Grade 3 - Home - Fairview School District

Pennsylvania Common Core Benchmark Administration and Scoring Guide

First Edition

36RPA13.0080315

Grade 3

Reading

© 2015 Success for All Foundation

Success for All Foundation300 E. Joppa Road, Suite 500Baltimore, MD 21286

Pennsylvania Common Core Reading Benchmark Grade 3 © 2015 Success for All Foundation

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4Sight Common Core Reading Benchmark Administration and Scoring Guide Introduction

Grade 3

The 4Sight Common Core Reading Benchmarks were created to resemble reading assessments designed by the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers (PARCC). The formative data provided by these benchmarks will allow you to monitor student‑achievement progress over the course of a school year, making adjustments to instruction and professional development when needed.

These pilot 4Sight Common Core Reading Benchmarks will provide diagnostic data in various subskills or objectives demanded by the Common Core State Standards for English Language Arts.

This guide contains information on administering and scoring both the paper and online versions of the 4Sight Common Core Reading Benchmarks. It includes tables aligning the questions on the benchmarks to the Common Core State Standards and rubrics for scoring constructed‑response items.

Following is a complete list of the sections of information contained in this guide, listed in the order in which they appear. Please refer to the sections for paper or online procedures depending on the method you will use to administer and score the benchmarks.

Administration• Administering the paper 4Sight Common Core Reading Benchmarks

• Directions for the paper 4Sight Common Core Reading Benchmarks, Grade 3

• Administering the online 4Sight Common Core Reading Benchmarks

• Online students’ frequently asked questions (F.A.Q.) and answers

• Directions for the online 4Sight Common Core Reading Benchmarks, Grade 3

Scoring• Scoring procedures for the paper 4Sight Common Core Reading Benchmarks

• Scoring procedures for the online 4Sight Common Core Reading Benchmarks

• 4Sight Common Core Reading Benchmark grade 3 reporting categories (subscales)

• 4Sight Common Core Reading Benchmark grade 3 answer and alignment guide

• 4Sight Common Core Reading Benchmark grade 3 scoring guidelines for constructed responses


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Data from 4Sight Common Core Reading Benchmarks can be summarized using the SFAF Member Center website, which allows you to view student data by individual, classroom, grade level, ethnicity, gender, etc. The Member Center 2.0 Resource Guide (https://members.successforall.org/IncludeFiles/Catalogs/SFAFResourceGuide.pdf) provides detailed instructions for these features and further guidance in analyzing the data. In addition, the Success for All Foundation offers professional development to provide training and support for identifying student‑progress targets and root causes for lack of progress, selecting interventions, and monitoring progress toward targets.


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Administration


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Administering the Paper 4Sight Common Core Reading Benchmarks

To administer and score the paper 4Sight Common Core Reading Benchmarks for grade 3, you will need the following materials:

• a student assessment booklet for each student,• a machine‑scorable answer sheet for each student, and• the administration and scoring guide.

To use the machine‑scannable answer sheet, each student must have a student ID number of ten or fewer digits, using only numbers, not letters. If this data is entered into the Member Center, this student ID number must match the student ID number used in the Member Center.

Students should take their benchmarks at the enrolled grade level. If a student is provided accommodations on the state’s high‑stakes reading assessment or is exempt from these assessments, the same conditions should be applied to the administration of these benchmarks.

Allow 75 to 90 minutes to administer these benchmarks. Students are given a 60‑minute period to work on the benchmark, and additional time is needed to distribute the materials and provide students with directions.


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Directions Paper 4Sight Common Core Reading Benchmarks

Grade 3

Ensure that each student has a pencil to use during the test. No reference materials or tools are allowed during the test session, with the exception of bilingual word‑to‑word dictionaries used by students with limited English proficiency.

Tell the students you will pass out the 4Sight Common Core Reading Benchmarks assessment booklets. Once each student has a test booklet, tell them to open the booklets. Give students the following directions.

