Selection: Boom Town. SF Reading Street Grade 3 Unit 1 Week 1. Theme/Main
Idea: In a community, people depend on each other for survival (financial).
Selection: Boom Town SF Reading Street Grade 3 Unit 1 Week 1 Theme/Main Idea: In a community, people depend on each other for survival (financial). Unit Theme: When is money important and when does it affect our lives? Standard: 8: Understanding a Text Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. Written Response Question: In the story Boom Town, not everyone became rich digging for gold. Based on the selection, explain four (4) things people did to make money and create a community. Scoring Guidelines: à Amanda’s father sold pie à Peddler Pete set up a trading post à The prospector and his wife opened a laundry à A cobbler crafted shoes and boots à A barber moved in à Apothecary with healing herbs opened à Amanda opened a bakery à Cowboy Charlie started a livery stable à Mr. Hooper built a bank à A teacher and preacher moved to Boom Town
Open Response Scoring Rubric Grade 3 Boom Town Score 4
Description Response thoroughly explains four things people did to make money and create a community. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains four things people did to make money and create a community. Response lacks some specificity or relevance.
2
Response partially explains four things people did to make money and create a community. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain four things people did to make money and create a community. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:__________ Boom Town Unit 1, Week 1 Write your answer to the open-response question in the lined space below. In the story Boom Town, not everyone became rich digging for gold. Explain four (4) things people did to make money and create a community.
Use details from the selection to explain your answer.
Selection: What About Me SF Reading Street Grade 3 Unit 1 Week 2 Theme/Main Idea: When is money important and when does it affect our lives? How would we get what we want without money? (barter)
Standard: 11 Theme Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.
Written Response Question: The boy’s problem (seeking knowledge) turns around (turning point) when he helps the merchant’s daughter. Explain the knowledge the boy gets when he helps the merchant’s daughter. Use important details from the story in your answer.
Scoring Guidelines: • The boy helps the girl who was really upset. She loves a carpenter who is look for someone to marry. Her father wants her to marry a merchant but wants her to stop being upset. Helping someone else is one of the most previous gifts we can receive. • You can learn something new when you don’t even expect it.
Open Response Scoring Rubric Grade 3 What About Me Score 4
Description Response thoroughly explains the knowledge the boy gets when he helps the merchant’s daughter. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains the knowledge the boy gets when he helps the merchant’s daughter using evidence from the story. Response lacks some specificity or relevance.
2
Response partially explains the knowledge the boy gets when he helps the merchant’s daughter using evidence from the story. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain the knowledge the boy gets when he helps the merchant’s daughter using evidence from the story. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:__________ What About Me Unit 1, Week 2 Write your answer to the open-response question in the lined space below. The boy’s problem (seeking knowledge) turns around (turning point) when he helps the merchant’s daughter. Explain the knowledge the boy gets when he helps the merchant’s daughter using evidence from the story.
Selection: Alexander Who Used to be Rich Last Sunday by Judith Viorst. SF Reading Street Gr. 3 Unit 1 Week 3 Theme/Main Idea: Learning to manage money.
Standard: 8:14 Making judgments about setting, characters and events and support them with evidence from the text.
Written Response Question: The story is told by the narrator, Alexander. Explain how Alexander feels about money. Use important details from the story in your answer. Scoring Guidelines: • His brothers, Anthony and Nicholas, have more money than him. • He likes money a lot. He wishes he had more money. • He believes saving money is hard. • He has good intentions of saving money, but makes some poor choices.
Open Response Scoring Rubric Grade 3 Alexander Who Used to be Rich Last Sunday Score 4
Description Response thoroughly explains how Alexander feels about money. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains how Alexander feels about money. Response lacks some specificity or relevance.
2
Response partially explains how Alexander feels about money. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain how Alexander feels about money. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:__________ Alexander Who Used to be Rich Last Sunday---Unit 1, Week 3 Write your answer to the open-response question in the lined space below. The story is told by the narrator, Alexander. Which statements let the reader know how Alexander feels about money? Use details from the selection to explain your answer.
Selection: If You Made a Million Grade 3 Unit 1 Week 4 Theme/Main Idea: How does money work? Unit Theme: When is money important and when does it affect our lives? Standard: 8 Understanding a Text Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. Written Response Question: Based on the selection, explain how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Use important details from the story in your answer. Scoring Guidelines: • If you keep your money in the bank for a specific amount of time, the bank will pay you money for saving your money. The longer you keep your money in the bank, the more interest you earn. • If you don’t have enough money to pay for something, you can ask the bank for a loan. You would pay the bank a little at a time, month after month for many years. You have to pay the bank the amount you borrowed and extra money too. The extra money is called interest. You pay the bank because you are using their money.
