MSP
OF PUBL
IC
ST
PERINTEN
T
EN
IN
D
Measurements of Student Progress
SU
RU C T I O N
W
AS
HINGTO
N
Reading
Grade 4
Released Reading Materials
Teacher Edition
2012
1
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ACKNOWLEDGMENTS
“The Story of Milton Hershey” by Phil Shapiro, on twitter @PHILSHAPIRO.
Used by permission of the author. Portrait of Milton S. Hershey the Chocolate
King © Bettman/CORBIS # BE032658.
The Office of Superintendent of Public Instruction is committed to equal opportunity in all
programs, activities and employment, and to full compliance with federal and state laws that
prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,
religion, military status, age or disability.
Copyright © 2012.
All rights reserved. Educational institutions within the State of Washington have permission to reproduce
this document. All other individuals wishing to reproduce this document must contact OSPI.
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Grade 4 Answers
Passage Questions
1. C
2. A
3. C
4. SA
5. C
6. A
7. B
Stand-Alone Questions
8. A
9. C
MSP Reading Rubric Note: In the key box the letter symbols stand for the following:
CP = Completion
SA = Short-answer
A, B, C = Correct multiple-choice answer
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Directions: Read the selection and answer the questions.
The Story of Milton Hershey
by Phil Shapiro
Milton Hershey
1857-1945
1
Almost every kid in this country has at one time or another eaten a
Hershey chocolate bar. Hershey chocolate has become famous around the
world. But did you know that the Hershey chocolate factory is only about
one hundred years old? And did you know that the founder of Hershey
Chocolate, Milton Hershey, had many failures in business before he
started his famous company?
2
Milton Hershey grew up in the rolling farm country of Pennsylvania.
Before he became interested in making chocolate, Milton Hershey trained
to become a printer. He worked for a small newspaper at first, and then
decided that printing was not the right profession for him.
3
Then he got a job at a candy factory in Lancaster, Pennsylvania, a few
miles from his home. After working a few years at the candy factory, he
decided to open his own little candy business near Philadelphia. His first
business had to close down because it was not making money. After
closing down his first business, he traveled to Denver, Colorado, to learn
how to make caramels.
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4
He took his new skills back to New York and worked selling candies
on the street. But this second business also failed.
5
Finally, Milton Hershey moved back to the farm hills where he grew
up. He then experimented with all sorts of different candies and
chocolates. The area where he lived had lots and lots of dairy farms, so
he had a large and easy supply of fresh milk.
6
And he could get other supplies, such as sugar, from nearby
Philadelphia. By 1893 he was selling a million dollars worth of caramel
candy per year. Since his chocolate-dipped and his chocolate-flavored
caramels were the best-selling, he decided to make chocolate himself.
7
By experimenting, Milton Hershey learned how to make delicious
chocolate by using fresh, sweet condensed milk. His milk chocolates were
so popular that he sold his caramel factory and focused his business on
making chocolate only.
8
In 1903, the same year the Wright Brothers flew the first airplane at
Kitty Hawk, Milton Hershey built a huge chocolate factory and an entire
town to go with it. The town of Hershey, Pennsylvania, had a streetcar
line, schools, library, sports arena, community center and a special school
for needy children.
9
Today, the town of Hershey is still the home of the factory that Milton
Hershey built. And if you ever visit, you can smell the delicious chocolate
smells just by driving through the town.
10
The factory is not so hard to find. Just travel down to Cocoa Avenue
until you get to East Chocolate Avenue. Turn right at the traffic light and
just follow your nose.
Hershey’s Kisses were first introduced in 1907.
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Grade:
4
Strand:
Passage The Story of Target:
Milton
Title:
Comprehension
1
(Reading GLE 2.1.3)
Hershey
Key:
1
Demonstrate understanding of theme/message/
main or major idea and supporting details.
C
Which sentence best states the main idea of the selection?
` A. Milton Hershey depended on dairy farms to make candy.
` B. Milton Hershey moved often to find work.
` C. Milton Hershey refused to give up.
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
19.1%
A
16.3%
B
64.4%
C*
0.2%
NR
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Grade:
4
Strand:
Analysis
Make connections (cause and effect) within a text
Passage The Story of Target:
Milton
Title:
Hershey
Key:
2
8
(Reading GLE 2.3.1)
A
Why did Milton Hershey travel to Denver, Colorado?
` A. To learn how to make caramels
` B. To sell candy on the street
` C. To open a caramel factory
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
86.5%
A*
6.2%
B
7.2%
C
0.1%
NR
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Grade:
4
Strand:
Passage The Story of Target:
Milton
Title:
Comprehension
4
(Reading GLE 1.3.2, 1.2.2)
Hershey
Key:
3
Understand and apply content vocabulary critical
to the meaning of the text
C
Which word could the author have used in paragraph 2 instead of profession?
` A. Experiment
` B. Hobby
` C. Job
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
9.2%
A
19.3%
B
71.3%
C*
0.2%
NR
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MSP Reading Rubric
Grade:
4
Strand:
Passage The Story of Target:
Milton
Title:
Analysis
6
Hershey
Literary Specific: Demonstrate understanding of
authors’ use of literary elements (character,
setting, plot, genre, etc.) and literary devices
(simile, metaphor, alliteration, personification,
etc.)
(Reading GLE 2.2.2, 2.2.3, 2.3.3)
Key:
4
SA
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
Performance Data
Use this space to fill in student information for your school and district.
School
Percent Distribution
District
State
Points
21.1%
0
29.8%
1
47.9%
2
1.2%
NR
1.3%
Mean
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Based on the selection, Milton Hershey could be described as hardworking. Use two details
from the selection that support this description.
A 2-point response uses two text-based details from the selection that support the description
of Milton Hershey as hardworking.
2
1
Example: After working a few years at the candy factory, Milton Hershey decided to open his
own little candy business near Philadelphia. Later he traveled to Denver, Colorado, to learn
how to make caramels.
A 1-point response uses one text-based detail from the selection that supports the description
of Milton Hershey as hardworking.
