Benchmarks
Reading | Grade 4
Includes Standards Pacing Guide
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Table of Contents
Benchmarks Reading Grade 4
Blueprint .
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3
Student Test Form .
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4
Scoring Guide.
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18
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Pacing Guide. . . . . . . . . . 29
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2
Blueprint
Reading Benchmark Assessment
Grade 4 – Form B
TOTAL
SCORE
TIME NEEDED FOR
ADMINISTRATION
POINTS
MINUTES
26
Purpose of Assessment: To monitor student understanding and to inform instruction.
45–50
Literary Item Specifications:
At First Sight/The Desert
Anchor
Standards
(Clusters)
Key Ideas
and Details
Item Type*
(MC/EBSR/CR)
Depth of
Knowledge
RL.04.01: Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
MC
2
2
1, 6
RL.04.02: Determine a theme of a story, drama, or
poem from details in the text; summarize the text.
MC
2
2
5, 7
MC
2
1
3
EBSR
CR
2
2
1
1
9
10
RL.04.04: Determine the meaning of words and
phrases as they are used in a text.
MC
2
1
2
RL.04.05: Explain major differences between
poems, drama, and prose, and refer to the structural
elements of poems when writing or speaking about
a text.
MC
2
1
8
RL.04.07: Make connections between the text of
a story or drama and a visual or oral presentation
of the text, identifying where each version reflects
specific descriptions and directions in the text.
MC
2
1
4
Target Standards
(Key concepts/skills to be assessed)
RL.04.03: Describe in depth a character, setting, or
event in a story or drama, drawing on specific details
in the text.
Craft and
Structure
Integration
of Knowledge
and Ideas
(DOK)
# of
Item
Items Position
*MC = Multiple Choice, EBSR = Evidence-Based Selected Response, CR = Constructed Response
A1
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Student Test Form
Informational Item Specifications:
When I Was a Kid/How Things Have Changed
Anchor
Standards
(Clusters)
Key Ideas
and Details
Craft and
Structure
Integration
of Knowledge
and Ideas
(MC/CR)
Depth of
Knowledge
RI.04.01: Refer to details and examples in a text
when explaining what the text says explicitly and
when drawing inferences from the text.
MC
2
2
12, 14
RI.04.02: Determine the main idea of a text
and explain how it is supported by key details;
summarize the text.
MC
2
1
16
RI.04.03: Explain events, procedures, ideas, or
concepts in a historical, scientific, or technical text,
including what happened and why, based on specific
information in the text.
MC
2
1
11
RI.04.04: Determine the meaning of general
academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.
MC
2
1
13
RI.04.05: Describe the overall structure of events,
ideas, concepts, or information in a text or part of a
text.
MC
2
1
15
RI.04.06: Compare and contrast a firsthand and
secondhand account of the same event or topic;
describe the differences in focus and the information
provided.
MC
2
1
17
RI.04.07: Interpret information presented visually,
orally, or quantitatively and explain how the
information contributes to an understanding of the
text in which it appears.
MC
2
1
18
RI.04.09: Integrate information from two texts on
the same topic in order to write or speak about the
subject knowledgeably.
CR
3
1
19
Target Standards
(Key concepts/skills to be assessed)
Item Type*
(DOK)
# of
Item
Items Position
*MC = Multiple Choice, CR = Constructed Response
A2
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Student Test Form
Student Test Form
Grade 4 Reading Benchmark – Form B
107475A Passage
Read Selection 1, a story about a boy seeing the desert landscape for the first time.
SELECTION 1
At First Sight
The plane bringing Ryan and his Aunt Karen to the Southwest was about to land at Phoenix
International Airport in Arizona. The two of them were traveling from Vermont to visit Ryan’s
sister Julia in New Mexico.
Aunt Karen tapped Ryan on the shoulder and pointed out the window of the plane. “Look,
Ryan,” she said.
The view took Ryan’s breath away. At first sight of the desert landscape, Ryan could see how
different the Southwest was from Vermont.
The differences were striking, even from thousands of feet in the air. In Vermont, the land
was covered with trees. Standing on top of a mountain peak in Vermont on a clear day, you saw
nothing but green forests, rivers, lakes, ponds, and wetlands for dozens and dozens of miles.
But the desert was so dry, and it spread far and wide in every direction toward giant
mountains that jutted into the sky. Seeing the desert for the first time, Ryan got a sense of how
big the world actually was.
After the plane landed, Ryan and Aunt Karen walked through the gate into the airport, where
Julia was waiting for them.
“I’m so glad you’re here! I’m so glad to see you!” Julia said, excitedly, in one long breath, on
their way to the parking lot. “What do you think of the Southwest so far, Ryan?”
The air outside was hotter than Ryan had ever experienced in Vermont. “It’s really hot!”
1
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
Julia laughed and rumpled his hair, in a big sisterly-way.
As they drove on the highway to New Mexico, Ryan observed several other differences. The
desert was dotted with cactuses and short, scrubby trees. There were no cactuses in Vermont, of
course, and most of the trees there were tall with broad branches.
Why are the desert trees so short? Ryan wondered. Then it occurred to him that maybe their
growth was stunted by the wind and weather, just like the plants and trees that grew near the
tops of mountains in Vermont.
