RDA3 Grade 3

The Reading Diagnostic Assessment contains multiple choice questions and constructed response short answer questions that are focused on literature and informational reading standards. The testing window for the Reading Diagnostic Assessment 3 (RDA 3) for grades 3-5 opens March 11, 2013. We recommend that teachers take the assessment in grade level teams prior to administering the assessment.

Before Administering the Assessment

• Print all Student Answer Sheets and test booklets according to CASCADE directions. • Arrange for accommodations for ECE and ESL students as indicated on the IEP or PSP.

Directions for Administering the Assessment

• Explain to the students that this assessment will help you determine what they know. • Encourage students to do their best. • Remind students of appropriate test-taking procedures. They should answer every question and leave no blanks. If they are unsure of an answer, they should determine a best guess. • Review how to record answers on the scan form. Emphasize that they SHOULD NOT WRITE MULTIPLE CHOICE ANSWERS IN THE TEST BOOKLET. • Distribute assessment material and review directions. • Monitor students during the assessment to make sure they are recording answers correctly. • When finished, test booklets should be collected and students should work on other material until all students have completed the assessment. • Collect student answer sheets and check for stray marks before scanning. • Collect and store Student Test Booklets.

After Administering the Assessment

• Score the short answer questions. • Scan student answer sheets in the LEXMARK Scanner according to directions. • Analyze the data from the CASCADE reports. Results should be used to determine what next instructional steps are needed to move students toward attainment of reading standards. • Following the assessment, and after the data has been entered in CASCADE, we recommend that teachers analyze the results in grade level teams. Teachers would then analyze the results with their students during whole group and/or during small group instruction. Since the standards are progressive and build on each other, it is important that students master the standards that are assessed on RDA 3. Students will need a solid foundation with these standards in order to be prepared for the standards in the last cluster—Integration of Knowledge and Ideas. • Repurpose the passages to teach, review, and/or assess other English Language Arts Standards.

RDA 3: Grade 3

Answer Sheet

Grade 3 Reading Diagnostic Assessment #3

ANSWER SHEET Number Answer Kentucky Core Academic Standard Description

1. C RI.3.6 Distinguish their own point of view from that of the author of a text.

2. A

3. D 4. D RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a sequence). 5. B 6. C SAQ RI.3.6 Distinguish their own point of view from that of the author of a text. 7. D RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 8. D RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is 9. A conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

POSSIBLE LOOK-FORS: • It was very cold • Food was hard to find • There were fierce storms • Had to use dog sleds to travel across the ice

2012-2013 Jefferson County Public Schools

Teacher Name:______Date:______

# of My Action Plan # of Question Students Kentucky Core Academic Standards Students # Needing Successful Review

RI.3.6 Distinguish their own point 1,2,3, of view from that of the author of a SAQ text.

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text 4,5,6 (e.g., comparison, cause/effect, first/second/ third in a sequence). RI.3.9 Compare and contrast the most important points and key 7,8 details presented in two texts on the same topic. RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a 9 story (e.g., create mood, emphasize aspects of a character or setting).

For Use By Jefferson County Public Schools Only

2012-2013 Elementary English Language Arts 2012-2013 Grade 3 RDA #3 Student Analysis Sheet Student Name ______Date ______

Question My My Learning Targets for Mastery Evidence: How I know my new answer is correct… I need a review of… Initial New Answer Answer

1 RI.3.6 I can distinguish my own point of view from that of the author of a text. 2 3 4 RI.3.8 I can describe the logical connection between particular

5 sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/ 6 third in a sequence).

7 RI.3.9 I can compare and contrast the most important points and key details

8 presented in two texts on the same topic. RL.3.7 I can explain how specific aspects of a text’s illustrations contribute to what is conveyed by the 9 words in a story (e.g., create mood, emphasize aspects of a character or setting). RI.3.6 I can distinguish my own point of SAQ view from that of the author of a text.

How many are correct? ______Incorrect? ______Which learning targets do I need to review?

My Plan:

For Use By Jefferson County Public Schools Only 2012-2013 Elementary English Language Arts

RDA3 Grade 3

RDAs

Copy Following Pages for Students

IMPORTANT: Use “photo” setting or “print and photo” setting and do NOT make photocopies of photocopies so that the students will be able to see the pictures well enough to answer the questions.

RDA 3: Grade 3

Matthew Henson: Explorer of the Arctic

1 Have you ever heard of Matthew Henson? He is one of America's great Arctic explorers. He was also the first African American to go to the North Pole.

Early Life 2 Matthew Henson was born in Maryland in 1866. After his parents died, he worked on a boat as a cabin boy. The captain liked Matthew. He taught him how to sail, and he also gave Matthew books to read. He taught him about math and history. Captain Childs helped Matthew get a good education.

