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RDA3 Grade 3 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 RI.3.6 Distinguish their own point of view from that of the author of a text. SAQ RI.3.9 Compare and contrast the most important points and key details presented in 7. D 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 © 2011, KASC Constructed Response Resource Booklet Page 7 2012-2013 Reading Assessment Teacher Analysis Sheet Grade 3 – RDA #3 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.
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