3

Grade
BENCHMARK
LITERACY TM

UNIT ASSESSMENTS
Table of Contents
Unit 1: Biography
Anton van Leeuwenhoek, Not the Father of the Microscope. . . . . . . . . . . . . . . 9
Louis Pasteur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Unit 2: Realistic Fiction

A Time for Growing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Jumping In. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 3: Historical Fiction

Spinning Bees and Liberty Tea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Why Sybil Is Sleeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Unit 4: Realistic Fiction

The Better to See You With . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
The Two-Wheeled Beginner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Unit 5: Trickster Tale

The Red and Blue Coat: A Tale from Nigeria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
The Leprechaun’s Gold: A Tale from Ireland . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Unit 6: Persuasive Letter

A Healthier Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Taking Lunch to the Next Step. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Unit 7: Fairy Tale

Why Cat and Dog Are Enemies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
The Bear Princess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

Unit 8: Tall Tale

Paul Bunyan’s Thirsty Ox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Mike Fink Meets Sally Ann Thunder Ann Whirlwind. . . . . . . . . . . . . . . . . . . . . . . . . 97

Unit 9: Pourquoi Tale

How the Milky Way Appeared in the Sky: A Cherokee Tale . . . . . . . . . . . . 105
How Raven Made the Tides: A Pacific Northwest Tale . . . . . . . . . . . . . . . . . . . 110

Unit 10: Fable

Fox and Crow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
The Boy Who Cried Wolf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

 Introduction
The Benchmark Literacy program has ten units per grade in Grades
1–6. Each three-week unit features a literary or informational genre,
and instruction focuses on reading strategies, metacognitive strategies,
and characteristics of the genre. This book provides a set of Unit
Assessments designed to assess students’ understanding of each genre
and the strategies taught in each unit.

Description of Assessments
The Benchmark Literacy Unit Assessments focus on the
metacognitive and comprehension strategies taught in Weeks 1 and 2
of each unit, characteristics of the genre (in Grades 3–6), and the use
of context clues to determine word meaning. Test questions, or items,
in the Unit Assessments are designed to measure the specific strategies
and skills taught in the unit.

In Grades 1–2, each unit assessment covers the key metacognitive

strategy taught in the unit, one or two key reading strategies, and
the use of context clues. In the units with informational texts, the
assessment includes questions about text structure and nonfiction text
features. In Grade 1 and the first half of Grade 2, each unit assessment
has one reading passage in the same genre as the instructional unit.
Beginning in Grade 2 Unit 6, each assessment has two passages and
includes questions that require making connections across texts.

In Grades 3–6, each unit assessment has two reading passages in

the same genre as the instructional unit. The assessment covers the
key metacognitive strategy and the key reading strategy taught in the
unit, characteristics and features of the genre, and the use of context
clues. In addition, each unit assessment includes questions that require
supporting inferences with text evidence and making connections
across texts. At the end of each unit assessment, there is a writing
prompt that requires students to write a narrative, informative, or
persuasive composition. The writing prompt is loosely connected to the
passages in the assessment; it is intended to measure writing skills
rather than reading comprehension. It is also optional; the assessment
may be given with or without the prompt.

2 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 There are several types of items in the Unit Assessments. In Grades
1–2, all items are multiple-choice with three answer choices. In Grades
3–6, each assessment includes multiple-choice items with four answer
choices, two-part selected-response items that require finding evidence in
the passage, 2-point constructed-response items, and the 4-point writing
prompt. The chart below shows the number of passages and items in the
Unit Assessments for each grade.

Multiple- 2-Part Selected Constructed Total Points Writing Prompt

Grade Unit # Passages Choice Response Response per Unit (Optional; 4 points)
(2 points) Assessment
1 all 1 10 10
2 1–5 1 10 10
2 6–10 2 15 15
3 all 2 14 2 2 20 1
4 all 2 14 2 2 20 1
5 all 2 14 2 2 20 1
6 all 2 14 2 2 20 1

The reading passages in the Unit Assessments are in the same genre
as the instructional unit. They also reflect the complexity, difficulty level,
and passage length found in the instruction. Reading levels (Lexile) and
passage lengths are listed in the chart below. In general, passages for the
earlier units in each grade fit within the first half of the range; passages for
the later units fit within the second half of the range.

For the assessment of students’ ability to use context clues to

determine word meaning, vocabulary words are drawn from the reading
passages themselves. Because the tested words should be unfamiliar,
they are geared to one or two grade levels above the target grade.

Grade Lexile Range Passage

Length
1 150L–440L 100–200 words
2 350L–600L 200–300 words
3 500L–800L 250–400 words
4 600L–850L 300–450 words
5 800L–1000L 350–500 words
6 900L–1050L 400–600 words

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 How to Administer the
Unit Assessments
The Unit Assessments are based on the skills and strategies
taught in Weeks 1 and 2 of each unit, so they may be administered
after Week 2 lessons have been completed—or at the end of the unit
in Week 3.

In Grades 1–2, plan on 20 to 30 minutes to administer an

assessment. In the early units of Grade 1, you may need to read the
passage and questions aloud as children take the test.

In Grades 3–6, plan on 30 to 45 minutes to administer the reading

portion of an assessment. If the writing prompt is included, plan on
about 30 minutes for students to write their compositions.

These time allowances are for planning purposes only. These

assessments are not intended to be timed; students should be
allowed more time if needed.

Directions for Administering a Unit Assessment:

1. Make a copy of the assessment for each student.

2. Have students write their name and the date at the top of
the first page.

3. Read the directions at the top of the first page. (Note: In

some tests, there is a “previewing” question at the top
of the first page. Have students respond to this question
before proceeding with the rest of the assessment.)

4. For multiple-choice questions, tell students to choose the

best answer to each question and circle the letter of the
correct response (A, B, or C in Grades 1–2; A, B, C, or D in
Grades 3–6).

5. In Grades 3–6, some multiple-choice items have two

parts, labeled Part A and Part B. In general, Part A asks a
question about the passage and Part B asks students to find
evidence to support the answer in Part A. Have students
answer Part A first and then Part B.

6. For constructed-response items (in Grades 3–6 only),

have students write their answers on the lines in complete

4 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 sentences. Each constructed-response item is worth 2
points and will be scored by rubric. Students receive 2
points for a correct and complete response and 1 point for
an incomplete or partially correct response.

7. If you administer the writing prompt, you may want to

administer the test in two parts—the reading section
and the writing prompt—with a break in between. Have
students read the prompt and then write on the lined
pages in the test or on separate pieces of paper. Each
writing prompt is worth 4 points. Student responses will be
evaluated by rubric; students may receive 0 to 4 points for
a written essay or composition.

8. Monitor students as they begin working on the assessment

to make sure they are following directions and know what
to do.

9. When students have finished, collect the assessments.

How to Score the Unit Assessments

1. M
 ake a copy of the Scoring Chart for each student (or you
may choose to mark all scores on the test itself).

2. Refer to the Answer Key that follows the Unit Assessment.

It gives the letter of the correct response for all multiple-
choice questions. For each constructed-response item,
the Answer Key provides a 2-point rubric and a sample
response.

3. For each multiple-choice question, compare the student’s

answer with the answer key. If the student’s answer is
correct, circle the item number. If it is incorrect (or blank),
cross out the item number with an X. (For two-part items,
follow the same procedure with each part. The parts may
be scored as separate items.)

4. F
 or each constructed-response item (in Grades 3–6),
compare the student’s response with the scoring rubric and
the sample response in the Answer Key. Decide whether
the student’s response is worth 2 points, 1 point, or 0.
Mark the number of points next to the item number.

5. To find the total test score for reading, add the number of
correct responses and, in Grades 3–6, the number of points

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 on the constructed-response items. This is the total test
score; for example, a score in Grade 1 might be 7 points
(out of 10); a score in Grade 5 might be 16 points (out of
20).

6. To score the writing prompt, read the student’s essay or

composition and compare it with the 4-point scoring rubric.
Determine whether the composition should get 4 points, 3,
2, 1, or 0. Write the number of points beside the prompt.
This is the total Writing score. It should be considered
separately from the Reading score.

Using the Assessment Results

The student’s score on a Unit Assessment will help determine
how well the student grasped the strategies, skills, and genre
characteristics taught in the unit. A score of 90 to 100% correct
is excellent; 80 to 89% is good; 70 to 79% is proficient. Anything
below 70% would merit further analysis, which could indicate a
need for additional instruction in the same unit. It could also provide
information to help focus instruction in the next units.

6 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 The chart below gives equivalent percentage scores for the
number correct, based on the total number of points available in a
test. In Grade 4, for example, the reading section is worth a total of
20 points. A score of 15 points out of 20 is equal to 75% correct.

Number Correct
Total points: 10 Total points: 15 Total points: 20
(points)

1 10 7 5
2 20 13 10
3 30 20 15
4 40 27 20
5 50 33 25
6 60 40 30
7 70 47 35
8 80 53 40
9 90 60 45
10 100 67 50
11 73 55
12 80 60
13 87 65
14 93 70
15 100 75
16 80
17 85
18 90
19 95
20 100

For a more detailed analysis of a student’s score, refer to the Answer

Key. For each item, the Answer Key indicates the tested strategy or skill.
Most strategies and skills are tested by more than one item.

Identifying which items the student answered incorrectly will help to

determine whether more focused instruction on particular strategies
or skills is needed. For example, a student in Grade 4 may answer
questions about Main Idea and Making Inferences correctly but have
trouble with questions that require Making Connections Across Texts or
Supporting Inferences with Text Evidence. Instruction for this student in
the next unit may require more focus on these two strategies.

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 Reviewing a student’s test with the student may also be helpful. It
can provide an opportunity for students to see which questions they
answered incorrectly and why their answers were incorrect. This
kind of review will help them be more successful next time.

To monitor a student’s scores across all units, use the Unit

Assessment Scoring Chart. Record the student’s score on each unit
assessment to help determine whether the student’s test scores are
improving or staying about the same as he or she moves through
the units. This kind of review may also indicate that certain students
need additional help in the literary units, or in the informational
units, and this kind of information can help guide instruction.

8 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 1 Assessment
Informational Text • Biography

Name ________________________________________ Date ___________

1. L
 ook at the title of the passage and take a quick look at the first
paragraph. What questions do you have? Write two questions you
have that will help you understand the passage.

Now read the passage and answer questions 2–8.

Anton van Leeuwenhoek, Not the Father

of the Microscope
1 A whole world of tiny creatures is all around us, but we can’t
see them with only our eyes. Anton van Leeuwenhoek was one
of the first people to learn about this world. His inventions and
discoveries about this world also changed the future of medicine.

2 Anton was born in Delft, Netherlands, in 1632. His father was a

basket maker who died when Anton was only five. Anton worked
from an early age but got little schooling. He went to work for
a cloth dealer when he was sixteen. Later, he became a cloth
merchant. He also took part in local government. Unlike most
scientists today, Anton did not go to college.

3 Although Anton was not trained, he loved to study science. Many

people call van Leeuwenhoek the father of the microscope, but
this is not really correct. He did not invent it. Van Leeuwenhoek
probably saw plans for a simple microscope in a book.
continued

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Unit 1 Assessment • Biography (continued)

4 In about 1660, van Leeuwenhoek began to make a new kind

of lens. He used the new lens to build his own microscopes.
These lenses magnified tiny things 200 times their real size.
His microscopes were more powerful than earlier models. His
inventions led to many important discoveries.

5 Van Leeuwenhoek could see tiny creatures through his lens.

He claimed he could see one-celled animals. At first, many
important scientists did not believe van Leeuwenhoek. They
said these tiny animals were not real. Even so, Anton didn’t
give up. He said, “I’ve taken no notice of those who have said,
‘Why take so much trouble and what good is it?’”

6 Later, other scientists realized that van Leeuwenhoek was

right. He had discovered living things that no one knew about.

7 Van Leeuwenhoek made an even more important discovery

with his microscope. He found bacteria. These germs can make
people sick. They can cause many diseases. Knowing about
these germs helped doctors learn to treat sick people. Anton’s
discovery of bacteria improved the lives of countless people.

8 Van Leeuwenhoek died in 1723. But the discoveries he made

with his microscope live on long after his death.

9 Van Leeuwenhoek once said, “A man has always to be busy

with his thoughts if anything is to be accomplished.” We are
lucky he stayed busy thinking about the hidden world just
under his nose.

10 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment • Biography (continued)

2. Which sentence states the main idea of paragraph 2?

A 
His father was a basket maker who died when Anton was only
five.

B 
Anton worked from an early age but got little schooling.

C 
He went to work for a cloth dealer when he was sixteen.

D 
Unlike most scientists today, Anton did not go to college.

3. How can you tell that this is a biography?

A 
It tells about events that did not happen.

B 
It is narrated by the main character.

C 
It uses quotations from the person it is about.

D 
It includes the names of real places.

4. What is the meaning of the word magnified in paragraph 4?

A 
made larger

B 
saw through

C 
divided into

D 
took note of

continued

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Unit 1 Assessment • Biography (continued)

5. This question has two parts. Answer Part A first. Then answer Part B.

Part A What is this whole passage mostly about?

A 
why van Leeuwenhoek is called the father of the microscope

B 
how van Leeuwenhoek made the Netherlands proud of one of its
citizens

C 
what kinds of work van Leeuwenhoek did when he was young

D 
how van Leeuwenhoek used a microscope to help people learn
about germs

Part B Which sentences from the passage support the answer to Part A?

A 
Anton was born in Delft, Netherlands, in 1632. His father was a
basket maker who died when Anton was only five.

B 
He did not invent it. Van Leeuwenhoek probably saw plans for a
simple microscope in a book.

C 
Van Leeuwenhoek could see tiny creatures through his lens. He
claimed he could see one-celled animals.

D 
Van Leeuwenhoek made an even more important discovery with
his microscope. He found bacteria.

6. What sentence from the passage shows that van Leeuwenhoek did not
care what others thought of his work?

A 
Unlike most scientists today, Anton did not go to college.

B 
“I’ve taken no notice of those who have said why take so much
trouble and what good is it?”

C 
He had discovered living things that no one knew about.

D 
“A man has always to be busy with his thoughts if anything is to
be accomplished.”

12 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment • Biography (continued)

7. Which sentence from the passage best explains the meaning of the
title?

A 
Many people call van Leeuwenhoek the father of the microscope,
but this is not really correct.

B 
He used the new lens to build his own microscopes.

C 
His inventions led to many important discoveries.

D 
Van Leeuwenhoek could see tiny creatures through his lens.

8. Which sentence from the passage best supports the idea that finding
bacteria was van Leeuwenhoek’s most important work?

A 
Van Leeuwenhoek could see tiny creatures through his lens.

B 
He claimed he could see one-celled animals.

C 
These germs can make people sick.

D 
Anton’s discovery of bacteria improved the lives of countless
people.

continued

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Unit 1 Assessment • Biography (continued)

9. Look at the title of the passage and take a quick look at the first
paragraph. What questions do you have? Write two questions you
have that will help you understand the passage.

Now read the passage and answer questions 10–16.

Louis Pasteur
1 Did you ever taste sour milk? Long ago, milk turned sour a
lot faster than it does now. That’s partly because most milk
is pasteurized today. First it is heated. Then it is cooled. This
process kills bacteria, which are tiny germs in the milk. Those
germs are what make milk go bad. The process is named for
the person who invented it, Louis Pasteur.

2 This French scientist made many other important discoveries,

too. In the 1800s, some people used silkworms to produce
silk. Many silkworms in France were dying. Pasteur figured out
what was making them die. He was able to save the French
silk industry. He also used what he learned about germs to
understand other diseases.

3 Pasteur wanted to know how diseases spread from one farm

animal to another. He did many experiments. He spread germs
from one sheep to another to understand diseases. He did
this with chickens, too. By accident, he figured out something
important. If animals got just a few germs, or a mild illness,
they could fight off the disease later on. This was the first step
in creating vaccines.

14 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment • Biography (continued)

4 Pasteur also wanted to know why some people got sicker in

a hospital. He had a theory that germs came from outside the
body. At first, other scientists did not agree with him. They did
not believe that something tiny could harm something as big as
a person. Pasteur proved that bacteria and other germs cause
many diseases. His work led doctors to wash their hands before
surgery. This practice saved many lives.

