The Pennsylvania System of School Assessment

The Pennsylvania System of School Assessment Reading Item and Scoring Sampler 6 x 5 30 parade grade lake brake My Book List It was raining. 2008 2009 Grade 3 Pennsylvania Department of Education Bureau of Assessment and Accountability 2008 2009

TABLE OF CONTENTS Introduction................................................................... 1 General Description of Scoring Guidelines for Reading.............................. 2 Reading Reporting Categories.................................................... 3 Description of Sample Items..................................................... 3 Passage 1...................................................................... 4 Multiple-Choice Items....................................................... 5 Open-Ended Item........................................................... 7 Item-Specific Scoring Guideline............................................... 8 Open-Ended Item Responses.................................................. 9 Passage 2..................................................................... 15 Multiple-Choice Items...................................................... 17 Passage 3A................................................................... 19 Multiple-Choice Items...................................................... 20 Passage 3B.................................................................... 21 Multiple-Choice Items...................................................... 22 Open-Ended Item.......................................................... 24 Item-Specific Scoring Guideline.............................................. 25 Open-Ended Item Responses................................................. 26 Passage 4..................................................................... 32 Multiple-Choice Items...................................................... 33 Open-Ended Item.......................................................... 35 Item-Specific Scoring Guideline.............................................. 36 Open-Ended Item Responses................................................. 37 Passage 5A................................................................... 43 Passage 5B.................................................................... 44 Multiple-Choice Items...................................................... 45 Open-Ended Item.......................................................... 47 Item-Specific Scoring Guideline.............................................. 48 Open-Ended Item Responses................................................. 49 Acknowledgements............................................................ 55 Grade 3 Reading Item Sampler 2008 2009 iii

General Introduction READING INTRODUCTION The Department of Education provides districts and schools with tools to assist in delivering focused instructional programs aligned to the state assessment system. These tools include assessment anchor documents, assessment handbooks, and content-based item and scoring samplers. This 2008 2009 Reading Item and Scoring Sampler is a useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA. What Is Included The 2008 2009 Reading Item and Scoring Samplers do not contain newly released passages and items. The samplers are a compilation of previously released passages and items. This item and scoring sampler contains reading passages with multiple-choice items and open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (Assessment Anchors). The passages represent some of the genres approved by PDE for appearance on the PSSA. The items provide an idea of the types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous review process to ensure alignment with the Assessment Anchors. In addition, this sampler contains an example of a passage from the genre of advertisement. Passages from the advertisement genre field tested in 200, but not contribute toward a student s score or Adequate Yearly Progress (AYP) in 200. The first year that the advertisement genre may be used to contribute to a student s score or AYP may be in 200. Purpose and Uses The passages with items in this sampler may be used as examples for creating assessment items at the classroom level, and they may also be copied and used as part of a local instructional program.* Classroom teachers may find it beneficial to have students respond to the open-ended items in this sampler. Educators can then use the sampler as a guide to score the responses either independently or together with colleagues within a school or district. Item Format and Scoring Guidelines The multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worth one point. Each open-ended item is designed to take about ten minutes to complete. During an official testing administration, students are given additional time as necessary to complete the test items. Each open-ended item in reading is scored using an item-specific scoring guideline based on a 0 3 point scale. In this sampler, every item-specific scoring guideline is combined with examples of student responses representing each score point to form a practical itemspecific scoring guide. The sampler also includes the General Description of Scoring Guidelines for Reading used to develop the item-specific guidelines and guides. The General Description of Scoring Guidelines should be used if any additional item-specific scoring guidelines are created for use within local instructional programs.* * The permission to copy and/or use these materials does not extend to commercial purposes. Grade 3 Reading Item Sampler 2008 2009 1

3 Points GENERAL DESCRIPTION OF SCORING GUIDELINES FOR READING The response provides a complete answer to the task (e.g., a statement that offers a correct answer as well as text-based support). The response provides specific, appropriate, and accurate details (e.g., naming, describing, explaining, or comparing) or examples. 2 Points The response provides a partial answer to the task (e.g., indicates some awareness of the task and at least one text-based detail). The response attempts to provide sufficient, appropriate details (e.g., naming, describing, explaining, or comparing) or examples; may contain minor inaccuracies. 1 Point 0 Points The response provides an incomplete answer to the task (e.g., indicating either a misunderstanding of the task or no text-based details). The response provides insufficient or inappropriate details or examples that have a major effect on accuracy. The response consists entirely of revelant copied text. The response provides insufficient material for scoring. The response is inaccurate in all aspects. Categories within zero reported separately: BLK (blank)... No response or written refusal to respond or too brief to determine response OT... Off task/topic LOE... Response in a language other than English IL... Illegible Grade 3 Reading Item Sampler 2008 2009 2

