GEN
TM
Ac
b
3
Grade
Assessment
STUDENT BOOK
Glenview, Illinois • Boston, Massachusetts • Chandler, Arizona • Hoboken, New Jersey
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Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and
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ISBN-13: 978-0-328-82581-3
ISBN-10:
0-328-82581-6
1 2 3 4 5 6 7 8 9 10 V0N4 18 17 16 15 14
BASELINE • FIRST PASSAGE
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Waiting for Snow
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Bounder, the Millers’ big, friendly dog, has a pretty good life.
Mr. and Mrs. Miller often play with Bounder in their big backyard. The
Miller kids, Jake and Jamille, play with him too. When it’s not raining,
someone is sure to be playing ball or throwing a stick with Bounder.
Bounder gets the best dog food too. He eats food that is good for him
so he can stay healthy and strong. He needs to be strong to run, jump,
and play. Once in a while, Bounder gets a special food treat. The Millers
always make sure that it is a treat that is good for dogs.
Bounder has his own bed. It is in a quiet corner of the kitchen.
Bounder’s bed is cozy and cushiony. He thinks it’s like sleeping on a
cloud. Even playful dogs like Bounder sleep a lot. Bounder likes to sleep
when everyone is gone and the house is quiet. He sleeps all night too,
just like everyone in his family.
Although Bounder is happy, he longs for one thing. He wishes he
could run and play in snow. You see, the Millers live in South Carolina,
where it hardly ever snows. In fact, it hasn’t snowed in three years. But
Bounder’s dog cousins live in Alaska, a cold and snowy place. Those
dogs pull sleds in the Iditarod, a big dogsled race that is held every year.
Dogs like Bounder are called huskies. Long ago they lived only in very
cold places. But now, many huskies live with their families in warm
places like South Carolina. Still, these dogs like it cold and snowy.
Baseline Assessment 1
BASELINE • FIRST PASSAGE Continued
Right now, Bounder is dreaming about snow. He dreams he is
padding on a soft, white carpet, getting snow between his toes. He hops
playfully amid the snowflakes swirling around him and feels the fresh,
cold breeze on his nose. Suddenly, Bounder wakes up. Poof! His snowy
dream is gone.
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However, Bounder is in for a surprise! Jake and Jamille are calling
him to come outside. Bounder stretches and trots toward the sound of
the voices. Through the wide-open door, he sees feathery fluffs of snow
floating toward the whitened ground. Bounder springs through the door
and plops onto the snowy grass. Now he is a very, very happy dog.
2 Baseline Assessment
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. Be
sure to answer both parts of each question.
1. Part A
Which statement about Bounder’s playtime is true?
a.Mr. and Mrs. Miller never play with Bounder.
b.Jake plays with Bounder, but Jamille does not.
c. Bounder usually plays outside.
d.Bounder usually plays inside.
Part B
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Which detail from the story helps you answer Part A?
a.“Bounder, the Millers’ big, friendly dog, has a pretty good life.”
b.“When it’s not raining, someone is sure to be playing ball or
throwing a stick with Bounder.”
c. “Bounder likes to sleep when everyone is gone and the house is
quiet.”
d.“He dreams he is padding on a soft, white carpet, getting snow
between his toes.”
Baseline Assessment 3
BASELINE • COMPREHENSION Continued
2. Part A
Which difference between Alaska and South Carolina is important to
this story?
a.South Carolina has more people than Alaska.
b.Alaska is cold and snowy, but South Carolina is warm.
c. Alaska has higher mountains than South Carolina.
d.South Carolina is in the East, and Alaska is in the West.
Part B
Which detail from the passage helps you answer Part A?
a.It has not snowed in South Carolina for three years.
c. Bounder needs to be healthy so he can run and play.
d.Huskies are dogs that pull sleds in a race in Alaska.
4 Baseline Assessment
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b.The Miller family and Bounder live in South Carolina.
BASELINE • COMPREHENSION Continued
3. Part A
According to the passage, what is one way the Millers show they care
about Bounder?
a.They make sure his meals are good for him.
b.They give him a bath every week.
c. They take him to the vet twice a year.
d.They keep him indoors when it is hot outside.
Part B
Which detail from the passage best helps you answer Part A?
a.Mr. and Mrs. Miller and the kids play with Bounder.
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b.Bounder likes to sleep in his cozy bed.
c. Bounder wishes it would snow.
d.The food Bounder eats makes him healthy and strong.
Baseline Assessment 5
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer. Be
sure to answer both parts of each question.
1. Part A
“Although Bounder is happy, he longs for one thing.” What is the
meaning of the phrase “longs for” in this story?
a.remembers
b.wants very much
c. is afraid of
d.feels happy about
Which detail from the story helps you understand the meaning of the
phrase “longs for”?
a.“In fact, it hasn’t snowed in three years.”
b.“Suddenly, Bounder wakes up.”
c. “He wishes he could run and play in snow.”
d.“Dogs like Bounder are called huskies.”
6 Baseline Assessment
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Part B
BASELINE • VOCABULARY Continued
2. Part A
“Bounder’s bed is cozy and cushiony.” Think about what a
“cushion” is. What does the word “cushiony” mean?
a.safe
b.very warm
c. quiet
d.very soft
Part B
Which detail from the story best helps you understand the meaning of
“cushiony”?
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a.Bounder’s bed is in a quiet corner of the kitchen.
b.Bounder thinks sleeping in his bed is like being on a cloud.
c. Bounder likes to sleep when everyone is gone.
d.Bounder is very playful, but he still needs plenty of sleep.
Baseline Assessment 7
BASELINE • VOCABULARY Continued
3. Part A
“Suddenly, Bounder wakes up. Poof!” What does “Poof!” mean in
this story?
a.Bounder breathes out heavily.
b.Bounder feels sick.
c. Something has disappeared.
d.Someone shows up suddenly.
Part B
Which detail from the story best helps you understand the meaning of
“Poof!”?
b.“Bounder is dreaming about snow.
c. “Bounder is in for a surprise!”
d.“His snowy dream is gone.”
8 Baseline Assessment
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a.“feels the fresh, cold breeze on his nose.”
BASELINE • SECOND PASSAGE
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
When It Snows
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Imagine 1,140 inches of snow. That’s how much snow fell on Mount
Baker, Washington, in the winter of 1998–1999. That’s 95 feet of snow
in one winter! Where did all that snow come from?
Like rain, snow is a form of precipitation. Both fall from the clouds
to the ground. Snow falls instead of rain when the air temperature from
the clouds to the ground is near or below freezing. Freezing is 32°
Fahrenheit.
How does snow differ from rain? Rain is a liquid, and snow is a solid.
Rain is water, and snow is made up of ice crystals.
These crystals form way up in the highest clouds. There it is very
cold. In the clouds, water vapor freezes around a very tiny piece of dust.
This tiniest of ice crystals can grow. It grows when more water vapor in
the cloud freezes onto it. A crystal can grow larger quickly if the air has
a lot of moisture in it. When the air is drier, an ice crystal stays small.
The sizes and shapes of ice crystals may vary, but they always have
six sides.
As ice crystals fall, they may become wet. Then they can join with
other crystals. Before long, snowflakes, each with up to 100 crystals,
may form. As with ice crystals, snowflakes have six sides and many
different shapes. Some have six fairly smooth sides. Others look like
six-sided stars with points like needles. Still others have arms with
rounded ends. Yet each snowflake is unique. Every one of them has its
very own beautiful design.
Baseline Assessment 9
BASELINE • SECOND PASSAGE Continued
In a snowstorm, a lot of snowflakes fall from the clouds. If the
temperature of the air and near the ground is not too low, the snow is
wet. Wet snow is heavy and easy to pack. You can build a snowman with
this sticky, wet snow. At colder temperatures, snow tends to be dry. This
snow is lighter, so it is easier to shovel than wet snow. The wind easily
blows this snow into drifts and swirls. This dry snow is not good for
building snowmen.
Snow does not have as much water as rain. On average, 10 inches of
snow is equal to one inch of rain, but wet snow has much more water
than dry snow.
Inches
How much snow equals one inch of rain?
40
35
30
25
20
15
10
5
0
Very Dry Snow
10 Baseline Assessment
Very Wet Snow
Average Snow
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It takes a countless number of snowflakes just to cover the ground.
How many snowflakes fell on Mount Baker in the winter of 1998–1999?
We couldn’t begin to count!
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. Be
sure to answer both parts of each question.
1. Part A
What is the main idea of this selection?
a.Mount Baker got a lot of snow in one winter.
b.Snow is made up of wet or dry ice crystals.
c. Snow has far less water in it than rain does.
d.There are too many snowflakes to count.
Part B
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Which detail from the passage best helps you answer Part A?
a.“That’s how much snow fell on Mount Baker, Washington”
b.“Before long, snowflakes, each with up to 100 crystals, may
form.”
c. “In a snowstorm, a lot of snowflakes fall from the clouds.”
d.“It takes a countless number of snowflakes just to cover the
ground.”
Baseline Assessment 11
BASELINE • COMPREHENSION Continued
2. Part A
What causes it to snow rather than rain?
a.There is precipitation.
b.Clouds form in the sky.
c. The air has moisture.
d.Temperatures are low.
Part B
Which detail from the passage best helps you answer Part A?
a.It snows if air temperatures are near or below freezing.
b.Rain and snow are precipitation that falls from clouds.
d.Ice crystals grow when the air is filled with moisture.
12 Baseline Assessment
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c. Wet ice crystals can join together to form snowflakes.
BASELINE • COMPREHENSION Continued
3. Part A
How many inches of very wet snow is equal to one inch of rain?
a.30 inches
b.10 inches
c. 5 inches
d.1 inch
Part B
What information helped you answer Part A?
a.The passage tells what an average snow equals.
b.The passage tells about very wet and very dry snow.
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c. The graph’s title asks about the number of inches.
d.The graph shows the inches for very wet snow.
Baseline Assessment 13
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer. Be sure
to answer both parts of each question.
1. Part A
“A crystal can grow larger quickly if the air has a lot of moisture in it.”
