Printed in the United States of America

Transcription

1

2 A Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York Copyright by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America

3 Contents Introduction to the Selection Tests T4 Administering the Selection Tests T5 Scoring the Selection Tests T6 Introduction to the Weekly Assessment T7 Adminstering the Weekly Assessment T8 Scoring the Weekly Assessment T9 Short-Answer Reading Rubric T10 Answer Sheets Selection Test Answer Sheet T11 Weekly Assessment Answer Sheet T13 Answer Keys Selection Tests T15 Weekly Assessment T31 Texas Essential Knowledge and Skills for English Language Arts and Reading T58 Grade 3 T3

4 Introduction to the Selection Tests The Selection Tests are designed to assess your students comprehension of the core selections in the Texas Treasures reading program. The test questions use formats your students will encounter on your state test for Grade 3. Each Selection Test includes questions that cover the following areas: Reading Comprehension Vocabulary Strategies The results of the tests can be used to monitor students progress in applying the comprehension and vocabulary strategies taught during the week. Each test question is correlated to a Texas Essential Knowledge and Skills Student Expectation (TEKS). The correlations are listed in the Answer Keys. The full-text Grade 3 Texas Essential Knowledge and Skills for English Language Arts and Reading (TEKS) are listed on pages T58 T64 for easy reference. T4 Grade 3

5 Administering the Selection Tests Each Selection Test consists of nine multiple-choice questions and one shortanswer question. The format of the test is the same each week. You may want to explain the test to students the first time you administer it. For the multiple-choice questions, students should mark in the oval next to the best answer. For the short-answer questions, students should write their answers on the lines provided. Answer Sheets have been provided on pages T11 T12 if you choose to use them. Sample Questions are included on pages vii viii of the Student Weekly Assessment book to familiarize students with the format of your state test items. They should be used before the first Selection Test; you may choose to review them with the students again before each test. Have students follow along as you read the instructions aloud. Allow students time to read the sample passage and then go over the questions and answers with them, answering any questions. General Procedures Before the test: Distribute copies of the Selection Test and Answer Sheet, if you choose to use one. Directions: Say: Write your name at the top of each page. (If you are using the separate Answer Sheet, say: Write your name and the date at the top of your Answer Sheet.) When all students have finished, say: Read each question carefully. For each multiple-choice question, read all of the answer choices. To answer a question, fill in the oval next to the answer you have chosen. Mark only one oval for each question. Make your marks dark and neat. For each short-answer question, write your answer on the lines provided on the page. When you have finished the last question, put your pencil down and look at me. You may begin now. During the test: Monitor students testtaking behavior to make sure that each student is following the directions and writing responses in the correct places. Answer questions about procedures and materials, but do not help students answer questions. After the test: Before collecting the papers, make sure that students have written their names at the top of each page or at the top of the Answer Sheet. Grade 3 T5

6 Scoring the Selection Tests Multiple-choice questions are worth one point each. Short-answer questions are worth three points each. The Selection Answer Keys to score the tests can be found on pages T15 T30. Use the Short-Answer Reading Rubric on page T10 to help you score the shortanswer items on the test. Evaluating the Scores Evaluating the results of this assessment provides specific information about students comprehension of the core Texas Treasures reading selections. Use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students work and identify objectives that still need reinforcement. T6 Grade 3

7 Introduction to the Weekly Assessment The Weekly Assessment is designed to assess your students mastery of the skills taught in each week of the Texas Treasures reading program. The test questions use formats your students will encounter on your state test for Grade 3. Each Weekly Assessment includes questions that cover the following areas: Reading Comprehension Vocabulary Strategies Grammar, Mechanics, and Usage Spelling Purpose of the Weekly Assessment Each week, there will be a new passage for students to read. The passage will be either fiction or expository, depending on the genre of the core selection for the week. It will be followed by 12 questions that cover the skills for the week. Providing students with a new read allows you to assess how well they have mastered the skills for the week. When students apply what they have learned, you can evaluate the degree of mastery they have achieved. How to Use the Weekly Assessment The Weekly Assessment is given at the end of each week, after the fifth day of instruction. The assessment includes a fiction or a expository passage and questions focusing on the main skills taught throughout the week. Sample Questions are included on pages vii viii of the Student Weekly Assessment book to familiarize students with the format of your state test items. They may be used before the first Weekly Assessment; you may choose to review them with the students again before each test. Have students follow along as you read these pages aloud and answer any questions. Using the Results to Inform Instruction Each question is correlated to a Texas Essential Knowledge and Skills Student Expectation (TEKS). The correlations are listed next to the Student Evaluation Chart that follows each test. The full-text Grade 3 Texas Essential Knowledge Skills for English Language Arts and Reading (TEKS) are listed on pages T58 T64 for easy reference. Use the results of the Weekly Assessment as a formative assessment tool to help monitor each student s progress. Information gathered by evaluating the results of this assessment also can be used to diagnose specific strengths and weaknesses of your students. If you use Weekly Assessment scores to help determine report card grades, then you can consider the tests to be summative assessments as well. Grade 3 T7

8 Administering the Weekly Assessment Each Weekly Assessment consists of 11 multiple-choice questions, and one shortanswer question. The format and length of the test is the same each week. You may want to explain each section of the test to the students the first time you administer it. For the multiple-choice questions, students should mark in the oval next to the best answer. Remind students to mark in the oval completely for each answer on the test. For the short-answer questions, students should write their answers on the lines provided. Answer Sheets have been provided on pages T13 T14 if you choose to use them. General Procedures Before the test: Distribute copies of the Weekly Assessment and Answer Sheet, if you choose to use one. Directions: Say: Write your name on top of each page. (If you are using the separate Answer Sheet, say: Write your name and the date at the top of your Answer Sheet.) When all students are finished, say: Open the booklet to page 2. You will read a passage. Then carefully read the questions that follow. For each multiple-choice question, read all of the answer choices. To answer a question, fill in the oval next to the answer you have chosen. Mark only one oval for each question. Make your marks dark and neat. For each short-answer question, write your answer on the lines provided on the page. When you have finished the last question, put your pencil down and look at me. You may begin now. During the test: Monitor students testtaking behavior to make sure that each student is following the directions and writing responses in the correct places. Answer questions about procedures and materials, but do not help students answer questions. After the test: Before collecting the papers, make sure that students have written their names at the top of each page or at the top of the Answer Sheet. T8 Grade 3

