2008-2009 Math Item Sampler

The Pennsylvania Systemof School AssessmentReadingItem and Scoring Sampler6x 530paradegradelakebrakeMyBookListIt wasraining.2008–2009Grade 3Pennsylvania Department of Education Bureau of Assessment and Accountability 2008–2009

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

General IntroductionREADINGINTRODUCTIONThe Department of Education provides districts and schools with tools to assist in delivering focused instructionalprograms aligned to the state assessment system. These tools include assessment anchor documents, assessmenthandbooks, and content-based item and scoring samplers. This 2008–2009 Reading Item and Scoring Sampler is auseful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.What Is IncludedThe 2008–2009 Reading Item and Scoring Samplers do not contain newly released passages and items. The samplersare a compilation of previously released passages and items. This item and scoring sampler contains reading passageswith multiple-choice items and open-ended items that have been written to align to the 2008 Assessment AnchorContent Standards (Assessment Anchors). The passages represent some of the genres approved by PDE for appearanceon 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 theadvertisement genre field tested in 200, but not contribute toward a student’s score or Adequate YearlyProgress (AYP) in 200. The first year that the advertisement genre may be used to contribute to a student’s score orAYP may be in 200.Purpose and UsesThe passages with items in this sampler may be used as examples for creating assessment items at the classroomlevel, and they may also be copied and used as part of a local instructional program.* Classroom teachers may find itbeneficial to have students respond to the open-ended items in this sampler. Educators can then use the sampler as aguide to score the responses either independently or together with colleagues within a school or district.Item Format and Scoring GuidelinesThe multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worthone 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 scoredusing an item-specific scoring guideline based on a 0–3 point scale. In this sampler, every item-specific scoringguideline is combined with examples of student responses representing each score point to form a practical itemspecificscoring guide.The sampler also includes the General Description of Scoring Guidelines for Reading used to develop the item-specificguidelines and guides. The General Description of Scoring Guidelines should be used if any additional item-specificscoring 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

READING3 PointsGENERAL 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 astext-based support).• The response provides specific, appropriate, and accurate details (e.g., naming, describing, explaining, orcomparing) or examples.2 Points• The response provides a partial answer to the task (e.g., indicates some awareness of the task and at least onetext-based detail).• The response attempts to provide sufficient, appropriate details (e.g., naming, describing, explaining, orcomparing) 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 orno 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 responseOT .................... Off task/topicLOE .................. Response in a language other than EnglishIL ...................... IllegibleGrade 3 Reading Item Sampler 2008–2009 2

Reading Scores will be reported in two categories:READINGREADING REPORTING CATEGORIESA – Comprehension and Reading SkillsB – Interpretation and Analysis of Fictional and Nonfictional TextExamples of multiple-choice and open-ended items assessing these categories are included in this booklet.DESCRIPTION OF SAMPLE ITEMSThere are five reading passages in this booklet. The first passage is followed by a set of multiple-choice items andone open-ended item. The second passage is followed by a set of multiple-choice items only. The third passage set iscomposed of a set of poems. Multiple-choice items apply to only one or to both poems. One open-ended item is shownwith this paired set. The fourth passage set is an advertisement, which is followed by the multiple-choice items and oneopen-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 anitem-specific scoring guideline and examples of student responses with scores and annotations. Each item is precededby the Assessment Anchor and Eligible Content coding.Grade 3 Reading Item Sampler 2008–2009 3

