HMH Source

Dysart Schools | Module 2 Week 1 CFU | Student Passage Page 1

Grade 3 ELA | Module 2 | Week 1

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. Why does Kayla decide to leave a notebook and pen in the fort on Monday?

A. To practice her handwriting for school.

B. So she and Maddie can write notes to each other.

C. Because her house was too quiet for her to use them.

D. So her father would not hear her while he played piano.

2. According to Maddie’s letter on Monday, why is her house "too quiet"?

A. Her sister Lila is sleeping after a long test.

B. Her mom is not at home because she is working.

C. Her sister and mom are working on difficult tasks.

D. Everyone is listening to Kayla’s father play the piano.

3. How is the setting of Kayla’s home environment different from the setting of Maddie’s home environment?

A. Kayla’s house is full of noise, while Maddie’s house is strictly quiet.

B. Kayla’s house is a place to study, while Maddie’s house is a place to play.

C. Kayla’s house is always calm, while Maddie’s house is always chaotic.

D. Kayla’s house is in the town, while Maddie’s house is near the fort.

4. In her Tuesday letter, why is Kayla unable to think inside her house?

A. Her brother is playing the drums and making the house shake.

B. She is too busy wondering when she can play with Maddie again.

C. Her father is still playing the same piano notes over and over.

D. She is worried about her homework being too difficult to finish.

5. Compare the characters' situations. What problem do both Kayla and Maddie share?

A. Both characters are struggling to finish their homework on time.

B. Both characters feel they must leave their houses to find what they need.

C. Both characters are annoyed that their mothers are building bookcases.

D. Both characters are worried about their families' reactions to their feelings.

6. What causes Kayla’s mother to stop hammering on Wednesday?

A. Kayla decides to go to the fort instead of her desk.

B. Maddie’s grandfather asks for total silence for his play.

C. Kayla speaks up and asks her mother if she can stop.

D. Kayla’s stomach drops when she hears the loud banging.

Dysart Schools | Module 2 Week 1 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Key

Q1 (B): Para 1 explicitly states, "Now we can write each other notes," explaining the purpose of the notebook and pen.

Q2 (C): Para 2 explains Lila is studying and Mom is working on her computer, noting "Their work is difficult," which creates the quiet environment.

Q3 (A): The passage contrasts Kayla's "noisy" house (Para 1) with Maddie's "too quiet" house where she is shushed (Para 2).

Q4 (A): Para 3 states, "My brother is playing his drums and the whole house is shaking! ... I can't think inside."

Q5 (B): Both characters go "outside" or to the "fort" because their current home environments do not meet their needs (Para 1, 2, 4).

Q6 (C): Para 5 describes Kayla speaking up to ask her mother to stop hammering, and her mother complies.

Dysart Schools | Answer Key | Teacher Resource Page 3

13 Sam looked up excitedly. “I won! I finished my row first!”

14 “Well, you won’t win any prizes for being neat!” Amy joked. She hopped up and brushed the dirt from her knees. “Come on! Let’s see if Miss Alma has another job for us!”

HMH Source

Dysart Schools | Module 1 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 1 | Week 2

Assessment Questions

Target: Central Message (RL.2)

CFU

Directions: Circle the best answer based explicitly on the text.

1. What is the central message, lesson, or moral of the story "Something New"?

A. Teamwork is only helpful when you want to win a race against a friend.

B. A community vegetable garden is too large for neighbors to complete.

C. Trying a new activity can be much more enjoyable than you expect.

D. People who help plant seeds should get to keep the best garden tools.

2. Which detail from the story best shows how this central message is conveyed?

A. "The neighborhood had been planning this event for months." (Paragraph 2)

B. "She was surprised at how eager she was to do something she had never done before." (Paragraph 12)

C. "Sam’s row was like a snake. It went up and down..." (Paragraph 12)

D. "“Come on! Let’s see if Miss Alma has another job for us!”" (Paragraph 14)

3. How do Sam's actions help Amy learn the central lesson of the story?

A. He teaches her the correct way to plant seeds in straight lines.

B. He makes the chore fun and engaging by turning it into a race.

C. He helps her realize that she should have stayed home.

D. He shows her how to use garden tools to finish the work faster.

4. Read the sentence from Paragraph 12 of the story:

"She was surprised at how eager she was to do something she had never done before."

Why does the author include this sentence in the text?

A. To show that Amy is tired of planting seeds with Sam.

B. To explain that Amy is unhappy about working on a hot day.

C. To highlight the moment Amy begins to learn the central message.

D. To prove that Amy is better at planting seeds than her neighbor Sam.

5. The author teaches a lesson by showing how Amy's feelings change from the beginning to the end of the story. Write the letter of each statement in the correct column of the chart below.

A. Wishing to stay home instead of joining the community.

B. Feeling excited to ask Miss Alma for another task.

C. Complaining that there are too many seeds to plant.

D. Forgetting about the hot sun because she is having fun.

Initial Attitude (Reluctant)

Lesson Learned (Eager)

Dysart Schools | Module 1 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Module 1 Week 2 CFU

Evidence-Based Rationale | RL.2 Focus

RL.2

Question

Standard / Learning Target

Correct Key

Depth of Knowledge (DOK)

1

RL.2 | Central Message & Lesson

C

DOK 2 (Basic Application)

2

RL.2 | Supporting Evidence

B

DOK 2 (Evidence Selection)

3

RL.2 / RL.3 | Conveying Lesson through Plot

B

DOK 2 (Analyze Influence)

4

RL.2 | Author's Structural Purpose

C

DOK 3 (Analyze Purpose)

5

RL.2 | Chart Matching (Character Change)

Initial: A, C | Lesson: B, D

DOK 3 (Compare and Categorize)

Q1 (C): Amy's shift from reluctance (Paragraph 3) to feeling "surprised at how eager she was" (Paragraph 12) supports the lesson that trying new things can be rewarding and fun.

Q2 (B): Paragraph 12 explicitly captures Amy's realization of the central lesson—that trying something she had never done before (planting seeds) made her feel eager and excited, which she didn't expect.

Q3 (B): Sam's suggestion to race (Paragraph 11) is the specific action that transforms Amy's reluctance into engagement and fun, helping her learn the central lesson of finding joy in new activities.

Q4 (C): The author uses this sentence to highlight Amy's internal state shift, which is the exact moment she learns the central lesson of the story about finding surprise joy in new chores.

Q5 (Initial: A, C | Lesson: B, D): Amy's initial reluctance is shown through wanting to stay home (A) and complaining about seed quantities (C). Her shift to the lesson learned is shown by forgetting the hot sun (D) and wanting another task (B).

Dysart Schools | Answer Key | Teacher Resource Page 3

Dysart Schools | Answer Key | Teacher Resource Page 1

18 “You must like basketball. Do you play?” Ana asked, looking at the lunchbox.

19 “I do. I mean, I did before we moved here,” Ling said.

20 “I play, too,” Ana said.

21 Surprised, Ling asked, “Where do you play?”

22 “There is a basketball court behind the school. I go there every weekend with my mom, and I play with my brother, Juan, and some of my friends. If you want to, you could come play with us this Saturday.”

23 “Really?” Ling’s eyes brightened. “I would like that!”

24 Ana smiled and said, “Yes, it’ll be fun! You can meet my brother and my friends.”

25 After school, Dad was waiting to walk Ling home. Ling raced over, excited to tell his dad all about his first day.

HMH Source

Dysart Schools | Module 5 Week 1 CFU | Student Passage Page 1

Grade 3 ELA | Module 5 | Week 1

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. What explicit detail explains why Ling misses his old town?

A. He misses his large school building and warm teachers.

B. He misses the busy, crowded city streets filled with people.

C. He misses the quiet streets, trees, green fields, and playing with Mateo.

D. He misses having a quiet place to eat breakfast with his dad.

2. What is bothering Ling on his first morning in the city?

A. He does not want to walk to school with his father.

B. He is worried he won't know anyone at school and won't find a place to play basketball.

C. He does not like the warm smile of his new teacher, Miss Aguilera.

D. He is upset that his lunchbox is covered with pictures of famous basketball players.

3. Part A: How does Ling feel when he first stands outside his new classroom door?

A. He feels excited to make new friends right away.

B. He feels nervous about starting at his new school.

C. He feels proud of his basketball pictures.

D. He feels angry that he had to leave his old house.

Part B: Which detail from the text best supports the answer to Part A?

A. "He pulled his chair out slowly and sat down."

B. "...took a deep breath, and walked inside."

C. "Everyone, please welcome Ling..."

D. "Ling smiled and followed Ana to a table."

4. Which TWO events occur during lunch that help Ling feel more welcome? (Pick Two)

A. Ana invites Ling to sit with her at a cafeteria table.

B. Ling meets Ana's brother, Juan, in the cafeteria.

C. Miss Aguilera sits next to Ling and shows him around.

D. Ling smiles and follows Ana to sit down together.

E. Ling's father surprises him with a brand new basketball.

5. Look at the box below. Circle the sentence that explicitly names WHO Ana plays basketball with on weekends.

• "There is a basketball court behind the school."

• "I go there every weekend with my mom, and I play with my brother, Juan, and some of my friends."

• "If you want to, you could come play with us this Saturday."

