Sample Grade 3 ELA Assessment

Reading Literature / CCSS / Item Number(s) / Total Points Earned / Skill Score
Demonstrates an understanding of key ideas and details / RL.3.1
RL.3.2
RL.3.3
Demonstrates an understanding of Craft and Structure / RL.3.4
RL.3.5
RL.3.6
Integrates knowledge and ideas / RL.3.7
RL.3.9
Demonstrates comprehension of grade level reading / RL.3.10
Responds to literature by making connections
Reading Informational Text / CCSS / Item Number(s) / Total Points Earned / Skill Score
Demonstrates an understanding of key ideas and details / RI.3.1
RI.3.2
RI.3.3 / 1,2,3,4 / ___/8
Demonstrates an understanding of craft and structure / RI.3.4
RI.3.5
RI.3.6
Integrates knowledge and ideas / RI.3.7
RI.3.8
RI.3.9 / 5 / ___/9
Demonstrates comprehension of grade level reading / RI.3.10
Reading Foundational Skills / CCSS / Item Number(s) / Total Points Earned / Skill Score
Demonstrates an understanding of the organization and basic features of print / RF.3.1
RF.3.2a
Demonstrates phonological awareness (spoken words, syllables, and sounds) / RF.3.3
(a,b,c,d)
Knows and applies grade-level phonics and word recognition / RF.3.3
(a,b,c,d,e,f,g)
Reads grade-level text with fluency / RF.3.4
(a,b,c)
Writing / CCSS / Item Number(s) / Total Points Earned / Skill Score
Writes a variety of genres and purposes / W.3.1
W.3.2
W.3.3 / 5 / See above
Produces and distributes writing with guidance and support from adults / W.3.5
W.3.6
Participates in shared research and writing projects with guidance and support from adults / W.3.7
W.3.8
Creates a personal response to literature with support
Speaking & Listening / CCSS / Item Number(s) / Total Points Earned / Skill Score
Comprehends and collaborates while speaking and listening / SL.3.1 & (a,b,c)
SL.3.2
SL.3.3
Presents knowledge and ideas orally / SL.3.4
SL.3.5
SL.3.6
Language / CCSS / Item Number(s) / Total Points Earned / Skill Score
Uses conventions of standard English when writing and speaking / L.3.1
(a,b,c,d,e,f,g,h,I,j)
L.3.2
(a,b,c,d,e)
Uses and acquires age-appropriate vocabulary / L.3.4
(a,b,c)
L.3.5
(a,b,c,d)
L.3.6
TOTAL SCORE / /17 pts.
PERCENTAGE GRADE / %

From One Giant Leap, by Robert Burleigh

This passage describes the moments right before Neil Armstrong and Buzz Aldrin became the first humans to land on the moon.

1. Exploration time! Armstrong and Aldrin add still more to their spacesuits. There are new overshoes and heavier gloves. A visored helmet to protect against sunlight. And an oxygen-filled backpack thick as a sofa pillow.

2. They pause to gaze out: An endless, mysterious wasteland. Whose distant hills are as sharply outlined as nearby stones. No water. No wind. No sound. No life at all. Unbelievable.

3. A hatch opens. Armstrong, on all fours, crawls through its small space. He moves awkwardly in his “moon cocoon.” Outside, on the narrow porch, where a ladder is attached to one landing leg, he climbs to the bottom rung and stops.

4. A TV camera, placed in the Eagle’s hatchway, is pointed down. Armstrong knows that back on Earth, hundreds of millions of people are watching. He jumps to the landing leg’s round footpad. He holds on. He pauses. He points his foot and steps off. The surface is as fine as powdered charcoal. The treads of his boot leave a perfectly crisp print in the dust. On the weatherless moon, it will last for millions of years. His voice sounds staticky and far away: “That’s one small step for man—one giant leap for mankind.”

1 Part A

What statement about astronauts on the moon is supported by the passage?

A. Astronauts were scared by what they saw on the moon.

B. Astronauts visited the moon so they could be on television.

C. Astronauts didn’t know how to move on the moon.

D. Astronauts on the moon wore a lot of safety gear.

Standards: RL.3.1

2 Part B

Which paragraph from the passage best supports the answer to

Part A?

