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Pennsylvania Common Core Benchmark Administration and Scoring GuideFirst Edition

36RPA14.0080315

Grade 4

Reading

© 2015 Success for All Foundation

Success for All Foundation300 E. Joppa Road, Suite 500Baltimore, MD 21286

Pennsylvania Common Core Reading Benchmark Grade 4 © 2015 Success for All Foundation

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4Sight Common Core Reading Benchmark Administration and Scoring Guide Introduction

Grade 4

The 4Sight Common Core Reading Benchmarks were created to resemble reading assessments designed by the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness for College and Careers (PARCC). The formative data provided by these benchmarks will allow you to monitor student‑achievement progress over the course of a school year, making adjustments to instruction and professional development when needed.

These pilot 4Sight Common Core Reading Benchmarks will provide diagnostic data in various subskills or objectives demanded by the Common Core State Standards for English Language Arts.

This guide contains information on administering and scoring both the paper and online versions of the 4Sight Common Core Reading Benchmarks. It includes tables aligning the questions on the benchmarks to the Common Core State Standards and rubrics for scoring constructed‑response items.

Following is a complete list of the sections of information contained in this guide, listed in the order in which they appear. Please refer to the sections for paper or online procedures depending on the method you will use to administer and score the benchmarks.

Administration• Administering the paper 4Sight Common Core Reading Benchmarks

• Directions for the paper 4Sight Common Core Reading Benchmarks, Grade 4

• Administering the online 4Sight Common Core Reading Benchmarks

• Online students’ frequently asked questions (F.A.Q.) and answers

• Directions for the online 4Sight Common Core Reading Benchmarks, Grade 4

Scoring• Scoring procedures for the paper 4Sight Common Core Reading Benchmarks

• Scoring procedures for the online 4Sight Common Core Reading Benchmarks

• 4Sight Common Core Reading Benchmark Grade 4 reporting categories (subscales)

• 4Sight Common Core Reading Benchmark Grade 4 answer and alignment guide

• 4Sight Common Core Reading Benchmark Grade 4 scoring guidelines for constructed responses


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Data from 4Sight Common Core Reading Benchmarks can be summarized using the SFAF Member Center website, which allows you to view student data by individual, classroom, grade level, ethnicity, gender, etc. The Member Center 2.0 Resource Guide (https://members.successforall.org/IncludeFiles/Catalogs/SFAFResourceGuide.pdf) provides detailed instructions for these features and further guidance in analyzing the data. In addition, the Success for All Foundation offers professional development to provide training and support for identifying student‑progress targets and root causes for lack of progress, selecting interventions, and monitoring progress toward targets.


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Administration


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Administering the Paper 4Sight Common Core Reading Benchmarks

To administer and score the paper 4Sight Common Core Reading Benchmarks for grade 4, you will need the following materials:

• a student assessment booklet for each student,• a machine‑scorable answer sheet for each student, and• the administration and scoring guide.

To use the machine‑scannable answer sheet, each student must have a student ID number of ten or fewer digits, using only numbers, not letters. If this data is entered into the Member Center, this student ID number must match the student ID number used in the Member Center.

Students should take their benchmarks at the enrolled grade level. If a student is provided accommodations on the state’s high‑stakes reading assessment or is exempt from these assessments, the same conditions should be applied to the administration of these benchmarks.

Allow 75 to 90 minutes to administer these benchmarks. Students are given a 60‑minute period to work on the benchmark, and additional time is needed to distribute the materials and provide students with directions.


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Directions Paper 4Sight Common Core Reading Benchmarks

Grade 4

Ensure that each student has a pencil to use during the test. No reference materials or tools are allowed during the test session, with the exception of bilingual word‑to‑word dictionaries used by students with limited English proficiency.

Tell the students you will pass out the 4Sight Common Core Reading Benchmarks assessment booklets. Once each student has a test booklet, tell them to open the booklets. Give students the following directions.

This assessment will give your reading teacher and me information on what you do well when you read and what we need to help you learn to read even better. You will not get a grade on this assessment, but you will be able to see how your reading improves when you take it again later this year. You will have 60 minutes to work on this test. Go as far as you can. This assessment has five reading passages, with questions about each passage.