6. How does Ling's attitude explicitly change by the end of his first day?

A. He is still unhappy and begs his father to take him back to his old town.

B. He is excited and races over to tell his dad all about his first day.

C. He is upset because he could not find a basketball court after school.

D. He is quiet and mumbled when his father asks him how school went.

Dysart Schools | Module 5 Week 1 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 5 Week 1 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.3.1

Key Ideas & Details (Refer to Explicit Details & Inferences)

Questions 1, 2, 3, 4, 5, 6

Q1 (C): RL.3.1 Paragraph 2 explicitly states: "He missed the quiet streets, the trees, and the fields of endless green."

Q2 (B): RL.3.1 In paragraph 6, Ling says, "I won’t know anyone at school," and in paragraph 10, he worries because "I haven’t seen a basketball court here."

Q3 (Part A: B | Part B: B): RL.3.1 Standing outside his classroom door, Ling "took a deep breath" before entering, indicating nervousness (corroborated by paragraph 15, "trying not to seem too nervous").

Q4 (A, D): RL.3.1 Paragraph 16 shows Ana inviting him: "You can sit with me, Ling," and paragraph 17 shows Ling smiling and following her to the table.

Q5 (Second Bullet): RL.3.1 The second bullet explicitly states: "I go there every weekend with my mom, and I play with my brother, Juan, and some of my friends."

Q6 (B): RL.3.1 Paragraph 25 explicitly describes him racing over, "excited to tell his dad all about his first day," showing a positive transformation from his morning anxiety.

Dysart Schools | Answer Key | Teacher Resource Page 3

MOUSSA: Just tell him you don’t need the horse anymore.

BOUKI: Toussaint will never give me my five pumpkins back.

TI MALICE: Bouki, I have an idea. I will get your pumpkins back for you.

(Bouki and Ti Malice walk offstage.)

ACT 2, SCENE 2

Outside Toussaint’s house

(Later that day, Toussaint is out front with a horse when Bouki and Ti Malice walk up.)

TOUSSAINT: Here is the horse. Do you have the ten pumpkins?

TI MALICE: Just a minute. First, we will see if the horse is big enough. (Takes out a tape measure and begins measuring the horse’s back.) We’ll need 18 inches for you, Bouki. I’ll sit behind you. That’s another 15 inches. Then each of our wives will need 18 inches.

TOUSSAINT: Four people can’t fit on a horse! That’s impossible!

TI MALICE: (still measuring) And we will need a spot for Bouki’s three children.

TOUSSAINT: Seven people? No way! I’m not renting my horse to you.

TI MALICE: Incorrect, my dear man. Bouki paid for him already. Now, Bouki, where shall we put the baby?

BOUKI: (not understanding Ti Malice’s plan) What baby?

TI MALICE: Right here should be fine. That leaves just enough room for the vegetables to hang here.

TOUSSAINT: Forget it. The deal is off!

TI MALICE: Are you trying to back out of this deal? Bouki has already paid you.

TOUSSAINT: Here, take your five pumpkins back.

TI MALICE: But you rented him to us for fifteen. You’re only giving us five back? What kind of fools do you think we are?

BOUKI: (finally understanding) Oh, no! We forgot Grandmother! Where will she sit?

TOUSSAINT: Enough! Take the fifteen pumpkins and leave me alone. (Toussaint throws the pumpkins at Bouki, jumps on his horse, and rides away. Bouki and Ti Malice fall to the ground, laughing.)

HMH Source

Dysart Schools | Module 4 Week 1 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 1

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. What does the word fortune most likely mean in Act 1, Scene 1?

A. A lucky event that happens to a character.

B. A large amount of money or high cost.

C. A prediction of what will happen in the future.

D. A small piece of wood used to build a fort.

2. In Act 1, Scene 2, the text says: (Bouki frowns, but he shakes Toussaint’s hand.) What is the main purpose of this part of the play?

A. To tell the actors how to move and feel on stage.

B. To show the reader what the setting looks like.

C. To introduce a new character to the audience.

D. To give the actors lines to speak out loud.

3. Part A: What is the central message or lesson of the play?

A. It is always better to buy a horse than to rent one.

B. Greed will always be rewarded in the end.

C. Clever thinking can help you solve a difficult problem.

D. Donkeys are more helpful to farmers than horses.

Part B: Which detail from the play best supports the answer to Part A?

A. Bouki asks to borrow Moussa’s donkey to take vegetables to market.

B. Toussaint tells Bouki the horse is as big as a house and strong as iron.

C. Ti Malice measures the horse and lists many people who will ride it.

D. Moussa finds his donkey outside Bouki’s house the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about friends.

B. It is divided into scenes and includes stage directions.

C. It takes place in more than one location in Haiti.

D. It has a beginning, a middle, and an ending.

5. Look at the box below. Circle the sentence that helps you understand what the phrase back out of this deal means.

• "TOUSSAINT: Seven people? No way! I’m not renting my horse to you."

• "TI MALICE: Incorrect, my dear man. Bouki paid for him already."

• "TOUSSAINT: Forget it. The deal is off!"

• "TI MALICE: Are you trying to back out of this deal?"

6. Which of the following would be the best summary of the events in Act 2?

A. Moussa finds his donkey, so Bouki decides he no longer needs a horse.

B. Ti Malice tricks Toussaint into cancelling the deal to get Bouki’s pumpkins back.

C. Toussaint realizes his horse is too small to carry seven people and a baby.

D. Bouki and Ti Malice get into a fight with Toussaint over fifteen pumpkins.

Dysart Schools | Module 4 Week 1 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Key

Q1 (B): RL.4 The phrase "charge me a fortune" in Act 1 and the context of the pumpkin trade indicate a high financial cost.

Q2 (A): RL.5 Stage directions (italicized text in parentheses) tell actors about their actions (shaking hands) and feelings (frowning).

Q3 (Part A: C | Part B: C): RL.2 The theme centers on trickery for good. Ti Malice's passenger list is the clever solution that resolves the conflict.

Q4 (B): RL.5 Plays use scenes and stage directions to organize content for performance, unlike prose fiction which uses chapters.

Q5: RL.4 Toussaint's line "Forget it. The deal is off!" directly explains the meaning of withdrawing from or "backing out" of an agreement.

Q6 (B): RL.2 Summarizes the conflict resolution where Ti Malice's successful trick results in the pumpkins being returned to Bouki.

Dysart Schools | Answer Key | Teacher Resource Page 3

MOUSSA: Just tell him you don’t need the horse anymore.

BOUKI: Toussaint will never give me my five pumpkins back.

TI MALICE: Bouki, I have an idea. I will get your pumpkins back for you.

(Bouki and Ti Malice walk offstage.)

ACT 2, SCENE 2

Outside Toussaint’s house

(Later that day, Toussaint is out front with a horse when Bouki and Ti Malice walk up.)

TOUSSAINT: Here is the horse. Do you have the ten pumpkins?

TI MALICE: Just a minute. First, we will see if the horse is big enough. (Takes out a tape measure and begins measuring the horse’s back.) We’ll need 18 inches for you, Bouki. I’ll sit behind you. That’s another 15 inches. Then each of our wives will need 18 inches.

TOUSSAINT: Four people can’t fit on a horse! That’s impossible!

TI MALICE: (still measuring) And we will need a spot for Bouki’s three children.

TOUSSAINT: Seven people? No way! I’m not renting my horse to you.

TI MALICE: Incorrect, my dear man. Bouki paid for him already. Now, Bouki, where shall we put the baby?

BOUKI: (not understanding Ti Malice’s plan) What baby?

TI MALICE: Right here should be fine. That leaves just enough room for the vegetables to hang here.

TOUSSAINT: Forget it. The deal is off!

TI MALICE: Are you trying to back out of this deal? Bouki has already paid you.

TOUSSAINT: Here, take your five pumpkins back.

TI MALICE: But you rented him to us for fifteen. You’re only giving us five back? What kind of fools do you think we are?

BOUKI: (finally understanding) Oh, no! We forgot Grandmother! Where will she sit?

TOUSSAINT: Enough! Take the fifteen pumpkins and leave me alone. (Toussaint throws the pumpkins at Bouki, jumps on his horse, and rides away. Bouki and Ti Malice fall to the ground, laughing.)

HMH Source

Dysart Schools | Module 4 Week 1 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 1

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. What does the word fortune most likely mean in Act 1, Scene 1?

A. A lucky event that happens to a character.

B. A large amount of money or high cost.

C. A prediction of what will happen in the future.

D. A small piece of wood used to build a fort.

2. In Act 1, Scene 2, the text says: (Bouki frowns, but he shakes Toussaint’s hand.) What is the main purpose of this part of the play?

A. To tell the actors how to move and feel on stage.

B. To show the reader what the setting looks like.

C. To introduce a new character to the audience.

D. To give the actors lines to speak out loud.

3. Part A: What is the central message or lesson of the play?

A. It is always better to buy a horse than to rent one.

B. Greed will always be rewarded in the end.

C. Clever thinking can help you solve a difficult problem.

D. Donkeys are more helpful to farmers than horses.

Part B: Which detail from the play best supports the answer to Part A?

