Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Learn, and Thrive: GRADE 3 READING Test with Answer Keys 2026-2027

GRADE 3 END-OF-YEAR

READING ASSESSMENT

Texas Essential Knowledge and Skills (TEKS) Aligned

Webb’s Depth of Knowledge (DOK) Levels 1–3 • Two-Part Evidence Questions • Extended Response

Student Name:

Teacher Name:

Date:

Campus / School:

Sections	Passages	Total Questions	Total Points	Suggested Time
4	4	36	50	90–120 min

Webb's Depth of Knowledge (DOK) Guide for Students

DOK 1	Recall & Reproduction	Find facts, define words, identify characters, recall story events.
DOK 2	Skills & Concepts	Explain why, compare characters/ideas, summarize main idea with support, determine theme.
DOK 3	Strategic Thinking	Analyze author’s purpose/craft, evaluate evidence, draw conclusions across the text.

GENERAL DIRECTIONS

• Read each passage carefully before answering the questions.

• For multiple-choice questions, fill in the bubble next to the best answer.

• For two-part questions, you must answer BOTH parts. Your answer to Part B must be supported by evidence from the text.

• For short answer and extended response questions, write complete sentences and use evidence from the passage to support your answers.

• You may look back at the passages as often as you need.

• Do your best work on every question.

SECTION 1 — LITERARY TEXT (Fiction) | Questions 1–9 | 18 Points

Passage 1: "The Last Piece of Sky" — An original story

Maya pressed her face against the cold window glass and stared at the sky. Dark clouds had swallowed every patch of blue. Three days of rain — that was what the radio had promised, and three days of rain were exactly what arrived.

"This is the worst week of my life," Maya announced to no one in particular. Her dog, Biscuit, thumped his tail once against the floor and went back to sleep.

Her grandmother, Nana Jo, appeared in the doorway carrying two mugs of hot cocoa. "Worst week?" she said, one eyebrow raised. "You told me last Tuesday was the worst week."

"Last Tuesday was the worst week before this week," Maya said. She took a mug and curled up on the window seat.

Nana Jo sat beside her and looked out at the gray yard. "You know what I see?" she said.

"Mud," said Maya.

"Puddles," said Nana Jo. "Enormous, beautiful puddles, just waiting."

Maya looked more carefully. The driveway was a shallow lake. The birdbath had overflowed, and a tiny river ran down the garden path. A sparrow sat in the middle of the puddle, splashing furiously and seeming very pleased with itself.

"That bird is ridiculous," said Maya, but she was almost smiling.

"That bird," said Nana Jo, "is practicing joy."

Maya rolled her eyes, but only a little. She sipped her cocoa. Biscuit woke up, stretched all the way from his nose to his tail, and pressed his warm body against her legs.

"Okay," Maya said at last. "Maybe not the worst week." She paused, watching the sparrow hop from puddle to puddle. "Maybe a week that’s still figuring out what it wants to be."

Nana Jo smiled over the rim of her mug. "Now that," she said, "is exactly right."

Use “The Last Piece of Sky” to answer Questions 1–6.

TEKS 3.7(A) — Plot & Character

Multiple Choice

DOK 1

1pt

What is the MAIN problem Maya has at the beginning of the story?

A. She lost her dog Biscuit in the rainstorm.

B. She is upset because it has been raining for three days.

C. She spilled her cocoa on the window seat.

D. She is angry at Nana Jo for waking her up.

TEKS 3.7(C) — Character Development

Two-Part (Evidence)

DOK 2

2pts

Part A: What causes Maya to change her attitude about the rainy week?

A. Nana Jo tells her to stop complaining.

B. Biscuit falls asleep next to her.

C. She watches a sparrow playing in the puddles and notices the beauty around her.

D. The rain finally stops and the sun comes out.

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

A. "Maya pressed her face against the cold window glass."

B. "That bird is ridiculous,” said Maya, but she was almost smiling."

C. "Three days of rain — that was what the radio had promised."

D. "She curled up on the window seat."

TEKS 3.8(B) — Theme

Multiple Choice

DOK 2

1pt

What is the THEME of “The Last Piece of Sky”?

