Commonwealth of Virginia

Standards of Learning Assessment Program

Blueprints for Grade Three

English

©1997 by the Commonwealth of Virginia Department of Education, James Monroe Building,

101 N. 14th Street, Richmond, Virginia, 23219. All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without written permission from the copyright owner. Please contact the Commonwealth of Virginia Department of Education at (804) 225-2102, Division of Assessment and Reporting, to request written permission.

Standards of Learning (SOL) Test Blueprint

Introduction

What is a test blueprint?

A test blueprint is a guide for test construction and use. The Standards of Learning (SOL) test blueprints serve a number of purposes. One, they serve as a guide to test developers as they write test questions and construct the SOL tests. Two, they serve as a guide to educators, parents and students in that they show (a) the SOLs covered by the test and which, if any, have been excluded; (b) which SOLs are assigned to each reporting category; (c) the number of test items in each reporting category and on the total test; (d) general information about how the test questions were constructed; and (e) the materials that students are allowed to use while taking the test.

How is the test blueprint organized?

There is a blueprint for each test (e.g., grade 3 English, grade 5 mathematics, grade 8 science, U.S. History). Each blueprint contains the following information:

1. Test Development Guidelines: guidelines used by Harcourt Brace Educational Measurement and the members of the Content Review Committees in developing the SOL tests. This section contains three parts:

A. General Considerations — lists general considerations that were used in developing the test as well as considerations specific to a particular content area.

B. Item Format — lists information on how items for the test are constructed.

C. Ancillary Materials — lists any materials (e.g., calculators, rulers, protractors, compasses, dictionaries) that students are allowed to use while taking each test.

2. Blueprint Summary Table: a summary of the blueprint which displays the following information:

• reporting categories for each test;

• number of test items in each reporting category;

• Standards of Learning (SOLs) included in each reporting category. SOLs are identified by numbers and letters that correspond to the original SOL document (letters are assigned to the "bullets" in the original document);

• SOLs which are excluded from the SOL test;

• number of operational items on the test;

• number of field-test items on the test; and

• total number of items (operational and field-test items) on the test.

3. Expanded Blueprint: provides the same information as the Blueprint Summary Table except that the full text of each SOL is included. In addition, SOLs that are excluded from the test are categorized by the reason they were not included.

What is a reporting category?

Each test covers a number of SOLs. In the test blueprint, SOLs are grouped into categories that address related content or skills. These categories are labeled Reporting Categories. For example, a Reporting Category for the Grade 5 Mathematics test is "Computation and Estimation." Each of the SOLs in this reporting category addresses computation using addition, subtraction, multiplication, or division or require the student to estimate the answer to a problem. When the results of the SOL tests are reported, the scores will be presented in terms of scores for each Reporting Category and a total test score.

Are some SOLs assigned to more than one reporting category?

"Bullets" under a particular SOL are sometimes coded to different reporting categories. For example, the Science SOL 2.7a which deals with the effects that weather and seasonal changes have on the growth and behavior of living things is assigned to the reporting category "Life Processes and Living Systems" in the Grade 3 Science test. However, SOL 2.7b which deals with the effects of weather and seasonal changes on weathering and erosion of the land surface is assigned to the reporting category "Earth/Space Systems and Cycles." Each "bullet" is assigned to only one reporting category.

Why are some SOLs not tested on the SOL tests?

In some content areas, there are SOLs that do not lend themselves to multiple-choice testing. For example, in English, the oral language SOLs cannot be appropriately assessed in a multiple-choice format. In other cases, an SOL listed in one content area is covered by a similar SOL in another content area. For example, English SOL 4.9 which addresses the use of available technology to research a topic is covered by a similar SOL at grade 5 (Computer/Technology SOL C/T 5.3).

At the end of the blueprint for each test, the SOLs not tested are listed in "SOLs Excluded from Testing." In the expanded blueprint the SOLs excluded from testing are categorized by the reason they are not being tested.

Will all SOLs listed in the blueprint be assessed each time the SOL tests are given?

Due to the large number of SOLs in a content area for a grade span, every SOL will not be assessed on every SOL test form. By necessity, to keep the length of a test reasonable, each test will sample from the SOLs within a reporting category. However, every SOL is eligible for inclusion on each form of an SOL test.

1.

Grade 3: English

Reading/Literature and Research Subtest

Test Development Guidelines

A. General Considerations

1. All items included in this subtest will address the knowledge and skills specified in the reading/literature and research strands of the 1995 Virginia Standards of Learning in English for grades K-3.