To answer constructed‑response questions, be sure to:

• read all the parts of each question carefully;• make each response as clear, complete, and accurate as you can; and• check your answers.

Now open your booklet to the first page. Read the first selection. Then read each question that follows that selection. Choose the best answer to each question. Mark the space for the answer you have chosen on your answer sheet. Then repeat this process for the rest of the reading selections.

While students are testing, monitor student work by ensuring that students understand and are following the directions. Do not read any of the passages, questions, or answers on the tests to the students. At the end of 60 minutes, thank the students for working hard, and collect the student assessment booklets and answer sheets.


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Administering the Online 4Sight Common Core Reading Benchmarks

To administer the online 4Sight Common Core Reading Benchmarks, you will need the following materials:

• prepared online tests,

• a student answer sheet for each student for the constructed‑response items,

• a clipboard for each student to use during the constructed‑response portion of the test (This is necessary only if the computer lab has limited desk space for the students.),

• the administration and scoring guide, and

• a computer logged on to https://test.successforall.org for each student.

Students should take the benchmarks at their enrolled grade levels. If a student is provided accommodations on the state’s high‑stakes reading assessment or is exempt from these assessments, these same conditions should be applied to the administration of these benchmarks.

Allow 75 to 90 minutes for the administration of these benchmarks. The students are given a 60‑minute period to work on the benchmark, and additional time is needed to distribute the materials and provide the students with directions.

To Prepare Online BenchmarksBefore students may take an online 4Sight benchmark, the test must be prepared. Once the test has been prepared, the system will produce student login information. To prepare a test to administer to students, follow the steps below.

1. Log on to the Member Center at https://members.successforall.org.

2. Ensure that the test you want the students to take has been set up. See the directions in the Member Center 2.0 Resource Guide, if necessary, to set up a test.

3. From the navigation menu in the Member Center, select Testing Center > Manage Tests.

4. Set the filters at the top of the page to find the test you plan to administer, and then click Search.


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5. Find the row with the correct grading period, grade, and test for your students.

a. You currently have the option of allowing students to type their answers for the open‑response questions. If you elect to use that option, please check the Enter the Open‑Response Question Online box. This allows students to reply to open‑response questions directly in the text box provided on the test.

b. Click the Administer link.

6. In the middle of the screen, you will find a field where you can enter the number of hours the test will be available. The default setting is 12 hours. Adjust this if needed.

7. You will see a list of students at the grade level of the test you selected. If you wish to filter the students by subject and teacher, you may use the drop‑down menus to do so. If you wish to exclude any students, uncheck the box in the line with each student’s name.

8. Scroll to the bottom of the page, and click Save.

9. To produce the students’ login information, click the Show Student Logons for Printing link. You will be taken to a screen with all the students’ names, school IDs, and student IDs. Print out this login information on paper. It is advised that you do this the day before you administer the test so you may sort the students’ login information according to how you will need it (by homeroom, by class, etc.).

10. When you return to the Administer Test window, you will see dates listed under the Valid From and Valid To columns next to the students’ names. These are the dates that this online test will be available to the students.

11. The test is now ready for students to take, and you may log out of the Member Center. The students will need to log on to https://test.successforall.org to access their tests.


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Online Students’ Frequently Asked Questions (F.A.Q.) and Answers

Following, you will find a list of the questions that students frequently ask during the online test. Although most of these questions are addressed in the instructions, it may be helpful to post this list on a chalkboard for the students to refer to during the test.

1. I clicked a button but nothing happened. Be patient; when we are all clicking buttons at the same time, the computers can go a

little slowly. Don’t keep clicking the button, because that might slow it down more.

2. I got a pop‑up window, and I can’t see the test anymore. What do I do? Pop‑ups are Internet commercials. If you get one, just close the pop‑up window,

and return to the test.

3. When do I use the answer sheet to answer questions? Use the answer sheet when you get to a constructed‑response question.

A constructed‑response question is one that does not have a list of possible answers to choose from.

