MCAS Performance Indicator

Transcription

1 GRADE 3 MCAS Performance Indicator Form A Teacher s Guide and Answer Key Reading Continental Press

2 Contents Introduction to MCAS Reading Performance Indicators Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Directions for Administering Session Answer Key Session Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Open-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Open-Response Items Reproducible Skill Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Open-Response Items Massachusetts English Language Arts Curriculum Framework, Grade ISBN K Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

3 MCAS Reading Performance Indicators The MCAS Reading Performance Indicator practice tests are designed to help students prepare for the Massachusetts State Testing Program in Reading. There are two forms of the MCAS Reading Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The MCAS Finish Line Reading Workbook, Grade 3 provides a complete sequence of instruction in the assessed learning standards of the Massachusetts English Language Arts Curriculum Framework. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide The MCAS Reading Performance Indicator, Grade 3 is divided into three sessions. The sessions should be administered on three consecutive days. All three sessions contain reading selections followed by multiple-choice questions; two sessions include an open-response question. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the open-response questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Massachusetts English Language Arts Curriculum Framework, scoring rubrics, a class profile chart for the multiple-choice questions, and a proficiency chart for the openresponse questions. The chart below provides a sample timetable for administering the Grade 3 Reading Performance Indicator practice test. Session 1 1 reading selection 45 minutes, plus an additional 8 multiple-choice questions 10 minutes for preparation Session 2 3 reading selections 60 minutes, plus an additional 16 multiple-choice questions 10 minutes for preparation 1 open-response question Session 3 3 reading selections 60 minutes, plus an additional 16 multiple-choice questions 10 minutes for preparation 1 open-response question MCAS Reading Performance Indicator Form 3A 3

4 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the MCAS Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word ; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or open-response questions, reproduce the answer sheets on pages 8 9 of this guide. Remind students to write their names on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 45 minutes for this first session. Make sure each student has a Form A booklet, two No. 2 pencils, and optional answer sheets, if you are using them. Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 45 minutes to read the passage carefully and answer the 8 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. Then take the time to answer any questions the students may have. Open your booklets to page 3. Read the directions. I am now writing the time on the chalkboard. Remember that you have 45 minutes to work on Session 1. Continue working until you reach the word Stop on page 8. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other sessions. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 35 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 1. If you finish page 8 before the time is up, be sure to go back and check your answers. When time is up, alert the class. 4 MCAS Reading Performance Indicator Form 3A

5 Time s up. Please close your booklets. Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. Session 2 Allow 60 minutes for Session 2. Pass out the student booklets. Check that each student has two No. 2 pencils and optional answer forms. For Session 2, you will have 60 minutes to read the passages carefully and answer the 17 questions about what you have read. Open your booklets to page 9. Read the directions. I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 2. Continue working until you reach the word Stop on page 18. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session or look ahead to the next session. Now turn to page 10 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 2. If you finish page 18 before the time is up, be sure to go back and check your answers. When time is up, alert the class. Time s up. Please close your booklets. Collect the students booklets. Thank the class for their cooperation. Session 3 Allow 60 minutes for Session 3. Pass out the student booklets. Check that each student has two No. 2 pencils and optional answer forms. For Session 3, you will have another 60 minutes to read all the passages carefully and answer the 17 questions about what you have read. Open your booklets to page 19. Read the directions. I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 3. Continue working until you reach the word Stop on page 30. If you finish early, review your work in Session 3 only and sit quietly until the time is up. Do not look back at the previous sessions. Now turn to page 20 and begin. MCAS Reading Performance Indicator Form 3A 5

6 Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 3. If you finish page 30 before the time is up, be sure to go back and check your answers. When time is up, get ready to collect the booklets. Time s up. Please close your booklets. You have now completed all the sessions of the MCAS Reading Performance Indicator. Collect the students booklets, making sure each student s name is on the inside front cover. Thank the class for their cooperation. After you check the answers for the multiple-choice questions using the answer key on page 7 of this guide and mark the answers for the open-response questions using the rubric on page 11, review the responses with the students. Help them analyze any questions they missed and find the supporting context in the passage. 6 MCAS Reading Performance Indicator Form 3A