What is the meaning of the word “moisture”?
a.growth
b.coldness
c. wetness
d.height
Which detail from the passage helps you understand the meaning of
“moisture”?
a.“water vapor freezes around a very tiny piece of dust”
b.“When the air is drier, an ice crystal stays small.”
c. “On average, 10 inches of snow is equal to one inch of rain”
d.“It takes a countless number of snowflakes just to cover the
ground.”
14 Baseline Assessment
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Part B
BASELINE • VOCABULARY Continued
2. Part A
“Yet each snowflake is unique.” What is the meaning of the word
“unique” in this sentence?
a.unlike others
b.almost alike
c. very large
d.quite small
Part B
Which detail from the passage helps you understand what “unique”
means?
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a.Snowflakes can have 100 ice crystals.
b.A dry snowflake is smaller than a wet one.
c. All snowflakes have six sides.
d.Each snowflake has its own design.
Baseline Assessment 15
BASELINE • VOCABULARY Continued
3. Part A
“Wet snow is heavy and easy to pack.” What is the meaning of the word
“pack” in this sentence?
a.fill up
b.push together
c. go away
d.make bigger
Part B
Which sentence or sentences from the passage helps you understand
the meaning of “pack”?
b.“If the temperature of the air and near the ground is not too low,
the snow is wet.”
c. “You can build a snowman with this sticky, wet snow.”
d.“As ice crystals fall, they may become wet. Then they can join
with other crystals.”
16 Baseline Assessment
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a.“In a snowstorm, a lot of snowflakes fall from the clouds.”
BASELINE • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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Do you think wet snow or dry snow is better? Why? State your opinion.
Then give reasons that support your opinion using information from
the passage.
Baseline Assessment 17
BASELINE • THIRD PASSAGE
Name
Third Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Snow Piled Up High
In some places, though, snow falls to the ground and never melts.
These places are mainly near the North or South Pole or on very high
mountains. Year after year, the snow piles up higher and higher. In time,
a glacier forms. A glacier is an enormous pile of snow and ice. A glacier
is so big that it can fill the space between mountain peaks. It can cover a
whole island. Glaciers cover almost all of a big country—Greenland—
and a continent—Antarctica.
What happens to snow in a glacier? Imagine having hundreds of feet
of snow on top of you. That much snow is extremely heavy. It pushes
down, down, down. The snow near the bottom gets pressed together
tightly. All of the air gets squeezed out. The snow becomes hard ice.
Most glaciers don’t stay put. They move from higher to lower ground,
but they move very slowly. This movement can be seen in photographs
taken with a camera over long periods of time. Some glaciers slide down
valleys. Such a glacier can fill up a whole valley from side to side. When
the end of a glacier reaches the ocean, chunks of ice break off and float
away. These ice chunks are called icebergs. Ships at sea watch out for
icebergs. Hitting one could sink a ship.
18 Baseline Assessment
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In many places, snow falls once in a while during winter. The snow
may fall long enough to cover the ground with a white blanket. Then
when the air warms up, the snow melts away. In most places, snow is
never seen during summer. On a hot July day, it’s hard to believe that
snow ever drifted down from the sky.
BASELINE • THIRD PASSAGE Continued
Few people live near the edges of glaciers. But most of the world’s
people depend on glaciers in many ways. Much of the fresh water we
use for drinking and washing started out as snow and ice in glaciers.
Many of the world’s great rivers are fed by melting snow and ice. These
rivers start in high places at the melting edge of a glacier.
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In the United States, the Colorado River begins in the high, snowy
Rocky Mountains. It flows through hot deserts all the way to the sea.
People in these deserts get very little rainfall. They use the river’s water
for most of their needs. They also use it to water crops such as lettuce. In
India, the Ganges River flows from glaciers in the Himalaya Mountains.
Millions of people use water from this river.
Baseline Assessment 19
BASELINE • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
Which word tells what this passage is mostly about?
a.snow
b.glaciers
c. mountains
d.rivers
Part B
a.“Many of the world’s great rivers are fed by melting snow
and ice.”
b.“Imagine having hundreds of feet of snow on top of you.”
c. “A glacier is so big that it can fill the space between mountain
peaks.”
d.“A glacier is an enormous pile of snow and ice.”
20 Baseline Assessment
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Which sentence from the passage best helps you answer Part A?
BASELINE • COMPREHENSION Continued
2. Part A
Which of the following events happens first?
a.Snow presses down, forming ice in the glacier.
b.The edge of a glacier breaks off to form icebergs.
c. Snow piles up for years and years without melting.
d.The heaviness of the snow forces out all of the air.
Part B
Which detail from the passage best helps you answer Part A?
a.Snow falls again and again and always stays frozen.
b.The snow at the bottom of the pile gets crushed.
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c. A glacier slides slowly down a mountainside.
d.A piece of a glacier cracks off and floats away.
Baseline Assessment 21
BASELINE • COMPREHENSION Continued
3. Part A
Which of the following sentences gives a reason why people depend on
glaciers?
a.The North and South Poles are covered by glaciers.
b.Icebergs are chunks of ice that break off glaciers.
c. Glaciers move from higher places to lower places.
d.Melting glaciers provide fresh drinking water.
Part B
Which detail from the passage best helps you answer Part A?
b.Much of the water we use was once snow and ice in a glacier.
c. Ships must watch for icebergs that have broken off glaciers.
d.Some rivers start in mountains near the melting edges of glaciers.
22 Baseline Assessment
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a.Not very many people live near the melting edges of glaciers.
BASELINE • VOCABULARY
Vocabulary
Directions: Read the questions below and choose the best answer.
Be sure to answer both parts of each question.
1. Part A
“A glacier is an enormous pile of snow and ice.” What is the meaning
of the word “enormous”?
a.very hard
b.very cold
c. very heavy
d.very large
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Part B
Which sentence from the passage helps you understand what
“enormous” means?
a.“Ships at sea watch out for icebergs. Hitting one could sink a
ship.”
b.“The snow near the bottom gets pressed together tightly.”
c. “A glacier is so big that it can fill the space between mountain
peaks.”
d.“In some places, though, snow falls to the ground and never
melts.”
Baseline Assessment 23
BASELINE • VOCABULARY Continued
2. Part A
“Most glaciers don’t stay put.” What is the meaning of the phrase “stay
put”?
a.remain in one place
b.melt away quickly
c. keep the same shape
d.break into pieces
Part B
a.A big glacier can fill up a whole valley from side to side.
b.Many glaciers move from higher to lower ground.
c. Icebergs are chunks of ice that break off glaciers.
d.Few people live near the melting edge of a glacier.
24 Baseline Assessment
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Which detail from the passage is the best clue to the meaning of the
phrase “stay put”?
BASELINE • VOCABULARY Continued
3. Part A
“They use the river’s water for most of their needs. They also use it to
water crops such as lettuce.” What does the word “crops” mean?
a.flowers for decoration
b.plants grown for food
c. trees in big forests
d.bushes in backyards
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Part B
“They use the river’s water for most of their needs. They also use it to
water crops such as lettuce.” Which phrase from these sentences helps
you understand the meaning of the word “crops”?
a.“the river’s water”
b.“most of their needs”
c. “They also use it”
d.“such as lettuce”
Baseline Assessment 25
BASELINE • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a short story in response.
Imagine that you are standing on the deck of a ship. In the distance,
you see the edge of a huge glacier towering above the water. What
happens next?
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Use information from the passage to write a short story about this
situation. Organize the events in a sequence that follows the facts in the
passage. Then describe how you respond to the experience. What do you
see? What do you do? How do you feel?
26 Baseline Assessment
BASELINE • EXTENDED RESPONSE
Extended Response
You have read selections about snow.
• “When It Snows”
• “Snow Piled Up High”
In “When It Snows,” you read about how snow forms, snowflakes, and
wet and dry snow. In “Snow Piled Up High,” you read about glaciers
and how they form from snow and ice. In both passages, you learned
good things and bad things about snow, ice, and glaciers.
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Think about what you read. Write an essay with two paragraphs. In your
first paragraph, tell how snow, ice, and glaciers are good. In your second
paragraph, tell how they are bad.
Baseline Assessment 27
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BASELINE • EXTENDED RESPONSE Continued
28 Baseline Assessment
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BASELINE • EXTENDED RESPONSE Continued
Baseline Assessment 29
UNIT 1 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
The Contest
Joey and Rafael were standing near the bulletin board in the hallway
outside their classroom at Oakcrest School. Joey’s eyes lit up as he read.
Rafael got excited too.
“Hi, Joey. Hi, Rafael,” said Tina, who was a good friend of both.
“What’s so interesting, guys?”
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“Hi, Tina,” Rafael answered. “We’re reading about a contest that
Coach is having. We should enter it.”
“What kind of contest is it?” asked Tina.
Rafael started to answer, but Joey jumped in. “Let me tell her!”
shouted Joey. Joey was always jumping in. He could be really rude
sometimes.
“Go ahead, Joey.” Rafael smiled, as he let Joey speak. Joey was his
best friend, but he sometimes was a little pushy.
Joey explained that the contest was to choose a name for a new afterschool soccer team. “Coach is giving out prizes. They’re great!”
“Wait! Let me read it for myself!” exclaimed Tina. Joey and Rafael
smiled at each other while Tina read about the contest. Tina liked doing
things herself. “Fantastic!” she cried. “I know! I have just the name. We
can call ourselves . . . ”
“Tina, wait! Why should you decide the name?” Rafael didn’t want
them to quarrel, but he didn’t think Tina should have the last word.
Unit 1 • End-of-Unit Assessment 1
UNIT 1 • FIRST PASSAGE Continued
“Well, I just think that I have the perfect name for the team. What do
you think of the Kickers? It’s just right!”
“Kickers? That’s so plain,” Joey replied.
Rafael snapped his fingers. “I have a name! How about the Oakcrest
Leaves? You know . . . oak . . . leaves!”
Joey and Tina started laughing. “Oh, come on! That’s silly!” said
Tina.
“Well, it’s better than Kickers,” replied a stubborn Rafael.
“No, Kickers says it all,” Tina shot back.