4. I can’t see the whole story on the test. Use your mouse to scroll down in the window, and you’ll be able to see the rest of

the passage.

5. What do I do after I answer the last question? Click the Review button to double check your answers. If you skipped any questions,

go back and try to answer them. If you answered all the questions, click the I’m Done button.

6. What should I do if I finish early? The teacher might want to plan an activity for the students to do on the computer if

they finish their tests before time is up.


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Directions for the Online 4Sight Common Core Reading Benchmarks

Grade 4

Ensure that each student has a pencil to use on the paper answer sheet for the constructed‑response question. No reference materials or tools are allowed during the test session, with the exception of bilingual word‑to‑word dictionaries used by students with limited English proficiency. Each computer should be logged on to the testing site before the testing procedures begin. Make sure that each computer is logged on to https://test.successforall.org.

Tell the students you will pass out their login information and the 4Sight Common Core Reading Benchmark answer sheets that they may use to write the answer to the constructed‑response question. Instruct them to leave the answer sheet faced‑down on their desks until they come to the constructed‑response question on the test. Ask the students to fill in the front of the answer sheet with their names and the other required information. Emphasize that they need to write their names on the answer sheets. Please emphasize the underlined passages in the directions that you read to the students (below). Next, give the students the following directions.

Your computer is logged on to the 4Sight testing site. Use your mouse to select [your state], and click the Continue button. On the next page, enter your school ID in the School ID field, and enter your student ID in the Student ID field. Select “Reading” from the Subject drop‑down menu. Now hit the Login button.

On the next page, be sure that your name appears in the middle of the screen. Do not click any more buttons until I tell you to do so.

Today you will take the online 4Sight Common Core Reading Benchmark. This assessment will give your teachers information about what you do well when you read and what we need to help you learn to read even better. You will not get a grade on this assessment, but you will be able to see how your reading improves when you take it again later this year. You will have 60 minutes to work on this test. Go as far as you can. This assessment has five reading passages, with questions about each passage.

On the screen, you will see two windows—the reading passage on the left‑hand side of the screen and the questions on the right‑hand side of the screen. Use the scroll bar next to the reading passage to read the whole page. Use the scroll bar next to the questions to read all the questions for that passage.


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When you finish reading the passage, read each question carefully, and select the best answer. If you select an answer and change your mind, you need to click on your first answer to erase it, and then click on your new answer.

The constructed‑response question may be done on the answer sheet provided. To answer the constructed‑response question, be sure to:

• write your answer on your answer sheet;• make your response as clear, complete, and accurate as you can; and• check your answer.

When you finish with each reading task, hit the Next Page button at the bottom of the screen to move on to the next reading task.

You may use the Previous Page button to return to any of the previous reading tasks to review or change your answers before finishing the test.

When you are done, hit the Review button that appears after the last question on the test. You will see a page that tells you whether you answered or skipped questions. If you skipped a question and you have time left, click the button next to that question. This will take you right to that part of the test. Try to answer any questions that you skipped. When you have answered all the questions that you can, go back to the Review page. Then click the I’m Done button at the bottom of the list of questions. You must click the I’m Done button when you finish your test. You will know that you have finished your test when you see a Thank You page.

If you haven’t used your mouse or keyboard for a while, you will see [describe your school’s screensaver]. That’s okay. Just move your mouse, or hit a key on your keyboard, and you will see the test again.

You are now ready to begin taking the test. Click the Start Test button to view the first reading passage in the assessment, and begin. Since you all will click the button at the same time, it might take a moment to load the test, so be patient.

While the students are testing, monitor their work by ensuring that they understand and are following the directions. This is especially important if this is the first time the students have taken a test online. Do not read any of the passages, questions, or answers on the tests to the students. At the end of 60 minutes, thank the students for working hard, and monitor their computer screens to ensure that each student has clicked the I’m Done button.


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Scoring


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Scoring Procedures for Paper 4Sight Common Core Reading Benchmarks

1. Record each student’s selected‑response answers on an answer sheet if students have not already done so themselves.

2. Use the scoring guidelines that follow the benchmark’s answer and alignment guide to score the constructed‑response item. Record the number of points the student is awarded for the item on the answer sheet. The constructed‑response score is recorded in the section at the bottom right.

