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3Grade

LITERACYB E N C H M A R K

TM

Table of ContentsUnit 1: Biography Anton van Leeuwenhoek, Not the Father of the Microscope . . . . . . . . . . . . . . . 9 Louis Pasteur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Unit 2: Realistic Fiction A Time for Growing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Jumping In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Unit 3: Historical Fiction Spinning Bees and Liberty Tea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Why Sybil Is Sleeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

Unit 4: Realistic Fiction The Better to See You With . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45 The Two-Wheeled Beginner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50

Unit 5: Trickster Tale The Red and Blue Coat: A Tale from Nigeria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57 The Leprechaun’s Gold: A Tale from Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Unit 6: Persuasive Letter A Healthier Choice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69 Taking Lunch to the Next Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74

Unit 7: Fairy Tale Why Cat and Dog Are Enemies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81 The Bear Princess . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86

Unit 8: Tall Tale Paul Bunyan’s Thirsty Ox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Mike Fink Meets Sally Ann Thunder Ann Whirlwind . . . . . . . . . . . . . . . . . . . . . . . . .97

Unit 9: Pourquoi Tale How the Milky Way Appeared in the Sky: A Cherokee Tale . . . . . . . . . . . 105 How Raven Made the Tides: A Pacific Northwest Tale . . . . . . . . . . . . . . . . . . .110

Unit 10: Fable Fox and Crow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 The Boy Who Cried Wolf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .120

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129

UNIT ASSESSMENTS

Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC2 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC

IntroductionThe Benchmark Literacy program has ten units per grade in Grades

1–6. Each three-week unit features a literary or informational genre, and instruction focuses on reading strategies, metacognitive strategies, and characteristics of the genre. This book provides a set of Unit Assessments designed to assess students’ understanding of each genre and the strategies taught in each unit.

Description of Assessments

The Benchmark Literacy Unit Assessments focus on the metacognitive and comprehension strategies taught in Weeks 1 and 2 of each unit, characteristics of the genre (in Grades 3–6), and the use of context clues to determine word meaning. Test questions, or items, in the Unit Assessments are designed to measure the specific strategies and skills taught in the unit.

In Grades 1–2, each unit assessment covers the key metacognitive strategy taught in the unit, one or two key reading strategies, and the use of context clues. In the units with informational texts, the assessment includes questions about text structure and nonfiction text features. In Grade 1 and the first half of Grade 2, each unit assessment has one reading passage in the same genre as the instructional unit. Beginning in Grade 2 Unit 6, each assessment has two passages and includes questions that require making connections across texts.

In Grades 3–6, each unit assessment has two reading passages in the same genre as the instructional unit. The assessment covers the key metacognitive strategy and the key reading strategy taught in the unit, characteristics and features of the genre, and the use of context clues. In addition, each unit assessment includes questions that require supporting inferences with text evidence and making connections across texts. At the end of each unit assessment, there is a writing prompt that requires students to write a narrative, informative, or persuasive composition. The writing prompt is loosely connected to the passages in the assessment; it is intended to measure writing skills rather than reading comprehension. It is also optional; the assessment may be given with or without the prompt.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3 3©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3

There are several types of items in the Unit Assessments. In Grades 1–2, all items are multiple-choice with three answer choices. In Grades 3–6, each assessment includes multiple-choice items with four answer choices, two-part selected-response items that require finding evidence in the passage, 2-point constructed-response items, and the 4-point writing prompt. The chart below shows the number of passages and items in the Unit Assessments for each grade.

Grade Lexile Range Passage Length

1 150L–440L 100–200 words2 350L–600L 200–300 words3 500L–800L 250–400 words4 600L–850L 300–450 words5 800L–1000L 350–500 words6 900L–1050L 400–600 words

Grade Unit # PassagesMultiple- Choice

2-Part Selected Response

Constructed Response (2 points)

Total Points per Unit

Assessment

Writing Prompt (Optional; 4 points)

1 all 1 10 10

2 1–5 1 10 102 6–10 2 15 153 all 2 14 2 2 20 14 all 2 14 2 2 20 15 all 2 14 2 2 20 16 all 2 14 2 2 20 1

The reading passages in the Unit Assessments are in the same genre as the instructional unit. They also reflect the complexity, difficulty level, and passage length found in the instruction. Reading levels (Lexile) and passage lengths are listed in the chart below. In general, passages for the earlier units in each grade fit within the first half of the range; passages for the later units fit within the second half of the range.

For the assessment of students’ ability to use context clues to determine word meaning, vocabulary words are drawn from the reading passages themselves. Because the tested words should be unfamiliar, they are geared to one or two grade levels above the target grade.


How to Administer the Unit Assessments

The Unit Assessments are based on the skills and strategies taught in Weeks 1 and 2 of each unit, so they may be administered after Week 2 lessons have been completed—or at the end of the unit in Week 3.

In Grades 1–2, plan on 20 to 30 minutes to administer an assessment. In the early units of Grade 1, you may need to read the passage and questions aloud as children take the test.

In Grades 3–6, plan on 30 to 45 minutes to administer the reading portion of an assessment. If the writing prompt is included, plan on about 30 minutes for students to write their compositions.

These time allowances are for planning purposes only. These assessments are not intended to be timed; students should be allowed more time if needed.

Directions for Administering a Unit Assessment:

1. Make a copy of the assessment for each student.

2. Have students write their name and the date at the top of the first page.

3. Read the directions at the top of the first page. (Note: In some tests, there is a “previewing” question at the top of the first page. Have students respond to this question before proceeding with the rest of the assessment.)

4. For multiple-choice questions, tell students to choose the best answer to each question and circle the letter of the correct response (A, B, or C in Grades 1–2; A, B, C, or D in Grades 3–6).

5. In Grades 3–6, some multiple-choice items have two parts, labeled Part A and Part B. In general, Part A asks a question about the passage and Part B asks students to find evidence to support the answer in Part A. Have students answer Part A first and then Part B.

6. For constructed-response items (in Grades 3–6 only), have students write their answers on the lines in complete


sentences. Each constructed-response item is worth 2 points and will be scored by rubric. Students receive 2 points for a correct and complete response and 1 point for an incomplete or partially correct response.

7. If you administer the writing prompt, you may want to administer the test in two parts—the reading section and the writing prompt—with a break in between. Have students read the prompt and then write on the lined pages in the test or on separate pieces of paper. Each writing prompt is worth 4 points. Student responses will be evaluated by rubric; students may receive 0 to 4 points for a written essay or composition.

8. Monitor students as they begin working on the assessment to make sure they are following directions and know what to do.

9. When students have finished, collect the assessments.

How to Score the Unit Assessments

1. Make a copy of the Scoring Chart for each student (or you may choose to mark all scores on the test itself).

2. Refer to the Answer Key that follows the Unit Assessment. It gives the letter of the correct response for all multiple-choice questions. For each constructed-response item, the Answer Key provides a 2-point rubric and a sample response.

3. For each multiple-choice question, compare the student’s answer with the answer key. If the student’s answer is correct, circle the item number. If it is incorrect (or blank), cross out the item number with an X. (For two-part items, follow the same procedure with each part. The parts may be scored as separate items.)

4. For each constructed-response item (in Grades 3–6), compare the student’s response with the scoring rubric and the sample response in the Answer Key. Decide whether the student’s response is worth 2 points, 1 point, or 0. Mark the number of points next to the item number.

5. To find the total test score for reading, add the number of correct responses and, in Grades 3–6, the number of points


on the constructed-response items. This is the total test score; for example, a score in Grade 1 might be 7 points (out of 10); a score in Grade 5 might be 16 points (out of 20).

6. To score the writing prompt, read the student’s essay or composition and compare it with the 4-point scoring rubric. Determine whether the composition should get 4 points, 3, 2, 1, or 0. Write the number of points beside the prompt. This is the total Writing score. It should be considered separately from the Reading score.

Using the Assessment Results The student’s score on a Unit Assessment will help determine

how well the student grasped the strategies, skills, and genre characteristics taught in the unit. A score of 90 to 100% correct is excellent; 80 to 89% is good; 70 to 79% is proficient. Anything below 70% would merit further analysis, which could indicate a need for additional instruction in the same unit. It could also provide information to help focus instruction in the next units.


The chart below gives equivalent percentage scores for the number correct, based on the total number of points available in a test. In Grade 4, for example, the reading section is worth a total of 20 points. A score of 15 points out of 20 is equal to 75% correct.

Number Correct (points) Total points: 10 Total points: 15 Total points: 20

1 10 7 52 20 13 103 30 20 154 40 27 205 50 33 256 60 40 307 70 47 358 80 53 409 90 60 4510 100 67 5011 73 5512 80 6013 87 6514 93 7015 100 7516 8017 8518 9019 9520 100

For a more detailed analysis of a student’s score, refer to the Answer Key. For each item, the Answer Key indicates the tested strategy or skill. Most strategies and skills are tested by more than one item.

Identifying which items the student answered incorrectly will help to determine whether more focused instruction on particular strategies or skills is needed. For example, a student in Grade 4 may answer questions about Main Idea and Making Inferences correctly but have trouble with questions that require Making Connections Across Texts or Supporting Inferences with Text Evidence. Instruction for this student in the next unit may require more focus on these two strategies.

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Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLCGrade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC

Reviewing a student’s test with the student may also be helpful. It can provide an opportunity for students to see which questions they answered incorrectly and why their answers were incorrect. This kind of review will help them be more successful next time.

To monitor a student’s scores across all units, use the Unit Assessment Scoring Chart. Record the student’s score on each unit assessment to help determine whether the student’s test scores are improving or staying about the same as he or she moves through the units. This kind of review may also indicate that certain students need additional help in the literary units, or in the informational units, and this kind of information can help guide instruction.

8 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC

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Grade 3 | Unit 1 AssessmentInformational Text • Biography

Now read the passage and answer questions 2–8.

Anton van Leeuwenhoek, Not the Father of the Microscope

1 A whole world of tiny creatures is all around us, but we can’t see them with only our eyes. Anton van Leeuwenhoek was one of the first people to learn about this world. His inventions and discoveries about this world also changed the future of medicine.

2 Anton was born in Delft, Netherlands, in 1632. His father was a basket maker who died when Anton was only five. Anton worked from an early age but got little schooling. He went to work for a cloth dealer when he was sixteen. Later, he became a cloth merchant. He also took part in local government. Unlike most scientists today, Anton did not go to college.

3 Although Anton was not trained, he loved to study science. Many people call van Leeuwenhoek the father of the microscope, but this is not really correct. He did not invent it. Van Leeuwenhoek probably saw plans for a simple microscope in a book.

1. Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Name ________________________________________ Date ___________

Unit 1 Assessment • Biography (continued)


4 In about 1660, van Leeuwenhoek began to make a new kind of lens. He used the new lens to build his own microscopes. These lenses magnified tiny things 200 times their real size. His microscopes were more powerful than earlier models. His inventions led to many important discoveries.

5 Van Leeuwenhoek could see tiny creatures through his lens. He claimed he could see one-celled animals. At first, many important scientists did not believe van Leeuwenhoek. They said these tiny animals were not real. Even so, Anton didn’t give up. He said, “I’ve taken no notice of those who have said, ‘Why take so much trouble and what good is it?’”

6 Later, other scientists realized that van Leeuwenhoek was right. He had discovered living things that no one knew about.

7 Van Leeuwenhoek made an even more important discovery with his microscope. He found bacteria. These germs can make people sick. They can cause many diseases. Knowing about these germs helped doctors learn to treat sick people. Anton’s discovery of bacteria improved the lives of countless people.

8 Van Leeuwenhoek died in 1723. But the discoveries he made with his microscope live on long after his death.

9 Van Leeuwenhoek once said, “A man has always to be busy with his thoughts if anything is to be accomplished.” We are lucky he stayed busy thinking about the hidden world just under his nose.


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©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3

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2. Which sentence states the main idea of paragraph 2?

A His father was a basket maker who died when Anton was only five.

B Anton worked from an early age but got little schooling.

C He went to work for a cloth dealer when he was sixteen.

D Unlike most scientists today, Anton did not go to college.

3. How can you tell that this is a biography?

A It tells about events that did not happen.

B It is narrated by the main character.

C It uses quotations from the person it is about.

D It includes the names of real places.

4. What is the meaning of the word magnified in paragraph 4?

A made larger

B saw through

C divided into

D took note of



5. This question has two parts. Answer Part A first. Then answer Part B.

Part A What is this whole passage mostly about?

A why van Leeuwenhoek is called the father of the microscope

B how van Leeuwenhoek made the Netherlands proud of one of its citizens

C what kinds of work van Leeuwenhoek did when he was young

D how van Leeuwenhoek used a microscope to help people learn about germs

Part B Which sentences from the passage support the answer to Part A?

A Anton was born in Delft, Netherlands, in 1632. His father was a basket maker who died when Anton was only five.

B He did not invent it. Van Leeuwenhoek probably saw plans for a simple microscope in a book.

C Van Leeuwenhoek could see tiny creatures through his lens. He claimed he could see one-celled animals.

D Van Leeuwenhoek made an even more important discovery with his microscope. He found bacteria.

6. What sentence from the passage shows that van Leeuwenhoek did not care what others thought of his work?

A Unlike most scientists today, Anton did not go to college.

B “I’ve taken no notice of those who have said why take so much trouble and what good is it?”

C He had discovered living things that no one knew about.

