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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Old
Benchmark ID
Old
Standard Benchmark
Sample Item
CLUSTER 1: Words and Phrases in Context
LA.A.1.2.3
The student uses simple
strategies to determine meaning
and increase vocabulary for
reading, including the use of
prefixes, suffixes, root words,
multiple meanings, antonyms,
synonyms, and word
relationships.
Content Focus:
• Prefixes
• Suffixes
• Multiple Meaning
• Root Words
• Antonyms
• Synonyms
• Word Relationships
• Analysis/inferences
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses multiple strategies to
develop grade appropriate vocabulary.
Read this sentence from the story.
“Try blowing into a paper bag,”
Father suggested.
When Father suggested something to
Laurie, he gave her
A. a chance.
B. an excuse.
C. an idea.
D. a rule.
If unhappy means “not happy”, the
word unkind means
A. not the same.
B. not nice.
C. not the brand.
D. not well.
Which words from the story have
almost the SAME meaning?
A. complained, wondered
B. passed, waited
C. puffed, popped
D. watched, looked
LA.3.1.6.3
Reading Process:
Vocabulary
Development
The students will use context clues to
determine meanings of unfamiliar
words.
MC
LA.3.1.6.7
Reading Process:
Vocabulary
Development
MC
LA.3.1.6.8
Reading Process:
Vocabulary
Development
MC
The students will use meaning of
familiar base words and affixes
(prefixes and suffixes) to determine
meanings of unfamiliar complex words.
The students will use knowledge of
antonyms, synonyms, homophones,
and homographs to determine
meanings of words.
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Read the sentence from the story.
“Mom,” Cindy groaned, “Thanks to
Bobby we’ll be lucky to find a good
spot on the beach.”
In which sentence does the word spot
have the same meaning?
A. The boy was able to spot a chair at
the beach.
B. The girl has a spot on her nose.
C. There is a spot near the exit door.
D. I can spot a lazy dog from a mile
away.
LA.3.1.6.9
Reading Process:
Vocabulary
Development
The students will determine the correct
meaning of words with multiple
meanings in context.
MC
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Old
Benchmark ID
Old
Standard Benchmark
Sample Item
CLUSTER 2: Main Idea, Plot and Purpose
LA.A.2.2.1
The student reads text and
determines the main idea or
essential message, identifies
relevant supporting details and
facts, and arranges events in
chronological order.
Content Focus:
• Chronological order
• Main idea/essential
message
• Details/facts
What does Jamaica do FIRST when
she goes to the school?
A.
B.
C.
D.
She builds a sandcastle.
She takes the basketball.
She watches the boys play.
She plays on the sidewalk.
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.3.1.7.3
Reading Process:
Reading
Comprehension
MC
(chronological order of events)
The students will determine explicit
ideas and information in grade-level
text, including but not limited to main
idea, relevant supporting details,
strongly implied message and
inference, and chronological order of
events.
LA.3.1.7.6
Reading Process:
Reading
Comprehension
The student will identify themes or
topics across a variety of fiction and non
fiction selections.
MC
Standard: The student identifies, analyzes, and
applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful
response to a literary selection.
How do the young bird’s parents try to
protect him?
A. They attack the big bass.
B. They hop around the cattails.
C. They help fluff out his wet feathers.
D. They make noise to keep danger
away.
LA.3.2.1.2
Literary Analysis:
Fiction
MC
The students will identify and explain
the elements of story structure,
including character/character
development, setting, plot, and
problem/resolution in a variety of fiction.
(plot development)
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Old
Benchmark ID
Old
Standard Benchmark
Sample Item
CLUSTER #2: Main Idea, Plot and Purpose
LA.A.2.2.2
The student identifies the
author’s purpose in a simple text.
(Includes LA.A.2.2.3 Recognizes
when a text is primarily intended
to persuade.)
Content Focus:
• Author’s purpose
• Author’s point of view
Read these sentences from the story.
There was a fly crawling up his arm
right now! But wait! He looked
again. It wasn’t a fly!
The author says, “But wait!” to show
that
A. Timmy was scared.
B. Timmy was bothered.
C. Timmy heard something.
D. Timmy noticed something.
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.3.1.7.2
Reading Process:
Reading
Comprehension
MC
LA 3.2.1.7
Literary Analysis:
Fiction
MC
The student will identify the author’s
purpose (e.g., to inform, entertain, or
explain) in text and how an author’s
perspective influences text.
The student will identify and explain an
author’s use of descriptive, idiomatic,
and figurative language (e.g.,
personification, similes, metaphors,
symbolism), and examine how it is used
to describe people, feelings, and
objects.
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
LA.E.1.2.2
Standard: The student identifies, analyzes, and
applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful
response to a literary selection.