3. Use a scanner to score the answer sheet, and upload the data from your computer to the Member Center. After the pilot phase, this data‑management system will compute each student’s performance level and his or her percent correct for each of the reporting categories (subscales). This program allows you to view the data through various filters; data can be analyzed by grade level, homeroom, reading group, ethnicity, and gender.


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Scoring Procedures for Online 4Sight Common Core Reading Benchmarks

First use the scoring guidelines that follow the benchmark’s answer and alignment guide to score the constructed‑response item. Then follow the steps below to complete the scoring for each student’s online assessment.

Teachers and/or test administrators may log in to the Member Center as the students are taking the test to verify that the students who have finished have answers recorded in the Member Center. To finish grading online tests:

1. Log on to the Member Center at https://members.successforall.org.

2. From the navigation menu in the Member Center, select Testing Center > Manage Test Scores.

3. Use the filters at the top of the page to find the test for which you wish to complete scoring, and click Search.

4. Check off the test, and click the Grade Test link. This will open up a list of students who took the test.

5. Select the class subject and classroom you wish to grade. Then click Search.

6. Click on the radio button designating the number of points the student received for the constructed‑response item. If students entered their responses in the online test, you will see those responses in this window.

7. Scroll to the bottom of the page, and click Save.

8. When you have entered the constructed‑response scores and clicked Save, you may review your data through the Member Center Report Center.

Correlations and updated administrative materials are posted on the Member Center when they become available. Watch for announcements under the What’s New section.

If the Grade Test button appears next to a student’s name, that student has clicked the I’m Done button and finished the test.


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4Sight Common Core Edition Correlations for Pennsylvania Reading

Grade 4

Correlations available 2016.


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4Sight Common Core Reading Benchmark: Grade 4 Reporting Categories (Subscales)

Developed from the SMARTER Balanced Assessment Consortium’s Content Specifications for the Summative Assessment of the Common Core

State Standards (draft, January 2012)

Comprehension and Analysis of Literary Texts: Questions in this category may ask students to

• Use explicit details and implicit information from the text to support answers or basic inferences. (RL‑4.1, RL‑4.3)

• Identify or summarize central ideas/key events. (RL‑4.2)• Determine intended meanings of words, including words with multiple meanings

(academic/tier 2 words), based on context, word relationships (e.g., synonyms), word structure (e.g., Greek or Latin roots, affixes), or use of resources (e.g., dictionary, thesaurus). (RL‑4.4, L‑4.4a, L‑4.4b, L‑4.4c, L‑4.5c)

• Use supporting evidence to justify/explain inferences (character development/actions/traits; first or third person point of view; theme; author’s message). (RL‑4.2, RL‑4.3, RL‑4.6)

• Interpret, specify, or compare how information is presented across texts (first‑third person point of view, visual/oral formats, topics, themes, patterns of events). (RL‑4.6, RL‑4.7, RL‑4.9)

• Relate knowledge of structural elements of texts or text features to obtain, interpret, explain, or connect information within texts. (RL‑4.5)

• Determine or interpret figurative language, literary devices, or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone. (L‑4.5a, L‑4.5b)

Comprehension and Analysis of Informational Texts: Questions in this category may ask students to• Use explicit details and implicit information from the text to support answers or basic

inferences about information presented. (RI‑4.1, RI‑4.3)• Identify or summarize central ideas, key events, or procedures. (RI‑4.2)• Determine intended meanings of words, including domain‑specific (tier 3) words and

academic (tier 2) words with multiple meanings, based on context, word relationships (e.g., synonyms), word structure (e.g., common Greek or Latin roots, affixes), or use of resources (e.g., dictionary, glossary). (RI‑4.4, L‑4.4a, L‑4.4b, L‑4.4c, L‑4.5c, L‑4.6)

• Use supporting evidence to justify or interpret how information is presented or integrated (author’s reasoning, type of account, visual/graphic information, concepts, ideas). (RI‑4.3, RI‑4.6, RI‑4.8, RI‑4.9)