D “A man has always to be busy with his thoughts if anything is to be accomplished.”


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7. Which sentence from the passage best explains the meaning of the title?

A Many people call van Leeuwenhoek the father of the microscope, but this is not really correct.

B He used the new lens to build his own microscopes.

C His inventions led to many important discoveries.

D Van Leeuwenhoek could see tiny creatures through his lens.

8. Which sentence from the passage best supports the idea that finding bacteria was van Leeuwenhoek’s most important work?

A Van Leeuwenhoek could see tiny creatures through his lens.

B He claimed he could see one-celled animals.

C These germs can make people sick.

D Anton’s discovery of bacteria improved the lives of countless people.



9. Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.


Louis Pasteur1 Did you ever taste sour milk? Long ago, milk turned sour a

lot faster than it does now. That’s partly because most milk is pasteurized today. First it is heated. Then it is cooled. This process kills bacteria, which are tiny germs in the milk. Those germs are what make milk go bad. The process is named for the person who invented it, Louis Pasteur.

2 This French scientist made many other important discoveries, too. In the 1800s, some people used silkworms to produce silk. Many silkworms in France were dying. Pasteur figured out what was making them die. He was able to save the French silk industry. He also used what he learned about germs to understand other diseases.

3 Pasteur wanted to know how diseases spread from one farm animal to another. He did many experiments. He spread germs from one sheep to another to understand diseases. He did this with chickens, too. By accident, he figured out something important. If animals got just a few germs, or a mild illness, they could fight off the disease later on. This was the first step in creating vaccines.


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4 Pasteur also wanted to know why some people got sicker in a hospital. He had a theory that germs came from outside the body. At first, other scientists did not agree with him. They did not believe that something tiny could harm something as big as a person. Pasteur proved that bacteria and other germs cause many diseases. His work led doctors to wash their hands before surgery. This practice saved many lives.

5 Perhaps no one was more thankful for Pasteur’s work than Joseph Meister. A dog bit nine-year-old Joseph in 1885. The dog was sick with a disease called rabies. His mother carried the injured boy to see Pasteur. She knew that the scientist was experimenting with rabies vaccines. They contained the virus, or germs, from rabies. Pasteur had never tested a vaccine on humans. Was it safe to give it to the boy? Pasteur decided that Joseph would die without the vaccine. Thanks to his bold experiment, Joseph survived.

6 Pasteur’s work ranged from spoiled milk to sick silkworms. He prevented diseases in people and animals. Pasteur combined a creative side with a scientific mind. His work made life safer for people of the future.

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10. In “Louis Pasteur,” what is the meaning of the word theory in paragraph 4?

A a type of science experiment

B an idea that can be proven

C a kind of germ

D a way to heal sick people

11. What is one way you can tell that this passage is a biography?

A The events in the passage took place long ago.

B The passage teaches facts about science.

C The details in the passage tell about a real person.

D The passage tells about a boy named Joseph.

12. What could be another good title for this passage?

A “The Man Who Invented Vaccines”

B “Silkworms and Washing Hands”

C “Why Milk Sometimes Goes Sour”

D “The Life of Joseph Meister”


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Part A In “Louis Pasteur,” what is the main idea of paragraph 5?

A Rabies was common in 1885.

B The dog that bit Joseph had rabies.

C Joseph’s mother carried her son to Pasteur.

D Pasteur’s rabies vaccine saved Joseph’s life.

Part B Which sentence from the passage supports the answer to Part A?

A His work led doctors to wash their hands before surgery.

B A dog bit nine-year-old Joseph in 1885.

C Thanks to his bold experiment, Joseph survived.

D Pasteur’s work ranged from spoiled milk to sick silkworms.

14. Think about the two passages you have read. In what way were van Leeuwenhoek and Pasteur alike?

A Both of them lived in France.

B Both of them discovered cures for dangerous diseases.

C Both of them learned new information about germs.

D Both of them used their ideas to make new vaccines.

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15. Based on these two passages, which word best describes both van Leeuwenhoek and Pasteur?

A patient

B curious

C greedy

D careless

16. Which statement tells about the work of both van Leeuwenhoek and Pasteur?

A They both cured diseases.

B They both studied how milk spoils.

C They both studied bacteria.

D They both designed microscopes.


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Writing Prompt

How did Anton van Leeuwenhoek’s work lead to Louis Pasteur’s work? Write a report explaining what each man did and how their work was related. Use details from both passages in your essay.



STOP!

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Grade 3 | Unit 2 AssessmentLiterary Text • Realistic Fiction


A Time for Growing1 Grandpa came to stay with us for the summer. He was

pretty quiet at first, but one day he said, “Everybody should know how to grow their own food.”

2 Boring, I thought. Then he described things he grew when he was a boy. I could taste the butter on the corn on the cob. I could hear the snap of fresh green beans. I could even smell the pumpkin pie fresh from the oven.

3 That night Mama said, “Grandpa hasn’t been excited about anything since Grandma died. It would be great if you would help him in the garden.”

4 The next day I saw Tony and Alvin. “Hey, Chris, practice starts next week,” said Alvin.

5 I didn’t answer right away. Then I said, “I can’t play this summer.”

6 After I told the guys what my plans were, Tony said, “Instead of baseball? Are you kidding?”

7 My cheeks felt hot. I just shrugged and said I’d see them around.

8 Alvin hooted, “Eat your vegetables!” as they rode off on their bikes.

Name ________________________________________ Date ___________


Unit 2 Assessment • Realistic Fiction (continued)

9 Grandpa and I got busy. We hauled dirt, made rows, and dug holes. I helped pick out seeds at the store. We planted some blueberry bushes, too. We made a scarecrow to keep birds from filching the corn.

10 The days flew by. We weeded and watered. Grandpa showed me how to tell a ladybug from a Japanese beetle. He taught me to water plants at the bottom so the leaves don’t get wet. We ate fresh food from the garden every night.

11 We went to see the guys play ball a few times. I had been so busy, I hadn’t even missed playing on the team.

12 One day Grandpa said, “It’s time for me to go home, Chris. I’m leaving next Thursday.”

13 I asked, “What about all the stuff in the garden?”

14 He suggested that we have a feast to celebrate our success.

15 The next night Alvin and Tony came over for dinner. “Don’t make me eat vegetables,” Tony whispered when he arrived. But their eyes bulged when they saw all the food on the table. They tasted everything and even asked for seconds on beans and squash.

16 For dessert, we served two kinds of pie. Tony and Alvin looked at the pie, then at Grandpa and me. They both talked at once. “Do you think we could help in the garden next year?”

17 Grandpa and I just smiled and nodded as we had some more pie.

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1. In paragraph 9, what is the meaning of the word filching?

A ruining

B stealing

C pecking

D watering


Part A How does Grandpa probably feel at the beginning of the summer?

A tired

B proud

C lonely

D angry

Part B Which sentences from the passage support the answer to Part A?

A Grandpa came to stay with us for the summer.

B That night Mama said, “Grandpa hasn’t been excited about anything since Grandma died.”

C Then I said, “I can’t play this summer.”

D Grandpa and I got busy.



3. Which detail from the passage shows that Chris is embarrassed at first when he tells his friends about his plans?

A I could taste the butter on the corn on the cob.

B That night Mama said, “Grandpa hasn’t been excited about anything since Grandma died.”

C “Hey, Chris, practice starts next week,” said Alvin.

D My cheeks felt hot.

4. Which sentence from the passage supports the idea that Chris learns a lot about gardening that summer?

A The days flew by.

B We weeded and watered.

C He taught me to water plants at the bottom so the leaves don’t get wet.

D I had been so busy, I hadn’t even missed playing on the team.

5. Which sentence supports the idea that the gardening is very successful?

A We went to see the guys play ball a few times.

B The next night Alvin and Tony came over for dinner.

C But their eyes bulged when they saw all the food on the table.

D They tasted everything and even asked for seconds on beans and squash.

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6. How does Chris feel at the end of the passage?

A proud

B foolish

C hungry

D disappointed

7. How can you tell that this passage is a personal narrative?

A The story takes place in the summer.

B It includes characters and dialogue.

C It describes events in the order in which they happened.

D The writer shares his own thoughts and feelings.

8. What does Grandpa and Chris’s garden look like? Use at least two details from the passage to describe what it looks like.




2 Then, last summer, a new pool opened in our town. It had high diving boards and low ones, too. I took one look and decided that I was never going headfirst off those boards!

3 It was really hot in July. My baby cousin Jasper was visiting. I begged Margaret, our sitter, to take us to the pool. She finally agreed.

4 We plunked our stuff on the cement near the diving board. Margaret said I could swim while she watched Jasper.

5 After a while, I climbed up the ladder out of the pool. Jasper was banging on a beach ball with a plastic shovel. Margaret was putting on sunblock and talking on her phone.

6 I was hungry. I dried off with a towel and rummaged through the beach bag for something to eat.

7 I never even heard a splash, but when I looked up, Jasper’s beach ball was in the water right in front of the high diving board. His shovel was on the cement. I jumped up and saw Jasper’s striped sun hat bobbing in the water. I figured Margaret would come rescue Jasper, but she was talking to some boys sitting nearby. I knew there was no time to lose.

Jumping In1 I learned to swim in the pond near my apartment when I was

little. There was no dock. There was no diving board. One time I dove off a rock headfirst and landed on my belly. It really hurt, so I decided I was done with diving. I never did learn how to dive headfirst.

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8 I raced to the edge of the pool and dove in headfirst. I aimed for an empty spot between a bunch of kids swimming near where I could see Jasper’s hat.

9 It was a clean dive. I opened my eyes and saw Jasper kicking in the water, even before I came up for air. I grabbed my little cousin and shot up to the surface.

10 Jasper coughed. A little water dribbled out of his mouth. He laughed and pointed to the water. “Again! Do it again!” he begged.

11 I was not going to let Jasper go back in the water. But now I knew I could dive when I had to, and maybe someday I would try it again.

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9. In paragraph 6, what is the meaning of the word rummaged?

A searched

B jumped

C chewed

D reached


Part A How does the narrator feel when she sees the ball in the water?

A bored

B pleased

C amused

D worried


A After a while, I climbed up the ladder out of the pool.

B Jasper was banging on a beach ball with a plastic shovel.

C I jumped up and saw Jasper’s striped sun hat bobbing in the water.

D I figured Margaret would come rescue Jasper, but she was talking to some boys sitting nearby.

29

continued



11. How can you tell that this passage is a personal narrative?

A The characters in the story are cousins.

B The events took place in the past.

C The writer lives in an apartment.

D The writer uses I to tell about herself.

12. Which sentence in the passage supports the idea that no one is really watching Jasper?

A Margaret was putting on sunblock and talking on her phone.

B My baby cousin Jasper was visiting.

C Jasper was banging on a beach ball with a plastic shovel.

D I grabbed my little cousin and shot up to the surface.

continued



13. Picture the scene at the swimming pool when Jasper is in the water. Write two or three sentences describing the scene. Use at least two details from the passage in your description.

14. Think about the two passages you have read. What problem do the narrators face in both passages?

A They must learn to make new friends.

B They must make choices that are not easy.

C They must do what someone else tells them to do.

D They must learn to get along better with a family member.

31

continued



15. What is true of both of these passages?

A They tell about members of a family learning to get along.

B The events are told in the order in which they take place.

C They tell about events that took place long ago.

D The writers do not know the other characters very well.

16. What lesson do the narrators in both passages learn?

A It’s easy to learn a new skill.

B It’s important to learn how to swim.

C You may surprise yourself when you try something new.

D You can learn a lot from spending time with an older person.

32

STOP!

Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC


Writing Prompt

Choose one of the passages, “A Time for Growing” or “Jumping In.” If the passage continued, what would happen next? Write a narrative telling what happens next. Use details from the passage to support your narrative, and write it from the same point of view.

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Grade 3 | Unit 3 AssessmentLiterary Text • Historical Fiction

Read the passage. Then answer questions 1–6.

Spinning Bees and Liberty Tea1 “Mother, I would give anything for a proper cup of tea.

Please tell me why we cannot have it anymore,” said Sarah as she set the table. Mrs. Addams boiled water to make hot tea from berry leaves instead of tea leaves. A group of ladies would arrive any minute.

2 Mrs. Addams said, “The American patriots dumped British tea into Boston Harbor last December. We will not drink British tea in this house. That is how we show support for their action.”

3 She went on. “We have no say in how we are ruled. Still we must pay taxes on everything we buy. We boycott British goods. That shows we will not stand for unfair rules. I will not put money in the king's pocket! I would sooner do without something I love.”

4 Soon the neighbors began to arrive. Many of them carried small spinning wheels.

5 Mrs. Roberts said, “Good day, Mrs. Addams. You are kind to have us. My mother thinks I buy thread and cloth at the market. She still supports the British. She buys goods from England. She would not understand why I spin my own thread and weave my own cloth.”

Name ________________________________________ Date ___________


Unit 3 Assessment • Historical Fiction (continued)

6 Another neighbor said, "I enjoy your spinning bees. It is good to work together. Sarah, I look forward to a cup of your Liberty Tea."

7 Mrs. Addams nodded. "It helps to be together when we must make hard choices."

8 The women chatted and began to spin wool. Sarah thought, It is good to fight for our rights. But I still would enjoy a nice cup of English tea.