Reading Scores will be reported in two categories: READING READING REPORTING CATEGORIES A Comprehension and Reading Skills B Interpretation and Analysis of Fictional and Nonfictional Text Examples of multiple-choice and open-ended items assessing these categories are included in this booklet. DESCRIPTION OF SAMPLE ITEMS There are five reading passages in this booklet. The first passage is followed by a set of multiple-choice items and one open-ended item. The second passage is followed by a set of multiple-choice items only. The third passage set is composed of a set of poems. Multiple-choice items apply to only one or to both poems. One open-ended item is shown with this paired set. The fourth passage set is an advertisement, which is followed by the multiple-choice items and one open-ended item. The last passage set is followed by a set of multiple-choice items and one open-ended item. The correct multiple-choice answer is indicated by an asterisk (*). Each open-ended item is displayed with an item-specific scoring guideline and examples of student responses with scores and annotations. Each item is preceded by the Assessment Anchor and Eligible Content coding. Grade 3 Reading Item Sampler 2008 2009 3

PASSAGE 1 Directions Read the passage The Secret Message. Then do Numbers 1 through 6. The Secret Message by May R. Kinsolving Owl sat at the top of an oak tree. He watched the wind chasing the leaves this way and that. Suddenly something white fluttered by. Owl swooped down and caught it with his beak. It was a scrap of paper. On it was written CC - BW - RR. This must be a secret message, Owl said to himself. Frog hopped out from behind a rock. A secret? he said. I love secrets. Owl showed Frog the scrap of paper. CC - BW - RR, Frog read. Whatever can that mean? CC, Owl muttered. Aha! CC must mean Careful, old chap. Someone is warning me to be careful. I m in some kind of danger. I m in terrible danger. Oh, woe is me! What shall I do? Calm down, Owl, Frog said. Maybe the letters BW will explain what to do. BW. BW, Owl muttered, running about in circles. I ve got it! he screeched. BW means Beware. Someone is telling me to beware. I m in terrible danger. Oh, woe is me! What shall I do? Wait a minute, Frog cried. Maybe that s a message for me. Maybe someone is telling me to be careful. Maybe someone is telling me to beware. Owl didn t listen. I m in terrible danger, he screeched, flapping his wings. I m in dreadful, terrible, horrible danger. I m the one in danger, Frog croaked, hopping up and down. Oh, woe is me! What shall I do? What to do? What to do? Owl moaned. Wait! There s more to the message. RR. RR? I know, Frog shouted. RR means Run! Run! I must run away from here. Run! Owl screeched. I must run. I must run. They started to run at the very same moment and ran right into each other. They fell to the ground and lay there moaning. Just then Hen came waddling down the Grade 3 Reading Item Sampler 2008 2009 4

path carrying a shopping basket. What in the world is the matter with the two of you? she asked. Why are you lying on the ground moaning? Owl handed the scrap of paper to Hen. Why, thank you, Hen said. You ve found my grocery list. The wind blew it from my basket, and I ve been looking for it everywhere. Your grocery list! Owl screeched. Your grocery list! Frog croaked. My grocery list, Hen said. CC means cracked corn, of course. And BW means bag of worms. There s nothing tastier than a dish of corn and worms. What about RR? Frog asked. Red raspberries, Hen said. My favorite dessert. Owl looked at Frog. Frog looked back at Owl. They began to chuckle. Then they began to chortle. Then they rolled from side to side chuckling and chortling. Hen waddled off shaking her head. I wonder what s so funny about a tasty supper of corn and worms, she clucked. With red raspberries for dessert. MULTIPLE-CHOICE ITEMS B.1.1.1 1 What is the main problem in the passage? A.1.2.2 Owl is trying to make new friends. Owl and Frog fall to the ground. Frog is trying to explain a message to his friends. * a Owl and Frog think they are in danger. 2 Read the sentences from the passage. Someone is telling me to beware. I m in terrible danger. What does the word beware mean in the first sentence? make noise * a watch out read loudly walk quickly Grade 3 Reading Item Sampler 2008 2009 5

A.2.4.1 3 What is the main idea of the passage? Two friends try to keep a secret to themselves. * a Two friends misunderstand the meaning of a note. Two friends make a secret shopping list. Two friends look for someone who left a note. B.1.1.1 5 Which word best describes Hen at the end of the story? silly worried * a puzzled angry A.1.3.1 4 Why do Owl and Frog chuckle at the end of the passage? * a They learn about the shopping list. They like to eat corn and worms for supper. They learn to make their own message. They like to go shopping. Grade 3 Reading Item Sampler 2008 2009 6

OPEN-ENDED ITEM A.1.5.1 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. STOP Grade 3 Reading Item Sampler 2008 2009 7

