Unit Assessment GR 3

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D
Table of Contents
Teacher Introduction iv
Unit 1 Assessment 1
Unit 1 Answer Key 23
Unit 2 Assessment 26


Copyright © The McGraw-Hill Companies, Inc.
Teacher Introduction
Unit Assessment
Unit Assessment is an integral part of the complete assessment program aligned with
McGraw-Hill Reading Wonders and the Common Core State Standards (CCSS).
Purpose of Unit Assessment
Unit Assessment reports on the outcome of student learning. As students complete
each unit of the reading program, they will be assessed on their understanding of key
instructional content. The results of Unit Assessment serve as a summative assessment
by providing a status of current achievement in relation to student progress through the
CCSS-aligned curriculum. The results of the assessments can be used to inform subsequent
instruction, aid in making leveling and grouping decisions, and point toward areas in need
of reteaching or remediation.
Focus of Unit Assessment
Unit Assessment focuses on key areas of English Language Arts as identified by the
CCSS—comprehension of literature and informational text, vocabulary acquisition and use,
command of the conventions of the English language, and writing within the parameters of
specific text types.
Administering Unit Assessment
Each unit assessment should be administered once the instruction for the specific unit is
completed. Make copies of the unit assessment for the class. You will need one copy of the
Answer Key page that features the scoring table for each student taking the assessment.
This table provides a place to list student scores. The data from each unit assessment charts
student progress and underscores strengths and weaknesses.
NOTE: Due to time constraints, you may wish to administer the unit assessment over
multiple days. For example, students can complete Questions 1–40 on the first day and
address the writing prompt on another. If you decide to break-up administration by
assessment sections, please remember to withhold those sections of the test students are
not completing to ensure test validity.

After each student has a copy of the assessment, provide a version of the following directions:
Say: Write your name and the date on the question pages for this assessment. (When students
are finished, continue with the directions.) In the first part of the test, you will read three
selections and answer questions about them. In the next part of the test, you will read drafts
and/or passages. You will revise these for clarity or edit for the correct grammar, mechanics,
and usage. In the final part of the test, you will read a prompt and write a response. Read each
part of the test carefully. For multiple-choice items, completely fill in the circle next to the correct
answer. For constructed response items, write your response on the lines provided. For the writing
prompt, plan your writing on the lines provided and craft your final version on another sheet of
paper. When you have completed the assessment, put your pencil down and turn the pages over.
You may begin now.
Answer procedural questions during the assessment, but do not provide any assistance on
the items or selections. Have extra paper on hand for students to use for their responses to
the prompt. After the class has completed the assessment, ask students to verify that their
names and the date are written on the necessary pages.
iv Unit Assessment • Teacher Introduction

Overview of Unit Assessment

• Students will read three selections in each assessment and respond to items focusing on
Comprehension Skills, Literary Elements, Text Features, and Vocabulary Strategies. These
items assess the ability to access meaning from the text and demonstrate understanding
of unknown and multiple-meaning words and phrases.
• Students will then read a draft that requires corrections or clarifications to its use of the
conventions of English language and/or complete a cloze passage that requires correct
usage identification.
• Students are then presented with a writing prompt that asks them to craft a response
following the expectations of a particular text type.
Reading Selections
Each unit assessment features three “Cold Read” selections on which the comprehension and
vocabulary assessment items are based. These selections reflect the unit theme to support
the focus of the classroom instruction. Selections increase in complexity as the school year
progresses to mirror the rigor of reading materials students encounter in the classroom.
Comprehension—Multiple–Choice Items
Comprehension items in each unit assess student understanding of the text through the
use of the Comprehension Skills, Literary Elements, and Text Features that were the focus of
each unit’s instruction.
Comprehension—Constructed Response/Performance Task
A total of six items in each unit assess student understanding of the text by having them
craft a written response to a question/prompt. Four of the items are short response items
that assess student comprehension of the text using Comprehension Skills, Literary
Elements, and Text Features. These items feature six lines on which students can write their
responses. Two of the items are extended response, performance task items. One item
requires student interaction with multiple texts; the other requires focus on a particular text.
These items feature a page of lines on which students can write their responses.
Vocabulary—Multiple–Choice Items
Vocabulary items in each unit ask students to demonstrate the ability to uncover the
meanings of unknown and multiple-meaning words and phrases using the Vocabulary
Strategies that were the focus of each unit’s instruction.
English Language Conventions/Grammar, Mechanics,
Usage—Multiple–Choice Items
A total of ten items in each unit ask students to demonstrate their command of the
conventions of standard English. Students are required to correct errors and clarify writing
by editing/revising existing drafts or completing cloze passages.
Writing—Writing Prompt
Students craft a written response to a prompt in a previously-taught text type—Narrative,
Informational, or Opinion. This activity assesses students’ ability to write on demand in
response to a prompt and is consistent with the writing performance students encounter in
high-stakes testing. Students use the lines provided to plan their writing and compose their
final version on a separate sheet of paper.
Unit Assessment • Teacher Introduction v
Scoring Unit Assessment

Questions 1–40 constitute a fifty-point test.
Multiple-choice items are worth one point each; short response items are worth two points;
and extended response items are worth four points. For written responses, use the correct
response parameters provided in the Answer Key and the scoring rubrics listed below to
assign a score. Responses that show a complete lack of understanding or are left blank
should be given a 0.
Short Response Score: 2
The response is well-crafted and concise and shows a thorough understanding of the
underlying skill. Appropriate text evidence is used to answer the question.
Short Response Score: 1
The response shows partial understanding of the underlying skill. Text evidence is featured,
though examples are too general.
Extended Response Score: 4
• The student understands the question/prompt and responds suitably using the
appropriate text evidence from the selection or selections.
• The response is an acceptably complete answer to the question/prompt.
• The organization of the response is meaningful.
• The response stays on-topic; ideas are linked to one another with effective transitions.
• The response has correct spelling, grammar, usage, and mechanics.
• The student understands the question/prompt and responds suitably using the
appropriate text evidence from the selection or selections.
• The response is a somewhat complete answer to the question/prompt.
• The organization of the response is somewhat meaningful.
• The response maintains focus; ideas are linked to one another.

• The response has occasional errors in spelling, grammar, usage, and mechanics.
• The student has partial understanding of the question/prompt and uses some text evidence.
• The response is an incomplete answer to the question/prompt.
• The organization of the response is weak.
• The writing is careless; contains extraneous information and ineffective transitions.
• The response requires effort to read easily.
• The response has noticeable errors in spelling, grammar, usage, and mechanics.
• The student has minimal understanding of the question/prompt and uses little to no
appropriate text evidence.
• The response is a barely acceptable answer to the question/prompt.
• The response lacks organization.
• The writing is erratic with little focus; ideas are not connected to each other.
• The response is difficult to follow.
• The response has frequent errors in spelling, grammar, usage, and mechanics.
vi Unit Assessment • Teacher Introduction

Scoring Unit Assessment

The Writing Prompt should be scored using the rubric found below.
4-Point Scoring Rubric
Focus Organization Support Conventions
Consistent focus Writing employs Writing is clearly Writing contains

is maintained an appropriate supported by few, if any,
throughout the organizational specific details. errors in the
4
writing. strategy that The word choice conventions of
is followed is precise and standard English.
throughout. engaging.
Consistent focus Writing Writing has Writing contains
is maintained for employs an supporting some errors in
the most part. organizational details and the the conventions
strategy, with word choice of standard
3
occasional serves the English.
digressions. purpose of the
writing but is not
very precise.
Writing loses Writing attempts Writing has Writing contains
focus at times. to use an few supporting several errors in
organizational details and the the conventions
2
strategy but it word choice is of standard
is not clear or often simple or English.
consistent. unclear.
Writing does not Writing has no Writing has a lack Writing contains
have a consistent organizational of supporting serious errors in
1 focus. strategy. details and the the conventions
word choice is of standard
limited. English.
Unscorable responses are unrelated to the topic, illegible, or contain little or no writing.
Unit Assessment • Teacher Introduction vii

Evaluating Unit Assessment Scores

The goal of each unit assessment is to evaluate student mastery of previously-taught material.
The expectation is for students to score 80% or higher on the assessment as a whole.
Within this score, the expectation is for students
• to correctly answer more than 9 of the multiple-choice comprehension items;
• to score “2” on short response items and “3” or higher on extended response items;
• to correctly answer more than 7 of the multiple-choice vocabulary items;
• to correctly answer more than 7 of the multiple-choice items assessing conventions of
standard English; and
• to score “3” or higher on their written response to the prompt using the 4-Point Rubric.
For students who do not meet these benchmarks, assign appropriate lessons from the Tier
2 online PDFs. Refer to the unit “Summative Assessment” spreads in the Teacher’s Editions of
McGraw-Hill Reading Wonders for specific lessons.
The Answer Keys in Unit Assessment have been constructed to provide the information
you need to aid your understanding of student performance, as well as individualized
instructional and intervention needs.
This column lists the instructional content
from the unit that is assessed in each item.
Correct
Question Answer Content Focus CCSS Complexity
This column lists the CCSS alignment for This column lists the Depth of Knowledge
each assessment item. associated with each item.
23 B Main Idea and Key Details RI.3.2 DOK 2
24 I Context Clues L.3.4a DOK 2
25 A Prefix re- L.3.4b DOK 1

26 see below Main Idea and Key Details RI.3.2 DOK 2
Correct answer parameters for the

constructed response items are found
after the scoring table.
Comprehension: Multiple-Choice 1, 6, 8, 12, 14, 16–19, 21, 24–26, 28 /14 %

Comprehension: Constructed Response 9, 10, 20, 23, 29, 30 /16 %
Vocabulary 2–5, 7, 11, 13, 15, 22, 27 /10 %
Grammar, Mechanics, Usage 31–40 /10 %
Total Unit Assessment Score /50 %
Scoring rows identify items by

assessment focus and item type and
allow for quick record keeping.
viii Unit Assessment • Teacher Introduction

GRADE 3
UNIT 1
Read the story and the article. Then answer the questions
that follow them.
The Winter Count

Black Elk stared out into the night as he held open the tepee
flap. He welcomed the last group of Lakota people. These Lakota
were his relatives. They came in and stamped the snow off their
feet. Everyone moved a little closer together to make room. Quiet
conversations and children's laughter filled the crowded tepee as
cousins, aunts, and uncles situated themselves on the floor. Black
Elk’s cousin was Little Feather. She squeezed in with the other
children. “Did Grandpa start the winter count yet?” she whispered.
Black Elk shook his head no.
Grandpa cleared his throat and suddenly everyone grew silent.
“Our growing family makes this tepee too small,” he said. “But that’s
why I like these winter count nights. I’m happy to see all your faces
here tonight.” Firelight shone on the winter count. The winter
count was a buffalo skin draped near grandpa. The small, but
detailed drawings almost completely filled the smooth
leather canvas.
Grandpa said, “Every year, we choose one event to add to

the count. The keeper of the winter count draws a picture of the
event. The white man calls it a historic record. We call it a winter
count. On nights like this, we all gather together to remember
our past.”
Grandpa pointed to a drawing. He said, “Do you see this
horse? Before that year, our people had never seen a horse. The
white settlers brought the first horses. Horses help our people travel
faster and carry heavier loads. No one alive now can remember a
time before horses. That was the year my grandmother was born.”
GO ON ➜
Unit Assessment • Unit 1 Grade 3 1
GRADE 3
UNIT 1
Some of the youngest children were not paying attention

and were poking each other and giggling. Grandpa pointed to
another picture. It showed a man covered with red marks. “In this
year, the whites brought a terrible sickness. It was called
smallpox. It killed many Lakota. My mother was the same age as
Little Feather that winter.”
Little Feather stopped pulling her cousin’s hair and sat up
straight. Grandpa looked serious. “Why do we talk about the past?
I want to hear from one of the children.”
It was only Black Elk’s tenth winter, but he was eager to
answer. “We can’t know where to go if we don’t know where we
have been,” he said.
Grandpa nodded. “People who don’t know their past are
winds blowing through the grass. Their lives leave no trace. It
makes me sad to think about a future like that for our people.”
“Our history is long. It is much longer than one buffalo hide
can hold,” Grandpa continued. “This skin is almost full. One day,
one of you will keep the winter count on a new buffalo skin or a
cloth. That one must
learn the old stories.”

“I want to keep
the winter count!”
exclaimed Black Elk.
“I’m glad to
hear it, boy,” said
Grandpa, smiling.
“Listen well, and
one day your turn
may come.”
GO ON ➜
2 Grade 3 Unit Assessment • Unit 1
GRADE 3
UNIT 1
Ruth Asawa
Ruth Asawa loved to draw when she was a child. Most
children like using paper and pencils to draw. She did not. Instead
she drew in the dirt. For most of her childhood, Ruth lived in
Norwalk, California. This is a city near Los Angeles. Later, she
lived in San Francisco. Ruth became an artist when she grew up.
She wanted to continue making beautiful projects using simple
supplies. Ruth is known for her splendid works of art made from
everyday materials that last.
Making a Map
One day Ruth had a great idea. She wanted to make an
unusual map of her city. She believed that many hands could make
something beautiful and useful for the city. So she asked all of her
friends to help her with this art project.
First, Ruth drew a map on paper. Then, she enlisted her
friends. They all began working together to help Ruth with the art
project. Ruth mixed flour, salt, and water into a thick paste. Her
friends used the thick paste to make people and buildings. Then
they added these figures to a map. The people and buildings stood
straight up on the map.
One of her friends wanted to make a copy of her school. She

took some of the thick paste to help her build it. Another friend
found a pointed stick. Together they formed the walls out of the
paste. They used the walls to construct the school. They used the
pointed stick to carve little bricks into the paste walls. After they
were finished adding the details to the school, they carefully
placed the school on the map. It fit well with all of the other
small buildings.
GO ON ➜
GRADE 3
UNIT 1
Beauty from Simple Things

Ruth’s friends and neighbors in the community worked
together on the map. From simple things such as water, salt, and
cardboard, they made a beautiful piece of art that everyone could
enjoy. They were proud of what they made. The map is like much
of Ruth’s artwork. It is made from simple things. However, it has a
great effect on those who view it.
Open to the Public
Ruth Asawa wanted to make the map of the city last for a long
time. She wanted all people to have the chance to look at her art and
get something out of the viewing. She made a metal copy of the map
two years later. She did not think that the paste was a bad idea. She
just knew that a metal map would last much longer. Now Ruth’s
map is outdoors for visitors that come to the city to admire and use.
Ruth always knew she wanted to make art that people could
touch and admire from every side. She even created art using wire.
She made the wire into strange and unique shapes. Now her wire
art is shown in many art museums and city parks. It is yet another
creation by Ruth that is “open to the public.”
GO ON ➜
Name: Date:
Use “The Winter Count” on pages 1–2 to answer

Numbers 1 through 10.
1 Why does Grandpa tell Black Elk to listen well?

a He wants Black Elk to hang the winter count.
b He wants Black Elk to stop bothering others.
c He wants Black Elk to teach white settlers about the
winter count.
d He wants Black Elk to someday tell others about
Lakota's history.
2 What is the lesson of this story?

f Family members must be able to count on each other.
g There is always someone worse off than you.
h It is important to remember the past.
i Grandfathers know many things.
3 Read these sentences from the story.

“People who don’t know their past are winds blowing
through the grass. Their lives leave no trace.”
Which meaning of the word trace is the SAME one used

in the sentence above?
a a path made by animals
b to try to find or track down
c to draw the outline of something
d a mark left behind by someone
GO ON ➜
Name: Date:
4 What does Grandpa worry about MOST?

f Soon there will be no more room on the buffalo skin.
g They might have to make a bigger tepee.
h The Lakota might forget their history.
i Black Elk acts too young for his age.
5 According to Grandpa, the white settlers brought many

changes to the Lakota. Name two things that the settlers
brought and tell how they affected the Lakota.
6 How does Grandpa feel when Black Elk wants to keep

the winter count?
f calm
g confused
h scared
i proud
GO ON ➜
Name: Date:
7 Read this sentence from the story.

People who don’t know their past are winds blowing
through the grass.
What does Grandpa mean by this?

a Grasses sometimes look like people.
b People who don’t know their past will be forgotten.
c Long ago, the Lakota walked through the grass like wind.
d Wind that blows through grass can leave
damage behind.

