Weekly Assessment - Grade 3
April 21, 2017 | Author: Vi1vum | Category: N/A
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Grade 3
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Weekly Assessment
Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by Macmillan/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 1 2 3 4 5 6 7 8 9 021 10 09 08 07
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Contents Introducing the Weekly Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Use and Administer the Weekly Assessment. . . . . . . . . . . . . . . . . . . 6 Scoring Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Tips for Taking the
Format Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Unit 1 Week 1 Assessment First Day Jitters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Week 2 Assessment Dear Juno . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Week 3 Assessment “Whose Habitat Is It?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Week 4 Assessment Penguin Chick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Week 5 Assessment The Perfect Pet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Unit 2 Week 1 Assessment The Strongest One . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Week 2 Assessment Wolf! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Week 3 Assessment “What’s in Store for the Future?” . . . . . . . . . . . . . . . . . . 93 Week 4 Assessment The Planets in Our Solar System . . . . . . . . . . . . . . . . . . .105 Week 5 Assessment Author: A True Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Unit 3 Week 1 Assessment Stone Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Week 2 Assessment One Riddle, One Answer . . . . . . . . . . . . . . . . . . . . . . . . . 141 Week 3 Assessment “Saving the Sand Dunes” . . . . . . . . . . . . . . . . . . . . . . . . 153
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Week 4 Assessment The Jones Family Express. . . . . . . . . . . . . . . . . . . . . . . . . 165 Week 5 Assessment What Do Illustrators Do? . . . . . . . . . . . . . . . . . . . . . . . . . 177
Unit 4 Week 1 Assessment Cook-a-Doodle-Doo! . . . . . . . . . . . . . . . . . . . . . . . . . . . .189 Week 2 Assessment Seven Spools of Thread . . . . . . . . . . . . . . . . . . . . . . . . . .201 Week 3 Assessment “Washington Weed Whackers” . . . . . . . . . . . . . . . . . . . 213 Week 4 Assessment Here’s My Dollar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225 Week 5 Assessment My Very Own Room . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
Florida Weekly Assessment • Grade 3
3
Unit 5 Week 1 Assessment Boom Town . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .249 Week 2 Assessment Beatrice’s Goat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261 Week 3 Assessment “A Carousel of Dreams” . . . . . . . . . . . . . . . . . . . . . . . . .273 Week 4 Assessment The Printer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285 Week 5 Assessment Animal Homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .297
Unit 6 Week 1 Assessment A Castle on Viola Street . . . . . . . . . . . . . . . . . . . . . . . . . .309 Week 2 Assessment Wilbur’s Boast from Charlotte’s Web . . . . . . . . . . . . . . . 321 Week 3 Assessment “An American Hero Flies Again” . . . . . . . . . . . . . . . . . .333 Week 4 Assessment Mother to Tigers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .345 Week 5 Assessment Home-Grown Butterflies from Ranger Rick . . . . . . . . . 357 Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .369 Sunshine State Standards and Benchmarks . . . . . . . . . . . . . . . . . . . . . . . .379 Constructed-Response Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .384
© Macmillan/McGraw– Hill
Scoring Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside of Back Cover
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Florida Weekly Assessment • Grade 3
Introduction to the Weekly Assessment The Weekly Assessment is designed to assess your students’ mastery of the skills taught throughout the week. The test questions use formats your students will encounter in the Florida Comprehensive Achievement Test (FCAT). The test includes questions that cover the following areas: ■
Vocabulary
■
Reading Comprehension
■
Grammar, Mechanics, and Usage
■
Spelling
Purpose of the Weekly Assessment Each week, there will be a new passage for students to read. The passage will be either fiction or nonfiction, depending on the genre of the core selection for the week.
Providing students with a new reading passage allows you to assess how well they have mastered the skills for the week. When students apply what they have learned, you can evaluate the degree of mastery they have achieved.
Using the Results to Inform Instruction Use the results of the Weekly Assessment as a formative assessment tool to help monitor student progress. Information gathered by evaluating the results of this assessment can also be used to diagnose specific strengths and weaknesses of your students. If scores from the Weekly Assessments are used to help determine report card grades, then you can consider them to be summative assessments as well.
© Macmillan/McGraw– Hill
The passage will be followed by twelve questions that cover the skills for the week.
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How to Use and Administer the Weekly Assessment Each Weekly Assessment consists of eleven multiple-choice questions, and one constructed-response question. The format and length of the test is the same each week. You may want to explain each section of the test to students the first time you administer it. ■
For the multiple-choice questions, students should fill in the circle next to the best answer. Remind students to fill in the circle completely for each answer.
■
For the constructed-response questions, students should write their answers in the space provided on the page
The Answer Keys to score the tests can be found on pages 369–378. Sample score points for the constructedresponse questions may be found on the website: http://www.macmillanmh.com.
General Procedures
Directions: Say: Write your name and the date on the cover of your test booklet. When all students are done, say: Open the booklet to page 2. You will read a passage. Then carefully read the questions that follow. For each multiple-choice question, read all of the answer choices. Then fill in the circle next to the best answer. For the constructed-response question, you will write your answer in the space provided on the page. When you finish the last question, close your booklet and put your pencil down. You may begin now. During the test: Monitor students’ test-taking behavior to make sure that each student is following the directions and writing responses in the correct places. Answer questions about procedures and materials, but do not help them answer questions. After the test: Before collecting the papers, make sure that students have written their names on the cover of the test booklet.
© Macmillan/McGraw– Hill
Before the test: Distribute copies of Weekly Assessment.
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Florida Weekly Assessment • Grade 3
Scoring Instructions Using the Student Evaluation Charts After each Weekly Assessment there is a Student Evaluation Chart. It lists all of the skills covered and the number of the question that assesses each skill. ■
In the column labeled “Number Correct,” fill in the point value of the number of questions answered correctly for each skill. Count the total point value of correct responses, and write the number for each subtest above the total possible score.
■
Add the scores for each skill (point value of the number of items answered correctly) to determine the total test score.
■
To convert these raw test scores to percentages, see the Scoring Chart on the inside back cover of this book.
Evaluating the Scores The primary focus of the Weekly Assessment is to measure students’ progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that students require additional instruction before mastery of that skill can be achieved. Evaluating the results of these assessments provides specific information about students’ daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students’ work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming week for individual, small-group, or whole-group instruction as indicated.
© Macmillan/McGraw– Hill
Multiple-choice questions are worth one point each, short-response questions are worth two points, and the extendedresponse questions are worth four points. Use the Constructed-Response Rubrics on page 384 to help you score the constructed-response questions.
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Tips for Taking the
Format Assessment
Here are some tips to help you do your best. Keep these tips in mind when you answer the questions. ✓ Read the directions carefully. Ask your teacher to
explain any directions you do not understand. ✓ Read the passages and questions very carefully.
You may look back at a passage as often as you like. ✓ Answer the questions you are sure about first. If a
question seems too difficult, skip it and go back to it later. ✓ Be sure to fill in the answer bubbles correctly. Do
not make any stray marks around answer spaces. ✓ Think positively. Some questions may seem hard,
but others will be easy. ✓ Check each answer to make sure it is the best
answer for the question. ✓ Relax. Some people get nervous about tests. It’s
natural. Just do your best.
Format Assessment
Each test contains one reading passage, 11 multiple-choice questions, and 1 constructed-response question. A multiple-choice question is followed by several answer choices. Read all the answer choices under each question and decide which answer is correct. You will fill in the bubble next to the answer choice you think is correct for each multiple-choice question. For the constructed-response questions, write your answer on the lines. You will mark your answers in this book.
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Florida Weekly Assessment • Grade 3
© Macmillan/McGraw– Hill
Directions for Taking the
Grade 3 • Unit 1 • Week 1 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
1
Read the story “Singing Out” before answering Numbers 1 through 6.
Nina Martinez shut the classroom door behind her and walked down the hall. She trudged up the steps to the second floor. She felt nervous this morning. Why had she decided to try out for the talent show? She loved to sing. But she did not enjoy singing in front of other people. Taking a deep breath, she pushed open the door of the music room and went inside. The room was filled with laughing children. There were Luz and James. There were others from her class, too. The bright, sunny room left no place to hide. A few teachers sat on folding chairs. They waited for the children to settle down. There was the stage, cold and bare. “Hi, Nina!” Luz called out. “I didn’t think you would try out. You are so shy.” “That’s nonsense,” Nina said. “I’m not shy at all.” Luz chuckled. She ran off to find a seat. Nina followed, dragging her feet. She wished she were downstairs sitting at her desk. What had she gotten herself into?
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
© Macmillan/McGraw– Hill
Singing Out
Format Weekly Assessment
UNIT
1
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One by one the students got up on the stage and did their acts. “Nina Martinez!” a voice called out. It was Mrs. Brent, the music teacher. Nina rose from her chair. She walked to the huge, empty stage. Her face was hot, and her shaking hands were as cold as ice. She fumbled with the sheet music of her favorite song, but the words would not come out. “I—I—” Nina began. Then she stopped. “I can’t,” she said softly.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
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3
UNIT
Format Weekly Assessment
1
© Macmillan/McGraw– Hill
“Close your eyes. Pretend you are alone.” said Mrs. Brent gently. “Forget about everyone else. Just sing.” Nina felt silly, but she gave it a try. She shut her eyes. She raised her voice and sang out. Her hands stopped shaking. The song poured out like honey from a jar. Mrs. Brent clapped. “That’s the first time I have really heard your voice,” she said. “You are in the show!” Nina gave a big sigh and smiled happily.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Singing Out.” 1 Read this sentence from the story. Nina Martinez shut the classroom door behind her and walked down the hall. A classroom is a
a class about rooms. b room not used for class. c class not held in a room. d room where class is held. 2 Read this sentence from the story. She felt nervous this morning. Which word means almost the SAME as nervous?
f sleepy g certain h worried confused 3 Read this sentence from the story. © Macmillan/McGraw– Hill
She wished she were downstairs sitting at her desk. The word downstairs means
a underneath a building. b stairs that only lead down. c the stairs inside a building. d on a lower floor of a building.
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5
Student Name 4 Where does this story take place?
f Nina’s classroom at school. g a theater near Nina’s school. h the music room at Nina’s school. a hallway and staircase inside Nina’s school. 5 What is Nina’s MAIN problem in the story?
a She is not a very good singer. b She is shy about singing in front of people. c She has to wait a long time for her turn to sing. d She is surprised to see so many children in the
© Macmillan/McGraw– Hill
music room.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
Student Name
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6 How does Nina feel at the beginning of the story? How does she feel at the end of the story? Use details and 3&"% 5)*/, information from the story to support your answer. &91-"*/
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7
Student Name Read the story “Old Friends, New Friends.” Choose the word or words that correctly complete question 7.
Old Friends, New Friends William did not want to move to the country. He enjoyed his life in the city. He would miss it. He would miss his friends, too. He was afraid he might never see them again! He would have to go to a new school where he (7) know anybody.
7 Which answer should go in blank (7)?
f didnt’ g didn’t h did’nt
© Macmillan/McGraw– Hill
When his family moved, William made new friends quickly. He stayed in touch with his old friends by email. He had twice as many friends as before!
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
Student Name Read and answer questions 8 and 9. 8 In which sentence below is all punctuation correct?
a I did not go to the game. b Did you watch the game today. c How many points did the team score. 9 In which sentence below is all punctuation correct?
f You are a good player? g Are you going to join the team?
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h The coach says she needs more players?
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Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a click b mess c stamp d ponnd 11 Read these sentences. Johnny had all the luk luk. He would never get sick and miss a day of team practice. I had to clap when he made the winning run. Which underlined word is spelled incorrectly?
f luk g sick h clap miss 12 Which word is spelled correctly?
a rok b jomp © Macmillan/McGraw– Hill
c snack d stepp
STOP
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
Student Name Grade 3 • Unit 1 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Compound words, 1, 3; synonyms, 2 Reading Comprehension: Plot development: setting, 4; plot development: plot, 5
Number Percent Correct Correct /3
Correlations
% Item
/2
%
Assessed Benchmarks*
1 2
LA.A.1.2.3
3
Short response: Plot development: character, 6 Grammar, Mechanics, and Usage: Capitalization and punctuation, 7; statements and questions, 8, 9 Spelling: Short vowels, 10, 11, 12
/2
%
4 5 6 7
/3
%
8 9 10
/3
%
11 12
/13
%
LA.3.1.6.5 LA.3.1.6.8 LA.3.1.6.5 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.3 LA.3.3.4.6 LA.3.3.4.6 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 379-383.
© Macmillan/McGraw– Hill
Total Weekly Test Score
LA.E.1.2.2 LA.E.1.2.2
New Sunshine State Standards
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 1
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Grade 3 • Unit 1 • Week 2 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
1
Read the story “Going Home” before answering Numbers 1 through 6.
Going Home
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Roberto stood by the gate and waited for his grandpa to find the ticket and his passport. People hurried this way and that in the crowded airport. It was Roberto’s first time in an airport. Never before had he been on a plane. It took many hours to fly from Italy to the United States, and Grandpa would not be coming with him. How quickly life could change! “My boy,” Grandpa said gently, “you will enjoy life in California. You’ll make so many new friends. How delighted your father will be to have you with him again!”
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
Format Weekly Assessment
UNIT
1
© Macmillan/McGraw– Hill
“I do not want to leave you!” cried Roberto. “Look at this airport! I will get lost without you. That is what will happen to me in California.” He hated the airport. Everyone here seemed unhappy. All around him were mothers with crying babies in their arms. People were rushing around with faces that were tight with worry. Roberto thought of the brown cows on the farm back home and of the white chickens that scratched in the earth. This morning Roberto had eaten his last egg from those chickens and his last pear from the old tree in the yard. The crackle of a speaker above them made Roberto jump at the sharp sound. A voice from the speaker announced that it was time for Roberto to board the plane. Grandpa squeezed Roberto tightly. He said, “Go. When you are unhappy, look in this envelope.”
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3
Format Weekly Assessment
UNIT
1
© Macmillan/McGraw– Hill
The plane soared into the sky and flew away. Roberto glanced at the starry sky as the world grew dark. He opened the envelope as he wiped away a tear. Inside was a photograph of a smiling Grandpa. His hat was pushed back on his head. There was his old stone house, too. Roberto smiled. He would write his grandpa a letter as soon as he arrived at his new home.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Going Home.” 1 Read these sentences from the story. The crackle of a speaker above them made Roberto jump at the sharp sound. What words in the sentence help you understand the word crackle?
a speaker b above them c sharp sound d Roberto jump 2 Read this sentence from the story. A voice from the speaker announced that it was time for Roberto to board the plane. Which word means almost the SAME as announced?
f stated g shouted
h wondered whispered
3 Read this sentence from the story.
© Macmillan/McGraw– Hill
The plane soared into the sky and flew away. What word in the sentence helps you understand the word soared?
a sky b flew
c plane d away
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5
Student Name 4 Where does the beginning of the story take place?
f on a farm g on a plane h in an airport in California 5 What is Roberto’s MAIN problem in the story?
a He is afraid to fly in an airplane. b He does not really know his father. c He does not want to change schools.
© Macmillan/McGraw– Hill
d He is leaving Italy and will miss his grandfather.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
Student Name
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6 How would you describe Roberto? What is important to him? Use details and information from the story to support 3&"% 5)*/, your answer. &91-"*/
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7
Student Name Read and answer questions 7–9. 7 Which sentence below is a command?
f This is a great song! g Please turn on the lights. h Who would like a piece of pie? 8 In which sentence below is all punctuation correct?
a Open the window and turn on the fan. b Eek, there’s a mouse under your chair.
© Macmillan/McGraw– Hill
c Is Kyle going to come to practice today.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
Student Name 9 In which sentence below is all punctuation correct?
f Look, the cat has knocked over the vase? g Put the games in the closet before you go,
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h How beautiful the country is on a spring morning!
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9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a lake b rose c wize d plate 11 Read these sentences. Today there are safe ways for people to travel gloab. Through travel we learn about all over the gloab life in other countries. But it is always nice to home. come home Which underlined word is spelled incorrectly?
f life g safe h gloab home 12 Which word is spelled correctly?
© Macmillan/McGraw– Hill
a fien b dayt c rhice d smile
STOP
10
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
Student Name Grade 3 • Unit 1 • Week 2
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues: sentence clues, 1, 2, 3
Number Percent Correct Correct /3
Reading Comprehension: Plot development: setting, plot, 4; Plot development: plot, 5
/2
Short response: Plot development: character, 6
/2
Correlations
%
%
Item 1 2 3
%
4 5 6
Grammar, Mechanics, and Usage: Commands and exclamations, 7, 8, 9
/3
Spelling: The CVCe pattern, 10, 11, 12
/3
%
7 8
%
9 10 11
Total Weekly Test Score
/13
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.E.1.2.3 LA.E.1.2.2 LA.E.1.2.3
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.6 LA.3.3.4.6 LA.3.3.4.6 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379-383.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 2
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Grade 3 • Unit 1 • Week 3 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
1
Read the article “City Gardeners” before answering Numbers 1 through 6.
City Gardeners colorful flowers grow here. Roses climb up the old brick walls. A child may play among the rows of sweet peas and squash. A jogger may sit in the sun for awhile on a bench. People feel welcome in the gardens. They like to get away from the busy city streets.
These gardens do not belong to any one person. They belong to the whole neighborhood.
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
© Macmillan/McGraw– Hill
Open space is rare in the city, and people who live in apartments do not have lawns or land. Some people have found space for gardens. They plant them in empty lots in the city. Little pockets of green dot the cold, gray cement and make the city brighter. Tomatoes, green beans, and
UNIT
Format Weekly Assessment
friends look out for each other. That makes the streets safer for everyone. Some people have other plans for the open space. They want to put up tall buildings where the gardens are planted. But the gardeners do not want to give up their gardens. They want the city to stay green. The gardeners have worked hard to make something beautiful.
© Macmillan/McGraw– Hill
Something special is growing in these places. It is friendship. People of all ages from the neighborhood come together in the gardens. Side by side, they work to help keep their city green. As they take care of the garden, they also learn about each other. The gardeners talk, and share smiles and stories. They find that they have things in common. Friendships are formed, and the
1
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
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3
UNIT
Format Weekly Assessment
buildings go up anyway. As a last resort, the gardeners may refuse to leave their gardens. They stay in the garden so workers cannot begin building. They can often delay the building for a long time.
© Macmillan/McGraw– Hill
The gardeners are not content to let their work die, so they are fighting to save the gardens. One way of addressing the problem is to write letters to city leaders. The letters tell why the gardens are needed. Sometimes the
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “City Gardeners.” 1 Read this sentence from the article. People of all ages from the neighborhood come together in the gardens. Under which guide words would the dictionary entry for the word neighborhood be found?
a nest—neutral
c needless—neither
b man—mangy
d nonstick—northwest
2 Read this sentence from the article. The gardeners are not content to let their work die, so they are fighting to save the gardens. What does the word content mean in this sentence?
f meaning g happy or pleased
h the subject of a book something inside a box
3 Read this sentence from the article. As a last resort, the gardeners may refuse to leave their gardens.
© Macmillan/McGraw– Hill
Which dictionary definition below tells what the word resort means in this sentence?
a Verb. to go often b Noun. a place people go to for vacation c Noun. a method used when other methods fail d Noun. someone or something turned to for help
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5
Student Name 4 Which sentence BEST tells what the article is about?
f City gardens help build strong communities. g Sometimes gardeners must stand up for their rights. h Neighborhoods with city gardens are always very safe. Making new buildings is as important as planting city gardens. 5 Who owns a city garden?
a the builders b the city leaders c everyone in the community
© Macmillan/McGraw– Hill
d the gardeners who work hardest
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
Student Name
6 How do city gardens help communities? Use details and information from the article to support your answer. 3&"%
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5)*/, &91-"*/
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7
Student Name Read the story “Garden Surprise.” Choose the word or words that correctly complete question 7.
Garden Surprise
f Plants g Ruben h Growing
© Macmillan/McGraw– Hill
Ruben looked out the apartment window, watching the busy street below. Cars and people hurried by. Then Ruben noticed some people with a wheelbarrow and gardening tools. They disappeared into an empty lot. Ruben told his mom about it. “Let’s go see what’s up!” said Mom. When they got to the lot, they were amazed. It was a garden! (7) sat down on a bench by some flowers. Mom chatted with the people. Ruben knew they would come here often!
7 Which answer should go in blank (7)?
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Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
Student Name Read and answer questions 8 and 9. 8 Read the sentence. Juan and I planted peas and beans in our city garden. Which group of words is the subject of the sentence?
a Juan and I b peas and beans c our city garden 9 Which sentence below has the word children as its subject?
f Maple Street will soon have a playground for children. g The children are very excited about the new playground.
h The playground is going to have a slide and swings
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for children.
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9
Student Name Read and answer questions 10–12. 10 Which word below is spelled incorrectly?
a fail b plain c snail d brade 11 Which word below is spelled incorrectly?
f bey g ray h tray pail 12 Read these sentences. Kevin walked on the dusty trale trale. A breeze made the tall grass sway sway. Ahead he saw a gray house. Its paint looked old and faded. Which underlined word is spelled incorrectly?
a trale b gray © Macmillan/McGraw– Hill
c sway d paint
STOP
10
42
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
Student Name Grade 3 • Unit 1 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Use a dictionary: unfamiliar words, 1, 2, 3 Reading Comprehension: Main idea and details, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 2
1
Short response: Main idea and details, 6
/2
%
Grammar, Mechanics, and Usage: Correct sentences, 7; Subjects, 8, 9
/3
%
3 4 5 6
Spelling: Words with /ā/, 10, 11, 12
/3
%
7 8 9
Total Weekly Test Score
Assessed Benchmarks*
/13
%
10 11 12
LA.A.2.2.1 LA.E.1.2.2 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.10 LA.3.1.6.10 LA.3.1.6.10 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–383.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 3
43
11
Grade 3 • Unit 1 • Week 4 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
1
Read the article “Life in the Cold” before answering Numbers 1 through 6.
Life in the Cold
Antarctica does not look like a desert, but it is. Deserts are places with very little water.
2
46
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
© Macmillan/McGraw– Hill
Picture a place where nobody lives. This place is covered by ice. It is always below freezing. Fierce wind whips over the packed ice. This is Antarctica, the coldest place on Earth. It might not look like a desert, but it is because less than two inches of snow fall each year in Antarctica. The water is frozen into ice, so no plants can grow there. The dry cold is very hard on living things. But some kinds of animals seem made for the cold. Antarctica is home to penguins, seals, and whales. Each animal has something special that keeps it warm and helps it to find food.
Format Weekly Assessment
UNIT
1
© Macmillan/McGraw– Hill
Penguins have ways of staying warm. Soft feathers called down protect them. These feathers keep the warmer air close to their skin. A thick layer of fat helps, too. They huddle together for warmth. Hundreds of penguins stand close together on sheets of ice. These birds cannot fly. A penguin shuffles along over the ice but is a good swimmer. It catches fish in the icy waters, and it has to swim fast. Sharks make the Antarctic waters their home. They hunt the penguins. Seals have flippers that help them swim in the freezing water. The Antarctic waters are rich in food, and seals are good hunters. Like penguins, seals have a layer of fat to keep them warm. This fat is called blubber. Seals’ thick fur also keeps them warm.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
47
3
UNIT
Format Weekly Assessment
1
© Macmillan/McGraw– Hill
Some whales swim in the Antarctic waters. They feed on shrimp, crabs, and other small sea animals. Whales also have blubber to keep them warm. Whales are mammals. They must come up above the waves to breathe air. Sometimes a whale gets trapped under the ice. This is a danger because then the whale cannot reach the air. It is hard to picture a place where it is always winter. Ice stretches out for miles and miles. Most people would find it too cold to live there, but the animals who live there do not seem to mind it at all!