READINGPASSAGE 1Directions Read the passage “The Secret Message.” Then do Numbers 1 through 6.The Secret Messageby May R. KinsolvingOwl sat at the top of an oak tree. Hewatched the wind chasing the leaves thisway and that. Suddenly something whitefluttered by. Owl swooped down and caughtit with his beak. It was a scrap of paper. Onit was written “CC - BW - RR.”“This must be a secret message,” Owlsaid to himself.Frog hopped out from behind a rock. “Asecret?” he said. “I love secrets.”Owl showed Frog the scrap of paper.“CC - BW - RR,” Frog read. “Whatevercan that mean?”“CC,” Owl muttered. “Aha! CC mustmean Careful, old chap. Someone is warningme to be careful. I’m in some kind ofdanger. I’m in terrible danger. Oh, woe isme! What shall I do?”“Calm down, Owl,” Frog said. “Maybethe letters BW will explain what to do.”“BW. BW,” Owl muttered, running aboutin circles. “I’ve got it!” he screeched. “BWmeans Beware. Someone is telling me tobeware. I’m in terrible danger. Oh, woe isme! What shall I do?”“Wait a minute,” Frog cried. “Maybethat’s a message for me. Maybe someone istelling me to be careful. Maybe someone istelling me to beware.”Owl didn’t listen. “I’m in terrible danger,”he screeched, flapping his wings. “I’m indreadful, 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 meansRun! Run! I must run away from here.”“Run!” Owl screeched. “I must run. Imust run.”They started to run at the very samemoment and ran right into each other. Theyfell to the ground and lay there moaning.Just then Hen came waddling down theGrade 3 Reading Item Sampler 2008–2009 4

READINGpath carrying a shopping basket.“What in the world is the matter with thetwo of you?” she asked. “Why are you lyingon the ground moaning?”Owl handed the scrap of paper to Hen.“Why, thank you,” Hen said. “You’vefound my grocery list. The wind blew it frommy basket, and I’ve been looking for iteverywhere.”“Your grocery list!” Owl screeched.“Your grocery list!” Frog croaked.“My grocery list,” Hen said. “CC meanscracked corn, of course. And BW means bagof worms. There’s nothing tastier than a dishof corn and worms.”“What about RR?” Frog asked.“Red raspberries,” Hen said. “My favoritedessert.”Owl looked at Frog. Frog looked back atOwl. They began to chuckle. Then theybegan to chortle. Then they rolled from sideto side chuckling and chortling.Hen waddled off shaking her head. “Iwonder what’s so funny about a tasty supperof corn and worms,” she clucked. “With redraspberries for dessert.”MULTIPLE-CHOICE ITEMSB.1.1.11 What is the main problem in thepassage?A.1.2.2```Owl is trying to make new friends.Owl and Frog fall to the ground.Frog is trying to explain a messageto his friends.* a Owl and Frog think they are indanger.2 Read the sentences from the passage.“Someone is telling me to beware.I’m in terrible danger.”What does the word beware mean inthe first sentence?`make noise* a watch out``read loudlywalk quicklyGrade 3 Reading Item Sampler 2008–2009 5

READINGA.2.4.13 What is the main idea of the passage?`Two friends try to keep a secret tothemselves.* a Two friends misunderstand themeaning of a note.``Two friends make a secret shoppinglist.Two friends look for someone wholeft a note.B.1.1.15 Which word best describes Hen at theend of the story?``sillyworried* a puzzled`angryA.1.3.14 Why do Owl and Frog chuckle at theend of the passage?* a They learn about the shopping list.```They like to eat corn and worms forsupper.They learn to make their ownmessage.They like to go shopping.Grade 3 Reading Item Sampler 2008–2009 6

READINGOPEN-ENDED ITEMA.1.5.16 In your own words, summarize the passage. Be sure to include at least oneimportant event from the beginning, the middle, and the end of the passage.STOPGrade 3 Reading Item Sampler 2008–2009 7

READINGITEM-SPECIFIC SCORING GUIDELINEItem #6This 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:Score3210Non -scorableIn 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 eventfrom 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 ownwords, about what happens when Owl finds a scrap of paper. (Example: Student writes asummary, 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 allrespects.BLK (blank)...No response or written refusal to respond or too brief to determine responseOT ..................Off task/topicLOE ................Response in a language other than EnglishIL....................IllegibleExample —Top Scoring Response (3 Points):Description with ExamplesOwl sees a piece of paper fly past and reads it. He and Frog work out the meaning of the message. Theyget very worried when they figure CC means Careful, BW means Beware, and RR means Run. Then Henarrives and thanks Owl and Frog for finding her grocery list.Grade 3 Reading Item Sampler 2008–2009 8

