NV Grade 3 Reading

7/29/2019 NV Grade 3 Reading

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Nevada

DEPARTMENT

OF

EDUCATION

N

ev

ada

GRADE

3

Grade 3

Instructional

Materials

for the

CRITERIONREFERENCEDTEST

READING

Copyright 2013 by the Nevada Department of Educat


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Page iCopyright 2013 by the Nevada Department of Education

Dear Educators,

The following materials, developed as a collaborative effort between the Nevada Department of

Education and WestEd, a nonprofit research, development, and service agency, are designed to be usedas part of a guided instructional activity to support student performance on items aligned to the

Common Core Standards.

We have provided p-values (the proportion of students who got the item correct) for the multiple-choice

items that were field tested in the 2011-2012 administration. The p-values indicate how studentsperformed on the items. In addition, we are providing the percentage of students selecting eachresponse option. The p-values, combined with the item-level percentages by response option, providevaluable data to the field as to what types of errors students are making. For reading, no p-value isreported if that item did not appear on the field test. In reading, some field test items have been used as

a model to mirror the content being assessed and therefore the p-values are based on the field testversion of the item and not the actual item as it appears in these materials. These items are indicated by

an asterisk. To further understanding ofconstructed-response items, scoring guides and annotatedstudent examples have been included.

While these materials can provide students with practice in answering assessment items, we believe it is

critical that these materials be used to help students understand the elements of the state assessment andguide them in the use of effective strategies that will support their ability to comprehend and take avariety of assessments. If you choose, however, to use these support documents solely as a practiceactivity, we highly recommend that you go back over each item with students and investigate eachresponse to better understand their knowledge of the assessment.

Purpose of Reading TextThe purpose of reading must be taught to students. The state Criterion-Referenced assessment andCommon Core Standards include two types of reading passages: literary and informational.

1. Literary text to identify, describe, analyze, and compare characters, character traits, themes,settings, sequence, plot, conflict, resolution of conflict, and figurative language, and to make

inferences and predictions.2. Informational text to locate essential information from text features, distinguish between

fact/opinion, determine organizational structure, identify or describe main ideas, drawconclusions about text, summarize an authors ideas, evaluate an authors ideas and arguments,assess evidence to support an authors ideas, identify unsupported or faulty reasoning of an

authors position, evaluate how an authors ideas shape the text, summarize an authors ideas,and assess the reasonableness of evidence.

JAMES W. GUTHRIE

Superintendent of

Public Instruction

STATE OF NEVADATEACHER LICENSURE

SOUTHERN NEVADA OFFICE

9890 S. Maryland Parkway

Suite 221

Las Vegas, Nevada 89183

RORIE FITZPATRICK

Deputy Superintendent

Instructional, Research, and

Evaluative Services

(702) 486-6458

Fax: (702) 486-6450

DEBORAH CUNNINGHAM

Deputy Superintendent SATELLITE OFFICEAdministrative and

Fiscal Services DEPARTMENT OF EDUCATION700 E. Fifth Street

Carson City, Nevada 89701-5096(775) 687-9217 Fax: (775) 687-9101

www.doe.nv.gov

ADDRESSES/MAPS

http://www.doe.nv.gov


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Page iiCopyright 2013 by the Nevada Department of Education

By using these materials, you can identify, read, and discuss these different text types and thecorresponding knowledge and skills students are expected to demonstrate. These same reading analysis

skills apply to core classes such as mathematics, science, and social studies.

Vocabulary Knowledge

The Nevada Department of Education believes that students are not thoroughly being taught the content

vocabulary of the Nevada Reading Content Standards. For example, character traits, authors purpose,main idea, organizational structure, fact/opinion, analyze, and predict are terms used in the assessmentsat grade-appropriate levels.

Students in Nevada, therefore, must have repeated experiences with speaking, listening, reading, andwriting the vocabulary of the standards. Students should be able to use the vocabulary of the standardswhen they are engaged in classroom discussion, read them in assessments, and effectively use thevocabulary in their writing.

Types of Questions and Support DocumentsThe reading assessment includes two types of questionsmultiple-choice questions for all grades (3 8and high school) and constructed-response questions for grades 4 8.

To help prepare students for constructed-response questions, we have provided you with:

1. the student checklist (included in the student test booklet at grades 4 and 5)2. the general student rubric (included in the student test booklet at grades 6 8)3. item-specific rubrics4. annotated student work

With the use of these materials, students can become familiar with the different types of questions usedon the state and future assessments. They can learn to use the checklist or rubric to determine if theyhave answered the constructed-response questions completely. Familiarity with the tools provided as

part of the assessment and the vocabulary of the standards can result in less anxiety on the part of

students and teachers. (Please note that the student checklist and general rubric can be on the walls ofyour classroom throughout the school year. As you assign constructed-response questions, students canuse these tools as they develop their answers.)