This assessment will give your reading teacher and me information on what you do well when you read and what we need to help you learn to read even better. You will not get a grade on this assessment, but you will be able to see how your reading improves when you take it again later this year. You will have 60 minutes to work on this test. Go as far as you can. This assessment has five reading passages, with questions about each passage.

To answer constructed‑response questions, be sure to:

• read all the parts of each question carefully;• make each response as clear, complete, and accurate as you can; and• check your answers.

Now open your booklet to the first page. Read the first selection. Then read each question that follows that selection. Choose the best answer to each question. Mark the space for the answer you have chosen on your answer sheet. Then repeat this process for the rest of the reading selections.

While students are testing, monitor student work by ensuring that students understand and are following the directions. Do not read any of the passages, questions, or answers on the tests to the students. At the end of 60 minutes, thank the students for working hard, and collect the student assessment booklets and answer sheets.


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Administering the Online 4Sight Common Core Reading Benchmarks

To administer the online 4Sight Common Core Reading Benchmarks, you will need the following materials:

• prepared online tests,

• a student answer sheet for each student for the constructed‑response items,

• a clipboard for each student to use during the constructed‑response portion of the test (This is necessary only if the computer lab has limited desk space for the students.),

• the administration and scoring guide, and

• a computer logged on to https://test.successforall.org for each student.

Students should take the benchmarks at their enrolled grade levels. If a student is provided accommodations on the state’s high‑stakes reading assessment or is exempt from these assessments, these same conditions should be applied to the administration of these benchmarks.

Allow 75 to 90 minutes for the administration of these benchmarks. The students are given a 60‑minute period to work on the benchmark, and additional time is needed to distribute the materials and provide the students with directions.

To Prepare Online BenchmarksBefore students may take an online 4Sight benchmark, the test must be prepared. Once the test has been prepared, the system will produce student login information. To prepare a test to administer to students, follow the steps below.

1. Log on to the Member Center at https://members.successforall.org.

2. Ensure that the test you want the students to take has been set up. See the directions in the Member Center 2.0 Resource Guide, if necessary, to set up a test.

3. From the navigation menu in the Member Center, select Testing Center > Manage Tests.

4. Set the filters at the top of the page to find the test you plan to administer, and then click Search.


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5. Find the row with the correct grading period, grade, and test for your students.

a. You currently have the option of allowing students to type their answers for the open‑response questions. If you elect to use that option, please check the Enter the Open‑Response Question Online box. This allows students to reply to open‑response questions directly in the text box provided on the test.

b. Click the Administer link.

6. In the middle of the screen, you will find a field where you can enter the number of hours the test will be available. The default setting is 12 hours. Adjust this if needed.

7. You will see a list of students at the grade level of the test you selected. If you wish to filter the students by subject and teacher, you may use the drop‑down menus to do so. If you wish to exclude any students, uncheck the box in the line with each student’s name.

8. Scroll to the bottom of the page, and click Save.

9. To produce the students’ login information, click the Show Student Logons for Printing link. You will be taken to a screen with all the students’ names, school IDs, and student IDs. Print out this login information on paper. It is advised that you do this the day before you administer the test so you may sort the students’ login information according to how you will need it (by homeroom, by class, etc.).

10. When you return to the Administer Test window, you will see dates listed under the Valid From and Valid To columns next to the students’ names. These are the dates that this online test will be available to the students.

11. The test is now ready for students to take, and you may log out of the Member Center. The students will need to log on to https://test.successforall.org to access their tests.


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Online Students’ Frequently Asked Questions (F.A.Q.) and Answers

Following, you will find a list of the questions that students frequently ask during the online test. Although most of these questions are addressed in the instructions, it may be helpful to post this list on a chalkboard for the students to refer to during the test.

1. I clicked a button but nothing happened. Be patient; when we are all clicking buttons at the same time, the computers can go a

little slowly. Don’t keep clicking the button, because that might slow it down more.