A. Bouki asks to borrow Moussa’s donkey to take vegetables to market.

B. Toussaint tells Bouki the horse is as big as a house and strong as iron.

C. Ti Malice measures the horse and lists many people who will ride it.

D. Moussa finds his donkey outside Bouki’s house the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about friends.

B. It is divided into scenes and includes stage directions.

C. It takes place in more than one location in Haiti.

D. It has a beginning, a middle, and an ending.

5. Look at the box below. Circle the sentence that helps you understand what the phrase back out of this deal means.

• "TOUSSAINT: Seven people? No way! I’m not renting my horse to you."

• "TI MALICE: Incorrect, my dear man. Bouki paid for him already."

• "TOUSSAINT: Forget it. The deal is off!"

• "TI MALICE: Are you trying to back out of this deal? Bouki has already paid you."

6. Which of the following would be the best summary of the events in Act 2?

A. Moussa finds his donkey, so Bouki decides he no longer needs a horse.

B. Ti Malice tricks Toussaint into cancelling the deal to get Bouki’s pumpkins back.

C. Toussaint realizes his horse is too small to carry seven people and a baby.

D. Bouki and Ti Malice get into a fight with Toussaint over fifteen pumpkins.

Dysart Schools | Module 4 Week 1 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 1 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (B): RL.4 The phrase "charge me a fortune" in Act 1 and the context of the pumpkin trade indicate a high financial cost.

Q2 (A): RL.5 Stage directions (italicized text in parentheses) tell actors about their actions (shaking hands) and feelings (frowning).

Q3 (Part A: C | Part B: C): RL.2 The theme centers on trickery for good. Ti Malice's passenger list is the clever solution that resolves the conflict.

Q4 (B): RL.5 Plays use scenes and stage directions to organize content for performance, unlike prose fiction which uses chapters.

Q5: RL.4 Toussaint's line "Forget it. The deal is off!" directly explains the meaning of withdrawing from or "backing out" of an agreement.

Q6 (B): RL.2 Summarizes the conflict resolution where Ti Malice's successful trick results in the pumpkins being returned to Bouki.

Dysart Schools | Answer Key | Teacher Resource Page 3

AAAAAAAAAAAAHHHHHHHHHHHH

CHOO!

HMH SOURCE

Dysart Schools | Module 2 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 2 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. What happens first in the poem, before Sammy sneezes?

A. Brad catches a cold from Sammy.

B. Sammy’s parents fly out of the gate.

C. Sammy is served chicken soup in bed.

D. A rocking chair sails through the air.

2. In line 16, the poet says Sammy's sneeze was "so like a hurricane." This phrase is used to show that the sneeze was —

A. very cold and wet.

B. powerful and caused damage.

C. spinning in a circle.

D. happening during a storm.

3. According to lines 18-21, which of the following was NOT affected by the sneeze?

A. The socks

B. The bathtub

C. The clocks

D. The sack

4. In line 21, the poet says the sneeze "blew the bathtub into town." This is an example of non-literal language used to —

A. explain where the bathroom was located.

B. describe how much water was in the tub.

C. emphasize how strong the sneeze was.

D. show that Sammy lived far away from town.

5. What does the word startled mean as it is used in line 29?

A. Excited

B. Surprised

C. Sleepy

D. Angry

6. How does the poem end?

A. Sammy goes to the doctor to get medicine.

B. The family decides to move to a new town.

C. Sammy feels better, but Brad starts to get sick.

D. The postman takes the orange cat away in a sack.

Dysart Schools | Module 2 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Key

Q1 (C): Lines 6-8 describe Sammy in bed with chicken soup and blankets *before* the sneeze is mentioned in line 15.

Q2 (B): The comparison to a hurricane (a powerful storm) in the context of shattering windows and tossing items shows the sneeze's extreme power.

Q3 (D): Socks (18), the bathtub (21), and clocks (19) are all tossed by the sneeze. The "sack" is mentioned in line 35 *after* the sneeze, as how the cat returned.

Q4 (C): Blowing a bathtub into town is an exaggeration (hyperbole) intended to emphasize the supernatural strength of the sneeze.

Q5 (B): Context clues in line 29: the postman's hat having a cat set on it would cause surprise or shock, making "surprised" the best fit.

Q6 (C): Lines 40-41 explicitly state that Brad caught the cold from Sammy and began sniffling, showing the cold has moved to him.

Dysart Schools | Answer Key | Teacher Resource Page 3

AAAAAAAAAAA

AAAAAAAAAAAAHHHHHHHHHHHH

CHOO!

HMH SOURCE

Dysart Schools | Module 2 Week 2 Variation | Student Passage Page 1

Grade 3 ELA | Module 2 | Week 2

Assessment Questions

CFU

Directions: Select the best response for each question.

1. According to the poem, which two things happened to Sammy's family because of the sneeze?

A. Brad hid under the bed to stay safe.

B. Mom and Dad flew out the gate.

C. Brad sailed through the air.

D. The cat sat on Brad’s hat.

E. Sammy's little brother laughed at the mess.

2. What does the word cozy mean as it is used in line 7?

A. Thin and itchy

B. Heavy and dark

C. Warm and comfortable

D. Bright and colorful

3. In line 18, the poet says the sneeze "scrambled socks." What does the word scrambled mean in this sentence?

A. Mixed up and thrown around

B. Cooked in a pan with butter

C. Washed with soap and water

D. Folded neatly in a drawer

4. Which three lines from the poem support the idea that the sneeze was powerful enough to move things inside the house?

A. "Nothing special, nothing new" (Line 3)

B. "it shattered every windowpane" (Line 17)

C. "It spun the saucers" (Line 18)

D. "never dreaming what was coming" (Line 12)

E. "It turned the sofa upside down" (Line 20)

5. The poet describes the sneeze as "super . . . sonic." Based on the effects described in the poem, this phrase suggests the sneeze was —

A. extremely quiet and gentle.

B. faster than sound and very loud.

C. a normal sneeze that everyone gets.

D. only heard by people outside.

6. Based on the end of the poem, what will most likely happen next?

A. Sammy will have another large sneeze.

B. The cat will decide to leave again.

C. Brad will begin to have a cold like Sammy had.

D. Mom and Dad will buy new windowpanes.

Dysart Schools | Module 2 Week 2 Variation | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale | Variation B

Key

Q1 (B, C): RL.1 - Line 25 states Mom and Dad flew out the gate; Line 26 states Brad sailed through the air.

Q2 (C): RL.4 - "Cozy" (Line 7) is paired with blankets in bed, suggesting warmth and comfort.

Q3 (A): RL.4 - In the context of a hurricane-like sneeze (Line 16), "scrambled" refers to movement and mess, not literal cooking.

Q4 (B, C, E): RL.1 - Windowpanes (17), saucers (18), and sofas (20) are all household objects moved or broken by the sneeze.

Q5 (B): RL.4 - Supersonic implies speed and volume, supported by the shattering of windows and extreme movement.

Q6 (C): RL.1 - Lines 40-41 explicitly show Brad coughing and sniffling, catching the cold from Sammy.

Dysart Schools | Answer Key | Teacher Resource Page 3

Small and silent, round and white,

that egg was watched all through the night.

Then clunk, then crunch, then crackle-crack.

Then wiggle, waggle, woggle, whack.

And then a snap—the eggshell spread.

Out popped a baby turtle’s head.

They clapped and hugged and named her Sue.

She loved her roost, and learned to moo.

She found those slugs the best to eat,

and thought her bed of reeds a treat.

The mystery’s solved; the story’s done.

The egg belonged to everyone!

HMH SOURCE

Dysart Schools | The Mysterious Egg | Student Passage Module 2 Week 3

Grade 3 ELA | Module 2 | Week 3

Module 2 Week 3

CFU

Directions: Select the best response for each question.

1. According to the poem, how does the egg arrive at the barn?

A. The chickens found it in their pens and moved it.

B. The rising sun warmed it until it rolled to the door.

C. The wind from a dark storm blew it along the ground.

D. A baby turtle carried it to the barn for protection.

2. How are the reactions of Goose and Duck similar after the egg is discovered?

A. Both characters hope the egg belongs to someone else.

B. Both characters immediately claim the egg belongs to them.

C. Both characters are afraid of what might hatch from the egg.

D. Both characters agree that the egg is too small to be theirs.

3. Based on lines 21-24, which four animals prepared for the egg by cleaning or finding food?

A. Rooster

B. Chickens

C. Goose

D. Duck

E. Cow

4. Complete the chart to show how each character compares the egg to themselves.

Character

Reason for Claiming

Goose

Thinks the egg looks "goosey"

Duck

________________________

Cow

________________________

5. Which lines show that the animals all worked together to watch over the egg at night?

A. "The chickens cackled from their pens," (Line 13)

B. "Cow polished, vacuumed, dusted, sneezed." (Line 24)

C. "They huddled up all close together. / No one moved beak, hoof, or feather." (Lines 37-38)

D. "Then clunk, then crunch, then crackle-crack." (Line 41)

6. How does the baby turtle's life at the end of the poem show that she learned from the different animals?

A. She ignores the other animals and stays in the eggshell.

B. She only eats slugs like the goose and refuses to learn to moo.

C. She uses the bed of reeds, eats slugs, and even tries to moo like the cow.

D. She leaves the farm to find other turtles in the windy storm.

Dysart Schools | Module 2 Week 3 | Assessment Questions Module 2 Week 3

Teacher Answer Key

Module 2 Week 3 Answer Key

Key

Q1 (C): RL.1 - Lines 5-6 explicitly state: "The wind blew strong. / A little egg was blown along."

