New York State Testing Program

Grade 3 Common Core

English Language Arts Test

Released Questions

June 2017

New York State administered the English Language Arts Common Core

Tests in April 2017 and is now making approximately 75% of the

questions from these tests available for review and use.

 THESTATEEDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATEOF NEW YORK/ ALBANY, NY 12234

New York State Testing Program

Grades 3–8 English Language Arts

Released Questions from 2017 Exams

Background

In 2013, New York State began administering tests designed to assess student performance in accordance
with the instructional shifts and rigor demanded by the new New York State P-12 Learning Standards in
English Language Arts (ELA). To help in this transition to new assessments, the New York State Education
Department (SED) has been releasing an increasing number of test questions from the tests that were
administered to students across the State in the spring. This year, SED is again releasing large portions of
the 2017 NYS Grades 3–8 Common Core English Language Arts and Mathematics test materials for review,
discussion, and use.

For 2017, included in these released materials are at least 75 percent of the test questions that appeared
on the 2017 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is providing information about the released passages; the associated text complexity for
each passage; and a map that details what learning standards each released question measures and the
correct response to each question. These released materials will help students, families, educators, and
the public better understand the tests and the New York State Education Department’s expectations for
students.

Understanding ELA Questions

Multiple-Choice Questions

Multiple-choice questions are designed to assess the New York State P-12 Learning Standards in English
Language Arts. These questions ask students to analyze different aspects of a given text, including central
idea, style elements, character and plot development, and vocabulary. Almost all questions, including
vocabulary questions, will be answered correctly only if the student comprehends and makes use of the
whole passage.

For multiple-choice questions, students select the correct response from four answer choices. Multiple-
choice questions assess reading standards in a variety of ways. Some ask students to analyze aspects of
text or vocabulary. Many questions require students to combine skills. For example, questions may ask
students to identify a segment of text that best supports the central idea. To answer these questions
correctly, a student must first comprehend the central idea and then show understanding of how that
idea is supported. Questions tend to require more than rote recall or identification.

Short-Response Questions

Short-response questions are designed to assess New York State P-12 Reading and Language Standards.
These are single questions in which a student uses textual evidence to support his or her answer to an
inferential question. These questions ask the student to make an inference (a claim, position, or
conclusion) based on his or her analysis of the passage, and then provide two pieces of text-based
evidence to support his or her answer.

The purpose of the short-response questions is to assess a student’s ability to comprehend and analyze
text. In responding to these questions, students are expected to write in complete sentences. Responses
require no more than three complete sentences. The rubric used for evaluating short-response questions
can be found in the grade-level Educator Guides at https://www.engageny.org/resource/test-guides-
english-language-arts-and-mathematics.

Extended-Response Questions

Extended-response questions are designed to measure a student’s ability to write from sources.
Questions that measure Writing from Sources prompt students to communicate a clear and coherent
analysis of one or two texts. The comprehension and analysis required by each extended response is
directly related to grade-specific reading standards. Student responses are evaluated on the degree to
which they meet grade-level writing and language expectations. This evaluation is made by using a rubric
that incorporates the demands of grade-specific New York State P-12 Reading and Language standards.

The integrated nature of the standards for ELA and literacy requires that students are evaluated across
the strands (Reading, Writing, and Language) with longer pieces of writing, such as those prompted by the
extended-response questions. The rubric used for evaluating extended-response questions can be found
in the grade-level Educator Guides at https://www.engageny.org/resource/test-guides-english-language-
arts-and-mathematics.

New York State P-12 Learning Standards Alignment

The alignment(s) to the New York State P-12 Learning Standards for English Language Arts is/are intended
to identify the analytic skills necessary to successfully answer each question. However, some questions
measure proficiencies described in multiple standards, including writing and additional reading and
language standards. For example, two-point and four-point constructed-response questions require
students to first conduct the analyses described in the mapped standard and then produce written
responses that are rated based on writing standards. To gain greater insight into the measurement focus
for constructed-response questions, please refer to the rubrics.

These Released Questions Do Not Comprise a “Mini Test”

To ensure future valid and reliable tests, some content must remain secure for possible use on future
exams. As such, this document is not intended to be representative of the entire test, to show how
operational tests look, or to provide information about how teachers should administer the test; rather,
its purpose is to provide an overview of how the test reflects the demands of the New York State P-12
Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests,
nor do they represent the full spectrum of how the standards should be taught and assessed in the
classroom. It should not be assumed that a particular standard will be measured by an identical question
in future assessments. Specific criteria for writing test questions, as well as additional assessment
information, are available at http://www.engageny.org/common-core-assessments.
 2017 Grade 3 ELA Test Text Complexity Metrics for
Released Questions Available on EngageNY
Selecting high-quality, grade-appropriate passages requires both objective text
complexity metrics and expert judgment. For the Grades 3–8 assessments based on the
New York State P-12 Learning Standards for English Language Arts, both quantitative
and qualitative rubrics are used to determine the complexity of the texts and their
appropriate placement within a grade-level ELA exam.

Quantitative measures of text complexity are used to measure aspects of text

complexity that are difficult for a human reader to evaluate when examining a text.
These aspects include word frequency, word length, sentence length, and text cohesion.
These aspects are efficiently measured by computer programs. While quantitative text
complexity metrics are a helpful start, they are not definitive.

Qualitative measures are a crucial complement to quantitative measures. Using

qualitative measures of text complexity involves making an informed decision about the
difficulty of a text in terms of one or more factors discernible to a human reader
applying trained judgment to the task. To qualitatively determine the complexity of a
text, educators use a rubric composed of five factors; four of these factors are required
and one factor is optional. The required criteria are: meaning, text structure, language
features, and knowledge demands. The optional factor, graphics, is used only if a
graphic appears in the text.

To make the final determination as to whether a text is at grade-level and thus

appropriate to be included on a Grades 3–8 assessment, New York State uses a two-step
review process, which is an industry best-practice. First, all prospective passages
undergo quantitative text complexity analysis using three text complexity measures. If
at least two of the three measures suggest that the passage is grade-appropriate, the
passage then moves to the second step, which is the qualitative review using the text-
complexity rubrics. Only passages that are determined appropriate by at least two of
three quantitative measures of complexity and are determined appropriate by the
qualitative measure of complexity are deemed appropriate for use on the exam.

