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.

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