The student understands the
development of plot and how
conflicts are resolved in a story.
Content Focus:
• Plot development
• Character development
• Conflict/Conflict
resolution
• Character point of view
What is Jamaica’s BIGGEST problem
in the story?
A.
B.
C.
D.
She hurts Berto’s feelings.
Berto steps on her sandcastle.
She does not like younger children.
Her brother will not let her play with
him.
LA.3.2.1.2
Literary Analysis:
Fiction
MC
The students will identify and explain
the elements of story structure,
including character/character
development, setting, plot, and
problem/resolution in a variety of fiction.
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Old
Benchmark ID
Old
Standard Benchmark
Sample Item
CLUSTER 3: Comparison and Cause and Effect
LA.A.2.2.7
The student recognizes the use
of comparison and contrast in a
text.
Content Focus:
• Contrast
• Comparison
LA.E.1.2.3
The student knows the
similarities and differences
among the characters, settings,
and events presented in various
texts.
Content Focus:
Similarities/differences
• characters
• settings
• events
LA.E.2.2.1
The student recognizes causeand-effect relationships in literary
texts. [Applies to fiction,
nonfiction, poetry, and drama.]
Content Focus:
• Cause/effect
How is Yukio Ozaki DIFFERENT from
Mrs. Taft?
A. He lives in the capital of Japan.
B. He is a friend of Eliza Scidmore.
C. He thinks cherry trees are lovely.
D. He has spent time in Washington,
D.C.
New
New
Benchmark ID
Standard Benchmark
Standard: The student uses a variety of strategies to
comprehend grade level text.
LA.3.1.7.5
The student will identify the text
Reading Process:
structure an author uses (e.g.,
Reading
comparison/contrast, cause/effect, and
Comprehension
sequence of events) and explain how it
impacts meaning in text.
MC
LA.3.1.7.7
Reading Process:
Reading
Comprehension
The students will compare and contrast
elements, settings, characters, and
problems in two texts.
MC
Read this sentence from the article
“Birds Do It! Recycle!”
Yarn is big on an oriole’s shopping
list when nest building.
The author is comparing an oriole to
A. a bird that can write.
B. bird that collects paper.
C. person who lives in a house.
D. person who buys things at a store.
Why does the ladybug move when the
magnet moves?
LA.3.1.7.7
Reading Process:
Reading
Comprehension
The students will compare and contrast
elements, settings, characters, and
problems in two texts.
MC
LA.3.1.7.4
A. The top of the box is slippery.
B. The legs make the shell bounce.
C. The magnet attracts the shell of
the walnut.
D. The metal in the twister ties is
pulled by the magnet.
Reading Process:
Reading
Comprehension
The students will identify cause-andeffect relationships in text.
MC
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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FCAT Assessed Reading Benchmarks with Sample Items and Crosswalk to New Benchmarks – Grade 3
Old
Benchmark ID
Old
Standard Benchmark
Sample Item
CLUSTER 4: Reference and Research
LA.A.2.2.8
The student selects and uses a
variety of appropriate reference
materials, including multiple
presentations of information such
as maps, charts, and photos, to
gather information for research
projects. (Includes LA.A.2.2.5
Reads and organizes information
for a variety of purposes,
including making a report,
conducting interviews, taking a
test, and performing an authentic
task.)
Content Focus:
• Reference information
(synthesize multiple
sources)
• References information
(within text)
• Interpret graphical
information
New
New
Benchmark ID
Standard Benchmark
Standard: The student comprehends the wide array of
informational text that is part of our day to day
experiences.
Look at the picture next to Step 5. Why
is the box held up in the air?
A. to make the ladybug fly
B. to make the ladybug move quickly
C. so that other people can see the
ladybug
D. so that the magnet can be held
underneath
LA.3.6.1.1
Information and
Media Literacy:
Informational text
MC
The student will read informational text
(e.g., graphs, charts, manuals) and
organize information for different
purposes, including but not limited to
being informed, following muti-step
directions, making a report, conducting
interviews, preparing to take a test, and
performing a task.
Standard: The student identifies, analyzes, and
applies knowledge of the elements of a variety of
fiction and literary texts to develop a thoughtful
response to a literary selection.
LA.3.2.2.1
The student will] identify and explain the
Literary Analysis
purpose of text features (e.g., table of
Non-Fiction
contents, glossary, headings, charts,
graphs, diagrams, illustrations);
MC
MC: Multiple Choice
Department of Assessment, Nancy E. Brito, Instructional Specialist, 357-7521, PX47521
L:\TRAINING\FY09\SAWI\Reading\FCAT Reading Standards Crosswalk GR 3.doc
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