2021 NSCAS Grade 3 Classroom Assessment English Language Arts Spanish - Student's Name
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2021 NSCAS Grade 3
Classroom Assessment
English Language Arts
Spanish
Student’s Name:
Nebraska Department of Education 2021Copyright © 2021 by the Nebraska Department of Education. No part of this publication may be reproduced, copied or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the Nebraska Department of Education.
2021
Grade 3 - Classroom Assessment
English Language Arts
SpanishARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Instrucciones:
En las siguientes páginas de tu cuadernillo están las lecturas y las preguntas de evaluación
en el aula de Artes del Lenguaje Inglés de 3.er Grado del Sistema de Evaluación Centrado
en el Alumno del Estado de Nebraska (NSCAS-ELA).
Lee estas instrucciones cuidadosamente antes de comenzar con le evaluación en el aula.
Esta evaluación en el aula incluirá distintos tipos de preguntas. Algunas de las preguntas
están basadas en una o dos lecturas. En las preguntas de opción múltiple se te pedirá que
selecciones una respuesta entre cuatro opciones. En las preguntas de selección múltiple
se te pedirá que selecciones varias respuestas correctas entre cinco o más opciones.
Algunas preguntas tienen dos partes: Parte A y Parte B. Cada parte tiene una pregunta de
opción múltiple o selección múltiple. En algunas preguntas se te pedirá que construyas
una respuesta siguiendo las instrucciones que se te dan. Encontrarás estas preguntas en tu
cuadernillo de evaluación en el aula.
Para todas las preguntas:
• Lee cada pregunta cuidadosamente y escoge la mejor respuesta.
• Puedes usar papel borrador para escribir notas en él.
• Asegúrate de contestar TODAS las preguntas.
Cuando llegues a la palabra ALTO, habrás finalizado le evaluación en el aula de Artes del
Lenguaje Inglés de 3.er Grado del NSCAS.
5 ALTO.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
The Catch of the Day!
1 “I can catch more fish than you can,” said Brad.
2 “Only if they’re minnows,” said Todd.
3 “Are we almost there, Dad?” asked Brad. “I can’t wait to get my line into the lake to
catch a big fish.”
4 “I know I’ll catch the first fish to keep!” Todd boasted.
5 “What do you think, Emily?” inquired Dad as he smiled at her in the rearview mirror.
6 “I want to catch a fish for Grandpa James. I promised him I would,” said Emily. “I told
him I’d catch him a big one.”
7 Soon, the car rolled to a stop next to a small building on the shore of the lake. The
children helped Dad pull fishing poles, rain gear, and their tackle box from the trunk of the
car. The box contained sinkers, bobbers, lures, and hooks—everything necessary to catch
fish. Dad tugged three life jackets out before closing the trunk lid.
8 He grinned at his children and beckoned them to follow him. When Dad rang the
doorbell, his friend Mr. Brady opened the door and welcomed them into his cottage.
9 “It looks like you are ready for a day of fishing!” laughed Mr. Brady.
10 “We can’t wait to get out to the lake and catch Bob!” said Dad.
11 “Who is Bob?” asked Todd and Brad together.
12 “He’s the biggest largemouth bass in the lake. He’s huge. No one has been able to catch
him so far. Maybe today is the day!” said Mr. Brady.
13 With great excitement, the three children put on their rubber boots, hooded raincoats,
and life jackets and followed their dad down to the shore of the lake. The weather was a bit
cool with a heavy mist, but they were warm enough. Brad was the first to bait his hook and
put his line into the water. Todd was second, and Emily was third. Dad reminded them once
again of the rules—stay out of the water!
14 Two hours passed as they sat on the shore. It had started to rain, and the cool air chilled
their hands. Todd was the first to give up. He went inside and accepted a snack from Mr.
Brady. Soon Brad went inside as well, leaving only Emily and Dad to continue fishing.