2. I got a pop‑up window, and I can’t see the test anymore. What do I do? Pop‑ups are Internet commercials. If you get one, just close the pop‑up window,

and return to the test.

3. When do I use the answer sheet to answer questions? Use the answer sheet when you get to a constructed‑response question.

A constructed‑response question is one that does not have a list of possible answers to choose from.

4. I can’t see the whole story on the test. Use your mouse to scroll down in the window, and you’ll be able to see the rest of

the passage.

5. What do I do after I answer the last question? Click the Review button to double check your answers. If you skipped any questions,

go back and try to answer them. If you answered all the questions, click the I’m Done button.

6. What should I do if I finish early? The teacher might want to plan an activity for the students to do on the computer if

they finish their tests before time is up.


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Directions for the Online 4Sight Common Core Reading Benchmarks

Grade 3

Ensure that each student has a pencil to use on the paper answer sheet for the constructed‑response question. No reference materials or tools are allowed during the test session, with the exception of bilingual word‑to‑word dictionaries used by students with limited English proficiency. Each computer should be logged on to the testing site before the testing procedures begin. Make sure that each computer is logged on to https://test.successforall.org.

Tell the students you will pass out their login information and the 4Sight Common Core Reading Benchmark answer sheets that they may use to write the answer to the constructed‑response question. Instruct them to leave the answer sheet faced‑down on their desks until they come to the constructed‑response question on the test. Ask the students to fill in the front of the answer sheet with their names and the other required information. Emphasize that they need to write their names on the answer sheets. Please emphasize the underlined passages in the directions that you read to the students (below). Next, give the students the following directions.

Your computer is logged on to the 4Sight testing site. Use your mouse to select [your state], and click the Continue button. On the next page, enter your school ID in the School ID field, and enter your student ID in the Student ID field. Select “Reading” from the Subject drop‑down menu. Now hit the Login button.

On the next page, be sure that your name appears in the middle of the screen. Do not click any more buttons until I tell you to do so.

Today you will take the online 4Sight Common Core Reading Benchmark. This assessment will give your teachers information about what you do well when you read and what we need to help you learn to read even better. You will not get a grade on this assessment, but you will be able to see how your reading improves when you take it again later this year. You will have 60 minutes to work on this test. Go as far as you can. This assessment has five reading passages, with questions about each passage.

On the screen, you will see two windows—the reading passage on the left‑hand side of the screen and the questions on the right‑hand side of the screen. Use the scroll bar next to the reading passage to read the whole page. Use the scroll bar next to the questions to read all the questions for that passage.


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When you finish reading the passage, read each question carefully, and select the best answer. If you select an answer and change your mind, you need to click on your first answer to erase it, and then click on your new answer.

The constructed‑response question may be done on the answer sheet provided. To answer the constructed‑response question, be sure to:

• write your answer on your answer sheet;• make your response as clear, complete, and accurate as you can; and• check your answer.

When you finish with each reading task, hit the Next Page button at the bottom of the screen to move on to the next reading task.

You may use the Previous Page button to return to any of the previous reading tasks to review or change your answers before finishing the test.

When you are done, hit the Review button that appears after the last question on the test. You will see a page that tells you whether you answered or skipped questions. If you skipped a question and you have time left, click the button next to that question. This will take you right to that part of the test. Try to answer any questions that you skipped. When you have answered all the questions that you can, go back to the Review page. Then click the I’m Done button at the bottom of the list of questions. You must click the I’m Done button when you finish your test. You will know that you have finished your test when you see a Thank You page.

If you haven’t used your mouse or keyboard for a while, you will see [describe your school’s screensaver]. That’s okay. Just move your mouse, or hit a key on your keyboard, and you will see the test again.

You are now ready to begin taking the test. Click the Start Test button to view the first reading passage in the assessment, and begin. Since you all will click the button at the same time, it might take a moment to load the test, so be patient.