Text-based details may include, but are not limited to:
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Milton Hershey had many failures in business before he started his famous company
Milton trained to become a printer / worked for a small newspaper at first
He got a job at a candy factory
He decided to open his own little candy business / his first business had to close down
He traveled to Denver / learned how to make caramels
He took his new skills back to New York / he worked selling candies on the street / his
second business also failed
He experimented with all sorts of different candies and chocolates
By 1893 he was selling a million dollars worth of caramel candy per year
He decided to make chocolate himself / learned to make milk chocolate
He sold his caramel factory / focused his business on chocolate only
Milton Hershey built a huge chocolate factory / an entire town to go with it
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2012 GRADE 4 READING
Paper
Score
1
2
Annotations
This response provides more than two text-based details that
support the description of Milton Hershey as hardworking.
D.
D.
F.
F.
K.
K.
“He decided to open his own little candy shop.
It had to close down.
In New York he was selling candies on the street.
But his second business also failed.
“Milton Hershey built a huge chocolate factry
... and an entire town to go with it.”
This response earns 2 points.
2
0
This response provides vague support for the description of Milton
Hershey as hardworking.
This response earns 0 points.
3
1
This response provides one text-based detail that supports the
description of Milton Hershey as hardworking.
B. He worked for a small newspapper.
This response earns 1 point.
4
0
This response provides details that are too vague to support the
description of Milton Hershey as hardworking.
This response earns 0 points.
5
1
This response provides one text-based detail that supports the
description of Milton Hershey as hardworking.
F. ...went to New York
F. ...work selling candies on the street.
This response earns 1 point.
6
2
This response provides two text-based details that support the
description of Milton Hershey as hardworking.
A. ... he had many failures in business before he started his
famous campay.
J. ...milton focused on making choclate for his campany.
This response earns 2 points.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
Two details that describe, Milton Hershey, are on paragraph 3 and 4 it says.
“He decided to open his own little candy shop. It had to close down. In New
York he was selling candies on the street. But his second business also
failed.” He was hardworking because he wouldn’t give up. Also on paragraph
8 it says “Milton Hershey built a huge chocolate factry and an entire town to
go with it.” And these are my two details that Milton Hershey is hardworking.
Annotated Example of a 2-point response for question number 4.
Annotations:
This response provides more than two text-based details that support the description of
Milton Hershey as hardworking.
D.
D.
F.
F.
K.
K.
“He decided to open his own little candy shop.
It had to close down.
In New York he was selling candies on the street.
But his second business also failed.
“Milton Hershey built a huge chocolate factry
... and an entire town to go with it.”
This response earns 2 points.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
dose not give up and likes his job
Annotated Example of a 0-point response for question number 4.
Annotations:
This response provides vague support for the description of Milton Hershey as hardworking.
This response earns 0 points.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
He worked for a small newspapper.
Annotated Example of a 1-point response for question number 4.
Annotations:
This response provides one text-based detail that supports the description of Milton
Hershey as hardworking.
B.
He worked for a small newspapper.
This response earns 1 point.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
One thing that macks him brave is he never gave up.he ckep on triing.
Annotated Example of a 0-point response for question number 4.
Annotations:
This response provides details that are too vague to support the description of Milton
Hershey as hardworking.
This response earns 0 points.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
They went to New York and work selling candies on the
street.
and the brother make the first airplane.
Annotated Example of a 1-point response for question number 4.
Annotations:
This response provides one text-based detail that supports the description of Milton
Hershey as hardworking.
F.
F.
...went to New York
...work selling candies on the street.
This response earns 1 point.
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4
Based on the selection, Milton Hershey could be described as hardworking. Use
two details from the selection that support this description.
milton hershey was a hard hard working man he had many failures in
business before he started his famous campay.milton focused on making
choclate for his campany.
Annotated Example of a 2-point response for question number 4.
Annotations:
This response provides two text-based details that support the description of Milton
Hershey as hardworking.
A.
J.
... he had many failures in business before he started his
famous campay.
...milton focused on making choclate for his campany.
This response earns 2 points.
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Grade:
4
Strand:
Passage The Story of Target:
Milton
Title:
Analysis
7
Hershey
Compare and contrast using elements of the
text(s)
(Reading GLE 2.3.1, 2.4.5, 2.4.6)
Key:
5
How are Milton Hershey and the Wright Brothers alike?
` A. They built towns in 1903.
` B. They flew airplanes in 1903.
` C. They gained success in 1903.
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
7.2%
A
17.8%
B
74.4%
C*
0.5%
NR
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Grade:
4
Strand:
Passage The Story of Target:
Milton
Title:
Analysis
11
Extend information beyond text—make
generalizations beyond the text to a broader idea
or concept
Hershey
(Reading GLE 2.4.1, 2.4.5)
Key:
6
A
What is an important lesson of this selection?
` A. Sometimes you have to experience failure to become successful.
` B. Living where you grew up offers work opportunities.
` C. Building your own town can be an enjoyable event.
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
86.7%
A*
7.9%
B
5.2%
C
0.2%
NR
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Grade:
4
Strand:
Comprehension
Summarize with evidence from the text
Passage The Story of Target:
Milton
Title:
Hershey
Key:
7
2
(Reading GLE 2.1.7)
B
Which sentence is the best summary of the selection?
` A. Milton Hershey worked as a printer before he tried making candy.
` B. Milton Hershey worked at several businesses before he built his
chocolate factory.
` C. Milton Hershey experimented with making both milk chocolate and
caramels.
Performance Data
Use this space to fill in student information for your school and district.
Percent Distribution
School
District
State
Responses
(* = correct response)
13.7%
A
59.6%
B*
26.3%
C
0.4%
NR
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Questions 8 and 9 are not connected to a passage.
Grade:
4
Passage N/A
Title:
Strand:
Comprehension
Target:
4
(Reading GLE 1.3.2, 1.2.2)
Key:
8
Understand and apply content vocabulary critical
to the meaning of the text
A
What is the meaning of the word coax as it is used in the sentence?
A friendly group of children tried to coax the new girl to join
their basketball game.
` A. Persuade
` B. Remind
` C. Trick
Grade:
4
Strand:
Analysis
Passage
Title:
N/A
Target:
6
Literary Specific: Demonstrate understanding of
authors’ use of literary elements (character,
setting, plot, genre, etc.) and literary devices
(simile, metaphor, alliteration, personification,
etc.)