5 Perhaps no one was more thankful for Pasteur’s work than

Joseph Meister. A dog bit nine-year-old Joseph in 1885. The
dog was sick with a disease called rabies. His mother carried
the injured boy to see Pasteur. She knew that the scientist was
experimenting with rabies vaccines. They contained the virus,
or germs, from rabies. Pasteur had never tested a vaccine on
humans. Was it safe to give it to the boy? Pasteur decided
that Joseph would die without the vaccine. Thanks to his bold
experiment, Joseph survived.

6 Pasteur’s work ranged from spoiled milk to sick silkworms.

He prevented diseases in people and animals. Pasteur
combined a creative side with a scientific mind. His work made
life safer for people of the future.

continued

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Unit 1 Assessment • Biography (continued)

10. I n “Louis Pasteur,” what is the meaning of the word theory in

paragraph 4?

A 
a type of science experiment

B 
an idea that can be proven

C 
a kind of germ

D 
a way to heal sick people

11. What is one way you can tell that this passage is a biography?

A 
The events in the passage took place long ago.

B 
The passage teaches facts about science.

C 
The details in the passage tell about a real person.

D 
The passage tells about a boy named Joseph.

12. What could be another good title for this passage?

A 
“The Man Who Invented Vaccines”

B 
“Silkworms and Washing Hands”

C 
“Why Milk Sometimes Goes Sour”

D 
“The Life of Joseph Meister”

16 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment • Biography (continued)

13. T
 his question has two parts. Answer Part A first. Then answer Part B.

Part A In “Louis Pasteur,” what is the main idea of paragraph 5?

A 
Rabies was common in 1885.

B 
The dog that bit Joseph had rabies.

C 
Joseph’s mother carried her son to Pasteur.

D 
Pasteur’s rabies vaccine saved Joseph’s life.

Part B Which sentence from the passage supports the answer to Part A?

A 
His work led doctors to wash their hands before surgery.

B 
A dog bit nine-year-old Joseph in 1885.

C 
Thanks to his bold experiment, Joseph survived.

D 
Pasteur’s work ranged from spoiled milk to sick silkworms.

14. T
 hink about the two passages you have read. In what way were van
Leeuwenhoek and Pasteur alike?

A 
Both of them lived in France.

B 
Both of them discovered cures for dangerous diseases.

C 
Both of them learned new information about germs.

D 
Both of them used their ideas to make new vaccines.

continued

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Unit 1 Assessment • Biography (continued)

15. B
 ased on these two passages, which word best describes both van
Leeuwenhoek and Pasteur?

A 
patient

B 
curious

C greedy

D 
careless

16. W
 hich statement tells about the work of both van Leeuwenhoek and
Pasteur?

A 
They both cured diseases.

B 
They both studied how milk spoils.

C 
They both studied bacteria.

D 
They both designed microscopes.

18 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment • Biography (continued)

Writing Prompt

How did Anton van Leeuwenhoek’s work lead to Louis Pasteur’s work?
Write a report explaining what each man did and how their work was
related. Use details from both passages in your essay.

continued

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Unit 1 Assessment • Biography (continued)

STOP!

20 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 2 Assessment
Literary Text • Realistic Fiction

Name ________________________________________ Date ___________

Now read the passage and answer questions 1–8.

A Time for Growing

1 Grandpa came to stay with us for the summer. He was
pretty quiet at first, but one day he said, “Everybody should
know how to grow their own food.”

2 Boring, I thought. Then he described things he grew

when he was a boy. I could taste the butter on the corn on
the cob. I could hear the snap of fresh green beans. I could
even smell the pumpkin pie fresh from the oven.

3 That night Mama said, “Grandpa hasn’t been excited

about anything since Grandma died. It would be great if you
would help him in the garden.”

4 The next day I saw Tony and Alvin. “Hey, Chris, practice
starts next week,” said Alvin.

5 I didn’t answer right away. Then I said, “I can’t play this

summer.”

6 After I told the guys what my plans were, Tony said,

“Instead of baseball? Are you kidding?”

7 My cheeks felt hot. I just shrugged and said I’d see

them around.

8 Alvin hooted, “Eat your vegetables!” as they rode off on

their bikes.

continued

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Unit 2 Assessment • Realistic Fiction (continued)

9 Grandpa and I got busy. We hauled dirt, made rows, and

dug holes. I helped pick out seeds at the store. We planted
some blueberry bushes, too. We made a scarecrow to keep
birds from filching the corn.

10 The days flew by. We weeded and watered. Grandpa

showed me how to tell a ladybug from a Japanese beetle.
He taught me to water plants at the bottom so the leaves
don’t get wet. We ate fresh food from the garden every night.

11 We went to see the guys play ball a few times. I had been
so busy, I hadn’t even missed playing on the team.

12 One day Grandpa said, “It’s time for me to go home, Chris.

I’m leaving next Thursday.”

13 I asked, “What about all the stuff in the garden?”

14 He suggested that we have a feast to celebrate our success.

15 The next night Alvin and Tony came over for dinner. “Don’t
make me eat vegetables,” Tony whispered when he arrived.
But their eyes bulged when they saw all the food on the table.
They tasted everything and even asked for seconds on beans
and squash.

16 For dessert, we served two kinds of pie. Tony and Alvin

looked at the pie, then at Grandpa and me. They both talked
at once. “Do you think we could help in the garden next
year?”

17 Grandpa and I just smiled and nodded as we had some

more pie.

22 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment • Realistic Fiction (continued)

1. In paragraph 9, what is the meaning of the word filching?

A 
ruining

B 
stealing

C 
pecking

D 
watering

2. This question has two parts. Answer Part A first. Then answer Part B.

Part A H
 ow does Grandpa probably feel at the beginning of the
summer?

A 
tired

B 
proud

C 
lonely

D 
angry

Part B Which sentences from the passage support the answer to

Part A?

A 
Grandpa came to stay with us for the summer.

B 
That night Mama said, “Grandpa hasn’t been excited about
anything since Grandma died.”

C 
Then I said, “I can’t play this summer.”

D 
Grandpa and I got busy.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
23
Unit 2 Assessment • Realistic Fiction (continued)

3. Which detail from the passage shows that Chris is embarrassed at

first when he tells his friends about his plans?

A 
I could taste the butter on the corn on the cob.

B 
That night Mama said, “Grandpa hasn’t been excited about
anything since Grandma died.”

C 
“Hey, Chris, practice starts next week,” said Alvin.

D 
My cheeks felt hot.

4. Which sentence from the passage supports the idea that Chris learns
a lot about gardening that summer?

A 
The days flew by.

B 
We weeded and watered.

C 
He taught me to water plants at the bottom so the leaves don’t
get wet.

D 
I had been so busy, I hadn’t even missed playing on the team.

5. Which sentence supports the idea that the gardening is very

successful?

A 
We went to see the guys play ball a few times.

B 
The next night Alvin and Tony came over for dinner.

C 
But their eyes bulged when they saw all the food on the table.

D 
They tasted everything and even asked for seconds on beans
and squash.

24 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment • Realistic Fiction (continued)

6. How does Chris feel at the end of the passage?

A 
proud

B 
foolish

C 
hungry

D 
disappointed

7. How can you tell that this passage is a personal narrative?

A 
The story takes place in the summer.

B 
It includes characters and dialogue.

C 
It describes events in the order in which they happened.

D 
The writer shares his own thoughts and feelings.

8. What does Grandpa and Chris’s garden look like? Use at least two
details from the passage to describe what it looks like.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
25
Unit 2 Assessment • Realistic Fiction (continued)

Now read the passage and answer questions 9–16.

Jumping In
1 I learned to swim in the pond near my apartment when I was
little. There was no dock. There was no diving board.
One time I dove off a rock headfirst and landed on my belly.
It really hurt, so I decided I was done with diving. I never did
learn how to dive headfirst.

2 Then, last summer, a new pool opened in our town. It had

high diving boards and low ones, too. I took one look and
decided that I was never going headfirst off those boards!

3 It was really hot in July. My baby cousin Jasper was visiting.

I begged Margaret, our sitter, to take us to the pool. She
finally agreed.

4 We plunked our stuff on the cement near the diving board.

Margaret said I could swim while she watched Jasper.

5 After a while, I climbed up the ladder out of the pool. Jasper

was banging on a beach ball with a plastic shovel. Margaret
was putting on sunblock and talking on her phone.

6 I was hungry. I dried off with a towel and rummaged through

the beach bag for something to eat.

7 I never even heard a splash, but when I looked up, Jasper’s

beach ball was in the water right in front of the high diving
board. His shovel was on the cement. I jumped up and
saw Jasper’s striped sun hat bobbing in the water. I figured
Margaret would come rescue Jasper, but she was talking to
some boys sitting nearby. I knew there was no time to lose.

26 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment • Realistic Fiction (continued)

8 I raced to the edge of the pool and dove in headfirst. I aimed

for an empty spot between a bunch of kids swimming near
where I could see Jasper’s hat.

9 It was a clean dive. I opened my eyes and saw Jasper kicking

in the water, even before I came up for air. I grabbed my little
cousin and shot up to the surface.

10 Jasper coughed. A little water dribbled out of his mouth.

He laughed and pointed to the water. “Again! Do it again!” he
begged.

11 I was not going to let Jasper go back in the water. But now I
knew I could dive when I had to, and maybe someday I would
try it again.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
27
Unit 2 Assessment • Realistic Fiction (continued)

9. In paragraph 6, what is the meaning of the word rummaged?

A 
searched

B 
jumped

C 
chewed

D 
reached

10. T
 his question has two parts. Answer Part A first. Then answer
Part B.

Part A How does the narrator feel when she sees the ball in the water?

A 
bored

B 
pleased

C 
amused

D 
worried

Part B Which sentence from the passage supports the answer to Part A?

A 
After a while, I climbed up the ladder out of the pool.

B 
Jasper was banging on a beach ball with a plastic shovel.

C 
I jumped up and saw Jasper’s striped sun hat bobbing in the
water.

D 
I figured Margaret would come rescue Jasper, but she was talking
to some boys sitting nearby.

28 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment • Realistic Fiction (continued)

11. H
 ow can you tell that this passage is a personal narrative?

A 
The characters in the story are cousins.

B 
The events took place in the past.

C 
The writer lives in an apartment.

D 
The writer uses I to tell about herself.

12. W
 hich sentence in the passage supports the idea that no one is really
watching Jasper?

A 
Margaret was putting on sunblock and talking on her phone.

B 
My baby cousin Jasper was visiting.

C 
Jasper was banging on a beach ball with a plastic shovel.

D 
I grabbed my little cousin and shot up to the surface.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
29
Unit 2 Assessment • Realistic Fiction (continued)

13. P
 icture the scene at the swimming pool when Jasper is in the water.
Write two or three sentences describing the scene. Use at least two
details from the passage in your description.

14. T
 hink about the two passages you have read. What problem do the
narrators face in both passages?

A 
They must learn to make new friends.

B 
They must make choices that are not easy.

C 
They must do what someone else tells them to do.

D 
They must learn to get along better with a family member.

30 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment • Realistic Fiction (continued)

15. W
 hat is true of both of these passages?

A 
They tell about members of a family learning to get along.

B 
The events are told in the order in which they take place.

C They tell about events that took place long ago.

D 
The writers do not know the other characters very well.

16. W
 hat lesson do the narrators in both passages learn?

A 
It’s easy to learn a new skill.

B 
It’s important to learn how to swim.

C 
You may surprise yourself when you try something new.

D 
You can learn a lot from spending time with an older person.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
31
Unit 2 Assessment • Realistic Fiction (continued)

Writing Prompt

Choose one of the passages, “A Time for Growing” or “Jumping In.” If the passage
continued, what would happen next? Write a narrative telling what happens next.
Use details from the passage to support your narrative, and write it from the same
point of view.

STOP!

32 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 3 Assessment
Literary Text • Historical Fiction

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–6.

Spinning Bees and Liberty Tea

1 “Mother, I would give anything for a proper cup of tea.
Please tell me why we cannot have it anymore,” said Sarah
as she set the table. Mrs. Addams boiled water to make
hot tea from berry leaves instead of tea leaves. A group of
ladies would arrive any minute.

2 Mrs. Addams said, “The American patriots dumped British

tea into Boston Harbor last December. We will not drink
British tea in this house. That is how we show support for
their action.”

3 She went on. “We have no say in how we are ruled. Still
we must pay taxes on everything we buy. We boycott British
goods. That shows we will not stand for unfair rules. I will
not put money in the king's pocket! I would sooner do
without something I love.”

4 Soon the neighbors began to arrive. Many of them carried

small spinning wheels.

5 Mrs. Roberts said, “Good day, Mrs. Addams. You are kind
to have us. My mother thinks I buy thread and cloth at the
market. She still supports the British. She buys goods from
England. She would not understand why I spin my own
thread and weave my own cloth.”

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
33
Unit 3 Assessment • Historical Fiction (continued)

6 Another neighbor said, "I enjoy your spinning bees. It is

good to work together. Sarah, I look forward to a cup of your
Liberty Tea."

7 Mrs. Addams nodded. "It helps to be together when we must

make hard choices."

8 The women chatted and began to spin wool. Sarah thought,

It is good to fight for our rights. But I still would enjoy a nice
cup of English tea.

34 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment • Historical Fiction (continued)

1. In paragraph 3, what is the meaning of the word boycott?

A 
make goods in order to sell them

B 
purchase goods that are needed

C 
refuse to buy certain products

D 
make goods instead of buying them

2. What kind of passage is this?

A 
a play

B 
an article

C 
historical fiction

D 
personal narrative

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
35
Unit 3 Assessment • Historical Fiction (continued)

3. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which event happened first, according to the passage?

A 
Sarah's family stopped drinking English tea.

B 
Some Americans threw tea into Boston Harbor.

C 
Sarah's mother invited her neighbors for Liberty Tea.

D 
The neighbors showed up with their spinning wheels.

Part B Which sentence from the passage supports the answer to Part A?

A 
“'Mother, I would give anything for a proper cup of tea.'”

B 
A group of ladies would arrive any minute.

C 
“The American patriots dumped British tea into Boston Harbor last
December.”

D 
Many of them carried small spinning wheels.

4. Which sentence from the passage supports the idea that Liberty Tea is
not sold in any shop?

A 
Mrs. Addams boiled water to make hot tea from berry leaves
instead of tea leaves.

B 
“The American patriots dumped British tea into Boston Harbor last
December.”

C 
“Sarah, I look forward to a cup of your Liberty Tea.”

D 
But I still would enjoy a nice cup of English tea.

36 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment • Historical Fiction (continued)

5. What does Sarah do last in the passage?

A 
She talks with her mother about why they do not drink tea.

B 
She helps the neighbors carry their spinning wheels.

C 
She makes a cup of tea.

D 
She thinks about drinking real tea.

6. Describe two things the ladies in this passage are doing to support
the patriots.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
37
Unit 3 Assessment • Historical Fiction (continued)

Read the passage. Then answer questions 7–16.

Why Sybil Is Sleeping

1 “Mama, why isn't Sybil up yet? I need her help practicing my
numbers so that Teacher doesn't yell at me,” said Derick.

2 “I need her to button my shoes,” said Henry.

3 “And she always brushes my hair before breakfast!”

complained Mary.

4 Baby Abigail didn't say anything. She just peeked under the
furniture in search of her missing sister.

5 The six younger Ludington children all depended on their

oldest sister. So did their mother. “Sybil is sleeping,” she said
quietly.

6 “Sleeping!” said Mary. “Sybil never sleeps this late!”

7 It was true. When Sybil wasn't helping her mother with

the other children, she kept busy cooking and cleaning. She
washed and mended clothes and did other tasks around the
house. Perhaps it was good that the Ludington girls could not
attend school as their brothers did. Many of Sybil's chores
would go undone.

38 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment • Historical Fiction (continued)

8 In fact, Sybil's father depended on her as well. He was a

leader of the Revolutionary Army in New York. As a result,
Colonel Ludington was wanted by the British. There was a
reward for his arrest. Some time ago, a British sympathizer
had tried to capture the colonel in his home. Sybil and her
younger sister Rebecca were keeping watch that night, armed
with pistols. The girls gave the alarm. Right away, the family
lit candles and paraded back and forth in front of the windows.
To a stranger, it looked like many, many people were inside,
protecting the colonel. The attacker gave up and went away.