“But that’s why I like these winter count nights. I’m
happy to see all your faces here tonight.”
Which sentence uses the word faces in the SAME way it

is used in the sentence above?
f The soccer team faces their toughest opponent today.
g The boys’ faces were covered with dirt.
h Our house faces Bilberry Pond.
i A cube has six faces.
9 What happens AFTER Grandpa tells everyone that the

skin is almost full?
a Little Feather stops pulling her cousin's hair.
b He tells about the changes white settlers brought.
c Little Feather asks Black Elk if the winter count
has started.
d He explains that someone else will have to keep the
winter count.
GO ON ➜
Name: Date:
10 Describe what type of character Black Elk is and how he

feels about the winter count. Use clear text evidence to
support your answer.
GO ON ➜
Name: Date:
Use “Ruth Asawa” on pages 3–4 to answer Numbers

11 through 20.
11 What is the MAIN idea of the article?

a Ruth loved to draw when she was young and became
an artist when she grew up.
b Ruth wanted to make a map of Los Angeles that
would last a long time.
c Ruth taught a friend to use thick paste to make a copy
of her school.
d Ruth used materials that were designed to last when
creating her art.
12 Read this sentence from the article.

Ruth is known for her splendid works of art made
from everyday materials that last.
Which word has almost the same meaning as the word

splendid as used in the sentence above?
f awful
g confusing
h excellent
i expensive
13 What section of the article contains information about

Ruth’s art display for all the people to view?
a “Ruth Asawa”
b “Making a Map”
c “Open to the Public”
d “Beauty from Simple Things”
GO ON ➜
Name: Date:
14 In the section “Making a Map,” name three things that

make Ruth’s map unusual. Use clear text evidence from
the article to support your answer.
15 Which compound word from the article means “not in a

house or building”?
a artwork
b cardboard
c everyday
d outdoors

16 The author uses the cause and effect relationship in the
second paragraph of page 4 to show that Ruth
f liked using metal better than paste.
g wanted the map to last a long time.
h wanted the city to admire her art.
i prefered making wire art.
GO ON ➜
Name: Date:
17 Why did Ruth Asawa make a metal copy of her city map?
Use clear text evidence from the article to support
your answer.

Ruth’s friends and neighbors in the community
worked together on the map.
What does community mean in the sentence above?

f a place where people make art
g a group of people living in the same area
h a place where students receive an education

i a group of people forming one side in a game
19 What happened AFTER Ruth decided to make an

unusual map of her city but BEFORE her friends made a
copy of their school?
a Ruth created art out of wire.
b Ruth made a metal copy of the map.
c Ruth mixed flour, salt, and water into a thick paste.
d Ruth put her map outdoors for people to look at
her art.
GO ON ➜
Name: Date:
Use the article “Ruth Asawa” to answer the question

below.
20 Ruth Asawa created a map of her city with friends and

neighbors from her community. Explain why they created
the map and why it was important to them. Support your
answer with clear text evidence.
GO ON ➜
GRADE 3
UNIT 1
Read the article “Marconi’s Great Invention” before

answering Numbers 21–30.
Marconi’s Great Invention

In the late 1800s, important news traveled by telegraph.
Messages were sent across wires in Morse code. The Morse code
is a set of short and long clicks or dots and dashes. These symbols
stand for letters of the alphabet. Messages could be sent anywhere
that had telegraph lines. But there was a problem with the system.
People could not send messages without wires.
During this time, there was a young man in Italy who was
very interested in electricity and radio waves. His name was
Guglielmo Marconi. Radio waves carry electric signals through
the air. In 1895, Marconi worked on sending wireless signals from
one distance to another. He tried using different metal shapes. He
wanted to see what would work best. Every test he ran taught him
something. Soon he was sending wireless signals a mile away.
Marconi thought his invention could be used to send
messages. But no scientists in Italy were interested. So, in 1896 he
went to England. There, he got help from the post office. Later in
that year he received a patent for his wireless telegraphy. This

meant that for a period of time he had the right to be the only one
who could make or sell his product. He began showing his
invention to the public.
In 1897, Marconi started his own wireless telegraph
company. In the same year he gave a demonstration to the Italian
Government. He was able to send a wireless signal twelve miles
away. He began sending wireless signals farther and farther. In
1899 he sent a wireless signal across the English Channel.
GO ON ➜
GRADE 3
UNIT 1
This is the body of water between England and France. Then he

set up his machines on two American ships. They sent news
about a boat race to New York newspapers. Marconi became
world famous.
Marconi did not stop there. He kept making his invention
better. Most scientists believed radio waves could not travel far.
They thought the waves would shoot into space instead of hugging
the curves of Mother Earth. Marconi proved them wrong. In 1901,
he sent wireless signals across the Atlantic Ocean. The signals
were sent from England to Canada. The signals traveled a distance
of about 2,100 miles.
Marconi won the Nobel Prize for his work in 1909. He
patented several new inventions between the years of 1902 and
1912. His company made lots of money. Marconi was now rich
and famous. But he never stopped tinkering. He and others worked
to make his invention even better. Some scientists used it to carry
voices and music. In 1920, the first public radio station went on
the air. Radios were the messengers that brought news and music
into homes across the world.
Today, more things than ever are wireless. Radio, TV, and

cell phones use radio waves. Marconi's ideas and hard work made
all this happen. When he died in 1937, radio stations around the
world agreed to stop broadcasting for two minutes. They used lack
of sound to honor his rich accomplishments.
GO ON ➜
Name: Date:
Now answer Numbers 21–30. Base your answers on

“Marconi’s Great Invention.”
21 What is this article mostly about? Write a summary of

the article.
22 Why did Marconi leave Italy and go to England?

f There was not a post office in Italy.
g Scientists in Italy would not help him.
h To send a signal across the English Channel.
i To send a message about a boat race to New York.
23 What word from the article is a compound word with the

following meaning?
a publication or site you read to learn about what is
happening
a alphabet
b anywhere
c newspaper
d wireless
GO ON ➜
Name: Date:
24 What happened AFTER Marconi sent a wireless

telegraph twelve miles away?
f He received a patent for his wireless telegraphy.
g He started his own wireless telegraph company.
h He gave a demonstration to the Italian Government.
i He sent a wireless signal across the English Channel.
25 Read these sentences from the article.

But he never stopped tinkering. He and others
worked to make his invention even better.
Which word has almost the SAME meaning as the word

tinkering as used in the sentence above?
a cleaning c smiling
b experimenting d trusting
26 The author lets the reader know about

Marconi's accomplishments by
f explaining them in the order they happen.
g telling how wireless is used today.

h comparing them to other famous accomplishments.
i naming the people that worked with Marconi.
27 The author helps the reader BETTER understand

Marconi's success by focusing on how
a he never asked other people for help.
b he never stopped experimenting.
c he kept his ideas to himself.
d he followed his old ways.
GO ON ➜
Name: Date:

Radios were the messengers that brought news and
music into homes across the world.
What does radios were the messengers mean?

f People who had radios could watch the news.
g Radios were delivered to people across the world.
h Radios communicated important information
to people.
i People who had radios did not share them
with others.
29 How does the author help the reader understand

Marconi’s invention of the wireless telegraph?
a by telling about cell phones first
b by describing telegraphs and Morse code first
c by comparing Marconi with more successful scientists
d by describing how other people tried to solve
the problem

Radio waves carry electric signals through the air.
Which meaning of the word waves is the SAME one

used in the sentence above?
f areas of moving water that are raised above the
surface of ocean
g moving back and forth because of wind
h moving one’s hand to signal someone
i movements of energy
GO ON ➜
GRADE 3
UNIT 1
The story below is a draft that Charlene wrote. It contains

some mistakes. Read the story to answer questions
31 through 40.
(1) When I turned eight, I asked for a pet. (2) My parents
took me to an animal shelter to choose one. (3) One large room
full of barking dogs in cages. (4) Some were quiet, they all wanted
new homes.
(5) Dad said, “I wonder if a dog is the best pet for us.
(6) Think about it. (7) Our apartment is pretty small. (8) How
would you like a cat.”
(9) The cat room was full, too. (10) In one cage was a pile
of sleeping kittens. (11) In the next cage, an older cat was taking a
nap. (12) Then I saw two orange and white cats sharing a large
cage. (13) One had short hair, and the other one was big and
fluffy. (14) The short-haired cat raised a front paw and meowed.
(15) I said, “That’s so sweet”
(16) “Those two are sisters,” said the shelter manager.
(17) “They need to be adopted together.”
(18) That’s how we got Ziggy and Pearl. (19) Ziggy chases
her tail and follows me around. (20) Makes us laugh every day

with her tricks. (21) Pearl can be playful, but she is much quieter.
(22) She likes to curl up in a sunny window.
GO ON ➜
Name: Date:
31 Which of these is a sentence fragment?

a Sentence 2
b Sentence 3
c Sentence 14
d Sentence 22
32 How can sentence 4 BEST be written?

f Some were quiet, but they all wanted new homes.
g Some were quiet, so they all wanted new homes.
h Some were quiet or they all wanted new homes.
i Some were quiet they all wanted new homes.

a how would you like a cat.
b How would you like a cat!
c How would you like a cat?
d how would you like a cat?
34 Which sentence is a command?

f Sentence 6
g Sentence 7
h Sentence 9
i Sentence 10
GO ON ➜
Name: Date:
35 What is the complete subject of sentence 11?

a cage
b an older cat
c in the next cage
d was taking a nap

f I said, “That’s so sweet”
g I said, “That’s so sweet,”
h I said, “That’s so sweet!”
i I said, “That’s so sweet?”
37 Which sentence contains a compound predicate?

a Sentence 12
b Sentence 14
c Sentence 16
d Sentence 17
GO ON ➜
Name: Date:
38 Which of these is a sentence fragment?

f Sentence 18
g Sentence 19
h Sentence 20
i Sentence 21
39 What is the complete predicate of sentence 19?

a Ziggy
b chases her tail
c follows me around
d chases her tail and follows me around
40 Which of these is a simple sentence?

f Sentence 19
g Sentence 20
h Sentence 21
i Sentence 22
STOP

GRADE 3
UNIT 1
Writing Prompt—Narrative
We all grow and learn new things. Sometimes we learn
things that turn out to be very important.
Think of a time when you learned something that made a
difference in your life.
Now write a story about a time when you learned something
important.
Use the space below to plan your writing. Write your story
on a separate sheet of paper.

Answer Key Name:
Correct
Question Content Focus CCSS Complexity
Answer
1 D Character, Setting, Plot: Character RL.3.3 DOK 2
2 H Message/Lesson RL.3.2 DOK 3
3 D Multiple-Meaning Words L.3.4a DOK 2
4 H Character, Setting, Plot: Character RL.3.3 DOK 2
5 See Character, Setting, Plot: Character RL.3.3 DOK 2

below
6 I Character, Setting, Plot: Character RL.3.3 DOK 2
7 B Figurative Language: Metaphors RL.3.4 DOK 2
8 G Multiple-Meaning Words L.3.4a DOK 2
9 D Character, Setting, Plot: Sequence RL.3.3 DOK 2
10 See Character, Setting, Plot: Character RL.3.3 DOK 3

below
11 D Main Idea and Key Details RI.3.2 DOK 2
12 H Synonyms L.3.4a DOK 2
13 C Text Features: Headings RI.3.5 DOK 1
14 See Main Idea and Key Details RI.3.2 DOK 2

below
15 D Compound Words RI.3.4 DOK 1
16 G Text Structure: Cause and Effect RI.3.8 DOK 2
17 See Text Structure: Cause and Effect RI.3.8 DOK 2

below
18 G Sentence Clues L.3.4a DOK 2
19 C Text Structure: Sequence RI.3.8 DOK 1
20 See Main Idea and Details RI.3.2 DOK 3

below

below
22 G Cause and Effect RI.3.3 DOK 2

Answer Key Name:
Correct
Answer
23 C Compound Words RI.3.4 DOK 1
24 I Text Structure: Sequence RI.3.8 DOK 1
25 B Synonyms L.3.4a DOK 2
26 F Text Structure: Sequence RI.3.8 DOK 2
27 B Text Structure: Cause and Effect RI.3.8 DOK 2
28 H Figurative Language: Metaphors L.3.5a DOK 2
29 B Text Structure: Sequence RI.3.8 DOK 2
30 I Multiple-Meaning Words L.3.4a DOK 2
31 Sentences and Sentence

B L.3.1i DOK 1
Fragments
32 F Simple and Compound Sentences L.3.1i DOK 1
33 C Sentences L.3.1i DOK 1
34 F Commands and Exclamations L.3.1i DOK 1
35 B Subjects L.3.1i DOK 1
36 H Commands and Exclamations L.3.1i DOK 1

37 B Predicates L.3.1i DOK 1
38 Sentences and Sentence

H L.3.1i DOK 1
Fragments
39 D Predicates L.3.1i DOK 1
40 I Simple and Compound Sentences L.3.1i DOK 1
Writing See Narrative Writing W.3.3a–d DOK 3

Prompt below
Comprehension: Multiple-Choice 1, 2, 4, 6, 9, 11, 13, 16, 19, 22, 24, 26, 27, 29 /14 %
Vocabulary 3, 7, 8, 12, 15, 18, 23, 25, 28, 30 /10 %

Answer Key Name:
5 2-point item. Student responses should indicate that white people brought horses and smallpox.
Horses helped the Lakota by making it easier to travel and carry heavier loads. Smallpox caused
great illness and death among the Lakota.
10 4-point item. Student responses should mention that Black Elk is helpful. He holds open the tepee
flap for his relatives to enter. He is respectful. He listens to Grandpa talk about the winter count. He
is very interested in the winter count. He wants to keep the winter count one day.
14 2-point item. Student responses should mention that many people worked together on creating
the map. The buildings that were made stand straight up from the map rather than being drawn. It
was made of flour, paste, and cardboard.
17 2-point item. Student responses should point out that Ruth made a metal copy of her map
because she wanted it to last. Metal will last much longer than paste. If it lasts longer, more people
can see it. Now anyone coming to the city can admire it.
20 4-point item. Student responses should mention that Ruth Asawa wanted to create an unusual
map of her city that everyone could use. The map is important to her and her friends because
everyone came together to create a beautiful piece of art that represents their community.
21 2-point item. Telegraphs were used to send news from place to place in the 1800s, but telegraphs
needed wires. Guglielmo Marconi worked with radio waves. He invented a wireless telegraph.
Marconi’s invention helped change the world by bringing news across the world and eventually into
people's homes. Marconi won the Nobel Prize and became rich and famous.
Writing Prompt
Refer to the scoring criteria in the Teacher Introduction to assess written responses to
the prompt.

GRADE 3
UNIT 2
Read the next two stories. Then answer the questions

that follow.
Leaving Ireland Behind

“Wake up, Liam!” said Mum. Her voice was quiet but excited.
I sat up in my bunk and looked around. The other passengers were
still asleep in our dark, cramped quarters. What could Mum want?
I rubbed my eyes and looked at her. She had changed into her good
dress. She was holding out my best shirt and trousers. “I spoke to
the Captain,” Mum whispered. “Our ship will be in New York
before noon.”
I hopped down and took my clothes from Mum. I hurried
off to change and wash up. Then Mum and I packed our things
and climbed the stairs to the ship’s deck. The sky was blue and
cloudless. Far ahead, I could see the coast we were approaching.
Our voyage from Ireland to America was ending. Soon I would
see Dad again. Joy filled my heart and swelled up like a big
balloon.
Soon other passengers joined us on the deck. Many of them
had become our

friends during the
voyage. We all
left Ireland for the
same reason. Life
there was hard.
A terrible rot had
killed farmers’
potatoes, our most
important food.
GO ON ➜
GRADE 3
UNIT 2
All over Ireland, people were hungry, sick, and afraid. So we left
Ireland behind and hoped for a better life in America.
Dad was already there. Two years had passed since he left
for New York. He was living in a tiny room in a building crowded
with Irish immigrants. He worked in an iron factory. The job was
hard and dangerous, and the pay was poor, but Dad did not
complain. His letters home were cheerful, and each held a little
money saved from his pay. When we had enough, Mum bought
two tickets for our voyage across the Atlantic Ocean.
I found Jack and Mary, my new friends. To pass the time,
we sat on the deck and played cards. Like me, Jack and Mary
were traveling with their mother to join their father in New York.
Our last hours on the ship crept by. As we neared the port,
passengers moved toward the front of the ship to get their first
glimpse of New York. Jack and Mary’s mother appeared. “Go
find your mum, Liam,” she said. “She’s looking for you.” When I
found Mum, she grabbed my hand and held it tightly. “Stick to me
like glue now, son,” she said.
The ship nosed up the East River to the port of New York.
Sailors rushed about shouting instructions to one another. They
lowered the anchor. Passengers who caught sight of loved ones

on shore shouted, too. When the bridge was lowered, everyone
crowded toward it. Mum and I picked up our bags and walked
down the bridge. “Just look for the cap, Liam,” Mum reminded
me. She was talking about the bright red cap she’d knitted and
placed on Dad’s head the day he left for America.
“Wear this when you meet our ship,” she said that day, “so we
can find you in the crowd.” With a grin, Dad answered, “I will.” Now
Mum and I scanned the crowd until we spotted the red cap. “Dad!
Dad!” I shouted. He turned toward us and opened his arms. As we
rushed to embrace him, Dad’s grin seemed as wide as the ocean.
GO ON ➜
GRADE 3
UNIT 2
The Birthday Basketball
Jan needed to earn some money. Her brother’s birthday was

just two weeks away. Steve was going to be 10 years old. Jan
wanted to buy him a new basketball. He wanted a basketball like
the pros use. The one they play with was getting old and worn out.
She had some money saved, but not enough to buy a basketball.
This was a big problem, but Jan knew she could solve it. She
decided to see if her neighbors had any odd jobs she could do
for them. She might be able to earn enough money to buy a
basketball. She went next door to Mrs. Wilson’s house to see if
she had any odd jobs she could do.

