FL FAST 3rd Grade Reading Practice Test 1
Reading comprehension, vocabulary, and text evidence practice
FL FAST 3rd Grade Reading Practice Test 1
Reading comprehension, vocabulary, and text evidence practice
Language Arts - Grade 2-3
- 1
PASSAGE SET 1 - The Kite That Would Not Fly (1) On Saturday morning, Maya carried a bright yellow kite to the park. She had built it from thin sticks, paper, and a long tail made from old ribbon. Her best friend Eli jogged beside her, holding the string. The sky was blue, and the breeze tugged at their shirts. It seemed like a perfect day to fly. (2) Maya ran across the grass and tossed the kite into the air. It rose for one hopeful second, then twisted and dropped into a bush. Eli pulled it free, but one corner was bent. Maya frowned. She had worked all week on the kite, and now it looked wrinkled and uneven. (3) Eli suggested they try again after fixing the corner. Maya wanted to quit. She watched other kites floating like colorful fish above the field. Her kite sat at her feet like a tired bird. Then Eli opened his backpack and found tape, extra string, and a small pair of scissors. (4) Together, they carefully repaired the kite. Maya made the tail longer because Eli noticed it was too short to balance the kite. They retied the string and waited for a stronger breeze. When it came, Maya ran while Eli slowly let out the line. (5) This time, the kite dipped but did not fall. Maya kept running even when her legs burned. The kite climbed higher, shaking at first and then sailing smoothly. Maya laughed so loudly that a nearby dog barked along with her. (6) Later, Maya sat under an oak tree and shared orange slices with Eli. She realized the kite had not flown because everything was easy. It had flown because they had kept trying and had listened to each other. Maya looked up at the yellow kite dancing in the sky and felt proud of more than the kite. Question 1: What is the main problem in the passage?
Think about what goes wrong after Maya first tosses the kite into the air.
The main problem is that Maya's kite will not fly at first. It falls into a bush and becomes bent, making Maya feel discouraged. - 2
(Use the passage from Question 1 to answer this question.) Question 2: How does Eli help Maya solve the problem?
Look for Eli's actions after the kite falls.
Eli helps Maya by encouraging her to try again, finding supplies in his backpack, and noticing that the kite's tail is too short. He works with Maya to repair and balance the kite. - 3
(Use the passage from Question 1 to answer this question.) Question 3: Part A: What character trait best describes Maya by the end of the passage?
Think about how Maya changes from wanting to quit to trying again.
By the end of the passage, Maya is persevering. She keeps working and running even after the kite fails at first. - 4
(Use the passage from Question 1 to answer this question.) Question 4: Part B: Which detail from the passage best supports your answer to Part A? a) Maya carried a bright yellow kite to the park. b) Her best friend Eli jogged beside her, holding the string. c) Maya kept running even when her legs burned. d) Later, Maya sat under an oak tree and shared orange slices with Eli.
Choose the detail that shows Maya not giving up.
The correct answer is c) Maya kept running even when her legs burned. This detail best shows perseverance because Maya continues trying even though it is difficult. - 5
(Use the passage from Question 1 to answer this question.) Question 5: What does the word repaired mean in paragraph 4?
Look at what Maya and Eli do with tape, string, and scissors.
In paragraph 4, repaired means fixed. Maya and Eli use supplies to fix the kite so it can fly again. - 6
(Use the passage from Question 1 to answer this question.) Question 6: How is the kite compared to animals in the passage?
Find the sentences that use the words like or describe the kite as an animal.
The other kites are compared to colorful fish, and Maya's kite is compared to a tired bird. These comparisons help readers picture how the kites look and move. - 7
(Use the passage from Question 1 to answer this question.) Question 7: Put these events in the correct order: Maya and Eli repair the kite; the kite falls into a bush; Maya shares orange slices with Eli; the kite climbs into the sky.
Reread the passage from the beginning and follow the kite's progress.
The correct order is: the kite falls into a bush, Maya and Eli repair the kite, the kite climbs into the sky, and Maya shares orange slices with Eli. - 8
(Use the passage from Question 1 to answer this question.) Question 8: From what point of view is the passage told?
Notice whether the narrator is inside or outside the story.
The passage is told from the third-person point of view. The narrator is not a character and uses names like Maya and Eli instead of I or me. - 9
(Use the passage from Question 1 to answer this question.) Question 9: What lesson does Maya learn?
Look at what Maya realizes in the last paragraph.