35

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continued

1. In paragraph 3, what is the meaning of the word boycott?

A make goods in order to sell them

B purchase goods that are needed

C refuse to buy certain products

D make goods instead of buying them

2. What kind of passage is this?

A a play

B an article

C historical fiction

D personal narrative




Part A Which event happened first, according to the passage?

A Sarah's family stopped drinking English tea.

B Some Americans threw tea into Boston Harbor.

C Sarah's mother invited her neighbors for Liberty Tea.

D The neighbors showed up with their spinning wheels.


A “'Mother, I would give anything for a proper cup of tea.'”

B A group of ladies would arrive any minute.

C “The American patriots dumped British tea into Boston Harbor last December.”

D Many of them carried small spinning wheels.

4. Which sentence from the passage supports the idea that Liberty Tea is not sold in any shop?

A Mrs. Addams boiled water to make hot tea from berry leaves instead of tea leaves.

B “The American patriots dumped British tea into Boston Harbor last December.”

C “Sarah, I look forward to a cup of your Liberty Tea.”

D But I still would enjoy a nice cup of English tea.

37

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continued

5. What does Sarah do last in the passage?

A She talks with her mother about why they do not drink tea.

B She helps the neighbors carry their spinning wheels.

C She makes a cup of tea.

D She thinks about drinking real tea.

6. Describe two things the ladies in this passage are doing to support the patriots.




Why Sybil Is Sleeping1 “Mama, why isn't Sybil up yet? I need her help practicing my

numbers so that Teacher doesn't yell at me,” said Derick.

2 “I need her to button my shoes,” said Henry.

3 “And she always brushes my hair before breakfast!” complained Mary.

4 Baby Abigail didn't say anything. She just peeked under the furniture in search of her missing sister.

5 The six younger Ludington children all depended on their oldest sister. So did their mother. “Sybil is sleeping,” she said quietly.

6 “Sleeping!” said Mary. “Sybil never sleeps this late!”

7 It was true. When Sybil wasn't helping her mother with the other children, she kept busy cooking and cleaning. She washed and mended clothes and did other tasks around the house. Perhaps it was good that the Ludington girls could not attend school as their brothers did. Many of Sybil's chores would go undone.

39

continued



8 In fact, Sybil's father depended on her as well. He was a leader of the Revolutionary Army in New York. As a result, Colonel Ludington was wanted by the British. There was a reward for his arrest. Some time ago, a British sympathizer had tried to capture the colonel in his home. Sybil and her younger sister Rebecca were keeping watch that night, armed with pistols. The girls gave the alarm. Right away, the family lit candles and paraded back and forth in front of the windows. To a stranger, it looked like many, many people were inside, protecting the colonel. The attacker gave up and went away.

9 Mrs. Ludington softly explained why Sybil was still not awake this morning. “Last night when Sybil was putting you to bed, a messenger came to see your father. He said that the British soldiers had just attacked Danbury. Father needed to gather soldiers to fight the British. It was not safe to go himself. Sybil offered to go. She spent the whole night on horseback, alerting the soldiers. She rode all around the county. She traveled forty miles in the cold, rainy night.”

10 “Mama, look!” Young Henry pointed out the window. Four hundred soldiers had gathered on the Ludingtons' lawn under the rising sun.

11 Mrs. Ludington looked outside where her husband paced in front of the soldiers. Sybil had made her family proud once again.

continued



7. In paragraph 5, what is the meaning of the word depended?

A needed help from

B waited for

C looked up to

D made fun of

8. How can you tell that this passage is historical fiction?

A The characters act like real people.

B Events in the story actually happened in the past.

C The story contains dialogue between characters.

D Characters in the story are named Henry and Mary.

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Part A Which event happened first, according to the passage?

A Someone tried to capture Sybil’s father at the Ludington’s home.

B The British attacked a fort at Danbury.

C Sybil’s brothers and sisters wanted to know why she was sleeping.

D Sybil rode through the night to gather soldiers from around the county.


A Some time ago, a British sympathizer had tried to capture the colonel in his home.

B “Last night when Sybil was putting you to bed, a messenger came to see your father.”

C “He said that the British soldiers had just attacked Danbury.”

D Four hundred soldiers had gathered on the Ludingtons’ lawn under the rising sun.

continued



10. Which event happened last, according to the passage?

A Sybil put her brothers and sisters to bed.

B Colonel Ludington was arrested.

C Sybil offered to spread the news.

D Soldiers gathered on the Ludingtons’ lawn.

11. Which sentence from “Why Sybil Is Sleeping” supports the idea that girls did not have the same rights as boys in Sybil’s time?

A “I need her help practicing my numbers so that Teacher doesn’t yell at me,” said Derick.

B Perhaps it was good that the Ludington girls could not attend school as their brothers did.

C Sybil and her younger sister Rebecca were keeping watch that night, armed with pistols.

D Sybil offered to go.

12. The author says that Sybil had made her family proud once again. Which sentence explains what made her family proud this time?

A “And she always brushes my hair before breakfast!” complained Mary.

B She washed and mended clothes and did other tasks around the house.

C She spent the whole night on horseback, alerting the soldiers.

D Four hundred soldiers had gathered on the Ludingtons’ lawn under the rising sun.

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continued



13. Describe two important things about Sybil that you learned from this passage.

14. Based on these two passages, how were Sarah and Sybil alike?

A Both of them were allowed to attend school.

B They both supported the English king.

C Both of them came from large families.

D They both gave up something for an important cause.

15. How are the settings of both passages alike?

A Both passages are set in the present time.

B The events in both passages take place in England.

C Both passages are set in long-ago America.

D The events in both passages take place in the same house.

16. Which theme fits both of these passages?

A It is better to solve problems peacefully than to go to war.

B Sometimes people must sacrifice for what they believe in.

C Family is the only thing that keeps people bound together.

D Everyone wants peace, but very few will work for it.

44

STOP!



Writing Prompt

Think about the main characters in the two passages you read. Which main character made the biggest sacrifice, or gave up the most, for an important reason? Write an essay to explain your opinion. Use details from the passages to support your ideas.

45

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Grade 3 | Unit 4 AssessmentLiterary Text • Realistic Fiction


The Better to See You With1 “Just keep your eye on the ball.” Uncle Chet’s words

echoed in Doug’s head.

2 Whifff! Doug swung the bat and missed the ball, again. This was getting ridiculous. His cheeks felt hot as he walked to the bench. No wonder he always got picked last for the team.

3 As he lined up after recess, Doug wondered, How come other kids could hit a baseball? Why could they find the hoop with a basketball? Why didn’t other kids say the wrong words when it was their turn to read out loud? Did other people see the world differently?

4 Once or twice, other people had suggested that maybe he needed glasses. No way, Doug had always thought. He wanted to avoid giving his brother’s friends one more thing to taunt him about.

5 That afternoon Mr. Greene called on Doug to read the next math problem. Doug squinted at the numbers on the board. As he read the problem, the other kids started to giggle. After class, Mr. Greene took Doug aside. “I think you need to get your eyes checked,” he said.

Name ________________________________________ Date ___________



6 Doug mumbled to himself, “One more thing. Just one more thing to get teased about. Okay, I give up.”

7 A few days later, Doug pulled out his new glasses. He slid them on, hoping no one would notice, just as math class began.

8 “Doug, please read the first problem,” said Mr. Greene.

9 Doug read the problem aloud and solved it. Phew! he thought.

10 That afternoon, his brother’s friends came over to play basketball. No one said a word about Doug’s glasses. Al said, “We need another guy to even up the teams. Do you want to play?”

11 Doug nodded nervously. Then, when it was his turn, he bounced the ball. He kept his eyes on the ball and on the hoop, took a breath, and shot. Two points! Hey! he thought as Al gave him a high five, maybe this won’t be so bad after all.

47

continued



continued

1. In paragraph 4, what is the meaning of the word taunt?

A praise

B flatter

C tease

D ignore


A biography

B realistic fiction

C article

D historical fiction

3. What is Doug’s problem at the beginning of the passage?

A His brother’s friends make fun of the way he looks.

B He does not know how to hit a baseball.

C His teacher calls on him too often in class.

D He cannot see well enough to be good in sports.



4. Which sentence from the passage supports the idea that Doug has weak eyesight?

A “Just keep your eye on the ball.”

B No wonder he always got picked last for the team.

C His teacher calls on him too often in class.

D Doug squinted at the numbers on the board.


Part A Where is Doug at the beginning of the passage?

A in a park

B at school

C at home

D in a doctor’s office

Part B Which sentence from the passage supports your answer to Part A?

A Uncle Chet’s words echoed in Doug’s head.

B His cheeks felt hot as he walked to the bench.

C As he lined up after recess, Doug wondered, How come other kids could hit a baseball?

D Once or twice, other people had suggested that maybe he needed glasses.

49

continued



continued

6. Which sentence supports the idea that Doug is worried someone will make fun of him?

A Why could they find the hoop with a basketball?

B How come other kids didn’t say the wrong words when it was their turn to read out loud?

C He slid them on, hoping no one would notice, just as math class began.

D Doug read the problem aloud and solved it.

7. How does Doug’s problem get solved?

A He gets glasses to help him see better.

B He asks his uncle to help him shoot baskets.

C He learns to play ball by practicing with his brother.

D He asks his teacher for help in math and reading.

8. Write a summary of what happens to Doug. Include at least two important details from the passage in your summary.




The Two-Wheeled Beginner1 “Carmen, I have a surprise for you,” said Mr. Vargas. He

beamed as he rolled a dented two-wheeler out of the shed behind their building.

2 Carmen tried to look excited. “Gee, thanks, Mr. Vargas,” she said. She didn’t move an inch toward the bicycle.

3 The old man said, “I know it’s a little rusted and a little beat-up. My Miguel used to ride it. I found it when I cleaned up the shed. Give it a try.”

4 Carmen could not figure out a way to seem grateful. “Um, I can’t,” she stammered.

5 Mr. Vargas’s eyebrows shot up. “It’s not good enough for you?”

6 Now Carmen was really embarrassed. “No, it’s just that I . . . I never had a bike before. I never learned how to ride.”

7 “Aw, that’s all? Come, I’ll show you.” The old man would not take no for an answer.

8 Carmen glanced up and down the block. “Um, Mr. Vargas, do you mind if we try it behind the building?” she asked. Her friends from school might be passing by at any time. She was the only third grader she knew who couldn’t ride a bike.

51

continued



9 For the next two days, Mr. Vargas held onto the back of the bike as Carmen wobbled around the parking lot. On the third day, he let go. Carmen pedaled smoothly around the lot. She turned and rode back to where she began. “Thank you so much, Mr. Vargas!” she said with a grin.

10 Carmen pedaled around to the front of the building. Just then Dana and Kelly were riding past on their bikes. “Carmen, come join us!” they shouted.

11 Carmen turned back to look at Mr. Vargas. He held one thumb up and nodded. Carmen raced to catch up with her friends.

continued



9. In paragraph 4, what is the meaning of the word stammered?

A said loudly

B answered in a rude way

C whispered quietly

D spoke in a halting way

10. How can you tell that this passage is realistic fiction?

A The events take place in the past.

B It tells about a man named Mr. Vargas.

C The characters act like real people.

D It gives information about a bicycle.


Part A What is Carmen’s problem?

A She doesn’t have enough money to buy a bike.

B She doesn’t have any friends in the neighborhood.

C She doesn’t like the bike her neighbor tries to give her.

D She doesn’t want her friends to know she can’t ride a bike.


A Carmen tried to seem excited.

B The old man said, “I know it’s a little rusted and a little beat-up.”

C “Um, Mr. Vargas, do you mind if we try it behind the building?” she asked.

D Just then Dana and Kelly were riding past on their bikes.

53

continued



12. Which sentence shows that Carmen is nervous about trying out the bike?

A “Gee, thanks, Mr. Vargas,” she said.

B She didn’t move an inch toward the bicycle.

C Carmen pedaled smoothly around the lot.

D “Thank you so much, Mr. Vargas!” she said.

13. Write a summary of what happens to Carmen. Include at least two important details from the passage in your summary.

14. Think about the two passages, “The Better to See You With” and “The Two-Wheeled Beginner.” Which sentence best describes Mr. Greene from the first passage and Mr. Vargas from the second passage?

A They both want to help young people.

B They are both short-tempered.

C Mr. Vargas is patient, but Mr. Greene is not.

D Mr. Greene likes to tease kids, but Mr. Vargas does not.

continued



15. In what way are Doug and Carmen alike?

A They are not very good at sports.

B Both wish they had more friends.

C They both need glasses so they can see better.

D Both are afraid that someone will tease them.

16. How do both Doug and Carmen feel at the end?

A They are pleased with themselves.

B They are proud to have new skills.

C They are happy to have new friends.

D They are disappointed with themselves.

55

continued



Writing Prompt

Choose one of the passages, “The Better to See You With” or “The Two-Wheeled Beginner.” Suppose the passage continues. Write a narrative telling what happens next. Use details from the passage to support your narrative, and write it from the same point of view.

56

STOP!



57

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Grade 3 | Unit 5 AssessmentLiterary Text • Trickster Tale


The Red and Blue Coat: A Tale from Nigeria

1 There once lived two field mice who were the closest of friends. They stayed best friends over the years. When they were all grown up, they chose neighboring fields to live on. The only thing dividing their land was a narrow path.