Q2 (B): RL.9 - Both Duck and Goose say, "Perhaps that egg is mine" (Line 16), showing they both claim ownership.

Q3 (B, C, D, E): RL.1 - Line 21 (Chickens clean roost), Line 22 (Goose digging slugs), Line 23 (Duck fixing reeds), Line 24 (Cow polishing/vacuuming).

Q4 Chart: RL.9 - Duck: Space for two webbed feet (32); Cow: Thought she heard it moo (36).

Q5 (C): RL.1 - Lines 37-40 describe them huddling together and watching all through the night.

Q6 (C): RL.9 - Lines 46-48 list the specific things Sue learned from the other characters (mooing, slugs, reeds), showing their combined influence.

Dysart Schools | Answer Key | Teacher Resource Module 2 Week 3

19 When they finally reached the top, Suzy noted, “There’s the waterfall, but I don’t see the cracked rock.”

20 Everyone spread out and began searching. “I think I found it!” Kayla shouted, pointing to a rock split down the middle. Everyone came running. Aunt Jessie reached into the crack and pulled out a small box.

21 They all cheered as they opened the letterbox. Kayla, Uncle Jim, and Aunt Jessie marked the notebook with their stamps. Then they used the stamp in the box to mark their own notebooks.

22 “Can I put the letterbox back?” asked Suzy.

23 Aunt Jessie handed Suzy the box. Suzy carefully placed the box back where they had found it. She turned to Aunt Jessie and Uncle Jim. “When we get home, would you help me make my own stamp?” Suzy asked.

24 “That sounds like a plan,” said Uncle Jim. “We’ll even have time to go letterboxing again before you and Kayla leave.”

25 “I hope so. I already know what I want my stamp to look like,” said Suzy.

26 “A basketball?” asked Kayla.

27 “How did you know?” said Suzy.

28 “Just a lucky guess,” Kayla laughed.

HMH Source

Dysart Schools | Module 5 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 5 | Week 2

Assessment Questions

CFU

Directions: Circle or fill in the correct answer based on the text.

1. What three items does a hidden letterbox always contain?

A. A map, a compass, and a key

B. A basketball, a rose eraser, and a phone

C. A notebook, an ink pad, and a rubber stamp

D. A letter, a postcard, and a book

2. Why does Suzy ask to stay home?

A. She would rather stay home and shoot baskets.

B. She is still sleepy and wants to rest in bed.

C. She wants to make a rose eraser stamp with Aunt Jessie.

D. She is afraid of climbing the waterfall hill.

3. Part A: How do Suzy's feelings about letterboxing change from the beginning to the end of the story?

A. She is excited at first, but gets tired and bored during the hike.

B. She starts out bored and unwilling to go, but ends up excited to design her own stamp.

C. She is interested in stamps at first, but is angry that she could not find the cracked rock.

D. She remains completely uninterested and only wants to play basketball.

Part B: Which two details from the text best support the answer to Part A?

A. "“I’d rather shoot baskets,” Suzy said..." and "“...would you help me make my own stamp?” Suzy asked."

B. "Suzy rubbed her eyes." and "Suzy sighed, but she put the ball down..."

C. "“What’s letterboxing?” she asked." and "Everyone spread out and began searching."

D. "“Ready to go, Suzy?”" and "“A basketball?” asked Kayla."

4. Put a checkmark (✓) in the correct column of the chart below to show if each detail from the passage describes Suzy, Kayla, or Both sisters.

5. How does watching the video instructions on Uncle Jim's phone contribute to the story?

A. It explains how many minutes the hike up Pinetree Pass takes.

B. It provides a visual set of clues that help the characters and reader know what specific landmarks to look for.

C. It shows Suzy how to design her eraser stamp before making it.

D. It explains why Suzy prefers playing basketball to letterboxing.

6. What do Kayla, Uncle Jim, and Aunt Jessie do immediately after the box is pulled from the rock?

A. They pack up and head straight back to the car to go home.

B. They mark the hidden notebook and their own notebooks with their stamps.

C. They sit down and eat a lunch of sandwiches by the waterfall.

D. They help Suzy design a basketball stamp on an eraser.

Dysart Schools | Module 5 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 5 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.3.1

Key Ideas & Details (Explicit Details & Inferences)

Questions 1, 2, 3, 4, 6

RL.3.7

Integration of Knowledge & Media

Question 5

Q1 (C): RL.3.1 Paragraph 5 explicitly states: "The box holds a notebook, an ink pad, and a rubber stamp."

Q2 (A): RL.3.1 Paragraph 14 explicitly details Suzy begging to stay home because she wants to stay and play basketball ("still holding her basketball").

Q3 (Part A: B | Part B: A): RL.3.1 Part A: Suzy is initially uninterested but becomes excited to make her stamp. Part B: The quotes in option A explicitly show her starting preference ("I’d rather shoot baskets") and her end-of-story excitement ("When we get home, would you help me make my own stamp?").

Q4 (Chart Answers): RL.3.1 1. Kitchen breakfast → Both; 2. Rose stamp → Kayla; 3. Basketball stamp → Suzy; 4. Found cracked rock → Kayla.

Q5 (B): RL.3.7 Watching the video instructions on Uncle Jim's phone provides a visual set of clues (the cracked rock and waterfall landmarks) that helps the reader and the characters navigate the path and locate the hidden box.

Q6 (B): RL.3.1 Paragraph 21 notes: "They all cheered as they opened the letterbox. Kayla, Uncle Jim, and Aunt Jessie marked the notebook with their stamps. Then they used the stamp in the box to mark their own notebooks."

Dysart Schools | Answer Key | Teacher Resource Page 3

Dysart Schools | Answer Key | Teacher Resource Grade 3 Assessment

SCENE 3: The next morning

11 HYENA: (Angrily) Where did you get that coat? I’d never wear it, but it fits you I suppose. Give me beautiful fur or I’ll tip you over again. TORTOISE: I think I see what will be best for you.

12 NARRATOR: Tortoise cut Hyena’s fur into different lengths. Then he mixed colors and splattered them all over Hyena. His fur was a mix of dirty white, sad gray, and dull brown. He was the dullest-looking animal in Africa, and he is still that way today.

HMH Source

Dysart Schools | Module 4 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says all animals were once a dull brown color. What does the word dull most likely mean in this sentence?

A. Interesting and exciting to see.

B. Plain and lacking brightness.

C. Very sharp and dangerous.

D. Extremely loud and noisy.

2. What is the primary job of the Narrator in this play?

A. To tell the other characters where to go on stage.

B. To describe the action and help tell the story to the audience.

C. To play a trick on Tortoise at the beginning of the play.

D. To help Leopard and Zebra find Tortoise in the forest.

3. Part A: What is the central message or lesson of the play?

A. Animals are more beautiful when they all look exactly the same.

B. It is important to dream about the future while you are stuck.

C. Kindness to others is rewarded, while being mean is not.

D. The best way to get a new coat is to demand it from a friend.

Part B: Which detail from the play best supports the answer to Part A?

A. Leopard helps Tortoise and is given a beautiful silver-yellow coat.

B. Zebra wants to have a handsome coat just like Leopard's coat.

C. Tortoise is a dreamer who often gets caught by surprise by Hyena.

D. Giraffe eats leaves under a tree in the forest the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about animals in Africa.

B. It is divided into scenes and includes stage directions.

C. It tells a story that has a clear beginning and a clear middle.

D. It describes what the animals look like to the reader.

5. Look at the box below. Circle the sentence that helps you understand the meaning of the word splattered.

• "Tortoise mixed many colors together."

• "Then he threw the paint all over Hyena in big messy drops."

• "His fur was a mix of dirty white and sad gray."

• "He was the dullest-looking animal in Africa."

6. Which is the best summary of how the animals got their coats in the play?

A. Tortoise was stuck on his shell until Leopard helped him up.

B. Leopard, Zebra, and Giraffe were kind to Tortoise and received beautiful coats.

C. All animals were brown until Tortoise used flowers to paint patterns on them.

D. Hyena pushed Tortoise and was eventually given a very messy coat.

Dysart Schools | Module 4 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (B): RL.4 "Dull" contrasts with the later vibrant colors, suggested by the context of "all brown" vs "beautiful."

Q2 (B): RL.5 The Narrator summarizes offstage events and provides background context not found in character dialogue.

Q3 (Part A: C | Part B: A): RL.2 Kindness results in beauty (Leopard), while Hyena's cruelty leads to a messy coat.

Q4 (B): RL.5 Structural differences include scenes and italicized stage directions in parentheses.

Q5: RL.4 "Threw paint... in big messy drops" provides the direct definition for the action of splattering.

Q6 (C): RL.2 Covers the transformation from brown animals to painted patterns throughout the play.

Dysart Schools | Answer Key | Teacher Resource Page 3

17 NARRATOR: Tortoise cut Hyena's fur into different lengths. Then he mixed colors and splattered them all over Hyena.

18 NARRATOR: Hyena's fur became messy. He is still that way today. His coat lets everyone know he is mean and unpleasant.