7 Answer Key Session 1 1. B [8.14] 2. B [8.13; 12.2] 3. B [5.6] 4. D [8.15] 5. B [15.2] 6. A [11.2] 7. C [10.2] 8. A [8.15] Session 2 9. C [10.2] 10. A [14.2] 11. B [14.2] 12. A [14.2] 13. B [10.2] 14. D [4.6] 15. B [15.2] 16. C [8.15, 18; 13.12] 17. A [8.15, 18; 13.12] 18. A [13.6] 19. B [8.15; 13.12] 20. Open-response [8.10, 15, 18] Answers will vary but should say something like the following: When farmers collect the berries by wet harvesting, they add more water to the cranberry bog until it is flooded. Then the farmers wear rubber boots and rubber pants and walk into the kneedeep water. They use a machine called a water reel. It looks like a giant eggbeater. It knocks the berries off their vines. Each berry has an air bubble in it, so the berries float. The farmers then use nets to gather the floating berries. 21. B [11.2] 22. A [8.16] 23. B [12.2] 24. A [5.5] 25. D [8.14] Session A [17.2] 27. D [17.2] 28. A [17.2] 29. D [4.6, 13] 30. A [17.2] 31. B [17.2] 32. C [17.2] 33. C [17.2] 34. Open-response [8.9, 16] Answers will vary but should say something like the following: The sign had read, Cookies, 25 cents each or three for one dollar, but this was a mistake. Erin and Maria meant to write Cookies, 25 cents each or five for one dollar. At 25 cents each, a dollar should be enough for four cookies, but the girls want to give a good deal to customers who buy more, so they are giving an extra cookie to a customer who spends a dollar. John shows the girls that the sign is wrong, so Maria crosses out the word three and changes it to the word five. 35. C [8.15] 36. B [13.6] 37. D [8.18] 38. C [4.14] 39. B [11.2]. C [12.2] 41. B [8.14] 42. D [12.2] MCAS Reading Performance Indicator Form 3A 7

8 Multiple-Choice Answer Sheet Name _ Session 1 11 a b c d 5 a b c d 12 a b c d 6 a b c d 13 a b c d 7 a b c d 14 a b c d 8 a b c d Session 2 19 a b c d 18 a b c d 10 a b c d 19 a b c d 11 a b c d 20 a b c d 12 a b c d 21 a b c d 13 a b c d 22 a b c d 14 a b c d 23 a b c d 15 a b c d 24 a b c d 16 a b c d 25 a b c d 17 a b c d Session 3 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d a b c d 32 a b c d 41 a b c d 33 a b c d 42 a b c d 34 a b c d MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3A

9 Open-Response Answer Sheet Name _ MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3A

10 Multiple-Choice Answer Sheet Answer Key Session 1 11 a b c d 5 a b c d 12 a b c d 6 a b c d 13 a b c d 7 a b c d 14 a b c d 8 a b c d Session 2 19 a b c d 18 a b c d 10 a b c d 19 a b c d 11 a b c d 20 a b c d 12 a b c d 21 a b c d 13 a b c d 22 a b c d 14 a b c d 23 a b c d 15 a b c d 24 a b c d 16 a b c d 25 a b c d 17 a b c d Session 3 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d a b c d 32 a b c d 41 a b c d 33 a b c d 42 a b c d 34 a b c d MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3A