A. Rain is always a bad thing.

B. Dogs are the best companions on rainy days.

C. A person can choose how they look at a difficult situation.

D. Grandparents know more than children about everything.

TEKS 3.4(C) — Vocabulary in Context

Multiple Choice

DOK 1

1pt

In paragraph 6, Nana Jo says the sparrow is "practicing joy." What does this phrase tell the reader about the sparrow?

A. The sparrow is learning to fly for the first time.

B. The sparrow is behaving in a happy and playful way.

C. The sparrow is practicing a new type of bird call.

D. The sparrow is trying to find food in the puddle.

TEKS 3.9(D) — Author’s Craft / Point of View

Two-Part (Evidence)

DOK 2

2pts

Part A: Why does the author include Biscuit the dog in the story?

A. To show that Maya is not alone and has warmth and companionship around her.

B. To explain why it is raining so hard outside.

C. To prove that Nana Jo is a good pet owner.

D. To create a problem that Maya must solve.

Part B: Which paragraph from the story BEST supports your answer to Part A?

A. Paragraph 1 — Maya stares at the gray clouds.

B. Paragraph 5 — Maya notices the sparrow and the puddles.

C. Paragraph 7 — Biscuit wakes up and presses against Maya’s legs.

D. Paragraph 3 — Nana Jo raises an eyebrow.

TEKS 3.8(B) / 3.7(C) — Theme & Character Response

Short Answer (Extended)

DOK 3

3pts

At the end of the story, Maya says the week is “a week that’s still figuring out what it wants to be.” Explain what Maya means by this. How does this show that Maya has changed from the beginning of the story? Use at least TWO details from the passage to support your answer.

Passage 2: "Rainstorm," — A poem

Rainstorm

The sky breaks open like a secret kept too long,

And rivers run where only dust had been.

The garden drinks and drinks, and drinks again,

And seeds that waited wake to what it means

To rise.

The children chase the puddles barefoot, bold,

Their laughter louder than the thunder was.

They wear the rain the way the roses wear the cold —

Grateful for what shines through what it does.

Use “Rainstorm” to answer Questions 7–9.

TEKS 3.5(A) — Poetry: Literal Meaning

Multiple Choice

DOK 1

1pt

In the poem, what do the children do during the rainstorm?

A. They hide inside and drink hot cocoa.

B. They watch from a window and feel sad.

C. They chase puddles barefoot and laugh loudly.

D. They plant seeds in the garden.

TEKS 3.4(E) — Figurative Language

Two-Part (Evidence)

DOK 2

2pts

Part A: In line 1, what does the poet mean when she says “the sky breaks open like a secret kept too long”?

A. Someone in town revealed an important secret during the storm.

B. The rain bursts out suddenly, as if it had been held back for a long time.

C. The sky cracked and made a loud thundering sound.

D. A secret message appeared in the clouds.

Part B: What type of figurative language is used in that line?

A. Metaphor

B. Personification

C. Simile

D. Hyperbole

TEKS 3.9(F) — Cross-Text Connections

Short Answer

DOK 3

3pts

Both "The Last Piece of Sky" and the poem "Rainstorm" are about rain, but they express different ideas about it. Explain how BOTH the story and the poem show that rain can have a POSITIVE effect. Use at least ONE specific detail from EACH text to support your answer.

SECTION 2 — INFORMATIONAL TEXT (Nonfiction) | Questions 10–20 | 16 Points

Passage 3: "The Monarch Butterfly’s Impossible Journey" — Nonfiction science article

The Monarch Butterfly’s Impossible Journey

Every autumn, something extraordinary happens across North America. Millions of monarch butterflies lift off from forests and meadows in Canada and the northern United States and begin flying south. They are headed for a small patch of forest in the mountains of central Mexico — a place most of them have never been before.