HMH Source

Dysart Schools | Module 4 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says all animals were once a dull brown color. What does the word dull most likely mean in this sentence?

A. Interesting and exciting to see.

B. Plain and lacking brightness.

C. Very sharp and dangerous.

D. Extremely loud and noisy.

2. What is the primary job of the Narrator in this play?

A. To tell the other characters where to go on stage.

B. To describe the action and help tell the story to the audience.

C. To play a trick on Tortoise at the beginning of the play.

D. To help Leopard and Zebra find Tortoise in the forest.

3. Part A: What is the central message or lesson of the play?

A. Animals are more beautiful when they all look exactly the same.

B. It is important to dream about the future while you are stuck.

C. Kindness to others is rewarded, while being mean is not.

D. The best way to get a new coat is to demand it from a friend.

Part B: Which detail from the play best supports the answer to Part A?

A. Leopard helps Tortoise and is given a beautiful silver-yellow coat.

B. Zebra wants to have a handsome coat just like Leopard's coat.

C. Tortoise is a dreamer who often gets caught by surprise by Hyena.

D. Giraffe eats leaves under a tree in the forest the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about animals in Africa.

B. It is divided into scenes and includes stage directions.

C. It tells a story that has a clear beginning and a clear middle.

D. It describes what the animals look like to the reader.

5. Look at the box below. Circle the sentence that helps you understand the meaning of the word splattered.

• "Tortoise cut Hyena's fur into different lengths."

• "Then he threw many colors all over Hyena in big messy drops."

• "His fur was a mix of dirty white and sad gray."

• "He was the dullest-looking animal in Africa."

6. Which is the best summary of how the animals got their coats in the play?

A. Tortoise was stuck on his shell until Leopard helped him up.

B. Leopard, Zebra, and Giraffe were kind to Tortoise and received beautiful coats.

C. All animals were brown until Tortoise used flowers to paint patterns on them.

D. Hyena pushed Tortoise and was eventually given a very messy coat.

Dysart Schools | Module 4 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (B): RL.4 The text contrasts "dull brown" with the later vibrant patterns, suggesting "plain" or "not bright."

Q2 (B): RL.5 The Narrator summarizes offstage events and provides background context, a key role in dramatic scripts.

Q3 (Part A: C | Part B: A): RL.2 The play illustrates that Leopard's kindness leads to beauty, while Hyena's cruelty leads to a messy coat.

Q4 (B): RL.5 Scenes and stage directions (parentheses) are the primary structural differences between plays and standard prose.

Q5 (Second Bullet): RL.4 "Threw paint... in big messy drops" describes the physical action of splattering liquid.

Q6 (C): RL.2 A summary must cover the initial state (dull brown) and the transformation caused by Tortoise's actions.

Dysart Schools | Answer Key | Teacher Resource Page 3

Grade 3 ELA | Module 4 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says all animals were once a dull brown color. What does the word dull most likely mean in this sentence?

A. Interesting and exciting to see.

B. Plain and lacking brightness.

C. Very sharp and dangerous.

D. Extremely loud and noisy.

2. What is the primary job of the Narrator in this play?

A. To tell the other characters where to go on stage.

B. To describe the action and help tell the story to the audience.

C. To play a trick on Tortoise at the beginning of the play.

D. To help Leopard and Zebra find Tortoise in the forest.

3. Part A: What is the central message or lesson of the play?

A. Animals are more beautiful when they all look exactly the same.

B. It is important to dream about the future while you are stuck.

C. Kindness to others is rewarded, while being mean is not.

D. The best way to get a new coat is to demand it from a friend.

Part B: Which detail from the play best supports the answer to Part A?

A. Leopard helps Tortoise and is given a beautiful silver-yellow coat.

B. Zebra wants to have a handsome coat just like Leopard's coat.

C. Tortoise is a dreamer who often gets caught by surprise by Hyena.

D. Giraffe eats leaves under a tree in the forest the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about animals in Africa.

B. It is divided into scenes and includes stage directions.

C. It tells a story that has a clear beginning and a clear middle.

D. It describes what the animals look like to the reader.

5. Look at the box below. Circle the sentence that helps you understand the meaning of the word splattered.

• "Tortoise cut Hyena's fur into different lengths."

• "Then he threw many colors all over Hyena in big messy drops."

• "His fur was a mix of dirty white and sad gray."

• "He was the dullest-looking animal in Africa."

6. Which is the best summary of how the animals got their coats in the play?

A. Tortoise was stuck on his shell until Leopard helped him up.

B. Leopard, Zebra, and Giraffe were kind to Tortoise and received beautiful coats.

C. All animals were brown until Tortoise used flowers to paint patterns on them.

D. Hyena pushed Tortoise and was eventually given a very messy coat.

Dysart Schools | Module 4 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (B): RL.4 "Dull" contrasts with the vibrant colors later mentioned, defining it as plain or lacking brightness.

Q2 (B): RL.5 The Narrator summarizes offstage events and provides background context not found in character dialogue.

Q3 (Part A: C | Part B: A): RL.2 Kindness leads to beauty (Leopard), while cruelty leads to a messy appearance (Hyena).

Q4 (B): RL.5 Structural differences between plays and prose include scenes and italicized stage directions in parentheses.

Q5 (Second Bullet): RL.4 "Threw paint... in big messy drops" provides the direct definition for the action of splattering.

Q6 (C): RL.2 Covers the whole arc: the initial state (all brown) and the transformation caused by Tortoise's painting patterns.

Dysart Schools | Answer Key | Teacher Resource Page 3

10 GIRAFFE: Zebra’s coat is amazing. Won’t you please do the same for me? TORTOISE: (smiling) Of course! (Tortoise paints cream colored fur with rich brown squares.)

ACT 1, SCENE 3: The next morning

11 HYENA: (angrily) Where did you get that coat? GIRAFFE: From Tortoise. HYENA: (rudely) I’d never wear it, but it fits you I suppose. Give me beautiful fur or I’ll tip you over again.

12 TORTOISE: (looking him over carefully) I think I see what will be best for you.

13 NARRATOR: Tortoise cut Hyena’s fur into different lengths. Some stood straight up, some lay down flat, and some went the wrong way. Then Tortoise mixed many colors together and splattered them all over Hyena.

14 NARRATOR: It was a good thing Hyena could not see himself. His fur was a mix of dirty white, sad gray, and dull brown. He was the dullest-looking animal in Africa, and he is still that way today.

HMH Source

Dysart Schools | Module 4 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says all animals were once a dull brown color. What does the word dull most likely mean in this sentence?

A. Interesting and exciting to see.

B. Plain and lacking brightness.

C. Very sharp and dangerous.

D. Extremely loud and noisy.

2. What is the primary job of the Narrator in this play?

A. To tell the other characters where to go on stage.

B. To describe the action and help tell the story to the audience.

C. To play a trick on Tortoise at the beginning of the play.

D. To help Leopard and Zebra find Tortoise in the forest.

3. Part A: What is the central message or lesson of the play?

A. Animals are more beautiful when they all look exactly the same.

B. It is important to dream about the future while you are stuck.

C. Kindness to others is rewarded, while being mean is not.

D. The best way to get a new coat is to demand it from a friend.

Part B: Which detail from the play best supports the answer to Part A?

A. Leopard helps Tortoise and is given a beautiful silver-yellow coat.

B. Zebra wants to have a handsome coat just like Leopard's coat.

C. Tortoise is a dreamer who often gets caught by surprise by Hyena.

D. Giraffe eats leaves under a tree in the forest the next morning.

4. How is this play structured differently from a story written in chapters?

A. It uses characters to tell a story about animals in Africa.

B. It is divided into scenes and includes stage directions.

C. It tells a story that has a clear beginning and a clear middle.

D. It describes what the animals look like to the reader.

5. Look at the box below. Circle the sentence that helps you understand the meaning of the word splattered.

• "Tortoise mixed many colors together."

• "Then he threw many colors all over Hyena in big messy drops."

• "His fur was a mix of dirty white and sad gray."

• "He was the dullest-looking animal in Africa."

6. Which is the best summary of how the animals got their coats in the play?

A. Tortoise was stuck on his shell until Leopard helped him up.

B. Leopard, Zebra, and Giraffe were kind to Tortoise and received beautiful coats.

C. All animals were brown until Tortoise used flowers to paint patterns on them.

D. Hyena pushed Tortoise and was eventually given a very messy coat.

Dysart Schools | Module 4 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (B): RL.4 "Dull" is used to describe the original brown color, which is later replaced by vibrant patterns.

Q2 (B): RL.5 The Narrator's role is to provide context and summarize character actions that aren't depicted in dialogue.

Q3 (Part A: C | Part B: A): RL.2 Kindness results in beauty (Leopard), while Hyena's cruelty leads to a messy coat.

Q4 (B): RL.5 Unlike standard stories, plays are specifically organized into scenes and use stage directions.

Q5 (Second Bullet): RL.4 "Threw paint... in big messy drops" describes the physical action of splattering liquid.

Q6 (C): RL.2 A complete summary covers the starting state and the transformation caused by Tortoise's patterns.

Dysart Schools | Answer Key | Teacher Resource Page 3

HMH Source

Dysart Schools | Module 5 Week 3 CFU | Student Passage Page 1

Grade 3 ELA | Module 5 | Week 3

Assessment Questions

CFU

Directions: Circle or fill in the best answer based on the word meanings and context clues in the text.