“I will wash your car for a dollar,” she said to Mrs. Wilson.
Mrs. Wilson told Jan to go ahead and wash the car. “It’s not often
someone will wash my car on-the-spot, Jan,” she said. Jan also
raked Mrs. Wilson’s yard and swept her sidewalk for two dollars.
Jan walked the Steeles’ dog, washed Mr. Morita’s windows, and
swept Mrs. Penning’s front steps. Each job was different, and Jan
worked very hard. She was exhausted at night and slept like a bear
in the winter.
GO ON ➜
GRADE 3
UNIT 2
Little by little, Jan earned money for the basketball. Every

time she got paid, she dropped the money into a jar on her dresser.
Steve was unhappy that she was working all the time.
“You never play with me anymore,” he said. “Let’s go shoot
some baskets.”
“I can’t, I am too busy,” Jan said. She did not want
Steve to know why she was working so hard. She knew he
would understand.
Jan continued to work hard around the neighborhood. For
the next two weeks, Jan hurried right home and did not make any
stops. Everyday when she got home she would ask her neighbors
if they had any odd jobs for her to do. She was working so hard
that her neighbors began to run out of odd jobs for her to do. After
receiving the last dollar she needed, Jan and her mother went to
the sporting goods store. When they purchased the basketball, Jan
proudly paid for it with the money she earned. She could hardly
wait to give it to Steve!
Steve’s birthday party was on Saturday. When he opened his
present and saw the new basketball, he let out a loud yell. “Now I
know why you were working so hard!” he said. “You’re the best
sister ever!”
Jan was delighted. She beamed proudly. All of her efforts
had paid off. She had helped out in her neighborhood. She had
also bought Steve the best birthday present in the entire world.
GO ON ➜
Name: Date:
Use “Leaving Ireland Behind” on pages 26–27 to answer

1 Which is the BEST summary of the story?

a Liam and his Mum left Ireland for New York on a ship.
He makes friends with Jack and Mary on the voyage.
Liam, Mary, and Jack play cards to pass the time on
the ship.
b Liam’s dad moved to New York for a job. His job is
very dangerous and the pay is poor. He writes Liam
and his Mum letters, and sends money home.
c A terrible rot in Ireland killed the farmers’ potatoes and
made life tough for everyone. Liam and his family
decide to move to New York. The voyage to New York
is dangerous and the ship is overcrowded.
d Liam and his Mum are on a ship from Ireland to New
York. Liam’s father went to New York before them to
earn money for their voyage. They have left behind
hard times in Ireland and hope for a better life
in America.
2 Which words from the story are most OPPOSITE in

meaning?
f dark, bright h climbed, hurried
g hungry, excited i grabbed, rubbed

The sky was blue and cloudless.
What does cloudless mean?

a full of clouds c without clouds
b behind clouds d made of clouds
GO ON ➜
Name: Date:

Joy filled my heart and swelled up like a big balloon.
What mood does the author create by using the simile

swelled up like a big balloon?
f calm h scary
g happy i silly

Far ahead, I could see the coast we were approaching.
Our voyage from Ireland to America was ending.
Which word has the OPPOSITE meaning of the word

approaching as used in the sentence above?
a approving
b greeting
c leaving
d riding
6 What is the theme of this story?

f Don’t waste time.

g Be kind to others.
h Learn from your mistakes.
i Good things come to those who wait.
GO ON ➜
Name: Date:

As we rushed to embrace him, Dad’s grin seemed as
wide as the ocean.
What does as wide as the ocean mean?

a beautiful c distant
b deep d huge
8 Which statement by Liam BEST supports the theme of

the story?
f So we left Ireland behind and hoped for a better life
in America.
g Many of them had become our friends during
the voyage.
h His letters home were cheerful, and each held a little
money saved from his pay.
i Like me, Jack and Mary were traveling with their
mother to join their father in New York.
9 Why do you think Liam and his mom are happy to arrive

in America? What are some other reasons they might
want to come to America? Use details from the text to
GO ON ➜
Name: Date:
10 Look at the illustration on page 26. Describe what is

happening in the illustration. Tell how the illustration
helps you understand the story better.
GO ON ➜
Name: Date:
Use “The Birthday Basketball” on pages 28–29 to answer


She might be able to earn enough money to buy
a basketball.
Which word has the OPPOSITE meaning of the word

earn as used in the sentence above?
a count
b find
c make
d spend
12 What is the theme of this story?

f Neighbors need lots of help.
g Some things are more important than money.
h If you want something done well, then do it yourself.
i It feels great to do something nice for someone else.

She was exhausted at night and slept like a bear in
the winter.
What does slept like a bear in the winter mean?

a dreamed about being a bear
b fell into a deep sleep
c held a toy teddy bear
d felt cold all night long
GO ON ➜
Name: Date:
14 What did Jan want to do with her money each time she
got paid?
f Save it.
g Spend it.
h Show it to Steve.
i Give it to her mother.

Steve was unhappy that she was working all the time.
“You never play with me anymore,” he said.
The prefix un- means “not.” Which answer choice uses

un- in the same way as unhappy ?
a uncle
b under
c unequal
d uniform
16 Which is the BEST summary of the story?

f Jan and Steve play basketball together. Steve thinks

his sister Jan is the best sister in the world.
g Jan and her mom go to the sporting goods store. She
buys her brother a basketball for his birthday.
h Jan is too busy to play basketball with her brother
Steve. She is busy doing odd jobs for her neighbors.
i Jan does odd jobs in her neighborhood to save
money. She uses the money to buy her brother a
basketball for his birthday.
GO ON ➜
Name: Date:
17 All the odd jobs that Jan does show you that she feels
a money is important.
b her neighbors need help.
c her brother deserves a nice gift.
d hard work is its own special reward.
18 What sentence from the story BEST describes what the

picture on page 28 is about?
f Her brother’s birthday was two weeks away.
g She decided to see if her neighbors had any odd jobs.
h When he opened his present and saw the new
basketball, he let out a loud yell.
i After receiving the last dollar she needed, Jan and
her mother went to the sporting goods store.
19 What evidence from the text shows that Jan’s gift to

Steve was a big surprise?
a “I can’t, I am too busy,” Jan said.
b Her brother’s birthday was just two weeks away.

c The one they play with is getting old and worn out.
d “Now I know why you were working so hard!” he said.
GO ON ➜
Name: Date:
Use “Leaving Ireland Behind” and “The Birthday
Basketball” to answer the question below.
20 Explain how taking their time and having a purpose

helped Liam and Jan. Support your answer with clear
text evidence.
GO ON ➜
GRADE 3
UNIT 2
Read the article “Gulf Coast Wildlife Rescue” before

answering Numbers 21 through 30.
Gulf Coast Wildlife Rescue

Nature gives wild animals everything they need to survive.
They find food and shelter. They raise their young. They do these
things without our help. Sometimes, people cause problems that
harm wild animals. When this happens, animals need our help.
One of the worst problems we caused wild animals was the Gulf
Coast oil spill.
Oil and More Oil
A deep-water oil well pumps oil from the ocean floor. Oil
companies have built many of these wells in the Gulf of Mexico.
On April 20, 2010, one of them exploded. Oil from the damaged
well began flowing into the Gulf. An ugly stain of floating oil
appeared, and it grew and spread each day. Before long, the oil
began washing up on the Gulf’s beaches. No one knew how to stop
it. The powerful force of the leaking oil was hard to control. Nearly
three months passed before the well was shut down. By then, almost
five million barrels of oil had spilled into the Gulf.

Worries about Gulf Wildlife
The oil spill was a disaster for the animals of the Gulf. The oil
could cling to animals’
Mississippi Alabama Georgia
bodies and make them
Texas
sick. It could poison the Louisiana
seawater. It could kill

Oil well explosion
grasses and plants along Florida
the shore that animals
need for food and shelter.
The experts knew many G U L F O F M E X I C O
animals would die.
GO ON ➜
GRADE 3
UNIT 2
If people worked fast, however, many

other animals could be saved. There
was no time to waste. Wildlife experts
headed for the Gulf. They set up
rescue centers. Then they went out in
boats to find animals in trouble.
At the Rescue Center
Most of the rescued animals
were sea birds and sea turtles. Many
animals were completely covered with oil. Rescuers brought these
animals to the centers. The rescuers’ first job was to make the
animals comfortable. The animals were cold and hungry, but they
were not used to people. Rescuers gave each animal food and water.
Cleaning the animal was the next step. For this job, rescuers
used warm water and dish soap. Then they rinsed each animal. They
left it to rest and dry off by itself before joining other cleaned
animals. After cleaning, most birds and turtles stayed at the rescue
center for a few days or weeks. Rescuers watched each animal
carefully. When they were sure an animal was healthy, they released
it back into the wild. The animals’ new homes were clean and safe.
What Happens Next

The kind rescuers had done their best to give these animals a
second chance. Sadly, the rescuers are unsure what will happen
next. Once these wild animals are released, it is hard to know
how long they survive.
The oil spill in the Gulf of Mexico was huge. It killed many
animals. Many more animals became sick and lost their homes.
Animals suffered because of a problem caused by people. Now
people must do something to protect these animals. People must
make sure an oil spill never happens again. The animals are
depending on us. We must not let them down.
GO ON ➜
Name: Date:
Now answer Numbers 21–30. Base you answers on the

article “Gulf Coast Wildlife Rescue”.
21 Based on evidence from the text, the author would most

likely agree with which statement?
a Most animals can probably survive a problem like the
Gulf Coast oil spill.
b Oil companies must figure out ways to keep their
wells from leaking.
c There is no way to stop the problems people cause
for wild animals.
d Wild animals should live in a safer place than the Gulf
of Mexico.

The powerful force of the leaking oil was hard to control.
What does powerful mean?

f full of strength h without strength
g losing strength i wanting strength

23 What information does the map on page 38 provide?
GO ON ➜
Name: Date:
24 How does the author support the viewpoint that nature

is important?
f by giving information about what an oil leak is
g by showing how many different animals there are
h by describing how wells pump oil under the ocean
i by explaining that people must protect wild animals
25 Which sentence from the article BEST describes what

the illustration on page 39 is about?
a After cleaning, most birds and turtles stayed at the
rescue center for a few days or weeks.
b The rescuers’ first job was to make the
animals comfortable.
c The oil could cling to animals’ bodies and make
them sick.
d Nature gives wild animals everything they need
to survive.
26 Which of the following statements shows how the author

feels view about the Gulf oil spill?
f Wildlife experts headed for the Gulf.

g Oil from the damaged well began flowing into
the Gulf.
h Most of the rescued animals were sea birds and
sea turtles.
i People must make sure an oil spill never
happens again.
GO ON ➜
Name: Date:

Sadly, the rescuers are unsure what will happen next.
What does unsure mean?

a not certain
b very certain
c certain again
d almost certain
28 How long did it take to stop the oil from leaking into
the Gulf?
f a few days h nearly three months
g a few weeks i more than five months
29 Read this sentence from the article. It describes the oil

spill in the Gulf of Mexico.
An ugly stain of floating oil appeared, and it grew and
spread each day.
How does this sentence help you understand how the

author feels about the oil spill? Support your answer with
clear text evidence.
GO ON ➜
Name: Date:
30 How does the author of this article feel about the animal
rescuers and the work they did? Support your answer
with clear text evidence.
GO ON ➜
GRADE 3
UNIT 2
Read the story below. Choose the word or words that

correctly complete questions 31–35.
Last July, __(31)__ had three puppies. She loved the
puppies, but she knew she couldn’t keep them. “Our apartment is
too small for four dogs,” Dad said.
“I know,” said Veronica sadly.
“You can still pick the __(32)__ names,” said Mom.
Veronica felt a little better. She thought of many different
names. Finally, she chose Freckles, Patch, and Snowy.
The puppies grew quickly. They were a lot to handle. The
puppies __(33)__. They scratched the doors with the claws on
their __(34)__.
When the puppies were eight weeks old, Veronica and her
parents brought them to an animal shelter. A man put the puppies
in a cage. Veronica felt sad again.
“Don’t worry,” said the man. “Several __(35)__ come
every day to look at puppies. Your puppies will have new homes
very soon.”
GO ON ➜
Name: Date:
31 Which answer should go in blank (31)?

a veronica’s dog
b Veronica’s dog
c Veronica’s Dog

f puppies
g puppy’s
h puppies’

a chewed on books they chewed on shoes
b chewed on books chewed on shoes
c chewed on books and shoes

f feet
g feets
h foots

a familys
b families
c familyes
GO ON ➜
GRADE 3
UNIT 2
Erik wrote the blog entry below. Choose the word or

words that correctly answer questions 36–40.
Many people work at __(36)__. Mrs. Brown is in charge of
the lunchroom. She makes about 200 __(37)_ every day. That is a
big job!
All of the __(38)__ like Mrs. Brown. Her meals are tasty
and good for us. If we have a problem at lunchtime, she helps us.
Almost every day, someone says, “I forgot my lunch
money.” __(39)__ answer is always the same. “Take a lunch, dear,
and pay me back tomorrow.”
Today I had a different problem. I dropped my lunch tray on
the floor.
What a mess! Mrs. Brown said, “We all have __(40)__, dear.”
Then she gave me another lunch.
Mrs. Brown is friendly. Mrs. Brown is nice. She is my
favorite person in the whole school!
GO ON ➜
Name: Date:

f Fulton street school
g Fulton street School
h Fulton Street School

a lunches
b lunchs
c lunch

f childs
g children
h childrens

a Mrs. Browns
b Mrs. Brown’s
c Mrs. Browns’

f accidents
g accident
h accidentes
STOP

GRADE 3
UNIT 2
Writing Prompt—Informative
Keeping your school clean and safe is a job that takes
teamwork. Students do their part, and so do teachers and
other adults.
Write an informative essay that tells what students and
adults in your school do each day to keep your school clean
and safe.
Use the space below to plan your writing. Write your final
copy on a clean sheet of paper.
GO ON ➜
Answer Key Name:
Correct
Answer
1 D Theme/Summary RL.3.2 DOK 2
2 F Antonyms L.3.4a DOK 1
3 C Suffixes: -less L.3.4b DOK 1
4 G Figurative Language: Similes L.3.5a DOK 2
5 C Antonyms L.3.4a DOK 2
6 I Theme RL.3.2 DOK 3
7 D Figurative Language: Similes L.3.5a DOK 2
8 F Theme RL.3.2 DOK 3
9 See Point of View RL.3.6 DOK 2

Below
10 See Text Features: Illustrations RL.3.7 DOK 3

Below
11 D Antonyms L.3.4a DOK 2
12 I Theme RL.3.2 DOK 3
13 B Figurative Language: Simile RL.3.4 DOK 2
14 F Point of View RL.3.6 DOK 1

15 C Prefixes: un- L.3.4b DOK 1
16 I Theme/Summary RL.3.2 DOK 2
17 C Point of View RL.3.6 DOK 1
18 H Text Features: Illustrations RL.3.7 DOK 2
19 D Point of View RL.3.6 DOK 2
20 See Message/Lesson RL.3.2 DOK 3

Below
21 B Author’s Point of View RI.3.6 DOK 3
22 F Suffixes: -ful L.3.4b DOK 1

Answer Key Name:
Correct
Answer
23 See Features: Maps RI.3.7 DOK 2

Below
24 I Author’s Point of View RI.3.6 DOK 3
25 C Text Features: Illustrations RI.3.7 DOK 2
26 I Author’s Point of View RI.3.6 DOK 3
27 A Prefixes: un- L.3.4b DOK 3
28 H Text Evidence RI.3.1 DOK 1
29 See Author’s Point of View RI.3.6 DOK 2

Below

Below
31 B Kinds of Nouns L.3.1a DOK 1
32 H Possessive Nouns L.3.2d DOK 1
33 C Combining Sentences L.3.1a DOK 1
34 F Irregular Plural Nouns L.3.1b DOK 1
35 B Singular and Plural Nouns L.3.1b DOK 1
36 H Kinds of Nouns L.3.1a DOK 1
37 A Singular and Plural Nouns L.3.1b DOK 1

38 G Irregular Plural Nouns L.3.1b DOK 1
39 B Possessive Nouns L.3.2d DOK 1
40 F Singular and Plural Nouns L.3.1b DOK 1
Writing See Informative Writing W.3.2a-d DOK 3

Prompt Below
Vocabulary 2, 3, 4, 5, 7, 11, 13, 15, 22, 27 /10 %

Answer Key Name:
9 2-point item. Liam and mom are happy to be reunited with Dad. They are also happy to have
moved away from the hardships in Ireland to start a new life in America.
10 2-point item. The illustration shows Liam and his mother along with other passengers on the
deck of the ship. It is the last day of their voyage from Ireland to New York. The illustration helps
the reader understand that the story took place a long time ago by the clothes the passengers are
wearing. It also shows how crowded the ship is.
20 4-point item. In the story “Leaving Ireland Behind,” Liam learns good things come to those
who wait. He is on a long voyage from Ireland to America. He and his Mum had to face terrible
conditions, but when they reached America he finally saw his father. In the story “The Birthday
Basketball,” Jan learns that it feels good to do something nice for someone else. She works very
hard doing odd jobs to make enough money to buy a basketball for her brother’s birthday.
23 2-point item. The map shows that an oil well exploded in the Gulf of Mexico and caused an oil spill.
This oil affected beaches in four states—Louisiana, Mississippi, Alabama, and Florida.
29 2-point item. Students should mention the author’s use of the phrase “ugly stain” and explain how
it reflects the author’s anger (or unhappiness) with the oil spill. Students should also explain that as
the “ugly stain” spread and grew it damaged the Gulf's wildlife and was difficult to clean-up.
30 4-point item. Students should state that the author thinks the rescuers were caring and heroic
people. They worked hard to rescue the Gulf Coast animals harmed by the oil spill. Students
must also use information from the article to show how the author conveys this point of view. This
information may include details that describe specific efforts the rescuers made to find, care for, and
release birds
and turtles.
Writing Prompt
Refer to the scoring criteria in the Teacher Introduction to assess written responses to the prompt.