READINGOPEN-ENDED ITEM RESPONSESA.1.5.1 Response Score: 36 In your own words, summarize the passage. Be sure to include at least oneimportant 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 whathappens when Owl finds a scrap of paper, using three important events from thebeginning, the middle, and the end of the passage (“first owl finds a note with letterson it like cc and bw and rr,” “And frog thinks bw is BEWARE!,” and “misses hencomes over and says its only my shopping list and all the letters mean foods”).STOPGrade 3 Reading Item Sampler 2008–2009 9

READINGA.1.5.1 Response Score: 26 In your own words, summarize the passage. Be sure to include at least oneimportant 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 whathappens when Owl finds a scrap of paper, using two important events fromthe passage (“First Owl found a note with letters all over it. He catches thenote and reads it” and “He gets scared because he thinks cc means careful oldchap and he thinks bw means beware and rr means run”).STOPGrade 3 Reading Item Sampler 2008–2009 10

READINGA.1.5.1 Response Score: 26 In your own words, summarize the passage. Be sure to include at least oneimportant 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 whathappens when Owl finds a scrap of paper, using two important events fromthe 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”).STOPGrade 3 Reading Item Sampler 2008–2009 11

READINGA.1.5.1 Response Score: 16 In your own words, summarize the passage. Be sure to include at least oneimportant 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 ofwhat happens when Owl finds a scrap of paper by giving a general statementof the events of the passage (“Mr owl found a not full of cods so he showed itto Frog”).STOPGrade 3 Reading Item Sampler 2008–2009 12

READINGA.1.5.1 Response Score: 16 In your own words, summarize the passage. Be sure to include at least oneimportant event from the beginning, the middle, and the end of the passage.The student has given, in the student’s own words, an incomplete summaryof what happens when Owl finds a scrap of paper using one important eventfrom the passage (“Owl catch a piece of paper in his beak with letters on it”).STOPGrade 3 Reading Item Sampler 2008–2009 13

READINGA.1.5.1 Response Score: 06 In your own words, summarize the passage. Be sure to include at least oneimportant event from the beginning, the middle, and the end of the passage.The student’s response is inaccurate.STOPGrade 3 Reading Item Sampler 2008–2009 14

READINGPASSAGE 2Directions Read the passage “Elevator Rules.” Then do Numbers 7 through 14.Elevator Rulesby Bettina Restrepo WillifordI love elevators. The best part is watchingthe lights blink on the way to my floor.My name is Tina. I am three years andone week older than Bernie, my brother.Bernie and I used to race each other downthe hall to press the button for the elevator.Since I’m older, I can run much faster, andevery time I got there first. That’s why Momstarted making elevator rules.Rule Number OneIf Tina pushes the button on the outside,Bernie gets to push the button on theinside.This rule worked very well until Timmy,the kid who lives downstairs, got on theelevator. Bernie pressed the button for him.Timmy didn’t like that, so Mom made asecond rule.Rule Number TwoIf someone else gets in, you have to let himhave his turn. It has to be fair.Once we visited Aunt Mimi in the big city.Her apartment is near the top of a reallytall building. Bernie and I loved the elevatorride going up.After we had kissed Aunt Mimi goodbye,I said to Bernie, “I’ll race you to theelevator!” We bolted down the hallway.“Wait!” whined Bernie, trying tooutrun me.He knew the winner would get to pressthe outside button. If he lost and someoneelse was riding, he’d lose his turn. We ran sofast 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 insideyet, but just as Mom was coming around thecorner, the door closed.When the door reopened, Mom wasstanding there with her hands on her hips.Grade 3 Reading Item Sampler 2008–2009 15