While the students are testing, monitor their work by ensuring that they understand and are following the directions. This is especially important if this is the first time the students have taken a test online. Do not read any of the passages, questions, or answers on the tests to the students. At the end of 60 minutes, thank the students for working hard, and monitor their computer screens to ensure that each student has clicked the I’m Done button.


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Scoring


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Scoring Procedures for Paper 4Sight Common Core Reading Benchmarks

1. Record each student’s selected‑response answers on an answer sheet if students have not already done so themselves.

2. Use the scoring guidelines that follow the benchmark’s answer and alignment guide to score the constructed‑response item. Record the number of points the student is awarded for the item on the answer sheet. The constructed‑response score is recorded in the section at the bottom right.

3. Use a scanner to score the answer sheet, and upload the data from your computer to the Member Center. After the pilot phase, this data‑management system will compute each student’s performance level and his or her percent correct for each of the reporting categories (subscales). This program allows you to view the data through various filters; data can be analyzed by grade level, homeroom, reading group, ethnicity, and gender.


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Scoring Procedures for Online 4Sight Common Core Reading Benchmarks

First use the scoring guidelines that follow the benchmark’s answer and alignment guide to score the constructed‑response item. Then follow the steps below to complete the scoring for each student’s online assessment.

Teachers and/or test administrators may log in to the Member Center as the students are taking the test to verify that the students who have finished have answers recorded in the Member Center. To finish grading online tests:

1. Log on to the Member Center at https://members.successforall.org.

2. From the navigation menu in the Member Center, select Testing Center > Manage Test Scores.

3. Use the filters at the top of the page to find the test for which you wish to complete scoring, and click Search.

4. Check off the test, and click the Grade Test link. This will open up a list of students who took the test.

5. Select the class subject and classroom you wish to grade. Then click Search.

6. Click on the radio button designating the number of points the student received for the constructed‑response item. If students entered their responses in the online test, you will see those responses in this window.

7. Scroll to the bottom of the page, and click Save.

8. When you have entered the constructed‑response scores and clicked Save, you may review your data through the Member Center Reports Center.

Correlations and updated administrative materials are posted on the Member Center when they become available. Watch for announcements under the What’s New section.

If the Grade Test button appears next to a student’s name, that student has clicked the I’m Done button and finished the test.


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4Sight Common Core Edition Correlations for Pennsylvania Reading

Grade 3

Correlations available 2016.


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4Sight Common Core Reading Benchmark: Grade 3 Reporting Categories (Subscales)

Developed from the SMARTER Balanced Assessment Consortium’s Content Specifications for the Summative Assessment of the Common Core

State Standards (draft, January 2012)

Comprehension and Analysis of Literary Texts: Questions in this category may ask students to• Use explicit details and information from the text to support answers or basic

inferences. (RL‑3.1, RL‑3.3)• Identify or summarize central ideas, key events, or the sequence of events presented in

a text. (RL‑3.2)• Determine intended meanings of words, including words with multiple meanings

(academic/tier 2 words), based on context, word relationships, word structure (e.g., common roots, affixes), or use of resources (e.g., beginning dictionary). (RL‑3.4, L‑3.4a, L‑3.4b, L‑3.4c, L‑3.4d, L‑3.5c)

• Use supporting evidence to interpret and explain inferences about character traits, motivations, feelings; point of view, author’s lesson or message. (RL‑3.2, RL‑3.3, RL‑3.6)

• Specify or compare relationships across texts (e.g., literary elements, problem‑solution, theme). (RL‑3.9)

• Relate knowledge of text structures or text features (e.g., illustrations) to gain, interpret, explain, or connect information. (RL‑3.5, RL‑3.7)

• Interpret use of language by distinguishing literal from non‑literal meanings of words and phrases used in context. (RL‑3.4, L‑3.5a)

