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3New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideEnglish Language Arts

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

English Language Arts Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 10

Ready™ New York CCLS Practice Answer Key and Correlations 12

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for English Language Arts. By completing this book, students develop mastery of the Common Core Learning Standards for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the Common Core Learning Standards.

How does Ready New York CCLS Practice correlate to the Common Core Learning Standards for English Language Arts?

The test has 47 questions (37 multiple choice, 8 short response, and 2 extended response) that address the Reading for Literature and Reading for Information standards, which comprise the Reading strand of the CCLS. Extended-response questions correlate to standards from the Reading, Writing, and Language strands of the CCLS.

Ready New York CCLS Practice includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Practice is consistent with the complexity and rigor that the CCLS requires of literary and informational texts.

How should I use Ready New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide English Language Arts assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day One Book 1 (questions 1–30) 50* minutes

Day TwoBooks 2 & 3

(questions 31–41)50* minutes

Day Three Book 4 (questions 42–47) 50* minutes

* Each Testing Day will be scheduled to allow 70 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 7) to score the short-response questions. Use the New York State Grade 3 Expository Writing Evaluation Rubric (pages 8 and 9) to score the extended-response questions (questions 41 and 47).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Practice?

Ready New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Key and Correlations, beginning on page 12, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 10.


Ready™ New York CCLS ELA Practice, Grade 3 Answer Form

Name

Teacher Grade

School City

1. A B ● D

2. A B C ● 3. A B ● D

4. A ● C D

5. ● B C D

6. ● B C D

7. A B C ● 8. A B ● D

9. A B ● D

10. A B C ● 11. A B C ● 12. A ● C D

13. A B C ● 14. A B C ● 15. A B ● D

16. A B ● D

17. ● B C D

18. A ● C D

19. A ● C D

20. A B ● D

21. ● B C D

22. A B C ● 23. ● B C D

24. A ● C D

25. A B C ● 26. A B ● D

27. A B C ● 28. A ● C D

29. ● B C D

30. ● B C D

31. A ● C D

32. ● B C D

33. ● B C D

34. A ● C D

35. A ● C D

36. A B ● D

37. A B C ●

For numbers 38 through 41, write your answers in the book.

38. See page 5. 39. See page 5. 40. See page 5. 41. See page 5.

For numbers 42 through 47, write your answers in the book.

42. See page 5. 43. See page 5. 44. See page 6. 45. See page 6. 46. See page 6. 47. See page 6.

Book 1 Book 2 Book 4Book 3


Book 3 pages 22–29

Sample Short-Response Answers

38. Student book page 23

Sophie likes the bracelet, and decides to keep it for herself. She says, “finders keepers.” Veronica thinks the bracelet is pretty, but she says, “We should turn it in to the office after recess.”


Sophie sees Maggie searching for something she has lost. Sophie guesses that the bracelet she found belongs to Maggie. Sophie remembers how sad her baby brother was when he lost his favorite toy. Sophie starts “to feel funny inside” because she has the thing that Maggie is looking for. So Sophie gives the bracelet back to Maggie.


Cloud types are grouped by location in the sky and are called either high, low, or middle-level clouds. Clouds are also categorized by shape and may be thin and wispy cirrus clouds, big and fluffy cumulus clouds, or sheet-like stratus clouds.

Sample Extended-Response Answer


Clouds are made of water in the sky. There is always water vapor in the sky. Some of it is from water that has evaporated from the ground. The water vapor in the sky is invisible. We cannot see it.

Clouds form mainly because of temperature. A cloud begins to form because the air in that part of the sky is cooler. This cooler air causes the water vapor in that part of the sky to condense. When it condenses, the water vapor changes form. It is not vapor anymore. The passage says the water has changed to liquid form.

After the water vapor has condensed to a liquid, the water in the sky is visible. We can see it. What we see is known as a cloud.

The passage says that temperature, wind, and other conditions where a cloud forms determine what type of cloud it will be. Different kinds of clouds form at different heights. High clouds form high in the sky. Low clouds form closer to the ground. Fog forms on the ground.

Book 4 pages 30–40

Sample Short-Response Answers


First, Next, Then, Finally,

the boys find the Big Dipper in the night sky.

they find two stars at the end of the Big Dipper.

they imagine a line connecting the stars. The line points to the North Star.

the boys walk toward the North Star to find the campfire.


Robert acts calm when he tells Jake to take it easy. He helps Jake remember the steps for finding their way. Jake wants to start walking as soon as he spots the Big Dipper, but Robert asks him for the next step. Then they are able to find their camp.

ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS



When Benny was young, he made his own paint colors from plants like poke-berry and juniper, with some help from Native Americans. For brushes, Benny used long hairs from the cat’s tail, and he used so many that the cat’s tail soon “began to look bare.”


Making pictures was more important to Benny than work. One day, his father sent him to the field to work, but instead Benny ended up under a bush drawing pictures of family members. Making pictures was also more important to Benny than school. One time, Benny’s mother found him making a new picture from engravings, instead of being in school.


At the beginning of the scene, the man and the wife get mad at the grandfather for spilling soup on his coat and on the tablecloth. In line 9, the grandfather tries to take the plate of meat but drops it on the floor. The man and the wife are angry and give the grandfather a wooden dish to eat from. The events earlier in the play show how the wife and the man treat the grandfather more and more meanly, and this is their meanest behavior so far in the play.

Sample Extended-Response Answer


Little Hans tells his mother that he is making a “wooden trough for you and father to eat out of when I grow big.” He is doing this because he has listened to his mother and father talking to his grandfather. They have said that because the grandfather spills and breaks things, he has to sit in the corner and eat out of a wooden dish, which he cannot break.