GRADE 3
UNIT 3

that follow.
Kara’s Talent Show

Kara’s neighborhood was filled with many children her age.
She knew everyone on her street. She also knew how talented
many of them were.
She could hear her neighbor Joanne playing her guitar every
afternoon when they got home from school. Kara loved it when
Joanne played her favorite country song. If she listened carefully
after dinner, she could hear Tommy, practicing the piano for hours
at a time. He could play many songs without even needing sheet
music. Sylvia had a magnificent singing voice. Everyone said that
with such a wonderful talent, she was sure to be a star someday.
Mark knew how to do magic tricks. He would leave you
guessing every time he performed a trick. Benny could juggle. He
would dress up like a clown and practice juggling in his backyard.
“There is so much talent right on this street,” said Kara to
her mother. “I wish everyone could see and hear all the great
things I get to experience just living here.”

“Have you ever thought about setting up a talent show?” her
mother said. “You should have a talent show so all the kids can
show off what they can do.”
“That is a great idea, Mom,” Kara said. Soon Kara was
thinking about how to spread the word about the talent show.
GO ON ➜
GRADE 3
UNIT 3
To let her friends know about the show, Kara decided she
would make some posters. She got busy right away. She made big,
colorful posters to attract as many people as possible. After she
decorated her posters, she hung them up all around her
neighborhood. Soon, everyone was talking about what they were
going to do at the show. Here is what one of her posters
looked like:
Talent Show Today

Can you sing or play an instrument?
Maybe you like to tell jokes or stories.
No matter what you are good at, come
show off your skills in Main Street Park
this afternoon at 4:00 p.m. All kids from
our block are welcome to perform.
Everyone is invited to watch.
Kara was pleased that everyone wanted to be in her talent

show. But she couldn’t help feeling a little sad. “I wish I had a
talent so I could be in the show, too,” she told her mother.
Her mother smiled. “I think you will discover something
about yourself by the end of the day,” she said.

Kara went to the park a little early and set up a small stage
for the performers. Everyone brought chairs and blankets to sit on
in the cool grass. Soon it was time to begin. One by one, Kara’s
friends performed. The audience was all ears and applauded
loudly after each act. When it was over, everyone told Kara how
wonderful her talent show was.
“What a success your show was, Kara,” said her mother as
they walked home. “And I think we have discovered what your
talent is!”
GO ON ➜
GRADE 3
UNIT 3
The Wise Man

Long ago there was a wise man who lived in a village. The
villagers came to the wise man with their problems. He always
listened carefully and then gave help or advice. He found a way to
solve every problem under the sun. In this way, the villagers came
to count on the wise man.
Time went by, and the wise man grew old. The villagers
began to worry. “The wise man will not live forever,” they said.
“Who will give us help and advice when he is gone?”
The villagers went to the wise man’s house and explained
their problem to him. The wise man listened carefully. Then he
said, “I know how to solve this problem.”
“Tell us what to do, wise man,” the villagers said.
The wise man replied, “Several clever young men live in
our village. Choose the three who are the cleverest. Send them to
my house this evening. I shall put them to a test. The young man
who passes the test will be the next wise man of the village.”
“We will do as you say,” said the villagers.
After the villagers left, the wise man went outside and

whistled for his friend Nightingale. The bird flew from her nest in
a tree beside the wise man’s house and settled at his feet.
“What do you want, Wise Man?” Nightingale asked.
“Tonight when the sky is dark, fly to a tree many miles from
here,” the wise man replied. “When you reach the tree, sing your
saddest song. As you sing, say, “Help me! I cannot find my way home!”
“Is that all?” asked Nightingale.
“Not quite,” the wise man said. “If a young man comes to
help you, tell him where you live. If he offers to return you to your
nest, go with him.”
GO ON ➜
GRADE 3
UNIT 3
Nightingale was agreeable to her friend’s plan. “I will do as

you ask,” she said.
The wise man went inside and prepared a large dinner.
Soon, three young men appeared at his door. The wise man invited
them inside. “We shall eat and talk so I can learn a little about
each of you,” the wise man said.
The young men thought this was the wise man’s test for
them. During the dinner they did their best to make clever
remarks. When the dinner was over, the wise man invited the
young men to stay for the night. He showed them to their rooms
and said, “Meet me for breakfast at sunrise. I will tell you then
who will become the next wise man.”
At sunrise, only two young men joined the wise man for
breakfast. “We will wait for our other friend,” the wise man said.
Just then, the door to the house opened, and the third young
man walked in. He looked worn out and sleepy.
“I am sorry to be late,” the young man said. “Last night, a
nightingale’s song woke me from my sleep. She was singing sadly
because she could not find her way home. So I walked and walked
until I found her. Just now I returned her to her nest beside this house.”
The wise man smiled and said, “You have passed my test.
You will be the next wise man.”
His words puzzled the three young men. “Please explain,”
they said.
“All of you are clever, but a wise man must also be able to
listen carefully when people explain their problems. Only then
can he offer the best help and advice.” The wise man added,
“A man who is a servant to a nightingale’s call for help is a
good listener indeed.”
GO ON ➜
Name: Date:
Use “Kara’s Talent Show” on pages 52–53 to answer

1 The illustration on page 53 is important to the story

because it shows
a what Kara looks like.
b who read Kara’s posters.
c the talents the kids may have.
d what day the talent show will be held.
2 One of Kara’s posters looked like this:
Talent Show Today

Can you sing or play an instrument?
Maybe you like to tell jokes or stories.
No matter what you are good at, come
show off your skills in Main Street Park
this afternoon at 4:00 p.m. All kids from
our block are welcome to perform.
Everyone is invited to watch.

How did Kara’s poster help make the talent show such a
success? Support your answer with clear text evidence.
GO ON ➜
Name: Date:

If she listened carefully after dinner, she could hear
Tommy, practicing the piano.
What does carefully mean?

a one who cares for others
b in a careful way
c to be cared for
d without care
4 Why did Kara go to the park early?

f to practice singing a song
g to help people find their seats
h to set up the stage for the talent show
i to watch her friends get ready to perform
5 Why did Kara feel sad before the show?

a The people from her neighborhood decide not to come
to the talent show.
b She wishes she had a talent so she could be in the

talent show.
c She finds out none of her friends want to be in the
talent show.
d The talent show is canceled because of bad weather.
GO ON ➜
Name: Date:

f No one likes a show-off.
g We all have a special talent.
h No one can do everything well.
i You should be friendly to everyone.

The audience was all ears and applauded loudly
after each act.
What does all ears mean?

a was not listening
b listened carefully
c could not hear
d talked loudly
8 What evidence from the text BEST supports the lesson

in this story?
f “There is so much talent right on this street.”

g “Have you ever thought about setting up a talent show?”
h “And I think we have discovered what your talent is!”
i “I wish everyone could see and hear all the great
things I get to experience just living here.”
GO ON ➜
Name: Date:
9 Why did Kara think she should put on a talent show?

a to let her friends show off what they could do
b to get everyone to the park for a party
c to make her mother feel proud of her
d to discover her own talent
10 At the end of the story, Kara’s mother tells her, “I think we

have discovered what your talent is!” What is Kara’s
talent? Support your answer with clear text evidence.
GO ON ➜
Name: Date:
Use “The Wise Man” on pages 54–55 to answer


He found a way to solve every problem under the sun.
What does under the sun mean?

a any problems the villagers had
b any problems during the daytime
c any problems caused by the weather
d any problems that happened outdoors
12 What is the MAIN problem in the story?

f The wise man does not want to help the villagers.
g A man must bring Nightingale back to her nest.
h The young men must impress the wise man.
i The villagers need a new wise man.

Just then, the door to the house opened, and the third

young man walked in. He looked worn out and sleepy.
What does sleepy mean?

a not sleeping
b ready for sleep
c one who sleeps
d against sleeping
GO ON ➜
Name: Date:
14 What caused one of the men to be awakened from

his sleep?
f the noise the wise man made while making breakfast
g the singing of Nightingale’s sad song
h the knock on the wise man’s door
i the singing from the villagers

The wise man added, “A man who is a servant to a
nightingale’s call for help is a good listener indeed.”
The word servant includes the root word serve. A servant

most likely
a does work for others.
b tells good stories.
c travels often.
d is very wise.
16 Why does the wise man want Nightingale to sing her

saddest song?
f to help the men go to sleep

g to let him know when she is in danger
h to let him know when she wants to go back inside
i to see who will listen carefully to someone’s problem
GO ON ➜
Name: Date:

Nightingale was agreeable to her friend’s plan. “I will
do as you ask,” she said.
The suffix -able means “is able” or “can do.”

Which answer choice uses -able the same way
as agreeable?
a cable
b fixable
c stable
d table
18 What effect did the wise man have on the villagers?

f They ignored his advice.
g They looked to him for answers.
h They were jealous of his knowledge.
i They did not learn anything from him.
19 How did the wise man solve the villagers’ problem?

Explain how he did this. Support your answer with clear

text evidence.
GO ON ➜
Name: Date:
Use “Kara’s Talent Show” and “The Wise Man” to answer

the question below.
20 Both Kara and the wise man succeed at doing what they
set out to do. Compare the special qualities of Kara and
the wise man and explain how their actions help them
succeed. Support your answer with clear text evidence.
GO ON ➜
GRADE 3
UNIT 3
Read the article “Strange Science” before answering

Strange Science
Long ago, people thought living things could come from
nonliving things. People saw worms in the soil after a rainstorm.
They thought the worms came from water and dirt. People found
rats in garbage. They thought the rats came from rotting food.
These ideas may seem laughable today. Yet they made sense to
people who lived long ago.
Some scientists did not believe ideas like these, so they did
experiments. Francesco Redi was one of these scientists. In 1668,
he tested the idea that flies come from meat. Why did people
believe this? When meat was left out, worm-like creatures called
maggots appeared. Soon they turned into flies. Redi did not
believe the flies came from meat.
Flies Come from Flies
For his experiment, Redi used three jars. Redi put some
meat in each one. He left one jar uncovered. He covered the
second jar with netting. He covered the third jar tightly. Then he

waited to see what happened.
Before long, flies appeared. They laid eggs on the meat in
the first jar and on the netting of the second jar, but they stayed
away from the third jar. Soon Redi found lots of maggots on the
meat. He found some on the netting. The covered jar had no
maggots at all. In a few days, the maggots turned into flies.
Redi proved that flies do not come from meat. They come
from eggs laid by other flies. When the eggs turn into maggots,
the meat is their food.
GO ON ➜
GRADE 3
UNIT 3
More to Prove
Redi’s experiment helped to change people’s minds, but
only a little. He convinced many people that insects and bigger
animals come from animal parents. However, people still
thought tiny living things, such as germs, could come from
nonliving things.
Two hundred years passed before another scientist put this
idea to rest. His name was Louis Pasteur. He wanted to prove that
germs come from other germs, not from nonliving things such as
food. Pasteur’s job was harder than Redi’s in a way. Redi could
see flies landing on meat to lay their eggs. Pasteur could not
observe germs with his eyes alone.
Germs Make More Germs
For his experiment, Pasteur poured soup broth into two glass
bottles. Next, he boiled the broth to kill any germs that might be
in it. Then he used heat to melt and shape the tops of the bottles.
Pasteur made one top a straight, open tube. He turned and twisted
the other one into an S shape. If tiny living germs were in the air,
Pasteur thought, they could get into the bottle with the straight tube
at the top. But the other bottle’s curving tube would keep germs out.
Then Pasteur waited to see what would happen. In a few
weeks, he noticed something. The broth in the first bottle was

cloudy, but the broth in the second bottle was clear. He used a
microscope to examine broth from each bottle. In the cloudy broth,
he saw living germs, but there were no germs in the clear broth.
Pasteur showed that germs came from other germs. The broth did not
make the germs. The germs were living in the air. Some formed a
small settlement in the broth. It became food for them, so they made
more germs.
GO ON ➜
GRADE 3
UNIT 3
Pasteur’s Experiment
Before After
Straight tube germs get in
Cloudy broth
(experimental)
Curving tube germs stay out
Clear broth
Learning from Redi and Pasteur

Redi and Pasteur were special. They questioned old ideas
that most people believed. They demonstrated that living things
can come only from living things. They also showed us how to
plan and carry out experiments. In this way, we have learned much
about our world.
GO ON ➜
Name: Date:
Now answer Numbers 21 through 30. Base your answer

on the article “Strange Science.”
21 Which sentence BEST explains what the article is about?

a Most scientists would not accept Redi and
Pasteur’s findings.
b Scientists named Redi and Pasteur proved that old
ideas people believed were right.
c Scientists Redi and Pasteur’s experiments proved
that living things can come only from living things.
d Long ago people believed that living things such as
rats and worms came from nonliving things.

These ideas may seem laughable today. Yet they made
sense to people who lived long ago.
What does laughable mean?

f refusing to laugh
g to cause laughter
h not able to laugh
i one who laughs
23 Due to the findings of Redi and Pasteur, you can tell that
a people no longer trusted scientists.
b Redi and Pasteur became successful scientists.
c people decided to perform their own experiments.
d Redi and Pasteur were no longer allowed to
perform their own experiments.
GO ON ➜
Name: Date:

Some formed a small settlement in the broth. It
became food for them, so they made more germs.
What word has the some root as settlement?

f judgement
g kettle
h settler
i tenement
25 How are the third and fourth paragraphs on page 64

connected?
a by comparing Redi’s experiment to Pasteur’s
experiment
b by describing how flies can effect our food
c by explaining the order of his experiment
d by telling what caused the flies to appear

Redi could see flies landing on meat to lay their eggs.
Pasteur could not observe germs with his eyes alone.

observe as used in the sentence above?
f clean
g grow
h hide
i watch
GO ON ➜
Name: Date:
27 Why does the author write the section “More to Prove” on

page 65 after “Flies Come From Flies” on page 64?
28 What is the MAIN idea from the sections titled “More to

Prove” and “Germs Make More Germs” on page 65?
f Germs live in the air.
g Broth is the best way to collect germs.
h Pasteur showed that germs come from other germs.
i Curved tubes attract germs more than straight tubes.

They demonstrated that living things can come only

from living things. They also showed us how to plan
and carry out experiments.

demonstrated as used in the sentence above?
a guessed c proved
b hoped d remembered
GO ON ➜
Name: Date:
30 How did the experiments of Redi and Pasteur prove that

living things could not come from nonliving things?
Support your answer with clear text evidence.
GO ON ➜
GRADE 3
UNIT 3

One Saturday, Grandma and Lucy (31) the mall.