Suddenly, Ryan saw a strange-looking animal on the side of the road.
“Pull over, Julia, so we can get a better look,” Aunt Karen said.
“It’s a mule!” Ryan exclaimed.
“It’s a mule deer,” Julia said.
“A mule deer?” Ryan had never heard of it. The deer in Vermont were called white-tails and
they were quite different.
“Mule deer are shorter and they have wider necks than white-tails. White-tails are reddish
brown, but mule deer’s coats are a darker brown,” Ryan mused, listing the differences.
“Living things develop in ways that help them survive,” Aunt Karen explained.
As Ryan watched the mule deer peacefully chewing on the desert flowers, the meaning of the
expression “there are many kinds of beauty” suddenly became clear to him. For example, he
believed that a snowy winter day was different from, but just as beautiful as, a warm summer
day.
“We’ll be in New Mexico by sunset,” Julia announced.
It would be Ryan’s first southwestern sunset, and he knew it would be beautiful with
spectacular colors, for as far as the eye could see.
“At First Sight” and “The Desert.” Commissioned. © 2013 Measured Progress. All rights reserved.
2
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
107476A Passage
Read Selection 2, a poem about the desert. Both selections were written by the same author. Then
answer the questions that follow.
SELECTION 2
The Desert
As
We
Drive
5
along,
We
10
Can
Feel
The
Heat
From
The
Sun
Beaming in through the window.
What
15 Is
Most
Unusual
Is
In
20
Front of me strange animals, trees, and flowers.
What
Other
Mysteries
Lie
25
Out there waiting for me? I can only imagine.
Look now,
the
sun
has
30 already
set
as we approach the house in the desert, I know it will be a couple of hours
until I find out the answer to my question tomorrow.
3
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
STUDENT NAME:
TEACHER NAME:
DATE:
Reading Literary Texts
At First Sight/The Desert
For each question, choose the correct answer. Then completely fill in the circle for the answer you chose.
108810A Multiple Choice D Field Test / Pilot
108811A Multiple Choice D Field Test / Pilot
1. In Selection 1, which statement best
supports the idea that Ryan likes the desert?
3. What conclusion does Ryan come to at
the end of Selection 1?
A “But the desert was so dry, and
it spread far and wide in every
direction”
B “‘Mule deer are shorter and they
have wider necks than white-tails.’”
C “At first sight of the desert
landscape, Ryan could see how
different the Southwest was from
Vermont.”
D “For example, he believed that a
snowy winter day was different from,
but just as beautiful as, a warm
summer day.”
A Ryan thinks the desert is hotter than
anything he has experienced.
B Ryan wishes they could stay awhile
before going to New Mexico.
C Ryan thinks the sunsets are not as
colorful in Vermont.
D Ryan realizes that the desert is
special in its own way.
108812A Multiple Choice C Field Test / Pilot
4. Which sentence from Selection 1 does
the picture best represent?
A “‘Living things develop in ways that
help them survive,’”
B “The differences were striking, even
from thousands of feet in the air.”
C “‘there are many kinds of beauty’
suddenly became clear to him.”
D “would be Ryan’s first southwestern
sunset,”
108815A Multiple Choice D Field Test / Pilot
2. In Selection 1, the author uses the
phrase jutted into the sky to mean
A
B
C
D
moved across.
blended into.
covered up.
stuck out.
4
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
108814A Multiple Choice B Field Test / Pilot
108818A Multiple Choice C Field Test / Pilot
5. Which phrase states the theme of
Selection 1?
8. What are the major differences between
the structure of Selection 1 and 2?
A
B
C
D
the need for patience
A Selection 1 uses dialogue to move
the plot.
Selection 2 uses rhyme to set
the tone.
B Selection 1 uses stage directions to
describe setting.
Selection 2 uses shape to express
setting.
C Selection 1 is written in paragraphs.
Selection 2 is written in stanzas.
D Selection 1 is organized by events.
Selection 2 is organized by scenes.
the wonder of nature
the fear of the unknown
the importance of family
108816A Multiple Choice B Field Test / Pilot
6. Which quote best describes the setting
in Selection 2?
A “Beaming in through the window.”
B “Front of me strange animals, trees,
and flowers.”
C “Out there waiting for me? I can
only imagine.”
D “as we approach the house in the
desert,”
108817A Multiple Choice B Field Test / Pilot
7. Which statement summarizes Selection 2?
A
B
C
D
The desert sunset is exciting to see.
The desert contains mysteries.
The desert has many strange animals.
The desert heat makes people
confused.
5
Go On
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9
Student Test Form
Grade 4 Reading Benchmark – Form B
108819A Evidence Based Selected Response C, A Field Test / Pilot
This question has two parts. Make sure to
answer both parts of the question.
9. In Selection 1, Ryan’s character can be
described as a boy who
A likes his home state better than the
one he is in.
B has always feared animals in the wild.
C has never traveled to a place like the
desert.
D wants nothing more than to live in
the Southwest.
Which evidence supports the answer
above?
A “Seeing the desert for the first time,
Ryan got a sense of how big the world
actually was.”
B “Suddenly, Ryan saw a strangelooking animal on the side of the
road.”
C “The deer in Vermont were called whitetails and they were quite different.”