For more information about text selection, complexity, and the review process please
refer to:
https://www.engageny.org/resource/new-york-state-passage-selection-resources-
for-grade-3-8-assessments
https://www.engageny.org/resource/selection-of-authentic-texts-for-common-core-
instruction-guidance-and-a-list-of-resources
https://www.engageny.org/resource/december-2014-nti-understanding-text-
complexity-grades-9-12
Text Complexity Metrics for 2017 Grade 3 Passages

Reading Maturity

Reading Power*
Flesch-Kincaid

Degrees of
Metric*
Lexile
Word Qualitative
Passage Title Count Review
Excerpt from Astrophysicist and Space 598 650L 4.5 51 Appropriate
Advocate Neil deGrasse Tyson
Excerpt from Ukulele Hayley 549 560L 2.6 48 Appropriate
Excerpt from Tiger in Trouble! And More 581 560L 3.2 47 Appropriate
True Stories of Amazing Animal Rescues
Excerpt from Speed-Math Champ of 4B 604 550L 2.8 46 Appropriate
Strike Three! YOU'RE OUT! 557 770L 4.7 53 Appropriate
Back to the Future 586 450L 3.6 48 Appropriate
Balancing Rocks 609 770L 4.8 52 Appropriate
Excerpt from The Remembrance Quilt 577 750L 5.4 52 Appropriate
* Depending on when the passage was selected, either the Reading Maturity Metric or Degrees of Reading Power was
used as the third quantitative metric.

New York State 2017 Quantitative Text Complexity Chart for Assessment and Curriculum
To determine if a text’s quantitative complexity is at the appropriate grade level, New
York State uses the table below. In cases where a text is excerpted from a large work,
only the complexity of the excerpt that students see on the test is measured, not the
large work, so it is possible that the complexity of a book might be above or below grade
level, but the text used on the assessment is at grade level. Because the measurement
of text complexity is inexact, quantitative measures of complexity are defined by grade
band rather than by individual grade level and then paired with the qualitative review by
an educator.

Degrees of
Grade Reading The Lexile Reading
Band ATOS Power Flesch-Kincaid Framework Maturity SourceRater
2nd–3rd 2.75 – 5.14 42 – 54 1.98 – 5.34 420 – 820 3.53 – 6.13 0.05 – 2.48
4th–5th 4.97 – 7.03 52 – 60 4.51 – 7.73 740 – 1010 5.42 – 7.92 0.84 – 5.75
6th–8th 7.00 – 9.98 57 – 67 6.51 – 10.34 925 – 1185 7.04 – 9.57 4.11 – 10.66
9th–10th 9.67 – 12.01 62 – 72 8.32 – 12.12 1050 – 1335 8.41 – 10.81 9.02 – 13.93
11th–12th 11.20 – 14.10 67 – 74 10.34 – 14.20 1185 – 1385 9.57 – 12.00 12.30 – 14.50
Source: Student Achievement Partners
GRADE 3 ELA BOOK 1

Name:

New York State

Testing Program

2017 Common Core

English Language Arts Test
Book 1

Grade
r
March 28-30, 2017

L _J

Released Questions

~ >1008 '113 E 30'11:19

Excerpt from "Mister Universe: Astrophysicist and Sp-ace Advocate, Neil deGrasse Tyson" by Marne Ventura from Science World,
December 2000, Vol. 57 Issue 7, p.13. Used by permission.

Excerpt from "Ukulele Hayley" by Judy Cox. New York: Holiday House 2013. Used by permission.
Excerpt from "Ukelele Hayley" by Judy Cox. Illustrated by Amanda Haley. Illustration copyright© 2013 by Amanda Haley.
Used by permission.

Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 5550 Upper 147th
Street West, Minneapolis, MN 55124. Copyright© 2017 by the New York State Education Department.

l:t@]ll
TIPS FOR TAKING THE TEST
Here are some suggestions to help you do your best:
• Be sure to read all the directions carefully.
• Most questions will make sense only when you read the whole passage. You may read
the passage more than once to answer a question. When a question includes a quotation
from a passage, be sure to keep in mind what you learned from reading the whole
passage. You may need to review both the quotation and the passage in order to answer
the question correctly.
• Read each question carefully and think about the answer before choosing your response.

Page 1
 D irections
Read this passage. Then answer questions 7 through 12.

Neil deGrasse Tyson is an astrophysicist. An astrophysicist uses science and math to

study the universe.

Excerpt from Astrophysicist

and Space Advocate

Neil deGrasse Tyson

by Marne Ventura
DISCOVERING THE NIGHT SKY
planetarium= a building
1 The lights in the planetarium dimmed. Nine-
or room in which images
year-old Neil sat in the darkness and stared up at of stars, planets, and
the huge domed ceiling. The audience grew silent. constellations are shown
A voice boomed, "We are now in the universe, and on a high, curved ceiling
here are the stars:'
2 It was Neil's first visit to the Hayden Planetarium in New York City. He had
seen the night sky many times from his home in the Bronx. He had seen a few
stars and the moon. But tonight was different. On the ceiling above him, he saw
countless stars, planets, and constellations-groups of stars that form shapes.
3 Not long after this, Neil and his family took a trip to Pennsylvania. Away from
the lights of New York City, he was able to see the stars more clearly. He realized
the stars he had seen on the planetarium ceiling were not just part of a show.
They were real. He wanted to know more about them. Neil felt like the universe
was calling him.
GROWING UP IN THE BRONX
4 Neil deGrasse Tyson was born on October 5, 1958, in New York. He grew up
in the Bronx in New York City. Neil lived with his parents, his older brother, and
his younger sister in a tall building called the Skyview Apartments.

GOON
Page?
 5 Neil went to public school. He was an average student. He never had a teacher
tell him that he was the best in the class or that he was going to go far. In fact,
his third-grade teacher wrote a note on his report card. She said Neil should be
more serious about his schoolwork.
GETTING A BETTER LOOK
6 After the family trip to Pennsylvania, a friend lent Neil a pair of binoculars.
Neil went to the roof of his building and looked at the night sky through the
binoculars. He was amazed to see craters-large, bowl-shaped holes-on the
moon. He wanted to see more. When he was eleven, his parents bought him a
telescope.
7 Soon Neil wanted a bigger telescope to learn
more about astronomy. But a more powerful astronomy = the scientific
telescope cost two hundred dollars. Neil's study of stars, planets, and
other objects in outer space
parents didn't have a lot of extra money. So Neil
started a business walking dogs for people who
lived in his building.
8 He walked several dogs three times a day. Most days, he earned five dollars.
He saved his money until he had enough to pay for half of the telescope he
wanted. His parents paid for the other half.
9 Neil didn't stop walking dogs. He earned more money to buy a camera. He
wanted to take photos of the stars and the planets he saw. At the age of eleven,
Neil decided he would become an astrophysicist.
LEARNING ABOUT THE UNIVERSE
10 Neil learned more about the stars. In sixth grade, he took astronomy courses
at the planetarium. He often took his telescope to the roof of his apartment to
study the night sky. Sometimes police officers would come up to make sure
everything was okay. They weren't used to seeing people using telescopes in the
Bronx. They were curious. Neil helped them look through the lens. He pointed
out Saturn's rings and talked about how pretty he thought they were.
11 When he was ready for high school, Neil chose the Bronx High School of
Science. When he was fourteen, Neil went to space camp. He spent a month
studying the stars and the planets. He worked with scientists and other young
people. When he got back to New York, he gave a talk to fifty adults. He told
them what he had learned. Neil's career as an astrophysicist had begun.