2. The items will be free of stereotyping or bias directed at a particular age, gender, economic status, racial, ethnic or religious group, or geographic region.

3. The test will be untimed. The reading/literature and research subtest of the English test must be administered on a single day with the writing subtest administered on a different day. The order in which these two subtests are administered is at the discretion of the school division.

4. There is no penalty for guessing. Students will be scored on the number of correct answers out of the total number of operational items on the test.

5. A variety of types of reading selections including fiction, nonfiction, and poetry may be used on the test. Fiction selections may be contemporary fiction, legends, folktales, tall tales, fantasy, or mysteries. Nonfiction selections may be biographies, autobiographies, history-related articles, or science-related articles.

6. Selections will be appropriate for third-grade students in terms of interest, experiences length and reading level, as determined by the Content Review Committee. Selections will be similar in format to excerpts from trade books, content textbooks, or children’s magazines.

7. Whenever possible, reading selections and corresponding test items will appear on facing pages.

8. Students may not use a dictionary or thesaurus for any portion of this test.

B. Item Format

1. Each item will be a multiple-choice item containing four choices. Choices such as "None of the above," "All of the above," and "Not here" will not be used.

2. Each item will be linked to a reading selection and will be written at a level appropriate for third-grade students.

C. Ancillary Materials

None

Grade 3: English

Writing Subtest

Test Development Guidelines

A. General Considerations

1. All items included in this subtest will address the knowledge and skills specified in the writing strand of the 1995 Virginia Standards of Learning in English for grades K-3.

2. The items will be free of stereotyping or bias directed at a particular age, gender, economic status, racial, ethnic or religious group, or geographic region.

3. The test will be untimed. The reading/literature and research subtest of the English test must be administered on a single day with the writing subtest administered on a different day. The order in which these two subtests are administered is at the discretion of the school division.

4. There is no penalty for guessing. Students will be scored on the number of correct answers out of the total number of operational items on the test.

5. The writing subtest of the Grade 3 English test will have a series of brief scenarios, each of which defines a writing task for a specified audience. Items following the statement of the writing task will address planning or prewriting activities relevant to the specified task and will be coded to the Planning, Composing, and Revising reporting category. A rough draft of a response to the specified writing task will follow the planning/prewriting test items. The rough draft will be divided into sections. The first section will have errors which require revision such as the inclusion of a sentence that does not belong or two sentences that need to be combined. Items following the first section of the rough draft will require the student to correct these errors by choosing the correct revision from the answer choices provided. These items will also be coded to the Planning, Composing, and Revising reporting category.

6. The second section of the rough draft will contain embedded errors in usage or mechanics. Items following this section will refer to underlined words or groups of words in the second section of the rough draft and will require students to choose the answer which represents correct usage or mechanics. These items will be coded to the Editing reporting category. In some cases the underlined words will contain no error and the correct answer will be "as it is." Following the expanded blueprint is a list of usage and mechanics skills which are addressed in the Editing reporting category.

7. Scenarios, rough draft writing samples, and items will be appropriate for third-grade students in terms of difficulty, interest, and reading level, as determined by the Content Review Committee.

8. Students may not use a dictionary or thesaurus for any portion of this test.

B. Item Format

Each item will be a multiple-choice item containing four choices. Choices such as "None of the above," "All of the above," and "Not here" will not be used.

Items in the Planning, Composing, and Revising Reporting Category

1. Items will not necessarily follow the order of the sentences in the rough draft.

2. Tested sentences will be separated by at least one untested sentence whenever possible.

3. "As it is" will not be an option for items in this category.

Items in the Editing Reporting Category

1. In the rough draft the word or groups of words tested by each item will be underlined.

2. At least one untested word will separate underlined sections.

3. Each underlined portion will contain one error only.

4. Items will appear in the same order as the tested sentences in the rough draft.

5. "As it is" will be an option.

C. Ancillary Materials

None

Grade 3: English

Blueprint Summary Table

Subtest: Reading/Literature and Research

Reporting Categories

No. of Items

Kindergarten SOLs

Grade One SOLs

Grade Two SOLs

Grade Three

SOLs

Use word

analysis strategies.

(phonetic/structural)

10

K.5a-d

K.6a-c

K.7a-c

K.9

1.5a-c

1.6a-d

1.7b

1.8a

2.4a, b

2.5b

2.6a-d

2.7c

3.3a, b

3.4c

Understand a variety of printed materials/resource materials.