(Reading GLE 2.2.2, 2.2.3, 2.3.3)
Key:
9
C
Which sentence uses personification?
` A. The fog was so thick it was hard to see.
` B. The rain fell until it turned the soil into mud.
` C. The angry thunder grumbled through the night.
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21
MSP
OF PUBL
IC
ST
PERINTEN
T
EN
IN
D
Measurements of Student Progress
SU
RU C T I O N
W
AS
HINGTO
N
Reading
Grade 4
Sample Reading Materials
Teacher Edition
2011
22
NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
ACKNOWLEDGMENTS
A Bear of a Job by Peter Winkler, National Geographic Stock, National Geographic Society ©
Nov./Dec. 2001. “Mei Xiang and Tian Tian” by Hank Parker, Corbis/Sygma.
The Office of Superintendent of Public Instruction is committed to equal opportunity in all
programs, activities and employment, and to full compliance with federal and state laws that
prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,
religion, military status, age or disability.
Copyright © 2011.
All rights reserved. Educational institutions within the State of Washington have permission to reproduce
this document. All other individuals wishing to reproduce this document must contact OSPI.
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Quick Reference Answer Key for Grade 4 2011
1.
2.
3.
4.
5.
6.
7.
8.
C
SA
CP
A
B
B
C
A
MSP Reading Rubric Note: In the key box the letter symbols stand for the following:
CP = Completion
SA = Short-answer
A, B, C = Correct multiple-choice answer
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Directions: Read the selection and answer the questions.
A Bear of a Job
by Peter Winkler
Introduction: In late 2010 the pair of giant pandas’ 10-year loan
arrangement with the National Zoo expired. However, Chinese officials
reached an agreement with the National Zoo to keep the pair of giant
pandas in Washington, D.C. for five additional years, until December 2015.
1
Can the National
Zoo’s new pandas help
their endangered
Chinese cousins to
survive?
2
Mei Xiang and Tian
Tian are giant pandas
that were born in
China, the only country
where wild pandas live.
China has lent the pair
to the National Zoo in
Washington, D.C., for
Mei Xiang and Tian Tian eat together at the National Zoo.
ten years. In exchange,
the zoo will contribute a million dollars each year to help protect wild
places, plants, and animals in China.
3
Two million people have lined up to watch the furry celebrities since
they went public last January. Zoogoers see incredibly cute animals who
play and wrestle. But is that all? Scientists hope that panda fans will
also see the face of an animal that needs our help.
People Pandas
4
What makes pandas so popular? For starters, they’re rare. Only five
other pandas live in the entire United States—two in Atlanta and three
in San Diego.
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5
Some scientists see deeper reasons for pandas’ popularity. Strange as
it sounds, the black-and-white critters may remind us a little of
ourselves. Like humans, pandas can sit up straight. They have clear
personalities, and they seem to share our boundless curiosity.
6
Pandas also have round heads, fat cheeks, and big eyes—as do
human babies. And, like kids learning to walk, pandas have their
awkward moments. Add lots of fur, and the animals seem cuddly.
Two “Thumbs” Up!
7
There’s another reason why pandas fascinate us—their “thumbs.”
Each front paw has five “fingers” plus a lump of bone that sticks out like
a thumb. Panda “thumbs” don’t move, but they’re very handy. The
animals hold things by bending their “fingers” toward their “thumbs.”
8
Scientists believe that panda “thumbs” are an adjustment to living in
China’s bamboo forests. Pandas use their paws to grasp, break, hold, and
eat pieces of the wild grass.
9
Bamboo Cage
For Mei Xiang and Tian Tian, bamboo is just one tasty item on a menu
that zookeepers provide. They also get special biscuits and treats. But for
pandas who live in the wild, bamboo is
Panda Habitat in China
life. Each day, an average adult crunches
25 to 100 pounds of bamboo. Wild
pandas eat almost nothing else.
Because of this limited diet, pandas
must live where they are surrounded
by bamboo. The animals cannot survive
anywhere else.
10
Pandas once lived in much of eastern China. But the country’s human
population grew rapidly. People needed space for farms and towns, so
they cut down huge portions of the bamboo forests. In the past 25 years,
pandas have lost half their habitat.
11
CHINA
Areas where
pandas live today
Areas where
pandas once lived
12
Protecting Pandas
As their world disappears, Mei Xiang and Tian Tian’s wild relatives
have become endangered. Only 1,000 or so of these beloved bears remain in
the wild. Some scientists wonder how long the animal group can survive.
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13
China knows that its pandas are a global treasure. Working with
conservationists, Chinese officials have developed plans for protecting
pandas.
14
The heart of the plan is preserving panda habitat. To create larger
reserves, or safe places, for pandas, the Chinese government sometimes
pays farmers and loggers to move somewhere else.
15
Mei Xiang and Tian Tian are part of the plan, too. These clowns have
two big jobs while they’re in Washington, D.C. First, wildlife experts
hope the dynamic duo will promote interest in saving pandas. And then
everyone hopes they’ll start a family.
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Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Target:
7
Compare and Contrast using
elements of the text
(Reading GLE 2.3.1)
Key:
1
Analysis
C
How are wild pandas and zoo pandas different?
` A. Wild pandas learn to walk; zoo pandas can sit up straight.
` B. Wild pandas grasp with “thumbs”; zoo pandas grasp with
paws.
` C. Wild pandas eat mostly bamboo; zoo pandas eat biscuits
and treats.
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MSP Reading Rubric
Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Comprehension
Target:
2
(Reading GLE 2.1.5)
Key:
2
Summarize with evidence from the
text
SA
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
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Write a summary of the section titled Protecting Pandas. Include three main ideas from
the section in your summary.
A 2-point response accurately summarizes the section titled Protecting Pandas by including
three important ideas from the selection
OR
provides a summarizing statement and two important ideas from the selection.
2
1
Example:
Chinese officials have made a plan for protecting pandas. They provide safer places to live.
Pandas are a global treasure.
OR
The section is about the safety of pandas. Pandas are endangered. Wildlife experts hope
pandas in the National Zoo will promote interest in saving pandas.