15 Dad tried to coax Emily to go in, but she asked for a few more minutes. She had not had
a single nibble on her line, and Grandpa James was counting on her to catch a big one. Her
hands were cold, and she knew she would have to give up soon. Then it happened!
16 Emily felt a huge tug on her pole. She tried to reel in her fishing line, but her reel was
stuck and would not turn. Not wanting to ask for help, Emily decided to run toward the
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cottage with her pole still in hand. Bob was flopping on the shore, still attached to Emily’s
line. Dad unhooked the fish and dropped it into a bucket full of water.
17 Todd and Brad had watched their sister from the cozy, comfortable cottage. Now they
raced outside to praise her for her catch. They knew she deserved it because she had braved
the cold when they had given up. They were envious when they saw the huge fish splashing
in the bottom of the bucket. Bob measured seventeen inches long!
18 When they returned home, Grandpa James helped Dad clean the fish and cook it for
dinner. The family sat around the kitchen table, enjoying the meal together, while Emily
recounted her adventure of catching a big fish for Grandpa, just as she had promised.
7 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
1. Why does Emily stay out in the rain to fish?
A. Her favorite hobby is fishing.
B. Her hooded raincoat keeps her warm.
C. She wants to catch more fish than her brothers.
D. She promises her grandpa she will catch a big fish.
2. Which literary device is used in the sentence “Todd and Brad had watched their sister from
the cozy, comfortable cottage”?
A. alliteration
B. simile
C. metaphor
D. rhythm
3. In paragraph 15, what does the word coax mean?
A. decide
B. persuade
C. prepare
D. scare
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4. Which sentence BEST states a lesson the story teaches?
A. Never go fishing while it is raining.
B. Good things come to those who wait.
C. Do not make promises you cannot keep.
D. Be prepared for all kinds of weather.
9 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Mrs. Wakefield’s Famous Treat
1 Chocolate-chip cookies are a favorite treat for many people. This famous cookie was
created by Mrs. Ruth Wakefield, who operated the Toll House Inn with her husband. She
made the food they served to their guests. Her desserts were a delicious end to a meal.
2 A popular version of the cookie story tells how one day, Mrs. Wakefield decided to make
her favorite cookie recipe. She started by mixing butter, sugar, and eggs together. Then she
realized she didn’t have baking chocolate, which was an important ingredient in her cookie
recipe. She found a bar of chocolate in her cupboard and thought it would work just as well
as baking chocolate. Mrs. Wakefield chopped up the chocolate bar and mixed it into the
cookie dough.
3 Mrs. Wakefield thought the chocolate would melt and mix into the cookie dough in the
oven, but she was wrong. The chocolate pieces got soft and gooey, but they didn’t melt.
When the cookies cooled, she tasted one and was surprised. The cookie was delicious! Ms.
Wakefield decided to call her new cookies “Chocolate Crunch Cookies.” When she served
these cookies to guests, the guests loved the cookies.
4 A newspaper printed Mrs. Wakefield’s cookie recipe. A radio show talked about it.
Soon people were making their own Chocolate Crunch Cookies. The company that made
the chocolate bar Mrs. Wakefield used asked her for the recipe so they could print it on their
package labels. The company called the cookies “Toll House Cookies” after Mrs. Wakefield’s
inn. The company paid Mrs. Wakefield by giving her a lifetime’s supply of chocolate.
5 With help from an adult, you can make Mrs. Wakefield’s cookies too. Be sure you have
everything you need before starting.
Materials
• large bowl
• wooden spoon
• measuring cups
• measuring spoons
• spatula
• cookie sheet
Ingredients
• 1 cup soft butter
• 3/4 cup white sugar
• 3/4 cup brown sugar
• 1 teaspoon vanilla
• 2 large eggs
• 2 1/4 cups flour
• 1 teaspoon baking soda
• 1 teaspoon salt
• 1 2/3 cups chocolate chips
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6 To make the cookie batter, you will need to combine some of the ingredients in a large
bowl. First, add the butter, the two kinds of sugar, and the vanilla into the bowl. Mix them
together using the wooden spoon until the texture is smooth. Then, mix in the eggs, the salt,
and the baking soda.
