3 Rd Gr Reading Comprehension

Sample WASL Reading Passages

3rd Grade

Reading Assessment Unit, Office of Superintendent of Public Instruction Lesley Klenk, PhD [email protected] Judy Norris-Handy, NBCT [email protected] Erin Haerling [email protected] Heidi Williams [email protected] Matt Wade [email protected] Traci Kessel [email protected]

mailto:[email protected]



April 2004

Introduction The Sample 3, 5, 6 and 8 WASL Reading Packets

The No Child Left Behind Act requires that states assess students in reading and math in grades 3, 4, 5, 6, 7, 8 and one grade of high school by 2006. To meet this federal mandate in reading, OSPI is currently developing reading assessments for grades 3, 5, 6 and 8. These reading assessments, also called WASLs, align with the current WASLs in grades 4, 7 and 10.

OSPI has worked with Washington teachers since the spring of 2003 to develop the new reading assessments. In order to assist teachers and students to better understand the learning strands and targets that are assessed on the WASLs, OSPI is releasing one informational and one literary passage for grades 3, 5, 6 and 8 in the fall of 2003. The released passages and their items were developed by the OSPI Reading Assessment Unit and Washington teachers during the spring and summer of 2003. This 3rd Grade Sample WASL Reading Packet includes:

One informational and one literary passage for 3rd grade Sample pre, during and post reading strategy examples for each passage Actual WASL Items for each passage, including Multiple Choice, Short

Answers and Extended Responses Answer key for the multiple choice items and rubrics to assess the short

answer and extended response items The 3rd, 4th and 5th grade Learning Strands and Targets

The reading strategy examples are only suggestions. We encourage teachers to

substitute their favorite reading strategies at any time. Also, mix and match the reading strategies. The key is to allow students opportunities to actively engage with the passages to increase their reading comprehension.

Suggestions for Using the Packets in Your Building

Use the reading strategies included, or use your own reading strategies, and then give the students the passage items.

Make the environment “WASL-like”—students work individually with no dictionaries or other reading tools.

Allow ample time for all students to complete the items. Remember, the WASL is not timed.

Use the sample passages as baseline assessments to determine student performance on each of the learning targets.

Use the rubrics to assess the short answer and extended response items. Score the assessments as a grade-level team to assess gaps in student performance You may find it valuable to make a record of individual student performance on

each of the learning targets. Allow the students to set learning goals for themselves based on their

performance on the practice WASL targets. Use the Sample WASL Reading Questions to make assessments for other content

areas. Have students develop their own questions for text using the Sample Reading

WASL Questions.

Please feel free to share your own ideas for using this packet by emailing the Reading Assessment Unit staff. We can then post your ideas on the web for all teachers to access. Email addresses for the Reading Assessment Unit staff are included on the footer below.

Reading Assessment Unit, OSPI

Lesley Klenk, PhD [email protected] Judy Norris-Handy, NBCT [email protected] Erin Haerling [email protected] Heidi Williams [email protected] Matt Wade [email protected] Traci Kessel [email protected]




THE HOLE IN THE DIKE

Retold by Norma Green Illustrated by Eric Carle

A long time ago, a boy named Peter lived in Holland. He lived with

his mother and father in a cottage next to a tulip field. Peter loved to look at the old windmills turning slowly. He loved to look at the sea. In Holland, the land is very low, and the sea is very high. The land is kept safe and dry by high, strong walls called dikes. Peter wheeled his bike to the road on top of the dike. It had rained for several days, and the water looked higher than usual. Peter thought, “It’s lucky that the dikes are high and strong. Without these dikes, the land would be flooded and everything would be washed away.”

Suddenly he heard a soft, gurgling noise. He saw a small stream of water trickling through a hole in the dike below. Peter got off his bike to see what was wrong.

He couldn’t believe his eyes. There in the big strong dike was a leak! Peter slid down to the bottom of the dike. He put his finger in the hole to keep the water from coming through. He looked around for help, but he could not see anyone on the road. He shouted. Maybe someone in the nearby field would hear him, he thought. Only his echo answered. Everyone had gone home. Peter knew that if he let the water leak through the hole in the dike, the hole would get bigger and bigger. Then the sea would come gushing through. The fields and the houses and the windmills would all be flooded. Peter looked around for something to plug up the leak so he could go

He put a stone in

to the village for help.

the hole, then a stick. But the stone and the stick

e. He had to use all his strength to keep

e to time he called for help. But no one heard him.