A 1-point response partially summarizes the section titled Protecting Pandas by including
one or two important ideas from the selection
OR
provides a summarizing statement and one important idea from the selection
OR
provides a summarizing statement
OR
provides one important idea from the selection.
Text-based details may include, but are not limited to:
A.
B.
C.
D.
E.
Their world is disappearing
Pandas have become endangered / only 1,000 remain in the wild
Scientists wonder how long the animal group can survive
Pandas are a global treasure
China has developed plans for protecting pandas / Preserve habitats / provide safe
(larger) places to live
F. Hope to promote interest in pandas
G. Hope they will start a family
A summary statement may include but is not limited to:
● With help from China pandas may thrive again.
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2011 GRADE 4 READING
Paper
Score
Annotations
1
2
This response accurately summarizes the section titled Protecting
Pandas by including more than three important ideas from the
section.
B. Pandas are disappearing. Only about 1,000 are alive today.
E. Chinese officials have made plans for protecting these
Pandas.
E. China has made bigger reserves for the Pandas.
F. …hope…will promote interest
G. …start a family.
This response earns 2 points.
2
0
The details provided do not support a summary of the selection.
This response earns 0 points.
3
1
This response partially summarizes the section titled Protecting
Pandas by including one important idea from the section.
B. …population is decreasing.
This response earns 1 point.
4
1
This response partially summarizes the section titled Protecting
Pandas by including one important idea from the section.
C. Wonder if they can survive.
The phrases…make it safer… and…saving pandas are too vague
to earn credit.
This response earns 1 point.
5
2
This response accurately summarizes the section titled Protecting
Pandas by including three important ideas from the section.
G. …hopes theyll start a family.
D. …pandas are a global treasure.
B. Some have become endangered.
This response earns 2 points.
6
0
This response is an opinion.
This response earns 0 points.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
Pandas are disappearing. Only about 1,000
are alive today. Chinese officials have
made plans for protecting these Pandas.
China has made bigger reserves for the
Pandas. We hope Tian Tian and Mei Xiang
will promote interest and start a family.
Annotated Example of a 2-point response for question number 2.
Annotations:
This response accurately summarizes the section titled Protecting Pandas by including
more than three important ideas from the section.
B.
E.
E.
F.
G.
Pandas are disappearing. Only about 1,000 are alive today.
Chinese officials have made plans for protecting these Pandas.
China has made bigger reserves for the Pandas.
…hope…will promote interest
…start a family.
This response earns 2 points.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
Three main ideas from protecting pandas
and a bear of a job. The first main idea is
that pandas care for each other. The
second main idea is some pandas are
diferent than others. The third main idea is
pandas live in different places.
Annotated Example of a 0-point response for question number 2.
Annotations:
The details provided do not support a summary of the section.
This response earns 0 points.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
Pandas should have there habatats back.
Pandas shouldn‛t be shout down. It‛s bad
enof that the population is decreasing.
Annotated Example of a 1-point response for question number 2.
Annotations:
This response partially summarizes the section titled Protecting Pandas by including one
important idea from the section.
B.
…population is decreasing.
This response earns 1 point.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
Wonder if they can survive. People are
trying to make it safer for the pandas and
saving pandas.
Annotated Example of a 1-point response for question number 2.
Annotations:
This response partially summarizes the section titled Protecting Pandas by including one
important idea from the section.
C.
Wonder if they can survive.
The phrases…make it safer… and…saving pandas are too vague to earn credit.
This response earns 1 point.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
everyone hopes theyll start a family. China
knows that its pandas are a global treasure.
Some have become endangered.
Annotated Example of a 2-point response for question number 2.
Annotations:
This response accurately summarizes the section titled Protecting Pandas by including
three important ideas from the section.
G. …hopes theyll start a family.
D. …pandas are a global treasure.
B. Some have become endangered.
This response earns 2 points.
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2
Write a summary of the section titled Protecting Pandas. Include
three main ideas from the section in your summary.
Let wild animals free in the wild life. Don‛t
lok them up in cages at zoos. Don‛t capture
them to put them in the zoo.
Annotated Example of a 0-point response for question number 2.
Annotations:
This response is an opinion.
This response earns 0 points.
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MSP Reading Rubric
Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Comprehension
Target:
1
Demonstrate understanding of
theme/message/main or major idea
and supporting details
(Reading GLE 2.1.3)
Key:
CP
Read the chart below. Use information from the selection to fill in
one more detail that supports the main idea.
3
Main Idea:
Pandas are rare and can only be found in a few
places in the United States.
Detail 1:
Washington, D.C.
1
Detail 2:
Atlanta
Detail 3:
A 1-point response provides the following correct answer: San Diego
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Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Target:
Analysis
6
Informational/Functional Specific:
Demonstrate understanding of
authors’ use of text features (titles,
headings, captions, maps, charts,
tables, graphs, pull-down menus,
etc.)
(Reading GLE 2.2.2)
Key:
4
A
What is the purpose of the map in the selection?
` A. To show where pandas live
` B. To show how pandas play
` C. To show what pandas eat
Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Target:
3
Make or confirm inferences or
predictions based on the text
(Reading GLE 2.1.5)
Key:
5
Comprehension
B
Based on information in the selection, what will most likely happen
if bamboo forests are saved in China?
` A. The number of pandas will decrease.
` B. The number of pandas will increase.
` C. The number of pandas will stay the same.
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Grade:
4
Passage A Bear of a
Job
Title:
Strand:
Target:
8
Make connections (cause and effect)
within a text
(Reading GLE 2.3.1)
Key:
6
Analysis
B
Based on information in the selection, which sentence explains why
China’s pandas have become endangered?
` A. China’s population is decreasing.
` B. China’s forests are disappearing.
` C. China’s zoos are overcrowded.
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Questions 7 and 8 are not connected to a passage.
Grade:
4
Passage N/A
Title:
Strand:
Target:
8
Make connections (cause and effect)
within a text
(Reading GLE 2.3.1)
Key:
7
Analysis
C
Read the sentence below that includes a cause and effect.
Bailey rolled the dice, moved his game piece three
spaces on the board and was excited to discover he won
the game.
What is the cause in the sentence?
` A. Bailey won the game.