9 Mrs. Ludington softly explained why Sybil was still not awake
this morning. “Last night when Sybil was putting you to bed,
a messenger came to see your father. He said that the British
soldiers had just attacked Danbury. Father needed to gather
soldiers to fight the British. It was not safe to go himself. Sybil
offered to go. She spent the whole night on horseback, alerting
the soldiers. She rode all around the county. She traveled forty
miles in the cold, rainy night.”

10 “Mama, look!” Young Henry pointed out the window. Four

hundred soldiers had gathered on the Ludingtons' lawn under
the rising sun.

11 Mrs. Ludington looked outside where her husband paced in

front of the soldiers. Sybil had made her family proud once
again.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
39
Unit 3 Assessment • Historical Fiction (continued)

7. In paragraph 5, what is the meaning of the word depended?

A 
needed help from

B 
waited for

C 
looked up to

D 
made fun of

8. How can you tell that this passage is historical fiction?

A 
The characters act like real people.

B 
Events in the story actually happened in the past.

C 
The story contains dialogue between characters.

D 
Characters in the story are named Henry and Mary.

40 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment • Historical Fiction (continued)

9. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which event happened first, according to the passage?

A 
Someone tried to capture Sybil’s father at the Ludington’s home.

B 
The British attacked a fort at Danbury.

C 
Sybil’s brothers and sisters wanted to know why she was sleeping.

D 
Sybil rode through the night to gather soldiers from around the
county.

Part B Which sentence from the passage supports the answer to Part A?

A 
Some time ago, a British sympathizer had tried to capture the
colonel in his home.

B 
“Last night when Sybil was putting you to bed, a messenger came
to see your father.”

C 
“He said that the British soldiers had just attacked Danbury.”

D 
Four hundred soldiers had gathered on the Ludingtons’ lawn under
the rising sun.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
41
Unit 3 Assessment • Historical Fiction (continued)

10. Which event happened last, according to the passage?

A 
Sybil put her brothers and sisters to bed.

B 
Colonel Ludington was arrested.

C 
Sybil offered to spread the news.

D 
Soldiers gathered on the Ludingtons’ lawn.

11. W
 hich sentence from “Why Sybil Is Sleeping” supports the idea that
girls did not have the same rights as boys in Sybil’s time?

A 
“I need her help practicing my numbers so that Teacher doesn’t
yell at me,” said Derick.

B 
Perhaps it was good that the Ludington girls could not attend
school as their brothers did.

C 
Sybil and her younger sister Rebecca were keeping watch that
night, armed with pistols.

D 
Sybil offered to go.

12. T
 he author says that Sybil had made her family proud once again.
Which sentence explains what made her family proud this time?

A 
“And she always brushes my hair before breakfast!” complained
Mary.

B 
She washed and mended clothes and did other tasks around the
house.

C 
She spent the whole night on horseback, alerting the soldiers.

D 
Four hundred soldiers had gathered on the Ludingtons’ lawn
under the rising sun.

42 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment • Historical Fiction (continued)

13. Describe two important things about Sybil that you learned from this
passage.

14. Based on these two passages, how were Sarah and Sybil alike?

A 
Both of them were allowed to attend school.

B 
They both supported the English king.

C 
Both of them came from large families.

D 
They both gave up something for an important cause.

15. How are the settings of both passages alike?

A 
Both passages are set in the present time.

B 
The events in both passages take place in England.

C Both passages are set in long-ago America.

D 
The events in both passages take place in the same house.

16. Which theme fits both of these passages?

A 
It is better to solve problems peacefully than to go to war.

B 
Sometimes people must sacrifice for what they believe in.

C 
Family is the only thing that keeps people bound together.

D 
Everyone wants peace, but very few will work for it.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
43
Unit 3 Assessment • Biography (continued)

Writing Prompt

Think about the main characters in the two passages you read. Which main character
made the biggest sacrifice, or gave up the most, for an important reason? Write an
essay to explain your opinion. Use details from the passages to support your ideas.

STOP!

44 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 4 Assessment
Literary Text • Realistic Fiction

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–8.

The Better to See You With

1 “Just keep your eye on the ball.” Uncle Chet’s words
echoed in Doug’s head.

2 Whifff! Doug swung the bat and missed the ball, again.
This was getting ridiculous. His cheeks felt hot as he walked
to the bench. No wonder he always got picked last for the
team.

3 As he lined up after recess, Doug wondered, How come

other kids could hit a baseball? Why could they find the
hoop with a basketball? Why didn’t other kids say the wrong
words when it was their turn to read out loud? Did other
people see the world differently?

4 Once or twice, other people had suggested that maybe

he needed glasses. No way, Doug had always thought. He
wanted to avoid giving his brother’s friends one more thing
to taunt him about.

5 That afternoon Mr. Greene called on Doug to read the

next math problem. Doug squinted at the numbers on the
board. As he read the problem, the other kids started to
giggle. After class, Mr. Greene took Doug aside. “I think you
need to get your eyes checked,” he said.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
45
Unit 4 Assessment • Realistic Fiction (continued)

6 Doug mumbled to himself, “One more thing. Just one more

thing to get teased about. Okay, I give up.”

7 A few days later, Doug pulled out his new glasses. He slid
them on, hoping no one would notice, just as math class
began.

8 “Doug, please read the first problem,” said Mr. Greene.

9 Doug read the problem aloud and solved it. Phew! he

thought.

10 That afternoon, his brother’s friends came over to play

basketball. No one said a word about Doug’s glasses. Al said,
“We need another guy to even up the teams. Do you want to
play?”

11 Doug nodded nervously. Then, when it was his turn, he

bounced the ball. He kept his eyes on the ball and on the hoop,
took a breath, and shot. Two points! Hey! he thought as Al
gave him a high five, maybe this won’t be so bad after all.

46 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment • Realistic Fiction (continued)

1. In paragraph 4, what is the meaning of the word taunt?

A 
praise

B 
flatter

C 
tease

D 
ignore

2. What kind of passage is this?

A 
biography

B 
realistic fiction

C 
article

D 
historical fiction

3. What is Doug’s problem at the beginning of the passage?

A 
His brother’s friends make fun of the way he looks.

B 
He does not know how to hit a baseball.

C 
His teacher calls on him too often in class.

D 
He cannot see well enough to be good in sports.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
47
Unit 4 Assessment • Realistic Fiction (continued)

4. Which sentence from the passage supports the idea that Doug has
weak eyesight?

A 
“Just keep your eye on the ball.”

B 
No wonder he always got picked last for the team.

C 
His teacher calls on him too often in class.

D 
Doug squinted at the numbers on the board.

5. This question has two parts. Answer Part A first. Then answer Part B.

Part A Where is Doug at the beginning of the passage?

A 
in a park

B 
at school

C 
at home

D 
in a doctor’s office

Part B Which sentence from the passage supports your answer to Part
A?

A 
Uncle Chet’s words echoed in Doug’s head.

B 
His cheeks felt hot as he walked to the bench.

C 
As he lined up after recess, Doug wondered, How come other kids
could hit a baseball?

D 
Once or twice, other people had suggested that maybe he needed
glasses.

48 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment • Realistic Fiction (continued)

6. Which sentence supports the idea that Doug is worried someone will
make fun of him?

A 
Why could they find the hoop with a basketball?

B 
How come other kids didn’t say the wrong words when it was
their turn to read out loud?

C 
He slid them on, hoping no one would notice, just as math class
began.

D 
Doug read the problem aloud and solved it.

7. How does Doug’s problem get solved?

A 
He gets glasses to help him see better.

B 
He asks his uncle to help him shoot baskets.

C 
He learns to play ball by practicing with his brother.

D 
He asks his teacher for help in math and reading.

8. Write a summary of what happens to Doug. Include at least two

important details from the passage in your summary.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
49
Unit 4 Assessment • Realistic Fiction (continued)

Read the passage. Then answer questions 9–16.

The Two-Wheeled Beginner

1 “Carmen, I have a surprise for you,” said Mr. Vargas. He
beamed as he rolled a dented two-wheeler out of the shed
behind their building.

2 Carmen tried to look excited. “Gee, thanks, Mr. Vargas,” she

said. She didn’t move an inch toward the bicycle.

3 The old man said, “I know it’s a little rusted and a little beat-
up. My Miguel used to ride it. I found it when I cleaned up the
shed. Give it a try.”

4 Carmen could not figure out a way to seem grateful. “Um, I

can’t,” she stammered.

5 Mr. Vargas’s eyebrows shot up. “It’s not good enough for
you?”

6 Now Carmen was really embarrassed. “No, it’s just that I . . .

I never had a bike before. I never learned how to ride.”

7 “Aw, that’s all? Come, I’ll show you.” The old man would not
take no for an answer.

8 Carmen glanced up and down the block. “Um, Mr. Vargas,

do you mind if we try it behind the building?” she asked. Her
friends from school might be passing by at any time. She was
the only third grader she knew who couldn’t ride a bike.

50 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment • Realistic Fiction (continued)

9 For the next two days, Mr. Vargas held onto the back of the
bike as Carmen wobbled around the parking lot. On the third
day, he let go. Carmen pedaled smoothly around the lot. She
turned and rode back to where she began. “Thank you so
much, Mr. Vargas!” she said with a grin.

10 Carmen pedaled around to the front of the building. Just then

Dana and Kelly were riding past on their bikes. “Carmen, come
join us!” they shouted.

11 Carmen turned back to look at Mr. Vargas. He held one

thumb up and nodded. Carmen raced to catch up with her
friends.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
51
Unit 4 Assessment • Realistic Fiction (continued)

9. In paragraph 4, what is the meaning of the word stammered?

A 
said loudly

B 
answered in a rude way

C 
whispered quietly

D 
spoke in a halting way

10. How can you tell that this passage is realistic fiction?

A 
The events take place in the past.

B 
It tells about a man named Mr. Vargas.

C 
The characters act like real people.

D 
It gives information about a bicycle.

11. This question has two parts. Answer Part A first. Then answer Part B.

Part A What is Carmen’s problem?

A 
She doesn’t have enough money to buy a bike.

B 
She doesn’t have any friends in the neighborhood.

C 
She doesn’t like the bike her neighbor tries to give her.

D 
She doesn’t want her friends to know she can’t ride a bike.

Part B Which sentence from the passage supports the answer to Part A?

A 
Carmen tried to seem excited.

B 
The old man said, “I know it’s a little rusted and a little beat-up.”

C 
“Um, Mr. Vargas, do you mind if we try it behind the building?” she
asked.

D 
Just then Dana and Kelly were riding past on their bikes.

52 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment • Realistic Fiction (continued)

12. W
 hich sentence shows that Carmen is nervous about trying out the
bike?

A 
“Gee, thanks, Mr. Vargas,” she said.

B 
She didn’t move an inch toward the bicycle.

C 
Carmen pedaled smoothly around the lot.

D 
“Thank you so much, Mr. Vargas!” she said.

13. W
 rite a summary of what happens to Carmen. Include at least two
important details from the passage in your summary.

14. T
 hink about the two passages, “The Better to See You With” and “The
Two-Wheeled Beginner.” Which sentence best describes Mr. Greene
from the first passage and Mr. Vargas from the second passage?

A 
They both want to help young people.

B 
They are both short-tempered.

C 
Mr. Vargas is patient, but Mr. Greene is not.

D 
Mr. Greene likes to tease kids, but Mr. Vargas does not.

continued

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Unit 4 Assessment • Realistic Fiction (continued)

15. In what way are Doug and Carmen alike?

A 
They are not very good at sports.

B 
Both wish they had more friends.

C They both need glasses so they can see better.

D 
Both are afraid that someone will tease them.

16. How do both Doug and Carmen feel at the end?

A 
They are pleased with themselves.

B 
They are proud to have new skills.

C 
They are happy to have new friends.

D 
They are disappointed with themselves.

54 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment • Realistic Fiction (continued)

Writing Prompt

Choose one of the passages, “The Better to See You With” or “The Two-Wheeled
Beginner.” Suppose the passage continues. Write a narrative telling what happens
next. Use details from the passage to support your narrative, and write it from
the same point of view.

continued

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Unit 4 Assessment • Realistic Fiction (continued)

STOP!

56 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 5 Assessment
Literary Text • Trickster Tale

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–7.

The Red and Blue Coat:

A Tale from Nigeria
1 There once lived two field mice who were the closest
of friends. They stayed best friends over the years.
When they were all grown up, they chose neighboring
fields to live on. The only thing dividing their land was
a narrow path.

2 As the two friends worked in their fields collecting

food, Mr. Jackal watched. He was jealous that the two
mice got along so well. He spent many hours thinking
about them. Hmmm, maybe they never fight because
they are both tiny and look at the world through the
same beady eyes, thought Mr. Jackal.

3 Mr. Jackal loved mischief, and he liked to play tricks

on the animals in the village. One day, he decided to
play a trick on the two mice. Mr. Jackal made himself a
coat that was two colors, the right half blue and the left
half red.

4 As the two mice gathered food in their own fields,

Mr. Jackal sang loudly as he walked down the path
between them. The two friends took a break from their
work to listen to the trickster’s beautiful singing. They
watched him stroll along.

continued

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Unit 5 Assessment • Trickster Tale (continued)

5 At the end of the day, the two friends met on the path to
say good night to each other. Then one friend said to the other,
“Wasn’t that a beautiful red coat that Mr. Jackal was wearing
today?”

6 “Yes, it was a beautiful coat, but it was blue,” said the other.

7 “You are wrong, my friend! It was red.”

8 “You need glasses,” said the other. “It was blue!”

9 “I can see fine, but you don’t remember well,” the friend
replied.

10 The friends continued to argue and insult each other. Just

as they were saying, “Our friendship is over,” Mr. Jackal came
walking up the path wearing the coat. The friends could see
that the coat was half red and half blue. Mr. Jackal laughed at
the look on the friends’ faces.

11 “We have lived like brothers our whole lives,” said one
mouse. “It is your fault that we began fighting.”

12 “Don’t blame me,” replied Mr. Jackal with a grin. “Both of

you were right, and both of you were wrong. You were fighting
because neither of you looked at my coat from the other’s point
of view.”

58 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment • Trickster Tale (continued)

1. Which sentence from the passage supports the idea that Mr. Jackal
did not have any close friends?

A 
As the two friends worked in their fields collecting food, Mr. Jackal
watched.

B 
He was jealous that the two mice got along so well.

C 
He spent many hours thinking about them.

D 
Mr. Jackal loved mischief, and he liked to play tricks on the
animals in the village.

2. What does the word mischief mean in paragraph 3?

A 
a loud party

B 
an animal that hides

C 
an activity that causes trouble

D 
an action that makes someone sad

3. How can you tell that this passage is a trickster tale?

A 
The characters all work together to solve a problem.

B 
The characters are animals that act like humans.

C 
The story has a main character who is mean.

D 
The story has a happy ending.

continued

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Unit 5 Assessment • Trickster Tale (continued)

4. Why did Mr. Jackal sing loudly as he walked down the path?

A 
He wanted the mice to look up and notice him.

B 
He was trying to annoy the mice.

C 
He always sang when he walked.

D 
He was in a cheerful mood.

5. Which sentence from the passage supports the idea that Mr. Jackal
was happy with the results of his trick?

A 
Mr. Jackal loved mischief, and he liked to play tricks on the animals
in the village.

B 
The friends continued to argue and insult each other.

C 
Just as they were saying, “Our friendship is over,” Mr. Jackal came
walking up the path wearing the coat.

D 
Mr. Jackal laughed at the look on the friends’ faces.

60 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment • Trickster Tale (continued)

6. This question has two parts. Answer Part A first. Then answer Part B.

Part A Why did Mr. Jackal say “Don’t blame me” when the mice
accused him of starting the fight?

A 
It was not his fault that each mouse thought there was only one
right answer.

B 
He was just going for a stroll in his new coat so he shouldn’t be
blamed.

C 
He was just playing a friendly prank and didn’t mean for the mice
to get into a fight.

D 
He wasn’t around when the mice began to fight so he couldn’t be
responsible.

