Grade 3 Teacher Directions C ommon F ormative A ssessment

1. Quarter One Reading Informational Text Grade 3 Teacher Directions Common Formative Assessment

3. Important Information • This booklet is divided into two parts… • Teacher’s Resources and Answer Keys • Pages 1 – 9 • Student Assessment (can be printed in a small booklet form) • Pages 10 – 26 • This material is intended for assessing reading informational standards RI - 1,2 and 3 at the end of quarter 1. Do NOT allow students to read the passages before the assessment. • Student scores can be recorded on the (1) Learning Progressions Checklist(in the last box) or student scores can also be recorded on the (2) Class Assessment Summary Sheet (enter the total number of correct selected responses for each standard). Each constructed response receives a score from 0 – 3. • Printing Instructions… • Decide on the primary way to use this booklet, then choose one of the following ways to print this material. • You can print the entire 26 pages – then divide it into two sections (teacher and student). This would be a regular 8 ½ X 11 sheet for students per page. • OR… • Send to the HSD Print Shop: • Print Shop instructions for Small Student Booklet Format. • Print pages 10 – 26 in booklet format. • Set print driver properties to - - Original size 8 ½ x 11 • Paper size = 11x17 • Print type = Small Student Booklet

4. Directions for Common Formative Assessment • Independent Readers: • Students read selections independently without reading assistance. • Students complete the selected response answers by shading in the bubble. • Students complete the constructed response answers by writing a response for each question. • Non-Readers or Far Below Grade Level: • (Please indicate on record sheet if student is Not an Independent Reader) • Read the selection and questions aloud to the student in English or Spanish. • Read the selected response answers to the student. • Read the constructed response answers to the student. You may write the answer the student says unless he/she is able to do so. • Note: The constructed response questions do NOT assess writing proficiency and should not be scored as such. The constructed responses are evidence of reading comprehension. • Remind students to STOP on the stop page. Do not allow them to go on to the “happy face” page until you have scored their answers. • When scoring.... ....(Assessment Class Summary Sheet) • When students have finished the entire assessment enter the total number of correct selected responses for each standard (0 – 5) on the Assessment Class Summary Sheet. • Each constructed response receives a score from 0 – 3 as indicated by the constructed response rubric. • DO NOT write recommendations for the student as to why a score was incorrect in their test booklet. It is important for students to reflect on their own answers (after the tests have been scored) on the reflection sheet (last page of student booklet). • Return the scored test booklets to the students. Students record their responses as correct or incorrect on page 25. • The last page in the student booklet is a reflection page (page 26). This last page activity is invaluable for understanding how to differentiate student instructional needs. • Present ONEspecific question for students to reflect on concerning incorrect answers. They can do this on their own, with a peer or with a teacher. Example reflections questions might include: • What did you not understand about the question? • Underline words you did not understand. • Rewrite the question to what you think it is asking

5. SBAC Reading Assessment Constructed Response General Template  Short Constructed Response Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer. The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

6. Quarter 1 CFA Constructed Response Answer Key Constructed Response RI.3.2 9. Why is the title The Things Wings Doa good title for this passage? Support your answer with details from the text. Scoring [Notes} “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt focusing only on why the title is appropriate for the passage. Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development of the complete interpretation (why the title is appropriate for the passage). Some of the aspects the student may include would be how the title connects to particular details about different purposes for wings. Details taken from each paragraph of the passage would be: focused and organized, consistently addressing the purpose, audience, and task. These details should include some aspects of (1) flying, (2) hard coverings, (3) bright colors and (4) hiding. Student includes sentences of variedlength and structure.

7. Quarter 1 CFA Constructed Response Answer Key Constructed Response RI.3.1 17. Why was the transcontinental railroad important? Use examples from the text to support your answer. Scoring notes: “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt focusing only on why the transcontinental railroad was important. Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development of the complete interpretation (why the railroad was important). Aspects the student should include in response to this prompt would be only examples that support the prompt. Some of these aspects would be the need for better ways to travel and transport goods. Other aspects include making traveling to the west easier. Any aspects addressing “need” are sufficient examples to the prompt. Explaining “why” people wanted to travel west is not part of the prompt and veers away from need. Other details should be focused and organized, consistently addressingthe purpose, audience, and task. Student includes sentences of variedlength and structure.