They went to a store to buy a sweater. “Which one do you
like best?” Grandma asked Lucy.
Lucy picked up a green sweater with a round
neckline. “I like this color, but it is not a turtleneck,” she
said. “A turtleneck (32) me warm next winter.”
“That color (33) your green eyes,” added Grandma.
Lucy looked at some turtlenecks and (34) a green
one. Then she (35) it on. It was too small.
“I guess I can’t have a green turtleneck,” Lucy sighed.
“Yes, you can,” Grandma replied. “I am going to knit
one for you. It will be one of a kind, just like you.”
GO ON ➜
Name: Date:

a seeing
b feels
c visited
d will believe

f kept
g will keep
h keeps
i was keeping

a match
b matches
c do match
d are matching

f picks
g picking
h picked
i pick

a tryed c tryied
b tryd d tried
GO ON ➜
GRADE 3
UNIT 3
The story below is a draft that Seth wrote. It has some

mistakes. Read the story. Then answer questions 36–40.
(1) My Uncle Dan is a nature writer. (2) He explores

wild places. (3) He writes a book about each place. (4) One
of his books won a prize. (5) Uncle Dan felt very proud.
(6) Every summer I take a trip with Uncle Dan. (7) I
enjoy our trips together. (8) Last summer we traveled to
Arches National Park in Utah. (9) There is no place like it in
the world! (10) It is filled with all kinds of life. (11) There
were lizards, squirrels, and eagles. (12) Wildflowers
bloomed beside the paths. (13) Uncle Dan took a picture of
me on a huge rock. (14) My picture will be in his next book.
GO ON ➜
Name: Date:
36 Which sentence contains a present-tense verb?

f Sentence 3
g Sentence 4
h Sentence 8
i Sentence 14
37 What is the best way to combine sentences 2 and 3?

a He writes a book, he explores wild places.
b He explores wild places, writes a book about
each place.
c He explores wild places and writes a book about
each place.
d He writes about each wild place, and he explores
each place.
38 Which sentence contains a past-tense verb?

f Sentence 3 h Sentence 7
g Sentence 5 i Sentence 9

39 How can sentence 11 best be written with an
action verb?
a Lizards, squirrels, and eagles were there.
b Seen were lizards, squirrels, and eagles.
c We saw lizards, squirrels, and eagles.
d Lizards were there, and squirrels and eagles.
40 Which sentence contains a future-tense verb?

f Sentence 11 h Sentence 13
g Sentence 12 i Sentence 14
STOP

GRADE 3
UNIT 3
Writing Prompt–Opinion
There are many qualities that can help us in our lives.
Cleverness, friendliness, and determination are just a few examples.
Write an opinion essay telling which quality you think is
most important for a person to have. Give reasons that support
your opinion about why this quality is the most important.
Use the space below to plan your writing. Write your final
copy on a clean sheet of paper.
GO ON ➜
Answer Key Name:
Correct
Answer
1 C Text Features: Illustrations RL.3.7 DOK 1
2 See Character, Setting, Plot: Cause and Effect RL.3.3 DOK 3

below
3 B Suffixes: -ly L.3.4b DOK 1
4 H Character, Setting, Plot: Cause and Effect RL.3.3 DOK 2
5 B Character, Setting, Plot: Cause and Effect RL.3.3 DOK 2
6 G Literary Elements: Lesson/Message RL.3.2 DOK 3
7 B Figurative Language: Idioms RL.3.4 DOK 2
8 H Literary Elements: Lesson/Message RL.3.2 DOK 3
9 A Character, Setting, Plot: Cause and Effect RL.3.3 DOK 2
10 See Character, Setting, Plot: Problem and RL.3.3 DOK 3

below Solution
11 A Figurative Language: Idioms RL.3.4 DOK 2
12 Character, Setting, Plot: Problem and

I RL.3.3 DOK 2
Solution
13 B Suffixes: -y L.3.4b DOK 1
14 G Character, Setting, Plot: Cause and Effect RL.3.3 DOK 2

15 A Root Words L.3.4c DOK 1
16 Character, Setting, Plot: Problem and

I RL.3.3 DOK 2
Solution
17 B Suffixes: –able L.3.4b DOK 1
18 G Character, Setting, Plot: Cause and Effect RL.3.3 DOK 2
19 See Character, Setting, Plot: Problem and RL.3.3 DOK 3

below Solution
20 See Character, Setting, Plot: Problem RL.3.3 DOK 3

below and Solution
21 C Main Idea and Key Details RI.3.2 DOK 2
22 G Suffixes: -able L.3.4b DOK 1

Answer Key Name:
Correct
Answer
23 B Text Structure: Sequence RI.3.8 DOK 2
24 H Root Words L.3.4c DOK 1
25 C Text Structure: Sequence RI.3.8 DOK 2
26 I Synonyms L.3.4a DOK 2
27 See Text Structure: Sequence RI.3.8 DOK 2

below
28 H Main Idea and Key Details RI.3.2 DOK 2
29 C Synonyms L.3.4a DOK 2

below
31 C Action Verbs L.3.1a DOK 1
32 G Future-Tense Verbs L.3.1e DOK 1
33 B Present-Tense Verbs L.3.1e DOK 1
34 H Past-Tense Verbs L.3.1e DOK 1
35 D Past-Tense Verbs L.3.1e DOK 1
36 F Present-Tense Verbs L.3.1e DOK 1
37 C Combining Sentences with Verbs L.3.1a DOK 2

38 G Past-Tense Verbs L.3.1e DOK 1
39 C Action Verbs L.3.1a DOK 1
40 I Future-Tense Verbs L.3.1e DOK 1
Writing See Opinion Writing W.3.1a-d DOK 3

Prompt below
Vocabulary 3, 7, 11, 13, 15, 17, 22, 24, 26, 29 /10 %

Answer Key Name:
2 2-point item. Kara’s poster helped make the talent show a success. She invites all the kids in her
neighborhood to participate, no matter what their talent is. Her poster told exactly when and where
the talent show would happen. The pictures and words give ideas of things that kids can do in the
show. She also invited everyone in the neighborhood to watch.
10 2-point item. Response should describe and support at least one of the following qualities. 1. Kara
is good at spotting talent. She notices the talents of other kids in the neighborhood. 2. She has good
ideas. She comes up with the idea of a talent show that will let her friends display their talents. She
gets people interested in performing. 3. She is a good organizer. She planned every detail of the
talent show to make it a success.
19 2-point item. The wise man solved the villagers problem by finding them a new wise man. First, the
villagers found the wise man three of the cleverest men. The three men were sent to the wise man's
house and put to a test. The man that passed the test did so by helping a bird named Nightingale
back to her nest. The wise man said the man passed the test because he is a good listener.
20 4-point item. Both Kara and the wise man are able to recognize what others can do. Kara
recognizes her friends’ talents, and the wise man recognizes that the third young man is clever,
caring, and a good listener. Both Kara and the wise man take actions to accomplish a goal. Kara’s
actions help her plan and hold a talent show. The wise man’s actions help him find a new wise man
for the village.
27 2-point item. Response should say that the “More to Prove” section explains that Redi’s experiment
only partly convinced people that living things come only from living things. There was more to
prove. It also shows the sequence of events by explaining that 200 years passed before Pasteur’s
experiment convinced people completely.
30 4-point item. Response should be in paragraph form and describe how Redi and Pasteur each
solved part of the problem of proving that nonliving things do not produce living things. Details about
each experiment should be included.
Writing Prompt

GRADE 3
UNIT 4
Read the poem and the story. Then answer the questions
that follow.
My Dad
Here is a thing that I think is cool:
My dad teaches children here at our school.
He does more than just teach us numbers and writing,
He tries to help kids think of school as exciting.
He’s a knight in white armor for those having trouble.

For kids who need help, he’ll work more than double.
One girl in the school was failing her classes.
Dad knew she was smart and as sweet as molasses.
So he got her eyes checked, mostly to see

If she could distinguish between “i” and a “t.”
Turns out she needs glasses, and don’t you suppose,
She now wears them proudly, perched on her nose.
One day a boy mentioned that he was upset

By previewing an e-mail from someone he just met.
The boy was invited to a birthday party,

But his pockets were empty and gifts are not free.
So Dad helped him make his own present and card,

And the boy found that making new friends is not hard.
For students who meet him, I really feel glad,
But much more than that, I’m just glad he’s my dad.
GO ON ➜
GRADE 3
UNIT 4
School Play
Carmen had always dreamed of being on stage. She was
thrilled when she got her first big break with a part in the school
play. The teacher told her she could play the part of the doctor. She
would wear a long, white doctor’s coat with a stethoscope around
her neck. She would also carry a big bag that held a newspaper
with blank pages and a box of bandages. Carmen would say some
lines. She would act funny and try to make her friends laugh. She
could hardly wait to act in a real play on stage and see her dream
come true.
As the day of the play approached, Carmen began to worry
about being on stage. She just could not learn her lines well
enough to remember her part. She sat in her bedroom, saying the
lines over and over again. They just would not stick in her head.
She practiced for several days and still could not remember her
lines. It would be terrible if she forgot her lines on stage. She
thought for a long time and decided to quit the play. She still
wanted to be in the play very much, but she did not want to risk
making a fool of herself in front of an audience.
Carmen went downstairs to break the news to her family.

She walked into the kitchen and announced that she would not be
in the play.
“Don’t worry so much,” Carmen’s father said, hugging her.
“You’re a talented young girl. You are a natural performer.”
“Yes,” her mother agreed. “You’ll do better if you relax.”
Carmen knew they were right, but she could not stop
worrying. The thought of going on stage made her a bundle of
nerves. The school play was the next day, and she still could not
remember her part no matter how much she practiced her lines.
GO ON ➜
GRADE 3
UNIT 4
When Carmen’s mother said it was bedtime, she still did not
know her lines. But when she woke up the next morning, Carmen
had a great idea. She took the newspaper out of the bag and
opened it up. Then she wrote all of her lines on the blank page.
Now she could look at the newspaper and no one would know
that she was reading her lines. This would help her relax and
remain calm.
That day Carmen went on stage. She said her first line.
Then she said her next line. Carmen did not have to look at the
newspaper once. Remembering her lines was easy because she
was calm and relaxed. As a result, Carmen remembered
everything. When the play was over, Carmen’s parents applauded
the loudest. After the play, they went backstage. Carmen's parents
rushed over to congratulate her on a job well done.
“You were great!” her mother said as she hugged Carmen
and smiled.
“I told you you’re a star,” her father said proudly.
GO ON ➜
Name: Date:
Use “My Dad” on page 79 to answer Numbers

1 through 10.
1 Read this line from the poem.

He’s a knight in white armor for those having trouble.
What does this line mean?

a He wears a white suit.
b He goes into battle as a knight.
c He makes the school look like a castle.
d He helps students who are having problems.
2 Based on evidence from the text, how does the speaker

feel about her dad?
f amused h embarrassed
g angry i proud
3 What does the boy who was invited to the party learn?
a Birthday gifts are free.
b Making friends is not hard to do.

c Birthday parties are a lot of work.
d It is too much work to make your own present.
4 Based on text evidence, which line from the poem shows

how the speaker feels about her dad?
f My dad teaches children here at our school.
g One girl in the school was failing her classes.
h But much more than that, I’m just glad he’s my dad.
i For kids who need help, he’ll work more than double.
GO ON ➜
Name: Date:
5 Read these lines from the poem.

One day a boy mentioned that he was upset
By previewing an e-mail from someone he just met.
Previewing includes the root word view which means

“look at.” What does previewing MOST LIKELY mean?
a paying in advance
b seeing in advance
c hearing in advance
d planning in advance
6 What lesson do you learn from the poem?

f Money is not important.
g It is not easy to meet other people.
h Helping others is a great thing to do.
i All kids should have their eyes checked.

Here is a thing that I think is cool:
Explain what the speaker thinks is “cool” about her dad.

GO ON ➜
Name: Date:
8 Which line BEST supports the theme?

f And the boy found out making new friends is not hard.
g For kids who need help, he’ll work more than double.
h But his pockets were empty and gifts are not free.
i One girl in the school was failing her classes.

So Dad helped him make his own present and card.
And the boy found that making new friends is not hard.
Which meaning of the word present is the SAME one

used in the sentence above?
a in a certain place
b right now
c to introduce a person
d a gift
10 Describe what happens in the second and third stanza of

this poem on page 79. Support your answer with clear
text evidence.
GO ON ➜
Name: Date:
Use “School Play” on pages 80–81 to answer Numbers

11 through 20.

As the day of the play approached, Carmen began
to worry about being on stage.
What does approached mean in the sentence above?

a grew longer c moved farther away
b came closer d marked on a calendar
12 How does Carmen feel before the play? Support your

answer with clear text evidence.

Carmen knew they were right, but she could not stop
worrying. The thought of going on stage made her a
bundle of nerves.
The author compares Carmen to a bundle of nerves to

show that she is
a bored. c nervous.
b excited. d proud.
GO ON ➜
Name: Date:

f Honesty is the best policy.
g Always listen to your parents.
h If you find a way to relax, you will do your best.
i If you want something done well, then do it yourself.
15 Perform can mean “act.” When Carmen’s father says

she is a natural performer, it means that she will be
successful
a on stage.
b at home.
c in school.
d with friends.

The teacher told her she could play the part of
the doctor.
Which sentence uses the word part in the SAME way it

is used in the sentence above?

f What side do you part your hair on?
g They only got part of the way up the hill.
h She divided the pizza into four equal parts.
i What do you think the best part in the play is?
GO ON ➜
Name: Date:

“I told you you’re a star,” her father said proudly.
What does her father mean when he says, “you’re a star”?

a She is very far away.
b She is paying attention.
c She has talent for acting.
d She shines in the night.
18 The drawing is important to the story because it shows

f Carmen leaving the stage.
g how Carmen wears her hair.
h Carmen carrying a doctor’s bag.
i people enjoying Carmen’s performance.
19 Based on text evidence, which sentence shows how

Carmen’s parents felt about her performance?
a They waited until everyone left to go backstage.
b They sat in the back row of the auditorium.
c They showed up late to the play.

d They clapped the loudest.
GO ON ➜
Name: Date:
Use “My Dad” and “School Play” to answer the

question below.
20 Both the father in “My Dad” and Carmen in “School Play”

face challenges. Discuss the challenges they face and
what each character does to meet these challenges.
GO ON ➜
GRADE 3
UNIT 4
Read the article “Humpback Whales” before answering

Humpback Whales
Santa Cruz, California, was buzzing with excitement in
November of 2011. A pod of humpback whales was feeding so
close to shore that people could see them from the beaches.
Humpbacks are fun to watch. These 40-ton whales can leap
completely out of the water. Then they smack into the water on
their backs.
A surfer and two kayakers went out to get a closer look.
Suddenly, two giant whales burst out of the water only a few feet
away. The people were shocked but unhurt. The scene was captured
in a photo that appeared in many magazines and on the Internet.
Whales on the Move
Why were the whales so close to shore? Humpbacks eat
small fish called anchovies, among other things. In the fall of
2011, weather conditions forced big schools of anchovies toward
the coast. The whales were just following their food.
These whales were migrating from north to south.
Humpbacks spend the summer months in cooler waters near the

poles. Then every fall they swim to warmer waters near the
equator. These particular whales move to warm waters off the coast
of Mexico. There they raise their babies, or calves. It’s a long trip.
Humpbacks have one of the longest migrations of any animal.
By migrating, the whales are adapting to the annual change
of seasons. Following fish in to shore is another way they adapt.
GO ON ➜
GRADE 3
UNIT 4
Mammals of the Sea

Unlike most other sea creatures, whales are mammals.
Mammals, such as humans, cows, and elephants, feed their babies
milk. Whales are different from most mammals because they live
in the ocean.
Whales have a thick layer of fat called blubber. It keeps
them warm in cold ocean waters. It also gives them energy when
they can’t find food.
Whales are strong swimmers. Their smooth-skinned bodies
zoom through the water. Unlike other mammals, whales have no
real hair or fur, which would slow them down. Not even their ears
or noses stick out. These are tucked into tiny openings in their skin.
Like all mammals, whales breathe air. They must surface to
breathe. But they are not able to spend all their time on the
surface. That’s why their lungs are huge. Whales breathe out in a
big spout that looks like steam. Then they breathe in deeply and
dive. Some whales can hold their breath for an hour.
Humpback whales are known for their songs. They make
sounds like moans and cries. These sounds happen in sequences
and may last for hours. They also travel great distances through

the ocean. Scientists are not sure what these songs mean, but the
whales seem to communicate with one another. They may sing to
attract mates.
GO ON ➜
GRADE 3
UNIT 4
The Growing Whale

When the humpbacks reach southern Mexico, they give
birth. All winter, mothers and calves relax in the warm water. The
immature whales stay close to their mothers. Mother and calf
often touch each other with their long flippers. Whales grow fast.
That’s because whale milk is mostly fat.
In seven months, a calf starts eating solid food. Now it’s
getting large. Young whales need to be big and strong. They have
a long swim to the north ahead of them. All the way, they will
follow their food. But the young whales will continue to grow for
seven to 10 years before they are full size.
An adult humpback whale is 50 to 60 feet long
GO ON ➜
Name: Date:
Now answer Numbers 21 through 30. Base your answers

on the article “Humpback Whales.”
21 Why does the author mention weather conditions in the

section “Whales on the Move”?
a to let readers know why the whales were migrating
b to show what caused the whales to be so close
to shore
c to let readers know that whales raise their calves in
warm water
d to show how difficult it is for whales to migrate from
north to south
22 Which part of the article gives the best information about

young whales?
f Mammals of the Sea
g Whales on the Move
h The Growing Whale
i Humpback Whales

Suddenly, two giant whales burst out of the water only
a few feet away. The people were shocked but unhurt.
What does the word unhurt mean in the sentence above?

a curious
b forgotten
c safe
d welcome
GO ON ➜
Name: Date:

These whales were migrating from north to south.
Humpbacks spend the summer months in cooler
waters near the poles.
What does migrating mean in the sentence above?

f eating h traveling
g touring i vacationing
25 What sounds do humpback whales make? Why might

they make those sounds? Support your answer with
26 How are the ideas connected in the section titled

“Mammals of the Sea” on the page 90?
f by comparing a whale to a school bus
g by comparing whales to other mammals
h by explaining the order whales migrate to the south
i by explaining the problems whales face while living
in Antarctica
GO ON ➜
FCAT Format Unit Assessment • Unit 4 Grade 3 93
Name: Date:

All winter, mothers and calves relax in the warm
water. The immature whales stay close to
their mothers.
The word mature means “developed,” what does

immature mean as used in the sentence above?
a almost developed
b badly developed
c fully developed
d not developed

By migrating, the whales are adapting to the annual
change of seasons.
What word has the root word annual in it?

f announcer
g another
h biannual

i canning
29 What is the purpose of the picture and caption?

a to show the splash a humpback whale makes when
it leaps
b to show that a humpback whale is faster than
a school bus
c to show what a real school bus looks like
d to show the size of a humpback whale
GO ON ➜
Name: Date:
30 Describe how humpback whales raise their young.