The monarch migration is one of the greatest journeys in the natural world. A single butterfly may travel more than 3,000 miles (4,800 kilometers) before reaching its destination. That is roughly the distance between New York City and London. The butterflies travel at speeds of around 12 miles per hour, riding warm columns of rising air called thermals to save energy.

What makes this migration even more remarkable is that no single butterfly ever makes the complete round trip. The monarchs that arrive in Mexico in October are the great-great-grandchildren of the butterflies that left Mexico the previous spring. Scientists call this generation the “supergeneration” because it lives eight or nine months — far longer than the two to six weeks typical of other monarch generations. Somehow, this supergeneration knows exactly where to go, even though none of its ancestors have taught it the route.

Scientists believe monarchs navigate using a combination of two natural compasses. First, they use the position of the sun as a directional guide, adjusting for the time of day using an internal “clock” in their antennae. Second, some research suggests they may also detect Earth’s magnetic field, much the way a compass needle points north.

When the butterflies arrive in Mexico, they cluster in the oyamel fir trees in such enormous numbers that the branches droop under their weight. The orange and black wings of millions of monarchs create a living carpet that covers entire hillsides. Local communities call the arrival of the monarchs a blessing, and some believe the butterflies carry the spirits of ancestors returning for the Day of the Dead.

Today, the monarch butterfly is considered a threatened species. Its population has declined by more than 80 percent over the past two decades. Scientists point to three major causes: the loss of milkweed, which is the only plant monarch caterpillars can eat; the destruction of the oyamel forests in Mexico where the butterflies overwinter; and climate change, which disrupts the timing of the migration.

Conservation groups, schools, and individual gardeners are fighting back by planting milkweed in gardens and parks across the United States. Every milkweed plant is a potential nursery for the next generation of monarchs. Scientists track the migration each year using citizen scientists — ordinary people who report monarch sightings through apps and websites — helping researchers understand how the population is changing.

The monarch butterfly’s journey raises a question that scientists are still working to answer: How does an insect with a brain the size of a pinhead find its way to a specific mountain forest thousands of miles away, guided only by the sun and the invisible pull of Earth’s magnetic field? The answer, when it comes, may teach us something extraordinary about the nature of knowledge itself — and whether it can be passed down not in words, but in the very structure of a living thing.

Use “The Monarch Butterfly’s Impossible Journey” to answer Questions 10–17.

Q10

TEKS 3.11(A) — Main Idea

Multiple Choice

DOK 1

1pt

What is the MAIN idea of this article?

A. Monarch butterflies are the most beautiful insects in North America.

B. The monarch butterfly makes a remarkable migration and is now threatened with extinction.

C. Scientists have completely figured out how monarchs navigate during migration.

D. Mexican communities believe monarch butterflies are magical creatures.

Q11

TEKS 3.4(C) — Vocabulary / Context Clues

Multiple Choice

DOK 1

1pt

In paragraph 3, the author uses the word "supergeneration." Based on context clues in that paragraph, what does this word MOST LIKELY mean?

A. A generation of butterflies that can travel faster than any other.

B. The generation of monarchs that lives much longer than other generations.

C. A special group of scientists who study butterfly migration.

D. A generation of monarchs that is larger in size.

Q12

TEKS 3.11(C) — Text Structure / Key Details

Two-Part (Evidence)

DOK 2

2pts

Part A: According to the article, how do monarch butterflies navigate during migration?

A. They follow the paths left by previous generations of monarchs.

B. They use the position of the sun and possibly Earth’s magnetic field.

C. They are guided by the smell of the oyamel fir trees in Mexico.

D. They follow rivers and mountains until they reach Mexico.

Part B: Which paragraph BEST supports your answer to Part A?