9 Scoring the Weekly Assessment Using the Student Evaluation Charts After each Weekly Assessment there is a Student Evaluation Chart. It lists all of the skills covered and the number of the question that assesses each skill. In the column labeled Number Correct, mark in the point value for the questions answered correctly for each skill. Add the total number of points for correct responses and write the number for each subtest next to the total possible score. Add the scores for each skill (point value of the items answered correctly) to determine the total test score. The Weekly Answer Keys to score the tests can be found on pages T31 T57. Evaluating the Scores The primary focus of the Weekly Assessment is to measure students progress toward mastery of each skill. Scores that fall below the 80th percentile suggest that students require additional instruction before mastery of that skill can be achieved. Evaluating the results of this assessment provides specific information about students daily instructional needs. We recommend that you use these results for instructional planning and reteaching opportunities. Compare these results with your own observations of students work and identify objectives that still need reinforcement. Incorporate these into your instructional plans for the coming week for individual, small group, or whole group instruction as indicated. Multiple-choice questions are worth one point each. Short-answer questions are worth three points each. Use the Short-Answer Reading Rubric on page T10 to help you score the shortanswer items on the test. Grade 3 T9

10 Short-Answer Reading Rubric Use the rubric below to score the short-answer items in the tests. Score Description An exemplary response must: be thoughtful and insightful be strongly supported with accurate/relevant textual evidence show depth of understanding and ability to effectively connect textual evidence to the idea, analysis, or evaluation A sufficient response must: be reasonable be supported with accurate/relevant textual evidence be clear and specific A partially sufficient response may: be reasonable be supported by general, incomplete, partially accurate/relevant textual evidence, if any weakly connect textual evidence to the idea, analysis, or evaluation be somewhat unclear or vague An insufficient response may: be too general or vague to determine whether it is reasonable or not be reasonable not address the question or answer a different question than the one asked not be based on the selection incorrectly analyze or evaluate the text offer only incomplete or irrelevant textual evidence, if any lack clarity Evidence may consist of a direct quotation, a paraphrase, or a specific synopsis. T10 Grade 3

11 Student Name STUDENT ANSWER SHEET SELECTION TEST S-1 a b c d S-2 a b c d 1 a b c d 2 a b c d 3 a b c d 4 a b c d 5 a b c d 6 a b c d 7 a b c d 8 a b c d 9 a b c d 10 Write answer Grade 3 T11

12 Student Name STUDENT ANSWER SHEET 10 T12 Grade 3

13 Student Name STUDENT ANSWER SHEET WEEKLY ASSESSMENT S-1 a b c d S-3 a b c d S-2 a b c d S-4 a b c d 1 a b c d 5 a b c d 9 a b c d 2 a b c d 6 a b c d 10 a b c d 3 a b c d 7 Write answer 11 a b c d 4 a b c d 8 a b c d 12 a b c d Grade 3 T13

14 Student Name STUDENT ANSWER SHEET 7 T14 Grade 3

15 Selection Tests Answer Key Sample Questions S-1 D Character, Setting, Plot 3.8 (B) S-2 B Summarize 3.8 (A) UNIT 1, Week 1: First Day Jitters 1 D Character, Setting, Plot 3.8 (A)(B) 2 C Character, Setting, Plot 3.8 (A)(B) 3 B Character, Setting, Plot 3.8 (A)(B) 4 B Character, Setting, Plot 3.8 (A)(B) 5 A Character, Setting, Plot 3.8 (A)(B) 6 C Character, Setting, Plot 3.8 (A)(B) 7 C Context Clues 3.4 (B) 8 A Word Parts: Prefixes 3.4 (A) 9 C Context Clues 3.4 (B) 10 See sample answers below Character, Setting, Plot 3.8 (A)(B) 3-Point Answer: The best words to describe Sarah are nervous, afraid, childish and silly. She does not want to go to school because she is nervous about starting her new job. She acts like a child when she tries to stay in bed instead of going to school. 2-Point Answer: Sarah is nervous and afraid. She acts like a little kid who doesn t want to go to school. 1-Point Answer: She does not want to go to her new job at school. Grade 3 T15

16 UNIT 1, Week 2: Amazing Grace 1 D Cause and Effect 3.8 (A) 2 B Cause and Effect 3.8 (A) 3 A Cause and Effect 3.8 (A) 4 D Cause and Effect 3.8 (A) 5 C Character, Setting, Plot 3.8 (A) 6 C Theme 3.5 (A) 7 A Dictionary: Unknown Words 3.4 (E) 8 B Synonyms 3.4 (C) 9 D Context Clues 3.4 (B) 10 See sample answers below Cause and Effect 3.8 (A) 3-Point Answer: Grace prepared for the Peter Pan audition by pretending to be Peter Pan all weekend. She imagined herself flying. She worked really hard to memorize all the words for the part. 2-Point Answer: She pretended to fly like Peter Pan all weekend. She also memorized her lines. 1-Point Answer: She flew around all weekend. UNIT 1, Week 3: Earth Smart 1 C Main Idea and Details 3.13 (A) 2 B Main Idea and Details 3.13 (A) 3 D Main Idea and Details 3.13 (A) 4 B Cause and Effect 3.8 (A) 5 A Cause and Effect 3.8 (A) 6 C Main Idea and Details 3.13 (A) 7 C Main Idea and Details 3.13 (A) 8 D Thesaurus: Synonyms 3.4 (C) 9 A Thesaurus: Synonyms 3.4 (C) 10 See sample answers below Main Idea and Details 3.13 (A) 3-Point Answer: At the Goodwillie School, students can learn a lot through farming and raising chickens. They can learn about buying and selling goods, nutrition and food preparation, taking care of animals, gardening, recycling, compost, and even how to work well in teams. 2-Point Answer: Students can learn all about nutrition, gardening, recycling, taking care of animals, and working in teams. 1-Point Answer: They learn all about gardening and animals. T16 Grade 3