Rafael stared straight into Joey’s eyes. “Joey, you think Kickers is too
plain.” Then he turned to Tina. “And, Tina, you think Oakcrest Leaves is
silly. We all disagree! What are we going to do?”
“We’ve got to work together. Let’s think hard about a good name,”
said Tina.
Tina put her finger to her chin. She always did that when she was
thinking. Rafael paced back and forth. That was typical too. And Joey
just stood like a statue with his arms folded.
“I’ve got it!” said Joey. “Come closer.”
They huddled in a circle. Joey whispered the name. They all loved it!
And that’s how Oakcrest School’s soccer team got its name—the Oak
Leaf Kickers!
2 Unit 1 • End-of-Unit Assessment
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For a moment there was total silence.
UNIT 1 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
Why did Rafael and Joey smile at each other as Tina read about the
contest?
a.They were amused because Tina read aloud rather than quietly.
b.They thought Tina was funny because she read in a silly voice.
c. They knew Tina would want to read about the contest herself.
d.They felt Tina did not trust them to give her all the information.
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Part B
Which detail from the story helps you answer Part A?
a.“She always did that when she was thinking.”
b.“Joey and Tina started laughing.”
c. “he didn’t think Tina should have the last word”
d.“Tina liked doing things herself.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers. Literature 2. Determine a theme of a story, drama, or poem from details
in the text; summarize the text.
Unit 1 • End-of-Unit Assessment 3
UNIT 1 • COMPREHENSION Continued
2. Part A
What major problem do the characters in the story have?
a.They do not win a prize in Coach’s new contest.
b.They have different ideas for a good team name.
c. They think Joey can sometimes be a little rude.
d.They do not talk to each other after a disagreement.
Part B
Which three details from the passage help you answer Part A?
Choose 3 answers.
a.“‘We’re reading about a contest that Coach is having.’”
c. “Rafael didn’t want them to quarrel”
d.“‘Joey, you think Kickers is too plain.’”
e. “‘And, Tina, you think Oakcrest Leaves is silly.’”
f. “‘We all disagree! What are we going to do?’”
g.“Joey just stood there like a statue with his arms folded.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
4 Unit 1 • End-of-Unit Assessment
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b.“Joey was his best friend, but he sometimes was a little pushy.”
UNIT 1 • COMPREHENSION Continued
3. Part A
Who suggests what the friends should do to solve the problem?
a.Coach
b.Tina
c. Rafael
d.Joey
Part B
Which detail from the story best helps you answer Part A?
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a.“‘Hi, Tina,’ Rafael answered. ‘We’re reading about a contest that
Coach is having.’”
b.“Rafael didn’t want them to quarrel, but he didn’t think Tina
should have the last word.”
c. “‘We’ve got to work together. Let’s think hard about a good
name,’ said Tina.”
d.“Joey explained that the contest was to choose a name for a new
after-school soccer team.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Unit 1 • End-of-Unit Assessment 5
UNIT 1 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“Joey’s eyes lit up as he read.” What does the author mean by the
phrase “Joey’s eyes lit up”?
a.Joey was eager.
b.Joey became angry.
c. Joey’s eyes shined.
d.Joey’s eyes were red.
Which detail from the story helps you understand the meaning of the
phrase “Joey’s eyes lit up”?
a.“stared straight into Joey’s eyes”
b.“Rafael got excited too.”
c. “That was typical too.”
d.“he sometimes was a little pushy”
COMMON CORE STATE STANDARDS
Language 4. Determine the meaning of words and phrases as they are used in a text, distinguishing
literal from nonliteral language. Language 5. Demonstrate understanding of word relationships and
nuances in word meanings. Language 5.a. Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take steps).
6 Unit 1 • End-of-Unit Assessment
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Part B
UNIT 1 • Vocabulary Continued
2. Part A
“Rafael started to answer, but Joey jumped in.” What does the phrase
“jumped in” mean in the story?
a.leaped up high from the ground
b.hopped feet first inside something
c. moved suddenly when frightened
d.began speaking as someone else talked
Part B
Which two details from the story best help you understand the meaning
of “jumped in”? Choose 2 answers.
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a.“‘Let me tell her!’ shouted Joey.”
b.“‘Kickers? That’s so plain,’ Joey replied.”
c. “Joey and Rafael smiled at each other”
d.“Rafael smiled, as he let Joey speak.”
COMMON CORE STATE STANDARDS
Literature 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language. Language 5. Demonstrate understanding of word relationships and nuances in
word meanings. Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
Unit 1 • End-of-Unit Assessment 7
UNIT 1 • Vocabulary Continued
3. Part A
The story says that sometimes Joey could be really rude. What is the
meaning of “rude” in the story?
a.slightly wild
b.poorly made
c. not polite
d.very kind
Part B
Which of these events from the story gives an example of Joey being
rude?
b.Joey interrupts when Rafael is talking.
c. Joey stands like a statue with crossed arms.
d.Joey thinks that Kickers is a plain name.
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 5.b.
Identify real-life connections between words and their use (e.g., describe people who are friendly or
helpful).
8 Unit 1 • End-of-Unit Assessment
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a.Joey tells Tina about Coach’s contest.
UNIT 1 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the question and answer it in a paragraph.
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The friends created the name Oak Leaf Kickers for the after-school
soccer team. How did each friend help come up with the final name?
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers. Writing 2. Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. Writing 4. With guidance and support from adults, produce writing
in which the development and organization are appropriate to task and purpose.
Unit 1 • End-of-Unit Assessment 9
UNIT 1 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
The Dancing Sky Lights
What would you think if you looked up at the sky one night and saw
colored lights swirling above you? You might think they were beautiful.
But you might be scared too. Sometimes in the far north the sky is filled
with colorful lights. These lights are the Northern Lights. Lights of all
colors seem to dance across the sky.
The Northern Lights are beautiful. And they are nothing to be afraid
of! But long ago, people were afraid of them. People did not know
why the sky changed colors. They made up stories to explain the lights.
The stories told why the lights appeared. The stories also told why the
lights moved in such strange ways. Some of the stories told of animals
dancing. Others talked of a colorful dragon. In one story, a fox produced
the lights. As the fox ran through snowy fields, its tail hit ice. This
caused sparks of fire to shoot into the sky. The sparks colored the sky.
Colors of the Northern Lights
Sometimes the Northern Lights are like a river of fire. The color red
flows through the northern sky. Long ago, people thought that a real
fire caused the red Northern Lights. Other times the lights were green,
orange, purple, or blue. Then people imagined that sky fighters were
battling each other. The shiny weapons of the fighters reflected all the
colors of the sunlight into the clouds.
10 Unit 1 • End-of-Unit Assessment
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Tales of the Northern Lights
UNIT 1 • SECOND PASSAGE Continued
Science of the Northern Lights
Today scientists know what really causes the Northern Lights.
Sometimes there are huge storms on the sun. These giant storms blow
microscopic pieces of dust through space. When these tiny pieces of
dust reach Earth, they hit gases in the air. This makes the gases glow.
Why does this happen? The air around Earth’s poles is like a giant
magnet. Have you seen how a magnet pulls on a paper clip? Well,
Earth’s magnet pulls on the dust. The colors of the Northern Lights
depend on which gases in the air are hit by the dust.
When the dust hits nitrogen and helium, the sky turns blue or purple.
When it hits oxygen, the sky turns yellow or green. And when the
oxygen is high above us, the entire sky turns red.
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Best Views of the Northern Lights
The best time to watch the Northern Lights is from dusk, when it
just begins to get dark, until dawn, when it begins to get light out again.
The best place to see them is in northern countries such as Sweden and
Canada. People in these countries go out on clear, moonless nights and
gaze into the sky. The lights swirl and sway as they dance across the
sky. The lights are just as fascinating as they’ve always been. Just not
as scary!
Unit 1 • End-of-Unit Assessment 11
UNIT 1 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
What is the main idea of this passage?
a.People have told stories about the Northern Lights.
b.The Northern Lights can be many different colors.
c. The Northern Lights have interested people for years.
d.People are sometimes scared of the Northern Lights.
Part B
a.“But long ago, people were afraid of them.”
b.“The lights are just as fascinating as they’ve always been.”
c. “Other times the lights were green, orange, purple, or blue.”
d.“The stories also told why the lights moved in such strange
ways.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 2. Determine the main idea of a text;
recount the key details and explain how they support the main idea.
12 Unit 1 • End-of-Unit Assessment
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Which detail best supports your answer to Part A?
UNIT 1 • COMPREHENSION Continued
2. Part A
According to the selection, how did a fox cause the Northern Lights?
a.Its tail reflected sunlight into the sky.
b.Dust on its tail hit gases in the air.
c. Hitting its tail on ice produced sparks.
d.It made swirling colors by dancing.
Part B
Under which heading did you find the answer to Part A?
a.“Tales of the Northern Lights”
b.“Colors of the Northern Lights”
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c. “Science of the Northern Lights”
d.“Best Views of the Northern Lights”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 5. Use text features and search
tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Unit 1 • End-of-Unit Assessment 13
UNIT 1 • COMPREHENSION Continued
3. Part A
What do scientists say causes the Northern Lights?
a.a colorful dragon dancing in front of a fire
b.dust from sun storms hitting gases in the air
c. colors reflecting off the swords of fighters
d.fires burning in the northern parts of Earth
Part B
Which detail from the story best helps you answer Part A?
b.“The stories also told why the lights moved in such strange
ways.”
c. “people thought that a real fire caused the red Northern Lights”
d.“When these tiny pieces of dust reach Earth, they hit gases in
the air.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 3. Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
14 Unit 1 • End-of-Unit Assessment
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a.“The shiny weapons of the fighters reflected all the colors of the
sunlight”
UNIT 1 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
What is the meaning of the word “microscopic” in the following
sentence?
“These giant storms blow microscopic pieces of dust through space.”
a.very small
b.very large
c. very dirty
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d.very clean
Part B
Which detail from the passage helps you understand the meaning of
“microscopic”?
a.“Sometimes there are huge storms on the sun.”
b.“When these tiny pieces of dust reach Earth, they hit gases in
the air.”
c. “Well, Earth’s magnet pulls on the dust.”
d.“When the dust hits nitrogen and helium, the sky turns blue or
purple.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
Unit 1 • End-of-Unit Assessment 15
UNIT 1 • Vocabulary Continued
2. Part A
“Sometimes the Northern Lights are like a river of fire.” What does this
sentence mean?
a.The lights are red when the sky is on fire.
b.A red stream of lights is in the sky.
c. Water can put the red lights out.
d.The red lights burn as hot as fire.