D “you saw nothing but green forests,
rivers, lakes, ponds, and wetlands for
dozens and dozens of miles.”
6
Go On
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10
Student Test Form
Grade 4 Reading Benchmark – Form B
For this question, write your answer in the box provided. Be sure to support your answer with details.
107478A Constructed Response Field Test / Pilot
10. Describe how the desert setting in Selection 1 is different from what Ryan is used to in
Vermont. Refer to details and examples from the selection to support your answer.
7
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
107485A Passage
Read Selection 3, an article about what it was like to grow up sixty years ago.
SELECTION 3
When I Was a Kid
I was born in 1935, but the 1940s are when I remember being a kid. It seemed like the world
was moving very fast. My family did not own a car, but many families did, and I had ridden in
one. My father actually got to fly in an airplane once. He only flew a short distance, but it was
possible for people to fly across the ocean. We could listen to people from other countries give
speeches on the radio, but most of these things did not affect my everyday life. It was the things
that were closer to home that I remember best.
There were always people coming and going at our house. Mr. Carter, the milkman, delivered
milk every morning in a wagon pulled by a horse. We knew when he arrived because we heard
the bell on his wagon. He would leave the milk on the front steps and we would bring it inside.
We kept our food in an icebox to keep it cold because we did not have a refrigerator. Every
few days, Mr. Lewis would deliver a block of ice to our house that we would put in the icebox.
When it was really hot in the summer, sometimes he would chip off some pieces of ice for us
to eat. He did not use a wagon to bring the ice to his customers. He drove a truck to make his
deliveries.
A man selling vegetables would drive his wagon down the streets, calling to people as he
drove by. The food he sold came from the farms nearby.
We spent many hours listening to shows on the radio. Some of my favorites were about
cowboys, such as the Roy Rogers Show. I could hardly wait each week to hear about Roy
Rogers’s next adventure. There was also The Abbott and Costello Show. My whole family
would listen because it always made us laugh. We even listened to the president on the radio.
President Roosevelt had what he called “fireside chats” with the American people. He always
talked in a calm voice and called the audience his “dear friends.” He told people about what
was going on in the country.
We did not have a television set, but I had seen them for sale at a store. Hardly anyone had
televisions because they were so new. The first ones were only just starting to be sold in 1946.
Even though the pictures were in black and white, we all still wanted to have one.
Sometimes we would go to the movie theater, and that was always a real treat. Many of
our favorite radio shows were also movies. When we went to the movies, we did not have to
imagine how Roy Rogers looked riding his horse. He was right there on the screen, bigger
than life.
Sometimes I talk about my childhood to my children or my grandchildren. They feel bad that
I did not have all of the modern inventions that there are today. It is true that a refrigerator is
more convenient than an icebox. But I would not trade my memories for anything.
8
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
107486A Passage
Read Selection 4, an article about what life was like seventy years ago. Then answer the questions
that follow.
SELECTION 4
How Things Have Changed
Photograph 1
A man adjusts the settings on his radio.
Only 70 years ago, the world was a very different place. People now have many more choices
about how to travel. There are also many more ways to communicate. Even many things that
were available back then have since been improved. It is easier to see the changes than it is to
see the things that have stayed the same.
Some people drove cars back then, but not as many people as drive them today. Traveling
with a horse and wagon was still very common. People often rode bicycles when they needed
to travel places that were too far to walk. Today, many people ride bicycles just for fun. But
even now, bicycles are an important way of getting around, especially in bigger cities. Airplane
travel was very rare. It wasn’t until 1945 that airlines started flying people across the ocean.
This was very expensive, and most people could not afford it. To cross the sea, people relied
on boats. Sea travel could take weeks or even months. Though it can still be expensive, people
today commonly travel the skies to visit other lands.
Seventy years ago, the fastest way for people to get news was to listen to the radio. Most
people did not have a television. Some people did not even have a telephone. It took a long
time for people to get information, whether it was news of the world or news from a friend.
9
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
Now, computers have changed that. Computers were actually invented in the 1930s, but at first
they were huge and could barely fit in one room. Smaller ones were made in the 1950s. People
first started using computers in their homes in the 1970s, but those computers were much
slower than today’s computers. Since the Internet became available in the 1990s, computers
have gotten faster and smaller. Now people use them to get news, talk to friends, and watch
television. They have become a convenience that it would be hard to do without. Some people
miss the days when the mailbox might have held an actual letter with big news from a friend.
But even today, people like to send letters in the form of e-mails.
Many things were harder in the 1940s than they are today, but people still found time for fun.
They liked to go to the movies. Most movies were in black and white. The first movie theaters
had opened 25 years earlier. They were called “nickelodeons,” because it cost a nickel to see a
movie. People still go to movie theaters today, but it is probably not quite as exciting as it was
then, since movies can now be seen at home too. With a hand-held screen, movies can be seen
almost anywhere and anytime.
It is hard to imagine what life will be like in another 70 years. What new invention will come
along and change everything? And what will people think when they look back at life today?
Photograph 2
Bicycles were often used as transportation.
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Student Test Form
Grade 4 Reading Benchmark – Form B
Reading Informational Texts
When I Was a Kid/How Things Have Changed
For each question, choose the correct answer. Then completely fill in the circle for the answer you chose.
