2012-2013 Writing Prompt
GLE 3.22 Write compositions of two or more
paragraphs that are organized with the
following:
• a central idea
• a logical, sequential order
• supporting details that develop ideas
• transitional words within and between
paragraphs
GLE 3.23 Incorporate grade-appropriate
vocabulary and information when writing for
an intended audience and/or purpose
GLE 3.24 Develop compositions of two or
more paragraphs using writing processes
such as the following:
• selecting a topic
• prewriting using strategies such as
brainstorming, locating information, and
generating graphic organizers
• drafting
• conferencing with teachers
• revising and proofreading
• creating a final draft for publication
GLE 3.25 Develop organized one- and
two-paragraph compositions using description
and narration
GLEs 3.29, 30, 31, 32, 33 (writing conventions)
Read the passages about backpacking and the
Great Smoky Mountains National Park. As you
read the passages, imagine that you are
backpacking in the park. Then use the
Grade 3 ELA
2013-2014 Writing Prompt
W3.3 Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details, and
clear event sequences
L3.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L3.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
Read the passage about Lake Fausse Pointe
State Park. As you read the passage, imagine
that you are visiting the park. Then use the
passage to help you write a well-organized
2014-2015 Prose Constructed Response
W3.2 Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
W3.8 Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories.
L3.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
L3.2 Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L3.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
RI3.9 Compare and contrast the most
important points and key details presented in
two texts on the same topic.
RI3.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
You have read two texts about famous people
in American history who solved a problem by
working to make a change.
passages to help you write a well-organized
story of two or more paragraphs.
Imagine you are backpacking in the Great
Smoky Mountains National Park. Write a
story for your teacher about backpacking in
Great Smoky Mountains National Park.
Describe the things you might see and what
might happen. Use details from BOTH
passages to help you tell your story.
As you write, follow the suggestions below.
• Your story should have two or more
paragraphs.
• Be sure your story has a beginning, a
middle, and an end.
• Use details from BOTH passages and
include enough information so your
teacher will understand what
happened in your story.
• Be sure to write clearly.
• Check your writing for correct
spelling, punctuation, and grammar.
story of two or more paragraphs.
Imagine that you are going on a trip to Lake
Fausse Pointe State Park. Write a story for
your teacher about a visit you might have to
Lake Fausse Pointe State Park. Describe the
things you might see and what might
happen. Use details from the passage to help
you tell your story.
As you write, follow the suggestions below.
• Your story should have two or more
paragraphs.
• Be sure your story has a beginning, a
middle, and an end.
• Use details from the passage and
include enough information so your
teacher will understand what
happened in your story.
• Be sure to write clearly.
• Check your writing for correct
spelling, punctuation, and grammar.
Write an article for your school newspaper
describing how Eliza and Carver faced
challenges to change something in America.
 In your article, be sure to describe in
detail why some solutions they tried
worked and others did not work.
 Tell how the challenges each one
faced were the same and how they
were different.
2012-2013
GLE 3.17 Demonstrate understanding of
information in grade-appropriate texts
using a variety of strategies, including:
• sequencing events
• making predictions using information
from texts
• making simple inferences and drawing
conclusions about information in texts
• comparing and contrasting, including
story elements (e.g., theme, character, and
conflicts) and main points or ideas in
informational texts
• distinguishing between a main idea and
a summary
• identifying main ideas of texts
Why did the players on Julie’s team look
worried?
A. They felt tired of playing the game.
B. They wanted the season to last longer.
C. They hoped the score would be tied.
D. They thought they might lose the game.
Grade 3 ELA
2013-2014
RI3.2 Determine the main idea of a text;
recount the key details and explain how they
support the main idea.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Which statement best describes the puppy’s
mood in the poem?
A. The puppy’s mood is usually sad.
B. The puppy’s mood is often changing.
C. The puppy is in a happy mood around
children.
D. The puppy is in an active mood in the
morning.
2014-2015
RI3.2 Determine the main idea of a text;
recount the key details and explain how they
support the main idea.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Part A: The article includes these details about
Eliza’s life:
 She wrote newspaper articles to tell other
about what she saw in Alaska to inform
those who had not been there. (paragraph
1)
 She wrote the first guidebook about
Alaska (paragraph 1)
 She was the first woman to work at the
National Geographic society, where she
wrote many articles and books.
(paragraph 11)
What do these details help show about Eliza?
a. They show that she shared the benefits of
her experiences with others.*
b. They show she had many important jobs
during her lifetime, but becoming a
photographer was one of her proudest
moments.
c. They show that her earlier travels were
more exciting than the work she did later
in her life.
d. They show that she had a careful plan for
everything she did in her life.
