and four-letter short-vowel wordsand grade-level-appropriate sight words correctly.


35 B LC1.1.1 Sentence Structure: Write and speak in complete, coherent sentences.




39 A W1.1.0 Organization and Focus: Select a focus when writing.


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42 C R1.2.3 Comprehension and Analysis of Grade-Level- Appropriate Text



45 B R1.2.3 Comprehension and Analysis of Grade-Level- Appropriate Text

46 C LC1.1.8 Spelling: Spell three- and four-letter short-vowel wordsand grade-level-appropriate sight words correctly.


48 A LC1.1.7 Capitalization: Capitalize the first word of a sentence, names of people, and the pronoun.

49 C LC1.1.6 Punctuation: Use knowledge of the basic rules of punctuation and capitalization when writing.

50 A LC1.1.7 Capitalization: Capitalize the first word of a sentence, names of people, and the pronoun.

51 B R1.3.1 Narrative Analysis of Grade-Level-Appropriate Text: Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.




55 B LC1.2.1 Recite poems, rhymes, songs, and stories


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57 B LC1.1.5 Punctuation: Use a period, exclamation point, or question mark at the end of sentences.


59 C LC1.1.8 Spelling: Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.



62 B W1.1.0 Organization and Focus: Select a focus when writing.

63 B LC1.1.5 Punctuation: Use a period, exclamation point, or question mark at the end of sentences.



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Reading/Language ArtsCalifornia Standards

Grade 1READING1.0 Word Analysis, Fluency, and Systematic Vocabulary DevelopmentStudents understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading.

Concepts About Print

1.1 Match oral words to printed words.

1.2 Identify the title and author of a reading selection.

1.3 Identify letters, words, and sentences.

Phonemic Awareness

1.4 Distinguish initial, medial, and final sounds in single-syllable words.

1.5 Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite).

1.6 Create and state a series of rhyming words, including consonant blends.

1.7 Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an).

1.8 Blend two to four phonemes into recognizable words (e.g., /c/ a/ t/ = cat; /f/ l/ a/ t/ = flat).

1.9 Segment single-syllable words into their components (e.g., /c/ a/ t/ = cat; /s/ p/ l/ a/ t/ = splat; /r/ i/ ch/ = rich).

Decoding and Word Recognition

1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words.

1.11 Read common, irregular sight words (e.g., the, have, said, come, give, of).

1.12 Use knowledge of vowel digraphs and r-controlled letter-sound associations to read words.

1.13 Read compound words and contractions.

1.14 Read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., look, looked, looking).

1.15 Read common word families (e.g., -ite, -ate).

1.16 Read aloud with fluency in a manner that sounds like natural speech.

Vocabulary and Concept Development

1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys).

2.0 Reading ComprehensionStudents read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal.

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Grade 1

Structural Features of Informational Materials

2.1 Identify text that uses sequence or other logical order.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.2 Respond to who, what, when, where, and how questions.

2.3 Follow one-step written instructions.

2.4 Use context to resolve ambiguities about word and sentence meanings.

2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words).

2.6 Relate prior knowledge to textual information.

2.7 Retell the central ideas of simple expository or narrative passages.

3.0 Literary Response and AnalysisStudents read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.

Narrative Analysis of Grade-Level-Appropriate Text

3.1 Identify and describe the elements of plot, setting, and character(s) in a story, as well as the story’s beginning, middle, and ending.

3.2 Describe the roles of authors and illustrators and their contributions to print materials.

3.3 Recollect, talk, and write about books read during the school year.

WRITING1.0 Writing StrategiesStudents write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

Organization and Focus

1.1 Select a focus when writing.

1.2 Use descriptive words when writing.

Penmanship

1.3 Print legibly and space letters, words, and sentences appropriately.

2.0 Writing Applications (Genres and Their Characteristics)Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

Using the writing strategies of grade one outlined in Writing Standard 1.0, students:

2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience.

2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details.

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WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS1.0 Written and Oral English Language ConventionsStudents write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure

1.1 Write and speak in complete, coherent sentences.

Grammar

1.2 Identify and correctly use singular and plural nouns.

1.3 Identify and correctly use contractions (e.g., isn’t, aren’t, can’t, won’t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking.

Punctuation

1.4 Distinguish between declarative, exclamatory, and interrogative sentences.

1.5 Use a period, exclamation point, or question mark at the end of sentences.

1.6 Use knowledge of the basic rules of punctuation and capitalization when writing.

Capitalization

1.7 Capitalize the first word of a sentence, names of people, and the pronoun I.

Spelling

1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly.

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Grade 1

STUDENT ANSWER DOCUMENTGRADE 1

SUMMATIVE TEST

1 a b c 26 a b c 51 a b c 2 a b c 27 a b c 52 a b c 3 a b c 28 a b c 53 a b c 4 a b c 29 a b c 54 a b c 5 a b c 30 a b c 55 a b c 6 a b c 31 a b c 56 a b c 7 a b c 32 a b c 57 a b c 8 a b c 33 a b c 58 a b c 9 a b c 34 a b c 59 a b c 10 a b c 35 a b c 60 a b c 11 a b c 36 a b c 61 a b c 12 a b c 37 a b c 62 a b c 13 a b c 38 a b c 63 a b c 14 a b c 39 a b c 64 a b c 15 a b c 40 a b c 65 a b c 16 a b c 41 a b c 17 a b c 42 a b c 18 a b c 43 a b c 19 a b c 44 a b c 20 a b c 45 a b c 21 a b c 46 a b c 22 a b c 47 a b c 23 a b c 48 a b c 24 a b c 49 a b c 25 a b c 50 a b c

USE NO. 2 PENCIL ONLY

Incorrect Marks Correct Marks

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