17 UNIT 1, Week 4: Wolf! 1 D Compare and Contrast 3.8 (B) 2 B Compare and Contrast 3.8 (B) 3 A Character, Setting, Plot 3.8 (A)(B) 4 A Compare and Contrast 3.8 (B) 5 B Cause and Effect 3.8 (A) 6 D Character, Setting, Plot 3.8 (A)(B) 7 C Context Clues: Multiple-Meaning Words 3.4 (B) 8 D Context Clues 3.4 (B) 9 B Context Clues 3.4 (B) 10 See sample answers below Make Inferences 3.8 (B), RC-3 (D) 3-Point Answer: At the end of the story, the reader can tell that the animals like the wolf because they react very happily upon learning that the wolf has become such a good reader. The other animals invite the wolf to have a picnic with them. They also include the wolf in their discussion. 2-Point Answer: The reader can tell that the animals like the wolf because they feel happy that he has become such a good reader. They invite him to a picnic. 1-Point Answer: They all go to a picnic. UNIT 1, Week 5: My Very Own Room 1 C Character, Setting, Plot 3.8 (B) 2 A Make Inferences 3.8 (B), RC-3 (D) 3 C Character, Setting, Plot 3.8 (A)(B) 4 B Character, Setting, Plot 3.8 (A)(B) 5 D Make and Confirm Predictions 3.2 (A) 6 A Make Inferences 3.8 (B), RC-3 (D) 7 A Context Clues: Multiple-Meaning Words 3.4 (B) 8 D Context Clues 3.4 (B) 9 B Word Parts: Suffixes 3.4 (A) 10 See sample answers below Make and Confirm Predictions 3.2 (A) 3-Point Answer: The family will most likely work together to get a dress for her. If they don t have money, they may think up new ideas just like they did when they helped her get a new room. 2-Point Answer: The family will most likely work together to get a new dress for the girl, just like they did before. 1-Point Answer: They will help her again. Grade 3 T17

18 UNIT 2, Week 1: Boom Town Question Answer Content Focus ELAR TEKS 1 B Sequence 3.8 (A) 2 C Cause and Effect 3.8 (A) 3 D Sequence 3.8 (A) 4 A Character, Setting, Plot 3.8 (B) 5 A Sequence 3.8 (A) 6 B Make Inferences 3.8 (A), RC-3 (D) 7 D Context Clues 3.4 (B) 8 B Synonyms 3.4 (C) 9 C Word Parts: Compound Words 3.4 (E) 10 See sample answers below Sequence 3.8 (A) 3-Point Answer: First, Cowboy Charlie fetches Mrs. Camilla. She brings her husband with her to the new town. She is a teacher and her husband is a preacher. The people in town get together and build a school for Mrs. Camilla. They also build a church for the preacher. 2-Point Answer: Cowboy Charlie fetches Miss Camilla. She brings along her husband, the preacher. eclr1e pra42smilla. She 7 Chag.. They

19 UNIT 2, Week 3: Go West! 1 C Main Idea and Details 3.13 (A) 2 B Main Idea and Details 3.13 (A) 3 A Cause and Effect 3.13 (C) 4 B Main Idea and Details 3.13 (A) 5 D Draw Conclusions 3.13 (B) 6 C Main Idea and Details 3.13 (A) 7 A Cause and Effect 3.13 (C) 8 B Thesaurus: Antonyms 3.4 (C) 9 D Context Clues 3.4 (B) 10 See sample answers below Main Idea and Details 3.13 (A) 3-Point Answer: The railroads helped farmers and ranchers in the Southwest by bringing crops and meat to the East and to other countries. Trains then brought manufactured goods to the farms, and this exchange helped some towns become shipping centers. 2-Point Answer: The railroads helped farmers and ranchers in the Southwest by bringing crops and meat to the East and to other countries. It helped some towns become shipping centers. 1-Point Answer: The railroads helped bring crops and meat. UNIT 2, Week 4: Here s My Dollar 1 D Cause and Effect 3.13 (C) 2 A Cause and Effect 3.13 (C) 3 A Draw Conclusions 3.13 (B) 4 B Author s Purpose B Draw Conclusions 3.13 (B) 6 D Draw Conclusions 3.13 (B) 7 B Author s Purpose A Context Clues 3.4 (B) 9 C Context Clues 3.4 (B) 10 See sample answers below Main Idea and Details 3.13 (A) 3-Point Answer: Angel spread the word about her campaign by writing a letter and sending it to The Fresno Bee. Then she read her letter in each classroom at school. She visited other schools and made public appearances. She gave interviews to reporters and went on television. 2-Point Answer: Angel spread the word about her campaign by writing a letter and sending it to The Fresno Bee, by visiting classrooms, and giving interviews. 1-Point Answer: She wrote a letter to the newspaper. Grade 3 T19

20 UNIT 2, Week 5: A Castle on Viola Street 1 B Character, Setting, Plot 3.8 (A)(B) 2 D Theme 3.5 (A) 3 B Character, Setting, Plot 3.8 (A) 4 A Sequence 3.8 (A) 5 C Theme 3.5 (A) 6 D Character, Setting, Plot 3.8 (B) 7 C Cause and Effect 3.8 (A) 8 D Context Clues 3.4 (B) 9 C Context Clues 3.4 (B) 10 See sample answers below Draw Conclusions 3.8 (A) 3-Point Answer: This story is called A Castle on Viola Street because when Andy and his family were able to move into their own house on Viola Street, they thought it was as beautiful as any castle. Owning a home was a dream for the family. They worked very hard to make their dream come true. 2-Point Answer: This story is called A Castle on Viola Street because when Andy and his family were able to move into their own house on Viola Street, they thought it was as beautiful as any castle. 1-Point Answer: It looked like a castle. UNIT 3, Week 1: Author: A True Story 1 B Author s Purpose C Main Idea and Details 3.13 (A) 3 C Main Idea and Details 3.13 (A) 4 B Cause and Effect 3.13 (C) 5 D Author s Purpose A Draw Conclusions 3.13 (B) 7 A Main Idea and Details 3.13 (A) 8 D Antonyms 3.4 (C) 9 B Context Clues 3.4 (B) 10 See sample answers below Make Inferences 3.8 (B), RC-3 (D) 3-Point Answer: Helen Lester feels that being a writer involves lots of hard work. Sometimes she gets frustrated when she can t find the perfect words or come up with great ideas. But she also feels writing is wonderful. She loves when her mind gets filled with so many ideas that she can t write them down fast enough. Even though it can be hard, writing is what she loves to do the most. 2-Point Answer: Helen Lester feels that being a writer means lots of hard work, but it s also something that she loves to do. Sometimes, it s hard to find new ideas, and other times, her mind is full of them. 1-Point Answer: She thinks it is hard work. T20 Grade 3