2 As the two friends worked in their fields collecting food, Mr. Jackal watched. He was jealous that the two mice got along so well. He spent many hours thinking about them. Hmmm, maybe they never fight because they are both tiny and look at the world through the same beady eyes, thought Mr. Jackal.

3 Mr. Jackal loved mischief, and he liked to play tricks on the animals in the village. One day, he decided to play a trick on the two mice. Mr. Jackal made himself a coat that was two colors, the right half blue and the left half red.

4 As the two mice gathered food in their own fields, Mr. Jackal sang loudly as he walked down the path between them. The two friends took a break from their work to listen to the trickster’s beautiful singing. They watched him stroll along.

Name ________________________________________ Date ___________


Unit 5 Assessment • Trickster Tale (continued)

5 At the end of the day, the two friends met on the path to say good night to each other. Then one friend said to the other, “Wasn’t that a beautiful red coat that Mr. Jackal was wearing today?”

6 “Yes, it was a beautiful coat, but it was blue,” said the other.

7 “You are wrong, my friend! It was red.”

8 “You need glasses,” said the other. “It was blue!”

9 “I can see fine, but you don’t remember well,” the friend replied.

10 The friends continued to argue and insult each other. Just as they were saying, “Our friendship is over,” Mr. Jackal came walking up the path wearing the coat. The friends could see that the coat was half red and half blue. Mr. Jackal laughed at the look on the friends’ faces.

11 “We have lived like brothers our whole lives,” said one mouse. “It is your fault that we began fighting.”

12 “Don’t blame me,” replied Mr. Jackal with a grin. “Both of you were right, and both of you were wrong. You were fighting because neither of you looked at my coat from the other’s point of view.”

59

continued



continued

1. Which sentence from the passage supports the idea that Mr. Jackal did not have any close friends?

A As the two friends worked in their fields collecting food, Mr. Jackal watched.

B He was jealous that the two mice got along so well.

C He spent many hours thinking about them.

D Mr. Jackal loved mischief, and he liked to play tricks on the animals in the village.

2. What does the word mischief mean in paragraph 3?

A a loud party

B an animal that hides

C an activity that causes trouble

D an action that makes someone sad

3. How can you tell that this passage is a trickster tale?

A The characters all work together to solve a problem.

B The characters are animals that act like humans.

C The story has a main character who is mean.

D The story has a happy ending.



4. Why did Mr. Jackal sing loudly as he walked down the path?

A He wanted the mice to look up and notice him.

B He was trying to annoy the mice.

C He always sang when he walked.

D He was in a cheerful mood.

5. Which sentence from the passage supports the idea that Mr. Jackal was happy with the results of his trick?

A Mr. Jackal loved mischief, and he liked to play tricks on the animals in the village.

B The friends continued to argue and insult each other.

C Just as they were saying, “Our friendship is over,” Mr. Jackal came walking up the path wearing the coat.

D Mr. Jackal laughed at the look on the friends’ faces.

61

continued



continued


Part A Why did Mr. Jackal say “Don’t blame me” when the mice accused him of starting the fight?

A It was not his fault that each mouse thought there was only one right answer.

B He was just going for a stroll in his new coat so he shouldn’t be blamed.

C He was just playing a friendly prank and didn’t mean for the mice to get into a fight.

D He wasn’t around when the mice began to fight so he couldn’t be responsible.


A The friends continued to argue and insult each other.

B Mr. Jackal laughed at the look on the friends’ faces.

C “We have lived like brothers our whole lives.”

D “You were fighting because neither of you looked at my coat from the other’s point of view.”

7. What lesson do the mice learn in the end, and how might this lesson be helpful in your life? Give an example.




The Leprechaun’s Gold: A Tale from Ireland

1 ’Twas a fine, sunny morning when young Finn Smith went to work in the field. Just as he was about to begin his work, Finn heard a strange sound coming from the row next to him. “Tic-tac-too, tic-tac-too,” went the sound.

2 Happy for any excuse to delay working, Finn put down his shovel and crept quietly down the row. The tapping sound became louder and louder. Soon, Finn saw a little old man sitting at a tiny workbench hammering away at a shoe that sparkled in the sun. Finn knew he was looking at a leprechaun. He also knew that the trick to capturing a fairy or leprechaun was never to look away from it.

3 Finn kept his eyes on the old man and quietly greeted him.

4 “Good day,” Finn said.

5 “Good day to you, too,” smiled the little old man. Then he lifted up a spoon and asked, “Would you like some of my porridge?”

6 Finn could see out of the corner of his eye the many beautiful colors in the bowl. He was curious and wanted to look at it, but he kept his eyes on the old man.

7 “No, thank you,” said Finn.

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continued



8 The old man continued to try to trick Finn into looking away, but Finn continued to stare. Finally, Finn demanded, “Bring me to where a pot of gold lies.”

9 The leprechaun thought for a bit and then said, “I will show you where the gold is, but then you must let me leave. I need to make more shoes for the dance tonight.”

10 Finn agreed, and so the leprechaun led Finn through streams and woods until they finally reached a field of dandelions. The leprechaun pointed to one of the dandelions. “The gold is under that one,” he said.

11 “Swear on your honor that the pot is under there,” said Finn.

12 The leprechaun swore, and Finn let the old man leave.

13 Finn needed a shovel to dig for the gold. He took off one of his socks and put it over the dandelion. Then he ran to get his shovel.

14 When Finn returned to the field, he couldn’t believe his eyes. Every dandelion had a sock on it that looked exactly like Finn’s. He would never find the right one. As Finn turned to go home, he was sure he heard hundreds of dandelions laughing at him.

continued



8. What can you infer about Finn?

A He is always hungry.

B He plays tricks on his friends.

C He doesn’t like to work.

D He is lonely and has no friends.

9. How can you tell that this passage is a trickster tale?

A The leprechaun uses magic.

B The leprechaun outwits Finn to solve a problem.

C The leprechaun doesn’t like Finn.

D The leprechaun grants Finn his wish.

10. In paragraph 5, what type of food is porridge?

A cereal

B toast

C vegetable

D meat

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continued




Part A What problem does the leprechaun face in the story?

A Finn captures him and does not let him go.

B He hasn’t made enough shoes for the dance.

C Finn is mean to him and tries to take his food.

D He doesn’t want to work at making shoes.


A Finn saw a little old man sitting at a tiny workbench hammering away at a tiny shoe that sparkled in the sun.

B Finn knew he was looking at a leprechaun.

C The old man continued to try to trick Finn into looking away, but Finn continued to stare.

D Finally, Finn demanded, “Bring me to where a pot of gold lies.”

12. Which sentence supports the idea that the leprechaun was happy with the way things turned out?

A The leprechaun swore, and Finn let the old man leave.

B When Finn returned to the field, he couldn’t believe his eyes.

C Every dandelion had a sock on it that looked exactly like Finn’s.

D As Finn turned to go home, he was sure he heard hundreds of dandelions laughing at him.

continued



13. How did Finn treat the leprechaun, and how would you have acted differently in the same situation? Describe what you would do.

14. Think about the two passages you have read. How are the tricksters in the two passages different?

A Mr. Jackal plays a trick for fun while the leprechaun plays a trick to fix a problem.

B Mr. Jackal plays a trick because he needs to escape while the leprechaun plays a trick to make porridge.

C Mr. Jackal plays a trick to get back at the mice while the leprechaun plays a trick to help Finn.

D Mr. Jackal plays a trick to make the mice laugh while the leprechaun plays a trick to tease Finn.

15. Which statement is true about both passages?

A Both tricksters are bored and looking for trouble.

B Both passages have only animals as characters.

C Both tricksters succeed in causing trouble.

D All of the characters are happy at the end.

16. Which word describes the tone, or feeling, of both passages?

A serious

B lighthearted

C sad

D mysterious

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Writing Prompt

Choose one of the passages you have read: “The Red and Blue Coat” or “The Leprechaun’s Gold.” Write an informative news article for your teacher that explains what happens in the story and how the trickster fools the other character(s). Use details from the passage to support your ideas.

68

STOP!



69

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Grade 3 | Unit 6 Assessment

69

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Informational Text • Persuasive Letter


A Healthier Choice1 Dear Principal Weng,

2 I am writing to ask you to make a change in our school. This change will make all of the students at Hopkins Elementary School healthier.

3 Right now, many kids buy soft drinks from the machine in the cafeteria. This is not healthy for a number of reasons.

4 One important reason is that most soda is made with sugar. Sugar can give you cavities, especially since nobody brushes their teeth after lunch.

5 Some studies also show that kids who drink soda are more likely to be overweight than kids who don’t. That’s another reason kids should not drink soda.

6 Some people drink sodas with fake sweetener to avoid the sugar. But who wants to drink chemicals instead of nutrients that make you grow and keep you healthy?

7 Here’s one more reason to avoid soda: Kids who fill up on soda don’t have room for healthy food. More kids would buy milk and other healthy foods if they could not get soda from the machine.

Name ________________________________________ Date ___________


Unit 6 Assessment • Persuasive Letter (continued)

8 Maybe we should keep the machine but fill it with healthy snacks. Things such as yogurt, carrots, and apples are really good. Most kids like these foods. The machine could also have drinks like water or juice. That way, kids could still get drinks and snacks. They just won’t eat or drink things that are bad for them.

9 I know you wouldn’t be a principal if you didn’t care about how kids in our school learn. I’m sure you care about our health, too. Please make this change as soon as you can.

10 Sincerely,

11 Lizzie Paterson

12 Class 3A

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continued

1. What is the meaning of the word nutrients in paragraph 6?

A things in food that the body needs

B helpful information that is in the news

C chemicals that cause diseases

D containers for drinks and food

2. What is the main purpose of this letter?

A to teach students how to eat healthy food

B to persuade the principal to remove soda from the cafeteria

C to show the reader that third graders don’t like junk food

D to describe what kinds of snacks children should eat


Part A Which statement from the passage is an opinion?

A One important reason is that most soda is made with sugar.

B Some people drink sodas with fake sweetener to avoid the sugar.

C Things such as yogurt, carrots, and apples are really good.

D The machine could also have drinks like water or juice.

Part B Which sentence does the author include to support the opinion in Part A?

A Right now, many kids buy soft drinks from the machine in the cafeteria.

B Sugar can give you cavities, especially since nobody brushes their teeth after lunch.

C Most kids like these foods.

D I’m sure you care about our health, too.



4. Which sentence from the passage states a fact?

A This change will make all of the students at Hopkins Elementary School healthier.

B It can also cause a disease called diabetes, which can be dangerous.

C Maybe we should keep the machine but fill it with healthy snacks.

D They just won’t eat or drink things that are bad for them.

5. Which sentence supports the idea that soda with fake sweetener is not good for you?

A Sugar can give you cavities, especially since nobody brushes their teeth after lunch.

B That’s another reason kids should not drink soda.

C Some people drink sodas with fake sweetener to avoid the sugar.

D But who wants to drink chemicals instead of nutrients that make you grow and keep you healthy?

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6. Which sentence from the passage supports the idea that drinking soda can make children gain weight?

A One important reason is that most soda is made with sugar.

B Sugar can give you cavities, especially since nobody brushes their teeth after lunch.

C He says that kids who drink soda are more likely to be overweight than kids who don’t.

D That’s another reason kids should not drink soda.

7. Give three reasons from the letter explaining why sugar is bad for you.




Taking Lunch to the Next Step1 Dear Principal Allard:

2 Every day when I clear my lunch tray into the trash, I think, There has to be a better way. I know that 649 kids make a lot of trash from lunch. What if we recycled not only our paper and plastic, but our food, too?

3 Here’s my idea. Now that we have a school garden, we could put the leftover food to really good use. We can recycle lunch scraps into compost.

4 Here is how it would work. After lunch, everybody empties their lunch trays. First they put plastic straws, forks, and spoons into one barrel. Then they dump paper, juice boxes, and milk containers into another barrel. Finally, they scrape their leftover food into another barrel. The waste can then be used to make compost. You need to add some other things such as dirt, grass clippings, and dried-up leaves.

5 After the compost sits in a special bin for a few months, it turns into rich black soil. We can add this to the soil in the school garden. Plants love it! What’s even better is that we can grow more in our school garden. It’s fun to grow food. And when kids grow the food they eat, I bet they don’t waste as much.

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6 I talked to my third-grade teacher and our science teacher. If you let us start a program like this, they said that they would help. They thought it would be a great project for the ecology club to work on, too.

7 There is a better way to use lunch waste than simply throw it away. We just need to take a few easy steps.

8 Thank you for giving my ideas some thought.

9 Alex Berger

10 Room 3C

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8. What is the meaning of the word containers in paragraph 4?

A products

B cartons

C insides

D sandwiches

9. How can you tell that this passage is a persuasive letter?

A The writer is a student in third grade.

B The writer describes how to make compost.

C The writer addresses the letter to a principal.

D The writer wants the reader to take a certain action.

10. What is the writer’s opinion about composting lunch waste?

A It’s a good idea to try.

B It has been done in many schools.

C Composting requires dirt and leaves.

D Composting is messy and not worth the effort.

11. Which statement from the passage supports the idea that other people like the writer’s plan?

A Every day when I clear my lunch tray into the trash, I think, There has to be a better way.

B What’s even better is that we can grow more in our school garden.

C And when kids grow the food they eat, I bet they don’t waste as much.

D If you let us start a program like this, they said that they would help.

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Part A Which sentence from the passage states an opinion?