` B. Bailey became excited.
` C. Bailey moved his game piece.
Grade:
4
Strand:
Analysis
Analyze usefulness of resources
Passage N/A
Title:
Target:
(Reading GLE 2.3.2, 3.1.1)
Key:
8
9
A
Jayden has chosen deer as the topic for his research paper. Which of
these resources would be the best source of information for his paper?
` A. Encyclopedia
` B. Thesaurus
` C. Atlas
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41
MSP
OF PUBL
IC
ST
PERINTEN
T
EN
IN
D
Measurements of Student Progress
SU
RU C T I O N
W
AS
HINGTO
N
Reading
Grade 4
Sample Reading Materials
Teacher Edition
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ACKNOWLEDGMENTS
“Community Dance Classes!” Used by permission of the Office of Superintendent of Public
Instruction.
“Fishing Is for the Birds” by Susan Day, copyright © by Susan Day. Used by permission of the
author. Photo of Great Blue Heron, copyright © by George D. Lepp/CORBIS # LP004950. Photo of
Green-Backed Heron, copyright © by Kennan Ward/CORBIS # KW003590. Photo of Snowy Egrets,
copyright © by Millard H. Sharp / Photo Researchers, Inc. # A1214A. Photo of Roseate Spoonbill,
copyright © by Millard H. Sharp / Photo Researchers, Inc. # 3M2865. Photo of Osprey (Pandion
haliaetus) in flight in Grand Turk on the Turks and Caicos Islands, Caribbean, copyright © by Andy
Rouse / Photo Researchers, Inc. # C6355. Photo of Belted Kingfisher, copyright © by Steve
Maslowski / Photo Researchers, Inc. # 3M7510. Photo of Common or Atlantic puffin (Fratercula
arctica), copyright © by Jeff Lepore / Photo Researchers, Inc. # A1223A. Photo of Head of Cormorant
Against Blue Sky, copyright © by Carl & Ann Purcell/CORBIS # PT001440. Photo of Anhinga Wing
Drying, copyright © by Tony Hamblin; Frank Lane Picture Agency/CORBIS # FL006282.
The Office of Superintendent of Public Instruction is committed to equal opportunity in all
programs, activities and employment, and to full compliance with federal and state laws that
prohibit discrimination on the basis of race, ethnicity, national origin, sex, sexual orientation,
religion, military status, age or disability.
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Grades 3, 4 and 5 Strands and Targets
Strand Analysis
6 Targets
Strand Comprehension
5 Targets
Targets may be assessed using literary passages, informational passages or functional documents.
1
Demonstrate understanding of theme/message/main or major idea and supporting details
(Reading GLE 2.1.3) Formerly *LC 01 & *IC 11
2
Summarize with evidence from the text
(Reading GLE 2.1.7) Formerly *LC 02 & *IC 12
3
Make or confirm inferences or predictions based on the text
(Reading GLE 2.1.5) Formerly *LC 03 & *IC 13
4
Understand and apply content vocabulary critical to the meaning of the text
(Reading GLE 1.3.2, 1.2.2) Formerly *LC 04 & *IC 14
5
Order steps, sequence, and/or events/process from the text
(Reading GLE 2.2.1) Formerly *LC 05 & *IC 15
6
Lit Specific: Demonstrate understanding of literary elements and devices (genres; story elements, such
as plot, point of view, character and setting; simile; metaphor; personification; alliteration;
problem/resolution) and graphic elements
(Reading GLEs 2.2.2, 2.2.3, 2.3.3) Formerly *LA 06
Info/Functional Specific: Demonstrate understanding of text features (titles, headings, captions, maps,
charts, tables, graphs and other information divisions)
(Reading GLE 2.2.2) Formerly *IA 16
7
Compare and contrast using elements of the text(s)
(Reading GLEs 2.3.1, 2.4.5, 2.4.6) Formerly *LA 07 & *IA 17
8
Make connections (cause and effect) within a text
(Reading GLE 2.3.1) Formerly *LA 08 & *IA 18
9
Analyze usefulness of resources
(Reading GLEs 2.3.2, 3.1.1) NEW
10
Analyze author’s purpose (including distinguishing between fact and opinion) and evaluate
effectiveness for different audiences
(Reading GLEs 2.4.2, 2.4.3, 2.4.4) Formerly *LA 09 & *IA 19
11
Extend information beyond text—make generalizations beyond the text to a broader idea or concept
(Reading GLEs 2.4.1, 2.4.5) Formerly *LA 10 & *IA 20
Functional Documents
Include:
Hobby Magazines
E-mail
Friendly Letter, Letters to
the Editor
Newsletters, Schedules
Brochures
Advertisements, Catalogs
Web Sites, Credit and Job
Applications
Purchase goods and
services
Contracts, Procedures,
Directions
Informational Passages
Include:
Historical Documents
Nonfiction
Magazine/Newspaper
Articles
Excerpts/Articles from Social
Studies or
Science Text Narratives
Literary Passages Include:
Stories
Poems
Novel Excerpts
Biographies/Autobiographies
Literary Essays
Key
*L: Literary Text
*I: Informational Text
*C: Comprehension Skill
*A: Analysis Skill
*#: Corresponds to the targeted
skill
Example:
LC 03 = Literary text (L),
comprehension skill (C), infer/predict
is the targeted skill (03)
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9
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Grade 4 Answers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
SA
A
C
A
B
CP
B
A
C
SA
A
A
B
A
MSP Reading Rubric Note: In the key box the letter symbols stand for the following:
CP = Completion
SA = Short answer
A, B, C = Correct multiple-choice answer
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Directions: Read the selection and answer the questions.
The City Parks Department is offering dance classes for all ages at the new
community center located downtown. Here’s a list of the exciting new classes that
will be available this spring.
Class Chart
Name of Class
Class Information
Description of Class
Tap Dance – First Steps Mondays
4–5 P.M.
Room 8
Mark the beat with your feet!
Hop, step, and jump your way to
a healthier heart while
developing a sense of rhythm
through beginning tap
movements.
Belly Dance
Wednesdays
6–7 P.M.
Room 2
Shimmy that tummy! Get those
hips, legs, and stomach muscles
moving. Improve flexibility as
you dance to the music of the
Middle East.