21 UNIT 3, Week 2: Dear Juno 1 D Character, Plot, Setting 3.8 (A)(B) 2 C Character, Plot, Setting 3.8 (A)(B) 3 A Character, Plot, Setting 3.8 (A) 4 D Make Inferences 3.8 (A) 5 D Sequence 3.8 (A) 6 C Character, Plot, Setting 3.8 (A) 7 A Make Inferences 3.8 (B), RC-3 (D) 8 C Synonyms 3.4 (C) 9 B Context Clues 3.4 (B) 10 See sample answers below Make and Confirm Predictions 3.2 (A) 3-Point Answer: When she comes from Korea to visit Juno and his family, Grandma will look at the swinging tree and notice that the leaf Juno sent with his letter was from that tree. She will also recognize Juno s dog, Sam, because Juno drew a picture of his pet. 2-Point Answer: Juno s Grandma will recognize the swinging tree, the leaf, and the dog, Sam. 1-Point Answer: She will recognize the dog. UNIT 3, Week 3: Messaging Mania 1 B Main Idea and Details 3.13 (A) 2 C Cause and Effect 3.13 (C) 3 A Main Idea and Details 3.13 (A) 4 D Cause and Effect 3.13 (C) 5 B Cause and Effect 3.13 (C) 6 D Cause and Effect 3.13 (C) 7 C Context Clues: Homographs 3.4 (C) 8 A Synonyms 3.4 (C) 9 B Context Clues 3.4 (B) 10 See sample answers below Draw Conclusions 3.13 (B) 3-Point Answer: Some people write things while IMing that they wouldn t say if they could see the person s reaction to their words. Some of these things can cause hurt feelings. So it s good to imagine how it would be if you said it in person. This way you can make sure that it won t hurt anyone before you decide to type it in an IM. 2-Point Answer: It s better to only write things in IMs that you would say in person, because this way you can be careful not to type anything that can hurt someone. 1-Point Answer: So that it won t hurt anyone. Grade 3 T21

22 UNIT 3, Week 4: What Do Illustrators Do? 1 C Sequence 4.11 (C) 2 D Compare and Contrast 4.11 (C) 3 B Compare and Contrast 4.11 (C) 4 A Cause and Effect 3.13 (C) 5 C Sequence 4.11 (C) 6 A Sequence 4.11 (C) 7 C Synonyms 3.4 (C) 8 D Context Clues 3.4 (B) 9 C Context Clues 3.4 (B) 10 See sample answers below Compare and Contrast 4.11 (C) 3-Point Answer: An illustrator helps to tells a story by drawing the pictures, but an illustrator who is an author can draw the pictures and write the story. They can change the story by writing new details or new characters. For example, one of the illustrators made Jack into a girl. 2-Point Answer: An illustrator tells a story by drawing the pictures, but an illustrator who is an author can draw the pictures and write the story. 1-Point Answer: One of them gets to write the story. UNIT 3, Week 5: The Jones Family Express 1 D Make Inferences 3.8 (B), RC-3 (D) 2 C Character, Plot, Setting 3.8 (B) 3 D Character, Plot, Setting 3.8 (A) 4 C Cause and Effect 3.8 (A) 5 D Character, Plot, Setting 3.8 (A) 6 A Character, Plot, Setting 3.8 (A) 7 B Draw Conclusions 3.8 (B) 8 D Context Clues 3.4 (B) 9 A Dictionary: Homophones 3.4 (C) 10 See sample answers below Compare and Contrast 3.8 (A) 3-Point Answer: At the block party, Sean wins the rap contest. After winning the contest, Sean becomes very popular with the band so they let him join in. While everyone else from the Jones family watches, Sean gets to be the special guest DJ for most of the afternoon. 2-Point Answer: At the block party, Sean wins the rap contest. While everyone else from the Jones family watches, Sean gets to be the special guest DJ for most of the afternoon. 1-Point Answer: He is the DJ. T22 Grade 3

23 UNIT 4, Week 1: Seven Spools of Thread Quese Answer Conts enfocus ELAR TEKS

24 UNIT 4, Week 3: A Growing Interest 1 C Problem and Solution 5.11 (C) 2 A Problem and Solution 5.11 (C) 3 B Main Idea and Details 3.13 (A) 4 D Main Idea and Details 3.13 (A) 5 B Main Idea and Details 3.13 (A) 6 A Main Idea and Details 3.13 (A) 7 D Main Idea and Details 3.13 (A) 8 C Word Parts: Suffixes 3.4 (A) 9 B Synonyms 3.4 (C) 10 See sample answers below Problem and Solution 5.11 (C) 3-Point Answer: School gardens help people in Houston learn about healthful foods. The gardeners get to eat the foods they grow. In some schools, students can take the foods home to their families. 2-Point Answer: School gardens help people learn about growing and eating healthful foods. 1-Point Answer: They learn about growing food in a garden. UNIT 4, Week 4: Ramona and Her Father 1 C Problem and Solution 3.8 (A) 2 B Problem and Solution 3.8 (A) 3 D Cause and Effect 3.8 (A) 4 A Character, Plot, Setting 3.8 (B) 5 A Problem and Solution 3.8 (A) 6 C Character, Plot, Setting 3.8 (B) 7 C Character, Plot, Setting 3.8 (B) 8 B Word Parts: Prefixes 3.4 (A) 9 A Context Clues 3.4 (B) 10 See sample answers below Problem and Solution 3.8 (A) 3-Point Answer: At first, Ramona thinks that she could earn more money if she opened up a lemonade stand. Then she thinks she could make perfume with rose petals and sell it to make money. Finally, she thinks she could earn money by acting in advertisements on television. 2-Point Answer: Ramona thinks that she could make money by selling her own lemonade and perfume, and by acting in TV ads. 1-Point Answer: She thinks she can make money by TV ads. T24 Grade 3

