mcgraw-hill_macmillan_2009_treasures_grade.1_ell_192p.pdf

8/12/2019 MCGRAW-HILL_MACMILLAN_2009_Treasures_Grade.1_ELL_192p.pdf

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Grade 1

ELLPractice and

Assessment



Contents



IntroductionThe ELL Practice and Assessment is designed to give English Language Learners practice with theskills taught throughout the unit. It provides teachers with a way to assess student mastery of these skillsand to monitor student progress throughout the year. The practice pages, tests, and pages for recordingstudent progress cover the following domains in grades 1–6:

• Reading Comprehension Strategies and Skills• Phonics Strategies• Vocabulary Strategies• Grammar• Writing Skills• Oral Language Development

For each unit, the teacher will record observations of students’ progress toward mastering the Language

Objectives for each of the ve weeks, along with students’ strengths and weaknesses in the skillscovered in that unit.

For each unit, the teacher will record skill-speci c results for the Weekly Tests and the Unit ProgressTest to determine each student’s level (Beginning, Intermediate, Advanced) for the next unit.

Throughout the year, the teacher will use this form to record each student’s level-speci c responses tothe Think and Compare questions in the Comprehension Check section of each ELL Leveled Reader.This record will enable you to tailor instruction to the child’s individual needs using the differentiatedinstruction strategies in the teacher’s edition.

Each week, the teacher will use the information in this rubric to assess the student’s progress in writingduring the writing workshop (grades 3– 6) or 5-day writing (grades 1– 2). The student’s writing will beevaluated on ideas and content, organization, voice, word choice, sentence uency, and conventions ofwritten English.

For each unit, the teacher will record the student’s writing results from the writing workshop or 5-daywriting, along with areas of strength and weakness.

During Week 6 of each unit, students will present ction or non ction Book Talks about the ELLLeveled Readers for the unit. Students will review the ELL Leveled Readers and weekly skills duringthis group activity. They will then answer skill-related book talk questions, and present their answers,along with a visual aid, to the class.

During the Book Talk presentations, selected students will assess their classmates’ presentation. Theywill tell about their favorite part of the presentation, their classmates’ areas of strength, and areas whichneed improvement.



After each unit, students will assess their progress by identifying their own areas of strength andweakness. This is also a good opportunity for students to set goals for themselves for the upcoming unit.

The practice pages for each unit allow students to practice the skills for that week. Students will

complete a vocabulary and phonics skill practice page on the second day of instruction, and acomprehension and grammar skill practice page on the fourth day of instruction. The students will workon these pages together as a class.

The Study Guide covers the key skills of the unit and gives children a chance to review and practicethe speci c skills included on the Unit Progress Test. The rst page of the Study Guide is a study aid toreview skills previously taught, and the second, a practice page.

Each two-page Weekly Test consists of vocabulary, phonics, comprehension and grammar questions.Questions may require students to circle the correct word, match items to the correct answer, or write anappropriate sentence or constructed response.

The Unit Progress Test is a four-page test that re ects the skills addressed in the Weekly Tests. This testincludes multiple choice items as well as reading passages with constructed-response questions. Thecontent of these reading passages is drawn from the unit theme.

Before the test: Distribute copies of the Weekly Test or Unit Progress Test. Review the test with thestudents. Read the directions as a class, and answer any questions that they may have. You may want to

explain each section of these tests to students the rst time you administer them.

During the test: Make sure that each student is following the directions and writing responses inthe correct places. Answer questions about procedures and materials, but do not assist students withanswering test items. If the test includes a listening selection, check to be sure that all students are on thesame page, and read it aloud as students read along silently. Give students as much time as you think isnecessary to nish the test. Remind the students to check their work before you collect the test.

Use the results of the Weekly Tests and Unit Progress Tests as a formative assessment tool to helpmonitor student progress. Information gathered by evaluating the results of this assessment can also beused to determine speci c strengths and weaknesses of your students. If scores from the Weekly Tests areused to help determine report card grades, then you can consider this a summative assessment as well.

The primary focus of the Weekly Test and the Unit Progress Test is to measure student progress towardmastery of each skill. Scores that fall below the 80 th percentile suggest that students require additionalinstruction in order to master that skill.



For each unit, there are several pages that will assist you in evaluating your ELL students. For each ofthe following, you will need to label a page for each student.

• The Student Pro le: Language Development page lists the language objectives for eachweek of every unit. Here you can make anecdotal records on the child’s progress towardthe language objectives. Beneath each language objective, write your observations of thechild’s language development as it pertains to that week’s objective. Record any strengths orweaknesses that you have observed in the child’s oral language patterns.

• The Student Pro le: Strategy and Skill Assessment page lists all of the skills covered on theWeekly Tests and Unit Progress Test, and the number of questions that assess each skill. In theWeekly Test section, in the column for each week, ll in the number of questions answeredcorrectly for each skill. Count the total number of correct responses, and write the numbercorrect above the total possible score. Follow the same procedure for the Unit Progress TestSection.

• The Yearly Language Record is a chart with spaces for you to assess the students’ responsesto the Think and Compare questions in the Comprehension Check sections in each unit.After asking each of the three questions for that week, write “B” for “Beginning”, “I” for“Intermediate”, or “A” for “Advanced”. In the “Total” column, determine the type of responsethat the student gave the majority of the time, and record that letter. Write any additionalcomments on the lines provided. Refer to the Comprehension Check section in the teacher’sguide for examples of Beginning, Intermediate, and Advanced responses.

• The Writing Rubric will help you to assess writing pieces that students produce duringthe writing workshop or 5-day writing. For each of the categories on the rubric, read thedescription for each level (Excellent, Good, Fair, Unsatisfactory) and circle the level that thestudent has attained.

