Foods of Mexico: a Delicious Blend
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Unit 5 • Week 4 Weekly Test Name Directions: Read the following expository text. Use information from the text to answer the questions. Foods of Mexico: A Delicious Blend by George Ancona Panza llena, corazón contento is an old Mexican proverb that means “a full belly makes for a happy heart.” The foods of Mexico are a treat to see, smell, taste, and eat. Native Foods The early people of Mexico developed maize (corn) from a small wild plant. They grew many varieties of maize: white, red, yellow, black, and other color combinations. Between rows of corn they planted tomatoes, beans, chiles, pumpkins, sweet potatoes, and squash. They also raised avocados and amaranth, a nutritious grain that was ground into flour for tortillas and bread. Fields and forests supplied fruits, peanuts, cacao (cocoa) beans, honey, and mushrooms. The Spanish Flavor The Spanish who came to the New World brought their traditions with them. Over the centuries Spain had had many influences. From the Greeks, who colonized Spain in the fifth century b.c., the Spanish learned to grow olives, grapes, and chickpeas. From the Moors, who ruled their country for eight hundred years, they learned to plant spinach, eggplants, artichokes, watermelons, sugarcane, and lime, lemon, and orange trees. Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. Spanish ships called galleons sailed across the Pacific Ocean from Spanish colonies in Asia. They brought many foods and spices with them. Rice from Asia together with Mexico’s native beans (frijoles) and tortillas became the staple food of Mexico. African slaves who were brought to New Spain also added their ways of cooking. Next Grade 3 • Unit 5 • Week 4 277 RDG14_ANC03_SE_WKT_U5W4.indd Page 277 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test Tortillas or Bolillos? The Spanish planted wheat because they preferred wheat bread to the native corn tortillas. They baked little rolls called bolillos. Serving bolillos was a status symbol among Europeans. But Mexicans never gave up their tortillas. Eventually the settlers began to eat them too. Today it isn’t necessary to choose between a tamal or a bolillo. Street-corner food vendors sell a breakfast snack that blends two cultures: a sliced bolillo with a hot tamale inside. This is called a torta de tamal, a tamale sandwich. Like seeds blown by the wind, people came to Mexico from distant lands, and they settled and flowered. The foods they brought with them blended with native cooking. The result is a Mexican cuisine that has traces of distant lands. Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. Next 278 Grade 3 • Unit 5 • Week 4 RDG14_ANC03_SE_WKT_U5W4.indd Page 278 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test Name Text-Based Comprehension Directions: Read the questions below and choose the best answer. 1. Part A Which of the following statements is a conclusion you can draw from the text? A. In addition to being well made, ships from Spain were fast and powerful. B. The early people of Mexico knew how to find many foods in the wild. C. Out of the many kinds of food in Mexico, the tortilla is the most important. D. Many crops grow better in crowded spaces than in open spaces. Part B Which detail from the expository text best supports the answer to Part A? A. “forests supplied fruits, peanuts, . and mushrooms.” B. “tortillas became the staple food of Mexico.” C. “Between rows of corn they planted tomatoes,” D. “Spanish ships . sailed across the Pacific Ocean” Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. COMMON CORE STATE STANDARDS Informational Text 7. Use information gained from illustrations (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Next Grade 3 • Unit 5 • Week 4 279 RDG14_ANC03_SE_WKT_U5W4.indd Page 279 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test 2. Part A Reread the following paragraph. What was a cause, or reason, for the Spanish to decide to plant wheat? “The Spanish planted wheat because they preferred wheat bread to the native corn tortillas. They baked little rolls called bolillos. Serving bolillos was a status symbol among Europeans. But Mexicans never gave up their tortillas. Eventually the settlers began to eat them too.” A. The Spanish liked foods made from wheat more than foods made from corn. B. Wheat plants were easier for the Spanish to grow than corn plants. C. Growing wheat plants showed that a person had a lot of money and was important. D. The Spanish felt nervous about growing or eating different foods. Part B Which detail from the text best supports the answer to Part A? A. “a status symbol” B. “never gave up” C. “preferred wheat bread” D. “baked little rolls” Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. COMMON CORE STATE STANDARDS Informational Text 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Informational Text 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Next 280 Grade 3 • Unit 5 • Week 4 RDG14_ANC03_SE_WKT_U5W4.indd Page 280 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test Name 3. Part A Reread the section titled “The Spanish Flavor.” Which statement correctly summarizes the main idea of these paragraphs? A. Asia is an important supplier of food for Mexico. B. Some groups controlled Spain for many years. C. Some Mexican foods blend parts of many cultures. D. Galleons were able to support heavy loads. Part B Which detail from the text does not support the answer to Part A? A. “Rice from Asia . and tortillas became the staple food of Mexico.” B. “the Moors, who ruled their country for eight hundred years,” C. “African slaves who were brought . added their ways of cooking.” D. “The Spanish who came . brought their traditions with them.” Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. COMMON CORE STATE STANDARDS Informational Text 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. Next Grade 3 • Unit 5 • Week 4 281 RDG14_ANC03_SE_WKT_U5W4.indd Page 281 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test Vocabulary Directions: Read the questions below and choose the best answer. 4. Part A What is the best definition of the word “vendors” as used in the text? A. businesses that make only one kind of product B. machines from which people select and buy foods C. people who offer goods in return for money D. cooks who can prepare many large meals quickly Part B Which word from the passage best supports the answer to Part A? A. breakfast B. sell C. choose D. snack Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. COMMON CORE STATE STANDARDS Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. Next 282 Grade 3 • Unit 5 • Week 4 RDG14_ANC03_SE_WKT_U5W4.indd Page 282 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test Name 5. Part A Reread the section titled “Native Foods.” Which of the following words is a synonym for the word “raised” as used in the text? A. lifted B. built C. created D. grew Part B Which word in the text best supports the answer to Part A? A. ground B. developed C. planted D. combinations Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. Copyright © Pearson Education, Inc., or its affiliates. COMMON CORE STATE STANDARDS Informational Text 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. Language 5. Demonstrate understanding of word relationships and nuances in word meanings. Next Grade 3 • Unit 5 • Week 4 283 RDG14_ANC03_SE_WKT_U5W4.indd Page 283 9/12/13 9:42 AM s-w-058 /108/PE01492/PARCC_Benchmark_and_Weekly_tests/NA/SE/Weekly_Test_SE/G3/0328798657/ ... Unit 5 • Week 4 Weekly Test 6. Part A What is the meaning of the word “maize” as used in the text? A.