GOON
Page 8 l:t@]ll
 In paragraph 3, when the author says that "Neil felt like the universe was calling him,"
7
she is referring to how

A he heard the booming voice inside the Hayden Planetarium on his first visit
B he was delighted by seeing the stars inside the Hayden Planetarium
C his experiences looking at the stars made him want to learn more about astronomy
D he wanted to spend more time in the countryside because he could see more of the
sky

8 Paragraph 6 of the passage supports paragraph 3 by showing that Neil

A saw the same things at home that he saw at the planetarium

B wanted to return to Pennsylvania to use his new binoculars

C continued his interest in learning about the universe

D tried to share his interest in stars with his parents

g What do paragraphs 6 through 8 show about Neil's parents?

A They work hard to give Neil everything he wants.

B They are supportive of Neil's interests.

C They set good examples for Neil to follow.

D They want Neil to become a scientist.

GOON
Page9
 The information in the section "LEARNING ABOUT THE UNIVERSE" adds to the
10
information in the rest of the passage by showing how Neil

A finally became a successful student

B made new discoveries with his telescope

C made choices that helped him become an astrophysicist

D earned money to pay for his education as an astrophysicist

Which sentence best supports the main idea of the passage?

A "Not long after this, Neil and his family took a trip to Pennsylvania." (paragraph 3)

B "Neil lived with his parents, his older brother, and his younger sister in a tall
building called the Skyview Apartments." (paragraph 4)
C "In fact, his third-grade teacher wrote a note on his report card." (paragraph 5)

D "He often took his telescope to the roof of his apartment to study the night sky."
(paragraph 10)

12 According to the passage, which sentence best describes Neil?

A He is serious about reaching his goals.

B He is tired from working different jobs.

C He is proud of his success in school.

D He is happy to help his family earn money.

GOON
Page 10 l:t@]ll
 D irections
Read this story. Then answer questions 19 through 24.

Hayley has a talent. Just like her great-great aunt Ruby, who traveled around the
country with a band called the Ragtime Rascals, Hayley plays the ukulele.

Excerpt from Ukulele Hayley

by Judy Cox
1 The day of the talent show, Hayley>s stomach fluttered like a flock of baby
birds. Was this how Ruby felt before a performance with her Ragtime Rascals?
2 Mom had helped Hayley make her costume. Black-and-white saddle shoes, a
poodle skirt, blouse, and a scarf tied around her neck. Her hair, as usual, was a
wild mop of red curls. She'd tried to pull it back in a ponytail, but it was coming
loose already. Couldn't do anything about that!
3 There had been some rumors that the talent cutbacks = less money
show would have to be canceled due to cutbacks. available for spending
But somehow it had worked out, and now Hayley
waited backstage, softly strumming her uke.
4 She'd practiced a lot. At the talent show tryouts, Mr. Y had given her a
thumbs-up and told her that she was in. Dad and Mom had cheered.
5 "You'll bring the house down!" said Dad.
6 "What's that mean?" asked Tilly, anxiously looking at the ceiling. Mom
laughed and hugged her.
7 "It means your big sis is going to be a star!"
8 Now Hayley peeked through the curtains to the front of the stage. There were
a lot of acts. She watched Skeeter pull a rabbit out of a hat-or try to. The rabbit
was a stuffed animal, and he dropped it twice before he finished. Being Skeeter,
he didn't mind when the audience laughed. He bowed with a big flourish and
dropped the rabbit again. This time, even Skeeter laughed.

GOON
Page 16 l:t@]ll
9 Olivia was next. She wore a fluffy tutu and pink satin shoes. Hayley thought
she twirled as gracefully as a real ballerina. Then two fifth grade girls danced to a
popular song. Some fourth graders performed a silly skit. A kindergartener tried
to recite a poem, got scared, and had to be helped off the stage by his teacher.
10 Finally, the MC announced Hayley. She walked out
to the front of the stage. She stood in front of the mic
I mic =microphone
the way Mr. Y told her to.
11 She looked out into the gym. All the kids in the school looked back. Her
stomach flopped. Her knees knocked. Her head spun. Why had she ever thought
this would be fun? She wanted to crawl back in bed. Forget the whole thing. Be
little Hayley, the shrimp, again.
12 Then the spotlight came on. She took a deep breath, and suddenly all of her
butterflies flew away. She grinned. She tossed her head, making her curls dance.
Bring it on! She was ready!

13 She tucked her uke under her arm and strummed the first chord. "One, two,
three o'clock!" she sang, "Four o'clock rock!" She played an old rock 'n' roll song
from the fifties. She finished by swinging her arm in a big circle like a guitar
hero. Just the way she'd practiced.
14 The gym erupted with applause and cheers. She was a shining star!

GOON
Page 17
 15 The talent show made Hayley a celebrity. Well, not a celebrity exactly, but at
least famous. Maybe not famous. Make that sort of well-known.
16 Kids kept coming up and telling her how cool she was. "Can we join your
band?" they asked.
17 "But I don't have a band;' she said.
18 "Start one:' Skeeter advised.
19 "Okay;' said Hayley. "Anyone who wants to be in my band, get a ukulele, and
I'll teach you to plaY:'

GOON
Page 18 l:t@]ll
1g Which sentence best explains why Hayley is chosen to perform in the talent show?

A Other students think she is cool.

B She plays the ukulele well in the tryouts.
C Her act is more unusual than others'.
D Her great-great aunt used to play music.

20 Why are paragraphs 4 through 7 important to the story?

A They show how accepting Mr. Y is.

B They describe how confused Tilly is.
C They describe how worried Hayley's dad is.
D They show how supportive Hayley's family is.

Which statement about the talent show is true?

21

A Most students like Hayley's talent show act the best.

B The talent show has performers from different grades.
C Some performers canceled their acts in the talent show.
D Hayley knows all the other performers in the talent show.

GOON
Page 19
22 Which paragraph does the illustration best support?

A paragraph 10

B paragraph 11

C paragraph 13

D paragraph 15

Which happens as a result of Hayley's performance in the talent show?

23

A Many students respect Hayley's musical ability.

B Many students learn to play the ukulele.
C Skeeter starts a band for ukulele players.
D Hayley understands how to be a celebrity.