7 Then, add a little bit of the flour to the cookie batter at a time. Make sure to mix the
cookie batter each time you add in more flour. Also remember to scrape down the sides of
the bowl with the spatula. Repeat these steps until all the flour has been added to the cookie
batter. The cookie batter should become a smooth and thick, not runny, dough. Now stir
chocolate chips into the cookie dough.
8 Place small spoonfuls of cookie dough onto a cookie sheet. Leave room between the
spoonfuls of dough because the cookies will flatten and spread as they bake. Ask an adult to
put the cookies in the oven. Bake the cookies at 375 degrees for about 10 minutes until the
cookies are golden brown. After taking the cookies out of the oven, let them cool for a few
minutes. Then, enjoy your own batch of Mrs. Wakefield’s famous cookies!
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5. Choose two reasons that BEST explain why the author wrote the passage. Choose two.
A. to persuade the reader to create a new type of cookie recipe
B. to explain to the reader how to make chocolate chip cookies
C. to convince the reader to make Mrs. Wakefield’s cookie recipe
D. to inform the reader about the history of a favorite cookie recipe
E. to entertain the reader with why Mrs. Wakefield baked cookies
6. In the word wooden, how does adding the suffix -en change the meaning of the base word
wood?
A. It makes the word mean without wood.
B. It makes the word mean having more wood.
C. It makes the word mean one who works with wood.
D. It makes the word mean made of wood.
7. In paragraph 6, what is the meaning of the word texture?
A. look
B. feeling
C. scent
D. flavor
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8. In paragraph 6, how does the author use an organizational pattern?
A. Sequencing is used to show the order of steps for adding ingredients.
B. Cause and effect is used to show what happens when ingredients are combined.
C. Description is used to show what cookie batter looks like with ingredients.
D. Compare and contrast is used to show how ingredients are similar and different.
9. How does the information in the glossary help the reader understand the passage?
A. It shows the materials needed to make the cookies.
B. It gives the directions needed to make the cookies.
C. It shows the ingredients needed to make the cookies.
D. It gives the minutes needed to make the cookies.
10. Based on the passage, which detail supports the idea that a mistake can turn into something
wonderful?
A. She started by mixing butter, sugar, and eggs together.
B. When the cookies cooled, she tasted one and was surprised.
C. Repeat these steps until all the flour has been added to the cookie batter.
D. Leave room between the spoonfuls of dough because the cookies will flatten and spread
as they bake.
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The Quail’s Escape
1 One sunny morning, an old quail named Adah was dining on some thistle seeds in the
meadow. Snap! Crack! The sound of breaking twigs interrupted her quiet breakfast.
2 Adah peered through the weeds. She spied a man carrying a bundle of rope. He sat on an
old stump by the river and began to weave the strings into a sturdy net.
3 Adah’s heart fluttered in her chest. The man was making a net to catch birds. Like a
feathery cannonball, Adah exploded from the meadow and flew toward the forest. She had to
warn her flock.
4 As Adah soared over the meadow, she saw the farmer. His oxen were pulling a plow
through the field. Adah noticed how easily the animals towed the great iron blade. Their
teamwork gave her an idea.
5 “Gather around!” Adah called the moment she landed in the forest. Her flock wandered
from the trees and bushes and surrounded her with curious chirps.
6 “The hunter is weaving a huge net,” Adah told them, “which can capture our entire flock.”
7 Instantly, the quail began cheeping with alarm, but Adah calmed the frantic birds.
8 “We can escape if we work together,” Adah assured them. “When the hunter’s net traps
us, we must stick our heads through its holes. Next, we’ll fly to the thorn tree by the river. Its
prickly teeth will grab the net and free us.”
9 “Yes!” agreed the quail. “We will follow your plan.”
10 The next day, the birds had a chance to see if their plan would work. The hunter crept
close as the flock feasted on some juicy figs that had dropped from the fig tree. In one swift
move, he flung his net over the busy birds.
