NV Grade 3 Reading

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GRADE
Nevada
DEPARTMENT OF EDUCATION

3

Instructional Materials
for the

Nevad a

C RITERION R EFERENCED T EST
Grade 3
READING

Copyright © 2013 by the Nevada Department of Education

JAMES W. GUTHRIE Superintendent of Public Instruction RORIE FITZPATRICK Deputy Superintendent Instructional, Research, and Evaluative Services

STATE OF NEVADA

TEACHER LICENSURE SOUTHERN NEVADA OFFICE 9890 S. Maryland Parkway Suite 221 Las Vegas, Nevada 89183 (702) 486-6458 Fax: (702) 486-6450

DEBORAH CUNNINGHAM Deputy Superintendent Administrative and Fiscal Services

DEPARTMENT OF EDUCATION
700 E. Fifth Street Carson City, Nevada 89701-5096
(775) 687-9217 · Fax: (775) 687-9101 www.doe.nv.gov

SATELLITE OFFICE ADDRESSES/MAPS http://www.doe.nv.gov

Dear Educators, The following materials, developed as a collaborative effort between the Nevada Department of Education and WestEd, a nonprofit research, development, and service agency, are designed to be used as part of a guided instructional activity to support student performance on items aligned to the Common Core Standards. We have provided p-values (the proportion of students who got the item correct) for the multiple-choice items that were field tested in the 2011-2012 administration. The p-values indicate how students performed on the items. In addition, we are providing the percentage of students selecting each response option. The p-values, combined with the item-level percentages by response option, provide valuable data to the field as to what types of errors students are making. For reading, no p-value is reported if that item did not appear on the field test. In reading, some field test items have been used as a model to mirror the content being assessed and therefore the p-values are based on the field test version of the item and not the actual item as it appears in these materials. These items are indicated by an asterisk. To further understanding of constructed-response items, scoring guides and annotated student examples have been included. While these materials can provide students with practice in answering assessment items, we believe it is critical that these materials be used to help students understand the elements of the state assessment and guide them in the use of effective strategies that will support their ability to comprehend and take a variety of assessments. If you choose, however, to use these support documents solely as a practice activity, we highly recommend that you go back over each item with students and investigate each response to better understand their knowledge of the assessment. Purpose of Reading Text The purpose of reading must be taught to students. The state Criterion-Referenced assessment and Common Core Standards include two types of reading passages: literary and informational. 1. Literary text – to identify, describe, analyze, and compare characters, character traits, themes, settings, sequence, plot, conflict, resolution of conflict, and figurative language, and to make inferences and predictions. 2. Informational text – to locate essential information from text features, distinguish between fact/opinion, determine organizational structure, identify or describe main ideas, draw conclusions about text, summarize an author’s ideas, evaluate an author’s ideas and arguments, assess evidence to support an author’s ideas, identify unsupported or faulty reasoning of an author’s position, evaluate how an author’s ideas shape the text, summarize an author’s ideas, and assess the reasonableness of evidence.

Copyright © 2013 by the Nevada Department of Education

Page i

By using these materials, you can identify, read, and discuss these different text types and the corresponding knowledge and skills students are expected to demonstrate. These same reading analysis skills apply to core classes such as mathematics, science, and social studies. Vocabulary Knowledge The Nevada Department of Education believes that students are not thoroughly being taught the content vocabulary of the Nevada Reading Content Standards. For example, character traits, author’s purpose, main idea, organizational structure, fact/opinion, analyze, and predict are terms used in the assessments at grade-appropriate levels. Students in Nevada, therefore, must have repeated experiences with speaking, listening, reading, and writing the vocabulary of the standards. Students should be able to use the vocabulary of the standards when they are engaged in classroom discussion, read them in assessments, and effectively use the vocabulary in their writing. Types of Questions and Support Documents The reading assessment includes two types of questions—multiple-choice questions for all grades (3 – 8 and high school) and constructed-response questions for grades 4 – 8. To help prepare students for constructed-response questions, we have provided you with: 1. 2. 3. 4. the student checklist (included in the student test booklet at grades 4 and 5) the general student rubric (included in the student test booklet at grades 6 – 8) item-specific rubrics annotated student work

With the use of these materials, students can become familiar with the different types of questions used on the state and future assessments. They can learn to use the checklist or rubric to determine if they have answered the constructed-response questions completely. Familiarity with the tools provided as part of the assessment and the vocabulary of the standards can result in less anxiety on the part of students and teachers. (Please note that the student checklist and general rubric can be on the walls of your classroom throughout the school year. As you assign constructed-response questions, students can use these tools as they develop their answers.) The types of questions included in these instructional materials allow for the assessment of different levels of cognitive complexity. The questions are developed so that students cannot just skim and scan the passages to find the answers; they must go back and re-read the text to determine the correct answer, including drawing inferences and conclusions from what they have read. Teaching students to identify write, and use different levels of questioning skills as they read can only lead to improved comprehension and achievement on classroom, state, and national assessments. We suggest that you engage students in question writing so they not only can recognize these levels of complexity, but can begin to formulate them as well.

