Transcription
GRADE 3TexasTest Support
APublished by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc.,Two Penn Plaza, New York, New York 10121.Copyright by The McGraw-Hill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproducedin print form for non-profit educational use with Treasures, provided such reproductions bear copyright notice, but maynot be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies,Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning.1 2 3 4 5 6 7 8 9 10 11 12 13
ContentsIntroduction to Texas Test Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viHow to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiSCORING CHARTSReading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiiWriting: Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixREADINGTEKSReading Reporting Category 1:Understanding Across GenresSection 1: Prefixes and Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Section 2: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Section 3: Multiple-Meaning Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Section 4: Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Section 5: Homographs and Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283.4(A)3.4(B)3.4(B)3.4(C)3.4(C)Reading Reporting Category 2:Understanding and Analysis of Literary Texts Macmillan/McGraw-HillSection 6: Ask and Answer Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 7: Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 8: Elements of Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 9: Plot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 10: Character . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 11: Elements of Literary Nonfiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 12: Sensory Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10(A)Section 13: Author’s Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78Section 14: Main Idea and Details . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84Section 15: Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Section 16: Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Section 17: Text Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104Section 18: Graphic Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1103.123.13(A)3.13(B)3.13(C)3.13(D)3.15(B)Texas Test SupportGrade 3Reading Reporting Category 3:Understanding and Analysis of Informational Textsiii
Contents, cont.TEKSReading Reporting Categories 2 and 3: Cross-Category SkillsSection 19: Media Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118Section 20: Make Inferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124Section 21: Summarize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1303.16Fig. 19(D)Fig. 19(E)WRITING: REVISING AND EDITINGReporting Category 2: RevisionSection 22: Revise for Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1383.17(C)Reporting Category 3: EditingSection 23: Nouns and Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 24: Adjectives and Adverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 25: Prepositions and Prepositional Phrases. . . . . . . . . . . . . . . . . . . . . .Section 26: Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 27: Complete Subjects and Predicates . . . . . . . . . . . . . . . . . . . . . . . . . .Section 28: Simple and Compound Sentences . . . . . . . . . . . . . . . . . . . . . . . . . .Section 29: Subject-Verb Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 30: Transition Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 31: Capitalization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 32: Apostrophes and Commas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 33: Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1441491541591641691741791841891943.22(A)(i), (ii)3.22(A)(iii), 7(A)3.17(B)3.17(B)3.17(C), (D)3.17, 3.19,3.20WRITING: WRITTEN COMPOSITIONSection 34: Develop Drafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Support a Central Idea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Stay on Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Revise Drafts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Section 35: Writing Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ivGrade 3Texas Test Support Macmillan/McGraw-HillReporting Category 1: CompositionReporting Category 2: Revision