4
48
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Life in the Cold.” 1 Read this sentence from the article.
A penguin shuffles along over the ice but is a good swimmer. Which word means almost the SAME as shuffles?
a lifts
c kicks
b hops
d drags
2 Read this sentence. Antarctic weather is not often fair. The word fair has several meanings. What does fair mean in this sentence?
f a show g clear h good looking following rules 3 Read these sentences from the article.
© Macmillan/McGraw– Hill
Penguins have ways of staying warm. Soft feathers called down protect them. Which dictionary definition below tells what the word down means in this sentence?
a b c d
Noun. soft waterproof feathers Adjective. going or pointed down Adverb. from an earlier time to a later time Adverb. from a higher to a lower place or condition
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
49
5
Student Name 4 Which sentence BEST tells what the second paragraph is about?
f Some animals do not want to live in very cold places. g Most living things cannot live in the dry cold of Antarctica.
h Antarctica is very cold, but penguins, seals, and whales are able to live there. All animals have something special to keep them warm and help them find food. 5 Antarctica is a desert because
a it gets less than two inches of snow a year. b no people can live in such a cold land. c no plants or trees grow underground.
© Macmillan/McGraw– Hill
d the ground is covered with packed ice all year.
6
50
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
Student Name
6 What is “Life in the Cold” MOSTLY about? Use details and information from the article to support your answer. 3&"%
© Macmillan/McGraw– Hill
5)*/, &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
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7
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Student Name Read the article “The Inuit People.” Choose the word or words that correctly complete question 7.
The Inuit People For hundreds of years, the Inuit people have lived in one of the coldest places on Earth. They have found ways to live on the frozen land. Their houses are built of either snow or earth. They live by hunting and fishing.
7 Which answer should go in blank (7)?
f knife g make h metal
© Macmillan/McGraw– Hill
The Inuits (7) tools from stone, bone, and iron. They make iron tools the most. The Inuits carve beautiful objects with these tools. The groups of Inuits along the coast trade tools with one another.
8
52
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
Student Name Read and answer questions 8 and 9. 8 Read this sentence. The people live in very cold areas. Which words make up the predicate?
a the people b people live c live in very cold areas 9 Which sentence below is a fragment?
f Dogs pull the sleds. g They across the ice.
© Macmillan/McGraw– Hill
h The Inuits hunt and fish.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
53
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a coal b gold c skold d grows 11 Which word is spelled correctly?
f lofe g float h rowst shoew 12 Read these sentences. It began to snow snow. A cold wind began to bloe bloe. A bowl of soup will warm you. Soak some bread in the soup for a real treat! Which underlined word is spelled incorrectly?
a bloe b soak © Macmillan/McGraw– Hill
c bowl d snow
STOP
10
54
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
Student Name Grade 3 • Unit 1 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; homographs, 2, 3 Reading Comprehension: Main idea and details, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Main idea and details, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Predicates, 7, 8; complete sentences, 9
/3
Spelling: Words with /o¯/, 10, 11, 12
/3
%
5 6
%
7 8 9
Total Weekly Test Score
/13
%
10 11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.8 LA.3.1.6.8 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.5 LA.3.3.4.4 LA.3.3.3.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 4
55
11
Grade 3 • Unit 1 • Week 5
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
1
Read the story “A Visitor in the Garden” before answering Numbers 1 through 6.
A Visitor in the Garden
© Macmillan/McGraw– Hill
One sunny day Danny Kemp went out to his mother’s garden. Mrs. Kemp was very proud of that garden. She spent a lot of time working on it. The garden was full of beds of flowers and neat rows of vegetables. Danny was picking a perfect tomato from a vine when he saw something hop away. It hopped right into the lettuce patch. Danny followed it there. In the lettuce was a small, white rabbit that was eating Danny’s mother’s vegetables. “Uh oh,” Danny said. He knew his mother would not like a rabbit in the garden. The rabbit gazed at Danny. He had little pink eyes, was cute, and seemed friendly. Danny scooped the rabbit up in his arms and brought it inside.
2
58
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
Format Weekly Assessment
UNIT
1
© Macmillan/McGraw– Hill
“Where did a tame rabbit come from?” Mrs. Kemp asked. “And how did he manage to find us?” “He likes your garden,” Danny said. “This bunny certainly has a healthy appetite.” “I just hope he did not eat up too many of my plants,” said his mother. “Why don’t you keep him as a pet?” Danny gave his new pet, Snowy, fresh water and food. He let Snowy run around the house for an hour each day to satisfy his pet’s need for exercise. Snowy really liked his new home. But Snowy, like most rabbits, also liked to nibble on things. He ate the telephone cord and he chewed on shoes. He left a deep scratch on one chair. One day Snowy ate a button. He was lucky he did not get sick. Keeping him out of trouble was a challenge, and Danny began to worry that he would have to give Snowy away. He liked his new pet and wanted to keep him.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
59
3
UNIT
Format Weekly Assessment
1
© Macmillan/McGraw– Hill
A few days passed, and Snowy did not do anything too bad. Then Mrs. Kemp said, “You can keep the rabbit, but he cannot run around or eat up the garden or scratch the chairs. I will help you build a big pen for him.” So that weekend, Danny and his mother built a nice big pen for Snowy. After that, things were much better.
4
60
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the story “A Visitor in the Garden.” 1 Read these sentences from the story. “He likes your garden,” Danny said. “This bunny certainly has a healthy appetite.” Which word means almost the SAME as appetite?
a plant
c garden
b thirst
d hunger
2 Read this sentence from the story. Keeping him out of trouble was a challenge, and Danny began to worry that he would have to give Snowy away. The word challenge has several meanings. What does challenge mean in this sentence?
f dare g competition
h difficult task disagreement
3 Read this sentence from the story. He left a deep scratch on one chair.
© Macmillan/McGraw– Hill
Which dictionary definition below tells what the word scratch means in this sentence?
a Verb. to cancel b Noun. a very slight cut c Noun. a mark made by something sharp d Verb. to make a mark on something by using something sharp or rough
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
61
5
Student Name 4 What is the MAIN problem in the story?
f Danny wants to keep Snowy, but the rabbit causes trouble.
g Danny and Mrs. Kemp do not agree about what to feed Snowy.
h Danny has to find Snowy’s real owner and give the rabbit back. Mrs. Kemp wants Danny to be happy, but she does not like pets. 5 Snowy likes to chew on things. How is this problem solved in the story?
a Mrs. Kemp lets Snowy live in the garden. b Danny feeds Snowy vegetables from the garden. c Mrs. Kemp and Danny build a large pen for Snowy. d Snowy learns that he must not chew on things in the
© Macmillan/McGraw– Hill
house.
6
62
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 What is the FIRST thing Danny and his mother do to solve the problem of Snowy ruining their garden? Use details and 3&"% 5)*/, information from the story in your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
63
7
Student Name Read and answer questions 7–9. 7 Which sentence below is a compound sentence?
f The dogs and cats in the pet shop are for sale. g Jan and Mollie both like the kittens in the shop. h The store owner feeds the animals, and he cleans the cages. 8 Put the sentences in the box together to create one sentence that makes sense. The pet shop sells the birds. The cages are free. Which sentence below correctly combines the sentences from the box?
a The pet shop sells birds, the cages are free. b The birds and cages in the pet shop are free.
© Macmillan/McGraw– Hill
c The pet shop sells the birds, but the cages are free.
8
64
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
Student Name 9 Combine the sentences in the box to make one sentence. He would like to walk the dog at night, too. But his father says it is not safe. Which sentence below correctly combines the sentences in the box?
f Walking the dog at night is unsafe, too. g His father would like to walk the dog but it is unsafe at night.
h He would like to walk the dog at night, but his father
© Macmillan/McGraw– Hill
says it is not safe.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
65
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a ties b tight c brite d child 11 Which word is spelled incorrectly?
f piy g by h fight right 12 Read these sentences. In the sky we saw geese in flite flite. The birds were headed for a warmer place. When the weather becomes mild mild, they will return. We might see those geese again next spring. Which underlined word is spelled incorrectly?
a sky b flite © Macmillan/McGraw– Hill
c mild d might
STOP
10
66
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
Student Name Grade 3 • Unit 1 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; multiple-meaning words, 2, 3 Reading Comprehension: Problem and solution, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2
Short response: Problem and solution, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Compound sentences, 7, 8, 9
/3
Spelling: Words with /ī/, 10, 11, 12
/3
%
5 6
%
7 8 9
Total Weekly Test Score
/13
%
10 11 12
LA.E.1.2.2 LA.E.1.2.2 LA.E.1.2.2
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.9 LA.3.1.6.9 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 1 • Week 5
67
11
Grade 3 • Unit 2 • Week 1
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
2
Read the story “The Thanksgiving Play” before answering Numbers 1 through 6.
The Thanksgiving Play
“This is a boring play,” Kea said.
2
70
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
© Macmillan/McGraw– Hill
Mrs. Cook was worried about the Thanksgiving play. The third-graders were having trouble. On Monday Julie said that she did not want to play the part of the mother. “All I get to do is stir the soup pot,” she said crossly. “And then I just tell everyone to enjoy the meal.” “But you are doing an important job,” Mrs. Cook said. She had just been securing a paper pumpkin to the window. “You’re in charge of making the feast.” She was already tired of November. “And I don’t want to be a Pilgrim!” shouted Mark. He placed his hands on his hips and shook his head. Everyone else started to argue. Even the weakest voice was raised. Mrs. Cook put her hands over her ears. “Children!” she said loudly. “We have a play to put on. We have to work together now.”
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
“Do we have to do this play?” Kea asked. “Everybody knows the Thanksgiving story, anyway.” Mrs. Cook sighed. She pointed out, “Thanksgiving is the time we give thanks for all we have.” Tariq said, “Let’s write a new play! It can be set in today’s times. We can each write our own lines.” “We can still have a feast, though. While we eat we can talk about what is important to us,” added Karen. “We can say what we give thanks for.” The class was getting excited now. Everyone liked the new idea. “I give thanks for snowy days,” said one student. “I give thanks for my little brother,” said another. “Write it all down,” Mrs. Cook said. So the third-graders got busy writing. Then they practiced their lines happily.
Everyone worked on writing the new play.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
71
3
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
Wednesday was the day of the play. After they had decorated the stage with symbols of the holiday, the children stood behind the curtain. “Places, everyone,” Mrs. Cook whispered. The room darkened, and the curtain rose. The audience saw a row of smiling faces. The Thanksgiving play was about to begin.
4
72
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “The Thanksgiving Play.” 1 Read this sentence from the story. After they had decorated the stage with symbols of the holiday, the children stood behind the curtain. When the stage was decorated it was
a filled up.
c cleaned off.
b removed.
d made beautiful.
2 Read this sentence from the story. The room darkened, and the curtain rose. Which word means the OPPOSITE of darkened?
f lifted g lightened
h thundered disappeared
3 Read these sentences from the story. Everyone else started to argue. Even the weakest voice was raised. Which word means the OPPOSITE of weakest?
c quickest
b kindest
d strongest
© Macmillan/McGraw– Hill
a easiest
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
73
5
Student Name 4 Which sentence BEST tells how the children feel at the beginning of the story?
f “This is a boring play.” g “I give thanks for snowy days.” h “And I don’t want to be a Pilgrim!” “All I get to do is stir the soup pot.” 5 Which sentence BEST tells what happens in the new play the students write?
a The students tell why they are thankful to the pilgrims. b The students write lines for each other. c The students dress as Pilgrims and have a feast. d The students have a feast and tell why they are
© Macmillan/McGraw– Hill
thankful in their own words.
6
74
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
Student Name
© Macmillan/McGraw– Hill
6 Write a summary of the story “The Thanksgiving Play” Be sure to include only the most important details and 3&"% 5)*/, &91-"*/ information from the story.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
75
7
Student Name Read and answer questions 7–9. 7 Which group of words contains only proper nouns?
f Tuesday, Anna, July g October, Mr. Thomas, basket h costume, December, Mt. Everest 8 In which sentence below is all capitalization correct?
a My Grandmother visited us in the month of march. b My grandmother visited us in the Month of march.
© Macmillan/McGraw– Hill
c My grandmother visited us in the month of March.
8
76
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
Student Name 9 In which sentence below is all capitalization correct?
f Uncle jim came for a long visit. g He arrived in the middle of December.
© Macmillan/McGraw– Hill
h He said it was good to feel the warm florida sun.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
77
9
Student Name Read and answer questions 10–12. 10 Which word is spelled correctly?
a week b heele c freaze d creeck 11 Read these sentences. Our baseball teem plays in the park across the street. It is a nice, clean park. You don’t need a street ticket because the games are free free. Which underlined word is spelled incorrectly?
f free g teem h street clean 12 Which word is spelled incorrectly?
a seal b beam © Macmillan/McGraw– Hill
c green d creem
STOP
10
78
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
Student Name Grade 3 • Unit 2 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; antonyms, 2, 3 Reading Comprehension: Main idea and details, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Main idea and details, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Common and proper nouns, 7, 8; capitalization of proper nouns, 9
/3
Spelling: Words with /e/ 10, 11, 12
/3
5
%
6 7 8
%
9 10
Total Weekly Test Score
/13
%
11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.8 LA.3.1.6.8 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.2 LA.3.3.4.2 LA.3.3.4.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 1
79
11
Grade 3 • Unit 2 • Week 2
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
2
Read the story “Lone Wolf” before answering Numbers 1 through 6.
Lone Wolf
© Macmillan/McGraw– Hill
From her warm and cozy bed, Annie heard the wolf howl. She had a passion for reading, but now even she could not concentrate on her book. The howl was bothering her with its lonely sound. It was calling to her for help. Annie closed the book and went downstairs, where her father was looking out the window at the snow. “Do you hear the wolf, Annie?” he asked. “Yes! He’s asking for our help, dad. I know it.” Annie said. “Don’t be silly,” Dad said. “It must be lost. Wolves live in packs, and sometimes a hunting wolf gets lost. It howls so that the others will hear it, and then it can find its way back to its family.”
2
82
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
In the morning the wolf was in the yard, and Annie and Dad watched him closely. There was something splendid about the animal. His shaggy fur was silver gray, and his eyes were yellow. Annie had to admire him. He looked so handsome. She knew he was a prince in wolf’s fur! He had come to talk to her. “What do wolves eat?” she asked Dad. “Anything with fur,” he answered. “They mostly eat wild animals.” Annie’s heart ached for the wolf. What if he did not find his pack soon? That would be dangerous for him. Annie knew that wolves did not hunt alone—they needed the pack. Why had he asked her for help? By lunchtime the wolf had disappeared, but they could still hear him howling. Then something wonderful happened, the mysterious voices of other wolves began to answer back. “See? That’s his family,” Dad said. “He’s going to find them soon. He’s a lucky wolf.”
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
83
3
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
The next day their neighbor, Mr. Nelson, came over. He said, “Say, I saw something wonderful early this morning. A pack of wolves was running along the frozen river!” Annie wished she had been there. She knew the wolf prince was leading the pack, with his crown sparkling in the sun.
4
84
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Lone Wolf.” 1 Read this sentence from the story. She had a passion for reading, but now even she could not concentrate on her book. In this sentence, the word concentrate means
a bring together. b pay attention to. c remove water from. d collect in one place. 2 Read this sentence from the story. There was something splendid about the animal. In this sentence, the word splendid means
f grand.
h brilliant.
g shining.
of high rank.
3 Read these sentences from the story. Annie had to admire him. He looked so handsome.
© Macmillan/McGraw– Hill
When the author says Annie had to admire the wolf, it means that Annie
a fears the wolf. b respects the wolf. c stares at the wolf. d makes fun of the wolf.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
85
5
Student Name 4 Which sentence tells something that could really happen?
f The wolf has lost his pack. g The wolf asks Annie for help. h The wolf comes to talk to Annie. The wolf is actually a prince in disguise. 5 Which sentence from the story is an example of fantasy?
a “The howl was bothering her with its lonely sound.” b “The mysterious voices of other wolves began to answer back.”
c “Wolves live in packs, and sometimes a hunting wolf gets lost.”
d “She knew the wolf prince was leading the pack, with
© Macmillan/McGraw– Hill
his crown sparkling in the sun.”
6
86
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
Student Name
© Macmillan/McGraw– Hill
6 Explain how you know that Annie’s thoughts about the wolf are fantasy. Use details and information from the 3&"% 5)*/, &91-"*/ story to support your answer.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
87
7
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Student Name Read the story “The Hunt.” Choose the word or words that correctly complete questions 7 and 8.
The Hunt
f babys g baby’s h babies 8 Which answer should go in blank (8)?
a fox b fox’s c foxes
© Macmillan/McGraw– Hill
The moon was high in the sky. A fox barked at her mate. It was time to find some dinner for their (7) . The two (8) set out on their hunt. They trotted across the fields, their noses to the ground. They made almost no sound as they moved. Suddenly, they stopped. Something was moving in the grass. They sniffed the air. It was a mouse! The hunters pounced. They missed! The mouse scampered away.
7 Which answer should go in blank (7)?
8
88
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
Student Name Read and answer question 9. 9 In which sentence below is all punctuation correct?
f Long ago there were no tame dogs? g Dogs slowly got used to being around people! h People learned that dogs could help them hunt
© Macmillan/McGraw– Hill
for food.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
89
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a much b chunck c teacher d watching 11 Which word is spelled correctly?
f hatch g strech h luntch chease 12 Read these sentences. Mr. Ellis is a good teacher teacher, but he is not a very good ball player. You should see him pitcch pitcch. Either the ball flies into a ditch ditch, or it goes under a bush. If I were the coach, I would put him on the bench bench. Which underlined word is spelled incorrectly?
a ditch b bench © Macmillan/McGraw– Hill
c pitcch d teacher
STOP
10
90
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
Student Name Grade 3 • Unit 2 • Week 2
Student Evaluation Chart Tested Skills Vocabulary: Multiple-meaning words, 1, 2; context clues, 3 Reading Comprehension: Compare and contrast: fantasy and reality, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1 2
Short response: Compare and contrast: fantasy and reality, 6
/2
%
3 4 5
Grammar, Mechanics, and Usage: Singular and plural nouns, 7, 8; punctuate sentences, 9
/3
Spelling: Words with /ch/, 10, 11, 12
/3
6
%
7 8 9
%
10 11
Total Weekly Test Score
/13
%
12
LA.A.1.2.3 LA.A.2.2.7 LA.A.2.2.7 LA.A.2.2.7
New Sunshine State Standards
LA.3.1.6.9 LA.3.1.6.9 LA.3.1.6.3 LA.3.1.7.5 LA.3.1.7.5 LA.3.1.7.5 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.6 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 2
91
11
Grade 3 • Unit 2 • Week 3
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
2
Read the article “Computers Then and Now” before answering Numbers 1 through 6.
Computers Then and Now
The first computers were made by Olsen’s company.
2
94
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
© Macmillan/McGraw– Hill
You probably know how to use computers. You may have used one at home, at school, or at the library. But who first built these objects? One of the very first was Kenneth H. Olsen. He started by fixing radios in his basement. Later Olsen went to a famous college to learn about building machines. Olsen was very good at his work. Soon he showed people how to build a computer. This machine was not meant for entertainment. It was a tool for gathering information. Olsen started his own computer company.
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
Who knew computers would become so important? Bill Gates did! He made some smart predictions. He and his friend Paul Allen worked together. They created a computer program that many people could use. They formed their own company. It was a great success. Most computers today use the company’s programs. If you have used a computer, you have probably used these programs. Steve Jobs also loved computers. He wanted to find a way to make them cost less. That way, more people could buy them. He and his friend Steve Wozniak started a computer company. It made computers that were easy to use. The company also made a computer mouse that people liked. Today Jobs’s and Wozniak’s machines are sold everywhere. Michael Dell was born to sell things. He did not build computers. But he found a way to sell them for less money. His company sells computers right to people. This saves people money. They do not have to buy computers at a store. Today many schools use computers sold by Dell’s famous company.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
95
3
UNIT
Format Weekly Assessment
2
All of these men have brought computers to many people. Computers help people work and gather information. They are in many things used every day. These things might not even look like computers, but they are. Millions of people play computer games and have cell phones. Computers have changed the way people live. It is difficult to imagine life today without computers.
© Macmillan/McGraw– Hill
Computers have become a part of daily life.
4
96
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Computers Then and Now.” 1 Read this sentence from the article. This machine was not meant for entertainment. Which word means almost the SAME as entertainment?
a fun
c study
b work
d school
2 Read this sentence. One man made a few smart machine called a computer.
about a new
Which word BEST completes the sentence?
f predicted g predicting h prediction predictions 3 Read this sentence. Many businesses and schools provide , or machines that help people work quickly and well. © Macmillan/McGraw– Hill
Which word BEST completes the sentence?
a computer b computed c computers d computing
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
97
5
Student Name 4 Which statement is a fact?
f Gates made some smart predictions. g Michael Dell was born to sell things. h Olsen’s company made the first computers. Steve Jobs made computers that were easy to use. 5 Which statement is an opinion?
a We work with computers. b Olsen was very good at his work. c The company also built the computer mouse.
© Macmillan/McGraw– Hill
d Olsen started by fixing radios in his basement.
6
98
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
Student Name
© Macmillan/McGraw– Hill
6 What facts in the article support the author’s opinion that the computer is very important? Use details and 3&"% 5)*/, information from the article in your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
99
7
Student Name Read the article “New Art School Opens.” Choose the word or words that correctly complete questions 7–9.
New Art School Opens A new art school has come to town. Two (7) run the school. There are classes for (8) and for adults. Classes include painting, jewelry making, and pottery. The teachers encourage students to create their own projects. One pottery student is making a model of a farm, complete with a barn and animals. So far, she has made one horse, two cows, and three (9) . “Everyone should take this class,” said the student. “It’s lots of fun.”
7 Which answer should go in blank (7)?
f woman g women h womans 8 Which answer should go in blank (8)?
a childs b children c childrens 9 Which answer should go in blank (9)?
f geese g goose © Macmillan/McGraw– Hill
h gooses
8
100
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a shock b month c whales d waether 11 Read these sentences. Hallie followed the pathway down to the lake. She carried a pole and a dishpan with her. When she caught some fisch fisch, she put them in the pan. Which underlined word is spelled incorrectly?
f fisch g them h dishpan
© Macmillan/McGraw– Hill
pathway
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
101
9
Student Name 12 Which word is spelled correctly?
a sixt b truth c thiss
© Macmillan/McGraw– Hill
d wheal
STOP
10
102
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
Student Name Grade 3 • Unit 2 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; plural endings, 2, 3 Reading Comprehension: Relevant facts and details, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Relevant facts and details, 6
/2
%
3 4 5
Grammar, Mechanics, and Usage: Irregular plural nouns, 7, 9; spelling plural nouns, 8
/3
Spelling: Words with th, wh, sh, 10, 11, 12
/3
6
%
7 8 9
%
10 11
Total Weekly Test Score
/13
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.7 LA.3.1.6.7 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 3
103
11
Grade 3 • Unit 2 • Week 4
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
2
Read the article “Mysterious Mars” before answering Numbers 1 through 6.