Part B: Ideas from paragraph 1 and 11 were
used to help you learn about Eliza. Click on
two other paragraphs that include additional
support for the answer in Part A. There are
more than two paragraphs that include
additional support, but you need to only
choose two.
2012-2013
GLE 3.17 Demonstrate understanding of
information in grade-appropriate texts
using a variety of strategies, including:
• sequencing events
• making predictions using information
from texts
• making simple inferences and drawing
conclusions about information in texts
• comparing and contrasting, including
story elements (e.g., theme, character, and
conflicts) and main points or ideas in
informational texts
• distinguishing between a main idea and
a summary
• identifying main ideas of texts
What is the most likely reason the Ice Hotel
disappears?
A. The workers stop building.
B. The weather gets warm.
C. The people stop visiting.
D. The river begins to freeze.
Grade 3 ELA
2013-2014
RI3.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
Based on the information in “The Body of an
Owl,” what is one effect of the size of the
owl’s eyes?
A. The owl hunts food best while flying.
B. The owl can see only in the dark.
C. The owl must turn its head to look around
it.
D. The owl always has a wide-awake look.
2014-2015
RI3.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
RI 3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Part A: Which statement best describes how
the events in paragraphs 13 through 15 are
related to each other?
a. They explain how Washington, D.C.,
would change if cherry trees were planted
around the city
b. They show that Eliza found a new way to
get cherry trees planted in Washington,
D.C.*
c. They compare the ways Eliza and Mrs. Taft
tried to add beauty to Washington, D.C.
d. They describe how Mr. Takemine gave
Eliza the idea to bring cherry trees to
Washington, D.C.
Part B: Which sentence from the article best
supports the answer in Part A?
a. “When they bloomed, the trees became
clouds of pink blossoms.”
b. “She kept trying for more than twenty
years!”
c. “She wrote a letter to the president’s
wife, Mrs. Taft.”*
d. “With the help of Mr. Takamine, a
generous Japanese scientist, they had the
trees sent from Japan.”
2012-2013
GLE 3.10 Demonstrate understanding by
summarizing stories and information,
including the main events or ideas and
selected details from the text in oral and
written responses
What is this story about?
A. Two friends who win a soccer game
B. The official rules for playing soccer
C. Two players on different soccer teams
D. The best way to score a goal in soccer
Grade 3 ELA
2013-2014
RL3.2 Recount stories, including fables,
folktales, and myths from diverse cultures;
determine the central message, lesson, or
moral and explain how it is conveyed through
key details in the text.
RL3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Part 1
What is the central message of this passage?
A. Sports help a person stay healthy.
B. Hard work can lead to success.
C. Games should be played for fun.
D. It is necessary to plan ahead.
Part 2
Which detail from the passage best supports
the central message?
A. “I was excited because I love playing
soccer,”
B. “We had one last chance to change that.”
C. “Our team let out another cheer.”
D. “Her effort all season had finally paid off.”
2014-2015
RI3.2 Determine the main idea of a text;
recount the key details and explain how they
support the main idea.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Part A:
What is one main idea of “How Animals Live”?
a. There are many types of animals on the
planet.
b. Animals need water to live.
c. There are many ways to sort different
animals.
d. Animals begin their life cycles in different
forms.
Part B:
Which detail from the article best supports
the answer to Part A?
a. “Animals get oxygen from air or water.”
b. “Animals can be grouped by their traits.”
c. “Worms are invertebrates.”
d. “All animals grow and change over time.”
e. “Almost all animals need water, food,
oxygen, and shelter to live.”
2012-2013
GLE 3.49 Complete simple outlines with main
topics and subtopics that reflect the
information gathered
Look at an outline of “About Bats” from The
Encyclopedia of Nocturnal Animals.
I. ____________________
A. Large eyes
B. Simple ears
C. Simple noses
II. ____________________
A. Small eyes
B. Large ears
C. Complexly shaped noses
Which information goes in the blank at II?
A. Microbats
B. Megabats
C. Mammals
D. Flying foxes
Grade 3 ELA
2013-2014
RI3.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
How does cutting ice from the river fit into the
sequence of events that go into building the
hotel?
A. It is the first thing that happens in
November, just before construction begins.
B. It happens throughout the building process
to avoid melting.
C. It happens much earlier than the other
events, taking place months before.
D. It happens right after the new set of plans
is developed.
2014-2015
RI3.3 Describe the relationship between a
series of historical events, scientific ideas or
concepts, or steps in technical procedures in a
text, using language that pertains to time,
sequence, and cause/effect.
RI3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
Drag the four words from the word box into
the correct locations on the graphic to show
the life cycle of a butterfly as described in
“How Animals Live.”
1.
4.
2.
3.