Maya learns that success can come from not giving up and from listening to a helpful friend. The kite flies because Maya and Eli keep trying together. - 10
(Use the passage from Question 1 to answer this question.) Question 10: Why does Maya feel proud of more than the kite at the end?
Think about what Maya did before the kite finally flew.
Maya feels proud of more than the kite because she is also proud of her effort, teamwork, and perseverance. She and Eli solved the problem together. - 11
PASSAGE SET 2 - Sea Turtles on Florida Beaches (1) Each year, sea turtles return to many Florida beaches. At night, a female turtle crawls from the ocean onto the sand. She uses her back flippers to dig a nest, lays her eggs, covers them, and slowly returns to the water. Weeks later, tiny hatchlings break out of their shells and hurry toward the sea. (2) Florida is important to sea turtles because its warm beaches are good nesting places. Loggerhead turtles, green turtles, and leatherback turtles all nest in the state. A loggerhead has a large head and strong jaws for eating crabs and other hard-shelled animals. A leatherback is the largest sea turtle and has a softer, rubbery shell instead of a hard one. (3) Hatchlings face many dangers. Birds, crabs, and fish may try to eat them. Bright lights from buildings can also confuse them. Baby turtles usually move toward the brightest natural light, which is the moon and stars shining over the ocean. If streetlights or porch lights are brighter, hatchlings may crawl the wrong way. (4) People can help sea turtles in simple ways. Beach visitors should fill in holes and flatten sand castles before leaving. A deep hole can trap a nesting mother or a hatchling. People should also keep beaches clean because plastic bags can look like jellyfish in the water. Some turtles eat jellyfish, so a plastic bag can be very dangerous. (5) During nesting season, many communities ask people to turn off lights near the beach or use special turtle-safe lights. Volunteers may also mark nests with signs so people do not step on them. These careful actions protect turtles before they even reach the ocean. (6) Sea turtles have lived on Earth for millions of years, but they still need help today. When people understand their habits and protect their nesting beaches, more hatchlings have a chance to grow into adult turtles. Question 11: What is the main idea of the passage?
Think about what most paragraphs explain about sea turtles.
The main idea is that Florida beaches are important nesting places for sea turtles, and people can help protect turtles and hatchlings. - 12
(Use the passage from Question 11 to answer this question.) Question 12: What steps does a female sea turtle take when she nests?
Look in paragraph 1 for the order of actions.
A female sea turtle crawls onto the sand, digs a nest with her back flippers, lays her eggs, covers them, and returns to the ocean. - 13
(Use the passage from Question 11 to answer this question.) Question 13: Part A: What can you infer about why beach lights are a serious problem for hatchlings?
Think about how baby turtles know which way to go.
Beach lights are a serious problem because hatchlings use light to find the ocean. If artificial lights are brighter than the moon and stars, the hatchlings may crawl away from the water. - 14
(Use the passage from Question 11 to answer this question.) Question 14: Part B: Which detail from the passage best supports your answer to Part A? a) Each year, sea turtles return to many Florida beaches. b) Baby turtles usually move toward the brightest natural light, which is the moon and stars shining over the ocean. c) A loggerhead has a large head and strong jaws. d) Volunteers may also mark nests with signs so people do not step on them.
Choose the detail that explains how hatchlings choose a direction.
The correct answer is b) Baby turtles usually move toward the brightest natural light, which is the moon and stars shining over the ocean. This explains why brighter building lights can lead hatchlings the wrong way. - 15
(Use the passage from Question 11 to answer this question.) Question 15: What does the word hatchlings mean in paragraph 1?
Use the nearby words break out of their shells.
Hatchlings means baby animals that have just come out of eggs. In the passage, the hatchlings are baby sea turtles. - 16
(Use the passage from Question 11 to answer this question.) Question 16: How is the passage mainly organized?
Ask whether the passage tells events in order, compares animals, or explains problems and solutions.
The passage is mainly organized by explaining a process and giving problem-and-solution details. It describes nesting and hatching, then explains dangers and ways people can help. - 17
(Use the passage from Question 11 to answer this question.) Question 17: Which sentence from the passage states a fact, not an opinion?
A fact can be proven true or false.
The sentence Sea turtles have lived on Earth for millions of years states a fact. It can be checked using scientific information. - 18
(Use the passage from Question 11 to answer this question.) Question 18: What is the author's purpose for writing this passage?
Think about whether the passage is mostly telling a story, giving facts, or trying to make readers laugh.