A. Paragraph 2

B. Paragraph 3

C. Paragraph 4

D. Paragraph 5

Q13

TEKS 3.11(D) — Author’s Purpose & Text Features

Multiple Choice

DOK 2

1pt

Why does the author include paragraph numbers in the article?

A. To show that the article has exactly eight facts about monarchs.

B. To help readers locate specific information quickly when answering questions.

C. To prove that the author did a lot of research.

D. To separate the opinions from the facts in the article.

Q14

TEKS 3.11(C) — Cause & Effect

Two-Part (Evidence)

DOK 2

2pts

Part A: According to the article, what is ONE reason the monarch butterfly population has declined?

A. Monarchs are moving to a new destination instead of Mexico.

B. The loss of milkweed, which is the only plant monarch caterpillars eat.

C. Scientists have been capturing monarchs for research purposes.

D. Oyamel trees have been planted in the United States instead of Mexico.

Part B: Which sentence from the article BEST supports your answer to Part A?

A. "Its population has declined by more than 80 percent over the past two decades."

B. "Scientists track the migration each year using citizen scientists."

C. "Scientists point to three major causes: the loss of milkweed..."

D. "Every milkweed plant is a potential nursery for the next generation."

Q15

TEKS 3.11(A) — Key Details / Recall

Multiple Choice

DOK 1

1pt

How far might a single monarch butterfly travel during its migration?

A. About 300 miles

B. About 1,000 miles

C. More than 3,000 miles

D. More than 10,000 miles

Q16

TEKS 3.11(B) — Summarizing

Multiple Choice

DOK 2

1pt

Which sentence BEST summarizes paragraphs 6 and 7?

A. Scientists believe the monarch migration will end within ten years.

B. Monarchs are endangered due to habitat and food source loss, but people are taking action to help.

C. Planting milkweed is the only thing that can save monarch butterflies.

D. Climate change has caused monarchs to change their migration route to Canada.

Q17

TEKS 3.11(D) / 3.9(D) — Author’s Purpose & Craft

Extended Response

DOK 3

3pts

The author ends the article with a question: "How does an insect with a brain the size of a pinhead find its way to a specific mountain forest thousands of miles away?" Why do you think the author chose to END the article with a question instead of a statement? What effect does this have on the reader? Use evidence from the article to support your answer.

SECTION 3 — PAIRED PASSAGES | Questions 21–28 | 11 Points

Passage 4A: "What Is a Hero?" — Informational article

What Is a Hero?

When most people hear the word "hero," they picture someone in a cape flying across the sky. But real heroes rarely wear capes. Researchers who study human behavior say that a hero is simply someone who acts to help others, especially when it is difficult or dangerous to do so.

Dr. Philip Zimbardo, a psychologist at Stanford University, studied heroism for more than twenty years. He found that most acts of heroism are performed not by special, fearless people, but by ordinary individuals who decide, in a crucial moment, to put someone else’s needs above their own.

Heroes come in many forms. Some perform physical acts of courage — running into a burning building, or pulling a stranger from a flooded car. Others show a different kind of bravery: speaking up when something is unfair, defending a classmate who is being bullied, or telling the truth when it would be easier to stay silent.

Zimbardo calls the second type “civil heroism.” He argues that civil heroism may actually be harder than physical heroism, because it requires resisting social pressure. When everyone around you is doing the wrong thing, it takes great courage to be the one who does what is right.

Researchers also found that heroism can be learned. They discovered that people who witnessed others being helpful were more likely to act heroically themselves. "Heroism is contagious," Zimbardo wrote. "One act of courage inspires another."

Passage 4B: "The Kid Who Stayed" — A short story

The Kid Who Stayed

On the last day of fifth grade, everyone in Room 14 was in a hurry to get out the door. Everyone except Marcus.