11 Instantly, the quail poked their heads through the net. Like a machine, they flapped their
wings. They flew straight to the thorn tree.
12 The startled hunter chased after the flock. With astonished eyes, he watched them snag
his net in the tree. Its sharp thorns tangled and tore the net. Then the entire flock flew free.
13 When the birds reached the safety of the forest, they landed in some willow bushes to rest.
14 “The plan worked,” a big quail named Desh crowed to the flock. “My powerful wings
led the way.”
15 “Humph,” replied another bird called Shlok. “I am the one who lifted the center of the
net.”
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16 “I made sure the net hooked onto the thorn’s teeth,” remarked a lively quail named Jiya.
17 Before long, the whole flock was quarreling over who had helped the most.
18 “One wing is of no use without the other,” Adah told them firmly. Still, the birds
continued to boast about their deeds.
19 A week later, the flock discovered a patch of plump, purple grapes. They were
gobbling the sweet treasure when the hunter tiptoed toward them again. In a flash, he
captured the flock.
20 The quail poked their heads through the net, but this time, they did not cooperate. Desh
pulled the net toward the clouds, but Shlok stubbornly flew toward the forest. Trembling
with fear, Jiya tried lifting one edge to free herself.
21 “I’ve caught you all!” the hunter cheered. He put the net over his shoulder and carried
the birds to his hut. Placing them by the door, he rushed inside to get some sacks.
22 “Once the hunter puts us in his sacks, we’ll never escape,” Adah warned her flock. Their
heads drooped and their wings hung low. “We must fly together to the thorn tree.”
23 “But I’m so tired from flapping,” sighed Desh.
24 “Remember, you are strong,” piped Jiya. She gave him an encouraging nudge. “Shlok
will help,” she added.
25 “Yes,” agreed Shlok, standing a little taller.
26 A moment later, the tired flock slowly lifted the net from the ground. Steadily, they flew
toward the thorn tree. When the hunter stepped outside, he shouted with anger. His prize was
gone.
27 That evening, the flock rested peacefully in the forest. They snuggled next to each other.
They were content to share their warmth and their freedom.
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11. Why did the author MOST LIKELY write The Quail’s Escape ?
A. to inform readers about how and where quail live
B. to explain how quail can be caught easily with a net
C. to entertain with a story about animals that teaches a lesson
D. to persuade readers to work hard like the animals in the story
12. Esta pregunta tiene dos partes. Contesta primero la parte A y luego contesta la parte B.
Parte A
Lee esta oración del relato.
“Adah noticed how easily the animals towed the great iron blade.”
What is the meaning of towed in the sentence?
A. dragged
B. followed
C. lifted
D. planted
Parte B
Which sentence from the story supports the answer to part A?
A. She had to warn her flock.
B. Their teamwork gave her an idea.
C. His oxen were pulling a plow through the field.
D. As Adah soared over the meadow, she saw the farmer.
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13. Which evidence from the story BEST shows how the hunter keeps trying even though he
faces difficulties?
A. The hunter crept close as the flock feasted on some juicy figs that had dropped from the
fig tree.
B. They were gobbling the sweet treasure when the hunter tiptoed toward them again.
C. “I’ve caught you all!” the hunter cheered.
D. Placing them by the door, he rushed inside to get some sacks.
14. Why does Adah tell the flock, “One wing is of no use without the other”?
A. She knows the birds will be unable to fly without both wings.
B. She believes the hunter will try to capture the birds once again.
C. She realizes the flock will be caught if the quail do not work together.
D. She understands her plan may not work if the flock becomes tired and angry.
15. Select three pieces of evidence from the story that support the theme “cooperation brings
success.” Select three.
A. Their teamwork gave her an idea.
B. Her flock wandered from the trees and bushes and surrounded her with curious chirps.
C. “We can escape if we work together,” Adah assured them.
D. A moment later, the tired flock slowly lifted the net from the ground.
E. A week later, the flock discovered a patch of plump, purple grapes.
F. Still, the birds continued to boast about their deeds.
17 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
Las preguntas en esta página no están basadas en lecturas.
