WAAIM Grade 3 Performance Tasks 2017-2018€¦ · Web viewRow 1 reads English Language Arts,...

Washington Access to Instruction and

Measurement (WA-AIM)

Grade 3 Performance Tasks2019–2020

1WA-AIM Performance Grade 3

Change Log

Date Performance Task Explanation of Change03/19/2018 Speaking and

Listening LessRestrictions changed from “Do show the test to the student.” to Do not show the text to the student.”

08/20/2018 Update to current 2018–2019 School Year

Update all materials. Notes to Teacher’s updated based on scoring feedback.

10/22/2018 Incorrect access point language for Geometry More

Changed from “Student will select one detail from a text presented” to “Student will use number of angles or number of sides to describe or identify a figure.”

7/31/2019 All Update for 2019–20207/31/2019 3.NBT.1 More Access Point changed from “Student will round two-digit

numbers (0–30) to the nearest 10” to “Student will round two-digit numbers (10–30) to the nearest 10.” The access point requires two-digit number, but the parenthetical reference included single-digits.)

7/31/2019 3.NBT.1 More Requirement “Each item must round to a different number” changed to “Each item must round a different two-digit number to the nearest 10.” The intent of this performance task is round to the nearest 10 using double-digit numbers 10–30. 10, 20, and 30 are the only numbers that can be rounded to. Performance tasks require 5 items. The requirement of round to five different numbers is not possible given the number limit.

7/31/2019 3.NBT.1 Intermediate

Requirement” Student will use base-ten to identify numbers between 0 and 30” changed to “Student will use base-ten to identify numbers between 10 and 30.” This access point is distinguished from Less by the use of base-ten to identify number. The numbers 0–9 do not require the use of base-ten to identify the number.


AdaptationsAll examples and items presented in the following Performance Tasks are allowed to be adapted to meet each individual student’s learning style and preferred mode of receptive and expressive communication. Teachers are encouraged to present the Performance Task components in styles that most closely resemble how daily instructional materials are presented to the student. Below are typical adaptations and ideas for presenting the Performance Tasks. This is not an all-inclusive or exhaustive list.

Use graphics and/or physical models Enlarge text/graphics Simplify text/directions Use tactile graphics Use pictorial/word/object representations for numbers and graph parts Written material may be read aloud (unless the PT specifically requires the student to

read) Reenactments or computer simulations may be used to represent scenarios For items that require the student to do physical tasks, teacher may do the physical

tasks if directed by the student (ie-MS PS3-3) Replace provided graphics with graphics commonly used by student Teacher can use real-life objects when asking questions Text and vocabulary can be tailored to the student’s vocabulary in cases where the

vocabulary is not a key element of the concept Use graphics student is most familiar with


ENGLISH LANGUAGE ARTS Grade 3Strand: Reading LiteratureSub-strand: Key Ideas and Details

Washington K-12 Learning Standard

Essential Element ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less ComplexRL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

EE.RL.3.1 Answer who and what questions to demonstrate understanding of details in a text.

Student will use details to answer questions about the plot and characters in a text.

Student will answer questions about characters in a text.

Student will identify text details, such as character, in a text.


RL.3.1 Reading Literature – Key Ideas and Details Grade 3ACCESS POINT (More Complex) RL.3.1.M Student will use details to answer questions about the plot and characters in a text.

PERFORMANCE TASKRequirements:

Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. The set of five items must include at least:

o one item about plot o one item about characters

Source material must be a narrative text with a simple plot and characters. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Text must be narrative/literary text. Use of informational or non-fiction text will be marked unscorable.

Example Items

Teacher Directions: Here is a story about going to the store. Follow along as I read the story to you. While I read, think about what Tom and Mom are doing. (Read the story to the student.)

Tom and Mom Go to the StoreTom and Mom take the bus to the store. Mom needs to get milk and bread. Tom hopes to get gum. Tom sees the gum as soon as he walks in the door of the store. Mom sees it too. Tom carries the groceries out. Tom is smiling. Mom has bought him the gum.

Item 1:How do Tom and Mom get to the store? (Read the answer choices to the student.)

A. to buy gumB. on a busC. near the milk

Item 2:Who wants to get gum? (Read the answer choices to the student.)

A. TomB. storeC. Mom

Item 3:Why is Tom smiling?


Item 4:Why do Mom and Tom go to the store?

Answer Key (for teacher use only):Item 1: B, on a busItem 2: A, TomItem 3: Mom bought Tom gumItem 4: To get milk and bread; to get groceries; to get food


RL.3.1 Reading Literature – Key Ideas and Details Grade 3ACCESS POINT (Intermediate Complex) RL.3.1.I. Student will answer questions about characters in a text.


Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. Source material must be a narrative text with characters. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: Text must be narrative/literary text. Use of informational or non-fiction text will be marked unscorable.

Example Items

Teacher Directions: Here is a story about Billy and his neighbor, Harry. Follow along as I read the story to you. As I read the story, think of a word that describes how Billy acts. (Read the story to the student.)

Billy lives next door to Harry, who has a garden. Harry’s garden has lots of weeds. They may stop Harry’s vegetables from growing. Billy helps Harry pull the weeds. Harry thanks Billy by giving him some carrots.

Item 1:Which word best tells about Billy? (Read the answer choices to the student.)

