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English Worksheets For Grade 1

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This is a sample of California Standards Test questions.This is NOT an operational test form.Test scores cannot be projected based on performance on released test questions.Copyright

2007 California Department of Education.Released Test QuestionsEnglish-Language Arts CALIFORNIA STANDARDS TEST GRADEThe Reading Comprehension Strand/Cluster The following seven California English-Language Arts content standards are included in the Reading Comprehension strand/cluster and are represented in this booklet by 16 test questions for grade 3.These questions represent only some ways in which these standards may be assessed on the Grade 3 California English-Language Arts Standards Test.3RC2.0

READING COMPREHENSION: Students read and understand grade-level-appropriatematerial.

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 Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity ofthe 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., classicand contemporary literature, magazines, newspapers, online information).In grade three, students make substantial progress toward this goal.

Structural Features of Informational Materials: Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.Comprehension and Analysis of Grade-Level-Appropriate Text:support answers by connecting prior knowledge with literal information found in, and inferred from, the text.Comprehension and Analysis of Grade-Level-Appropriate Text: Demonstrate comprehension by identifying answers in the text.Comprehension and Analysis of Grade-Level-Appropriate Text:the text and make and modify predictions about forthcoming information.Comprehension and Analysis of Grade-Level-Appropriate Text:idea and supporting details in expository text.Comprehension and Analysis of Grade-Level-Appropriate Text: Extract appropriate andsignificant information from the text, including problems and solutions.3RC2.7

Comprehension and Analysis of Grade-Level-Appropriate Text: Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).This is a sample of California Standards Test questions.This is NOT an operational test form.

Test scores cannot be projected based on performance on released test questions.Copyright

2007 California Department of Education
english worksheets for grade 1
.Released Test QuestionsEnglish-Language Arts CALIFORNIA STANDARDS TEST GRADEWRITING The Writing portion of the Grade 3 California English-Language Arts Standards Test has two strands/reporting clusters: Writing Strategies and Written Conventions.

Each of these strands/clusters is described below.The Writing Strategies Strand/ClusterThe following three California English-Language Arts content standards are included in the Writing Strategies strand/cluster and are represented in this booklet by five test questions for grade 3.These questions represent only some ways in which these standards may be assessed on the Grade 3 California English-Language Arts Standards Test.3WS1.0

WRITING STRATEGIES: Students write clear and coherent sentences and paragraphsthat develop a central idea.

Their writing shows they consider the audience and purpose.Students progress through the stages of the writing process (e.g., pre-writing, drafting, revising, editing successive versions).Organization and Focus: Create a single paragraph: 1) Develop a topic sentence; 2) Include simple supporting facts and details.

Research & Technology: Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).3WS1.4

Evaluation and Revision: Revise drafts to improve the coherence and logical progressionof ideas by using an established rubric.This is a sample of California Standards Test questions.This is NOT an operational test form.

Test scores cannot be projected based on performance on released test questions.Copyright

2007 California Department of Education.Released Test QuestionsEnglish-Language Arts CALIFORNIA STANDARDS TEST GRADEMonkey Looks for Trouble One fine day in Trinidad, an island in the West Indies, a woman walked along the road.

From high in his treetop, Monkeywatched her.

He saw the large clay pot shewas carrying.How alarmed he was when she tripped over a stone and dropped the pot! It broke into many pieces.It had beenfull of fluffy white cakes that scattered on Oh, boy, have I ever got trouble now! I have so much trouble! exclaimed the lady.

She tried to gather the cakes in her colorful skirts, but they kept spilling out.Soon she gave up and left.Monkey scurried down the tree trunk to the ground.These are trouble? he muttered to himself.I willtaste this trouble, for it looks quite delicious.

The cakes were coconut cakes, and they were indeeddelicious.Monkey ate every one of them.I must find more trouble! I must find more trouble! said Monkey.

Off to the market he went, skitteringdown the road on his quick little feet.Monkey went to a man standing at a market stall and asked, Please, kind sir, may I have some

Youre looking for trouble? said the man.Monkey nodded his head in an excited way.The manchuckled and went into a building.He came out with a bag and handed it to Monkey.Here you go, heMonkey had trouble carrying the bag of trouble.It was so large and lumpy, and it was moving! He was sohappy to have more trouble, though, that he didnt worry.He went down the road to a quiet spot and openedOut of the bag came three fierce little dogs! The
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