• Interpret, explain, or connect information presented within or across texts (e.g., compare‑contrast, show cause‑effect, integrate information). (RI‑4.7, RI‑4.9)


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• Relate knowledge of text structures and text features (e.g., graphs, charts, timelines) to obtain, interpret, or explain information. (RI‑4.5, RI‑4.7)

• Determine or interpret use of figurative language/literary devices or connotative meanings of words and phrases used in context and the impact of those word choices on meaning and tone. (RI‑4.4, L‑4.5a, L‑4.5b)

Conventions/Organization and Expression of Ideas: Questions in this category may ask students to• Apply or edit grade‑appropriate grammar usage and mechanics to clarify a message

and edit narrative, informational, and opinion texts. (L‑4.1, L‑4.2, L‑4.3b)• Write or revise one or more paragraphs demonstrating ability to state opinions about

topics or sources: set a context, organize ideas, develop supporting evidence/reasons and elaboration, or develop a conclusion appropriate to purpose and audience. (W‑4.1, W‑4.8, W‑4.9)

• Write or revise one or more informational/explanatory paragraphs demonstrating ability to organize ideas by stating a focus, including appropriate transitional strategies for coherence, or supporting evidence and elaboration, or writing body paragraphs or a conclusion appropriate to a purpose and audience. (W‑4.2, W‑4.9)

• Write or revise one or more paragraphs demonstrating specific narrative strategies (use of dialogue, sensory or concrete details, description), chronology, appropriate transitional strategies for coherence, or author’s craft appropriate to purpose (closure, detailing characters, plot, setting, or an event). (W‑4.3)


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4Sight Common Core Reading Benchmark: Grade 4, Number 1 Answer and Alignment Guide

Item No.

4Sight Reporting Category (subscale)CCSS

StandardDOK Descriptor

Correct Answer (SR)*SBAC Reporting Category SBAC Assessment Target

1Comprehension and Analysis of Literary Texts

Word Meaning RL‑4.4 2 Word meaning A


Reading and Evaluation RL‑4.3 3 Character trait C


Central Ideas RL‑4.2 2 Summarize B


Key Details RL‑4.1 2 Evidence D


Key Details RL‑4.3 2 Setting B


Word Meaning L‑4.5c 1 Synonym A


Language Use L‑4.5a 2Figurative language

B


Central Ideas RL‑4.2 2 Theme D


Reading and Evaluation RL‑4.6 3 Point of view C


Analysis Within or Across Texts RL‑4.9 3 Theme A


Text Structure and Features RL‑4.5 2 Cross‑text D

12Comprehension and Analysis of Informational Texts

Central Ideas RI‑4.2 2 Main idea B


Word Meaning L‑4.4 2Greek or Latin root

B


Reading and Evaluation RI‑4.8 3Supporting evidence

C


Key Details RI‑4.3 2 Cause and effect A


Key Details RI‑4.3 2 Cause and effect D


Central Ideas RI‑4.2 2 Supporting detail A

* Answers are provided here for selected items only. Sample responses for the constructed‑response item, which is indicated by a shaded cell, follow. The scoring guidelines follow this chart.


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Item No.





Word Meaning RI‑4.4 2 Word meaning A


Reading and Evaluation RI‑4.3 1 Sequence C

20Conventions/Organization and Expression of Ideas

Write/Revise Brief Texts W‑4.1 2 Opinion OE


Analysis Within or Across Texts RI‑4.9 2 Compare A


Text Structure and Features RI‑4.7 2 Cross‑text B


Analysis Within or Across Texts RI‑4.9 2 Cross‑text B


Write/Revise Brief Texts W‑4.3a 2 Order A


Edit/Clarify L‑4.2a 1 Capitalization D


Write/Revise Brief Texts W‑4.3 2 Clarify D


Edit/Clarify L‑4.1g 1 Grammar B



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4Sight Common Core Reading Benchmark: Grade 4, Number 1 Scoring Guidelines for Constructed Responses

Rubric derived from Smarter Balanced Assessment Consortium: English Language Arts Item and Task Specifications (April 2012)

Note: The scoring tools have examples of possible student responses that would receive points. All reasonable text‑based responses should be accepted. Student answers will vary.