Part B
a.“This caused sparks of fire to shoot into the sky.”
b.“The color red flows through the northern sky.”
c. “people thought that a real fire caused the red Northern Lights”
d.“Today scientists know what really causes the Northern Lights.”
COMMON CORE STATE STANDARDS
Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take
steps).
16 Unit 1 • End-of-Unit Assessment
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Which of the following details best helps you understand the meaning
of “the Northern Lights are like a river of fire” as it is used in the
passage?
UNIT 1 • VOCABULARY Continued
3. Part A
The passage says that the best time to watch the Northern Lights is
from dusk to dawn. What time of day is “dusk”?
a early morning
b.noontime
c. mid-afternoon
d.early night
Part B
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Which detail from the following sentence provides the best clue to the
meaning of “dusk”?
“The best time to watch the Northern Lights is from dusk, when
it just begins to get dark, until dawn, when it begins to get light
out again.”
a.“The best time to watch”
b.“when it just begins to get dark”
c. “until dawn”
d.“when it begins to get light out”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the
meaning of a word or phrase.
Unit 1 • End-of-Unit Assessment 17
UNIT 1 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a short story in response.
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Imagine you saw the Northern Lights. Write a short story about your
experience using first person (“I”). In your story, describe what you saw
and why it happened using details from the passage.
COMMON CORE STATE STANDARDS
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Writing 8. Recall information from experiences or gather
information from print and digital sources; take brief notes on sources and sort evidence into provided
categories.
18 Unit 1 • End-of-Unit Assessment
UNIT 1 • EXTENDED RESPONSE
Extended Response
You have read passages about a naming contest and a natural event.
• “The Contest”
• “The Dancing Sky Lights”
In “The Contest,” Rafael, Tina, and Joey work together to come up with
a name for the soccer team. In “The Dancing Sky Lights,” the author
provides information about the Northern Lights.
Suppose Rafael, Tina, and Joey are writing a report about the Northern
Lights. Write a paragraph with three facts about the Northern Lights
that could be in their report. In a second paragraph, tell what title the
characters give their report and explain how they work together to
decide on the title.
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In your paragraphs, be sure to
• include a clear introduction.
• use ideas from both passages.
• use linking words such as “also,” “and,” and “but.”
• include a clear conclusion.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Writing 2. Write informative/explanatory texts to examine a topic
and convey ideas and information clearly. Writing 2.a. Introduce a topic and group related information
together; include illustrations when useful to aiding comprehension. Writing 2.b. Develop the topic with
facts, definitions, and details. Writing 2.c. Use linking words and phrases (e.g., also, another, and, more,
but) to connect ideas within categories of information. Writing 2.d. Provide a concluding statement or
section. Language 1. Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking. Language 2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
Unit 1 • End-of-Unit Assessment 19
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UNIT 1 • EXTENDED RESPONSE Continued
20 Unit 1 • End-of-Unit Assessment
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UNIT 1 • EXTENDED RESPONSE Continued
Unit 1 • End-of-Unit Assessment 21
UNIT 2 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Surprise in the Attic
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Ricky and Dana sat on the floor. They looked at the clothes they had
dragged from the closet. They needed something to wear to the Culture
Fair at school. They had to find clothes that showed something about
their family and the country they came from.
“The Culture Fair will help us learn about each other,” their teacher
had said. “Try to wear something that is special to your family. My
family is from China, so I’ll wear traditional Chinese clothes. I’m sure
we’ll see clothes from countries all over the world.”
“We come from Texas,” Ricky said to his sister. “That’s not another
country!” Dana agreed that their family seemed dull compared to their
friends’ families. Her best friend Rosa came from Mexico. Ricky’s best
friend Ken came all the way from Japan.
Just then, the children’s grandparents walked in the door. They
lived down the street and had gone for a walk. “What’s this?” their
grandmother asked when she saw the pile of clothes on the floor. Ricky
told her about the Culture Fair. Dana said they were worried. “We
don’t have a culture like our friends do,” she said, “so Ricky and I have
nothing to wear.”
“That’s not true,” her grandfather said. “There’s no need to fret. We
have a rich culture you may not know anything about. Come to our
house, and we’ll show you.” The children followed their grandparents.
At their grandparents’ home, they went up into the attic. There they
found a box filled with some very beautiful things.
Unit 2 • End-of-Unit Assessment 1
UNIT 2 • FIRST PASSAGE Continued
“My family came from England a long time ago,” the children’s
grandmother said. She pulled two lovely silk scarves out of the box.
“My grandmother used to wear these scarves to English tea parties,”
she said. “I’ve had them since I was a child, but I think you should have
them now.” She handed the scarves to Dana, who smiled with delight.
The children’s grandfather pulled out a folded piece of fabric. It was
a red plaid skirt with fringe. “My great-great-grandfather came from
Scotland,” he told Ricky. “He wore this kilt. Kilts are made of a fabric
called tartan. A long time ago, the kind of tartan a man wore showed
who he was and where he lived. Now it’s your turn to wear it.”
“And I can’t wait to wear my scarves,” said Dana. She wrapped both
of them around her neck. Then she pranced around the attic—just as if
she were going to a fancy English tea party.
2 Unit 2 • End-of-Unit Assessment
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Ricky and Dana were very surprised. They were from cultures they
never knew about! “I can’t wait to go to the Culture Fair now,” said
Ricky. “I can’t wait to wear my kilt!”
UNIT 2 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
What are Ricky and Dana doing at the beginning of the story?
a.They are looking for something to wear to the Culture Fair.
b.They are listening to their teacher talk about the Culture Fair.
c. They are telling their grandparents about the Culture Fair.
d.They are discussing what friends will do for the Culture Fair.
Part B
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Which detail from the passage helps you answer Part A?
a.“They looked at the clothes they had dragged from the closet.”
b.“‘The Culture Fair will help us learn about each other’”
c. “Just then, the children’s grandparents walked in the door.”
d.“‘We don’t have a culture like our friends do,’ she said”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Unit 2 • End-of-Unit Assessment 3
UNIT 2 • COMPREHENSION Continued
2. Part A
At the end of the story, what do Ricky and Dana’s grandmother and
grandfather do to help them?
a.They give Ricky and Dana clothes to wear to the fair.
b.They walk down the street to Ricky and Dana’s house.
c. They tell the children about life in Texas long ago.
d.They agree that the children do not have a culture.
Part B
Which two details from the passage help you answer Part A?
Choose 2 answers.
b.“‘We have a rich culture you may not know anything about.’”
c. “‘He wore this kilt. . . . Now it’s your turn to wear it.’”
d.“Just then, the children’s grandparents walked in the door.”
e. “‘That’s not true,’ her grandfather said. ‘There’s no need to fret.’”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
4 Unit 2 • End-of-Unit Assessment
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a.“She handed the scarves to Dana, who smiled with delight.”
UNIT 2 • COMPREHENSION Continued
3. Part A
How do Ricky and Dana feel about the Culture Fair at the end of the
story?
a.Neither Ricky nor Dana is eager to attend the fair.
b.Both Ricky and Dana are eager to attend the fair.
c. Ricky is eager to attend the fair, but Dana is not.
d.Dana is eager to attend the fair, but Ricky is not.
Part B
Which two details from the story best help you answer Part A?
Choose 2 answers.
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a.“‘We come from Texas,’ Ricky said to his sister.”
b.“Dana agreed that their family seemed dull”
c. “Dana said they were worried.”
d.“‘I can’t wait to go to the Culture Fair now,’ said Ricky.”
e. “‘And I can’t wait to wear my scarves,’ said Dana.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
Unit 2 • End-of-Unit Assessment 5
UNIT 2 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“‘That’s not true,’ her grandfather said. ‘There’s no need to fret.’” What
is the meaning of the word “fret” in the story?
a.be confused
b.feel cheerful
c. feel angry
d.be upset
Which detail from the story helps you understand the meaning of the
word “fret”?
a.“Dana said they were worried.”
b.“‘We don’t have a culture’”
c. “‘Ricky and I have nothing to wear.’”
d.“Dana, who smiled with delight”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
6 Unit 2 • End-of-Unit Assessment
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Part B
UNIT 2 • Vocabulary Continued
2. Part A
“‘My grandmother used to wear these scarves to English tea parties,’
she said.” What does the phrase “used to” mean in the story?
a.made something with
b.did in the past
c. almost ruined
d.borrowed from a friend
Part B
Which detail from the story best helps you understand the meaning
of “used to”?
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a.“‘Come to our house, and we’ll show you.’”
b.“‘I’ve had them since I was a child’”
c. “She pulled . . . scarves out of the box.”
d.“‘My family came from England’”
COMMON CORE STATE STANDARDS
Literature 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language. Language 5. Demonstrate understanding of word relationships and nuances in
word meanings. Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in
context (e.g., take steps).
Unit 2 • End-of-Unit Assessment 7
UNIT 2 • Vocabulary Continued
3. Part A
“She handed the scarves to Dana, who smiled with delight.” What is the
meaning of “delight” in the story?
a.honesty
b.anger
c. sadness
d.joy
Part B
Which word from the sentence helps you understand the meaning of
“delight”?
a.“scarves”
b.“smiled”
c. “handed”
d.“Dana”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use
sentence-level context as a clue to the meaning of a word or phrase.
8 Unit 2 • End-of-Unit Assessment
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“She handed the scarves to Dana, who smiled with delight.”
UNIT 2 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the question and answer it in a paragraph.
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Ricky and Dana go to the Culture Fair. Think about what you learned
about Culture Fairs from the story. Would you like to go to a Culture
Fair? Why or why not? Use information from the story in your answer.
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers. Writing 1. Write opinion pieces on topics or texts, supporting a point
of view with reasons. Writing 4. With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
Unit 2 • End-of-Unit Assessment 9
UNIT 2 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
The First Texans
Many groups of people once lived in what is now the state of Texas.