109355A Multiple Choice A Field Test / Pilot
109360A Multiple Choice B Field Test / Pilot
11. According to Selection 3, why was
going to the movies such a treat for the
author in the 1940s?
13. In Selection 4, the author uses the word
communicate to mean
A
B
C
D
A He could see radio shows come to
life in movies.
B It was very expensive to go out to
the movies.
C Movie theaters had just opened in
most towns.
D Movie screens were so much larger
than televisions.
“see the changes.”
“get information.”
“listen to the radio.”
“held an actual letter.”
109361A Multiple Choice C Field Test / Pilot
14. Which sentence from Selection 4
supports the idea that computers have
made it easier to stay connected?
109359A Multiple Choice B Field Test / Pilot
A “took a long time for people to get
information,”
B “but those computers were much
slower than today’s computers.”
C “Now people use them to get news,
talk to friends, and watch television.”
D “With a hand-held screen, movies
can be seen almost anywhere”
12. The author of Selection 3 best supports
the comment “I would not trade my
memories for anything” by
A making the point that many families
drove around in cars but “my family
did not own a car.”
B describing time spent with family
listening to the radio because “it
always made us laugh.”
C describing how a man selling
vegetables would call out “to people
as he drove by.”
D explaining how televisions of the
time showed black-and-white images
but “we all still wanted to have one.”
11
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
109358A Multiple Choice A Field Test / Pilot
109363A Multiple Choice B Field Test / Pilot
15. How does the author structure the
information in Selection 4?
17. Which statement tells how Selection 3 is
different from Selection 4?
A by comparing one time period with
another
B by explaining how a problem was
solved over time
C by asking a question about the past
and then answering it
D by showing how one past event
caused another one
A The ideas in Selection 3 come from
just one person, while the ideas in
Selection 4 come from many people.
B Selection 3 shares the author’s
memories, while Selection 4 tells
about the world in general.
C Selection 3 tells about one event,
while Selection 4 tells the dates
when certain events happened.
D The information in Selection 3
is true, while the information in
Selection 4 is made up.
109357A Multiple Choice D Field Test / Pilot
16. Which statement best summarizes
Selection 4?
A People of the future will probably
have even easier lives than people of
today.
B Some people think the world of the
1940s was better than today’s world
in many ways.
C Most big improvements in the last
70 years have been because of
computers.
D Although a few things are the same,
daily life has changed a great deal in
the last 70 years.
109362A Multiple Choice C Field Test / Pilot
18. Which question is answered by
Photograph 1 in Selection 4?
A Why did people use radios in their
homes?
B How did a radio play programs?
C What did a radio look like in the 1940s?
D Which programs played on the radio
in the 1940s?
12
Go On
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Student Test Form
Grade 4 Reading Benchmark – Form B
For this question, write your answer in the box provided. Be sure to support your answer with details.
107488A Constructed Response Field Test / Pilot
19. Explain the challenges of living in the 1940s. Refer to details and examples from both
selections to support your answer.
13
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17
Scoring Guide
Reading Scoring Guide Grade 4 – Form B
CCSS Alignment
CCSS Alignment
CLUSTER: Key Ideas and Details
CLUSTER: Craft and Structure
STANDARD: RL.04.01
STANDARD: RL.04.04
Determine the meaning of words and phrases as they are
used in a text.
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences
from the text.
DOK: 2
1. In Selection 1, which statement best
supports the idea that Ryan likes the desert?
A “But the desert was so dry, and
it spread far and wide in every
direction”
B “‘Mule deer are shorter and they
have wider necks than white-tails.’”
C “At first sight of the desert
landscape, Ryan could see how
different the Southwest was from
Vermont.”
D “For example, he believed that a
snowy winter day was different from,
but just as beautiful as, a warm
summer day.”
DOK: 2
2. In Selection 1, the author uses the
phrase jutted into the sky to mean
A
B
C
D
B
C
D
blended into.
covered up.
stuck out.
Distractor Rationales
Distractor Rationales
A
moved across.
This statement shows that Ryan realizes there
is more to the world than just Vermont, but
the reader cannot infer that he likes the desert
based on the size.
This statement describes what a mule deer looks
like, but the reader cannot infer that Ryan likes
the desert.
This statement shows that Ryan recognizes that
states look different, but the reader cannot infer
that Ryan likes the desert based on this fact.
Key: The reader can infer that Ryan likes the
desert because he recognizes its beauty, even
though it is different than a snowy day.
A
The author uses the words jutted into the sky
to mean an upward movement, not a horizontal
one.
B “Blending in” means the opposite of the phrase
jutted into the sky as the author uses it.
C
The clouds may have been covered by the
mountains as they jutted into the sky, but this
is not the meaning of the phrase as used by the
author.
D
Key: The author uses the words jutted into the
sky to mean “stuck out.”
B1
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Key Ideas and Details
CLUSTER: Integration of Knowledge and Ideas
STANDARD: RL.04.03
STANDARD: RL.04.07
Make connections between the text of a story or drama
and a visual or oral presentation of the text, identifying
where each version reflects specific descriptions and
directions in the text.
Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text.
DOK: 2
3. What conclusion does Ryan come to at
the end of Selection 1?