READINGRule Number ThreeNo getting on elevators withouta grown-up.Mom likes to make rules.One time when Mom took us shoppingat a big department store, Bernie showed mean elevator by the shoe department. Whenthe door opened, we saw a grown-up in afancy suit standing near the elevatorbuttons. The man said, “Which floor,please?”Bernie said, “Look, he presses thebuttons for us!”“Toys,” I said in my most important,rule-following voice as we boarded theelevator.Bernie and I were having such a goodtime in the toy department that we forgotabout Mom—until we heard the clicking ofher shoes behind us.“You’ve been lost for 20 minutes!” shescolded. “I’ve been looking everywhere.”Bernie answered her in his sweetestvoice. “We weren’t lost, Mom. We werehere. Tina got the elevator guy in the fancysuit to take us.”Rule Number FourOnly grown-ups we know count when itcomes to Rule Number Three!We live in an old building with only fourstories. The staircase winds around theoutside of the elevator, which has a window.One day, Bernie and I were about to walkdown the stairs (since Mom wasn’t with us)when our neighbor Mr. Kelly got on theelevator. Bernie jumped on with him andsaid to me, “Let’s race!”I ran down the stairs as Bernie watchedme through the window.At the bottom, Mrs. Patel was just gettingon the elevator. I had won easily, so Berniewanted to try now. “My turn!” he said.I got on with Mrs. Patel, and Bernie tookoff up the stairs. The elevator passed him.At the top, I started my victory dance.Rule Number FiveNo more racing elevators.Last night, we were at a fancy hotel for awedding. Mom was busy talking withfriends, and Bernie and I were bored. Berniepointed to an elevator in the lobby. Wewanted to ride it, but we didn’t want to getinto trouble.“If we shared the buttons with everyone,didn’t race, and made sure there was agrown-up we know . . .,” said Bernie.“No, Bernie,” I said. “Mom wants to beable to see us.”The door opened, and the elevatoremptied except for one lady—Aunt Rita.Bernie pointed. “Look, it’s all glass.Mommy can see us!”Bernie was right. Part of me was temptedto get on.Then I realized that I had learnedsomething else from all of Mom’s elevatorrules: I had learned when she’d make up anew one. So I made up a rule for her.Rule Number SixWhen in doubt, ask Mom first.Grade 3 Reading Item Sampler 2008–2009 16

READINGMULTIPLE-CHOICE ITEMSA.1.2.27 Read the sentences from the passage.After we had kissed Aunt Mimigood-bye, I said to Bernie, “I’ll raceyou to the elevator!” We bolteddown the hallway.What does the word bolted most likelymean?```wanderedskippedturned* a rushedA.1.6.19 The purpose of this passage is mostlikely to``describe different types ofbuildings that have elevatorsexplain how elevators work in tallbuildings* a tell a story about two childrenriding elevators`persuade children to rideelevatorsA.1.4.1B.1.1.18 Which event happens following RuleNumber Two?`Tina and Bernie race Aunt Mimi tothe elevator.* a Tina and Bernie run so fast tothe elevator Mom cannot keepup.``Mr. Kelly gets on the elevator asTina and Bernie are getting off.Aunt Mimi and Mom are waitingfor Tina and Bernie when theelevator opens.10 Where does Tina and Bernie’s AuntMimi live?``hotelhouse in the city* a apartment building`house in the countryGrade 3 Reading Item Sampler 2008–2009 17

READINGA.1.4.111 The main reason Mom makes RuleNumber Three isA.1.5.113 Which is the best summary of thepassage?`because Tina can run faster thanBernie* a so Bernie and Tina will wait foran adult``so Timmy will have a chance topush buttonsbecause Mr. Kelly and Mrs. Patelneed some help```Tina has to take care of heryounger brother Bernie whenthey visit their Aunt Mimi.Bernie does not like losing racesto his sister all the time, so heasks their mom to make up rulesto help him win.Tina and Bernie have lived in alot of different buildings and liketo play in the elevators in thesebuildings.A.1.4.112 What is the main reason Mom isupset with Tina and Bernie in thedepartment store?`They were racing in the store.* a They were lost for twentyminutes.``They were playing with toys inthe toy department.They were talking to the man inthe fancy suit.B.1.1.1* a Tina and Bernie’s mom has tokeep making up new elevatorrules to keep elevator rides safefor them.14 Where are Tina and Bernie at theend of the passage?* a a fancy hotel```a four-story buildinga big department storea neighbor’s apartmentGrade 3 Reading Item Sampler 2008–2009 18

READINGPASSAGE 3ADirections Read the poem “Footprints.” Then do Numbers 15 through 17.Footprintsby Beverly McLoughlandAlong the shore,Where the sand liesSoft and wet,A tumbling waveWith its net of foamScoops up footprintsLike captured butterflies.Will they be pinnedOn some sea cave wall,And labeled…Sandpiper,Gull,Girl,Boy,Cocker spaniel pup?Will curious little fishSwim by to look at them?Grade 3 Reading Item Sampler 2008–2009 19