GO ON ➜
GRADE 3
UNIT 4
Read the passage below. Choose the word or words that

Ray Charles (1930–2004) was a great musician. He was
born in Georgia to poor parents. He started losing his sight as a
boy. By age seven, he (31) completely blind. He still had to
do chores, though, such as chopping wood. (32) neighbors
said that didn’t seem right, Ray’s mother set them straight. “My
son (33) blind, not stupid,” she said. “He has to learn to do
things for himself.”
A local store owner (34) a piano, and he often let
young Ray play along with him. Later, Ray went to the St.
Augustine School for the Deaf and Blind in Florida, (35) he
studied music. By the time Ray was 12, people (36) him a
musical genius.
By age 15, Ray had lost both parents. He (37) able to
pay for school, so he left Florida and moved to Seattle. There his
career took off. He had many hit songs, played on TV, wrote
music for movies, and (38) 18 Grammy Awards.
The song many people remember him for (39)
“Georgia.” He put his whole heart and soul into it. If you hear it,

you (40) forget it. In 1960, the state of Georgia made his
recording the state song.
GO ON ➜
Name: Date:

a is
b was
c being

f Unless
g When
h Before

a has gone
b going
c gone

f have
g haved
h had

a if
b where
c since
GO ON ➜
Name: Date:

f calling
g are calling
h were calling

a wasn’t
b wasnt
c was’nt

f win
g won
h winned

a will be
b is

c were

f won’t
g wont
h willn’t
STOP

GRADE 3
UNIT 4
Writing Prompt—Narrative Writing

Everyone faces challenges. Think about a time when you
faced a challenge. What did you do to meet that challenge?
Write a story about a challenge you faced. Tell what
happened and how you met the challenge.
Use the space below to plan your writing. Write your story
on a separate sheet of paper.
GO ON ➜
Answer Key Name:
Correct
Answer
1 D Figurative Language: Metaphors RL.3.4 DOK 2
2 I Point of View RL.3.6 DOK 2
3 B Literary Elements: Stanza RL.3.5 DOK 2
4 H Point of View RL.3.6 DOK 3
5 B Root Words L.3.4c DOK 1
6 H Theme RL.3.2 DOK 3
7 See Theme RL.3.2 DOK 3

Below
8 G Theme RL.3.2 DOK 3
9 D Context Clues: Multiple-Meaning Words L.3.4a DOK 2
10 See Literary Elements: Stanza RL.3.5 DOK 3

below
11 B Context Clues: Sentence Clues L.3.4a DOK 2
12 See Point of View RL.3.6 DOK 3

below
13 C Figurative Language: Metaphors RL.3.4 DOK 2

16 I Context Clues: Multiple-Meaning Words L.3.4a DOK 2
17 C Figurative Language: Metaphors RL.3.4 DOK 2
18 I Text Features: Illustrations RL.3.7 DOK 2
20 See Theme RL.3.2 DOK 3

below
21 B Text Structure: Cause and Effect RI.3.8 DOK 2
22 H Text Features: Headings RI.3.5 DOK 2

Answer Key Name:
Correct
Answer
23 C Prefixes: un- L.3.4b DOK 1
24 H Context Clues: Sentence Clues L.3.4a DOK 2
25 See Text Structure: Cause and Effect RI.3.8 DOK 3

below
26 G Text Structure: Compare and Contrast RI.3.8 DOK 2
27 D Prefixes: im- L.3.4b DOK 1
28 H Root Words L.3.4c DOK 1
29 D Text Features: Captions RI.3.7 DOK 1
30 See Text Evidence RI.3.1 DOK 3

below
31 B Linking Verbs L.3.1a DOK 1
32 G Complex Sentences L.3.1i DOK 1
33 A Main and Helping Verbs L.3.1a DOK 1
34 H Irregular Verbs L.3.1d DOK 1
35 B Complex Sentences L.3.1i DOK 1
36 H Main and Helping Verbs L.3.1a DOK 1
37 A Contractions with Not L.3.2 DOK 1

38 G Irregular Verbs L.3.1d DOK 1
39 B Linking Verbs L.3.1a DOK 1
40 F Contractions with Not L.3.2 DOK 1
See
Prompt Narrative Writing W.3.3a–d DOK 3
below
Comprehension: Multiple-Choice 2, 3, 4, 6, 8, 14, 18, 19, 21, 22, 26, 29 /14 %

Vocabulary 1, 5, 9, 11, 13, 15, 16, 17, 23, 24, 27, 28 /10 %
Grammar, Mechanics, usage: 31–40 /10 %

Answer Key Name:
7 2-point item. Student responses should explain that the speaker’s dad does more than just teach
numbers and writing. The speaker thinks he is cool because he helps kids who are in trouble, he
does kind things for kids, and he tries to make school exciting for everyone.
10 2-point item. The speaker's Dad helps a student who is failing her classes. He knows she was
smart and should have her eyes checked. It turned out that she did have problems seeing. So she
got new glasses and she wore them proudly.
12 2-point item. Carmen feels both excited and worried before the play. Carmen had always dreamed
of being on stage and she was thrilled when she got a part in the play. But Carmen began to worry
because she could not remember her lines. She got scared and decided to quit the play. Her
parents convinced her to stick with it, but she still could not stop worrying.
20 4-point item. The father in “My Dad” faces many challenges in trying to help students. Some
students are having trouble and need help; one is failing her classes; one is upset about an
invitation. He works with the students to solve their problems. In “School Play,” Carmen has stage
fright and cannot remember her lines. She talks to her parents, writes her lines on a paper, and then
relaxes during the play. Then she remembers her lines.
25 2-point item. Humpback whales make a sequence of sounds like moans and cries. The
humpback’s song may last for hours. The sound travels great distances. Humpbacks probably sing
to communicate with one another. They may also sing to attract mates.
30 4-point item. Humpback whales swim to warmer waters to give birth. The mothers and calves stay
together all winter. The mother feeds the calf milk. After seven months, the calf begins to eat solid
food, such as small fish. Whales grow rapidly and get quite large. They grow to full size in seven to
10 years.
Writing Prompt

GRADE 3
UNIT 5

that follow.
Cleaning Up Walton Pond

Kelly and Emily walked slowly along Maple Street. They
were unhappy to see how much Walton Pond had changed from
what they remembered. The sparkling, shiny, and clear water was
now murky and dark. The small boats and turtles were replaced
with old tires and bottles. Even the ducks were gone. The pond
felt lonely and empty.
“We have to do something,” Kelly said. They stopped to look
at the small, polluted pond and wondered
how they could help.
Emily nodded. She remembered going to the pond with
Kelly and their dad on Saturday afternoons. They would bring a
picnic lunch to the pond. They would spend hours talking,
laughing, and fishing. But no one came to the pond anymore. The
water was too dirty and animals no longer wanted to live there.
She had no idea how it had gotten that way, but she agreed with
Kelly. They had to try to do something to make the pond a nice
place for people to go again.

The next day at school, the twins spoke with their teacher,
Mr. Davis. They asked him if they could talk to the class about
Walton Pond. They told their classmates about the garbage in the
pond. They talked about how they used to love the pond and the
fun they used to have playing and fishing there. But now, as a result
of the pollution, they could not enjoy it anymore like they used to.
“Will you help?” Emily asked her friends and classmates.
GO ON ➜
GRADE 3
UNIT 5
The children devised a plan to improve Walton Pond. They

would ask the mayor of the town if they could hold a special walk
around the pond. They hoped families and community members
would participate. The event would raise money to clean up the
pond. Kelly smiled as her classmates agreed to help raise money.
That night, the sisters wrote a letter to the mayor. It
described the idea they had to clean up the pond. They asked him
to join their walk. The mayor remembered exploring around the
pond as a young boy. He told Kelly and Emily he would love to
help them and their classmates to make the pond fun and clean
again. The mayor even promised to walk around the pond longer
than anyone else.
With the help of their
parents and teachers, the “Save
Walton Pond Walk” raised
enough money for the town to
hire workers to clean out the
pond and make it clean again.
They even had enough money
to add fish, turtles, and ducks to
the area.

Now when Kelly and
Emily walk along Maple Street,
they think about the day the
town worked together to clean
up Walton Pond and make it a
clean and fun place to be again.
They enjoy thinking about how
they were part of the reason the
pond was improved.
GO ON ➜
GRADE 3
UNIT 5
Three Billy Goats

Once upon a time, there were three billy goat brothers
named Biff, Bill, and Bo. Biff was the oldest brother, Bill was the
middle brother, and Bo was the youngest. The billy goats were
always hungry. All day long they moved from meadow to meadow,
eating tall green grass. One day, the brothers saw a meadow beside
a stream. On the other side of the stream was a bigger meadow.
“Two meadows could feed us for the whole day,” said Bill.
“Yes,” agreed Bo. “We will eat all the grass in this meadow.
Then we can wade across the stream to the other one.” Biff, Bill,
and Bo munched the grass greedily. Soon the meadow was bare,
so they trotted off toward the stream.
“Oh, dear!” Bo exclaimed when he saw it up close. “The
water is too deep and swift for wading, and none of us swim.”
“This stream has a bridge,” Biff pointed out, “so we can
walk across it.”
“No we can’t!” wailed Bill. “A mean troll lives under the
bridge, and I’m afraid of him!”
“If we try to cross the bridge, the troll will eat us!” cried Bo.
“I disagree. The troll is mean, but he is foolish, too. I have a

plan to outsmart him,” Biff answered calmly. “If we stick together
and follow our plan, we’ll get across the bridge.”
“What is your plan?” Bill and Bo asked at once.
“Come close and I will whisper so the troll cannot hear me,”
Biff replied.
Bill and Bo drew close and listened to Biff’s idea. They
agreed it was a crafty plan that could really work. They could
hardly wait to put it into action. The three brothers trotted off to
the bridge and lined up to cross it.
GO ON ➜
GRADE 3
UNIT 5
Bo was first, Bill was next, and Biff was last. Bo started
across the bridge. “Here I come over the bridge!” he declared as
he trotted along. In a flash, the troll hopped up from beneath the
bridge and stood in his way.
“You won’t cross the bridge,” snarled the mean old troll,
“because I am going to eat you!”
“Oh,” said Bo, “I’m such a tiny billy goat, but my big
brother Bill is right behind me. Why don’t you eat him instead?”
The troll thought for a moment and said, “You’re right, little
goat, I should save my appetite for your big brother.” So the troll
stepped aside, and Bo crossed the bridge.
Next, Bill started across the bridge. “Here I come over the
bridge!” he declared as he trotted along. The troll stood in the
middle of the bridge to block Bill’s way.
“You won’t cross the bridge,” snarled the mean old troll,
“because I am going to eat you!”
“Oh!” said Bill, “I’m a rather small billy goat, but my big
brother Biff is right behind me. Why don’t you eat him instead?”
“Well,” replied the troll, “you would be a good meal for me,

but your big brother would be even better!” So the troll stepped
aside, and Bill crossed the bridge.
At last, it was Biff’s turn to cross the bridge, but he did not
trot along. Instead he put his head down and ran straight for the
mean old troll. Bash! Biff smacked into the troll and pushed him
off the bridge. Splash! The troll tumbled into the stream. As the
swift water carried the troll away, Biff trotted across the bridge to
join his brothers.
“It’s just like you told us, Biff,” said Bo. “We stuck
together and followed our plan. Now we have another meadow
of grass to eat.”
GO ON ➜
Name: Date:
Use “Cleaning Up Walton Pond” on pages 103–104 to

answer Numbers 1 through 10.
1 At the beginning of the story, what view about the pond

do Kelly and Emily share?
a It is polluted and needs cleaning.
b It is a great place to fish and swim.
c It is ugly and should be covered up.
d It is too quiet and needs more boats.
2 What do Kelly and Emily’s actions show about how they

view the pond?
f The pond should be used for their school’s
swim team.
g The pond should be turned into an ice-skating rink.
h The pond is important to their community.
i The pond needs a walking path.
3 What does the illustration show about Kelly and Emily’s

plan for Walton Pond? Use clear text evidence to support
your answer.
GO ON ➜
Name: Date:
4 Which word from the selection is a homophone for the

word defined below?
adj. belonging to them
f her
g there
h they
i were
5 When Kelly and Emily see what has happened to Walton

Pond, they feel
a excited to go swimming.
b ready to go fishing with their dad.
c upset that there are too many animals.
d sad that it has changed from what they remembered.

They were unhappy to see how much Walton Pond
had changed from what they remembered.

What does unhappy mean?
f content
g sad
h scared
i thrilled
GO ON ➜
Name: Date:

The children devised a plan to improve Walton Pond.
They would ask the mayor of the town if they could
hold a special walk around the pond.
What does devised MOST likely mean in the

sentence above?
a read about
b moved from
c came up with
d felt bad about
8 What text evidence supports the idea that people

believed in Kelly and Emily?
f But no one came to the pond anymore.
g The event would raise money to clean up the pond.
h They told their classmates about the garbage in
the pond.
i The mayor even promised to walk around the pond
longer than anyone else.
9 At the end of the story, the narrator makes it clear that

Kelly and Emily are
a nervous.
b proud.
c surprised.
d upset.
GO ON ➜
Name: Date:
10 What do Kelly and Emily learn out about themselves,

their classmates, and the people in their town? Support
your answer with clear text evidence.
GO ON ➜
Name: Date:
Use “Three Billy Goats” on pages 105–106 to answer

11 The narrator makes it clear that, at first, Bill and Bo think

Biff’s idea to walk across the bridge is
a creative.
b dangerous.
c silly.
d wise.
12 Based on evidence from the text, the reader can tell that
the three goats view the troll as a(n)
f enemy.
g friend.
h guide.
i ruler.

“I disagree. The troll is mean, but he is foolish, too. I
have a plan to outsmart him,” Biff answered calmly.
If agree means “to give one’s approval,” what does

disagree mean?
a to be alike
b to get along well
c to have a different opinion
d to come to an understanding
GO ON ➜
Name: Date:
14 Based on evidence from the text, what view of their

brother do Bill and Bo hold?
f They think Biff is a troublemaker.
g They think Biff is smart.
h They think Biff is mean.
i They think Biff is funny.