Marcus had noticed, across the room, that Lena was sitting perfectly still, staring at her desk. Her backpack was packed. Her pencil case was zipped. But she hadn’t moved. All around her, kids were laughing and throwing paper, and she might as well have been invisible.

Marcus knew why. This morning, the class had voted on who would get the “Best Artist” award. Lena had drawn a mural on the classroom wall all year. But when the votes were counted, someone else had won. Marcus had seen two kids change their votes at the last second because they were afraid of what their friends would think.

He walked across the room and sat down next to her. "Your mural is the best thing in this school," he said quietly. "I’m sorry the vote wasn’t fair."

Lena looked up. For a second, Marcus thought she might cry. Instead, she smiled — small at first, then wider.

“Thanks,” she said. “That actually really helps.”

Marcus picked up his backpack. As he left, he felt something he hadn’t expected: lighter than when he’d walked in. As if the right thing, once done, didn’t weigh anything at all.

Use both Passage 4A and Passage 4B to answer Questions 18–20.

Q18

TEKS 3.11(C) / 3.9(F) — Cross-Text Connection

Multiple Choice

DOK 2

1pt

Using both passages, which type of heroism does Marcus BEST demonstrate in “The Kid Who Stayed”?

A. Physical heroism — he saves someone from physical danger.

B. Civil heroism — he speaks up for what is right despite social pressure.

C. Scientific heroism — he researches the problem before acting.

D. Traditional heroism — he wears a cape and rescues Lena.

Q19

TEKS 3.9(F) / 3.11(C) — Cross-Text Evidence

Two-Part (Evidence)

DOK 2

2pts

Part A: According to Passage 4A, why is civil heroism sometimes HARDER than physical heroism?

A. Physical heroism requires special equipment.

B. Civil heroism requires resisting social pressure when others are doing the wrong thing.

C. Civil heroism is more dangerous because it involves fire and floods.

D. Physical heroism is rewarded with medals, but civil heroism is not.

Part B: Which detail from “The Kid Who Stayed” BEST shows this type of difficulty?

A. Marcus knew that two kids had changed their votes because of peer pressure.

B. Lena sat perfectly still and stared at her desk.

C. Marcus picked up his backpack and left the room.

D. Lena had drawn a mural on the classroom wall all year.

Q20

TEKS 3.9(F) — Cross-Text Synthesis

Extended Response

DOK 3

4pts

Passage 4A says that “heroism is contagious — one act of courage inspires another.” Using BOTH passages, explain what this means and how the story of Marcus supports this idea. What might happen next because of what Marcus did? Use specific evidence from BOTH texts in your answer.

SECTION 4 — VOCABULARY, LANGUAGE & GRAMMAR | Questions 29–36 | 10 Points

Directions: Answer the following questions about vocabulary, figurative language, text structure, and grammar in the context of the passages you have already read. You may look back at the passages.

Q21

TEKS 3.4(C) — Context Clues

Multiple Choice

DOK 1

1pt

In the monarch butterfly article (Passage 3), paragraph 2, what does the word "thermals" mean?

A. Special wings that help butterflies fly faster.

B. Warm columns of rising air that butterflies use to save energy.

C. Cold ocean winds that push the butterflies south.

D. Warm clothing that scientists wear while studying butterflies.

Q22

TEKS 3.4(E) — Figurative Language in Context

Two-Part (Evidence)

DOK 2

2pts

Part A: In “The Last Piece of Sky” (Passage 1), the author writes that “Dark clouds had swallowed every patch of blue.” What does this figurative language MOST LIKELY mean?

A. The clouds ate the blue sky like food.

B. The clouds completely covered the blue sky.

C. The clouds changed color from gray to blue.

D. A flock of birds flew through the cloudy sky.

Part B: What type of figurative language is this?

A. Simile

B. Alliteration

C. Metaphor

D. Onomatopoeia

Q23

TEKS 3.4(A) — Synonyms & Word Meaning

Multiple Choice

DOK 1

1pt

Which word is CLOSEST in meaning to the word "extraordinary" as used in the monarch article, paragraph 1: "something extraordinary happens"?