The Caddo people and the Comanche people were two Native American
groups living there. They lived in different parts of the state and lived in
very different ways.
The Comanche people lived farther west. They lived away from the
coast. Therefore, they could not travel by water. Instead, they traveled
over the land. They used sleds pulled by dogs to move things. The
Comanche followed the buffalo. They hunted for food, so as the buffalo
moved, they moved as well.
The land where the Caddo lived had good, rich soil for growing
crops. Although they did do some hunting, the Caddo were farmers.
They planted corn, beans, sunflowers, and pumpkins. Because the
Comanche followed the buffalo herds, they did not grow their own
food. They did, however, gather fruits, berries, and nuts. They also ate
potatoes that grew wild.
Comanche and Caddo dwellings were different, too, because of the
way they lived. The Comanche built their homes out of buffalo skins
and wood. Their homes could be easily taken down. They moved their
homes from place to place as they hunted. The Caddo built cone-shaped
homes from the rich soil and thatched grasses.
10 Unit 2 • End-of-Unit Assessment
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The Caddo people lived in clans, or groups of families, in eastern
Texas. Their homes were near rivers and the Gulf of Mexico. They made
canoes out of logs so they could travel in the water.
UNIT 2 • SECOND PASSAGE Continued
Both the Comanche hunters and the Caddo hunters used bows and
arrows. The Comanche hunters made shields out of buffalo hides as
well. A Comanche man wore a feather headdress when he fought and
when he hunted. A Caddo man wore what is called a roach headdress.
This type of headdress was made from dyed, stiff animal hair. The
hair was attached to a bone or to leather in a way that made it stand
straight up.
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The Caddo were well-known for making pottery. The Comanche
people were well-known for their beautiful jewelry and beadwork. Some
Caddo and Comanche people continue these artistic traditions today. It
is one way they keep their customs alive.
Both the Comanche and the Caddo have passed down stories of their
lives in early Texas. Many Comanche stories include buffalo in them.
Many Caddo stories are told through dance. The Caddo used dance for
many reasons in their early history. Today members of Caddo clans
perform many of the traditional dances.
Unit 2 • End-of-Unit Assessment 11
UNIT 2 • COMPREHENSION
Comprehension
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
What is a main idea of the selection?
a.All Native American groups lived in the same way.
b.Texas was once home to many Native Americans.
c. Native American groups had their own cultures.
d.Native Americans no longer live in Texas.
Part B
a.“Many groups of people once lived in what is now the state of
Texas.”
b.“They lived in different parts of the state and lived in very
different ways.”
c. “Because the Comanche followed the buffalo herds, they did not
grow their own food.”
d.“The land where the Caddo lived had good, rich soil for
growing crops.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 2. Determine the main idea of a text;
recount the key details and explain how they support the main idea.
12 Unit 2 • End-of-Unit Assessment
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Which detail from the passage best helps you answer Part A?
UNIT 2 • COMPREHENSION Continued
2. Part A
What was the main way the Caddo supported themselves?
a.They danced.
b.They traveled.
c. They hunted.
d.They farmed.
Part B
Which detail from the passage best supports the answer to Part A?
a.“The Caddo people lived in clans, or groups of families, in
eastern Texas.”
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b.“They made canoes out of logs so they could travel in the water.”
c. “Although they did do some hunting, the Caddo were farmers.”
d.“The Caddo used dance for many reasons in their early history.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
Unit 2 • End-of-Unit Assessment 13
UNIT 2 • COMPREHENSION Continued
3. Part A
What are two ways the Comanche used the buffalo?
Choose 2 answers.
a.to be their food
b.to carry things
c. to gather fruits and nuts
d.to travel in water
e. to make their homes
Part B
a.“They made canoes out of logs so they could travel in the water.”
b.“The Comanche people lived farther west. They lived away from
the coast.”
c. “They hunted for food, so as the buffalo moved, they moved as
well.”
d.“The Comanche built their homes out of buffalo skins and wood.”
e. “Both the Comanche hunters and the Caddo hunters used bows
and arrows.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
14 Unit 2 • End-of-Unit Assessment
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Which two details from the story best help you answer Part A?
Choose 2 answers.
UNIT 2 • Vocabulary
Vocabulary
Directions: Read the questions below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“Their homes could be easily taken down.” What is the meaning of the
phrase “taken down” in this sentence?
a.put in a lower place
b.pulled apart
c. written on paper
d.ashamed
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Part B
Which detail from the passage helps you understand the meaning of
“taken down”?
a.“The Comanche built their homes out of buffalo skins and wood.”
b.“They moved their homes from place to place as they hunted.”
c. “The Caddo built cone-shaped homes from . . . thatched grasses.”
d.“They used sleds pulled by dogs to move things.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 5.
Demonstrate understanding of word relationships and nuances in word meanings.
Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context
(e.g., take steps).
Unit 2 • End-of-Unit Assessment 15
UNIT 2 • Vocabulary Continued
2. Part A
“Some Caddo and Comanche people continue these artistic traditions
today.” What is the meaning of the word “traditions”?
a.the kinds of homes people had in the past
b.something people hand down from parent to child
c. the past way of life that is no longer followed
d.the fancy headdresses men wore to hunt
Part B
Which detail from the story best helps you answer Part A?
a.“It is one way they keep their customs alive.”
c. “This type of headdress was made from dyed, stiff animal hair.”
d.“The Caddo built cone-shaped homes”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
16 Unit 2 • End-of-Unit Assessment
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b.“The Caddo were well-known for making pottery.”
UNIT 2 • VOCABULARY Continued
3. Part A
“The land where the Caddo lived had good, rich soil for growing
crops.” What is the meaning of the word “crops”?
a.tools for riding horses
b.cutting something smaller
c. collecting things
d.food raised by people
Part B
Which detail best helps you understand the meaning of “crops”?
a.“They used sleds pulled by dogs to move things.”
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b.“They made canoes out of logs so they could travel”
c. “They planted corn, beans, sunflowers, and pumpkins.”
d.“They did, however, gather fruits, berries, and nuts.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
Unit 2 • End-of-Unit Assessment 17
UNIT 2 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt below and complete the chart. Write
complete sentences. Be sure to include details from the passage.
You have read about the Caddo and Comanche people. Tell two ways
the Caddo and the Comanche are alike. Then tell three ways they are
different.
Caddo and Comanche People
Different
1.
1.
2.
2.
3.
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Writing 2. Write informative/explanatory texts to
examine a topic and convey ideas and information clearly. Writing 4. With guidance and support from
adults, produce writing in which the development and organization are appropriate to task and purpose.
Writing 8. Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
18 Unit 2 • End-of-Unit Assessment
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Alike
UNIT 2 • EXTENDED RESPONSE
Extended Response
You have read selections about people from different cultures.
• “Surprise in the Attic”
• “The First Texans”
In “Surprise in the Attic,” Ricky and Dana learn about their family’s
culture. In “The First Texans,” the author describes the Caddo and
Comanche people.
Imagine that you are either a Caddo child or a Comanche child, and you
are at the same Culture Fair as Ricky and Dana. Write one paragraph to
describe how you share your culture with the class.
In your paragraph, be sure to
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• tell whether you are Caddo or Comanche.
• use first person (“I”).
• name three items you brought to the fair.
• describe how each item relates to your culture.
• use details from the passages.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Writing 3.a. Establish a situation and introduce a narrator
and/or characters; organize an event sequence that unfolds naturally. Writing 3.b. Use dialogue and
descriptions of actions, thoughts, and feelings to develop experiences and events or show the response
of characters to situations. Language 1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. Language 2. Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling when writing.
Unit 2 • End-of-Unit Assessment 19
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UNIT 2 • EXTENDED RESPONSE Continued
20 Unit 2 • End-of-Unit Assessment
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UNIT 2 • EXTENDED RESPONSE Continued
Unit 2 • End-of-Unit Assessment 21
UNIT 3 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Taito and the Gulls
by Julie Lavender
I could watch gulls all day. One by one, the gulls splash into the
water where they bounce and bob with the waves. Then they dip their
bills into the water, grabbing fish to eat.
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I hear my mother calling. “Taito, you’ve been gone a long time,” she
scolds, looking unhappy. “Where are the fish?”
I hang my head because I realize that I’m in trouble. I was supposed
to be catching fish for the feast tonight! I apologize to my mother.
“Please forgive me. I was watching the gulls and forgot to fish.”
I’m nervous when I see my father and my great-grandfather. “Your
net is empty,” my father says, “and this is not the first time you didn’t
listen.” Father thinks for a moment and says, “Since you didn’t help
prepare for the feast, you may not attend.”
There is disappointment in Great-grandfather’s eyes. He has often
told me I should listen to instructions as closely as I listen to his stories.
Great-grandfather is very wise. He teaches me about our people,
the Arawak, and our island. He tells me stories about the sea and the
animals. “The animals are your best teachers,” he says. “Observe their
ways and learn from them.”
Sights, sounds, and smells of the feast drift my way. Since I cannot
attend, I go for a walk along the beach.
Unit 3 • End-of-Unit Assessment 1
UNIT 3 • FIRST PASSAGE Continued
When I reach the bay, the gulls are floating on the water. The
afternoon sky looks very dark, which is very strange. Suddenly, the
gulls fly away from the water toward the center of the island, and they
disappear into the trees.
I look for the gulls and find them huddled together on the ground.
Great-grandfather told me about this phenomenon. I know what this
event means! When flying gulls gather inland, bad weather is coming.
The sky is getting darker, so I run to warn the others.
“Great-grandfather, the gulls are inland!” Great-grandfather tells
everyone to prepare for a storm. The men tow the canoes and tie them to
trees. Rain begins to pound, and everyone runs toward the cave.
Safe inside, we hear the wind howl like a powerful animal. I cover
my ears, but suddenly, there is silence.
“No,” he says, “sometimes storms rest a while, and then their fury
starts again. They can be very unpredictable. It is difficult to tell what
they will do.”
The rain returns with the screaming wind. The next morning it is
calm and quiet.