11 Scoring Rubric for Open-Response Items This rubric should be used for the open-response questions in sessions 2 and 3. Actual scores range from 4 to 0. Grade 3 Reading Suggested Rubric The response is a complete, clear, and accurate explanation. Relevant and specific textual evidence, presented through direct quotation, paraphrase, or a combination of both methods, is included in the response. The response is a fairly complete, clear, and accurate explanation. Relevant, but often general, textual evidence, presented through direct quotation, paraphrase, or a combination of both methods, is included in the response. The response is a partial, possibly unclear, explanation that offers either a mix of accurate and inaccurate evidence or simply a piece or two of accurate evidence by itself. Some relevant, but general and vague, textual evidence, presented through direct quotation or paraphrase, is included in the response. Exhibiting varying degrees of clarity, the response is a minimal explanation that, in attempting an explanation, consists of largely inaccurate evidence, a general statement, or a few snippets of detail. Little, if any, relevant textual evidence, presented either through direct quotation or paraphrase, is included in the response. The response is incorrect, irrelevant, or contains insufficient evidence to show any understanding. MCAS Reading Performance Indicator Form 3A 11

12 MCAS Rading Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis Main Idea and Supporting Details #4, 8, 12, 16, 17, 19, 33, 35, 37 Organizational Structures #18, 26, 27, 36 Inferences and Conclusions #22, 31, 32 Author s Purpose #7 Analyzing Character #25, 30, 41 Genre and Theme #6, 9, 13, 21, 39 Style and Language #1, 5, 10, 15 Elements of Fiction #2, 11, 23, 28,, 42 Vocabulary and Grammar #3, 14, 24, 29, TOTAL SCORE

13 Proficiency Chart for Open-Response Items Class Teacher Date STUDENT NAME #20 #34 MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Proficiency Chart

14 Language Standard 4: Massachusetts English Language Arts Curriculum Framework Grade 3 Students will understand and acquire new vocabulary and use it correctly in reading and writing. 4.4 Identify base words (look) and their inflectional forms (looks, looked, looking). Recognize that words are constructed of many parts: letters, syllables, root words, prefixes, and suffixes. 4.6 Identify common antonyms and synonyms. 4.7 Use knowledge of the meaning of individual words to predict the meaning of unknown compound words (lunchtime, daydream, everyday). Recognize that some words and phrases have both a literal and a non-literal meaning (for example, take steps). 4.9 Recognize that prefixes can change the meanings of root words (for example, agreeable/disagreeable, happy/unhappy, tell/retell) Identify roots of words (for example, -graph is a common root in autograph, photograph, biography). Recognize that many English words have Greek or Latin roots Identify the meaning of common idioms and figurative phrases Determine the meaning of unknown words by using their context Use the context of the sentence to determine the correct meaning of a word with multiple meanings Determine meanings of words and alternate word choices using a dictionary or thesaurus Identify and apply the meanings of the terms antonym, synonym, and homophone. Standard 5: Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. 5.4 Identify appropriate end marks (periods, question marks). Distinguish between a statement and a question. 5.5 Recognize the subject-predicate relationship in sentences. 5.6 Identify three basic parts of speech: adjective, noun, verb. 14 MCAS Reading Performance Indicator Form 3A

15 5.7 Identify correct mechanics (for example, end marks, capitalization, comma in dates). Reading and Literature Standard 8: Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. 8.6 Make predictions about what will happen next in a story, and explain whether they were confirmed or disconfirmed and why. 8.7 Retell the events of a story in sequence. 8.9 Make predictions about the content of a text using prior knowledge and text features (headings, table of contents, key words), and explain whether they were confirmed or disconfirmed and why Restate main ideas Identify foreshadowing clues as the parts of a text that help the reader predict what will happen later in a story Identify sensory details in literature Identify the speaker of a poem or narrator of a story Identify narrative elements of character, setting, and plot Form questions about a text and locate facts/details in order to answer those questions Distinguish cause from effect Distinguish fact from fiction Identify main ideas and supporting details. Standard 10: Students will identify, analyze, and apply knowledge of the characteristics of different genres Distinguish among forms of literature (for example, poetry, fiction, nonfiction, and drama). Standard 11: Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding Identify themes as lessons in stories, fables, and poems. MCAS Reading Performance Indicator Form 3A 15