Comprehension and Analysis of Informational Texts: Questions in this category may ask students to• Use explicit details and implicit information from the text to support answers or

inferences about information presented. (RI‑3.1, RI‑3.3)• Identify or summarize central ideas/key events, or procedures and details that support

them. (RI‑3.2)• Determine intended meanings of words, including domain‑specific (tier 3) words and

academic (tier 2) words with multiple meanings, based on context, word relationships, word structure (e.g., common roots, affixes), or use of resources (e.g., beginning dictionary, glossary). (RI‑3.4, L‑3.4a, L‑3.4b, L‑3.4c, L‑3.4d)

• Use supporting evidence to interpret and explain how information is presented or connected within or across texts (e.g., cause‑effect, integrate information). (RI‑3.6, RI‑3.8, RI‑3.9)

• Specify, integrate, or compare information within or across texts. (RI‑3.9)• Relate knowledge of text structures or text features (e.g., graphics, bold headings) to

obtain, interpret, or explain information. (RI‑3.5, RI‑3.7)• Interpret use of language by distinguishing literal from non‑literal meanings of words

and phrases used in context. (L‑3.5a, L‑3.5b)


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Conventions/Organization and Expression of Ideas: Questions in this category may ask students to• Apply or edit grade‑appropriate grammar usage and mechanics to clarify a message

and edit narrative, informational, and opinion texts. (L‑3.1, L‑3.2, L‑3.3b)• Write or revise one or more paragraphs demonstrating ability to state opinions about

topics or sources: set a context, organize ideas, develop supporting reasons, or provide an appropriate conclusion. (W‑3.1, W‑3.8)

• Write or revise one or more informational/explanatory paragraphs demonstrating ability to organize ideas by stating a focus, including appropriate transitional strategies for coherences, or supporting details, or an appropriate conclusion. (W‑3.2)

• Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, description), chronology, appropriate transitional strategies for coherence, or author’s craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). (W‑3.3)


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4Sight Common Core Reading Benchmark: Grade 3, Number 1 Answer and Alignment Guide

Item No.

4Sight Reporting Category (subscale)CCSS

StandardDOK Descriptor

Correct Answer (SR)*SBAC Reporting Category SBAC Assessment Target

1Comprehension and Analysis of Literary Texts

Key Details RL‑3.1 2 Key detail D


Central Ideas RL‑3.2 2 Summarize C


Word Meaning L‑3.5c 1Shades of meaning

D


Reading and Evaluation RL‑3.6 3 Point of view B


Key Details RL‑3.3 2 Characterization A


Central Ideas RL‑3.2 2 Moral or lesson D


Word Meaning L‑3.4 1 Word meaning A


Reading and Evaluation RL‑3.3 3Character motivation

B


Language Use L‑3.5a 2Literal and non‑literal

C


Analysis Within or Across Texts RL‑3.9 2 Character D


Analysis Within or Across Texts RL‑3.9 2 Setting D

12Conventions/Organization and Expression of Ideas

Write/Revise Brief Texts W‑3.1 2 Opinion OE

13Comprehension and Analysis of Informational Texts

Key Details RI‑3.1 1 Evidence B


Central Ideas RI‑3.2 2 Main idea A


Word Meaning L‑3.4a 2 Word meaning B


Reading and Evaluation RI‑3.8 2 Text structure B


Key Details RI‑3.3 2 Sequence B

* Answers are provided here for selected items only. Sample responses for the constructed‑response item, which is indicated by a shaded cell, follow. The scoring guidelines follow this chart.


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Item No.