A. helpfulB. funnyC. angry

Item 2:Who has a garden? (Read the answer choices to the student.)

A. BillyB. HarryC. carrots

Item 3:How does Harry thank Billy?

A. By living next doorB. By making him pull weedC. By giving him carrots

Answer Key (for teacher use only)


Item 1: A, helpfulItem 2: B, HarryItem 3: C, By giving him carrots


RL.3.1 Reading Literature – Key Ideas and Details Grade 3ACCESS POINT (Less Complex) RL.3.1.L. Student will identify text details, such as character, in a text.


Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. Source material must be narrative text with characters. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Text details can include who, what, where, when, why, or how questions of the narrative text .

Example Items

Teacher Directions: Here is a story about friends on a farm. Follow along as I read the story to you. (Read the story, with accompanying visuals, to the student.)

Charlotte’s WebWilbur is a pig, and Charlotte is a spider. They live on Zuckerman’s Farm. Wilbur has a problem, but Charlotte helps him.

Item 1:According to the story, who is one character in the story? (Read the answer choices to the student.)

A. WilburB. tractor

Item 2:According to the story, whose farm do Charlotte and Wilbur live on?

A. Wilbur’sB. Zuckerman’s

Answer Key (for teacher use only)Item 1: A, WilburItem 2: B, Zuckerman’s


ENGLISH LANGUAGE ARTS Grade 3Strand: Reading Informational Text

Sub-strand: Craft and StructureWashington K-12

Learning StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity

More Complex Intermediate Less Complex

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

EE.RI.3.5 With guidance and support, use text features including headings and key words to locate information in a text.

Student will use text features, including headings and key words, to locate information in a text.

Student will use one or more text features to locate specific information in a text.

Student will identify a text feature in a text.


RI.3.5 Reading Informational Text Craft and Structure Grade 3ACCESS POINT (More Complex) RI.3.5.M. Student will use text featu r es , including headings and key words, to locate information in a text.


Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. Source material must be informational text .

o Text must include headings and key words. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This standard is about informational text (non-fiction). Items using literary or fictional texts will be marked unscorable.

Example Items

Teacher Directions: Here is an article about ostriches. Follow along as I read the article to you. As I read, think about which part of the article tells about what an ostrich eats. (Read the article with accompanying visuals, as needed, to the student.)

OstrichesThe ostrich is the world’s largest bird. It cannot fly.

SizeThe ostrich grows to be nine feet tall. That is taller than a person.

FoodOstriches eat plants, including their roots and seeds. They also eat insects and lizards.

HomeThe ostrich lives in the grasslands of Africa.1

Item 1 (heading item): Which heading tells where to find information about what an ostrich eats? (Read the answer choices to the student.)

A. Size B. FoodC. Home

Item 2 (key word item): What information does the key word “grasslands” tell you? (Read the answer choices to the student.)

1Adapted from Ostrich by National Geographic


http://www.nationalgeographic.com/animals/birds/o/ostrich/?rptregcta=reg_free_np&amp%3Brptregcampaign=20131016_rw_membership_n

A. How big an ostrich is.B. What an ostrich eats.C. Where an ostrich lives.

Answer Key (for teacher use only)Item 1: B, FoodItem 2: C, Where an ostrich lives.


RI.3.5 Reading Informational Text Craft and Structure Grade 3ACCESS POINT (Intermediate Complex) RI.3.5.I. Student will use one or more text f eatu r es to locate specific information in a text.


Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. Source material must be informational text . In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Note to Teacher: This standard is about informational text (non-fiction). Items not using informational texts will be marked unscorable.

Example Items

Teacher Directions: Here is an article about what different birds eat. Follow along as I read the article to you. As I read, think about the food that birds with pointed beaks eat. (Read the article to the student. The key words should be in boldface type. As an example with this text, a cone-shaped beak could be illustrated with a picture of a finch or a grosbeak with seeds; a thin, pointed beak could be illustrated with a picture of a warbler with insects; and a hooked beak could be illustrated with a picture of an eagle with meat.)

Bird BeaksThe shape of a bird’s beak helps the bird get its food. Birds with a short, cone-shaped beak use it to crack open seeds. Birds with a thin, pointed beak use it to pick up insects. Birds with a hooked beak use it to tear meat into pieces.2

Item 1 (key word item):What food does a bird with a thin, pointed beak eat? (Read the answer choices to the student.)

A. seedsB. insectsC. meat

Item 2 (heading item): Which text feature helps the reader locate information about birds’ beaks in this article? (Read the answer choices to the student.)

A. boldfaceB. headingsC. underlining

2 Adapted from Bird Beaks


Answer Key (for teacher use only)Item 1: B, insectsItem 2: A, boldface


RI.3.5 Reading Informational Text Craft and Structure Grade 3ACCESS POINT (Less Complex) RI.3.5.L. Student will identify a text f eature in a text.


Every performance task must have at least five unique items/questions. The five items can relate to one text or multiple texts. Source material must be informational text . In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: This standard is about informational text (non-fiction). Items not using informational texts will be marked unscorable.