A After lunch, everybody empties their lunch trays.

B You need to add some other things such as dirt, grass clippings, and dried-up leaves.

C After the compost sits in a special bin for a few months, it turns into rich black soil.

D There is a better way to use lunch waste than simply throw it away.

Part B Which sentence from the passage supports the opinion in Part A?

A Then they dump paper, juice boxes, and milk containers into another barrel.

B The waste can then be used to make compost.

C What’s even better is that we can grow more in our school garden.

D And when kids grow the food they eat, I bet they don’t waste as much.



13. Give three reasons from the letter supporting the idea of recycling food waste.

14. Think about the two letters you have read. In what way are they alike?

A Both writers ask the principal to make a change in the lunchroom.

B Both writers complain about something they have to do.

C Both writers ask the principal to offer better lunches at school.

D Both writers suggest ways to make school more fun.

15. How do both writers try to persuade the reader?

A They use humor and funny ideas to make people laugh.

B They tell how the changes will make students learn better.

C They give facts and important details to support their ideas.

D They use sensory words to make their ideas come alive.

16. Based on these letters, which statement would both writers agree with?

A Principals have the best ideas for improving schools.

B Students can share their ideas for making schools better.

C Parents know what is best for their children in school.

D Students are the only ones who can make changes in schools.

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Writing Prompt

Which is a better idea: removing soda from school cafeterias or recycling food waste from the lunchroom? Write a letter to your principal giving your opinion. Use details from both passages to support your ideas.

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Grade 3 | Unit 7 AssessmentLiterary Text • Fairy Tale

Read the title and the first paragraph of the passage. Then answer question 1.

1. What will most likely happen in this story?

A Cat and Dog will save the woman’s life.

B The man and woman will send Cat and Dog away.

C Cat and Dog will take a long trip together.

D The man and woman will lose the ring.

Now read the rest of the passage and answer questions 2–7.

Why Cat and Dog Are Enemies1 Once upon a time, a husband and wife lived in their home

with their friends, Dog and Cat. The couple lived simply and had no riches. But they did own a magical golden ring they kept hidden by the fireplace. Whoever possessed the ring would always have enough food.

2 One night, as the husband and wife slept, a thief sneaked into their home and stole the ring. Cat saw the robbery happen and followed the thief. She watched through a window as the thief went home and locked the ring in a chest.

3 The next morning, Cat tried to tell the man and woman what had happened, but they only heard her meow. Cat knew she would be treated like a queen if she could get the ring back. But she could not figure out how to do it.

Name ________________________________________ Date ___________


Unit 7 Assessment • Fairy Tale (continued)

4 The couple soon did not have any food to eat. One night, Dog and Cat talked about how they could help their friends. Cat told Dog about the thief and what she saw.

5 “Let’s get the ring back,” said Dog.

6 “But how?” asked Cat. “The ring is locked in a chest.”

7 “If you catch a mouse, you can make the mouse chew a hole in the chest,” Dog explained.

8 “What a great idea!” said Cat, and she scurried off to catch a mouse. She had not expected Dog to think up such a smart plan.

9 Later, Dog helped Cat get into the thief’s house with a mouse, and he stood guard outside. The mouse chewed a hole in the chest. Cat got the ring out of the chest, put it in her mouth, and sneaked out of the house. When Dog noticed that Cat was gone, he ran after her.

10 Cat made it home first. She was giving the ring back to the man and woman when Dog rushed in. The man and woman accepted the ring from Cat and then scolded Dog and put him outside for chasing Cat. Cat just stood there and smiled. Food suddenly appeared in the kitchen, and Cat enjoyed a lavish meal. While she rested by the fireplace afterward, Dog sulked outside by the door.

11 And ever since then, cats and dogs have been enemies.

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2. Which sentence from the passage supports the idea that the man and woman were poor?

A Once upon a time, a husband and wife lived in their home with their friends, Dog and Cat.

B The couple lived simply and had no riches.

C But they did own a magical golden ring they kept hidden by the fireplace.

D Whoever possessed the ring would always have enough food.

3. What does the word possessed mean in paragraph 1 of the passage?

A stole

B hid

C owned

D wore

4. How can you tell that this passage is a fairy tale?

A The two main characters are a man and a woman.

B The man and woman have a magical ring.

C The story explains why cats and dogs do not get along.

D The story takes place a long time ago.



5. Which sentence from the passage supports the idea that Cat had planned to trick Dog all along?

A Later, Dog helped Cat get into the thief’s house with a mouse, and he stood guard outside.

B When Dog noticed that Cat was gone, he ran after her.

C The man and woman accepted the ring from Cat and then scolded Dog and put him outside for chasing Cat.

D Cat just stood there and smiled.


Part A What is most likely to happen in the future?

A Cat and Dog will become good friends.

B The man and woman will be nice to Cat but not to Dog.

C Cat and Dog will leave home to see the world.

D The thief will return to the house and take the ring again.

Part B Which excerpt from the passage supports the answer to Part A?

A Cat made it home first.

B She was giving the ring back to the man and woman when Dog rushed in.

C Food suddenly appeared in the kitchen, and Cat enjoyed a lavish meal.

D While she rested by the fireplace afterward, Dog sulked by the door.

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7. Why did the man and woman reward Cat and punish Dog? Use at least two details from the passage to support your answer.



Read the title and the first paragraph of the passage. Then answer question 8.

8. What will most likely happen in this story?

A The princess will leave the castle.

B The princess will turn into a fairy.

C The princess will fly to the stars.

D The princess will make friends with a bear.

Now read the rest of the passage and answer questions 9–16.

The Bear Princess1 Once upon a time, there lived a king and queen who loved

their daughter so much that they kept her in the castle day and night for fear that harm would come to her. During the day, she sat by the window and looked out at the forest. At night, she felt that her only friends were the stars.

2 One night she whispered, “I wish I could wander outside.” Then she spoke her wish aloud, and a fairy appeared. The fairy gave the princess a cart and a bearskin.

3 “When you put on the bearskin, you will be disguised,” said the fairy. “And when you get into the cart, you can go wherever you please.”

4 Thrilled, the princess put on the bearskin, stepped into the cart, and was whisked away deep into the forest. There, the princess delighted in all of the birds and deer that she saw. Yet when she got near them, they all scampered away.

5 The next day, the princess went to a field where some children were playing. When they saw her, the children ran away.

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6 The following morning, the princess went back to the forest. Suddenly, the ground shook. Before she knew it, she was surrounded by a group of hunters on horseback. The hunters aimed their bows at her and were about to shoot.

7 The princess quickly took off her bearskin and yelled, “Stop! I am a princess. If you bring me back to the castle, you will be rewarded.”

8 One of the hunters was a kind prince who lived nearby. As he accompanied the princess back to the castle, she told him why she had put on the bearskin. The prince felt sorry for the princess and vowed to help her.

9 When they arrived at the castle, the prince asked the king and queen to allow him to visit her and walk with her in the forest. He told them, “I will make sure no harm comes to her.”

10 The king and queen knew the prince would be true to his word, so they agreed. After that, the princess and the prince often went for long walks together in the forest, and soon they fell in love.



9. In paragraph 8, what is the meaning of the word accompanied?

A went with

B held on to

C listened to

D felt sorry for

10. Which sentence from the passage supports the idea that the princess felt sad being locked in the castle?

A Once upon a time, there lived a king and queen who loved their daughter so much that they kept her in the castle day and night for fear that harm would come to her.

B At night, she felt that her only friends were the stars.

C The fairy gave the princess a cart and a bearskin.

D There, the princess delighted in all of the birds and deer that she saw.

11. How can you tell that this passage is a fairy tale?

A The king and queen live in a castle.

B The princess is not allowed to go out.

C The princess gets some magical help.

D The princess meets a prince.

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Part A If the story continues, what will most likely happen?

A The princess will be locked in the castle again.

B The princess will turn into a bear.

C The princess will make another wish to the fairy.

D The princess and prince will get married.


A One of the hunters was a kind prince who lived nearby.

B As he accompanied the princess back to the castle, she told him why she had put on the bearskin.

C The prince felt sorry for the princess and vowed to help her.

D After that, the princess and the prince often went for long walks together in the forest, and soon they fell in love.

13. How did the princess feel after her first two days as a bear, and why? Use at least two details from the passage to support your answer.

continued



14. Think about the two passages you have read. What is true about the beginning of both of these passages?

A One character wants a better life.

B A thief steals something valuable.

C An evil character enters the story.

D The main characters are sad.

15. How are these two passages similar?

A They include animals that can speak.

B The narrator is the main character.

C A person asks a friend for help.

D The man and woman are happy in the end.

16. Think about the ring in “Why Cat and Dog Are Enemies” and the bearskin in “The Bear Princess.” How are these things alike?

A Both are used to disguise a character.

B Both are stolen by a thief.

C Both help solve a problem.

D Both are given as gifts.

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Writing Prompt

Choose one of the passages, “Why Cat and Dog Are Enemies” or “The Bear Princess.” Write a narrative telling what happens before the story begins. For example, tell how the man and woman first got the ring or why the king and queen kept the princess in the castle. Use details from the passage to support your narrative, and write it from the same point of view.


STOP!


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Grade 3 | Unit 8 AssessmentLiterary Text • Tall Tale


Paul Bunyan’s Thirsty Ox1 Long ago, people didn’t just run right down to the nearest

toy store when they had to get somebody a birthday present. They used their wits and rustled up something useful as a gift. Well, this was true around the time of Paul Bunyan’s birthday.

2 Let me back up just a little. The day Paul Bunyan was actually born, he gave his maw and paw quite a surprise. Paul was the biggest baby ever seen in those parts. Why, he was the biggest baby ever seen in any parts!

3 Before Paul even had a diaper on him, he grabbed a broomstick and swung it, cutting right through the bars on his crib. Then he sawed the legs off his parents’ bed and sent it crashing to the floor.

4 “Give that boy an ax,” somebody or other hollered. “Let him earn his breakfast.”

5 Like I say, Paul was always a big boy. Some say he was eight feet tall by his tenth birthday, but I figure he was bigger than that. He took up logging for work. Of course, he could lift a whole tree and toss it in a pile. Pffft, just like that. No man or machine could keep up with him.


Unit 8 Assessment • Tall Tale (continued)

6 After a while, Paul thought he’d like a little company in the woods as he worked. That’s when his friend Davy Crockett came up with the brilliant idea of giving him Babe as a gift.

7 Babe was a blue ox. He was big like Paul, even stronger. Babe could work from sunup to sundown without any food. The only thing was, he liked to drink a lot of water. Paul got a little tired of moving the streambeds so the water would run into Babe’s mouth. He had an idea. If he could make some really big puddles right near camp, Babe could drink from them.

8 Paul took a long board and laid it between two tall pine trees. He jumped up and down on the board, going higher and higher with each jump. Finally, he sprang off the board and landed hard, really hard. His great big footprints left mighty big holes in the ground. The next time it rained, the puddles filled up with water. That’s how the Great Lakes were formed.

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1. What is the meaning of the word brilliant in paragraph 6?

A outstanding

B boring

C amusing

D strange

2. How can you tell that this passage is a tall tale?

A The main character owns an ox.

B The main character acts like a real person.

C Everything in the story is exaggerated.

D Events in the story happened long ago.


Part A How is Paul Bunyan different from other men?

A He gets birthday presents.

B He is much bigger and stronger.

C He slept in a crib as a baby.

D He works at a job all day.


A Well, this was true around the time of Paul Bunyan’s birthday.

B The day Paul Bunyan was actually born, he gave his maw and paw quite a surprise.

C He took up logging for work.

D Of course, he could lift a whole tree and toss it in a pile.



4. Which sentence supports the idea that Paul Bunyan worked hard?

A Then he sawed the legs off his parents’ bed and sent it crashing to the floor.

B No man or machine could keep up with him.

C Paul took a long board and laid it between two tall pine trees.

D He jumped up and down on the board, going higher and higher with each jump.

5. Which sentence from the passage shows that Paul Bunyan was impatient?

A The day Paul Bunyan was actually born, he gave his maw and paw quite a surprise.

B Some say he was eight feet tall by his tenth birthday, but I figure he was bigger than that.

C Paul got a little tired of moving the streambeds so the water would run into Babe’s mouth.

D Paul took a long board and laid it between two tall pine trees.

6. In this passage, what are the most important things to know about Paul Bunyan? Use at least two details from the passage to support your answer.

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Mike Fink Meets Sally Ann Thunder Ann Whirlwind

1 Back in the frontier days, Davy Crockett and Mike Fink were sworn enemies. Things didn’t change much when Davy married a gal named Sally Ann Thunder Ann Whirlwind. Cranky old Fink wasn’t shy about letting his feelings be known. He lived in the swamp. He was used to hollering over the croak of gators.

2 Well, Sally Ann You-Know-the-Rest was more fearless than any gal this side of the Mississippi, or the other. One time a mess of gators got tired of living down south. They tied a bunch of logs together and rode them up the river.

3 Sally Ann Whatever didn’t like the idea of her toes getting nibbled when she took a bath in the river each month. She stuck some stinky fish on a bent pin. Then she dangled it over the water.

4 The alligators snapped at the fish. Sally pulled up the pin. She grabbed those green gators by the tail. Then she flung them clear to Alaska where they turned blue with cold.