Central Ideas RI‑3.2 2 Supporting detail D


Word Meaning L‑3.4c 2 Word meaning D


Reading and Evaluation RI‑3.6 3 Opinion C


Analysis Within or Across Texts RI‑3.9 3 Cross‑text D


Text Structure and Features RI‑3.7 2 Cross‑text C


Text Structure and Features RI‑3.5 2 Key words D


Edit/Clarify L‑3.1f 1 Grammar A


Edit/Clarify L‑3.2c 1 Grammar D

26Conventions/Organization and Expression of Ideasof Ideas

Write/Revise Brief Texts W‑3.3 2 Revise D



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4Sight Common Core Reading Benchmark: Grade 3, Number 1 Scoring Guidelines for Constructed Responses

Rubric derived from Smarter Balanced Assessment Consortium: English Language Arts Item and Task Specifications (April 2012)

Note: The scoring tools have examples of possible student responses that would receive points. All reasonable text‑based responses should be accepted. Student answers will vary.

Question 12Should Anansi be punished for his actions? Use information from “Anansi and the Fisherman” and “The Great Hippo and Anansi” to write a paragraph that supports your opinion.

Score Description

3 • The response gives sufficient evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes a specific opinion that tells why Anansi should or should not be punished for his actions.

• The response fully supports the opinion with clearly relevant information about the Anansi character and his actions from “Anansi and the Fisherman” and “The Great Hippo and Anansi.”

2 • The response gives some evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes an opinion that tells why Anansi should or should not be punished for his actions.

• The response adequately supports the opinion with mostly relevant information from at least one of the two texts.

1 • The response gives limited evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes an opinion, but it is not explicit or makes only vague references to “Anansi and the Fisherman” or “The Great Hippo and Anansi.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to either text must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from either “Anansi and the Fisherman” or “The Great Hippo and Anansi.”

scoring notes

Sample 3-Point ResponseI think Anansi should be punished for his actions. He is a trickster who treats his friends poorly. In “Anansi and the Fisherman,” Anansi tries to trick the man into doing work and getting food for him. In “The Great Hippo and Anansi,” Anansi tricks the hippo and pulls out his teeth. He hurt the hippo. Both times he plays tricks on his friends. I think the fisherman was right to try to trick Anansi the way Anansi tricks others. Anansi needs to be punished so he learns that it is not nice to play tricks.

Sample 2-Point ResponseI think Anansi should be punished for his actions. He is a trickster. When he tricks the hippo, he tells him that there are jewels in his mouth, and then he hurts him by pulling out his teeth. It is not nice to hurt your friends. I would get in trouble if I hurt my friends. Anansi needs to learn that it is not nice to play tricks.

Sample 1-Point ResponseI don’t think Anansi needs to be punished. He tries to trick the man, but the man ends up tricking Anansi instead. Anansi has already learned a lesson, and he is embarrassed in front of all the people. Hopefully he won’t try to trick people into doing work for him anymore.

Sample 0-Point ResponseAnansi is a trickster. He’s pretty good at tricking his friends into doing things for him, but sometimes he can be outsmarted. Sometimes he tricks people because he’s lazy and wants them to do all the work.


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Item No.





Word Meaning L‑3.4a 2 Word meaning A


Central Ideas RI‑3.2 2 Main idea C


Key Details RI‑3.1 1 Evidence A


Reading and Evaluation RI‑3.8 2 Text structure D


Word Meaning L‑3.4c 2 Word meaning C


Central Ideas RI‑3.2 2 Supporting detail C




Reading and Evaluation RI‑3.6 3 Opinion A




Text Structure and Features RI‑3.7 2 Cross‑text B




Reading and Evaluation RL‑3.6 3 Point of view C



A


Central Ideas RL‑3.2 2 Summarize A


Key Details RL‑3.1 2 Key detail D


Word Meaning L‑3.4 1 Word meaning B


Key Details RL‑3.3 2 Characterization C



C



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Item No.






A


Central Ideas RL‑3.2 2 Moral or lesson D






Analysis Within or Across Texts RL‑3.9 2 Setting C


Edit/Clarify L‑3.1f 1 Grammar C


Edit/Clarify L‑3.2c 1 Grammar B





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Question 21This story teaches that people should make the best of what they have. Do you agree with this idea? Use reasons and details from the story to write a paragraph that supports your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader agrees with the idea that people should make the best of what they have.