Contents, cont.ANSWER SHEETSReading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216Writing: Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217ANSWER DOCUMENTSWriting: Written Composition Planning Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . 218Writing: Written Composition Answer Document . . . . . . . . . . . . . . . . . . . . . . . . 220REVIEW ANSWER KEYSReading Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Writing: Revising and Editing Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Writing: Written Composition Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227PRACTICE ANSWER KEYSReading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228Writing: Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 Macmillan/McGraw-HillGrade 3 TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249Texas Test SupportGrade 3v
Introduction to Texas Test SupportThis book is designed to reinforce andprovide additional practice for the TexasEssential Knowledge and Skills (TEKS) thatare eligible for assessment on the Grade 3STAAR Reading test and the Grade 4 STAARWriting test.The book includes sections that familiarizestudents with the types of passages anditems they may encounter on the STAARReading and Writing tests. For additionalpractice with full-length tests, use the TexasTreasures Benchmark Assessments.The reading sections in this book are aligneddirectly with the TEKS that are eligible forassessment on the Grade 3 STAAR Readingtest. The writing sections address Grade 3Writing TEKS that closely correspond to theTEKS eligible for assessment on the Grade 4STAAR Writing Test. Each section includes areview of the skill and a passage with itemsto practice the skill.Each Writing: Revising and Editing sectionincludes: A review of the skill Multiple-choice and/or short-responsereview items A practice selection that representsstudent writing with errors in STAARformat and style Multiple-choice items in STAAR formatand styleThe two Writing: Written Compositionsections include: A review of composition skills with anintroduction to the writing promptsfound on the Grade 4 STAAR Writing test Short-response review items 4 personal narrative writing prompts inSTAAR format and style 4 expository writing prompts in STAARformat and style Macmillan/McGraw-HillEach Reading section includes: A review of the skill Multiple-choice and/or short-responsereview items A practice reading selection in STAARformat and style Multiple-choice items in STAAR formatand styleviGrade 3Texas Test Support
How to Use This BookEach section in Texas Test Support addressesa specific skill to provide students with achance for review and practice. You maychoose to follow the order in which thesections appear, or you may prefer tomove between the Reading and Writingsections. Alternatively, when other Treasuresassessments indicate a need for furtherinstruction in specific skill areas, you maychoose the sections of this book thataddress those needs.Practice Answer Keys begin on page 228.Use the Scoring Charts on pages viii andix to record your students’ scores on thepractice questions. These charts can helpyou track the sections the students havecompleted, as well as your students’ overallmastery of each skill.Answer Sheets are provided on pages 216and 217.For the writing prompts, Planning Pagesand an Answer Document are providedon pages 218–220. Please note that theWritten Composition portion of the Grade4 STAAR Writing test now allows only ONEpage for student responses. If a studentsubmits a longer composition, only the firstpage of content will be scored. Macmillan/McGraw-HillThis book is not intended to be used as anassessment tool. Rather, its purpose is toprovide review and practice with specificisolated tested skills and to familiarizestudents with the skills and questionsthey may encounter on the Grade 3 STAARReading test and the Grade 4 STAAR Writingtest. Its administration can therefore beviewed as instruction as opposed to formalassessment.Review Answer Keys begin on page 221.Texas Test SupportGrade 3vii
Reading Scoring ChartREADING Tested SkillsAssessed ELAR TEKS# CorrectNotesReporting Category 1: Understanding Across GenresPrefixes and Suffixes3.4(A)/6Context Clues3.4(B)/6Multiple-Meaning Words3.4(B)/6Synonyms and Antonyms3.4(C)/6Homographs andHomophones3.4(C)/6Reporting Category 2: Understanding and Analysis of Literary TextsAsk and Answer Questions3.2(B)/6Theme3.5(A)/6Elements of s of LiteraryNonfiction3.9/6Sensory Language3.10(A)/6Reporting Category 3: Understanding and Analysis of Informational TextsAuthor’s Purpose3.12/6Main Idea and Details3.13(A)/6Draw Conclusions3.13(B)/6Cause and Effect3.13(C)/6Text Features3.13(D)/6Graphic Features3.15(B)/6Media Literacy3.16/6Make InferencesFig. 19(D)/6SummarizeFig. 19(E)/6 Macmillan/McGraw-HillReporting Categories 2 and 3: Cross-Category Skills/ 126viiiGrade 3Texas Test Support