5 This was good practice for the day Sally Ann T.A.W.C. met Mike Fink. Davy was spouting off about how strong and wonderful his wife was. Fink had no use for Crockett or his bragging. He figured no little woman could be as tough as he was. Mike said, “Bring her on!” He thought he’d get a great laugh scaring Sally and watching her run back home to Davy.



6 That night Mike Fink climbed inside a big old alligator skin. He zipped up the skin so he was all covered. When Sally A.T.A.W.C. came skipping down the dock, Mike stood up on his hind feet. Then he gave one of the loudest, bloodthirstiest screams you ever heard. Why, it could have turned back the tide, if only the ocean was a little closer.

7 Did this stop Miz Sally? No way. She just grinned from ear to ear. She pulled a hatpin out of her bonnet and stuck it through the gator’s tail. Mike Fink twisted and turned, but he couldn’t get loose. Then Sally tickled that alligator skin until Mike begged for mercy. He pulled and pulled to get away from the tickling till his neck stretched almost clear up to the moon. When it couldn’t stretch any farther, his head snapped back to Earth like a rubber band.

8 All that stretching and snapping wore Mike out. He stuck his paws in the air and said, “Uncle.” Sally fixed her bonnet and said, “Next time, I won’t let you off so easy!”

9 Mike hoped there wouldn’t be any next time.

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7. What is the meaning of the word mercy in paragraph 7?

A kindness

B thanks

C money

D freedom

8. How can you tell that “Mike Fink Meets Sally Ann Thunder Ann Whirlwind” is a tall tale?

A Sally Ann is married to a real person.

B Sally Ann is stronger than a real person could be.

C Mike Fink has a really loud voice.

D Mike Fink and Davy Crockett are enemies.

9. Which word describes both Mike Fink and Sally Ann Thunder Ann Whirlwind?

A bold

B timid

C loyal

D friendly

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Part A How was Mike Fink different from Davy Crockett?

A He liked having gators in the river.

B He wanted to marry Sally Ann.

C He lived during the frontier days.

D He did not respect Sally Ann’s strength.


A He was used to hollering over the croak of gators.

B Davy was spouting off about how strong and wonderful his wife was.

C He figured no little woman could be as tough as he was.

D When it couldn’t stretch any farther, his head snapped back to Earth like a rubber band.

11. What happens in this story that is different from real life?

A Some gators make a raft.

B Alligators snap at a fish.

C A man lives near a swamp.

D A woman wears a bonnet.

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12. Why does the writer say Sally Ann Thunder Ann’s name a different way each time it is written?

A to show the names that Mike Fink called her

B to show the names that Davy Crockett called her

C to show that he cannot remember her whole name

D to show that he can’t be bothered to use the whole name each time

13. What things are most important to know about Sally Ann Thunder Ann Whirlwind? Use at least two details from the passage to support your answer.

14. Think about the two passages you have read. How are Paul Bunyan and Sally Ann alike?

A They are both clever.

B They are both impatient.

C They are both very strong.

D They are both boastful.

continued



15. Which detail connects both passages?

A Both passages tell about catching alligators.

B Davy Crockett knows the main character in each passage.

C The main characters in both passages are animals.

D Both passages tell how something in nature was formed.

16. In what way are these two passages alike?

A They describe men who are loggers.

B They have two characters who compete against each other.

C They exaggerate what the main characters can do.

D They tell about real people.

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Writing Prompt

Think about the two passages you have read. Which one was a better story? Write a review for your friends to explain which story was better and why. Use details from both passages to support your opinion.

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105©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3

Grade 3 | Unit 9 AssessmentLiterary Text • Pourquoi Tale


How the Milky Way Appeared in the Sky: A Cherokee Tale1 Long ago, the people ate only corn. They ground the

dried kernels into floury meal. Each day they filled their baskets to the brim. They ate cornmeal morning, noon, and night.

2 One day, as Grandmother began to prepare her evening meal, she reached into the basket and found that the cornmeal did not reach the top. “Hmmph!” she muttered.

3 The next night Grandmother noticed there was even less meal in the basket than the night before. Puzzled, she continued to cook.

4 This went on for seven nights. Each night there was less and less meal in the basket than there should have been. Grandmother began to fret. “What has happened to the meal? Soon I will have nothing to eat!” she wailed, rocking back and forth.

5 Finally, a young man heard Grandmother through the wall and came to see what ailed his neighbor. As the woman began to speak, the young man caught sight of a large dog just outside the window. Cornmeal crumbs dotted the dog’s nose and whiskers.

Name ________________________________________ Date ___________


Unit 9 Assessment • Pourquoi Tale (continued)

6 The young man chased after the dog but could not catch it. The dog raced down the road and through the wood. The young man followed the trail of crumbs. At the end of the road, the animal leaped into the sky, jumping from cloud to cloud. Without realizing that he was flying through the sky, the young man followed the dog. Crumbs continued to spill from the dog’s mouth, fluttering around the sky.

7 The Great Spirit, impressed that the young man would work so hard to help his neighbor, turned the crumbs into stars. You can see them still in the Milky Way in the evening sky.

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1. In paragraph 4, what is the meaning of the word fret?

A cook

B worry

C sob

D pace

2. What kind of passage is “How the Milky Way Appeared in the Sky”?

A tall tale

B biography

C pourquoi tale

D personal narrative




Part A Which event happens first in the passage?

A Grandmother notices some cornmeal is missing.

B A young man chases a large dog.

C A large dog leaps into the sky and onto a cloud.

D The Great Spirit forms a group of stars.


A One day, as Grandmother began to prepare her evening meal, she reached into the basket and found that the cornmeal did not reach the top.

B The next night Grandmother noticed there was even less meal in the basket the night before.

C At the end of the road, the animal leaped into the sky, jumping from cloud to cloud.

D Without realizing that he was flying through the sky, the young man followed the dog.

4. Which sentence from the passage shows that the young man figured out what had happened to the woman’s food?

A One day, as Grandmother began to prepare her evening meal, she reached into the basket and found that the cornmeal did not reach the top.

B As the woman began to speak, the young man caught sight of a large dog just outside the window.

C The dog raced down the road and through the wood.

D The Great Spirit, impressed that the young man would work so hard to help his neighbor, turned the crumbs into stars.

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5. Which sentence from the passage supports the idea that the crumbs spread through the sky because of the dog?

A Cornmeal crumbs dotted the dog’s nose and whiskers.

B The young man followed the trail of crumbs.

C At the end of the road, the animal leaped into the sky, jumping from cloud to cloud.

D Crumbs continued to spill from the dog’s mouth, fluttering around the sky.

6. Which event happens last in the passage?

A The dog’s nose gets covered with cornmeal.

B The Great Spirit turns the cornmeal into stars.

C The young man tries to help his neighbor.

D The old woman’s cornmeal disappears.

7. What other story have you read that is like this one, and in what way are the stories alike? Use details from the passage to support your idea.




How Raven Made the Tides: A Pacific Northwest Tale

1 Long ago, both day and night, the tide hugged the shore and did not rise or fall with the moon’s pull. Old Tide Woman held the tide firmly in place, tucking it under her chin like a blanket.

2 The clams and oysters scuttled deep in the water where they could not be reached, as did the mussels and crabs. The people went hungry without this food.

3 Raven knew of the woman who held the tide fast. He hoped the tide could be freed from the woman’s grasp. Then the birds and the people would find plenty to eat in the seabed.

4 Now, Raven liked to upset the order of things. He had stolen Fog in the past. He had even stolen the Sun. He had fooled Salmon into jumping into his net. He figured that Tide Woman would be easy to trick as well.

5 Raven flew to the woman’s hut and patted his belly, saying, “I have had a fine feast of clams and oysters.”

6 “How did you find them?” Tide Woman demanded.

7 “Far at sea is a hole in the water. You must look through the fog,” said Raven.

8 The woman would not release her grip to go look. “Bah” was all she said.

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9 Raven tried again. “If you follow the sun’s rays now, you will see the hole in the tide.” This time Raven held a shiny stone to reflect the sun into the woman’s eyes. The woman could not see, but still she held tightly to the tide line.

10 Next Raven strutted to the beach to gather sand in his wing. He flung it in the woman’s direction to blind the woman for a moment. As she reached to rub her eyes, Raven grabbed the tide line away and pulled back the tide.

11 Raven raced to the open shore and filled his belly. The people, too, rushed to fill their baskets.

12 When Raven had his fill, he returned to the Tide Woman, still blinded by the sand. She said, “Raven, I know the sound of your fluttering wings. Help me.”

13 Raven took pity on the woman. He promised to wash the sand from her eyes on one condition. She must release the tide two times each day so the people could gather food. Old Tide Woman agreed, and that is why twice each day the tide runs out to uncover the sand and then comes in again.

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8. In paragraph 13, what is the meaning of the word release?

A charge money for

B let go of

C make food for

D share with others

9. How can you tell that “How Raven Made the Tides” is a pourquoi tale?

A It includes a raven.

B Animals in the story can talk.

C The people do not like Tide Woman.

D It tells how the tides came to be.


Part A What does Raven do first to get the old woman to drop the tide line?

A He pretends that he has eaten well.

B He reflects the sun into her eyes.

C He throws some sand in her eyes.

D He washes sand from her eyes.

Part B Which sentence supports the answer to Part A?

A “I have had a fine feast of clams and oysters,” he said, patting his belly.

B This time Raven held a shiny stone to reflect the sun into the woman’s eyes.

C He gathered sand up in his wing and flung it in the woman’s direction.

D He agreed to wash the sand from her eyes on one condition.

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11. Which sentence from the passage supports the idea that Raven was confident he could get his task done?

A Raven knew of the woman who held the tide fast.

B He hoped the tide could be freed from the woman’s grasp.

C He had stolen Fog in the past.

D He figured that Tide Woman would be easy to trick as well.

12. What is the last thing Raven does to get the tide line away from the woman?

A He tells her to look at the fog.

B He asks her to look at the sun.

C He reflects the sun into her eyes.

D He throws sand in her eyes.

13. What else in nature could be explained by a story like this one? Give an example.

continued



14. How is Raven like the young man in “How the Milky Way Appeared in the Sky”?

A Both use tricks to fool others.

B Both think only of their own needs.

C Both try hard to solve a problem.

D Both fail to get what they want.

15. Think about the two passages you have read. What is the main purpose of both passages?

A to show how some people can outsmart others

B to describe what life was like long ago

C to explain how something in nature began

D to persuade readers to believe in something special

16. What lesson can readers learn from both passages?

A People like to help strangers.

B Trying hard will be rewarded.

C Animals are more clever than people.

D Stories about nature are always amusing.

115

continued



Writing Prompt

Choose a character in one these stories: the dog in “How the Milky Way Appeared in the Sky” or Tide Woman in “How Raven Made the Tides.” Write the story from that character’s point of view. Use first-person narration and include details from the passage.


STOP!


117

continued



117

continued

Literary Text • Fable


Fox and Crow1 One day as Fox padded softly through the woods, he

spied Crow sitting on a branch high in a tree. Truth be told, it was the aroma of a piece of cheese in Crow’s beak that first caught Fox’s attention.

2 “Ah, you magnificent bird!” said Fox. He sniffed deeply. “How handsome are your feathers! Why, if your song is half as elegant as your plumage, you must surely have the finest voice in all the forest. I wonder, would you honor me with just a few notes?”

3 Crow was deeply pleased at Fox’s words. Indeed, he was proud of his voice, but rarely had anyone asked to hear him sing. He opened his beak to show off with a sweet tune.

4 At that moment, the cheese fell from Crow’s beak. Fox rushed in to grab it. He snatched the cheese in midair and swallowed it whole.

5 Then with a smirk, he said, “Foolish Crow, so easily tricked by a bit of flattery! If you fail to learn that lesson, I may never go hungry!”

6 With that, Fox slipped away to find his next foolish victim.

Name ________________________________________ Date ___________


Unit 10 Assessment • Fable (continued)

1. In paragraph 5, what is the meaning of the word smirk?

A soft voice

B wicked grin

C friendly wave

D sudden stop


A myth

B fable

C poem

D tall tale

3. This question has two parts. Answer Part A first, then answer Part B.

Part A What was Fox really trying to do by saying nice things to Crow?

A He wanted to get Crow’s cheese.

B He wanted Crow to sing for him.

C He wanted to show he could sing better than Crow.

D He wanted to share some cheese with his friend.

Part B Which sentence from the passage supports the idea that Fox was trying to trick Crow?

A Truth be told, it was the aroma of a piece of cheese in Crow’s beak that first caught Fox’s attention.

B “Why, if your song is half as elegant as your plumage, you must surely have the finest voice in all the forest.”

C “Crow was deeply pleased at Fox’s words.”

D Indeed, he was proud of his voice, but rarely had anyone asked to hear him sing.

119

continued



continued

4. How can you tell that Fox doesn’t really want Crow to learn a lesson?

A Fox says that Crow has beautiful feathers.

B Fox admires Crow’s singing voice.

C Fox tells Crow that his feathers are beautiful.

D Fox slips away to find his next victim.

5. Which sentence from the passage shows that Crow likes getting a compliment?

A Crow was deeply pleased at Fox’s words.

B He opened his beak to show off with a sweet tune.

C At that moment, the cheese fell from Crow’s beak.

D “Foolish Crow, so easily tricked by a bit of flattery!”

