Grade 3 EOG ELA 2013
Released FormELEASEDNorth CarolinaREADY End-of-GradeAssessmentEnglish Language Arts/ReadingRGrade 3Student BookletAcademic Services and Instructional SupportDivision of Accountability ServicesCopyright ã 2013 by the North Carolina Department of Public Instruction. All rights reserved.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMSample QuestionsThe Rhinocerosby Oliver HerfordS2AcalmBeagerCscaredDupsetELHow does the Rhinoceros look at the beginning of the poem?RS1Well, since he cares so much for style,Let’s give him two and see him smile.EA10SEDSo this is the Rhinoceros!I wonder why he looks so cross.Perhaps he is annoyed a bitBecause his clothing does not fit.5 (They say he got it ready made!)It is not that, I am afraid.He looks so cross because I drewHim with one horn instead of two.What would change the Rhinoceros’s feelings?Agiving him new clothingBbeing afraid of his sizeCdrawing him with two hornsDshowing off his new style1
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMClaudia’s Collectionby Andrea Fitcha“FREEZE! DON’T MOVE,” said Claudia. Her friend Marcus stood perfectly still as Claudiaknelt down on the sidewalk in front of him. “What’s the matter?” he asked. “I don’t havea bug on me, do I?”“No,” said Claudia. “I found a feather. I didn’t want you to step on it.”D“A feather?” said Marcus. “Big deal. Come on, we’re going to be late for school.”EASE4It was a big deal to Claudia. She was a collector. When she was four years old, hergrandpa had given her a tackle box full of fishing lures.* She loved sorting all the luresby color and shape and putting them into separate compartments. After that, shestarted collecting all kinds of things. Her room was filled with interesting objects shepicked up during the day: rocks, coins, string, even paper clips. She had shells fromtrips to the beach, leaves and pine cones from the trees in her neighborhood, andleftover beads from her mother’s craft projects. Everything she found she put intolabeled shoeboxes.EL“What are you bringing for Hobby Week?” asked Marcus.“I don’t know,” said Claudia, as she picked up a brightly colored rock.R7“What do you mean, you don’t know?” said Marcus. “Bring one of your collections.You’ve got a million of them!”Claudia sighed. She wanted to bring one of her collections, but she couldn’t decide whichone. The night before, she’d gone through all of her boxes twice. She wanted to bringsomething really special for Hobby Week.When they got to school, Mrs. Wilson said, “O.K., who has a hobby to share?”Claudia kept her hand down. She watched as Katie brought a big box up to the front ofthe classroom. “This is my money collection,” said Katie. “My dad travels all around the*lures: used to attract fish2Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMworld for his job, and he brings me money from the different countries he goes to.” Sheopened the box and took out the coins and paper money. There was money fromCanada, Japan, and even Australia! The class looked at all the pictures on the coins.They were surprised that paper money came in so many different colors.Claudia frowned. She really wanted to be in front of the class, sharing her hobby. Butwhich collection should she bring?DThe next day, before school, Claudia looked over her shoeboxes again. Claudia’s motherpoked her head in the doorway and looked at the rows and rows of shoeboxes that linedClaudia’s room. “If this keeps up, we’re going to have to move your bed out into thehall,” she said smiling.SE“I have plenty of room,” Claudia said. “I can stack them all the way to the ceiling if Ihave to.” She noticed she was running late, so she just decided to bring her biggestcollection: her rock collection.EAAt show-and-tell time Claudia raised her hand, but Mrs. Wilson called on Joseph first. Hebrought a giant wooden case to the front of the class and opened it up. Claudia groaned.It was the biggest rock collection she’d ever seen! The class oohed and aahed at all thepretty and unusual rocks.ELClaudia did not raise her hand again. She hid her shoebox in her backpack until schoolwas over.RThe next day, Claudia brought her prettiest collection: her seashells. At show-and-telltime she raised her hand in the air and waved it around, but Mrs. Wilson called onAnnie. Claudia watched as she brought up a big piece of poster board. Annie had glueddifferent shells to it and labeled each one. Claudia slid down in her seat and shoved herbox of shells under her desk.The night before the last day of Hobby Week, Claudia emptied her pockets and looked atall of the things she had collected that day. She began to sort everything into severaldifferent piles. Suddenly, she had an idea. She went into the garage to find her oldwagon.The next day, Marcus brought his telescope and his book about the planets. ThenMarissa showed the class all the different tricks she could do with her jump rope.