The author's purpose is to inform readers about sea turtles and explain how people can help protect them. - 19
(Use the passage from Question 11 to answer this question.) Question 19: How does the prefix re- help you understand the word return in paragraph 1?
Think of other words with re-, such as reread or rebuild.
The prefix re- can mean again. The word return means to go back again, so sea turtles go back to the beaches. - 20
(Use the passage from Question 11 to answer this question.) Question 20: Why should beach visitors fill in holes before leaving the beach?
Look in paragraph 4 for a danger caused by holes.
Beach visitors should fill in holes because a deep hole can trap a nesting mother turtle or a hatchling. Filling holes makes the beach safer for sea turtles. - 21
PASSAGE SET 3 - After the Rain Clouds rolled in like gray sheep, Crowding the afternoon sky. The wind whispered through the palm trees, Then thunder stomped nearby. Raindrops raced on the window, A silver drumbeat, fast and bright. The thirsty grass lifted its fingers, Drinking in the rainy light. Soon the storm grew sleepy, Its rumble moved away. Sunshine spilled like honey Across the puddled clay. A rainbow bent above us, A bridge of red and blue. The world smelled fresh and hopeful, As if it had been made new. Question 21: What is the poem mostly about?
Think about what happens from the first stanza to the last stanza.
The poem is mostly about a rainstorm that comes, passes, and leaves the world fresh and bright afterward. - 22
(Use the passage from Question 21 to answer this question.) Question 22: What mood does the poem create at the end?
Look at the last two lines of the poem.
At the end, the poem creates a hopeful and peaceful mood. The rainbow, sunshine, and fresh smell make the world seem new. - 23
(Use the passage from Question 21 to answer this question.) Question 23: What type of figurative language is used in the line Clouds rolled in like gray sheep?
A simile compares two things using like or as.
The line uses a simile because it compares clouds to gray sheep using the word like. - 24
(Use the passage from Question 21 to answer this question.) Question 24: Part A: What can you infer about the speaker's feelings after the storm?
Think about the words used after the storm moves away.
The speaker feels glad and hopeful after the storm. The speaker notices beauty in the sunshine, rainbow, and fresh world. - 25
(Use the passage from Question 21 to answer this question.) Question 25: Part B: Which detail from the poem best supports your answer to Part A? a) Clouds rolled in like gray sheep, b) Then thunder stomped nearby. c) The world smelled fresh and hopeful, d) Raindrops raced on the window,
Choose the detail that shows a happy or positive feeling.
The correct answer is c) The world smelled fresh and hopeful. This detail directly shows the speaker's positive feelings after the storm. - 26
(Use the passage from Question 21 to answer this question.) Question 26: Which lines show personification?
Personification gives human actions or traits to nonhuman things.
The lines The wind whispered through the palm trees and The thirsty grass lifted its fingers show personification. They give human actions to wind and grass. - 27
(Use the passage from Question 21 to answer this question.) Question 27: How do the poem's stanzas help show the change in weather?
Look at what each group of four lines describes.
The stanzas help show the order of the weather change. First the clouds and thunder arrive, then rain falls, then the storm leaves, and finally the rainbow appears. - 28
PASSAGE SET 4 - PAIRED TEXTS Text 1: Mary's Morning Lesson Mary hurried along the dusty road with her brother and sisters. The schoolhouse was small, but to Mary it looked as grand as a castle. She had been waiting for the chance to learn letters. In those days, many children in her community had never been allowed to go to school. Inside, the teacher placed a book in Mary's hands. The pages smelled of paper and dust. Mary traced the shapes of the letters with one careful finger. At first, the marks seemed like tiny fences. Then the teacher sounded them out, and the fences opened like gates. After school, Mary carried the book home as if it were a bowl filled to the top. Her parents gathered near the doorway while the evening light faded. Mary read slowly, stopping to remember each sound. When she finished a sentence, her father smiled with wet eyes. The next morning, Mary woke before the rooster. She practiced the letters again and again. Some words were difficult, but she refused to push the book away. She wanted to learn enough to help others learn too. Years later, Mary would teach many students and build a school of her own. But on that first day, she was simply a child holding a book, discovering that reading could open a path wider than the road to school. Text 2: Mary McLeod Bethune, Teacher and Leader Mary McLeod Bethune was born in South Carolina in 1875. Her parents had been enslaved before the Civil War. Mary was the first child in her family to attend school. She loved learning so much that she shared her lessons with her family when she returned home each day. As Mary grew older, she became a teacher. In 1904, she opened a school for African American girls in Daytona Beach, Florida. The school began with only a few students and very little money. Mary used wooden boxes for desks, and she worked hard to find supplies. She believed education could help students build better lives. Mary's school grew over time. It later became part of Bethune-Cookman University. Mary also became a national leader. She worked for equal rights and advised a United States president, Franklin D. Roosevelt. She helped organize programs for young people and spoke about fairness and opportunity. Today, people remember Mary McLeod Bethune for her courage, leadership, and belief in education. A statue of her stands in the United States Capitol. Her life shows how one determined person can open doors for many others. Question 28: In Text 1, why does the schoolhouse look as grand as a castle to Mary?