Writing: Revising and EditingScoring ChartREVISING AND EDITING Tested SkillsELAR TEKS# CorrectNotesReporting Category 2: RevisionRevise for Prepositions and PrepositionalPhrases3.22(A)(v)/6Possessive Pronouns3.22(A)(vi)/6Coordinating /6Complete Subjects and Predicates3.22(B)/6Subject-Verb Agreement3.22(C)/6Capitalizing Geographical Namesand Places3.23(B)(i)/2Capitalizing Historical Periods3.23(B)(ii)/2Capitalizing Titles of People3.23(B)(iii)/2Apostrophes in Contractions andPossessives3.23(C)(i)/3Commas in Series and Dates3.23(C)(ii)/3Spelling3.24/6Reporting Category 3: Editing Macmillan/McGraw-Hill/ 72Texas Test SupportGrade 3ix
Grade 3ReadingReporting Category 1Understanding Across Genres
Section 1: READINGReviewPrefixes and SuffixesA prefix is added to the beginning of a word to make a newword. For example, the prefix re- means “again.” Add this prefixto the word view and you have review, which means “viewagain.” A suffix is added to the end of a word to make a newword. The suffix -less means “without.” The word painlessmeans “without pain.”Read each paragraph. Then answer the question.Ms. Arroyo gathered the class in front of the entrance to thezoo. “Today we are going to see a butterfly garden,” she said.“Hundreds of beautiful butterflies will be flying free, all around you.”1 The word beautiful in this paragraph means —A wanting beautyB full of beautyC without beautyD losing beauty Macmillan/McGraw-HillNahoko was home in bed with a cold. She would be unable togo to the birthday party.2 The word unable in this paragraph means —A not ableB in a way that is ableC able againD seeming to be able2Grade 3 ReadingTexas Test Support
PracticeRead the selection. Then choose the best answer to each question.A Perfect Match1Every spring, Paul’s school set aside one morning for a kite-flyingcompetition. Paul was excited about this year’s contest because he hadmade a special kite. It was red and black and shaped like a bat. Paulwas good at working with his hands. He worked a long time on the kiteand made sure it was perfect.2Jacob was the biggest and fastest boy in his class. He could outrun,outkick, and outclimb his classmates. He quickly threw together a kitemade of newspaper at the last minute, finishing just in time for thecontest.3When the big day came, everyone took a kite out to the playground.Paul and Jacob’s teacher, Ms. Melvin, began pairing classmates. Shepaired Paul with Jacob. Paul looked at Jacob’s messy kite. Jacoblooked at Paul’s perfect kite. Ms. Melvin sensed that the boys wereunhappy. She explained to them that often the best partner is someonewith talents different from your own.4Paul held up his kite, and a powerful gust of wind lifted it high intothe air.“Look how high my kite is!” he called to Jacob. “This is so much fun.” Macmillan/McGraw-Hill5Texas Test SupportGrade 3 Reading3
67Jacob didn’t say anything, but he seemed to disagree. Paul didn’tunderstand why Jacob wasn’t as excited as he was. Then he noticedJacob’s kite on the ground with its string tangled in knots. Paul reeled inhis kite and went to help.“It’s no use,” said Jacob. “It’s a mess.”8“No, it’s not,” said Paul in a cheerful voice. “I know how to untietangles like this.” He showed Jacob how to loosen the knots, and theygot the kite string untangled in no time. A few minutes later, both kiteswere soaring higher than any of the others.9“Thanks,” said Jacob, smiling at Paul. “You’re a good teacher!”As the kites soared higher and higher, Paul’s kite began to dip andsway. Then it fell and got stuck in the branches of a tall tree. Paul stoodby sadly. The tree was too tall for him to climb. The kite would tear if hetried to loosen it by tugging on the string. Macmillan/McGraw-Hill104Grade 3 ReadingTexas Test Support