“Does anyone else have something to share?” asked Mrs. Wilson.Claudia raised her hand. “Go ahead, Claudia,” said Mrs. Wilson.3Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMClaudia wheeled her wagon to the front of the class. She brought out all of hershoeboxes and laid them on the table. The class murmured. There were so many boxesthey barely fit on the table! Claudia opened each box. Everyone stared at the rocks,seashells, leaves, rubber bands, fishing lures, feathers, and beads.“Wow! Look at all that stuff!” said Joseph.“I don’t get it,” said Annie. “What’s your hobby?”“I collect collections,” said Claudia proudly.DEveryone ich word describes Claudia?R1SE“Well,” said Mrs. Wilson. “This is definitely the best—and the first—collection ofcollections I’ve ever seen!”Why did Claudia not show her rock and shell collections to the class?AClaudia wanted to show a collection the class had never seen.BClaudia was too shy to talk in class.CMrs. Wilson would not let her go first.DMrs. Wilson did not want to see two collections that were alike.4Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMAcoinsBluresCactivitiesDsurprisesDIn paragraph 7, what does Marcus mean when he says to Claudia, “Bring one ofyour collections. You’ve got a million of them!”?Claudia should share all of her collections with the class.BClaudia should be concerned since she has no hobby.CClaudia has several collections from which to choose.DClaudia would have to borrow a collection from a friend.EASEAEL4What is the meaning of the word projects as used in paragraph 4?R35Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORM5Which word completes the graphic ashellsfeathersCjump ropesDwagonSEBEAtelescopeELWhat do Claudia and Annie have in common?ABoth collect coins.BBoth collect feathers.CBoth collect rocks.DBoth collect seashells.R6AD?6Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMAt the end of the story, what was Mrs. Wilson’s reaction to Claudia’s hobby?She thought it was the best collection of collections.BShe thought it was the biggest rock collection of all.CShe was surprised paper money came in many colors.DShe was surprised that the seashells were so different.ELEASEDAR77Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMCamelsby Elaine LandauIf you were asked to name a desert animal, would you say the camel? Camels arementioned in many songs, stories, and films about deserts. A camel’s most unusualfeature is the hump on its back. The hump is actually a lump of fat that provides thecamel with energy when food is scarce.SEDThere are two types of camels—the Arabian, or one-humped camel, and the Bactrian, ortwo-humped camel. Both are well suited to the desert. The camel has long, thickeyelashes that stop wind-blown sand from getting in its eyes. And its nostrils close tightto keep out sand. The camel’s bushy eyebrows are also useful. They shade its eyes fromthe sun.EA3Camels can go without water for weeks, especially if they can feed on dew-dampenedplants or desert fruits. A camel can lose one-fourth of its body weight in water withoutany distress.EL4Camels do not store water in their humps, but their bodies conserve water in otherways. Unlike humans, camels do not sweat much. Instead, their body temperature tendsto rise slowly during the day and drop at night.*RThere are no longer any one-humped camels in the wild—all are domesticated.*However, some small herds of two-humped camels still roam free. Today, these animalsare in danger of dying out, so they are protected by law.domesticated: tame8Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMThere are songs and films about camels.BThere are two types of camels in the world.CA camel’s most unusual feature is its hump.DA camel adapts well to life in the desert.thick eyelashesBclosed nostrilsChumped backsDbushy eyebrowsSEADAccording to the text, what is the camel’s strangest feature?EA10AWhat is the purpose of a camel’s hump?Ato keep it from sweatingBto store water for many weeksCto provide energy when there is no foodDto help its body temperature stay lowEL9What is the main idea of the selection?R89Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMThey have long, thick eyelashes.BThey enjoy hot, dry weather.CThey sweat similar to humans.DThey feed on dew-dampened plants.to help it see the desert betterBto help shade its eyes from the sunCto protect its breathing abilityDto keep sweat out of its eyesSEADAccording to the selection, why are the camel’s bushy eyebrows important?EA13AIn