Swing Kids
Mondays
5:30–6:30 P.M.
Room 10
When the jazz band starts
playing, grab your partner and
wow the crowd! In this class,
you’ll learn the latest turns and
lifts for two.
Latin Dance
Thursdays
6:30–7:30 P.M.
Room 4
Cha, cha, cha! Learn basic
mambo, tango, and rumba
footwork. Also listen to the
exciting sound of Latin music.
World Beat
Tuesdays
4–5 P.M.
Room 8
Love music and dance from
other cultures? Challenge
yourself by learning the dance
customs of Cuba, Africa, Mexico,
Japan, and China. You may
even learn a bit of history!
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Irish Dance
Tuesdays
5:30–6:30 P.M.
Room 2
Grab some friends or go solo!
Explore the dance customs of
Ireland through its graceful folk
dances, high-energy reels, and
light, happy jigs.
Modern Dance
Thursdays
5–6 P.M.
Room 4
Go barefoot! Express yourself
through graceful movement
while building muscle strength
and coordination.
Sign up now! Call the City Parks Department at 1-800-290-5992. You may also visit
our website at www.cityparksdept*.org to register for classes, learn about dance
instructors, and print a map to the community center.
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MSP Reading Rubric
Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LA
1
11
Released Year:
Sample Item
Question Number:
Key:
2010
1
SA
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
2
1
A 2-point response provides two text-based details to show how the dance classes might
improve someone’s health.
Example: Dance classes improve flexibility. Dance classes build muscle strength and
coordination.
A 1-point response provides one text-based detail to show how the dance classes might
improve someone’s health.
Text-based details may include, but are not limited to:
A.
B.
C.
D.
E.
F.
G.
Hop, step, and jump your way/ to a healthier heart
Developing a sense of rhythm
Shimmy that tummy/get those hips, legs, and stomach (muscles moving)
Improve flexibility
Lifts for two
High-energy reels
Building muscle strength/coordination
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2010 GRADE 4 READING
Paper
Score
1
2
Annotations
This response provides two details to show how the dance
classes might improve someone’s health.
D. Improve flexibility.
G. Building muscle strength...
G. ...and (building) coordination.
Details from the same rubric bullet point receive one
credit point.
This response is a 2.
2
2
This response provides two details to show how the dance
classes might improve someone’s health.
A. “…tap yourself into a healthier heart.”
C. “…Improve stomach muscles.”
This response is a 2.
3
1
The response provides one detail to show how the dance
classes might improve someone’s health.
D. …belly dance will make you more flexbao…
This response is a 1.
4
1
The response provides one detail to show how the dance
classes might improve someone’s health.
A. You git a healthier heart.
This response is a 1.
5
0
The response does not provide any details to show how the
dance classes might improve someone’s health.
This response is a 0.
6
0
The response does not provide any details to show how the
dance classes might improve someone’s health.
This response is a 0.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
1. Improve flexibility.
2. Building muscle strength
and coordination.
Annotated Example of a 2-point response for question number 1.
Annotations:
This response provides two details to show how the dance classes might improve someone’s
health.
D. Improve flexibility.
G. Building muscle strength...
G. ...and (building) coordination.
Details from the same rubric bullet point receive one credit point.
This response is a 2.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
In tap dance it says “tap yourself
into a healthier heart.”
In belly dance it says
“Improve stomach muscles.”
Annotated Example of a 2-point response for question number 1.
Annotations:
This response provides two details to show how the dance classes might improve someone’s
health.
A.
C.
“…tap yourself into a healthier heart.”
“…Improve stomach muscles.”
This response is a 2.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
the belly dance will make you more flexbao
and latin dance has good foot work
Annotated Example of a 1-point response for question number 1.
Annotations:
The response provides one detail to show how the dance classes might improve someone’s
health.
D. …belly dance will make you more flexbao…
This response is a 1.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
1 You git a healthier heart.
2 You stay healty.
Annotated Example of a 1-point response for question number 1.
Annotations:
The response provides one detail to show how the dance classes might improve someone’s
health.
A.
You git a healthier heart.
This response is a 1.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
Dancing can be a tough workout. Dancing
is an exercise.
Annotated Example of a 0-point response for question number 1.
Annotations:
The response does not provide any details to show how the dance classes might improve
someone’s health.
This response is a 0.
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1
Explain how the dance classes might improve a person’s health. Include two
details from the selection in your answer.
1. unhealthly to healthly.
2. it is fun.
Annotated Example of a 0-point response for question number 1.
Annotations:
The response does not provide any details to show how the dance classes might improve
someone’s health.
This response is a 0.
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Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LA
2
06
Released Year:
2010
Sample Item
Question Number:
Key:
2
A
According to the Class Chart, which statement is true?
` A. One class is available on Wednesday.
` B. Classes are open to people of all ages.
` C. Information about dance instructors is provided.
Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LA
3
09
Released Year:
2010
Sample Item
Question Number:
Key:
3
C
Which of these sources would give the best information about the types of dances
listed in the selection?
` A. An instructional video on modern dancing
` B. A movie about kids learning to swing dance
` C. A television show about different styles of dancing
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Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LC
4
05
Released Year:
Sample Item
Question Number:
Key:
2010
4
A
Which class will take place before Wednesday?
` A. Swing Kids
` B. Belly Dance
` C. Modern Dance
Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LC
5
04
Released Year:
Sample Item
Question Number:
Key:
2010
5
B
What does the author mean by “wow the crowd” in the Swing Kids class
description?
` A. The crowd will be flattered.
` B. The crowd will be impressed.
` C. The crowd will be exhausted.
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MSP Reading Rubric
Grade:
4
Pilot Year:
2010
Passage
Title:
Community Dance
Classes
Strand and
Target:
LC
6
01
Released Year:
Sample Item
Question Number:
Key:
2010
6
CP
Read the chart below. Fill in one detail from the selection that belongs in the
empty box.
Main Idea:
Classes on dances from different countries
Detail 1:
Belly Dance
1
Detail 2:
Latin Dance
Detail 3:
Irish Dance
Detail 4:
A 1-point response provides one text-based detail that supports the main idea.