8. Quarter 1 CFA Constructed Response Answer Key Constructed Response RI.3.3 17. What events led up to the building of the transcontinental railroad? Support your answer with details from the text. Scoring notes: “Teacher Language” Student gives essential elements of a completeinterpretation of the prompt focusing only on actual events that led up to the building of the transcontinental railroad. Student addresses many aspectsof the task and provides sufficient relevant evidenceto support development of the complete interpretation (events). Aspects the student should include in response to this prompt would be only examples that support the prompt. Some of these aspects should be the arrival of more settlers to early colonies, the expansion toward the west, the Oregon Territory and Gold Rush and Theodore Judah building the transcontinental railroad. Other details that contribute to the events and are clearly focused and organized, and consistently addressingthe purpose, audience, and task are allowable. Student includes sentences of variedlength and structure.

9. Quarter 1 CFA Selected Response Answer Key

10. Quarter One Reading Informational Text Grade 3 Common Formative Assessment Reading Informational Text Name_______________

11. The Things Wings Do Did you think that insects only use their wings to fly? Read this article by KeithWaddington to find out some interesting facts about other ways wings can be useful. 1 INSECT WINGS have many different shapes and colors. They also have different uses. Most insects have two pairs of wings, with one pair behind the other. These wings are used for flying, of course. But wings can help an insect in other ways, too. 2 FLYING How fast can an insect fly? That depends on the size and speed of the wings. Houseflies can go fast because they have small wings that flap quickly. The same is true for honeybees. A honeybee can flap its small wings 225 times each second, and it can fly fourteen miles an hour. That’s fast for an insect. 3 But butterflies drift from flower to flower. They flap their broad wings slowly. Sometimes they glide without flapping at all. These big wings could break if the butterfly flapped as hard as a bee does. 4 HARD COVERINGS Wings are not just for flying. In fact, a beetle’s front wings are not for flying at all. These two wings are hard. When the beetle rests or walks, they cover its soft body like two pieces of nutshell. These wings help protect the beetle from being eaten by birds. When the beetle flies, it holds its front wings out to the sides. With these hard wings out of the way, the beetle can fly with its small back wings. EnglishforEveryone.org

12. The Things Wings Do 5 COLORS FOR HIDING Some wings have colors and patterns that make the insect hard to see. These wings look like the places where the insect rests. When the creature holds still, it doesn’t look like an insect. It looks like a leaf or stone or piece of bark. The colors help the insect hide from animals that might eat it. This kind of coloring is called camouflage. 6 Grasshoppers have camouflage. When they sit on plants, their wings look like the leaves around them. Some moths have wings with camouflage that looks like tree bark. They can rest on trees without being found. 7 BRIGHT COLORS Some insects don’t hide at all. Instead, their wings have bright colors that can be seen from far away. Scientists say these wings have warning colors because the colors warn birds that the insects are not good to eat. The wings of the monarch butterfly have warning colors of bright orange with black. 8 A bird might eat one of these butterflies. But after the bad taste of that meal, the colors warn the bird not to eat another one. Most people think wings are just for flying. I tell them about these amazing uses.

13. Name ___________________ What determines how fast an insect flies? RI.3.1 The number of pairs of wings the insect has determines how fast an insect can fly. The size of the insect determines how fast an insect can fly. The size and speed of the wings determines how fast an insect can fly. The wings’ hard coverings determine how fast an insect can fly. 2. How do hard coverings protect a beetle? RI.3.1 The hard coverings allow a beetle to fly to safety faster than insects without a hard cover. The hard coverings cover its soft body so birds can’t eat the beetle. C. The hard coverings camouflage the beetle. The hard coverings protect the beetle from being stepped on.