Mysterious Mars
© Macmillan/McGraw– Hill
People have always wanted to believe in life on Mars. After all, it is fairly close to Earth. Mars is one of the inner planets, or one of the planets closest to the sun. It is the fourth planet from the sun in our solar system and is easily seen with a telescope. Because it is not hard to see, people are curious about it. Many people have written books about Mars. But what is known about it? The inner planets are alike in some ways. Like Earth, Venus, and Mercury, Mars is made of rock. It has just about the same surface area as Earth. As with Earth, it has valleys, hills, and plains. Other farther planets, such as Jupiter, are made of gas. Nothing can live on a planet made of gas.
2
106
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
For years people have studied Mars to see if there is life on the planet. Some scientists report signs of water, and most agree that there was probably water on Mars at one time. All living things need water. Without it, plants cannot grow and animals cannot exist. The main areas of Mars look like dry stream beds. Water may be hidden under the planet’s ice caps, but frozen water cannot be used for any purpose. The temperatures on Mars are very cold. That would make life as we know it on Mars difficult. Large dust storms sweep the surface and may last for many months. They can cover the whole planet and dim the sunlight. It would be hard to breathe or see in such a bad dust storm.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
107
3
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
Yet people are still trying to find life on Mars. A new space program is exploring the planet. Special cameras bring back pictures and information. Now scientists have small samples of matter from the mysterious planet. Tiny things might be able to live in this matter. If that is true, then there is a chance that there is life on Mars.
4
108
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Mysterious Mars.” 1 Read this sentence. Only dim sunlight reaches the outer planets, which means the planets have dull light. What signal words let you know the definition of dim is included in the sentence?
a only
c which means
b dull light
d the planets have
2 Read this sentence. On parts of Mars, the temperatures drop so low that they are too cold for living things. The word temperatures means
f surfaces. g high fevers.
h feelings of anger. degrees of heat or cold.
3 Read this sentence. Scientists study the sun, the moon, and the planets that make up the solar system to gather information about outer space. © Macmillan/McGraw– Hill
The solar system is
a outer space. b a new space program. c a system for gathering information. d the moon and planets that revolve around the sun.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
109
5
Student Name 4 Which sentence BEST tells what the fourth paragraph is about?
f Mars is a very cold planet. g Sunlight cannot reach Mars during a dust storm. h The weather on Mars would make life there difficult. Mars has bad dust storms that cover the whole planet. 5 Which sentence BEST tells what the last paragraph is about?
a Exploring Mars is very difficult. b Special cameras are needed on Mars. c People are still looking for life on Mars.
© Macmillan/McGraw– Hill
d Scientists have small samples of matter from Mars.
6
110
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
Student Name
© Macmillan/McGraw– Hill
6 Write a summary of this article. Include only the most important details and information from the article in 3&"% 5)*/, your summary. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
111
7
Student Name Terrence wrote the paper below. The paper contains mistakes. Read the paper to answer questions 7–8.
Dreams of Flying 1 I want to be a pilot someday. 2 My interest in flying comes from my family. 3 My grandfathers’ dream was to go to the moon. 4 His wish was to explore outer space. 5 My grandfather’s dream never came true. 6 My father’s dream was to fly an airplane. 7 He has flown airplanes to Japan, China, and Europe. 8 He has also flown several small airplanes. 9 The planes have names. 10 His favorite airplanes names are Wild Blue Yonder and Betty.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
112
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which sentence contains a mistake?
f sentence 3 g sentence 4
h sentence 5 sentence 6
8 The writer wants to make sentence 10 correct. Which change would make it correct?
a Change His to He’s. b Change names to name’s. c Change favorite to favorite’s. d Change airplanes to airplanes’. Read and answer question 9. 9 In which sentence below is all punctuation correct?
f That babys’ hair is very curly. g The womens’ coach blew the whistle.
© Macmillan/McGraw– Hill
h The men’s dressing room is on the right.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
113
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a scrubs b stream c strong d skraped 11 Which word is spelled incorrectly?
f trone g three h screens screams 12 Read these sentences. Let’s spred the blanket on the sand. The ocean spray feels nice and cool. The sun has great strength. Do you want to throw a shirt on so you strength don’t get sunburned? Which underlined word is spelled incorrectly?
a spray © Macmillan/McGraw– Hill
b spred c throw d strength
STOP
10
114
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
Student Name Grade 3 • Unit 2 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues: definitions 1, 3; context clues, 2 Reading Comprehension: Main idea and details, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Main idea and details, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Possessive nouns, 7, 8, 9
/3
%
Spelling: Consonant blends, 10, 11, 12
/3
%
5 6 7 8 9
Total Weekly Test Score
/13
%
10 11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3 LA.3.2.2.2 LA.3.2.2.2 LA.3.2.2.2 LA.3.3.4.3 LA.3.3.4.3 LA.3.3.4.3 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 4
115
11
Grade 3 • Unit 2 • Week 5
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
2
Read the article “Astrid Lindgren, Writer” before answering Numbers 1 through 6.
Astrid Lindgren, Writer
© Macmillan/McGraw– Hill
Do you know Pippi Longstocking? She lives with a horse and a monkey. She is the strongest girl on earth. Pippi takes her friends on adventures, and she is very funny. She makes the best pancakes. There are many stories about Pippi. The Pippi books have been made into movies, too. The girl with red hair is famous. Readers have long loved this fun character. Astrid Lindgren wrote the Pippi stories. The talented author started out as a reader. She liked to read books about strong girls. Lindgren thought stories about “proper” children were dull because the characters always behave in the correct way. She wanted to write books about real children instead. Lindgren wrote the very first Pippi book for her own daughter. Karin Lindgren loved the book. It was a big success. So her mother wrote more Pippi books. Each book has an exciting new tale to tell.
Astrid Lindgren
2
118
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
Lindgren went on to write many books for children. None of her characters is boring! She put fun into her books. She got some of her ideas from old folk tales. In these tales children leave home early. They set out to learn about the world. Along the way they meet different people. They also learn about themselves. That is just what Lindgren’s characters do. The stories teach readers lessons about themselves and about life. Some people thought Lindgren’s books were too exciting. “Why can’t she write about good children?” they asked. But Lindgren had other ideas. She felt excitement was missing from children’s books. She knew that being a child is special. Childhood is when you explore life for the first time. Lindgren once talked about her writing. She said she wanted to help children understand others. In the world of Lindgren’s books all kinds of people find acceptance. They learn about others. These are useful lessons.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
119
3
UNIT
Format Weekly Assessment
2
© Macmillan/McGraw– Hill
Pippi is not always polite. But she teaches us how to live. She tries something new every single day. She makes mistakes, but she learns from them. Pippi finds acceptance and then people approve of her and what she does. And Pippi makes friends wherever she goes. Most importantly, Pippi loves life and adventure, and she always has a good time.
4
120
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Astrid Lindgren, Writer.” 1 Read this sentence from the article. The talented author started out as a reader. Which word means almost the SAME as talented ?
a glad b gifted c young d surprising 2 Read this sentence from the article. Pippi finds acceptance and then people approve of her and what she does. Which word in the sentence helps you understand the meaning of acceptance?
f her g finds
h people approve
3 Read this sentence from the article.
© Macmillan/McGraw– Hill
Lindgren thought stories about “proper” children were dull because the characters always behave in the correct manner. Which word in the sentence helps you understand the meaning of proper?
a behave
c manner
b correct
d children
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
121
5
Student Name 4 Why did Astrid Lindgren MOST LIKELY write children’s stories?
f to teach children manners g to help children enjoy reading h to inform readers about her daughter to persuade readers to go on adventures 5 Why did the author of the article write the second paragraph?
a to inform the reader about writing b to entertain the reader with a story c to show how Lindgren got started as an author
© Macmillan/McGraw– Hill
d to convince the reader that Pippi is a fun character
6
122
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 Why did the author write “Astrid Lindgren, Writer”? Use details and information from the article to support 3&"% 5)*/, &91-"*/ your answer.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
123
7
Student Name Justine wrote the paper below. The paper contains mistakes. Read the paper to answer questions 7–9.
Reading 1 Whenever I have some free time, I like to read. 2 My favorite author is Astrid Lindgren. 3 Last month I read Pippi in the South Seas. 4 It was a funny book. 5 Pippi goes to visit her father. 6 He is the king of an island. 7 What adventures they have! 8 I like reading poems. 9 I like reading adventure stories. 10 My brother, John, and I share them. 11 Last week John read a mystery. 12 Last week I read a mystery.
What do these mean?
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
124
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
© Macmillan/McGraw– Hill
This type of symbol is in the Florida test to show a sentence number.
1
Student Name 7 Which sentence contains a mistake?
f sentence 3 g sentence 4
h sentence 5 sentence 6
8 What is the BEST way to combine sentences 8 and 9 ?
a I like reading poems, adventure stories. b I like reading poems and adventure stories. c I like reading poems, I like reading adventure stories. d I like reading poems, so I like reading adventure stories. 9 What is the BEST way to combine sentences 11 and 12 ?
f A mystery John I read last week. g Last week John and I read a mystery. h Last week John read a mystery and last week I read.
© Macmillan/McGraw– Hill
Last week John read a mystery and I read a mystery.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
125
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a wnit b wring c knock d wreck 11 Read these sentences. While riding my horse through a land I did not know, I met a jolly knight know knight. A gray bird sat on one of his rists rists. The man made a sign sign, and the bird rose into the air. Which underlined word is spelled incorrectly?
f sign g rists h know knight 12 Which word is spelled correctly?
a gnatt b wrapp © Macmillan/McGraw– Hill
c wrihte d gnaws
STOP
10
126
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
Student Name Grade 3 • Unit 2 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; context clues: word clues, 2, 3 Reading Comprehension: Author’s purpose, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Author’s purpose, 6 Grammar, Mechanics, and Usage: Book titles, 7; sentence combining with nouns, 8, 9 Spelling: Words with /n/gn, kn; /r/wr, 10, 11, 12
/2
%
3 4 5
/3
%
6 7 8
/3
%
9 10 11
Total Weekly Test Score
/13
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.2 LA.A.2.2.2 LA.A.2.2.2
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.3 LA.3.1.6.3 LA.3.1.7.2 LA.3.1.7.2 LA.3.1.7.2 LA.3.3.4.3 LA.3.3.3.2 LA.3.3.3.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 2 • Week 5
127
11
Grade 3 • Unit 3 • Week 1 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
3
Read the story “The Banquet” before answering Numbers 1 through 6.
The Banquet
© Macmillan/McGraw– Hill
In September Mitsuko Kojima moved to the United States. What a change! Japan was so far away. Mitsuko wrote letters to her friends and looked at pictures of her old house. She stared out the window at the strange street below and felt sad. She missed her old schoolmates, but her new school was okay. The new children were friendly, and the teacher was also agreeable. Mitsuko spoke some English, and her parents spoke a little, too. “You will learn quickly,” they said. “Children learn more quickly than grownups.” Her English got better little by little. Mitsuko walked home after school one day and sat down next to her mother. “What did you have for lunch today?” said her mother. “A sandwich,” answered Mitsuko. “Was it good?” “It was okay.” Mitsuko thought of spicy crab rolls and hot fish soup and delicious tuna with special sauce. Her loneliness got mixed up with the dream of a good meal.
2
130
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
One day her mother said, “I am giving a special banquet. Our neighbors will come, and I’ll ask everyone to bring some food.” Mrs. Kojima cooked for two days to make all of Mitsuko’s favorite dishes. The house smelled delicious. It smelled like Japan. The guests brought their favorite dishes. Some brought soups, while others came with roasted chicken. One person brought pizza, and there were sweet potatoes, salads, and pies. All this and more was on the Kojimas’ table. All the guests were talking and laughing. “This is a feast!” they said. “What a good idea Mrs. Kojima had!”
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
131
3
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
At first Mitsuko could only gaze with curiosity at the table. She was not untrusting, but the food looked odd. Then she put a little food on a plate. She decided to try a bit of everything. A crab roll sat next to a French fry, while a sweet potato snuggled up to pizza. This was a mixed-up meal! They had not eaten like this in Japan. Mitsuko giggled and showed her mother the plate. “Is it good?” Mrs. Kojima asked. “Yes, it is good.” Mitsuko said with a smile.
4
132
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “The Banquet.” 1 Read this sentence from the story. One day her mother said, “I am giving a special banquet.” Which words mean the SAME as banquet?
a gift, present
c sandwich, snack
b guests, hosts
d large meal, feast
2 Read this sentence from the story. At first Mitsuko could only gaze with curiosity at the table. Which word would a thesaurus list for gaze?
f stare g blink
h notice glance
3 Read this sentence from the story. The new children were friendly, and the teacher was also agreeable.
© Macmillan/McGraw– Hill
Which word in the sentence means the SAME as agreeable?
a new b teacher
c friendly d children
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
133
5
Student Name 4 Based on the story, you could MOST LIKELY say that
f Mitsuko feels homesick for Japan. g Mitsuko’s mother is making her angry. h Mitsuko’s new school is too difficult for her. Mitsuko will not try food from the United States. 5 Why does Mrs. Kojima MOST LIKELY ask the neighbors to bring food to the banquet?
a She wants Mitsuko to eat more. b She wants to help Mitsuko get used to the food in her new country.
c She does not think that the neighbors will like the food she has cooked.
d She does not want the neighbors to eat all the food
© Macmillan/McGraw– Hill
she made for Mitsuko.
6
134
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
Student Name
© Macmillan/McGraw– Hill
6 At the end of the story, Mitsuko’s feelings have changed. What clues in the story show that her feelings have 3&"% 5)*/, changed? Use details and information from the story to &91-"*/ support your answer.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
135
7
Student Name Read and answer questions 7–9. 7 Read the sentence in the box. Rita stirs the hot bean soup in the kettle. Which word in the sentence shows an action?
f hot g stirs h soup 8 In which sentence below is all of the punctuation correct?
a Tia was born in Madrid, Spain. b She was born on March 16 1998.
© Macmillan/McGraw– Hill
c She likes skating, music, and, movies.
8
136
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
Student Name 9 In which sentence below is there an action verb?
f Why are you late? g James is 19 years old.
© Macmillan/McGraw– Hill
h Kerri ran across the room.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
137
9
Student Name Read and answer questions 10–12. 10 Which word below is spelled incorrectly?
a bark b hard c carve d spourt 11 Which word below is spelled correctly?
f sharp g choar h storey sharcks 12 Read these sentences. Wild storms hit the beach last August. From the porch, we watched the rain powr down. The yard porch became a sea of grass and mud. Which underlined word is spelled incorrectly?
a yard b powr © Macmillan/McGraw– Hill
c porch d storms
STOP
10
138
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
Student Name Grade 3 • Unit 3 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1, 2, 3 Reading Comprehension: Plot development: make inferences, 4, 5 Short response: Plot development: make inferences, 6 Grammar, Mechanics, and Usage: Action verbs, 7, 9; commas in dates and places, 8 Spelling: Words with /är/ and /ôr/, 10, 11, 12
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
/2
%
3 4 5 6
/3
%
7 8 9
/3
%
10 11 12
/13
%
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.E.2.2.1 LA.E.2.2.1 LA.E.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.8 LA.3.1.6.8 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 219–226.
© Macmillan/McGraw– Hill
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 1
139
11
Grade 3 • Unit 3 • Week 2
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
3
Read the story “A Riddle for Jeremy” before answering Numbers 1 through 6.
A Riddle for Jeremy
© Macmillan/McGraw– Hill
Jeremy always tried to be the best, no matter what he was doing. He wanted to win the spelling bee. He had to shoot the most baskets. Jeremy needed someone to beat. So he found an enemy in Chris Jones. Although Chris sometimes beat him, Jeremy was not easily discouraged. He just tried harder.
2
142
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
The fact was, Jeremy was not the swiftest runner. But that did not matter when the teacher announced, “We are going to hold a race to raise money for a new computer. People will give money for you to run. You should ask some people to help you. I hope many of you can sign up for this event.” Jeremy wanted to win badly. At the very least, he wanted to beat Chris. He asked his father to give money in his name. Jeremy observed his father’s raised eyebrow. That meant the answer was no, Jeremy guessed. Sure enough, Jeremy’s father advised him not to run. “You are running for the wrong reason,” his father said. “You should be running to help your school. Instead, you just want to win. That is not always a suitable reason for doing something.” “So?” said Jeremy. “Here is a riddle,” replied his father. “If you run the race and pass the person in second place, what place will you be in?” “First place,” said Jeremy. His father shook his head.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
143
3
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
On the day of the race, it was boiling hot. Sand blew up from the track as the runners prepared to depart. The whistle blew and the race began. Jeremy ran as fast as he could. Sand got in his eyes. People pushed him off the track. Jeremy tried to increase his speed, but the finish line was far away. He gasped for breath. His legs ached. Wearily he pushed on until he passed Chris, who was in second place, yet Jeremy lost the race. Do you know why?
4
144
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the story “A Riddle for Jeremy.” 1 Read this sentence from the story. Although Chris sometimes beat him, Jeremy was not easily discouraged. The word discouraged means
a brave.
c not quick.
b afraid.
d not confident.
2 Read this definition. depart (di pärt') Verb. 1. to leave a place Which sentence uses this definition of depart?
f Eat your lunch before you depart. g Please do not depart from the rules. h The teacher did not depart from his plans. She will probably depart from her first idea. 3 Read this dictionary entry.
© Macmillan/McGraw– Hill
in-crease (in krēs', in’krēs') 1. Verb. to make or become greater in number, amount, or size 2. Noun. a gain in size or numbers; growth 3. Noun. an amount added; addition Which sentence uses the FIRST definition of increase?
a The increase in homework was not a problem. b Brandon asked for an increase in his allowance. c I will increase the amount of time I spend studying. d The price increase was more than we had planned for.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
145
5
Student Name 4 Jeremy and his father disagree about
f whether Jeremy is a fast runner. g Jeremy’s reason for running the race. h the kind of computer the school should buy. how much money his father will give for the race. 5 Where does the LAST part of the story take place?
a at Jeremy’s house b in the school’s gym c in Jeremy’s classroom
© Macmillan/McGraw– Hill
d at the school’s race track
6
146
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
Student Name
© Macmillan/McGraw– Hill
6 What is the correct answer to the riddle? What lesson does Jeremy’s father want Jeremy to learn? Use details 3&"% 5)*/, and information from the story to support your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
147
7
Student Name Read the story “Swim Meet.” Choose the word or words that correctly complete questions 7 and 8.
Swim Meet It is the day of the swim meet. At one end of the pool, the crowd cheers as a swimmer crosses the finish line. At the other end of the pool, the crowd is silent as a young woman prepares to dive. She (7) to the end of the board and stands at the edge for a moment. Suddenly, she dives in, her body slicing through the water like a knife. Everyone (8) for her.
7 Which answer should go in blank (7)?
f walks g walked h will walk 8 Which answer should go in blank (8)?
a clap b claps
© Macmillan/McGraw– Hill
c clapping
00 8
148
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
Student Name Read and answer question 9. 9 Read the sentence in the box. Randy added a bag of leaves to the growing pile. What change would make the sentence present tense?
f Change added to adds. g Change added to adding.
© Macmillan/McGraw– Hill
h Change added to will add.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
149
9
Student Name Read and answer questions 10–12. 10 Which word below is spelled incorrectly?
a bear b dares c stears d chairs 11 Read these sentences. I’m going to share my pears with you. Next, we will give a carrot to the brown mair in the field. Then, we will look for the hare in the woods. Which underlined word is spelled incorrectly?
f mair g hare h share pears 12 Which word below is spelled correctly?
a glaire b whear © Macmillan/McGraw– Hill
c squair d haircut
STOP
10
150
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
Student Name Grade 3 • Unit 3 • Week 2
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues; 1; unfamiliar words, 2, 3 Reading Comprehension: Plot development: setting, plot 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2
Short response: Plot development: setting, plot, 6
/2
%
3 4 5
Grammar, Mechanics, and Usage: Present-tense verbs, 7, 9; subject-verb agreement, 8
/3
Spelling: Words with /â/, 10, 11, 12
/3
6
%
7 8 9
%
10 11
Total Weekly Test Score
/13
%
12
LA.E.1.2.2 LA.E.1.2.2 LA.E.1.2.2
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.10 LA.3.1.6.10 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.4 LA.3.3.4.5 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on page 379–384.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 2
151
11
Grade 3 • Unit 3 • Week 3 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
3
Read the article “Seeking a Better Life” before answering Numbers 1 through 6.
Seeking a Better Life
Guest workers often pick fruit and vegetables.
00 2
154
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
© Macmillan/McGraw– Hill
Some people live and work in one place. Others move from one country to another. As they move, they look for work. These people are called guest workers. In one place, they may pick lettuce, grapes, or nuts. After the crop is picked, they have no more work. Then they must move to another place. They pick a different crop there. The farm owners like this. They have workers when they need them. Guest workers live and work like this all year. Many guest workers are not citizens of the United States. They are new to this country. They may have families at their home country. Sometimes the guest workers do not see their families for months or years. It can be a lonely life.
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
For many years guest workers in the United States suffered bad working conditions. They had to work long hours. They got low wages. It was hard for them to buy things for their families. They could not change this. The workers did not have a strong union. Unions are groups of workers. They join together to try to make things better for the union members. Unions can help their members get and preserve things like higher wages or health care. Some guest workers did belong to a union. Sometimes, the union was not strong enough to help the workers. Without a strong union, they had no one to speak up for them. There was no one to help them improve the their jobs and their lives. During the 1960s guest workers picking grapes in California went on strike. A strike means that people stop working until a problem is solved. This became one of the best-known strikes in history. The strike leader became famous.
Grape pickers were tired of being treated unfairly.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
155
3
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
The leaders of the strike asked people not to buy grapes unless they were picked by workers who were in the union. The public listened. Millions of people stopped buying grapes. The grape growers lost a lot of money. After a long battle, the guest-workers’ union won. Guest workers finally had a union. It was strong enough to help make their lives better. The union helped restore pride for many guest workers.
4
156
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Seeking a Better Life.” 1 Read this sentence. For many years guest workers in the United States suffered bad working conditions. What does the word suffered mean in this sentence?
a ignored
c lived through
b felt pain
d were damaged
2 Read this sentence from the article. Unions can help their members preserve some of the things they have already won, such as higher wages. Which definition below tells what the word preserve means in this sentence?
f Verb. to prepare food to keep it from spoiling g Verb. to keep something from harm or change h Noun. fruit cooked with sugar and sealed from the air Noun. a place where wild animals and plants are protected
© Macmillan/McGraw– Hill
3 Read this sentence from the article. The union helped restore pride for many guest workers. In this sentence, the word restore means
a to allow.
c to put back in use.
b to give back.
d to return to an older state.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
157
5
Student Name 4 Why did guest workers who picked grapes go on strike?
f They were tired of picking grapes. g They were tired of being treated unfairly. h They wanted to stop moving from place to place. They wanted to become citizens of the United States. 5 What was the effect of the strike against buying grapes?
a Guest workers were treated worse. b Guest workers had to find other work. c The guest workers finally got to have a union.