A Ryan thinks the desert is hotter than
anything he has experienced.
B Ryan wishes they could stay awhile
before going to New Mexico.
C Ryan thinks the sunsets are not as
colorful in Vermont.
D Ryan realizes that the desert is
special in its own way.
Distractor Rationales
A
In the middle of the selection, Ryan mentions
the heat, but this is not his conclusion.
B
Ryan does not mention wanting to stay in the
southwest.
C
Ryan expects the sunset to be spectacular, but
he does not compare it to those in Vermont.
D
Key: Ryan concludes that the desert is beautiful
even though it is different from Vermont.
DOK: 2
4. Which sentence from Selection 1 does
the picture best represent?
A “‘Living things develop in ways that
help them survive,’”
B “The differences were striking, even
from thousands of feet in the air.”
C “‘there are many kinds of beauty’
suddenly became clear to him.”
D “would be Ryan’s first southwestern
sunset,”
Distractor Rationales
A
This is a general statement made while they
were looking at the mule deer, but it does not
represent the picture.
B
The picture shows a view from the perspective
of someone on the ground; this sentence refers
to the view from the airplane.
C
Key: Since the picture shows the sunset, the
mule deer, and the desert flower, it represents
the beauty of the desert.
D
This sentence only represents the sunset.
B2
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Key Ideas and Details
CLUSTER: Key Ideas and Details
STANDARD: RL.04.02
STANDARD: RL.04.01
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences
from the text.
Determine a theme of a story, drama, or poem from details
in the text; summarize the text.
DOK: 2
DOK: 2
5. Which phrase states the theme of
Selection 1?
A
B
C
D
the need for patience
the wonder of nature
the fear of the unknown
the importance of family
Distractor Rationales
A
The selection implies that the main character
must be patient as he/she waits to discover the
mysteries to come, but this is not the theme.
B
Key: The selection focuses on the beauty of the
world outside.
C
The main character wonders about the mysteries
that lie ahead, but this is not the theme.
D
Selection 1 mentions family, and a student might
imply that the main character in Selection 2 is
traveling to visit family as well, but this is not
mentioned.
6. Which quote best describes the setting
in Selection 2?
A “Beaming in through the window.”
B “Front of me strange animals, trees,
and flowers.”
C “Out there waiting for me? I can
only imagine.”
D “as we approach the house in the
desert,”
Distractor Rationales
A
This quote refers to the sun, which relates to
the setting but does not describe it.
B
Key: The setting is best described by the
animals, trees, and flowers seen out the
window.
C
This option refers to “out there,” which is the
setting, but it does not describe it.
D
This option mentions approaching the final
destination, but it does not describe the setting.
B3
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Key Ideas and Details
CLUSTER: Craft and Structure
STANDARD: RL.04.02
STANDARD: RL.04.05
Explain major differences between poems, drama, and
prose, and refer to the structural elements of poems when
writing or speaking about a text.
Determine a theme of a story, drama, or poem from details
in the text; summarize the text.
DOK: 2
DOK: 2
7. Which statement summarizes Selection 2?
A
B
C
D
The desert sunset is exciting to see.
The desert contains mysteries.
The desert has many strange animals.
The desert heat makes people
confused.
Distractor Rationales
A
A sunset is mentioned as a key detail, but it
does not belong in a summary of the poem.
B
Key: The narrator of Selection 2 marvels at the
landscape and wonders what other mysteries
are out there waiting.
C
The strangeness of the animals summarizes one
stanza, but not the entire poem.
D
This option represents a misunderstanding of
the questioning in the poem.
8. What are the major differences between
the structure of Selection 1 and 2?
A Selection 1 uses dialogue to move
the plot.
Selection 2 uses rhyme to set
the tone.
B Selection 1 uses stage directions to
describe setting.
Selection 2 uses shape to express
setting.
C Selection 1 is written in paragraphs.
Selection 2 is written in stanzas.
D Selection 1 is organized by events.
Selection 2 is organized by scenes.
Distractor Rationales
A
Selection 1 does use dialogue; although Selection
2 is a poem, it does not rhyme.
B
Selection 2 is in a shape, but Selection 1 does
not use stage directions.
C
Key: Selection 1 is fiction and Selection 2 is a
poem.
D
Selection 1 describes a series of events
intermingled with impressions; Selection 2 is
organized as a picture.
B4
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Scoring Guide
Scoring Guide
CCSS Alignment
CLUSTER: Key Ideas and Details
STANDARD: RL.04.03
Describe in depth a character, setting, or event in a story or
drama, drawing on specific details in the text.
DOK: 2
9. In Selection 1, Ryan’s character can be
described as a boy who
A likes his home state better than the
one he is in.
B has always feared animals in the wild.
C has never traveled to a place like the
desert.
D wants nothing more than to live in
the Southwest.
Which evidence supports the answer
above?
A “Seeing the desert for the first time,
Ryan got a sense of how big the world
actually was.”
B “Suddenly, Ryan saw a strangelooking animal on the side of the
road.”
C “The deer in Vermont were called whitetails and they were quite different.”
D “you saw nothing but green forests,
rivers, lakes, ponds, and wetlands for
dozens and dozens of miles.”
