Content Remember Understand Analyze Total Percentages

ELA.3.R.1.1: Explain how 0 3 0 3 20%

one or more characters
develop throughout the plot
in a literary text.
Clarification 1: When
explaining character
development, students will
include character traits,
feelings, motivations, and
responses to situations.
ELA.3.R.1.2: Explain a theme 0 0 4 4 26.7
and how it develops, using
details, in a literary text.
ELA.3.R.1.3: Explain 0 4 0 4 26.7
different characters’
perspectives in a literary
text. Clarification 1: The
term perspective means “a
particular attitude toward or
way of regarding
something.” The term point
of view is used when
referring to the person of
the narrator. This is to
prevent confusion and
conflation.
ELA.3.R.1.4: Identify types 2 2 0 4 26.7
of poems: free verse,
rhymed verse, haiku, and
limerick. Clarification 1: For
examples of these forms,
see Appendix B
Total 2 9 4 15 -----
Percentages 13.3% 60% 26.7% ----- 100%

Apply was not used in these questions and analyze was only used because theme is typically analyze
only. The other three standards fit into remember and understand better.
Instructions:
There are 15 questions on this test, 5 true/false questions, 5 multiple choice/selected response
questions, and 5 fill in the blank questions. Many questions are related to a poem. Make sure to read
the poem completely before answering the questions. Before each poem, the number of questions for
that poem will be listed. For the true/false section, write true or false on the line provided. For the
selected response/multiple choice section, record your answer by circling the one you think is correct.
For the fill in the blank section, record your answers on the line given. There are multiple answers that
will be accepted for 11-14. Any questions that ask for evidence, make sure to write the verse(s) number
and the words out.
Every question is worth 2 points. Students will have 45 minutes to complete the test, which can be
adjusted depending on the speed that students complete the test.
True/false questions:
1. Free verse and rhymed verse are the same type of poem. _______
 ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.
Clarification 1: For examples of these forms, see Appendix B
 This question aligns with the standard by comparing two types of poems listed in the
standard.
 Remember
 Conceptual
Questions 2-5 are based on the poem, “The Blade And The Ax” by Abimbola T. Alabi
On a bench, in Joe's little shed, "Would he ever count on you
lying not too far apart, to cut or strip a wire bare?
were his ax and his switchblade, Try slicing open packages too.
having a quiet heart-to-heart. I'd love to see just how you'd fare."

"How small and weak you look," "We're designed in unique ways;
said the ax to the blade. you're not superior as you claim."
"You will never be able to do The mighty ax and the nifty blade
those deeds for which I'm made." needed by Joe all the same.

"For it's me that Joe will use In the end, they both agreed
to cut the boughs of trees. about their weaknesses and strengths.
You should see me at work sometime, Neither of them, they could see,
how I split a log with ease." was truly a hundred percent.

"A great help you are around From then on, they became pals,
performing these hefty tasks, got along and learned to relax.
but stuff I do for Joe, you can't," Never again was there pride or strife
replied the blade to the ax. between the blade and the ax.

2. Neither the axe nor the blade go through a character development. _______
 ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a
literary text. Clarification 1: When explaining character development, students will
include character traits, feelings, motivations, and responses to situations.
  This question aligns with the standard because students have to determine if there is
character development or not, and answer.
 Understand
 Factual
3. The perspective of the ax and the blade at the end of the poem is that they are built for different
but equally important tasks. _______
 ELA.3.R.1.3: Explain different characters’ perspectives in a literary text. Clarification 1:
The term perspective means “a particular attitude toward or way of regarding
something.” The term point of view is used when referring to the person of the narrator.
This is to prevent confusion and conflation.
 This question aligns with the standard because students have to determine the
perspective of characters at the end of the story.
 Understand
 Conceptual
4. Some possible themes of this poem are perseverance or survival. _______
 ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
 This question aligns with the standard because students need to determine the theme
and compare to the themes given, or determine if the themes listed are appropriate.
 Analyze
 Conceptual
5. This poem is a rhymed verse poem. _______
 ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.
Clarification 1: For examples of these forms, see Appendix B
 This question aligns with the standard because it requires students to determine what
type of poem it is, and compare it to the type given.
 Understand
 Conceptual
Selected response questions:
Questions 6-8 are based on this poem, “There was an Old Man with a Flute” by Edward Lear.
There was an Old Man with a flute,
A serpent ran into his boot;
But he played day and night,
Till the serpent took flight,
And avoided that man with a flute.

