1. pets
2. reptiles

Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ENGLISH-­‐LANGUAGE ARTS: READING & VOCABULARY Frog and Coyote’s Race A Native American Tale One afternoon, Coyote went hunting. He caught a mouse, and later, a squirrel. As a fat rabbit hopped by, Coyote grabbed him too and started home to cook his supper. Suddenly, a large frog landed in front of him. Coyote pounced and pinned Frog to the ground. Frog thought quickly and came up with a plan. “Brother Coyote,” he called. “You must not eat me today!” Coyote laughed loudly, “Why shouldn’t I help myself to such a tasty morsel?” “Why, I have a bet to make with you,” Frog stated. “Tomorrow there is to be a race.” Coyote’s ears twitched. “A race?” “Yes,” Frog continued. “You and I will race. If you win, then you may eat me.” Coyote was never able to pass up dares, refuse bets, or miss a race. He agreed and loped away swiftly to enjoy his dinner. Frog hurried to the lake. There he told his friends of his bet with Coyote. They laughed, knowing one little frog could never win against such a large, strong coyote. Frog hushed them and explained his clever plan. With some help, it was certain that Coyote would lose. In the morning, the animals gathered to watch as Coyote and Frog agreed on the course they would run. They were to start at the large stone and circle all the way around the lake. The first one back to the stone would be the winner. When the sun reached the noonday mark, they were off. Coyote sprinted as quickly as he could. Frog bounded into the grass and waited. Coyote looked behind him. Seeing no sign of Frog, Coyote was sure he would win. As Coyote was beginning to tire, Frog’s look-­‐alike buddy jumped onto the course from behind an alder tree ahead. Coyote was surprised to see what he thought was Frog, and ran even faster, determined to win. Coyote dashed past him and called, “You may be fast, but I’m faster. I’ll wait at the finish line to eat you up, Frog!” When Coyote came in sight of the finish line, Frog had emerged from his hiding place and easily hopped across the line. “You may be fast, Coyote, but I’ve managed to beat you!” Frog joyfully called out. Silently, he added, “With the help of my friends.” Coyote went home puzzled and hungry again 1. What is Frog’s problem in this passage? A.
B.
C.
D.
He is hungry. He is in danger. He has no friends. He thinks too slowly. 2. Read this sentence from the passage. Coyote laughed loudly, “Why shouldn’t I help myself to such a tasty morsel?” In this sentence, you can tell that a morsel is something A. to eat. B. to chase. C. to laugh at. D. to help out. 1 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ENGLISH-­‐LANGUAGE ARTS: READING & VOCABULARY The Dragon Hunter by Keith Wilson I am a dragon hunter. Dragonflies, that is! My name is Keith Wilson. I’m an odonatologist. That’s a scientist who studies dragonflies. I hunt to discover. So far, I have helped to find many new species, or kinds, of dragonflies. Flying Colors About 5,500 dragonfly species buzz around the world. Hunting them is not easy. Many of them live deep in rain forests. To find them, I have to walk through thick bushes. I have to put up with leeches. I even have to watch out for hungry crocodiles. So why do I look for dragonflies? The answer is simple. I love them! They can speed by. They can make sharp turns and sudden stops. They can hover. They can even fly backward. Best of all, dragonflies are beautiful. They come in many colors and patterns. Who doesn’t like looking at these amazing insects? Take the tropical rockmaster, for example. It is one of my favorites. I has a blue coloring on its body. Other kinds are even more colorful. Some have green, red, or yellow bodies. One even has orange wings. Super Sizes Dragonflies come in many sizes. The smallest one is the size of your thumbnail The largest one would cover your face. I recently looked for one of the heaviest dragonflies in the world-­‐the giant petaltail. It lives in Australia. You might think such a large bug would be hard to miss. The petaltail, howver, is very rare. Few people have ever seen it. After looking for a week, I spotted several of them zooming around. Built to Hunt The hungry petaltails were hunting. Dragonflies were built to hunt. They have two compound eyes. Each eye is made of up to 30,000 smaller eyes. All those eyes help a dragonfly see everything. Some dragonflies can spot a tasty meal from up to 18 feet away. Dragonflies have six legs. The insect cannot walk on its legs, however. It uses its four wings to get around. It can soar through the sky at 30 miles an hour looking for prey. From Water to Air A dragonfly begins its life underwater. It hatches from an egg and becomes a larva. A larva is a young dragonfly. It can swim, but it cannot fly. A larva lives in a lake or stream. It can grow for several years. Then it crawls out of the water. It sheds its hard skin and becomes an adult. An adult dragonfly doesn’t have much flying time. Some adults live for only a few weeks. Others are around for several months. During that time, a dragonfly is very busy. It flies. It hunts. It eats. If the dragonfly is female, it also lays eggs. Soon there will be more young dragonflies. 