© Macmillan/McGraw– Hill
d The guest workers stopped trying to form a union.
6
158
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
Student Name
6 Why did guest workers want to form a union? Use details and information from the article to support your answer. 3&"%
© Macmillan/McGraw– Hill
5)*/, &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
159
7
Student Name Jayna wrote the report below for her teacher. The report has mistakes. Read the report to answer questions 7 and 8.
Pollution in Our Water 1 Living things need fresh air and water. 2 Scientists examine the amount of waste in our air, water, and soil. 3 The government passed laws meant to protect Earth from harm. 4 Yet some people feel that much more should be done. 5 Jean, Christopher, and I decided to measure the pollution in the pond. 6 Jean and Christopher carefully collect some samples of water from the pond. 7 If we find pollution, we will write a letter to our state government.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
160
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which sentence is in the past tense?
f sentence 1 g sentence 2 h sentence 3 sentence 4 8 The author wants to make sentence 6 past tense. What change should the author make?
a Change collect to collected. b Change collect to collecting. c Insert had after Christopher. d Insert were after Christopher. Read and answer question 9. 9 In which sentence below is all punctuation correct?
f We studied fish frogs, and plants from the pond. g We studied fish, frogs, and plants from the pond.
© Macmillan/McGraw– Hill
h We studied fish, frogs, and plants, from the pond.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
161
9
Student Name Read and answer questions 10–12. 10 Which word is spelled correctly?
a wurd b learn c nerse d heards 11 Read these sentences. Many people think the rain forest is werth saving. It serves as home to thousands of plants and animals in our world world. First First, join a group that supports the rain forest. Then, you can do something to save it. Which underlined word is spelled incorrectly?
f first g werth h world serves 12 Which word is spelled incorrectly?
a firm © Macmillan/McGraw– Hill
b purr c girls d therd
STOP
10
162
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
Student Name Grade 3 • Unit 3 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; multiple-meaning words, 2, 3 Reading Comprehension: Cause and effect, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2
Short response: Cause and effect, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Past-tense verbs, 7, 8; commas in a series, 9
/3
%
Spelling: Words with /uˆr/, 10, 11, 12
/3
%
5 6 7 8 9
Total Weekly Test Score
/13
%
10 11 12
LA.E.2.2.1 LA.E.2.2.1 LA.E.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.9 LA.3.1.6.9 LA.3.1.7.4 LA.3.1.7.4 LA.3.1.7.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on page 379–384.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 3
163
11
Grade 3 • Unit 3 • Week 4 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
3
Read the story “At a Coral Reef” before answering Numbers 1 through 6.
At a Coral Reef
© Macmillan/McGraw– Hill
It was Jeff’s first time swimming at a coral reef. He was so excited! This year, his class’s annual trip was a visit to Mexico. The trip would have been too expensive for Jeff’s family. But the school was offered a special package rate. Jeff felt as if he had been given a wonderful present all tied up in beautiful wrapping. On the plane, he was so excited he kept walking up and down the aisles. The flight attendant asked him politely to sit down. This trip had the potential to be one he would never forget. Jeff just wished his whole family could come with him. He would be sure to remember every detail when he told them about his trip.
2
166
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
Format Weekly Assessment
UNIT
3
© Macmillan/McGraw– Hill
Jeff swam over the reef. He was surprised at how warm the water was. He lived in Maine. There, the ocean was almost always cold. He never went swimming in winter. He thought it was like that everywhere. But it was February, and here in Mexico the water was warm! It was hard to believe this was all real. Jeff had never seen so many brightly colored fish in one place. And the coral was just as pretty. In some places it was even more colorful than the fish. Jeff thought the reef must be the most beautiful place in the world. He knew he was seeing something really special.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
167
3
UNIT
Format Weekly Assessment
3
© Macmillan/McGraw– Hill
Before the trip, Jeff had read books about coral. He learned that most coral is brittle. Rough waves can break it. Jeff knew there were certain things that he was not supposed to do. The other students did not know this. Jeff knew never to stand on coral. That could hurt it. He learned never to take live coral out of the water. That can kill it. He also learned that he never should touch living coral. He could get hurt touching it. Jeff was glad he had learned about coral before coming here. Now he would not make an innocent mistake that might hurt the coral or hurt him. He could spend all of his time enjoying the fish and the reef!
4
168
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the story “At a Coral Reef.” 1 Read this sentence from the story. This year, his class’s annual trip was a visit to Mexico. The word annual means
a daily.
c yearly.
b rarely.
d weekly.
2 Read this sentence from the story. Jeff felt as if he had been given a wonderful present all tied up in beautiful wrapping. What does the word wrapping mean in this sentence?
f knocking g speaking freely h putting a cover on paper, plastic, or cloth used to cover something 3 Read this sentence. Please do not run in the
of the plane.
© Macmillan/McGraw– Hill
Which word BEST completes the sentence?
a ill
c isle
b I’ll
d aisle
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
169
5
Student Name 4 Clues in the story show that coral is
f very delicate. g all the same color. h used for many things. found only in cold water. 5 Which sentence is supported by information in the story?
a Jeff is the smartest student in his class. b Jeff is going to do something that will hurt the reef. c Jeff’s classmates probably know less about coral than he does.
d All of Jeff’s classmates studied coral before they left
© Macmillan/McGraw– Hill
for the trip.
6
170
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
Student Name
6 What kind of person is Jeff? Use details and information from the story to support your answer. 3&"%
© Macmillan/McGraw– Hill
5)*/, &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
171
7
Student Name Raul wrote the article below. The article contains mistakes. Read the article to answer questions 7 and 8.
Art Show Coming Soon 1 The Cesar Chavez Grade School art show will be held next Thursday night at 7:00. 2 The principal has invited all the students and their families to come. 3 Many students have entered their beautiful and creative works of art in the show. 4 The third-graders are organizing snacks and drinks for everyone in the lunchroom. 5 At 8:00, Mr. Bronson, the art teacher, will announce the winners of the art contest. 6 Who will be the winners this year? 7 You found out soon!
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
172
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which sentence is in future tense?
f sentence 1 g sentence 2 h sentence 3 sentence 4 8 The author wants to make sentence 7 future tense. What change should he make?
a Change found to find. b Change found to finding. c Change found to will find. d Change found to have found. Read and answer question 9. 9 In which sentence below is all punctuation correct?
f That cat was fed at 5.30, I said. g “That cat was fed” at 5,30 I said.
© Macmillan/McGraw– Hill
h “That cat was fed at 5:30,” I said.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
173
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a look b tube c shoe d rewd 11 Read these sentences. When the blue sky filled up with dark clouds, I had a sense of gloom gloom. Even the mules in the field seemed sad when the rain began. Soon a strong wind shuk the trees. The storm had come. Which underlined word is spelled incorrectly?
f blue g shuk h mules gloom 12 Which word is spelled correctly?
a true © Macmillan/McGraw– Hill
b stue c guse d cuebs
STOP
10
174
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
Student Name Grade 3 • Unit 3 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; homophones, 2, 3 Reading Comprehension: Plot development: make inferences, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Plot development: make inferences, 6
/2
%
3 4 5
Grammar, Mechanics, and Usage: Future-tense verbs, 7, 8; colons and quotation marks, 9
6
/3
%
7 8 9
/, 10, Spelling: Words with /ü/, /ū/, and /u 11, 12
/3
%
10 11 12
/13
%
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.E.2.2.1 LA.E.2.2.1 LA.E.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.8 LA.3.1.6.8 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on page 379–384.
© Macmillan/McGraw– Hill
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 4
175
11
Grade 3 • Unit 3 • Week 5 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
3
Read the article “The Silk Road” before answering Numbers 1 through 6.
The Silk Road desert. Then, they crossed over a high mountain range. Once over the mountain, the traders had many hundreds of miles to go before finally reaching Europe. There were many dangers along the way. Robbers, for instance roamed the land. The robbers knew that the goods the traders carried were worth a fortune. Bad weather was also a danger and could slow the traders down.
The Silk Road began in China and ended in Byzantium, which included what is now Greece and Turkey.
2
178
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
© Macmillan/McGraw– Hill
Long ago, traders brought silk, spices, and other treasures from the East to the West. They followed the Silk Road. This passed through China, Turkey, and Greece. From there the goods were brought to Western Europe. Because there were no paved roads or sidewalks, traders had a rough trip through the lonesome lands. The camels and horses that pulled the loads had to be strong. First, traders had to cross over a
UNIT
Format Weekly Assessment
The Silk Road was not one particular road. There were many ways to travel from the East to the West, and each route led to different trading posts. While some traders traveled by land, some merchants traveled by sea to reach the shores of Europe. Sea crossings also had their dangers. Pirates and storms were always a threat. It was a hard way to make a living, but over many years trade blossomed between the East and the West. Valuable silk was something everyone wanted. Making it was
3
hard work. The silkworms had to be tended while they spun the silk threads. Then the silk threads had to be woven into fine material with soft textures. The feel of silk is slick and soft, and this texture makes it popular. Traders were not allowed to take silkworms outside China. The money made from the silk trade was very important to China’s people. They could not let other people find ways to make silk, because then people might not buy it from China.
© Macmillan/McGraw– Hill
Silk comes from the cocoon of the silkworm.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
179
3
UNIT
Format Weekly Assessment
lands. They brought back sketches to illustrate what they had seen. People learned about other parts of the world. They ate new spices and wore different clothes. Trade made the world seem smaller.
© Macmillan/McGraw– Hill
Over the centuries many changes came about because of trade on the Silk Road. People learned about new customs, beliefs, and styles of living. Travelers carried stories about faraway
3
4
180
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the article “The Silk Road.” 1 Read this sentence. The people wore their hair in a different manner, and the traders brought this style back to the West. Which word in the sentence helps you understand the meaning of style?
a back
c manner
b traders
d different
2 Read this sentence from the article. The feel of silk is slick and soft, and this texture makes it popular. Which word in the sentence means almost the SAME as texture?
f silk g feel
h soft popular
3 Read this sentence.
© Macmillan/McGraw– Hill
Traders brought back many goods, for instance, silk, and that is just one example. Which word in the sentence means almost the SAME as instance?
a one
c goods
b many
d example
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
181
5
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Student Name 4 Based on the article and the map on page 2, where did the traders start out on the Silk Road?
f China g Turkey h Europe Greece 5 What did the silk makers have to do FIRST? find a way to carry the silk to the West weave the silk threads into fine material make sure other people did not get the silkworms take care of the worms while they spun silk threads
© Macmillan/McGraw– Hill
a b c d
6
182
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 How did traders get silk and spices to Europe? List the stages of the journey from the East to the West. Use 3&"% 5)*/, details and information from the article in your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
183
7
Student Name Chelsea wrote the note below for her friend. The note contains mistakes. Read the note to answer questions 7–9.
My Trip 1 My family and I are getting ready for a big trip. 2 Next April, we will visit our friends in Miami, Florida. 3 As soon as we get there, we will go to the beach. 4 We will visit some museums, too. 5 If we have time we might visit Key Largo Florida. 6 I love Miami. 7 We’ll have fun with our friends. 8 We’ll swim in the ocean. 9 Our friends will have a cookout. 10 Our friends will take us on a picnic.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
184
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which sentence contains an error in punctuation?
f sentence 2 g sentence 3 h sentence 4 sentence 5 8 What is the BEST way to combine sentences 7 and 8 ?
a We’ll have fun with our friends we’ll swim in the ocean. b We’ll have fun with our friends and we’ll swim in the ocean.
c We’ll have fun and we’ll swim with our friends and in the ocean.
d We’ll have fun with our friends and also we’ll swim in the ocean. 9 What is the BEST way to combine sentences 9 and 10 ?
f Our friends will have a cookout and take us on a picnic. g Our friends will have a cookout, they will take us on a picnic.
h Our friends will have a cookout but they will take us
© Macmillan/McGraw– Hill
on a picnic. Our friends will have a cookout and our friends will take us on a picnic.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
185
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a foyl b coins c joyful d soybean 11 Read these sentences. The loyal worker bee will toil all day for the hive. In fact, the poor bee has no choyse choyse. It is not that the bee enjoys working, but that work is what it was born to do. Which underlined word is spelled incorrectly?
f toil g loyal h enjoys choyse 12 Which word is spelled correctly?
a voise b noize © Macmillan/McGraw– Hill
c boiled d spoyled
STOP
10
186
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
Student Name Grade 3 • Unit 3 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues in a sentence, 1, 2, 3 Reading Comprehension: Chronological order, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Chronological order, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Commas, 7; sentence combining with verbs, 7, 9
/3
Spelling: Words with /oi/, 10, 11, 12
/3
5
%
6 7 8
%
9 10
Total Weekly Test Score
/13
%
11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 3 • Week 5
187
11
Grade 3 • Unit 4 • Week 1 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
4
Read the story “Green Juice?” before answering Numbers 1 through 6.
Green Juice?
© Macmillan/McGraw– Hill
Every night someone else in the family made the juice the Willets had with dinner. Tonight was Eddie’s turn, and he decided to surprise everyone by making something they had never seen—green juice. His sister Marcy could not believe he was going to do this. Eddie did a lot of strange things, but this time, he had gone too far. “Have you lost your marbles?” she asked, staring at him with her mouth open. “No,” he told her. “I have all the ingredients ready. All I have to do is follow one of these recipes that I found in a magazine.” He showed her a page ripped from a recent issue. “I don’t want to drink green juice,” Marcy said with a frown. Her stomach turned at the thought of it. “How do you know it won’t be very tasty?” Eddie asked.
2
190
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
“Juice is supposed to be orange, or purple, or red,” Marcy replied. “It’s not supposed to be green!” “This will be something new, and new things are fun,” Eddie told her. He knew his sister would have to be coaxed into trying the new drink. “I don’t like to eat new things,” Marcy grumbled as she left the kitchen. If Eddie was determined to do this, she was not going to stay there and watch him! When Marcy returned to the kitchen later, Eddie had finished making the juice. It was very green. She watched as he lifted a glass full of juice to his mouth and gulped some down. She held her breath. “How does it taste?” she wanted to know. “Magnificent!” Eddie grinned. “I’d even call it a masterpiece!” He extended the glass in her direction. He knew she would give in and drink the juice.
Eddie loved the bright green color of the juice.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
191
3
Format Weekly Assessment
UNIT
4
Marcy did not like the look of it, but now she was curious. She poured a little bit of the green liquid into a small glass and took a tiny sip. The taste of the juice surprised her. “This is good,” she admitted. “What did you put in it to make it green and give it this flavor?” “I have a secret ingredient,” Eddie smiled. “What is it?” Marcy asked. “If I told you, it wouldn’t be secret anymore, would it?”
© Macmillan/McGraw– Hill
Marcy thought it tasted a little like apple juice and a little like grape juice.
4
192
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Green Juice?” 1 Read this sentence from the story. “Have you lost your marbles?” she asked, staring at him with her mouth open. What does lost your marbles mean?
a lost a favorite toy b made a serious mistake c started acting strangely d forgotten to use good manners 2 Read these sentences from the story. “I have all the ingredients ready. All I have to do is follow one of these recipes that I found in a magazine.” The word recipes means
f directions. g food labels.
h cookbooks. cooking times.
3 Read these sentences.
© Macmillan/McGraw– Hill
“Eddie, is the juice ready yet?” Marcy asked. “Soon, Marcy. Hold your horses!” he replied. What does hold your horses mean?
a be kind b go away
c be patient d set the table
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
193
5
Student Name 4 What makes Eddie’s juice DIFFERENT from other juices?
f its size g its taste h its color its temperature 5 Marcy compares the taste of the juice to the taste of
a lemon juice and lime juice. b apple juice and grape juice. c apple juice and orange juice.
© Macmillan/McGraw– Hill
d orange juice and grape juice.
6
194
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
Student Name
© Macmillan/McGraw– Hill
6 How are Marcy’s and Eddie’s feelings about green juice DIFFERENT? How are they ALIKE? Use details and 3&"% 5)*/, &91-"*/ information from the story to support your answer.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
195
7
Student Name Read the story “Holiday Baking.” Choose the word or words that correctly complete questions 7 and 8.
Holiday Baking Every year when the holidays are coming, my family (7) lots of baking. We enjoy baking cookies, cakes, and special holiday breads. Do you like to bake? Maybe you (8) some favorite family recipes. Making the same recipes every year can bring back happy memories of past holidays. Of course, it is also fun to try new kinds of breads and cookies. Who knows, maybe some of them will become your new family favorites!
7 Which answer should go in blank (7)?
f do g does h doing 8 Which answer should go in blank (8)?
a has b have
© Macmillan/McGraw– Hill
c having
8
196
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
Student Name Read and answer question 9. 9 The writer wants to correct the following sentence. I am hungry until lunch was served. Which change would make this sentence correct?
f Change am to was. g Change am to were.
© Macmillan/McGraw– Hill
h Change was to were.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
197
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a lawn b hauls c crauled d drawing 11 Which word is spelled correctly?
f salt g bauls h hauks pawsed 12 Read these sentences. Some birds can only squawk squawk, but I bought a parrot that can really talk. I tawt him to say, “Hello” and “What’s up?” I tried to teach him to count, but all he did was yawn yawn! Which underlined word is spelled incorrectly?
a tawt b yawn © Macmillan/McGraw– Hill
c bought d squawk
STOP
10
198
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
Student Name Grade 3 • Unit 4 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Idioms, 1, 3; context clues, 2 Reading Comprehension: Compare and contrast, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Compare and contrast, 6
/2
%
/3
Spelling: Words with /οˆ /, 10, 11, 12
/3
5
%
6 7
%
8 9 10
Total Weekly Test Score
/13
%
LA.A.1.2.3
3 4
Grammar, Mechanics, and Usage: Verbs be, do, and have, 7, 9; subject-verb agreement, 8
Assessed Benchmarks*
11 12
LA.A.2.2.7 LA.A.2.2.7 LA.A.2.2.7
New Sunshine State Standards
LA.3.1.6.9 LA.3.1.6.3 LA.3.1.6.9 LA.3.1.7.5 LA.3.1.7.5 LA.3.1.7.5 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 1
199
11
Grade 3 • Unit 4 • Week 2 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
Format Weekly Assessment
UNIT
4
Read the story “Caterpillar Week” before answering Numbers 1 through 6.
Caterpillar Week
Milkweed is the only plant a monarch caterpillar will eat.
2
202
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
© Macmillan/McGraw– Hill
Cory woke up early that first morning at Aunt Kate’s house. The birds were making a racket as they quarreled outside his window, and he could not sleep while they argued. Cory went outside, where his aunt was in the potting shed cutting some pieces from a plant with an old pair of shears—one of her most treasured possessions. “What’s that?” Cory asked her. He pointed to the plant she was cutting. “Good morning! This is milkweed—that’s what my caterpillars eat,” she replied. “Why do you raise caterpillars?” Cory asked. Raising caterpillars was a hobby for his aunt.
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
“I enjoy it, and there are fewer butterflies and open areas for milkweed plants than there used to be. City life seems to be harming them, so by raising butterflies and the plants they eat, we can help protect these insects. It’s a very exciting hobby!” Cory looked around the potting shed and could not see what was so exciting. He examined a group of black and green caterpillars that were consuming the milkweed leaves. “What else do they eat?” he asked. The white sap oozing from the leaf did not look tasty to him. “Nothing. Monarch caterpillars only eat milkweed. I purchased the seeds and raised the plants, so now I have a supply of caterpillar food,” Aunt Kate said. There were some greenish-blue capsules in one plastic enclosure. “What are those things?” Cory wanted to know. “Those are the chrysalises,” said Aunt Kate. “Each caterpillar makes a sticky liquid that dries to become a
Inside the chrysalis, the caterpillar changes, turning into its adult form.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
203
3
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
shell, and inside that shell a transformation takes place. In a few days, we’ll see what emerges from these.” That week Cory took part in all kinds of butterfly farming activities. He helped his aunt feed the caterpillars and he watched the chrysalises. He enjoyed getting involved in butterfly farming. One morning his aunt woke him, saying, “Today is the day.” They hurried to the potting shed, where something amazing was happening. The chrysalises were breaking open! Out of each struggled an orange and black butterfly with its wings folded together. They crawled to the sticks in the enclosure and hung there until their wings were dry. “They are on their way!” Aunt Kate beamed with happiness. Cory looked at their beautiful wings and thought that raising butterflies was a very exciting hobby.
4
204
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Caterpillar Week.” 1 Which pair of words from the story has almost the SAME meaning?
a potting, cutting
c raising, harming
b quarrelled, argued
d consuming, oozing
2 Read this sentence from the story. Cory went outside, where his aunt was in the potting shed cutting some pieces from a plant with an old pair of shears—one of her most treasured possessions. In which sentence below does the word possession have the same meaning as it does in this sentence?
f The boys took possession of the field. g The cat took possession of the dog’s toy. h The book was Kora’s favorite possession. Layla took possession of the empty bus seat. 3 Read this sentence from the story. Aunt Kate beamed with happiness.
© Macmillan/McGraw– Hill
In this sentence, the word beamed means
a shone with light.
c gave a big smile.
b made a ray of light.
d long pieces of wood
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
205
5
Student Name 4 What is the MOST LIKELY reason city life is harmful to the butterflies?
f The traffic and noise frighten the insects. g There is too little room for the insects to fly. h Many city people catch the butterflies for pets. There are fewer places for milkweeds to grow. 5 Which clue from the story BEST shows that Aunt Kate is a good gardener?
a She raises butterflies. b She enjoys gardening. c She has a potting shed.
© Macmillan/McGraw– Hill
d She grows milkweed from seeds.
6
206
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
Student Name
© Macmillan/McGraw– Hill
6 Describe what happens inside a chrysalis. Use details and information from the story AND the pictures to 3&"% 5)*/, support your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
207
7
Student Name Read and answer questions 7–9. 7 Read the sentence in the box. The shadows are scary looking. Which word is a linking verb?
f are g scary h looking 8 Read the sentence in the box. My sister Felicia thinks that camping is fun. Which word is a linking verb?
a is b thinks
© Macmillan/McGraw– Hill
c camping
8
208
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
Student Name 9 In which sentence below is all end punctuation correct?
f I scraped my knee, g Wow, does that ever hurt!
© Macmillan/McGraw– Hill
h I need to clean it and get a bandage?
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
209
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a owl b bow c plow d lawder 11 Read these sentences. The croud gathered to watch the man in the balloon. It rose up with a little bounce as it left the ground ground, and the man waved. Soon the balloon seemed to be lost in the clouds clouds. Which underlined word is spelled incorrectly?
f croud g clouds h ground bounce 12 Which word is spelled correctly?
a town b skout © Macmillan/McGraw– Hill
c cowch d fouwnd
STOP
10
210
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
Student Name Grade 3 • Unit 4 • Week 2
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; multiple-meaning words, 2, 3 Reading Comprehension: Draw conclusions, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2
Extended response: Draw conclusions, 6
/4
%
3 4
Grammar, Mechanics, and Usage: Linking Verbs, 7, 8; end punctuation, 9
/3
%
Spelling: Words with /ou/, 10, 11, 12
/3
%
5 6 7 8 9
Total Weekly Test Score
/15
%
10 11 12
LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.9 LA.3.1.6.9 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.6 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 2
211
11
Grade 3 • Unit 4 • Week 3
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
4
Read the article “Does It Belong Here?” before answering Numbers 1 through 6.