Little Hans must think that this is the way that big people treat people who are older than they are. So he is making the wooden trough to get ready to treat his mother and father the same way when they get to be as old as his grandfather is now.

When his mother and father realize what little Hans is doing, they probably think about how they would feel to be treated that way. All of a sudden, they realize how mean they have been to the grandfather. They both apologize to the grandfather. The man tells him to “throw that wooden dish out of the window.” The wife asks the grandfather to please come back to the table and join the family.

Little Hans’s mother and father are both ashamed of how they have treated the grandfather. They ask the grandfather to forgive them. They will probably continue to be kinder to the grandfather in the future, and they will probably never speak of wooden dishes or eating in the corner again. The grandfather’s life will probably be happier from now on because of what his grandson did.


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • No response (blank answer) • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 3 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that follows logically from the task and purpose

• demonstrate comprehension and analysis of the text

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate comprehension of the text

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, and details throughout the essay

• develop the topic with relevant facts, definitions, and details throughout the essay

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• clearly and consistently group related information together

• skillfully connect ideas within categories of information using linking words and phrases

• provide a concluding statement that follows clearly from the topic and information presented

• generally group related information together

• connect ideas within categories of information using linking words and phrases

• provide a concluding statement that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension



New York State Grade 3 Expository Writing Evaluation Rubric (continued)*

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a confused comprehension of the text

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text

• demonstrate a lack of comprehension of the text or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt to group related information together

• inconsistently connect ideas using some linking words and phrases

• provide a concluding statement that follows generally from the topic and information presented

• exhibit little attempt at organization

• lack the use of linking words and phrases

• provide a concluding statement that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• do not provide a concluding statement

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation Charts

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items correlate to standards in the Reading, Writing, and Language strands.)

Common Core Learning Standards for Grade 3 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for LiteratureKey Ideas and Details

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

27, 29, 38, 42 5 6–8, 21, 22

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

5, 30 7, 8 5, 6, 12–16

RL.3.3 Describe the main characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3, 39, 43, 47* 6 7, 8, 13–15, 21, 22

Craft and Structure

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

2, 26 12 5–8, 13–16, 21, 22

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

1, 28, 46 13–15 12, 16

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. 25 16 5, 6, 12, 21, 22

Integration of Knowledge and Ideas

RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)

4 21 5, 6

RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

22

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


Common Core Learning Standards for Grade 3 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for Informational TextKey Ideas and Details

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

8, 14, 19, 34, 44 1 2–4, 9–11, 18, 19

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 6, 24, 31, 40, 45 2 1, 4, 9–11, 17

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time sequence, and cause/effect.

9, 10, 15, 16, 22, 41* 3, 4 1, 9–11, 19, 20

Craft and Structure

RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

12, 21, 36 9 1–4, 10, 11, 17–20

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

23, 32, 35 10 1, 2

RI.3.6 Distinguish their own point of view from that of the author of a text. 11, 20 11 4, 9, 17–19

Integration of Knowledge and Ideas

RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

7, 13, 18 17 1, 2, 11

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

17, 33, 37 18, 19 2–4, 17

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 20 4, 9

Writing StandardsText Types and Purposes

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 41*, 47* 24, 25 1, 2, 9, 10, 12,

15, 17–20

Language StandardsConventions of Standard English

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 41*, 47* 23 1–10, 13–18,

20–22

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

41*, 47* 23 8, 10–13, 18–19, 21–22


Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items, in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Practice Test

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)Book 1

1 C 2 RL.3.5 13

2 D 2 RL.3.4 12

3 C 2 RL.3.3 6

4 B 2 RL.3.7 21

5 A 2 RL.3.2 7

6 A 2 RI.3.2 2

7 D 2 RI.3.7 17

8 C 1 RI.3.1 1

9 C 2 RI.3.3 4

10 D 2 RI.3.3 3

11 D 2 RI.3.6 11

12 B 2 RI.3.4 9

13 D 2 RI.3.7 17

14 D 1 RI.3.1 1

15 C 2 RI.3.3 4

16 C 2 RI.3.3 3

17 A 2 RI.3.8 18

18 B 2 RI.3.7 17

19 B 1 RI.3.1 1

20 C 2 RI.3.6 11

21 A 1 RI.3.4 9

22 D 1 RI.3.3 4

23 A 1 RI.3.5 10

24 B 2 RI.3.2 2

25 D 2 RL.3.6 16

26 C 2 RL.3.4 12

27 D 1 RL.3.1 5

28 B 1 RL.3.5 15

29 A 2 RL.3.1 5

30 A 3 RL.3.2 8

Book 2

31 B 2 RI.3.2 2

32 A 2 RI.3.5 10

33 A 2 RI.3.8 18

34 B 1 RI.3.1 1

35 B 1 RI.3.5 10

36 C 2 RI.3.4 9

37 D 2 RI.3.8 19


Practice Test (continued)

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 3

38 See page 5. 2 RL.3.1 5

39 See page 5. 2 RL.3.3 6

40 See page 5. 2 RI.3.2 2

41 See page 5. 3 RI.3.3, W.3.2, L.3.1, L.3.2 4, 23, 24, 25

Book 4

42 See page 5. 2 RL.3.1 5

43 See page 5. 3 RL.3.3 6

44 See page 6. 2 RI.3.1 1

45 See page 6. 2 RI.3.2 2

46 See page 6. 2 RL.3.5 15

47 See page 6. 3 RL.3.3, W.3.2, L.3.1, L.3.2 6, 23, 24, 25

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