Example Items

Teacher Directions: Here is an article about the state bird of Washington, the American goldfinch. Follow along as I read the article to you. As I read, think about which words are the key word(s) in this article. (Present the article with accompanying visuals. The key words must be in boldface type. For example, the words “American goldfinch” are bold in the example below to identify them as key words. Read the story with accompanying visuals, as needed, to the student. Use pictures/objects of a goldfinch, sunflower, dandelions, and/or blooming thistles to aid comprehension.)

The State Bird of Washington

The American goldfinch is Washington’s state bird. The American goldfinch eats sunflowers, dandelions, and thistles. Thistles are one of the American goldfinch’s favorite foods.3

Item 1 (key word item):Which picture or object shows the key word from the article? (Point to the two labeled pictures or objects: one of an American goldfinch and one of a dandelion.)

A. an American goldfinchB. a dandelion

Answer Key (for teacher use only)Item 1: A, an American goldfinch

3 http://wa.audubon.org/washington-state-bird; accessed 4/4/1415

WA-AIM Performance Grade 3

ENGLISH LANGUAGE ARTS Grade 3Strand: Reading Foundational Skills

Sub-strand: Phonics and Word RecognitionWashington K-12 Learning Standard



RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.a. Identify and

know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multi-syllable words.

d. Read grade-appropriate irregularly spelled words.

EE.RF.3.3 Use letter- sound knowledge to read words.a. In context,

demonstrate basic knowledge of letter- sound correspondences.

b. With models and supports, decode single- syllable words with common spelling patterns (consonant-vowel- consonant [CVC] or high- frequency rimes).

c. Not applicabled. Recognize 40 or

more written words.

Student will read simple sentences having high-frequency words.

Student will identify single-syllable words with common spelling patterns (consonant- vowel-consonant [CVC]).

Student will match letter sounds with their letter correspondences or words with corresponding visuals.


RF.3.3 Reading: Foundational Skills-Phonics and Word Recognition Grade 3ACCESS POINT (More Complex) RF.3.3.M. Students will read simple sentences having high-frequency words.


Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not read target words, phrases, or sentences to the student.

Note to Teacher: The target words must be presented as simple sentences. Each simple sentence counts as one unique item.

Items presented as individual words in a list will be marked “Not Scorable.” The teacher cannot read the word or answer choices to the

student.

Example Items

Item 1:Teacher Directions: Here are some words. (Present three different word cards with the words “go,” “will,” and “I” on them and present them out in random order.) Listen as I read each word. (Point to each randomly placed card as you read.) I can put these words together to make a sentence. (Place the words in order, forming the sentence “I will go.” Do not read the sentence.)

Read this sentence. (Point to the sentence.)I will go.

Item 2:Teacher Directions: Here is a sentence. (Present a picture of a boy jumping down a step and a sentence strip that says, “The boy jumps down.” Place the sentence strip below the picture.)

Read this sentence. (Point to the sentence.)The boy jumps down.


Item 3:Teacher Directions: Here is a picture. (Point to picture.)

Which sentence tells about the picture? (Do not read answer choice to student.)A. The hen is in the sky.B. The hen is on a bed.C. The hen is on a nest.

Answer Key (for teacher use only)Item 1: Correct if student reads “I will go” independently.Item 2: Correct if student reads “The boy jumps down” independently.Item 3: C, The hen is on a nest


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RF.3.3 Reading: Foundational Skills-Phonics and Word Recognition Grade 3ACCESS POINT (Intermediate Complex) RF.3.3.I. Student will identify single-syllable words with common spelling patterns (consonant-vowel-consonant [CVC]).


Every performance task must have at least five unique items/questions. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not read target words, phrases, or sentences to the student

Note to Teacher: Each single-syllable word is considered one item. The teacher cannot read the word or answer choices to the

student.

Example Items

Item 1:Teacher Directions: Look at this picture. (Point to a picture of a rug.)

Which word tells about the picture? (Present answer choice cards in alphabetical order; “cat,” “rug,” and “top”. Do not read the answer choices to the student.)

A. catB. rug C. top


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Item 2:Teacher Directions: Look at this word card. (Point to the word card that says “hat” but do not read it to the student.)

Which picture shows what the word means? (Present answer choice cards in alphabetical order: pictures of a dog, a hat, and a pen.)

Answer Key (for teacher use only)Item 1: B, rugItem 2: Correct if student chooses the image of the hat.


hat

RF.3.3 Reading: Foundational Skills-Phonics and Word Recognition Grade 3ACCESS POINT (Less Complex) RF.3.3.L. Student will match letter sounds with their letter correspondences or words with corresponding visuals.


Every performance task must have at least five unique items/questions. Students may match five:

o letter sounds with their letter correspondenceso words to corresponding visuals o or a combination of both

In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: Each match is considered one item.

Example Items

Item 1 (letter sound to letter correspondence item):Teacher Directions: Here are two pictures (Lay out two picture cards/objects in front of the student: one that represents a mouse and one that represents a tiger. Do not provide text with the pictures/objects.)

This is a mouse. (Point to the mouse picture), repeat the initial /m/ sound, and then say the word “mouse.”)

This is a tiger. (Point to the tiger card/object, repeat the initial /t/ sound, and then say the word “tiger.”)

Which letter makes the sound of /t/ in the word “tiger”? A. TB. M

Item 2:Teacher Directions: Listen to this word. (Prompt the student to listen.) The word is “man.” What is the word? (The student repeats the word “man.”) “Man” begins with the letter “m.”