Does It Belong Here? It is fun to walk through a garden blooming with beautiful flowers and plants. But did you know that one of the biggest problems in a garden can be the plants and flowers themselves? That is because some plants do not belong in the area where people plant them. They might be just fine in the garden, but if they begin to sprout outside the garden they become a huge problem. This is because they are not native to that area. Native means being born in a certain place.
© Macmillan/McGraw– Hill
Plants from somewhere else are called non-native plants. This type of daisy grows all over the eastern United States, but they are native to Europe and Asia.
2
214
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
How do these plants begin to grow where no one planted them? Sometimes seeds are carried on the wind. Sometimes people carry seeds without knowing it. That can happen when people go for a walk in the garden and pick up nonnative seeds on their shoes or clothing. When they walk around outside the garden, the seeds fall into the soil. The seeds begin to grow, and soon there is a new plant in the neighborhood. Sometimes there can be huge clumps of this new plant. Often, the new plant keeps growing and growing. It begins to take space away from the native plants. It also takes water from the native plants, and they can no longer get the things they need to live. Non-native plants have taken over entire fields this way. A field with native plants and flowers will have a lot of animal life. Birds and insects feed on the plants. In a field that has been taken over by a
This non-native vine is choking this tree.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
215
3
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
non-native plant, there will not be very many animals. The native animals need native plants to eat. Non-native plants have become a big problem all over the world, and there has been a lot of research to learn more about controlling them. One way to control them is to never plant non-native plants in the first place. So think about planting only native plants in your garden. You will be doing a big favor to the native plants and animals in your neighborhood!
4
216
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Does It Belong Here?” 1 Read these sentences from the article. Often, the new plant keeps growing and growing. It begins to take space away from the native plants. In this sentence, the word native means
a local.
c smaller.
b weak.
d popular.
2 Read this sentence. The buttercup is not native to this area. What is the correct way to write the contraction of the words is not?
f isnt g isnt’ h isn’t isno’t 3 Read this sentence.
© Macmillan/McGraw– Hill
The gardener knew she shouldn’t plant non-native flowers. The contraction shouldn’t means
a should. b shall not. c should not. d should have.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
217
5
Student Name 4 What is the BIGGEST difference between native and non-native plants?
f They are different colors. g Their seeds are different sizes. h Their leaves are different shapes. They each come from different places. 5 Which describes BOTH native and non-native plants?
a Their leaves grow very fast. b They need space and water to live. c Their flowers are always the same colors. d They are harmful when they grow outside
© Macmillan/McGraw– Hill
the garden.
6
218
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
Student Name
© Macmillan/McGraw– Hill
6 How is a field of native plants DIFFERENT from a field of non-native plants? Use details and information from the 3&"% 5)*/, &91-"*/ article to support your answer.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
219
7
Student Name Jorge wrote the draft report below for the school newspaper. Read the report to answer questions 7–9.
Butterflies in Danger 1 Mr. Simon’s beginning science class is studying endangered butterflies. 2 The class had a visit from a butterfly expert. 3 “Butterflies are in danger,” the expert said. 4 “Chemicals used to keep pests away are harming them,” she explained. 5 “The trees they live in are being cut down.” 6 Finally she “told us ways that we can help save butterflies.” 7 Next week, I will write about how you can help save the butterflies.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
220
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which word in sentence 1 is a helping verb?
f is g studying h beginning endangered 8 Which sentence uses quotation marks incorrectly?
a sentence 3 b sentence 4 c sentence 5 d sentence 6 9 Which word in sentence 7 is the main verb?
f can g will h help
© Macmillan/McGraw– Hill
write
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
221
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a cell b price c gems d cence 11 Which word is spelled correctly?
f gims g giant h gentel changhs 12 Read these sentences. Some people want to build a city in outer spase spase. That might happen in a different age age. If so, the travelers can send us a message about their new home. Which underlined word is spelled incorrectly?
a age b city © Macmillan/McGraw– Hill
c spase d message
STOP
10
222
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
Student Name Grade 3 • Unit 4 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; contractions, 2, 3 Reading Comprehension: Compare and contrast, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2
Short response: Compare and contrast, 6 Grammar, Mechanics, and Usage: Main and helping verbs, 7, 9; quotation marks in dialogue, 8 Spelling: Words with soft c and g, 10, 11, 12
/2
%
3 4 5
/3
%
6 7 8
/3
%
9 10 11
Total Weekly Test Score
/13
%
12
LA.A.2.2.7 LA.A.2.2.7 LA.A.2.2.7
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.1 LA.3.1.6.1 LA.3.1.7.5 LA.3.1.7.5 LA.3.1.7.5 LA.3.3.4.5 LA.3.3.4.3 LA.3.3.4.5 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 3
223
11
Grade 3 • Unit 4 • Week 4 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
4
Read the article “Getting Together, Making Things Better” before answering Numbers 1 through 6.
Getting Together, Making Things Better volunteers feel good about this work, which they do without pay. They are making the beach look beautiful again. At a nearby center, young teens are working, too. They teach younger children new skills. One volunteer shows children how to make plastic necklaces. Another
© Macmillan/McGraw– Hill
On a beach just outside of town, children pick up trash. They are working in groups along with grownups. The workers sort bottles and cans into bags. Waste goes into other bags. They leave the beach much cleaner than they found it. The children talk and laugh as they do their job. The
2
226
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
UNIT
Format Weekly Assessment
There is a park across town where other volunteers have gathered. They are planting flowers and pulling up weeds. They are making things grow. If you take a tour of the park, you will see something exciting. Children of all ages are gardening. They are learning a useful skill that also helps keep the park green. The children
© Macmillan/McGraw– Hill
teen is outside in the yard, directing a game of basketball. The young children are thrilled to have “big sisters” and “big brothers.” Their own families are busy, but here someone has time to play with them. The young children might become “big brothers” and “big sisters” one day. They will help other children in the neighborhood.
4
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
227
3
UNIT
Format Weekly Assessment
as a community are responsible for making things better.” Volunteer groups were formed, and many people joined them. The leaders taught others what to do. When there was a job to do, people happily volunteered to get it done. Soon things were looking up. You can get together with others in your school or neighborhood, too. Is there something that could be fixed or made better? Why not be a leader and form a group to do the job?
© Macmillan/McGraw– Hill
make new friends. The adults get to know new neighbors. The people who live in this area, a community of caring people, all agree. This area was not always such a good place for children. There were not many volunteers. Children were often bored or lonely. Few people went to the park or the beach because these places did not look very inviting. Then one day a smart parent said, “Our families deserve a better place to live. We
4
4
228
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Getting Together, Making Things Better.” 1 Read this sentence. Pedro was thrilled to help clean the ballpark, and Alex was excited, too. Which word in the sentence helps you understand the meaning of the word thrilled?
a help
c excited
b clean
d ballpark
2 Read this sentence. The people in the community made the street safer and cleaner. Which of these is an example of a community from the article?
f children who pick up trash g teens who work in the center h the people who live in the area the people who went to the park 3 Read this sentence. © Macmillan/McGraw– Hill
The park volunteers took the slogan, “Pitch in!” A slogan is a
a sign. b greeting.
c command. d memorable phrase.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
229
5
Student Name 4 Why did the author describe the children’s work?
f to prove that children do not work hard enough g to show that children can help the community, too h to teach readers that grownups must lead the children to warn readers that the work is too hard for most children 5 Why did the author write “Getting Together, Making Things Better”?
a to describe the problems in one town b to encourage children to be volunteers c to tell a funny story about a strange town
© Macmillan/McGraw– Hill
d to explain how to be a “big sister” or “big brother”
6
230
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
Student Name
© Macmillan/McGraw– Hill
6 Why did the author describe the town before and after the volunteers started working? Use details and information 3&"% 5)*/, &91-"*/ from the story to support your answer.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
231
7
Student Name Read the story “Kia Volunteers.” Choose the word or words that correctly complete questions 7 and 8.
Kia Volunteers Last week, Kia’s teacher (7) the class about a group of volunteers. She said they meet every month at the park. Kia asked what kind of projects they did. “They do many different projects,” the teacher replied. “For example, they clean up areas, fix elderly people’s houses, and build benches in parks.” The next day, the group (8) to Kia’s school. “Who would like to work with us?” they asked. Kia raised her hand right away.
7 Which answer should go in blank (7)?
f tell g told h telling 8 Which answer should go in blank (8)?
a came b come
© Macmillan/McGraw– Hill
c has come
8
232
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
Student Name Read and answer question 9. 9 In which sentence below is the verb used correctly?
f Kia was a good painter. g The paint runned out quickly.
© Macmillan/McGraw– Hill
h The man gived her more paint.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
233
9
Student Name Read and answer questions 10–12. 10 Read this sentence. John rode his bike along the road and then wrode the boat without a sail across the lake. Which underlined word is spelled incorrectly?
a sail b rode c road d wrode 11 Read this sentence. If
ready, put on
shoes and let’s go!
Which pair of words correctly completes the sentence?
f yore, your g your, you’re h your’e, yore you’re, your 12 Which word is spelled incorrectly?
a beat © Macmillan/McGraw– Hill
b bete c piece d peace
STOP
10
234
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
Student Name Grade 3 • Unit 4 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues, 1; context clues: examples, 2, 3 Reading Comprehension: Author’s purpose, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Short response: Author’s purpose, 6
/2
%
3 4
Grammar, Mechanics, and Usage: Correct verb forms, 7; irregular verbs, 8, 9
/3
%
Spelling: Homophones, 10, 11, 12
/3
%
5 6 7 8 9
Total Weekly Test Score
/13
%
10 11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.2 LA.A.2.2.2 LA.A.2.2.2
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3 LA.3.1.7.2 LA.3.1.7.2 LA.3.1.7.2 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 4
235
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Grade 3 • Unit 4 • Week 5 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
4
Read the story “Closer to the Sky” before answering Numbers 1 through 6.
Closer to the Sky
© Macmillan/McGraw– Hill
David’s father was an airplane pilot. He was gone for days at a time, so David’s grandmother would come to David’s house while his mother was at work. David often felt lonely and bored. While Grandmother cooked, she watched the birds from the window and sketched them on a pad. Her eyes would go soft and dreamy.
2
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Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
UNIT
© Macmillan/McGraw– Hill
Format Weekly Assessment
4
His mom had her job, and Grandmother had her drawings. Everyone had something to do that seemed important. But David had nothing special of his own. “So make something that is your own,” Grandmother suggested. “What is it you would most like?” She put down her sketch pad and pencil and gave David her full attention. “To be closer to the sky—and to Dad,” David said. That gave him an idea. He went to the garage and found a crate once used for storage. Now it was empty. He pulled the crate apart to separate the boards. “What are you making?” his mother asked that evening when she saw the boards. “A tree house,” answered David. “Good idea. You can build it in the oak tree in the yard. I’ll help you on Saturday.” As usual, Mom had a plan. Grandmother made sketches of tree houses. David picked the design he liked best. He imagined the house already built. He would go there and gaze at the sky. It would be his own special place. He could not wait to tell his father about his great idea. Saturday finally came. David and his mother made exact measurements of the wood and then sawed the boards. It was hard work, but David had great determination. The most difficult part was hammering the nails into the tree trunk. David and his mother ruined quite a few nails, but at last the tree house was safely joined to the tree.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
239
3
UNIT
Format Weekly Assessment
4
© Macmillan/McGraw– Hill
“That’s a snug little house,” said his grandmother. “Your father will be proud of you.” Grandmother glanced over at David. “Is that a sketch pad you are holding?” she asked with a smile. David climbed up to his new house, feeling like the luckiest boy anywhere. Sunlight dappled the leaves. There went an airplane overhead, humming like a giant bumblebee. David began to dream as he opened his sketchpad.
4
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Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Closer to the Sky.” 1 Read this sentence. The Skyways Airport is Airport.
than the Murphy
Which word BEST completes the sentence?
a closer
c more close
b closest
d most closer
2 Read this sentence from the story. He pulled the crate apart to separate the boards. To separate means to
f join. g break. h set apart. make even. 3 Read this sentence. Of all the boys in the world, David felt like the
.
Which word BEST completes the sentence? © Macmillan/McGraw– Hill
a lucky b luckily c luckier d luckiest
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
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5
Student Name 4 How will David MOST LIKELY feel when he sits in his tree house?
f He will soon grow bored again. g He will feel lonelier than before. h He will no longer miss his father. He will feel excited and creative. 5 If the story continued, what would David MOST LIKELY do next?
a He would write a long letter to his father. b He would learn to build toys and games out of wood. c He would build another tree house for his grandmother. d He would make sketches of what he saw from the
© Macmillan/McGraw– Hill
tree house.
6
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Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 What do you think David will do the next time he has a problem? Think about what David learns in this story. 3&"% 5)*/, Use details and information from the story to support &91-"*/ your answer.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
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7
Student Name Tiffany wrote this draft article for the school newspaper. Read the article to answer questions 7–9.
Safety in the Shop 1 Building things out of wood can be fun. 2 However, it can also be dangerous. 3 Remember that you cant play with tools like they are toys. 4 You shouldn’t build with wood by yourself. 5 Don’t try it unless you have a grownup with you. 6 Hitting your thumb with a hammer isn’t fun. 7 If you haven’t got someone with you, then wait. 8 But if you are careful and work with a grownup, you probably will not get hurt.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
244
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 The writer wants to correct sentence 3 . What change would make it correct?
f Change are to is. g Change cant to can’t. h Add a comma after that. Add an exclamation point after Remember. 8 Which sentence has the contraction of the words is not?
a sentence 4 b sentence 5 c sentence 6 d sentence 7 9 The writer wants to change will not in sentence 8 to a contraction. How should it be written?
f will’nt g willn’t h won’t
© Macmillan/McGraw– Hill
wont’
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
245
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a flies b foxes c twins d alleyes 11 Read these sentences. We ride the ponies to the meadow most mornings. My pony nibbles daisys and grass. I usually share bunches of carrots with the animals while my brother eats cherries cherries. Which underlined word is spelled incorrectly?
f daisys g ponies h cherries bunches 12 Which word is spelled correctly?
a ashs b inchs © Macmillan/McGraw– Hill
c cities d yeers
STOP
10
246
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
Student Name Grade 3 • Unit 4 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Endings -er and -est, 1, 3; context clues, 2 Reading Comprehension: Plot development: make predictions, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Extended response: Plot development: make predictions, 6
/4
%
3 4 5
Grammar, Mechanics, and Usage: Contractions with not, 7, 8; spelling contractions, 9
/3
Spelling: Plurals, 10, 11, 12
/3
6
%
7 8 9
%
10 11
Total Weekly Test Score
/15
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.E.1.2.2 LA.E.1.2.2 LA.E.1.2.2
New Sunshine State Standards
LA.3.1.6.7 LA.3.1.6.3 LA.3.1.6.7 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.3 LA.3.3.4.3 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 4 • Week 5
247
11
Grade 3 • Unit 5 • Week 1 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
5
Read the story “Aunt Sophie’s Gift” before answering Numbers 1 through 6.
It was nearly Aunt Sophie’s birthday, and Anya had no money for a present. Aunt Sophie, who lived next door to Anya, said she was not concerned about gifts, but Anya was worried. Didn’t everyone love getting presents? Maybe Aunt Sophie was a little different from most people because she wrote poems and kept nine cats in her tiny apartment, but there must be some present she would like. Anya thought she would go crazy trying to think of something. Mama had some suggestions: “Why don’t you knit her a scarf, or bake a cake?” “There is no time to knit!” Anya wailed. “Plus, Aunt Sophie isn’t fond of sweets,” she grumbled. She was getting upset, but then Anya had an idea: she would illustrate some of her aunt’s poems. Her drawing ability had blossomed
2
250
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
© Macmillan/McGraw– Hill
Aunt Sophie’s Gift
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
since she started taking lessons, and Anya thought she could do a fine job. Anya almost skipped down the sidewalk and ran up the steps to Aunt Sophie’s apartment. She knocked on the door, and her aunt came to answer. She was wearing a large scarf wrapped around her long silvery hair. She smiled at Anya. “May I copy your poems?” Anya asked Aunt Sophie. “Of course you can, Anya. I’m delighted that you like them,” Aunt Sophie said. She smiled and set a bowl of milk on the floor for the new kitten. Anya hurried downstairs and back home and began to read. What wonderful writing! The art would have to be good, too. Anya made many sketches before she opened the tubes of colorful paints. She wanted to be sure to capture the mood of the writing. Then she carefully created a picture for each poem. Finished at last, Anya bound the pages together with gold thread and made a cover, and the book was complete. How surprised Aunt Sophie would be!
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
251
3
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
On Friday, while Mama was cooking Aunt Sophie’s favorite dinner, Anya went to get her aunt. She carried the book she made as she walked upstairs to her aunt’s apartment. Aunt Sophie, dressed in a rainbow of colors, opened the door. A cat sat on her shoulder. The cats made sure Aunt Sophie was never lonesome. Anya gave her aunt the book. “For me? Oh!” Slowly, Aunt Sophie began to turn the pages, and tears sparkled in her eyes.
4
252
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Aunt Sophie’s Gift.” 1 Read this sentence from the story. “There is no time to knit!” Anya wailed. In this sentence, the word wailed means
a slept.
c laughed.
b walked.
d cried out.
2 Read this sentence from the story. Anya almost skipped down the sidewalk and ran up the steps to Aunt Sophie’s apartment. Which word in the sentence is a compound word?
f skipped g sidewalk h apartment Aunt Sophie 3 Read this sentence from the story. She carried the book she made as she walked upstairs to her aunt’s apartment.
© Macmillan/McGraw– Hill
In this sentence, the word upstairs means
a up the stairs. b on an upper floor. c stairs that only lead up. d the stairs inside an apartment.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
253
5
Student Name 4 What happens RIGHT AFTER Anya complains about her mother’s gift suggestions?
f Aunt Sophie gives Anya some of her poems to copy. g Anya worries about not having a gift for Aunt Sophie. h Anya’s mother asks her to bake a cake for Aunt Sophie. Anya gets the idea to illustrate some of her aunt’s poems. 5 What does Anya have to do BEFORE she starts to paint?
a make sketches on paper b bind the pages of the book c show the sketches to her aunt
© Macmillan/McGraw– Hill
d knit a scarf for her aunt
6
254
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
Student Name
© Macmillan/McGraw– Hill
6 In the story Anya makes a gift for her aunt. Use details and information from the story to explain each step she does in 3&"% 5)*/, the correct order. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
255
7
Student Name Read the story “A Trip to Rome.” Choose the word or words that correctly complete questions 7 and 8.
A Trip to Rome Mom and Dad took me to Rome last year. My parents and (7) had a wonderful time. There were so many sights for us to see. We stayed in a hotel in the middle of the city. We saw beautiful fountains. We also saw the ruins of ancient Rome. The food was delicious. I loved the pizza. The Roman people eat a late lunch. I saw (8) go back to work after lunch. They don’t eat dinner until around 7:30 at night.
7 Which answer should go in blank (7)?
fI g me h myself 8 Which answer should go in blank (8)?
a him b they
© Macmillan/McGraw– Hill
c them
8
256
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
Student Name Read and answer question 9. 9 In which sentence below is all capitalization correct?
f Meg, Linda, and I had fun in California. g I visited Yellowstone National park in July.
© Macmillan/McGraw– Hill
h Did you get the postcard I sent from lake Erie?
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
257
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a daytime b barefoot c baskitball d sometime 11 Which word is spelled incorrectly?
f headlight g notebook h newspaper stagecouch 12 Read these sentences. In winter there is not much daylite daylite. Someone told me to keep busy indoors. Today I might build a model airplane from wood. Last month I made a real birdhouse and painted it in bright colors. Which underlined word is spelled incorrectly?
a daylite b airplane © Macmillan/McGraw– Hill
c someone d birdhouse
STOP
10
258
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
Student Name Grade 3 • Unit 5 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; compound words, 2, 3 Reading Comprehension: Chronological order, 4, 5 Short response: Chronological order, 6
Number Percent Correct Correct /3 /2 /2
Correlations
% % %
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2 3 4
Grammar, Mechanics, and Usage: Pronouns, 7, 8; capitalizing and proper nouns, 9
/3
Spelling: Compound words, 10, 11, 12
/3
%
5 6 7
%
8 9 10
Total Weekly Test Score
/13
%
11 12
LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.5 LA.3.1.6.5 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 1
259
11
Grade 3 • Unit 5 • Week 2 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
5
Read the article “Helping Each Other” before answering Numbers 1 through 6.
Helping Each Other
The hard work of barn raising goes much more quickly with many people helping.
2
262
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
© Macmillan/McGraw– Hill
Years ago, many people lived on farms. When a farmer had to build a barn, his neighbors would travel miles to go to the farm and help. This event was called a barn raising. The people worked together to build the barn, watch the children, and cook enough food for a big party. Everyone worked very hard, and in one or two days a sturdy new barn would be completed. It was a lot of hard work to build a strong barn without big machines. There are many reasons for people to labor so much to build another person’s barn. One reason is that the people were generous and kindhearted. So if a neighbor required help, the people nearby were willing to lend a hand. The help they gave was like a gift to their neighbor. When there
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
was hard work to be done, everyone knew it would tend to be much easier with a lot of assistance. Aiding a neighbor produced positive feelings among people. Most people try to return a favor. So a man who helped a neighbor knew he could count on that neighbor to assist him at some time in the future. There was also a social aspect to a barn raising. Farm life was lonely and miles might have separated neighbors. Building a barn brought everyone together and gave them the company they yearned for. Old friends could chat, and young children had others their same age to run around and play with. New friendships would also be established, and sometimes people met their future husband or wife at a barn raising. There was usually a big party after the new barn was complete. Food and recipes were shared, music was played (often by the same men who built the barn) and people had fun. Years ago, this was how many towns were built. People worked together to produce buildings that everyone used, like a schoolhouse, a courthouse, or a city hall. They also built furniture for the inside of the buildings, such as a bookcase for the schoolhouse. It was one way that everyone could be a good neighbor, make a difference in their community, and help their town grow.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
263
3
UNIT
Format Weekly Assessment
5
Today, in some places, people still help each other the same way. They get together, work hard, and help a neighbor raise a barn.
© Macmillan/McGraw– Hill
Years ago, people worked together to construct buildings like this one-room schoolhouse.
4
264
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Helping Each Other.” 1 Which pair of words from the article has almost the SAME meaning?
a big, hard
c lonely, young
b good, help
d strong, sturdy
2 Read this sentence from the article. People worked together to produce buildings that everyone used, like a schoolhouse, a courthouse, or a city hall. Which word belongs in a DIFFERENT word family from schoolhouse?
f bookshelf
h schoolbook
g schoolbag
schoolwork
3 Read this sentence from the article. They also built furniture for the inside of the buildings, such as a bookcase for the schoolhouse.
© Macmillan/McGraw– Hill
Which word belongs in the SAME word family as bookcase?
a shelves
c footrace
b suitcase
d bootlace
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
265
5
Student Name 4 According to the caption on page 262, people helped at a barn raising because they
f wanted someone to watch their children. g knew they would meet a future husband or wife. h wanted to produce a building everyone could use. knew the work will go faster with a lot of people to help. 5 What is NOT an effect of barn raising mentioned in the article?
a New friendships are formed. b Young children play together. c People try out new equipment.