sleep but he couldn’t

last, early in the morning, Peter heard a welcome sound. Someone was coming! It was the milk cart rumbling down the road. Peter shouted for

were washed away by the water. Peter had to stay there alonthe water out. From tim All night long Peter kept his finger in the dike. His fingers grew cold and numb. He wanted to give up. At

help. The milkman was surprised to hear someone near that road so early in the morning. He stopped and looked around. “Help!!” Peter shouted. “Here I am, at the bottom of the dike. There’s a leak in the dike, Help! Help!” The man saw Peter and hurried down to him. Peter showed himleak and the little stream of water coming

the through.

away!”

the

houting, “Make way for the hero of Holland! The brave boy who saved our

was right. He was glad that he could do something for the country he loved so much. WC 567

Peter asked the milkman to hurry to the village. “Tell the people. Ask them to send some men to repair the dike right The milkman went as fast as he could. Peter had to stay with his finger in the dike. At last the men from the village came. They set to work to repair leak.

All the people thanked Peter. They carried him on their shoulders, sland!” But Peter did not think of himself as a hero. He had done what he thought

Pre- Reading Strategy: Picture Preview

Using pictures to predict action, conflict, and resolution in stories is a time-honored activating student motivation and interest in reading a story. In this activity,

rs preview ea s from the whole class as they “ turn to

strategy forhave reade ch of the three pictures one at a time. Gather their thought

predict” what the story will be about. After the reading, retheir prediction, and have them revise their prediction if necessary. Talk about what key “elements” in the picture helped them make the best prediction.

Picture Preview for “Hole in the Dike”

Picture My Prediction My Revised Prediction Picture#1 Picture #2 Picture #3

During Reading Strategy: Questioning the Author

ctive readers engage with authors. They analyze themes and ask why authors feature ertain examples, use distinctive styles, or argue certain points. Questions student should sk include: Wh

detail/example/e s opposed to the beginning or the end? How does what the author say here match what

estioning the Author for “The Hole in the Dike”

t Means

Aca at is the author’s overall message? Why does the author use this

vent in their writing? What is the author saying in this section of text a

he/she said earlier? For the story, “The Hole in the Dike,” get readers started by providing a question

of your own, and modeling how to use each of the three columns. Share out in small groups or partners when readers have exhausted the passage.

Qu

My Question for the Author Example from the Text

about My Question What I Think the Tex

What are the windmused for?

slowly.” helping pull water out of the growas used in this story to

ills It says “Peter loved to look at the old windmills turning

In other stories I have read, windmills are used for

und. I think the water

water the tulips.

Post-Reading Strategy: What I Learned/What I Wonder

his strategy gives students the opportunity to synthesize what they have learned after ng by asking the student to write down the

lingering questions—“wonders”—thatallow

Treading the passage. It extends the readi

all active readers have after they have read. Again, students the opportunity to verbally share their “learnings and wonders”.

What I Learned/What I Wonder for “The Hole in the Dike”

WHAT I LEARNED WHAT I WONDER A little boy stopped a dike from breaking in H

Has anything like this ever happened in

America? olland. America? Where do we have dikes in

1. What is the meaning of the word “gushing” in the sentence, “Then the sea would come gushing through.”?

A. Pouring B. Dripping C. Trickling LC04 2. What do you think Peter will do the next time he sees a hole in the dike?

A. He will run to get help. B. He will keep riding his bike. C. He will stick his finger in the hole. LC03

3. In your own words, write a summary of the story. Use three main events from the

story in your summary.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LC02

4. Any of these words could be used to describe Peter in the story. Choose the word

you think best describes Peter in the story

Responsible Patient Brave

Use two details from the story to support your choice.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LA06

5. What is the author’s purpose for writing the story “The Hole in the Dike”?

A. To explain how dikes in Holland work B. To tell a story about a young hero C. To entertain with a funny stor LA09

6. According to the story, which event happens first?

A. Peter hears a soft gurgling noise. B. Peter rides his bike on the dike. C. Peter looks around for help. LC05

y

7. Explain how the story shows that one child’s actions can make a difference.

Include two details from the story in ur answer.

__________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LA01

yo

___

8. What problem does Peter face in the story?

__________________ ____________________________________ __________________ What are three events that happened as a result of the problem? Include information from the story in your answer.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LA 08

__

ASSESSMENT KEY FOR LITERARY PASSAGE 3rd Grade

12.3. SA

. A C

4. SA5. B 6. B 7. SA

8. ER

Sample 3rd Grade WASL Reading Passage The Hole in the Dike

Item #: 3 Release Year: 2003 Target: LC02 Item Type: SA In your own words, write a summary of the story. Include three main events from the story in your summary. 2 A 2-pt. response summarizes the story by including three main events from the story.