ITEM-SPECIFIC SCORING GUIDELINE Item #6 This item will be reported under Category A, Comprehension and Reading Skills. Assessment Anchor: A.1 Understand fiction appropriate to grade level. Specific Eligible Content addressed by this item: A.1.5.1. Summarize the key details and events of a fictional text as a whole. Scoring Guide: Score 3 2 1 0 Nonscorable In response to this item, the student demonstrates complete knowledge of how to write a summary, in the student s own words, about what happens when Owl finds a scrap of paper, using at least one important event from the beginning, the middle, and the end of the passage. demonstrates partial knowledge of how to write a summary, in the student s own words, about what happens when Owl finds a scrap of paper. (Example: Student writes a summary, in the student s own words, using two important events from the passage.) demonstrates incomplete knowledge of how to write a summary, in the student s own words, about what happens when Owl finds a scrap of paper. (Example: Student writes a summary, in the student s own words, using one important event from the passage.) has given a response that provides insufficient material for scoring or is inaccurate in all respects. BLK (blank)...no response or written refusal to respond or too brief to determine response OT...Off task/topic LOE...Response in a language other than English IL...Illegible Example Top Scoring Response (3 Points): Description with Examples Owl sees a piece of paper fly past and reads it. He and Frog work out the meaning of the message. They get very worried when they figure CC means Careful, BW means Beware, and RR means Run. Then Hen arrives and thanks Owl and Frog for finding her grocery list. Grade 3 Reading Item Sampler 2008 2009 8

OPEN-ENDED ITEM RESPONSES A.1.5.1 Response Score: 3 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student has given, in the student s own words, a complete summary of what happens when Owl finds a scrap of paper, using three important events from the beginning, the middle, and the end of the passage ( first owl finds a note with letters on it like cc and bw and rr, And frog thinks bw is BEWARE!, and misses hen comes over and says its only my shopping list and all the letters mean foods ). STOP Grade 3 Reading Item Sampler 2008 2009 9

A.1.5.1 Response Score: 2 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student has given, in the student s own words, a partial summary of what happens when Owl finds a scrap of paper, using two important events from the passage ( First Owl found a note with letters all over it. He catches the note and reads it and He gets scared because he thinks cc means careful old chap and he thinks bw means beware and rr means run ). STOP Grade 3 Reading Item Sampler 2008 2009 10

A.1.5.1 Response Score: 2 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student has given, in the student s own words, a partial summary of what happens when Owl finds a scrap of paper, using two important events from the passage ( Owl finds a secret code on some paper and gets worried and it wasn t a secret code it is only Mrs. Hens shopping list ). STOP Grade 3 Reading Item Sampler 2008 2009 11

A.1.5.1 Response Score: 1 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student has given, in the student s own words, an incomplete summary of what happens when Owl finds a scrap of paper by giving a general statement of the events of the passage ( Mr owl found a not full of cods so he showed it to Frog ). STOP Grade 3 Reading Item Sampler 2008 2009 12

A.1.5.1 Response Score: 1 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student has given, in the student s own words, an incomplete summary of what happens when Owl finds a scrap of paper using one important event from the passage ( Owl catch a piece of paper in his beak with letters on it ). STOP Grade 3 Reading Item Sampler 2008 2009 13

A.1.5.1 Response Score: 0 6 In your own words, summarize the passage. Be sure to include at least one important event from the beginning, the middle, and the end of the passage. The student s response is inaccurate. STOP Grade 3 Reading Item Sampler 2008 2009 14

PASSAGE 2 Directions Read the passage Elevator Rules. Then do Numbers 7 through 14. Elevator Rules by Bettina Restrepo Williford I love elevators. The best part is watching the lights blink on the way to my floor. My name is Tina. I am three years and one week older than Bernie, my brother. Bernie and I used to race each other down the hall to press the button for the elevator. Since I m older, I can run much faster, and every time I got there first. That s why Mom started making elevator rules. Rule Number One If Tina pushes the button on the outside, Bernie gets to push the button on the inside. This rule worked very well until Timmy, the kid who lives downstairs, got on the elevator. Bernie pressed the button for him. Timmy didn t like that, so Mom made a second rule. Rule Number Two If someone else gets in, you have to let him have his turn. It has to be fair. Once we visited Aunt Mimi in the big city. Her apartment is near the top of a really tall building. Bernie and I loved the elevator ride going up. After we had kissed Aunt Mimi goodbye, I said to Bernie, I ll race you to the elevator! We bolted down the hallway. Wait! whined Bernie, trying to outrun me. He knew the winner would get to press the outside button. If he lost and someone else was riding, he d lose his turn. We ran so fast that Mom couldn t keep up. We both hit the button at the same time. When the door opened, we hopped in. We hadn t pressed any buttons inside yet, but just as Mom was coming around the corner, the door closed. When the door reopened, Mom was standing there with her hands on her hips. Grade 3 Reading Item Sampler 2008 2009 15

