Released Reading Selections and Assessment Questions, 2015

Primary DivisionGrade 3 Language Assessment of Reading, Writing and MathematicsEducation Quality and Accountability Office, 2 Carlton Street, Suite 1200, Toronto ON tario M5B 2M9 Telephone: 1-888-327-7377 Web site: www.eqao.com © 2015 Queen’s Printer for Ontario.

INSTRUCTIONS FOR COMPUTER RESPONSES

Answering Multiple-Choice Questions Choose only one answer for each question.Answering Open-Response Questions Guidelines for the length of your typed responses are provided

INSTRUCTIONS FOR WRITTEN RESPONSES IN BOOKLETAnswering Multiple-Choice Questions

Like this: Not like this: Use pencil only. Fill only one circle for each question. Fill the circle completely. Cleanly erase any answer you wish to change.Answering Open-Response Questions Write on the lined space provided in this booklet

Although the layout of the printed booklets may differ from the layout of the electronic version, the content is the same.

You are now ready to start.

Section C1 Reading

Whind Storm

“Storm coming!” Dad yelled across the water. “Swim back to shore quickly!”

We sped from the island at once and started swimming.

Clouds hung low in the sky. Treetops whipped madly back and forth in the wind. Waves splashed intensely against my face, and water got up my nose.

“Hurry up, Sammy!” cried Tim.

“Need some help?” Owen inquired.

I reassured him. “I’m OK!” I kept my eye on my swimming tree, the tall pine I always kept

in sight, ever since I was little and first learned to swim across the lake. I held it in my gaze until I reached the other side.

From the west, cool air blew in from the mountains. We hugged towels tightly around our shoulders and raced to the house. Inside, we latched windows, checked flashlights and filled jugs with water.

I made sandwiches. Tim packed them in the cooler and Owen built a fire.

1

2

3

4

5

6

7

8

That night, the skies howled loudly. The house shook, and the windows rattled. Branches sharpened their tips against the glass.

“Wow! One hundred kilometres an hour!” Dad said. “Those w hinds sure are blowing! Faster than driving on the highway. Faster than riding on the train.”

Huge gusts ripped branches off trees with cracks like thunder. Down the chimney whooshed a blast of cold air. It fed the flames and made them roar intensely. We all huddled in front of the fire - my father, my brothers and I.

Before long, the storm passed. I fell asleep to the sounds of the gentle rain.

The next morning, all was still. A woodpecker tip-tapped on a broken tree. We collected sticks, stacked branches and dragged logs aside. I raked up pine cones. Tim fixed the picnic table, and Owen used the saw.

Then, at the water’s edge, we all looked out - my father, my brothers and I. Trees, like shipwrecks, lay abandoned along the shore.

The swimming tree was gone. Only its fallen trunk remained.

“Anyone for a swim?” asked Dad.

9

10

11

12

13

14

15

16

“But my tree…,” I protested.

“Oh, Sammy,” sighed Owen.

“Last one in…!” called Tim as he sped carefully to the dock.

We all dove off the dock into clear, still water and swam to our swimming raft.

Coming back, I stared into the empty space where the swimming tree had been. There, in a spotlight of sun, a small pine, just a puffball of light green needles, shook softly in the breeze.

I kept my eye on the little pine as I swam back to shore.

Then, sitting next to the swimming tree, I quietly cleared away old leaves and broken sticks, just to make sure the little pine would get enough sun.

17

18

19

20

21

22

23

1. : What does Dad warn the others about (paragraph 1)?

the long swim.

the rough waves.

the far away shore.

the changing weather.

2. : What does , “intensely” , say about the waves (paragraph 3)?

They are cold.

They are loud.

They are dark.

They are strong.

3. : What does , “latched” , mean in paragraph 7?

closed tightly.

blocked quickly.

checked carefully.

covered completely.

4. : The events in paragraphs 7 and 8 most clearly show that the children are

tired.

hungry.

creative.

organized.

5. : Paragraph 9 helps to create a sense of

fear.

sadness.

confusion.

excitement.

6. : What surprises Sammy’s dad about the storm (paragraph 10)?

its noise.

its length.

its power.

its location.

7. : What is a main purpose of paragraph 11?

to show the force of the wind.

to describe the storm’s direction.

to show the importance of the fire.

to describe a change in temperature.

8. : What does , “huddled” , mean the family is doing (paragraph 11)?

warming quickly.

talking worriedly.

gathering closely.

planning carefully.

9. : Why are paragraphs 13 to 15 important to the story?

They show the effects of the storm.

They describe the sounds of nature.

They list what needs to be repaired.

They show the effects on the animals.

10. : What conclusion can be made about Sammy in paragraph 17?

He is afraid to swim.

He is sad about his loss.

