1. Hillsboro Elementary Interim
Interim Assessment
2014
Reading Informational Text
nterim
Grade 3
Teacher Directions
Hillsboro Elementary Interim
Assessment

2. Awesome Team Members, Writers and Editors!
Interim Assessment
Awesome Team Members, Writers and Editors!
Allen
Blake
Alvarado
Deborah
Christensen
Haley
Chronister
Nicole
Crowell
Lindsay
Daniels
Vicki
Darnall
Monica
Delplanche
Dow
Diane
Duran
Liana
Ellis
Carrie
Fisher
Sheri
Garcia
Gerig
Stephanie
Giard
Heather
Godfrey
Brooke
Goldmann
Christine
Hancock
Melissa
Incrovato
Jamie
Jay
Ginger
Johnson
Jenn
Kagawa Ko
Kinsman
Laycee
Laws
Kimberly
Leonard
Kelly
Lule
Berta
Lule
Alfonso
Maines
Sandra
McLain
Gina
Munson
Shawna
Orozco
Christina
Portinga
Teresa
Ramer
Judy
Reamer
Erin
Retzlaff
Sara
Rider
Jami
Rooke
Kelly
Russo
Jill
Saxton
Brent
Schoebel
Trina
Sell
Leslie
Shepherd
Stinson
Janet
Thoen
Nikki
Tovar
Arcema
VanDyke
Walters
Christy
Wedel
Mandy
Winters
Melanie
Zagyva
Alia

3. Important Information
This booklet is divided into two parts…
Teacher’s Resources and Answer Keys
Pages 1 – 9
Student Assessment (can be printed in a small booklet form)
Pages 10 – 26
This is the HSD Elementary Interim Assessment. This material is intended for assessing reading informational standards 1,2,3,5,6 and 7 taught in the first
school semester.
Printing Instructions…
The interim assessment should be ordered through the HSD Print Shop.
Be sure you order the section: Teachers Directions
Be sure you order one copy of the student assessment for each of your students.

4. Reporting Categories Important Scoring Information
Directions for Interim Assessment
The HSD Elementary Interim Assessment is required. Please enter the student scores into Synergy.
Grades K – 2
Students in kindergarten should have the passages read to them as a listening comprehension assessment.
Students in grades 1 – 2 should read the passages independently if they can, however; students not reading at grade level may have the passages read to them.
Grades 3 – 6
Students in grades 3 – 6 should read the passages independently unless an IEP signifies otherwise.
Synergy:
When students have finished the entire assessment enter the total number of correct points for each of the four reporting categories. There is a possibility of 5 total points for each reporting category.
Selected Responses: 0-1 Point Each
Constructed Responses: 0 – 3 Points each
Reporting Categories
Please enter student scores into Synergy in the 4 reporting categories listed below. Selected response items are one point each. Constructed response items are up to 3 points each. There are 5 possible points for each of the four reporting categories for a total of 20 points in grade three.
4 Reporting Categories
Target 8
KEY DETAILS:
Standards 1 and 3
Target 9
CENTRAL IDEAS:
Standard 2
Target 11
REASONING - EVIDENCE:
Standard 6
Target 13
STRUCTURES-FEATURES:
Standards 5 and 7
SR Questions
5 Pts.
Questions:
1, 2, 4, 11, 14
3, 5, 6, 12, 13 
2 Pts.
7, 8
9, 10
CR Questions
3 Pts.
Question: 15 16

5. Selected Response (SR) Questions 0 - 1 point (CR) - 3 Pts.
Optional Classroom Use:
You may use this class scoring sheet if you wish.
Interim Gr. 3
Selected Response (SR) Questions point (CR) - 3 Pts.
Reporting Categories
Key Details
Main Idea
Reason
Structure
Student Question # 1 2 4 11 14 3 5 6 12 13 7 8
15CR 9 10
16 CR 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Qu.# Class Total