H 16. LaRon is writing a report about the sun. Which two resources are the BEST sources of
information for him? Select two.
A. a book titled The Planets
B. a video titled The Sun and Your Universe
C. images of the sun from an Internet search
D. a fictional book titled Good Morning Mr. Sunshine!
E. an online site with an article titled “Facts about the Sun”
H 17. A student is writing a research report about chipmunks and squirrels. She found a
source with information to use in the report. Read the source and the directions that
follow.
Chipmunks and squirrels belong to the same scientific family. Both chipmunks and
squirrels have the same type of ears, which are small and round. They both have short fur.
Chipmunks’ fur, however, has five brown stripes going from the head to the tail. Squirrels
can be 8 to 20 inches in length, depending on the type. Chipmunks are smaller, about 6 to
12 inches in length. They both eat fruits, seeds, and other plant material, but chipmunks eat
smaller amounts of food. Both animals make sounds to communicate. Chipmunks make
birdlike chirps. Squirrels make clicking sounds.
The student took notes from the source. Which note should be revised because it plagiarizes
or copies information directly from the source?
A. Chipmunks and squirrels have diets that are alike.
B. Chipmunks make sounds that are birdlike chirps.
C. Squirrels are bigger than chipmunks, so squirrels eat more.
D. Chipmunks and squirrels seem alike, but there are some key differences.
18 Pasa a la próxima página.ARTES DEL LENGUAJE INGLÉS – EVALUACIÓN EN EL AULA
La pregunta en esta página no está basada en ninguna lectura.
H 18. Esta pregunta tiene dos partes. Contesta primero la parte A y luego contesta la parte B.
Parte A
Lee el párrafo.
Nebraska’s state flower is the goldenrod. It is a yellow flower that blooms from July
to October. Because the goldenrod is a hardy flower, it can survive the harsh weather
conditions of the state. You can find goldenrod growing in the woods, meadows, and
prairies across the state.
Which sentence should be added to the paragraph?
A. I think the goldenrod flower is pretty.
B. The goldenrod was chosen as the state flower in 1895.
C. The yellow flowers grow on tall, hairy stems.
D. The goldenrod is also the state flower of Kentucky.
Parte B
Why is the answer in part A the BEST choice?
A. It describes goldenrod flowers.
B. It gives a detail that supports the main idea.
C. It states the author’s opinion about the topic.
D. It tells why some flowers are found in many states.
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Las preguntas en esta página no están basadas en lecturas.
H 19. Read the paragraph from a student’s essay about apples.
The apple is my favorite fruit. It is tasty and sweet. It is easy to pack in a lunch or to have as
an after-school snack. It is good for you too. The apple is an excellent source of vitamin C,
and it is fat-free. Studies have shown that the apple has many other health benefits as well.
My doctor says, “An apple a day may really keep the doctor away.”
Which sentence could BEST conclude the paragraph?
A. Apples come in many different colors and sizes.
B. Some apples make good pies, and some make good sauce.
C. For these reasons, I believe the apple is the best fruit.
D. I like to feel the crunch of the apple when I bite into it.
H 20. Read the student’s paragraph about bamboo.
1Bamboo is a very useful plant that grows in many places. 2It can be made into furniture,
floors, paper, and other items. 3There are over 1,200 kinds of bamboo. 4Bamboo is actually
a type of grass. 5Bamboo can grow much taller than most grasses. 6Some bamboo can grow
over 100 feet tall.
Which revision BEST combines sentences 4 and 5 to improve sentence variety without
changing the meaning?
A. Although bamboo is actually a type of grass, it can grow much taller than most grasses.
B. Bamboo can grow very tall compared to most plants because it is really a type of grass.
C. Bamboo can grow very tall and is actually a type of grass.
D. When bamboo grows taller than most grasses, it is really a type of grass.
20 ALTO.You can also read
