rda3 grade 3 - zion6.com

RDA3 Grade 3

The Reading Diagnostic Assessment contains multiple choice questions and constructed response short answer questions that are focused on literature and informational reading standards. The testing window for the Reading Diagnostic Assessment 3 (RDA 3) for grades 3-5 opens March 11, 2013. We recommend that teachers take the assessment in grade level teams prior to administering the assessment.

Before Administering the Assessment

• Print all Student Answer Sheets and test booklets according to CASCADE directions. • Arrange for accommodations for ECE and ESL students as indicated on the IEP or PSP.

Directions for Administering the Assessment

• Explain to the students that this assessment will help you determine what they know. • Encourage students to do their best. • Remind students of appropriate test-taking procedures. They should answer every question

and leave no blanks. If they are unsure of an answer, they should determine a best guess. • Review how to record answers on the scan form. Emphasize that they SHOULD NOT WRITE

MULTIPLE CHOICE ANSWERS IN THE TEST BOOKLET. • Distribute assessment material and review directions. • Monitor students during the assessment to make sure they are recording answers correctly. • When finished, test booklets should be collected and students should work on other material

until all students have completed the assessment. • Collect student answer sheets and check for stray marks before scanning. • Collect and store Student Test Booklets.

After Administering the Assessment

• Score the short answer questions. • Scan student answer sheets in the LEXMARK Scanner according to directions. • Analyze the data from the CASCADE reports. Results should be used to determine what next

instructional steps are needed to move students toward attainment of reading standards. • Following the assessment, and after the data has been entered in CASCADE, we recommend

that teachers analyze the results in grade level teams. Teachers would then analyze the results with their students during whole group and/or during small group instruction. Since the standards are progressive and build on each other, it is important that students master the standards that are assessed on RDA 3. Students will need a solid foundation with these standards in order to be prepared for the standards in the last cluster—Integration of Knowledge and Ideas.

• Repurpose the passages to teach, review, and/or assess other English Language Arts Standards.

RDA 3: Grade 3

2012-2013 Jefferson County Public Schools

Answer Sheet

POSSIBLE LOOK-FORS:

• It was very cold

• Food was hard to find

• There were fierce storms

• Had to use dog sleds to travel across the ice

Grade 3 Reading Diagnostic Assessment #3 ANSWER SHEET

Number Answer Kentucky Core Academic Standard Description 1. C RI.3.6 Distinguish their own point of view from that of the author of a text.

2. A 3. D 4. D RI.3.8 Describe the logical connection between particular sentences and paragraphs in a

text (e.g., comparison, cause/effect, first/second/ third in a sequence). 5. B 6. C

SAQ RI.3.6 Distinguish their own point of view from that of the author of a text.

7. D RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

8. D

9. A RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

2012-2013 Reading Assessment Teacher Analysis Sheet Grade 3 – RDA #3

For Use By Jefferson County Public Schools Only

2012-2013 Elementary English Language Arts

Teacher Name:__________________________________ Date:_______________________

Kentucky Core Academic Standards Question

#

# of Students

Successful

# of Students Needing Review

My Action Plan

RI.3.6 Distinguish their own point of view from that of the author of a text.

1,2,3, SAQ

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a sequence).

4,5,6

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

7,8

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

9

2012-2013 Grade 3 RDA #3 Student Analysis Sheet Student Name _________________________ Date ______________

For Use By Jefferson County Public Schools Only 2012-2013 Elementary English Language Arts

Question

My Initial

Answer

My New

Answer Learning Targets for Mastery Evidence: How I know my new answer is correct… I need a review of…

1 RI.3.6 I can distinguish my own point of view from that of the author of a text.

2

3

4 RI.3.8 I can describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a sequence).

5

6

7

RI.3.9 I can compare and contrast the most important points and key details presented in two texts on the same topic.

8

9

RL.3.7 I can explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

SAQ RI.3.6 I can distinguish my own point of view from that of the author of a text.

How many are correct? ____________Incorrect? ________________ Which learning targets do I need to review? My Plan:

RDA3 Grade 3

RDAs

Copy Following Pages for Students IMPORTANT: Use “photo” setting or “print and photo”

setting and do NOT make photocopies of photocopies

so that the students will be able to see the pictures well

enough to answer the questions.

RDA 3: Grade 3


Matthew Henson: Explorer of the Arctic

1 Have you ever heard of Matthew Henson? He is one of

America's great Arctic explorers. He was also the first African

American to go to the North Pole.

2 Matthew Henson was born in Maryland in 1866. After his

parents died, he worked on a boat as a cabin boy. The captain

liked Matthew. He taught him how to sail, and he also gave

Matthew books to read. He taught him about math and history.

Captain Childs helped Matthew get a good education.