Example: World Beat
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2010 GRADE 4 READING
Paper
Score
1
1
Annotations
This response provides the one detail from the selection that
belongs in the empty box.
●
World beat
This response is a 1.
2
1
This response provides the one detail from the selection that
belongs in the empty box.
●
world beat
This response is a 1.
3
0
This response does not provide the one detail from the
selection that belongs in the empty box.
This response is a 0.
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6
Read the chart below. Fill in one detail from the selection that belongs in the empty
box.
Main Idea:
Classes on dances from different countries
Detail 1:
Belly Dance
Detail 2:
Latin Dance
Detail 3:
Irish Dance
Detail 4:
World
beat
Annotated Example of a 1-point response for question number 6.
Annotations:
This response provides the one detail from the selection that belongs in the empty box.
●
World beat
This response is a 1.
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6
Read the chart below. Fill in one detail from the selection that belongs in the empty
box.
Main Idea:
Classes on dances from different countries
Detail 1:
Belly Dance
Detail 2:
Latin Dance
Detail 3:
Irish Dance
Detail 4:
world
beat
Annotated Example of a 1-point response for question number 6.
Annotations:
This response provides the one detail from the selection that belongs in the empty box.
●
world beat
This response is a 1.
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6
Read the chart below. Fill in one detail from the selection that belongs in the empty
box.
Main Idea:
Classes on dances from different countries
Detail 1:
Belly Dance
Detail 2:
Latin Dance
Detail 3:
Irish Dance
Detail 4:
tango
Dance
Annotated Example of a 0-point response for question number 6.
Annotations:
This response does not provide the one detail from the selection that belongs in the empty
box.
This response is a 0.
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Directions: Read the selection and answer the questions.
Fishing Is for the Birds
by Susan Day
1
2
If you go fishing at a pond, lake, or bay and think you are alone,
think again. You might have a fishing buddy you didn’t invite—the
feathered kind. Some birds fish, too. You probably use various lures and
bait to catch your fish. Fishing birds also use a variety of ways to catch
their fish.
Great Gulp!
Depending on how tall you are, one of the
most common fishing birds might be almost
as tall! The great blue heron is easy to
remember because it is great—almost four
feet tall with gray-blue plumage (feathers).
Great blue herons are called wading birds. A
great blue heron walks slowly in shallow
water and stops when it finds a good fishing
hole. It patiently stands still until a small fish
or frog swims past. It grabs the fish with its
long dagger-like bill and flips it into its
mouth. Then, with a big “Gulp,” the fish is eaten!
Great Blue Heron
Green Football Fisher
Another bird that spends a lot of time near
water is the green-backed heron. This chunky
bird looks sort of like a dark green football when
it crouches in the water fishing. Green-backed
herons are harder to find than great blue herons.
They perch on low twigs or branches of trees and
bushes along the shore. They’re very patient and
stay in the same position for a long time waiting
for a fish to swim by. When it does, they grab it
with their sharp, pointed bills.
Egret Rockers
Sometimes people try all sorts of fancy tricks
Green-backed Heron
to catch fish. Fishing birds have some tricks of
their own. One of the oddest bird fishers is the
snowy egret. It dips its long black bill into the water to catch the fish.
Up and down. Up and down. It looks like a graceful white rocker going
up and down in a weird egret ballet. Other times, it walks quickly in the
shallow water and drags its feet to stir up fish.
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4
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5
Egrets have another trick: They put out a wing.
The wing casts a shadow. Fish swim under the
shadow for shade. And guess what? The egret gets
dinner!
6
Can you guess why they’re called snowy egrets?
Because they’re as white as snow!
7
Bill Like a Spoon
Do you know which wading bird has a bill
shaped like a spoon and is rosy-colored? A roseate
spoonbill! This bird “feels” for food in shallow
water, moving its bill back and forth looking for
fish. When it senses a fish, it snaps its bill shut.
Roseate Spoonbill
Belted Kingfisher
Snowy Egrets
Dive Bombs and Belly Flops
Other birds catch fish using the dive-bomber
technique. Bald eagles and osprey circle high above
the water using their eyes to spot fish. Osprey are
sometimes called fish hawks because their entire
diet is fish. They dive straight down, feet first, and
snare the fish with the sharp talons on their feet.
Bald eagles glide over the water; in a graceful,
downward swoop, they grasp the fish with their feet.
Both bald eagles and
osprey carry their meal to
a tree or land before they
eat it.
Kingfishers, brown
pelicans, and gulls also
fish from the air. But
they swoop down and
catch fish in their
Osprey
mouths instead of with
their feet. The bird that even has fish in its
name—the kingfisher—eats only fish. Kingfishers
hover over the water flapping their wings. Then
they dive headfirst to snatch a fish. When a brown
pelican dives, it makes a giant splash that sounds
just like a belly flop when it lands on the water.
Then it scoops the fish into its big pouch and
swallows. American white pelicans don’t dive, but
swim together in groups and skim fish with their
huge bills.
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8
9
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10
More Fishing Swimmers
Have you ever seen a bird swim? Loons,
grebes, and puffins are excellent swimmers.
First they float on the surface. Then they dive
and swim underwater to catch their fish. They
can stay down for almost a minute while they
follow the fish. Then their heads pop up above
the water. They don’t even need diving
equipment!
Common Puffin
11
The anhinga and cormorant are two other examples of fishing birds.
They dive, and then swim with their heads barely below the surface. Like
herons, they catch their fish with their bills—only anhingas and
cormorants do their fishing from under the water. Then they perch on low
branches with their wings spread out to dry before they can fly again.
12
Don’t get discouraged if you go fishing and fail to catch lots of fish.
Birds don’t always have great fishing luck either. They just keep trying
until they’re full. Sometimes you may not catch fish, but you just might
catch a look at a bird catching a fish! And that may be just as much fun.
Head of Cormorant
Anhinga Wings
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Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IC
7
05
Released Year:
Sample Item
Question Number:
Key:
2010
7
B
What kind of birds does the author discuss first?
` A. Birds that chase fish underwater
` B. Birds that stand still and wait for fish
` C. Birds that swoop down to catch fish
Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IA
8
06
Released Year:
Sample Item
Question Number:
Key:
2010
8
A
Why are the anhinga and the cormorant included in the same
section as loons, grebes, and puffins?