Example: Peter noticed a hole in the dike. He plugged the hole with his finger. Townspeople came and fixed the hole.

1 A 1-pt. response summarizes the story by including one or two main events from the story.

NOTE: The rubrics are examples of possible student responses that would receive points. All reasonable, text-based responses should be

accepted. Student answers will vary.


Item #: 4 Release Year: 2003 Target: LA06 Item Type: SA Any of these words could be used to describe Peter in the story. Choose the word you think best describes Peter in the story.

Responsible Patient Brave

Provide two details from the story to support your choice. 2 A 2-pt. response states or implies which word best describes Peter, and provides two

text-based details to support the choice. Example: Peter is responsible because he plugged the hole. He stayed there all night until someone could help. OR Example: Peter is patient because he kept his finger in the hole all night. Then, when someone came by, he had to stay there while the milkman went for help. OR Example: Peter is brave because he plugged the hole in the dike even though he knew the land could flood. Also, he stayed there all night by himself.

1 A 1-pt. response states or implies which word best describes Peter, and provides one text-based detail to support the choice.

NOTE: The rubrics are examples of possible student responses that

would receive points. All reasonable, text-based responses should be accepted. Student answers will vary.


Item #: 7 Release Year: 2003 Target: LC01 Item Type: SA Explain how the story shows that one child’s actions can make a difference. Include two details from the story in your answer. 2 A 2-pt. response provides two text-based details to explain how the story shows that

one child’s actions can make a difference. Example: Peter knew that a hole in the dike would cause the land to flood, so he plugged the hole with his finger. He stayed there all night, because he had to wait until someone could get help.

1 A 1-pt. response provides one text-based detail to explain how the story shows that one child’s actions can make a difference.




Item #: 8 Release Year: 2003 Target: LA08 Item Type: ER What problem does Peter face in the story? What are three events that happened as a result of the problem? Include information from the story in your answer. 4 A 4-pt. response describes a problem Peter faces in the story, and provides three text-

based events that happened as a result of the problem. Example: The problem is that Peter knows that if the hole in the dike gets worse, the land will flood. First, he plugs the hole with a stick. Second, he plugs the hole with his finger. Third, he waits all night for someone to come by.

3 A 3-pt. response describes a problem Peter faces in the story, and provides two text-based events that happened as a result of the problem OR Provides three text-based events that would support a problem Peter faces in the story.

2 A 2-pt. response describes a problem Peter faces in the story, and provides one text-based event that happened as a result of the problem OR Provides two text-based events that would support a problem Peter faces in the story.

1 A 1-pt. response describes a problem Peter faces in the story OR Provides one text-based event that would support a problem Peter faces.



Goose on Guard by Eileen Ross

A pair of Canadian geese wait for their eggs to hatch beside a shimmering lake.

Springtime! Canada geese are returning to their homes in the north. But they must hurry. It’s almost time to lay their eggs. A pair of geese leaves the flock and lands beside a shimmering lake. They are tired, but they can’t rest yet. They must find a place to build a nest. They see a quiet spot hidden among tall reeds and marsh grasses. Here, the nest will be safe from enemies. The mother goose builds her nest with leaves and dried grass. She lines it with soft feathers plucked from her own breast. When the nest is finished, she climbs in and lays four tan eggs. The mother sits on her eggs, while the father goose swims close by in case of trouble. Almost thirty days must pass before the eggs will hatch into baby goslings. But the mother goose still needs to eat and bathe. She covers the eggs with feathers and grass to hide them and keep them warm until she returns. But look! Something’s moving in the tall grass, and it’s headed this way. A hungry raccoon creeps closer and closer. The raccoon stops, arches its tail over its back, and sniffs the air. It’s about to steal an egg for breakfast.The raccoon reaches toward the eggs with sharp-clawed paws. Suddenly, an angry hiss shatters the quiet. Powerful wings flap wildly as the father goose roars toward the surprised bandit. “HONK! HONK! HONK!” warns the angry goose. “Leave those eggs alone!”

The frightened raccoon runs away into the woods. There’ll be no eggs for breakfast today! Days later, mother and father goose are rewarded for their care. Four tan eggs finally hatch. Hello, baby goslings!

Has the raccoon found its breakfast?

