first grade reading for understanding:...

First Grade Reading for Understanding:

“Cooperation”

M2 Spring 2005 ELA GLCE 1st Grade Assessment http://mmc.edzone.net 1

Part 2a - Reading for Understanding First Grade

Directions In this part of the test, you will be reading two selections that are related to the following theme:

COOPERATION

It is important to keep this theme in mind as you are reading and answering the multiple-choice questions.


First Reading Selection

Farmer Duck by Martin Waddell

To make this a successful experience for all children you may need to adapt by reading aloud or by using shared or guided reading experiences as needed.


First Reading Selection Mark only the BEST answer for each multiple-choice question. You may look back at Farmer Duck at any time.

1. How did the farm animals show cooperation?

A. They took care of themselves. B. They worked together to get rid of the farmer. C. They did not work together.

2. Another good title for this story could be:

A. The Family B. Farming Feuds C. Farm Animals Work Together

3. At the end of the story, the duck

A. has many helpers. B. has to work even harder. C. has been dreaming.

4. This story is an example of

A. a folktale. B. a fictional story. C. an article.


Second Reading Selection

It’s Mine by Leo Leonni



Second Reading Selection Mark only the BEST answer for each multiple-choice question. You may look back at It’s Mine at any time.

5. The frogs quarreled because

A. they were related as brothers and sister. B. they all wanted to swim in the water. C. they each wanted something all to themselves.

6. What is the lesson learned from this story?

A. Getting along with others takes some work. B. Teasing someone else can be fun. C. Frogs are mean to each other.

7. On page 12, the toad says that “There is no peace because of your endless bickering.” What does bickering mean in this sentence?

A. playing B. arguing C. laughing

8. According to this story the idea of cooperation means

A. being rude to others. B. getting along with others. C. ignoring the needs of others.


Cross-Text Questions Directions: The following questions are based upon the two selections that you just read, Farmer Duck and It’s Mine. For each question, choose the BEST answer. You may look back at the two selections at any time.

9. In the two selections you read, to get what they wanted, the main characters

A. worked together. B. didn’t like each other. C. were mean.

10. A good lesson from these selections is that

A. it is important to cooperate with others. B. you need to cooperate when you really want to. C. you should only be kind to your friends.

11. What would the duck and the frogs say about being cooperative?

A. It’s always fun to cooperate. B. Cooperation makes you and others feel good. C. It’s hard to be cooperative.


Part 2b Reading and Writing: Applying Ideas to a Task

Directions: During Part 2a of this test you read Farmer Duck and It’s Mine. You may look back at the reading selections to help you answer the following question: What ideas and examples of characters cooperating with each other from these two selections will help you cooperate with people in your life? Draw and write about it.



“Friendship”



Directions: In this part of the assessment, you will be listening to me read two selections that are related to the following theme:

FRIENDSHIP



The Giving Tree by Shel Silverstein

Read the story aloud to the whole class four times over a one-week period. After the first reading:

• have a discussion about the boy and the tree’s actions and why they did what they did. After the second reading:

• have a discussion about whether it was right or wrong for the boy and the tree to behave the way they did.

After the third reading: • have a discussion about what happened to the boy and the tree for behaving the way they

did. After the fourth and final reading:

• have a discussion about the lesson learned in the story.



The Meanest Thing to Say by Bill Cosby

Read the story aloud to the whole class four times over a one-week period. After the first reading:

• have a discussion about Little Bill and Michael’s actions and why they did what they did. After the second reading:

• have a discussion about whether it was right or wrong for Little Bill and Michael to behave the way they did.

After the third reading: • have a discussion about what happened to Little Bill and Michael for behaving the way they

did. After the fourth and final reading:

• have a discussion about the lesson learned in the story.


Cross-Text Question

Directions: Draw and write about the lesson you learned about friendship from the two texts, The Giving Tree and The Meanest Thing to Say. How were the stories alike and how were they different?

1. How are the pairs of friends in these two stories alike?

2. How are the pairs of friends in these two stories different?

3. One theme of these two stories is friendship. What examples can you give of how this theme

comes out in the two stories?

4. What would be a good title that both books could share?


Part 2b – Reading and Writing: Applying Ideas to a Task

Directions: What ideas from the two texts in Part 2a, The Giving Tree and The Meanest Thing to Say, will help you make friends? Draw and write about it.



“Helping Others”



Directions: We will read together two stories that are about the following big idea or theme:

HELPING OTHERS

It is important to remember as you are answering the questions, that both of the stories are about helping others.



Herman the Helper by Robert Kraus



First Reading Selection Directions: Mark only the BEST answer for each multiple-choice question. You may look back at Herman the Helper at any time.

1. What did Herman get from helping everyone?

A. He got kind words and “thank yous.” B. He learned that it is hard to be helpful. C. He got rewarded with money from them.