10

K.8a

K.13

1.7a

1.9a, b

1.11b, c, f

1.14

2.5a, c

2.7a, b

2.8b-d, f

2.11a-c

3.4a, b

3.5a, c, d

3.10a

Understand elements of literature.

5

K.8b-e

1.11d, e

2.6e

2.8e

3.5e, f

3.6a, b



Total Number of Reading Operational Items

25

Reading Field-Test Items*

10

Total Number of Reading Items

35


Subtest: Writing

Plan, compose, and revise paragraphs, stories, letters, and reports.

13

K.11

1.12a-c

2.9a-c

3.7a-e

3.8a-c

Edit for grammar, capitalization, punctuation, and spelling.

7


1.12d-f

2.10a-c

3.7f

3.8d

Grade 3: English Blueprint Summary Table is continued on the following page.

Grade 3: English

Blueprint Summary Table (Continued)

SOLs Excluded from The Grade 3 English Test

Kindergarten SOLs

Grade One SOLs

Grade Two SOLs

Grade Three

SOLs


K.1a-e

K.2a-f

K.3a-e

K.4a-d

K.10

K.12

1.1a-d

1.2a-e

1.3a-d

1.4a-d

1.7c

1.8b

1.9c

1.10

1.11a, g

1.12g, h

1.13a, b

1.14a, b

2.1a-d

2.2a-d

2.3a-d

2.7d

2.8a, g

2.9d

2.11d

3.1a-c

3.2a-e

3.4d

3.5b, g, h

3.6c, d

3.8e

3.9

3.10b, c



Total Number of Writing Operational Items

20

Writing Field-Test Items*

12

Total Number of Writing Items

32


Total Number of English Items (Reading + Writing)

67

*These field-test items will not be used to compute students' scores on the test.

Reporting Category: Use word analysis strategies. (phonetic/structural)

Number of Items: 10

Kindergarten SOLs in This Reporting Category:

K.5 The student will understand how print is organized and read.

a) Hold print materials in the correct position.

b) Identify the front cover, back cover, and title page of a book.

c) Follow words from left to right and top to bottom on a printed page.

d) Match voice with print, associating oral phonemes, syllables, words, and phrases with their written forms.

K.6 The student will demonstrate an understanding that print makes sense.

a) Explain that printed materials provide information.

b) Identify common signs and logos.

c) Read and explain own writing and drawings.

K.7 The student will develop an understanding of basic phonetic principles.

a) Understand that letters represent sounds.

b) Identify beginning consonants in single-syllable words.

c) Recognize rhyming words.

K.9 The student will identify both uppercase and lowercase letters of the alphabet.

Grade One SOLs in This Reporting Category:

1.5 The student will apply knowledge of how print is organized and read.

a) Read from left to right and top to bottom.

b) Match spoken words with print.

c) Identify letters, words, and sentences.

1.6 The student will apply phonetic principles to read.

a) Use beginning and ending consonants in decoding single-syllable words.

b) Use vowel sounds in decoding single-syllable words.

c) Blend beginning, middle, and ending sounds to recognize and read words.

d) Use word patterns.

1.7 The student will use meaning clues when reading.

b) Use knowledge of the story and topic to read words.

1.8 The student will use language structure when reading.

a) Use knowledge of sentence structure to read words.

Reporting Category: Use word analysis strategies. (phonetic/structural)

Number of Items: 10

Grade Two SOLs in This Reporting Category:

2.4 The student will use phonetic strategies when reading and writing.

a) Use knowledge of consonants and consonant blends in words.

b) Use knowledge of common vowel patterns.

2.5 The student will use meaning clues when reading.

b) Use information in the story to read words.

2.6 The student will use language structure when reading.

a) Use knowledge of prefixes and suffixes.

b) Use knowledge of contractions and singular possessives.

c) Use knowledge of simple abbreviations.

d) Use knowledge of sentence structure.

2.7 The student will read fiction, nonfiction, and poetry using a variety of strategies independently.

c) Use pictures, phonics, meaning clues, and language structure.

Grade Three SOLs in This Reporting Category:

3.3 The student will apply word-analysis skills when reading and writing.

a) Use knowledge of less common vowel patterns.

b) Use knowledge of homophones.