16 Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding Identify the elements of fiction (problem, solution, character, and setting) and analyze how major events lead from problem to solution. Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities. Standard 13: Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding Identify and use knowledge of common textual features (for example, title, headings, key words, paragraphs, table of contents, glossary, captions accompanying illustrations or photographs) Identify and use knowledge of common graphic features (for example, charts, graphs, maps, diagrams, illustrations) Identify and use knowledge of common organizational structures (chronological order) Form questions about the text and locate facts/details in order to answer those questions Distinguish cause from effect Distinguish fact from fiction Identify main ideas and supporting details. Standard 14: Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their meaning Identify poetic elements (for example, rhyme, rhythm, repetition, sensory images). Identify terminology for structural elements of poems (for example, that stanza and verse are both terms for groups of lines in poetry). Standard 15: Students will identify and analyze how an author s words appeal to the senses, create imagery, suggest mood, and set tone, and will provide evidence from the text to support their understanding Identify words appealing to the senses or involving direct comparisons in literature and spoken language. 16 MCAS Reading Performance Indicator Form 3A

17 Standard 16: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myth, traditional narratives, and classical literature and provide evidence from the text to support their understanding 16.4 Identify natural events explained in origin myths Acquire knowledge of culturally significant characters and events in Greek, Roman, and Norse mythology, and in other traditional literature. Standard 17: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding Identify the elements of dialogue and use them in informal plays Identify and analyze elements of plot and character presented through dialogue in scripts that are read, viewed, listened to, or performed. Composition Standard 19: Students will write with a clear focus, coherent organization, and sufficient detail Write or dictate letters, directions, or short accounts of personal experiences that follow a logical order Write brief summaries of information gathered through research Write an account based on personal experience that has a clear focus and sufficient supporting detail. Standard 20: Students will write for different audiences and purposes Use a variety of forms or genres when writing for different purposes Use appropriate language for different audiences (other students, parents) and purposes (letter to a friend, thank-you note, invitation). Standard 21: Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them After writing or dictating a composition, identify words and phrases that could be added to make the thought clearer, more logical, or more expressive. MCAS Reading Performance Indicator Form 3A 17

18 21.2 Revise writing to improve level of detail after determining what could be added or deleted Improve word choice by using dictionaries. Standard 22: Students will use knowledge of standard English conventions in their writing, revising, and editing Use correct standard English mechanics such as: printing upper- and lower-case letters legibly and using them to make words; separating words with spaces; understanding and applying rules for capitalization at the beginning of a sentence, for names and places ( Janet, I, George Washington, and Springfield ), and capitalization and commas in dates ( February 24, 2001 ). using correct spelling of sight and/or spelling words; and using appropriate end marks such as periods and question marks Use knowledge of correct mechanics (end marks, commas for series, capitalization), usage (subject and verb agreement in a simple sentence), and sentence structure (elimination of fragments) when writing and editing Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling Spell most commonly used homophones correctly in their writing (there, they re, their; two, too, to). Standard 23: Students will organize ideas in writing in a way that makes sense for their purpose Arrange ideas in a way that makes sense Organize ideas for an account of personal experience in a way that makes sense. 18 MCAS Reading Performance Indicator Form 3A

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20 CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA Grade 3, Form A ISBN K3398-9

21 GRADE 3 MCAS Performance Indicator Form B Teacher s Guide and Answer Key Reading Continental Press

22 Contents Introduction to MCAS Reading Performance Indicators Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Directions for Administering Session Answer Key Session Session Session Reproducible Multiple-Choice Answer Sheet Reproducible Open-Response Answer Sheet Reproducible Multiple-Choice Answer Sheet, with Answer Key Scoring Rubric for Open-Response Items Reproducible Skill Analysis Chart for Multiple-Choice Items Reproducible Proficiency Chart for Open-Response Items Massachusetts English Language Arts Curriculum Framework, Grade ISBN K Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