He is angry at his family.

He is tired of cleaning up.

11. : Explain why the first swimming tree is important to Sammy. Use details from the text to support your answer. (3 typed lines)

12. : What do paragraphs 21 to 23 show about the effects of the storm? Explain using details from the text to support your answer. (3 typed lines)

Section C2 . Writing

13. : What is your favourite subject in school? Write a paragraph to share with your teacher explaining why it is your favourite subject.

This page will not be scored.

Ideas for My Paragraph

Write your answer on the next page.

Write your paragraph here. Remember to check your spelling, grammar and punctuation. (5 typed lines)

Section C3 Writing. Multiple-Choice

14. : Choose the sentence that does not belong in the following paragraph.

People everywhere in the world need shelter. Shelters can be built with wood, soil, bricks and stones. Shelters are important because they keep people safe and comfortable. People can build gardens next to their shelters.

People everywhere in the world need shelter.

Shelters can be built with wood, soil, bricks and stones.

Shelters are important because they keep people safe and comfortable.

People can build gardens next to their shelters.

15. : Choose the sentence that correctly joins the words , “we are.”

We’re planning to walk along the path to the beach.

Were planning to walk along the path to the beach.

Were’ planning to walk along the path to the beach.

Wer’e planning to walk along the path to the beach.

16. : Choose the words that best join the following sentence.

, Blank space., , Marko goes to bed at night, he sets his alarm clock

, Blank space., , he wants to get up on time the next morning.

Since, before.

Since, although.

Before, because.

Before, although.

17. : Choose the best order to make a paragraph using the following sentences.

(1) When they are first born, they can only drink the liquid from milkweed plants.

(2) That is why monarchs are attracted to gardens with fruit trees and flowers.

(3) Later, adult butterflies eat flower nectar and drink liquids from fruit.

(4) Monarch butterflies have a juicy diet.

1, 3, 4, 2.

4, 2, 3, 1.

1, 4, 2, 3.

4, 1, 3, 2.

Section D1 Reading

Making an IGLOOWell-built igloos are comfortable, sturdy shelters that can last a long time. They take time to build, however. You also need a snow saw, and it’s useful to have a few friends and adults to help, too!

! Safety NotePlease ask an adult for assistance with this.

Build Your Own IglooYou will need to use hard, compacted snow to make an igloo. If the snow around you seems too soft, stamp on it to pack it down, and then leave it to refreeze.

1.: Mark out a circle on a flat area of snow. Cut out large blocks of snow from inside the circle.

2.: Position the blocks in a circle around the hole. Make sure they lean slightly inward. Cut away the tops of the first few blocks to make a slope.

3.: Lay more blocks to build up the walls in a spiral shape. Make each row lean inward a little. You can trim or shape blocks with your tool as you work. Cut an entrance hole.

4.: To fill the gap in the top of the dome, place a block on top that is bigger than the hole. Then go inside and trim it to fit in place.

Tunnel built over the entrance

5.: Smooth the walls inside. Then cover the outside with loose snow to fill the cracks. This will freeze overnight and make the igloo stronger.

6.: Make several air holes in the igloo. Build a raised bed of snow to sleep on and line it with warm blankets or clothes.

1. : What is the purpose of the paragraph below the title , “Making an Igloo”?

to introduce the topic.

to describe the setting.

to present the problem.

to provide the instructions.

2. : Why is it necessary to lean the blocks slightly inward (Step 2)?

to leave air holes.

to build thicker walls.

to make the igloo larger.

to create the dome shape.

3. : Why is compacted snow important for building an igloo?

It adds heat.

It forms solid blocks.

It makes lighter blocks.

It makes smoother walls.

4. : What does , “line” , (Step 6) mean?

raise.

cover.

shape.

decorate.

5. : Explain how the diagrams could be useful in building an igloo. Use details from the text to support your answer. (3 typed lines)

6. : Explain why it is important to ask an adult for help to make an igloo. Use information from the text to support your answer. (3 typed lines)

Section D2 Writing

7. : One day you fall asleep and wake up the size of a . ..

Write an adventure story about what it is like to be your new size and what you do that day.

This page will not be scored.

Ideas for My Story

Write your answer on the next page.

Write your story here. Remember to check your spelling, grammar and punctuation. (10 typed lines)

Stop. s

Permissions and CreditsSection C1: ReadingAdapted from “Wind Storm” by Mary Atkinson, published in Spider magazine, August 2004, vol 11, no 8. © 2004 by Mary Atkinson. Reprinted with permission of Spider magazine.

Section D1: ReadingAdapted from “Making an Igloo,” from Making Shelter, by Neil Champion and illustrated by Guy Callaby, published by Saunders Book Company, 2011. Reprinted with permission.