The types of questions included in these instructional materials allow for the assessment of differentlevels of cognitive complexity. The questions are developed so that students cannot just skim and scanthe passages to find the answers; they must go back and re-read the text to determine the correctanswer, including drawing inferences and conclusions from what they have read. Teaching students toidentify write, and use different levels of questioning skills as they read can only lead to improved

comprehension and achievement on classroom, state, and national assessments. We suggest that youengage students in question writing so they not only can recognize these levels of complexity, but can

begin to formulate them as well.


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Page iiiCopyright 2013 by the Nevada Department of Education

Depth of Knowledge (DOK) Levels - In addition to measuring a broad spectrum of reading contentdomains, the Nevada Proficiency Examination Program in reading includes items to assess three Depth

of Knowledge levels. These DOK levels are based on descriptions developed by Dr. Norman Webb andadapted for Nevada's reading assessments. The following are the three DOK levels used on Nevadas

reading assessments:

DOK Level 1: Recall - Level 1 requires the recall of facts or use of basic skills. A level 1 itemconsists of literal recall from text, paraphrasing, or simple understanding of a single word or

phrase. A level 1 item may require a simple connection between sentences, which may be

considered a very basic inference.

DOK Level 2: Use of Concepts and Skills - Level 2 requires comprehension and mental

processing of text or portions of text. A level 2 item includes the engagement of some mentalprocessing beyond recalling or reproducing a response. A level 2 item requires the application of

skills and concepts. Some important concepts are covered but not in a deeply complex way.

DOK Level 3: Strategic Thinking and Problem Solving - Level 3 requires abstract reasoning,critical thinking, and/or the application of abstract concepts to new situations.

Length of PassagesWestEd constructs the assessment forms and includes a range of passage lengths within the grade-level

assessments. NDE and WestEd believe that it is important for students to have opportunities to readpassages of differing lengths as a part of the regular curriculum. Students should have experience insustaining comprehension with passages of varying lengths. We do not want students to be surprised bythe volume of reading required on the state assessment.

The following represent the guidelines for passage lengths for each grade level:

Grade 3 300 500 wordsGrade 4 300 550 words

Grade 5 400 700 wordsGrade 6 400 800 wordsGrade 7 500 950 wordsGrade 8 500 1000 words

HSPE 500 1200 words

Students should be made aware of the length of the assessment at their grade level, as well as passagelengths for successive grades. We believe this will allow them to understand, for example, what a 500-word text actually looks like, so they are not overwhelmed on the day of the assessment when they

encounter one of the longer passages.

We hope that interaction with these instructional support materials will lead to lowered anxiety and better

understanding of the assessment task that is being presented to students. If you have questions about thereading materials or how to embed this information into your curriculum, please contact Darrin Hardmanat [email protected].

Cindy SharpNevada Department of Education


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Page 1Copyright 2013 by the Nevada Department of Education

Reading

Grade 3

Name:

This booklet contains reading questions for you to answer. For the questions, you will be

given four answer choicesA, B, C, and D. You are to choose the correct answer from the

four choices. Each question has only one right answer.


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Grade 3 Reading Instructional Materials

Go On

Copyright 2013 by the Nevada Department of Education

1

Which word is spelled correctly?

A fassen

B fasten

C fasen

D fasin

2Knowing the meaning of the prex pre-

helps the reader to know that the word

prearrange means to

A arrange later.

B arrange before.

C arrange a little.

D arrange one time.

3

Read the dictionary entry below.

inquire (verb) to try to nd out the

answer by asking

Which sentence uses the word inquire

correctly?

A We need to inquire the chocolate cake.

B Linda wants to inquire a new pair of

shoes.

C David has to inquire with the trees in

the front yard.

D I will inquire at the door about where to

buy tickets.

4Read the sentence below.

When I dropped the penny into the

glass of water, it descended to the

bottom.

The word descended means

A bent.

B crashed.

C sank.

D jumped.


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Page 3


Go On


The Mouses Riddle

1The cat was hungry for both food and play. She wasthinking about how to satisfy her hunger when along

came a young mouse.

The cat easily caught the young and trusting mouse.

As she held him rmly by his tail, the cat spoke to the

mouse.

Ah, little mouse, you are to be my dinner. However,

I am a fair cat. I will give you a chance to win your

freedom. If you win this contest, then I will let you go.

If you lose, then I will eat you. Does that sound fair?

Of course the cat knew that she would not let the

mouse go freeshe planned to eat him no matter who

won the contest. But if the mouse knew that, he would

not even want to play, and where would be the fun in

that?

5 I agree, said the mouse. Although he was scared of

her, the mouse still trusted that the cat would be true to her word.

Excellent! said the cat. In order to win the contest, you must correctly answer my riddle.

The mouse was good at riddles, but he wanted to see if he could improve his chances.

Wouldnt it be a better contest if I asked you a riddle? he said.

The cat was in an extra playful mood, so she agreed. After all, she planned to eat him anyway,

so even if she got it wrong, she would still have her dinner.

OK, mouse, said the cat. What is your riddle?

10 Here it is: Afteryougivemetosomeoneelse,youmustalsokeepme.WhatamI? asked the

mouse.