Distractor Rationales
A
Key: Ryan had never seen such a different
landscape, and his worldview expanded when
he saw the desert.
Distractor Rationales
A
Ryan mentions Vermont, but he does not say
that he likes it better.
B
Ryan did see a strange-looking animal, but this
is a minor detail.
B
Ryan is not fearful when he sees the mule-deer,
but this is a minor detail.
C
Ryan notices differences between mule-deer and
white-tail deer, but this is a minor detail.
C
Key: The trip did reveal a new and unusual
environment for Ryan.
D
D
Ryan does not mention or imply that he would
like to live in the Southwest.
This description of Vermont supports the idea
that Ryan would like to live in the Southwest,
but this is not the correct description of his
character.
B5
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Scoring Guide
Scoring Guide
CCSS Alignment
CLUSTER: Key Ideas and Details
STANDARD: RL.04.03
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
DOK: 2
10. Describe how the desert setting in Selection 1 is different from what Ryan is used to in
Vermont. Refer to details and examples from the selection to support your answer.
Constructed-Response Rubric
SCORE
DESCRIPTION
4
Response is accurate, complete; describes in depth the settings, drawing on specific details from the text. Text
references strongly support the task and demonstrate understanding of the text. The writing is clearly articulated,
focused, and demonstrates strong control of conventions; a few minor errors may be present.
3
Response is mostly accurate, somewhat complete; describes in depth the settings, drawing on specific details from
the text. Text references support the task and demonstrate understanding of the text. The writing is focused and
demonstrates control of conventions; some minor errors may be present.
2
Response is partially accurate, inconsistent, or flawed. It attempts to describe in depth the settings, drawing on
specific details from the text. Text references provided to support the task may be general, used incorrectly, or
used with limited success. The writing may exhibit issues with organization, focus, and/or control of standard
English grammar.
1
Response is incomplete, provides minimal understanding of the task or a minimal response to the task. Text
references provided to support the task may be vague or lacking. The writing may exhibit major issues with
organization, focus, and/or control of standard English grammar.
0
Response is inaccurate, irrelevant, contains insufficient evidence to demonstrate understanding of the task, or the
student has failed to respond to the task.
Blank
No response
Constructed-Response Scoring Notes:
The response may include, but is not limited to, the following:
ƒ The desert is vast, hot, and dry; Vermont has green forests, rivers, lakes, ponds, and wetlands.
ƒ The dry desert landscape has short, scrubby trees and cacti. Vermont’s trees have broad branches.
B6
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Key Ideas and Details
CLUSTER: Key Ideas and Details
STANDARD: RI.04.03
STANDARD: RI.04.01
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences
from the text.
Explain events, procedures, ideas, or concepts in a
historical, scientific, or technical text, including what
happened and why, based on specific information in the
text.
DOK: 2
DOK: 2
11. According to Selection 3, why was
going to the movies such a treat for the
author in the 1940s?
A He could see radio shows come to
life in movies.
B It was very expensive to go out to
the movies.
C Movie theaters had just opened in
most towns.
D Movie screens were so much larger
than televisions.
Distractor Rationales
A
Key: The author notes the treat of seeing a
movie in the age of radio shows.
B
Neither passage mentions that seeing a movie
cost a lot. Selection 4 states that it cost a nickel
but doesn’t correlate that to living expenses at
the time.
C
Movie theaters had been open for 25 years at
this time.
D
Most people didn’t have televisions at this time.
Movies were more accessible.
12. The author of Selection 3 best supports
the comment “I would not trade my
memories for anything” by
A making the point that many families
drove around in cars but “my family
did not own a car.”
B describing time spent with family
listening to the radio because “it
always made us laugh.”
C describing how a man selling
vegetables would call out “to people
as he drove by.”
D explaining how televisions of the
time showed black-and-white images
but “we all still wanted to have one.”
Distractor Rationales
A
The fact that the author’s family did not own a
car is not the best support for memories that
would not be traded.
B
Key: The memory of family time spent together
and how it caused the author to laugh is the
best support for memories that would not be
traded.
C
The author recalls the vegetable seller, but this
is not the best support for memories that would
not be traded.
D
The author recalls the televisions of the 1940s,
but this is not the best support for memories
that would not be traded.
B7
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Craft and Structure
CLUSTER: Key Ideas and Details
STANDARD: RI.04.04
Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4
topic or subject area.
STANDARD: RI.04.01
Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences
from the text.
DOK: 2
DOK: 2
13. In Selection 4, the author uses the word
communicate to mean
A
B
C
D
“see the changes.”
“get information.”
“listen to the radio.”
“held an actual letter.”
Distractor Rationales
A
The author mentions many of the changes
taking place in the ways people communicate,
but this is not the meaning of the word as used
in the selection.
B
Key: There are many ways to communicate, and
the author uses the word to mean the ways
that humans get information.
C
The radio is one way that people get
information, but this is not the way the author
uses the word communicate in the selection.
D
The author refers to the mailbox holding an
actual letter, and letters are one way people
communicate, but this is not the meaning of the
word as used in the selection.
14. Which sentence from Selection 4
supports the idea that computers have
made it easier to stay connected?
A “took a long time for people to get
information,”
B “but those computers were much
slower than today’s computers.”