24 Which sentence best states a central message of the story?

A Learning to do something new takes time.

B Making mistakes is a part of growing up.

C Conquering fear can lead to success.

D Sharing with friends brings happiness.

STOP
Page 20 l:t@]ll
Grade 3
2017 Common Core
English Language Arts Test
Book 1
March 28–30, 2017
GRADE 3 ELA BOOK 2

Name:

New York State

Testing Program

2017 Common Core

English Language Arts Test
Book2

Grade
r
March 28-30, 2017

L _J

Released Questions

Z )1008 '113 E 30'1H9

Excerpt from "Tiger in Trouble! And More True Stories of Amazing Animal Rescues" by Kelly Milner Halls. Turtleback Books, 2012.
Used by permission.
"Excerpt from Speed-Math Champ of 4B": From "Speed-Math Champ of 4B" by Sara Matson. Reprinted from HIGHLIGHTS FOR
CHILDREN MAGAZINE- October 2013, Vol. 68, No.19, Issue No. 744. Copyright© 2013 by HIGHLIGHTS FOR CHILDREN, Inc. Used
with permission of HIGHLIGHTS FOR CHILDREN, Inc.
"Strike Three! YOU'RE OUT" From "Strike Three! YOU'RE OUT" by Jo Dewitt. Hopscotch Magazine, April/May 2009, Vol. 20, Issue 6.
Used by permission.

Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 5550 Upper 147th
Street West, Minneapolis, MN 55124. Copyright© 2017 by the New York State Education Department.

Book 2
 Book 2

TIPS FOR TAKING THE TEST

Here are some suggestions to help you do your best:
• Be sure to read all the directions carefully.
• Most questions will make sense only when you read the whole passage. You may read
the passage more than once to answer a question. When a question includes a quotation
from a passage, be sure to keep in mind what you learned from reading the whole
passage. You may need to review both the quotation and the passage in order to answer
the question correctly.
• Read each question carefully and think about the answer before choosing your answer
or writing your response.
• For written-response questions, be sure to
- clearly organize your writing and express what you have learned;
- accurately and completely answer the questions being asked;
- support your responses with examples or details from the text; and
- write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
• For the last question in this test book, you may plan your writing on the Planning Page
provided but do NOT write your final answer on this Planning Page. Writing on this
Planning Page will NOT count toward your final score. Write your final answer on the
lined response pages provided.

Book2 Page 1
 D irections
Read this passage. Then answer questions 25 through 31.

Excerpt from Tiger in Trouble!

And More True Stories ofAmazing

Animal Rescues

by Kelly Milner Halls

1 After two days, Nitro was finally getting better. He was hungry. He even
started to walk around his cage. But Kathryn noticed something strange.
2 Three of the four walls of the cage were made of concrete. The fourth wall was
made of chain link. Most animals faced the chain-link wall. They like to watch
what is going on outside of their cages. Nitro did not.
3 "He would sit and stare at the concrete walls;' Kathryn said. ''And when he
did turn toward our voices, he would follow the sound of our voices. But not our
movements:'
4 Kathryn knew this meant one thing: Nitro was blind.
Nitro's New Life
5 Now that he was healthy, Nitro was ready for his new cage. But he couldn't
see it. His owner in Kansas had never noticed Nitro was blind. That cage had
been so small, Nitro had been able to memorize every inch. So, he may not have
seemed blind.
6 Why was Nitro blind? That's hard to tell.
7 Kathryn ruled out a brain injury. And there were no scars around Nitro's
eyes that might mean he had an injury. "We just don't know what caused his
condition;' Kathryn said.
8 Here's what they did know. The caretakers at the Rescue had a big challenge
ahead of them. They had to help a blind tiger find his way, without the use of his
eyes.

GOON
Page2 Book 2
9 Nitro walked through his big new home. He reached out with huge six-inch
paws. He was trying to feel what was ahead of him. He did not know where
things were around him. Not a twig, not a path, not a feeding dish.
10 He was a little afraid. He could never tell when he was getting close to
running into the fence.
11 "He was roughing up his nose, because he would walk right up to the fence
and hit it:' Kathryn said. "We kept thinking, 'you have to slow down: " But how
do you teach a blind tiger how to find a fence he cannot see?
12 "We decided to start marking the fence with peppermint;' Kathryn explained.
"He would know when he smelled it, he should slow down. The peppermint
marked the borders of his space:'
13 Once he learned where his fences were, the people at the Rescue put down
sand pathways. The sand pathways led to Nitro's food, water, and his cozy den.
14 When Nitro felt sand under his paws, he knew he would end up in one of
those areas. When Nitro felt leaves, dirt, and twigs, he knew he was not heading
in the right direction.
15 In time, Nitro learned where every bump, every tree, and every food box was
in his new cage. When he did, the sand and the peppermint could be put away.
Nitro was finally home.
16 Caretakers noticed a big change in Nitro. He mastered his space. He couldn't
see people. But he knew where they were, even if they stood perfectly still.
17 He chuffled in their direction to get them to answer. DID YOU KNOW?
He wanted to hear if he knew their voices. He wanted
to know who they were. What's a chuffle? It's the
sound a tiger makes
18 Nitro, the blind tiger, has become a Rescue when it sees or smells a
favorite. Volunteers guide people through Carolina friend. It sounds like a
Tiger Rescue once a week. They never miss a stop purr with a tiny cough.
at Nitro's cage. They tell his story and give him little
treats (scraps of chicken or beef). Nitro never disappoints.
19 "He has a great attitude;' Kathryn says. "Things haven't been easy for him.
But he still comes up to the fence happily chuffling:'

GOON
Book2 Page 3
25 What is Kathryn's first clue that Nitro is blind?

A Nitro seems to be afraid.

B Nitro does not know where his food is.

C Nitro runs into the fence.

D Nitro does not look outside his cage.

26 Which quotation best states the main idea of the passage?

A "'He would sit and stare at the concrete walls,' Kathryn said." (paragraph 3)

B "That cage had been so small, Nitro had been able to memorize every inch."
(paragraph 5)
C "'We just don't know what caused his condition,' Kathryn said." (paragraph 7)

D "They had to help a blind tiger find his way, without the use of his eyes."
(paragraph 8)

27 Which detail from the passage best shows that Kathryn cares about Nitro?

A She puts Nitro into a new cage.

B She does not want Nitro to hurt himself.
C She thinks Nitro has a great attitude.
D She does not understand why Nitro is blind.