25 UNIT 4, Week 5: Out of This World 1 D Sequence 4.11 (C) 2 A Main Idea and Details 3.13 (A) 3 A Draw Conclusions 3.13 (B) 4 C Main Idea and Details 3.13 (A) 5 D Draw Conclusions 3.13 (B) 6 C Sequence 4.11 (C) 7 B Cause and Effect 3.13 (C) 8 B Thesaurus: Synonyms 3.4 (C) 9 D Thesaurus: Synonyms 3.4 (C) 10 See sample answers below Main Idea and Details 3.13 (A) 3-Point Answer: According to Ellen Ochoa, astronauts should have a college education in science or technology. They must be physically fit. They must be able to work with a team. They should have multiple skills and be able to learn things quickly. Astronauts should be knowledgeable and healthy. 2-Point Answer: Astronauts must have a college education in science or technology, must be physically fit, and be able to get along well with their team. 1-Point Answer: They have to be fit. UNIT 5, Week 1: Penguin Chick 1 B Main Idea and Details 3.13 (A) 2 A Cause and Effect 3.13 (C) 3 A Main Idea and Details 3.13 (A) 4 C Sequence 4.11 (C) 5 D Sequence 4.11 (C) 6 B Main Idea and Details 3.13 (A) 7 A Main Idea and Details 3.13 (A) 8 D Context Clues: Homographs 3.4 (B) 9 D Context Clues: Homographs 3.4 (B) 10 See sample answers below Main Idea and Details 3.13 (A) 3-Point Answer: Emperor penguins face a few problems when trying to raise chicks in Antarctica. They face freezing cold. They have no way to build a nest. There is no food nearby so they must travel a long way to get to open water. 2-Point Answer: They face freezing cold, must travel far for food, and have no way to build a nest. 1-Point Answer: It s too cold in Antarctica. Grade 3 T25

26 Unit 5, Week 2: Animal Homes 1 D Description 3.13 (A) 2 A Cause and Effect 3.13 (A) 3 D Description 3.13 (A) 4 D Description 3.13 (A) 5 C Description 3.13 (A) 6 A Main Idea and Details 3.13 (A) 7 B Main Idea and Details 3.13 (A) 8 C Synonyms 3.4 (C) 9 A Context Clues: Homophones 3.4 (C) 10 See sample answers below Description 3.13 (A) 3-Point Answer: The male weaver bird builds a nest by gathering blades of grass and weaving them into a ring. Then he adds grass to the ring to make a hollow ball. The bird leaves the ball open only at the bottom to keep tree snakes out. 2-Point Answer: The male weaver bird gathers blades of grass and weaves them into a ring. Then he adds grass to make it a hollow ball. 1-Point Answer: It makes a nest from blades of grass. UNIT 5, Week 3: Call of the Wild 1 C Cause and Effect 3.13 (C) 2 B Main Idea and Details 3.13 (A) 3 C Main Idea and Details 3.13 (A) 4 B Cause and Effect 3.13 (C) 5 A Cause and Effect 3.13 (C) 6 D Draw Conclusions 3.13 (B) 7 A Compare and Contrast 4.11 (C) 8 B Context Clues: Synonyms 3.4 (B) 9 B Context Clues: Synonyms 3.4 (C) 10 See sample answers below Cause and Effect 3.13 (C) 3-Point Answer: Some animals might move because people are moving into their habitats. Others might move because of a new food source. Sometimes they move because of change in the climate. 2-Point Answer: Animals sometimes move because of the climate, food, or because humans have taken over their usual habitats. 1-Point Answer: They move because of the climate. T26 Grade 3

27 UNIT 5, Week 4: Wilbur s Boast 1 D Character, Plot, Setting 3.8 (A) 2 D Draw Conclusions 3.8 (B) 3 A Compare and Contrast 3.8 (B) 4 D Character, Plot, Setting 3.8 (B) 5 B Sequence 3.8 (B) 6 A Draw Conclusions 3.8 (B) 7 C Context Clues 3.4 (B) 8 A Context Clues: Synonyms 3.4 (C) 9 D Word Parts: Prefixes 3.4 (A) 10 See sample answers below Cause and Effect 3.13 (C) 3-Point Answer: You can tell that Wilbur is happy at the end of the story, because of the way he enjoys relaxing and watching his friend, Charlotte, spin her web. 2-Point Answer: He seems happy because he likes to watch Charlotte spin her web. 1-Point Answer: He is happy because of his friends. UNIT 5, Week 5: Unique Animals of the Southwest 1 B Compare and Contrast 4.11 (C) 2 A Main Idea and Details 3.13 (A) 3 C Main Idea and Details 3.13 (A) 4 A Main Idea and Details 3.13 (A) 5 D Main Idea and Details 3.13 (A) 6 C Compare and Contrast 4.11 (C) 7 B Main Idea and Details 3.13 (A) 8 C Dictionary: Unknown Words 3.4 (E) 9 B Dictionary: Unknown Words 3.4 (E) 10 See sample answers below Compare and Contrast 4.11 (C) 3-Point Answer: Armadillos and collared peccaries are common in the Southwest. Both are mammals. Armadillos have four identical babies, while peccaries usually have two babies. Armadillos eat mostly insects, but peccaries eat roots and plants. 2-Point Answer: Armadillos and collared peccaries are both mammals that live in the Southwest. Armadillos eat insects, but peccaries eat roots and plants. 1-Point Answer: Armadillos and peccaries both live in the Southwest. Grade 3 T27

28 UNIT 6, Week 1: Stone Soup 1 C Make Inferences 3.8 (A) 2 A Character, Setting, Plot 3.8 (B) 3 A Character, Setting, Plot 3.8 (A) 4 C Character, Setting, Plot 3.8 (A) 5 D Make Inferences 3.8 (A), RC-3 (D) 6 B Sequence 3.8 (A) 7 D Context Clues: Synonyms 3.4 (C) 8 D Context Clues 3.4 (B) 9 A Context Clues 3.4 (B) 10 See sample answers below Make Inferences 3.8 (B), RC-3 (D) 3-Point Answer: The monks show the villagers how to make stone soup to teach them to think of others. As they help make the soup, the villagers learn how to give and share. The monks believe that sharing makes people happy, and they want the villagers to be happy. 2-Point Answer: The monks want to teach the villagers how to share and to always think of others. 1-Point Answer: They make stone soup to make people happy. UNIT 6, Week 2: The Strongest One 1 B Character, Setting, Plot 3.8 (B) 2 C Cause and Effect 3.8 (B) 3 D Cause and Effect 3.8 (B) 4 A Character, Setting, Plot 3.8 (A) 5 D Summarize 3.8 (A) 6 D Compare and Contrast 3.8 (B) 7 A Character, Setting, Plot 3.8 (A) 8 C Context Clues: Antonyms 3.4 (C) 9 B Synonyms 3.4 (C) 10 See sample answers below Summarize 3.8 (A) 3-Point Answer: Little Red Ant learns that some things are stronger than others. But deciding who is the strongest one is tricky and can always change. At first, Big Rock seems to be the strongest. But when the ants carry pieces of Big Rock away, Little Red Ant realizes the ants are very strong, too. 2-Point Answer: Little Red Ant learns that everyone is strong in their own way. When the ants carry away pieces of Big Rock away, Little Red Ant realizes that the ants are strong in their own way, too. 1-Point Answer: He learns that the ants are strong. T28 Grade 3

