i CR14 PARC G4 PBA TOC 114244 - The Plainfield Public...

Program: PRACC_SBACGrade: 4 PDF Pass

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Table of Contents

Teacher Introduction ................................................................ ii

Performance-Based Assessment 1

Literary Analysis Task ......................................................................................... 1

Research Simulation Task ............................................................................. 10

Narrative Writing Task ................................................................................... 25


Literary Analysis Task ....................................................................................... 31


Narrative Writing Task .................................................................................... 51


Literary Analysis Task ..................................................................................... 58


Narrative Writing Task .................................................................................. 82

Answer Keys

Performance-Based Assessment 1 ............................................................ 89



Prose Constructed Response Scoring Rubric ...........................98

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ii Grade 4 • Performance-Based Assessment: Teacher Introduction

Countdown to Common Core Assessment: PARCC ELA Performance-Based Assessments Countdown to Common Core Assessment: PARCC ELA Performance-Based Assessments is an integral part of a complete assessment program aligned to the Common Core State Standards.

Overview of Performance-Based Assessments The Performance-Based Assessments provide an opportunity for students to encounter the types of performance assessments being created by the Partnership for Assessment of Readiness for College and Careers (PARCC). The advances in assessment featured in these tests include items that require higher order thinking skills. Students must support their responses with text evidence.

The passages and stimulus texts in the Performance-Based Assessments reflect the increased text complexity and rigor required by the Common Core State Standards. Additionally, they provide students with scenarios that establish an authentic purpose for reading and writing.

Task TypesEach Performance-Based Assessment comprises three distinct tasks. Multiple standards are assessed within each task: comprehension, vocabulary, genre writing, use of English Language conventions. The passages and items in each task build toward the goal of the final writing topic.

The Literary Analysis and Research Simulation tasks use multiple stimuli to assess student integration of knowledge and skills; passages, audio, and video can be featured. Students then write across texts to show their understanding of key elements underpinning the multiple sources.

The Narrative Writing task uses a single stimulus passage. Students are asked to complete or further develop the passage.

Item TypesThe Performance-Based Assessments employ a range of item types to measure student understanding. Evidence-Based Selected Response (EBSR) items generally have two distinct parts. In Part A, students answer a text-based question; in Part B, they support their answer with evidence from the text. Technology-Enhanced Constructed Response (TECR) items have students use interactive techniques, such as drag-and-drop, matching, sorting, and highlighting, to identify text evidence. Prose Constructed Response (PCR) items ask students to craft written essays in response to a variety of stimulus texts.

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Program: PRACC_SBACGrade: 4 PDF 2nd

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Grade 4 • Performance-Based Assessment: Teacher Introduction iii

Administering and Scoring the Performance-Based AssessmentsEach task in the Performance-Based Assessment should be administered separately. For planning purposes, allow 80 minutes for the Literary Analysis task, 80 minutes for the Research Simulation task, and 50 minutes for the Narrative Writing task.

NOTE: These tests are intended to familiarize students with the types of tasks they may encounter on the PARCC assessments. The test scores will provide you with a general idea of how well students have mastered the various tasks; the scores are not intended to be used for classroom grading purposes.

Scoring the EBSRs and TECRsEach EBSR and TECR item is worth 2 points.

Score two-part items as follows:

• 2 points if both Part A and Part B are correct• 1 point if Part A is correct and Part B is incorrect or partially correct• 0 points if Part A is incorrect, even if Part B is correct

Score one-part items as follows:

• 2 points if correct• 1 point if partially correct• 0 points if incorrect

Scoring the PCRsScore the PCRs holistically on a 16-point scale. Point values are broken down as follows:

• 3 points for addressing the relevant reading comprehension standards [R]• 9 points for addressing the relevant writing standards [W]• 4 points for addressing the relevant language conventions standards [L]

A scoring rubric is provided to help you score the PCRs.

Answer KeysIn addition to the responses to the test items, the Answer Keys identify item types and CCSS correlations. You can copy the Answer Keys and use them to track each student’s scores.

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Grade 4 • Performance-Based Assessment 1: Literary Analysis Task 1

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Literary Analysis Task 1

Today you will read a passage taken from The Wonderful Wizard of Oz. You will also read a poem titled “An Indian Summer Day on the Prairie.” As you read, think about where the passage and the poem take place. You will be asked to write about how the authors used the same setting in different ways.

Read the passage from The Wonderful Wizard of Oz and answer the questions that follow.

Most of the novel The Wonderful Wizard of Oz is set in a place that is very different from anything the main character, Dorothy, has ever experienced. In this passage, Dorothy is at home with her aunt and uncle on their farm in Kansas, just before her journey begins.

from The Wonderful Wizard of Oz by L. Frank Baum

When Dorothy stood in the doorway and looked around, she could see nothing but the great gray prairie on every side. Not a tree nor a house broke the broad sweep of flat country that reached to the edge of the sky in all directions. The sun had baked the plowed land into a gray mass, with little cracks running through it. Even the grass was not green, for the sun had burned the tops of the long blades until they were the same gray color to be seen everywhere. Once the house had been painted, but the sun blistered the paint and the rains washed it away, and now the house was as dull and gray as everything else.

When Aunt Em came there to live she was a young, pretty wife. The sun and wind had changed her, too. They had taken the sparkle from her eyes and left them a sober gray; they had taken the red from her cheeks and lips, and they were gray also. She was thin and gaunt, and never smiled now. When Dorothy, who was an orphan, first came to her, Aunt Em had been so startled by the child’s laughter that she would scream and press her hand upon her heart whenever Dorothy’s merry voice reached her ears; and she still looked at the little girl with wonder that she could find anything to laugh at.

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2 Grade 4 • Performance-Based Assessment 1: Literary Analysis Task

Uncle Henry never laughed. He worked hard from morning till night and did not know what joy was. He was gray also, from his long beard to his rough boots, and he looked stern and solemn, and rarely spoke.

It was Toto that made Dorothy laugh, and saved her from growing as gray as her other surroundings. Toto was not gray; he was a little black dog, with long silky hair and small black eyes that twinkled merrily on either side of his funny, wee nose. Toto played all day long, and Dorothy played with him, and loved him dearly.

Today, however, they were not playing. Uncle Henry sat upon the doorstep and looked anxiously at the sky, which was even grayer than usual. Dorothy stood in the door with Toto in her arms, and looked at the sky too. Aunt Em was washing the dishes.

From the far north they heard a low wail of the wind, and Uncle Henry and Dorothy could see where the long grass bowed in waves before the coming storm. There now came a sharp whistling in the air from the south, and as they turned their eyes that way they saw ripples in the grass coming from that direction also.

Suddenly Uncle Henry stood up.

“There’s a cyclone coming, Em,” he called to his wife. “I’ll go look after the stock.” Then he ran toward the sheds where the cows and horses were kept.

Aunt Em dropped her work and came to the door. One glance told her of the danger close at hand.

“Quick, Dorothy!” she screamed. “Run for the cellar!”

Toto jumped out of Dorothy’s arms and hid under the bed, and the girl started to get him. Aunt Em, badly frightened, threw open the trap door in the floor and climbed down the ladder into the small, dark hole. Dorothy caught Toto at last and started to follow her aunt. When she was halfway across the room there came a great shriek from the wind, and the house shook so hard that she lost her footing and sat down suddenly upon the floor.

Then a strange thing happened.

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The house whirled around two or three times and rose slowly through the air. Dorothy felt as if she were going up in a balloon.

The north and south winds met where the house stood, and made it the exact center of the cyclone. In the middle of a cyclone the air is generally still, but the great pressure of the wind on every side of the house raised it up higher and higher, until it was at the very top of the cyclone; and there it remained and was carried miles and miles away as easily as you could carry a feather.

It was very dark, and the wind howled horribly around her, but Dorothy found she was riding quite easily. After the first few whirls around, and one other time when the house tipped badly, she felt as if she were being rocked gently, like a baby in a cradle.

Toto did not like it. He ran about the room, now here, now there, barking loudly; but Dorothy sat quite still on the floor and waited to see what would happen.

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Name: Date:

1 Part A: What does the word prairie mean as it is used in paragraph 1?

A type of weather

B wooden house

C land with few trees

D border of the sky

Part B: Read this excerpt from paragraph 1. Underline the phrase that helps the reader understand the meaning of prairie.

When Dorothy stood in the doorway and looked around, she could see nothing but the great gray prairie on every side. Not a tree nor a house broke the broad sweep of flat country that reached to the edge of the sky in all directions. The sun had baked the plowed land into a gray mass, with little cracks running through it. Even the grass was not green, for the sun had burned the tops of the long blades until they were the same gray color to be seen everywhere. . . .