23 MCAS Reading Performance Indicators The MCAS Reading Performance Indicator practice tests are designed to help students prepare for the Massachusetts State Testing Program in Reading. There are two forms of the MCAS Reading Performance Indicator available. They are parallel forms that can be administered before and after instruction or at any time during the school year. The MCAS Finish Line Reading Workbook, Grade 3 provides a complete sequence of instruction in the assessed learning standards of the Massachusetts English Language Arts Curriculum Framework. The workbook includes guided and independent practices for each reading skill. A list of assessed standards is available at the back of this guide. The MCAS Reading Performance Indicator, Grade 3 is divided into three sessions. The sessions should be administered on three consecutive days. All three sessions contain reading selections followed by multiple-choice questions; two sessions include an open-response question. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Students should answer the open-response questions in their own writing in the booklet. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the practice test, an answer key, correlations to the Massachusetts English Language Arts Curriculum Framework, scoring rubrics, a class profile chart for the multiple-choice questions, and a proficiency chart for the openresponse questions. The chart below provides a sample timetable for administering the Grade 3 Reading Performance Indicator practice test. Session 1 1 reading selection 45 minutes, plus an additional 8 multiple-choice questions 10 minutes for preparation Session 2 3 reading selections 60 minutes, plus an additional 16 multiple-choice questions 10 minutes for preparation 1 open-response question Session 3 3 reading selections 60 minutes, plus an additional 16 multiple-choice questions 10 minutes for preparation 1 open-response question MCAS Reading Performance Indicator Form 3B 3

24 Session 1 Using Your Performance Indicator Reading tests are usually given in multiple sessions. You will probably want your students to work with the MCAS Performance Indicator practice tests in the same way. In addition, schedule a review session as close as possible to the completion of the test. This will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with students ways in which their comprehension and written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word ; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice and/or open-response questions, reproduce the answer sheets on pages 8 9 of this guide. Remind students to write their names on the answer sheets. Then instruct them on how to fill in the circles clearly. Allow 45 minutes for this first session. Make sure each student has a Form B booklet, two No. 2 pencils, and optional answer sheets, if you are using them. Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 45 minutes to read the passage carefully and answer the 8 questions about what you have read. Check to be sure students have written their names on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully before circling the letter of the best answer. Then take the time to answer any questions the students may have. Open your booklets to page 3. Read the directions. I am now writing the time on the chalkboard. Remember that you have 45 minutes to work on Session 1. Continue working until you reach the word Stop on page 8. If you finish early, review your work and sit quietly until the time is up. Do not look ahead at the other sessions. Now turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 35 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 1. If you finish page 8 before the time is up, be sure to go back and check your answers. When time is up, alert the class. Time s up. Please close your booklets. We will begin Session 2 after a short break. Collect the students booklets. Make sure each booklet has the student s name on it. Thank the class for their cooperation. 4 MCAS Reading Performance Indicator Form 3B

25 Session 2 Allow 60 minutes for Session 2. Pass out the student booklets. Check that each student has two No. 2 pencils and optional answer forms. For Session 2, you will have 60 minutes to read the passages carefully and answer the 17 questions about what you have read. Open your booklets to page 9. Read the directions. I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 2. Continue working until you reach the word Stop on page 20. If you finish early, review your work in Session 2 only and sit quietly until the time is up. You may not look back at the previous session or look ahead to the next session. Now turn to page 10 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 2. If you finish page 20 before the time is up, be sure to go back and check your answers. When time is up, alert the class. Time s up. Please close your booklets. Collect the students booklets Thank the class for their cooperation. Session 3 Allow 60 minutes for Session 3. Pass out the student booklets. Check that each student has two No. 2 pencils and optional answer forms. For Session 3, you will have another 60 minutes to read all the passages carefully and answer the 17 questions about what you have read. Open your booklets to page 21. Read the directions. I am now writing the time on the chalkboard. Remember that you have 60 minutes to work on Session 3. Continue working until you reach the word Stop on page 31. If you finish early, review your work in Session 3 only and sit quietly until the time is up. Do not look back at the previous sessions. Now turn to page 22 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. There are 10 minutes left for you to complete Session 3. If you finish page 31 before the time is up, be sure to go back and check your answers. MCAS Reading Performance Indicator Form 3B 5