2. Why did Herman help everyone?

A. He wanted to show off his talents. B. He was asked to help by others. C. It made him feel good about himself.

3. What word could the author have used at the beginning of the sentence, “He helped his father”?

A. First. B. Next. C. Finally.



Where the Sidewalk Ends – the poem “Helping” (p. 101) by Shel Silverstein

Read the poem in a variety of ways: silently, chorally, aloud, rounds, etc. It may help to have students illustrate the poem before answering the multiple-choice questions.



To help make this a more successful experience you may choose to read the questions to the students. The student then chooses the best answer. They may use a copy of the poem for reference. Directions: Mark only the BEST answer for each multiple-choice question. You may look back at “Helping” at any time.

4. Another title (name) for this poem would be

A. Some Kind of Help B. Agatha Fry C. Breaking It

5. An important lesson from this selection is

A. friends can help friends. B. mowing and raking can be fun. C. playing with toys can cause trouble.

6. When Zachary broke the toy, the author uses the word “help” to

A. make the poem rhyme. B. show how Zachary really wasn’t helpful. C. describe what Zachary did to it.


Cross-Text Questions

To help make this a more successful experience you may choose to read the questions to the students. Students then choose the best answer using the text as reference. Directions: The following questions are based upon the two selections that you just read. For each question, choose the BEST answer. You may look back at the two selections at any time.

7. In the two reading selections, you listened to or read about main characters who MOSTLY

A. tried to help each other. B. were mean to each other. C. made fun of each other.

8. An important lesson from the two reading selections is

A. that you should only help your best friend. B. that by helping others, everyone can benefit. C. you should only help others to get something in return.


Part 2b

Reading and Writing: Applying Ideas to a Task

Directions: During Part 2a of this test you read Herman the Helper and “Helping”. You may look back at the reading selections to help you answer the following question: What ideas or examples from these two selections will help you help others in your own life? Draw and write about it.


Reading Assessment AnalysisGrade: 1 Theme: CooperationTexts: Farmer Duck and It's Mine

Item # Answer GLCE Assessed

Cognitive Domain GLCE

1 B R.NT.01.03 AnalysisR.CM.01.05 Analysis

2 C R.NT.01.01 AnalysisR.NT.01.05 Synthesis

3 A R.NT.01.03 AnalysisR.NT.01.04 Analysis

4 B R.NT.01.02 Comprehension5 C R.NT.01.01 Analysis

R.NT.01.03 Analysis6 A R.NT.01.01 Analysis

R.NT.01.05 Synthesis7 B R.WS.01.08 Knowledge

R.WS.01.11 ApplicationR.WS.01.12 Analysis

8 B R.NT.01.05 Synthesis9 A R.NT.01.03 Analysis

R.NT.01.05 SynthesisR.CM.01.04 ApplicationR.CM.01.05 Analysis

10 A R.NT.01.05 SynthesisR.CM.01.04 ApplicationR.CM.01.05 Analysis

11 B R.NT.01.05 SynthesisR.CM.01.04 ApplicationR.CM.01.05 Analysis

Writing Open- R.CM.01.01 Knowledgeended R.CM.01.02 Comprehension

R.CM.01.03 ComprehensionR.CM.01.05 AnalysisR.CM.01.07 Analysis

Word Recognition and Word StudyStudents will...R.WS.01.08 Use syntactic and semantic cues to determine the meaning of words in grade level appropriate texts.R.WS.01.09 Know the meaning of words encountered frequently in grade 1 reading and oral language contexts.R.WS.01.11 In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.R.WS.01.12 Use context clues, mental pictures, and questioning.

Narrative Text Students will...R.NT.01.01 Recognize how various cultures and our common heritage are representedin classic and contemporary literature that is recognized for quality and literary meritR.NT.01.02 Identify and describe a variety of genre including—realistic fiction—fantasy—folktales.R.NT.01.03 Identify—problem/solution—sequence of events—sense of story (beginning, middle, end).R.NT.01.04 Identify how authors/illustrators use—illustrations to support story elements—transitional words (e.g., before, after, now, finally) to indicate a sequence of events and sense of story.R.NT.01.05 Respond to multiple texts read by discussing, illustrating, and/or writing toreflect, make connections, take a position, and share understanding.

Comprehension Students will...R.CM.01.01 Activate prior knowledge.R.CM.01.02 Connect personal knowledge and experience to ideas in texts.R.CM.01.03 Retell up to three important ideas and details of familiar simple oral and written text in sequence.R.CM.01.04 Make text-to-self and text-to-text connections and comparisons.R.CM.01.05 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.R.CM.01.07 Graphically represent key ideas and details across texts.