Open Response Scoring Rubric Grade 3 If You Made a Million Score 4
Description Response thoroughly explains how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Response lacks some specificity or relevance.
2
Response partially explains how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:____________________ If You Made a Million---Unit 1, Week 4 Write your answer to the open-response question in the lined space below. Based on the selection, explain how sometimes the bank pays you interest for your money and sometimes you may have to pay the bank interest. Use important details from the story in your answer.
Selection: Money from Long Ago Grade 3 Unit 1 Week 4 Theme/Main Idea: How does money work? Unit Theme: When is money important and when does it affect our lives? Standard: 8 Understanding a Text Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. Written Response Question: According to the selection, explain three different items people used as money instead of paper money or coins. Use important details from the selection. Scoring Guidelines: • Cowries shells are small ocean shells. The shells were either worn or stored. Its color and size would set the value of the cowrie. • A feather coil was made from red feathers of a honey eating bird. The feathers were glued on the coil and were then yards long. The feather coils were used to in marriage contracts and to buy boats. • Salt was used in Africa and China. Reeds were used to store salt and keep it from breaking. • People from the island Yap in the Pacific used large stone discs. Some discs weighed over 400 pounds. They were used to arrange marriages and to trade houses or boats. • Native Americans used belt of beads to trade. Each bead maker created their belt with different colors and patterns.
Open Response Scoring Rubric Grade 3 Money from Long Ago Score 4
Description Response thoroughly explains three different items people used as money instead of paper money or coins. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains three different items people used as money instead of paper money or coins. Response lacks some specificity or relevance.
2
Response partially explains three different items people used as money instead of paper money or coins. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain three different items people used as money instead of paper money or coins. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:__________ Money from Long Ago---Unit 1, Week 4 Write your answer to the open-response question in the lined space below. According to the selection, explain three different items people used as money instead of paper money or coins. Use important details from the selection.
Selection: My Rows and Piles of Coins by Tololwa M. Mollel. SF Reading Street-Grade 3 Unit 1 Week 5 Theme/Main Idea: How do we learn the value of money? Unit Theme: When is money important and when does it affect our lives? Standard: 8 Understanding a Text Students will identify basic facts and main ideas in a text and use them as the basis for interpretation. Written Response Question: In the story, Saruni wanted to buy a bicycle to help his family. Explain how Saruni was able to get his bicycle. Use important details from the story to support your answer. Scoring Guidelines: à Yeyo gave Saruni 5 ten cent coins à Saruni saved the coins in his money box to buy a bicycle to help his mother on market days à He counted his coins and thought about the bicycle he wanted to buy à Saruni asked Murete to ride his bicycle à Murete taught/helped Saruni ride his bike (gave lessons) à Helped Yeyo with household chores, helped Murete on coffee farm, he pruned coffee trees, put leaves & twigs around coffee stems to earn more money à The money box grew heavier à Saruni practiced riding the bike with heavy loads à He earned 305 coins and tried to buy the red bicycle, but he didn’t have enough money à He told his mother he saved his money to buy a bicycle to help her, but he didn’t have enough à Murete said, “I want to sell you my bicycle for 305 coins à He realized he had his very own bicycle after all, with the help of his parents
Open Response Scoring Rubric Grade 3 My Rows and Piles of Coins Score 4
Description Response thoroughly explains how Saruni was able to get his bicycle. Response uses specific and relevant information from the story/article/selection as support.
3
Response generally explains how Saruni was able to get his bicycle. Response lacks some specificity or relevance.
2
Response partially explains how Saruni was able to get his bicycle. Response uses weak or limited information from the story/article/selection and may contain some misunderstandings.
1
Response attempts to explain how Saruni was able to get his bicycle. Explanation is based on personal opinion or shows minimal/vague understanding of the story/article/selection. The attempted response may contain personal opinion.
0
Response is totally incorrect or irrelevant.
Blank
No response.
Name:________________________________Date:__________ My Rows and Piles of Coins---Unit 1, Week 5 Write your answer to the open-response question in the lined space below. In the story, Saruni wanted to buy a bicycle to help his family. Explain how Saruni was able to get his bicycle. Use important details from the story to support your answer.