© Macmillan/McGraw– Hill
d Neighbors work hard together.
6
266
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
Student Name
© Macmillan/McGraw– Hill
6 The article tells how people got together to build up a whole town. Use details and information from the article 3&"% 5)*/, to describe the effects of everyone working together. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
267
7
Student Name Read the article “A Girl Named Maria.” Choose the word or words that correctly complete questions 7–9.
A Girl Named Maria Before 1974, only boys could play on Little League teams. In 1972, a girl named Maria Pepe wanted to play on a team. The coach and players welcomed (7) , but others said that girls were not allowed on Little League teams. Maria and her coach were upset, and (8) took the case to court. A law was passed in 1974 allowing girls to play on baseball teams. Today nobody can stop my friends and (9) from playing on a team.
7 Which answer should go in blank (7)?
f her g she h they 8 Which answer should go in blank (8)?
a he b they c them 9 Which answer should go in blank (9)?
fI g me © Macmillan/McGraw– Hill
h mine
8
268
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
Student Name Read and answer questions 10–12. 10 Which word below is spelled incorrectly?
a drops b names c danced d danceing 11 Which word below is spelled incorrectly?
f hopes g hoped h nameing
© Macmillan/McGraw– Hill
wrapping
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
269
9
Student Name 12 Read these sentences. Before my birthday I kept droping hints about what I wanted. I shook all the wrapped packages to guess what was inside. I was hoping for a computer game named “Secret Forests.” Which underlined word is spelled incorrectly?
a named b hoping c droping
© Macmillan/McGraw– Hill
d wrapped
STOP
10
270
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
Student Name Grade 3 • Unit 5 • Week 2
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; word families, 2, 3 Reading Comprehension: Cause and effect, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Short response: Cause and effect, 6
/2
%
Grammar, Mechanics, and Usage: Subject and object pronouns, 7, 8, 9
/3
%
Spelling: Words with inflected endings, 10, 11, 12
/3
Item
Assessed Benchmarks*
1
LA.A.1.2.3
2 3 4 5 6 7
%
8 9 10
Total Weekly Test Score
/13
%
11 12
LA.E.2.2.1 LA.E.2.2.1 LA.E.2.2.1
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.4 LA.3.1.6.4 LA.3.1.7.4 LA.3.1.7.4 LA.3.1.7.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 2
271
11
Grade 3 • Unit 5 • Week 3 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
5
Read the article “Twenty-First-Century Cars” before answering Numbers 1 through 6.
Twenty-First-Century Cars problems. Many people feel that the problem of pollution needs to be solved as soon as possible. Until recently, no option to a gaspowered car existed. Fortunately there are cleaner cars available now.
Traffic jams like these cause air pollution. This problem needs to be solved as soon as possible.
2
274
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
© Macmillan/McGraw– Hill
We could not live like we do without cars and buses. But they cause problems by making the air dirty. Keeping the air clean is important for our planet. Air pollution can lead to health
UNIT
Format Weekly Assessment
in an electric car. Hybrids have been on the market in the United States since 1999. Today, more and more car companies are making hybrids. They do not cost much more than cars that use gas. The new hybrids are getting more and more popular. Some city buses also run on both gas and electricity to help keep city air fresh. The newest fuel-efficient cars do not create pollution at all because they run on fuel cells. A man named Geoffrey Ballard began working on this idea in the 1980s. He worked on the plan for years. In 1999 he declared that his new car would travel up to 90 miles an hour. It would not release pollution, only water. Ballard took an artist’s pride in this machine.
© Macmillan/McGraw– Hill
Some new cars do not run on gasoline and oil. Instead they use electricity. These electric cars are powered by a large battery. The first electric cars had some problems. The battery had to be charged quite often. That meant that the cars could not travel many miles without stopping. There were not many places to charge the batteries, either. Electric cars also cost a lot of money. They did not sell very well. People wanted clean cars. But they did not want highpriced cars that were hard to use. So engineers came up with another good idea. They made a car that uses both electricity and gasoline. This car, called a hybrid, uses less gasoline than most cars, so it runs more cleanly. The hybrid’s battery is smaller than the one used
5
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
275
3
UNIT
Format Weekly Assessment
Some say that Ballard’s car is not perfect. It still creates waste that is unhealthy to breathe. And it is very expensive. So there will be many other experiments. One day someone will make the perfect car,
5
but until then car makers will keep working on improving the cars we have. In the meantime, using cars that use less fuel is one good way to reduce air pollution.
© Macmillan/McGraw– Hill
This fuel-cell car is a wonderful machine, but it is not perfect. One day someone will make the perfect car.
4
276
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Twenty-First-Century Cars.” 1 Read this sentence from the article. The hybrid’s battery is smaller than the one used in an electric car. What does the apostrophe mean in hybrid’s battery?
a The battery belongs to the hybrid. b It forms a contraction for hybrid is. c More than one hybrid has a battery. d There is more than one battery in a hybrid. 2 Read this sentence from the article. In 1999 he declared that his new car would travel up to 90 miles an hour. Which word means almost the SAME as declared?
f shouted g whispered
h questioned announced
3 Read this sentence from the article. Ballard took an artist’s pride in this machine.
© Macmillan/McGraw– Hill
The apostrophe tells you that
a an artist has pride. b Ballard is an artist. c an artist made the machine. d there is a contraction for artist is.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
277
5
Student Name 4 Which statement from the captions is a fact?
f “Traffic jams like these cause air pollution.” g “One day someone will make the perfect car.” h “This problem needs to be solved as soon as possible.” “This fuel-cell car is a wonderful machine, but it is not perfect.” 5 Which of these statements from the article is an opinion?
a “Some new cars do not run on gasoline and oil.” b “Keeping the air clean is important for our planet.” c “Hybrids have been on the market in the United States since 1999.”
d “The newest fuel-efficient cars do not create pollution
© Macmillan/McGraw– Hill
at all because they run on fuel cells.”
6
278
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
Student Name
© Macmillan/McGraw– Hill
6 What advances have been made in creating an option to the gas-powered car? How successful have they been? 3&"% 5)*/, Use important facts and details from the article to &91-"*/ support your answer.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
279
7
Student Name Read and answer questions 7–9. 7 In which sentence below is all grammar correct?
f Is that my book or yours on our table? g Is that my book or your’s on our table? h Is that mine book or yours on our table? 8 In which sentence below is all grammar correct?
a Our cousins played with your cat at my house. b Our cousin’s played with your cat at my house.
© Macmillan/McGraw– Hill
c Our cousins played with your’s cat at my house.
8
280
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
Student Name 9 In which sentence below is all grammar correct?
f His new design helps its engine run cleanly. g His’ new design helps its engine run cleanly.
© Macmillan/McGraw– Hill
h His new design helps it’s engine run cleanly.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
281
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a dries b playes c hurries d playing 11 Which word is spelled correctly?
f tryed g studing h studied hurreying 12 Read these sentences. It was so hot that the grass dryed quickly after the rain stopped. We played in the yard, happy that the sun was shining. We were trying to build a fort that day, but our mother hurried us indoors before we could finish. Which underlined word is spelled incorrectly?
a dryed © Macmillan/McGraw– Hill
b trying c played d hurried
STOP
10
282
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
Student Name Grade 3 • Unit 5 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Possessives, 1, 3; synonyms, 2 Reading Comprehension: Relevant facts and details, 4, 5 Extended response: Relevant facts and details, 6
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
/4
%
3 4 5
Grammar, Mechanics, and Usage: Possessive pronouns, 7, 8, 9
/3
Spelling: Words with endings, 10, 11, 12
/3
%
6 7
%
8 9 10
Total Weekly Test Score
/15
%
11 12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.7 LA.3.1.6.8 LA.3.1.6.7 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 3
283
11
Grade 3 • Unit 5 • Week 4 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
5
Read the story “Old Pictures” before answering Numbers 1 through 6.
Old Pictures
© Macmillan/McGraw– Hill
Sam sat at the table, leafing through Grandma’s family album. The photographs were faded, and some were cracked with age. He was spending the afternoon with his grandmother and she had brought out the old album. He handled it very carefully. “Who is this?” Sam said, pointing to a man in one of the photos.
2
286
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
“That’s my father, and his name was Sam, too,” Grandma answered, smiling at some faraway image Sam could not see. All he saw was a small man in an oddlooking hat and a dark suit that looked too big. “You wouldn’t think so by glancing at him, but my father was the image of a hero,” Grandma said. Her pride shone in her eyes as she spoke. “I thought he worked in a newspaper office,” Sam remembered. It seemed an unlikely place for a hero to work. “He did, when he came to the United States,” Grandma said. “That was after the family fled Russia.” “Why did they leave Russia?” Sam wondered. “A terrible war was starting,” she said. “Some people didn’t want to believe it, but your great-grandpa sensed the danger. He had brothers and sisters, and he was the oldest. He had very little money, but he knew that the family had to escape to France, and from there to the United States.” “So how did he manage that?” Sam asked. The story was beginning to get very interesting.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
287
3
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
“He sold everything the family owned to purchase train tickets. They quietly slipped out of town before dawn. There were people who did not want families to escape, but my father and his family got to France,” Grandma said, and she shuddered like a puppy numb with cold. “Why did you shake like that, Grandma?” Sam asked as he embraced his grandmother. His grandmother looked sad. “Your great-grandpa later found out that a week after the family’s flight, fighting had started. Many people were hurt and some were killed,” she replied. “He got his brothers and sisters out of there just in time,” Sam realized. His eyes landed on another picture, one of Great-grandpa with his whole family. “This picture of the family together is special.” “It is, Sam. It’s a very special picture,” Grandma said. The little man in the old photo seemed bigger now in Sam’s eyes.
4
288
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Old Pictures.” 1 Read this sentence from the story. “You wouldn’t think so by glancing at him, but my father was the image of a hero,” Grandma said. In this sentence, the word image means
a mirror.
c example.
b memory.
d photograph.
2 Read this sentence from the story. “He had very little money, but he knew that the family had to escape to France, and from there to the United States.” In this sentence, the word escape means
f live in. g move to.
h ask about. get away from.
3 Read this sentence from the story.
© Macmillan/McGraw– Hill
“There were people who did not want families to escape, but my father and his family got to France,” Grandma said, and she shuddered like a puppy numb with cold. Which word means almost the SAME as shuddered?
a shook b dozed
c shouted d laughed
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
289
5
Student Name 4 What might have happed if Great-grandpa and his family had tried to escape a week later?
f They might not have taken a train. g They might have been hurt or killed. h They might not have taken their bags. They might have decided to stay at home. 5 Now that Sam knows the whole story, he will MOST LIKELY consider his great-grandfather to be
a a real hero. b a stubborn man. c an imaginary figure.
© Macmillan/McGraw– Hill
d a frightening person.
6
290
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
Student Name
© Macmillan/McGraw– Hill
6 Think about what life would have been like for Sam’s great-grandfather if he had not escaped from Russia. 3&"% 5)*/, Use details and information from the story to tell what &91-"*/ his life might have been like.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
291
7
Student Name The report below is the first draft that Maria wrote. Read the report to answer questions 7–9.
A Visit from the Fire Chief 1 Today we had an assembly. 2 The fire chief, Chief Lopez, came to speak to us. 3 He come to our school now and then to talk about fire safety. 4 Chief Lopez told us how to keep safe at home. 5 He said to never put anything over a lamp. 6 Children also should not cook without asking an adult. 7 The chief also told us about the important job firefighters do. 8 These people have to be alert and brave. 9 They moves quickly when the alarm sounds. 10 I hope the chief comes back to visit us soon. 11 We always enjoy listening to him.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
292
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 The writer wants to correct sentence 3 . What change would make it correct?
f Change He to They. g Change then to than. h Change talk to talks. Change come to comes. 8 Which sentence below has a pronoun and verb that do not agree?
a sentence 5 b sentence 7 c sentence 9 d sentence 11 9 The writer wants to correct sentence 11 . What change would make it correct?
f Change him to he. g Change We to They. h Change enjoys to enjoy.
© Macmillan/McGraw– Hill
Change listening to listen.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
293
9
Student Name Read and answer questions 10–12. 10 Which word is spelled correctly?
a felow b envite c follow d rabbitt 11 Which word is spelled incorrectly?
f chaptar g bedtime h problem mammal 12 Read these sentences. My aunt always arrives for the picnic with a big baskit of food. She brings fresh rolls that taste delicious with butter butter. She also likes to pack cold chicken and little cakes wrapped in a cloth napkin napkin. Which underlined word is spelled incorrectly?
a butter b baskit © Macmillan/McGraw– Hill
c napkin d chicken
STOP
10
294
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
Student Name Grade 3 • Unit 5 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues: figurative language, 1, 3; context clues, 2 Reading Comprehension: Plot development: make predictions, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item
/2
Grammar, Mechanics, and Usage: Pronoun-verb agreement, 7, 8, 9
/3
Spelling: The VC/CV pattern, 10, 11, 12
/3
% %
3
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3
4
LA.E.1.2.2
LA.3.2.1.2
5
LA.E.1.2.2 LA.E.1.2.2
LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
6 7
%
8 9 10
Total Weekly Test Score
/13
%
New Sunshine State Standards
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3
1 2
Short response: Plot development: make predictions, 6
Assessed Benchmarks*
11 12
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 323–331.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 4
295
11
Grade 3 • Unit 5 • Week 5
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
5
Read the article “The Busy Home of Honeybees” before answering Numbers 1 through 6.
The Busy Home of Honeybees
A natural nest will have about 100,000 cells in half a dozen combs. It takes more than two and a half pounds of beeswax to create such a structure.
2
298
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
© Macmillan/McGraw– Hill
Honeybees are interesting creatures. For example, these able architects build special nests. In the wild a nest can contain up to 20,000 bees, but a hive built by farmers can contain as many as 80,000 busy insects. The honeybees live and work in these structures, which are made of combs. The honey that you spread on your toast comes from these combs. The combs are built of flat walls made up of many shallow, six-sided cells. The comb has two sides, with cells on each side. All the cells are exactly the same size and are evenly spaced. The spacing between cells depends on what that side of the shelter will be used for.
UNIT
Format Weekly Assessment
5
One part of the nest, where the queen bee lays her eggs, is called the brood comb. That is where the young bees are raised. On the other side of the nest, the bees store honey and pollen. There are different kinds of honeybees, but all of the bees work together to keep the nest running smoothly. To begin with the nurse bees feed the newborn bees “royal jelly.” This is a special food the worker bees make for the young bees. When the babies grow up, the male bees are called drones. They mate with the queen bee, who makes more bees. That is the queen’s only job, but it is an important one.
© Macmillan/McGraw– Hill
Here you see a queen bee surrounded by worker bees. The queen is larger than all other bees in the nest.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
299
3
UNIT
Format Weekly Assessment
5
© Macmillan/McGraw– Hill
Another kind of bee in the nest are the worker bees. They have important jobs, too. For example, they gather pollen and bring it back to the nest for food and to produce beeswax. They also help control the temperature of the nest. The house bees are another kind of bee. They build the comb by using their mouths to form wax into cells. Many bees are needed in a nest to keep the colony alive and well. Scientists study these creatures to understand how they work so well in groups. Because the bees are so organized, they can survive in many climates. There is still much to learn about these interesting animals.
4
300
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the article “The Busy Home of Honeybees.” 1 Read this sentence from the article. For example, these able architects build special nests. Bees are to combs as architects are to
a honey.
c insects.
b rooms.
d farmers.
2 Read this sentence from the article. The honeybees live and work in these structures, which are made of combs. In this sentence, the word structures means
f objects built. g large buildings. h types of beeswax. swarms of insects. 3 Read this sentence from the article.
© Macmillan/McGraw– Hill
The combs are built of flat walls made up of many shallow, six-sided cells. Little is to small as shallow is to
a thin. b deep. c shiny. d heavy.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
301
5
Student Name 4 Read this sentence from the article. Honeybees are interesting creatures. Which fact does the author include in the first paragraph to support this description?
f “For example, these able architects build special nests.” g “On the other side of the nest, the bees store honey and pollen.”
h “Many bees are needed in a nest to keep the colony alive and well.” “The honey that you spread on your toast comes from these combs.” 5 Using the picture and the caption on page 299, how would you recognize a queen bee from all the other bees?
a The queen bee gathers pollen. b The queen bee stays off by itself in the nest. c The queen bee feeds the newborn bees “royal jelly.”
© Macmillan/McGraw– Hill
d The queen bee is larger than all other bees in the nest.
6
302
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 How does the author describe the inside of a bees’ nest? Include details and information from the article to support 3&"% 5)*/, your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
303
7
Student Name Sarah wrote the letter below to her friend Roy. The letter contains mistakes. Read the letter to answer questions 7–9. Dear Roy, 1 I miss you and my friends, but I love living in Florida. 2 You’ll have to come and visit me when your ready. 3 We’ve got a big tree in the backyard. 4 Guess what? 5 Some birds built their nest in that old tree. 6 You can see that they’ve lined the bottom with bits of grass. 7 It’s big enough for several baby birds. 8 The mother bird stays with the eggs, and she’ll do so until their hatched. 9 Do you like school this year? 10 I hope so. 11 I miss you, so I hope you come to visit soon. Your friend, Sarah
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
304
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 The writer wants to correct sentence 2 . Which change would make it correct?
f Change visit to visits. g Change come to came. h Change your to you’re. Change You’ll to You’ve. 8 Which sentence has the contraction for they have?
a sentence 3 b sentence 6 c sentence 7 d sentence 9 9 The writer wants to correct sentence 8 . Which change would make it correct?
f Change she’ll to she’s. g Change their to they’re. h Change stays to staying.
© Macmillan/McGraw– Hill
Change hatched to hatch.
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
305
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a tiny b robot c silunt d lemon 11 Read these sentences. The pilot did not know there was a tiger on his plane. He should have read the labol on the crate! He had to feed it a frozen steak to keep it from making trouble. Which underlined word is spelled incorrectly?
f tiger g pilot h labol frozen 12 Which word is spelled correctly?
a faver b cosey © Macmillan/McGraw– Hill
c shady d spyder
STOP
10
306
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
Student Name Grade 3 • Unit 5 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Analogies, 1, 3; context clues, 2 Reading Comprehension: Relevant facts and details, 4, 5 Extended response: Relevant facts and details, 6
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
/4
%
5
/3
Spelling: The V/CV and VC/V pattern, 10, 11, 12
/3
%
6 7 8 9
%
10 11 12
%
LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.5 LA.3.1.6.3 LA.3.1.6.5 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 379–384.
© Macmillan/McGraw– Hill
/15
LA.A.1.2.3
3 4
Grammar, Mechanics, and Usage: Pronoun-verb contractions, 7, 8; spelling contractions and possessive pronouns, 9
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 5 • Week 5
307
11
Grade 3 • Unit 6 • Week 1
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
6
Read the story “Good Neighbors” before answering Numbers 1 through 6.
Good Neighbors
So one chilly day in February, Dad paid the older couple a visit. When he returned he looked concerned, and I heard him tell Mom, “Their roof is leaky, and most of their kitchen appliances need to be repaired. I’m going to bring a crew over there tomorrow and get some things done.”
2
310
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
© Macmillan/McGraw– Hill
Mr. and Mrs. Winter had lived in the yellow house on the corner since my family had moved here from Florida. They told us that they had been in that house for over 50 years. Dad said the Winters were once lively people who raked leaves, shoveled snowy sidewalks, and chatted with everyone who passed by. But lately nobody had seen much of either of our good neighbors. We were beginning to get worried about them.
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
Dad works in construction and knows how to do building repairs. Construction work is pretty slow during the cold months, so he’s had some time on his hands. It is just like him to want to help others, and I figured he would do a great job. “Good idea, Luis,” Mom agreed. “I left the Winters a plate of cookies last week, but I never thought to look around the place, and they would never complain to me.” “I’d like to help, too,” I said. “I could work after school.” My parents quickly agreed after I promised to get home in time to do my homework. I was looking forward to it. It would be fun to work with dad, and I wanted to help the Winters. Bright and early the next day, Dad went downtown to get his equipment. He came back with a small crew, and they got right to work. After school I went over to the Winters’s house, and Dad and Ravi showed me how to patch the kitchen floor with new tiles. Will and Jesse were up on the roof fixing the leak and Greg, a whiz with machinery, had already found out what was wrong with the stove and was fitting the new parts. Everyone was happy to help.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
311
3
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
Mr. Winter could not stop thanking everyone, and Mrs. Winter made plates of sandwiches for the crew. “I’d love to cook a hot meal,” she said. “When the stove is mended, I’ll do just that. You’ll all come for dinner, won’t you?” Her green eyes sparkled as she said, “This is about the best thing that has happened in a long time.” You know, I felt the same way.
4
312
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
Student Name Now answer Numbers 1 through 6. Base your answers on the story “Good Neighbors.” 1 Read this sentence from the story. “Their roof is leaky, and most of their kitchen appliances need to be fixed.” In the paragraph this sentence comes from, the word appliances means
a gifts. b tools.
c machines. d metal objects.
2 Read this sentence from the story. Dad works in construction and knows how to do building repairs. In the paragraph this sentence comes from, the word construction means
f buying.
h building.
g renting.
ordering.
3 Read this sentence from the story.
© Macmillan/McGraw– Hill
Bright and early the next day, Dad went downtown to get his equipment. In the paragraph this sentence comes from, the word equipment means
a tools and machines. b friends and workers. c books and magazines. d sandwiches and drinks.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
313
5
Student Name 4 What is the message in this story?
f Always ask others for help. g Good neighbors help each other. h Good neighbors are hard to find. People work better if they are rewarded. 5 Which would be the BEST new title for this story?
a “Fixing a House” b “Lending a Hand” c “The New House”
© Macmillan/McGraw– Hill
d “Luis’s Busy Day”
6
314
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
Student Name
6 The author of this story is giving the reader a message. Use information and details from the story to discuss: 3&"% • what the author’s message is, and • how the author sends this message through the characters and events
© Macmillan/McGraw– Hill
5)*/, &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
315
7
Student Name Read the article “The Teddy Bear.” Choose the word or words that correctly complete questions 7–9.
The Teddy Bear Many people believe that a teddy bear is a (7) gift for a young child. Do you know how the teddy bear got its name? It is actually named after a president. President Teddy Roosevelt once saved the life of a baby bear. A candy maker named Morris Michtom saw a funny picture of this. It gave him the idea to make a few stuffed bears for his friends. He called them “Teddy’s bears.” Before long, many people wanted (8) stuffed bear. Soon (9) Michtom quit making candy and turned to making teddy bears.