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Name: Date:

2 Part A: How does the author connect the setting and the characters in the passage?

A by describing what the characters look like

B by telling what Aunt Em and Uncle Henry do to stay safe during the cyclone

C by explaining exactly how the cyclone lifts the house

D by repeating the word gray to describe both the setting and the characters

Part B: Which two of the following provide evidence that supports your answer in Part A?

A “Once the house had been painted, but the sun blistered the paint and the rains washed it away. . . .” (Paragraph 1)

B “The sun and wind had changed her, too. . . . She was thin and gaunt, and never smiled now.” (Paragraph 2)

C “He was gray also, from his long beard to his rough boots, and he looked stern and solemn, and rarely spoke.” (Paragraph 3)

D “Uncle Henry sat upon the doorstep and looked anxiously at the sky, which was even grayer than usual.” (Paragraph 5)

E “Dorothy stood in the door with Toto in her arms, and looked at the sky too. Aunt Em was washing the dishes.” (Paragraph 5)

F “The north and south winds met where the house stood, and made it the exact center of the cyclone.” (Paragraph 14)

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Name: Date:

3 Part A: Which of the following states a theme of the passage?

A Dorothy shares a happy home with Aunt Em and Uncle Henry.

B Flying through the air in a house is an everyday event.

C Life on the prairie can be lonely and difficult.

D It is important to sit still when something unusual happens.

Part B: Which sentence from the passage supports your answer?

A “He worked hard from morning till night and did not know what joy was.” (Paragraph 3)

B “Toto played all day long, and Dorothy played with him, and loved him dearly.” (Paragraph 4)

C “From the far north they heard a low wail of the wind, and Uncle Henry and Dorothy could see where the long grass bowed in waves before the coming storm.” (Paragraph 6)

D “Aunt Em, badly frightened, threw open the trap door in the floor and climbed down the ladder into the small, dark hole.” (Paragraph 11)

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Read the poem “An Indian Summer Day on the Prairie” and answer the questions that follow.

An Indian Summer Day on the Prairieby Vachel Lindsay

(IN THE BEGINNING)

The sun is a huntress young,

The sun is a red, red joy,

The sun is an Indian girl,

Of the tribe of the Illinois.

(MID-MORNING)

The sun is a smouldering fire,

That creeps through the high gray plain,

And leaves not a bush of cloud

To blossom with flowers of rain.

(NOON)

The sun is a wounded deer,

That treads pale grass in the skies,

Shaking his golden horns,

Flashing his baleful eyes.

(SUNSET)

The sun is an eagle old,

There in the windless west.

Atop of the spirit-cliffs

He builds him a crimson nest.

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4 Part A: What does the phrase crimson nest mean in line 20?

A Eagles like to build nests.

B It describes the look of sunset.

C The sun is different things to different people.

D The sun is red all through the day.

Part B: Draw a line to match the description of the sun with the time of day.

sunrise

smouldering fire

morning

golden horns

noon

red, red joy

5 Part A: How does the poet create the idea that the sun is the main character in the poem?

A by repeating the sun’s name in most lines

B by describing the sun as a creeping fire

C by using different images to describe the sun

D by dividing the poem into four stanzas

Part B: Which line from the poem is evidence that supports your answer?

A “The sun is an Indian girl,” (Line 4)

B “Of the tribe of the Illinois.” (Line 5)

C “There in the windless west.” (Line 18)

D “Atop of the spirit-cliffs” (Line 19)

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Name: Date:

6 Part A: How do the headings of each stanza (lines 1, 6, 11, and 16) help the reader understand the structure of the poem?

A They describe the changing seasons.

B They tell how the sun and the prairie are the same.

C They separate the color words from their descriptions.

D They show that time is passing.

Part B: What two themes are found in the poem?

A Summer is the best time of year.

B The sun goes through many changes during a single day.

C There are many types of weather on the prairie.

D The sun is important to life on the prairie.

E Animals and people can live together on the prairie.

F Both a day and a person’s life move through stages.

7 Both the passage from The Wizard of Oz and “An Indian Summer Day on the Prairie” are set on the prairie. Write an essay that compares how the texts use the prairie setting in different ways. In your essay, be sure to use important details from both texts, such as color words, to describe what the prairie looks like. Organize your essay to compare the setting in each text. Use the space below to plan your writing. Write your essay on a separate sheet of paper.

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10 Grade 4 • Performance-Based Assessment 1: Research Simulation Task

Research Simulation Task 1

Today you will research the Anasazi and their way of life. You will read the article “The Anasazi.” Then you will watch the video titled “Why Did the Anasazi Leave Their Settlements?” and read the brochure “Anasazi Dwellings.” As you review these sources, you will gather information and answer questions about the Anasazi so that you can write about these Native American people.

Read the article “The Anasazi” and answer the questions that follow.

The AnasaziThe Anasazi, also called the Ancient Pueblo people, were a Native

American people with a rich culture. Archaeologists continue to study the many clues they have uncovered about the Anasazi. They were originally a nomadic people who traveled together from place to place hunting animals. Wild fruits, plants, and nuts were also gathered for food. Then, between 1200 B.C.E. and 50 C.E., the Anasazi started planting as well. The area they settled extends through parts of present-day New Mexico, Arizona, Utah, and Colorado.

The farmland the Anasazi chose had some water sources. A few small springs and runoff from rainfall and melting snow provided water. The Anasazi could not always rely on enough rain. The remains of dams and canals have been found. The ruins of what appears to be a large reservoir can still be seen in Mesa Verde National Park, Colorado. So the Anasazi tried to control the water they did have. Corn and squash were two of the foods the Anasazi first grew. Later, the Anasazi also grew beans, an important source of protein.

Baskets made by the Anasazi have been discovered in the areas where they lived. The baskets had many uses including sifting and storing food. Some baskets were lined with sticky pitch, which made them waterproof. Many of these beautiful, practical baskets have remained in good condition. They were protected through the years by overhanging rocks, by caves, and by the dry climate of the American southwest.

Clay was available to the Anasazi. They used clay to make pottery, probably starting around 500 to 600 C.E. For pottery pieces used for eating meals, the potters often created smooth pieces. For pottery pieces used for cooking or carrying water, pieces have been found with surface pinch marks. Perhaps the potters wanted to make the pieces less slippery when held.

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Grade 4 • Performance-Based Assessment 1: Research Simulation Task 11

Anasazi pots were made with round bottoms. This was practical. Round-bottom pots can stand steadier when placed on sandy ground.

The Anasazi originally used rock shelters but then started to build simple shelters. These shelters were grouped together. This indicates that the Anasazi lived in communities. Around 750 to 900 C.E., they started to include stone in buildings. These shelters were sturdier than their first buildings. The remains of shelters the Anasazi built can be seen in Yellow Jacket, located near Cortez, Colorado. There were many rooms in the buildings. It is believed a few thousand people lived there.

Between 1050 to 1300 C.E., the Anasazi built cliff dwellings that amaze visitors even today. These were apartment-like homes set into the sides of rock faces. The dwellings ranged in size. Many cliff dwellings had ladders. Perhaps the Anasazi included them to make the dwellings more secure. In Mesa Verde National Park, the remains of many cliff dwellings can be found. The Cliff Palace, the largest cliff ruin in Mesa Verde National Park, may have been home to more than one hundred people. Cliff ledges jut out over the remarkable dwellings. These ledges must have offered some protection from bad weather for the Anasazi.

The Anasazi built fine, straight roads to connect their communities. They also built large buildings called kivas. One remarkable kiva, Casa Rinconada, has huge logs to support its roof. Archaeologists have determined that the Anasazi had to transport the logs from about 60 miles away. The Anasazi did not have oxen or donkeys to help move logs. They must have used powerful teamwork to accomplish this task.

Then, about 1300 C.E., the Anasazi left their amazing buildings. Why did they abandon them? No one knows for sure. Some archaeologists think there may have been more than one reason. Many years of drought may have caused crops to fail. Perhaps the Anasazi left because farming in the region no longer produced enough food. Their communities’ populations were growing. Some archaeologists believe that fighting broke out among the communities. Perhaps the Anasazi left to avoid the conflicts. Other archaeologists believe that the Anasazi merely joined with other cultures in the region. They then moved to other areas. This makes sense to many since the Anasazi are recognized as ancestors of the Pueblo people. Archaeologists continue to study the Anasazi to find more answers.

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Name: Date:

1 Part A: What does the word nomadic mean as it is used in paragraph 1?

A displaying great skill

B moving from place to place

C dating from ancient times

D living near cliffs

Part B: Which phrase from paragraph 1 helps the reader understand the meaning of nomadic?

A “. . . a Native American people with a rich culture.”

B “. . . clues they have uncovered . . .”

C “. . . traveled together from place to place . . .”