GOON
Page4 Book 2
 Which statement from the passage shows that the problem in paragraph 8 was solved?
28

A "Nitro walked through his big new home." (paragraph 9)

B "He was trying to feel what was ahead of him." (paragraph 9)

C "Once he learned where his fences were, the people at the Rescue put down sand
pathways." (paragraph 13)

D "In time, Nitro learned where every bump, every tree, and every food box was in
his new cage." (paragraph 15)

In paragraph 16, what does the word "mastered" suggest about Nitro?
29

A that he needed a larger space

B that he felt comfortable in his space

C that he liked people to visit his space

D that he wanted to defend his space

30 What causes Nitro to chuffle?

A being aware of people

B feeling afraid
C wanting a treat
D having a cough

GOON
Book2 Page5
3l What makes Nitro "a Rescue favorite,, (paragraph 18)?

A his reaction to visitors

B his response to peppermint

C his unusual chuffle

D his large paws

GOON

Page 6 Book 2
D irections
Read this story. Then answer questions 32 and 33.

Raj is used to being the speed-math champion ofhis fourth-grade class. But during
this week's quiz, the division problems slowed him down and his pencil tip broke.
He is nervous as he waits for his teacher, Ms. Evans, to announce who is this
week's champion.

Excerpt from

Speed-Math Champ of 4B

by Sara Matson
1 But after Ms. Evans collected the papers, she made an announcement. "We
have a new speed-math champion this week:' She smiled at the new girl, whdd
been in class for only three days. "Congratulations, Caroline. As for the rest of
you, keep practicing:'
2 Raj shook his head. He didn't need to practice. Next Friday, he'd sharpen two
pencils. Then the title would be his again.
3 During the next week, Raj couldn't help noticing that Caroline was good at
math. She raised her hand a lot, and her answers were always right. Once, when
Ms. Evans demonstrated a new kind of division, Caroline already knew how to
do it.
4 But that doesn't mean she'll beat me again, Raj told himself.
5 On Friday afternoon, he was ready.
6 "Begin!" Ms. Evans said.
7 Raj's answers rushed out like water from a faucet.
8 9+8=17
16 - 8 = 8
4 x 9 = 36
63 7 7 = 9
9 As he neared the bottom of the paper, his heart beat faster. Maybe he would
even finish early!

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Book2 Page?
 10 He groaned when his teacher called time. I had just five problems left, he
thought.
11 It seemed to take forever for Ms. Evans to read off the answers. Finally, he got
his paper back. At the top: a big purple 70-his best score ever.
12 He nudged Joel. "Watch out, Caroline;' he whispered, pointing at his quiz.
"Here comes the new champ:'
13 But for the second week in a row, Raj wasn't the winner.
14 "Good job, Caroline;' Ms. Evans said, smiling. ''A 75! Looks as ifthe others
are going to have to work harder to beat you:'
15 After the bell rang, Raj crumpled up his quiz and shoved it into his desk. That
Caroline! Barging into 4B and taking over the speed-math quiz. Well, sheo better
watch out, because from now on, he was going to practice his math like crazy.
Then heo reign as champion again.
16 He started on Monday. Addition problems during breakfast. Subtraction
while he brushed his teeth. Multiplication on the bus, and division during his
after-school snack. Plus, every night before he went to bed, he took a practice
quiz. As the week went on, he did better and better.
17 Even so, when he saw his score in class on Friday-a 79-he didn't feel as sure
of winning as he had before. Maybe Caroline had gotten an 80.
18 While Ms. Evans paged through the corrected papers, Raj watched her face.
Had his work paid off?
19 "Our champion has changed this week;' she said at last. She looked at Raj and
smiled. "Congratulations, Raj. You've really improved:'
20 The bell rang, and Joel slapped him on the back. "You sure showed Caroline,
didn't you?" he whispered. 'Tll bet she . . ."
21 He trailed off. Caroline was standing right in front of Raj's desk. "Good job on
the quiz;' she said.
22 "Thanks;' Raj replied. Then he added, "You, too-I mean, winning the past
two weeks. I thought you were going to beat me again todaY:'
23 Caroline shrugged. ''At my old school, I was the best at math, so I always won.
It's fun to have some competition here. It makes math more exciting:'
24 Fun? Exciting? Raj stared at her. What was fun about losing?

GOON
Page 8 Book 2
25 'l\re you going to try to win the title back next Friday?" he asked.
26 "Of course:' She patted her backpack and smiled. ''I've got my flashcards right
here:'
27 'Tve got mine, too;' he said quickly, pulling them out of his desk.
28 "Great!" she said. "Well, see you Monday. And good luck, champ:'
29 Raj grinned at the teasing. Maybe math was more fun this way. "Yeah. See you
Monday, Caroline:'

GOON
Book2 Page9
 Why does the author say that "Raj's answers rushed out like water from a faucet" in
32
paragraph 7? Use two details from the story to support your response.

33 What do paragraphs 21 through 28 show about Caroline? Use two details from the
story to support your response.

GOON
Page 10 Book 2
 D irections
Read this passage. Then answer question 34.

Strike Three! YOU'RE OUT!

by Jo Dewitt
1 Jackie Mitchell was born in 1914, at a time when women were not accepted
in professional baseball. Jackie dreamed of becoming a great pitcher. She had
been taught to pitch by baseball star Dazzy Vance when she was a young girl and
trained with future major league players in Atlanta.
2 About that time in history, one of the great hitters of baseball, Babe Ruth,
made a statement. "I don't know what's going to happen if they begin to let
women in baseball. Of course, they will never make good. Why? Because they
are too delicate:'
3 Jackie didn't buy that. Soon after, Jackie signed with the Chattanooga
Lookouts, a minor league baseball team. Manager Bert Niehoff spoke to the
press and promised to help Jackie become a pitcher in the major leagues. Jackie
was thinking about the immediate. The New York Yankees were coming to town,
and the Lookouts were scheduled to play them in a pre-season exhibition game.
Maybe she would get a chance to pitch against the greatest home-run hitter in
the world, Babe Ruth.
4 The day of the game arrived, and it was pouring rain. The game was cancelled.
The next day, Thursday, April 2, 1931, the rain stopped, and the game was
about to start. Jackie was not sure how she should pitch to the Yankees, but she
remembered what her father had told her. He said, "Go out there and pitch just
like you pitch to anyone else:'
5 Jackie had an uncanny ability to guess the weakness of a batter. She could put
both speed and curve on the ball. She had one pitch that no one could hit-a
wicked, dropping curve ball. As Babe Ruth stepped to the plate for batting
practice Jackie watched him closely, deciding how she would pitch to him.
6 Manager Niehoff put Clyde Barfoot in as the starting pitcher. After the first
two Yankee batters got base hits and scored a run, Niehoff motioned for Jackie to
come onto the field!