Question 20This passage states that injured animals are released back into the wild after they are cared for at the aquarium. Should these animals be released back into the wild? Or should they stay at the aquarium? Use information from the passage to support your opinion.

Score Description

3 • The response gives sufficient evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes a specific opinion that tells whether injured animals should or should not be released back into the wild after they have been cared for at the aquarium.

• The response fully supports the opinion with clearly relevant information from “A Fishy Home.”

2 • The response gives some evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes an opinion that tells whether injured animals should or should not be released back into the wild after they have been cared for at the aquarium.

• The response adequately supports the opinion with mostly relevant information from “A Fishy Home.”

1 • The response gives limited evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion.

• The response includes an opinion, but it is not explicit or makes only vague references to “A Fishy Home.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to “A Fishy Home” must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from “A Fishy Home.”

scoring notes

Sample 3-Point ResponseEven though the article says that animals live longer in the wild, I do not think animals should be released back into the wild after they are cared for at the aquarium. Guides and other people at an aquarium take better care of animals than they would get in the wild, and it is probably safer there for them. There is no litter in an aquarium like there is in the ocean, and there are guides to help the animals if they get hurt again. Also, animals in aquariums eat the same food that they would eat in the ocean, so food is not a reason to release the animals back into the wild. I think aquariums should keep the animals they have cared for to make sure those animals stay safe and healthy.

Sample 2-Point ResponseAnimals should be released back into the wild after they have been cared for at an aquarium. Even though aquariums take good care of the animals, the animals belong in the ocean or river where they can have enough space to swim. Animals don’t live as long in aquariums. That is why aquariums should let animals back into the wild when they are healthy.

Sample 1-Point ResponseI really like visiting aquariums and seeing marine animals. If aquariums released the animals, people would not get to see them anymore. That would be really sad. Marine animals should stay in aquariums so people can learn more about them and so they can be protected from litter such as plastic bags in the water. An aquarium is the safe choice.

Sample 0-Point ResponseAquariums make really good homes for thousands of marine animals. Guides work at the aquariums to teach visitors more about the animals. These guides are really important, and they help to heal animals when they are sick or hurt. I would like to be a guide when I am older. I think it would be wonderful to help rescue marine animals and nurse them back to health.


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Item No.






D


Central Ideas RI‑4.2 2 Main idea C


Key Details RI‑4.3 2 Cause and effect D



A




Word Meaning RI‑4.4 2 Word meaning D


Central Ideas RI‑4.2 2 Supporting detail A


Key Details RI‑4.3 2 Cause and effect C


Reading and Evaluation RI‑4.3 1 Sequence B




Analysis Within or Across Texts RI‑4.9 2 Compare C


Analysis Within or Across Texts RI‑4.9 2 Cross‑text A


Word Meaning RL‑4.4 2 Word meaning D


Reading and Evaluation RL‑4.3 3 Character trait A


Central Ideas RL‑4.2 2 Summarize C




Key Details RL‑4.3 2 Setting A



D



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Item No.





Word Meaning L‑4.5c 1 Synonym B






Analysis Within or Across Texts RL‑4.9 3 Theme A








Edit/Clarify L‑4.1g 1 Grammar C


Write/Revise Brief Texts W‑4.3 2 Clarify B



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Question 5Would you rather be nocturnal or diurnal? Use information from the passage to support your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader would prefer to be nocturnal or diurnal.

• The response fully supports the opinion with reasons and clearly relevant information from “Who’s awake in the dark?”


• The response includes an opinion that tells whether the reader would prefer to be nocturnal or diurnal.

• The response adequately supports the opinion with mostly relevant information from “Who’s awake in the dark?”