C “Now people use them to get news,
talk to friends, and watch television.”
D “With a hand-held screen, movies
can be seen almost anywhere”
Distractor Rationales
A
This sentence shows a difficulty people had
with the ease of getting information, not how
computers have improved that.
B
This sentence compares the speed of computers
then and now but doesn’t shed light on
communication.
C
Key: This sentence describes how people use
computers to communicate.
D
This is an application of hand-held devices, not
computers.
B8
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Craft and Structure
CLUSTER: Key Ideas and Details
STANDARD: RI.04.05
Describe the overall structure of events, ideas, concepts, or
information in a text or part of a text.
STANDARD: RI.04.02
Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
DOK: 2
DOK: 2
15. How does the author structure the
information in Selection 4?
A by comparing one time period with
another
B by explaining how a problem was
solved over time
C by asking a question about the past
and then answering it
D by showing how one past event
caused another one
Distractor Rationales
16. Which statement best summarizes
Selection 4?
A People of the future will probably
have even easier lives than people of
today.
B Some people think the world of the
1940s was better than today’s world
in many ways.
C Most big improvements in the last
70 years have been because of
computers.
D Although a few things are the same,
daily life has changed a great deal in
the last 70 years.
A
Key: By noting the differences in time periods,
the author is better able to describe the era to
the reader.
B
The author explains how life was different, which
might be interpreted as a problem, but this is not
the structure of the information in Selection 4.
A
C
The author does ask a question at the end of
Selection 4, but the structure of the selection is
not based on asking a question and answering it.
The passage does not, on the whole, convey this
idea.
B
D
The author does not base the structure of the
selection on showing how one event caused
another.
This answer relies on the point of view advanced
in the passage, but hypothesizes beyond the
text.
C
This is a key idea, but it does not summarize the
whole text.
D
Key: The selection is about how various
aspects of daily life (communication, travel,
entertainment, etc.) have changed in the past
70 years.
Distractor Rationales
B9
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Scoring Guide
Scoring Guide
CCSS Alignment
CCSS Alignment
CLUSTER: Craft and Structure
CLUSTER: Craft and Structure
STANDARD: RI.04.06
Compare and contrast a firsthand and secondhand account
of the same event or topic; describe the differences in
focus and the information provided.
STANDARD: RI.04.07
Interpret information presented visually, orally, or
quantitatively and explain how the information contributes
to an understanding of the text in which it appears.
DOK: 2
DOK: 2
17. Which statement tells how Selection 3 is
different from Selection 4?
A The ideas in Selection 3 come from
just one person, while the ideas in
Selection 4 come from many people.
B Selection 3 shares the author’s
memories, while Selection 4 tells
about the world in general.
C Selection 3 tells about one event,
while Selection 4 tells the dates
when certain events happened.
D The information in Selection 3
is true, while the information in
Selection 4 is made up.
Distractor Rationales
A
Selection 4 does not share ideas from many
different people; it’s a general overview of the
time period.
B
Key: Personal details are offered in Selection 3,
as it is a firsthand account; Selection 4 is a
secondhand account.
C
Both selections mention dates, but Selection 4
refers to more dates than Selection 3 does.
D
Both selections share information that is true,
but Selection 4 is more general and not a firstperson account.
18. Which question is answered by
Photograph 1 in Selection 4?
A Why did people use radios in their
homes?
B How did a radio play programs?
C What did a radio look like in the 1940s?
D Which programs played on the radio
in the 1940s?
Distractor Rationales
A
This illustration appears to show a man turning
on the radio, but it does not provide specific
information about why people used radios.
B
Although the man in this illustration is adjusting
a button on the radio, this illustration does not
explain how a radio plays programs.
C
Key: This illustration shows what a radio looked
like in the 1940s.
D
Although this illustration shows a man listening
to the radio, it does not indicate to which
program the man is listening.
B10
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Scoring Guide
Scoring Guide
CCSS Alignment
CLUSTER: Integration of Knowledge and Ideas
STANDARD: RI.04.09
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DOK: 3
19. Explain the challenges of living in the 1940s. Refer to details and examples from both
selections to support your answer.
Constructed-Response Rubric
SCORE
DESCRIPTION
4
Response is accurate, complete; integrates information from two texts on the same topic in order to write about
the subject knowledgeably. Text references strongly support the task and demonstrate understanding of the text.
The writing is clearly articulated, focused, and demonstrates strong control of conventions; a few minor errors may
be present.
3
Response is mostly accurate, somewhat complete; integrates information from two texts on the same topic in
order to write about the subject knowledgeably. Text references support the task and demonstrate understanding
of the text. The writing is focused and demonstrates control of conventions; some minor errors may be present.
2
Response is partially accurate, inconsistent, or flawed. It attempts to integrate information from two texts on the
same topic in order to write about the subject knowledgeably. Text references provided to support the task may
be general, used incorrectly, or used with limited success. The writing may exhibit issues with organization, focus,
and/or control of standard English grammar.
1
Response is incomplete, provides minimal understanding of the task, or a minimal response to the task. Text
references provided to support the task may be vague or lacking. The writing may exhibit major issues with
organization, focus, and/or control of standard English grammar.
0
Response is inaccurate, irrelevant, contains insufficient evidence to demonstrate understanding of the task, or the
student has failed to respond to the task.