What sound does the letter “m” make?Answer Key (for teacher use only)Item 1: A, TItem 2: Correct if student produces the /m/ sound.


ENGLISH LANGUAGE ARTS Grade 3Strand: Writing

Sub-strand: Text Types and PurposesWashington K-12 Learning

StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity


W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order

d. Provide a sense of closure.

EE.W.3.3 Write about events or personal experiences.

a. Select an event or personal experience and write about it including the names of people involved.

b. Not applicable

c. Not applicable

d. Not applicable

Student will write about an event or personal experience using details.

Student will write about an event or personal experience.

Student will identify an event or personal experience, either real or imagined.


W.3.3 Writing-Text Types and Purposes Grade 3ACCESS POINT (More Complex) W.3.3.M. Student will write about an event or personal experience using details.


Every performance task must have at least five unique items/questions. Writing topics can include five:

o eventso personal experiences o or a combination of both

Student must include at least two details. Sentences must have appropriate first-word capitalization and end-mark punctuation

following teacher reminders.

Restrictions: Multiple-choice items must not be used.

Allowable accommodations: scribe, assistive technology, or low-tech communication systems utilized by the student

Note to Teacher: This task requires the student to produce writing on five different topics . Each item should be a new

topic that includes two details, first word capitalization and end-mark punctuation. The use of a scribe and/or assistive technology is appropriate. This is distinguished from the

Intermediate performance task in that the student is asked to independently generate the ideas while also working with

conventions of writing. This task does not require a student to physically do the writing.

Example Items

Item 1:Teacher Directions: You are going to write about an experience you have had. You need to include some details. Listen for details as I read this sample to you. (Read the writing sample to the student.)

This summer I went to the beach. I played in the sand and built sand castles. I went swimming with my family. We played in the waves. A day at the beach is always so much fun!


Teacher Direction: Now it is your turn to write about an experience you had. Include at least two details. Remember to capitalize the first word of each sentence and use a period at the end of each sentence. Item 2:Teacher Directions: Write about your trip to the playground (or another experience the student has recently had). Include at least two details. Remember to capitalize the first word of each sentence and use a period at the end of each sentence.

Answer Key (for teacher use only)Item 1: Correct if unrepeated topic, student included at least two details, AND has correct first word capitalization and ending punctuation.Item 2: Correct if unrepeated topic, student included at least two details, AND has correct first word capitalization and ending punctuation.


W.3.3 Writing-Text Types and Purposes Grade 3ACCESS POINT (Intermediate Complex) W.3.3.I. Student will write about an event or personal experience.



o eventso personal experiences

personal experiences must be specific to the studento or a combination of both

Single words and simple sentences are acceptable responses. Students can be provided an array of word choices.

Restrictions: Multiple-choice items must not be used.

Note to Teacher: This task requires the student to produce writing on five different topics. This task does not require a

student to physically do the writing. The use of a scribe, assistive technology, PECS system, and/or communication

board is appropriate .

Example Items

Item 1:Teacher Directions: You are going to write about something you do. Follow along as I read an example to you. (Present a writing sample using the text below.)

When I get home from school, I eat a snack. Then I go outside to play.

Now it is your turn to write about something you do.Item 2:Teacher Directions: You are going to write a story about going on a class trip to the zoo. (Present a visual/picture/object that represents a class trip to the zoo. Show the visual/picture/object to the student.)

Write about going to the zoo. Answer Key (for teacher use only)Item 1: Correct if student responds with a related word, simple sentence or complete thought.Item 2: Correct if student responds with a related word, simple sentence or complete thought.


W.3.3 Writing-Text Types and Purposes Grade 3ACCESS POINT (Less Complex) W.3.3.L. Student will identify an event or personal experience, either real or imagined.



o eventso personal experiences

personal experiences must be specific to the studento or a combination of both


Restrictions: None

Example Items

Item 1:Teacher Directions: I am going to tell you about an experience I had. (Present a story with one or two sentences telling about an event or a personal experience. Include a picture/object with the story.)

I went to the store. I went with my family. I bought a toy.

Now I want to know about something you did in school. (Provide two choices of experiences, one of which the student has had and one of which the student has not had. For example, provide a picture of a playground and a picture of the moon.)

Which picture shows a place where you had an experience?

Item 2:Teacher Directions: I am going to read a story to you. Listen for what event happens in the story. (Present a story with one or two sentences and an illustration of the event in the story.)

Joni and Jessie are twins. They went bowling. All of their friends went with them.

Which sentence tells about an event that happened in the story? (Read the answer choices to the student.)

A. The twins go bowling with friends.B. The twins go swimming.

Answer Key (for teacher use only)Item 1: Correct if student identifies an experience the student had.Item 2: A, The twins go bowling with friends.


ENGLISH LANGUAGE ARTS Grade 3Strand: Speaking and Listening

Sub-strand: Comprehension and CollaborationWashington K-12

Learning StandardEssential Element ACCESS POINTS Built on Three Levels of Complexity


SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

EE.SL.3.3 Ask or answer questions about the details provided by the speaker.

Student will ask questions about one detail presented.

Student will ask or answer questions about the details presented.

Student will select one detail from a text presented.


