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Test Practice

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  • Created by Teachers for Teachers and ParentsInstant Delivery 24 Hours a Day

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  • EditorLorin Klistoff, M.A.

    Editorial ManagerKaren J. Goldfluss, M.S. Ed.

    Editor-in-ChiefSharon Coan, M.S. Ed.

    Cover ArtistSue Fullam

    Art CoordinatorDenice Adorno

    Creative DirectorElayne Roberts

    ImagingJames Edward Grace

    Product ManagerPhil Garcia

    PublisherMary D. Smith, M.S. Ed.

    The classroom teacher may reproduce copies of materials in this book for classroom use only.The reproduction of any part for an entire school or school system is strictly prohibited. No partof this publication may be transmitted, stored, or recorded in any form without writtenpermission from the publisher.

    Author

    Charles J. Shields

    Teacher Created Resources, Inc.6421 Industry Way

    Westminster, CA 92683www.teachercreated.com

    ISBN 1-57690-676-02000 Teacher Created Resources, Inc.

    Reprinted, 2006

    Made in U.S.A.

    1ST

  • #2676 Standardized Test Practice for 1st Grade 2 Teacher Created Resources, Inc.

    Table of ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

    Skills Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

    Practice Listening

    Why Practice Listening? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

    Heres the Idea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

    Try and Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

    Practice Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

    Practice Guessing

    Why Practice Guessing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

    Heres the Idea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

    Try and Discuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

    Practice Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

    Language Arts

    Phonemic Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

    Decoding and Word Recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

    Spelling and Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

    Language, Comprehension, and Response . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

    Mathematics

    Whole Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

    Geometric Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

    Classification and Pattern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

    Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

    Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

    Science

    Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

    Social Studies

    Individuals and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

    Authority and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

    Religious and Cultural Traditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

    Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

    Parent Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92

  • Teacher Created Resources, Inc. 3 #2676 Standardized Test Practice for 1st Grade

    IntroductionYou have undoubtedly given plenty of tests during your years of teachingunit tests, pop quizzes, finalexams, and yes, standardized tests. As a professional educator, you know that standardized tests havetaken on an importance greater than any of the others.

    No one who understands children and the nature of learning would argue that a standardized testprovides an absolute measure of a childs understanding, a teachers effectiveness, or a schoolsperformance. It is merely a statistical snapshot of a group of children on a particular day. And there isno generic child. Take a look at a girl named Joanna, for instance. Reluctant to speak duringdiscussions or participate in group work, shes a whiz at taking tests and scores high on formal tests.However, Dion, in the seat beside her, is creative but impulsive. He dawdles during timed tests andsometimes fills in the wrong answer section. His score? It is no more a true indication of his abilitythan his doodles of motorcycle-riding monsters in the margins of his papers. You are probably thinkingof a Joanna or a Dion in your class right now.

    However, schools must be accountable to their communities. Moreover, issues of equity andopportunity for children require that some method of checking all students progress as objectively aspossible be administered annually or even semi-annually. As a result, at the insistence of parents,school boards, state legislatures, and national commissions, standardized tests and their results arereceiving more attention than at any other time during the last 35 years.

    The purpose of this book is to help you and your students get better results on standardized tests. Theexercises are grade-specific and based on the most recent versions of these testing instruments:

    Exercise materials designed for this book reflect skills from curricula, grade-level tests, and test takingfrom the California Academic Standards Commission, the New York State Testing Program forElementary and Intermediate Grades, the Texas Essential Knowledge and Skills program, and the Boardof Education for the Commonwealth of Virginia. Your students can expect to meet again on widelyused standardized tests most of the content in this book and the style in which questions are posed.

    The California Achi

    evement Tests

    The Iowa Tests of

    Basic Skills

    The Comprehensive

    Tests of Basic Sk

    ills

    The Stanford Achi

    evement Tests

    The Metropolitan

    Achievement Tests

    The Texas Assessm

    ent of Academic S

    kills

  • #2676 Standardized Test Practice for 1st Grade 4 Teacher Created Resources, Inc.

    Introduction (cont.)About the Practice TestsYou will notice several things right away about the exercises.

    1. The tests are arranged by curricular topics: word recognition, whole numbers, or geography, forexample.

    2. The exercises are short enough that you can integrate them into your teaching day. If, during theseveral weeks prior to the test date, you spend 20 minutes on test taking, your students will buildconfidence and increase their knowledge base in preparation for the actual test. Becomingfamiliar with testing formats and practicing on sample questions are effective ways to improvescores.

    3. Examples of student-constructed responses to problems and questions have been included.Students must write, draw, or show their work to get credit for their answers.

    The first two sections of the bookletPractice Listening and Practice Guessingemphasize skillsyoung children need to know to be good test takers. The other sections are divided according to subjectareaLanguage Arts, Mathematics, Science, and Social Studies.

    Ways to Increase Students Confidence

    Downplay the importance of how many right answers versus how many wronganswers your students give. These exercises generally have the same purpose asdrills in sportsto improve playe