Grade 3 Practice Tests - Triumph Learning for the Common Core ... Practice Tests Answer Keys....

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for the Common Core State Standards

Grade 3

EnglishLanguage

Arts

Practice Tests Answer Keys

Crosswalk Coach PLUS for the Common Core State Standards, English Language Arts, Grade 3, Practice Tests, Answer Keys T298NAK

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ContentsLexile Measures Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Practice Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Answer Explanations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

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Lexile Measures ChartPractice Test 1

Passage Title Lexile Measure

Part 1

My First Day 500L

First Day of Camp 500L

The Ballpark Not prose

Owls 810L

John James Audubon: Wildlife Bird Artist 800L

Part 2

Night Sounds 490L

Part 3

Backyard Chickens 790L

The New Pet 580L

Practice Test 2

Passage Title Lexile Measure

Part 1

The Travelers and the Purse Not prose

Oak and Reed 740L

The Life Cycle of Monarch Butterflies 750L

The Life Cycle of Red-Eyed Tree Frogs 650L

Geography and Animal Life in Argentina 810L

Part 2

The Knave of Bergen 1000L*

Part 3

Weather Extremes 750L

Hurricane Birds 800L

* Lexile measure is high, but the content of the text and the tasks expected of the student fall within the grade-level text complexity band.

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01

23

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Writing Rubric

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Practice Test 1Answer Key

Item Key Common Core State Standard

Skill Lesson(s)

1 Part A: BPart B: D

RL .3 .1, RL .3 .2 Text Evidence, Central Message

1, 8

2 Part A: APart B: C

RL .3 .1, RL .3 .3 Text Evidence, Characters

2

3 Part A: DPart B: A

RL .3 .3 Characters 2

4 Part A: BPart B: C

RL .3 .1, RL .3 .5, RL .3 .9 Compare and Contrast Literature, Text Evidence

5, 7, 10

5 Part A: APart B: B

RL .3 .1, RL .3 .3 Text Evidence, Characters

2

6 See response on page 8 . RL .3 .3, RL .3 .9 Characters 2, 5, 10

7 A4, B6, C2 RL .3 .4, L .3 .4 Determine Word Meanings

6, 38

8 3, 2, 4, 5 RL .3 .3 Sequence of Events 7



10 See response on page 8 . RL .3 .1, RL .3 .3 Text Evidence, Characters

2

11 Part A: APart B: D

RL .3 .3, RL .3 .5 Characters 2, 7

12 See response on page 8 . RL .3 .2 Main Idea and Supporting Details

12

13 See response on page 8 . RL .3 .4, L .3 .5 Literal and Nonliteral Language

6, 38

14 Part A: APart B: C

RI .3 .1, L .3 .6 Text Evidence, Reading in the Subject Areas

16


RI .3 .4, L .3 .4 Determine Word Meanings

16, 38


RI .3 .5 Common Features of Informational Texts

15

17 A2, B1, C5 RI .3 .3 Relationship between Ideas

14

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Skill Lesson(s)

18 See response on page 9 . RI .3 .1, RI .3 .2 Main Idea and Supporting Details

11, 12, 13


RI .3 .1, RI .3 .2 Text Evidence, Main Idea and Supporting Details

11, 12, 13

20 Part A: DPart B: B


15


RI .3 .4, L .3 .4 Determine Word Meanings

16, 38

22 Part A: B, DPart B: C

RI .3 .2 Main Idea and Supporting Detail

2

23 See response on page 9 . RI .3 .1, RI .3 .2 Ask and Answer Questions

11

24 Part A: DPart B: B


15

25 2, 4, 3, 5 RI .3 .3 Sequence 14

26 A2, B5, C3 RI .3 .3 Relationship between Ideas

14

Part 2 See sample response on page 9 .

W .3 .3, W .3 .8, L .3 .1, L .3 .2, L .3 .3

Narrative Writing 21, 28–39


RI .3 .9, W .3 .1, W .3 .2, W .3 .4, W .3 .7, L .3 .1, L .3 .2, L .3 .3

Research Writing 18, 19, 20, 28–39

Answer Keys (continued)

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Practice Test 11. Part A: B Malik’s father told him to keep smiling.

Malik remembered to have a positive attitude when things went wrong during the day.

Part B: D Malik’s classmate noticed his positive attitude. She wanted to become his friend because of his actions.

2. Part A: A Malik shows kindness by talking to the girl at camp.

Part B: C Malik smiled at the girl because he wanted to make her feel better.

3. Part A: D Malik was running late for the bus, so he jumped out of the car and ran.

Part B: A Malik was late for the bus because he tried to get the stain out of his lucky shirt.