How to Make an Igloo by Matthew Henson Meeting Robert Peary adapted by Jefferson County Public Schools 3 Then, when Matthew was almost nineteen years old, We first scrape away the snow, he met an explorer named Robert Peary. Robert Peary and cut blocks of ice about eighteen or wanted to be the first person to reach the North Pole. He twenty inches long and about fifteen asked Matthew Henson to help him reach his goal. From inches wide. It takes forty or fifty of that time on, Matthew Henson worked with Peary toward these blocks to make an igloo. We then their goal of reaching the North Pole. lay the ground layer of blocks in a

Learning Arctic Skills circle. Each new layer is curved inward so that when the fourth layer is in 4 In 1891, the two men went to Greenland to begin their place, the whole structure has been journey. It was not going to be easy to get to the North arched overhead. Pole. It was very cold. There were fierce storms and food was hard to find. Peary and Henson used dog sleds to We then work on the outside and fill in all of the gaps with snow. It takes travel across the ice. The people that lived in the Arctic three of us about an hour to make an region, called the Inuit, taught them how to hunt animals for igloo. The floor of the hut is, of course, clothing and food. Henson became very good at fixing solid ice covered with snow. sleds and hunting.

Arctic - the area near and including the North Pole; it is extremely cold, snowy and windy there.

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

Getting to the North Pole 5 It was a huge challenge to get to the North Pole. Peary and Henson spent many years trying. In 1906, they broke all human records for traveling so far north before turning back.

6 In 1908, they tried once more. They spent the winter on their ship getting ready. In the spring they started out. They had to travel more than 400 miles on the ice by dog sled. At one point, Henson fell through the ice and almost died. An Inuit man pulled him out just in time.

7 Finally, on April 6, 1909, eighteen years after they met, Robert Peary, Matthew Henson, and four Inuit men became the first people to stand at the North Pole.

The Four Inuit Men Who Made it to the North Pole

To read Matthew Henson's book, which has much more detail about surviving the Arctic, use this hyperlink:

Robert Peary

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

1. Which of the following sentences BEST supports the author’s point of view about Matthew Henson?

A. Henson was born in Maryland in 1866. B. Henson read a book to learn how to sail. C. Henson is one of America’s great Arctic explorers. D. Henson was afraid after he fell through the ice and almost died.

2. Which of the following sentences BEST supports Matthew Henson’s point of view about building a shelter in the Arctic?

A. It did not take much time. B. The Inuit men could do the job for him. C. It was difficult and took most of a day to do it. D. It was impossible to build a shelter that would keep him warm.

3. Which of the following sentences BEST supports the author’s point of view about Matthew Henson reaching the North Pole?

A. It would be impossible because of the cold. B. Robert Peary was crazy for wanting to go there. C. There was too much preparation needed to try to go. D. He could reach the North Pole despite many hardships.

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

4. Read these three sentences from the passage: It was not going to be easy to get to the North Pole. It was very cold. There were fierce storms and food was hard to find.

These three sentences are connected because they

A. show the reader the problem and the solution of traveling in the Arctic. B. instruct the reader about the sequence of events in Matthew Henson's life. C. compare living on the land in the Arctic with living on a ship in the Arctic Sea. D. help the reader understand what caused the trip to the North Pole to be difficult.

5. Read these two sentences from the passage: We first scrape away the snow, and cut blocks of ice about eighteen or twenty inches long and about fifteen inches wide....We then lay the ground layer of blocks in a circle.

These two sentences are connected because they

A. help the reader understand the problem and solution of making an igloo. B. show the reader the order of the steps in making an igloo. C. help the reader to understand the effect of cutting the blocks a certain size. D. compare how making an igloo is similar to making a snow fort.

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

By Matthew A. Henson adapted by Jefferson County Public Schools

All our clothing was made by the Inuit women on the ship.

It was made from animals who live in the Arctic. This is the list of everything that we had on: • a sleeveless shirt made of thin red flannel. Flannel is the kind of fabric from which warm pajamas are made. It feels soft and a little bit fuzzy. • a shirt made out of a blanket. • a koolitah, or coat, of reindeer skin with the hair on the outside, and with a hood attached. • sealskin mittens with the hair on the outside; another pair of blanket mittens worn inside. • only one garment was worn on the legs—bear-skin trousers lined with thin red flannel. • two garments for our feet: First we put stockings made of Arctic hare on our feet, with the fur on the inside. Over this we wore kammacks, or boots, of sealskin tanned without the hair. The sole of the kammack was made from the square-flipper seal.

Matthew Henson wearing his arctic clothing.