• The Student Writing Pro le is a place to record the student’s writing scores. For each week,write the student’s score in each category over the total possible score. Then, add the scoresfor each category and write the total in the Total box. Record any comments on the student’swriting on the lines provided.

Evaluating the results of the above assessments provides speci c information about students’ dailyinstructional needs. We recommend that you use these results for instructional planning and reteachingopportunities. Compare these results with your own observations of students’ work and identifyobjectives that still need reinforcement. Incorporate these into your instructional plans for the comingweek for individual, small group, or whole group instruction as indicated.



Language Development



Strategy and Skill Assessment



Excellent Good Fair Unsatisfactory

Scoring Rubric



Writing Assessment



Pick your job.

REMEMBER



PhonicsVocabulary



Personification,Imagery, and

Onomatopoeia

GrammarComprehensionComprehension

Grammar



PhonicsVocabulary



ComprehensionGrammar



PhonicsVocabulary



Phonics

Vocabulary

Comprehension

Grammar




Onomatopoeia



PhonicsVocabulary




Onomatopoeia



PhonicsVocabulary




Onomatopoeia



PhonicsVocabulary



Phonics

Vocabulary

Comprehension

Grammar



Bob and Tess Bob gets up. It is time to put Tess out.Tess is Bob’s cat. Tess likes to play withBob. Bob likes to play with Tess. Boband Tess play in the yard.



Today Jess will go to school. She looks at the clock.It is late. Jess gets dressed. She eats. She sees the bus.Jess runs out the door. She gets on the bus.



PhonicsVocabulary



Raul and Tim like sports.Tim is on a baseball team.Raul is on a soccer team. Theyplay sports on Saturday.




Some small animals live in the ground.A groundhog is brown. It has short legs.It eats grass. A mole is brown, too. It hasshort legs. It eats worms. Groundhogs andmoles live in the ground.



PhonicsVocabulary



Phonics

S -blends:

Vocabulary

Comprehension

Grammar



The door bell rings. “Who is there?” Jen asks. The man outside says, “I have a letter for your mother. Would you get her?”



Let’s Read Together

Mike calls Kate. He says he has afunny book.“Would you like to read it together?”Mike asks. “Yes,” says Kate. “I would.” So Kategoes to Mike’s house.

Comprehension: Make Predictions



Peg is happy. Grandpa is coming to see her.Peg looks out the window. Grandpa is not here yet.Then the doorbell rings. “Come in, Grandpa,” says Peg.




OnomatopoeiaPhonics

Vocabulary




Onomatopoeia

GrammarComprehension


Onomatopoeia




PhonicsVocabulary



Tuesday will be rainy and windy.Wednesday will be windyand cold.



PhonicsVocabulary



Phonics

Vocabulary

Comprehension

Grammar



The wind blew leaves all over. Pete saw all the leaves.

It was a mess. Pete said to Ray, “We can clean up theleaves. Let’s get some rakes.”



Playtime

The day was sunny. It was aterrific day. Jane and Steve went toplay. Rain drops began to fall.

“Let’s go to my house,” Janetold Steve.

“Good idea,” said Steve.



Will likes cold weather. He likes to play in the snow. Sal

likes hot weather. She likes to play in the water. Will andSal do not like rain. They like sun.



Grammar: Was/Were, Has/Have, Go/Do



PhonicsVocabulary



Play Ball

Tim took his turn at bat. He was nervous.The pitcher threw the ball. Tim swung. Hehit the ball. He ran. The crowd clapped.He said, “I can do it. I can play baseball!”



Mark goes to the book store. He wants a book on thetop shelf. He jumps. He cannot reach it. Suddenly, Gailcomes into the store. Gail is tall. Mark asks Gail to help.She gets the book for Mark.




OnomatopoeiaPhonics

Vocabulary



A butterfly has a tube by itsmouth. The butterfly puts the tubeinto a flower to drink. Then thebutterfly rolls up the tube.


Onomatopoeia





Onomatopoeia



This is an owl butterfly. It has spots thatlook like eyes. Birds think the butterfly isan owl. They do not eat the butterfly.


Onomatopoeia



Fish and Turtle

Fish and Turtle want to go to the other side of the lake.Fish swims far. Fish does not get tired. Turtle swims andswims. Turtle gets tired. Turtle sees a big rock in the water.


Onomatopoeia





Onomatopoeia



The Squirrel

Squirrel sees apples in the tree. He is hungry.He climbs up, up, up.


Onomatopoeia




OnomatopoeiaPhonics

Vocabulary




Onomatopoeia





OnomatopoeiaPhonics

Vocabulary




Onomatopoeia





OnomatopoeiaPhonics

Vocabulary



More Birds for Meena

Meena liked watching the birds ather birdhouse. She wanted more birdsto come. She put birdseed in a bowl.Then Meena put the bowl outside.Soon many birds came to eat.


Onomatopoeia





Onomatopoeia



The Lost Kitten

Jake heard a meow. He looked under a bush and saw a lost kitten. Jake andhis mother took a picture of the kittenand made a sign. A family saw the signand knocked on Jake’s door. “Thank

you,” they said.


Onomatopoeia



Phonics

Vocabulary

Comprehension

Grammar



The animals on the farm have a new friend.A baby horse was born. The new baby lives with themother horse, the chickens, pigs, and cows on the farm.Then, a new animal in the zoo was born. It is a bear cub. This new baby lives with the mother bear and theelephants, monkeys, and lions at the zoo.

mcgraw-hill_macmillan_2009_treasures_grade.1_ell_192p.pdf

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