READINGMULTIPLE-CHOICE ITEMSA.1.3.115 In the poem “Footprints,” thespeaker compares a tumblingwave to aA.1.4.1* a person catching butterfliesin a net```cocker spaniel pupcurious fish swimming bysandpiper in a sea caveA.1.1.217 Read the lines from the poem“Footprints.”Will curious little fishSwim by to look at them?Which word is a synonym forcurious?```lazyfriendlyangry* a interested16 In the poem “Footprints,” thespeaker describes the sand as`foamy* a soft` tumbling` curiousGrade 3 Reading Item Sampler 2008–2009 20

READINGPASSAGE 3BDirections Read the poem “The Island.” Then do Numbers 18 through 23.The Islandby Margarita Mondrus EngleWhat if you were sitting stillAt the edge of the great blue sea,And your toes were wiggling in the sandAnd there was no place you had to be?What if you saw an islandAbove the waves of blue,And the island had tall mountainsAnd a towering castle, too?What if you built yourself a raftOf oyster shells and seaweedAnd made a sail of butterfly wingsAnd rowed the raft with a reed?What if you sailed beyond the wavesWhile fishes nibbled your oar,And the wind fluttered your sail of wingsAnd you reached the island’s shore?What if you stepped on the islandAnd it started to float away,And you said, “Hey, wait a minute!”And it answered back, “OK.”What if the island lifted its headAnd looked you in the eye,And gave you a great big friendly winkAnd waved you a friendly hi?What if the mountains were giant finsAnd a great big flapping tail,And the castle was a tower of sprayAnd the island was a whale?What if the whale said, “Hold your breath,”And dived to the ocean floor,And introduced you to his friendsAnd 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 staredAnd 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

READINGWhat if the whale said, “Wasn’t it great?”And you said, “It sure was fun!”And the whale carried you up, up, upAnd 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 wingsAnd clickety-clacking her beak?What if the pelican picked you upAnd carried you to the sand,And you looked and looked but the islandwas goneAnd you were on dry land?What if you were sitting stillWaving good-bye to the whale,And he sent up a castle of sprayAnd waved back with his tail?MULTIPLE-CHOICE ITEMSA.1.4.118 In the poem “The Island,” what isthe raft made of?``seaweed and sandoysters and crabs* a shells and seaweed`sand and butterfly wingsA.1.4.120 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 sailB.2.1.119 Which line from “The Island” makessomething in nature seem human?```And the island had tall mountainsWhat if you greeted an octopusAt the edge of the great blue sea* a What if the island lifted its headGrade 3 Reading Item Sampler 2008–2009 22

READINGUse BOTH poems to answerNumbers 21 through 23.B.1.2.121 At the beginnings of both poems,where are the speakers?`in a boat* a on the shore` in a sea cave`on an islandB.1.2.122 The speakers in both poems talkabout```gullscrabssharks* a fishGrade 3 Reading Item Sampler 2008–2009 23

READINGOPEN-ENDED ITEMB.1.2.123 Give at least two ways the poems are alike and one way they are different, usingspecific examples from the poems to support your answer.Grade 3 Reading Item Sampler 2008–2009 24

ITEM-SPECIFIC SCORING GUIDELINEItem #23READINGThis 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:Score3210NonscorableIn response to this item, the student—demonstrates complete knowledge of making connections between texts by giving at leasttwo ways the poems are alike and one way they are different, using specific examples fromthe poems to support the response.demonstrates a partial knowledge of making connections between texts by giving a waythe poems are alike and a way they are different. (Example: Student gives one way thepoems are alike and one way the poems are different using specific examples from thepoems.)demonstrates incomplete knowledge of making connections between texts by givinga way the poems are alike or different. (Example: Student gives one way the poems aredifferent using a specific example from one of the poems.)gives a response that provides insufficient material for scoring or is inaccuratein all aspects.BLK (blank) ... No response or written refusal to respond or too brief to determine responseOT ...................Off task/topicLOE ................ Response in a language other than EnglishIL .................... IllegibleExample —Top Scoring Response (3 Points):Likenesses and DifferenceBoth poems take place by the sea and both discuss creatures that live in or by the sea. A difference isthat in “Footprints” the speaker wonders what will happen to the footprints; in “The Island” the speakerwonders what it would be like to ride a whale that seemed like an island.Grade 3 Reading Item Sampler 2008–2009 25