29 UNIT 6, Week 3: Tales of the Trickster 1 B Main Idea and Details 3.13 (A) 2 D Main Idea and Details 3.13 (A) 3 A Compare and Contrast 4.11 (C) 4 D Compare and Contrast 4.11 (C) 5 C Main Idea and Details 3.13 (A) 6 B Main Idea and Details 3.13 (A) 7 A Word Parts: Prefixes and Suffixes 3.4 (A) 8 A Context Clues 3.4 (B) 9 B Context Clues 3.4 (B) 10 See sample answers below Compare and Contrast 4.11 (C) 3-Point Answer: Tricksters use their wits to get what they want, but they don t always trick other characters. Sometimes they are the ones being tricked. 2-Point Answer: Tricksters try their best to trick others, but sometimes they end up getting tricked. 1-Point Answer: They don t always trick others. UNIT 6, Week 4: Cook-a-Doodle-Doo! 1 D Character, Setting, Plot 3.8 (B) 2 B Character, Setting, Plot 3.8 (B) 3 B Cause and Effect 3.8 (A) 4 A Sequence 3.8 (A) 5 C Make Inferences 3.8 (A) 6 A Draw Conclusions 3.8 (B) 7 B Dictionary: Idiom 3.4 (E) 8 A Context Clues 3.4 (B) 9 D Context Clues 3.4 (B) 10 See sample response below Compare and Contrast 3.8 (A) 3-Point Answer: If the rooster made the strawberry shortcake alone, then the story might not have been as funny. The different characters help make the story interesting. Also, it may have taken Rooster more time to bake alone or less time, since he would be working without Pig, Iguana, and Turtle getting in the way. 2-Point Answer: If the rooster made the strawberry shortcake alone, then the story might not have been as funny. The different characters help make the story interesting. 1-Point Answer: The story may be boring. Grade 3 T29

30 UNIT 6, Week 5: One Riddle, One Answer 1 C Character, Setting, Plot 3.8 (A)(B) 2 D Character, Setting, Plot 3.8 (A)(B) 3 B Character, Setting, Plot 3.8 (A)(B) 4 B Character, Setting, Plot 3.8 (B) 5 D Make Inferences 3.8 (B), RC-3 (D) 6 D Character, Setting, Plot 3.8 (A) 7 C Draw Conclusions 3.8 (B) 8 A Dictionary: Unknown Words 3.4 (E) 9 C Context Clues 3.4 (B) 10 See sample response below Character, Setting, Plot 3.8 (A)(B) 3-Point Answer: Aziza left the palace in a caravan because she was trying to find a husband. She left the palace to visit cities, towns, and villages to pose a riddle. She would marry the man who could answer the riddle. 2-Point Answer: Aziza wanted to visit other places to help her find a husband. 1-Point Answer: She wanted to travel to other cities. T30 Grade 3

31 Weekly Assessment Answer Key Sample Questions S-1 D Character, Setting, Plot 3.8 (B) S-2 B Summarize 3.8 (A) S-3 C Punctuate Sentences 2.22 (C)(i) S-4 D Correct Verb Form 4.20 (A)(i) UNIT 1, Week 1 1 A Character, Setting, Plot 3.8 (A) 2 B Character, Setting, Plot 3.8 (A) 3 D Character, Setting, Plot 3.8 (A)(B) 4 C Synonyms 3.4 (C) 5 B Word Parts: Prefixes 3.4 (A) 6 D Context Clues 3.4 (B) 7 See sample answers below Character, Setting, Plot 3.8 (B) 8 C Statements and Questions 2.21 (C) 9 A Spelling: Words with Short Vowels 3.24 (A) 10 C Statements and Questions 2.21 (C) 11 B Spelling: Words with Short Vowels 3.24 (A) 12 D Statements and Questions 2.21 (C) 3-Point Answer: At the beginning of the story, Nina feels nervous about trying out for the talent show and singing in front of other people. But by the end of the story, Nina s feelings change. She now feels happy because Mrs. Brent liked her song and she gets picked for the talent show. 2-Point Answer: At first, Nina feels nervous about singing in front of the other kids. But at the end of the story, she feels happy because she gets into the talent show. 1-Point Answer: She feels happy at the end of the story. Grade 3 T31

32 UNIT 1, Week 2 1 B Cause and Effect 3.8 (A) 2 A Cause and Effect 3.8 (A) 3 B Character, Setting, Plot 3.8 (A) 4 D Context Clues 3.4 (B) 5 B Dictionary: Unknown Words 3.4 (E) 6 A Context Clues 3.4 (B) 7 See sample answers below Cause and Effect 3.8 (A) 8 C Spelling: Words with Final e (vowel-consonant-final e pattern) 3.24 (A) 9 A Commands and Exclamations 1.21 (C) 10 C Spelling: Words with Final e (vowel-consonant-final e pattern) 3.24 (A) 11 D Commands and Exclamations 1.21 (C) 12 B Commands and Exclamations 1.21 (C) 3-Point Answer: The captain tells Marta and Luis that since they snuck onto the ship, they will now have to join them on a long voyage to India. He tells the kids that they will have to be the cook s helpers. But that is not true. He only says this to teach the children a lesson so that they don t do this again. The captain wants Marta and Luis to be more careful in the future. 2-Point Answer: The captain tells the children that they will be the cook s helpers to teach them a lesson, so they are more careful next time about what they choose to do. 1-Point Answer: He wants to teach them a lesson. UNIT 1, Week 3 1 A Main Idea and Details 3.13 (A) 2 C Main Idea and Details 3.13 (A) 3 D Main Idea and Details 3.13 (A) 4 B Thesaurus: Synonyms 3.4 (C) 5 A Context Clues 3.4 (B) 6 D Word Parts: Prefixes 3.4 (A) 7 See sample answers Main Idea and Details 3.13 (A) 8 A Subjects 3.22 (B) T32 Grade 3