A. paragraph 1

B. paragraph 2

C. paragraph 3

D. paragraph 4

Standards: RL.3.1

3 Part A

What did Armstrong think about walking on the moon?

A. Armstrong was nervous because so many people were watching.

B. Armstrong was surprised by what he saw on the moon.

C. Armstrong was aware of the importance of his achievement.

D. Armstrong was afraid of the harsh conditions on the moon.

Standards: RL.3.1

4 Part B

Which detail best supports the answer to Part A?

A. “A visored helmet to protect against sunlight.” (paragraph 1)

B. “No water. No wind. No sound. No life at all. Unbelievable.”

(paragraph 2)

C. “Armstrong knows that back on Earth, hundreds of millions of people are watching.” (paragraph 4)

D. “‘That’s one small step for man—one giant leap for mankind.’” (paragraph 4)

Standards: RL.3.1

5 In one paragraph, explain how the image of Armstrong stepping down the ladder helps the reader understand the passage. Cite evidence from the text to support your answer.

______

Rubric

● Students explain how the image helps the reader. A variation of “The image shows Armstrong becoming the first person to walk on the moon. It shows that the moon is dark and mysterious.”

● Students cite evidence: “They pause to gaze out: An endless, mysterious wasteland.” (paragraph 2); “No water. No wind. No sound. No life at all.” (paragraph 2); “Armstrong knows that back on Earth, hundreds of millions of people are watching.” (paragraph 4); His voice sounds staticky and far away: “That’s one small step for man—one giant leap for mankind.” (paragraph 4)

Focus on Task and Text

3- States an opinion that demonstrates basic comprehension of topic or text(s) by discussing main ideas

Addresses the prompt and provides effective development of the topic that is consistently appropriate to the task

Maintains focus on opinion or point of view throughout piece with only occasional departures

2- States an opinion that demonstrates comprehension of several elements of topic or text(s), with some errors

Responds to most elements of the prompt; or provides partial responses to all elements of the prompt

Often departs from focus on opinion or point of view

1- States an opinion that demonstrates comprehension of only a few elements of topic or text(s), with many errors

Responds to only some elements of the prompt; or provides minimal responses to all elements of the prompt

Lacks focus on opinion or point of view

0-Student response does not meet the criteria for level 1.

Organization

3- Introduces the topic or text sufficiently; states opinion as part of the introduction (W.3.1.A)

Creates an organizational structure that lists at least two reasons connected to the topic/opinion (W.3.1.B)

Adequately uses transitional strategies with some variety; uses three linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons (W.3.1.C)

Provides a clear concluding statement or section (W.3.1.D)

2-Attempts to introduce the topic or text but does so in a general, incomplete, or inaccurate way; fails to make an opinion statement (W. 3.1.A)

Reasons are not clearly listed or organized (W.3.1.B)

Inconsistently uses linking words and phrases

(e.g., because, therefore, since, for example) to connect opinion and reasons; uses two or fewer (W.3.1.C)

Provides a brief concluding idea that is incomplete or with some errors (W.3.1.D)

1- References the topic or text but does not clearly introduce it; follows a basic, logical structure of beginning, middle, and end; however, these may not yet be fluent or well connected

Attempts to provide reasons, but uses no organization and includes many errors

Does not use or inaccurately uses linking words or phrases

(e.g., because, therefore, since, for example) to connect opinion and reasons

Attempts to provide a concluding statement or section but does not clearly refer back to the topic; or merely repeats the introduction to the topic

0-Student response does not meet the criteria for level 1.

Development and Support

3-Supports opinion with three or more basic reasons that support the development of the topic (W.3.1.B)

Develops the opinion by recalling basic details from experiences or by gathering general information from print and digital sources (W.3.8)

2-Supports opinion with two or fewer basic reasons that may be factually inaccurate or not support the development of the topic (W.3.1.B)

Develops the opinion by recalling details from experiences or by gathering information from print and digital sources, with minor errors (W.3.8)

1-Supports opinion with one or two basic reasons that are mostly unrelated to the topic or do not come from the provided source

Recalls details from experiences or gathers information from print and digital sources that do not consistently relate to the opinion

0-Student response does not meet the criteria for level 1.

RI.3.7

W.3.1