2 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. Dragonflies in Danger I worry about dragonflies. People are cutting down forest where the bugs live. That could cause some species to die out. I want to protect these tiny dragons for others to see and enjoy. “Dragonfly Hunter” from National Geographic Explorer, copyright © 2005 Keith Wilson/National Geographic Image Collection. 3. Read the sentences from the passage. The petaltail, however, is very rare. Few people have ever seen it. 4. Explain why the author is interested in dragonflies. Use details from the passage to support your explanation. Type your answer in the space provided. What does the word rare mean as used in this sentence? A. different kinds of B. not many of C. interesting D. beautiful 3 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ENGLISH-­‐LANGUAGE ARTS: WRITING The following is a beginning of an opinion article that a student is writing for the school newspaper. The article needs more support for the reasons why students should be given more choices in the cafeteria. Read the beginning of the article and the directions that follow. Students should be given more choices in the cafeteria. Giving students different food choices can help them in their everyday lives. Also, giving students more choices will keep students from being wasteful. There are many things on the menu that students do not like. Making this change will definitely make students happier. 5. Choose two sentences that support the reasons given in the paragraph. A. Students want to have foods that they can eat quickly. B. There are many students who take their lunches to school. C. If students are given more choices of what to eat at school, less food will be thrown away every day. D. Letting students choose from many foods will help them learn how to make good food choices when they are not in school A student is writing a research paper for science class about how female lions care for their cubs. Read the paragraphs from two different sources and the directions that follow. Lion Cubs Like human babies, lion cubs are born helpless. They are blind their first week of life. During the first few months, lion cubs feed mostly on milk made by their mother. For the first year or more of life, mother lions give their cubs food and teach them how to hunt. Lion Dens When a female lion is ready to have a cub, she looks for a den. It might be a cave or under bushes. The den provides cover for the cubs while they are small and helpless. If a mother lion thinks her cubs are in danger, she will move them to a new den. She does this by carrying them, one by one. She carries them between her teeth. This does not hurt the cub, as she holds the loose skin at the back of the neck. Give one detail from each source that the student could use to show how female lions care for their cubs. 6.
4 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ENGLISH-­‐LANGUAGE ARTS: WRITING The following is a rough draft of a student’s essay. It contains errors. Stars for the Ceiling One weekend last winter, I couldn’t think of anything to do. The weekend was during our presidents’ day vacation. The weather was cold, and the sky was gray. I felt as if I had already played every game and read every book. I had even cleaned my room! I told Grandma I had nothing to do. “Why don’t you try making a mobile?” Grandma suggested. She explain that a mobile is a moving piece of art. Anyone can make a mobile. Grandma gave me a book called Mobiles: Make One Today. I learned that a mobile is attached to a ceiling and that different objects hang down from strings or wires. When a breeze blows in through a window, the mobile will spin and move from side to side. Mobiles can have any theme, which means that stars, balloons, airplanes, and even cartoons can hang from the ceiling. I decided to design a mobile made up of stars. First, I cut a big circle out of cardboard. This would be the top of my mobile. Then, I cut eight stars out of construction paper. I decorated them with glitter and markers. Next, I cut long pieces of string and glued one string to the back of each star. I punched holes all around the circle and then tied a string with a star through each hole. When I held the mobile up, each star was spinning around, twinkling at me. I could not wait to hang my mobile from the ceiling in my room. 7. Read this sentence from paragraph 1 of the essay 8. Which source would probably be MOST helpful to the writer of an article about projects to make at home? A. an atlas B. an encyclopedia C. a dictionary D. a how-­‐to book I felt as if I had already played every game and read every book. Which sentence could BEST be added to provide supporting details for the sentence in the box? A. I had gone to the library with my sister. B. I had helped make dinner and took a plate to our neighbor. C. I had eaten an apple and some popcorn. D. I had played checkers with my mother and had read to my little brother for hours. 5 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. 6 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. MATHEMATICS: OPERATIONS AND PROBLEM SOLVING 1. Lisa had 3 pizzas. Each pizza was cut into 8 pieces. Lisa ate 2. Mr. Guzman bought 48 doughnuts packed equally into 4 2 pieces. How many pieces were left? Write an equation to show how many pieces were left. boxes. Which number sentence shows how to find the number of doughnuts in each box? A. 48 – 4 = ☐
B. 48 ÷ 4 = ☐ C. 48 + 4 = ☐ D. 48 × 4 = ☐ 3. What number makes this number sentence true? 3 + 5 = ☐ × 2 A.
B.
C.