Pre-Reading Strategy: Text Feature Charts

Active readers use titles, headings, boldface terms, key vocabulary, and significant details/examples as “signposts” during their reading process. They use titles to determine subject matter, bold face terms to recognize important concepts, key vocabulary as important terms to remember in connection with the subject, and significant details/examples to begin evaluating the strength and worth of an author’s style and message. In this activity, encourage the children to find each of these text features in the passage and make a prediction about their use/meaning for readers. Have the children fill in the last column, “What do the words tell me or mean to me?”

Text Feature Chart for “Goose on Guard”

Type of Text Feature What are the words in the text?

What do the words tell me or mean to me?

Title

“Goose on Guard”

Important Words for Meaning

“HONK! HONK! HONK!”

Key Vocabulary for Concept

Reeds, Marsh Grasses

Detail/Example

“Powerful wings flap wildly as the father goose roars towards the surprised bandit”

During Reading Strategy: Picture in my Head

How many times have you heard students comment that they don’t “see the movie” when they read? On the other hand, how many students do you know read for five minutes and then spend the next 15 minutes drawing what they see in their mind from their reading? Each of these students can benefit from a visualization strategy. Active readers make a “movie in their minds” when they read. Allowing students the opportunity to draw their interpretations of the text increases comprehension and text engagement. Often students who do not consider themselves artists shy away from drawing what they are visualizing. Ensure them that the purpose of visualization is not to produce beautiful art, but rather to reinforce concepts, and text interpretations. As students become more comfortable with expressing their visualizations, they may incorporate this strategy into response journals, or text annotation.

Visualization Sheet for “Goose on Guard”

Sentence from Text The Picture in My Head “She covers the eggs with feathers and grass to hide them and keep them warm until she returns.”

“The raccoon stops, arches its tail over its back, and sniffs the air.”

“Days later, mother and father goose are rewarded for their care. Four tan eggs finally hatch. Hello baby goslings!”

Post-Reading Strategy: Understanding How Details Support Subjects

Detail Charts allow students to use their analysis skills to discuss how details support the development of a subject in an informational text. In this activity, create a chart that shows how a subject can exemplify more than one characteristic. Subject descriptions must be supportable by text evidence, so students do not have to worry about finding a “secret”. Detail charts are best used as a discussion tool in small groups or whole class. The key is text support for their subject analyses, so be sure to have students state text support for why they think a subject is characterized by actual text details.

Detail Chart for “Goose on Guard”

Subject Characteristic Text Support

Mother Goose

Protective

Raccoon

Sneaky

Father Goose

Angry

1. Based on the information in the selection, predict what will most likely happen to the raccoon when it runs into the woods? A. The raccoon might be hungry. B. The raccoon might eat an egg. C. The raccoon might hiss at the geese. IC13

2. What is the meaning of the word “plucked” in the sentence “She lines it with soft feathers plucked from her own breast.”?

A. Stolen B. Colored C. Removed IC14

3. Which sentence explains why the father goose hissed and honked at the raccoon?

A. The raccoon tried to steal the goose eggs. B. The raccoon tried to protect the goose nest. C. The raccoon tried to chase the father goose. IA18

4. Any one of these headings might be used for the fifth paragraph. Choose the heading that best fits the paragraph.

A Hungry Raccoon Eggs for Breakfast

Father Goose to the Rescue

Use two details from the selection to support your choice.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IA16

5. In your own words, write a summary of how the mother goose gets ready to lay her

eggs. Use three important ideas from the selection in your summary.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IC12

6. Based on the information in the selection, what would happen if the raccoon cameback? A. The father goose would protect the eggs. B. The raccoon would have eggs for breakfast. C. The mother goose would run away from the eggs. IA20

7. What is the author’s purpose for writing this selection?

A. To describe how Canadian geese return to their homes B. To show how raccoons are afraid of Canadian geese C. To explain how Canadian geese protect their eggs IA19

8. According to the selection, which idea does the author of the selection discuss last? A. The father flaps his wings wildly. B. The raccoon runs into the woods. C. The mother covers the eggs in the nest. IC15

9. What are two differences between the mother goose and the father goose? Include information from the selection in your answer.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ IA17

10. Explain how the selection shows that geese protect their eggs. Include two details from the selection in your answer.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ IC11

ASSESSMENT KEY FOR INFORMATIONAL PASSAGE 3rd Grade

1. A 2. C 3. A 4. SA 5. SA 6. A 7. C 8. B 9. SA

10. SA

Sample 3rd Grade WASL Reading Passage Goose on Guard

Item #: 4 Release Year: 2003 Target: IA16 Item Type: SA Any one of these headings might be used for the fifth paragraph. Choose the heading that best fits the paragraph.