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Book2 Page 11
 7 She waved Babe Ruth to the mound. She wound up and pitched. 111e ball was
high. "Ball one;' yelled the umpire. Jackie's next pitch was a curve ball, which
curved and dropped when it reached the plate. Babe swung. "STRIKE ONE!"
the umpire yelled. Jackie decided to give him a fastball, shoulder high. Jackie
pitched, Babe swung. "STRIKE TWO!"
8 Jackie was feeling more confident. The next pitch was high, and Babe stopped
his swing. But the ball dropped, going right over the plate. "STRIKE THREE!
YOU'RE OUT!" yelled the umpire. Jackie had struck out the mighty Babe Ruth!
9 Next at the plate was Lou Gehrig, who was also a left-handed batter and a
home-run hitter. Jackie decided on a pitch that most batters had trouble with­
inside and just above his waist. She pitched, and Gehrig swung. Whoosh! Three
times-Whoosh! She had struck out the Yankees' two best hitters! The crowd
went wild.
10 A few days after this exhibition game, Baseball I voided = cancelled j
Commissioner Kenesaw Mountain Landis voided Jackie
Mitchell's contract, claiming that baseball was "too strenuous=
physically difficult
strenuous» for a woman.
11 Although Jackie Mitchell did not have the same opportunities as men had in
the game of baseball, Jackie Mitchell will always be remembered for her spirit
and her determination as well as her talent. She is still remembered as "the girl
who struck out Babe Ruth:'

GOON
Page 12 Book 2
 Planning Page

You may PLAN your writing for question 34 here if you wish, but do NOT write
your final answer on this page. Writing on this Planning Page will NOT count
toward your final score. Write your final answer on Pages 15 and 16.

GOON

Page 14 Book 2
34 Jackie Mitchell played baseball during the 1930s. How did some people feel about
women playing baseball during that time? How did Jackie Mitchell's actions show
how she felt about it? Use details from the passage to support your response.

In your response, be sure to

• explain how some people felt about women playing baseball during the 1930s
• explain how Jackie Mitchell's actions showed how she felt about women
playing baseball
• use details from the passage to support your response

GOON
Book2 Page 15
 STOP
Page 16 Book 2
Grade 3
2017 Common Core
English Language Arts Test
Book 2
March 28–30, 2017
GRADE 3 ELA BOOK 3

Name:

New York State

Testing Program

2017 Common Core

English Language Arts Test
Book3

Grade
r
March 28-30, 2017

L _J

Released Questions

E )1008 '113 E 30'1H9

"Back to the Future": From "Back to the Future" by Terri L. Jones. Reprinted from NATIONAL GEOGRAPHIC EXPLORER!-Vol. 8,

No. 6, April 2009. Copyright© 2009 by National Geographic Society. Used with permission of NATIONAL GEOGRAPHIC EXPLORER!

Photo credit: Terri Jones/National Geographic Creative.

"Balancing Rocks": From "Balancing Rocks" by Stacy A. Nyikos. Reprinted from HIGHLIGHTS FOR CHILDREN MAGAZINE­

November2014, Vol. 69, No. 11, Issue No. 757. Copyright© 2014 by HIGHLIGHTS FOR CHILDREN, Inc. Used with permission of

HIGHLIGHTS FOR CHILDREN, Inc.

"Balancing Rocks" by Stacy A. Nyikos. Photo of balancing rocks. (Image ID: PC:200566350-001). Copyright© Werner Dieterich/Getty

Images•. Used by permission.

Excerpt from "The Remembrance Quilt" by Kathleen Anne Butler. Child Life Magazine, January/February 1992. Used by permission.

Developed and published under contract with the New York State Education Department by Questar Assessment Inc., 5550 Upper 147tl1

Street West, Minneapolis, MN 55124. Copyright© 2017 by the New York State Education Department.

Book 3
 Book 3

TIPS FOR TAKING THE TEST

Here are some suggestions to help you do your best:
• Be sure to read all the directions carefully.
• Most questions will make sense only when you read the whole passage. You may read
the passage more than once to answer a question. When a question includes a quotation
from a passage, be sure to keep in mind what you learned from reading the whole
passage. You may need to review both the quotation and the passage in order to answer
the question correctly.
• Read each question carefully and think about the answer before writing your response.
• In writing your responses, be sure to
- clearly organize your writing and express what you have learned;
- accurately and completely answer the questions being asked;
- support your responses with examples or details from the text; and
- write in complete sentences using correct spelling, grammar, capitalization,
and punctuation.
• For the last question in this test book, you may plan your writing on the Planning Page
provided but do NOT write your final answer on this Planning Page. Writing on this
Planning Page will NOT count toward your final score. Write your final answer on the
lined response pages provided.

Book 3 Page 1
 D irections
Read this passage. Then answer questions 35 and 36.

Back to the Future

by Terri L. Jones
1 What will the future bring? To answer that question, you need to know what
is possible. You also need imagination.
2 Science fiction stories can help give you ideas. Science fiction mixes real
science with make-believe. Writers and engineers imagined what life would be
like in 2009. Does your life look like what they predicted?
Home, Sweet Robot
3 In the 1950s, a science fiction book described an amazing house. It was a
house of the future. Robots did all the chores. They cooked and cleaned. They set
the table and vacuumed.
4 Today, robots really are on the job. They vacuum floors, cook meals, and
build cars. Robots are even exploring outer space.
5 Disneyland had a "smart" house, too. The house almost ran itself. Today,
many homes are run by automatic controls. Microwaves can cook meals in just
minutes.
Cities in Space
6 Some ideas from the past were out of this world. How does a city in space
sound? Some people thought we would live on the moon by the 1990s!
7 How would this work? Well, people would use hydroponics to grow their
food. That means the plants would grow without soil. Energy from the sun
would supply power.
8 Today, astronauts do live in a space station. They stay only a few months at a
time, though. Some farms grow plants without soil. Many homes on Earth use
power from the sun. But a city in space is still many years away.
Phone +TV = Future
9 People had telephones and television in the fifties. A clever writer put the two
together!