3 Then, when Matthew was almost nineteen years old,

he met an explorer named Robert Peary. Robert Peary

wanted to be the first person to reach the North Pole. He

asked Matthew Henson to help him reach his goal. From

that time on, Matthew Henson worked with Peary toward

their goal of reaching the North Pole.

4 In 1891, the two men went to Greenland to begin their

journey. It was not going to be easy to get to the North

Pole. It was very cold. There were fierce storms and food

was hard to find. Peary and Henson used dog sleds to

travel across the ice. The people that lived in the Arctic

region, called the Inuit, taught them how to hunt animals for

clothing and food. Henson became very good at fixing

sleds and hunting.

Arctic - the area near and including the North Pole; it is

extremely cold, snowy and windy there.

How to Make an Igloo by Matthew Henson

adapted by Jefferson County Public Schools

We first scrape away the snow,

and cut blocks of ice about eighteen or

twenty inches long and about fifteen

inches wide. It takes forty or fifty of

these blocks to make an igloo. We then

lay the ground layer of blocks in a

circle. Each new layer is curved inward

so that when the fourth layer is in

place, the whole structure has been

arched overhead.

We then work on the outside and

fill in all of the gaps with snow. It takes

three of us about an hour to make an

igloo. The floor of the hut is, of course,

solid ice covered with snow.

Early Life

Meeting Robert Peary

Learning Arctic Skills

RDA 3: Grade 3


5 It was a huge challenge to get to the North Pole. Peary and Henson spent many years trying. In

1906, they broke all human records for traveling so far north before turning back.

6 In 1908, they tried once more. They spent the winter on their ship getting ready. In the spring they

started out. They had to travel more than 400 miles on the ice by dog sled. At one point, Henson fell

through the ice and almost died. An

Inuit man pulled him out just in time.

7 Finally, on April 6, 1909,

eighteen years after they met,

Robert Peary, Matthew Henson, and

four Inuit men became the first

people to stand at the North Pole.

To read Matthew Henson's book, which has much more

detail about surviving the Arctic, use this hyperlink:

The Four Inuit Men Who Made it to the North Pole

Robert Peary

Getting to the North Pole

RDA 3: Grade 3


1. Which of the following sentences BEST supports the author’s point of view about Matthew Henson?

A. Henson was born in Maryland in 1866.

B. Henson read a book to learn how to sail.

C. Henson is one of America’s great Arctic explorers.

D. Henson was afraid after he fell through the ice and almost died.

2. Which of the following sentences BEST supports Matthew Henson’s point of view about building a shelter in the Arctic?

A. It did not take much time.

B. The Inuit men could do the job for him.

C. It was difficult and took most of a day to do it.

D. It was impossible to build a shelter that would keep him warm.

3. Which of the following sentences BEST supports the author’s point of view about

Matthew Henson reaching the North Pole?

A. It would be impossible because of the cold.

B. Robert Peary was crazy for wanting to go there.

C. There was too much preparation needed to try to go.

D. He could reach the North Pole despite many hardships.

RDA 3: Grade 3


4. Read these three sentences from the passage:

It was not going to be easy to get to the North Pole. It was very cold. There were fierce storms and food was hard to find.

These three sentences are connected because they

A. show the reader the problem and the solution of traveling in the Arctic.

B. instruct the reader about the sequence of events in Matthew Henson's life.

C. compare living on the land in the Arctic with living on a ship in the Arctic Sea.

D. help the reader understand what caused the trip to the North Pole to be difficult.

5. Read these two sentences from the passage:

We first scrape away the snow, and cut blocks of ice about eighteen or twenty inches long and about fifteen inches wide....We then lay the ground layer of blocks in a circle.

These two sentences are connected because they

A. help the reader understand the problem and solution of making an igloo.

B. show the reader the order of the steps in making an igloo.

C. help the reader to understand the effect of cutting the blocks a certain size.

D. compare how making an igloo is similar to making a snow fort.

RDA 3: Grade 3


• a sleeveless shirt made of thin red flannel. Flannel is the kind

of fabric from which warm pajamas are made. It feels soft and a

little bit fuzzy.

• a shirt made out of a blanket.

• a koolitah, or coat, of reindeer skin with the hair on the outside,

and with a hood attached.

• sealskin mittens with the hair on the outside; another pair of

blanket mittens worn inside.

• only one garment was worn on the legs—bear-skin trousers

lined with thin red flannel.

• two garments for our feet: First we put stockings made of

Arctic hare on our feet, with the fur on the inside. Over this we

wore kammacks, or boots, of sealskin tanned without the hair. The

sole of the kammack was made from the square-flipper seal.

Matthew Henson wearing his arctic clothing.