D “. . . between 1200 B.C.E. and 50 C.E. . . .”

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2 Part A: Select the word that describes the author’s main point about the cliff dwellings in Mesa Verde National Park.

A common

B simple

C high

D remarkable

Part B: Select the sentence from paragraph 6 that supports your response in Part A.

A “Between 1050 to 1300 C.E., the Anasazi built cliff dwellings that amaze visitors even today.”

B “Many cliff dwellings had ladders.”

C “Perhaps the Anasazi included them to make the dwellings more secure.”

D “These ledges must have offered some protection from bad weather for the Anasazi.”

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3 Part A: Which detail below shows the Anasazi’s skill as builders?

A They melted snow to get more water.

B They moved from place to place in Colorado and Arizona.

C They built structures to control their water supply.

D They built structures without using any water.

Part B: Underline two sentences in this excerpt from paragraph 2 that best support the answer to Part A.

The farmland the Anasazi chose had some water sources. A few small springs and runoff from rainfall and melting snow provided water. The Anasazi could not always rely on enough rain. The remains of dams and canals have been found. The ruins of what appears to be a large reservoir can still be seen in Mesa Verde National Park, Colorado. . . .

4 Using the information in the article “The Anasazi,” write an essay that summarizes what archaeologists have uncovered about the Anasazi.

• Identify the main idea and important details that support it.

• Remember to use textual evidence to support your ideas.

• Include any vocabulary terms that are important for understanding the article.

Use the space below to plan your writing. Write your essay on a separate sheet of paper.

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Now watch the video “Why Did the Anasazi Leave Their Settlements?” and answer the questions that follow.

www.mheonline.com/Countdown2CCSS

Why Did the Anasazi Leave Their Settlements?The fascinating architecture of the Anasazi captures the interest of archaeologists and tourists alike. In this video, learn more about the culture and accomplishments of the Anasazi.

Video Script

The Anasazi Settlements

The Anasazi were a Native American people of the Southwest. The area where the Anasazi lived stretches into parts of Utah, Colorado, Arizona, and New Mexico. They abandoned their remarkable settlements around 1300 C.E. Why? Where did the Anasazi go? Archaeologists continue to debate about this historical mystery.

Scientists study the ruins of the Anasazi’s amazing structures. They also study Anasazi artifacts, such as baskets and paintings.

Remarkable dwellings in Mesa Verde National Park are evidence that the Anasazi were outstanding builders. Constructed in various sizes and shapes, many Anasazi structures remain intact over 700 years later.

The Anasazi also built roads, canals, and dams. So why did they leave?

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5 Lack of rain may have been a cause. Scientists have found evidence of droughts around 1300 C.E. Without enough water for their crops, the Anasazi might have needed to move.

Why were baskets and pottery pieces left behind in Anasazi dwellings? Did conflicts arise among the communities? Or did the Anasazi simply merge with other cultures and move away? Archaeologists have identified many possible reasons. The reasons include drought, conflicts, or the Anasazi joining other Native American groups. However, how can anyone be sure why the Anasazi left? Archaeologists must continue to investigate this mystery.

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Name: Date:

5 Part A: What does the word intact mean as it is used in the video?

A found near cliffs

B simple and clean

C still standing

D cool and dry

Part B: What does the fact that many of the dwellings are intact today suggest about them?

A The dwellings were very well made.

B The dwellings could hold many people.

C The dwellings have been rebuilt many times.

D The dwellings are all exactly the same.

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Name: Date:

6 Part A: What does the creator of the video “Why Did the Anasazi Leave Their Settlements?” think about archaeologists’ efforts to understand the Anasazi?

A Archaeologists have finished with their studies about the Anasazi.

B More studying in the area the Anasazi lived must be done.

C Archaeologists should start over since they have not reached firm conclusions.

D Archaeologists have made too many mistakes.

Part B: Choose the evidence from the narration of the video that supports your response in Part A.

A “Archaeologists continue to debate about this historical mystery.”

B “Scientists study the ruins of the Anasazi’s amazing structures.”

C “Archaeologists have identified many possible reasons.”

D “Archaeologists must continue to investigate this mystery.”

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Name: Date:

7 Part A: What two things do all of the dwellings shown in the video have in common?

A They were built by the Anasazi.

B They are still lived in today.

C They are easy to reach.

D They were built near cliffs.

E They only have a few rooms.

F They have drawings on the walls.

Part B: What does the map shown in the video help you understand about the dwellings?

A They have survived for many centuries.

B They were always built facing rivers.

C They were found from Texas to California.

D They were spread across four present-day states.

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Read the brochure “Anasazi Dwellings” and answer the questions that follow.

Anasazi DwellingsWelcome to your tour of the cliff dwellings! These inventive old structures

were built by the Anasazi, a remarkable society from North America’s past. These Native American people were great builders. The Anasazi lived in an area that now covers parts of Colorado, New Mexico, Arizona, and Utah.

Probably sometime between 50 and 500 C.E., the Anasazi started to build simple homes. They used the resources available, such as wood and dried mud. Archaeologists call one type of the simple structures pit houses. Pit houses were built partly underground and had one large room. The ruins of several pit houses have been found together. This suggests that the Anasazi lived in small communities.

After about 500 C.E., the Anasazi built houses larger than the earlier pit houses. About 750 to 900 C.E., the Anasazi started to use stone in their building materials. Some of these buildings’ remains can still be seen near Cortez, Colorado.

Cliff dwellings, such as those you are visiting, were built by the Anasazi between 1050 and 1300 C.E. These ancient apartment-like buildings are set among the rocks of canyon walls. The cliff overhangs provided protection for the Anasazi from wind and bad weather.

As you tour the cliff dwellings in Mesa Verde National Park, be sure to visit Cliff Palace, a series of structures forming the largest remains. Notice how ladders were used to get from one level to another in dwellings.

You may want to visit large buildings called kivas that the Anasazi also built. One kiva in Chaco Canyon, Colorado, included huge logs that the Anasazi transported from over 60 miles away.

Before you leave today, stop and think about a mystery. The Anasazi grew crops to feed their communities and built amazing dwellings to shelter their people and supplies. Suddenly, around 1300 C.E., the Anasazi left their buildings and various belongings. Why did they leave? Where did they go? No one knows for sure.

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Name: Date:

8 Part A: What does the word resources mean as it is used in paragraph 2?

A oil and coal

B supplies of things that can be used

C things that are dug up from the ground

D a group of living objects

Part B: Which phrase from the paragraph helps the reader understand the meaning of resources?

A “. . . such as wood and dried mud.”

B “. . . built partly underground . . .”

C “. . . ruins of several pit houses . . .”

D “. . . lived in small communities.”

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Name: Date:

9 Part A: Based on “Anasazi Dwellings,” what is the author’s point of view about the Anasazi?

A The author finds the ladders the Anasazi built interesting.

B The author wonders how the Anasazi moved large logs so far.

C The author believes the Anasazi had a rich culture.

D The author finds the simple pit houses the Anasazi built were their best buildings.

Part B: Select the sentence from “Anasazi Dwellings” with details that support your response in Part A.

A “These inventive old structures were built by the Anasazi, a remarkable society from North America’s past.” (Paragraph 1)

B “Archaeologists call one type of the simple structures pit houses.” (Paragraph 2)

C “The ruins of several pit houses have been found together.” (Paragraph 2)

D “The cliff overhangs provided protection for the Anasazi from wind and bad weather.” (Paragraph 4)

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Name: Date:

10 Part A: Select the phrase that describes how the Anasazi lived based on evidence from “Anasazi Dwellings.”

A searching for new fields

B farming and building

C cutting down trees and farming

D digging for resources

Part B: Underline the sentence from paragraph 7 that best supports your response to Part A.

Before you leave today, stop and think about a mystery. The Anasazi grew crops to feed their communities and built amazing dwellings to shelter their people and supplies. Suddenly, around 1300 C.E., the Anasazi left their buildings and various belongings. Why did they leave? Where did they go? No one knows for sure.

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11 You have read texts and watched a video that describe details about the Anasazi culture. The texts and video are

• “The Anasazi”

• “Why Did the Anasazi Leave Their Settlements?”

• “Anasazi Dwellings”

Consider the argument each author or video creator uses to show that the Anasazi were remarkable.

Write an opinion essay that takes the position that the Anasazi are still important to study today. Remember to use textual evidence to support your ideas and to use precise vocabulary. Use the space below to plan your writing. Write your essay on a separate sheet of paper.

STOP

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Grade 4 • Performance-Based Assessment 1: Narrative Writing Task 25

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Narrative Writing Task 1

Today you will read the story “What Do We Do Now?” As you read, pay close attention to the plot and how the characters interact. You will answer questions to prepare to write a narrative story.