• The response fully supports the opinion with reasons and clearly relevant information from “The Crabs Who Wanted a King.”


• The response includes an opinion that tells whether the reader agrees with the idea that people should make the best of what they have.

• The response adequately supports the opinion with mostly relevant information from “The Crabs Who Wanted a King.”


• The response includes an opinion, but it is not explicit or makes only vague references to “The Crabs Who Wanted a King.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to “The Crabs Who Wanted a King” must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from “The Crabs Who Wanted a King.”

scoring notes

Sample 3-Point ResponseI agree with the idea that people should make the best of what they have. If you always want something, you won’t be happy. The crabs in the story have a good life, but they aren’t happy with what they have. They keep asking for a king, but then they don’t like the kings that Jupiter gives them. Neither the log nor the seagull is a good king for the crabs. I think they should find a way to be happy with their easy lives. They should enjoy playing in the water and not being told what to do by a king. I think people should look for the good in things and be happy with what they have.

Sample 2-Point ResponseI don’t think people should just make the best of what they have. I think people should always want more than they have. If you want something more, you will work harder. The crabs have a pretty good life, but they feel like something is missing. They want to be challenged. They should choose another crab to be king. That would save them from the seagull and would work out better for them. They could work for a crab king. You should work for what you want.

Sample 1-Point ResponseYes. People should make the best of what they have. The crabs are happier before the seagull comes. Seagulls cause trouble by picking up things they are not supposed to such as crabs. Seagulls are not good kings. If the crabs were happy with their easy lives, they wouldn’t have been harmed by the seagull.

Sample 0-Point ResponseNo. You should always want more than you have. You need to work hard. Then you will get the things you want. That’s what will make your life the best.


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Item No.






A


Reading and Evaluation RL‑3.6 3 Point of view C


Key Details RL‑3.1 2 Key detail C


Central Ideas RL‑3.2 2 Summarize D


Key Details RL‑3.3 2 Characterization D



D



C




Central Ideas RL‑3.2 2 Moral or lesson C




Analysis Within or Across Texts RL‑3.9 2 Setting B


Central Ideas RI‑3.2 2 Supporting detail D




Word Meaning L‑3.4c 2 Word meaning B


Reading and Evaluation RI‑3.6 3 Opinion A


Central Ideas RI‑3.2 2 Main idea B


Key Details RI‑3.1 1 Evidence C





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Item No.









Text Structure and Features RI‑3.7 2 Cross‑text D


Text Structure and Features RI‑3.5 2 Key words C




Edit/Clarify L‑3.1f 1 Grammar B


Edit/Clarify L‑3.2c 1 Grammar D





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Question 23Do you think pottery or mosaics are more important? Use reasons and details from both texts to write a paragraph that supports your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader believes that pottery or mosaics are more important.

• The response fully supports the opinion with reasons and clearly relevant information from both “Clay Art” and “Pictures from Pieces.”


• The response includes an opinion that tells whether the reader believes that pottery or mosaics are more important.

• The response adequately supports the opinion with mostly relevant information from at least one of the two texts.


• The response includes an opinion, but it is not explicit or makes only vague references to “Clay Art” or “Pictures from Pieces.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to either text must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from either “Clay Art” or “Pictures from Pieces.”

Note: The idea of importance is open to interpretation by the student. Students may choose to interpret the question as asking which art form is the most interesting, the most beautiful, the most useful, or any other logical analysis.

scoring notes

Sample 3-Point ResponseI think pottery is more important than mosaics because it has more uses. People all around the world have been making and using pottery for thousands of years. Pottery has many uses. Pottery can be art for people to look at and enjoy. It can also be used for dishes for people to eat from. I think mosaics are nice to look at and can be used for decoration, but you can’t serve food from them. In the end, I think pottery is more important to people because it has more uses than mosaics.