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Page2 Book 3
10 Dick Tracy was a comic book character. He used his watch as a phone. The
watch also let him see people while he talked to them. In real life, no one had a
watch like Tracy's.
11 Today, many people watch videos on their cell phones. People use webcams
to see each other on the Internet. What was only in stories 50 years ago is really
possible today!
Up, Up, But Not Away
12 Some people don't just imagine the future. They try to build it. Take the
jetpack. This is a backpack with a small rocket engine. You put the pack on. You
rev it up. Then you take off!
13 The jetpack isn't as great as it seems. It can't carry very much fuel. So it can't
go very far. Also, the fuel is dangerous. It gets very, very hot! And the pack's loud
engine can hurt your ears.
14 Still, a jetpack is a fun idea. Maybe one day someone will make the pack
work. Until that time, you better count on the bus.
Getting from Here to There
15 Another cool idea was the flying car. It had wings. The car really worked!
Flying cars didn't completely catch on. Maybe they were hard to park.
16 In one science fiction story, people jumped on moving belts to get around.
That wasn't such a crazy idea. Today "people movers" carry travelers through
airports. Escalators carry people up and down. There are even moving sidewalks
in some places.
17 People in the 1950s dreamed of a car that drove itself. Today, the car is still a
dream. But in time, that dream may come true, too.
Fast Forward
18 In 1950, the only computers were very big. Each one filled a whole room! No
one had a personal computer. Then someone invented the computer chip. The
tiny chip let engineers build small computers. Now, millions of people have their
own computer at home.
19 The future of the fifties is here. Think about your future.

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Book 3 Page 3
 According to «Back to the Future," why is using your imagination important?
35
Use two details from the passage to support your response.

Why does the author of «Back to the Future" use subheadings? Use two details from
36
the passage to support your response.

GOON
Page4 Book 3
D irections
Read this passage. Then answer questions 37 and 38.

Balancing Rocks

by Stacy A. Nyikos

1 Have you ever tried standing on your head? Chances are, the first time you
did, you fell down. It may even have taken a while to master this upside-down
balancing act. Artist Sepp Bogle has a balancing act of a different nature. He
balances rocks. He wasn't always a rock balancer. "I was a cook, and then a
salesman, before I began to balance rocks;' he says.
2 Years ago, Bogle and his daughter moved to a small town on the shores of
Lake Constance in Germany. Bogle was sitting on a bench near the water one
day, watching someone stack rocks on their flat sides. He decided to try it. It was
easy-too easy. "I thought, What if I turn them on their pointy ends? Will they
stand?" he says.
3 Incredibly, they did. 'Tve been doing it ever since;' says Bogle.
The Last Tree
4 Bogle still lives and works in the small German town of Radolfzell where he
and his daughter moved all those years ago. His studio is under the very last tree
along a boardwalk called the Mole.

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Book 3 Page5
 5 Tourists travel from all over Germany and other European countries to
see the artist at work. Some come to figure out his trick. Bogle smiles at the
doubters. "There is no trick, not like what they mean. I don't use glue or hidden
supports. I listen to the rocks:'
6 That may sound strange, but the truth is that humans do this kind of
"listening" all the time. When a baby tries to sit up for the first time, ifs a
balancing act. The brain has to combine information from the eyes, the muscles,
and the balancing system of the inner ear to figure out how to keep the body
upright. Balancing takes a lot of practice. Babies often spend at least six months
practicing before they can sit up without falling over.
7 A similar but simpler feat is balancing a ruler on one finger. If either side is
too long, the ruler will fall to the ground. The key is finding the point where the
weight of each side of the ruler is equal. This spot is called the center of gravity.
When you find it, the ruler rests on your finger in perfect balance.
A Balancing Act
8 Balancing rocks, as Bogle does, is harder. But why? A ruler offers clues. The
center of gravity should be halfway along the length of the ruler-near the
6-inch mark on a 12-inch ruler.
9 In the rocks that Bogle balances, the center of gravity lopsided = having
is much harder to find. These rocks can be shaped like one side that is
lopsided eggs or pears and often have funny knobs, lower or smaller
big bulges, or craggy points. The center of gravity is than the other
somewhere inside the rock. No marks show where to find
it. And if the point on the end of the rock is small, ifs hard Icraggy = rough I
to center the weight of the rock.
10 In addition, since Bogle balances many rocks on top of one another, the
combined weight of the rocks has to be evenly balanced over the point the
bottom rock stands on. It's like acrobats balancing one on top of the other. If
their combined weight isn't perfectly balanced over the person standing on the
ground, they'll topple over.
11 To balance the rocks, Bogle tries again and again. He uses spuren ("sense" or
"feel" in German). He says he "listens" to the rocks and lets the rocks "tell" him
how to balance them. He says for him, ifs a kind of meditation.
12 For the visitors who journey to the last tree on the Mole, the balanced rocks
are a wondrous sight to see.

GOON
Page 6 Book 3
37 Why does the author compare what Bogle does to someone standing on their head?
Use two details from the passage to support your response.

How does the picture add to the reader's understanding of «Balancing Rocks"?
38
Use two details from the passage to support your response.

GOON
Book 3 Page?
 D irections
Read this story. Then answer questions 39 and 40.

Cara has the chicken pox and needs to stay with her great-grandmother because
her regular babysitter cannot care for sick children. Cara is worried about
spending time with Great-grandmother because she can be very old-fashioned,
and she rarely smiles.

Excerpt from

The Remembrance Quilt

by Kathleen Anne Butler

1 Soon after the front door closed behind Aunt Liz, Great-grandmother came
into Cara's room supported on a cane and peering over her bifocals. «So, you're
sick!" was all she said. Then Great-grandmother slowly went to the closet and
pulled out a quilt, which she brought to Cara's bed. «When your mother was a
little girl, she always wanted the fan quilt and a story when she was sick. Maybe
you'd like the same:'
2 Cara, too surprised to say anything, lay still as Great-grandmother unfolded
the colorful fan quilt and carefully spread it over Cara, covering up all the
homework.
3 «It is beautiful;' Cara finally managed to say. "Is it old? Did my mother really
sleep under it? Did she have the chickenpox, too?"
4 Cara was startled when Great-grandmother laughed. «Yes to all ofyour
questions:' she said, as she eased herself onto a chair near Cara's bed.
5 «I was born in the old country, you know:' started Great-grandmother. Cara
listened eagerly as the old woman continued. "My grandmother, whom I called
Farmor, was a very successful weaver. She raised her own flax, spun it, dyed it,
and wove it into beautiful pieces of cloth. She worked at her loom many hours
every day. I can still hear the sound of the wooden treadles and the beater
pushing woof threads firmly into the warp:'
6 Great-grandmother stopped and looked at the quilt as if in a dream. Finally,
Cara said, «What are woof and warp?"