Rule Number Three No getting on elevators without a grown-up. Mom likes to make rules. One time when Mom took us shopping at a big department store, Bernie showed me an elevator by the shoe department. When the door opened, we saw a grown-up in a fancy suit standing near the elevator buttons. The man said, Which floor, please? Bernie said, Look, he presses the buttons for us! Toys, I said in my most important, rule-following voice as we boarded the elevator. Bernie and I were having such a good time in the toy department that we forgot about Mom until we heard the clicking of her shoes behind us. You ve been lost for 20 minutes! she scolded. I ve been looking everywhere. Bernie answered her in his sweetest voice. We weren t lost, Mom. We were here. Tina got the elevator guy in the fancy suit to take us. Rule Number Four Only grown-ups we know count when it comes to Rule Number Three! We live in an old building with only four stories. The staircase winds around the outside of the elevator, which has a window. One day, Bernie and I were about to walk down the stairs (since Mom wasn t with us) when our neighbor Mr. Kelly got on the elevator. Bernie jumped on with him and said to me, Let s race! I ran down the stairs as Bernie watched me through the window. At the bottom, Mrs. Patel was just getting on the elevator. I had won easily, so Bernie wanted to try now. My turn! he said. I got on with Mrs. Patel, and Bernie took off up the stairs. The elevator passed him. At the top, I started my victory dance. Rule Number Five No more racing elevators. Last night, we were at a fancy hotel for a wedding. Mom was busy talking with friends, and Bernie and I were bored. Bernie pointed to an elevator in the lobby. We wanted to ride it, but we didn t want to get into trouble. If we shared the buttons with everyone, didn t race, and made sure there was a grown-up we know..., said Bernie. No, Bernie, I said. Mom wants to be able to see us. The door opened, and the elevator emptied except for one lady Aunt Rita. Bernie pointed. Look, it s all glass. Mommy can see us! Bernie was right. Part of me was tempted to get on. Then I realized that I had learned something else from all of Mom s elevator rules: I had learned when she d make up a new one. So I made up a rule for her. Rule Number Six When in doubt, ask Mom first. Grade 3 Reading Item Sampler 2008 2009 16

MULTIPLE-CHOICE ITEMS A.1.2.2 7 Read the sentences from the passage. After we had kissed Aunt Mimi good-bye, I said to Bernie, I ll race you to the elevator! We bolted down the hallway. What does the word bolted most likely mean? wandered skipped turned * a rushed A.1.6.1 9 The purpose of this passage is most likely to describe different types of buildings that have elevators explain how elevators work in tall buildings * a tell a story about two children riding elevators persuade children to ride elevators A.1.4.1 B.1.1.1 8 Which event happens following Rule Number Two? Tina and Bernie race Aunt Mimi to the elevator. * a Tina and Bernie run so fast to the elevator Mom cannot keep up. Mr. Kelly gets on the elevator as Tina and Bernie are getting off. Aunt Mimi and Mom are waiting for Tina and Bernie when the elevator opens. 10 Where does Tina and Bernie s Aunt Mimi live? hotel house in the city * a apartment building house in the country Grade 3 Reading Item Sampler 2008 2009 17

A.1.4.1 11 The main reason Mom makes Rule Number Three is A.1.5.1 13 Which is the best summary of the passage? because Tina can run faster than Bernie * a so Bernie and Tina will wait for an adult so Timmy will have a chance to push buttons because Mr. Kelly and Mrs. Patel need some help Tina has to take care of her younger brother Bernie when they visit their Aunt Mimi. Bernie does not like losing races to his sister all the time, so he asks their mom to make up rules to help him win. Tina and Bernie have lived in a lot of different buildings and like to play in the elevators in these buildings. A.1.4.1 12 What is the main reason Mom is upset with Tina and Bernie in the department store? They were racing in the store. * a They were lost for twenty minutes. They were playing with toys in the toy department. They were talking to the man in the fancy suit. B.1.1.1 * a Tina and Bernie s mom has to keep making up new elevator rules to keep elevator rides safe for them. 14 Where are Tina and Bernie at the end of the passage? * a a fancy hotel a four-story building a big department store a neighbor s apartment Grade 3 Reading Item Sampler 2008 2009 18

PASSAGE 3A Directions Read the poem Footprints. Then do Numbers 15 through 17. Footprints by Beverly McLoughland Along the shore, Where the sand lies Soft and wet, A tumbling wave With its net of foam Scoops up footprints Like captured butterflies. Will they be pinned On some sea cave wall, And labeled Sandpiper, Gull, Girl, Boy, Cocker spaniel pup? Will curious little fish Swim by to look at them? Grade 3 Reading Item Sampler 2008 2009 19

MULTIPLE-CHOICE ITEMS A.1.3.1 15 In the poem Footprints, the speaker compares a tumbling wave to a A.1.4.1 * a person catching butterflies in a net cocker spaniel pup curious fish swimming by sandpiper in a sea cave A.1.1.2 17 Read the lines from the poem Footprints. Will curious little fish Swim by to look at them? Which word is a synonym for curious? lazy friendly angry * a interested 16 In the poem Footprints, the speaker describes the sand as foamy * a soft tumbling curious Grade 3 Reading Item Sampler 2008 2009 20