They agreed it was a crafty plan that could really
work. They could hardly wait to put it into action.
What does crafty mean in the sentences above?

a clever
b dangerous
c new
d silly
16 Which words from the story are homophones?

f here, hear

g bash, splash
h across, cross
i grass, greedily
GO ON ➜
Name: Date:
17 Which word from the story means “to shut” and also
means “not far away”?
a block
b close
c next
d stuck
18 At the end of the story, the narrator makes it clear that

Bo thinks Biff’s plan
f could have been better.
g was too dangerous.
h took a lot of effort.
i worked just fine.
19 If the story were written from the troll’s point of view, the
reader would know
a where the three billy goats went after they
finished eating.
b what the troll looked like when he stood on the bridge.
c what the troll felt as the water carried him away.

d why the three goats were always hungry.
GO ON ➜
Name: Date:
Use “Cleaning Up Walton Pond” and “Three Billy Goats”

to answer the question below.
20 Explain how working together helps the main characters

in these stories solve problems. Use clear text evidence
to support your answer.
GO ON ➜
GRADE 3
UNIT 5
Read the article “Facing the Flood” before answering

Facing the Flood

On June 22, 2011, the city of Minot, North Dakota, faced
disaster. The Souris River was rising with frightening speed. It
was about to flow over its banks and flood much of the city. There
was nothing anyone could do to stop this powerful force of nature.
To save their lives, many of Minot’s residents had to leave their
homes before the Souris washed over them.
In one way, the coming flood was a huge shock to Minot.
There had not been a large flood in the city for more than forty
years. Minot lies in a dry part of the country that does not get
much rain or snow. The conditions that cause a flood hardly
ever happen there.
In another way, however, the flood of 2011 was not a surprise.
Hydrologists, scientists who study the action of water, started
worrying about the flood months before it happened. Why were
they concerned?
In the winter of 2011, heavy snows fell in the mountains
nearby. When spring came, the snow melted. It flowed down the
mountains and into the Souris River. Then the area had heavy spring
rains. The river rose even higher. When the rains continued in June,
the hydrologists were sure the Souris would flood Minot. They
warned Minot’s leaders.
GO ON ➜
GRADE 3
UNIT 5
The mayor and other leaders reacted quickly. They knew

which parts of Minot were likely to flood. They told people in
those places to get ready to leave. The leaders made sure these
people had time to make good plans. The residents found places
to stay with friends or family. They packed up the belongings they
needed most. Most residents had to make hard decisions about
what to take with them and what to leave behind.
Many other people took action before the flood. City
workers filled bags with sand. Volunteers from Minot and other
towns helped them. Together they stacked the bags along the
banks of the river. They hoped the walls of bags might help
control the flooding. Workers at Minot’s zoo got busy relocating
zoo animals. They sent some to other zoos, and some to nearby
farms. Rescue workers also got ready for the flood. They set up
shelters for people who had nowhere else to stay. They had cots,
blankets, food, and medical help ready for anyone in need.
These jobs kept people busy in the days before the flood.
But they could not stop it. On June 22, a loud warning siren blared
in Minot. Everyone knew what it meant. The Souris River had
begun to flow over its banks and into the city. Residents who were
still in the flood areas had to leave right away.
GO ON ➜
GRADE 3
UNIT 5
Everyone followed the plan. In all, about 11,000 people left

their homes before the flood waters rushed in. The flood was the
worst in Minot’s history. It destroyed hundreds of homes and
buildings. It damaged schools. It washed out parks and roads. Yet
the people of Minot were lucky. They knew the flood was coming,
and they got out in time. Not a single person was killed or injured.
Minot will never be like it was before the flood. In many
ways, it may be better. Minot’s people have lived through a great
flood. They want to avoid another one. Scientists and engineers
will study the Souris River. They will look for ways to control it.
This project will take planning and hard work. But the people of
Minot are sure to succeed. They know how to take action and get
things done.
The flood of 2011 was the worst in Minot’s history.
GO ON ➜
Name: Date:

on “Facing the Flood.”

The Souris River was rising with frightening speed.
Based on its root, what does the word frightening mean

in this sentence?
a famous
b full
c scary
d sudden
22 Why did many people in Minot have to leave their homes

on June 22, 2011?
f They needed to get medical help.
g They had to help fill bags with sand.
h The hydrologists asked them to go away.
i The Souris River was about to flow over its banks.

23 How did the author organize the ideas in the first
paragraph on page 117?
a by listing the effects the flood had on the town
of Minot
b by comparing the damage of the flood in Minot to
other floods
c by explaining the problems the town had after
the flood
d by ordering the effects of the flood from least
damaging to most damaging
GO ON ➜
Name: Date:

In another way, however, the flood of 2011 was not
a surprise.
What information does the author include in the article to

support this point of view? Use clear text evidence to

The mayor and other leaders reacted quickly.
Based on its root, what does reacted mean?

a did something
b waited for someone
c watched for something
d thought something
26 Which word from the article means “did rise” and is also
the name of a flower?
f flow h rose
g roads i siren
GO ON ➜
Name: Date:
27 Even though their town flooded, the author thinks that

the people of Minot were lucky. How does the author
support this view in the article? Use clear text evidence
28 What is the purpose of the picture and its caption in

the article?
f to explain how people got ready for the flood
g to show where people stayed during the flood
h to show how bad the flood was for the city of Minot
i to explain why hydrologists thought the river

would flood
GO ON ➜
Name: Date:
29 What evidence from the text supports the author’s view

that the people of Minot are sure to succeed?
a how everyone in Minot worked together
b the fact that Minot is in a dry part of the country
c how quickly the hydrologists were able to send
their warning
d the fact that the last major flood had happened forty
years before the latest flood
30 What actions did the leaders and residents of Minot take

as a result of the coming flood? Use clear text evidence
GO ON ➜
GRADE 3
UNIT 5
Read the passage below. Choose the word or words

that correctly complete the passage to answer questions
31–40.
Last week, a fire broke out at an apartment building in
(31) town. Luckily, there were no injuries. The firefighters
came right away, and (32) got out of the building safely. But
the fire destroyed seven apartments, and people lost all of
their belongings.
Our teacher, Mr. Lachlan, told (33) about the fire. He
(34) in that apartment building. Mr. Lachlan’s apartment did
not catch fire. But the people who lost their belongings are
(35) neighbors.
Mr. Lachlan said, “Our class could start a project to help

my neighbors. Does anyone have any ideas?”
Chara raised her hand and said, “I (36) some clothes
that don’t fit me anymore. Maybe (37) will fit your
neighbors’ children.”
“I like your idea!” Mr. Lachlan told (38) . “We can
collect books and toys for the children, too.”
Then Mike said, “Let’s have a bake sale to raise money.

Mr. Lachlan’s neighbors can use the money to replace furniture
and other things (39) lost.”
“Another good idea!” said Mr. Lachlan. “ (40) do both
of those things for our project.”
GO ON ➜
Name: Date:

a us
b ours
c our

f everyone’s
g everyone
h everyones

a us
b we
c our

f live
g lives
h living

a he’s
b his
c himself
GO ON ➜
Name: Date:

f having
g has
h have

a them
b their
c they

f her
g she
h herself

a they’s
b theyve

c they’ve

f Will
g Well’
h We’ll
STOP

GRADE 3
UNIT 5
Think about something that has been built or done in your
community or school. Who took action, and how did the project
get done? Write an informative paper telling what was built or
done in your community or school. Tell who was involved and
how it happened. Use the space below to plan your writing. Write
your informative piece on a separate sheet of paper.
GO ON ➜
Answer Key Name:
Correct
1 A Point of View RL.3.6 DOK 3
2 H Point of View RL.3.6 DOK 3
3 See Text Features: Illustrations RL.3.7 DOK 3

below
4 G Homophones L.3.4d DOK 1
6 G Prefixes and Suffixes L.3.4b DOK 1
7 C Context Clues: Sentence Clues L.3.4a DOK 2
9 B Point of View RL.3.6 DOK 2
10 See Literary Element: Lesson RL.3.2 DOK 3

below
11 B Point of View RL.3.6 DOK 3
12 F Point of View RL.3.6 DOK 1
13 C Prefixes and Suffixes L.3.4b DOK 1
14 G Point of View RL.3.6 DOK 3

15 A Context Clues: Sentence Clues L.3.4a DOK 1
16 F Homophones L.3.4a DOK 1
17 B Homographs L.3.4a DOK 1
20 See Literary Element: Lesson RL.3.2 DOK 3

below
21 C Root Words L.3.4c DOK 1
22 I Cause and Effect RI.3.3 DOK 2

Answer Key Name:
Correct
23 A Text Structure: Cause and Effect RI.3.8 DOK 2

below
26 H Homographs L.3.4a DOK 1

below
28 H Text Features: Illustrations and Captions RI.3.5 DOK 1
29 A Author’s Point of View RI.3.6 DOK 3
30 See Cause and Effect RI.3.3 DOK 2

below
31 C Possessive Pronouns L.3.2d DOK 1
32 G Indefinite Pronouns L.3.1a DOK 1
33 A Subject and Object Pronouns L.3.1a DOK 1
34 G Pronoun-Verb Agreement L.3.1f DOK 1
35 B Possessive Pronouns L.3.2d DOK 1
36 H Pronoun-Verb Agreement L.3.1f DOK 1
37 C Singular and Plural Pronouns L.3.1a DOK 1

38 F Subject and Object Pronouns L.3.1a DOK 1
39 C Pronoun-Verb Contractions L.3.1a DOK 1
40 H Pronoun-Verb Contractions L.3.1a DOK 1
See
Prompt Informative Writing W.3.2a-d DOK 3
below
Comprehension: Multiple-Choice 1, 2, 5, 8, 9, 11, 12, 14,18, 19, 22, 23, 28, 29 /14 %
Vocabulary 4, 6, 7, 13, 15, 16, 17, 21, 25, 26 /10 %

Answer Key Name:
3 2-point item. Student responses should note that the illustration shows a pond that is clean. The
pond is full of healthy fish and turtles. It also shows healthy plants in and outside of the pond. This
picture shows the pond after Kelly and Emily's plan has been followed. The water is cleaned and
fish, ducks, and turtles have been added to the pond.
10 4-point item. Responses should be in paragraph form and should explain that Kelly and Emily learn
that they miss how fun and nice Walton Pond used to be. They also learn that they can take action
and solve the pollution problem at Walton Pond. They learn that their classmates and community
members are willing to help them. With the help of their classmates, they are able to come up with
the plan for a walk around the pond to raise money to clean it up. With the help from parents and
teachers, the children raise enough money to hire someone to clean up the pond and add fish,
turtles, and ducks. Even their mayor decides to participate, and he promises he will walk longer than
anyone else. Overall, Kelly and Emily learn that they live in a close community that is willing to come
together and help when problems arise.
20 4-point item. Responses should be in paragraph form and should explain that the main characters
in the stories bring others in to help them fix a problem and everyone learn about the power of
working together. Emily and Kelly have the idea to do something about the polluted pond. When
they team up with others, they are able to get the pond cleaned up. The three goats also carry out
a plan to pass the troll, cross the bridge, and arrive at the field. Biff thinks of the plan, but all three
brothers stick together and successfully carry out the plan.
24 2-point item. Student responses should mention that in the winter before the flood, the area near
Minot had heavy snows. The snow melted and flowed into the river. When heavy spring rains
continued in June, hydrologists warned Minot’s leaders that the river would flood the city.
27 2-point item. Student responses should mention some of the following text evidence to support the
view that the people of Minot could have been much worse off if certain events had not happened:
Scientists warned Minot's leaders that the Souris river would soon flood the town of Minot, the
mayor and other leaders reacted quickly to the news of the flood and knew which parts of Minot
were likely to flood, the leaders of Minot made sure people had time to make plans and find a place
to stay, everyone followed the plan, and no one was killed or injured.
30 2-point item. Leaders told some residents to leave their homes because they lived in areas that
would flood. City workers and volunteers stacked sand bags along the river because they hoped the
bags would help control the river. Zoo workers relocated zoo animals to protect them from the flood.
Rescue workers set up shelters so they could help people who had nowhere else to go.

GRADE 3
UNIT 6
Read the story and the poem. Then answer the questions
that follow.
Juan Bobo
Once there was a boy named Juan. Most of the people in his
small village knew Juan. They called him “Juan Bobo,” which
means Silly Juan. Juan was always making silly mistakes, even
though he meant well.
One day, Juan’s mother asked him to go to the market to run
some errands. She said, “Juan, please sell this chicken at the
market and buy a bag of rice.”
“I am on my way, Mama!” Juan called happily.
On his way to the market, Juan came upon a farmer, his
children, and their pigs. Juan wasn’t sure how to greet such a
group. Then he remembered what his mother said to a wedding
party they met on the road the week before.
“Hurrah! Hurrah! Live long and be happy!” But his shouts
frightened the pigs and they scattered and ran away in all directions.
The farmer yelled angrily at Juan. “What have you said?
The next time you come to a group of people, you should tell them
you hope they get the price of two for every one they have.”
“Oh, I will, sir. I will say just that next time, for now I
understand.” Juan walked away feeling ashamed. He didn't mean
to scare the pigs and make the farmer angry.
Juan then came across a farmer burning his weeds in a field.
“I hope you get two for every one you have!” called Juan. The
farmer looked at him with a confused expression and he called
young Juan over to him.
“Juan Bobo, do not greet people with those silly words. The
next time you see people, offer them your help.”
GO ON ➜
GRADE 3
UNIT 6
“Oh, I will, sir. I will do just that,” said Juan, thankful for
this advice.
Juan walked off, wishing he didn't make so many silly
mistakes. He was just trying to be nice. He got to the market, sold
his chicken, and bought a bag of rice. On his way home, Juan saw
two children walking toward him. He didn't want to make any
more silly mistakes, so he quickly climbed up a tree to hide.
The children were exhausted and sat to rest under the same
tree. Soon they started crying. One said, “Don’t worry, we will find
our way home.” The other one said, “No, we won’t! I’m scared!”
Juan did not want to say the wrong thing, but then he
remembered what the second farmer had said. He climbed down
the tree and offered his help to the frightened children.
The children were lost, so Juan took them to his house. His
mother cooked them dinner and let them spend the night. In the
morning, Juan and the children set off and found their farm. Juan
felt happy knowing that he had finally done the right thing. In
exchange for his kindness, the children’s mother gave Juan a goat
which provided Juan’s family with milk for many years to come.
GO ON ➜
GRADE 3
UNIT 6
Out of This World

All through the afternoon, Luis and I were in my room
Cocooned with our computer games. Then Mom
Appeared and asked, “Do you two even know it’s summer?
Go run around, play tag, do something!”
But when I tried to walk,
I stumbled. My legs had gone to sleep!
“Okay, we need to move,” I said.
Just then the news came on.
“A lunar eclipse,” the newsman said.

“The moon will hide its face!”
He sure did seem excited, but I didn’t understand.
I asked my mom, “Eclipse—what’s that? I never heard of it.”
“It happens when the Earth, the moon, and sun line up.
The moon goes through our Earth's shadow,
And it’s very strange to see.
I know a place to see it from. Shall we go out and watch?”
Luis and I both wanted to, and so when evening came,

The three of us got on the train and rode out to the end.
We walked and walked. The sun went down,
The moon came up and peeked above a hill,

Where people sat just waiting for the show.
The full moon climbed up high and higher
As we sat in its bright glow.
GO ON ➜
GRADE 3
UNIT 6
We were all bathed in light almost as bright as day.

I said, “Hey, look, I see my shadow!” and then I jumped up high.
We danced and watched our shadows stretch out far behind us.
Then someone said, “It’s starting now,”
And everyone looked up.
A curving, fuzzy shadow crept across the big, bright moon.
Behind the curve, the moon’s face became a smoky orange.
The spectators grew quiet as the moon turned almost black.

How strange it was to think that Earth
Could block off all that light.
And then Luis jumped up and started waving both his arms.
I said to him, “Luis, my friend, what are you doing now?”
“An astronaut just waved at me!” he said.
But then he laughed.
“Ha-ha, I'm just pulling your leg,” he said.
“This moon is making me silly!”
Earth’s shadow slipped away and then—our bright full

moon was back!
We oohed and aahed and cheered out loud. I felt
so glad to be a part of this big crowd cheering for the moon.
Just think, I would have missed it if I’d stayed in my room.

And later on the train home, I watched the moon sail on
so cold and white, so high, with us down here on Earth.
GO ON ➜
Name: Date:
Use “Juan Bobo” on pages 129–130 to answer Numbers

1 through 10.
1 Read this paragraph from the story.

One day, Juan’s mother asked him to go to the market
to run some errands. She said, “Juan, please sell this
chicken at the market and buy a bag of rice.”
Which words or phrases in the paragraph help the

reader understand what errand means?
a one day c Juan’s mother
b come home d go to the market
2 Which sentence BEST describes what the illustration on

page 130 is about?
f Juan was given a goat for helping the lost children
find their home.
g Jaun’s mother told him that he needs to milk the goat.
h Juan’s mother bought him a goat for helping a farmer.
i Juan must give away his goat.