A. Ordinary

B. Dangerous

C. Remarkable

D. Confusing

Q24

TEKS 3.11(C) — Text Structure: Problem / Solution

Multiple Choice

DOK 2

1pt

Paragraphs 6 and 7 of the monarch article are organized using which text structure?

A. Compare and contrast — comparing monarchs to other butterflies.

B. Chronological order — telling the life cycle of a butterfly step by step.

C. Problem and solution — describing why monarchs are threatened and what is being done.

D. Cause and effect — explaining only what caused the migration to begin.

Q25

TEKS 3.4(B) — Prefixes & Word Parts

Multiple Choice

DOK 1

1pt

In paragraph 3 of the monarch article, the word "overflowed" is used. Using your knowledge of the prefix "over-," what does "overflowed" MOST LIKELY mean?

A. Flowed very slowly

B. Flowed under something

C. Flowed beyond the edges

D. Stopped flowing

Q26

TEKS 3.9(D) — Author’s Purpose

Multiple Choice

DOK 2

1pt

What is the MOST LIKELY reason the author of Passage 4A (“What Is a Hero?”) included information from Dr. Philip Zimbardo?

A. To make the article longer and more interesting.

B. To show that the author has met many famous scientists.

C. To support the article’s claims with evidence from an expert researcher.

D. To prove that Stanford University is the best school for studying heroes.

Q27

TEKS 3.12(A) — Sentence Types

Multiple Choice

DOK 1

1pt

Read this sentence from “The Kid Who Stayed”: “Your mural is the best thing in this school, and I’m sorry the vote wasn’t fair.” What type of sentence is this?

A. Simple sentence — one independent clause

B. Compound sentence — two independent clauses joined by a conjunction

C. Complex sentence — one independent clause and one dependent clause

D. Interrogative sentence — a sentence that asks a question

Q28

TEKS 3.4(C)(E) — Vocabulary & Author’s Craft

Short Answer

DOK 3

3pts

In the poem "Rainstorm" (Passage 2), the poet writes: "They wear the rain the way the roses wear the cold — / Grateful for what shines through what it does." In your own words, explain what this means. What does this image tell you about how the children feel about the rain? Use evidence from the poem to support your answer.

SCORE SUMMARY

Section	Questions	Points Possible	Points Earned
Section 1: Literary Text	1–9	18
Section 2: Informational Text	10–20	16
Section 3: Paired Passages	21–28	11
Section 4: Vocabulary & Language	29–36	10
TOTAL	36 Questions	50 Points

Performance Bands

Score Range	Performance Level
45–50 pts (90–100%)	Advanced — Exceeds Grade 3 Reading Expectations
40–44 pts (80–89%)	Proficient — Meets Grade 3 Reading Expectations
30–39 pts (60–79%)	Developing — Approaching Grade 3 Reading Expectations
Below 30 pts (Below 60%)	Beginning — Below Grade 3 Reading Expectations