` A. They all swim to catch their fish.
` B. They all perch on low branches.
` C. They all look about the same in the water.
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Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IA
9
07
Released Year:
Sample Item
Question Number:
Key:
2010
9
C
How is an osprey different from a kingfisher?
` A. The osprey eats only fish.
` B. The osprey spots fish from the air.
` C. The osprey catches fish with its feet.
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MSP Reading Rubric
Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IC
01
Released Year:
Sample Item
Question Number:
Key:
2010
10
SA
10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
A 2-point response provides two text-based details to explain how a snowy egret
catches fish.
2
1
Example:
One way is the egret drags its feet to stir up fish. Another is that they put
out a wing to cast a shadow that fish will swim to for shade.
A 1-point response provides one text-based detail to explain how a snowy egret
catches fish.
Text-based details may include, but are not limited to:
A.
B.
C.
Dips its long black bill into the water to catch fish / it goes up and down / graceful
white rocker in a weird egret ballet
Walks quickly in shallow water / drags its feet to stir up fish
Puts out a wing to cast shadow / fish swim under the shadow for shade
*Scoring note: Flying, swooping, diving, grabbing up, picking up from air—considered
references to another bird—no credit
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2010 GRADE 4 READING
Paper
Score
1
2
Annotations
This response provides two text-based details from the
selection to explain how a snowy egret catches fish.
B. …walk into water and pull their feet in frount of
them.
B. Then take their feet and stir the fish around.
C. … walk infrount of water, put their wing out and
make shad
C. the fish go to the shad and the egret has dinner.
Details from the same rubric bullet point receive one
credit point.
This response is a 2.
2
2
This response provides two text-based details from the
selection to explain how a snowy egret catches fish.
A. The snowy egret catches fishes by moving up and
down.
C. …by useing its wings as shade.
This response is a 2.
3
1
This response provides one text-based detail from the
selection to explain how a snowy egret catches fish.
A. …it dips its long blak bill into the water to cach a
fish.
This response is a 1.
4
1
This response provides one text-based detail from the
selection to explain how a snowy egret catches fish.
A. A snowy egret can catch fish by going up and down
up and downed…
This response is a 1.
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5
0
This response does not provide any text-based details
from the selection to explain how a snowy egret catches
fish.
This response is a 0.
6
0
This response does not provide any text-based details
from the selection to explain how a snowy egret catches
fish.
This response is a 0.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
1. Some snowy egrets walk into
water and pull their feet in frount of
them. Then take their feet and stir the fish
around 2. Other snowy egrets walk infrount
of water, put their wing out and make shad
the fish go to the shad and the egret has
dinner.
Annotated Example of a 2-point response for question number 10.
Annotations:
This response provides two text-based details from the selection to explain how a snowy egret
catches fish.
B.
…walk into water and pull their feet in frount of
them.
B. Then take their feet and stir the fish around.
C. … walk infrount of water, put their wing out and
make shad
C. the fish go to the shad and the egret has dinner.
Details from the same rubric bullet point receive one credit point.
This response is a 2.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
The snowy egret catches fishes
by moving up and down. It also
catches one by useing its
wings as shade.
Annotated Example of a 2-point response for question number 10.
Annotations:
This response provides two text-based details from the selection to explain how a snowy egret
catches fish.
A. The snowy egret catches fishes by moving up and down.
C. …by useing its wings as shade.
This response is a 2.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
One way a snowy egret catches
fish is it dips its long blak bill
into the water to cach the fish.
Another way a.
Annotated Example of a 1-point response for question number 10.
Annotations:
This response provides one text-based detail from the selection to explain how a snowy egret catches
fish.
A.
…it dips its long blak bill into the water to cach a fish.
This response is a 1.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
A snowy egret can catch
fish by going up and down
up and downed and they can catch
fish by just standing ther
and when a fish comes by
it just snaps and catches a fish.
Annotated Example of a 1-point response for question number 10.
Annotations:
This response provides one text-based detail from the selection to explain how a snowy egret catches
fish.
A.
A snowy egret can catch fish by going up and down up and downed…
This response is a 1.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
A osprey dives down and grabes it
by her feat and a kingfisher dives
down and grabes it by his mouwth.
Annotated Example of a 0-point response for question number 10.
Annotations:
This response does not provide any text-based details from the selection to explain how a snowy
egret catches fish.
This response is a 0.
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10 What are two ways a snowy egret catches fish? Include information
from the selection in your answer.
They go in the water and look
for fish and that is how they
catch them.
Annotated Example of a 0-point response for question number 10.
Annotations:
This response does not provide any text-based details from the selection to explain how a snowy
egret catches fish.
This response is a 0.
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Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IC
04
Released Year:
Sample Item
Question Number:
Key:
2010
11
A
11 What is the meaning of the term wading birds in paragraph 2 of the
selection?
` A. Birds that walk in the water
` B. Birds that are four feet tall
` C. Birds that eat only fish
Grade:
4
Pilot Year:
2003
Passage
Title:
Fishing Is for the
Birds
Strand and
Target:
IA
10
Released Year:
Sample Item
Question Number:
Key:
2010
12
A
12 What is the author’s purpose for writing the selection?
` A. To describe the fishing methods of birds
` B. To encourage people to try fishing like birds
` C. To tell a funny story about a fishing bird
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Questions 13 and 14 are not connected to a passage.
Grade:
4
Pilot Year:
2010
Passage
Title:
NA
Strand and
Target:
IA
10
Released Year:
Sample Item
Question Number:
Key:
2010
13
B
13 Which statement is an opinion?
` A. Australia is the smallest of the seven continents.
` B. Australia has the most interesting animals in the world.
` C. When it is winter in the United States, it is summer in Australia.
Grade:
Passage
Title:
4
Pilot Year:
2010
NA
Strand and
Target:
LA
06
Released Year:
Sample Item
Question Number:
Key:
2010
14
A
14 A metaphor directly compares two unlike things. Which sentence
contains an example of a metaphor?
` A. Chess is a breeze to play.
` B. Chess is played by both boys and girls.
` C. Chess is the most popular game at our school.
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78