Blank
No response
Constructed-Response Scoring Notes:
The response may include, but is not limited to, the following:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
Many families did not own cars.
Traveling with a horse and wagon was common.
Some people used bicycles to get from place to place.
Very few people flew on airplanes.
Boats were used for travel across the sea since air travel was expensive.
Food was kept in an icebox because there were no refrigerators.
People got their information from the radio.
Most people did not have televisions, because they were so new.
The first computers were very large and were not used by people at home.
B11
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Pacing Guide
Standards Pacing Guide
The Measured Progress COMMON CORE
Benchmarks and Standards Pacing Guide serve as
valuable tools for integrating the Common Core State
Standards into your local assessment system.
The Standards Pacing Guide provides a
recommended scope and sequence of the standards
to help inform curriculum mapping and instructional
planning. The guide identifies the Common Core State
Standards represented in each of the Benchmarks.
Standards addressed are listed in in each Math and
Reading form, for grades 3 through 8.
How were Benchmarks and the Standards
Pacing Guide developed?
Created by our content experts using nationally
recognized research and publishers’ criteria, the
Standards Pacing Guide provides a strong foundation
for informing and validating the development of the
Measured Progress COMMON CORE Benchmarks.
The Standards Pacing Guide was influenced by our
experience with the Common Core consortia, including
an analysis of Partnership for Assessment of Readiness
for College and Careers and Smarter Balanced test
blueprints, and our own content expertise. In addition,
the pacing guide draws from research included in the
Council of Chief State School Officers’ Common Core
Implementation Tools and Resources.
Key Design Considerations for Reading:
ƒƒ
Following a key shift in how the Common Core
Reading standards should be assessed, standards
are grouped holistically across both literary and
informational texts.
ƒƒ
Standards from the key anchor clusters of Key Ideas
and Details, Craft and Structure, and Integration of
Knowledge and Ideas are integrated throughout each
of the four forms in a grade level.
ƒƒ
Reader tasks and text complexity increase throughout
the four forms.
Council of Chief State School Officers. “Common Core State Standards: Implementation Tools and Resources.” January 2013. http://
www.ccsso.org/Documents/2012/Common_Core_Resources.pdf.
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29
Pacing Guide
Form A
ID
Standard
RL.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RL.04.02
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.04.03
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL.04.04
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology.
RL.04.07
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
RI.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RI.04.02
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.04.03
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
RI.04.04
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI.04.05
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.04.07
Interpret information presented visually, orally, or quantitatively.
RI.04.09
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Form B
ID
Standard
RL.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RL.04.02
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.04.03
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL.04.04
Determine the meaning of words and phrases as they are used in a text.
RL.04.05
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or
speaking about a text.
RL.04.07
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
RI.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RI.04.02
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.04.03
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
RI.04.04
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI.04.05
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.04.06
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and
the information provided.
RI.04.07
Interpret information presented visually, orally, or quantitatively.
RI.04.09
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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30
Pacing Guide
Form C
ID
Standard
RL.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RL.04.02
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.04.03
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL.04.04
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology.
RL.04.07
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
RL.04.09
Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different
cultures.
RI.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RI.04.02
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.04.03
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
RI.04.04
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI.04.05
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
RI.04.07
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it
appears.
RI.04.08
Explain how an author uses reasons and evidence to support particular points in a text.
RI.04.09
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Form D
ID
Standard
RL.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RL.04.03
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
RL.04.04
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters
found in mythology.
RL.04.06
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and
third-person narrations.
RL.04.07
Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each
version reflects specific descriptions and directions in the text.
RL.04.09
Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different
cultures.
RI.04.01
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the
text.
RI.04.02
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.04.03
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
based on specific information in the text.
RI.04.04
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area.
RI.04.05
Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.
RI.04.08
Explain how an author uses reasons and evidence to support particular points in a text.
RI.04.09
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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Visit MeasuredProgress.org/CommonCore to learn more!
About Measured Progress
Measured Progress is a Dover, New Hampshirebased, not-for-profit organization dedicated to student
learning and improving instruction in the standardsbased classroom. Since 1983, Measured Progress has
successfully partnered with more than 30 states and
hundreds of districts across the nation in support
of assessment programs that have affected millions
of students. Measured Progress develops state- and
district-level assessments and is the nation’s leading
provider of alternate assessment for students with
cognitive disabilities. Measured Progress also
offers assessment services and solutions, including
professional development, to assist educators in
creating and using assessments that measure student
achievement and improve instruction.
Office:
100 Education Way, Dover NH, 03820 |
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A leader in the Common Core movement, Measured
Progress was recently awarded contracts by the
Smarter Balanced Assessment Consortium to create
specifications for new and innovative items, design
the assessment technology architecture, and develop
policies and training materials related to item
writing, item review, and testing accommodations
and accessibility. The company has also worked with
partners to develop items for the PARCC Consortium.
As a not-for-profit organization, Measured Progress is
deeply committed to its mission of helping educators
improve student learning by connecting assessment,
data, and instruction.
It’s all about student learning. Period.
MeasuredProgress.org |
Toll Free:
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©2013 Measured Progress. All rights reserved. Measured Progress is a registered trademark and Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc.