STAAR Reading Grade 3 2017 - Past Paper
Quiz by Texas Education Agency
Grade 3
ELAR (2009)
Texas Essential Knowledge and Skills (TEKS)
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Measures 13 skills from
Measures 13 skills from
Draw conclusions from the facts presented in text and support those assertions with textual evidence
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34 questions
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- Q1Which of Mrs. Snavin’s actions helps the reader visualize why Jake is embarrassed?Mrs. Snavin was my third-grade teacher, and she acted like. Computers were scary, especially the new ones.She said it so loud that every kid in the classroom stopped and turned to look at us, just in time to see Mrs. Snavin pat me on the top of my head like I was a nice little poodle or something.Then she shook her head and let out this big sigh.She was confused about a program we were supposed to use for a math project.60sIdentify language that creates a graphic visual experience and appeals to the senses
- Q2Paragraph 6 is important to the development of the plot because it is where —Jake's problem beginsJake learns a lessonJake makes a difficult decisionJake's problem is solved60sSequence and summarize the plot's main events and explain their influence on future events
- Q3Jake’s interaction with his teacher shows that he —does not like attentionwants to be Mrs. Snavin's favourite studentwants Mrs Snavin to help him with his math projectdoes not like computers60sDescribe the interaction of characters including their relationships and the changes they undergo
- Q4What does Jake learn in this story?Being helpful can bring unexpected results.Taking a risk is more important than making a mistake.Offer help to people whenever they clearly need it.People often know more than they think they do.60sParaphrase the themes and supporting details of fables, legends, myths, or stories
- Q5Read paragraph 8 from the story. Why does Jake think he’s made a mistake?The librarian comes to help the students with their work.The class is over before he has time to work on the math project.Mrs. Snavin continues to praise him in front of the class.Mrs. Snavin is unable to get the computer program to open.60sDescribe the interaction of characters including their relationships and the changes they undergo
- Q6What does Jake mean when he says he is “saved by the bell”?Jake can finally go to his favorite class of the school day.Jake can now leave the awkward situation behind.Jake is certain his classmates will forget what they saw.Jake is tired of trying to help make the computer work.60sIdentify language that creates a graphic visual experience and appeals to the senses
- Q7What is the best summary of the story?Jake helps Mrs. Snavin use the computer. When Mrs. Snavin announces that Jake has helped her, he worries what the other students are thinking.Jake enjoys working with computers, so his teacher Mrs.Snavin tells the students in the class to ask Jake when they need help using their computer.Mrs. Snavin wants her students to use the new computers in their classroom, but she is having trouble getting the computers to work.Mrs. Snavin is used to asking for help with the classroom computer, but she discovers that one of her students knows a lot about computers.60sSequence and summarize the plot's main events and explain their influence on future events
- Q8As it is used in paragraph 9, the word expert means a person who -is highly skilledhas learned from watching othersenjoys working with machinesis willing to help60sUse context to understand unfamiliar words
- Q9Which sentence best states the main idea of the selection?All this information was available because of the microchip that had been placed under Scrub’s skin many years earlier.Microchips have helped thousands of owners get their lost pets back.However, tags and collars can fall off or become difficult to read.However, thanks to her microchip, Roxy was soon returned to her grateful owner.60sIdentify the details or facts that support the main idea
- Q10The diagram of a microchip is included to show —how the scanner locates informationwhere to place a microchipthe differences between pet collars and microchipsa detailed view of a microchip60sLocate and use specific information in graphic features of text
- Q11Why is it surprising that Roxy was found?Roxy was lost for several years.Roxy was far from home.Roxy had wandered away from her owner.Roxy was on a busy street.60sIdentify explicit cause and effect relationships among ideas in texts
- Q12The purpose of the questions in paragraph 2 is to —share with readers how it feels to lose a petgive readers details about what is happening in the photograph of Scrubtell readers about the services available at the animal shelterinterest readers in learning how microchips help reunite owners with lost pets60sIdentify the topic and locate the author's stated purposes in writing the text
- Q13To learn when pets can be microchipped, the reader should refer to the —boxed information after paragraph 6photographs of the animalsdiagram of the microchipcaption under the photograph after paragraph 360sUse text features to locate information and make and verify predictions about contents of text
- Q14Look at the diagram below. Which of these completes the diagram?Why It Was Difficult for George’s Owners to Find HimWhere George’s Owners Eventually Found HimWhat George’s Owners Did to Try to Find HimHow George’s Owners Were Able to Locate Him60sIdentify the details or facts that support the main idea
- Q15Read this sentence from paragraph 2. This sentence helps the reader infer —where microchips are locatedthat microchips are helpful for petshow microchips are insertedthat microchips do not bother pets60sDraw conclusions from the facts presented in text and support those assertions with textual evidence