33 UNIT 1, Week 3 continued 9 C Spelling: Words with Long a (ay, ai, a_e, a, ea, ei) 3.24 (A) 10 B Subjects 3.22 (B) 11 D Spelling : Words with Long a (ay, ai, a_e, a, ea, ei) 3.24 (A) 12 A Subjects 3.22 (B) 3-Point Answer: City gardens help communities in many ways. They help make the city brighter. The gardens also bring people together. People go there to play and relax. Some people work together to help the garden grow. This makes the community look more beautiful too. Friendships are formed. People get to know each other and they start looking out for each other. This helps make the neighborhoods safer. 2-Point Answer: City gardens help communities by bringing people together, brightening the city, and building friendships that can help make the neighborhood safer too. 1-Point Answer: The city gardens make the communities look nicer. UNIT 1, Week 4 1 B Compare and Contrast 3.8 (B) 2 D Character, Setting, and Plot 3.8 (A) 3 A Compare and Contrast 3.8 (B) 4 B Context Clues: Multiple-Meaning Words 3.4 (B) 5 A Thesaurus: Synonyms 3.4 (C) 6 B Thesaurus: Synonyms 3.4 (C) 7 See sample answers below Compare and Contrast 3.8 (B) 8 A Predicates 3.22 (B) 9 C Spelling: Words with Long o (o, ow, o_e, oa, oe) 3.24 (A) 10 B Predicates 3.22 (B) 11 C Spelling: Words with Long o (o, ow, o_e, oa, oe) 3.24 (A) 12 D Predicates 3.22 (B) 3-Point Answer: Annie s feelings are different than her father s feelings in a few ways. When Annie hears the wolf howling, she thinks it s calling to her for help. Her father thinks she is being silly. He feels it is a lost wolf calling to his pack. Annie also thinks the wolf is a prince. While Annie s heart aches for the wolf, her father feels it s a lucky wolf and will be just fine. 2-Point Answer: Annie s feelings about the wolf are different than her father s because while Annie thinks the wolf is a prince calling out to her, her father thinks that it s just a lost wolf calling to its pack. 1-Point Answer: She feels that it s a prince. Grade 3 T33

34 UNIT 1, Week 5 1 D Make and Confirm Predictions 3.2 (A) 2 D Make and Confirm Predictions 3.2 (A) 3 B Cause and Effect 3.8 (A) 4 C Context Clues 3.4 (B) 5 B Context Clues 3.4 (B) 6 A Word Parts: Suffixes er, est 3.4 (A) 7 See sample answers below Make and Confirm Predictions 3.2 (A) 8 A Spelling: Words with Long i (igh, ie, i, i_e, y) 3.24 (A) 9 B Punctuate Compound Sentences 3.23 (C) 10 C Spelling: Words with Long i (igh, ie, i, i_e, y) 3.24 (A) 11 D Compound Sentences 3.22 (C) 12 C Compound Sentences 2.22 (C) 3-Point Answer: In this story, David learns that he can share his problems and his ideas with his mother and his grandmother. The next time that David has a problem, he will probably talk to his mother and grandmother and let them help him find a solution, just as he did when they helped him build the tree house. 2-Point Answer: The next time that David has a problem, he will probably talk to his mother and grandmother because he knows that they have helped him find a solution before. 1-Point Answer: He will talk to his family. UNIT 2, Week 1 1 D Sequence 3.8 (A) 2 A Sequence 3.8 (A) 3 B Compare and Contrast 3.8 (A)(B) 4 D Context Clues 3.4 (B) 5 B Word Parts: Compound Words 3.4 (E) 6 A Word Parts: Compound Words 3.4 (E) 7 See sample answers Sequence 3.8 (A) 8 C Capitalize Proper Nouns 3.23 (B)(i) T34 Grade 3

35 UNIT 2, Week 1 continued 9 B Spelling: Words with Long e ( ea, ee, e_e, ie, e, ey, y) 3.24 (A) 10 B Common and Proper Nouns 3.22 (A)(ii) 11 D Spelling: Words with Long e ( ea, ee, e_e, ie, e, ey, y) 3.24 (A) 12 C Common and Proper Nouns 3.22 (A)(ii) 3-Point Answer: Anya takes many different steps in order to make the gift for her Aunt Sophie. First, Anya reads the poems to capture the mood. Next, she makes sketches on paper before opening the tubes of paints. She then paints an illustration of each poem. After she finishes her pictures, she binds the pages together with gold thread and makes a cover for the book. 2-Point Answer: To make the gift for her aunt, first Anya reads the poems and makes the sketches. Second, she paints the illustrations. Lastly, she binds the book with gold thread and makes a cover. 1-Point Answer: She reads her poems and draws pictures. UNIT 2, Week 2 1 C Draw Conclusions 3.13 (B) 2 A Draw Conclusions 3.13 (B) 3 B Main Idea and Details 3.13 (A) 4 D Context Clues: Multiple-Meaning Words 3.4 (B) 5 C Context Clues: Multiple-Meaning Words 3.4 (B) 6 C Context Clues 3.4 (B) 7 See sample answers below Draw Conclusions 3.13 (B) 8 C Singular and Plural Nouns 3.22 (A)(ii) 9 B Spelling: Words with Silent Letters (kn, mb, rh, gn, bu, mn, wr, gh, l) 3.24 (A) 10 A Punctuate Sentences 2.22 (C)(i) 11 D Spelling: Words with Silent Letters (kn, mb, rh, gn, bu, mn, wr, gh, l) 3.24 (A) 12 A Singular and Plural Nouns 3.22 (A)(ii) 3-Point Answer: When a grandparent moves in with a family, this can sometimes be stressful for everyone. First of all, the grandparent is not used to living with so many family members. Then, the children have to adjust to having another adult in the house. Also, the parents may have to adjust to living with their mom or dad again. 2-Point Answer: It can be stressful when a grandparent moves in with a family because the grandparents, the children, and the parents all have to adjust to living with more people. 1-Point Answer: It s stressful because there are more people in the house. Grade 3 T35

36 UNIT 2, Week 3 1 C Main Idea and Details 3.13 (A) 2 D Draw Conclusions 3.13 (B) 3 B Main Idea and Details 3.13 (A) 4 A Thesaurus: Antonyms 3.4 (C) 5 C Context Clues 3.4 (B) 6 B Context Clues 3.4 (B) 7 See sample answers below Main Idea and Details 3.13 (A) 8 B Spelling: Words with 3-Letter Blends (scr, str, spr, spl, thr) 3.24 (B)(v) 9 C Irregular Plural Nouns 3.22 (A)(ii) 10 D Spelling Irregular Plural Nouns 3.22 (A)(ii) 11 C Spelling: Words with 3-Letter Blends (scr, str, spr, spl, thr) 3.24 (B)(v) 12 A Irregular Plural Nouns 3.22 (A)(ii) 3-Point Answer: People were willing to help a neighbor build a barn because they were generous and kindhearted. They felt good when they helped out a neighbor. They also knew that they could count on someone helping them someday if they needed it. They also were willing to help because building a farm meant that many people got together, and it would end up being lots of fun. After the barn was complete, there would be a big party. 2-Point Answer: Generous people were willing to help a neighbor build a barn because it was a fun activity that brought all the people together. They also knew that they would have someone to count on if they ever needed it. 1-Point Answer: They were helping out because they were generous and kindhearted. UNIT 2, Week 4 1 B Author s Purpose B Author s Purpose D Main Idea and Details 3.13 (A) 4 C Context Clues 3.4 (B) 5 D Context Clues 3.4 (B) 6 A Context Clues 3.4 (B) 7 See sample answers Author s Purpose D Possessive Nouns 3.22 (A)(ii) T36 Grade 3