Sample 2-Point ResponseI think mosaics are more important than pottery. Mosaics are a beautiful form of art that is found in many different places. Mosaics can be created in many different pictures, so they could be used to tell a story. Mosaics can be used to decorate walls, swimming pools, and fountains. Art makes people feel happy and is nice to look at. This is why I think mosaics are more important than pottery.

Sample 1-Point ResponsePottery is more important. To make pottery, you mold clay into the shape that you want, and then you put it in a kiln. Afterward, you add some glaze to make it shiny. One time I made a mug from clay for my mom. She uses it every day. So pottery is important because people use things made from clay.

Sample 0-Point ResponsePottery is made from clay. First, a potter gathers a chunk of clay. Next, the potter shapes the clay into the shape he or she wants it. The potter might use a potter’s wheel to do that. When the clay is ready, the potter puts it in a hot kiln to fire it. After the clay has been fired, it is hard pottery. Glaze is added to make it shiny.


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Item No.





Central Ideas RI‑3.2 2 Supporting detail B


Word Meaning L‑3.4c 2 Word meaning B


Key Details RI‑3.3 2 Sequence C


Reading and Evaluation RI‑3.6 3 Opinion D




Central Ideas RI‑3.2 2 Main idea A


Key Details RI‑3.1 1 Evidence D








Text Structure and Features RI‑3.7 2 Cross‑text B




Key Details RL‑3.3 2 Characterization C



C



A




Central Ideas RL‑3.2 2 Moral or lesson A


Central Ideas RL‑3.2 2 Summarize A



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Item No.






C


Key Details RL‑3.1 2 Key detail C


Reading and Evaluation RL‑3.6 3 Point of view B




Analysis Within or Across Texts RL‑3.9 2 Setting B


Edit/Clarify L‑3.1f 1 Grammar C


Edit/Clarify L‑3.2c 1 Grammar B





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Question 5Would you like to be a birdwatcher? Use information from the passage to write a paragraph that supports your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader would like to be a birdwatcher.

• The response fully supports the opinion with reasons and clearly relevant information from “Backyard Birding.”


• The response includes an opinion that tells whether the reader would like to be a birdwatcher.

• The response adequately supports the opinion with mostly relevant information from “Backyard Birding.”


• The response includes an opinion, but it is not explicit or makes only vague references to “Backyard Birding.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to “Backyard Birding” must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from “Backyard Birding.”

scoring notes

Sample 3-Point ResponseI would not like to be a birdwatcher for a few reasons. The first reason is that I don’t think watching birds would be very fun. You have to watch and listen very carefully for birds and then write down which birds you see. I think it would take me a long time to match the birds that I see to the birds in a field guide. Also, birds make a lot of different bird calls. Blue jays and crows have different calls. Most bird calls sound the same to me, so I don’t think I would be able to tell which bird is making which call. Some people might think bird watching is fun, but I think it would be too much work. I do not think I would enjoy being a birdwatcher for these reasons.

Sample 2-Point ResponseI would like to be a birdwatcher. I think it would be fun to try to tell birds apart by what they look and sound like. Blue Jays make a sound like “jay jay jay”. Also, I like learning new things, so I would like to have a field guide and read about the birds that I see. That is why I would like to be a birdwatcher.

Sample 1-Point ResponseI would not want to be a birdwatcher. Birdwatchers have to watch and listen very carefully to birds. I like listening to birds sing when I go outside, but I think it would be a lot of work to listen closely enough to tell what kind of bird is singing. Birds usually sing during the daytime, and I am in school during the day, so I wouldn’t really have the time to listen. Birdwatching would take up too much of my time.

Sample 0-Point ResponseI see a lot of birds on my way to school. It would be nice to know what each of the birds is called. I just call them red bird, gray bird, or other names like that. I would like to be able to just sit outside and watch and listen to the birds and know more about them. I would have to buy a book to help me learn more about the birds. That’s OK, though, because I like to read.

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