26 When time is up, get ready to collect the booklets. Time s up. Please close your booklets. You have now completed all the sessions of the MCAS Reading Performance Indicator. Collect the students booklets, making sure each student s name is on the inside front cover. Thank the class for their cooperation. After you check the answers for the multiple-choice questions using the answer key on page 7 of this guide and mark the answers for the open-response questions using the rubric on page 11, review the responses with the students. Help them analyze any questions they missed and find the supporting context in the passage. 6 MCAS Reading Performance Indicator Form 3B

27 Answer Key Session 1 1. B [8.16] 2. A [12.2] 3. B [5.6] 4. C [8.10] 5. B [15.2] 6. A [10.2] 7. D [11.2] 8. C [8.15] Session 2 9. D [10.2] 10. A [14.2] 11. C [14.2] 12. D [14.2] 13. B [10.2] 14. C [4.6] 15. A [8.18] 16. C [8.15, 18] 17. D [8.15, 18] 18. A [13.6] 19. B [15.2] 20. Open-response [8.10, 18] Answers will vary but should say something like the following: The article includes many incorrect ideas that some people have. For example, some people think that only birds can fly; that spiders are insects; that bats are dirty and/or evil; that bats are blind; and that all bats live in caves. In fact, bats are mammals that can fly; spiders are not insects; bats are actually helpful animals; bats are not blind; and it is not true that all bats live in caves. 21. D [11.2] 22. B [8.15] 23. C [12.2] 24. A [5.5] 25. A [8.15] Session B [17.2] 27. B [17.1] 28. C [17.2] 29. C [4.13] 30. D [17.2] 31. C [17.2] 32. C [17.1] 33. B [17.2] 34. Open-response [8.15, 18] Answers will vary but should say something like the following: Martin is talking about what happened. While Michelle was in the building asking Mr. Burns for coal, her father got her brother and the other children to make three more snow people. He did this to surprise Michelle and have fun with the children. He told the children just what to do. Mr. Cobb knows how to get children to work on art projects, how to make neat snow people, and how to have fun with kids because he is an art teacher. 35. C [8.15] 36. B [13.6] 37. B [8.10] 38. C [4.14] 39. B [11.2]. B [12.2] 41. C [8.6] 42. C [12.2] MCAS Reading Performance Indicator Form 3B 7

28 Multiple-Choice Answer Sheet Name _ Session 1 11 a b c d 5 a b c d 12 a b c d 6 a b c d 13 a b c d 7 a b c d 14 a b c d 8 a b c d Session 2 19 a b c d 18 a b c d 10 a b c d 19 a b c d 11 a b c d 20 a b c d 12 a b c d 21 a b c d 13 a b c d 22 a b c d 14 a b c d 23 a b c d 15 a b c d 24 a b c d 16 a b c d 25 a b c d 17 a b c d Session 3 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d a b c d 32 a b c d 41 a b c d 33 a b c d 42 a b c d 34 a b c d MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3B

29 Open-Response Answer Sheet Name _ MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3B

30 Multiple-Choice Answer Sheet Answer Key Session 1 11 a b c d 5 a b c d 12 a b c d 6 a b c d 13 a b c d 7 a b c d 14 a b c d 8 a b c d Session 2 19 a b c d 18 a b c d 10 a b c d 19 a b c d 11 a b c d 20 a b c d 12 a b c d 21 a b c d 13 a b c d 22 a b c d 14 a b c d 23 a b c d 15 a b c d 24 a b c d 16 a b c d 25 a b c d 17 a b c d Session 3 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d a b c d 32 a b c d 41 a b c d 33 a b c d 42 a b c d 34 a b c d MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Form 3B