Juan felt happy knowing that he had finally done
the right thing. In exchange for his kindness, the
children’s mother gave Juan a goat which provided
Juan’s family with milk for many years to come.
What does kindness mean?

a belief c fear
b caring d humor
GO ON ➜
Name: Date:
4 Read this paragraph from the story.

“Hurrah! Hurrah! Live long and be happy!” But his
shouts frightened the pigs and they scattered and ran
away in all directions.
Which words or phrases in the paragraph help the

reader understand what scattered means?
f live long and be happy h in all directions
g frightened the pigs i ran away
5 In the story Juan has to decide the right thing to do in

different situations. What was the right thing to do when
he overheard the lost children?
a to climb up a tree to hide
b to offer help to the children
c to buy a chicken and some rice
d to say what the first farmer told him to say
6 What text evidence shows that the women in this

story viewed Juan Bobo differently from the way the

farmers viewed him? Support your answer with clear
text evidence.
GO ON ➜
Name: Date:
7 Based on evidence from the text, how does Juan feel

about himself at the end of the story?
a Juan is happy because his mother bought him a goat.
b Juan is sad because he still keeps making mistakes.
c Juan is happy he took the second farmer’s advice.
d Juan is ashamed he did not help the lost children.

f One good turn deserves another.
g An old trick may be played once too often.
h Thinking can present silly mistakes.
i Liars are not believed even when they tell the truth.
9 Based on evidence from the text, why does Juan feel

ashamed after the first farmer yells at him?
a He took the farmer’s pigs.
b He frightened the farmer’s children.
c He yelled angrily at the farmer and his children.
d He frightened the farmer’s pigs and made him angry.
10 Provide an example from the story that supports the

following statement from the text—“Juan was always
making silly mistakes, even though he meant well.”
GO ON ➜
Name: Date:
Use “Out of This World” on pages 131–132 to answer

11 Based on text evidence, what does the reader learn

about the narrator in the first stanza?
a She likes to be silly.
b She loves to play tag.
c She knows what an eclipse is.
d She likes to play computer games.

“An astronaut just waved at me!” he said. But then
he laughed.
The Greek root astro means “star” and the root naut
means “sailor” or “ship.” What does astronaut mean in
the sentence above?
f a person who studies the planets
g a traveler in a spacecraft
h a star in solar system

i a pirate ship

“Ha-ha, I’m just pulling your leg,” he said. “This
moon is making me silly!”
What does the I’m just pulling your leg mean?

a teasing you c hurting your leg
b scaring you d making you sad
GO ON ➜
Name: Date:
14 Based on evidence from the text, how does Luis feel

when the moon turns almost black?
f bored
g confused
h frightened
i silly
15 Which text evidence supports what the narrator thinks

about the lunar eclispe?
a All through the afternoon, Luis and I were in my room
cocooned with our computer games.
b But when I tried to walk, I stumbled. My legs had
gone to sleep!
c The spectators grew quiet as the moon turned
almost black.
d We oohed and aahed and cheered out loud.
16 What happens in the second stanza on page 131?

f The children stay inside.
g Luis sees a lunar eclipse.

h The speaker’s legs go to sleep.
i The speaker’s mom explains a lunar eclipse.
GO ON ➜
Name: Date:

“A lunar eclipse,” the newsman said. “The moon will
hide its face!”
The word lunar MOST likely has to do with the

a evening.
b moon.
c morning.
d sun.
18 Based on evidence from the text, why does the narrator

feel she needs to get up and move?
f Her mother said so.
g Her legs went to sleep.
h Luis told her she had to get up.
i The newsman said there was an eclipse.
19 What does the narrator think of the lunar eclipse?

GO ON ➜
Name: Date:
Use “Juan Bobo” and “Out of This World” to answer the

question below.
20 Both Juan in “Juan Bobo” and Luis in “Out of This World”

are described as silly. Explain how each character is
silly in a different way. Support your answer with clear
text evidence.
GO ON ➜
GRADE 3
UNIT 6
Read the article “The Ant Man” before answering

The Ant Man

If you want to know something about ants, ask the famous
teacher and writer, Dr. Edward O. Wilson. He has been watching
ants since he was a boy in the 1930s. His books The Ants and On
Human Nature won Pulitzer Prizes.
His Early Life
At first, Wilson was interested in birds. Bird watchers need
sharp eyes and ears. As a boy, he hurt one eye and then lost some
of his hearing. He knew then that he had to find other creatures to
study. Young Wilson began watching insects, especially ants. He
spent a lot of time crawling on his hands and knees. He followed
ants to their nests. Then he inspected the nests to see what the ants
were doing.
Social Animals
Dr. Wilson thinks we can learn from ants and other social
animals, such as bees. Social animals live and work together. They
share work, food, and information. They keep each other safe.

People are social animals, too.
Most ants live in nests they make from soil, wood, or leaves.
Some live in trees or hollow plant stems. Ants in a nest have
different jobs. The queen lays eggs. The workers collect food for
the queen and the other ants. Some workers take care of the
queen’s eggs. Others keep the nest clean. Soldier ants fight off and
attack other ants.
GO ON ➜
GRADE 3
UNIT 6
All Kinds of Ants

Ants are everywhere. Hot places like Central America have
the most species, or different kinds of ants. One kind is the
harvester ant. Harvester ants bring grass, seeds, and berries into
their nests. Everyone shares the food.
Other ant species do work similar to farming. Honey ants
eat honeydew, a sweet liquid that aphids make. Aphids are small
insects that suck juices from plants. Honey ants stroke an aphid’s
belly until honeydew comes out. It is like milking a cow. Texas
leafcutter ants take leaves from plants. They use the leaves to grow
fungus gardens and then eat the fungus.
Ants use their eyes and noses to find their way home.
Dr. Wilson found that ants communicate with each other through
smells. When one ant senses danger, it gives off an odor. The other
ants smell it and make the same odor. Soon the whole nest knows
there is danger. Then they can hide or run away.
Learning about Nature
Dr. Wilson says that studying nature is something we can all
do. “You don't study nature with a pencil and paper,” he has said.
“You learn by seeing, smelling, hearing, and touching. It is
something you can do your whole life.” Although he is over 80

years old, he is still studying nature, and every time he goes out,
he finds something new.
Anyone who studies insects is good with details. But
Dr. Wilson can see the big picture, too. He worries that many plant
and animal species are dying off. Each species plays a part in the
natural world. Once a species is gone, there is no way to replace it.
GO ON ➜
GRADE 3
UNIT 6
The plants and animals in nature help people in many ways.

They clean water and make the soil we grow food in. They even
make the air we breathe. According to Dr. Wilson, “By destroying
nature, we are throwing away a gift.”
But Dr. Wilson thinks people have stopped doing some of
the things that hurt the natural world. We are respecting nature a
little more than before. The more we learn about nature, the more
we want to protect it.
GO ON ➜
Name: Date:

on “The Ant Man.”

If you want to know something about ants, ask the
famous teacher and writer, Dr. Edward O. Wilson.
Based on its root word fame, what does famous mean?

a able
b exciting
c very good
d well known
22 Under which heading can you find out what Dr. Wilson
thinks about studying nature?
f His Early Life
g Social Animals
h All Kinds of Ants
i Learning about Nature
23 Compare and contrast worker ants and soldier ants.

GO ON ➜
Name: Date:
24 In the section “Social Animals,” how does the author

organize his ideas?
f by listing the order the ants collect food
g by comparing the different types of queen ants
h by explaining why ants will attack another ant’s nest
i by explaining how the ants live and work together

They share work, food, and information.
The root word of information is inform, meaning “to tell.”

Information is BEST described as
a facts.
b goals.
c students.
d feelings.
26 Read this paragraph from the article.

Ants use their eyes and noses to find their way home.

Dr. Wilson found that ants communicate with each
other through smells. When one ant senses danger, it
gives off an odor. The other ants smell it and make the
same odor. Soon the whole nest knows there is danger.
Then they can hide or run away.
Which word in the paragraph helps the reader

understand what odor means?
f communicate h smell
g danger i whole
GO ON ➜
Name: Date:
27 In the second paragraph of the section “ All Kinds of Ants”

on page 141, how does the author organize the ideas?
a by describing what an aphid looks like
b by explaining how fungus grows on leaves
c by listing the problems ants cause farmers
d by comparing how ants’ work is like farming
28 What information can be found under the heading

“ All Kinds of Ants” on page 141?
f how ants work together
g different species of ants
h some ways ants help people
i how to study ants and other animals

Anyone who studies insects is good with details. But
Dr. Wilson can see the big picture, too.
What does see the big picture mean?

a writes long books

b knows all of the species
c understands the most important idea
d watches something on the big screen
GO ON ➜
Name: Date:
30 Both ants and people are social creatures. Think of two

ways people are like ants in the way we live and one way
people and ants are different. Support your answer with
GO ON ➜
GRADE 3
UNIT 6

correctly complete Numbers 31 through 40.
Isabel and I were walking to the park on a burning hot day.
The heat came up from the sidewalk (31) our feet. We decided
to see who could run (32) . We were already dripping, so it
didn’t matter if we got even (33) . We ran until Isabel stopped
and begged me to buy her some lemonade.
“You just had a giant glass of water at home,” I said. “As
soon as you’re splashing around in the fountain, you’ll be as cool
as a cucumber.”
We walked (34) the avenue where all the stores were.
Mr. Kim’s sidewalk fruit stand was piled high with fruit,
vegetables, and ice. I asked him if we could have some ice from
his display.
He said, “Sure, but not too much. I’ve got to keep all
(35) food cool.”
I rubbed the ice on my neck. It melted quickly and made

me feel (36) . Then we saw the (37) sight of all. Mrs. Chin
was walking down the street under (38) umbrella! Isabel and I
giggled, but Mrs. Chin was smiling (39) . She looked cooler
than anyone else.

I said, “Maybe we should buy umbrellas with the
lemonade money.”
But Isabel said, “No, we’ll be at the park (40) . Let’s see
if it’s cooler there.”
GO ON ➜
Name: Date:

a with
b from
c under

f fast
g faster
h fastest

a sweaty
b sweatier
c sweatiest

f to
g over

h during

a this
b those
c these
GO ON ➜
Name: Date:

f weller
g more better
h better

a stranger
b strangest
c strange

f an
ga
h the

a happy
b happier
c happily

f away
g soon
h slowly
STOP

GRADE 3
UNIT 6
Writing Prompt
Write an opinion piece telling about the most important
thing you do in school. Give reasons for your opinion. Use the
space below to plan your writing. Write your opinion piece on a
separate sheet of paper.
GO ON ➜
Answer Key Name:
Correct
Answer
1 D Context Clues: Paragraph Clues L.3.4a DOK 2
2 F Text Features: Use Illustrations RL.3.7 DOK 1
3 B Context Clues: Paragraph Clues L.3.4a DOK 2
4 H Context Clues: Paragraph Clues L.3.4a DOK 2
5 B Theme RL.3.2 DOK 2
6 See below Point of View RL.3.6 DOK 3
10 See below Literary Element: Message/Lesson RL.3.2 DOK 3
11 D Literary Elements: Stanza RL.3.5 DOK 2
12 G Greek and Latin Roots L.3.4c DOK 1
13 A Figurative Language: Idioms RL.3.4 DOK 2

16 I Literary Elements: Stanza RL.3.5 DOK 2
17 B Greek and Latin Roots L.3.4c DOK 1
18 G Point of View RL.3.6 DOK 2
19 See below Point of View RL.3.6 DOK 3
20 See below Theme RL.3.2 DOK 3
21 D Root Words L.3.4c DOK 1
22 I Text Features: Headings RI.3.5 DOK1

Answer Key Name:
Correct
23 See Text Structure: Compare and Contrast RI.3.8 DOK 3

below
24 I Text Structure: Problem and Solution RI.3.8 DOK 2
26 H Context Clues: Paragraph Clues L.3.4a DOK 2
27 D Text Structure: Compare and Contrast RI.3.8 DOK 2
28 G Text Features: Headings RI.3.5 DOK 1
29 C Figurative Language: Idioms L.3.5a DOK 2
30 See Text Structure: Compare and Contrast RI.3.8 DOK 4

below
31 C Prepositions L.3.1 DOK 1
32 G Adverbs That Compare L.3.1g DOK 1
33 B Adjectives That Compare L.3.1g DOK 1
34 F Prepositions L.3.1 DOK 1
35 A Adjectives and Articles L.3.1a DOK 1
36 H Adverbs That Compare L.3.1a DOK 1
37 B Adjectives That Compare L.3.1g DOK 1

38 F Adjectives and Articles L.3.1a DOK 1
39 C Adverbs L.3.1a DOK 1
40 G Adverbs L.3.1a DOK 1
See
Prompt Persuasive Writing W.3.1a-d DOK 3
below
Vocabulary 1, 3, 4, 12, 13, 17, 21, 25, 26, 29 /10 %
Grammar, Mechanics, Usage 31-40 /10 %

Answer Key Name:
6 2-point item. The women in the story treat Juan Bobo kindly and thank him for his help. The
farmers respond negatively to him by yelling at him and then tell him what to do by commenting on
his silly comments.
10 2-point item. Possible student responses: Juan repeats what his mother said to a wedding party,
even though the first farmer is not part of a wedding. Then he says what that farmer told him to say
to the second farmer who is burning his weeds, not thinking about how it would sound to the farmer.
19 2-point item. The narrator is glad she was able to be a part of the big crowd that saw the lunar
elcipse. She is glad that she did not miss it. She had fun playing with her shadow, cheering for the
moon, and being out at night. She now sees the moon in a new way.
20 4-point item. Juan is silly because he makes silly mistakes, such as telling one man what the last
person told him to say without thinking about what he is saying. Luis is silly because he jumps
around and makes jokes. Juan tries to do the right thing and be nice to people, but he has trouble
figuring out what the right thing is to say. He wishes that he would not make silly mistakes. Luis acts
silly because he wants to be funny. He is aware of what he is doing.
23 2-point item. Both types of ants work for the good of the whole nest, but they have different jobs.
The worker ants collect food, keep the nest clean, and take care of the queen’s eggs. The soldier
ants fight off ants and attack other ants to protect the nest.
30 4-point item. Possible student responses: People are like ants because we are both social and have
responsibilities. Like ants, people share food, homes, and information. Both have different jobs and
protect their communities. Unlike ants, people mostly share information by talking, and we have
many more jobs in our social structure than ants do.
Writing Prompt
Refer to scoring criteria in the Teacher Introduction to assess written responses to the prompt.

Unit Assessment GR 3

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Unit 5 Assessment 103

Unit 6 Assessment 129

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iv Unit Assessment • Teacher Introduction

Overview of Unit Assessment

Scoring Unit Assessment

Copyright © The McGraw-Hill Companies, Inc.

vi Unit Assessment • Teacher Introduction

Scoring Unit Assessment

Focus Organization Support Conventions

Consistent focus Writing employs Writing is clearly Writing contains

Unit Assessment • Teacher Introduction vii

Evaluating Unit Assessment Scores

23 B Main Idea and Key Details RI.3.2 DOK 2

24 I Context Clues L.3.4a DOK 2

25 A Prefix re- L.3.4b DOK 1

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Correct answer parameters for the

Comprehension: Multiple-Choice 1, 6, 8, 12, 14, 16–19, 21, 24–26, 28 /14 %

Scoring rows identify items by

viii Unit Assessment • Teacher Introduction

The Winter Count

Grandpa said, “Every year, we choose one event to add to

Some of the youngest children were not paying attention

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One of her friends wanted to make a copy of her school. She

Beauty from Simple Things

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Use “The Winter Count” on pages 1–2 to answer

1 Why does Grandpa tell Black Elk to listen well?

2 What is the lesson of this story?

3 Read these sentences from the story.

Which meaning of the word trace is the SAME one used

4 What does Grandpa worry about MOST?

5 According to Grandpa, the white settlers brought many

6 How does Grandpa feel when Black Elk wants to keep

Copyright © The McGraw-Hill Companies, Inc.

7 Read this sentence from the story.

What does Grandpa mean by this?

8 Read these sentences from the story.

Which sentence uses the word faces in the SAME way it

i A cube has six faces.

9 What happens AFTER Grandpa tells everyone that the

10 Describe what type of character Black Elk is and how he

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Use “Ruth Asawa” on pages 3–4 to answer Numbers

11 What is the MAIN idea of the article?

12 Read this sentence from the article.

Which word has almost the same meaning as the word

13 What section of the article contains information about

14 In the section “Making a Map,” name three things that

15 Which compound word from the article means “not in a

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18 Read this sentence from the article.

What does community mean in the sentence above?

h a place where students receive an education

19 What happened AFTER Ruth decided to make an

Use the article “Ruth Asawa” to answer the question