READINGOPEN-ENDED ITEM RESPONSESB.1.2.1 Response Score: 323 Give at least two ways the poems are alike and one way they are different, usingspecific examples from the poems to support your answer.The student has given a complete answer to the task by giving two similaritiesbetween the poems (“there both talking about the ocean” and “there talkingabout butterflies”) and one difference (“one poem rhymes and one poemdoesn’t”) using specific examples from the poems to support the answer.Grade 3 Reading Item Sampler 2008–2009 26

READINGB.1.2.1 Response Score: 223 Give at least two ways the poems are alike and one way they are different, usingspecific examples from the poems to support your answer.The student has given a partial answer to the task by giving two similaritiesbetween the poems (“they are both talking on the shore” and “They both talkabout fish”). The difference given (“they talk about different things”) is toovague.Grade 3 Reading Item Sampler 2008–2009 27

READINGB.1.2.1 Response Score: 223 Give at least two ways the poems are alike and one way they are different, usingspecific 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 whaleand one is about footprints”) using specific examples from the poems tosupport the answer.Grade 3 Reading Item Sampler 2008–2009 28

READINGB.1.2.1 Response Score: 123 Give at least two ways the poems are alike and one way they are different, usingspecific examples from the poems to support your answer.The student has given an incomplete answer to the task by giving onesimilarity between the poems (“they are also both about the sea”).Grade 3 Reading Item Sampler 2008–2009 29

READINGB.1.2.1 Response Score: 123 Give at least two ways the poems are alike and one way they are different, usingspecific examples from the poems to support your answer.The student has given an incomplete answer to the task by giving onedifference between the two poems (“they all have different animals . . .”)and no similarities. The similarity given (“they both start with what if”) isincorrect.Grade 3 Reading Item Sampler 2008–2009 30

READINGB.1.2.1 Response Score: 023 Give at least two ways the poems are alike and one way they are different, usingspecific 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

READINGPASSAGE 4Directions Read the ad “Side Kick Shoes.” Then do Numbers 24 through 31.Side Kick ShoesExtreme PowerYour NEW Side Kick Shoes: Get looks as soon as you put them on. The black stripes and colorfullaces demand attention. Are lightweight, comfortable, and make running effortless as if you hadwings! 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 Shoeson all yourfriends’ feet!“Side Kick Shoes helped me win the championshiplast year. I owe my success to my Side Kick Shoes.”Pat Smithtrack and fieldSide Kick Shoes available next month.Grade 3 Reading Item Sampler 2008–2009 32

READINGA.2.2.228 Read the phrase from the ad.Will endure miles of indoor andoutdoor use . . .What does the word endure mostlikely mean?* a to stand```to maketo shareto travelB.3.2.130 Read the words of Pat Smith.“I owe my success to my Side KickShoes.”What is this sentence an example of?``personificationfacts* a exaggeration`characterB.3.2.129 Read the sentence from the ad.Watch for Side Kick Shoes on allyour friends’ feet!What does this sentence in the adsuggest about Side Kick Shoes?`Side Kick Shoes are easy to spot.* a Everyone is buying Side KickShoes.``Side Kick Shoes look better oneveryone’s feet.Your friends might want to borrowyour Side Kick Shoes.Grade 3 Reading Item Sampler 2008–2009 34

READINGOPEN-ENDED ITEMA.2.3.131 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.Grade 3 Reading Item Sampler 2008–2009 35