3.4 The student will use strategies to read a variety of printed materials (nonfiction, fiction, poetry).

c) Apply meaning clues, language structure, and phonetic strategies.

Reporting Category: Understand a variety of printed materials/resource materials.

Number of Items: 10

Kindergarten SOLs in This Reporting Category:

K.8 The student will demonstrate comprehension of stories.

a) Use pictures to make predictions about story content.

K.13 The student will begin to ask how and why questions.

Grade One SOLs in This Reporting Category:

1.7 The student will use meaning clues when reading.

a) Use pictures.

1.9 The student will integrate phonetic strategies, meaning clues, and language structure when reading.

a) Preview the selection.

b) Set a purpose for reading.

1.11 The student will read and comprehend a variety of fiction and nonfiction selections.

b) Make predictions about content.

c) Ask and answer questions about what is read.

f) Identify the theme or main ideas.

1.14 The student will alphabetize words according to the first letter.

Grade Two SOLs in This Reporting Category:

2.5 The student will use meaning clues when reading.

a) Use pictures and diagrams.

c) Use titles and headings.

2.7 The student will read fiction, nonfiction, and poetry using a variety of strategies independently.

a) Preview the selection.

b) Set purpose for reading.

Reporting Category: Understand a variety of printed materials/resource materials.

Number of Items: 10

Grade Two SOLs in This Reporting Category (continued):

2.8 The student will demonstrate comprehension of fiction and nonfiction selections.

b) Read to confirm predictions.

a) Locate information to answer questions.

b) Paraphrase information found in nonfiction materials.

f) Explain the problem, solution, or central idea.

2.11 The student will locate information in reference materials.

a) Use a table of contents.

b) Examine pictures and charts.

c) Use dictionaries and indices.

Grade Three SOLs in This Reporting Category:

3.4 The student will use strategies to read a variety of printed materials (nonfiction, fiction, poetry).

a) Preview and use text formats.

b) Set a purpose for reading.

3.5 The student will demonstrate comprehension of a variety of printed materials.

a) Set a purpose for reading.

c) Make, confirm, or revise predictions.

a) Ask and answer questions.

3.10 The student will record information from print and nonprint resources.

a) Use dictionaries, encyclopedias, and other reference books.

Reporting Category: Understand elements of literature.

Number of Items: 10

Kindergarten SOLs in This Reporting Category:

K.8 The student will demonstrate comprehension of stories.

b) Retell familiar stories using beginning, middle, and end.

a) Talk about characters, setting, and events.

b) Use story language in discussions and retellings.

c) Identify what an author does and what an illustrator does.

Grade One SOLs in This Reporting Category:

1.11 The student will read and comprehend a variety of fiction and nonfiction selections.

d) Identify characters and setting.

e) Retell stories and events, using beginning, middle, and end.

Grade Two SOLs in This Reporting Category:

2.6 The student will use language structure when reading.

e) Use knowledge of story structure and sequence.

2.8 The student will demonstrate comprehension of fiction and nonfiction selections.

e) Describe characters and setting in fiction selections and poetry.

Grade Three SOLs in This Reporting Category:

3.5 The student will demonstrate comprehension of a variety of printed materials.

e) Compare and contrast settings, characters, and events.

f) Organize information or events logically.

3.6 The student will continue to read a variety of fiction and nonfiction selections.

a) Identify the characteristics of folk tales.

b) Identify the characteristics of biographies and autobiographies.

Reporting Category: Plan, compose, and revise paragraphs, stories, letters, and reports.

Number of Items: 13

Kindergarten SOLs in This Reporting Category:

K.11 The student will draw pictures and/or use letters and phonetically spelled words to write about experiences, stories, people, objects, or events.

Grade One SOLs in This Reporting Category:

1.12 The student will write to communicate ideas.

a) Generate ideas.

b) Focus on one topic.

c) Use descriptive words when writing about people, places, things, and events.

Grade Two SOLs in This Reporting Category:

2.9 The student will write stories, letters, and simple explanations.

a) Generate ideas before writing.

b) Organize writing to include a beginning, middle, and end.

c) Revise writing for clarity.

Grade Three SOLs in This Reporting Category:

3.7 The student will write descriptive paragraphs.

a) Develop a plan for writing.

b) Focus on a central idea.

c) Group related ideas.

d) Include descriptive details that elaborate the central idea.

e) Revise writing for clarity.