6. 3 2 1  SBAC Reading Assessment Constructed Response General Template
The response:
gives essential elements of a complete interpretation of the prompt
addresses many aspects of the task and provides sufficient relevant evidence to support development
is focused and organized, consistently addressing the purpose, audience, and task
includes sentences of varied length and structure 2
gives some of the elements of an interpretation of the prompt
addresses some aspects of the task and provides some evidence to support development
has a focus but lacks strong organization and inconsistently addresses the purpose, audience, and task
includes sentences of somewhat varied length and structure 1
gives minimal elements of an interpretation of the prompt
addresses few aspects of the task and provides little relevant evidence to support development.
lacks focus and organization and generally does not address the purpose, audience, and task.
includes sentences with little variety in length and structure
The response does not meet any of the criteria.
Short Constructed Response
Short constructed response sample questions are designed to assess CCLS reading standards. These are single questions that ask students to respond to a prompt or question by stating their answer and providing textual evidence to support their answer.
The goal of the short response questions is to require students to show succinctly their ability to comprehend text. In responding to these questions, students will be expected to write in complete sentences.

7. 3 2 1 Interim Assessment Answer Key Scoring [Notes} “Teacher Language”
Note: The main goal of the student response is to express how the author “feels” which may
require some inferencing.
Constructed Response
15. How does the author feel about weaver ants? Do you agree or disagree? Use details from the passage Weaving in My Mango Tree.
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Essential elements that must be included in the student’s response are stating the author’s point of views with supporting text evidence.
Aspects of the Task/Evidence: Student must convey that the author feels that weaver ants are valuable (use teamwork to build nests, protect mango trees from fruit flies and other insects, they protect other types of trees and they are hard workers). Students may also infer that the author likes the weaver ants because they still live in the mango tree today. Because this prompt requires some varied inferences answers that are reasonably supported by textual evidence are acceptable.
Focused and organized, consistently addressing: The focus is consistently on the prompt. The sentences vary in length and interest depending on the point the student is making about the topic. 3
Sample Response “Student Language” Student gives 3-4 reasons of how the author feels about weaver ants with support (i.e. "because...”) from the text. Students gives an opinion statement.
The author feels that weaver ants are good because they protect mango trees. They keep fruit flies and other insects off of the mango tree. The author also thinks they are hard workers because they work together to build a nest. I think the author likes the ants because they still live in the mango tree! I agree with the author because protecting trees is helpful. 2
Sample Response Student gives 2 reasons they author thinks weaver ants are good (but few details). Students gives an opinion statement but it is not supported with “why.”
The author thinks ants are good. They build nests in trees. They work hard. I agree with the author. 1
Sample Response Student gives 1 reason about how the author feels about weaver ants, but no opinion statement.
The weaver ants help mango trees so I think the author likes them.
Sample Response Student response does not support prompt at all.
I like ants a lot.
Standard RI.3.6
Distinguish their own point of view from that of the author of a text.

8. 3 2 1 Interim Assessment Answer Key Scoring [Notes} “Teacher Language”
Note: The main goal of the student response is for students to connect the passage
to the illustrations.
Constructed Response
16. The passage Fossils and Dinosaurs, state that T-Rex was a fierce meat eater. How do Figure 1 and Figure 2 show this is true? (RI.3.7)
Scoring [Notes} “Teacher Language”
Student gives essential elements of a complete interpretation: Essential elements that should be included in the student’s response are the specific parts of the illustrations that match the descriptions of T-Rex found in the passage to support that T-Rex was a fierce meat eater.
Aspects of the Task/Evidence: Students should convey that the pictures help the reader understand that T-Rex was a fierce meat eater. In the passage, Fossils and Dinosaurs students locate and include examples that can also be verified in both figures. Some of these could include: (1) sharp teeth (2) claws on fingers (3) stands on two feet (4) has a powerful tail and (5) is able to run fast. The illustrations also support that T-Rex was tall (but not as tall as all dinosaurs). Using specific language from the passage (i.e., “razor sharp teeth” ) demonstrates that the student is connecting text to picture
Focused and organized, consistently addressing: Sentence length should vary through the writing and directly relate to the pictures and the information provided about T-Rex. 3
Sample Response “Student Language” Student gives 3-4 facts connecting the passage to the illustrations (Figures 1 and 2).
Figure 1 and 2 help us know that T-Rex was a meat eater. First it was a theropod. The passage says theropods are meat-eaters and walked on their back legs . They used their powerful tails to help balance. In Figure 1 and 2, the T-Rex is on its back legs. Its tail helps keep it balanced. The passage also stated that T-Rex was tall and long with sharp teeth. In both Figures T-Rex is not as tall as all dinosaurs but is still tall! Its sharp teeth can be seen in both Figures. Another fact from the passage is that its powerful legs helped it run fast. In Figure 1 you can see its powerful legs. All of these facts show that the T-Rex was a fierce meat eater. 2
Sample Response The student gives at least 2 facts connecting the passage to the illustrations but few details.
The passage said T-Rex has sharp teeth. You can see its sharp teeth in the pictures. It also has strong fingers. The fingers are also in the pictures. I think this proves he was a meat-eater. 1
Sample The student gives 1 fact or example connecting the passage to the illustrations, but few details if any.
In the story the dinosaur Rex looks really mean like with sharp teeth. He has sharp teeth in the picture too.
Sample Response The student gives no understanding of being able to answer the prompt.
I like to study dinosaurs. They are so big and amazing.
Standard 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).