1. The author writes that Clyde had "banana-colored" teeth. What does this descriptive phrase most likely help the reader understand about Clyde's teeth?

A. They were bright yellow and shaped like fruit.

B. They were extremely clean, small, and white.

C. They were very sweet and smelled like leaves.

D. They were missing from the front of his mouth.

2. The author states that riding a camel as he stands up is "like taking a roller coaster ride." What does this comparison help explain about the camel's movements?

A. The moves are very slow, peaceful, and straight.

B. The moves are sudden, bumpy, and throw the rider back and forth.

C. The camel runs extremely fast around a circular track.

D. The camel stands up in a single, smooth motion.

3. Part A: What is the meaning of the word humps as it is described in the passage?

A. Water containers that keep a camel cool in hot weather.

B. Rounded parts on a camel's back that store fat for energy.

C. Thick pads on a camel's feet that prevent sinking in sand.

D. Heavy eyelashes that keep blowing sand out of a camel's eyes.

Part B: Which detail from the text provides the best context clue for the definition in Part A?

A. "A camel’s humps aren’t just for looks."

B. "They store fat. When camels can’t find food, their bodies use this stored fat."

C. "If too much of the fat is used, a camel’s hump gets soft and falls over."

D. "After the camel gets food and rest, its hump becomes straight and hard again."

4. The author describes the wind in a desert storm as saying "Whoosh!" What does this word contribute to the reader's understanding of desert storms?

A. It helps the reader hear the loud, fast sound of powerful blowing winds.

B. It shows that desert storms are very quiet and peaceful.

C. It explains why camels close their ears during a storm.

D. It describes the physical shape of the sand dunes.

5. The author says a camel can drink about a "bathtubful" of water in ten minutes. What does this word help the reader understand about how camels drink?

A. Camels prefer to take baths in warm water rather than drink it.

B. Camels drink an extremely large amount of water very quickly.

C. Camels can only find water in places where people live.

D. Camels drink water in tiny, slow sips over several days.

6. Based on context clues throughout the passage, what is the meaning of the word tricky?

A. Easy and fun to learn right away.

B. Dangerous and illegal for children to try.

C. Difficult and requiring careful effort or skill.

D. Boring and slow compared to other rides.

Dysart Schools | Module 5 Week 3 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 5 Week 3 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.3.4 (RL.4)

Vocabulary, Context Clues, & Nonliteral Language

Questions 1, 2, 3, 4, 5, 6

Q1 (A): RL.3.4 The descriptive term "banana-colored" acts as a colorful adjective to help the reader visualize a distinct shade of bright yellow.

Q2 (B): RL.3.4 Comparing Clyde's standing motion to a "roller coaster ride" highlights the sudden jerk and forward/backward shifting movements described in Paragraph 4.

Q3 (Part A: B | Part B: B): RL.3.4 Part A: Humps store fat for energy. Part B: The text explicitly states "They store fat. When camels can't find food, their bodies use this stored fat" as a direct context definition clue.

Q4 (A): RL.3.4 The onomatopoeia "Whoosh!" mimics the audible quality of powerful, gusty winds blowing through a desert environment.

Q5 (B): RL.3.4 Using "bathtubful" is a nonliteral comparison to help the reader visualize an incredibly large quantity of water (around 30-50 gallons) being drank very quickly.

Q6 (C): RL.3.4 The text's context shows the narrator finding out that riding Clyde was "very tricky" because he stood up in multiple jarring stages, making it a word that denotes difficulty and requiring careful effort.

Dysart Schools | Answer Key | Teacher Resource Page 3

9 OTTO: It is clear, Kurt. You have won the farm! KURT: Thank you, Father. But I don’t want to live here alone. I want to work with my brothers. I want us to share all the farm and housework together. Agreed?

10 NARRATOR: The three brothers agreed to share all the work, and they lived happily together for the rest of their lives.

HMH Source

Dysart Schools | Module 4 Week 3 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 3

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, Paragraph 2 says Kurt longed to help his older brothers. What does longed mean?

A. Wanted very much to do something.

B. Took a very long time to finish a job.

C. Felt afraid to speak to his family.

D. Forgot how to milk the farm cows.

2. What is the primary job of the Narrator in this play?

A. To fill the barn with hay using a pitchfork.

B. To explain actions that are not described in dialogue.

C. To win the farm by lighting a small candle.

D. To judge which brother fills the barn the best.

3. Which TWO details from Act 1 show that Hans and Fritz treat Kurt like he is too young for difficult work? (Pick Two)

A. Hans calls Kurt "baby brother" and says he'll get in the way.

B. Fritz asks Kurt to hand him a pitchfork during the contest.

C. Fritz calls Kurt "little sprout" and says he might get hurt.

D. Hans leads all of the farm animals into the barn floor.

E. Kurt pulls a candle out of his pocket and lights it.

4. Which structural element helps the actors know what to do in Paragraph 5?

A. The character names in bold text.

B. The lines of dialogue the characters say.

C. The italicized text in parentheses.

D. The list of characters at the beginning.

5. Circle the sentence in the box that shows Hans and Fritz had a plan for the contest.

• "The boys had spent the last few days thinking about the barn."

• "Hans and Fritz had a clear vision of what they would do."

• "But Kurt still did not have a plan."

• "Hans led all of the farm’s animals into the barn."

6. Part A: What is the central message or lesson of the play?

A. It is better to use brute force than to use your mind.

B. Families should never let the youngest brother run a farm.

C. Clever thinking can solve a problem more easily than hard labor.

D. Hay is the most important thing to keep inside a barn.

Part B: Which detail best supports the answer to Part A?

A. Hans fills the barn with horses, cows, pigs, and chickens.

B. Fritz fills the barn with heavy hay almost to the ceiling.

C. Kurt fills the entire barn using only the light from one candle.

D. Otto tells his sons he is ready to stop working on the farm.

Dysart Schools | Module 4 Week 3 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 3 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (A): RL.4 Kurt asks to help multiple times, showing he has a strong desire or "longing" to join his brothers.

Q2 (B): RL.5 The Narrator summarizes offstage events (animals moving, hay filling) that aren't depicted in character lines.

Q3 (A, C): RL.2 Option A (Hans's dismissal) and C (Fritz's "little sprout") show the older brothers' view of Kurt as young and helpless.

Q4 (C): RL.5 Stage directions in parentheses provide instructions for actions (leading animals) not spoken in the lines.

Q5 (Second Bullet): RL.4 "Clear vision" indicates they knew exactly what they wanted to do and felt confident in their plans.

Q6 (Part A: C | Part B: C): RL.2 Theme: Cleverness (Light) vs. Physical Labor. Part B provides the evidence of Kurt's clever solution.

Dysart Schools | Answer Key | Teacher Resource Page 3

12 OTTO: Fritz, you filled the barn more than Hans, but your younger brother still has a chance. NARRATOR: They cleared the hay. Night had fallen.

13 NARRATOR: Kurt simply pulled a candle out of his pocket and lit it. Immediately, light filled the barn. Light spilled out the windows and doors. HANS: Incredible! FRITZ: You did it!

14 OTTO: It is clear, Kurt. You have won! KURT: Thank you, Father. But I don’t want to live here all by myself. I want to work with my brothers. Agreed?

15 NARRATOR: The three brothers agreed to share all the work, and they lived happily together for the rest of their lives.

HMH Source

Dysart Schools | Module 4 Week 3 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 3

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says Kurt longed to help his older brothers. What does longed mean?

A. Wanted very much to do something.

B. Took a very long time to finish a job.

C. Felt afraid to speak to his family.

D. Forgot how to milk the farm cows.

2. What is the primary job of the Narrator in this play?

A. To fill the barn with hay using a pitchfork.

B. To explain actions that are not described in dialogue.

C. To win the farm by lighting a small candle.

D. To judge which brother fills the barn the best.

3. Which TWO details from Act 1 show that Hans and Fritz treat Kurt like he is too young for difficult work? (Pick Two)

A. Hans calls Kurt "baby brother" and says he'll get in the way.

B. Fritz asks Kurt to hand him a pitchfork during the contest.

C. Fritz calls Kurt "little sprout" and says he might get hurt.

D. Hans leads all of the farm animals into the barn floor.

E. Kurt pulls a candle out of his pocket and lights it.

4. Which structural element helps the actors know what to do in Paragraph 11?

A. The character names in bold text.

B. The lines of dialogue the characters say.

C. The italicized text in parentheses.

D. The list of characters at the beginning.

5. Circle the sentence in the box that shows Hans and Fritz had a plan for the contest.

• "The boys had spent the last few days thinking about the barn."

• "Hans and Fritz had a clear vision of what they would do."

• "But Kurt still did not have a plan."

• "Hans led all of the farm’s animals into the barn."

6. Part A: What is the central message or lesson of the play?

A. It is better to use brute force than to use your mind.

B. Families should never let the youngest brother run a farm.

C. Clever thinking can solve a problem more easily than hard labor.

D. Hay is the most important thing to keep inside a barn.

Part B: Which detail best supports the answer to Part A?