31 Scoring Rubric for Open-Response Items This rubric should be used for the open-response questions in sessions 2 and 3. Actual scores range from 4 to 0. Grade 3 Reading Suggested Rubric The response is a complete, clear, and accurate explanation. Relevant and specific textual evidence, presented through direct quotation, paraphrase, or a combination of both methods, is included in the response. The response is a fairly complete, clear, and accurate explanation. Relevant, but often general, textual evidence, presented through direct quotation, paraphrase, or a combination of both methods, is included in the response. The response is a partial, possibly unclear, explanation that offers either a mix of accurate and inaccurate evidence or simply a piece or two of accurate evidence by itself. Some relevant, but general and vague, textual evidence, presented through direct quotation or paraphrase, is included in the response. Exhibiting varying degrees of clarity, the response is a minimal explanation that, in attempting an explanation, consists of largely inaccurate evidence, a general statement, or a few snippets of detail. Little, if any, relevant textual evidence, presented either through direct quotation or paraphrase, is included in the response. The response is incorrect, irrelevant, or contains insufficient evidence to show any understanding. MCAS Reading Performance Indicator Form 3B 11

32 MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis Main Idea and Supporting Details #1, 4, 8, 16, 17, 31, 35, 37 Organizational Structures #11, 18, 26, 28, 36 Inferences and Conclusions #12, 25, 27, 30, 33, 41 Author s Purpose #15, 39 Analyzing Character #7, 22 Genre and Theme #6, 9, 13, 21, 42 Style and Language #2, 5 Elements of Fiction #23, 32, Vocabulary and Grammar #3, 10, 14, 19, 24, 29, TOTAL SCORE

33 Proficiency Chart for Open-Response Items Class Teacher Date STUDENT NAME #20 #34 MCAS Reading Performance Indicator Copyright 2007 The Continental Press, Inc. Proficiency Chart

34 Language Standard 4: Massachusetts English Language Arts Curriculum Framework Grade 3 Students will understand and acquire new vocabulary and use it correctly in reading and writing. 4.4 Identify base words (look) and their inflectional forms (looks, looked, looking). Recognize that words are constructed of many parts: letters, syllables, root words, prefixes, and suffixes. 4.6 Identify common antonyms and synonyms. 4.7 Use knowledge of the meaning of individual words to predict the meaning of unknown compound words (lunchtime, daydream, everyday). Recognize that some words and phrases have both a literal and a non-literal meaning (for example, take steps). 4.9 Recognize that prefixes can change the meanings of root words (for example, agreeable/disagreeable, happy/unhappy, tell/retell) Identify roots of words (for example, -graph is a common root in autograph, photograph, biography). Recognize that many English words have Greek or Latin roots Identify the meaning of common idioms and figurative phrases Determine the meaning of unknown words by using their context Use the context of the sentence to determine the correct meaning of a word with multiple meanings Determine meanings of words and alternate word choices using a dictionary or thesaurus Identify and apply the meanings of the terms antonym, synonym, and homophone. Standard 5: Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages. 5.4 Identify appropriate end marks (periods, question marks). Distinguish between a statement and a question. 5.5 Recognize the subject-predicate relationship in sentences. 5.6 Identify three basic parts of speech: adjective, noun, verb. 14 MCAS Reading Performance Indicator Form 3B

35 5.7 Identify correct mechanics (for example, end marks, capitalization, comma in dates). Reading and Literature Standard 8: Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. 8.6 Make predictions about what will happen next in a story, and explain whether they were confirmed or disconfirmed and why. 8.7 Retell the events of a story in sequence. 8.9 Make predictions about the content of a text using prior knowledge and text features (headings, table of contents, key words), and explain whether they were confirmed or disconfirmed and why Restate main ideas Identify foreshadowing clues as the parts of a text that help the reader predict what will happen later in a story Identify sensory details in literature Identify the speaker of a poem or narrator of a story Identify narrative elements of character, setting, and plot Form questions about a text and locate facts/details in order to answer those questions Distinguish cause from effect Distinguish fact from fiction Identify main ideas and supporting details. Standard 10: Students will identify, analyze, and apply knowledge of the characteristics of different genres Distinguish among forms of literature (for example, poetry, fiction, nonfiction, and drama). Standard 11: Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding Identify themes as lessons in stories, fables, and poems. Standard 12: Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding. MCAS Reading Performance Indicator Form 3B 15