PASSAGE 3B Directions Read the poem The Island. Then do Numbers 18 through 23. The Island by Margarita Mondrus Engle What if you were sitting still At the edge of the great blue sea, And your toes were wiggling in the sand And there was no place you had to be? What if you saw an island Above the waves of blue, And the island had tall mountains And a towering castle, too? What if you built yourself a raft Of oyster shells and seaweed And made a sail of butterfly wings And rowed the raft with a reed? What if you sailed beyond the waves While fishes nibbled your oar, And the wind fluttered your sail of wings And you reached the island s shore? What if you stepped on the island And it started to float away, And you said, Hey, wait a minute! And it answered back, OK. What if the island lifted its head And looked you in the eye, And gave you a great big friendly wink And waved you a friendly hi? What if the mountains were giant fins And a great big flapping tail, And the castle was a tower of spray And the island was a whale? What if the whale said, Hold your breath, And dived to the ocean floor, And introduced you to his friends And knocked on a hermit crab s door? What if you greeted an octopus, And a sponge said, How do you do? And a prickly sea urchin stared And asked, Who invited you? What if you danced with a dolphin, And a sea horse gave you a ride, And a hammerhead shark tipped his hat, And an eel showed you where to hide? Grade 3 Reading Item Sampler 2008 2009 21

What if the whale said, Wasn t it great? And you said, It sure was fun! And the whale carried you up, up, up And you dried off in the sun? What if the whale said, Come again! And you kissed him on the cheek, And a pelican flew by flapping her wings And clickety-clacking her beak? What if the pelican picked you up And carried you to the sand, And you looked and looked but the island was gone And you were on dry land? What if you were sitting still Waving good-bye to the whale, And he sent up a castle of spray And waved back with his tail? MULTIPLE-CHOICE ITEMS A.1.4.1 18 In the poem The Island, what is the raft made of? seaweed and sand oysters and crabs * a shells and seaweed sand and butterfly wings A.1.4.1 20 The speaker in The Island compares the whale s spray to a tall mountain a raft with a reed * a a castle tower a winged sail B.2.1.1 19 Which line from The Island makes something in nature seem human? And the island had tall mountains What if you greeted an octopus At the edge of the great blue sea * a What if the island lifted its head Grade 3 Reading Item Sampler 2008 2009 22

Use BOTH poems to answer Numbers 21 through 23. B.1.2.1 21 At the beginnings of both poems, where are the speakers? in a boat * a on the shore in a sea cave on an island B.1.2.1 22 The speakers in both poems talk about gulls crabs sharks * a fish Grade 3 Reading Item Sampler 2008 2009 23

OPEN-ENDED ITEM B.1.2.1 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. Grade 3 Reading Item Sampler 2008 2009 24

ITEM-SPECIFIC SCORING GUIDELINE Item #23 READING This item will be reported under Category B, Interpretation and Analysis of Fictional and Nonfictional text. Assessment Anchor: B.1 Understand components within and between texts. Specific Eligible Content addressed by this item: B.1.2.1. Identify, interpret, compare, and/or describe connections between texts. Scoring Guide: Score 3 2 1 0 Nonscorable In response to this item, the student demonstrates complete knowledge of making connections between texts by giving at least two ways the poems are alike and one way they are different, using specific examples from the poems to support the response. demonstrates a partial knowledge of making connections between texts by giving a way the poems are alike and a way they are different. (Example: Student gives one way the poems are alike and one way the poems are different using specific examples from the poems.) demonstrates incomplete knowledge of making connections between texts by giving a way the poems are alike or different. (Example: Student gives one way the poems are different using a specific example from one of the poems.) gives a response that provides insufficient material for scoring or is inaccurate in all aspects. BLK (blank)... No response or written refusal to respond or too brief to determine response OT...Off task/topic LOE... Response in a language other than English IL... Illegible Example Top Scoring Response (3 Points): Likenesses and Difference Both poems take place by the sea and both discuss creatures that live in or by the sea. A difference is that in Footprints the speaker wonders what will happen to the footprints; in The Island the speaker wonders what it would be like to ride a whale that seemed like an island. Grade 3 Reading Item Sampler 2008 2009 25

OPEN-ENDED ITEM RESPONSES B.1.2.1 Response Score: 3 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student has given a complete answer to the task by giving two similarities between the poems ( there both talking about the ocean and there talking about butterflies ) and one difference ( one poem rhymes and one poem doesn t ) using specific examples from the poems to support the answer. Grade 3 Reading Item Sampler 2008 2009 26

B.1.2.1 Response Score: 2 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student has given a partial answer to the task by giving two similarities between the poems ( they are both talking on the shore and They both talk about fish ). The difference given ( they talk about different things ) is too vague. Grade 3 Reading Item Sampler 2008 2009 27