11Jacob noticed that Paul’s kite was not flying. He looked over and sawPaul standing under the tree and looking hopeless. Jacob reeled in hiskite and ran to the tree. He grabbed the lowest branch, pulled himselfup, and began to climb. When he reached the branch where the kitewas stuck, he grabbed it and lifted slowly. When the kite was free fromthe branch, Jacob held it high above his head. The wind caught the kiteand took it higher and higher.12At the end of the competition, Ms. Melvin pinned a first prize ribbonon Paul’s shirt.13“I think this is a misunderstanding,” Paul said softly, handing theribbon back to Ms. Melvin. “If it weren’t for Jacob, my kite would still bestuck in a tree.”14Ms. Melvin looked at Jacob. “No,” said Jacob. “If Paul hadn’tuntangled my string, my kite would still be on the ground.”15Ms. Melvin looked at both boys and smiled. She told Paul and Jacobthey could share the ribbon.16“You both win,” she said. “You were a good team.”Jacob beamed. “Paul’s good with his hands, and I’m good atclimbing.”18“What makes us different made us good partners,” said Paul. Macmillan/McGraw-Hill17Texas Test SupportGrade 3 Reading5
Student Name1 In paragraph 2, the word quickly means —A in a slow wayB the quickest oneC in a fast wayD the best one2 What does the word powerful mean in paragraph 4?A Power againB Without powerC Needing powerD Full of power3 In paragraph 6, the word disagree means —A agreeB not agree Macmillan/McGraw-HillC agree badlyD agree slowly6Grade 3 ReadingTexas Test Support
Student Name4 In paragraph 8, what does the word untangled mean?A Not tangledB On an angleC To try to untangleD To tie in knots5 What does the word hopeless mean in paragraph 11?A Full of hopeB Hoping againC Hoping badlyD Without hope6 In paragraph 13, what does misunderstanding mean?A A fight Macmillan/McGraw-HillB A mistakeC A jokeD A lessonTexas Test SupportGrade 3 Reading7
Section 2: READINGReviewContext CluesWhen you read, you may come across a word that you do notknow. If this happens, you can sometimes use context cluesto figure out what the word means. Context clues are words orphrases around an unknown word. They can give you hints thathelp you to figure out the meaning of the word.Context clues may take different forms. For example, authorssometimes include definitions and examples in a paragraph.They may also include synonyms or antonyms that can helpyou figure out the meaning of a word.Read each paragraph. Then answer the questions.I was sitting in the park one day last summer. I saw a smallbird flying from flower to flower. It had rapidly fluttering wings.They moved so fast that they were hard to see. I was told that itwas a hummingbird. Its wings beat 50 times per second.8Grade 3 Reading Macmillan/McGraw-Hill1 In this paragraph, the word fluttering means —A leaping over somethingB moving backward quicklyC waving or flapping quicklyD moving forward slowlyWhat context clues did you use to define fluttering?Texas Test Support
One day, a hare challenged a tortoise to a race. Early in the race, thehare was far ahead. So he decided to take a nap. The tortoise trudgedon. Soon, he slowly passed the sleeping hare.2 In this paragraph, the word trudged means —A racedB hoppedC walked quicklyD slowly movedWhat context clues did you use to define trudged? Macmillan/McGraw-HillThe people in our neighborhood have turned an empty lot into a veryspecial place. First, we decided what kinds of flowers to grow. Then,we planted daffodils, daisies, and other flowering plants. During thesummer, people came to visit our garden.3 In this paragraph, the word daffodils means —A vegetablesB flowering plantsC large bushesD flowering daisiesWhat context clues did you use to define daffodils?Texas Test SupportGrade 3 Reading9
PracticeRead the selection. Then choose the best answer to each question.1A funny thing happened the last time I visited my grandfather. Hegreeted me at the door, but he didn’t even say hello. Grandpa alwayssays hello and gives me a huge hug. Last time, though, all he saidwas, “Oh, Todd. Thank goodness you’re here. I need your expertassistance!” Then he rushed me through the doorway and into his livingroom. He immediately asked me for help.2“You have had your computer for a long time, right?” he asked. “Andyou’ve had a cat for a couple of years too?”3I nodded. I used my computer at home all the time, and there werecomputers in my classroom as well. My cat was two years old now, andI was the one who made sure he had plenty of food to eat and water todrink. I wondered what my computer and my cat, Jack, had to do withwhat was bothering Grandpa.4I looked around Grandpa’s house. Everything looked the same.Then I walked into his den and couldn’t believe what I saw. There wasa computer sitting on Grandpa’s desk. As I took a step, I noticed a fluffykitten sitting on the desk beside the computer. The kitten was playfullypawing at some loose wires hanging out of a box.5Grandpa said that he had just purchased his computer and waseager to use it. He told me he had bought it yesterday in town andthought it would be easy to set up. He also had just adopted his kitten.10Grade 3 ReadingTexas Test Support Macmillan/McGraw-HillGrandpa Needs My Help