37 UNIT 2, Week 4 continued 9 C Spelling: Words with Digraphs (consonant digraphs th, ch, tch, sh, wh, ng, ph) 3.24 (B)(v) 10 A Apostrophes in Possessive Nouns 3.23 (C)(i) 11 C Possessive Nouns 3.22 (A)(ii) 12 B Spelling: Words with Digraphs (consonant digraphs th, ch, tch, sh, wh, ng, ph) 3.24 (B)(v) 3-Point Answer: The author describes the town before and after the volunteers started working to show how much work the volunteers did and the positive difference they made. He wanted to show how much better things were after the volunteers came. Before they started working, the parks and beaches were not inviting and children were often bored. After they started volunteering, the parks and beaches were clean and children had things to do. 2-Point Answer: The author described the town before and after the volunteers came to show how they changed the park and beaches into clean, fun places where children could now play. 1-Point Answer: He described it to show the good changes the volunteers made. UNIT 2, Week 5 1 B Theme 3.5 (A) 2 B Theme 3.5 (A) 3 A Cause and Effect 3.8 (A) 4 C Context Clues 3.4 (B) 5 C Context Clues 3.4 (B) 6 A Context Clues 3.4 (B) 7 See sample answers below Theme 3.5 (A) 8 D Sentence Combining with Nouns 3.22 (B) 9 B Spelling: Contractions (I ve, she s, aren t, weren t) 3.24 (F) 10 C Book Titles 4.21 (B.ii) 11 A Sentence Combining with Nouns 3.22 (B) 12 B Spelling: Contractions (I ve, she s, aren t, weren t) 3.24 (F) 3-Point Answer: The story s theme or message is that helping other people makes everyone feel good. When Luis sees that the Winters house needs work, he puts his construction crew to work and even lets his daughter help. Mr. and Mrs. Winter are very thankful. They make sandwiches and invite everyone to dinner. 2-Point Answer: The message of this story is that helping other people makes everyone feel good. 1-Point Answer: It s nice to help people out. Grade 3 T37

38 UNIT 3, Week 1 1 B Draw Conclusions 3.13 (B) 2 C Author s Purpose A Main Idea and Details 3.13 (A) 4 B Context Clues 3.4 (B) 5 B Context Clues 3.4 (B) 6 D Context Clues 3.4 (B) 7 See sample answers below Author s Purpose C Spelling: r-controlled Vowels er, ir, ur 3.24 (A) 9 C Commas in Dates and Places and Addresses 3.23 (C)(ii) 10 D Spelling: r-controlled Vowels er, ir, ur 3.24 (A) 11 A Action Verbs 3.22 (A)(i) 12 B Action Verbs 3.22 (A)(i) 3-Point Answer: The author wants to tell the reader about Astrid Lindgren and the kinds of books that she had written. The author wants the reader to know that Lindgren is a good author and that her books are fun for children because they are exciting to read and have adventurous characters like Pippi Longstocking. 2-Point Answer: The author wrote this passage to tell readers about Astrid Lindren, the exciting children s books she wrote, and the great characters she created. 1-Point Answer: The author wrote it to show that Astrid Lindgren wrote fun books. T38 Grade 3

39 UNIT 3, Week 2 1 C Character, Setting, Plot 3.8 (A) 2 D Character, Setting, Plot 3.8 (A) 3 A Character, Setting, Plot 3.8 (A) 4 C Context Clues 3.4 (B) 5 A Context Clues 3.4 (B) 6 B Context Clues 3.4 (B) 7 See sample answers below Character, Setting, Plot 3.8 (A)(B) 8 B Subject-Verb Agreement 3.22 (C) 9 C Present-Tense Verbs 3.22 (A)(i) 10 C Spelling: Words with r-controlled Vowels ar, or 3.24 (A) 11 B Present-Tense Verbs 3.22 (A)(i) 12 D Spelling: Words with r-controlled Vowels ar, or 3.24 (A) 3-Point Answer: Roberto feels sad in this story. He is about to leave Italy and move to California. His grandfather is not coming with him, so he will miss him very much. He will also miss the farm and all the animals. He does not want to leave his grandfather. 2-Point Answer: Roberto feels sad because he is moving from Italy to California. He will miss his grandfather and the farm very much. 1-Point Answer: He is sad because he will miss his grandfather very much. Grade 3 T39

40 UNIT 3, Week 3 1 B Cause and Effect 3.13 (C) 2 D Cause and Effect 3.13 (C) 3 A Cause and Effect 3.13 (C) 4 C Context Clues: Homographs 3.4 (B)(C) 5 B Context Clues 3.4 (B) 6 D Context Clues 3.4 (B) 7 See sample answers below Cause and Effect 3.13 (C) 8 B Past-Tense Verbs 3.22 (A)(ii) 9 C Commas in a Series 3.23 (C)(ii) 10 B Past-Tense Verbs 3.22 (A)(ii) 11 D 12 C Spelling: Words with Prefixes (re-, un-, pre-, mis-, dis-) Spelling: Words with Prefixes (re-, un-, pre-, mis-, dis-) 3.24 (A) 3.24 (A) 3-Point Answer: It s hard to imagine life without computers because today people use computers for so many things. They use it for both work and entertainment. Computers also help people gather information. They are used in many things, such as video games and cell phones. Experts estimate that more than a billion PC s are in use today. Computers have changed the way people live. They make our lives much easier. 2-Point Answer: It s hard to imagine life without computers because today over a billion people have computers that they use for work, entertainment, and gathering information. 1-Point Answer: It s hard to imagine because we use them all the time for everything like work and video games. T40 Grade 3