SL.3.3 Speaking and Listening-Comprehension and Collaboration Grade 3ACCESS POINT (More Complex) SL.3.3.M. Student will ask questions about one detail presented.


Every performance task must have at least five unique items/questions. The five items can relate to one text or to multiple texts. Source material or presentation must be an informational text . In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not show the text to the student.

Note to Teacher: This task is distinguished from Intermediate in the student must generate five questions related to a detail in a

presented text. Each question asked by the student is considered one item.

Example Items

Teacher Directions: Here is an article about the Moon. Listen as I read the article to you. As I read, think of a question about something in the article. (Read the article to the student.)

The MoonThe Moon is far away. The Moon does not have water. The Moon does not have dirt. There are no plants on the Moon.

Some people went to the Moon a long time ago. They wanted to see what the Moon was like. They did not stay long. Maybe someday you can visit the Moon!

Item 1:What is one question you have about the article?

Item 2:Teacher Directions: I am going to read the article again. As I read think of another question you could ask about a detail. Here is a list of words you may use to begin your question. (Provide the following question word cards: who, what, where, when, why, and how.) Ask your question.

Answer Key (for teacher use only)Item 1: Item is correct if student’s question relates to a detail in the text.Item 2: Each unique question is correct and counts as one item IF the student’s questions relate to details in the text.


SL.3.3 Speaking and Listening-Comprehension and Collaboration Grade 3ACCESS POINT (Intermediate Complex) SL.3.3.I. Student will ask or answer questions about the details presented.


Every performance task must have at least five unique items/questions. The five items can relate to one text or to multiple texts. The five items can include:

o asking items o answering items o or a combination both

Source material must be an informational text. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not show the text to the student

Note to Teacher: This task is distinguished from More in the student can ask or answer questions related to a detail

presented in a text. If the student can ask five questions, the More Access Point is appropriate.

Example Items

Teacher Directions: Here is an article about rocks. Listen as I read the article to you. Listen for details about what rocks look like. (Read the article to the student.)

RocksRocks are found outside all over the world. They have many sizes and colors. Some rocks are big and some rocks are small. Some rocks have pretty colors. Other rocks are black or gray, or even brown. Most rocks are hard, but some are soft and break easily.Item 1 (answering item):Which detail from the article best tells what a rock looks like? (Read the answer choices to the student.)

A. found outsideB. the worldC. pretty colors

Item 2 (asking item):Now I am going to read the article again. Listen as I read the article and think about a question you could ask about rocks. (Reread the article to the student.) Here is a list of words you may use to begin your question. (Provide the following question word cards: who, what, where, when, why, and how.) Ask one question you have about rocks.

Answer Key (for teacher use only)Item 1: C, pretty colors


Item 2: Correct if the student’s question is unique and relates to the text.


SL.3.3 Speaking and Listening-Comprehension and Collaboration Grade 3ACCESS POINT (Less Complex) SL.3.3.L. Student will select one detail from a text presented.


Every performance task must have at least five unique items/questions. The five items can relate to one text or to multiple texts. Source material must be an informational text. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Do not show the text to the student

Example Items

Teacher Directions: Here is some information about pumpkins. Listen as I read and think about what needs to be planted for a pumpkin to grow. (Read the information about pumpkins to student.)

Growing a PumpkinPlant a pumpkin seed in the dirt. Soon a small plant appears. After a while, a big orange pumpkin grows.

Item 1:What do you need to grow a pumpkin? (Show the student two pictures/objects: one of a pumpkin seed and one of shoes. Read the answer choices to the student.)

A. pumpkin seedB. shoes

Item 2:Where do you plant a pumpkin seed?

Answer Key (for teacher use only)Item 1: A, pumpkin seedItem 2: In the dirt


Mathematics Grade 3Domain: GeometryCluster: Reason with shapes and their attributes

Washington K–12 Learning Standard



3.G.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

EE.3.G.1. Describe attributes of two-dimensional shapes.

Student will use number of angles or number of sides to describe or identify a figure.

Student will recognize sides or angles in two-dimensional shapes.

Student will identify circles, squares, and triangles.


3.G.1 Geometry-Reason with shapes and their attributes Grade 3ACCESS POINT (More Complex) 3.G.1.M. Student will use number of angles or number of sides to describe or identify a figure.


Every performance task must have at least five unique items/questions. Task must include five different:

o angle items o side items o or a combination of both

In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not use three-dimensional solids (e.g. spheres, prisms, or cylinders)

Note to Teacher: This task requires reference to either sides OR angles in order to identify. Simple identification of a shape is

the Less Complex Performance Task

Example Items

Item 1 (side item):Teacher Directions: Here is a square. (Point to the square.)

How many sides does the square have? (Read the answer choices to the student.)A. 3B. 4C. 5

Item 2 (angle item):Teacher Directions: Here is a square, a triangle, and a circle. (Point to the circle, triangle, and square.)


Teacher Directions: Which figure has only 3 angles?

Item 3 (angle item):Teacher Directions: Here is a shape

Which description describes the shape?A. The shape has 2 angles.B. The shape has 3 angles.C. The shape has 4 angles.

Answer Key (for teacher use only)Item 1: B, 4Item 2: Student identifies triangle.Item 3: C. The shape has 4 angles.