This hurricane has destroyed many homes. “Be thankful,” Greatgrandfather says. “The storm took our homes, but it didn’t take our lives.
Our village will rise again.”
Then I wonder about the gulls, so I run to a hill overlooking the
beach and see birds bobbing on the water. The gulls are safe and have
returned home, just like my people.
2 Unit 3 • End-of-Unit Assessment
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“Great-grandfather, is the storm over?”
UNIT 3 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
Taito is not allowed to go to the feast. Why is this important to the
sequence of events in the story?
a. He goes to the beach, sees the gulls move inland, and tells the
people of a coming storm.
b. He finally understands he must do what he is told if he wants to
be part of the group activities.
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c. He takes his net to the water and catches an enormous fish that he
brings to the feast.
d. He decides to go to the feast and enjoy the activities even though
he was told he could not.
Part B
Which two details from the passage best help you answer Part A?
Choose 2 answers.
a. “‘Taito, you’ve been gone a long time,’ she scolds, looking
unhappy.”
b. “‘Since you didn’t help prepare for the feast, you may not
attend.’”
c. “When I reach the bay, the gulls are floating on the water.”
d. “Suddenly, the gulls fly away from the water toward the center of
the island”
e. “The sky is getting darker, so I run to warn the others.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
Unit 3 • End-of-Unit Assessment 3
UNIT 3 • COMPREHENSION Continued
2. Part A
Why is Great-grandfather disappointed with Taito?
a. Because Taito did not go fishing, there will be no fish for the
feast.
b. Great-grandfather is hoping to spend time at the feast telling Taito
about the island.
c. Great-grandfather expects Taito to obey his parents and do what
they tell him to do.
d. The feast will not be as much fun if Taito is not with the family.
Part B
a. “‘Your net is empty,’ my father says, ‘and this is not the first time
you didn’t listen.’”
b. “He has often told me I should listen to instructions as closely as
I listen to his stories.”
c. “He teaches me about our people, the Arawak, and our island. He
tells me stories about the sea and the animals.”
d. “Sights, sounds, and smells of the feast drift my way. Since I
cannot attend, I go for a walk along the beach.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
4 Unit 3 • End-of-Unit Assessment
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Which detail from the passage best helps you answer Part A?
UNIT 3 • COMPREHENSION Continued
3. Part A
What is an important message in this story?
a. People on islands enjoy eating fish at feasts.
b. Caves can be used as shelters during storms.
c. Hurricanes are storms that do a lot of damage.
d. Understanding animals’ actions can help people.
Part B
Which detail from the passage best helps you answer Part A?
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a. “I was supposed to be catching fish for the feast tonight!
I apologize to my mother.”
b. “I know what this event means! When flying gulls gather inland,
bad weather is coming.”
c. “‘Be thankful,’ Great-grandfather says. ‘The storm took our
homes, but it didn’t take our lives.’”
d. “Then I wonder about the gulls, so I run to a hill overlooking the
beach and see birds bobbing on the water.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers. Literature 2. Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text.
Unit 3 • End-of-Unit Assessment 5
UNIT 3 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
“I apologize to my mother.” What does the word “apologize” mean?
a. offer to give help
b. do what is expected
c. be in trouble
d. say you are sorry
Which detail from the passage provides a clue to the meaning of
“apologize”?
a. “‘Taito, you’ve been gone a long time,’ she scolds, looking
unhappy.”
b. “I hang my head because I realize that I’m in trouble.”
c. “‘Please forgive me. I was watching the gulls and forgot to fish.’”
d. “I’m nervous when I see my father and my great-grandfather.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from an array of strategies.
6 Unit 3 • End-of-Unit Assessment
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Part B
UNIT 3 • Vocabulary Continued
2. Part A
What does the word “phenomenon” mean in the following paragraph
from the passage?
“I look for the gulls and find them huddled together on the ground.
Great-grandfather told me about this phenomenon. I know what this
event means! When flying gulls gather inland, bad weather is coming.”
a. happening
b. bird
c. group
d. storm
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Part B
Which word in the paragraph provides the best clue to the meaning of
“phenomenon”?
a. “gulls”
b. “together”
c. “event”
d. “weather”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from an array of strategies. Language 4.a. Use
sentence-level context as a clue to the meaning of a word or phrase.
Unit 3 • End-of-Unit Assessment 7
UNIT 3 • Vocabulary Continued
3. Part A
Great-grandfather explains that storms are unpredictable. What does he
mean by saying they are “unpredictable”?
a. You never know how a storm will act.
b. Every storm is the same as other storms.
c. It is easy to know when a storm is coming.
d. A storm probably will not happen again.
Part B
Which detail from the passage provides the best clue to the meaning of
“unpredictable”?
b. “‘It is difficult to tell what they will do’”
c. “The rain returns with the screaming wind.”
d. “The next morning it is calm and quiet.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from an array of strategies.
8 Unit 3 • End-of-Unit Assessment
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a. “I cover my ears, but suddenly, there is silence.”
UNIT 3 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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In this story, why is Taito able to warn the others that a storm is coming?
Do you think Taito is a hero? Answer these questions in a paragraph.
Introduce the story and use details from the passage to explain how
Taito knew a storm was coming. Then tell whether you think Taito is a
hero and give reasons for your opinion.
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events. Writing 1.
Write opinion pieces on topics or texts, supporting a point of view with reasons.
Unit 3 • End-of-Unit Assessment 9
UNIT 3 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
How Did the Animals Know?
by Jesse Green
The tsunami that hit in 2004 was shocking. Thousands of people lost
their lives. Many places were swallowed up by the ocean waves that
crashed into and flooded over them.
The communities hit hardest by the tsunami did not know about
the coming disaster. They did not have a warning system. Nature gave
signals. But many people didn’t know how to read them.
One of these signals was the behavior of the animals that could sense
the danger.
Dogs act strangely before a storm and become restless. Scientists say
that this is because a dog’s sense of smell is thousands of times stronger
than a human’s. There are chemical changes in the air before a storm.
Scientists think that dogs smell these changes. Some people noticed the
strange behavior of their dogs just before the tsunami of 2004. Many
trusted their pets’ instincts. This helped save their lives.
Birds and fish seemed to sense the danger of the tsunami too. Many
flamingos left coastal areas before the tsunami hit. They flew to a higher
place. There they were able to survive.
10 Unit 3 • End-of-Unit Assessment
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Giant waves destroyed many towns on the coasts of Asia and Africa
on December 26, 2004. This weather disaster was called a tsunami.
Tsunami is a Japanese word that means “harbor wave.” An earthquake
off the coast of Indonesia caused this tsunami.
UNIT 3 • SECOND PASSAGE Continued
Animals also picked up on signals from other animals. Birds in the
air noticed how schools of fish were swimming. So the birds flew in a
different direction. Animals on the land saw the birds’ behavior. This
caused them to leave the areas along the coast.
Zoo animals also behaved strangely before the tsunami hit. Some
animals tried to break free, and others backed into the corners of their
cages. And monkeys refused to eat bananas. The sense of danger took
away their appetites.
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In Thailand, tourists heard the loud trumpeting of elephants. The
elephants were afraid. Some actually broke free from their chains. At
first people were confused. Then people took the elephants’ behavior as
a signal. They ran away too.
What gave animals warning of the 2004 tsunami? Why didn’t many
people know what was coming? Animals have stronger senses than
people. They can pick up on sounds, smells, temperature changes, and
vibrations of the earth. They also notice the behavior of other animals
around them. This gives them clues to possible danger. These instincts
help animals survive.
Unit 3 • End-of-Unit Assessment 11
UNIT 3 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
What is the main idea of this passage?
a. A tsunami struck Asia and Africa in 2004.
b. Animals know when weather events are coming.
c. Tsunamis are one kind of weather disaster.
d. Animals pay attention to what other animals do.
Part B
a. “The tsunami that hit in 2004 was shocking.”
b. “Many places were swallowed up by the ocean waves that
crashed into and flooded over them.”
c. “One of these signals was the behavior of the animals that could
sense the danger.”
d. “Birds in the air noticed how schools of fish were swimming.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 2. Determine the main idea of a text;
recount the key details and explain how they support the main idea.
12 Unit 3 • End-of-Unit Assessment
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Which detail from the passage best helps you answer Part A?
UNIT 3 • COMPREHENSION Continued
2. Part A
What do scientists think causes dogs to act strangely before a storm?
a. Dogs notice chemical differences that are in the air.
b. Dogs watch the behavior of birds that sense danger.
c. Dogs hear the rumbling of thunder in the distance.
d. Dogs feel vibrations by using their sense of touch.
Part B
Which detail from the story best helps you answer Part A?
a. “a dog’s sense of smell is thousands of times stronger”
b. “people noticed the strange behavior of their dogs”
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c. “Many flamingos left coastal areas”
d. “Some actually broke free from their chains.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 3. Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
Unit 3 • End-of-Unit Assessment 13
UNIT 3 • COMPREHENSION Continued
3. Part A
Which of these events caused all of the other events in the passage
to happen?
a. a tsunami
b. an earthquake
c. dogs’ behavior
d. animals moving
Part B
Which detail from the passage best helps you answer Part A?
a. “This weather disaster was called a tsunami.”
c. “Dogs act strangely before a storm and become restless.”
d. “This caused them to leave the areas along the coast.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 3. Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
14 Unit 3 • End-of-Unit Assessment
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b. “An earthquake off the coast of Indonesia caused this tsunami.”
UNIT 3 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer. You
must answer both parts of each question correctly to receive credit.
1. Part A
The word “swallowed” has many meanings. What is the meaning of the
word “swallowed” in the following paragraph from the passage?
“The tsunami that hit in 2004 was shocking. Thousands of people lost
their lives. Many places were swallowed up by the ocean waves that
crashed into and flooded over them.”
a. took into the stomach
b. completely covered
c. too easily believed
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d. kept from saying
Part B
Which word or words from the paragraph provide the best clue to the
meaning of “swallowed”?
a. “hit”
b. “shocking”
c. “crashed into”
d. “flooded over”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the
meaning of a word or phrase.