Read the story “What Do We Do Now?” and answer the questions that follow.

What Do We Do Now?Carla hated to admit it, but Daddy was right. Actually, the thing that Carla

really minded was the weather forecast. Carla had just kicked a goal when she felt the buzz of her cell phone. It was a text from Daddy. The storm was going to be worse than expected, and Carla had to come home immediately.

Carla was not surprised that she was the first one to be notified about the storm. Carla’s father was a computer programmer who worked at home. As Daddy sat at the computer, news alerts popped up. Carla wondered how Daddy could stand looking at a screen all day. One time he had tried to explain. “It’s fascinating. These symbols on my screen are a puzzle. When I write a program, I feel like a detective!” He enjoyed working from home, too. Carla liked that her father could adjust to anything.

When Carla arrived home, Daddy was waiting by the door. Carla found her younger brother and sister in the family room, in front of a huge screen. “Is it possible?” Carla asked playfully. “Haven’t you two moved once since I went to play soccer?”

Joseph, who was 10, just laughed. Sunita, a 7-year old, looked at Carla and said, “We moved! That’s silly. Carla, you love to play Desert Girl. Take my turn!”

“Desert Girl will have to wait,” said another voice. It was Mama, who was back from the hospital, where she was a nurse. Mama must have left her job early to get home before the storm hit.

Carla was hopeful. Maybe Mama was giving them a “screen time out.” Maybe they could finally play Wordle, which was her favorite game. Joseph and Sunita never wanted to play Wordle because it was a board game. This disappointed Carla. However, she had learned to enjoy the computer games that her brother and sister played.

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26 Grade 4 • Performance-Based Assessment 1: Narrative Writing Task

“It’s no time for games,” Mama said. “The radio said the storm might cause blackouts. We need to get ready.” Out of nowhere, Mama began producing pieces of paper and handing them out. Carla should have expected this, since Mama had a list for every occasion.

All three kids had the same list. Their job was to unplug appliances, such as computers and televisions, which could be harmed by power surges. “Why?” Sunita wailed. “Can’t we leave one to play on?”

“No,” Joseph said, surprising Carla. “We don’t need the computer, because this can be a game. We can get points for each appliance on the list.” The list had sixteen items, and as Carla crossed out the last item, a flash of lightning went through the sky. Seconds later, there was a crack of thunder. The lights flickered and then went out. Carla turned on the flashlight her mother had given her.

“What do we do now?” Sunita asked.

Carla turned the flashlight toward the toy chest. “Looks like we will need another game to play,” she said, grinning.

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Name: Date:

1 Part A: What is the meaning of the word forecast as it is used in paragraph 1?

A prediction

B climate

C response

D memory

Part B: Which phrase from paragraph 1 helps the reader understand the meaning of forecast?

A “. . . hated to admit it, but Daddy was right.”

B “. . . the thing that Carla really minded . . .”

C “. . . when she felt the buzz of her cell phone.”

D “. . . storm was going to be worse than expected . . .”

2 Part A: What happened after Carla felt the buzz of her cell phone?

A She scored a goal.

B She had to go home.

C She heard the weather forecast.

D Her friends left the soccer field.

Part B: Which detail from the story shows the cause of the event in Part A?

A A storm was coming.

B The electricity went out.

C Carla’s brother and sister were playing a game.

D Carla’s mother came home from work with a list.

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Name: Date:

3 Part A: Which of the following sentences best states the story’s theme?

A To get along well with others, people have to change.

B Planning for the future is important for survival.

C People must be able to respond to and deal with new situations.

D Life is a puzzle, and figuring it out can be fun.

Part B: Which detail from the story is important to the story’s theme?

A “Carla wondered how Daddy could stand looking at a screen all day.” (Paragraph 2)

B “Carla liked that her father could adjust to anything.” (Paragraph 2)

C “Maybe Mama was giving them a ‘screen time out.’” (Paragraph 6)

D “Maybe they could finally play Wordle, which was her favorite game.” (Paragraph 6)

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Name: Date:

4 Part A: Which phrase below best describes Daddy’s character?

A prepared and strict

B excitable and angry

C caring and dependable

D disorganized and kind

Part B: Which sentence from the story supports the phrase you selected in Part A?

A “As Daddy sat at the computer, news alerts popped up.” (Paragraph 2)

B “These symbols on my screen are a puzzle.” (Paragraph 2)

C “When I write a program, I feel like a detective!” (Paragraph 2)

D “When Carla arrived home, Daddy was waiting by the door.” (Paragraph 3)

5 Part A: Read paragraph 7 below. Underline two details that show Mama’s response to the storm.

“It’s no time for games,” Mama said. “The radio said the storm might cause blackouts. We need to get ready.” Out of nowhere, Mama began producing pieces of paper and handing them out. Carla should have expected this, since Mama had a list for every occasion.

Part B: What is the effect of Mama’s response to the storm?

A Daddy sends Carla a text message about the storm.

B The children turn out the lights.

C The children unplug all the appliances.

D Carla gives the other children a “screen time out.”

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Name: Date:

6 In the story, the author established a family of characters who are faced with a problem. Think about the details the author used to create the plot and the characters. The narrative ends before the family has resolved the problem caused by the storm.

Write an ending for the story that shows how the characters resolve their problem. Be sure to use what you know about Carla, the other characters, the plot, and the theme to tell what happens next. Use the space below to plan your writing. Write your story on a separate sheet of paper.

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Program: PARCC_SBACGrade: 4 PDF Pass

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Today you will read and think about the story “Life After the Epidemic” and the poem “The Bluebird’s Song.” As you read these texts, you will gather information and answer questions about the themes of the texts so that you can write about the two themes.

Read the story “Life After the Epidemic” and answer the questions that follow.

Life After the Epidemic“Epidemic!” Sandra wailed, her hands cradling her forehead. “I can’t

believe I lost on epidemic. I know that one!”

Sandra had won Clark Grammar School’s spelling bee two years in a row, but today, although she was at the top of the school in the sixth grade, she had lost to Karen Lodge.

Sandra had been the model runner-up. She hadn’t cried or looked sour during the awards ceremony, and she had even managed to give Karen a congratulatory smile.

Now, in the car with her mom, dad, and little brother John, she was letting out her disappointment. “I’m a fallen champion,” Sandra declared. “I will forever remember 1962 as the year that I lost the spelling bee.”

Mom and Dad gave each other a knowing smile and stayed quiet. John put his hand on his sister’s shoulder and said, “It’ll be okay, Sandy-bee.”

“No more calling me Sandy-bee,” Sandra snapped. “I don’t deserve it. Nobody spells epidemic E-P-A! What was I thinking? It’s so easy—like epigraph, epitaph, epicenter . . . the third letter is I. I bet they’ve even taught you that in fourth grade already, Johnny.”

“No,” John responded encouragingly, “I don’t know any of those words.”

“Well, I still bet you would have spelled them correctly.”

Sandra turned her attention to the trees whizzing past under the cloudy sky, which reminded her of the gloom filling her mind.

Finally, Sandra broke the silence. “You know what?” she said. “I think it was an epidemic of forgetfulness that made me lose the spelling bee. It was something I caught, just like a cold—and now I’m worried I’ll never recover.”

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“Sandra, I know you’re upset, but you’re being a bit dramatic,” said Mom.

“I like to win, too,” said John cheerfully, “but, Sandy, just think about it. Everybody thought you would win this year, and everyone talked about it. You were really nervous before this one. Next year, Karen will be the nervous one. You’ll work hard, but you’ll be calm.”

“That’s right,” Dad agreed. “There will be less pressure, which gives you the advantage.”

Sandra shrugged. “I guess so.”

John continued. “Also, people get bored when the same person wins every year, and so it will be even more exciting if you come from behind and take the trophy again next year. People will say, ‘Sandra did it again!’ Don’t you see? There’s always another bee!”

Sandra thought about John’s ideas. She was still afraid that the “illness” she’d caught would never heal. Next year, when she was in junior high, the words would be even harder. There would be more rules to study, more prefixes and roots and suffixes to know. And the competition would be tougher—students from three different schools attended Miller Junior High. On the other hand, John had made some reasonable points. Next year she wouldn’t have to worry about being the reigning champion. And a victory would mean a lot more in a school of 650 than it had in a school of 225. She would drill herself on the words until she’d memorized every last one.

“John, you’re right,” said Sandra, ruffling her brother’s hair. “You’ve convinced me that there will be life after the epidemic!”

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Name: Date:

1 Select three details from the story that give a clue about the meaning of the word epidemic. Write the details in the graphic organizer.