A Hungry Raccoon Eggs for Breakfast

Father Goose to the Rescue

Use two details from the selection to support your choice. 2 A 2-pt. response states or implies which heading might be used for the fifth

paragraph, and provides two text-based details to support the choice. Example: I chose A Hungry Raccoon, because it says the hungry raccoon creeps closer. It tries to steal the egg. OR Example: Eggs for Breakfast, because the raccoon tries to steal an egg. It says he is hungry. OR Example: Father Goose to the Rescue. The father hisses and flaps his wings wildly.

1 A 1-pt. response states or implies which heading might be used for the fifth paragraph, and provides one text-based detail to support the choice.




Item #: 5 Release Year: 2003 Target: IC12 Item Type: SA In your own words, write a summary of how the mother goose gets ready to lay her eggs. Include three important ideas from the selection in your summary. 2 A 2-pt. response summarizes how the mother goose gets ready to lay her eggs by

including three main events from the selection. Example: The mother goose finds a quiet spot. She builds her nest. She lines it with feathers.

1 A 1-pt. response summarizes how the mother goose gets ready to lay her eggs by including one or two main events from the selection.




Item #: 9 Release Year: 2003 Target: IA17 Item Type: SA What are two differences between the mother goose and the father goose? Include information from the selection in your answer. 2 A 2-pt. response provides text-based information to identify two differences between

the mother goose and the father goose. Example: The mother lines the nest with her feathers, and the father doesn’t. The father scares the raccoon away, and the mother doesn’t.

1 A 1-pt. response provides text-based information to identify one difference between the mother goose and the father goose.




Item #: 10 Release Year: 2003 Target: IC11 Item Type: SA Explain how the selection shows that geese protect their eggs. Include two details from the selection in your answer. 2 A 2-pt. response provides two text-based details to explain how the selection shows

that geese protect their eggs. Example: The father swims close by the nest in case there is trouble. The mother covers the eggs with feathers and grass to hide her eggs.

1 A 1-pt. response provides one text-based detail to explain how the selection shows that geese protect their eggs.



Strands and Learning Targets Grades 3, 4, 5

LITERARY TEXT Strand LC: Comprehends important ideas and details LC01: Demonstrate understanding of theme or message and supporting

details. (2.1.3) LC02: Summarize with evidence from the reading. (2.1.7) LC03: Make inferences or predictions based on the reading. (2.1.5) LC04: Interpret vocabulary critical to the meaning of the literary text. (1.3.2) LC05: Order steps, sequence, and/or parts from the reading. (2.2.1) Strand LA: Analyzes, interprets, and thinks critically LA06: Demonstrate understanding of literary elements (genres, story

elements such as plot, character, setting); literary devices (simile, metaphor, alliterative sentences); and text features (graphic elements/illustrations) (2.2.2, 2.2.3, 2.3.3)

LA07: Compare and contrast elements within and between texts. (2.3.1, 2.5.6)

LA08: Make connections (cause and effect) between parts of text. (2.3.1) Thinks critically LA09: Analyze author’s purpose. (2.4.2, 2.4.3, 2.4.4) LA10: Extend information beyond text – make generalizations, apply

information, give a response to reading (2.4.1, 2.4.5)

Strands and Learning Targets Grades 3, 4, 5

INFORMATIONAL TEXT Strand IC: Comprehends Important Ideas and Details IC11: Demonstrate understanding of main ideas and supporting details

(2.1.3) IC12: Summarize with evidence from the reading. (2.1.7) IC13: Make inferences or predictions based on the reading. (2.1.5) IC14: Interpret vocabulary critical to the meaning of the text. (1.3.2) IC15: Order steps, sequence, and/or parts from the reading. (2.2.1) Strand IA: Analyzes, interprets, and synthesizes IA16: Demonstrate understanding of text features and graphic features

(titles, headings, and other information divisions, table of content, captions) and graphic features (2.2.2)

IA17: Compare and contrast elements within and between text(s). (2.3.1) IA18: Make connections (cause and effect) between parts of text. (2.3.1) Thinks critically IA19: Analyze author’s purpose (including distinguishing between

fact/opinion (2.4.2, 2.4.3, 2.4.4) IA120:Extend information beyond the text – make generalizations, apply

information, give a response to reading (2.4.1, 2.4.5)

Documents

3 Rd Gr Reading Comprehension