36 12.2 Identify the elements of fiction (problem, solution, character, and setting) and analyze how major events lead from problem to solution. Identify personality traits of characters and the thoughts, words, and actions that reveal their personalities. Standard 13: Students will identify, analyze, and apply knowledge of the purposes, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding Identify and use knowledge of common textual features (for example, title, headings, key words, paragraphs, table of contents, glossary, captions accompanying illustrations or photographs) Identify and use knowledge of common graphic features (for example, charts, graphs, maps, diagrams, illustrations) Identify and use knowledge of common organizational structures (chronological order) Form questions about the text and locate facts/details in order to answer those questions Distinguish cause from effect Distinguish fact from fiction Identify main ideas and supporting details. Standard 14: Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their meaning Identify poetic elements (for example, rhyme, rhythm, repetition, sensory images). Identify terminology for structural elements of poems (for example, that stanza and verse are both terms for groups of lines in poetry). Standard 15: Students will identify and analyze how an author s words appeal to the senses, create imagery, suggest mood, and set tone, and will provide evidence from the text to support their understanding Identify words appealing to the senses or involving direct comparisons in literature and spoken language. Standard 16: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myth, traditional narratives, and classical literature and provide evidence from the text to support their understanding. 16 MCAS Reading Performance Indicator Form 3B

37 16.4 Identify natural events explained in origin myths Acquire knowledge of culturally significant characters and events in Greek, Roman, and Norse mythology, and in other traditional literature. Standard 17: Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding Identify the elements of dialogue and use them in informal plays Identify and analyze elements of plot and character presented through dialogue in scripts that are read, viewed, listened to, or performed. Composition Standard 19: Students will write with a clear focus, coherent organization, and sufficient detail Write or dictate letters, directions, or short accounts of personal experiences that follow a logical order Write brief summaries of information gathered through research Write an account based on personal experience that has a clear focus and sufficient supporting detail. Standard 20: Students will write for different audiences and purposes Use a variety of forms or genres when writing for different purposes Use appropriate language for different audiences (other students, parents) and purposes (letter to a friend, thank-you note, invitation). Standard 21: Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them After writing or dictating a composition, identify words and phrases that could be added to make the thought clearer, more logical, or more expressive Revise writing to improve level of detail after determining what could be added or deleted Improve word choice by using dictionaries. MCAS Reading Performance Indicator Form 3B 17

38 Standard 22: Students will use knowledge of standard English conventions in their writing, revising, and editing Use correct standard English mechanics such as: printing upper- and lower-case letters legibly and using them to make words; separating words with spaces; understanding and applying rules for capitalization at the beginning of a sentence, for names and places ( Janet, I, George Washington, and Springfield ), and capitalization and commas in dates ( February 24, 2001 ). using correct spelling of sight and/or spelling words; and using appropriate end marks such as periods and question marks Use knowledge of correct mechanics (end marks, commas for series, capitalization), usage (subject and verb agreement in a simple sentence), and sentence structure (elimination of fragments) when writing and editing Use knowledge of letter sounds, word parts, word segmentation, and syllabication to monitor and correct spelling Spell most commonly used homophones correctly in their writing (there, they re, their; two, too, to). Standard 23: Students will organize ideas in writing in a way that makes sense for their purpose Arrange ideas in a way that makes sense Organize ideas for an account of personal experience in a way that makes sense. 18 MCAS Reading Performance Indicator Form 3B

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40 CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA Grade 3, Form B ISBN K3399-7