Details

“. . . her hands cradling her forehead.” (Paragraph 1)

“I bet they’ve even taught you that . . .” (Paragraph 6)

“. . . something I caught, just like a cold . . .” (Paragraph 10)

“. . . worried I’ll never recover.” (Paragraph 10)

“. . . you’re being a bit dramatic . . .” (Paragraph 11)

“. . . afraid that the ‘illness’ she’d caught would never heal.” (Paragraph 16)

“. . . victory would mean a lot more in a school of 650 . . .” (Paragraph 16)

Epidemic

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Name: Date:

2 Part A: Which statement best describes Sandra?

A She wants to be perfect, and so she is hard on herself when she makes mistakes.

B She becomes very angry when she loses and does not want to listen to others.

C She is likely to get in a disagreement with her brother when he offers her advice.

D She refuses to change her mind once she has decided how she feels about something.

Part B: Which sentence in paragraph 16 supports your response in Part A?

A “Next year, when she was in junior high, the words would be even harder.”

B “There would be more rules to study, more prefixes and roots and suffixes to know.”

C “Next year she wouldn’t have to worry about being the reigning champion.”

D “She would drill herself on the words until she’d memorized every last one.”

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Name: Date:

3 Part A: What lesson does Sandra learn in the story?

A Schoolwork should be the top priority.

B Something positive can come from disappointment.

C People do not always say what you expect them to.

D Older siblings can be good role models.

Part B: Which sentence from the story best shows this same lesson?

A “I know that one!” (Paragraph 1)

B “Sandra had been the model runner-up.” (Paragraph 3)

C “There’s always another bee!” (Paragraph 15)

D “‘John, you’re right,’ said Sandra, ruffling her brother’s hair.” (Paragraph 17)

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Read the poem “The Bluebird’s Song” and answer the questions that follow.

The Bluebird’s Songby Emily Huntington Miller

I know the song that the bluebird is singing,

Out in the apple tree where he is swinging.

Brave little fellow! the skies may be dreary—

Nothing cares he while his heart is so cheery.

Hark! how the music leaps out from his throat!

Hark! was there ever so merry a note?

Listen a while, and you’ll hear what he’s saying,

Up in the apple tree swinging and swaying.

“Dear little blossoms down under the snow,

You must be weary of winter I know.

Listen, I’ll sing you a message of cheer!

Summer is coming! and springtime is here!

“Little white snowdrop! I pray you arise;

Bright yellow crocus! please open your eyes;

Sweet little violets, hid from the cold,

Put on your mantles1 of purple and gold;

Daffodils! Daffodils! say, do you hear?—

Summer is coming, and springtime is here!”

mantles1—things that cover; cloaks

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4 Part A: What is the meaning of the word dreary as it is used in line 3 of the poem?

A filled with lightning

B difficult to see

C colorless and lifeless

D mysterious and exciting

Part B: Which two lines or phrases from the poem help the reader understand the meaning of dreary?

A “Out in the apple tree where he is swinging.” (Line 2)

B “Nothing cares he while his heart is so cheery.” (Line 4)

C “Listen a while, and you’ll hear . . .” (Line 7)

D “. . . down under the snow” (Line 9)

E “. . . yellow crocus! please open your eyes” (Line 14)

F “. . . Daffodils! say, do you hear?” (Line 17)

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Name: Date:

5 How do lines 15–16 show that “The Bluebird’s Song” is a poem instead of a prose story? Write each detail in the correct box to compare and contrast poetry and prose.

Details

The words at the ends of the lines rhyme.

The lines are spoken by a character.

Each line talks about a color.

Both lines are about a type of flower.

Each line has the same rhythm.

The two lines are part of a stanza.

Elements of Poetry Elements of Both Poetry and Prose

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Name: Date:

6 Part A: What is a theme of the poem?

A Singing a song is the best way to make spring come early.

B People will never be able to understand nature.

C The growth of flowers is like the coming of winter.

D Even in dark times, there are reasons to be happy.

Part B: Which lines from the poem best show this theme?

A lines 3–4

B lines 5–6

C lines 9–10

D lines 15–16

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Name: Date:

7 “Life After the Epidemic” and “The Bluebird’s Song” have similar themes, or lessons. Write an essay that compares and contrasts the themes of the story and the poem. In your essay, be sure to:

• Use important details from both the story and the poem to explain how the themes are similar and different. Any inferences you draw should be supported by text evidence.

• Organize your ideas to compare and contrast the themes of each text.


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There are interesting materials all around us. Today you will research some of these materials and how they are used. You will read an article about some materials with special characteristics. Then you will read an article about concrete.

As you read these texts, you will gather information and answer questions about the materials. Then you will be asked to write an essay about them.

Read the article “Tomorrow’s Materials” and answer the questions that follow.

Tomorrow’s MaterialsIt is common to see buildings made of wood, spoons made of metal, and

clothing made of cotton. All of these materials have been used for many years because they are strong and available in nature. But scientists and inventors are always looking for new materials to make useful objects. Let’s take a look at two of tomorrow’s materials. They just might amaze you.

Our first material of tomorrow is called Neptune balls, also known as sea balls. They are made of Neptune grass, a type of seaweed found in the Mediterranean Sea. Pieces of dead Neptune grass get rolled into balls in the waves, and then the balls wash up on the shore. They are a common sight on the beach, but nobody thought they were useful until recently. Somebody studied Neptune balls closely and decided to try using them as insulation.

Insulation is a material that keeps something from losing heat. People put insulation inside the walls of houses to help keep them warm inside. Neptune balls work very well as insulation. They keep heat from escaping. In addition, they do not rot or grow mold, and they do not catch on fire. Neptune balls are totally natural and found easily on beaches. Nobody uses them for anything else. Today, Neptune balls are collected in the countries of Albania and Tunisia. Then a company in Germany shakes the sand from the balls, chops them into smaller pieces, and sells the material.

Next, we will explore a material that can be found not just in one sea but all over the world. It’s spider silk! For centuries some people have used spider silk as a material. For instance, it has served as fishing line and in bandages for cuts.

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Scientists are now trying to make a material that acts in exactly the same way. They believe that this material would be very profitable. However, nobody has been able to gather large amounts of spider silk for human use. Small amounts will never make much money.

Why do people want to use spider silk? First, it is extremely strong. A piece of spider silk is about five times stronger than a piece of steel of the same weight. Some experts say that a spider web with strands as thick as a pencil could stop a jumbo jet in flight! Second, spider silk is very flexible. You can stretch a strand by nearly half of its original length. Finally, spider silk is lightweight. Inventors are always searching for materials with these qualities.

Spider silk could be used to make strong but flexible car parts, such as bumpers and airbags. Sponges and long-lasting clothing are other possibilities for this material. These are only a few of the ideas that have come up.

Tomorrow, or perhaps next year, you just might hear more about Neptune balls or spider silk. In fact, you might have seaweed to thank for keeping you warm inside on a cold day. And you might have a spider to thank for a coat that lasts for many years. Stay on the lookout!

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Name: Date:

1 Part A: What is the meaning of the word profitable as it is used in paragraph 4?

A able to be collected

B good for making money

C copied by humans

D available in nature

Part B: Which phrase from the article describes the opposite of the word profitable?

A “. . . and sells the material.” (Paragraph 3)

B “. . . not just in one sea . . .” (Paragraph 4)

C “. . . never make much money.” (Paragraph 4)

D “. . . materials with these qualities.” (Paragraph 5)

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Name: Date:

2 Organize the statements in the box to show the overall structure of paragraph 3. First, write the main idea in the correct part of the chart. Then, write the four supporting details in the order they appear.

Statements:

Neptune balls do not rot or grow mold.

Neptune balls are a helpful, useful material.

Neptune balls do not catch on fire.

Neptune balls keep heat from escaping.

Neptune balls are easily found in nature.

Main Idea Supporting Details1.

2.

3.

4.

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Name: Date:

3 Part A: According to the author, what is the main reason why people want to gather large amounts of spider silk?

A It is very strong.

B It is made by an animal.

C It has been used before.

D It traps heat inside.

Part B: What evidence does the author include to support the answer to Part A?

A Spider silk can be used to make sponges.

B Spider silk has strands as thick as a pencil.

C Spider silk is extremely flexible.

D Spider silk is much stronger than steel.

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Name: Date:

4 The author does not always clearly state the main idea of a text. Drawing on the information in “Tomorrow’s Materials,” write an essay that summarizes the article’s main idea and gives examples of how the author supports that idea.

Remember to use text evidence to support your ideas. Use the space below to plan your writing. Write your essay on a separate sheet of paper.

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Read the article “Feats of Concrete” and answer the questions that follow.

Feats of ConcreteImagine a world without concrete. People everywhere would have no

sidewalks to walk on. Thousands of roads and highways would vanish. Entire buildings would disappear or crumble. Rivers would burst with water that was once held back by dams.