3.G.1 Geometry-Reason with shapes and their attributes Grade 3ACCESS POINT (Intermediate Complex) 3.G.1.I. Student will recognize sides or angles in two-dimensional shapes.

PERFORMANCE TASK

Requirements:

Every performance task must have at least five unique items/questions. Task must include five different:

o angle items o side items o or a combination of angle items and side items


Restrictions: Do not use three-dimensional solids (e.g. spheres, prisms, or cylinders)

Example Items

Item 1 (side item):Teacher Directions: Here are three squares. (Point to each square.)

Which square has one side colored?

Item 2 (angle item):Teacher Directions: Here is a triangle. (Point to the triangle.)

Point to one of the angles of the triangle. Answer Key (for teacher use only)Item 1:

Item 2: Correct if student identifies one of the angles.35


3.G.1 Geometry-Reason with shapes and their attributes Grade 3ACCESS POINT (Less Complex) 3.G.1.L. Student will identify circles, squares, and triangles.

PERFORMANCE TASK

Requirements:

Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one item identifying a circleo one item identifying a square o one item identifying a triangle


Restrictions: Do not use three-dimensional solids (e.g. spheres, prisms, and cylinders)

Example Items

Item 1 (square item):Teacher Directions: This is a square. (Point to the square)

Which is also a square? (Point to the answer choices.)

Item 2 (triangle item):Point to the shape that is a triangle.


Item 3 (circle item):Teacher Directions: Point to the shape that is a circle.

Answer Key (for teacher use only)Item 1:

Item 2:

Item 3:


Mathematics Grade 3Domain: Measurement and DataCluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objectsWashington K–12 Learning Standard



3.MD.4. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.

EE.3.MD.4. Measure length of objects using standard tools, such as rulers, yardsticks, and meter sticks.

Student will measure the length of an object to the nearest whole unit.

Student will identify tools that can be used to measure length.

Student will identify the longest (shortest) object when given two objects.


3.MD.4 Measurement and Data- Solve problems involving measurement and Grade 3estimation of time, liquid volumes, and masses of objectsACCESS POINT (More Complex) 3.MD.4.M. Student will measure the length of an object to the nearest whole unit


Every performance task must have at least five unique items/questions. The end of the ruler should be aligned with the edge of the object that is being

measured. Distractors must be measuring errors. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Items must not measure properties except for length. (e.g. time, volume, area, capacity,

temperature, weight)

Note to Teacher: This task requires the student to measure length. Other measurements (e.g. time, volume, weight, etc.)

will be marked “Not Scorable.”

Example Items

Item 1:Teacher Directions: Here are a crayon and a ruler. (Point to the crayon and the ruler.)

What is the length of the crayon to the nearest inch?

Item 2:Teacher Directions: Here is an index card. (Place the index card on the work surface.) Here is a ruler. (Place a 12-inch ruler so that the zero or the first marking on the ruler is in line with the edge of the index card.) What is the length of the index card to the nearest inch?

Answer Key (for teacher use only)Item 1: 3 inches


Item 2: Answer may vary depending on size of index card.


3.MD.4 Measurement and Data- Solve problems involving measurement and Grade 3estimation of time, liquid volumes, and masses of objectsACCESS POINT (Intermediate Complex) 3.MD.4.I. Student will identify tools that can be used to measure length.


Every performance task must have at least five unique items/questions. At least two different tools that measure length must be used (e.g., ruler, tape measure,

or yardstick). Distractors must be measurement tools. Each item must specific the length of the object is being measured. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example Items

Item 1 (ruler item):Teacher Directions: Here is a crayon. (Point to the crayon.)

Which tool can be used to measure the length of the crayon? (Point to and read the answer choices to the student.)

Item 2 (measuring tape item):Teacher Directions: (Take student to a rectangular table) Here is a table (Point to the table. Place three tools on the table- measuring tape, scale, clock.)


Which tool would you use to measure the length of the table?

Answer Key (for teacher use only)Item 1: rulerItem 2: measuring tape


3.MD.4 Measurement and Data- Solve problems involving measurement and Grade 3estimation of time, liquid volumes, and masses of objectsACCESS POINT (Less Complex) 3.MD.4.L. Student will identify the longest (shortest) object when given two objects.


Every performance task must have at least five unique items/questions. The set of five items must include at least:

o one item identifying the longest object o one item identifying the shortest object


Restrictions: None

Note to Teacher: This task requires identification of both longest and shortest within the set of five items.

Example Items

Item 1 (longest item):Teacher Directions: Here are a crayon and a bookmark. (Point to the crayon and the bookmark.)

Which is longer?

Item 2 (shortest item):Teacher Directions: (Collect an unsharpened pencil, a stapler, and a glue stick. Place the pencil, stapler, and glue stick on the work surface in front of the student.) Here is a pencil, a stapler, and a glue stick.

Which is the shortest? Answer Key (for teacher use only)Item 1: bookmarkItem 2: Correct if student identifies the shortest of the objects presented.


Mathematics Grade 3Domain: Number and Operations in Base TenCluster: Use place value understanding and properties of operations to perform multi-digit arithmetic




3. NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100.

EE.3.NBT.1. Use decade numbers (10, 20, and 30) as benchmarks to demonstrate understanding of place value for numbers 0–30.