Copyright © 2013 by the Nevada Department of Education

Page ii

Depth of Knowledge (DOK) Levels - In addition to measuring a broad spectrum of reading content domains, the Nevada Proficiency Examination Program in reading includes items to assess three Depth of Knowledge levels. These DOK levels are based on descriptions developed by Dr. Norman Webb and adapted for Nevada's reading assessments. The following are the three DOK levels used on Nevada’s reading assessments: DOK Level 1: Recall - Level 1 requires the recall of facts or use of basic skills. A level 1 item consists of literal recall from text, paraphrasing, or simple understanding of a single word or phrase. A level 1 item may require a simple connection between sentences, which may be considered a very basic inference. DOK Level 2: Use of Concepts and Skills - Level 2 requires comprehension and mental processing of text or portions of text. A level 2 item includes the engagement of some mental processing beyond recalling or reproducing a response. A level 2 item requires the application of skills and concepts. Some important concepts are covered but not in a deeply complex way. DOK Level 3: Strategic Thinking and Problem Solving - Level 3 requires abstract reasoning, critical thinking, and/or the application of abstract concepts to new situations. Length of Passages WestEd constructs the assessment forms and includes a range of passage lengths within the grade-level assessments. NDE and WestEd believe that it is important for students to have opportunities to read passages of differing lengths as a part of the regular curriculum. Students should have experience in sustaining comprehension with passages of varying lengths. We do not want students to be surprised by the volume of reading required on the state assessment. The following represent the guidelines for passage lengths for each grade level: Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 HSPE 300 – 500 words 300 – 550 words 400 – 700 words 400 – 800 words 500 – 950 words 500 – 1000 words 500 – 1200 words

Students should be made aware of the length of the assessment at their grade level, as well as passage lengths for successive grades. We believe this will allow them to understand, for example, what a 500word text actually looks like, so they are not overwhelmed on the day of the assessment when they encounter one of the longer passages. We hope that interaction with these instructional support materials will lead to lowered anxiety and better understanding of the assessment task that is being presented to students. If you have questions about the reading materials or how to embed this information into your curriculum, please contact Darrin Hardman at [email protected]. Cindy Sharp Nevada Department of Education

Copyright © 2013 by the Nevada Department of Education

Page iii

Name:

Reading Grade 3
This booklet contains reading questions for you to answer. For the questions, you will be given four answer choices—A, B, C, and D. You are to choose the correct answer from the four choices. Each question has only one right answer.

Copyright © 2013 by the Nevada Department of Education

Page 1

Grade 3 Reading

Instructional Materials


1

Which word is spelled correctly? A B C D fassen fasten fasen fasin


3

Read the dictionary entry below. inquire (verb) to try to find out the answer by asking Which sentence uses the word inquire correctly? A We need to inquire the chocolate cake. B Linda wants to inquire a new pair of shoes. C David has to inquire with the trees in the front yard. D I will inquire at the door about where to buy tickets.


2

Knowing the meaning of the prefix prehelps the reader to know that the word prearrange means to A B C D arrange later. arrange before. arrange a little. arrange one time.


4

Read the sentence below. When I dropped the penny into the glass of water, it descended to the bottom. The word descended means A B C D bent. crashed. sank. jumped.

Go On
Copyright © 2013 by the Nevada Department of Education

Page 2

Grade 3 Reading

Instructional Materials

Youareabouttoreadastoryandapoem.Asyoureadthem,thinkabouthowtheyarealike.Thenanswer questions5through13.

The Mouse’s Riddle
1

The cat was hungry for both food and play. She was thinking about how to satisfy her hunger when along came a young mouse. The cat easily caught the young and trusting mouse. As she held him firmly by his tail, the cat spoke to the mouse. “Ah, little mouse, you are to be my dinner. However, I am a fair cat. I will give you a chance to win your freedom. If you win this contest, then I will let you go. If you lose, then I will eat you. Does that sound fair?” Of course the cat knew that she would not let the mouse go free—she planned to eat him no matter who won the contest. But if the mouse knew that, he would not even want to play, and where would be the fun in that?

5

“I agree,” said the mouse. Although he was scared of her, the mouse still trusted that the cat would be true to her word. “Excellent!” said the cat. “In order to win the contest, you must correctly answer my riddle.” The mouse was good at riddles, but he wanted to see if he could improve his chances. “Wouldn’t it be a better contest if I asked you a riddle?” he said. The cat was in an extra playful mood, so she agreed. After all, she planned to eat him anyway, so even if she got it wrong, she would still have her dinner. “OK, mouse,” said the cat. “What is your riddle?”

10

“Here it is: Afteryougivemetosomeoneelse,youmustalsokeepme.WhatamI?” asked the mouse. The cat loved a good riddle, so she decided that she would not eat her dinner until she figured out the answer. She thought and thought, but it was a very hard riddle! She put the mouse down and began to think. Being an honest mouse, he waited and waited, but finally, the mouse got bored and went home. The cat may still be there, trying to guess the answer to the riddle. She never will figure it out, though, because the answer is somethingsheherselfhadgiventothemouse,butdidnotplanto keep—her promise.