Part B Which sentence from the passage supports the answer to

Part A?

A 
The friends continued to argue and insult each other.

B 
Mr. Jackal laughed at the look on the friends’ faces.

C 
“We have lived like brothers our whole lives.”

D 
“You were fighting because neither of you looked at my coat from
the other’s point of view.”

7. What lesson do the mice learn in the end, and how might this lesson
be helpful in your life? Give an example.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 5 Assessment • Trickster Tale (continued)

Read the passage. Then answer questions 8–16.

The Leprechaun’s Gold:

A Tale from Ireland
1 ’Twas a fine, sunny morning when young Finn Smith went to
work in the field. Just as he was about to begin his work, Finn
heard a strange sound coming from the row next to him. “Tic-
tac-too, tic-tac-too,” went the sound.

2 Happy for any excuse to delay working, Finn put down his
shovel and crept quietly down the row. The tapping sound
became louder and louder. Soon, Finn saw a little old man
sitting at a tiny workbench hammering away at a shoe that
sparkled in the sun. Finn knew he was looking at a leprechaun.
He also knew that the trick to capturing a fairy or leprechaun
was never to look away from it.

3 Finn kept his eyes on the old man and quietly greeted him.

4 “Good day,” Finn said.

5 “Good day to you, too,” smiled the little old man. Then
he lifted up a spoon and asked, “Would you like some of my
porridge?”

6 Finn could see out of the corner of his eye the many beautiful
colors in the bowl. He was curious and wanted to look at it, but
he kept his eyes on the old man.

7 “No, thank you,” said Finn.

62 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment • Trickster Tale (continued)

8 The old man continued to try to trick Finn into looking away,
but Finn continued to stare. Finally, Finn demanded, “Bring me
to where a pot of gold lies.”

9 The leprechaun thought for a bit and then said, “I will show
you where the gold is, but then you must let me leave. I need
to make more shoes for the dance tonight.”

10 Finn agreed, and so the leprechaun led Finn through streams

and woods until they finally reached a field of dandelions. The
leprechaun pointed to one of the dandelions. “The gold is under
that one,” he said.

11 “Swear on your honor that the pot is under there,” said Finn.

12 The leprechaun swore, and Finn let the old man leave.

13 Finn needed a shovel to dig for the gold. He took off one of
his socks and put it over the dandelion. Then he ran to get his
shovel.

14 When Finn returned to the field, he couldn’t believe his eyes.

Every dandelion had a sock on it that looked exactly like Finn’s.
He would never find the right one. As Finn turned to go home,
he was sure he heard hundreds of dandelions laughing at him.

continued

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Unit 5 Assessment • Trickster Tale (continued)

8. What can you infer about Finn?

A 
He is always hungry.

B 
He plays tricks on his friends.

C 
He doesn’t like to work.

D 
He is lonely and has no friends.

9. How can you tell that this passage is a trickster tale?

A 
The leprechaun uses magic.

B 
The leprechaun outwits Finn to solve a problem.

C 
The leprechaun doesn’t like Finn.

D 
The leprechaun grants Finn his wish.

10. In paragraph 5, what type of food is porridge?

A 
cereal

B 
toast

C 
vegetable

D 
meat

64 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment • Trickster Tale (continued)

11. T
 his question has two parts. Answer Part A first. Then answer Part B.

Part A What problem does the leprechaun face in the story?

A 
Finn captures him and does not let him go.

B 
He hasn’t made enough shoes for the dance.

C 
Finn is mean to him and tries to take his food.

D 
He doesn’t want to work at making shoes.

Part B Which sentence from the passage supports the answer to Part A?

A 
Finn saw a little old man sitting at a tiny workbench hammering
away at a tiny shoe that sparkled in the sun.

B 
Finn knew he was looking at a leprechaun.

C 
The old man continued to try to trick Finn into looking away, but
Finn continued to stare.

D 
Finally, Finn demanded, “Bring me to where a pot of gold lies.”

12. W
 hich sentence supports the idea that the leprechaun was happy with
the way things turned out?

A 
The leprechaun swore, and Finn let the old man leave.

B 
When Finn returned to the field, he couldn’t believe his eyes.

C 
Every dandelion had a sock on it that looked exactly like Finn’s.

D 
As Finn turned to go home, he was sure he heard hundreds of
dandelions laughing at him.

continued

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Unit 5 Assessment • Trickster Tale (continued)

13. H
 ow did Finn treat the leprechaun, and how would you have acted
differently in the same situation? Describe what you would do.

14. T
 hink about the two passages you have read. How are the tricksters
in the two passages different?

A 
Mr. Jackal plays a trick for fun while the leprechaun plays a trick
to fix a problem.

B 
Mr. Jackal plays a trick because he needs to escape while the
leprechaun plays a trick to make porridge.

C 
Mr. Jackal plays a trick to get back at the mice while the
leprechaun plays a trick to help Finn.

D 
Mr. Jackal plays a trick to make the mice laugh while the
leprechaun plays a trick to tease Finn.

15. Which statement is true about both passages?

A 
Both tricksters are bored and looking for trouble.

B 
Both passages have only animals as characters.

C Both tricksters succeed in causing trouble.

D 
All of the characters are happy at the end.

16. Which word describes the tone, or feeling, of both passages?

A 
serious

B 
lighthearted

C 
sad

D 
mysterious

66 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment • Trickster Tale (continued)

Writing Prompt

Choose one of the passages you have read: “The Red and Blue Coat” or “The
Leprechaun’s Gold.” Write an informative news article for your teacher that
explains what happens in the story and how the trickster fools the other
character(s). Use details from the passage to support your ideas.

continued

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Unit 5 Assessment • Trickster Tale (continued)

STOP!

68 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 6 Assessment
Informational Text • Persuasive Letter

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–7.

A Healthier Choice
1 Dear Principal Weng,

2 I am writing to ask you to make a change in our school. This

change will make all of the students at Hopkins Elementary School
healthier.

3 Right now, many kids buy soft drinks from the machine in the
cafeteria. This is not healthy for a number of reasons.

4 One important reason is that most soda is made with sugar.

Sugar can give you cavities, especially since nobody brushes their
teeth after lunch.

5 Some studies also show that kids who drink soda are more
likely to be overweight than kids who don’t. That’s another reason
kids should not drink soda.

6 Some people drink sodas with fake sweetener to avoid the

sugar. But who wants to drink chemicals instead of nutrients that
make you grow and keep you healthy?

7 Here’s one more reason to avoid soda: Kids who fill up on soda
don’t have room for healthy food. More kids would buy milk and
other healthy foods if they could not get soda from the machine.

continued

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69
Unit 6 Assessment • Persuasive Letter (continued)

8 Maybe we should keep the machine but fill it with healthy

snacks. Things such as yogurt, carrots, and apples are really
good. Most kids like these foods. The machine could also have
drinks like water or juice. That way, kids could still get drinks
and snacks. They just won’t eat or drink things that are bad for
them.

9 I know you wouldn’t be a principal if you didn’t care about

how kids in our school learn. I’m sure you care about our
health, too. Please make this change as soon as you can.

10 Sincerely,

11 Lizzie Paterson

12 Class 3A

70 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment • Persuasive Letter (continued)

1. What is the meaning of the word nutrients in paragraph 6?

A 
things in food that the body needs

B 
helpful information that is in the news

C 
chemicals that cause diseases

D 
containers for drinks and food

2. What is the main purpose of this letter?

A 
to teach students how to eat healthy food

B 
to persuade the principal to remove soda from the cafeteria

C 
to show the reader that third graders don’t like junk food

D 
to describe what kinds of snacks children should eat

3. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which statement from the passage is an opinion?

A 
One important reason is that most soda is made with sugar.

B Some people drink sodas with fake sweetener to avoid the sugar.

C 
Things such as yogurt, carrots, and apples are really good.

D 
The machine could also have drinks like water or juice.

Part B Which sentence does the author include to support the opinion
in Part A?

A 
Right now, many kids buy soft drinks from the machine in the
cafeteria.

B 
Sugar can give you cavities, especially since nobody brushes their
teeth after lunch.

C 
Most kids like these foods.

D 
I’m sure you care about our health, too.

continued

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71
Unit 6 Assessment • Persuasive Letter (continued)

4. Which sentence from the passage states a fact?

A 
This change will make all of the students at Hopkins Elementary
School healthier.

B 
It can also cause a disease called diabetes, which can be
dangerous.

C 
Maybe we should keep the machine but fill it with healthy snacks.

D 
They just won’t eat or drink things that are bad for them.

5. Which sentence supports the idea that soda with fake sweetener is not
good for you?

A 
Sugar can give you cavities, especially since nobody brushes their
teeth after lunch.

B 
That’s another reason kids should not drink soda.

C 
Some people drink sodas with fake sweetener to avoid the sugar.

D 
But who wants to drink chemicals instead of nutrients that make
you grow and keep you healthy?

72 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment • Persuasive Letter (continued)

6. Which sentence from the passage supports the idea that drinking soda can make
children gain weight?

A 
One important reason is that most soda is made with sugar.

B 
Sugar can give you cavities, especially since nobody brushes their teeth after
lunch.

C 
He says that kids who drink soda are more likely to be overweight than kids
who don’t.

D 
That’s another reason kids should not drink soda.

7. Give three reasons from the letter explaining why sugar is bad for you.

continued

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73
Unit 6 Assessment • Persuasive Letter (continued)

Read the passage. Then answer questions 8–16.

Taking Lunch to the Next Step

1 Dear Principal Allard:

2 Every day when I clear my lunch tray into the trash, I think,
There has to be a better way. I know that 649 kids make a lot
of trash from lunch. What if we recycled not only our paper and
plastic, but our food, too?

3 Here’s my idea. Now that we have a school garden, we could

put the leftover food to really good use. We can recycle lunch
scraps into compost.

4 Here is how it would work. After lunch, everybody empties their

lunch trays. First they put plastic straws, forks, and spoons
into one barrel. Then they dump paper, juice boxes, and milk
containers into another barrel. Finally, they scrape their leftover
food into another barrel. The waste can then be used to make
compost. You need to add some other things such as dirt, grass
clippings, and dried-up leaves.

5 After the compost sits in a special bin for a few months, it turns
into rich black soil. We can add this to the soil in the school
garden. Plants love it! What’s even better is that we can grow
more in our school garden. It’s fun to grow food. And when kids
grow the food they eat, I bet they don’t waste as much.

74 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment • Persuasive Letter (continued)

6 I talked to my third-grade teacher and our science teacher. If

you let us start a program like this, they said that they would
help. They thought it would be a great project for the ecology
club to work on, too.

7 There is a better way to use lunch waste than simply throw it

away. We just need to take a few easy steps.

8 Thank you for giving my ideas some thought.

9 Alex Berger

10 Room 3C

continued

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Unit 6 Assessment • Persuasive Letter (continued)

8. What is the meaning of the word containers in paragraph 4?

A 
products

B 
cartons

C 
insides

D 
sandwiches

9. How can you tell that this passage is a persuasive letter?

A 
The writer is a student in third grade.

B 
The writer describes how to make compost.

C 
The writer addresses the letter to a principal.

D 
The writer wants the reader to take a certain action.

10. What is the writer’s opinion about composting lunch waste?

A 
It’s a good idea to try.

B 
It has been done in many schools.

C 
Composting requires dirt and leaves.

D 
Composting is messy and not worth the effort.

11. W
 hich statement from the passage supports the idea that other
people like the writer’s plan?

A 
Every day when I clear my lunch tray into the trash, I think,
There has to be a better way.

B 
What’s even better is that we can grow more in our school
garden.

C 
And when kids grow the food they eat, I bet they don’t waste as
much.

D 
If you let us start a program like this, they said that they would
help.

76 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment • Persuasive Letter (continued)

12. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which sentence from the passage states an opinion?

A 
After lunch, everybody empties their lunch trays.

B 
You need to add some other things such as dirt, grass clippings,
and dried-up leaves.

C 
After the compost sits in a special bin for a few months, it turns
into rich black soil.

D 
There is a better way to use lunch waste than simply throw it away.

Part B Which sentence from the passage supports the opinion in Part A?

A 
Then they dump paper, juice boxes, and milk containers into
another barrel.

B 
The waste can then be used to make compost.

C 
What’s even better is that we can grow more in our school garden.

D 
And when kids grow the food they eat, I bet they don’t waste as
much.

continued

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77
Unit 6 Assessment • Persuasive Letter (continued)

13. G
 ive three reasons from the letter supporting the idea of recycling food
waste.

14. Think about the two letters you have read. In what way are they alike?

A 
Both writers ask the principal to make a change in the lunchroom.

B 
Both writers complain about something they have to do.

C 
Both writers ask the principal to offer better lunches at school.

D 
Both writers suggest ways to make school more fun.

15. How do both writers try to persuade the reader?

A 
They use humor and funny ideas to make people laugh.

B 
They tell how the changes will make students learn better.

C They give facts and important details to support their ideas.

D 
They use sensory words to make their ideas come alive.

16. Based on these letters, which statement would both writers agree with?

A 
Principals have the best ideas for improving schools.

B 
Students can share their ideas for making schools better.

C 
Parents know what is best for their children in school.

D 
Students are the only ones who can make changes in schools.

78 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment • Persuasive Letter (continued)

Writing Prompt

Which is a better idea: removing soda from school cafeterias or

recycling food waste from the lunchroom? Write a letter to your
principal giving your opinion. Use details from both passages to support
your ideas.

continued

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Unit 6 Assessment • Persuasive Letter (continued)

STOP!

80 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 7 Assessment
Literary Text • Fairy Tale

Name ________________________________________ Date ___________

Read the title and the first paragraph of the passage. Then
answer question 1.

1. What will most likely happen in this story?

A 
Cat and Dog will save the woman’s life.

B 
The man and woman will send Cat and Dog away.

C 
Cat and Dog will take a long trip together.

D 
The man and woman will lose the ring.

Now read the rest of the passage and answer questions 2–7.

Why Cat and Dog Are Enemies

1 Once upon a time, a husband and wife lived in their home
with their friends, Dog and Cat. The couple lived simply and
had no riches. But they did own a magical golden ring they
kept hidden by the fireplace. Whoever possessed the ring
would always have enough food.

2 One night, as the husband and wife slept, a thief sneaked

into their home and stole the ring. Cat saw the robbery happen
and followed the thief. She watched through a window as the
thief went home and locked the ring in a chest.

3 The next morning, Cat tried to tell the man and woman what
had happened, but they only heard her meow. Cat knew she
would be treated like a queen if she could get the ring back.
But she could not figure out how to do it.

continued

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Unit 7 Assessment • Fairy Tale (continued)

4 The couple soon did not have any food to eat. One night, Dog
and Cat talked about how they could help their friends. Cat told
Dog about the thief and what she saw.

5 “Let’s get the ring back,” said Dog.

6 “But how?” asked Cat. “The ring is locked in a chest.”

7 “If you catch a mouse, you can make the mouse chew a hole
in the chest,” Dog explained.

8 “What a great idea!” said Cat, and she scurried off to catch
a mouse. She had not expected Dog to think up such a smart
plan.

9 Later, Dog helped Cat get into the thief’s house with a
mouse, and he stood guard outside. The mouse chewed a hole
in the chest. Cat got the ring out of the chest, put it in her
mouth, and sneaked out of the house. When Dog noticed that
Cat was gone, he ran after her.

10 Cat made it home first. She was giving the ring back to the
man and woman when Dog rushed in. The man and woman
accepted the ring from Cat and then scolded Dog and put him
outside for chasing Cat. Cat just stood there and smiled. Food
suddenly appeared in the kitchen, and Cat enjoyed a lavish
meal. While she rested by the fireplace afterward, Dog sulked
outside by the door.

11 And ever since then, cats and dogs have been enemies.

82 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment • Fairy Tale (continued)

2. Which sentence from the passage supports the idea that the man and
woman were poor?

A 
Once upon a time, a husband and wife lived in their home with
their friends, Dog and Cat.

B 
The couple lived simply and had no riches.

C 
But they did own a magical golden ring they kept hidden by the
fireplace.

D 
Whoever possessed the ring would always have enough food.