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Page 8 Book 3
7 Great-grandmother smiled, looking now at Cara's face. "The warp is the
string that is strung on the loom. The woof is the yarn woven between the
threads of warp:' She held a corner of the quilt to show Cara where red and
green yarn had been woven between the white warp threads.
8 "People from all over the country came to buy Farmor's cloth, it was so fine.
One day Papa told Farmor that he, Mama, my sister, and I would be leaving for
America. Farmor cried. I cried too, because somehow I knew I would never see
her again. IO. never see the beautiful cloth she wove or hear the beating ofher
busy loom again.
9 "So I did something very bad. I went into Farmor's weaving room the night
before we left for America. I took a pair of scissors and snipped a scrap from
every bolt on her shelves! No one knew I did it; they were all so busy packing for
our journey. I rolled the scraps of material into a small bundle and packed them
in the bottom of my own little trunk.
10 "Many weeks later, at our new home in America, I unpacked my precious
scraps of cloth:' Tears were glistening on Great-grandmother's cheeks now.
"When Papa and Mama discovered what I had done, they were very angry at
first. They made me write an apology to Farmor. But then Mama helped me
make this remembrance quilt out of all the scraps I had taken. Every time I take
it out, even after all these years, I can see Farmor. I think she would have been
happy to know I have such lovely memories of her:'
11 Great-grandmother dabbed a handkerchief to her eyes. Cara sat very still,
thinking. Then she slid her hand out from under the quilt and shyly reached for
Great-grandmother's soft white hand. "Thank you for telling me the story;' she
whispered. It was nice to know Great-grandmother had been a little girl like her
once.

GOON
Book 3 Page9
 How does paragraph 7 connect to paragraph 5? Use two details from "Excerpt from
39
The Remembrance Quilt" to support your response.

GOON
Page 10 Book 3
 Planning Page

You may PLAN your writing for question 40 here if you wish, but do NOT write
your final answer on this page. Writing on this Planning Page will NOT count
toward your final score. Write your final answer on Pages 13 and 14.

GOON

Page 12 Book 3
40 Why is the quilt special? What are the ways people in the family have used the
quilt? Use details from the story to support your response.

In your response, be sure to

• explain why the quilt is special

• describe the ways people in the family have used the quilt
• use details from the story to support your response

GOON
Book 3 Page 13
 STOP
Page 14 Book 3
Grade 3
2017 Common Core
English Language Arts Test
Book 3
March 28–30, 2017
 THE STATE EDUCATION DEPARTMENT

THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

2017 English Language Arts Tests Map to the Standards

Released Questions Available on EngageNY

Grade 3 Multiple Choice Questions: Constructed Response Questions:
Percentage of Students Average P-Value
Secondary Who Answered Correctly Points (Average Points Earned
Question Type Key Points Standard Subscore Standard(s) (P-Value) Earned ÷ Total Possible Points)
Book 1

7 Multiple Choice C 1 CCSS.ELA-Literacy.L.3.5a Reading 0.52

8 Multiple Choice C 1 CCSS.ELA-Literacy.RI.3.8 Reading 0.62

9 Multiple Choice B 1 CCSS.ELA-Literacy.RI.3.1 Reading 0.56
10 Multiple Choice C 1 CCSS.ELA-Literacy.RI.3.5 Reading 0.46
11 Multiple Choice D 1 CCSS.ELA-Literacy.RI.3.2 Reading 0.72
12 Multiple Choice A 1 CCSS.ELA-Literacy.RI.3.1 Reading 0.67
19 Multiple Choice B 1 CCSS.ELA-Literacy.RL.3.1 Reading 0.53
20 Multiple Choice D 1 CCSS.ELA-Literacy.RL.3.5 Reading 0.69
21 Multiple Choice B 1 CCSS.ELA-Literacy.RL.3.1 Reading 0.42
22 Multiple Choice C 1 CCSS.ELA-Literacy.RL.3.7 Reading 0.56
23 Multiple Choice A 1 CCSS.ELA-Literacy.RL.3.3 Reading 0.56
24 Multiple Choice C 1 CCSS.ELA-Literacy.RL.3.2 Reading 0.52
Book 2
25 Multiple Choice D 1 CCSS.ELA-Literacy.RI.3.3 Reading 0.66
26 Multiple Choice D 1 CCSS.ELA-Literacy.RI.3.2 Reading 0.68
27 Multiple Choice B 1 CCSS.ELA-Literacy.RI.3.1 Reading 0.56
28 Multiple Choice D 1 CCSS.ELA-Literacy.RI.3.8 Reading 0.48
29 Multiple Choice B 1 CCSS.ELA-Literacy.RI.3.4 Reading 0.58
30 Multiple Choice A 1 CCSS.ELA-Literacy.RI.3.3 Reading 0.54
31 Multiple Choice A 1 CCSS.ELA-Literacy.RI.3.1 Reading 0.59
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
32 2 CCSS.ELA-Literacy.RL.3.4 1.17 0.59
Response Sources CCSS.ELA-Literacy.L.3.2
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
33 2 CCSS.ELA-Literacy.RL.3.3 1.27 0.64
Response Sources CCSS.ELA-Literacy.L.3.2
CCSS.ELA-Literacy.L.3.1,
Constructed Writing to CCSS.ELA-Literacy.L.3.2,
34 4 CCSS.ELA-Literacy.RI.3.3 1.60 0.40
Response Sources CCSS.ELA-Literacy.L.3.3,
CCSS.ELA-Literacy.L.3.4
Book 3
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
35 2 CCSS.ELA-Literacy.RI.3.2 1.08 0.54
Response Sources CCSS.ELA-Literacy.L.3.2
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
36 2 CCSS.ELA-Literacy.RI.3.5 0.89 0.44
Response Sources CCSS.ELA-Literacy.L.3.2
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
37 2 CCSS.ELA-Literacy.RI.3.8 0.86 0.43
Response Sources CCSS.ELA-Literacy.L.3.2
 Released Questions Available on EngageNY
Grade 3 Multiple Choice Questions: Constructed Response Questions:
Percentage of Students Average P-Value
Secondary Who Answered Correctly Points (Average Points Earned
Question Type Key Points Standard Subscore Standard(s) (P-Value) Earned ÷ Total Possible Points)
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
38 2 CCSS.ELA-Literacy.RI.3.7 0.94 0.47
Response Sources CCSS.ELA-Literacy.L.3.2
Constructed Writing to CCSS.ELA-Literacy.L.3.1,
39 2 CCSS.ELA-Literacy.RL.3.5 0.91 0.46
Response Sources CCSS.ELA-Literacy.L.3.2
CCSS.ELA-Literacy.L.3.1,
Constructed Writing to CCSS.ELA-Literacy.L.3.2,
40 4 CCSS.ELA-Literacy.RL.3.2 1.47 0.37
Response Sources CCSS.ELA-Literacy.L.3.3,
CCSS.ELA-Literacy.L.3.4
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, each constructed-response question measures proficiencies described in multiple
standards, including writing and additional reading and language standards. For example, two point and four point constructed-response questions require students to first conduct the analyses described in
the mapped standard and then produce written responses that are rated based on writing standards. To gain greater insight into the measurement focus for constructed-response questions please refer to the
rubrics shown in the Educator Guides.