9. Interim Assessment - Selected Response Answer Key
Reporting Categories KEY DETAILS MAIN IDEA REASONING STRUCTURE
Question 1 What happened when the first Atlas rocket with a Mercury capsule was launched? RI.3.1 D
Question 2 What was an important outcome of Project Mercury’s test flights? RI.3.3 C
Question 3 Which detail might be added to the section, Three Special Astronauts? RI.3.2 B
Question 4 Which sentence from the text shows that NASA made sure Mercury was safe for humans? RI.3.3
Question 5 What is the main idea of the passage, “Weaving in My Mango Tree?” RI.3.2 A
Question 6 Which detail supports the idea that weaver ants help save mango trees? RI.3.2
Question 7 Why did the author probably include the section Family Business in the passage? RI.3.6
Question 8 Based on the author’s point of view, why might you leave weaver ants in a mango tree? 3.6
Question 9 What caption or title might be appropriate for both Figure 1 and Figure 2? RI.3.5
Question 10 How do both Figure 1 and Figure 2 show that T-Rex was a theropod? RI.3.7
Question 11 How did T-Rex get its name? RI.3.1
Question 12 What could be another title for the passage Fossils and Dinosaurs? RI.3.2
Question 13 What key detail does not support the idea that T-Rex was a fierce dinosaur? RI.3.2
Question 14 Which sentence provides an example of cause and effect? RI.3.3
Question Constructed Response
RI.3.6
Question Constructed Response
RI.3.7

10. Name________________________
Interim Assessment
2014
Reading Informational Text
nterim
Interim
Student Assessment
Name________________________

11. Lexile 620
Project Mercury
Project Mercury was a NASA program. It launched the first Americans into space. Astronauts made six flights during the Mercury project. Two of those went to space and came right back down. Four of them went into orbit and circled Earth. NASA chose seven astronauts for Project Mercury in It was one of the first things NASA did. NASA was only six months old.
Test Flights
Before astronauts flew, NASA had test flights. People were not on these launches. The flights let NASA find and fix problems. The first Atlas rocket that launched with a Mercury capsule exploded. The first Mercury-Redstone launch only went about four inches off the ground. NASA learned from these problems. NASA learned how to fix them. NASA made the rockets safer.
Three Special Astronauts
Three other "astronauts" also helped make Mercury safer. A rhesus monkey, Sam, and two chimpanzees, Ham and Enos, flew in Mercury capsules. Enos even made two orbits around Earth.
Lessons Learned
NASA learned a lot from Project Mercury. NASA learned how to put people in orbit. It learned how people could live and work in space. NASA learned how to fly a spacecraft. These lessons were very important. NASA used them in later space projects.

12. 2. What was an important outcome of Project Mercury’s test flights?
What happened when the first Atlas rocket with a Mercury capsule was launched?
The first Atlas rocket went into space and came right back down.
The first Atlas rocket orbited Earth.
The first Atlas rocket only got four inches off the ground.
The first Atlas rocket exploded.
Standard RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2. What was an important outcome of Project Mercury’s test flights?
NASA learned about rhesus monkeys.
NASA learned that Enos made two orbits around Earth.
NASA learned how to make rockets safer.
NASA learned how many flights Project Mercury could make.
Standard 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.