Unit 3 • End-of-Unit Assessment 15
UNIT 3 • Vocabulary Continued
2. Part A
“Animals also picked up on signals from other animals.” What is the
meaning of the words “picked up on” in this sentence?
a. noticed
b. lifted
c. found
d. stopped
Part B
a. “Many flamingos left coastal areas before the tsunami hit. They
flew to a higher place.”
b. “Animals on the land saw the birds’ behavior. This caused them
to leave the areas along the coast.”
c. “Some animals tried to break free, and others backed into the
corners of their cages.”
d. “The elephants were afraid. Some actually broke free from
their chains.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify
the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and
content, choosing flexibly from a range of strategies. Language 5. Demonstrate understanding of
word relationships and nuances in word meanings. Language 5.a. Distinguish the literal and nonliteral
meanings of words and phrases in context (e.g., take steps).
16 Unit 3 • End-of-Unit Assessment
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Which detail from the passage helps you understand the meaning of the
sentence “Animals also picked up on signals from other animals”?
UNIT 3 • VOCABULARY Continued
3. Part A
“The sense of danger took away their appetites.” What is the meaning
of the word “appetites” in this sentence?
a. ability to make sound
b. sense of smell
c. need to play games
d. wish for food
Part B
Which detail from the passage gives a clue to the meaning
of “appetites”?
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a. “a dog’s sense of smell is thousands of times stronger”
b. “Some animals tried to break free”
c. “And monkeys refused to eat bananas.”
d. “tourists heard the loud trumpeting of elephants”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies.
Unit 3 • End-of-Unit Assessment 17
UNIT 3 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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Both the animals in nature and the animals in zoos sensed the coming
tsunami. Write a paragraph about the animals and their survival. First,
use details from the passage to explain what each group of animals did
when they sensed the approaching tsunami. Then, draw a conclusion
that explains which group of animals was more likely to survive and
why. Provide reasons from the passage to support your answer.
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Writing 2. Write informative/explanatory texts to
examine a topic and convey ideas and information clearly.
18 Unit 3 • End-of-Unit Assessment
UNIT 3 • EXTENDED RESPONSE
Extended Response
You have read two passages about animals and weather events.
• “Taito and the Gulls”
• “How Did the Animals Know?”
In “Taito and the Gulls,” Taito was able to warn his village that a storm
was coming. In “How Did the Animals Know?” both wild animals and
zoo animals knew the tsunami was approaching.
These two passages have the same main message. What is that message?
How does each passage present the message? What details do the
passages give to support the message?
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Write an informative essay to answer these questions. In your essay, be
sure to
• name the passages in your introduction.
• use details from both passages to examine the message.
• use linking words to connect ideas that are related.
• summarize your ideas in a concluding statement.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Informational Text 9. Compare and contrast the most important points and key details presented in two
texts on the same topic. Writing 2. Write informative/explanatory texts to examine a topic and convey ideas
and information clearly. Writing 2.c. Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information. Language 1. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of
the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 3 • End-of-Unit Assessment 19
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UNIT 3 • EXTENDED RESPONSE Continued
20 Unit 3 • End-of-Unit Assessment
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UNIT 3 • EXTENDED RESPONSE Continued
Unit 3 • End-of-Unit Assessment 21
UNIT 4 • End-of-Unit Assessment
Name
First Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Mr. Civil Rights
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by Frank Michaels
Thurgood Marshall was born in Maryland in 1908. America was very
different then. African Americans were often treated unfairly. Thurgood
was an African American and the great-grandson of an enslaved person.
Like other African Americans, Thurgood had to ride at the back of the
bus. He had to enter restaurants using the back doors, and he had to
attend all-black schools. African Americans had to cooperate with many
unfair laws.
In school, Thurgood read the Constitution of the United States,
including its amendments. These were laws added to the Constitution.
He read the Thirteenth Amendment, which said that having enslaved
people was against the law. He read the Fourteenth Amendment, which
promised equal rights for all citizens.
Thurgood wanted to know why black people did not have the rights
promised in the U.S. Constitution. His father told him that “what was in
the Constitution was what ought to be, not what was.” The promises of
the Constitution were not carried through for all people.
Thurgood wanted to fight unfairness. He knew that he could as a
lawyer. Thurgood was not allowed to attend the law school he first chose
because he was African American. He went to Howard University, an
all-black school, instead. The work at school was hard, but Thurgood
finished law school in 1933 at the top of his class.
Unit 4 • End-of-Unit Assessment 1
UNIT 4 • FIRST PASSAGE Continued
Thurgood soon opened a law office and began helping poor black
people. One day, one of his teachers from law school asked Thurgood if
he would be a lawyer for a civil rights group. Civil rights are the rights
that all citizens have. The group worked to make sure black people had
the same rights as white people. Thurgood agreed to work for the group.
As a civil rights lawyer, Thurgood argued many cases and helped
change unfair laws. He won a case that helped change the rule that
required African Americans to sit at the back of the bus. He helped
African Americans gain their right to vote, and he fought for equal rights
for black soldiers too.
Thurgood worked hard to make sure all people had the rights the
Constitution promised. People called him Mr. Civil Rights.
In 1965, President Lyndon Johnson picked Thurgood to serve on
the U.S. Supreme Court. Thurgood was the first African American to
serve on the Supreme Court. The words on the front of the Supreme
Court building say “Equal Justice for All.” Thurgood Marshall tried to
make sure the country lived up to those words. He wanted the country
to always treat everyone fairly.
2 Unit 4 • End-of-Unit Assessment
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At the time, many states did not allow black children to go to the
same schools as white children. They had to go to different schools.
Thurgood proved to the judges of the Supreme Court that segregated
schools were not equal. Thurgood is most remembered for winning that
famous case. It made history.
UNIT 4 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
What is the main idea of the passage?
a.Thurgood Marshall became a judge on the Supreme Court.
b.Thurgood Marshall knew what the Constitution says.
c. Thurgood Marshall worked for equal rights for all.
d.Thurgood Marshall was a lawyer for a civil rights group.
Part B
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Which detail from the passage best helps you answer Part A?
a.“In school, Thurgood read the Constitution of the United States,
including its amendments.”
b.“One day, one of his teachers from law school asked Thurgood
if he would be a lawyer for a civil rights group.”
c. “Thurgood worked hard to make sure all people had the rights
the Constitution promised.”
d.“In 1965, President Lyndon Johnson picked Thurgood to serve
on the U.S. Supreme Court.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 2. Determine the main idea of a text;
recount the key details and explain how they support the main idea.
Unit 4 • End-of-Unit Assessment 3
UNIT 4 • COMPREHENSION Continued
2. Part A
What caused Thurgood Marshall to become a lawyer?
a.He planned to help people gain their rights.
b.He knew his father wanted him to be a lawyer.
c. He hoped to make decisions as a judge.
d.He could earn a lot of money as a lawyer.
Part B
Which detail from the passage best helps you answer Part A?
b.“Thurgood wanted to fight unfairness. He knew that he could as
a lawyer.”
c. “Thurgood soon opened a law office and began helping poor
black people.”
d.“In 1965, President Lyndon Johnson picked Thurgood to serve
on the U.S. Supreme Court.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 3. Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
4 Unit 4 • End-of-Unit Assessment
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a.“In school, Thurgood read the Constitution of the United States,
including its amendments.”
UNIT 4 • COMPREHENSION Continued
3. Part A
Thurgood Marshall became a Supreme Court judge. Why was this
important to history?
a.The Supreme Court would soon decide civil rights cases.
b.The Supreme Court now provided “Equal Justice for All.”
c. The Supreme Court still made decisions about laws.
d.The Supreme Court no longer had only white judges.
Part B
Which detail from the passage best helps you answer Part A?
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a.“Thurgood was the first African American to serve on the
Supreme Court.”
b.“The words on the front of the Supreme Court building say
‘Equal Justice for All.’”
c. “Thurgood Marshall tried to make sure the country lived up
to those words.”
d.“He wanted the country to always treat everyone fairly.”
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Informational Text 3. Describe the relationship between
a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.
Unit 4 • End-of-Unit Assessment 5
UNIT 4 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
“In school, Thurgood read the Constitution of the United States,
including its amendments.” What does the word “amendments” mean
in this passage?
a.ideas about the Constitution
b.the main part of the Constitution
c. changes made to the Constitution
Part B
Which of the following details provides the best clue to the meaning
of “amendments”?
a.“These were laws added to the Constitution.”
b.“‘the Constitution was what ought to be’”
c. “The promises of the Constitution were not carried through”
d.“people had the rights the Constitution promised”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from an array of strategies.
6 Unit 4 • End-of-Unit Assessment
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d.plans for the Constitution
UNIT 4 • Vocabulary Continued
2. Part A
What does the word “segregated” mean in the following sentence from
the passage?
“Thurgood proved to the judges of the Supreme Court that segregated
schools were not equal.”
a.grade
b.separate
c. city
d.law
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Part B
Which of the following details provides the best clue to the meaning of
“segregated”?
a.“In school, Thurgood read the Constitution of the United States,
including its amendments.”
b.“The work at school was hard, but Thurgood finished law school
in 1933 at the top of his class.”
c. “One day, one of his teachers from law school asked Thurgood
if he would be a lawyer for a civil rights group.”
d.“At the time, many states did not allow black children to go to
the same schools as white children. They had to go to different
schools.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from an array of strategies.
Unit 4 • End-of-Unit Assessment 7
UNIT 4 • Vocabulary Continued
3. Part A
“Thurgood Marshall tried to make sure the country lived up to those
words.” What do the words “lived up to” mean in this passage?
a.had a good time with
b.was alive for
c. acted according to
d.went higher than
Part B
a.“In 1965, President Lyndon Johnson picked Thurgood to serve
on the U.S. Supreme Court.”
b.“Thurgood was the first African American to serve on the
Supreme Court.”
c. “The words on the front of the Supreme Court building say
‘Equal Justice for All.’”
d.“He wanted the country to always treat everyone fairly.”
COMMON CORE STATE STANDARDS
Informational Text 4. Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content,
choosing flexibly from a range of strategies. Language 5.a. Distinguish the literal and nonliteral meanings
of words and phrases in context (e.g., take steps).