ITEM-SPECIFIC SCORING GUIDELINEItem #31READINGThis 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:Score3210NonscorableIn response to this item, the student—demonstrates complete knowledge of making inferences using examples from the ad toidentify 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 toget people to buy Side Kick Shoes. (Example: Student identifies two ways the ad tries toget people to buy Side Kick Shoes, using examples from the ad.)demonstrates incomplete knowledge of making inferences by identifying ways the ad triesto get people to buy Side Kick Shoes. (Example: Student identifies one way the ad tries toget 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 allaspects.BLK (blank) ...No response or written refusal to respond or too brief to determine responseOT ..................Off task/topicLOE ................Response in a language other than EnglishIL....................IllegibleExample —Top Scoring Response (3 Points):Examples of InferencesThe ad tries to get me to buy Side Kick Shoes by stating “all my friends will be wearing them.” I can alsoget a lot of attention if I am wearing Side Kick Shoes. Finally the words in the ad by Pat Smith try to makeme believe that I could be like Pat if I had Side Kick Shoes, too.Grade 3 Reading Item Sampler 2008–2009 36

READINGOPEN-ENDED ITEM RESPONSESA.2.3.1 Response Score: 331 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.The student has given a complete answer to the task by using examples fromthe ad to identify at least three ways the ad tries to get people to buy Side KickShoes (“by telling me that my firends will be wearing them,” “they have thesefunky colors with blak stripes,” and “The ad also uses the words ‘ExtremePower’ to make me think that my feet will go really fast in them”).Grade 3 Reading Item Sampler 2008–2009 37

READINGA.2.3.1 Response Score: 231 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.The student has given a partial answer to the task by using examples from thead to identify two ways the ad tries to get people to buy Side Kick Shoes (“Thead uses Pat Smith to tell me that I can win too if I wear the shoes,” and “theshoe makes running effortless”).Grade 3 Reading Item Sampler 2008–2009 38

READINGA.2.3.1 Response Score: 231 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.The student has given a partial answer to the task by using examples fromthe 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 arecolorful”).Grade 3 Reading Item Sampler 2008–2009 39

READINGA.2.3.1 Response Score: 131 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.The student has given an incomplete answer to the task by using an examplefrom the ad to identify one way the ad tries to get people to buy Side KickShoes (“I can wear them for a really long time”).Grade 3 Reading Item Sampler 2008–2009 40

READINGA.2.3.1 Response Score: 131 Using examples from the ad, identify at least three ways the ad tries to get people tobuy Side Kick Shoes.The student has given an incomplete answer to the task by using an examplefrom the ad to identify one way the ad tries to get people to buy Side KickShoes (“They are comfortable”).Grade 3 Reading Item Sampler 2008–2009 41

READINGA.2.3.1 Response Score: 031 Using examples from the ad, identify at least three ways the ad tries to get people tobuy 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

READINGPASSAGE 5ADirections Read the following paired passages. Then do Numbers 32 through 38.Butterflies Can Flutter by YourMaterials needed:• bow-tie pasta• colored markers• 7 twist ties (from loaves of breador sandwich bags)• poster board• yarn• glue• tape• scissorsRoomby Marie E. Cecchni1. Use markers to decorate seven pieces of bow-tie pastaand to color seven twist ties.2. Bend each twist tie around a pasta bow tie. Then twistthe ends together to make antennae.3. Cut out two identical butterfly shapes from poster board. For antennae, gluetwo 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-boardbutterfly.5. Cut seven pieces of yarn of various lengths. Tie one end of each yarn piece aroundthe base of the antennae of a different pasta butterfly. Tape the otherend 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 endsand the tape. Let the glue dry before hanging your mobile.Grade 3 Reading Item Sampler 2008–2009 43

PASSAGE 5BREADINGYou Want Flies With That?by Lauren MichaelsMaterials needed:• scissors• margarine container with lid• poster board• glue• green tissue paper• water• small paint brush• wiggle eyes• red pompoms• green chenille sticks• red beads1. 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’shead and body a hard finish.5. Glue wiggle eyes onto two red pompoms, then glue the pompoms to the frog’s head. Glue ona 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 endswill 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

READINGMULTIPLE-CHOICE ITEMSA.2.3.132 Why did the author of “ButterfliesCan Flutter by Your Room” most likelychoose 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 abutterfly.`The pasta is colorful like abutterfly.B.3.3.134 How is the information in “ButterfliesCan Flutter by Your Room” mainlyorganized?```Reasons for making a mobile aregiven.Problems with decorating a mobileare solved.Butterfly mobiles are compared toother mobiles.* a Steps on how to make a butterflymobile are given.A.2.1.133 Read the sentence from “ButterfliesCan Flutter by Your Room.”“Glue the backs of the two posterboardbutterflies together to coverthe yarn ends and the tape.”Which sentence uses cover in the sameway it is used in the passage?* a The directions say to cover the cakewith frosting.```The reporter wanted to cover thenews story.We gave the cashier money to coverthe cost of the food.We should walk faster if we want tocover more distance.Grade 3 Reading Item Sampler 2008–2009 45