• The response includes an opinion, but it is not explicit or makes only vague references to “Who’s awake in the dark?”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to “Who’s awake in the dark?” must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from “Who’s awake in the dark?”

scoring notes

Sample 3-Point ResponseIf I had the choice, I would rather be diurnal than nocturnal. I think this for a couple of reasons. The first reason is that if I was nocturnal and awake at night, none of my friends would be awake with me. That would be very lonely. The second reason is that human beings can act like they are nocturnal if they want to. If I need to be awake at night, I can stay up. I like having this choice. Some animals need to be nocturnal because of the weather. For example, it’s too hot during the day for desert animals to be awake. Humans are lucky. If it gets too hot outside, we can just use a fan or go inside to get away from the sun. For these reasons, I don’t need to be nocturnal, and I would rather be awake during the day.

Sample 2-Point ResponseIf I had the choice, I would rather be nocturnal. I really like staying up late at night and sleeping late into the day. I have trouble waking up in the morning. It would be neat to have stronger senses like nocturnal animals have. I would like to have special eyes like an owl to help me see at night. Then I wouldn’t need a flashlight to see where I am going. I also think it would be interesting to watch other nocturnal animals, such as bats and owls, to see what they do at night when people are usually asleep. I would like to be nocturnal.

Sample 1-Point ResponseI want to be diurnal. If I slept all day, I would miss school and my friends. Also, it doesn’t say it on the list, but my dog is diurnal. If I was nocturnal, I wouldn’t get to spend any time with my dog. It would be really boring at night without my friends and my dog. I like being awake during the day, and I am just fine without having any special senses to help me see or move in the dark.

Sample 0-Point ResponseDuring the week, I go to bed early so I can wake up in the morning for school. I’m pretty diurnal then. But on the weekends, I stay up really late. Sometimes I even stay up all night, and then I just sleep the whole next day. My mom hates when I do that, when I act nocturnal. Humans are pretty special since they can be diurnal and nocturnal.


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Item No.





Word Meaning RL‑4.4 2 Word meaning A


Reading and Evaluation RL‑4.3 3 Character trait D




Key Details RL‑4.1 2 Evidence B




Word Meaning L‑4.5c 1 Synonym A



D




Central Ideas RL‑4.2 2 Theme C


Analysis Within or Across Texts RL‑4.9 3 Theme B





A


Central Ideas RI‑4.2 2 Main idea B





D


Reading and Evaluation RI‑4.3 1 Sequence C


Central Ideas RI‑4.2 2 Supporting detail B


Key Details RI‑4.3 2 Cause and effect B



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Item No.





Word Meaning RI‑4.4 2 Word meaning D


Analysis Within or Across Texts RI‑4.9 2 Compare C




Analysis Within or Across Texts RI‑4.9 2 Cross‑text A




Edit/Clarify L‑4.1g 1 Grammar C




Write/Revise Brief Texts W‑4.3 2 Clarify A


Write/Revise Brief Texts W‑4.3a 2 Order C



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Question 23Imagine that your school wants to begin a stargazing club. Write a paragraph explaining why you agree or disagree with this idea. Use information from “Patterns in the Stars” and “The Stars Come Out At Night” to support your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader agrees or disagrees with the school starting a stargazing club.

• The response fully supports the opinion with reasons and clearly relevant information from “Patterns in the Stars” and “The Stars Come Out at Night.”


• The response includes an opinion that tells whether the reader agrees or disagrees with the school starting a stargazing club.

• The response adequately supports the opinion with mostly relevant information from at least one of the texts.


• The response includes an opinion, but it is not explicit or makes only vague references to one of the original texts.

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to either “Patterns in the Stars” or “The Stars Come Out at Night” must be inferred.


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0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from either “Patterns in the Stars” or “The Stars Come Out at Night.”

scoring notes

Sample 3-Point ResponseI think it is a great idea for the school to begin a stargazing club. The students could learn about the stars and constellations during the day and have special nights when they could come back to school and look for constellations. The school might be able to borrow a telescope from an astronomy club to help the students see the stars. Our school is far from the equator, so we can’t see every constellation every night. You have to know which constellations to look for. You might see a constellation really clearly one month but not as clearly the next month. It would also be fun to see a shooting star. I think students would enjoy being part of a stargazing club.