4. Part A: B Malik was shy in the first passage. He is not shy in the second passage, and he tries to help a shy girl feel better.

Part B: C In paragraph 4 of the second passage, Malik introduces himself to the new girl.

5. Part A: A Malik listens to his father. He keeps smiling in the first passage, and he helps someone else do the same in the second passage.

Part B: B His father told him to keep smiling in the first passage.

6. Part A: Students should circle the first claim: Malik tries to be nice because he knows how it feels to be the new person. Neither of the other claims are supported by the text.

Part B: Students can select sentences from the first and second passages. Sample answers: “Maybe I would never make any new friends” and “I remembered my first day at a new school. I was miserable because everyone was talking, laughing, and having fun except for me.”

7. A4, B6, C2 Reluctant is another word for hesitant. Miserable is another word for unhappy. Thrilled is another word for excited.

8. 3, 2, 4, 5 This order indicates the correct sequence of events in the story. First, Malik meets his friends at camp. Then, Malik and his friends go to the pool. Next, Malik smiles at the girl in the cafeteria. Afterward, he sees her at the lake. Malik tells his friends that he is going to speak to the girl. Finally, Malik becomes friends with the new girl.

9. Part A: B Alex sits next to Sammy because the stadium is crowded and he has nowhere else to sit.

Part B: C Alex would be unlikely to sit with a group of Hawks fans unless there are no other seats.

10. Part A: Students should circle the third claim: Sammy hurts her friends’ feelings when she cheers for the wrong team.

Part B: Answers will vary. Sample answers: “Alex is my friend and I don’t want to hurt his feelings” and “But I’m your friend, too, and we always root for the Hawks.”

11. Part A: A Sammy is thoughtful. She does not want her friends to be upset.

Part B: D She thinks about her friends’ feelings. That is why she suggests that they cheer for both teams.

12. Students should underline “The game is more fun to watch when we cheer instead of argue.”

13. The kids jumped like kangaroos because they were happy and excited. They had a good time as they cheered for both teams.

14. Part A: A Owls are patient, quiet hunters.

Part B: C Owls wait patiently and quietly for prey to approach while they hunt.

15. Part A: B Prey is a word that refers to animals that are hunted for food.

Part B: D “They have to swallow their prey whole.” The word swallow indicates eating.

16. Part A: B The section “Characteristics” talks about the special features of owls.

Part B: C The picture shows an owl turning its head around to look behind it, as this sentence describes.

17. A2, B1, C5 Talons are sharp claws. Scientists study pellets to learn about an owl’s diet. Owls are different from other birds because they do not build nests.

18. Students should underline “They have habitats, characteristics, and behaviors that make them different from other birds.”

19. Part A: B John James Audubon spent a lot of time in the woods studying nature and birds. This interest continued into his adulthood.

Answer Explanations

9

Answer Keys (continued)D

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Part B: D Audubon must have devoted a lot of time to drawing over a thousand illustrations.

20. Part A: D The “Fast Facts” box states that John James Audubon was an ornithologist. The definition of the word is also included in the box.

Part B: B The passage makes several references to Audubon studying birds. He studied and drew birds in order to create his book.

21. Part A: A The word specimens is used several times in the passage. It refers to the birds and bird items that Audubon studied.

Part B: B The sentence “He would collect some bird eggs and a few nests to learn more about birds” helps the reader determine the meaning of specimens. Audubon collected samples of eggs and birds to learn more about each kind of bird.

22. Part A: B, D John James Audubon was artistic and creative. He spent much of his time studying and illustrating birds.

Part B: C “Audubon became the first person to draw lifelike pictures of birds for a book.” This shows his talent for being creative and being an artist.

23. Part A: Students should circle the third claim: John James Audubon learned a lot about birds by collecting and studying them.

Part B: Answers will vary. Sample answer: “He would collect some bird eggs and a few nests to learn more about birds” and “He tied strings around the legs of birds to find out whether he would see them again.”

24. Part A: D The “Fast Facts” box informs the reader that Audubon discovered twenty-five new species of birds.

Part B: B The “Fast Facts” box also indicates that he discovered these species when he was collecting specimens for Birds of America.

25. 2, 4, 3, 5 This order indicates the correct sequence of events in the story. Audubon learned about birds from his father. Audubon enjoyed hunting, fishing, and studying birds when he moved to America. Audubon did a bird-banding experiment. Audubon did not want to be a store manager or teacher. Audubon studied birds carefully so that they would look real when he drew them. Audubon was the first person to draw lifelike pictures of birds for a book.

26. A2, B5, C3 When Audubon moved to America, he hunted, fished, and drew wildlife. He did not want to be a store manager because he was more interested in nature. He learned about birds by doing a bird-banding experiment.