GRADE 3 END-OF-YEAR READING ASSESSMENT

OFFICIAL ANSWER KEY & SCORING RUBRIC

FOR TEACHER / ADMINISTRATOR USE ONLY

Quick Reference Answer Key — Multiple Choice & Two-Part

Q#	Correct Answer	Standard	DOK	Rationale / Key Point
Q1	B	3.7(A)	DOK 1	Maya is sad because it has been raining for three days.
Q2A	C	3.7(C)	DOK 2	She watches the sparrow playing, which shifts her perspective.
Q2B	B	3.7(C)	DOK 2	'Almost smiling' shows her attitude beginning to change.
Q3	C	3.8(B)	DOK 2	Theme: we choose how we view difficulty.
Q4	B	3.4(C)	DOK 1	Context: the sparrow splashes happily — joyful, playful behavior.
Q5A	A	3.9(D)	DOK 2	Biscuit provides warmth/companionship, countering isolation.
Q5B	C	3.9(D)	DOK 2	Para 7: Biscuit presses his warm body against Maya.
Q7	C	3.5(A)	DOK 1	Lines 6–7 explicitly state children chase puddles and laugh.
Q8A	B	3.4(E)	DOK 2	The rain bursts as if it had been held back like a kept secret.
Q8B	C	3.4(E)	DOK 2	'Like a secret' uses the word 'like' — simile.
Q10	B	3.11(A)	DOK 1	Main idea: remarkable migration + endangered status.
Q11	B	3.4(C)	DOK 1	Paragraph 3 defines it as living far longer than other generations.
Q12A	B	3.11(C)	DOK 2	Sun + magnetic field — two compasses.
Q12B	C	3.11(C)	DOK 2	Paragraph 4 directly explains the navigation system.
Q13	B	3.11(D)	DOK 2	Paragraph numbers aid reader navigation and reference.
Q14A	B	3.11(C)	DOK 2	Loss of milkweed is one of three stated causes.
Q14B	C	3.11(C)	DOK 2	Para 6, sentence 3 lists the three causes explicitly.
Q15	C	3.11(A)	DOK 1	Para 2: 'more than 3,000 miles' is explicitly stated.
Q16	B	3.11(B)	DOK 2	Para 6 = problem (threat); Para 7 = solution (conservation).
Q18	B	3.9(F)	DOK 2	Marcus speaks up at social risk — civil heroism per Passage 4A.
Q19A	B	3.11(C)	DOK 2	Para 4: civil heroism requires resisting social pressure.
Q19B	A	3.9(F)	DOK 2	Two classmates changed votes due to peer pressure — shows difficulty.
Q21	B	3.4(C)	DOK 1	Thermals = warm rising air. Context: 'riding warm columns of rising air called thermals.'
Q22A	B	3.4(E)	DOK 2	Clouds covered the sky completely — 'swallowed' is figurative.
Q22B	C	3.4(E)	DOK 2	No 'like/as' but a direct comparison = metaphor.
Q23	C	3.4(A)	DOK 1	Extraordinary = remarkable, unusual, noteworthy.
Q24	C	3.11(C)	DOK 2	Para 6 = problem (decline causes); Para 7 = solution (action taken).
Q25	C	3.4(B)	DOK 1	Over- = beyond/above; overflowed = flowed beyond the edges.
Q26	C	3.9(D)	DOK 2	Expert evidence (Zimbardo) supports the article’s claims.
Q27	B	3.12(A)	DOK 1	Two independent clauses joined by 'and' = compound.

SECTION 1 — LITERARY TEXT: Short Answer & Extended Response Rubrics

Question 6 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student explains that Maya is saying the week is not set in its outcome — it is still changing and developing. Student connects this to Maya’s growth by citing at least TWO details (e.g., she went from 'worst week of my life' to watching the sparrow and feeling almost happy; Nana Jo’s influence; Biscuit’s warmth). Response uses complete sentences and textual evidence.

[2 pts] Partial credit (2 pts): Student explains Maya’s change but cites only ONE specific detail OR explains the quote but does not connect to character change.

[1 pt] Minimal credit (1 pt): Student shows basic understanding of change ('Maya started to feel better') without citing textual evidence or explaining the quote.

[0 pts] No credit (0 pts): Response is off-topic, restates the question only, or is left blank.

Strong sample response: 'At the beginning of the story, Maya says it is the worst week of her life. But by the end, she says the week is still figuring out what it wants to be. This shows she has changed because she is now open to the possibility that the week might still turn out okay. Two details show this change: first, when Maya watches the sparrow splashing in the puddle and is 'almost smiling,' and second, when Biscuit presses his warm body against her. These small moments help Maya stop seeing only the rain and start noticing what is still good.'