Sample 2-Point ResponseI think it is a great idea for the school to begin a stargazing club. We could learn about the stars during the day and then come back to school at night to look for constellations. An astronomy club might let us borrow a telescope. It would be cool to see a shooting star. I saw a shooting star once, and it was pretty cool. It moved really fast through the sky, so at first, I wasn’t sure what I was seeing. Students would like the stargazing club, especially if they got to see shooting stars.

Sample 1-Point ResponseA stargazing club would be fun. There are a lot of constellations in the sky. Next month you can see the constellation Scorpius pretty clearly. It would be neat to see stars in the shape of a scorpion. We would have to check the weather, though, because stargazing on a cloudy or rainy night would be pointless. You wouldn’t see any stars through the clouds. I think I would probably join a stargazing club if I could see Scorpius.

Sample 0-Point ResponseOur school doesn’t have a telescope. This would make stargazing pretty difficult. I guess you could probably try to see some constellations without a telescope, but you wouldn’t be able to see the smallest stars. The principal should ask someone if we could borrow a telescope for a week or two. A lot of students would probably really like to use it to see into space.


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Item No.





Key Details RI‑4.3 2 Cause and effect A


Word Meaning RI‑4.4 2 Word meaning A


Reading and Evaluation RI‑4.3 1 Sequence D


Central Ideas RI‑4.2 2 Supporting detail D


Central Ideas RI‑4.2 2 Main idea A



C



B




Text Structure and Features RI‑4.7 2 Cross‑text D


Analysis Within or Across Texts RI‑4.9 2 Compare A


Analysis Within or Across Texts RI‑4.9 2 Cross‑text B


Reading and Evaluation RL‑4.3 3 Character trait B




Word Meaning RL‑4.4 2 Word meaning D






Word Meaning L‑4.5c 1 Synonym C



D



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Item No.











Analysis Within or Across Texts RL‑4.9 3 Theme B




Edit/Clarify L‑4.1g 1 Grammar A


Edit/Clarify L‑4.2a 1 Capitalization C


Write/Revise Brief Texts W‑4.3 2 Clarify D





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Question 21At the end of “An Underwater World,” the narrator wonders if life underwater is similar to life on land. What do you think? Use ideas from the poem to support your opinion.

Score Description


• The response includes a specific opinion that tells whether the reader agrees or disagrees with the school starting a stargazing club.

• The response fully supports the opinion with reasons and clearly relevant information from “An Underwater World.”


• The response includes an opinion that tells whether the reader agrees or disagrees with the school starting a stargazing club.

• The response adequately supports the opinion with mostly relevant information from “An Underwater World.”


• The response includes an opinion, but it is not explicit or makes only vague references to “An Underwater World.”

• The response supports the opinion with at least one piece of information, but the relevance of that piece of information to “An Underwater World” must be inferred.


32

0 • The response provides no evidence of the ability to state an opinion about a topic or source by setting a context, organizing ideas, developing supporting reasons, and providing an appropriate conclusion and includes no relevant information from “An Underwater World.”

scoring notes

Sample 3-Point ResponseBased on the poem, I think life underwater might actually be like life on land. The narrator says that the sea animals have thoughts, wishes, dreams, and hopes. People on land have all those things. The narrator also says that the bass wishes for safety and that the turtle dreams about tomorrow. I know people wish for safety, and a lot of people have dreams about tomorrow or their futures. These things help me think that life underwater for animals might be like life on land for humans.

Sample 2-Point ResponseI don’t think life underwater is similar to life on land. The animals in the poem live in a big tank where people can see them through the glass. People on land don’t usually live in clear homes that other people can watch them in. Also, the sea creatures swim, and people cannot swim on land.

Sample 1-Point ResponseThey are kind of similar. The bass thinks that safety is a problem underwater. I know this is also a problem on land. Safety is a concern on land and in water. I never really thought about this before, but now I know that the bass is always scared as it swims and tries not to get caught by the shark. There aren’t sharks on land, but it is important to always watch out.

Sample 0-Point ResponseI don’t know how the narrator was able to get all that information about the shark, bass, turtle, and starfish by just looking into the tank. I’ve looked into fish tanks before, but all I saw were fish swimming around. I didn’t really think about what the fish might be thinking about.

First Edition - Home - Fairview School District

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