Reading Assessment Analysis Grade: 1 Theme: FriendshipTexts: The Giving Tree and The Meanest Thing to SayAnswer: Open-ended

GLCE Assessed


R.WS.01.08 KnowledgeR.WS.01.09 ComprehensionR.WS.01.11 ApplicationR.WS.01.12 AnalysisR.NT.01.01 AnalysisR.NT.01.02 ComprehensionR.NT.01.03 AnalysisR.NT.01.04 AnalysisR.NT.01.05 SynthesisR.CM.01.01 KnowledgeR.CM.01.02 ComprehensionR.CM.01.03 ComprehensionR.CM.01.04 ApplicationR.CM.01.05 AnalysisR.CM.01.07 Analysis

Word Recognition and Word Study Students will…R.WS.01.08 Use syntactic and semantic cues to determine the meaning of words in grade level appropriate texts.R.WS.01.09 Know the meaning of words encountered frequently in grade 1 reading and oral language contexts.R.WS.01.11 In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.R.WS.01.12 Use context clues, mental pictures, and questioning.

Narrative Text Students will…R.NT.01.01 Recognize how various cultures and our common heritage are representedin classic and contemporary literature that is recognized for quality and literary meritR.NT.01.02 Identify and describe a variety of genre including—realistic fiction—fantasy—folktales.R.NT.01.03 Identify—problem/solution—sequence of events—sense of story (beginning, middle, end).R.NT.01.04 Identify how authors/illustrators use—illustrations to support story elements—transitional words (e.g., before, after, now, finally) to indicate a sequence of events and sense of story.R.NT.01.05 Respond to multiple texts read by discussing, illustrating, and/or writing toreflect, make connections, take a position, and share understanding.

Comprehension Students will...R.CM.01.01 Activate prior knowledge.R.CM.01.02 Connect personal knowledge and experience to ideas in texts.R.CM.01.03 Retell up to three important ideas and details of familiar simple oral and written text in sequence.R.CM.01.04 Make text-to-self and text-to-text connections and comparisons.R.CM.01.05 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.R.CM.01.07 graphically represent key ideas and details across texts.


Reading Assessment AnalysisGrade: 1 Theme: Helping OthersTexts: Herman the Helper and "Helping"

Item # Answer GLCE Assessed


1 A R.NT.01.04 AnalysisR.NT.01.05 Synthesis

2 C R.NT.01.01 AnalysisR.NT.01.05 SynthesisR.CM.01.02 Comprehension

3 B R.NT.01.03 AnalysisR.NT.01.04 AnalysisR.WS.01.09 Comprehension



6 B R.WS.01.08 KnowledgeR.WS.01.09 ComprehensionR.WS.01.11 ApplicationR.WS.01.12 AnalysisR.NT.01.05 Synthesis

7 A R.NT.01.05 SynthesisR.CM.01.04 ApplicationR.CM.01.05 Analysis

8 B R.NT.01.05 SynthesisR.CM.01.04 ApplicationR.CM.01.05 Analysis

Writing Open- R.CM.01.01 Knowledgeended R.CM.01.02 Comprehension

R.CM.01.03 ComprehensionR.CM.01.04 ApplicationR.CM.01.05 AnalysisR.CM.01.07 Analysis

Vocabulary Students will…R.WS.01.08 Use syntactic and semantic cues to determine the meaning of words in grade level appropriate texts.R.WS.01.09 Know the meaning of words encountered frequently in grade 1 reading and oral language contexts.R.WS.01.11 In context, determine the meaning of words and phrases (objects, actions, concepts, content, and English language arts vocabulary) using strategies and resources.R.WS.01.12 Use context clues, mental pictures, and questioning.

Narrative Text Students will…R.NT.01.01 Recognize how various cultures and our common heritage are representedin classic and contemporary literature that is recognized for quality and literary meritR.NT.01.02 Identify and describe a variety of genre including—realistic fiction—fantasy—folktales.R.NT.01.03 Identify—problem/solution—sequence of events—sense of story (beginning, middle, end).R.NT.01.04 Identify how authors/illustrators use—illustrations to support story elements—transitional words (e.g., before, after, now, finally) to indicate a sequence of events and sense of story.R.NT.01.05 Respond to multiple texts read by discussing, illustrating, and/or writing toreflect, make connections, take a position, and share understanding.

Comprehension Students will…R.CM.01.01 Activate prior knowledge.R.CM.01.02 Connect personal knowledge and experience to ideas in texts.R.CM.01.03 Retell up to three important ideas and details of familiar simple oral and written text in sequence.R.CM.01.04 Make text-to-self and text-to-text connections and comparisons.R.CM.01.05 Compare and contrast relationships among characters, events, and key ideas within and across texts to create a deeper understanding.R.CM.01.07 Graphically represent key ideas and details across texts.


first grade reading for understanding:...

Documents