paragraph 3, how would “dew-dampened” plants help the camels go for weekswithout water?EL12According to the selection, why are camels well-suited for sandstorms?A“Dew-dampened” plants provide shade for camels.B“Dew-dampened” plants provide a source of water for camels.C“Dew-dampened” plants help the camels store fat in their humps.D“Dew-dampened” plants help the camels lose weight.R1110Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMsadnessBsufferingCfearDsleepDWhat is the similarity between paragraphs 3 and 4?They both describe how camels look.BThey both describe where camels live.CThey both explain why camels are well-suited for running.DThey both explain why camels can go without water for long periods.SEAEA16AIn paragraph 4, what does the word conserve mean?AbuildBformChelpDsaveEL15In paragraph 3, what is the meaning of the word distress?R1411Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMFreddieby Phil BolstaI don’t like doing homework,I know that it will bore me.But now I am much happier‘Cause Freddie does it for me!He greets me at the door each dayWhen I come home from school.He just can’t wait to read my books—I think that’s pretty cool!SED5My grades are so much better now,Which makes my parents glad.Freddie is the smartest dogThat I have ever had!17REL15I give him all my homework,Like history and math.And when he’s done I give himA nice warm bubble bath!EA10According to the poem, what makes the speaker happy?Aplaying outsideBtaking a bubble bathCnot going to schoolDnot doing homework12Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED rprisesSEADIn line 5, what does the word greets mean?EA20AWhat is the meaning of line 8?AThe speaker loves that Freddie can read.BThe poem is about doing homework.CThe speaker likes being at home.DThe poem takes place during winter.EL19What is the meaning of bore in line 2?R1813Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMAThey like having a pet.BTheir child’s grades have improved.CThey taught Freddie a new trick.DTheir child now does his own homework.“I don’t like doing homework,”B“I know that it will bore me.”C“I think that’s pretty cool!”D“Like history and math.”EASEADWhich phrase supports the happy feeling of the poem?EL22Based on the poem, why are the speaker’s parents happy?R2114Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMMasters of Verseby Kassandra RadomskiDr. Seuss and Shel Silverstein—two famous authors—were experts at writing silly,rhyming poems that make kids giggle. Both caught the writing “bug” at an early age,and it went hand-in-hand with their talent for drawing kooky characters. But it was theirfriends who helped and encouraged them to write for children.DDr. Seuss, born Theodore Seuss Geisel, credits his mother for his ability to write withrhythm. When he was little, she would lull him to sleep with chants she learned fromselling pies in her father’s bakery.ELEASE3Dr. Seuss grew up to be a successful illustrator and cartoonist. But it was a rhythm heheard in 1937 that gave him the idea for his first children’s book. Dr. Seuss and his wifewere on a ship headed to Europe when a storm broke out. Dr. Seuss noticed the rhythmof the choppy waters against the boat. He began to think of words to go along with it.Days later he started a story with those words. When he was done writing it, he tried tofind someone to publish it. But 27 publishers refused—the book was just too unusual.When he was about to give up, Dr. Seuss ran into a friend who agreed to publish it. Thatbook is now called And to Think That I Saw It on Mulberry Street. It has sold millions ofcopies around the world! Dr. Seuss went on to publish more than 60 children’s books.R4Dr. Seuss was fascinated with rhymes and invented words. But he also thought rhymeshelped kids pronounce words correctly. He liked writing books that encouraged kids toread, too. In The Cat in the Hat, he used about 220 words to create a book simpleenough for beginning readers, but it became popular with everyone.Around the time Dr. Seuss’s first book was published, Shel Silverstein was just a youngboy. He taught himself to draw when he was five by tracing over the comics in thenewspaper. Then he began drawing his own cartoons, and making up stories to go alongwith them.When Shel got older, he was still creating cartoons, but these were for adults. He wasalso a folk singer and songwriter. Shel’s musical experience likely influenced the rhythmof his poetry. But he didn’t begin writing for children until a friend convinced him hecould do it.15Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMShel wrote three books for kids before his book of poetry, Where the Sidewalk Ends, waspublished in 1974. It had