B.1.2.1 Response Score: 2 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student has given a partial answer to the task by giving one similarity ( they both take place at the shore ) and one difference ( one is about a whale and one is about footprints ) using specific examples from the poems to support the answer. Grade 3 Reading Item Sampler 2008 2009 28

B.1.2.1 Response Score: 1 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student has given an incomplete answer to the task by giving one similarity between the poems ( they are also both about the sea ). Grade 3 Reading Item Sampler 2008 2009 29

B.1.2.1 Response Score: 1 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student has given an incomplete answer to the task by giving one difference between the two poems ( they all have different animals... ) and no similarities. The similarity given ( they both start with what if ) is incorrect. Grade 3 Reading Item Sampler 2008 2009 30

B.1.2.1 Response Score: 0 23 Give at least two ways the poems are alike and one way they are different, using specific examples from the poems to support your answer. The student s response consists of irrelevant copied text. Grade 3 Reading Item Sampler 2008 2009 31

PASSAGE 4 Directions Read the ad Side Kick Shoes. Then do Numbers 24 through 31. Side Kick Shoes Extreme Power Your NEW Side Kick Shoes: Get looks as soon as you put them on. The black stripes and colorful laces demand attention. Are lightweight, comfortable, and make running effortless as if you had wings! Improve your health by allowing for amazing speed and movement. Will endure miles of indoor and outdoor use with high-tech rubber soles. Watch for Side Kick Shoes on all your friends feet! Side Kick Shoes helped me win the championship last year. I owe my success to my Side Kick Shoes. Pat Smith track and field Side Kick Shoes available next month. Grade 3 Reading Item Sampler 2008 2009 32

MULTIPLE-CHOICE ITEMS A.2.4.1 24 According to the ad, Side Kick Shoes have which feature? * a high-tech rubber soles lightweight wings special wheels for speed striped laces A.2.3.1 26 What do the words Extreme Power suggest about Side Kick Shoes? They are built well. They are easy to put on. They will make you healthier. * a They will help you run faster. A.2.2.2 25 Read the sentence from the ad. The black stripes and colorful laces demand attention. What does the word demand mean? * a call for run from stand at fall into B.3.2.1 27 Read the sentence from the ad. Get looks as soon as you put them on. What does the ad suggest about Side Kick Shoes in this sentence? They are easy to put on. They make it easy to run fast. They will help you take pictures. * a They will make people notice you. Grade 3 Reading Item Sampler 2008 2009 33

A.2.2.2 28 Read the phrase from the ad. Will endure miles of indoor and outdoor use... What does the word endure most likely mean? * a to stand to make to share to travel B.3.2.1 30 Read the words of Pat Smith. I owe my success to my Side Kick Shoes. What is this sentence an example of? personification facts * a exaggeration character B.3.2.1 29 Read the sentence from the ad. Watch for Side Kick Shoes on all your friends feet! What does this sentence in the ad suggest about Side Kick Shoes? Side Kick Shoes are easy to spot. * a Everyone is buying Side Kick Shoes. Side Kick Shoes look better on everyone s feet. Your friends might want to borrow your Side Kick Shoes. Grade 3 Reading Item Sampler 2008 2009 34

OPEN-ENDED ITEM A.2.3.1 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. Grade 3 Reading Item Sampler 2008 2009 35

ITEM-SPECIFIC SCORING GUIDELINE Item #31 READING This item will be reported under Category A, Comprehension and Reading Skills. Assessment Anchor: A.2 Understand nonfiction appropriate to grade level. Specific Eligible Content addressed by this item: A.2.3.1. Make inferences and/or draw conclusions based on information from the text. Scoring Guide: Score 3 2 1 0 Nonscorable In response to this item, the student demonstrates complete knowledge of making inferences using examples from the ad to identify three ways the ad tries to get people to buy Side Kick Shoes. demonstrates partial knowledge of making inferences by identifying ways the ad tries to get people to buy Side Kick Shoes. (Example: Student identifies two ways the ad tries to get people to buy Side Kick Shoes, using examples from the ad.) demonstrates incomplete knowledge of making inferences by identifying ways the ad tries to get people to buy Side Kick Shoes. (Example: Student identifies one way the ad tries to get people to buy Side Kick shoes, using an example from the ad.) gives a response that provides insufficient material for scoring or is inaccurate in all aspects. BLK (blank)...no response or written refusal to respond or too brief to determine response OT...Off task/topic LOE...Response in a language other than English IL...Illegible Example Top Scoring Response (3 Points): Examples of Inferences The ad tries to get me to buy Side Kick Shoes by stating all my friends will be wearing them. I can also get a lot of attention if I am wearing Side Kick Shoes. Finally the words in the ad by Pat Smith try to make me believe that I could be like Pat if I had Side Kick Shoes, too. Grade 3 Reading Item Sampler 2008 2009 36