7 Which answer should go in blank (7)?
f well g good h smartly 8 Which answer should go in blank (8)?
aa b an c these 9 Which answer should go in blank (9)?
f Mr g Mr. © Macmillan/McGraw– Hill
h MR
8
316
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
Student Name Read and answer questions 10–12. 10 Read these sentences. Some animals are abel to survive in the desert. The camel can travel a long way without drinking much water. Other animals tunnel under the sand to escape the heat. Which underlined word is spelled incorrectly?
a abel b travel c camel d tunnel 11 Which word is spelled incorrectly?
f castle g riddel h nickel
© Macmillan/McGraw– Hill
purple
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
317
9
Student Name 12 Which word is spelled incorrectly?
a eagle b pickle c puzzle
© Macmillan/McGraw– Hill
d squirel
STOP
10
318
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
Student Name Grade 3 • Unit 6 • Week 1
Student Evaluation Chart Tested Skills Vocabulary Strategies: Context clues: paragraph clues, 1, 2, 3 Reading Comprehension: Essential message: theme, 4, 5 Extended response: Essential message: theme, 6
Correlations
Number Percent Correct Correct /3 /2
% %
Item 1 2
/4
%
3 4 5
Grammar, Mechanics, and Usage: Adjectives and articles, 7, 8; Abbreviations for titles, dates, and addresses, 9
/3
Spelling: Words with final /әl/, 10, 11, 12
/3
%
6 7 8
%
9 10 11
Total Weekly Test Score
/15
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.3 LA.3.1.6.3 LA.3.1.6.3 LA.3.2.1.4 LA.3.2.1.4 LA.3.2.1.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 1
319
11
Grade 3 • Unit 6 • Week 2 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
6
Read the story “A Lesson Learned” before answering Numbers 1 through 6.
There once lived a wealthy man named Katu, who thought that everything he owned was better than everything that anyone else owned. He only wanted the finest of everything, and he made sure that his neighbors knew that he had it. Katu had an elegant home, but he did not think it was good enough. So, one day he decided to build a new house. It would be made of tall logs, and of course Katu was soon boasting that his logs were the best money could buy. To move the logs, Katu hired a man who owned an elephant named Lago, the strongest elephant anyone had ever seen. All the people in the village were amazed when they saw how easily Lago handled the weighty logs. While Lago piled the logs higher and higher to make the house, Katu stood nearby, having a conversation with two other men. Soon, of course, he was boasting that his house was going to be the best house in the village. “You see, my friends,” said Katu, “how wonderful my house will be. There will be none other like it in the whole village.”
2
322
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
© Macmillan/McGraw– Hill
A Lesson Learned
UNIT
© Macmillan/McGraw– Hill
Format Weekly Assessment
6
What Katu did not know was that there was something extraordinary about Lago aside from his amazing strength. Lago understood every word that Katu was saying, and the elephant did not like what he was hearing. Katu continued to brag, and soon Lago decided that he had heard enough. Katu was still boasting when one of the men interrupted him by pointing wildly over his shoulder. “What is it?” Katu asked, very annoyed at the interruption. When the man kept pointing, Katu finally turned around. In the next moment, he forgot all about what he was saying. Lago was coming straight at him! The others quickly scrambled out of the way, but Katu was too amazed to move. In an instant, Lago seized Katu in his trunk and lifted him high in the air. Soon Lago was standing right next to the unlucky man’s house, which was almost completed.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
323
00 3
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
Holding Katu so that he looked down at his new house, Lago bumped into it hard. The house began to sway and then collapsed in a heap of logs. Then Lago set Katu gently on the ground. It took Katu weeks to rebuild his house, but he learned his lesson. From that day on, he never uttered another boast.
00 4
324
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
Student Name Now answer Numbers 1 through 6. Base your answers on the story “A Lesson Learned.” 1 Read this sentence from the story. In an instant, Lago seized Katu in his trunk and lifted him high in the air. Which word means almost the SAME as seized?
a caused
c checked
b pushed
d grabbed
2 Read this sentence from the story. Soon Lago was standing right next to the unlucky man’s house, which was almost finished. In this sentence, the word unlucky means
f with luck. g not lucky. h lucky again. already lucky. 3 Read this sentence from the story. It took Katu weeks to rebuild his house.
© Macmillan/McGraw– Hill
In this sentence, the word rebuild means
a build after. b build again. c never build. d take what was built down.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
325
5
Student Name 4 Why does Katu say that his things are better than everyone else’s?
f He wants to sell his things. g He wants people to be impressed. h He wants to give his things away. He wants to make people feel better. 5 Why does Lago do what he does to Katu?
a Katu once treated him badly. b He wants to teach Katu a lesson. c He is tired of building Katu’s house.
© Macmillan/McGraw– Hill
d Katu is not going to pay Lago’s owner.
6
326
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
Student Name
© Macmillan/McGraw– Hill
6 What do you think the other people were thinking and feeling when they saw Lago knock down Katu’s house? 3&"% 5)*/, Use details from the story in your answer. &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
327
7
Student Name Read the story “Butch.” Choose the word or words that correctly complete questions 7–9.
Butch Mom asked David to take Butch for a walk. David loves walking with Butch because he is such a great dog. Butch is (7) than the other dogs on the block. Nancy’s dog looks tiny next to Butch.
7 Which answer should go in blank (7)?
f big g bigger h biggest
To David, Butch is also the (8) dog around. He is always learning new tricks. When Nancy came over to say hello, David had Butch do a trick for her. Nancy laughed and petted Butch, who just wagged his tail in delight.
8 Which answer should go in blank (8)?
It is no wonder that David thinks Butch is the (9) dog in the world!
c smartest
a smart b smarter
9 Which answer should go in blank (9)?
f best g good © Macmillan/McGraw– Hill
h better
8
328
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a resel b prepay c unafraid d disagree 11 Which word is spelled incorrectly?
f repay g return h preheat
© Macmillan/McGraw– Hill
disslike
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
329
9
Student Name 12 Read these sentences. preeschool, but he is a My little brother is only in preeschool big eater. If you see him eat, you will not disagree disagree! At lunch he cannot wait to unwrap his sandwich and make it disappear disappear! Which underlined word is spelled incorrectly?
a unwrap b disagree c disappear
© Macmillan/McGraw– Hill
d preeschool
STOP
10
330
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
Student Name Grade 3 • Unit 6 • Week 2
Student Evaluation Chart Tested Skills Vocabulary Strategies: Synonyms, 1; prefixes un- and re-, 2, 3 Reading Comprehension: Plot development: make judgments, 4, 5 Short response: Plot development: make judgments, 6
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
/2
%
3 4 5
Grammar, Mechanics, and Usage: Adjectives that compare, 7, 8; correct comparative and superlative forms, 9
/3
Spelling: Words with prefixes re-, un-, dis-, pre-, 10, 11, 12
/3
%
6 7 8 9
%
10 11 12
/13
%
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.E.1.2.2 LA.E.1.2.2 LA.E.1.2.2
New Sunshine State Standards
LA.3.1.6.8 LA.3.1.6.7 LA.3.1.6.7 LA.3.2.1.2 LA.3.2.1.2 LA.3.2.1.2 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 379–384.
© Macmillan/McGraw– Hill
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 2
331
11
Grade 3 • Unit 6 • Week 3
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
6
Read the article “A Special Kind of House” before answering Numbers 1 through 6.
A Special Kind of House turn? So, to meet the needs of these people, settlement houses were created. The first settlement house was the Neighborhood Guild. It opened in 1886 on New York City’s Lower East Side. In these houses, or centers, people could get sympathy and help. Center workers explained
When Hull House opened in 1889, it offered many classes, such as this cooking class.
2
334
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
© Macmillan/McGraw– Hill
In the late nineteenth and early twentieth centuries, the United States was changing. People were coming from many countries, and most of these immigrants did not speak English. They did not automatically understand life in their new country. They needed help, but where could they
UNIT
Format Weekly Assessment
in order to take an active part in democracy. But not everyone thought this was the right thing to do. It was a matter of dispute at that time. Another center was opened by Lillian Wald, a nurse. Wald wanted to help the poor living in New York City’s Lower East Side. Consequently, she started the Henry Street Settlement House in 1893. Besides the usual classes, the center taught health to immigrant women. Wald and her team of over 20 nurses also offered health care. This historical house is still open and is famous for its art and music classes. By 1918 there were 400 settlement houses in the United States. Today there are more than 900. Sometimes they are called neighborhood centers. The centers still offer classes, and some have
© Macmillan/McGraw– Hill
the requirements for getting a job and going to school. New immigrants could learn a trade. They could get help finding jobs or take English, music, and painting classes. Everyone was welcome. These centers became popular. One of the most famous was Hull House. This center was opened in Chicago by Jane Addams and Ellen Starr. The two women worked hard to help people. At Hull House they taught people about books and art, and they opened a preschool. There were classes of all kinds and clubs for both children and adults. Addams and Starr wanted to help in other ways. They tried to get laws passed to help workers. The two women also fought for a woman’s right to vote. They believed that women had to vote
6
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
335
3
UNIT
Format Weekly Assessment
6
Some neighborhood centers serve food to the hungry.
the ill and help people without homes. Some give meals to the hungry and care for children. All of them offer something special.
© Macmillan/McGraw– Hill
gyms and pools. Many of these centers are started to help all people, not just immigrants, with their problems. They work with
4
336
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
Student Name Now answer Numbers 1 through 6. Base your answers on the article “A Special Kind of House.” 1 Read this sentence from the article. They did not automatically understand life in their new country. The Greek root auto means “self.” In this sentence, the word automatically means
a being selfish. b with help from others. c acting quickly for one’s self. d by one’s self and without help. 2 Read this sentence from the article. In these houses, or centers, people could get sympathy and help. The Greek root path means “feeling.” The prefix sym means “together.” In this sentence, the word sympathy means
f anger. g interest.
h understanding others. lack of feeling for others.
© Macmillan/McGraw– Hill
3 Read this sentence from the article. It was a matter of dispute at that time. Which word means almost the SAME as dispute?
a law
c agreement
b argument
d development
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
337
5
Student Name 4 Which happened FIRST?
f Settlement houses began to open. g Immigrants began coming from many countries. h Immigrants got help finding jobs and took classes. Immigrants found they did not understand life in the United States. 5 Which happened BEFORE Hull House opened?
a The Neighborhood Guild opened. b The Henry Street Settlement House opened. c Settlement houses started to include gyms and pools. d There were 400 settlement houses in the
© Macmillan/McGraw– Hill
United States.
6
338
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
Student Name
6 The article discusses the history of settlement houses. Use details and information from the article to show: 3&"% • the most important events in the correct order, and • how they led to today’s modern centers
© Macmillan/McGraw– Hill
5)*/, &91-"*/
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
339
7
Student Name The story below is a first draft that Anita wrote. Read the story to answer questions 7–9.
Spanish Class 1 Leon wanted to take Spanish class after school, but he was afraid. 2 Suppose he couldn’t learn Spanish? 3 After school, he saw students enter the room where the class was being held. 4 He began to feel better. 5 He then quickly looked around the bright room to see a smiling teacher and happy students. 6 The teacher explained that there are many new words and sounds to master. 7 But children tend to learn faster than grownups. 8 She expected that before long all students would be able to speak Spanish good.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
8
340
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 The writer wants to add the word eagerly to sentence 3 to tell how the students entered the room. Where should this be added?
f between he and saw g between the and room h between class and was between students and enter 8 Which word in sentence 5 tells how Leon looked around the room?
a bright b happy c smiling d quickly 9 Which change to sentence 8 would make it correct?
f Change good to well. g Change would be to were. h Change expected to expect.
© Macmillan/McGraw– Hill
Change students to student.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
341
9
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a sailor b trailer c docter d toaster 11 Read these sentences. winter. In December the My favorite season is winter moon looks like a silver doller in the sky. Which underlined word is spelled incorrectly?
f silver g doller h winter December 12 Which word is spelled correctly?
a latar b celler c mayer © Macmillan/McGraw– Hill
d author
STOP
10
342
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
Student Name Grade 3 • Unit 6 • Week 3
Student Evaluation Chart Tested Skills Vocabulary Strategies: Greek roots, 1, 2; synonyms, 3 Reading Comprehension: Chronological order, 4, 5
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
Extended response: Chronological order, 6
/4
%
3 4 5
Grammar, Mechanics, and Usage: Adverbs that tell how, 7, 8; Adverbs vs. adjectives, 9
6
/3
%
7 8 9
Spelling: Words with the final /әr/, 10, 11, 12
/3
%
10 11 12
/15
%
LA.A.1.2.3 LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.7 LA.3.1.6.7 LA.3.1.6.8 LA.3.1.7.3 LA.3.1.7.3 LA.3.1.7.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 379–384.
© Macmillan/McGraw– Hill
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 3
343
11
Grade 3 • Unit 6 • Week 4 Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
6
Read the article “Charles Dickens: More than a Great Writer” before answering Numbers 1 through 6.
Charles Dickens: More than a Great Writer
Charles Dickens is shown here creating his colorful story characters.
2
346
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
© Macmillan/McGraw– Hill
Charles Dickens is a famous writer. He wrote about what life was like in England many years ago. He also created colorful story characters known the world over. Dickens was born in 1812. His family moved to London when he was two years old. Many stories written at the time were set in the sleepy villages of the English countryside. But Dickens set many of his stories in London. As you read his books, you can imagine him getting story ideas as he strolled the city’s busy streets. He must have seen many characters as he walked slowly along.
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
His family was poor, so Dickens had to get a job when he was only 12 years old. He worked in a factory pasting labels on bottles. As a young man, he worked as a newspaper reporter. He became famous as a writer when he was just 24 years old. Charles Dickens sometimes wrote under the name of Boz, but he never officially changed his name. Dickens wrote 20 novels as well as many other books. The second novel he ever wrote was Oliver Twist, which was published in 1838. This novel is the story of an orphan. In the book Dickens wrote about the pitiful conditions orphans faced. Young Oliver is treated with cruelty by an official of the workhouse where he lives. It is not until the end of the novel that he finds happiness with a loving family.
When young Oliver Twist asks for more food in the workhouse, the official gets very angry.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
347
3
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
In another story, A Christmas Carol, Dickens wrote about an uncaring man named Scrooge who is mean to those who are needy. Scrooge learns some hard lessons in the book. He later accepts his mistakes with grace and becomes a caring person. In his novels, Dickens showed how badly poor people, children, and workers were treated in England. By writing about things like this, he helped people realize that some things were not fair. Some of his books inspired people to try to make the world a better place. That is one way that writers like Dickens can help change the world. But Dickens did more than write about the problems. He also joined groups that tried to help the poor. Charles Dickens died in 1870. Today he is regarded as one of the most popular writers of all time.
4
348
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Charles Dickens: More than a Great Writer.” 1 Read this sentence from the article. Many stories written at the time were set in the sleepy villages of the English countryside. In this sentence, the word sleepy means
a quiet. b lively. c one who sleeps. d resting later than usual. 2 Read this sentence from the article. As you read his books, you can imagine him getting story ideas as he strolled the city’s busy streets. In this sentence, the word strolled means
f rode. g jumped.
h ran quickly. walked slowly.
3 Read this sentence from the article.
© Macmillan/McGraw– Hill
Charles Dickens sometimes wrote under the name of Boz, but he never officially changed his name. When the author says Dickens never changed his name officially, the author means Dickens never changed it
a by accident.
c in an angry way.
b on the record.
d in an unformal way.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
349
5
Student Name 4 Why did the author write the article “Charles Dickens: More than a Great Writer”?
f to make the reader want to write books g to teach the reader about Charles Dickens h to describe what England looked like when Dickens wrote his novels to tell a sad story about life in England when Dickens was a young man 5 Why did the author mention the workhouse official in the second caption? to describe what he looks like to point out how uncaring he is to give details and facts about him to make the readers feel sorry for him
© Macmillan/McGraw– Hill
a b c d
6
350
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
Student Name
6 The author of the article gives details about two books that Dickens wrote. Use details and information from the 3&"% article to explain why the author does this. 5)*/,
© Macmillan/McGraw– Hill
&91-"*/
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
351
7
Student Name Read and answer questions 7–9. 7 In which sentence below does the underlined word describe where the rosebush grew?
f The prettiest roses grew on the bush near the old barn.
g The rose Kim picked grew on the rosebush way over there.
h Dad planted the rosebush that quickly grew in the backyard. 8 In which sentence below is all punctuation correct?
a No we don’t want to go. b Juanita, would you pass the salt? c Well I did want to read that story. 9 In which sentence below does the underlined word describe when Joel ran?
f Joel ran well in all of his races. g Joel ran faster than ever before in the race.
© Macmillan/McGraw– Hill
h Joel ran five miles today to prepare for the race.
8
352
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
Student Name Read and answer questions 10–12. 10 Which word is spelled incorrectly?
a pityfull b painless c cheerful d peaceful 11 Read these sentences. Some wild plants are helpful for staying healthy, but others are harmfull harmfull. Certain colorful berries can do great harm, so they should be handled carefully carefully. Which underlined word is spelled incorrectly?
f helpful g colorful h harmfull
© Macmillan/McGraw– Hill
carefully
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
353
9
Student Name 12 Which word is spelled correctly?
a carefull b priceles c raneless
© Macmillan/McGraw– Hill
d peacefully
STOP
10
354
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
Student Name Grade 3 • Unit 6 • Week 4
Student Evaluation Chart Tested Skills Vocabulary Strategies: Word parts: suffixes –y and -ly, 1, 3; context clues, 2 Reading Comprehension: Author’s purpose, 4, 5 Short response: Author’s purpose, 6
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1
/2
%
2 3 4
Grammar, Mechanics, and Usage: Adverbs that tell when and where, 7, 9; commas after introductory words, 8
/3
Spelling: Words with suffixes –ful, -less, -ly, 10, 11, 12
/3
%
5 6 7 8
%
9 10 11
Total Weekly Test Score
/13
%
12
Assessed Benchmarks*
LA.A.1.2.3 LA.A.1.2.3 LA.A.2.2.3 LA.A.2.2.2 LA.A.2.2.2 LA.A.2.2.2
New Sunshine State Standards
LA.3.1.6.7 LA.3.1.6.3 LA.3.1.6.7 LA.3.1.7.2 LA.3.1.7.2 LA.3.1.7.2 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
© Macmillan/McGraw– Hill
* See benchmarks and standards on pages 379–384.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 4
355
11
Grade 3 • Unit 6 • Week 5
Name Date
Format Weekly Assessment
TESTED SKILLS AND STRATEGIES • Vocabulary Strategies • Reading Comprehension • Grammar, Mechanics, and Usage • Spelling
UNIT
Format Weekly Assessment
6
Read the article “Family Living” before answering Numbers 1 through 6.
Family Living
It can be difficult to share a possession. But doing so will lead to better family relationships.
2
358
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
© Macmillan/McGraw– Hill
Being part of a family is not always easy. There are always times when members of a family do not agree with each other. Children do not always get along with their brothers and sisters. Quarreling among children is a fact of life, but sometimes there is too much fighting. The fighting begins harming the relationships that family members share, and then it is time for something to be done. Children often fight over possessions. When a family is large, children want to protect what is theirs. They do not want to share a treasured toy or game. A child may easily become jealous of something a brother or sister purchased. Often the parents have to get involved in these arguments.
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
Sometimes a younger child wants to do what their elder siblings do. Older children usually get to try things first. Parents tell the younger child that his or her turn will eventually come, but the wait is sometimes too long for the child. Parents may have to let the youngster learn the lesson on his or her own to keep the younger child from being angry with the parents or being jealous of the older child. When grandparents come to visit, it is usually a happy occasion. But what happens if they come to stay? Grandparents or other older relatives may come to live with a family. When this happens, it is often hard for everyone to get along at first. The grandparent is not
Having a grandparent live with a family might cause stress at the beginning. In time, it can be very rewarding.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
359
3
UNIT
Format Weekly Assessment
6
© Macmillan/McGraw– Hill
used to living with so many people anymore, especially children. The young children are not used to having another adult in the house, and their parents have to adjust to life with their own mom or dad again. It can be stressful for everyone. Living in a family can be a chore! But family members supply support and love for each other in a way that cannot be replaced. The next time you get in a fight with family members, think about how they have helped you before. Think about a time when they have beamed with happiness at a favor you did for them. Try to capture again the feeling that it gave you. The anger or hurt you feel will disappear, and you will find that being part of a family is well worth all the time and effort you have to put into it.
4
360
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
Student Name Now answer Numbers 1 through 6. Base your answers on the article “Family Living.” 1 Read this sentence from the article. Often the parents have to get involved in these arguments. In this sentence, the word involved means
a part of.
c held the interest of.
b left out of.
d difficult to understand.
2 Read this sentence from the article. But family members supply support and love for each other in a way that cannot be replaced. In this sentence, the word supply means
f an amount available for use. g number of goods offered for sale. h materials needed to do something. to provide with something needed or wanted. 3 Read this sentence from the article.
© Macmillan/McGraw– Hill
Try to capture again the feeling that it gave you. When the author says to capture the feeling, the author means
a to take it prisoner. b to hold it by force. c to save it in a permanent form. d something that has been caught.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
361
5
Student Name 4 You can conclude that sharing
f is only important for small families. g leads to more fighting among children. h helps keep family members from arguing. is something only young children need to do. 5 You can conclude that young children in a family
a need to have patience. b will never get their turn. c should be very jealous of others.
© Macmillan/McGraw– Hill
d should fight for things that they want.
6
362
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
Student Name
© Macmillan/McGraw– Hill
6 The author of the article discusses both the problems and joys of family living. Use information and details from the 3&"% 5)*/, article to discuss a conclusion you can draw about the &91-"*/ importance of family.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
363
7
Student Name The story below is a first draft that Carlos wrote. Read the story to answer questions 7–9.
Looking at the Sky 1 Kyle and his aunt like to go to the park to study the sky. 2 She gave him an astronomy book. 3 It has information about the planets, the stars and the moon. 4 After school Kyle went to his aunt’s house. 5 “Will you go to the park now? 6 Will you go to the park later?” 7 His aunt laughed. 8 “Have patience, Kyle. 9 We’ll go after dinner.” 10 Kyle said, “I can’t wait to use my telescope. 11 The moon will shine brightly tonight. 12 The stars will shine brightly tonight.” 13 When dinner was over, Kyle and his aunt took his telescope to the park. 14 They had a wonderful time.
This type of symbol is in the Florida test to show a sentence number.
1
This symbol in the test shows a new paragraph. The test may include the kinds of writing you might do. You will be asked to change and improve the writing.
00 8
364
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
© Macmillan/McGraw– Hill
What do these mean?
Student Name 7 Which change to sentence 3 would make it correct?
f Add a comma between and and the. g Add a comma between stars and and. h Take out the comma between planets and the. Add a comma between information and about. 8 Which sentence below correctly combines sentence 5 and sentence 6 ?
a Will you go to the park now or later? b Will you go to the park now but later? c Will you go to the park now, will you go later? d Will you go there now, or will you go to the park later? 9 Which sentence below correctly combines sentence 11 and sentence 12 ?
f The moon or the stars will shine brightly tonight. g The moon and the stars will shine brightly tonight. h The moon will shine brightly tonight, the stars will too.
© Macmillan/McGraw– Hill
The moon will shine and the stars will shine brightly tonight.