3. What does the word possessed mean in paragraph 1 of the passage?

A 
stole

B 
hid

C 
owned

D 
wore

4. How can you tell that this passage is a fairy tale?

A 
The two main characters are a man and a woman.

B 
The man and woman have a magical ring.

C 
The story explains why cats and dogs do not get along.

D 
The story takes place a long time ago.

continued

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83
Unit 7 Assessment • Fairy Tale (continued)

5. Which sentence from the passage supports the idea that Cat had
planned to trick Dog all along?

A 
Later, Dog helped Cat get into the thief’s house with a mouse, and
he stood guard outside.

B 
When Dog noticed that Cat was gone, he ran after her.

C 
The man and woman accepted the ring from Cat and then scolded
Dog and put him outside for chasing Cat.

D 
Cat just stood there and smiled.

6. This question has two parts. Answer Part A first. Then answer Part B.

Part A What is most likely to happen in the future?

A 
Cat and Dog will become good friends.

B 
The man and woman will be nice to Cat but not to Dog.

C 
Cat and Dog will leave home to see the world.

D 
The thief will return to the house and take the ring again.

Part B Which excerpt from the passage supports the answer

to Part A?

A 
Cat made it home first.

B 
She was giving the ring back to the man and woman when Dog
rushed in.

C 
Food suddenly appeared in the kitchen, and Cat enjoyed a lavish
meal.

D 
While she rested by the fireplace afterward, Dog sulked by the
door.

84 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment • Fairy Tale (continued)

7. Why did the man and woman reward Cat and punish Dog? Use at least two details from
the passage to support your answer.

continued

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Unit 7 Assessment • Fairy Tale (continued)

Read the title and the first paragraph of the passage. Then
answer question 8.

8. What will most likely happen in this story?

A 
The princess will leave the castle.

B 
The princess will turn into a fairy.

C 
The princess will fly to the stars.

D 
The princess will make friends with a bear.

Now read the rest of the passage and answer questions 9–16.

The Bear Princess

1 Once upon a time, there lived a king and queen who loved
their daughter so much that they kept her in the castle day and
night for fear that harm would come to her. During the day, she
sat by the window and looked out at the forest. At night, she
felt that her only friends were the stars.

2 One night she whispered, “I wish I could wander outside.”

Then she spoke her wish aloud, and a fairy appeared. The fairy
gave the princess a cart and a bearskin.

3 “When you put on the bearskin, you will be disguised,” said

the fairy. “And when you get into the cart, you can go wherever
you please.”

4 Thrilled, the princess put on the bearskin, stepped into the

cart, and was whisked away deep into the forest. There, the
princess delighted in all of the birds and deer that she saw. Yet
when she got near them, they all scampered away.

5 The next day, the princess went to a field where some

children were playing. When they saw her, the children ran
away.

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 Unit 7 Assessment • Fairy Tale (continued)

6 The following morning, the princess went back to the forest.

Suddenly, the ground shook. Before she knew it, she was
surrounded by a group of hunters on horseback. The hunters
aimed their bows at her and were about to shoot.

7 The princess quickly took off her bearskin and yelled, “Stop!
I am a princess. If you bring me back to the castle, you will
be rewarded.”

8 One of the hunters was a kind prince who lived nearby. As

he accompanied the princess back to the castle, she told him
why she had put on the bearskin. The prince felt sorry for the
princess and vowed to help her.

9 When they arrived at the castle, the prince asked the king
and queen to allow him to visit her and walk with her in the
forest. He told them, “I will make sure no harm comes to her.”

10 The king and queen knew the prince would be true to his
word, so they agreed. After that, the princess and the prince
often went for long walks together in the forest, and soon
they fell in love.

continued

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Unit 7 Assessment • Fairy Tale (continued)

9. In paragraph 8, what is the meaning of the word accompanied?

A 
went with

B 
held on to

C 
listened to

D 
felt sorry for

10. W
 hich sentence from the passage supports the idea that the
princess felt sad being locked in the castle?

A 
Once upon a time, there lived a king and queen who loved their
daughter so much that they kept her in the castle day and night
for fear that harm would come to her.

B 
At night, she felt that her only friends were the stars.

C 
The fairy gave the princess a cart and a bearskin.

D 
There, the princess delighted in all of the birds and deer that she
saw.

11. How can you tell that this passage is a fairy tale?

A 
The king and queen live in a castle.

B 
The princess is not allowed to go out.

C 
The princess gets some magical help.

D 
The princess meets a prince.

88 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment • Fairy Tale (continued)

12. T
 his question has two parts. Answer Part A first. Then answer Part B.

Part A If the story continues, what will most likely happen?

A 
The princess will be locked in the castle again.

B 
The princess will turn into a bear.

C 
The princess will make another wish to the fairy.

D 
The princess and prince will get married.

Part B Which sentence from the passage supports the answer to Part A?

A 
One of the hunters was a kind prince who lived nearby.

B 
As he accompanied the princess back to the castle, she told him why
she had put on the bearskin.

C 
The prince felt sorry for the princess and vowed to help her.

D 
After that, the princess and the prince often went for long walks
together in the forest, and soon they fell in love.

13. H
 ow did the princess feel after her first two days as a bear, and why?
Use at least two details from the passage to support your answer.

continued

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Unit 7 Assessment • Fairy Tale (continued)

14. T
 hink about the two passages you have read. What is true about
the beginning of both of these passages?

A 
One character wants a better life.

B 
A thief steals something valuable.

C 
An evil character enters the story.

D 
The main characters are sad.

15. How are these two passages similar?

A 
They include animals that can speak.

B 
The narrator is the main character.

C A person asks a friend for help.

D 
The man and woman are happy in the end.

16. T
 hink about the ring in “Why Cat and Dog Are Enemies” and the
bearskin in “The Bear Princess.” How are these things alike?

A 
Both are used to disguise a character.

B 
Both are stolen by a thief.

C 
Both help solve a problem.

D 
Both are given as gifts.

90 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment • Fairy Tale (continued)

Writing Prompt

Choose one of the passages, “Why Cat and Dog Are Enemies” or “The Bear
Princess.” Write a narrative telling what happens before the story begins. For
example, tell how the man and woman first got the ring or why the king and
queen kept the princess in the castle. Use details from the passage to support
your narrative, and write it from the same point of view.

continued

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Unit 7 Assessment • Fairy Tale (continued)

STOP!

92 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 8 Assessment
Literary Text • Tall Tale

Read the passage. Then answer questions 1–6.

Paul Bunyan’s Thirsty Ox

1 Long ago, people didn’t just run right down to the nearest
toy store when they had to get somebody a birthday present.
They used their wits and rustled up something useful as a gift.
Well, this was true around the time of Paul Bunyan’s birthday.

2 Let me back up just a little. The day Paul Bunyan was

actually born, he gave his maw and paw quite a surprise. Paul
was the biggest baby ever seen in those parts. Why, he was
the biggest baby ever seen in any parts!

3 Before Paul even had a diaper on him, he grabbed a

broomstick and swung it, cutting right through the bars on his
crib. Then he sawed the legs off his parents’ bed and sent it
crashing to the floor.

4 “Give that boy an ax,” somebody or other hollered. “Let him

earn his breakfast.”

5 Like I say, Paul was always a big boy. Some say he was
eight feet tall by his tenth birthday, but I figure he was bigger
than that. He took up logging for work. Of course, he could lift
a whole tree and toss it in a pile. Pffft, just like that. No man
or machine could keep up with him.

continued

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Unit 8 Assessment • Tall Tale (continued)

6 After a while, Paul thought he’d like a little company in the

woods as he worked. That’s when his friend Davy Crockett
came up with the brilliant idea of giving him Babe as a gift.

7 Babe was a blue ox. He was big like Paul, even stronger.
Babe could work from sunup to sundown without any food. The
only thing was, he liked to drink a lot of water. Paul got a little
tired of moving the streambeds so the water would run into
Babe’s mouth. He had an idea. If he could make some really
big puddles right near camp, Babe could drink from them.

8 Paul took a long board and laid it between two tall pine trees.
He jumped up and down on the board, going higher and higher
with each jump. Finally, he sprang off the board and landed
hard, really hard. His great big footprints left mighty big holes
in the ground. The next time it rained, the puddles filled up
with water. That’s how the Great Lakes were formed.

94 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment • Tall Tale (continued)

1. What is the meaning of the word brilliant in paragraph 6?

A 
outstanding

B 
boring

C 
amusing

D 
strange

2. How can you tell that this passage is a tall tale?

A 
The main character owns an ox.

B 
The main character acts like a real person.

C 
Everything in the story is exaggerated.

D 
Events in the story happened long ago.

3. This question has two parts. Answer Part A first. Then answer Part B.

Part A How is Paul Bunyan different from other men?

A 
He gets birthday presents.

B 
He is much bigger and stronger.

C 
He slept in a crib as a baby.

D 
He works at a job all day.

Part B Which sentence from the passage supports the answer to Part A?

A 
Well, this was true around the time of Paul Bunyan’s birthday.

B 
The day Paul Bunyan was actually born, he gave his maw and paw
quite a surprise.

C 
He took up logging for work.

D 
Of course, he could lift a whole tree and toss it in a pile.

continued

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Unit 8 Assessment • Tall Tale (continued)

4. Which sentence supports the idea that Paul Bunyan worked hard?

A 
Then he sawed the legs off his parents’ bed and sent it crashing to
the floor.

B 
No man or machine could keep up with him.

C 
Paul took a long board and laid it between two tall pine trees.

D 
He jumped up and down on the board, going higher and higher
with each jump.

5. Which sentence from the passage shows that Paul Bunyan was
impatient?

A 
The day Paul Bunyan was actually born, he gave his maw and paw
quite a surprise.

B 
Some say he was eight feet tall by his tenth birthday, but I figure
he was bigger than that.

C 
Paul got a little tired of moving the streambeds so the water would
run into Babe’s mouth.

D 
Paul took a long board and laid it between two tall pine trees.

6. In this passage, what are the most important things to know about
Paul Bunyan? Use at least two details from the passage to support
your answer.

96 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment • Tall Tale (continued)

Read the passage. Then answer questions 7–16.

Mike Fink Meets

Sally Ann Thunder Ann Whirlwind
1 Back in the frontier days, Davy Crockett and Mike Fink were
sworn enemies. Things didn’t change much when Davy married
a gal named Sally Ann Thunder Ann Whirlwind. Cranky old Fink
wasn’t shy about letting his feelings be known. He lived in the
swamp. He was used to hollering over the croak of gators.

2 Well, Sally Ann You-Know-the-Rest was more fearless than

any gal this side of the Mississippi, or the other. One time
a mess of gators got tired of living down south. They tied a
bunch of logs together and rode them up the river.

3 Sally Ann Whatever didn’t like the idea of her toes getting
nibbled when she took a bath in the river each month. She
stuck some stinky fish on a bent pin. Then she dangled it over
the water.

4 The alligators snapped at the fish. Sally pulled up the pin.

She grabbed those green gators by the tail. Then she flung
them clear to Alaska where they turned blue with cold.

5 This was good practice for the day Sally Ann T.A.W.C.
met Mike Fink. Davy was spouting off about how strong and
wonderful his wife was. Fink had no use for Crockett or his
bragging. He figured no little woman could be as tough as he
was. Mike said, “Bring her on!” He thought he’d get a great
laugh scaring Sally and watching her run back home to Davy.

continued

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Unit 8 Assessment • Tall Tale (continued)

6 That night Mike Fink climbed inside a big old alligator skin.
He zipped up the skin so he was all covered. When Sally
A.T.A.W.C. came skipping down the dock, Mike stood up on
his hind feet. Then he gave one of the loudest, bloodthirstiest
screams you ever heard. Why, it could have turned back the
tide, if only the ocean was a little closer.

7 Did this stop Miz Sally? No way. She just grinned from ear
to ear. She pulled a hatpin out of her bonnet and stuck it
through the gator’s tail. Mike Fink twisted and turned, but he
couldn’t get loose. Then Sally tickled that alligator skin until
Mike begged for mercy. He pulled and pulled to get away from
the tickling till his neck stretched almost clear up to the moon.
When it couldn’t stretch any farther, his head snapped back to
Earth like a rubber band.

8 All that stretching and snapping wore Mike out. He stuck his
paws in the air and said, “Uncle.” Sally fixed her bonnet and
said, “Next time, I won’t let you off so easy!”

9 Mike hoped there wouldn’t be any next time.

98 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment • Tall Tale (continued)

7. What is the meaning of the word mercy in paragraph 7?

A 
kindness

B 
thanks

C 
money

D 
freedom

8. How can you tell that “Mike Fink Meets Sally Ann Thunder Ann
Whirlwind” is a tall tale?

A 
Sally Ann is married to a real person.

B 
Sally Ann is stronger than a real person could be.

C 
Mike Fink has a really loud voice.

D 
Mike Fink and Davy Crockett are enemies.

9. Which word describes both Mike Fink and Sally Ann Thunder Ann
Whirlwind?

A 
bold

B 
timid

C 
loyal

D 
friendly

continued

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Unit 8 Assessment • Tall Tale (continued)

10. This question has two parts. Answer Part A first. Then answer Part B.

Part A How was Mike Fink different from Davy Crockett?

A 
He liked having gators in the river.

B 
He wanted to marry Sally Ann.

C 
He lived during the frontier days.

D 
He did not respect Sally Ann’s strength.

Part B Which sentence from the passage supports the answer to Part A?

A 
He was used to hollering over the croak of gators.

B 
Davy was spouting off about how strong and wonderful his wife
was.

C 
He figured no little woman could be as tough as he was.

D 
When it couldn’t stretch any farther, his head snapped back to
Earth like a rubber band.

11. What happens in this story that is different from real life?

A 
Some gators make a raft.

B 
Alligators snap at a fish.

C 
A man lives near a swamp.

D 
A woman wears a bonnet.

100 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment • Tall Tale (continued)

12. W
 hy does the writer say Sally Ann Thunder Ann’s name a different
way each time it is written?

A 
to show the names that Mike Fink called her

B 
to show the names that Davy Crockett called her

C 
to show that he cannot remember her whole name

D 
to show that he can’t be bothered to use the whole name each time

13. W
 hat things are most important to know about Sally Ann Thunder Ann
Whirlwind? Use at least two details from the passage to support your
answer.

14. T
 hink about the two passages you have read. How are Paul Bunyan
and Sally Ann alike?

A 
They are both clever.

B 
They are both impatient.

C 
They are both very strong.

D 
They are both boastful.

continued

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Unit 8 Assessment • Tall Tale (continued)

15. Which detail connects both passages?

A 
Both passages tell about catching alligators.

B 
Davy Crockett knows the main character in each passage.

C The main characters in both passages are animals.

D 
Both passages tell how something in nature was formed.

16. In what way are these two passages alike?

A 
They describe men who are loggers.

B 
They have two characters who compete against each other.

C 
They exaggerate what the main characters can do.

D 
They tell about real people.

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 Unit 8 Assessment • Tall Tale (continued)

Writing Prompt

Think about the two passages you have read. Which one was a better story?
Write a review for your friends to explain which story was better and why. Use
details from both passages to support your opinion.

continued

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Unit 8 Assessment • Tall Tale (continued)

STOP!

104 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 9 Assessment
Literary Text • Pourquoi Tale

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–7.

How the Milky Way

Appeared in the Sky: A Cherokee Tale
1 Long ago, the people ate only corn. They ground the
dried kernels into floury meal. Each day they filled their
baskets to the brim. They ate cornmeal morning, noon, and
night.

2 One day, as Grandmother began to prepare her evening

meal, she reached into the basket and found that the
cornmeal did not reach the top. “Hmmph!” she muttered.

3 The next night Grandmother noticed there was even

less meal in the basket than the night before. Puzzled, she
continued to cook.

4 This went on for seven nights. Each night there was less
and less meal in the basket than there should have been.
Grandmother began to fret. “What has happened to the
meal? Soon I will have nothing to eat!” she wailed, rocking
back and forth.

5 Finally, a young man heard Grandmother through the wall

and came to see what ailed his neighbor. As the woman
began to speak, the young man caught sight of a large dog
just outside the window. Cornmeal crumbs dotted the dog’s
nose and whiskers.