Go On
Copyright © 2013 by the Nevada Department of Education

Page 3

Grade 3 Reading

Instructional Materials

A Promise
1

When you give out your promise, You must keep it as well For a promise not kept Is an empty seashell. A seashell is beautiful To have and to hold, But hold your ear to it, It sounds empty and cold. There once was a creature Who called the shell home, Kept it with him wherever ’Neath the sea he would roam. But he gave it away And away it did sail Till it washed up on land, Ended up in your pail. Now you have it, his shell, In a box ’neath your bed, But its worth is not much, It must sadly be said. For a promise, like a shell, Is a beauty to see. But if it is empty It’s of no use to me. ’Neath: another way of saying beneath

5

9

13

17

21

“The Mouse’s Riddle” and “A Promise” © WestEd. Illustration © WestEd.

Go On
Copyright © 2013 by the Nevada Department of Education

Page 4

Grade 3 Reading

Instructional Materials

Answer the following questions about the story “The Mouse’s Riddle” and the poem “A Promise.”


5

Which word best describes the mouse in “The Mouse’s Riddle”? A B C D kind jolly clever friendly


8

Look at the illustration in “The Mouse’s Riddle.” What does the illustration show about the mouse? A B C D He is bored by the cat. He is playful with the cat. He is friendly with the cat. He is frightened by the cat.


6

What does the reader of “The Mouse’s Riddle” know that the cat does not know? A The mouse really likes the cat. B The mouse is playing a trick on the cat. C The mouse will answer the riddle for the cat. D The mouse plans to give other food to the cat.


9

Which sentence best tells how lines 17 through 20 add to the meaning of the poem? A The tell the reader why the shell was found on the beach. B They describe to the reader what can be done with the shell. C They help the reader see that the empty shell is not important. D They explain to the reader why the creature did not want its shell.


7

In “The Mouse’s Riddle,” how are the cat and the mouse alike? A B C D They both like riddles. They both are very wise. They both try to be helpful. They both are good at contests.

Go On
Copyright © 2013 by the Nevada Department of Education

Page 5

Grade 3 Reading

Instructional Materials


10

How are “The Mouse’s Riddle” and the poem alike? A They both take place near an ocean. B They both have animals that are smart. C They both tell about being kind to others. D They both teach a lesson about keeping promises.


12

Based on paragraphs 4 and 5 of “The Mouse’s Riddle,” the phrase be true to her word means A B C D do what is said. offer an excuse. make up a story. be a good friend.


11

What theme is found in both “The Mouse’s Riddle” and the poem? A A promise is like playing a game. B It is a good thing to keep a promise. C Breaking a promise will make people mad. D Most friends are good at keeping a promise.


13

Which suffix would make beauty mean “having a lot of beauty”? A B C D -fy -es -ful -ness

Go On
Copyright © 2013 by the Nevada Department of Education

Page 6

Grade 3 Reading

Instructional Materials

You may want to go back and check your answers or answer questions you did not complete.

Copyright © 2013 by the Nevada Department of Education

Page 7

GRADE
Nevada
DEPARTMENT OF EDUCATION

3

Appendix I Scoring Support Materials

Nevad a

Grade 3
READING
Page 8

Copyright © 2013 by the Nevada Department of Education

Correct Answers for Multiple-Choice Items
Item Level Data
Item Number 1 2 3 4 5 6 7 8 9 10 11 12 13 Strand 1 1 1 1 3 0 3 0 3 0 3 0 1 DOK 1 1 2 2 2 2 2 2 2 2 3 2 1 P-value 0.63 0.56 0.58 0.81 0.72 0.71 0.70 0.63 0.40 0.71 0.51 0.60 0.78

Percentage of Students Selecting a Given Response
A 12% 16% 13% 5% 10% 9% 70% ✓ 14% 18% 6% 19% 60% ✓ 5% B 63% ✓ 56% ✓ 15% 9% 6% 71% ✓ 13% 9% 22% 12% 51% ✓ 8% 5% C 14% 12% 13% 81% ✓ 72% ✓ 12% 5% 13% 40% ✓ 10% 16% 8% 78% ✓ D 11% 17% 58% ✓ 5% 12% 8% 11% 63% ✓ 20% 71% ✓ 13% 25% 12%

P-value is the proportion of students who got the item correct

✓ = Correct Answer

Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions can be found on the Nevada Department of Education web site.
Copyright © 2013 by the Nevada Department of Education

Page 9

GRADE
Nevada
DEPARTMENT OF EDUCATION

3

Appendix II Administrative Support Materials

Nevad a

Grade 3
READING
Page 10

Copyright © 2013 by the Nevada Department of Education

Name: Answer Document
Reading

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

A A A A A A A A A A A A A

B B B B B B B B B B B B B

C C C C C C C C C C C C C

D D D D D D D D D D D D D

Copyright © 2013 by the Nevada Department of Education

Page 11

GRADE

Nevada Department of Education

3

Nevada
DEPARTMENT OF EDUCATION

James W. Guthrie

Superintendent of Public Instruction
Office of Assessment, Program Accountability, and Curriculum 775-687-9188

CRT • Instructional Materials

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