6. What type of poem is this?

a. Limerick
b. Rhymed verse
c. Free verse
d. Haiku
 ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.
Clarification 1: For examples of these forms, see Appendix B
 This question aligns with the standard because the question requires students to
identify the type of poem it is, and then choose the correct answer.
 Understand
  Conceptual
7. What is the snake’s attitude towards the old man throughout the poem?
a. The snake likes the old man the whole poem.
b. The snake ignores the old man, then becomes afraid due to the old man playing the
flute.
c. The snake does not like the old man, then he likes the old man because of his flute
playing.
d. The snake is indifferent towards the old man the whole poem.
 ELA.3.R.1.3: Explain different characters’ perspectives in a literary text. Clarification 1:
The term perspective means “a particular attitude toward or way of regarding
something.” The term point of view is used when referring to the person of the narrator.
This is to prevent confusion and conflation.
 The question aligns with the standard because students have to identify the attitude of
the snake in the poem.
 Understand
 Conceptual
8. What verse(s) from the poem provides evidence for your answer to the previous question?
a. Verse 1: There was an Old Man with a flute,
b. Verses 2/3: A serpent ran into his boot;/But he played day and night,
c. Verse 3: But he played day and night,
d. Verses 4/5: Till the serpent took flight,/And avoided that man with a flute.
 ELA.3.R.1.3: Explain different characters’ perspectives in a literary text. Clarification 1:
The term perspective means “a particular attitude toward or way of regarding
something.” The term point of view is used when referring to the person of the narrator.
This is to prevent confusion and conflation.
 This question aligns with the standard because it involves providing evidence for the
previous answer, which is also part of the standard.
 Understand
 Procedural
Questions 9-12 are based off of “Tula [“Books are door-shaped”]” by Margarita Engle.
Books are door-shaped but I am rarely permitted
portals to touch
carrying me the enchantment
across oceans of words.
and centuries,
helping me feel Poems.
less alone. Stories.
Plays.
But my mother believes All are forbidden.
that girls who read too much Girls are not supposed to think,
are unladylike but as soon as my eager mind
and ugly, begins to race, free thoughts
so my father's books are locked rush in
in a clear glass cabinet. I gaze to replace
at enticing covers the trapped ones.
and mysterious titles,
I imagine distant times through its magical door-shape
and faraway places. into a universe
Ghosts. of dangerous villains
Vampires. and breathtaking heroes.
Ancient warriors.
Fantasy moves into Many of the heroes are men
the tangled maze and boys, but some are girls
of lonely confusion. so tall
strong
Secretly, I open and clever
an invisible book in my mind, that they rescue other children
and I step from monsters.

9. What is a theme represented in the poem?

a. Regret
b. Friendship
c. Inequality
d. Being kind
 ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
 This question aligns with the standard because students have to determine the theme
based on the reading and choose what best fits from the answers.
 Analyze
 Conceptual
10. What is the perspective of the narrator’s mother?
a. Reading is unladylike and ugly for girls.
b. Books are enticing and magical.
c. She wants her daughter to read books.
d. It is okay for anyone to read books.
 ELA.3.R.1.3: Explain different characters’ perspectives in a literary text. Clarification 1:
The term perspective means “a particular attitude toward or way of regarding
something.” The term point of view is used when referring to the person of the narrator.
This is to prevent confusion and conflation.
 This question aligns with the standard because students need to determine the mothers
perspective in the story and choose the answer that best fits.
 Understand
 Conceptual
Fill in the blank questions:
11. Another possible theme for “Tula [“Books are door-shaped”]” by Margarita Engle would be
_________.
 ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
 This question aligns with the standard because students have to read the poem and
determine a theme. Multiple answers are accepted since theme is subjective.
 Analyze
 Conceptual
12. The verse(s) that show that theme is/are ____________________________________.
 ELA.3.R.1.2: Explain a theme and how it develops, using details, in a literary text.
  This question aligns with the standard because it involves providing evidence for the
theme determined in the previous question. Multiple answers accepted.
 Analyze
 Procedural
Questions 13-14 are based on the poem “The Blade And The Ax” by Abimbola T. Alabi.
On a bench, in Joe's little shed, "Would he ever count on you
lying not too far apart, to cut or strip a wire bare?
were his ax and his switchblade, Try slicing open packages too.
having a quiet heart-to-heart. I'd love to see just how you'd fare."

"How small and weak you look," "We're designed in unique ways;
said the ax to the blade. you're not superior as you claim."
"You will never be able to do The mighty ax and the nifty blade
those deeds for which I'm made." needed by Joe all the same.

"For it's me that Joe will use In the end, they both agreed
to cut the boughs of trees. about their weaknesses and strengths.
You should see me at work sometime, Neither of them, they could see,
how I split a log with ease." was truly a hundred percent.

"A great help you are around From then on, they became pals,
performing these hefty tasks, got along and learned to relax.
but stuff I do for Joe, you can't," Never again was there pride or strife
replied the blade to the ax. between the blade and the ax.

13. At the beginning of the story the ax and the blade are _______, and by the end they are ______.
 ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a
literary text. Clarification 1: When explaining character development, students will
include character traits, feelings, motivations, and responses to situations.
 This question aligns with the standard because students have to determine a change in
the characters from the beginning of the poem to the end. Multiple answers are
accepted since there are multiple ways to interpret the development of the characters.
 Understand
 Conceptual
14. One character trait, feeling, motivation or response that provides evidence from the story for
the previous question is ______________________________________.
 ELA.3.R.1.1: Explain how one or more characters develop throughout the plot in a
literary text. Clarification 1: When explaining character development, students will
include character traits, feelings, motivations, and responses to situations.
 This question aligns with the standard because it involves providing evidence from the
poem to show the character development from the previous question.
 Understand
 Procedural
15. A haiku poem contains 3 lines total, with the first line having __ syllables, the second line having
__ syllables, and the third line having __ syllables.
 ELA.3.R.1.4: Identify types of poems: free verse, rhymed verse, haiku, and limerick.
Clarification 1: For examples of these forms, see Appendix B
 This question aligns with the standard because students write the characteristics of a
haiku.
 Remember
 Factual