OPEN-ENDED ITEM RESPONSES A.2.3.1 Response Score: 3 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student has given a complete answer to the task by using examples from the ad to identify at least three ways the ad tries to get people to buy Side Kick Shoes ( by telling me that my firends will be wearing them, they have these funky colors with blak stripes, and The ad also uses the words Extreme Power to make me think that my feet will go really fast in them ). Grade 3 Reading Item Sampler 2008 2009 37

A.2.3.1 Response Score: 2 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student has given a partial answer to the task by using examples from the ad to identify two ways the ad tries to get people to buy Side Kick Shoes ( The ad uses Pat Smith to tell me that I can win too if I wear the shoes, and the shoe makes running effortless ). Grade 3 Reading Item Sampler 2008 2009 38

A.2.3.1 Response Score: 2 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student has given a partial answer to the task by using examples from the ad to identify two ways the ad tries to get people to buy Side Kick Shoes ( they are lite wait and I can get everybodys attention because they are colorful ). Grade 3 Reading Item Sampler 2008 2009 39

A.2.3.1 Response Score: 1 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student has given an incomplete answer to the task by using an example from the ad to identify one way the ad tries to get people to buy Side Kick Shoes ( I can wear them for a really long time ). Grade 3 Reading Item Sampler 2008 2009 40

A.2.3.1 Response Score: 1 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student has given an incomplete answer to the task by using an example from the ad to identify one way the ad tries to get people to buy Side Kick Shoes ( They are comfortable ). Grade 3 Reading Item Sampler 2008 2009 41

A.2.3.1 Response Score: 0 31 Using examples from the ad, identify at least three ways the ad tries to get people to buy Side Kick Shoes. The student s response is inaccurate because it is not relevant to the task. Grade 3 Reading Item Sampler 2008 2009 42

PASSAGE 5A Directions Read the following paired passages. Then do Numbers 32 through 38. Butterflies Can Flutter by Your Materials needed: bow-tie pasta colored markers 7 twist ties (from loaves of bread or sandwich bags) poster board yarn glue tape scissors Room by Marie E. Cecchni 1. Use markers to decorate seven pieces of bow-tie pasta and to color seven twist ties. 2. Bend each twist tie around a pasta bow tie. Then twist the ends together to make antennae. 3. Cut out two identical butterfly shapes from poster board. For antennae, glue two pieces of yarn to one butterfly head. Decorate both butterflies. 4. To create a hanger, tape the ends of a piece of yarn to the wings of one poster-board butterfly. 5. Cut seven pieces of yarn of various lengths. Tie one end of each yarn piece around the base of the antennae of a different pasta butterfly. Tape the other end of each yarn piece to the back of one poster-board butterfly. 6. Glue the backs of the two poster-board butterflies together to cover the yarn ends and the tape. Let the glue dry before hanging your mobile. Grade 3 Reading Item Sampler 2008 2009 43

PASSAGE 5B READING You Want Flies With That? by Lauren Michaels Materials needed: scissors margarine container with lid poster board glue green tissue paper water small paint brush wiggle eyes red pompoms green chenille sticks red beads 1. With an adult s help, cut three to five holes in the bottom of a margarine container. 2. Cut out a poster-board frog s head. 3. Glue pieces of green tissue paper to cover the container (with the lid on) and the frog s head. 4. Mix equal amounts of water and glue, and brush this over the tissue paper to give the frog s head and body a hard finish. 5. Glue wiggle eyes onto two red pompoms, then glue the pompoms to the frog s head. Glue on a chenille-stick mouth, and glue the frog s head to the body. 6. For each leg, fold two green chenille sticks in half, then twist them together. (The four ends will be the toes.) Glue the legs onto the body, and glue a red bead onto each toe. 7. Now you can store your pencils, markers, or crayons in your frog container at home. Grade 3 Reading Item Sampler 2008 2009 44

MULTIPLE-CHOICE ITEMS A.2.3.1 32 Why did the author of Butterflies Can Flutter by Your Room most likely choose bow-tie pasta for the mobile? The pasta can be easily cut. The pasta is easy to glue together. * a The pasta has the shape of a butterfly. The pasta is colorful like a butterfly. B.3.3.1 34 How is the information in Butterflies Can Flutter by Your Room mainly organized? Reasons for making a mobile are given. Problems with decorating a mobile are solved. Butterfly mobiles are compared to other mobiles. * a Steps on how to make a butterfly mobile are given. A.2.1.1 33 Read the sentence from Butterflies Can Flutter by Your Room. Glue the backs of the two posterboard butterflies together to cover the yarn ends and the tape. Which sentence uses cover in the same way it is used in the passage? * a The directions say to cover the cake with frosting. The reporter wanted to cover the news story. We gave the cashier money to cover the cost of the food. We should walk faster if we want to cover more distance. Grade 3 Reading Item Sampler 2008 2009 45