15 miles from the North Pole

By Matthew A. Henson adapted by Jefferson County Public Schools

All our clothing was made by the Inuit women on the ship. It was made from animals who live in the Arctic. This is the list of everything that we had on:

reindeer square-flipper seal Arctic hare

RDA 3: Grade 3


6. Read these two sentences from the passage First we put stockings made of Arctic hare on our feet, with the fur on the inside. Over this we wore kammacks, or boots, of sealskin tanned without the hair.

The ideas in these two sentences are connected because they

A. help the reader understand the problem and solution of making arctic clothing.

B. help the reader understand the cause and effect of wearing fur on the inside.

C. show the reader the order in which the items are put on the feet.

D. show how warm Arctic hare is compared with sealskin.

Use both passages about Matthew Henson to answer questions 7 and 8

7. What information can a reader learn from "What I Wore to the North Pole" that

"Matthew Henson: Explorer of the Arctic" does not provide?

A. The reader learns that six men went the North Pole.

B. The reader learns how to build a house of ice, or an igloo.

C. The reader learns that it takes eighteen years to get to the North Pole.

D. The reader learns which animals are used to make special arctic clothing.

8. If someone wanted to learn all about Matthew Henson's journey to the Arctic, which

article should they read, and why?

A. "What I Wore to the North Pole" because it was written by Henson, and he didn't

write any part of the other article.

B. "What I Wore to the North Pole" because if he had not had that clothing on

during the trip, he would have died.

C. "Matthew Henson: Explorer of the Arctic" because there are more details about

the types of Arctic animals they depended on.

D. "Matthew Henson: Explorer of the Arctic" because it tells about the eighteen

years it took to get to the North Pole.

RDA3 Grade 3

Answer the short-answer question in the box below.

The author thought that it was a huge challenge for the explorers to reach the North

Pole. Using information from the text, provide 3 pieces of evidence that support the

author’s opinion.

RDA3 Grade 3

Willie Mouse was just a little mouse that didn’t know much

about the world. He often heard his mama and papa say that the

moon was made of green cheese. One evening he set out to find it.

He had not gone far when he met Miss Jenny Wren.

“Where are you off to in such a hurry?” she asked. She

fluffed her feathers and straightened her tail.

“I'm on my way to find the moon to eat the most delicious cheese in the world.”

“The moon,” said Miss Wren, “you'll never reach it. Trust me. I fly high in the sky

and never get any closer.”

“Well,” said Willie, “why should it be made of green cheese if you can't reach it?”

And on he went walking even faster.

Soon he looked up and saw Mr. Squirrel jumping

from branch to branch.

“Good afternoon,” said Mr. Squirrel. He smoothed

the fur on his fancy tail.

“You are high up in the tree” said Willie. “Can you

tell me the way to the moon? It's made of green cheese,

you know.”

“Oh, no it’s not. It’s made of nuts,” said Mr. Squirrel.

Illustration 1

Illustration 2

RDA 3: Grade 3


Willie walked on, mumbling to himself. “How silly is that? Where’d he ever get the

idea that the moon is made of nuts?”

After a while he came to a little

hole in the ground. Out popped Mrs.

Mole.

“Hi there, young man,” said Mrs.

Mole. She brushed the dirt from her

nose.

“I’m on my way to the moon,” said

Willie. “I’m going to eat it. It’s made of

green cheese, you know.”

“Nonsense,” said Mrs. Mole.

“Don't waste your time looking for the moon. Keep

your eyes on the ground and you’ll find nice, juicy

worms.”

Willie wrinkled up his little nose and went on.

He had some ordinary yellow cheese for dinner and

then fell asleep. He dreamed he was on the moon.

The smell was wonderful.

When he awoke, it was quite dark and the

moon was right there in the black sky.

“Oh, Mr. Moon!” he cried, “You do seem a long way away. I think it would be

much easier for you to come down here than for me to go up there.” But the moon

stayed where he was.

Illustration 3

Illustration 4

RDA 3: Grade 3


Willie started to cry. All day he had tried to get to

the moon. Now here he was, right underneath it, but he

couldn’t get there. “I want to go home,” he said through

his sniffles.

A kind elf heard Willie’s sad words. He came out

from behind a rock, ever so slowly, so as not to scare

the little mouse.

“Climb on my back and I will have you home in

minutes,” said the elf.

After that, Willie no longer

wanted to go to the cold white moon. He wanted to

stay on the warm green earth with his mama and papa

and all of his friends.

9. The reader can tell something about Willie’s thoughts and feelings by reading the

story and looking at illustration 5. What does illustration 5 help the reader understand?

A. Willie is feeling less sure of himself about reaching the moon.

B. Willie is feeling that worms may taste better than moon cheese.

C. Willie is feeling like he’d better hurry before the moon rises higher in the sky.

D. After meeting Mrs. Mole, Willie is feeling ready to give up on going to the moon.

Illustration 5

Illustration 6

rda3 grade 3 - zion6.com

Documents