14. How fast can a honeybee fly? RI.3.1 A. A honeybee can fly very fast for an insect. B. A honeybee can fly 225 miles an hour. C. Honeybees do not fly; they drift from flower to flower. D. A honeybee can fly fourteen miles an hour. 4. Why do insect wings have bright colors? RI.3.1 The bright color of insects’ wings warns birds that the insects taste bad. Insects’ wings bright color help camouflage them. C. Insects’ wings bright colors attract birds. D. Insects’ wings bright colors help insects fly faster.

15. 5. Which sentence best states the main idea of the passage? RI.3.2 Insects’ wings come in many different colors. Insects’ wings have many different shapes and colors. Insects’ wings do more than just help insects fly. Insects’ wings are only used for flying. What might happen if a bird ate a monarch butterfly? RI.E.3 The bird would turn black and orange. B. The bird would die. C. The wings would choke the bird. The bird would not eat a monarch again.

16. 7. How can some insects’ wings help it hide? RI.3.3 Some insects’ wings have colors and patterns that make the insect hard to see. Some insects’ wings have bright colors. Some insects rest on trees. D. Wings can help insects hide. 8. What detail might be added to paragraph three? RI.3.2 Wings can be a good camouflage. Scientists study insects so we can learn about them too. It’s a good thing butterflies don’t flap their wings as much as a bee does. Butterflies have wings that are very colorful.

18. Traveling to the Distant West 1 In the early days of America, the original colonies were fairly close together on the East Coast. Travelwas by foot, by boat or by horse. People used a horse and wagon to take goods from one place to another over land. As more and more settlers arrived, they needed a better way to travel. 2 Transportation expanded to include a few tracks of railroad. Travel in settled areas was not hard. America began to expand toward the west. It was not as easy to get by with walking, riding a horse or using a wagon. The western lands were unknown. Many settlers went far away to claim land for their own. New areas, like the Oregon Territory, offered rich land for those who would travel there. 3 The California Gold Rush of 1849 gave many people dreams of becoming rich. They decided to travel there and try to find gold. Many families stayed behind while husbands and fathers went alone. They planned to make a home where their families could join them later. 4 Theodore Judah saw that people needed a faster way to travel in this new direction: west. It was his dream to unite the east and west with the first transcontinental railroad. It would be a train system that would reach from one side of the continent to the other. Thousands of workers came to California to help build the tracks going east from Sacramento. Many others started building west from Nebraska. In 1869, the tracks met in Promontory, Utah. Suddenly, the parts of our nation that had seemed so distant were joined once again by the tracks.

19. Name ______________ 10. What caused the need for a better way to travel in early America? RI.3.3 People used a horse and wagon to take goods from one place to another. As more settlers arrived, America began to expand towards the west. Many people had to travel by foot. The western lands were unknown. 11. How did people take goods from one place to another in early America? 3RI.3.1 by train by foot by horse and wagon by boat

20. 12. Which statement best explains the relationship • between the California Gold Rush and the Oregon Territory? RI.3.3 • Both the California Gold Rush and the Oregon Territory were west. • Both the California Gold Rush and the Oregon Territory united families. • Both the California Gold Rush and the Oregon Territory offered rich land and opportunity for people who would travel there. • Both the California Gold Rush and the Oregon Territory were located on the transcontinental railroad. 13. Which statement best explains why the transcontinental railroad was built? RI.3.3 The transcontinental railroad was built to provide work for thousands of people. The transcontinental railroad was built to unite the east and the west. The transcontinental railroad was built to help people find gold. The transcontinental railroad was built?

21. 14. Which of the following key details best explains how the railroad was built? RI.3.2 Transportation expanded to include a few tracks of railroad. The tracks met in Promontory, Utah. Thousands of workers built tracks going east from California and west from Nebraska. The train system would reach from one side of the continent to the other. 15. What could be another title for Traveling to the Distant West? RI.3.2 All about Trains The California Gold Rush The Life of Theodore Judah Connecting the Nation

22. 16. Which of the following is the main idea of this passage? RI.3.2 As America began to expand toward the west, people needed a better way to travel. Travel in America was by foot, by boat or by horse. The western lands were unknown. The California Gold Rush gave many people dreams of becoming rich.

24. STOP Close your books and wait for instructions!

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