Part 2 Responses may vary. See rubric on page 5. Students should introduce the two characters, Kylie and Mara, and introduce the setting, daytime in the country. In the narrative, students should have the characters exploring and investigating sounds they hear that are unfamiliar to Kylie.

Part 3 Responses may vary. See rubric on page 5. Students should compare the main point of the two texts: raising chickens as backyard pets. Writing should present a focused opinion and include supporting details for the student’s opinion.

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Practice Test 2Answer Key


Skill Lesson(s)

1 Part A: APart B: See response on page 13 .

RL .3 .1 Ask and Answer Questions

1


RL .3 .6 Point of View 3


RL .3 .1 Ask and Answer Questions

1

4 Part A: CPart B: B

RL .3 .1, RL .3 .5 Ask and Answer Questions, Different Kinds of Literature

1, 7

5 See response on page 13 .


6 Part A: CPart B: A, E

RL .3 .1, RL .3 .2 Ask and Answer Questions, Different Kinds of Stories

1, 8

7 A2, B1 RL .3 .4, L .3 .4 Literal and Nonliteral Language

6

8 Part A: BPart B: A

RL .3 .6 Point of View 3

9 Part A: CPart B: C, E

RL .3 .1, RL .3 .3 Ask and Answer Questions, Characters

1, 2


RL .3 .4, L .3 .4 Literal and Nonliteral Language

6



12 See response on page 13


13 Part A: BPart B: See response on page 13 .

RL .3 .1, RL .3 .2 Ask and Answer Questions, Different Kinds of Stories

1, 8

14 A4, B2, C1, D3 RI .3 .1, RI .3 .2, RI .3 .3, RI .3 .9

Main Idea and Supporting Details

11, 13, 14, 18


RI .3 .1, RI .3 .3 Ask and Answer Questions, Text Organization

11, 14

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Skill Lesson(s)

16 Part A: CPart B: B

RI .3 .4, RI .3 .7, L .3 .4a, L .3 .4d

Determine Word Meanings

11, 16, 38

17 Part A: APart B: A

RI .3 .1, RI .3 .7 Ask and Answer Questions, Common Features of Informational Text

11, 15

18 Part A: APart B: See response on page 13 .

RI .3 .1, RI .3 .7 Ask and Answer Questions, Reading in the Subject Areas

11, 17

19 A5, B3, C1 RI .3 .4, L .3 .4a, L .3 .4d Reading in the Subject Areas, Determine Word Meanings

16, 38


RI .3 .1, RI .3 .3, RI .3 .8, RI .3 .9

Compare and Contrast Informational Texts

11, 14, 18

21 Part A: DPart B: D

RI .3 .1, RI .3 .7 Ask and Answer Questions, Illustrations, Photos, and Maps

11, 17

22 Part A: CPart B: C

RI .3 .4, L .3 .4 Reading in the Subject Areas, Determine Word Meanings

38

23 Part A: DPart B: D

RI .3 .1, RI .3 .2, RI .3 .10 Ask and Answer Questions, Main Idea and Supporting Details

11, 13


RI .3 .1, RI .3 .2, RI .3 .10, L .3 .5

Main Idea and Supporting Details, Effective Word Choices

11, 13, 39


RI .3 .1 Ask and Answer Questions

11


RI .3 .1, RI .3 .5 Ask and Answer Questions, Common Features of Informational Texts

11, 15


W .3 .2, W .3 .8, L .3 .1, L .3 .2, L .3 .3

Write a Literary Analysis, Conventions

20, 28–39


W .3 .2, W .3 .4, W .3 .7, L .3 .1, L .3 .2, L .3 .3

Research Writing, Conventions

18–20, 28–39

Answer Keys (continued)

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Practice Test 21. Part A: A The traveler who finds the purse learns

if he had shared the money, his friend would have helped him when the constable arrived. This sentence best states the central message of the poem. The other choices are not supported by the poem.

Part B: Underlined sentences may vary. Students may underline “Nay, do not say we,” said his friend, “for you know / You claimed the sole right to the prize!”

2. Part A: B; Part B: D Because the poem is told from the third-person point of view, readers see the traveler who finds the purse as selfish for not sharing his fortune with his friend without knowing if he had a good reason to behave this way.

3. Part A: A In stanzas 1 and 2, readers see how the first traveler finds the purse and refuses to share his fortune with the second traveler, which leads to the second traveler not wanting to help the first when the constable arrives.

Part B: B The lines “‘I share it with you,’ said the other. ‘How so? / He who found it the owner should be’” show the first traveler stating he won’t share his newly found fortune.

