Reading:

Grade level: 3rd (Formal)

SOLs: 3.5 ReadingThe student will read and demonstrate of a fictional text and poetry: (f) Ask
and answer questions about what is read. (k) Use reading strategies to monitor comprehension
throughout the reading process

WIDA Standard: Standard 2: The Language of Language ArtsMain ideas/details

WIDA Level: Level 4- Expanding

Purpose/Objectives: Students will demonstrate their reading comprehension skills by reading a

short, fictional passage. They will be able to use context clues to find the meanings of certain
words and be able to answer questions about different details of the story.

Assessment Items:

Reading Passage: Read the passage below. Once you have read the passage, you may then
answer the following questions.

Helping Hally
Sam was sitting on the couch, watching television. His mom walked in the door with Hally, their
dog. Hally walked right over to Sam and licked him hello.

Hi Hally! How was your checkup? Sam asked. Hally just looked at Sam.

We have to help Hally, said Mom.

Help her how? asked Sam.

Do you remember when we went to pick up Hally from her litter? We picked her because she
looked like her mom. She is brown with spots, with long ears, and she was energetic, so we
thought shed be strong, like her mom. But how does she look now? Mom asked.

Well, thought Sam, Shes still brown with spots and long ears, but shes not very energetic or
strong anymore.

Thats what the vet said, too. We havent been letting her exercise as much, and weve been
feeding her a lot. She would probably look just like her mom now if we had walked her more.
We have to start walking her more often, so that shell stay healthy for a long time. Will you
help?
Sure! said Sam. He decided that he could play fetch with her every day in the yard, because
then she could run and run and run until she was tired. The first day, they only played fetch for
about 10 minutes before Hally was tired. But Sam kept playing with her every day. Soon, they
could play for an entire half an hour! Hally looked stronger every day, just like her mom. Sam
felt great about helping Hally get strong again.

Multiple-Choice Items: Read the questions and circle the letter that you think best answers the
question. Remember that you can look back to the passage to help you answer any of the
questions.

Example: What was Sam doing before his mom came home?

a. Watching television
b. Playing video games
c. Doing homework
d. Running outside

1. What word means the opposite of strong in this sentence? Shes still brown with spots
and long ears, but shes not very energetic or strong anymore.

a. Powerful
b. Weak
c. Active
d. Energetic

2. What does Hallys mom look like?

a. Yellow with spots

b. Completely brown
c. Black with white spots
d. Brown with spots

3. Why was Hally not feeling so well?

a. She was not getting enough exercise

b. She hurt her paw
c. She had a cold
d. She had flees
 4. What did the doctor say Sam and his mom had to do to make Hally feel better?

a. Give her medicine

b. Take her in to surgery
c. Give her a bandage
d. Give her more exercise

5. At the end of the story, how long could Max play fetch with Hally before she got tired?

a. An entire hour
b. 100 minutes
c. Half an hour
d. 10 minutes

True or False Items: For the true and false questions, circle T if you think the statement is true
and F if you think the statement is false. Remember that you can look back to the passage to help
you answer any of the questions.

Example: T F Sams Dad took Hally for her checkup

T F 1. Hally is the name of Sams mom

T F 2. The story ends with Hally feeling better

T F 3. The word energetic means to be tired

Scoring: In total, this assessment will be graded out of 13 points. Multiple-choice questions are
worth 2 points each. True/False questions are worth 1 point each. This assessment is designed to
act as a reading comprehension quiz. After all the quizzes have been graded and students receive
their scores, it is important that the teacher goes over all of the answers with the students and
addresses any misconceptions that students had while reading the passage.