15 miles from the North Pole

square-flipper seal Arctic hare reindeer

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

6. Read these two sentences from the passage First we put stockings made of Arctic hare on our feet, with the fur on the inside. Over this we wore kammacks, or boots, of sealskin tanned without the hair.

The ideas in these two sentences are connected because they

A. help the reader understand the problem and solution of making arctic clothing. B. help the reader understand the cause and effect of wearing fur on the inside. C. show the reader the order in which the items are put on the feet. D. show how warm Arctic hare is compared with sealskin.

Use both passages about Matthew Henson to answer questions 7 and 8

7. What information can a reader learn from "What I Wore to the North Pole" that "Matthew Henson: Explorer of the Arctic" does not provide? A. The reader learns that six men went the North Pole. B. The reader learns how to build a house of ice, or an igloo. C. The reader learns that it takes eighteen years to get to the North Pole. D. The reader learns which animals are used to make special arctic clothing.

8. If someone wanted to learn all about Matthew Henson's journey to the Arctic, which article should they read, and why?

A. "What I Wore to the North Pole" because it was written by Henson, and he didn't write any part of the other article. B. "What I Wore to the North Pole" because if he had not had that clothing on during the trip, he would have died. C. "Matthew Henson: Explorer of the Arctic" because there are more details about the types of Arctic animals they depended on. D. "Matthew Henson: Explorer of the Arctic" because it tells about the eighteen years it took to get to the North Pole.

2012-2013 Jefferson County Public Schools

RDA3 Grade 3

Answer the short-answer question in the box below.

The author thought that it was a huge challenge for the explorers to reach the North Pole. Using information from the text, provide 3 pieces of evidence that support the author’s opinion.

RDA3 Grade 3

Willie Mouse was just a little mouse that didn’t know much about the world. He often heard his mama and papa say that the moon was made of green cheese. One evening he set out to find it.

He had not gone far when he met Miss Jenny Wren.

“Where are you off to in such a hurry?” she asked. She fluffed her feathers and straightened her tail. Illustration 1

“I'm on my way to find the moon to eat the most delicious cheese in the world.”

“The moon,” said Miss Wren, “you'll never reach it. Trust me. I fly high in the sky and never get any closer.”

“Well,” said Willie, “why should it be made of green cheese if you can't reach it?” And on he went walking even faster.

Soon he looked up and saw Mr. Squirrel jumping from branch to branch.

“Good afternoon,” said Mr. Squirrel. He smoothed the fur on his fancy tail.

“You are high up in the tree” said Willie. “Can you tell me the way to the moon? It's made of green cheese, you know.”

Illustration 2 “Oh, no it’s not. It’s made of nuts,” said Mr. Squirrel.

RDA 3: Grade 3

Willie walked on, mumbling to himself. “How silly is that? Where’d he ever get the idea that the moon is made of nuts?”

After a while he came to a little hole in the ground. Out popped Mrs. Mole.

“Hi there, young man,” said Mrs. Mole. She brushed the dirt from her nose.

“I’m on my way to the moon,” said Willie. “I’m going to eat it. It’s made of green cheese, you know.”

“Nonsense,” said Mrs. Mole. Illustration 3 “Don't waste your time looking for the moon. Keep your eyes on the ground and you’ll find nice, juicy worms.”

Willie wrinkled up his little nose and went on. He had some ordinary yellow cheese for dinner and then fell asleep. He dreamed he was on the moon. The smell was wonderful.

When he awoke, it was quite dark and the Illustration 4 moon was right there in the black sky.

“Oh, Mr. Moon!” he cried, “You do seem a long way away. I think it would be much easier for you to come down here than for me to go up there.” But the moon stayed where he was.

2012-2013 Jefferson County Public Schools

RDA 3: Grade 3

Willie started to cry. All day he had tried to get to the moon. Now here he was, right underneath it, but he couldn’t get there. “I want to go home,” he said through his sniffles.

A kind elf heard Willie’s sad words. He came out from behind a rock, ever so slowly, so as not to scare the little mouse.

“Climb on my back and I will have you home in minutes,” said the elf. Illustration 5 After that, Willie no longer wanted to go to the cold white moon. He wanted to stay on the warm green earth with his mama and papa and all of his friends.

Illustration 6

9. The reader can tell something about Willie’s thoughts and feelings by reading the story and looking at illustration 5. What does illustration 5 help the reader understand?

A. Willie is feeling less sure of himself about reaching the moon. B. Willie is feeling that worms may taste better than moon cheese. C. Willie is feeling like he’d better hurry before the moon rises higher in the sky. D. After meeting Mrs. Mole, Willie is feeling ready to give up on going to the moon.

2012-2013 Jefferson County Public Schools