6“I thought the computer would keep me busy and the kitten couldkeep me company,” said Grandpa. “But I don’t understand either oneof them.”7I thought that the kitten looked a lot like Grandpa. It had gray hairjust like his. He was smaller than Jack, but I thought about what Jackwas like when he was little. I watched the kitten roll around on the deskand get tangled in wires and papers. Grandpa looked at me and shookhis head.8“I didn’t realize this little cat would be so happy playing with wires andpaper. And I had no idea this computer didn’t come assembled,” saidGrandpa. “I’ve been going crazy trying to figure out what goes whereand how to put it all together. Half the words in the instructions make nosense to me.”9Grandpa pointed to a few sentences in the booklet that came with thecomputer. “Please read that, Todd,” he said. Macmillan/McGraw-Hill10I read the sentences aloud. “Plug in the mouse. Then turn on yourhard drive.”11“I can’t do it,” he wailed. “I don’t understand what a mouse has to dowith a computer. And I didn’t know you had to drive this machine. Also,every time I move the wires, the cat starts grabbing for them. Why won’tthat silly cat sit still?”12“Oh, Grandpa!” I said. “You have a lot to learn about computers andcats. I’d be glad to help you. But first, let’s find something for your kittento do.”13I picked up the kitten and brought him into the kitchen. I filled a smallbowl with pieces of dry cat food and put the cat down beside it. Whilehe ate, I filled another small bowl with clean, cool water. Then I saw twosmall cat toys on the kitchen table. They were unopened.Texas Test SupportGrade 3 Reading11
“Grandpa, can I unwrap these cat toys?” I asked. “I think they willkeep your new kitten’s concentration while we are busy getting yourcomputer set up.” Grandpa agreed, and I pulled open the packages.As soon as I saw that the kitten was busy pushing the toys around thefloor, I went into the den. “Now let’s get your computer running,”I said, smiling.15Within a few minutes, I was teaching Grandpa how to send an emailand research kittens on the Internet. “This is a lot easier than I thought,”he said happily. “And after I find and learn some facts about how to takecare of my new cat, I will be ready for a puppy.”16He winked at me, and we laughed. We both knew that the computerand his new kitten would be enough to keep Grandpa busy for quitea while. Macmillan/McGraw-HillPhotoDisc/Getty Images1412Grade 3 ReadingTexas Test Support
Student Name1 What does the word assistance mean in paragraph 1?A DifficultyB PromiseC HelpD Clue2 Which words in paragraph 5 help the reader understand the meaning ofthe word purchased?A eager to useB boughtC easy to set upD adopted3 In paragraph 8, the word assembled means — Macmillan/McGraw-HillA put togetherB took apartC got for freeD paid forTexas Test SupportGrade 3 Reading13
Student Name4 Based on the words machine and wires, what does the word mousemean in paragraph 11?A An old friendB A toy for a catC An easy gameD A computer tool5 In paragraph 14, the word concentration means —A troubleB attentionC disappointmentD announcement6 In paragraph 15, which words help the reader understand the meaningof research? Macmillan/McGraw-HillA easier than I thoughtB a few minutesC will be ready forD find and learn some facts14Grade 3 ReadingTexas Test Support
Section 3: READINGReviewMultiple-Meaning WordsMany words have more than one meaning. These words arecalled multiple-meaning words. Context clues in the wordsand sentences around a multiple-meaning word can help youdecide which meaning is used.Think about how the word is used. Is it a noun or a verb?Homographs are words that are spelled the same way buthave different meanings. Sometimes they are also pronounceddifferently. You can bow in front of someone to show respect.You tie a bow on a box with ribbon. The first example is a verb.The second example is a noun. Remember, too, that sometimesyou have to read an entire paragraph to find the clue. The cluemay not be in the same sentence as the multiple-meaning word.Use clues in each paragraph to determine the meaning of theunderlined word. Macmillan/McGraw-HillDanny was present when the members of our club decided tohelp out at the school library this Saturday. I remember seeinghim. Now he cannot go. He says he promised a friend he wouldgo to the movies with him.1 In this paragraph, the word present means —A a giftB happening nowC in a certain placeD to introduce someoneTexas Test SupportGrade 3 Reading15