Question 9 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student explains that BOTH texts show rain as positive. Story evidence: Maya shifts from misery to openness; sparrow plays joyfully; Nana Jo points out the beauty of puddles. Poem evidence: garden drinks the rain and seeds wake up; children laugh and chase puddles; rain brings growth. Student cites at least one specific detail from EACH text.

[2 pts] Partial credit (2 pts): Student discusses both texts but specific evidence is cited from only one OR discussion of one text is vague.

[1 pt] Minimal credit (1 pt): Student references rain being good but does not use specific textual evidence from either passage.

[0 pts] No credit: Off-topic or blank.

SECTION 2 — INFORMATIONAL TEXT: Extended Response Rubric

Question 17 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student explains that ending with a question invites the reader to keep wondering/thinking and creates a sense of awe or mystery. Student provides textual support (e.g., references the 'pinhead' brain detail, the magnetic field navigation, or the idea that the answer 'may teach us something extraordinary'). Student uses complete sentences.

[2 pts] Partial credit (2 pts): Student notes the effect on the reader ('makes you want to know the answer') but does not cite specific text evidence OR cites evidence but does not explain the author's purpose clearly.

[1 pt] Minimal credit (1 pt): Student says the author 'wanted to make it interesting' without explanation or evidence.

[0 pts] No credit: Off-topic or blank.

Sample response: 'The author ends with a question because she wants the reader to keep thinking even after the article is over. The question asks how an insect with a brain the size of a pinhead can navigate thousands of miles using only the sun and magnetic fields. This is something scientists are still working to answer. By ending with this mystery, the author makes the reader feel curious and amazed, just like the scientists who study monarchs. It shows that nature still has secrets, and that is exciting.'

SECTION 3 — PAIRED PASSAGES: Extended Response Rubric

Question 20 — Short Answer / Extended Response (4 points)

[4 pts] Full credit (4 pts): Student explains that 'heroism is contagious' means one brave act can inspire others to be brave. Student uses BOTH passages: from Passage 4A, the idea that witnessing heroism makes others more likely to act heroically; from Passage 4B, Marcus’s act of kindness. Student makes a plausible inference about what might happen next (e.g., Lena may feel inspired to stand up for someone else; other students may notice Marcus’s kindness and follow). Response is in complete sentences with specific evidence from both texts.

[3 pts] Partial credit (3 pts): Student explains the phrase and connects to both passages but the inference about 'what might happen next' is vague OR evidence from one passage is weak.

[2 pts] Partial credit (2 pts): Student uses only one passage clearly OR explains the quote but does not connect to the story OR does not make a 'next' inference.

[1 pt] Minimal credit (1 pt): Student shows basic understanding ('Marcus helped Lena and that was heroic') without connecting to Passage 4A or making inferences.

[0 pts] No credit: Off-topic or blank.

SECTION 4 — VOCABULARY: Short Answer Rubric

Question 28 — Short Answer / Extended Response (3 points)

[3 pts] Full credit (3 pts): Student explains that the children accept the rain happily, as if it is something that belongs to them — just as roses accept the cold and still bloom. The image shows the children feel grateful for and joyful in the rain, not bothered by it. Student cites at least one other poem detail (e.g., 'their laughter louder than the thunder'; 'seeds wake to what it means to rise').

[2 pts] Partial credit (2 pts): Student explains the children enjoy the rain but does not connect to the simile with roses OR does not cite additional poem evidence.

[1 pt] Minimal credit (1 pt): Student says 'the kids like the rain' without any explanation of the figurative language or poem evidence.

[0 pts] No credit: Off-topic or blank.

Texas TEKS-Aligned Grade 3 End-of-Year Reading Assessment • Hess’s Cognitive Rigor / Webb’s DOK • The Digital Trivium

Total: 36 Questions • 50 Points • Sections 1–4 • 4 Passages • DOK Levels 1–3