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

6 The young man chased after the dog but could not catch
it. The dog raced down the road and through the wood. The
young man followed the trail of crumbs. At the end of the road,
the animal leaped into the sky, jumping from cloud to cloud.
Without realizing that he was flying through the sky, the young
man followed the dog. Crumbs continued to spill from the dog’s
mouth, fluttering around the sky.

7 The Great Spirit, impressed that the young man would work
so hard to help his neighbor, turned the crumbs into stars. You
can see them still in the Milky Way in the evening sky.

106 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 9 Assessment • Pourquoi Tale (continued)

1. In paragraph 4, what is the meaning of the word fret?

A 
cook

B 
worry

C 
sob

D 
pace

2. What kind of passage is “How the Milky Way Appeared in the Sky”?

A 
tall tale

B 
biography

C 
pourquoi tale

D 
personal narrative

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

3. This question has two parts. Answer Part A first. Then answer Part B.

Part A Which event happens first in the passage?

A 
Grandmother notices some cornmeal is missing.

B 
A young man chases a large dog.

C 
A large dog leaps into the sky and onto a cloud.

D 
The Great Spirit forms a group of stars.

Part B Which sentence from the passage supports the answer to Part A?

A 
One day, as Grandmother began to prepare her evening meal, she
reached into the basket and found that the cornmeal did not reach
the top.

B 
The next night Grandmother noticed there was even less meal in
the basket the night before.

C 
At the end of the road, the animal leaped into the sky, jumping
from cloud to cloud.

D 
Without realizing that he was flying through the sky, the young
man followed the dog.

4. Which sentence from the passage shows that the young man figured
out what had happened to the woman’s food?

A 
One day, as Grandmother began to prepare her evening meal, she
reached into the basket and found that the cornmeal did not reach
the top.

B 
As the woman began to speak, the young man caught sight of a
large dog just outside the window.

C 
The dog raced down the road and through the wood.

D 
The Great Spirit, impressed that the young man would work so
hard to help his neighbor, turned the crumbs into stars.

108 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 9 Assessment • Pourquoi Tale (continued)

5. Which sentence from the passage supports the idea that the crumbs
spread through the sky because of the dog?

A 
Cornmeal crumbs dotted the dog’s nose and whiskers.

B 
The young man followed the trail of crumbs.

C 
At the end of the road, the animal leaped into the sky, jumping from
cloud to cloud.

D 
Crumbs continued to spill from the dog’s mouth, fluttering around
the sky.

6. Which event happens last in the passage?

A 
The dog’s nose gets covered with cornmeal.

B 
The Great Spirit turns the cornmeal into stars.

C 
The young man tries to help his neighbor.

D 
The old woman’s cornmeal disappears.

7. What other story have you read that is like this one, and in what way
are the stories alike? Use details from the passage to support your idea.

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

Read the passage. Then answer questions 8–16.

How Raven Made the Tides: A Pacific

Northwest Tale
1 Long ago, both day and night, the tide hugged the shore and
did not rise or fall with the moon’s pull. Old Tide Woman held
the tide firmly in place, tucking it under her chin like a blanket.

2 The clams and oysters scuttled deep in the water where they
could not be reached, as did the mussels and crabs. The people
went hungry without this food.

3 Raven knew of the woman who held the tide fast. He hoped
the tide could be freed from the woman’s grasp. Then the birds
and the people would find plenty to eat in the seabed.

4 Now, Raven liked to upset the order of things. He had stolen

Fog in the past. He had even stolen the Sun. He had fooled
Salmon into jumping into his net. He figured that Tide Woman
would be easy to trick as well.

5 Raven flew to the woman’s hut and patted his belly, saying,
“I have had a fine feast of clams and oysters.”

6 “How did you find them?” Tide Woman demanded.

7 “Far at sea is a hole in the water. You must look through the
fog,” said Raven.

8 The woman would not release her grip to go look. “Bah” was
all she said.

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 Unit 9 Assessment • Pourquoi Tale (continued)

9 Raven tried again. “If you follow the sun’s rays now, you will
see the hole in the tide.” This time Raven held a shiny stone to
reflect the sun into the woman’s eyes. The woman could not
see, but still she held tightly to the tide line.

10 Next Raven strutted to the beach to gather sand in his wing.

He flung it in the woman’s direction to blind the woman for a
moment. As she reached to rub her eyes, Raven grabbed the
tide line away and pulled back the tide.

11 Raven raced to the open shore and filled his belly. The
people, too, rushed to fill their baskets.

12 When Raven had his fill, he returned to the Tide Woman, still
blinded by the sand. She said, “Raven, I know the sound of
your fluttering wings. Help me.”

13 Raven took pity on the woman. He promised to wash the

sand from her eyes on one condition. She must release the tide
two times each day so the people could gather food. Old Tide
Woman agreed, and that is why twice each day the tide runs
out to uncover the sand and then comes in again.

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

8. In paragraph 13, what is the meaning of the word release?

A 
charge money for

B 
let go of

C 
make food for

D 
share with others

9. How can you tell that “How Raven Made the Tides” is a pourquoi tale?

A 
It includes a raven.

B 
Animals in the story can talk.

C 
The people do not like Tide Woman.

D 
It tells how the tides came to be.

10. This question has two parts. Answer Part A first. Then answer Part B.

Part A What does Raven do first to get the old woman to drop the tide
line?

A 
He pretends that he has eaten well.

B 
He reflects the sun into her eyes.

C 
He throws some sand in her eyes.

D 
He washes sand from her eyes.

Part B Which sentence supports the answer to Part A?

A 
“I have had a fine feast of clams and oysters,” he said, patting his
belly.

B 
This time Raven held a shiny stone to reflect the sun into the
woman’s eyes.

C 
He gathered sand up in his wing and flung it in the woman’s
direction.

D 
He agreed to wash the sand from her eyes on one condition.

112 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 9 Assessment • Pourquoi Tale (continued)

11. W
 hich sentence from the passage supports the idea that Raven was
confident he could get his task done?

A 
Raven knew of the woman who held the tide fast.

B 
He hoped the tide could be freed from the woman’s grasp.

C 
He had stolen Fog in the past.

D 
He figured that Tide Woman would be easy to trick as well.

12. W
 hat is the last thing Raven does to get the tide line away from the
woman?

A 
He tells her to look at the fog.

B 
He asks her to look at the sun.

C 
He reflects the sun into her eyes.

D 
He throws sand in her eyes.

13. W
 hat else in nature could be explained by a story like this one? Give
an example.

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

14. H
 ow is Raven like the young man in “How the Milky Way Appeared
in the Sky”?

A 
Both use tricks to fool others.

B 
Both think only of their own needs.

C 
Both try hard to solve a problem.

D 
Both fail to get what they want.

15. T
 hink about the two passages you have read. What is the main
purpose of both passages?

A 
to show how some people can outsmart others

B 
to describe what life was like long ago

C to explain how something in nature began

D 
to persuade readers to believe in something special

16. What lesson can readers learn from both passages?

A 
People like to help strangers.

B 
Trying hard will be rewarded.

C 
Animals are more clever than people.

D 
Stories about nature are always amusing.

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 Unit 9 Assessment • Pourquoi Tale (continued)

Writing Prompt

Choose a character in one these stories: the dog in “How the Milky Way Appeared
in the Sky” or Tide Woman in “How Raven Made the Tides.” Write the story from
that character’s point of view. Use first-person narration and include details from
the passage.

continued

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Unit 9 Assessment • Pourquoi Tale (continued)

STOP!

116 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
Grade 3 | Unit 10 Assessment
Literary Text • Fable

Name ________________________________________ Date ___________

Read the passage. Then answer questions 1–6.

Fox and Crow

1 One day as Fox padded softly through the woods, he
spied Crow sitting on a branch high in a tree. Truth be told,
it was the aroma of a piece of cheese in Crow’s beak that
first caught Fox’s attention.

2 “Ah, you magnificent bird!” said Fox. He sniffed deeply.

“How handsome are your feathers! Why, if your song is
half as elegant as your plumage, you must surely have the
finest voice in all the forest. I wonder, would you honor me
with just a few notes?”

3 Crow was deeply pleased at Fox’s words. Indeed, he was

proud of his voice, but rarely had anyone asked to hear him
sing. He opened his beak to show off with a sweet tune.

4 At that moment, the cheese fell from Crow’s beak. Fox

rushed in to grab it. He snatched the cheese in midair and
swallowed it whole.

5 Then with a smirk, he said, “Foolish Crow, so easily

tricked by a bit of flattery! If you fail to learn that lesson, I
may never go hungry!”

6 With that, Fox slipped away to find his next foolish victim.

continued

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117
Unit 10 Assessment • Fable (continued)

1. In paragraph 5, what is the meaning of the word smirk?

A 
soft voice

B 
wicked grin

C 
friendly wave

D 
sudden stop

2. What kind of passage is this?

A 
myth

B 
fable

C 
poem

D 
tall tale

3. This question has two parts. Answer Part A first, then answer Part B.

Part A What was Fox really trying to do by saying nice things to Crow?

A 
He wanted to get Crow’s cheese.

B 
He wanted Crow to sing for him.

C 
He wanted to show he could sing better than Crow.

D 
He wanted to share some cheese with his friend.

Part B Which sentence from the passage supports the idea that Fox was
trying to trick Crow?

A 
Truth be told, it was the aroma of a piece of cheese in Crow’s
beak that first caught Fox’s attention.

B 
“Why, if your song is half as elegant as your plumage, you must
surely have the finest voice in all the forest.”

C 
“Crow was deeply pleased at Fox’s words.”

D 
Indeed, he was proud of his voice, but rarely had anyone asked
to hear him sing.

118 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment • Fable (continued)

4. How can you tell that Fox doesn’t really want Crow to learn a lesson?

A 
Fox says that Crow has beautiful feathers.

B 
Fox admires Crow’s singing voice.

C 
Fox tells Crow that his feathers are beautiful.

D 
Fox slips away to find his next victim.

5. Which sentence from the passage shows that Crow likes getting a
compliment?

A 
Crow was deeply pleased at Fox’s words.

B 
He opened his beak to show off with a sweet tune.

C 
At that moment, the cheese fell from Crow’s beak.

D 
“Foolish Crow, so easily tricked by a bit of flattery!”

6. What lesson can you infer from this passage? Give two details from
the passage to support your ideas.

continued

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 10 Assessment • Fable (continued)

Read the passage. Then answer questions 7–16.

The Boy Who Cried Wolf

1 One day, a shepherd boy was tending a flock of sheep on the
side of a rocky hill far from the village. His job was to keep the
sheep safe while the people of the village worked in the fields.
The boy played his flute and tossed a few rocks, but soon he
ran out of ideas to make the time pass. The boy thought and
thought. “Wolf!” he said.

2 No one heard him.

3 He cried, “Wolf, wolf!” louder this time.

4 As the boy had hoped, the villagers came running to save the
flock from harm. But when they arrived on the lonely hillside,
the shepherd boy simply laughed. Seeing no wolf, the villagers
returned to their fields.

5 The following day, the shepherd boy tried to entertain himself.

Again he called, “Wolf! Wolf!” louder than the day before. As
before, the villagers came running to help the boy fight off the
attack.

6 But the boy simply pointed at the villagers and could not
manage to say a word. He rolled on the ground and laughed
with pleasure at his trick.

7 The villagers were not amused. They shook their heads in

disgust and went back to their work.

8 On the third day, the boy sat on a rock wondering how to

entertain himself. Then suddenly, he saw a wolf approach the
flock from behind a bush. “Wolf! Wolf! Wolf!” yelled the boy, his
voice rising in fear.

120 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment • Fable (continued)

9 The villagers did not heed the boy’s calls when they heard him
yelling. They shook their heads and went right back to their labor.
“Do not cry ‘wolf’ unless you really mean it,” they said.

10 The shepherd boy was not able to fend off the wolf alone.
The sharp-toothed animal ate several sheep before the boy
finally chased it away with rocks. He was not anxious to face his
neighbors to explain what had happened to their sheep.

continued

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Unit 10 Assessment • Fable (continued)

7. In paragraph 9, what is the meaning of the word heed?

A 
try to teach

B 
pay attention to

C 
follow instructions for

D 
find humor in

8. How can you tell that this passage is a fable?

A 
It includes dialogue.

B 
It tells about events that happened long ago.

C 
It teaches a lesson.

D 
It has animal characters in it.

9. Which sentence from the passage supports the idea that the
shepherd boy was bored?

A 
The boy played his flute and tossed a few rocks, but soon he ran
out of ideas to make the time pass.

B 
But the boy simply pointed at the villagers and could not manage
to say a word.

C 
The shepherd boy was not able to fend off the wolf alone.

D 
He was not anxious to face his neighbors to explain what had
happened to their sheep.

122 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment • Fable (continued)

10. This question has two parts. Answer Part A first. Then answer Part B.

Part A How do the villagers feel when they find there is no wolf the first
two times?

A 
uneasy

B 
glad

C 
entertained

D 
annoyed

Part B Which sentence from the passage supports the answer to Part A?

A 
As the boy had hoped, the villagers came running to save the flock
from harm.

B 
But when they arrived on the lonely hillside, the shepherd boy
simply laughed and, seeing no wolf, the villagers returned to their
fields.

C 
Again he called, “Wolf! Wolf!” louder than the day before and, as
before, the villagers came running to help the boy fight off the
attack.

D 
They shook their heads in disgust and went back to their work.

continued

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Unit 10 Assessment • Fable (continued)

11. W
 hich excerpt sentence from the passage explains why the villagers
do not help the boy the third time he cries “Wolf”?

A 
As the boy had hoped, the villagers came running to save the flock
from harm.

B 
The villagers did not heed the boy’s calls when they heard him
yelling.

C 
“Do not cry ‘wolf’ unless you really mean it,” they said.

D 
He was not anxious to face his neighbors to explain what had
happened to their sheep.

12. D
 escribe the lesson that this passage teaches. Give two details from
the passage to support your ideas.

124 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment • Fable (continued)

13. H
 ow can you tell that the shepherd boy learned a lesson?

A 
He chased the wolf away by throwing rocks at it.

B 
He thought it was funny when his neighbors came to help him.

C 
He was not anxious to tell his neighbors what had happened.

D 
The villagers might never let him watch the sheep again.

14. T
 hink about the two passages you have read. In what way are Fox
from “Fox and Crow” and the boy who cried “Wolf” alike?

A 
Both are lonely.

B 
Both want to make friends.

C 
Both are bored.

D 
Both play tricks on others.

continued

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Unit 10 Assessment • Fable (continued)

15. What idea, or theme, is important to both passages?

A 
Most people are honest.

B 
People always have problems with animals.

C People are not always as clever as they think.

D 
People act differently today than they did long ago.

16. How are Crow and the villagers in “The Boy Who Cried Wolf” alike?

A 
They share what they have.

B 
They are easily tricked.

C 
They try to help others.

D 
They like to get compliments.

126 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment • Fable (continued)

Writing Prompt

Choose one of these passages—”Fox and Crow” or “The Boy Who Cried Wolf”—
and write the story as an informational news article. Tell what happens and
where, when, and why it happens, and who is involved. Use details from the
passage to support your ideas.

continued

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Unit 10 Assessment • Fable (continued)

STOP!

128 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment

Grade 3 | Unit 1 Assessment

Informational Text • Biography
Anton van Leeuwenhoek, Not the Father of the Microscope
Lexile: 730L

Louis Pasteur
Lexile: 660L

Answer Key

Question Answer Strategy Assessed

1 See scoring rubric and sample answer on page 130. Ask Questions for Understanding

2 B Identify Main Idea and Supporting Details

3 C Genre: Biography

4 A Determine Word or Phrase Meaning

5 Part A D Identify Main Idea and Supporting Details

Identify Main Idea and Supporting Details,
5 Part B D
Use Text Evidence to Answer Questions
6 B Use Text Evidence to Answer Questions

7 A Use Text Evidence to Answer Questions

8 D Support Inferences with Text Evidence

9 See scoring rubric and sample answer on page 130. Ask Questions for Understanding

10 B Determine Word or Phrase Meaning

11 C Genre: Biography

12 A Identify Main Idea and Supporting Details

13 Part A D Identify Main Idea and Supporting Details

Identify Main Idea and Supporting Details,
13 Part B C
Use Text Evidence to Answer Questions
14 C Make Connections Across Texts

15 B Make Connections Across Texts

16 C Make Connections Across Texts

Writing Prompt
See scoring rubric on page 131. Write an Informative/Explanatory Text
(optional)

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Unit 1 Assessment

Question 1
Look at the title of the passage and take a quick look at the first paragraph. What questions do you have?
Write two questions you have that will help you understand the passage.