3.8 The student will write stories, letters, simple explanations, and short reports across all content areas.

a) Use a variety of planning strategies.

b) Organize information according to the type of writing.

c) Revise writing for specific vocabulary and information.

Reporting Category: Edit for grammar, capitalization, punctuation, and spelling.

Number of Items: 7

Grade One SOLs in This Reporting Category:

1.12 The student will write to communicate ideas.

d) Use complete sentences in final copies.

a) Begin each sentence with a capital letter and use ending punctuation in final copies.

b) Use correct spelling for frequently used words and phonetically regular words in final copies.

Grade Two SOLs in This Reporting Category:

2.10 The student will edit final copies for grammar, capitalization, punctuation, and spelling.

a) Use declarative, interrogative, and exclamatory sentences.

b) Capitalize all proper nouns and words at the beginning of sentences.

c) Use correct spelling for frequently used words.

Grade Three SOLs in This Reporting Category:

3.7 The student will write descriptive paragraphs.

f) Edit final copies for grammar, capitalization, punctuation, and spelling.

3.8 The student will write stories, letters, simple explanations, and short reports across all content areas.

d) Edit final copies for grammar, capitalization, punctuation, and spelling.

Kindergarten SOLs Excluded from This Test

The following SOLs are not measurable in a multiple-choice format.

K.1 The student will demonstrate growth in the use of oral language.

a) Listen to a variety of literary forms, including stories and poems.

b) Participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns.

c) Participate in creative dramatics.

d) Begin to discriminate between spoken words and sentences.

e) Substitute words in a rhyming pattern.

K.2 The student will use listening and speaking vocabularies.

a) Use number words.

b) Use words to describe/name people, places, and things.

c) Use words to describe location, size, color, and shape.

d) Use words to describe actions.

e) Ask about words not understood.

f) Follow one-step and two-step directions.

K.3 The student will build oral communication skills.

a) Begin to follow implicit rules for conversation, (e.g., taking turns and staying on topic).

b) Begin to use voice level, phrasing, sentence structure, and intonation appropriate for language situation.

c) Listen and speak in informal conversations with peers and adults.

d) Begin to initiate conversations.

e) Participate in discussions about learning.

K.4 The student will hear, say, and manipulate phonemes (small units of sound) of spoken language.

a) Identify orally words which rhyme.

b) Sort words orally according to shared beginning, ending, or medial sounds.

c) Blend sounds orally to make words or syllables.

d) Divide syllables orally into sounds.

K.10 The student will print his/her name.

Kindergarten SOLs Excluded from This Test (continued)

The following SOL is covered by a similar SOL tested on the Grade Five Computer/Technology test.

K.12 The student will explore the uses of available technology for reading and writing.

Grade One SOLs Excluded from This Test

The following SOLs are not measurable in a multiple-choice format.

1.1 The student will continue to demonstrate growth in the use of oral language.

a) Listen and respond to a variety of media, including books, audiotapes, videos, and other age-appropriate publications.

b) Tell and retell stories and events in logical order.

c) Participate in a variety of oral language activities.

d) Be able to express ideas orally in complete sentences.

1.2 The student will continue to expand and use listening and speaking vocabularies.

a) Increase oral descriptive vocabulary.

b) Begin to ask for clarification and explanation of words and ideas.

c) Give and follow simple two-step oral directions.

d) Use singular and plural nouns.

e) Begin to use compound words in oral communication.

1.3 The student will adapt or change oral language to fit the situation.

a) Initiate conversation with peers and adults.

b) Follow rules for conversation.

c) Use appropriate voice level in small-group settings.

d) Ask and respond to questions in small-group settings.

1.4 The student will orally identify and manipulate phonemes (small units of sound) in syllables and multisyllable words.

a) Count phonemes (sounds) in syllables or words with a maximum of three syllables.

b) Add or delete phonemes (sounds) orally to change syllables or words.

c) Create rhyming words orally.

d) Blend sounds to make word parts and words with one to three syllables.

1.7 The student will use meaning clues when reading.

c) Reread and self-correct.

Grade One SOLs Excluded from This Test (continued)

1.8 The student will use language structure when reading.

b) Reread and self-correct.

1.9 The student will integrate phonetic strategies, meaning clues, and language structure when reading.

c) Read with accuracy and self-correct when necessary.

1.10 The student will read familiar stories, poems, or passages with fluency and expression.

1.11 The student will read and comprehend a variety of fiction and nonfiction selections.

a) Relate previous experiences to what is read.

g) Write about what is read.