8 Unit 4 • End-of-Unit Assessment
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Which detail from the passage provides the best clue to the meaning of
“lived up to”?
UNIT 4 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a paragraph in response.
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The title of this passage is “Mr. Civil Rights.” Do you think this
is a good title? Do you think Thurgood Marshall should be called
Mr. Civil Rights? Why or why not? Give reasons for your opinion using
information from the passage.
COMMON CORE STATE STANDARDS
Informational Text 1. Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers. Writing 1. Write opinion pieces on topics or texts,
supporting a point of view with reasons.
Unit 4 • End-of-Unit Assessment 9
UNIT 4 • Second Passage
Name
Second Passage
Directions: Read the following passage. Use information from the
passage to answer the questions that follow.
Local Hero
by Miriam D. Otting
The thing Katrina did enjoy was taking photographs, but today was
a school day. As she sat in class, her eyes wandered out the window.
Something was moving. It was a young deer heading for the woods
beyond the schoolyard.
After school, Katrina asked her dad to go with her to the woods.
Of course, she brought her camera. They walked quickly toward a little
stream, and they saw the little fawn with its mother.
Katrina smiled, but when she saw a pile of garbage next to the deer,
her smile faded. Katrina looked at the deer, the beautiful, large trees,
and the flowing stream. Too bad people don’t treat these woods better,
she thought.
At school, Katrina showed her photographs to other students. She
wanted to ask them to help clean up the woods. She rounded up seven
volunteers, including Mr. Nimms, her science teacher.
Mr. Nimms said, “Katrina, why don’t you show the town council
your photographs and tell them about your plan? I think the council
might provide some equipment for this project.”
10 Unit 4 • End-of-Unit Assessment
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Katrina Wilson had never thought of herself as brave. Courage
was Superman saving the Earth or astronauts training for space travel.
Sometimes Katrina wished she could be brave in an everyday kind of
way, such as when she had to talk in front of other people.
UNIT 4 • SECOND PASSAGE Continued
Before she realized it, Katrina had agreed to share her ideas for the
project and give a speech to the town council. She picked out twelve
photographs, including the one of the deer, and used them to create a
slide show. Then she worked on the main points of her talk—the reasons
for cleaning up the woods.
• The woods are a quiet, natural place for people to enjoy.
• People can learn about plants and animals in the woods.
• Trees in the woods help keep the air clean.
• Many animals live in the woods.
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• Having a nice, clean woods improves our town.
Two weeks later, Katrina and her dad went to the council meeting.
As they took their seats in the small crowd, Katrina saw the stage where
she would stand to give her talk. She was terrified! Feeling her throat
getting tight, she took a deep breath and let it out.
Katrina’s dad tried to help her relax by reminding her that she was
ready for her presentation. It was true. She had practiced her talk a
dozen times, and she had detailed notes to look at.
When it was her turn, Katrina walked to the front of the room. She
was still frightened, but as she showed the first slide, she remembered
what was most important. Her voice grew stronger.
As soon as she was done, the council took a vote. They would
provide a truck, shovels, and even garbage bags! Then a woman in the
crowd came over and shook Katrina’s hand. “That took courage,” the
woman said. “You’re a local hero now!”
Unit 4 • End-of-Unit Assessment 11
UNIT 4 • COMPREHENSION
Comprehension
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
What makes Katrina feel sad when she is in the woods by the stream?
a.Dad says they have to go home.
b.Trash is all around the stream.
c. She forgets to take pictures.
d.She does not see any animals.
Which detail from the passage provides the reason that Katrina
feels sad?
a.“Katrina asked her dad to go with her to the woods”
b.“Of course, she brought her camera.”
c. “when she saw a pile of garbage next to the deer, her smile
faded”
d.“Katrina looked at the deer, the beautiful, large trees, and
the flowing stream.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
12 Unit 4 • End-of-Unit Assessment
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Part B
UNIT 4 • COMPREHENSION Continued
2. Part A
Katrina shows her photographs of the woods to other students and
Mr. Nimms. How does this help the story continue?
a.Other students do not want to go to the woods with Katrina.
b.Katrina puts her photographs on the school’s Web site.
c. Mr. Nimms tells Katrina to talk about the woods at a meeting.
d.Katrina and her dad take more photographs in the woods.
Part B
Which detail from the story best helps you answer Part A?
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a.“The thing Katrina did enjoy was taking photographs, but today
was a school day.”
b.“Too bad people don’t treat these woods better, she thought.”
c. “Something was moving. It was a young deer heading for the
woods beyond the schoolyard.”
d.“Before she realized it, Katrina had agreed to share her ideas
for the project and give a speech to the town council.”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
Unit 4 • End-of-Unit Assessment 13
UNIT 4 • COMPREHENSION Continued
3. Part A
Why does a woman at the meeting think Katrina is a local hero?
a.Katrina gets the town’s help in cleaning up the woods.
b.Katrina plans a slide show for the town council.
c. Katrina takes photographs of animals and plants.
d.Katrina gets better at talking in front of other people.
Part B
Which detail from the passage best helps you answer Part A?
b.“She was still frightened, but as she showed the first slide, she
remembered what was most important. Her voice grew stronger.”
c. “She picked out twelve photographs, including the one of the
deer, and used them to create a slide show.”
d.“As soon as she was done, the council took a vote. They would
provide a truck, shovels, and even garbage bags!”
COMMON CORE STATE STANDARDS
Literature 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers. Literature 3. Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of events.
14 Unit 4 • End-of-Unit Assessment
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a.“Of course, she brought her camera. They walked quickly toward
a little stream, and they saw the little fawn with its mother.”
UNIT 4 • Vocabulary
Vocabulary
Directions: Read each question below and choose the best answer.
You must answer both parts of each question correctly to receive credit.
1. Part A
“Courage was Superman saving the Earth or astronauts training for space
travel.” What is the meaning of the word “courage” in this sentence?
a.superheroes who can fly
b.a problem that someone can fix
c. the strength that is needed to lift things
d.the ability to act even in difficult times
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Part B
Which detail from the passage provides a clue to the meaning of
“courage”?
a.“Katrina wished she could be brave in an everyday kind of way,
such as when she had to talk in front of other people.”
b.“Before she realized it, Katrina had agreed to share her ideas for
the project and give a speech to the town council.”
c. “She picked out twelve photographs, including the one of the deer,
and used them to create a slide show.”
d.“Katrina’s dad tried to help her relax by reminding her that she was
ready for her presentation.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
Unit 4 • End-of-Unit Assessment 15
UNIT 4 • Vocabulary Continued
2. Part A
“They walked quickly toward a little stream, and they saw the little
fawn with its mother.” What is a fawn?
a.a female deer
b.a male deer
c. a baby deer
d.an old deer
Part B
Which detail provides a clue to help you answer Part A?
b.“Katrina smiled, but when she saw a pile of garbage next to the
deer, her smile faded.”
c. “Katrina looked at the deer, the beautiful, large trees, and the
flowing stream.”
d.“She picked out twelve photographs, including the one of
the deer”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
16 Unit 4 • End-of-Unit Assessment
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a.“It was a young deer heading for the woods beyond the
schoolyard.”
UNIT 4 • VOCABULARY Continued
3. Part A
“As they took their seats in the small crowd, Katrina saw the stage
where she would stand to give her talk. She was terrified!” What is the
meaning of the word “terrified”?
a.not ready
b.very afraid
c. feeling happy
d.eager to speak
Part B
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Which detail from the passage provides a clue to the meaning of
“terrified”?
a.“Then she worked on the main points of her talk—the reasons for
cleaning up the woods.”
b.“Before she realized it, Katrina had agreed to share her ideas for
the project and give a speech to the town council.”
c. “She had practiced her talk a dozen times, and she had detailed
notes to look at.”
d.“She was still frightened, but as she showed the first slide,
she remembered what was most important.”
COMMON CORE STATE STANDARDS
Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases
based on grade 3 reading and content, choosing flexibly from a range of strategies.
Unit 4 • End-of-Unit Assessment 17
UNIT 4 • CONSTRUCTED RESPONSE
Constructed Response
Directions: Read the prompt and write a story in response.
Imagine that Katrina and the volunteers have cleaned up the woods, but
now Katrina has discovered another problem in her community.
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Write a story to describe what the new problem is, what Katrina does to
deal with the problem, and how it is solved in the end. Use ideas from
the passage as well as your imagination in your story.
COMMON CORE STATE STANDARDS
Writing 3. Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences. Writing 8. Recall information from experiences or gather
information from print and digital sources; take brief notes on sources and sort evidence into provided
categories.
18 Unit 4 • End-of-Unit Assessment
UNIT 4 • EXTENDED RESPONSE
Extended Response
You have read two passages about active citizens.
• “Mr. Civil Rights”
• “Local Hero”
Both passages show ways that people can be active citizens. In
“Mr. Civil Rights,” you learned how Thurgood Marshall worked to make
this country a better place to live in. In “Local Hero,” you read about
Katrina, a character who works to make her community a better place.
How were Thurgood Marshall and Katrina active citizens? Do you think
being an active citizen is important? Why or why not?
Write an essay to answer these questions. In your essay, be sure to
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• explain how Thurgood Marshall and Katrina were active citizens.
• state your opinion.
• use details from both passages to support your ideas.
• put your ideas in an order that makes sense.
• u se linking words and phrases, such as “because,” “for example,” and
“so,” to connect your opinion and reasons.
• restate your opinion in a concluding statement.
• use proper grammar, usage, spelling, capitalization, and punctuation.
COMMON CORE STATE STANDARDS
Writing 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Writing 1.a.
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure
that lists reasons. Writing 1.b. Provide reasons that support the opinion. Writing 1.c. Use linking words
and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Writing 1.d.
Provide a concluding statement or section. Language 1. Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking. Language 2. Demonstrate command of
the conventions of standard English capitalization, punctuation, and spelling when writing.
Unit 4 • End-of-Unit Assessment 19
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UNIT 4 • EXTENDED RESPONSE Continued
20 Unit 4 • End-of-Unit Assessment
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UNIT 4 • EXTENDED RESPONSE Continued
Unit 4 • End-of-Unit Assessment 21