Student will round two-digit numbers (10–30) to the nearest 10.

Student will use base-ten to identify numbers between 10 and 30.

Student will identify numbers between 0 and 10.


3.NBT.1 Number and Operations in Base Ten Use place value understanding Grade 3and properties of operations to perform multi digit arithmeticACCESS POINT (More Complex) 3.NBT.1.M. Student will round two-digit numbers (10–430) to the nearest 10.


Every performance task must have at least five unique items/questions. Each item must round a different two-digit number to the nearest 10. The number given must be less than or equal to thirty, but may round to thirty. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: None

Example Items

Item 1:Teacher Directions: The number 13 is shown on this number line. (Point to the number 13.)

What is 13 rounded to the nearest 10? (Read the answer choices to the student.)A. 10B. 15C. 20

Item 2:Teacher Directions: This model shows the number 22.

4 Highlighted text is a change from 2018–2019. Please see table on page 2.45


Teacher direction: What is 22 rounded to the nearest ten? [Point to the answer choices.]

A.

B.

C.

Answer Key (for teacher use only)Item 1: A, 10Item 2: B, 20


3.NBT.1 Number and Operations in Base Ten Use place value understanding Grade 3and properties of operations to perform multi digit arithmeticACCESS POINT (Intermediate Complex) 3.NBT.1.I. Student will use base-ten to identify numbers between 105 and 30.


Every performance task must have at least five unique items/questions. Each item must identify a different number. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not count the objects for the student.

Example Items

Item 1:Teacher Directions: Here is a picture of blocks using base-ten. (Point to the base ten blocks.)

What number do the blocks show? (Point to and read the answer choices.)A. 6B. 24C. 42

Item 2:Teacher Directions: Which picture shows 14? (Point to the answer choices.)

A. B. C.

Answer Key (for teacher use only)Item 1: B, 24Item 2: A, 14

5 Highlighted text is a change from 2018–2019. Please see table on page 247


3.NBT.1 Number and Operations in Base Ten Use place value understanding Grade 3and properties of operations to perform multi digit arithmeticACCESS POINT (Less Complex) 3.NBT.1.L. Student will identify numbers between 0 and 10.


Every performance task must have at least five unique items/questions. Each item must identify a different number. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Do not count the objects for the student.

Note to Teacher: This task can have a student to identify a numeral, identify an amount, match an amount to a numeral or

match a numeral to amount. It is distinguished from the Intermediate in that the numbers are 10 or less and does not

require the use of base ten.

Example Items

Item 1:Teacher Directions: Which shows the number six? (Point to, but do not read, the answer choices.)

A. 2B. 6

Item 2:Teacher Directions: This is a 10-frame. (Point to the model.) The pink dots show a number.

What number do the pink dots show? (Point to, but do not read, the answer choices.)A. 6B. 8

Answer Key (for teacher use only)Item 1: B, 6Item 2: B, 8


Mathematics Grade 3Domain: Number and Operations-FractionsCluster: Develop understanding of fractions as numbers




3. NF.1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

EE.3.NF.1–3. Differentiate a fractional part from a whole.

Student will identify a unit fraction of a modeled fraction or use a model to represent a unit fraction.

Student will recognize a whole and parts in relation to the whole of two-dimensional figures.

Student will recognize a whole and parts in relation to the whole of real-world objects.


3.NF.1 Number and Operations Fractions: Develop understanding of Grade 3fractions as numbersACCESS POINT (More Complex) 3.NF.1.M. Student will identify a unit fraction of a modeled fraction or use a model to represent a unit fractions.


Every performance task must have at least five unique items/questions.

At most, the same unit fraction can be used twice (e.g., 2 items with 12 ; 2 items with

13 ; 2

items with 14 )

Denominators may include 2, 3, 4, 6, and 8. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Only use denominators of 2, 3, 4, 6, and 8.

Example Items

Item 1:Teacher Directions: This circle has been shaded to represent a fraction. (Point to the circle.)

What fraction of the circle is shaded? (Read the answer choices to the student.)

A.12

B. 13

C. 14

Item 2:Teacher Directions: Here is a number line. (Point to number line.)


Point to12 on the number line.

Item 3:Teacher Directions: Here are three models of fractions. (Point to each model.)

Point to the model that shows 13 .

Answer Key (for teacher use only)

Item 1: C, 14

Item 2: Correct if student identifies the tick mark between 0 and 1

Item 3:


3.NF.1 Number and Operations Fractions: Develop understanding of Grade 3fractions as numbersACCESS POINT (Intermediate Complex) 3.NF.1.I. Student will recognize a whole and parts in relation to the whole of two-dimensional figures.


Every performance task must have at least five unique items/questions. No more than two items can use the same two-dimensional figure (e.g. 2 circles, 2

squares, 1 triangle). The set of five items must include at least:

o one item with whole figures o one item with parts of figures

Teacher must define the whole for each item. In a multiple-choice item, a minimum of three answer choices must be provided.

Restrictions: Do not use three-dimensional solids (e.g. spheres, prisms, and cylinders.)

Note to Teacher: For full points the student needs to identify at least one whole and at least one part within the set of five

items. This task is distinguished from Less Complex in that the whole and part relationship are to two-dimensional figures, not

real-word objects.