Sample Answer
What are the tiny creatures all around us? What did Leeuwenhoek discover or invent?
Scoring Rubric

2 The response includes two appropriate questions about the passage.

1 The response includes one appropriate question about the passage.

0 The response is incomplete or the questions are not appropriate.

Question 9
Look at the title of the passage and take a quick look at the first paragraph. What questions do you have?
Write two questions you have that will help you understand the passage.

Sample Answer
Who was Louis Pasteur? Why was pasteurization named after him, or how did he help invent
pasteurization?

Scoring Rubric

2 The response includes two appropriate questions about the passage.

1 The response includes one appropriate question about the passage.

0 The response is incomplete or the questions are not appropriate.

130 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 1 Assessment

Writing Prompt (optional)

How did Anton van Leeuwenhoek’s work lead to Louis Pasteur’s work? Write a report
explaining what each man did and how their work was related. Use details from both
passages in your essay.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of informational writing and includes accurate information from the source(s). The
4 writer uses conventions of grammar and sentence structure correctly, and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most features

of informational writing and includes accurate information from the source(s). The
3 writer uses conventions of grammar and sentence structure correctly most of the
time, and may make some mistakes in capitalization, punctuation, and spelling that
do not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of informational writing and includes some information from the source(s). The writer
2 uses conventions of grammar and sentence structure correctly some of the time and
makes many mistakes in capitalization, punctuation, and spelling that hinder the
overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of informational writing and does not develop the topic. The writer rarely uses
1 conventions of grammar and sentence structure correctly, and makes many mistakes
in capitalization, punctuation, and spelling that hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
131
Unit 1 Assessment

Unit 1 Assessment Scoring Chart

Question Point Value Student Score

1 2

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 1

8 1

9 2

10 1

11 1

12 1

13 Part A 1

13 Part B 1

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

132 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment

Grade 3 | Unit 2 Assessment

Realistic Fiction • Literary Text
A Time for Growing
Lexile: 570L

Jumping In
Lexile: 600L

Answer Key

Question Answer Strategy Assessed

1 B Determine Word or Phrase Meaning

2 Part A C Analyze Character

Analyze Character,
2 Part B B
Use Text Evidence to Answer Questions
3 D Analyze Character

4 C Use Text Evidence to Answer Questions

5 C Use Text Evidence to Answer Questions

6 A Analyze Character

7 D Genre: Personal Narrative

8 See scoring rubric and sample answer on page 134. Visualize

9 A Determine Word or Phrase Meaning

10 Part A D Analyze Character

Analyze Character,
10 Part B C
Use Text Evidence to Answer Questions
11 D Genre: Personal Narrative

12 A Support Inferences with Text Evidence

13 See scoring rubric and sample answer on page 134. Visualize

14 B Make Connections Across Texts

15 B Make Connections Across Texts

16 C Make Connections Across Texts

Writing Prompt
See scoring rubric on page 135. Write a Narrative Text
(optional)

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Unit 2 Assessment

Question 8
What does Grandpa and Chris’s garden look like? Use at least two details from the passage to describe
what it looks like.

Sample Answer
The garden has rows of plants. All of the plants are green and healthy. There are rows of tall cornstalks on
one side, and a scarecrow stands in the middle.
Scoring Rubric
The response accurately describes the garden and includes at least two details
2 from the passage.
The response accurately describes the garden and includes one detail from
1 the passage.

0 The response is incomplete or incorrect.

Question 13
Picture the scene at the swimming pool when Jasper is in the water. Write two or three sentences
describing the scene. Use at least two details from the passage in your description.

Sample Answer
There are a lot of kids swimming in the pool and a child’s hat and a beach ball are floating on the surface.
A teenage girl is sitting by the pool talking to some teenage boys. A younger girl is standing at the edge of
the pool about to jump in.

Scoring Rubric

The response accurately describes the scene at the pool and uses at
2 least two details from the passage.
The response accurately describes the scene at the pool and uses one
1 detail from the passage.

0 The response is incomplete or incorrect.

134 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 2 Assessment

Writing Prompt (optional)

Choose one of the passages, “A Time for Growing” or “Jumping In.” If the passage continued,
what would happen next? Write a narrative telling what happens next. Use details from the
passage to support your narrative, and write it from the same point of view.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of narrative writing: details about the time and place, a logical sequence of events,
4 well-developed characters, dialogue, and a narrative point of view. The writer uses
conventions of grammar and sentence structure correctly, and has few or no mistakes
in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of the

features of narrative writing, but may not have a clear narrative voice. The writer
3 uses conventions of grammar and sentence structure correctly most of the time,
but may make some mistakes in capitalization, punctuation, and spelling that do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some of the

features of narrative writing, but includes few details and may not present a logical
2 sequence of events. The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling that hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of narrative writing and does not include details of time or place or a logical sequence
1 of events. The writer rarely uses conventions of grammar and sentence structure
correctly and makes many mistakes in capitalization, punctuation, and spelling that
hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
135
Unit 2 Assessment

Unit 2 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 Part A 1

2 Part B 1

3 1

4 1

5 1

6 1

7 1

8 2

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

136 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment

Grade 3 | Unit 3 Assessment

Literary Text • Historical Fiction
Spinning Bees and Liberty Tea
Lexile: 560L

Why Sybil Is Sleeping

Lexile: 570L

Answer Key

Question Answer Strategy Assessed

1 C Determine Word or Phrase Meaning

2 C Genre: Historical Fiction

3 Part A B Identify Sequence of Events

Identify Sequence of Events,
3 Part B C
Use Text Evidence to Answer Questions
4 A Support Inferences with Text Evidence

5 D Identify Sequence of Events

6 See scoring rubric and sample answer on page 138. Determine Text Importance

7 A Determine Word or Phrase Meaning

8 B Genre: Historical Fiction

9 Part A A Identify Sequence of Events

Identify Sequence of Events,
9 Part B A
Use Text Evidence to Answer Questions
10 D Identify Sequence of Events

11 B Support Inferences with Text Evidence

12 C Use Text Evidence to Answer Questions

13 See scoring rubric and sample answer on page 138. Determine Text Importance

14 D Make Connections Across Texts

15 C Make Connections Across Texts

16 B Make Connections Across Texts

Writing Prompt
See scoring rubric on page 139. Write an Opinion Piece
(optional)

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
137
Unit 3 Assessment

Question 6
Describe two things the ladies in this passage are doing to support the patriots.

Sample Answer
They make their own tea, or they refuse to drink British tea. They make their own cloth.
Scoring Rubric

2 The response accurately describes two things the ladies do to support the patriots.

1 The response accurately describes one thing the ladies do to support the patriots.

0 The response is incomplete or incorrect.

Question 13
Describe two important things about Sybil that you learned from this passage.

Sample Answer
Sybil’s father relied on Sybil to help guard the family. Sybil was sleeping late because she had spent the
whole night riding on horseback, alerting the soldiers.

Scoring Rubric

2 The response accurately identifies two important details about Sybil from the passage.

1 The response accurately identifies one important detail about Sybil from the passage.

0 The response is incomplete or incorrect.

138 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 3 Assessment

Writing Prompt (optional)

Think about the main characters in the two passages you read. Which main character makes
the biggest sacrifice, or gives up the most, for an important reason? Write an essay to explain
your opinion. Use details from the passages to support your ideas.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of opinion writing: a clearly stated opinion or claim, supporting reasons and text
4 evidence from the source(s), a clear and logical conclusion, and a strong voice. The
writer uses conventions of grammar and sentence structure correctly and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of

the features of opinion writing and includes adequate supporting reasons and text
3 evidence from the source(s). The writer uses conventions of grammar and sentence
structure correctly most of the time and may make some mistakes in capitalization,
punctuation, and spelling, but they do not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of opinion writing but may not have adequate supporting reasons or text evidence
2 from the source(s). The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling, which hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of opinion writing and does not state a clear opinion or claim. The writer rarely uses
1 conventions of grammar and sentence structure correctly and makes many mistakes
in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
139
Unit 3 Assessment

Unit 3 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 2

7 1

8 1

9 Part A 1

9 Part B 1

10 1

11 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

140 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment

Grade 3 | Unit 4 Assessment

Literary Text • Realistic Fiction
The Better to See You With
Lexile: 560L

The Two-Wheeled Beginner

Lexile: 440L

Answer Key

Question Answer Strategy Assessed

1 C Determine Word or Phrase Meaning

2 B Genre: Realistic Fiction

3 D Analyze Story Elements

4 D Use Text Evidence to Answer Questions

5 Part A B Analyze Story Elements

Analyze Story Elements,
5 Part B C
Use Text Evidence to Answer Questions
6 C Support Inferences with Text Evidence

7 A Analyze Story Elements

8 See scoring rubric and sample answer on page 142. Summarize and Synthesize

9 D Determine Word or Phrase Meaning

10 C Genre: Realistic Fiction

11 Part A D Analyze Story Elements

Analyze Story Elements,
11 Part B C
Use Text Evidence to Answer Questions
12 B Support Inferences with Text Evidence

13 See scoring rubric and sample answer on page 142. Summarize and Synthesize

14 A Make Connections Across Texts

15 D Make Connections Across Texts

16 A Make Connections Across Texts

Writing Prompt
See scoring rubric on page 143. Write a Narrative Text
(optional)
©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
141
Unit 4 Assessment

Question 8
Write a summary of what happens to Doug. Include at least two important details from the passage
in your summary.

Sample Answer
Doug realizes he needs glasses because he can’t hit a ball and can’t read problems on the board.
He doesn’t want to wear glasses because he is afraid others will tease him. When he gets glasses,
nobody teases him and he is able to do many things better.
Scoring Rubric
The response accurately summarizes what happens to Doug and includes at least two
2 important details from the passage.
The response partially summarizes what happens to Doug and includes one
1 important detail from the passage.

0 The response is incorrect or incomplete.

Question 13
Write a summary of what happens to Carmen. Include at least two important details from the
passage in your summary.

Sample Answer
Carmen is embarrassed because she can’t ride a two-wheeler. Her neighbor gives her an old bike
and teaches her how to ride it.

Scoring Rubric

The response accurately summarizes what happens to Carmen and includes at least
2 two important details from the passage.
The response partially summarizes what happens to Carmen and includes one
1 important detail from the passage.

0 The response is incorrect or incomplete.

142 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 4 Assessment

Writing Prompt (optional)

Choose one of the passages, “The Better to See You With” or “The Two-Wheeled Beginner.”
Suppose the passage continues. Write a narrative telling what happens next. Use details from
the passage to support your narrative, and write it from the same point of view.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of narrative writing: details about the time and place, a logical sequence of events,
4 well-developed characters, dialogue, and a narrative point of view. The writer uses
conventions of grammar and sentence structure correctly, and has few or no mistakes
in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of the

features of narrative writing, but may not have a clear narrative voice. The writer
3 uses conventions of grammar and sentence structure correctly most of the time,
but may make some mistakes in capitalization, punctuation, and spelling that do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some of the

features of narrative writing, but includes few details and may not present a logical
2 sequence of events. The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling that hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of narrative writing and does not include details of time or place or a logical sequence
1 of events. The writer rarely uses conventions of grammar and sentence structure
correctly and makes many mistakes in capitalization, punctuation, and spelling that
hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

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143
Unit 4 Assessment

Unit 4 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 1

4 1

5 Part A 1

5 Part B 1

6 1

7 1

8 2

9 1

10 1

11 Part A 1

11 Part B 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

144 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment

Grade 3 | Unit 5 Assessment

Literary Text • Trickster Tale
The Red and Blue Coat: A Tale from Nigeria
Lexile: 750L

The Leprechaun’s Gold: A Tale from Ireland

Lexile: 790L
Answer Key

Question Answer Strategy Assessed

1 B Support Inferences with Text Evidence

2 C Determine Word or Phrase Meaning

3 B Genre: Trickster Tale

4 A Make and Support Inferences

5 D Support Inferences with Text Evidence

6 Part A A Make and Support Inferences

Make and Support Inferences,
6 Part B D
Use Text Evidence to Answer Questions
7 See scoring rubric and sample answer on page 146. Make Connections

8 C Make and Support Inferences

9 B Genre: Trickster Tale

10 A Determine Word or Phrase Meaning

11 Part A A Analyze Story Elements

Analyze Story Elements,
11 Part B C
Use Text Evidence to Answer Questions
12 D Support Inferences with Text Evidence

13 See scoring rubric and sample answer on page 146. Make Connections

14 A Make Connections Across Texts

15 C Make Connections Across Texts

16 B Make Connections Across Texts

Writing Prompt
See scoring rubric on page 147. Write an Informative/Explanatory Text
(optional)

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
145
Unit 5 Assessment

Question 7
What lesson do the mice learn in the end, and how might this lesson be helpful in your life?
Give an example.

Sample Answer
The mice learn that it is important to look at things from the other’s point of view. This is a
good lesson for people, too. It could help me if I have an argument with my sister.
Scoring Rubric
The response accurately explains the lesson and gives an example of how the student
2 might apply it to his or her life.
The response explains the lesson or gives an example of how the student might apply
1 it to his or her life, but not both.

0 The response is incomplete or incorrect.

Question 13
How did Finn treat the leprechaun, and how would you have acted differently in the same situation?
Describe what you would do.

Sample Answer
Finn is rude to the leprechaun because he doesn’t want the leprechaun to escape. I would be nice to
the leprechaun and ask him politely for help.

Scoring Rubric

The response accurately describes how Finn treats the leprechaun and what the
2 student would do.
The response describes how Finn treats the leprechaun or what the student would
1 do, but not both.

0 The response is incomplete or incorrect.

146 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 5 Assessment

Writing Prompt (optional)

Choose one of the passages you have read: “The Red and Blue Coat” or “The Leprechaun’s
Gold.” Write an informative news article for your teacher that explains what happens in
the story and how the trickster fools the other character(s). Use details from the passage to
support your ideas.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of informative writing and includes accurate information from the source(s). The
4 writer uses conventions of grammar and sentence structure correctly and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most features

of informative writing and includes accurate information from the source(s). The
3 writer uses conventions of grammar and sentence structure correctly most of the time
and may make some mistakes in capitalization, punctuation, and spelling, but they do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of informative writing and includes some information from the source(s). The writer
2 uses conventions of grammar and sentence structure correctly some of the time and
makes many mistakes in capitalization, punctuation, and spelling, which hinder the
overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of informative writing and does not develop the topic. The writer rarely uses
1 conventions of grammar and sentence structure correctly and makes many mistakes
in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 5 Assessment

Unit 5 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 1

4 1

5 1

6 Part A 1

6 Part B 1

7 2

8 1

9 1

10 1

11 Part A 1

11 Part B 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

148 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment

Grade 3 | Unit 6
1 Assessment
Informational Text • Persuasive Letter
A Healthier Choice
Lexile: 750L

Taking Lunch to the Next Step

Lexile: 680L
Answer Key

Question Answer Strategy Assessed

1 A Determine Word or Phrase Meaning

2 B Genre: Persuasive Letter

3 Part A C Distinguish/Evaluate Fact and Opinion

3 Part B C Distinguish/Evaluate Fact and Opinion

4 B Distinguish/Evaluate Fact and Opinion

5 D Support Inferences with Text Evidence

6 C Support Inferences with Text Evidence

7 See scoring rubric and sample answer on page 150. Fix-Up Monitoring

8 B Determine Word or Phrase Meaning

9 D Genre: Persuasive Letter

10 A Distinguish/Evaluate Fact and Opinion

11 D Support Inferences with Text Evidence

12 Part A D Distinguish/Evaluate Fact and Opinion

12 Part B B Distinguish/Evaluate Fact and Opinion

13 See scoring rubric and sample answer on page 150. Fix-Up Monitoring

14 A Make Connections Across Texts

15 C Make Connections Across Texts

16 B Make Connections Across Texts

Writing Prompt
See scoring rubric on page 151. Write an Opinion Piece
(optional)

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 6 Assessment

Question 7
Give three reasons from the letter explaining why sugar is bad for you.