A. Hans fills the barn with horses, cows, pigs, and chickens.

B. Fritz fills the barn with heavy hay almost to the ceiling.

C. Kurt fills the entire barn using only the light from one candle.

D. Otto tells his sons he is ready to stop working on the farm.

Dysart Schools | Module 4 Week 3 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 3 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (A): RL.4 Kurt asks to help multiple times, showing he has a strong desire or "longing" to join his brothers.

Q2 (B): RL.5 The Narrator summarizes offstage events (animals moving, hay filling) that aren't depicted in character lines.

Q3 (A, C): RL.2 Option A (Hans's dismissal) and C (Fritz's "little sprout") show the older brothers' view of Kurt as young and helpless.

Q4 (C): RL.5 Stage directions in parentheses provide instructions for actions (leading animals) not spoken in the lines.

Q5: RL.4 "Clear vision" (Second Bullet) indicates they knew exactly what they wanted to do and felt confident in their plans.

Q6 (Part A: C | Part B: C): RL.2 Theme: Cleverness (Light) vs. Physical Labor. Part B provides the evidence of Kurt's clever solution.

Dysart Schools | Answer Key | Teacher Resource Page 3

13 OTTO: Fritz, you filled the barn more than Hans, but your younger brother still has a chance. NARRATOR: They cleared the hay. Night had fallen. HANS: Your turn, baby brother.

14 NARRATOR: Kurt pulled a candle out of his pocket and lit it. Immediately, light filled the barn. Light spilled out the windows and doors. HANS: Incredible! FRITZ: You did it!

15 OTTO: Kurt, you have won! KURT: Thank you, Father. But I don’t want to live here all by myself. I want to work with my brothers. Agreed?

16 NARRATOR: The three brothers agreed to share all the work, and they lived happily together for the rest of their lives.

HMH Source

Dysart Schools | Module 4 Week 3 CFU | Student Passage Page 1

Grade 3 ELA | Module 4 | Week 3

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In Scene 1, the Narrator says Kurt longed to help his older brothers. What does longed mean?

A. Wanted very much to do something.

B. Took a very long time to finish a job.

C. Felt afraid to speak to his family.

D. Forgot how to milk the farm cows.

2. What is the primary job of the Narrator in this play?

A. To fill the barn with hay using a pitchfork.

B. To explain actions that are not described in dialogue.

C. To win the farm by lighting a small candle.

D. To judge which brother fills the barn the best.

3. Which TWO details from Act 1 show that Hans and Fritz treat Kurt like he is too young for difficult work? (Pick Two)

A. Hans calls Kurt "baby brother" and says he'll get in the way.

B. Fritz asks Kurt to hand him a pitchfork during the contest.

C. Fritz calls Kurt "little sprout" and says he might get hurt.

D. Hans leads all of the farm animals into the barn floor.

E. Kurt pulls a candle out of his pocket and lights it.

4. Which structural element helps the actors know what to do in Paragraph 12?

A. The character names in bold text.

B. The lines of dialogue the characters say.

C. The italicized text in parentheses.

D. The list of characters at the beginning.

5. Circle the sentence in the box that shows Hans and Fritz had a plan for the contest.

• "The boys had spent the last few days thinking about the barn."

• "Hans and Fritz had a clear vision of what they would do."

• "But Kurt still did not have a plan."

• "Hans led all of the farm’s animals into the barn."

6. Part A: What is the central message or lesson of the play?

A. It is better to use brute force than to use your mind.

B. Families should never let the youngest brother run a farm.

C. Clever thinking can solve a problem more easily than hard labor.

D. Hay is the most important thing to keep inside a barn.

Part B: Which detail best supports the answer to Part A?

A. Hans fills the barn with horses, cows, pigs, and chickens.

B. Fritz fills the barn with heavy hay almost to the ceiling.

C. Kurt fills the entire barn using only the light from one candle.

D. Otto tells his sons he is ready to stop working on the farm.

Dysart Schools | Module 4 Week 3 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 4 Week 3 | Question-Standard Mapping

Key

Assessment Standards Mapping

RL.2

Theme & Summary

Questions 3, 6

RL.4

Vocabulary & Context

Questions 1, 5

RL.5

Drama Structure

Questions 2, 4

Q1 (A): RL.4 Kurt asks to help multiple times, showing he has a strong desire or "longing" to join his brothers.

Q2 (B): RL.5 The Narrator summarizes offstage events (animals moving, hay filling) that aren't depicted in character lines.

Q3 (A, C): RL.2 Option A (Hans's dismissal) and C (Fritz's "little sprout") show the older brothers' view of Kurt as young and helpless.

Q4 (C): RL.5 Stage directions in parentheses provide instructions for actions (leading animals) not spoken in the dialogue lines.

Q5: RL.4 "Clear vision" (Second Bullet) indicates they knew exactly what they wanted to do and felt confident in their plans.

Q6 (Part A: C | Part B: C): RL.2 Theme: Cleverness (Light) vs. Physical Labor. Part B provides the evidence of Kurt's clever solution.

Dysart Schools | Answer Key | Teacher Resource Page 3

12 Peter put another piece of wood on the stove. Slowly, the calf began to warm up. Just as the calf began to fall asleep, Father and Mother burst into the house. Peter put his finger to his lips. “Shhh . . . he’s resting,” Peter said.

13 “How did you get this calf in here?” Father asked. Peter explained how he had pulled the calf on his coat.

14 “That was some good thinking, Son,” Father said.

15 Peter smiled. “Just pulling my own weight,” he said.

HMH Source

Dysart Schools | Module 7 Week 3 CFU | Student Passage Page 1

Grade 3 ELA | Module 7 | Week 3

Assessment Questions

CFU

Directions: Circle or fill in the correct answer based on the story.

1. Peter's father says that they all had to pull their own weight in their new home. What does this phrase mean?

A. Work hard to do their fair share of the tasks.

B. Weigh themselves regularly on a scale.

C. Lift and carry heavy sleds across the snow.

D. Head to town to pick up supplies before a storm.

2. The text states that the wind whipped snow into Peter's face. What is the meaning of the word whipped in this sentence?

A. Stirred the snow like cream.

B. Blew with sudden, sharp force.

C. Painted white lines on the scarf.

D. Melted the snow into ice.

3. Part A: Why is the newborn calf so important to Peter's family?

A. They want to use its coat to make a warm winter sled.

B. They need the calf to help build up their herd of cattle.

C. The calf is a pet that Peter plays with inside the house.

D. They want to sell the calf to the neighbors in town.

Part B: Which detail from the story best supports the answer to Part A?

A. "...Bertha gave a low moo and licked her newborn."

B. "Peter knew this calf was important to his family. They’d need it and many more to build up their herd."

C. "Peter grabbed the blanket off his bed and rubbed the calf dry."

D. "Peter explained how he had pulled the calf on his coat."

4. Put a checkmark (✓) in the correct column of the chart below to show if each action or detail describes Peter, Bertha, or Both.

5. In 'Pull Your Own Weight,' Peter knows the calf is important to help 'build up their herd.' What does the word herd mean in this context?

A. A group of farm animals kept together

B. A warm shelter built for newborn calves

C. A heavy wooden sled used to carry supplies

D. A pile of firewood kept near the kitchen stove

6. How does Peter solve the problem of the newborn calf being too heavy to lift?

A. He runs back to the house to get a wheelbarrow from the kitchen.

B. He slides the calf onto his heavy coat and carefully pulls it to the house.

C. He builds a wooden sled to carry the calf through the snow.

D. He wraps the calf in Bertha's blanket and carries it on his shoulders.

Dysart Schools | Module 7 Week 3 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 7 Week 3 | Question-Standard Mapping

Key

Assessment Standards Mapping

RI.3.4 (RI.4)

Key Ideas & Vocabulary (Context Clues)

Questions 1, 2, 5

RI.3.1 (RI.1)

Key Ideas & Details (Explicit Details & Inferences)

Questions 3, 4, 6

Q1 (A): RI.3.4 The idiom "pull their own weight" is nonliteral and denotes doing one's fair share of tasks and working hard to help, directly supported by context clues of everyone performing chores to keep the prairie farm running.

Q2 (B): RI.3.4 The word "whipped" in this context refers to the wind blowing snow into Peter's face with sudden, sharp force, establishing the freezing storm's harshness.

Q3 (Part A: B | Part B: B): RI.3.1 Part A: The calf is essential to build up their herd. Part B: Paragraph 9 states: "Peter knew this calf was important to his family. They’d need it and many more to build up their herd."

Q4 (Chart Answers): RI.3.1 1. Curled far corner → Bertha (Par. 5); 2. Bundled heavy coat → Peter (Par. 7); 3. Moo & licked calf → Bertha (Par. 8); 4. Faced freezing winter storm → Both (Peter in Paragraph 7, Bertha in the barn).

Q5 (A): RI.3.4 A "herd" represents a group of farm animals kept together, in this case, the family's cows on their prairie farm.

Q6 (B): RI.3.1 Paragraph 10 explains that Peter solved the heavy weight problem by sliding the calf onto his heavy coat and pulling it to the house.

Dysart Schools | Answer Key | Teacher Resource Grade 3 Assessment

8 In her lifetime Anning left Lyme Regis just once to visit London. Yet in her small town by the sea, she was able to find a whole world of discoveries. Mary Anning changed our view of the past forever.