D.
3
4
5
6
4. Choose all the expressions that are equal to the product of 3 and 7. o
o
o
o
2 × 7 + 1 × 7 (7 × 5) – 2 (3 × 4) + (3 × 5) 3 × (7 × 1) 7 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. MATHEMATICS: FRACTIONS 5. 𝟏
𝟐
𝟐
𝟒
6. Drag each fraction to the correct location on the number + A.
B.
C.
D.
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line. 0 1 2 3 4 5
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MATHEMATICS: MEASUREMENT & GEOMETRY 7. David wants to create the L-­‐shaped desk shown below. He 8. A rectangle is 6 inches long and 4 inches wide. What is the decides to buy two rectangular desks and put them together. •
•
•
Drag numbers into the boxes to show the missing dimensions. Use the Connect Line tool to draw a line dividing the diagram into two desks. Make each desk 5 feet by 2 feet. What is the total area of the L-­‐shaped desk? Drag numbers into the box to show your answer. Delete Add Point Connect Line 3 ft ☐
☐
area of the rectangle? E.
F.
G.
H.
2 ft 0 1 2 3 4 5 6 7 8 9 24 square inches
30 square inches
74 square inches
20 square inches
ft ft 2 ft 7 ft ☐
Total area: ft2 8 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ANSWERS: ENGLISH-­‐LANGUAGE ARTS 1.
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Source: CST Answer: B, 1 point Source: CST Answer: A, 1 point Source: SBAC Answer: B, 1 point Source: SBAC Answer: A two-­‐point response includes a correct explanation of why Wilson is interested in dragonflies and a correct supporting detail. Responses are not scored for grammar usage, conventions, spelling, or punctuation. Sample two-­‐point response: The author is interested in dragonflies because he thinks they are amazing. Dragonflies can hover in the air. They can also fly backward. They come in many colors. Some are red, green, blue, or yellow. A one-­‐point response includes a correct explanation of why Wilson is interested in dragonflies or a correct supporting detail. Sample one-­‐point response: People are cutting down trees where dragonflies live. Some species may disappear. A response that provides neither a correct explanation of why Wilson is interested in dragonflies nor a correct supporting detail receives no credit. Sample zero-­‐point response: The author is interested in dragonflies. Source: SBAC Answer: To receive the full-­‐credit score of 1 point, the student must correctly select both options. The correct responses are options C and D. Source: SBAC Answer: A two-­‐point response includes at least two supporting details that show how female lions care for their cubs. The response must contain at least one detail from each source. Responses are not scored for grammar usage, conventions, spelling, or punctuation. Sample two-­‐point response: For the first year or more of life, mother lions give their cubs food and teach them how to hunt. When a mother lion thinks there is danger nearby, she will carry her cubs to a new den. This does not hurt the cubs. A one-­‐point response includes one detail from only one source. Sample one-­‐point response: The female lions have their cubs in a den. This helps to protect the cubs from other animals. The dens could be under some bushes or in a cave. A response that provides no supporting details receives no credit. Sample zero-­‐point response: I like lions. I learned in science class that lions live in Africa. I would like to see lions someday. Source: CST Answer: D, 1 point 8.
Source: CST Answer: D, 1 point The Smarter Balanced Practice Test can be accessed at http://sbac.portal.airast.org/practice-­‐test/ 9 Saddleback Valley Unified School District Common Core State Standards & Next Generation Assessments Grade 3 Answer the following questions and identify whether each came from the California Content Standards/California Standards Test (CST) or the Common Core State Standards/Next Generation Assessments. ANSWERS: MATHEMATICS 1.
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Source: SBAC Answer: For this item, a full-­‐credit response (2 point) includes: • a correct equation such as, 3 x 8 – 2 = 22 For partial credit (1 point), a student • creates an expression equivalent to 3 x 8 -­‐ 2 OR • inputs the value 22 Source: CST Answer: B, 1 point Source: CST Answer: B, 1 point Source: SBAC Answer: For this item, a full-­‐credit response (1 point) includes: • option A AND • option D Source: CST Answer: D, 1 point Source: SBAC Answer: For this item, a full-­‐credit response (1 point) includes all four fractions placed correctly as shown below Source: SBAC Answer: For this item, a full-­‐credit response (3 points) includes: • a vertical line that extends the 3 ft side to the 7ft side AND • 5 in both boxes of part A AND • 20 in the box labeled “Total area” For partial credit, a student • completes one of the above tasks for 1 point each OR • inputs the correct area based on incorrect dimensions (2 points) Source: CST Answer: A, 1 point The Smarter Balanced Practice Test can be accessed at http://sbac.portal.airast.org/practice-­‐test/ 10