Think about how Mary feels about learning letters.
The schoolhouse looks grand to Mary because she is excited for the chance to learn. Going to school feels special and important to her. - 29
(Use the passage from Question 28 to answer this question.) Question 29: In Text 1, what does the book most likely symbolize for Mary?
Think about what the book helps Mary discover.
The book most likely symbolizes opportunity. It gives Mary a way to learn and later help other people learn. - 30
(Use the passage from Question 28 to answer this question.) Question 30: In Text 1, what does the phrase the fences opened like gates mean?
Look at what happens when the teacher sounds out the letters.
The phrase means that the letters began to make sense to Mary. Reading changed from something confusing into something that opened new possibilities. - 31
(Use the passage from Question 28 to answer this question.) Question 31: In Text 2, what school did Mary open in 1904?
Look in the second paragraph of Text 2.
In 1904, Mary opened a school for African American girls in Daytona Beach, Florida. - 32
(Use the passage from Question 28 to answer this question.) Question 32: In Text 2, what evidence shows that Mary's school started with few resources?
Find the details about the school's beginning.
The article says the school began with only a few students and very little money. It also says Mary used wooden boxes for desks. - 33
(Use the passage from Question 28 to answer this question.) Question 33: What is the main idea of Text 2?
Think about what the whole article teaches about Mary.
The main idea of Text 2 is that Mary McLeod Bethune was an important teacher and leader who believed strongly in education and fairness. - 34
(Use the passage from Question 28 to answer this question.) Question 34: How are Text 1 and Text 2 different in the way they tell about Mary?
Compare a story with an informational article.
Text 1 tells a story about Mary's feelings and first learning experience. Text 2 gives facts about Mary's life, school, and leadership. - 35
(Use the passage from Question 28 to answer this question.) Question 35: Part A: What idea about Mary is supported by both texts?
Think about what both texts show about Mary's connection to learning.
Both texts support the idea that Mary valued education and worked hard to learn and help others learn. - 36
(Use the passage from Question 28 to answer this question.) Question 36: Part B: Which detail from the passages best supports your answer to Part A? a) Mary hurried along the dusty road with her brother and sisters. b) She wanted to learn enough to help others learn too. c) A statue of her stands in the United States Capitol. d) The pages smelled of paper and dust.
Choose the detail that connects learning with helping others.
The correct answer is b) She wanted to learn enough to help others learn too. This detail directly supports the idea that Mary valued education and wanted to share it. - 37
(Use the passage from Question 28 to answer this question.) Question 37: What does the suffix -less mean in the word fearless, and how would fearless describe Mary?
Break the word into fear and -less.
The suffix -less means without. Fearless means without fear, and it could describe Mary because she showed courage when starting a school with little money and working for fairness. - 38
(Use the passage from Question 28 to answer this question.) Question 38: Which text is written mainly to inform readers with facts?
Look for the text that includes dates and real-life facts.
Text 2 is written mainly to inform readers with facts. It gives dates, places, and information about Mary's school and leadership. - 39
(Use the passage from Question 28 to answer this question.) Question 39: Compare Mary's goal in Text 1 with her accomplishments in Text 2.
Look at what Mary wants in the story and what she later does in the article.
In Text 1, Mary's goal is to learn enough to help others learn. In Text 2, she accomplishes that goal by becoming a teacher, opening a school, and helping young people. - 40
(Use the passage from Question 28 to answer this question.) Question 40: What lesson can readers learn from both texts about Mary McLeod Bethune?
Think about what Mary's life teaches about hard work and learning.
Readers can learn that determination and education can help one person make a difference for many others. Mary kept learning and used her knowledge to open doors for students.