HMH Source

Dysart Schools | Module 7 Week 1 CFU | Student Passage Page 1

Grade 3 ELA | Module 7 | Week 1

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In paragraph 3, the text describes how mud would harden to stone with plants or animals inside. What does the word harden most likely mean in this sentence?

A. To become very soft and easy to break.

B. To turn into a firm, solid shape.

C. To grow much larger over time.

D. To wash away with the sea waves.

2. Based on paragraph 4, what is the relationship between the wind and waves and the fossil discoveries in Lyme Regis?

A. The wind and waves buried the fossils deeper beneath the beaches.

B. The wind and waves broke the cliffs apart to uncover thousands of fossils.

C. The wind and waves carried scientists across the ocean to find fossils.

D. The wind and waves turned ordinary seashells into stone fossils.

3. Part A: Why did Mary Anning's family collect and sell rocks and shells?

A. They wanted to show their discoveries to scientists in London.

B. They did not have a lot of money and wanted to help support themselves.

C. They were required to clean the beaches of Lyme Regis.

D. They wanted to decorate their newly opened museum.

Part B: Which detail from paragraph 2 best supports the answer to Part A?

A. "As a young girl, Anning helped her family collect unusual rocks and shells..."

B. "Anning’s family did not have a lot of money."

C. "They would sell the rocks and shells to people passing through the town..."

D. "Anning loved selling the special rocks and shells to help her family."

4. According to paragraph 7, in what TWO ways did Mary Anning become an expert on fossils without learning about them in school? (Pick Two)

A. She spent years discovering and learning about fossils on her own.

B. She traveled to London many times to study with expert scientists.

C. She taught herself and learned a lot through experience.

D. She visited museums all over the country to read about scientific discoveries.

E. She studied the bones of crocodiles she found in the sea.

5. Look at the box below. Circle the sentence that explicitly defines what a skeleton is.

• "Anning and her brother carefully dug around the bones."

• "They found the fossils of a whole skeleton."

• "A skeleton is all of the bones of one animal."

• "The skeleton Anning and her brother found was seven feet long."

6. Why did scientists travel to Lyme Regis to see the Annings' fossil discovery?

A. They wanted to buy ordinary rocks and seashells from their shop.

B. They wanted to help them dig around the cliffs near their home.

C. They were excited to see the seven-foot skeleton of an ichthyosaurus.

D. They wanted to teach Mary and her brother about science in school.

Dysart Schools | Module 7 Week 1 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 7 Week 1 | Question-Standard Mapping

Key

Assessment Standards Mapping

RI.3.1

Key Ideas & Details

Questions 3, 6

RI.3.4

Vocabulary & Context

Questions 1, 5

RI.3.3

Historical/Scientific Connections

Questions 2, 4

Q1 (B): RI.3.4 The text describes how soft substances (mud, sand) would harden to stone over time, indicating a transformation to a solid shape.

Q2 (B): RI.3.3 Paragraph 4 explains the cause-and-effect relationship: "wind and waves" caused the cliffs to break apart, which "uncovered" the fossils.

Q3 (Part A: B | Part B: B): RI.3.1 Part A: The family was poor and sold fossils to get by. Part B: Paragraph 2 states "family did not have a lot of money."

Q4 (A, C): RI.3.3 Paragraph 7 states she taught herself through experience and continued to discover fossils, making A and C the correct choices.

Q5 (Third Bullet): RI.3.4 The third sentence directly defines the word skeleton: "A skeleton is all of the bones of one animal."

Q6 (C): RI.3.1 Paragraph 6 states that scientists went to Lyme Regis after hearing about the exciting "seven feet long" ichthyosaurus skeleton.

Dysart Schools | Answer Key | Teacher Resource Page 3

More Than Pets

17 One day, my friend Morgan was sitting on my sofa when a skink crawled onto his lap. Morgan jumped up. “What kind of pets do you keep here, Cecil?” he cried out.

18 To me, the skinks were more than pets. I had realized they were harmless and even useful. Brown ants snuck into my house, giving me painful bites as I slept. One day, I saw three young skinks in a corner, gobbling up ants. Thanks to the skinks, my bedroom was soon ant-free. Skinks like mosquitoes, too. In many countries, including Zimbabwe and Botswana, mosquitoes can carry a serious illness. I enjoyed watching the skinks munch on these dangerous insects.

Sun-Loving Lizards

19 One morning, I heard a soft sound near the doorway. A large skink was stuck under the door, trying to squeeze its way outside. I let it go. I soon realized where it was going. Like most lizards, skinks need sunshine in the morning to warm up their bodies. The skinks became my alarm clock. Each morning, when I heard them squeezing under the door, I knew it was time to get up.

20 Since I had changed my thinking about skinks, I was not so lonely. I often sat and watched them. Sometimes they seemed to play and sometimes they seemed to fight, chasing one another around the house.

21 At the end of the school year, I went back to Zimbabwe. I was glad to go, because I missed my family. But now I would miss my scaly roommates. I hoped that the next person who lived there would also learn to be patient and to let skinks be skinks.

Map of Africa showing the location of Botswana.

HMH Source

Dysart Schools | Module 7 Week 2 CFU | Student Passage Page 1

Grade 3 ELA | Module 7 | Week 2

Assessment Questions

CFU

Directions: Circle the best answer based explicitly on the text.

1. In paragraph 13, the text describes how Cecil's colleague said: "You just have to be patient." What does the word patient most likely mean?

A. Quick to complain when something is wrong.

B. Able to wait calmly without getting upset.

C. Eager to catch animals with a small stick.

D. Afraid of keeping harmless roommates.

2. Why did Cecil eventually stop trying to chase the skinks out of his house?

A. He slipped, twisted his ankle, and broke two teacups while trying to catch one.

B. His friend Morgan convinced him that the skinks made wonderful house pets.

C. The skinks began playing and fighting happily with one another.

D. He realized they only wanted to sit on the sofa and keep him company.

3. Part A: What is the main idea of the section "More Than Pets"?

A. Brown ants and mosquitoes can carry dangerous illnesses in Botswana.

B. Friends visiting Cecil's house were often frightened by his roommate lizards.

C. Skinks are useful to live with because they eat harmful insects like ants and mosquitoes.

D. Young skinks enjoy playing and running between Cecil's feet as he walks.

Part B: Which detail from paragraph 18 best supports the answer to Part A?

A. "To me, the skinks were more than pets. I had realized they were harmless..."

B. "Brown ants snuck into my house, giving me painful bites as I slept."

C. "Thanks to the skinks, my bedroom was soon ant-free."

D. "In many countries, including Zimbabwe and Botswana, mosquitoes can carry a serious illness."

4. Cecil compares how skinks behave in Zimbabwe versus Botswana. Use the chart to answer the question.

Based on the text, which detail belongs in the empty box?

A. They live strictly in the deep forests and never enter homes.

B. They roam freely inside people's houses and live with them.

C. They act as alarm clocks and squeeze under doors to play outside.

D. They prefer to eat breadcrumbs rather than tiny insects.

5. Look at the box below. Circle the sentence from paragraph 18 that explains how mosquitoes can be dangerous to humans.

• "Brown ants snuck into my house, giving me painful bites as I slept."

• "Thanks to the skinks, my bedroom was soon ant-free."

• "In many countries, including Zimbabwe and Botswana, mosquitoes can carry a serious illness."

• "I enjoyed watching the skinks munch on these dangerous insects."

6. Which TWO sentences would be most important to include in a summary of "Living with Lizards"? (Pick Two)

A. Cecil is surprised by how big and empty his new house in Botswana is.

B. Cecil moves to Botswana and finds three skinks living in his bedroom.

C. Cecil decides to chase the skinks with a stick and slips under the kitchen table.

D. Cecil realizes that skinks are harmless and useful roommates because they eat ants and mosquitoes.

E. Cecil's friend Morgan is sitting on the sofa when a skink crawls on his lap.

Dysart Schools | Module 7 Week 2 CFU | Assessment Questions Page 2

Teacher Answer Key

Evidence-Based Rationale

Module 7 Week 2 | Question-Standard Mapping

Key

Assessment Standards Mapping

RI.3.1 / RI.3.2

Key Ideas, Summary, Main Idea

Questions 2, 3, 6

RI.3.4

Vocabulary & Context

Questions 1, 5

RI.3.9

Comparing Behaviors / Texts

Question 4

Q1 (B): RI.3.4 "You just have to be patient" in the context of the story means having the ability to wait calmly and allow skinks to act like skinks.

Q2 (A): RI.3.1 Paragraph 15 explicitly details his accident under the kitchen table where he twisted his ankle and broke cups, leading him to give up.

Q3 (Part A: C | Part B: C): RI.3.2 Part A: The usefulness of skinks as pest control. Part B: Paragraph 18 states "my bedroom was soon ant-free," confirming their utility.

Q4 (B): RI.3.9 Paragraph 12 contrasts Zimbabwe skinks (forest-dwellers staying away) with Botswana skinks, who roam Cecil's house freely.

Q5 (Third Bullet): RI.3.4 The third sentence directly connects mosquitoes with serious illness, demonstrating the danger to human health.

Q6 (B, D): RI.3.2 Standard summaries must capture initial state (B) and central resolution/lesson learned (D).

Dysart Schools | Answer Key | Teacher Resource Page 3