13. 3. Which detail might be added to the section Three Special Astronauts?
Project Mercury was a NASA program.
The three “astronauts” made it possible to launch the first Americans into space.
NASA launched the first Americans in space in Project Mercury.
NASA was only six months old when it chose seven astronauts for Project Mercury in 1959.
Standard RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
4.Which sentence from the passage shows that NASA made sure Mercury was safe for humans?
“Astronauts made six flights during the Mercury project.”
“NASA chose seven astronauts for Project Mercury in 1959.”
“Before astronauts flew, NASA had test flights.”
“NASA learned a lot from Project Mercury.”
Standard 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.

14. Weaving in My Mango Tree
Lexile 810
Weaving in My Mango Tree
By Radha HS
Section 1
When I was growing up in India, there was a mango tree in our yard. I spent many hours under the shade of that tree, looking up for the first signs of fruit. Mangos are sweet and juicy. As soon as I saw a ripe one, I wanted to eat it.
Section 2
One day, I was
searching the tree for
mangos when I saw
something else. It was
big, fuzzy and covered
with leaves. Ants
were crawling in and
out of it. What was in
my mango tree? I ran
inside and asked my
aunt.
Section 3
My aunt told me the
big, fuzzy thing was a
cocoon, home to the
kenjga, also known
as weaver ants. While
many insects use silk to spin cocoons for themselves, weaver ants build a home for the whole community.

15. Weaving in My Mango Tree
Section 5
My aunt told me to leave the weaver ants in the mango tree. Soon, they were living in other trees. Weaver ants can walk on pipes and tree branches to get to new trees. They can even walk on clotheslines. They sewed cocoons in our coconut trees. They made homes in our bitter-lime and lemon trees, too.
Section 6
The weaver ants live in my mango tree to this day. Delicious mangos still grow. We eat the ones the monkeys leave behind for us!
Family Business
Weaver ants are hard workers. They use teamwork to make their nests. They pull
together leaves. Once they have lined up the leaf edges, each adult ant holds a baby (larva) while it releases silk. The larva releases a sticky silk and glues the leaves
together. This weaving of silk and leaves is how the weaver ants got their name.

16. 5. What is the main idea of the passage Weaving in My Mango Tree?
What the author learned about weaver ants.
How weaver ants spin a cocoon.
Living in India as a child.
How weaver ants can walk on pipes and tree branches to get to new trees.
Standard RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
6. Which detail supports the idea that weaver ants help save mango trees?
Weaver ants are big orange-red insects.
If you bother weaver ants, they may bite you.
Weaver ants eat fruit flies and other insects that harm fruit trees.
Weaver ants are also known as Kenjga.
Standard RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

17. 7. Why did the author probably include the section Family Business in the passage about weaver ants?
The author might have wanted the reader to know how weaver ants glue leaves together.
The author probably wanted the reader to understand the process weaver ants use to make their nests.
The author included Family Business to add more interest to the passage.
The author likes weaver ants and wants the reader to learn more about them.
Standard RI.3.6
Distinguish their own point of view from that of the author of a text.
8. Based on the author’s point of view, why might you leave weaver ants in a mango tree?
If you leave them alone, they could save your mango tree.
If you bother these ants, they may bite you.
The author’s aunt told him to leave the weaver ants in the mango tree.
They pull together leaves.
Standard RI.3.6
Distinguish their own point of view from that of the author of a text.