If you ever doubt the importance of concrete as a building material, consider this fact: people use concrete two times more than steel, plastic, aluminum, and wood combined!

The ancient Romans were most likely the first people to use concrete. They figured out a way to improve cement, an ingredient in concrete. Natural cement is made of lime, which comes from limestone, plus ash from volcanoes. However, many companies today make synthetic cement.

Making and using concrete is fairly simple. Here is the process:

A. Mix crushed stone, sand, or gravel with cement and water. In general, the less water you use, the stronger the concrete will be.

B. Pour concrete into the shape you want it to take.

C. Let the concrete dry slowly and fully by keeping it damp.

Why is concrete such a widely used material? First, it is amazingly strong. For example, the Pantheon, a building in Rome, has been around for almost 1,900 years. Hundreds of people visit this building every day. The Hoover Dam, on the border of Nevada and Arizona, is also made of concrete. It is strong enough to hold back the Colorado River. Second, concrete can be used to make a wide variety of objects. You can find it in buildings, bridges, sidewalks, roads, boats, works of art, flowerpots, fountains, and thousands more items. Our world would look very different without it.

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Name: Date:

5 Part A: What does the word synthetic mean as it is used in paragraph 3?

A new and updated

B mixed with ash

C made of stone

D not found in nature

Part B: Which context clue best helps the reader understand the meaning of synthetic?

A “The ancient Romans were . . . the first people to use . . .” (Paragraph 3)

B “. . . a way to improve cement . . .” (Paragraph 3)

C “Natural cement . . . However, . . .” (Paragraph 3)

D “. . . using concrete is fairly simple.” (Paragraph 4)

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Name: Date:

6 Part A: Which step in making concrete comes first?

A Pour out the concrete.

B Mix sand, cement, and water.

C Let the concrete dry.

D Keep the concrete damp.

Part B: Once the concrete is made, what is the last step in using it?

A Add water to the gravel.

B Allow it to dry completely.

C Pour it into the shape you want.

D Mix it with natural cement.

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7 Draw a line to match each paragraph number in the left column with the letter of the correct main idea in the right column.

Paragraph Main Idea

1 A. Concrete is very strong and can be used for many different products.

2 B. You can make and use concrete through three simple steps.

3 C. People use far more concrete for building than other common materials.

4 D. Concrete is a major part of the world we see around us.

5 E. Concrete was probably invented when ancient Romans mixed cement and ash.

8 You have read two texts about different materials. Both provide information about where the materials come from and how they are useful to people. The two texts are:

• “Tomorrow’s Materials”

• “Feats of Concrete”

Think about how each author describes the sources and uses of the materials.

Write an essay that compares and contrasts where the materials in the texts come from and how they are used. Remember to use text evidence to support your ideas. Use the space below to plan your writing. Write your essay on a separate sheet of paper.

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Today you will read an excerpt from the novel The Wind in the Willows. As you read, pay close attention to sounds and movements as you answer the questions and prepare to write a narrative story.

Read the excerpt from The Wind in the Willows and answer the questions that follow.

The Wind in the Willows, published in 1908, is a novel with animal characters. In this part of the novel, two of the main characters are about to meet for the first time. Mole (“he” in the excerpt) leaves his home to search for the mysterious Mr. Badger.

from The Wind in the Willowsby Kenneth Grahame

Then the whistling began.

Very faint and shrill it was, and far behind him, when first he heard it; but somehow it made him hurry forward. Then, still very faint and shrill, it sounded far ahead of him, and made him hesitate and want to go back. As he halted in indecision it broke out on either side, and seemed to be caught up and passed on throughout the whole length of the wood to its farthest limit. They were up and alert and ready, evidently, whoever they were! And he—he was alone, and unarmed, and far from any help; and the night was closing in.

Then the pattering began.

He thought it was only falling leaves at first, so slight and delicate was the sound of it. Then as it grew it took a regular rhythm, and he knew it for nothing else but the pat-pat-pat of little feet still a very long way off. Was it in front or behind? It seemed to be first one, and then the other, then both. It grew and it multiplied, till from every quarter as he listened anxiously, leaning this way and that, it seemed to be closing in on him. As he stood still to hearken1, a rabbit came running hard towards him through the trees. He waited, expecting it to slacken pace, or to swerve from him into a different course. Instead, the animal almost brushed him as it dashed past, his face set and hard, his eyes staring.

hearken1—to listen

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1 Part A: What is the meaning of the word slacken as it is used in paragraph 4 of the excerpt?

A increase in volume

B change direction

C slow down

D become less regular

Part B: Which phrase from the excerpt helps the reader understand the meaning of slacken?

A “As he halted in indecision . . .” (Paragraph 2)

B “. . . till . . . it seemed to be closing in on him.” (Paragraph 4)

C “. . . swerve from him into a different course.” (Paragraph 4)

D “Instead . . . it dashed past. . . .” (Paragraph 4)

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2 Part A: How does the sound of the rabbit change as Mole listens to it?

A It starts out quiet, becomes louder, and then seems to come from several locations.

B It starts out loud and strong, gets quieter, and then gradually goes away.

C It starts out regular, stops for a moment, and then increases in volume.

D It starts out as a whistle, gets lower, and then becomes louder until it stops completely.

Part B: Which phrase from paragraph 4 suggests that the rabbit has no plans to stop and visit with Mole?

A “. . . a very long way off.”

B “. . . a rabbit came . . .”

C “. . . his face set and hard . . .”

D “. . . his eyes staring.”

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3 Part A: Which best describes the setting of the excerpt?

A a large meadow

B a wooded area

C a pond

D a zoo

Part B: Which detail about the movement of sound also helps to describe the setting?

A “Very faint and shrill it was . . . when first he heard it. . . .” (Paragraph 2)

B “. . . as it grew it took a regular rhythm . . .” (Paragraph 4)

C “. . . multiplied, till from every quarter . . . it seemed to be closing in on him.” (Paragraph 4)

D “Instead, the animal almost brushed him as it dashed past. . . .” (Paragraph 4)

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4 Underline two phrases in paragraph 2 that support the statement below.

The character of Mole is nervous in this excerpt from The Wind in the Willows.

Very faint and shrill it was, and far behind him, when first he heard it; but somehow it made him hurry forward. Then, still very faint and shrill, it sounded far ahead of him, and made him hesitate and want to go back. As he halted in indecision it broke out on either side, and seemed to be caught up and passed on throughout the whole length of the wood to its farthest limit. They were up and alert and ready, evidently, whoever they were! And he—he was alone, and unarmed, and far from any help; and the night was closing in.

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5 Part A: Which is the best summary of the excerpt?

A Mole hears whistling noises that make him nervous. A rabbit, perhaps scared by the same noises, runs past him.

B Mole looks for Mr. Badger. He comes across a rabbit that is running very fast. He tries to talk to the rabbit, but it does not stop.

C Mole is walking when he meets a rabbit. The rabbit helps Mole make a decision about where he will travel next.

D As day turns into night, Mole realizes he is alone. He finds comfort in a passing rabbit and continues to look for Mr. Badger.

Part B: Which paragraph from the excerpt contributes most to the summary in Part A?

A paragraph 1

B paragraph 2

C paragraph 3

D paragraph 4

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Name: Date:

6 In the excerpt, Mole stops and listens to several noises. Think about how Mole reacts to these noises. The excerpt ends with Mole still standing in the same place as the rabbit disappears.

Write an original story that tells about Mole’s meeting with Mr. Badger. Describe how Mole acts in this meeting based on what you have learned about him in this excerpt. In your story, be sure to:

• Describe Mole’s first meeting with Mr. Badger.

• Use what you know about Mole’s goals and feelings as you describe what happens.

• Use details from the excerpt you just read to help you create an original story about the same character.

Use the space below to plan your writing. Write your story on a separate sheet of paper.

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Today you will read the brief dramatic scene “On the Same Page” and listen to an audio clip of the same scene. As you read and listen, think about how the written text and the oral presentation of the text are different. You will be asked to make connections between these versions at the end of the task.

Read the scene “On the Same Page” and answer the questions that follow.

On the Same PageSETTING: The back porch of GRANDPA MANNY’s house. LUCY and CECILIA, who are cousins and both ten years old, are alone on the porch and standing at a table with several brightly wrapped gifts on it. The porch is decorated with streamers and a banner that reads HAPPY 75TH BIRTHDAY! Party music is playing inside the house throughout the scene.

LUCY: What are you giving Grandpa Manny this year?

CECILIA: I’m not telling you because for once I want it to be a surprise.

LUCY: But you have to tell me! Remember how we got him the same thing last year? I want to see if that happened again.

CECILIA: My present for Grandpa is really special this year, and so I want it to be a surprise to everyone. My dad doesn’t even know what I’m giving Grandpa.