Sample Answer
It can cause cavities, it can make you overweight, and it can cause diabetes.
Scoring Rubric

2 The response gives three accurate reasons from the passage.

1 The response gives one or two accurate reasons from the passage.

0 The response is incomplete or incorrect.

Question 13
Give three reasons from the letter supporting the idea of recycling food waste.

Sample Answer
It will reduce the amount of trash thrown away. It can be used to make compost to help the school
garden. The teachers think it would be a good project for the ecology club.

Scoring Rubric

2 The response gives three accurate reasons from the passage.

1 The response gives one or two accurate reasons from the passage.

0 The response is incomplete or incorrect.

150 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 6 Assessment

Writing Prompt (optional)

Which is a better idea: removing soda from school cafeterias or recycling food waste from
the lunchroom? Write a letter to your principal giving your opinion. Use details from both
passages to support your ideas.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of opinion writing: a clearly stated opinion or claim, supporting reasons and text
4 evidence from the source(s), a clear and logical conclusion, and a strong voice. The
writer uses conventions of grammar and sentence structure correctly and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of

the features of opinion writing and includes adequate supporting reasons and text
3 evidence from the source(s). The writer uses conventions of grammar and sentence
structure correctly most of the time and may make some mistakes in capitalization,
punctuation, and spelling, but they do not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of opinion writing but may not have adequate supporting reasons or text evidence
2 from the source(s). The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling, which hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of opinion writing and does not state a clear opinion or claim. The writer rarely uses
1 conventions of grammar and sentence structure correctly and makes many mistakes
in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 6 Assessment

Unit 6 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 1

7 2

8 1

9 1

10 1

11 1

12 Part A 1

12 Part B 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

152 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment

Grade 3 | Unit 7 Assessment

Literary Text • Fairy Tale
Why Cat and Dog Are Enemies
Lexile: 770L

The Bear Princess

Lexile: 780L
Answer Key
Question Answer Strategy Assessed
1 D Make Predictions

2 B Support Inferences with Text Evidence

3 C Determine Word or Phrase Meaning

4 B Genre: Fairy Tale

5 D Determine Word or Phrase Meaning

6 Part A B Make Predictions

Make Predictions,
6 Part B D
Use Text Evidence to Answer Questions
Make and Support Inferences,
7 See scoring rubric and sample answer on page 154.
Support Inferences with Text Evidence
8 A Make Predictions

9 A Determine Word or Phrase Meaning

10 B Support Inferences with Text Evidence

11 C Genre: Fairy Tale

12 Part A D Make Predictions

Make Predictions,
12 Part B D
Use Text Evidence to Answer Questions
Make and Support Inferences,
13 See scoring rubric and sample answer on page 154.
Support Inferences with Text Evidence
14 A Make Connections Across Texts

15 D Make Connections Across Texts

16 C Make Connections Across Texts

Writing Prompt
See scoring rubric on page 155. Write a Narrative Text
(optional)
©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 7 Assessment

Question 7
Give three reasons from the letter explaining why sugar is bad for you.

Sample Answer
Why did the man and woman reward Cat and punish Dog? Use at least two details from the passage
to support your answer.
Scoring Rubric
The response accurately explains why Cat was rewarded and Dog was punished. It
2 includes at least two supporting details from the passage.
The response partially explains why Cat was rewarded and Dog was punished. It
1 includes one supporting detail from the passage.

0 The response is incomplete or incorrect.

Question 13
How did the princess feel after her first two days as a bear, and why? Use at least two details from
the passage to support your answer.

Sample Answer
The princess was sad after her second day as a bear. Even though she could leave the castle, she was
still lonely. The children and animals ran away from the princess because she was a bear. She still
didn’t have any friends.

Scoring Rubric

The response accurately explains how the princess felt and why. It includes at least
2 two supporting details from the passage.
The response partially explains how the princess felt and why. It includes one
1 supporting detail from the passage.

0 The response is incomplete or incorrect.

154 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 7 Assessment

Writing Prompt (optional)

Choose one of the passages, “Why Cat and Dog Are Enemies” or “The Bear Princess.” Write
a narrative telling what happens before the story begins. For example, tell how the man and
woman first got the ring or why the king and queen kept the princess in the castle. Use details
from the passage to support your narrative, and write it from the same point of view.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of narrative writing: details about the time and place, a logical sequence of events,
4 well-developed characters, dialogue, and a narrative point of view. The writer uses
conventions of grammar and sentence structure correctly, and has few or no mistakes
in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of the

features of narrative writing, but may not have a clear narrative voice. The writer
3 uses conventions of grammar and sentence structure correctly most of the time,
but may make some mistakes in capitalization, punctuation, and spelling that do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some of the

features of narrative writing, but includes few details and may not present a logical
2 sequence of events. The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling that hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of narrative writing and does not include details of time or place or a logical sequence
1 of events. The writer rarely uses conventions of grammar and sentence structure
correctly and makes many mistakes in capitalization, punctuation, and spelling that
hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
155
Unit 7 Assessment

Unit 7 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 1

4 1

5 1

6 Part A 1

6 Part B 1

7 2

8 1

9 1

10 1

11 1

12 Part A 1

12 Part B 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

156 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment

Grade 3 | Unit 8 Assessment

Literary Text • Tall Tale
Paul Bunyan’s Thirsty Ox
Lexile: 780L

Mike Fink Meets Sally Ann Thunder Ann Whirlwind

Lexile: 770L
Answer Key

Question Answer Strategy Assessed

1 A Use Context Clues

2 C Genre: Tall Tale

3 Part A B Compare and Contrast

Compare and Contrast,
3 Part B D
Use Text Evidence to Answer Questions
4 B Support Inferences with Text Evidence

5 C Support Inferences with Text Evidence

6 See scoring rubric and sample answer on page 158. Support Inferences with Text Evidence

7 A Determine Word or Phrase Meaning

8 B Genre: Tall Tale

9 A Determine Word or Phrase Meaning

10 Part A D Compare and Contrast

Compare and Contrast,
10 Part B C
Use Text Evidence to Answer Questions
11 A Compare and Contrast

12 D Make and Support Inferences

Make and Support Inferences,
13 See scoring rubric and sample answer on page 158.
Support Inferences with Text Evidence
14 C Make Connections Across Texts

15 B Make Connections Across Texts

16 C Make Connections Across Texts

Writing Prompt
See scoring rubric on page 159. Write an Opinion Piece
(optional)
©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 8 Assessment

Question 6
In this passage, what are the most important things to know about Paul Bunyan? Use at least two
details from the passage to support your answer.

Sample Answer
Paul Bunyan was very big and very strong. He worked as a logger and had a blue ox. He created the
Great Lakes.
Scoring Rubric
The response accurately explains the most important things about Paul Bunyan. It
2 includes at least two supporting details from the passage.
The response partially explains the most important things about Paul Bunyan. It
1 includes one supporting detail from the passage.

0 The response is incomplete or incorrect.

Question 13
What things are most important to know about Sally Ann Thunder Ann Whirlwind? Use at least two
details from the passage to support your answer.

Sample Answer
Sally Ann Thunder Ann Whirlwind was strong, fearless, and clever. She removed all the gators from
the Mississippi River. She defeated Mike Fink when he tried to scare her.

Scoring Rubric

The response accurately explains the most important things about Sally Ann Thunder
2 Ann Whirlwind. It includes at least two supporting details from the passage.
The response partially explains the most important things about Sally Ann Thunder
1 Ann Whirlwind. It includes one supporting detail from the passage.

0 The response is incomplete or incorrect.

158 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 8 Assessment

Writing Prompt (optional)

Think about the two passages you have read. Which one was a better story? Write a review
for your friends to explain which story was better and why. Use details from both passages to
support your opinion.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of opinion writing: a clearly stated opinion or claim, supporting reasons and text
4 evidence from the source(s), a clear and logical conclusion, and a strong voice. The
writer uses conventions of grammar and sentence structure correctly and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of

the features of opinion writing and includes adequate supporting reasons and text
3 evidence from the source(s). The writer uses conventions of grammar and sentence
structure correctly most of the time and may make some mistakes in capitalization,
punctuation, and spelling, but they do not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of opinion writing but may not have adequate supporting reasons or text evidence
2 from the source(s). The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling, which hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of opinion writing and does not state a clear opinion or claim. The writer rarely uses
1 conventions of grammar and sentence structure correctly and makes many mistakes
in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
159
Unit 8 Assessment

Unit 8 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 2

7 1

8 1

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

160 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 9 Assessment

Grade 3 | Unit 9 Assessment

Literary Text • Pourquoi Tale
How the Milky Way Appeared in the Sky: A Cherokee Tale
Lexile: 730L

How Raven Made the Tides: A Pacific Northwest Tale

Lexile: 770L
Answer Key

Question Answer Strategy Assessed

1 B Determine Word or Phrase Meaning

2 C Genre: Pourquoi Tale

3 Part A A Identify Sequence of Events

3 Part B A Identify Sequence of Events

Identify Sequence of Events,
4 B
Use Text Evidence to Answer Questions
5 D Support Inferences with Text Evidence

6 B Identify Sequence of Events

7 See scoring rubric and sample answer on page 162. Make Connections

8 B Determine Word or Phrase Meaning

9 D Genre: Pourquoi Tale

10 Part A A Identify Sequence of Events

Identify Sequence of Events,
10 Part B A
Use Text Evidence to Answer Questions
11 D Support Inferences with Text Evidence

12 D Identify Sequence of Events

13 See scoring rubric and sample answer on page 162. Make Connections

14 C Make Connections Across Texts

15 C Make Connections Across Texts

16 B Make Connections Across Texts

Writing Prompt
See scoring rubric on page 163. Write a Narrative Text
(optional)

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 9 Assessment

Question 7
What other story have you read that is like this one, and in what way are the stories alike? Use details
from the passage to support your idea.

Sample Answer
This story reminds me of “Why Sun and Moon Live in the Sky.” Both stories explain how something
in nature came to be.
Scoring Rubric
The response makes an appropriate connection to another story and explains how
2 that story is like this pourquoi tale.
The response makes an appropriate connection to another story or explains how that
1 story is like this pourquoi tale.

0 The response is incorrect or incomplete.

Question 13
What else in nature could be explained by a story like this one? Give an example.

Sample Answer
I wonder how rainbows came to be. A story could be written to explain how rainbows began.

Scoring Rubric

The response makes an appropriate connection to another natural phenomenon and

2 explains that it could be the subject of a similar story.
The response makes an appropriate connection to another natural phenomenon or
1 explains that it could be the subject of a similar story.

0 The response is incorrect or incomplete.

162 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 9 Assessment

Writing Prompt (optional)

Choose a character in one these stories: the dog in “How the Milky Way Appeared in the Sky”
or Tide Woman in “How Raven Made the Tides.” Write the story from that character’s point of
view. Use first-person narration and include details from the passage.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of narrative writing: details about the time and place, a logical sequence of events,
4 well-developed characters, dialogue, and a narrative point of view. The writer uses
conventions of grammar and sentence structure correctly, and has few or no mistakes
in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most of the

features of narrative writing, but may not have a clear narrative voice. The writer
3 uses conventions of grammar and sentence structure correctly most of the time,
but may make some mistakes in capitalization, punctuation, and spelling that do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some of the

features of narrative writing, but includes few details and may not present a logical
2 sequence of events. The writer uses conventions of grammar and sentence structure
correctly some of the time and makes many mistakes in capitalization, punctuation,
and spelling that hinder the overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of narrative writing and does not include details of time or place or a logical sequence
1 of events. The writer rarely uses conventions of grammar and sentence structure
correctly and makes many mistakes in capitalization, punctuation, and spelling that
hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
163
Unit 9 Assessment

Unit 9 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 1

7 2

8 1

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

164 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment

Grade 3 | Unit 10 Assessment

Literary Text • Fable
Fox and Crow
Lexile: 770L

The Boy Who Cried Wolf

Lexile: 770L
Answer Key

Question Answer Strategy Assessed

1 B Determine Word or Phrase Meaning

2 B Genre: Fable

3 Part A A Draw Conclusions

Draw Conclusions,
3 Part B A
Use Text Evidence to Answer Questions
4 D Draw Conclusions

5 A Support Inferences with Text Evidence

Make Inferences,
6 See scoring rubric and sample answer on page 166.
Support Inferences with Text Evidence
7 B Determine Word or Phrase Meaning

8 C Genre: Fable

9 A Support Inferences with Text Evidence

10 Part A D Draw Conclusions

Draw Conclusions,
10 Part B D
Use Text Evidence to Answer Questions
11 C Support Inferences with Text Evidence

12 See scoring rubric and sample answer on page 166. Analyze Story Elements

13 C Draw Conclusions

14 D Make Connections Across Texts

15 C Make Connections Across Texts

16 B Make Connections Across Texts

Writing Prompt
See scoring rubric on page 167. Write an Informative/Explanatory Text
(optional)
©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
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Unit 10 Assessment

Question 6
What lesson can you infer from this passage? Give two details from the passage to support your
ideas.

Sample Answer
The passage teaches that you should not let others trick you by paying you compliments. Fox really
wanted Crow’s cheese so he told Crow that he had a beautiful voice and beautiful feathers. Crow was
so pleased with himself that he opened his mouth to sing and dropped his cheese.
Scoring Rubric
The response accurately explains a lesson that the passage teaches and includes at
2 least two supporting details.
The response accurately explains a lesson that the passage teaches but includes only
1 one supporting detail.

0 The response is incorrect or incomplete.

Question 12
Describe the lesson that this passage teaches. Give two details from the passage to support your
ideas.

Sample Answer
“The Boy Who Cried Wolf” teaches that people should not call out an alarm, or call for help, unless
they are serious. The shepherd cries “Wolf” twice, and the villagers respond to help, but there is no
wolf. When the boy cries out the third time, there is a wolf, but the villagers don’t trust him, or don’t
think he is serious, so they don’t respond.

Scoring Rubric

The response accurately explains a lesson that the passage teaches and includes at
2 least two supporting details.
The response accurately explains a lesson that the passage teaches but includes only
1 one supporting detail.

0 The response is incorrect or incomplete.

166 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC
 Unit 10 Assessment

Writing Prompt (optional)

Choose one of these passages—”Fox and Crow” or “The Boy Who Cried Wolf”—and write
the story as an informational news article. Tell what happens and where, when, and why it
happens, and who is involved. Use details from the passage to support your ideas.

Scoring Rubric

The response is well organized and well developed. It demonstrates all of the features
of informative writing and includes accurate information from the source(s). The
4 writer uses conventions of grammar and sentence structure correctly and has few or
no mistakes in capitalization, punctuation, and spelling.

The response is adequately organized and developed. It demonstrates most features

of informative writing and includes accurate information from the source(s). The
3 writer uses conventions of grammar and sentence structure correctly most of the time
and may make some mistakes in capitalization, punctuation, and spelling, but they do
not hinder meaning.

The response is somewhat organized and developed. It demonstrates some features

of informative writing and includes some information from the source(s). The writer
2 uses conventions of grammar and sentence structure correctly some of the time and
makes many mistakes in capitalization, punctuation, and spelling, which hinder the
overall meaning.

The response is disorganized and undeveloped. It demonstrates little understanding

of informative writing and does not develop the topic. The writer rarely uses
1 conventions of grammar and sentence structure correctly and makes many mistakes
in capitalization, punctuation, and spelling, which hinder the overall meaning.

0 The response does not fit the writing prompt or is incomplete.

©2016 Benchmark Education Company, LLC • Benchmark Literacy Unit Assessments • Grade 3
167
Unit 10 Assessment

Unit 10 Assessment Scoring Chart

Question Point Value Student Score

1 1

2 1

3 Part A 1

3 Part B 1

4 1

5 1

6 1

7 2

8 1

9 1

10 Part A 1

10 Part B 1

11 1

12 1

13 2

14 1

15 1

16 1

Writing Prompt (optional) (4)

Total Points 20 (24)

168 Grade 3 • Benchmark Literacy Unit Assessments • ©2016 Benchmark Education Company, LLC