Grade 3 text structure assessment teaching guide
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This document summarizes a grade 3 text structure assessment that evaluates students' understanding of text structure by having them read two texts and complete graphic organizers. It provides information on the standards addressed, an overview of the assessment contents and scoring, and recommendations for instruction based on student performance levels. Student scores between 75-100% indicate readiness for more complex texts, while scores between 50-75% may require additional support activities to extend thinking, and scores below 50% need significant support with grade-level texts. Suggested follow-up activities are provided targeting different performance levels.
Grade 3 text structure assessment teaching guide
- 1. Grade 3 Text Structure Assessment texts by Emily Kissner Get the assessment and assign it to students here: https://www.frolyc.com/acdetails/502/ About this assessment ThisiPad-ready assessment is designed to assess student knowledge of text structure. Students will read two texts, completea drag-and-drop graphic organizer, and compareaspectsof the texts. Teacherscaneasily view student performance through the teacher interface. Use the informationfrom the assessment to plan further instruction—ideasareincluded at theend of thisdocument! Common Core Standards addressed: Reading for Information, 3.2: Determinethemainidea of a text; recount thekey detailsand explainhow they support the main idea. Reading for Information, 3.3: Describetherelationship betweena series of historicalevents, scientific ideasor concepts, or steps in technicalproceduresina text, using languagethat pertainsto time, sequence, and cause/effect. Assessment walk-through Two texts, leveled at 600 Lexile, areincluded with this assessment. The first text, “Clever Crows”, is structured asa problem and solutiontext. The second, “Hummingbird Nests”, isa chronologicalorder text.
- 2. After each text, studentsanswer four multiple-choicequestions related to text structure. Studentscompletea drag-and-drop graphic organizer to show the sequenceof the events in the hummingbird text. Finally, studentscomplete a graphic organizer toshow the similaritiesand differencesbetweenthe two texts. Textincludes illustrations and text-speech capability.
- 3. Questions are presented individually. Answer choices are randomized. Students receive instant feedback on their work. Drag and drop sequence organizer requires students to sequence the events from the second text.
- 4. Conceptmap organizer encourages students to classifysimilarities and differences.
- 5. Viewing student performance You caneasily view student performancethrough the“Manage Activities”tab onFrolyc.com. Each activitypageisscored and reported separately. You cansee how studentsdid on each set of questionsand each graphic organizer. Next Steps You canuse theinformationfrom thisassessment to help you plan instructionalgroupsand further activities. Students who score from 75-100% Based on theresults from thisassessment, these studentsseem to be able to use the text structureofshort textsto makeinferences and answer questions. These studentsare readyfor morecomplex textsand deeper discussions. Colonial Cooking: Problemsand Solutions https://www.frolyc.com/acdetails/37/ Thistext is organized as a problem and solution text. It includestexts and videos to explainhow colonial cooks solved problems. Measuring Intelligence
- 6. https://www.frolyc.com/acdetails/60/ Thistext explainshow scientistslearn about octopusintelligence. Peregrine Falcon:Sequence https://www.frolyc.com/acdetails/15/ In thistext, readerslearn how babyperegrinefalcons grow. Students who score from 50-75% These studentsare interesting. Theyareobviously able to answer some of the questionscorrectly, but have troublewith others. Studentswith these scores can vary widely in their comprehension. Some answer questionsbased on what they thinkthey know instead of looking carefullyat the text. Othersmay strugglewith individual words, leading to a fragmented comprehension. Stillothersmay not fully engagewith the reading processand content themselves with a shallow understanding ofthe text. Often, it’s helpful to listen in on kids as they work with partners to answer questions. Encouragestudentsto talk through their choices and their thinking. Thiskind of data often proves far more valuable thanany computer-generated score! Here are some activitiesthatmayhelp studentsat this score rangeto extend their thinking and grow as readers. Black Bears and People https://www.frolyc.com/acdetails/73/ Thisproblem/solutiontext explainshow people canhelp blackbears. A drawing activityhelpsto promoteengagement. Cheetah Cubsin Zoos https://www.frolyc.com/acdetails/18/ Another problem/solutiontext, thisactivityincludesanengaging video selection to build student motivation. The James River Ferry https://www.frolyc.com/acdetails/8/ This text engagesreadersin thinking through theproblemsand solutions of a ferry.
- 7. Students who score from 0-50% These readersneed significant support with gradelevel text. When working with text structure, it maybehelpful to work with lower level texts so that these studentscan becomemoreconfident with the thinking behind thetext structures. These studentsmay also have decoding issues. Encouraging studentsto read along with the voiceover or read thesame text on multipleoccasionscanhelp them to becomemore fluent readers. Leopard Seals https://www.frolyc.com/acdetails/27/ Thisfriendly text encouragesreadersto wonder about whether leopard seals areferocious or not. Ghost Crabs https://www.frolyc.com/acdetails/5/ Thistext introducesreadersto tinyghost crabs. Saving Cheetahs https://www.frolyc.com/acdetails/13/ Thisproblem and solution text explainshow people are trying to save cheetahsin Africa. Questions? Comments? Please email me at emily@frolyc.com