6. What lesson can you infer from this passage? Give two details from the passage to support your ideas.




The Boy Who Cried Wolf1 One day, a shepherd boy was tending a flock of sheep on the

side of a rocky hill far from the village. His job was to keep the sheep safe while the people of the village worked in the fields. The boy played his flute and tossed a few rocks, but soon he ran out of ideas to make the time pass. The boy thought and thought. “Wolf!” he said.

2 No one heard him.

3 He cried, “Wolf, wolf!” louder this time.

4 As the boy had hoped, the villagers came running to save the flock from harm. But when they arrived on the lonely hillside, the shepherd boy simply laughed. Seeing no wolf, the villagers returned to their fields.

5 The following day, the shepherd boy tried to entertain himself. Again he called, “Wolf! Wolf!” louder than the day before. As before, the villagers came running to help the boy fight off the attack.

6 But the boy simply pointed at the villagers and could not manage to say a word. He rolled on the ground and laughed with pleasure at his trick.

7 The villagers were not amused. They shook their heads in disgust and went back to their work.

8 On the third day, the boy sat on a rock wondering how to entertain himself. Then suddenly, he saw a wolf approach the flock from behind a bush. “Wolf! Wolf! Wolf!” yelled the boy, his voice rising in fear.

121

continued



continued

9 The villagers did not heed the boy’s calls when they heard him yelling. They shook their heads and went right back to their labor. “Do not cry ‘wolf’ unless you really mean it,” they said.

10 The shepherd boy was not able to fend off the wolf alone. The sharp-toothed animal ate several sheep before the boy finally chased it away with rocks. He was not anxious to face his neighbors to explain what had happened to their sheep.



7. In paragraph 9, what is the meaning of the word heed?

A try to teach

B pay attention to

C follow instructions for

D find humor in

8. How can you tell that this passage is a fable?

A It includes dialogue.

B It tells about events that happened long ago.

C It teaches a lesson.

D It has animal characters in it.

9. Which sentence from the passage supports the idea that the shepherd boy was bored?

A The boy played his flute and tossed a few rocks, but soon he ran out of ideas to make the time pass.

B But the boy simply pointed at the villagers and could not manage to say a word.

C The shepherd boy was not able to fend off the wolf alone.

D He was not anxious to face his neighbors to explain what had happened to their sheep.

123

continued




Part A How do the villagers feel when they find there is no wolf the first two times?

A uneasy

B glad

C entertained

D annoyed


A As the boy had hoped, the villagers came running to save the flock from harm.

B But when they arrived on the lonely hillside, the shepherd boy simply laughed and, seeing no wolf, the villagers returned to their fields.

C Again he called, “Wolf! Wolf!” louder than the day before and, as before, the villagers came running to help the boy fight off the attack.

D They shook their heads in disgust and went back to their work.

continued



11. Which excerpt sentence from the passage explains why the villagers do not help the boy the third time he cries “Wolf”?

A As the boy had hoped, the villagers came running to save the flock from harm.

B The villagers did not heed the boy’s calls when they heard him yelling.

C “Do not cry ‘wolf’ unless you really mean it,” they said.

D He was not anxious to face his neighbors to explain what had happened to their sheep.

12. Describe the lesson that this passage teaches. Give two details from the passage to support your ideas.

125

continued



13. How can you tell that the shepherd boy learned a lesson?

A He chased the wolf away by throwing rocks at it.

B He thought it was funny when his neighbors came to help him.

C He was not anxious to tell his neighbors what had happened.

D The villagers might never let him watch the sheep again.

14. Think about the two passages you have read. In what way are Fox from “Fox and Crow” and the boy who cried “Wolf” alike?

A Both are lonely.

B Both want to make friends.

C Both are bored.

D Both play tricks on others.

continued



15. What idea, or theme, is important to both passages?

A Most people are honest.

B People always have problems with animals.

C People are not always as clever as they think.

D People act differently today than they did long ago.

16. How are Crow and the villagers in “The Boy Who Cried Wolf” alike?

A They share what they have.

B They are easily tricked.

C They try to help others.

D They like to get compliments.

127

continued



Writing Prompt

Choose one of these passages—”Fox and Crow” or “The Boy Who Cried Wolf”—and write the story as an informational news article. Tell what happens and where, when, and why it happens, and who is involved. Use details from the passage to support your ideas.

128

STOP!



Unit 1 Assessment



Anton van Leeuwenhoek, Not the Father of the MicroscopeLexile: 730L

Louis PasteurLexile: 660L

Informational Text • Biography

Question Answer Strategy Assessed

1 See scoring rubric and sample answer on page 130. Ask Questions for Understanding

2 B Identify Main Idea and Supporting Details

3 C Genre: Biography

4 A Determine Word or Phrase Meaning

5 Part A D Identify Main Idea and Supporting Details

5 Part B DIdentify Main Idea and Supporting Details, Use Text Evidence to Answer Questions

6 B Use Text Evidence to Answer Questions

7 A Use Text Evidence to Answer Questions

8 D Support Inferences with Text Evidence

9 See scoring rubric and sample answer on page 130. Ask Questions for Understanding

10 B Determine Word or Phrase Meaning

11 C Genre: Biography

12 A Identify Main Idea and Supporting Details

13 Part A D Identify Main Idea and Supporting Details

13 Part B CIdentify Main Idea and Supporting Details, Use Text Evidence to Answer Questions

14 C Make Connections Across Texts

15 B Make Connections Across Texts


Writing Prompt(optional)

See scoring rubric on page 131. Write an Informative/Explanatory Text

Answer Key

Unit 1 Assessment


Question 1

Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Sample Answer

What are the tiny creatures all around us? What did Leeuwenhoek discover or invent?

Scoring Rubric

Question 9

Look at the title of the passage and take a quick look at the first paragraph. What questions do you have? Write two questions you have that will help you understand the passage.

Sample Answer

Who was Louis Pasteur? Why was pasteurization named after him, or how did he help invent pasteurization?

Scoring Rubric

2 The response includes two appropriate questions about the passage.

1 The response includes one appropriate question about the passage.

0 The response is incomplete or the questions are not appropriate.

2 The response includes two appropriate questions about the passage.

1 The response includes one appropriate question about the passage.

0 The response is incomplete or the questions are not appropriate.


Unit 1 Assessment

Writing Prompt (optional)

How did Anton van Leeuwenhoek’s work lead to Louis Pasteur’s work? Write a report explaining what each man did and how their work was related. Use details from both passages in your essay.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly, and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most features of informational writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time, and may make some mistakes in capitalization, punctuation, and spelling that do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of informational writing and includes some information from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling that hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of informational writing and does not develop the topic. The writer rarely uses conventions of grammar and sentence structure correctly, and makes many mistakes in capitalization, punctuation, and spelling that hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

Unit 1 Assessment


Unit 1 Assessment Scoring Chart

Question Point Value Student Score

1 2

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 1

8 1

9 2

10 1

11 1

12 1

13 Part A 1

13 Part B 1

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)



Unit 2 Assessment

A Time for GrowingLexile: 570L

Jumping InLexile: 600L

Realistic Fiction • Literary Text



2 Part A C Analyze Character

2 Part B BAnalyze Character, Use Text Evidence to Answer Questions

3 D Analyze Character

4 C Use Text Evidence to Answer Questions


6 A Analyze Character

7 D Genre: Personal Narrative

8 See scoring rubric and sample answer on page 134. Visualize


10 Part A D Analyze Character

10 Part B CAnalyze Character, Use Text Evidence to Answer Questions

11 D Genre: Personal Narrative

12 A Support Inferences with Text Evidence

13 See scoring rubric and sample answer on page 134. Visualize





See scoring rubric on page 135. Write a Narrative Text

Answer Key


Unit 2 Assessment

Question 8

What does Grandpa and Chris’s garden look like? Use at least two details from the passage to describe what it looks like.

Sample Answer

The garden has rows of plants. All of the plants are green and healthy. There are rows of tall cornstalks on one side, and a scarecrow stands in the middle.

Scoring Rubric

Question 13

Picture the scene at the swimming pool when Jasper is in the water. Write two or three sentences describing the scene. Use at least two details from the passage in your description.

Sample Answer

There are a lot of kids swimming in the pool and a child’s hat and a beach ball are floating on the surface. A teenage girl is sitting by the pool talking to some teenage boys. A younger girl is standing at the edge of the pool about to jump in.

Scoring Rubric

2 The response accurately describes the garden and includes at least two details from the passage.

1 The response accurately describes the garden and includes one detail from the passage.

0 The response is incomplete or incorrect.

2 The response accurately describes the scene at the pool and uses at least two details from the passage.

1 The response accurately describes the scene at the pool and uses one detail from the passage.



Unit 2 Assessment


Choose one of the passages, “A Time for Growing” or “Jumping In.” If the passage continued, what would happen next? Write a narrative telling what happens next. Use details from the passage to support your narrative, and write it from the same point of view.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of narrative writing: details about the time and place, a logical sequence of events, well-developed characters, dialogue, and a narrative point of view. The writer uses conventions of grammar and sentence structure correctly, and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most of the features of narrative writing, but may not have a clear narrative voice. The writer uses conventions of grammar and sentence structure correctly most of the time, but may make some mistakes in capitalization, punctuation, and spelling that do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some of the features of narrative writing, but includes few details and may not present a logical sequence of events. The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling that hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of narrative writing and does not include details of time or place or a logical sequence of events. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling that hinder the overall meaning.



Unit 2 Assessment



1 1

2 Part A 1

2 Part B 1

3 1

4 1

5 1

6 1

7 1

8 2

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 2

14 1

15 1

16 1





Unit 3 Assessment

Spinning Bees and Liberty TeaLexile: 560L

Why Sybil Is SleepingLexile: 570L

Literary Text • Historical Fiction


1 C Determine Word or Phrase Meaning

2 C Genre: Historical Fiction

3 Part A B Identify Sequence of Events

3 Part B CIdentify Sequence of Events, Use Text Evidence to Answer Questions


5 D Identify Sequence of Events

6 See scoring rubric and sample answer on page 138. Determine Text Importance


8 B Genre: Historical Fiction

9 Part A A Identify Sequence of Events

9 Part B AIdentify Sequence of Events, Use Text Evidence to Answer Questions


11 B Support Inferences with Text Evidence


13 See scoring rubric and sample answer on page 138. Determine Text Importance

14 D Make Connections Across Texts




See scoring rubric on page 139. Write an Opinion Piece

Answer Key


Unit 3 Assessment

Question 6

Describe two things the ladies in this passage are doing to support the patriots.

Sample Answer

They make their own tea, or they refuse to drink British tea. They make their own cloth.

Scoring Rubric

Question 13

Describe two important things about Sybil that you learned from this passage.

Sample Answer

Sybil’s father relied on Sybil to help guard the family. Sybil was sleeping late because she had spent the whole night riding on horseback, alerting the soldiers.

Scoring Rubric

2 The response accurately describes two things the ladies do to support the patriots.

1 The response accurately describes one thing the ladies do to support the patriots.


2 The response accurately identifies two important details about Sybil from the passage.

1 The response accurately identifies one important detail about Sybil from the passage.



Unit 3 Assessment


Think about the main characters in the two passages you read. Which main character makes the biggest sacrifice, or gives up the most, for an important reason? Write an essay to explain your opinion. Use details from the passages to support your ideas.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of opinion writing: a clearly stated opinion or claim, supporting reasons and text evidence from the source(s), a clear and logical conclusion, and a strong voice. The writer uses conventions of grammar and sentence structure correctly and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most of the features of opinion writing and includes adequate supporting reasons and text evidence from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time and may make some mistakes in capitalization, punctuation, and spelling, but they do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of opinion writing but may not have adequate supporting reasons or text evidence from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of opinion writing and does not state a clear opinion or claim. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.



Unit 3 Assessment



1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 2

7 1

8 1

9 Part A 1

9 Part B 1

10 1

11 1

12 1

13 2

14 1

15 1

16 1






2 B Genre: Realistic Fiction

3 D Analyze Story Elements

4 D Use Text Evidence to Answer Questions

5 Part A B Analyze Story Elements

5 Part B CAnalyze Story Elements, Use Text Evidence to Answer Questions

6 C Support Inferences with Text Evidence

7 A Analyze Story Elements

8 See scoring rubric and sample answer on page 142. Summarize and Synthesize

9 D Determine Word or Phrase Meaning

10 C Genre: Realistic Fiction

11 Part A D Analyze Story Elements



13 See scoring rubric and sample answer on page 142. Summarize and Synthesize

14 A Make Connections Across Texts





Unit 4 Assessment


The Better to See You WithLexile: 560L

The Two-Wheeled BeginnerLexile: 440L

Literary Text • Realistic Fiction

Answer Key


Unit 4 Assessment

Question 8

Write a summary of what happens to Doug. Include at least two important details from the passage in your summary.

Sample Answer

Doug realizes he needs glasses because he can’t hit a ball and can’t read problems on the board. He doesn’t want to wear glasses because he is afraid others will tease him. When he gets glasses, nobody teases him and he is able to do many things better.

Scoring Rubric

Question 13

Write a summary of what happens to Carmen. Include at least two important details from the passage in your summary.

Sample Answer

Carmen is embarrassed because she can’t ride a two-wheeler. Her neighbor gives her an old bike and teaches her how to ride it.