18. Fossils and Dinosaurs Figure 1 Figure 2 Theropods
Lexile 640
Fossils and Dinosaurs
Theropods
Theropods were the fierce meat-eaters of the dinosaur world. Unlike most plant-eaters, theropods walked on their back legs. They had long powerful tails. These tails helped theropods hunt, and kept them balanced.
Tyrannosaurus Rex
The most famous of the theropods is the Tyrannosaurus Rex. When most people think of dinosaurs, they think of the T-Rex. Tyrannosaurus Rex means “king of the tyrant lizards.”
Description
These guys were mean. At 12 feet tall and 40 feet long with 6-inch razor-sharp teeth, the T-Rex was the most frightening of all meat-eaters. They had small forearms with two “fingers” on each. These fingers were very powerful. The T-Rex had powerful legs that helped the dinosaur run.
Meat-Eater
This dinosaur was fierce and strong for a reason. It was a meat eater. It needed to be fierce and strong in order to kill and eat other dinosaurs.
Figure 1
Figure 2

19. 10. How do both Figure 1 and Figure 2 show that T-Rex was a theropod?
9. What caption or title might be appropriate for both Figure 1 and Figure 2?
Fierce Dinosaurs
Different Kinds of Dinosaurs
Dinosaurs Lived Long Ago
Tyrannosaurus Rex Compared to Other Dinosaurs
Standard RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
10. How do both Figure 1 and Figure 2 show that T-Rex was a theropod?
The only dinosaur with sharp teeth is the T-Rex.
The T-Rex does not have horns.
He is bigger than the human.
The T-Rex is standing on his back legs.
Standard 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).

20. 11. How did “T-Rex” get its name?
It is very fierce.
It is the most famous theropod.
T-Rex got his name from being known as “king of the tyrant lizards.”
T-Rex got his name because of his sharp teeth.
Standard RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
12. What could be another title for the passage Fossils and Dinosaurs?
Meat Eaters and Plant Eaters
Facts about Tyrannosaurus Rex
Sharp Teeth
All About Theropods
Standard RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

21. 14. Which sentence provides an example of cause and effect?
13. Which key detail does not support the idea that T-Rex was a fierce dinosaur?
“Theropods walked on their back legs.”
“Theropods were the fierce meat-eaters of the dinosaur world.”
“The T-Rex was the most frightening of all meat-eaters.”
“These guys were mean.”
Standard RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
14. Which sentence provides an example of cause and effect?
When most people think of dinosaurs, they think of Tyrannosaurs Rex.
Plant eating dinosaurs walk on all four legs.
T-Rex had a very long and powerful tail.
T-Rex was able to kill and eat other dinosaurs because it had powerful fingers, sharp teeth and was able to run fast.
Standard 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.

22. 15. How does the author feel about weaver ants
15. How does the author feel about weaver ants? Do you agree or disagree? Use details from the passage Weaving in My Mango Tree.
RI.3.6 (Teacher Only) Final Score_____

23. 16. The passage Fossils and Dinosaurs, states that T-Rex was a fierce meat eater. How do Figure 1 and Figure 2 show this is true?
(RI.3.7) (Teacher Only) Final Score_____

24. Close your books and wait for instructions!
STOP
Close your books and wait for instructions!

25. Directions: Check the box for each answer as Correct or Not Correct.
Student Self-Check
How Did You Do?
Directions: Check the box for each answer as Correct or Not Correct.
Correct
Not
Question 1 What happened when the first Atlas rocket with a Mercury capsule was launched? RI.3.1
Question 2 What was an important outcome of Project Mercury’s test flights? RI.3.3
Question 3 Which detail might be added to the section, Three Special Astronauts? RI.3.2
Question 4 Which sentence from the text shows that NASA made sure Mercury was safe for humans? RI.3.3
Question 5 What is the main idea of the passage, “Weaving in My Mango Tree?” RI.3.2
Question 6 Which detail supports the idea that weaver ants could save mango trees? RI.3.2
Question 7 Why did the author probably include the section Family Business in the passage? RI.3.6
Question 8 Based on the author’s point of view, why might you leave weaver ants in a mango tree? 3.6
Question 9 What caption or title might be appropriate for both Figure 1 and Figure 2? RI.3.5
Question 10 How do both Figure 1 and Figure 2 show that T-Rex was a theropod? RI.3.7
Question 11 How did T-Rex get its name? RI.3.1
Question 12 What could be another name for the passage Fossils and Dinosaurs? RI.3.2
Question 13 What key detail does not support the idea that T-Rex was a fierce dinosaur? RI.3.2
Question 14 Which sentence provides an example of cause and effect? RI.3.3
Question 15: Constructed Response RI Circle Final Score 3 2 1
Question 16: Constructed Response RI Circle Final Score

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