1.12 The student will write to communicate ideas.

g) Share writing with others.

a) Use available technology.

1.13 The student will print legibly.

a) Form letters.

b) Space words and sentences.

1.14 The student will:

a) Use a picture dictionary to find meanings of unfamiliar words.

b) Make a personal dictionary or word list to use in writing.

(The skill addressed by this SOL, alphabetizing words to the first letter, is tested. The skills addresssed in a) and b) above are not.)

Grade Two SOLs Excluded from This Test

The following SOLs are not measurable in a multiple-choice format.

2.1 The student will demonstrate an understanding of oral language structure.

a) Create oral stories to share with others.

b) Create and participate in oral dramatic activities.

c) Use correct verb tenses in oral communication.

d) Use increasingly complex sentence structures in oral communication.

Grade Two SOLs Excluded from This Test (continued)

2.2 The student will continue to expand listening and speaking vocabularies.

a) Use words that reflect a growing range of interests and knowledge.

b) Clarify and explain words and ideas orally.

c) Give and follow oral directions with three or four steps.

d) Identify and use synonyms and antonyms in oral communication.

2.3 The student will use oral communication skills.

a) Use oral language for different purposes: to inform, to persuade, and to entertain.

b) Share stories or information orally with an audience.

c) Participate as a contributor and leader in a group.

d) Paraphrase information shared orally by others.

2.7 The student will read fiction, nonfiction, and poetry using a variety of strategies independently.

d) Reread and self-correct when necessary.

2.8 The student will demonstrate comprehension of fiction and nonfiction selections.

a) Relate previous experiences to the topic.

g) Write about what is read.

The following SOLs are covered by similar SOLs tested on the Grade Five Computer/Technology test.

2.9 The student will write stories, letters, and simple explanations.

d) Use available technology.

2.11 The student will locate information in reference materials.

d) Use available technology.

Grade Three SOLs Excluded from This Test

The following SOLs are not measurable in a multiple-choice format.

3.1 The student will use effective communication skills in group activities.

a) Listen attentively by making eye contact, facing the speaker, asking questions, and paraphrasing what is said.

b) Ask and respond to questions from teachers and other group members.

c) Explain what has been learned.

Grade Three SOLs Excluded from This Test (continued)

3.2 The student will present brief oral reports.

a) Speak clearly.

b) Use appropriate volume and pitch.

c) Speak at an understandable rate.

d) Organize ideas sequentially or around major points of information.

e) Use clear and specific vocabulary to communicate ideas.

3.4 The student will use strategies to read a variety of printed materials (nonfiction, fiction, poetry).

d) Reread and self-correct when necessary.

3.5 The student will demonstrate comprehension of a variety of printed materials.

b) Make connections between previous experiences and reading selections.

g) Use information to learn about new topics.

h) Write about what is read.

3.9 The student will write legibly in cursive.

These SOLs require students to read and respond to selections too long to be included on a single-administration test for Grade Three students.

3.6 The student will continue to read a variety of fiction and nonfiction selections.

c) Compare and contrast the characters described in two folk tales.

d) Compare and contrast the lives of two persons as described in biographies and/or autobiographies.

The following SOLs are covered by similar SOLs tested on the Grade Five Computer/Technology test.

3.8 The student will write stories, letters, simple explanations, and short reports across all content areas.

e) Use available technology.

3.10 The student will record information from print and nonprint resources.

b) Use videos, interviews, and cassette recordings.

a) Use available technology.

Grade 3 English: Writing Subtest

Sentence Formation, Usage and Mechanics

Skills List

Listed below are skills in the areas of sentence formation, usage, and mechanics (capitalization, punctuation, and spelling) which may be addressed on the writing subtest of the grade 3 English test. This list is not intended to be exhaustive but to provide examples of the skills which may be addressed on the writing subtest at grade 3.

Sentence Formation

Recognition of complete sentences

Usage

Correct use of the following:

the past and present tense of verbs

"I" in compound subjects (e.g. Judy and I went to the store.)

singular and plural pronouns

Mechanics

Capitalization

Capitalize:

the first word of sentences

proper nouns

Punctuation

Correct use of the following:

periods, question marks ,or exclamation points at the end of sentences

apostrophe in contractions with pronouns (e.g., I'd, we've)

punctuation of letter parts

apostrophes in singular possessives ( The boy's hair was red.)

Spelling

Correct spelling of commonly used words