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
365
9
Student Name Read and answer questions 10–12. 10 Read these sentences. Some people grow special gardens that will attrakt insects because they like to have them around around. Which underlined word is spelled incorrectly?
a attrakt b people c around d because 11 Which word is spelled incorrectly?
f alive g tickle h better hammar 12 Which word is spelled correctly?
a kettle b abowt c pudlle © Macmillan/McGraw– Hill
d behinde
STOP
10
366
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
Student Name Grade 3 • Unit 6 • Week 5
Student Evaluation Chart Tested Skills Vocabulary Strategies: Multiplemeaning words, 1, 2, 3 Reading Comprehension: Relevant details: draw conclusions, 4, 5 Short response: Relevant details: draw conclusions, 6
Number Percent Correct Correct /3 /2
Correlations
% %
Item 1 2
/2
%
3 4 5
Grammar, Mechanics, and Usage: Review commas, 7; sentence combining with adjectives and adverbs, 8, 9
/3
Spelling: Words with accented syllables, 10, 11, 12
/3
%
6 7 8 9
%
10 11 12
/13
%
LA.A.2.2.1 LA.A.2.2.1 LA.A.2.2.1
New Sunshine State Standards
LA.3.1.6.9 LA.3.1.6.9 LA.3.1.6.9 LA.3.2.2.2 LA.3.2.2.2 LA.3.2.2.2 LA.3.3.4.3 LA.3.3.3.2 LA.3.3.3.2 LA.3.3.4.1 LA.3.3.4.1 LA.3.3.4.1
* See benchmarks and standards on pages 379–384.
© Macmillan/McGraw– Hill
Total Weekly Test Score
Assessed Benchmarks*
Florida Weekly Assessment • Grade 3 • Unit 6 • Week 5
367
11
Answer Keys Unit 1 Week 1
1. 2. 3. 4. 5.
D H D H B
6. Top-Score Response: At the beginning of the story, Nina feels nervous about singing in front of other people. At the end of the story, she feels happy. She was able to sing. 7. G 8. A
9. 10. 11. 12.
G D F C
6. Top-Score Response: Roberto is sad. His grandfather and the farm are important to him, and he will miss them. He says he does not want to leave his grandfather. 7. G 8. A
9. 10. 11. 12.
H C H D
6. Top-Score Response: City gardens make the city brighter. People can play and relax there. The gardens also bring people together. The people look out for each other, and this makes the neighborhoods safer and stronger. 7. G
8. 9. 10. 11. 12.
A G D F A
6. Top-Score Response: The cold, dry weather in Antarctica makes it hard for animals to live there. But penguins, seals, and whales can find food and have ways to keep warm there. 7. G 8. C
9. 10. 11. 12.
G C G A
Week 2
1. 2. 3. 4. 5.
C F B H D
Week 3
1. 2. 3. 4. 5.
C G C F C
© Macmillan/McGraw– Hill
Week 4
1. 2. 3. 4. 5.
D G A H A
Florida Weekly Assessment • Grade 3
369
Week 5 1. 2. 3. 4. 5.
D H C F C
6. Top-Score Response: The first thing Danny does to keep Snowy from ruining the garden is to pick him up and bring him inside. Then he and his mother decide to keep him as a pet. 7. H 8. C
9. 10. 11. 12.
H C F B
6. Top-Score Response: The class does not like the Thanksgiving play. They argue about it, and then they decide to write a new play. They tell what they are thankful for in the new play. 7. F 8. C
9. 10. 11. 12.
G A G D
6. Top-Score Response: I know Annie’s thoughts about the wolf are fantasy because they cannot really happen. The wolf can’t really ask Annie for help. The wolf can’t really be a prince or wear a crown. 7. H 8. C
9. 10. 11. 12.
H B F C
Unit 2 Week 1 1. 2. 3. 4. 5.
D G D F D
Week 2 B F B F D
© Macmillan/McGraw– Hill
1. 2. 3. 4. 5.
370
Florida Weekly Assessment • Grade 3
Week 3 1. 2. 3. 4. 5.
A I C H B
6. Top-Score Response: The author says that computers help people work and gather information. The author also says they are in many things used every day and they have changed the way people live. These statements show why the author thinks computers are important. 7. G
8. 9. 10. 11. 12.
B F D F B
6. Top-Score Response: Mars is easy to see, so people are curious about it. People wonder if there is life on Mars. Mars is made of rock, like Earth. Scientists think there was once water on Mars. Life cannot exist without water. The weather on Mars would also make life difficult. But people still look for life on Mars. 7. F
8. 9. 10. 11. 12.
D H D F B
6. Top-Score Response: The author wants to tell the reader about Astrid Lindgren and her books. The author wants the reader to see that Lindgren is a good author and that her books are fun for children to read. The author gives details that show how fun her characters are and about Astrid Lindgren’s ideas about children’s books.
7. 8. 9. 10. 11. 12.
F B G A G D
Week 4 1. 2. 3. 4. 5.
C I D H C
Week 5 B I B G C
© Macmillan/McGraw– Hill
1. 2. 3. 4. 5.
Florida Weekly Assessment • Grade 3
371
Unit 3 Week 1 1. 2. 3. 4. 5.
D F C F B
6. Top-Score Response: At the beginning of the story, Mitsuko says the sandwich was just okay, and then she dreams about a good Japanese meal. She has changed her mind because, at the end of the story, she tries some of all the food, and she smiles and says it is good. 7. G
8. 9. 10. 11. 12.
A H D F B
6. Top-Score Response: The answer to the riddle is, if you pass the person in second place, then you are in second place. Jeremy’s father wants him to learn that winning is not the most important thing. He says that Jeremy should run the race to help his school, not to be the winner. 7. F
8. 9. 10. 11. 12.
B F C F D
6. Top-Score Response: Guest workers wanted to form a union because they wanted to improve their job conditions. Without the union, they had to work long hours and they got low wages. They did not have enough money to buy things for their families. 7. H
8. 9. 10. 11. 12.
A G B G D
6. Top-Score Response: Jeff enjoys learning and traveling. He is very excited about the trip. He reads books before the trip to find out about coral. He is concerned about protecting it. He finds out how he can keep from hurting the coral. 7. F
8. 9. 10. 11. 12.
C H D G A
Week 2 1. 2. 3. 4. 5.
D F C G D
Week 3 1. 2. 3. 4. 5.
C G B G C
1. 2. 3. 4. 5.
C I D F C
372
Florida Weekly Assessment • Grade 3
© Macmillan/McGraw– Hill
Week 4
Week 5
1. 2. 3. 4. 5.
C G D F D
6. Top-Score Response: Traders of silk and spices started in China. Then they crossed over a desert and then over high mountains. Then they traveled hundreds of miles more before finally reaching Europe. 7. I
8. 9. 10. 11. 12.
B F A I C
6. Top-Score Response: Eddie and Marcy are different because Eddie is eager to try the green juice. He likes to try new things. Marcy does not want to drink the green juice. She does not like trying new things. The children are alike because at the end of the story, they both like the taste of the juice. 7. G
8. 9. 10. 11. 12.
B F C F A
6. Top-Score Response: After it has eaten a lot of milkweed, the Monarch caterpillar forms a chrysalis. It looks like a green seed pod. Inside the chrysalis, the Monarch caterpillar is transforming into its adult form. It is turning into a butterfly. When it is ready, the butterfly comes out of the chrysalis. 7. F
8. 9. 10. 11. 12.
A G D F A
Unit 4 Week 1
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Week 3
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A H C I B
6. Top-Score Response: In a field of native plants, there is a lot of animal life. In a field of non-native plants, there will not be very many animals. There is not much for them to eat. 7. F 8. D
9. 10. 11. 12.
I D G C
6. Top-Score Response: The author describes the town before and after to show how much work the volunteers did and to show how much better things were. Before they started working, the parks and beaches were not inviting and children were often bored. After they started volunteering, the parks and beaches were clean and children had things to do.
7. 8. 9. 10. 11. 12.
G A F D I B
6. Top-Score Response: In this story, David learns that he can share his problems and his ideas with his mother and his grandmother. The next time David has a problem, he will probably talk to his mother and grandmother and let them help him find a solution, just like he did when they helped him build the treehouse. The three of them solved David’s problem together.
7. 8. 9. 10. 11. 12.
G C H D F C
Week 4
1. 2. 3. 4. 5.
C H D G B
Week 5 1. 2. 3. 4. 5.
A H D I D
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D G A I A
6. Top-Score Response: To make the gift for her aunt, Anya first reads the poems to capture the mood. She next makes sketches on paper before opening the tubes of paints. She then paints an illustration of each poem. After she finishes her pictures, she binds the pages together with gold thread and makes a cover for the book.
7. 8. 9. 10. 11. 12.
F C F C I A
6. Top-Score Response: There were many effects of people getting together to build up a whole town. They showed they were good neighbors. They made a difference in their communities. Finally they helped their town to grow. 7. F
8. 9. 10. 11. 12.
B G D H C
6. Top-Score Response: Advances have been made in creating an option to the gas-powered car. First, there were electric cars powered by a large battery. The first electric cars were not too successful. The battery had to be charged very often, and the cars were expensive. As a result, they did not sell very well. After this, engineers designed the hybrid car, which uses both electricity and gasoline. This car uses less gasoline that most cars, so it runs more cleanly. The hybrid has been successful. More and more car companies are producing hybrids. The newest fuel-efficient cars run on fuel cells. The car has only been somewhat successful because it still creates waste that is unhealthy to breathe.
7. 8. 9. 10. 11. 12.
F A F B H A
Week 2 1. 2. 3. 4. 5.
D F B I C
Week 3 A I A F B
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Week 4 1. 2. 3. 4. 5.
C G A G A
6. Top-Score Response: Grandma tells how fighting broke out just a week after the family left. Many people were hurt and some were killed. If her father had not escaped, he and his family would have been in great danger. His biggest problem would have most likely been keeping himself and his family safe.
7. 8. 9. 10. 11. 12.
I C H C F B
6. Top-Score Response: A bees nest, or hive, is made up of combs. These combs have flat walls consisting of shallow, six-sided cells. The comb has two sides, and there are cells on each. All of the cells are the same size and spaced evenly. One part of the hive is where the queen bee lays her eggs. This is called the brood comb. It is here that the young bees are raised. A second part of the hive is on the other side of the nest. The bees use this section for storing honey and pollen.
7. 8. 9. 10. 11. 12.
H B G C H C
6. Top-Score Response: The story’s message is that helping other people makes everyone feel good. This message is supported by the events and characters in the story. When he sees that the Winters’ house needs work, Luis does not hesitate to help them. He puts his construction crew to work and even lets his daughter help. Mr. and Mrs. Winter are very thankful, expressing their thanks in words and by making sandwiches for the crew. The crew is happy to work on the house. And, the end, the daughter says she agrees with Mrs. Winter that this is the best thing that has happened for a long time.
7. 8. 9. 10. 11. 12.
G A G A G D
Week 5 1. 2. 3. 4. 5.
B F A F D
Unit 6 1. 2. 3. 4. 5.
C H A G B
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6. Top-Score Response: The people who watched Lago knock down Kato’s house were probably glad. They were tired of hearing Kato’s boasts. They had to listen to his boasts until Lago picked him up. Then they never had to listen to his boasts again.
7. 8. 9. 10. 11. 12.
G C F A I D
6. Top-Score Response: Many immigrants came to the United States in the late nineteenth and early twentieth centuries. These people needed help in changing to life in their new country and finding jobs. Settlement houses grew up to meet these needs. The first settlement house, the Neighborhood Guild, opened in 1886 on New York City’s Lower East Side. Jane Addams and Ellen Starr opened Hull House in Chicago in 1889. It had classes of all kinds, a preschool, and clubs. The Henry Street Settlement House was opened in 1893 by Lillian Wald, a nurse. This center taught health to immigrant women and offered health care by a staff of nurses. There were 400 settlement houses in the United States by 1918. Today there are more than 900. Today’s modern centers grew from those that came before, adding services and helping all people instead of just immigrants.
7. 8. 9. 10. 11. 12.
I D F C G D
Week 3 B H B G A
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6. Top-Score Response: The author includes details about two of Dickens’s novels to show that he used his writing to try to improve people’s lives. Dickens wrote about issues he thought were important. For example, in Oliver Twist, Dickens wrote about the poor treatment of orphans and poor people. In A Christmas Carol, he wrote about a man who is mean to those who are needy. By writing about these things, Dickens helped people realize that some things were not fair and needed to change.
7. 8. 9. 10. 11. 12.
F B H A H D
6. Top-Score Response: Family life can be frustrating. There are fights that take place over possessions. Also, young children are not always happy that they have to wait to do the things their older brothers and sisters do. If a grandparent moves in, this will also cause stress. The grandparent will not be used to living with so many family members. And, the children will have to adjust to having another adult in the house. But family members support and love each other. Family members help each other and are very grateful for the help they receive. From all this, I can conclude that being part of a family is worth the trouble because it is very important and rewarding.
7. 8. 9. 10. 11. 12.
G A G A I A
Week 5 A I C H A
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Florida Weekly Assessment • Grade 3
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FCAT Reading Assessed Benchmarks Grades 3–5
Grade 3 Sunshine State Standards
LA.A.1.2.3 Uses simple strategies to determine meaning and increase vocabulary for reading, including the use of prefixes, suffixes, root words, multiple meanings, antonyms, synonyms, and word relationships.
LA.3.1.6.3 use context clues to determine meanings of unfamiliar words LA.3.1.6.7 use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words LA.3.1.6.8 use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words
LA.A.2.2.1 Reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order.
LA.3.1.7.3 determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events LA.3.2.2.2 use information form the text to answer questions related to explicitly stated main ideas or relevant details LA.3.2.1.4 identify an author’s theme, and use details from the text to explain how the author developed that theme
LA.A.2.2.2 Identifies the author’s purpose in a simple text. (Includes LA.A.2.2.3 Recognizes when a text is primarily intended to persuade.)
LA.3.1.7.2 identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text
LA.A.2.2.7 Recognizes the use of comparison and contrast in a text.
L.A.3.1.7.5 identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text
LA.A.2.2.8 Selects and uses a variety of appropriate reference materials, including multiple representations of information such as maps, charts, and photos, to gather information for research projects. (Includes LA.A.2.2.5 Reads and organizes information for a variety of purposes, including making a report, conducting interviews, taking a test, and performing an authentic task.)
LA.3.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading LA.3.2.2.1 identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations)
LA.E.1.2.2 Understands the development of plot and LA.3.2.1.2 identify and explain the elements of story how conflicts are resolved in a story. structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction LA.E.1.2.3 Knows the similarities and differences among the characters, settings, and events presented in various texts.
LA.3.1.7.7 compare and contrast topics, settings, characters, and problems in two texts
LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry, and drama.]
LA.3.1.7.4 identify cause-and-effect relationships in text
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New Sunshine State Standards Grade 3 Reading and Language Arts Phonics/Word Analysis Standard: The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. The student will: LA.3.1.4.1 use knowledge of the pronunciation of root words and other morphemes (e.g., prefixes, suffixes, derivational endings) to decode words; LA.3.1.4.2 use knowledge of the pronunciation of complex word families (e.g., -ieve, -ield) to decode words in these families; LA.3.1.4.3 decode multi-syllabic words in isolation and in context; and LA.3.1.4.4 use self-correction when subsequent reading indicates an earlier misreading.
Fluency Standard: The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. The student will: LA.3.1.5.1 apply letter-sound knowledge to decode unknown words quickly and accurately in context; and LA.3.1.5.2 adjust reading rate based on purpose, text difficulty, form, and style.
Vocabulary Development Standard: The student uses multiple strategies to develop grade appropriate vocabulary. The student will: LA.3.1.6.1 use new vocabulary that is introduced and taught directly; LA.3.1.6.2 listen to, read, and discuss familiar and conceptually challenging text; LA.3.1.6.3 use context clues to determine meanings of unfamiliar words; LA.3.1.6.4 categorize key vocabulary and identify salient features; LA.3.1.6.5 relate new vocabulary to familiar words; LA.3.1.6.6 identify “shades of meaning” in related words (e.g., blaring, loud);
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LA.3.1.6.7 use meaning of familiar base words and affixes (prefixes and suffixes) to determine meanings of unfamiliar complex words; LA.3.1.6.8 use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words; LA.3.1.6.9 determine the correct meaning of words with multiple meanings in context; and LA.3.1.6.10 determine meanings of unfamiliar words by using a dictionary, thesaurus, and digital tools.
Reading Comprehension Standard: The student uses a variety of strategies to comprehend grade level text. The student will: LA.3.1.7.1 identify a text’s features (e.g., title, subheadings, captions, illustrations), use them to make and confirm predictions, and establish a purpose for reading; LA.3.1.7.2 identify the author’s purpose (e.g., to inform, entertain, or explain) in text and how an author’s perspective influences text; LA.3.1.7.3 determine explicit ideas and information in grade-level text, including but not limited to main idea, relevant supporting details, strongly implied message and inference, and chronological order of events; LA.3.1.7.4 identify cause-and-effect relationships in text; LA.3.1.7.5 identify the text structure an author uses (e.g., comparison/contrast, cause/effect, and sequence of events) and explain how it impacts meaning in text; LA.3.1.7.6 identify themes or topics across a variety of fiction and non-fiction selections; LA.3.1.7.7 compare and contrast topics, settings, characters, and problems in two texts; and LA.3.1.7.8 use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources.
Florida Weekly Assessment • Grade 3
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Grade 3: Reading Process
Grade 3: Literary Analysis Fiction
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Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of fiction and literary texts to develop a thoughtful response to a literary selection. The student will: LA.3.2.1.1 understand the distinguishing features among the common forms of literature (e.g., poetry, prose, fiction, drama); LA.3.2.1.2 identify and explain the elements of story structure, including character/character development, setting, plot, and problem/resolution in a variety of fiction; LA.3.2.1.3 identify and explain how language choice helps to develop mood and meaning in poetry (e.g., sensory and concrete words as well as figurative language); LA.3.2.1.4 identify an author’s theme, and use details from the text to explain how the author developed that theme; LA.3.2.1.5 identify and explain an author’s use of descriptive, idiomatic, and figurative language (e.g., personification, similes, metaphors, symbolism), and examine how it is used to describe people, feelings, and objects; LA.3.2.1.6 write a book report or review that identifies the main idea, character(s), setting, sequence of events, and problem/solution; LA.3.2.1.7 respond to, discuss, and reflect on various literary selections (e.g., poetry, prose, fiction, nonfiction), connecting text to self (personal connection), text to world (social connection), text to text (comparison among multiple texts); and LA.3.2.1.8 select a balance of age- and abilityappropriate fiction materials to read (e.g., chapter books, fairy tales, mythology, poetry), based on interest and teacher recommendations, to continue building a core foundation of knowledge.
Non-Fiction Standard: The student identifies, analyzes, and applies knowledge of the elements of a variety of non-fiction, informational, and expository texts to demonstrate an understanding of the information presented. The student will: LA.3.2.2.1 identify and explain the purpose of text features (e.g., table of contents, glossary, headings, charts, graphs, diagrams, illustrations); LA.3.2.2.2 use information from the text to answer questions related to explicitly stated main ideas or relevant details; LA.3.2.2.3 organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing; LA.3.2.2.4 identify the characteristics of a variety of types of text (e.g., reference, children’s newspapers, practical/functional texts); and LA.3.2.2.5 select a balance of age- and abilityappropriate non-fiction materials to read (e.g., biographies and topical areas, such as animals, science, history), based on interest and teacher recommendations, to continue building a core foundation of knowledge.
Grade 3: Writing Process Pre-Writing Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by: LA.3.3.1.1 generating ideas from multiple sources (e. g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material); LA.3.3.1.2 determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA.3.3.1.3 using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea.
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.3.3.2.1 using a pre-writing plan to develop the main idea with supporting details that describe or provide facts and/or opinions; and LA.3.3.2.2 organizing information into a logical sequence through the use of time-order words and cause/effect transitions.
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Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.3.3.3.1 evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice; LA.3.3.3.2 creating clarity by using a combination of sentence structures (i.e. simple, compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning; LA.3.3.3.3 creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and LA.3.3.3.4 applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics).
Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student edits writing for grammar and language conventions, including the correct use of: LA.3.3.4.1 spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary; LA.3.3.4.2 capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations; LA.3.3.4.3 punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA.3.3.4.4 present and past verb tense, nounpronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns; LA.3.3.4.5 subject/verb and noun/pronoun agreement in simple and compound sentences; LA.3.3.4.6 end punctuation for compound, declarative, interrogative, and exclamatory sentences;
Publishing Standard: The student will write a final product for the intended audience. The student will: LA.3.3.5.1 prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.3.3.5.2 add graphics where appropriate; and LA.3.3.5.3 share the writing with the intended audience.
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Grade 3: Writing Applications Creative Standard: The student develops and demonstrates creative writing. The student will: LA.3.4.1.1 write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events; and LA.3.4.1.2 write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.
Informative Standard: The student develops and demonstrates technical writing that provides information related to real-world tasks. The student will: LA.3.4.2.1 write in a variety of informational/ expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics); LA.3.4.2.2 record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate; LA.3.4.2.3 write informational/expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information; LA.3.4.2.4 write a variety of communications (e.g., friendly letters, thank-you notes, formal letters, messages, invitations); and LA.3.4.2.5 write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map.
Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. LA.3.4.4.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.
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Grade 3: Communication Penmanship Standard: The student engages in the writing process and writes to communicate ideas and experiences. LA.3.5.1.1 The student will demonstrate beginning cursive writing skills.
Listening and Speaking Standard: The student effectively applies listening and speaking strategies. The student will: LA.3.5.2.1 recall, interpret, and summarize information presented orally; and LA.3.5.2.2 plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion.
Grade 3: Information and Media Literacy Informational Text Standard: The student comprehends the wide array of informational text that is part of our day to day experiences. LA.3.6.1.1 The student will read informational text (e.g., graphs, charts, manuals) and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.
Media Literacy Standard: The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making. The student will: LA.3.6.3.1 determine main content and supporting details, including distinguishing fact from opinion, in a print media message; and LA.3.6.3.2 identify and explain different production elements used in media messages (e.g., color, sound effects, animation) and use the elements appropriately in a multimedia production.
Technology Standard: The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes. The student will: LA.3.6.4.1 use appropriate available technologies to enhance communication and achieve a purpose (e.g., video, websites); and LA.3.6.4.2 use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats.
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Research Process Standard: The student uses a systematic process for the collection, processing, and presentation of information. The student will: LA.3.6.2.1 determine information needed for a search by narrowing or broadening a topic, identify key words; LA.3.6.2.2 use predetermined evaluative criteria (e. g., readability, appropriateness, special features) to select appropriate reference materials, including multiple representations of information, such as maps, charts, and photos, to gather information; LA.3.6.2.3 communicate information in an informational report that includes main ideas and relevant details with visual support (e.g., text supported by poster, diagram, idea map); and LA.3.6.2.4 record basic bibliographic data and recognize intellectual property rights (e.g., cites sources of ideas).
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Constructed-Response Rubrics Use the rubrics below to score the short and extended responses in the Reading tests. Rubric for Short-Response Questions Score
Description
2
The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.
1
The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out.
0
The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.
Rubric for Extended-Response Questions Score
Description
4
The student’s response demonstrates a thorough understanding of the comprehension skills needed to answer the question. Details and examples are used to support the answer and clearly come from the text.
3
The student’s response demonstrates an understanding of the comprehension skills needed to answer the question. Details and examples used as support are not complete or are not text-based.
2
The student’s response demonstrates a partial understanding of the comprehension skills needed to answer the question. Some of the support and important details and/or examples are too general or are left out. The student’s response is incomplete and does not demonstrate an understanding of the question. The student’s response demonstrates a complete lack of understanding of the question or the student has left the answer blank.
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