LUCY: Please? I can’t take all this suspense.

CECILIA: You’re just going to have to be patient, Lucy.

LUCY: But I need to know now, Cecilia. I’ve been waiting all week to get here and find out what you’re giving him! (Pauses and then smiles when she has an idea) I know—you can just give me a clue. Tell me which present is yours, and I’ll guess what’s inside.

CECILIA: You don’t understand, Lucy. If I tell you which one is mine, you’ll figure out what it is right away!

LUCY: I promise I won’t tell anyone else.

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CECILIA: Well . . . as long as you keep it secret, like last year, . . . and only if you show me your present, too. . . .

LUCY: Absolutely, positively yes!

CECILIA: (Pointing to a gift) That one’s from me—underneath the purple box, with the sparkly paper.

LUCY: You were right—I do know what it is. You’re giving him a CD, aren’t you?

CECILIA: Yep. You remember how the whole family used to dress up and put on lots of jewelry and dance to all those romantic songs from Frank Sinatra and pretend that we were in the ballroom of a luxury hotel? Well, I did some research on Frank Sinatra on the Internet, and I discovered that most of Grandpa Manny’s favorite Sinatra songs are on one best hits album. Mom helped me order it online, and I wrote a message inside the CD cover. I even came up with a dance to perform for everyone when he opens it.

LUCY: That’s unbelievable, Cecilia. (Pointing to another gift, which is the exact same size as Cecilia’s gift) Well, this one’s from me.

CECILIA: You have got to be kidding me! How in the world, of everything in the universe that we could have gotten Grandpa Manny, could we both have chosen music? Which CD did you get him?

LUCY: Don’t worry; it’s not Frank Sinatra. Do you remember that everyone also used to dance to Nat King Cole? He’s got a greatest hits CD, too.

CECILIA: That’s pretty amazing, Lucy. It’s so obvious that we’re related. But next year I’m going to think of something that you’ll never copy, not in a million years!

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1 Part A: What does the word suspense mean as it is used in the scene?

A anger toward someone who keeps a secret

B happiness about a special event

C excitement about what might happen

D worry about a grave danger

Part B: Underline two phrases in this excerpt from the scene that help you understand the meaning of the word suspense.

LUCY: Please? I can’t take all this suspense.

CECILIA: You’re just going to have to be patient, Lucy.

LUCY: But I need to know now, Cecilia. I’ve been waiting all week to get here and find out what you’re giving him! (Pauses and then smiles when she has an idea) I know—you can just give me a clue. Tell me which present is yours, and I’ll guess what’s inside.

CECILIA: You don’t understand, Lucy. If I tell you which one is mine, you’ll figure out what it is right away!

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2 Part A: Which phrase best describes Cecilia?

A old-fashioned and serious

B thoughtful and independent

C impatient and secretive

D loud and outgoing

Part B: Select two details from the scene that support the answer to Part A.

A “My dad doesn’t even know. . . .”

B “. . . going to have to be patient . . .”

C “. . . only if you show me your present, too . . .”

D “. . . I did some research on Frank Sinatra. . . .”

E “. . . I wrote a message inside the CD cover.”

F “. . . got to be kidding me!”

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3 Part A: Which detail is most important to include in a summary of the scene?

A Lucy and Cecilia have given Grandpa similar gifts before.

B Cecilia uses sparkly paper to wrap her present for Grandpa.

C To order the Sinatra CD, Cecilia got help from her mother.

D Lucy promises Cecilia to keep Cecilia’s gift a secret.

Part B: Which sentence from the scene best supports the answer to Part A?

A “Remember how we got him the same thing last year?”

B “My present for Grandpa is really special. . . .”

C “I’ve been waiting all week to get here and find out what you’re giving him!”

D “Do you remember that everyone also used to dance to Nat King Cole?”

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Name: Date:

Listen to the audio recording of “On the Same Page” and answer the questions that follow.

www.mheonline.com/Countdown2CCSS

4 Part A: What is the meaning of the word luxury as it is used in the scene?

A enormous

B urban

C fancy

D welcoming

Part B: Which phrase from the scene helps you understand the meaning of luxury?

A “. . . the whole family used to . . .”

B “. . . dress up and put on lots of jewelry . . .”

C “. . . Grandpa Manny’s favorite Sinatra songs . . .”

D “. . . it’s not Frank Sinatra.”

Mus

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5 Use the Venn diagram to show which details in the scene the reader figures out from the written version, from the audio version, or from both. Write each detail from the box in the correct part of the diagram.

Written Version Audio Version Both

Details:

the sound of music playing

“SETTING: The back porch . . .”

“. . . I want it to be a surprise to everyone.”

Lucy’s excited tone

“. . . smiles when she has an idea . . .”

“. . . underneath the purple box, with the sparkly paper.” C

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6 Part A: How does the oral presentation of the text show Lucy’s impatience?

A through dramatic reading of stage directions

B through noises that Cecilia makes

C through a change in background music

D through the reader’s tone and emphasis

Part B: Which quotation from the audio version best supports the answer to Part A?

A “But you have to tell me!”

B “Tell me which present is yours. . . .”

C “Absolutely, positively yes!”

D “That’s unbelievable, Cecilia.”

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7 The multimedia presentation of “On the Same Page” provides two different experiences of the same text. Write an essay that compares and contrasts the written and oral versions of the scene. Discuss how each version communicates to the audience what is happening in the scene.


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Today you will research the life and career of jazz singer Ella Fitzgerald. You will read the articles “Just Stand There and Sing,” “Ella Lives On,” and “The Voice in Jazz.”

As you read these texts, you will gather information and answer questions about Ella Fitzgerald. At the end of the task, you will be asked to write an essay about her.

Read the article “Just Stand There and Sing” and answer the questions that follow.

Just Stand There and Sing

The year was 1934. A shy teenager stood on the stage of the Apollo Theater in Harlem, a neighborhood of New York City. She was competing in a talent contest called Amateur Night. The crowd laughed at her and yelled, “Boo!” But then she opened her mouth and started to sing, and soon the crowd fell silent. As she finished the song, the audience burst into applause and demanded another song. That night she left the theater with the first-place prize.

That evening at the Apollo was the beginning of Ella Fitzgerald’s legendary career as a jazz singer. Amazingly, Ella did not even plan to sing that night. She had entered the contest as a dancer, but she felt she could not beat one of the dancing acts before her. So, at the last minute, she decided to sing instead.

Ella Jane Fitzgerald was born on April 25, 1917, in Newport News, Virginia. Early in her childhood, she moved with her mother, Tempie, and her stepfather to Yonkers, New York. Later, after Tempie’s death, Ella lived with her aunt, Virginia Williams, in Harlem. She had a tough time in Harlem. Her grades fell in school, and she got into a lot of trouble. There was little money to go around.

Amateur Night at the Apollo was the turning point in Ella’s life. She entered, and won, more singing contests. In 1935, she began singing with famous jazz drummer Chick Webb and his band. They often played at the Savoy Ballroom in Harlem. At the Savoy, large jazz bands played a type of music called swing, and people danced through the night. The Savoy was nicknamed “the home of happy feet.”

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In 1938, when Ella was 21 years old, she recorded a song called “A-Tisket, A-Tasket.” This was the song that made her famous. The album sold a million copies, and the song was a number-one hit.

In 1939, Chick Webb died, and Ella took over as leader of his band. Her career took off. After a couple of years as bandleader, she became a solo artist. Over the next 50 years, Ella recorded more than 200 albums and toured around the world. She worked with just about every great jazz and pop artist of her time: Louis Armstrong, Duke Ellington, Frank Sinatra, and many more. Ella also sang on television shows, such as The Tonight Show and The Nat King Cole Show.

Ella became a great performer, even though she was a shy, humble, and private person off the stage. “I know I’m no glamour girl,” she said, “and it’s not easy for me to get up in front of a crowd of people. It used to bother me a lot, but now . . . I just stand there and sing.”

Ella Fitzgerald was incredibly successful. She was the top female jazz singer in the United States for over half a century. She won 13 Grammy Awards, sold 40 million albums in her lifetime, and performed 26 times at New York’s world-famous Carnegie Hall. In 1987, President Ronald Reagan awarded her the National Medal of Arts.

In 1991, at Carnegie Hall, Ella gave her last concert. It was a special conclusion to a historic career. She sang perfectly her final night on stage, and the audience roared with appreciation. Five years later, in 1996, Ella died in her California home.

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1 Part A: What does the word conclusion mean as it is used in paragraph 9?

A contribution

B honor

C ending

D decision

Part B: Underline two words in the paragraph that are clues to the meaning of conclusion.

In 1991, at Carnegie Hall, Ella gave her last concert. It was a special conclusion to a historic career. She sang perfectly her final night on stage, and the audience roared with appreciation. Five years later, in 1996, Ella died in her California home.