B.3.3.4 35 In You Want Flies with That?, which step should be completed right after gluing tissue paper on the container? cutting a frog s head out of poster board gluing the frog s head onto the body * a brushing water and glue over the paper cutting holes in the bottom of the container Questions 37 and 38 refer to BOTH passages B.1.2.1 37 What action is used in BOTH passages? painting * a twisting hanging taping A.2.6.1 36 What is the author s main purpose in writing You Want Flies with That? to describe the way frogs look * a to instruct how to make a craft to give facts about frogs to tell how to mix glue Grade 3 Reading Item Sampler 2008 2009 46

OPEN-ENDED ITEM B.1.2.1 38 Using details from both passages, describe two similarities and one difference between the two art projects. STOP Grade 3 Reading Item Sampler 2008 2009 47

ITEM-SPECIFIC SCORING GUIDELINE Item #38 This item will be reported under Category B, Interpretation and Analysis of Fictional and Nonfictional text. Assessment Anchor: B.1 Understand components within and between texts. Specific Eligible Content addressed by this item: B.1.2.1. Identify, interpret, compare, and/or describe connections between texts. Scoring Guide: Score 3 2 1 0 Nonscorable In response to this item, the student demonstrates complete knowledge of understanding connections between texts by describing two similarities and one difference between the art projects, using details from both passages. demonstrates partial knowledge of understanding connections between texts by describing the similarities and the differences between the art projects. (Example: Student describes one similarity and one difference between the art projects using details from both passages.) demonstrates partial knowledge of understanding connections between texts by describing the similarities and the differences between the art projects. (Example: Student describes one similarity between the art projects using details from one of the passages.) has given a response that provides insufficient material for scoring or is inaccurate in all respects. BLK (blank)...no response or written refusal to respond or too brief to determine response OT...Off task/topic LOE...Response in a language other than English IL...Illegible Example Top Scoring Response (3 Points): Description with Examples Both art projects ask you to cut out animal shapes from poster board. Both art projects need art things (poster board, glue, and scissors) to make them. The butterfly project lets you choose whatever colors you want for the butterflies and the yarn. The frog project tells you what color to use for certain parts. Grade 3 Reading Item Sampler 2008 2009 48

OPEN-ENDED ITEM RESPONSES B.1.2.1 Response Score: 3 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student has given a complete answer to the task by describing two similarities ( Both use things you have in your house and both art projects make animals ) and one difference ( you make the butterflies out of pasta which is noodles, but you make the frog out of a margarin box ) between the art projects using details from both passages. STOP Grade 3 Reading Item Sampler 2008 2009 49

B.1.2.1 Response Score: 2 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student has given a partial answer to the task by describing two similarities ( they both make animals and they both use glue ) between the art projects using details from both passages. STOP Grade 3 Reading Item Sampler 2008 2009 50

B.1.2.1 Response Score: 2 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student has given a partial answer to the task by describing one similarity ( They both needed sissors to make them ) and one difference ( the first one makes a mobile out of butterflies and the other doesnt make a mobile just a frog ) between the art projects using details from both passages. STOP Grade 3 Reading Item Sampler 2008 2009 51

B.1.2.1 Response Score: 1 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student has given an incomplete answer to the task by describing one similarity ( They both make animals ) between the art projects using details from one passage. STOP Grade 3 Reading Item Sampler 2008 2009 52

B.1.2.1 Response Score: 1 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student has given an incomplete answer to the task by describing one difference ( One makes a butterfly mobile. The other makes a frog you cant hang ) between the art projects using details from one passage. STOP Grade 3 Reading Item Sampler 2008 2009 53

B.1.2.1 Response Score: 0 38 Using details from both passages, describe two similarities and one difference between the two art projects. The student s response is inaccurate. STOP Grade 3 Reading Item Sampler 2008 2009 54

Acknowledgements The Secret Message copyright 1999 by Highlights for Children, Inc., Columbus, Ohio. Elevator Rules copyright 2003 by Highlights for Children, Inc., Columbus, Ohio. Footprints reprinted by permission of Spider, August 1999, copyright 1999 by Beverly McLoughland. The Island from Humpty Dumpty s Magazine, copyright 1986 by Children s Better Health Institute, Benjamin Franklin Literary & Medical Society, Inc., Indianapolis, Indiana. Used by permission. Butterflies Can Flutter by Your Room copyright 2003 by Highlights for Children, Inc., Columbus, Ohio. You Want Flies With That? copyright 2003 by Highlights for Children, Inc., Columbus, Ohio. Grade 3 Reading Item Sampler 2008 2009 55

Reading Grade 3 Item and Scoring Sampler Copyright 2008 by the Pennsylvania Department of Education. The materials contained in this publication may be duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication of materials for commercial use.