taken him nearly 10 years to finish!When Shel wrote poetry, he liked the words to be unplanned—to just spill out from histhoughts to the paper. He didn’t like to change the words or phrases in a poem once hehad written them. If someone suggested part of a poem didn’t sound right, he wouldcome up with an entirely new version of it.9DWhen Where the Sidewalk Ends came out, many thought the silly rhymes in it were likeDr. Seuss’s. Yet parents feared that some of the poems would cause kids to disobeytheir parents and teachers. Many school libraries banned it. Eventually, though, Wherethe Sidewalk Ends became one of Shel’s best-selling children’s books.Which statement summarizes the selection?Two men with different backgrounds became famous writers of children’sbooks.BTwo men met and decided to write a series of children’s books as partners.CTwo men became famous poets after discovering that they both liked thesame subjects.DTwo men wrote books on the same topic after meeting in school andbecoming friends.ELAR23EASEWriting and publishing their work didn’t always come easily. But both Shel Silverstein’sand Dr. Seuss’s use of rhythm, rhyme, and silly-sounding words show us poetry can befun.16Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMto look for different types of insectsBto choose to draw unusual insectsCto want to write, more than anything elseDto become ill from writing too muchDBased on paragraphs 3 and 9, how are Shel Silverstein and Dr. Seuss similar?Both were born in the same year.BBoth had difficulties with their first books.CBoth were singers and writers for the U.S. Army.DBoth had mothers who were writers.SEAEA26AIn paragraph 4, what does the word pronounce mean?Ato sayBto defineCto learn to spellDto learn to writeEL25What does it mean to catch “the writing bug”?R2417Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMHe began writing songs instead.BHe became upset with the person.CHe only rewrote the necessary words.DHe rewrote the entire poem.DAccording to the text, why did many school libraries ban Shel Silverstein’s bookWhere the Sidewalk Ends?Parents thought the poems would cause children to disobey them.BParents thought the poems would cause children to make up stories.CParents thought the poems were too goofy for their children.DParents thought the poems were too long for their children.SEAEA29AWhich sentence from the selection supports the idea that writing can be hardwork?EL28How did Shel Silverstein react to someone saying he needed to edit a poem?A“He was also a folk singer and songwriter.”B“It had taken him nearly 10 years to finish!”C“He didn’t like to change the words or phrases in a poem once he hadwritten them.”D“When Where the Sidewalk Ends came out, many thought the silly rhymes init were like Dr. Seuss’s.”R2718Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMThe Sticky-Sticky Pineby Florence SakadeDOnce there was a woodcutter. He was very poor but very kind. Never would he tear offthe living branches of a tree to make firewood. Instead, he would gather only the deadbranches on the ground. He knew what happened when you tore a branch off a tree.The sap, which is the blood of a tree, would drip and drip, just as though the poor treewere bleeding. So, since he didn’t want to harm the trees, he never tore off thebranches.“Sticky, sticky is my sap,For my tender twigs are snapped.”SEOne day he was walking beneath a high pine tree hunting for firewood when he heard avoice, saying:EAThe woodcutter looked and, sure enough, someone had broken three limbs off the pineand the sap was running out. Skillfully, he mended them, saying:EL“Now these tender twigs I’ll wrap,And in that way stop the sap.”And he tore a piece from his own clothes to make a bandage.RNo sooner had he finished than many tiny gold and silver things fell from the tree. Itwas money—a lot of it. The surprised woodcutter was almost covered up with it. Helooked at the tree and smiled and thanked it. Then he took the money home.8There was a great amount, and he slowly realized that he was now a very richwoodcutter indeed. Everyone knows that the pine tree is the sign of prosperity in Japanand, sure enough, the grateful pine had made him very rich.Just then a face appeared in the window. It was the face of another woodcutter. But thiswoodcutter was neither nice nor kind. In fact, it was he who had torn off the branches ofthe pine and had broken its twigs. When he saw the money, he said: “Where did you getall that money? Look how nice and bright it is.”The good woodcutter held up the money so the other could see. It was oblong in shape,the way money used to be in Japan, and he had five basketfuls. He told the bad19Go to the next page.