Scoring Rubric

2 The response accurately summarizes what happens to Doug and includes at least two important details from the passage.

1 The response partially summarizes what happens to Doug and includes one important detail from the passage.

0 The response is incorrect or incomplete.

2 The response accurately summarizes what happens to Carmen and includes at least two important details from the passage.

1 The response partially summarizes what happens to Carmen and includes one important detail from the passage.



Unit 4 Assessment


Choose one of the passages, “The Better to See You With” or “The Two-Wheeled Beginner.” Suppose the passage continues. Write a narrative telling what happens next. Use details from the passage to support your narrative, and write it from the same point of view.

Scoring Rubric

4


3


2


1




Unit 4 Assessment



1 1

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 1

8 2

9 1

10 1

11 Part A 1

11 Part B 1

12 1

13 2

14 1

15 1

16 1





Unit 5 Assessment

The Red and Blue Coat: A Tale from NigeriaLexile: 750L

The Leprechaun’s Gold: A Tale from IrelandLexile: 790L

Literary Text • Trickster Tale




3 B Genre: Trickster Tale

4 A Make and Support Inferences


6 Part A A Make and Support Inferences

6 Part B DMake and Support Inferences, Use Text Evidence to Answer Questions

7 See scoring rubric and sample answer on page 146. Make Connections

8 C Make and Support Inferences

9 B Genre: Trickster Tale


11 Part A A Analyze Story Elements









Answer Key


Unit 5 Assessment

Question 7

What lesson do the mice learn in the end, and how might this lesson be helpful in your life? Give an example.

Sample Answer

The mice learn that it is important to look at things from the other’s point of view. This is a good lesson for people, too. It could help me if I have an argument with my sister.

Scoring Rubric

Question 13

How did Finn treat the leprechaun, and how would you have acted differently in the same situation? Describe what you would do.

Sample Answer

Finn is rude to the leprechaun because he doesn’t want the leprechaun to escape. I would be nice to the leprechaun and ask him politely for help.

Scoring Rubric

2 The response accurately explains the lesson and gives an example of how the student might apply it to his or her life.

1 The response explains the lesson or gives an example of how the student might apply it to his or her life, but not both.


2 The response accurately describes how Finn treats the leprechaun and what the student would do.

1 The response describes how Finn treats the leprechaun or what the student would do, but not both.



Unit 5 Assessment


Choose one of the passages you have read: “The Red and Blue Coat” or “The Leprechaun’s Gold.” Write an informative news article for your teacher that explains what happens in the story and how the trickster fools the other character(s). Use details from the passage to support your ideas.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of informative writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most features of informative writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time and may make some mistakes in capitalization, punctuation, and spelling, but they do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of informative writing and includes some information from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of informative writing and does not develop the topic. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.



Unit 5 Assessment



1 1

2 1

3 1

4 1

5 1

6 Part A 1

6 Part B 1

7 2

8 1

9 1

10 1

11 Part A 1

11 Part B 1

12 1

13 2

14 1

15 1

16 1





Unit 6 Assessment


A Healthier ChoiceLexile: 750L

Taking Lunch to the Next StepLexile: 680L

Informational Text • Persuasive Letter



2 B Genre: Persuasive Letter

3 Part A C Distinguish/Evaluate Fact and Opinion

3 Part B C Distinguish/Evaluate Fact and Opinion

4 B Distinguish/Evaluate Fact and Opinion



7 See scoring rubric and sample answer on page 150. Fix-Up Monitoring


9 D Genre: Persuasive Letter

10 A Distinguish/Evaluate Fact and Opinion


12 Part A D Distinguish/Evaluate Fact and Opinion

12 Part B B Distinguish/Evaluate Fact and Opinion

13 See scoring rubric and sample answer on page 150. Fix-Up Monitoring






Answer Key


Unit 6 Assessment

Question 7

Give three reasons from the letter explaining why sugar is bad for you.

Sample Answer

It can cause cavities, it can make you overweight, and it can cause diabetes.

Scoring Rubric

Question 13

Give three reasons from the letter supporting the idea of recycling food waste.

Sample Answer

It will reduce the amount of trash thrown away. It can be used to make compost to help the school garden. The teachers think it would be a good project for the ecology club.

Scoring Rubric

2 The response gives three accurate reasons from the passage.

1 The response gives one or two accurate reasons from the passage.


2 The response gives three accurate reasons from the passage.

1 The response gives one or two accurate reasons from the passage.



Unit 6 Assessment


Which is a better idea: removing soda from school cafeterias or recycling food waste from the lunchroom? Write a letter to your principal giving your opinion. Use details from both passages to support your ideas.

Scoring Rubric

4


3


2


1




Unit 6 Assessment



1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 1

7 2

8 1

9 1

10 1

11 1

12 Part A 1

12 Part B 1

13 2

14 1

15 1

16 1




Unit 7 Assessment


Why Cat and Dog Are EnemiesLexile: 770L

The Bear PrincessLexile: 780L

Literary Text • Fairy Tale


1 D Make Predictions



4 B Genre: Fairy Tale

5 D Determine Word or Phrase Meaning

6 Part A B Make Predictions

6 Part B DMake Predictions, Use Text Evidence to Answer Questions

7 See scoring rubric and sample answer on page 154.Make and Support Inferences, Support Inferences with Text Evidence

8 A Make Predictions



11 C Genre: Fairy Tale

12 Part A D Make Predictions

12 Part B DMake Predictions, Use Text Evidence to Answer Questions







Answer Key


Unit 7 Assessment

Question 7

Give three reasons from the letter explaining why sugar is bad for you.

Sample Answer

Why did the man and woman reward Cat and punish Dog? Use at least two details from the passage to support your answer.

Scoring Rubric

Question 13

How did the princess feel after her first two days as a bear, and why? Use at least two details from the passage to support your answer.

Sample Answer

The princess was sad after her second day as a bear. Even though she could leave the castle, she was still lonely. The children and animals ran away from the princess because she was a bear. She still didn’t have any friends.

Scoring Rubric

2 The response accurately explains why Cat was rewarded and Dog was punished. It includes at least two supporting details from the passage.

1 The response partially explains why Cat was rewarded and Dog was punished. It includes one supporting detail from the passage.


2 The response accurately explains how the princess felt and why. It includes at least two supporting details from the passage.

1 The response partially explains how the princess felt and why. It includes one supporting detail from the passage.



Unit 7 Assessment


Choose one of the passages, “Why Cat and Dog Are Enemies” or “The Bear Princess.” Write a narrative telling what happens before the story begins. For example, tell how the man and woman first got the ring or why the king and queen kept the princess in the castle. Use details from the passage to support your narrative, and write it from the same point of view.

Scoring Rubric

4


3


2


1




Unit 7 Assessment



1 1

2 1

3 1

4 1

5 1

6 Part A 1

6 Part B 1

7 2

8 1

9 1

10 1

11 1

12 Part A 1

12 Part B 1

13 2

14 1

15 1

16 1




Unit 8 Assessment


Paul Bunyan’s Thirsty OxLexile: 780L

Mike Fink Meets Sally Ann Thunder Ann WhirlwindLexile: 770L

Literary Text • Tall Tale


1 A Use Context Clues

2 C Genre: Tall Tale

3 Part A B Compare and Contrast

3 Part B DCompare and Contrast, Use Text Evidence to Answer Questions



6 See scoring rubric and sample answer on page 158. Support Inferences with Text Evidence


8 B Genre: Tall Tale


10 Part A D Compare and Contrast

10 Part B CCompare and Contrast, Use Text Evidence to Answer Questions

11 A Compare and Contrast

12 D Make and Support Inferences







Answer Key


Unit 8 Assessment

Question 6

In this passage, what are the most important things to know about Paul Bunyan? Use at least two details from the passage to support your answer.

Sample Answer

Paul Bunyan was very big and very strong. He worked as a logger and had a blue ox. He created the Great Lakes.

Scoring Rubric

Question 13

What things are most important to know about Sally Ann Thunder Ann Whirlwind? Use at least two details from the passage to support your answer.

Sample Answer

Sally Ann Thunder Ann Whirlwind was strong, fearless, and clever. She removed all the gators from the Mississippi River. She defeated Mike Fink when he tried to scare her.

Scoring Rubric

2 The response accurately explains the most important things about Paul Bunyan. It includes at least two supporting details from the passage.

1 The response partially explains the most important things about Paul Bunyan. It includes one supporting detail from the passage.


2 The response accurately explains the most important things about Sally Ann Thunder Ann Whirlwind. It includes at least two supporting details from the passage.

1 The response partially explains the most important things about Sally Ann Thunder Ann Whirlwind. It includes one supporting detail from the passage.



Unit 8 Assessment


Think about the two passages you have read. Which one was a better story? Write a review for your friends to explain which story was better and why. Use details from both passages to support your opinion.

Scoring Rubric

4


3


2


1




Unit 8 Assessment



1 1

2 1

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Unit 9 Assessment


How the Milky Way Appeared in the Sky: A Cherokee TaleLexile: 730L

How Raven Made the Tides: A Pacific Northwest TaleLexile: 770L

Literary Text • Pourquoi Tale



2 C Genre: Pourquoi Tale


3 Part B A Identify Sequence of Events

4 BIdentify Sequence of Events, Use Text Evidence to Answer Questions


6 B Identify Sequence of Events



9 D Genre: Pourquoi Tale


10 Part B AIdentify Sequence of Events, Use Text Evidence to Answer Questions









Answer Key


Unit 9 Assessment

Question 7

What other story have you read that is like this one, and in what way are the stories alike? Use details from the passage to support your idea.

Sample Answer

This story reminds me of “Why Sun and Moon Live in the Sky.” Both stories explain how something in nature came to be.

Scoring Rubric

Question 13

What else in nature could be explained by a story like this one? Give an example.

Sample Answer

I wonder how rainbows came to be. A story could be written to explain how rainbows began.

Scoring Rubric

2 The response makes an appropriate connection to another story and explains how that story is like this pourquoi tale.

1 The response makes an appropriate connection to another story or explains how that story is like this pourquoi tale.


2 The response makes an appropriate connection to another natural phenomenon and explains that it could be the subject of a similar story.

1 The response makes an appropriate connection to another natural phenomenon or explains that it could be the subject of a similar story.



Unit 9 Assessment


Choose a character in one these stories: the dog in “How the Milky Way Appeared in the Sky” or Tide Woman in “How Raven Made the Tides.” Write the story from that character’s point of view. Use first-person narration and include details from the passage.

Scoring Rubric

4


3


2


1




Unit 9 Assessment



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3 Part A 1

3 Part B 1

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10 Part B 1

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Unit 10 Assessment

Fox and CrowLexile: 770L

The Boy Who Cried WolfLexile: 770L

Literary Text • Fable



2 B Genre: Fable

3 Part A A Draw Conclusions

3 Part B ADraw Conclusions, Use Text Evidence to Answer Questions

4 D Draw Conclusions


6 See scoring rubric and sample answer on page 166.Make Inferences, Support Inferences with Text Evidence


8 C Genre: Fable


10 Part A D Draw Conclusions

10 Part B DDraw Conclusions, Use Text Evidence to Answer Questions


12 See scoring rubric and sample answer on page 166. Analyze Story Elements

13 C Draw Conclusions






Answer Key


Unit 10 Assessment

Question 6

What lesson can you infer from this passage? Give two details from the passage to support your ideas.

Sample Answer

The passage teaches that you should not let others trick you by paying you compliments. Fox really wanted Crow’s cheese so he told Crow that he had a beautiful voice and beautiful feathers. Crow was so pleased with himself that he opened his mouth to sing and dropped his cheese.

Scoring Rubric

Question 12

Describe the lesson that this passage teaches. Give two details from the passage to support your ideas.

Sample Answer

“The Boy Who Cried Wolf” teaches that people should not call out an alarm, or call for help, unless they are serious. The shepherd cries “Wolf” twice, and the villagers respond to help, but there is no wolf. When the boy cries out the third time, there is a wolf, but the villagers don’t trust him, or don’t think he is serious, so they don’t respond.

Scoring Rubric

2 The response accurately explains a lesson that the passage teaches and includes at least two supporting details.

1 The response accurately explains a lesson that the passage teaches but includes only one supporting detail.


2 The response accurately explains a lesson that the passage teaches and includes at least two supporting details.

1 The response accurately explains a lesson that the passage teaches but includes only one supporting detail.



Unit 10 Assessment


Choose one of these passages—”Fox and Crow” or “The Boy Who Cried Wolf”—and write the story as an informational news article. Tell what happens and where, when, and why it happens, and who is involved. Use details from the passage to support your ideas.

Scoring Rubric

4

The response is well organized and well developed. It demonstrates all of the features of informative writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly and has few or no mistakes in capitalization, punctuation, and spelling.

3

The response is adequately organized and developed. It demonstrates most features of informative writing and includes accurate information from the source(s). The writer uses conventions of grammar and sentence structure correctly most of the time and may make some mistakes in capitalization, punctuation, and spelling, but they do not hinder meaning.

2

The response is somewhat organized and developed. It demonstrates some features of informative writing and includes some information from the source(s). The writer uses conventions of grammar and sentence structure correctly some of the time and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.

1

The response is disorganized and undeveloped. It demonstrates little understanding of informative writing and does not develop the topic. The writer rarely uses conventions of grammar and sentence structure correctly and makes many mistakes in capitalization, punctuation, and spelling, which hinder the overall meaning.



Unit 10 Assessment



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