READINGB.3.3.435 In “You Want Flies with That?,” whichstep should be completed right aftergluing tissue paper on the container?``cutting a frog’s head out of posterboardgluing the frog’s head onto the body* a brushing water and glue over thepaper`cutting holes in the bottom of thecontainerQuestions 37 and 38 refer to BOTHpassagesB.1.2.137 What action is used in BOTHpassages?`painting* a twisting``hangingtapingA.2.6.136 What is the author’s main purpose inwriting “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 glueGrade 3 Reading Item Sampler 2008–2009 46

READINGOPEN-ENDED ITEMB.1.2.138 Using details from both passages, describe two similarities and one differencebetween the two art projects.STOPGrade 3 Reading Item Sampler 2008–2009 47

READINGITEM-SPECIFIC SCORING GUIDELINEItem #38This 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:Score3210Non -scorableIn response to this item, the student—demonstrates complete knowledge of understanding connections between texts bydescribing two similarities and one difference between the art projects, using details fromboth passages.demonstrates partial knowledge of understanding connections between texts by describingthe similarities and the differences between the art projects. (Example: Student describesone similarity and one difference between the art projects using details from bothpassages.)demonstrates partial knowledge of understanding connections between texts by describingthe similarities and the differences between the art projects. (Example: Student describesone 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 allrespects.BLK (blank)...No response or written refusal to respond or too brief to determine responseOT ..................Off task/topicLOE ................Response in a language other than EnglishIL....................IllegibleExample —Top Scoring Response (3 Points):Description with ExamplesBoth 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 youwant 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

READINGOPEN-ENDED ITEM RESPONSESB.1.2.1 Response Score: 338 Using details from both passages, describe two similarities and one differencebetween the two art projects.The student has given a complete answer to the task by describing twosimilarities (“Both use things you have in your house” and “both art projectsmake animals”) and one difference (“you make the butterflies out of pastawhich is noodles, but you make the frog out of a margarin box”) between theart projects using details from both passages.STOPGrade 3 Reading Item Sampler 2008–2009 49

READINGB.1.2.1 Response Score: 238 Using details from both passages, describe two similarities and one differencebetween the two art projects.The student has given a partial answer to the task by describing twosimilarities (“they both make animals” and “they both use glue”) between theart projects using details from both passages.STOPGrade 3 Reading Item Sampler 2008–2009 50

READINGB.1.2.1 Response Score: 238 Using details from both passages, describe two similarities and one differencebetween 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 onemakes a mobile out of butterflies and the other doesnt make a mobile just afrog”) between the art projects using details from both passages.STOPGrade 3 Reading Item Sampler 2008–2009 51

READINGB.1.2.1 Response Score: 138 Using details from both passages, describe two similarities and one differencebetween the two art projects.The student has given an incomplete answer to the task by describing onesimilarity (“They both make animals”) between the art projects using detailsfrom one passage.STOPGrade 3 Reading Item Sampler 2008–2009 52

READINGB.1.2.1 Response Score: 138 Using details from both passages, describe two similarities and one differencebetween the two art projects.The student has given an incomplete answer to the task by describing onedifference (“One makes a butterfly mobile. The other makes a frog you canthang”) between the art projects using details from one passage.STOPGrade 3 Reading Item Sampler 2008–2009 53

READINGB.1.2.1 Response Score: 038 Using details from both passages, describe two similarities and one differencebetween the two art projects.The student’s response is inaccurate.STOPGrade 3 Reading Item Sampler 2008–2009 54

READINGAcknowledgements“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, BenjaminFranklin 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

ReadingGrade 3Item and Scoring SamplerCopyright © 2008 by the Pennsylvania Department of Education. The materials contained in this publication may beduplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplicationof materials for commercial use.