4. Part A: C; Part B: B The author’s use of rhyme makes this passage recognizable as a poem.

5. B, D The traveler who found the purse shows he is dishonest by taking it and selfish by deciding not to share it with his friend.

6. Part A: C; Part B: A, E “Oak and Reed” is a fable because it has nonhuman characters and teaches a lesson.

7. When Oak when down like a ton of bricks, she fell in a hard or forceful way; Oak added fuel to the fire and made a bad situation worse by ignoring Wind.

8. Part A: B; Part B: A The third person point of view that the story uses helps readers see Oak as the other characters see her.

9. Part A: C; Part B: C, E Oak shows she thinks she is better than others when she questions how the weak Reed could survive when she could not and by not worrying about Wind’s strength even though she had never seen him so strong.

10. Part A: B; Part B: D The simile compares Oak’s trunk to a mountain. The meaning of the simile is that both Oak’s trunk and a mountain are very tall.

11. In the column for Oak, students should write the words stubborn and confident. In the column for Wind, students should write the words angry and fast. In the column for Both, students should place the words strong and powerful.

12. Oak is sure of her strength and stands up to Wind. This angers Wind, who then grows stronger, eventually uprooting Oak.

13. Part A: B It is flexibility, or adjusting to a situation, that helped Reed survive the storm.

Part B: Students should underline the sentences “‘You are stubborn,’ Reed said.” “‘You fight against the storm, even when it is stronger than you,’” and “‘I bow and yield as needed, and so Wind’s fury simply passed harmlessly over my head.’”

14. C1, B2, D3, A4 Both begin as an egg. Then they hatch into a caterpillar or a tadpole. Next, a chrysalis forms around the caterpillar, while the tadpole grows into a froglet. Finally, a butterfly hatches from the chrysalis, and the froglet grows into a tree frog.

15. Part A: B The monarch’s bright color warns other animals not to eat it because it is poisonous.

Part B:A Each uses its coloring to ward off predators; however, the butterfly does not frighten enemies, and the tree frog is not poisonous.

16. Part A: C A “stage” in a living thing’s life cycle is best defined as a time when it is growing and changing.

Part B: B The best example of a stage in the life cycle of a tree frog is when it grows short front legs and long back legs.

17. Part A: A The headings help readers understand how a monarch and a tree frog grow and change in stages three and four of their life cycles.

Part B: A The best summary of the information presented under the headings in each passage is that both a monarch and a tree frog continue to grow and change in stages three and four.

Answer Explanations

13

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18. Part A: A Caterpillars eat the milkweed they hatch on to fortify themselves with toxins that ward off predators.

Part B: Students should underline the sentences “Milkweed is poisonous to many other animals,” and “The poison that a caterpillar eats stays inside its body.”

19. A5, B3, C1 Cycle is another word for sequence. Squeeze is another word for push. Forms is another word for grows.

20. Students should place eats all day, has white spots, and poisonous on the left for “Monarch.” Students should place has bright eyes, has blue stripes, and loses gills on the right for “Tree Frog.” In the area labeled “Both,” students should place the facts lays eggs and grows in stages.

21. Part A: D The photo helps readers understand how a tree frog looks when it becomes an adult.

Part B: D The adult stage in a tree frog’s life cycle is stage four.

22. Part A: C; Part B: C Argentina can be split up into four major regions: Patagonia, the Pampas, the North, and the Andes. These regions each have their own climate, land traits, and animal life.

23. Part A: D The main idea of the article is that Argentina has different regions that support different kinds of animals.

Part B: D The detail from the text that shows the main idea is that Argentina is a beautiful place with many different kinds of land animals.

24. Part A: Students should draw a circle around wild animals. This is what the excerpt is mostly about.

Part B: Students should underline pests. Referring to Patagonia's wild animals as pests shows that not all people in Patagonia consider wild animals to be an important natural resource.

25. Students should underline the phrase “it could fit inside the space of the United States three times.”

26. Part A: B “Patagonia’s Natural Resources” is about how Argentina’s resources are being used up.

Part B: A “Patagonia’s Natural Resources”, students should underline “When resources become a big part of people’s lives, though, it can be easy to use them up or to use them improperly.”

Part 2 Responses may vary. See rubric on page 5. Student writing should how and why people's opinions of the knight change throughout the story, focusing on the knight's first impression. The response should draw upon information inferred from the story and presented in the story explicitly. Students should use information from the text and their own thinking to fully answer and support the questions: What did the character do? How did the other characters respond?

Part 3 Responses may vary. See rubric on page 5. Student writing should discuss a form of extreme weather and how it affects an animal and its habitat. Students should supply two examples of how an animal adapts to survive extreme weather conditions.

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