Example Items

Item 1 and Item 2 (part of figure item):Teacher Directions: This picture shows a whole circle. (Point to the circle.)

Point to all of the pictures that show part of a circle. (Point to the answer choices.)


A.

B.

C. Items 3 and 4 (whole items):Teacher Directions: Here are some rectangles. (Point to rectangles.)

Circle the pictures that show a whole rectangle shaded.

Answer Key (for teacher use only)Items 1–2: Student identifies the parts.Item 3–4: Student identifies the fully shaded rectangles


3.NF.1 Number and Operations Fractions: Develop understanding of Grade 3fractions as numbersACCESS POINT (Less Complex) 3.NF.1.L. Student will recognize a whole and parts in relation to the whole of real-world objects.


Every performance task must have at least five unique items/questions. Five different real-world objects must be used. The set of five items must include at least:

o one item that recognizes whole objects o one item that recognizes parts of objects

Teacher must define the whole for each item. In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: None

Note to Teacher: For full points the student needs to identify at least one whole and at least one part within the set of five

items.

Example Items

Item 1 (part item):Teacher Directions: This picture shows a whole piece of paper. (Point to the whole piece of paper.)

Which picture shows a part of a sheet of paper? (Point to the answer choices.)

A.

B.


Items 2 and 3 (who items):Teacher Directions: Here is a whole dollar bill, soccer ball, notebook, and pizza.

Circle the whole objects. (Point to the objects.)

Answer Key (for teacher use only)Item 1: B, paper with missing cornerItems 2–3: Student identifies the soccer ball and notebook


Mathematics Grade 3Domain: Operations and Algebraic ThinkingCluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic




3. OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

EE.3.OA.8. Solve one-step real-world problems using addition or subtraction within 20.

Student will solve one-step real-world problems using addition or subtraction with sums/differences within 20.

Student will solve one-step real-world problems using objects or models to compose or decompose numbers up to 10.

Student will use counting (up to 5) to solve real-world problems.


3.OA.8 Operations and Algebraic Thinking Solve problems involving the Grade 3Four operations, and identify and explain patterns in arithmeticACCESS POINT (More Complex) 3.OA.8.M. Student will solve one-step real-world problems using addition or subtraction with sums/differences within 20.


Every performance task must have at least five unique items/questions. Each item must have a different sum or difference. Task must include:

o additiono subtraction o or a combination of both


Restrictions: None

Example Items

Item 1:Teacher Directions: Tracy had eight crayons. She found two more crayons. How many crayons does Tracy have in all? (Read the answer choices to the student.)

A. 6 crayons B. 10 crayons C. 12 crayons

Item 2:Teacher Directions: Mark had 14 pennies. Mark lost 5 pennies. How many pennies does Mark have now?

Answer Key (for teacher use only)Item 1: B, 10Item 2: 9


3.OA.8 Operations and Algebraic Thinking Solve problems involving the Grade 3Four operations, and identify and explain patterns in arithmeticACCESS POINT (Intermediate Complex) 3.OA.8.I. Student will solve one-step real-world problems using objects or models to compose or decompose numbers up to 10.


Every performance task must have at least five unique items/questions. Each item must have a different sum or difference. Task must include:

o additiono subtractiono or a combination of both


Restrictions: NoneExample Items

Item 1:Teacher Directions: Mr. Munoz has three soccer balls. (Point to the soccer balls.)

Mr. Munoz needs eight soccer balls. How many more soccer balls does Mr. Munoz need? (Point to, but do not quantify, the answer choices for the student.)

A.

B.

C.

Item 2:Teacher Directions: Mary had seven pennies. (Point to the pennies.)

Then, Mary found one more penny.

How many pennies does Mary have in all?

Answer Key (for teacher use only)Item 1: C, 5


Item 2: 8


3.OA.8 Operations and Algebraic Thinking Solve problems involving the Grade 3Four operations, and identify and explain patterns in arithmeticACCESS POINT (Less Complex) 3.OA.8.L. Student will use counting (up to 5) to solve real-world problems


Every performance task must have at least five unique items/questions. At most, a number can be used twice (e.g. two items counting 3, two items counting four,

and one item counting 5). In a multiple-choice item, a minimum of two answer choices must be provided.

Restrictions: Do not count the objects for the student

Example Items

Item 1:Teacher Directions: Mr. Munoz needs three soccer balls. Which picture shows three soccer balls? (Point to, but do not quantify, the answer choices for the student.)

A.

B.

Item 2:Teacher Directions: Here are some craft sticks. (Place 10 craft sticks on the work surface.) For a project, two craft sticks are needed. Show me two craft sticks.

Answer Key (for teacher use only)Item 1: B, 3 soccer ballsItem 2: Correct if student identifies two craft sticks.


Glossary of Terms

Distractor: An incorrect answer in a multiple-choice question.

Informational Text: Informational text is non-fiction and is organized by topic with supporting details and is often further organized with headings, graphics and captions.

Examples: biographies and autobiographies; books about history, social studies, science and the arts; technical text, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on arrange of topics.

Narrative Text: Text that conveys an experience, either real or imagined.

Text Features: Text features are found in informational text.

Examples: headings, subheadings, glossaries, indexes, electronic menu icons, key words, sidebars, hyperlinks, bold print, italics, layout, color, captions, and charts.


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