I always look forward to visits from Uncle Jack and Aunt Evelyn.They like to shower me with attention. Last year when they came, theytook me to the zoo and a movie, all in the same day! Aunt Evelyn toldme that when they arrive next week they are going to take me out to abaseball game. I can’t wait!2 In this paragraph, the word shower means —A to give generouslyB a large number of meteorsC a light rainD a party for someoneMy cousins and I always have fun together. Sometimes we playcheckers, and last week my cousin Juan taught me how to play chess.Today Juan told me he wanted to show me the rules for a new sport hehad learned in school. I said, “I’m game for anything!” I listened andwatched as Juan showed me how to hold the ball. Then I was ready toplay. We played all afternoon at the park behind my house.16Grade 3 Reading Macmillan/McGraw-Hill3 In this paragraph, the word game means —A a wild animalB a scheme or trickC a match between teamsD ready to actTexas Test Support
PracticeRead the selection. Then choose the best answer to each question.Breakfast for Bernie1Marcella hurried to the kitchen as soon as she woke up. Shestood by the open window and took a long, deep breath. The air heresmelled more clean and fresh than the air at home. It was aromatic andsmelled like fresh-baked bread, flowers, and grass. Even the sunlightwas different here. It seemed brighter and more golden. Marcella wasspending the summer at her cousin Lupe’s farm, and she couldn’t waitto help feed the animals.2“We can take these to Bernie after we finish eating breakfast,” saidLupe. On the floor beside the table was a bucket filled with table scraps.In the soupy mush, Marcella could see ears of corn, yellow squash,meat scraps, and leftovers from last night’s dinner.3“Yuk!” said Marcella, wrinkling her nose. “Who’s Bernie?”4Lupe laughed. “He’s our spotted hog. He loves this stuff.” Macmillan/McGraw-Hill5After they ate, Marcella and Lupe carried the heavy bucket together.As they walked, Marcella looked at all the animals. She spotted ababy calf peeking out from behind its mother. She gazed at two smalllambs walking unsteadily across the grassy field. She saw a litter ofbaby kittens in a large basket near the barn. Beautiful fields of wheatstretched for miles. The sky was a shade of deep blue, almost purple.It was a color Marcella had never seen in the sky before. The farm wasvery different from the ten-story apartment building where she lived inthe city.Texas Test SupportGrade 3 Reading17
67“This is Bernie,” said Lupe as they neared a huge hog in a woodenpen. The hog stood quietly waiting for his breakfast. He flicked his earswhen flies buzzed around him. He wrinkled his nose and snorted as heanticipated, or awaited, his breakfast.“Wow! He’s really big,” exclaimed Marcella.“Don’t get too close to the pen,” warned Lupe. “Bernie weighs over400 pounds, and he would squash your toes flat if he stepped on them.”9The girls emptied the bucket into the pen, and Bernie beganmunching happily. The hog ate so quickly that he only had time to let outa few joyful snorts of thanks between huge gulps of breakfast slop. Asthey headed to the barn to get feed for the chickens, Marcella thought ofher older brother Arturo. He stayed home because he had a summer jobat the grocery store. Macmillan/McGraw-Hill818Grade 3 ReadingTexas Test Support
10“Arturo would really like it here. I’d like to write to him later and tellhim all the fun things we’re doing,” she told Lupe. “Can you lend me apen and some paper?”“Sure,” said Lupe. “I’ll help you think of things to write. You couldeven send him the recipe for Bernie’s special breakfast!”12After a morning of meeting and taking care of all the animals,Marcella sat on the back steps of the house and rested. Stretching in theshade and leaning against the kitchen screen door, she began to writeto her brother about her first morning on the farm. Lupe came out of thekitchen with two glasses of cold milk and joined Marcella. Together theydrew pictures of the animals to send with the letter. The best picturewas made by taping six pieces of paper together
PDF Vendor: sixredmarbles Grade: 3 vi Grade 3 Introduction to Texas Test Support This book is designed to reinforce and provide additional practice for the Texas Essential Knowledge and Skills (TEKS) that are eligible for assessment on the Grade 3 STAAR Reading test and the Grade 4 STAAR