The cat loved a good riddle, so she decided that she would not eat her dinner until she gured

out the answer. She thought and thought, but it was a very hard riddle! She put the mouse down and

began to think. Being an honest mouse, he waited and waited, but nally, the mouse got bored andwent home.

The cat may still be there, trying to guess the answer to the riddle. She never will gure it out,

though, because the answer is somethingsheherselfhadgiventothemouse,butdidnotplanto

keepher promise.

Youareabouttoreadastoryandapoem.Asyoureadthem,thinkabouthowtheyarealike.Thenanswer

questions5through13.


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Page 4


Go On


The Mouses Riddle and A Promise WestEd. Illustration WestEd.

A Promise

1 When you give out your promise,

You must keep it as well

For a promise not kept

Is an empty seashell.

5 A seashell is beautiful

To have and to hold,

But hold your ear to it,

It sounds empty and cold.

9 There once was a creature

Who called the shell home,

Kept it with him whereverNeath the sea he would roam.

13 But he gave it away

And away it did sail

Till it washed up on land,

Ended up in your pail.

17 Now you have it, his shell,

In a box neath your bed,

But its worth is not much,

It must sadly be said.

21 For a promise, like a shell,

Is a beauty to see.

But if it is empty

Its of no use to me.

Neath: anotherway of sayingbeneath


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5

Which word best describes the mouse in

The Mouses Riddle?

A kind

B jolly

C clever

D friendly

6What does the reader of The Mouses

Riddle know that the cat does not know?

A The mouse really likes the cat.

B The mouse is playing a trick on the cat.

C The mouse will answer the riddle for

the cat.

D The mouse plans to give other food to

the cat.

7In The Mouses Riddle, how are the cat

and the mouse alike?

A They both like riddles.

B They both are very wise.

C They both try to be helpful.

D They both are good at contests.

8

Look at the illustration in The Mouses

Riddle. What does the illustration showabout the mouse?

A He is bored by the cat.

B He is playful with the cat.

C He is friendly with the cat.

D He is frightened by the cat.

9

Which sentence best tells how

lines 17 through 20 add to the meaningof the poem?

A The tell the reader why the shell was

found on the beach.

B They describe to the reader what can be

done with the shell.

C They help the reader see that the empty

shell is not important.

D They explain to the reader why the

creature did not want its shell.

Answer the following questions about the story The Mouses Riddle and the poem A Promise.


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10

How are The Mouses Riddle and the

poem alike?

A They both take place near an ocean.

B They both have animals that are smart.

C They both tell about being kind

to others.

D They both teach a lesson about

keeping promises.

11 What theme is found in both The MousesRiddle and the poem?

A A promise is like playing a game.

B It is a good thing to keep a promise.

C Breaking a promise will make

people mad.

D Most friends are good at keeping

a promise.

12

Based on paragraphs 4 and 5 of

The Mouses Riddle, the phrasebe true to her word means

A do what is said.

B offer an excuse.

C make up a story.

D be a good friend.

13

Which sufx would make beauty mean

having a lot of beauty?

A -fy

B -es

C -ful

D -ness


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Page 7

You may want to go back and check your answers or answer questions

you did not complete.




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Nevada

DEPARTMENT

OF

EDUCATION

N

ev

ada

GRADE

3

Grade 3

Appendix I

Scoring

Support

Materials

READING


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Item

NumberStrand DOK P-value A B C D

1 1 1 0.63 12% 63% 14% 11%

2 1 1 0.56 16% 56% 12% 17%

3 1 2 0.58 13% 15% 13% 58%

4 1 2 0.81 5% 9% 81% 5%

5 3 2 0.72 10% 6% 72% 12%

6 0 2 0.71 9% 71% 12% 8%

7 3 2 0.70 70% 13% 5% 11%

8 0 2 0.63 14% 9% 13% 63%

9 3 2 0.40 18% 22% 40% 20%

10 0 2 0.71 6% 12% 10% 71%

11 3 3 0.51 19% 51% 16% 13%

12 0 2 0.60 60% 8% 8% 25%

13 1 1 0.78 5% 5% 78% 12%

Correct Answers for Multiple-Choice Items

Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions

can be found on the Nevada Department of Education web site.

Item Level DataPercentage of Students Selecting

a Given Response

= Correct AnswerP-value is the proportion of students who got

the item correct


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Nevada

DEPARTMENT

OF

EDUCATION

N

ev

ada

GRADE

3

Grade 3

Appendix II

Administrative

Support

Materials

READING


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A B C D

Reading

Answer Document

A

A

A

A

A

A

A

A

A

A

A

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C D

B C DA

1.

2.

3.

4.

5.

6.

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8.

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13.

Name:

1.

2.

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Neva

daDepartm

entofEduc

ation

CRT Instructional Materials

Nevada

DEPARTMENT

OF

EDUCATION

GRADE

3

James W. Guthrie

Superintendent of Public InstructionOfce o Assessment, Program Accountability, and Curriculum775-687-9188