GRADE 3 ENGLISH LANGUAGE ARTS/READING—RELEASED FORMwoodcutter how he had gotten the money.“From that big pine tree?”“Yes, that was the one.”“Hmm,” said the bad woodcutter and ran away as fast as he could go. He ran right up tothe old pine tree, and the tree said:“Sticky, sticky is my blood.Touch me, you’ll receive a flood.”SED“Oh, just what I want,” said the bad man, “a flood of gold and silver.” He reached upand broke off another branch. The pine tree suddenly showered him, but it showeredhim with sticky, sticky sap—not gold and silver at all.EAThe bad woodcutter was covered with sap. It got in his hair and on his arms and le
Grade 3 Released Form RELEASED. G RADE 3 E NGLISH L ANGUAGE A RTS /R EADING R ELEASED F ORM 1 Sample Questions The Rhinoceros by Oliver Herford So this is the Rhinoceros! I wonder why he looks so cross. Perhaps he is annoyed a bit Because his clothing does not fit. . Grade 3 EOG ELA 2013 .
North Carolina Home Base 2014-15 EOC/EOG/NCFE Test Items How to Search in Item Central Current as of November 2016 1 Purpose of Document: To provide instructions on how to search for 2014-15 EOG/EOC/NCFE test items in Schoolnet Primary Audience: Teachers, Staff, School and District Leadership EOG/EOC/NCFE Items loaded into Schoolnet in May 2016 (EOG/EOC), August 2016 (NCFE) and September
ELA ITEMS 5th GRADE SAMPLE ELA ITEMS 7TH GRADE SAMPLE ELA ITEMS 8TH GRADE SAMPLE ELA ITEMS ELA ITEMS . ELA Grade 6 Draft Sample PT Item Form C3 T1, T3, T4 And C4 T2, T3, T4 . ELA.6.PT.3.03.083 C3 T1, T3, T4 And C4 T2, T3, T4 . Sample Item ID: ELA.6.PT.3.03.083 . Title: Young Wonders
Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Troy, North Carolina 27371-0427 . School Achievement – Indicators . Elem/Middle . EOG Mathematics . EOG ELA/Reading . EOG Science . EOCs (middle) High Schools . Math I . English II Biology Math Course Rigor Graduation Rate The ACT ACT WorkKeys . EOG/EOC Test Scores: Percent of students who score at or above Level 3 .
Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
The Georgia Milestones Grade 5 English Language Arts (ELA) End of Grade (EOG) assessment and the Grade 5 Mathematics EOG assessment are criterion-referenced tests designed to provide information about how well a student has mastered the grade-level state-adopted content standards in ELA and mathematics .
A Proud Heritage: African Americans and Pro Football RI, W, SL ELA 1-2 African American Football Pioneers RI, W, SL ELA 3-4 All About Grammar L ELA 5-6 Analyzing Media Messages RI, SL ELA 7-8 Analyzing Poetry RL, RI, W, SL ELA 9-11 Breaking the Color Barrier: The Kansas Comet’s Roommate RL, RI, W, SL ELA 12-13 Descriptive Writing RI, W, L ELA 14
of branched rough paths introduced in (J. Differential Equations 248 (2010) 693–721). We first show that branched rough paths can equivalently be defined as γ-Hölder continuous paths in some Lie group, akin to geometric rough paths. We then show that every branched rough path can be encoded in a geometric rough path. More precisely, for every branched rough path Xlying above apathX .