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2 Part A: How did Ella Fitzgerald end up performing onstage as a singer for the first time in Harlem?

A Chick Webb asked her to sing.

B It was time to record an album.

C Her mother was in a jazz band.

D She entered a talent contest.

Part B: In what way was Ella’s first singing performance a change of plan?

A The show was not supposed to be in Harlem.

B She took over for a different singer.

C She originally planned to dance and not sing.

D The audience convinced her to sing.

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3 Part A: What is a main idea of the article?

A The president of the United States gave Ella Fitzgerald an award.

B Ella Fitzgerald had a long and successful career as a jazz singer.

C The childhood of Ella Fitzgerald made it hard for her to become famous.

D Places like the Savoy Ballroom were exciting to Ella Fitzgerald.

Part B: Select two sentences from the article that support this main idea.

A “As she finished the song, the audience burst into applause and demanded another song.” (Paragraph 1)

B “In 1935, she began singing with famous jazz drummer Chick Webb and his band.” (Paragraph 4)

C “In 1938, when Ella was 21 years old, she recorded a song called ‘A-Tisket, A-Tasket.’” (Paragraph 5)

D “Over the next 50 years, Ella recorded more than 200 albums and toured around the world.“ (Paragraph 6)

E “Ella became a great performer, even though she was a shy, humble, and private person off the stage.” (Paragraph 7)

F “She won 13 Grammy Awards, sold 40 million albums in her lifetime, and performed 26 times at New York’s world-famous Carnegie Hall.” (Paragraph 8)

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4 Sometimes a text has more than one main idea. Based on the information in “Just Stand There and Sing,” write an essay that states another main idea in the article and gives examples of how the author supports this idea.


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Read the article “Ella Lives On” and answer the questions that follow.

Ella Lives On

It takes a lot of talent to earn the nickname the “First Lady of Song.” Jazz singer Ella Fitzgerald had all that talent and then some. It is impossible to measure the influence that Ella has had even after her death in 1996. She lives on in the memories and hearts of music lovers around the world.

Ella’s greatest legacy is her music. This is the gift she gave to the world. People still buy and listen to her recordings every day. She is a hero to countless singers. Ella’s music still wins over new jazz fans all the time.

In Newport News, Virginia, Ella’s hometown, people are making sure to remember her. The Ella Fitzgerald Theater opened there in 2008. In 2013, Newport News hosted its 15th annual Ella Fitzgerald Music Festival. This festival includes a show where various artists sing Ella’s music as a tribute to her.

In 2007, the United States Postal Service honored Ella in a different way. It made a special stamp with her face on it. That same year, a group of well-known singers made an album called We All Love Ella.

Ella also lives on through the Ella Fitzgerald Charitable Foundation. She started this group before her death. It gives money to support children in need and to spread the love of music. When Ella was alive, she cared deeply about children from poor families. She once said, “It isn’t where you came from, it’s where you’re going that counts.”

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5 Part A: What does the word tribute mean as it is used in paragraph 3?

A a live recording

B a sign of respect

C a concert or event

D an invitation

Part B: Which context clue helps the reader understand the meaning of tribute?

A “. . . buy and listen to her recordings . . .” (Paragraph 2)

B “. . . wins over new jazz fans . . .” (Paragraph 2)

C “. . . where various artists sing . . .” (Paragraph 3)

D “. . . honored Ella in a different way.” (Paragraph 4)

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6 Part A: Which statement is the best summary of paragraph 1?

A Ella Fitzgerald is a major figure in jazz. She had an effect on the past, present, and future of this music style.

B Ella Fitzgerald has been remembered since her death in 1996. Many people have found ways to show that she lives on in their hearts.

C Ella Fitzgerald was a favorite singer among music lovers. She was a very talented jazz singer.

D Ella Fitzgerald earned the nickname of the “First Lady of Song.” That is because she had so many fans around the world.

Part B: Which word from paragraph 1 contributes most to the statement in Part A?

A nickname

B influence

C lives

D hearts

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7 Underline the sentence in paragraph 5 that best supports the idea that Ella Fitzgerald was a kindhearted person.

Ella also lives on through the Ella Fitzgerald Charitable

Foundation. She started this group before her death. It gives money to support children in need and to spread the love of music. When Ella was alive, she cared deeply about children from poor families. She once said, “It isn’t where you came from, it’s where you’re going that counts.”

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Read the article “The Voice in Jazz” and answer the questions that follow.

The Voice in Jazz

Jazz is a type of music that comes from the United States. It is known for strong, catchy rhythms and improvisation. Improvisation is called improv for short. It means making up music as you go along, right in the moment you are playing it. If that sounds really hard, it is! That is why jazz artists have to know music very well.

In a jazz song, three or more artists usually play their instruments together. One musician improvises while the others play in the background, and then the next musician takes a turn at improv. Everybody gets a moment in the spotlight. Common jazz instruments include the piano, the trumpet, the saxophone, the clarinet, the bass, and the drums.

When a singer joins up with a jazz band, the artist’s voice acts like another instrument. Singers can follow a tune that was already written previously, but they also do improv. Jazz is famous for a type of singing called scat. Scatting means doing improv with nonsense words or syllables. It might sound like this: “Squee-da dee-da-ba da-ba doo-wah.” Louis Armstrong, a trumpeter and singer, made scatting popular.

Ella Fitzgerald was one of the world’s best-known jazz singers. She sang perfectly in tune. She had a wide range, which means she could sing very high notes and very low notes. She was amazing at scatting and could make her voice sound like different jazz instruments. She loved using her voice to make music. Ella said, “The only thing better than singing is more singing.”

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8 Part A: What is the meaning of the word previously as it is used in paragraph 3?

A without words

B quickly

C away from home

D earlier

Part B: Which clue from the article helps the reader understand the meaning of previously?

A “. . . improv . . . means making up music as you go along. . . .” (Paragraph 1)

B “. . . while the others play in the background . . .” (Paragraph 2)

C “. . . can follow a tune that was already written . . .” (Paragraph 3)

D “. . . Armstrong, a trumpeter and singer, made scatting popular.” (Paragraph 3)

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9 Part A: What is a main idea of the article?

A Jazz singers have to be very creative.

B Jazz comes from the United States.

C Jazz artists are well educated.

D Jazz instruments play together.

Part B: Which paragraph best supports this main idea?

A paragraph 1

B paragraph 2

C paragraph 3

D paragraph 4

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10 Part A: What is the overall structure of the text?

A from problem to solution

B from general to specific

C from cause to effect

D from comparison to contrast

Part B: What are the four topics that contribute to the overall structure, paragraph by paragraph?

A different jazz rhythms; competing with instruments; scatting; singing

B jazz definition; how jazz is played; jazz singing; famous jazz singer

C jazz education; the clarinet; scat syllables; quotation from jazz singer

D playing music; performing onstage; jazz instruments; voice range

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11 You have read three texts about jazz singer Ella Fitzgerald. All three provide information about how Ella Fitzgerald is important in the history of jazz. The three texts are:

• “Just Stand There and Sing”

• “Ella Lives On”

• “The Voice in Jazz”

Think about how each author describes the importance of Ella Fitzgerald.

Write an essay that summarizes the contributions of Ella Fitzgerald, based on information in at least two of the texts. Remember to use text evidence to support your ideas.


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Today you will read the article “A World of Sand.” As you read the text, you will gather information and answer questions about a sand-sculpting competition so that you can write a narrative description.

Read the article “A World of Sand” and answer the questions that follow.

A World of SandEvery November, 65,000 artists and fans travel to Fort Myers Beach,

Florida, for a summery event: the American Sand Sculpting Championship. The festival has been happening for more than 25 years. This makes it one of the world’s longest-running sand-sculpting competitions.

Anyone can enter the competition. One division is for professional sand sculptors. That’s right—there are actually people who travel around the world and build sculptures of sand as their job! In 2013, the professionals at the festival will come from nine U.S. states and ten countries. There are also amateur divisions for kids, families, and other people with little or no sculpting experience.

According to the artists, Fort Myers Beach has perfect sand for sculpting because it is very fine. The extremely small grains pack together and hold wetness well. By the end of the festival, competitors mold more than a thousand tons of sand into 30 works of art.

We’re not just talking about sand castles here. One past award winner is a sculpture of the human brain called “Minded.” Winter themes are also popular at the festival. One year, two of the top sculptures were titled “Old Man Winter” and “Snow Queen.”

There are many activities in addition to watching the main competition. For instance, spectators can take lessons in sand sculpting. They can also check out speed sculpting. In this event, professional artists race to complete the best sculpture in a ten-minute “sculpt-off.” With a whole beach of sand, the choices are endless!

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Name: Date:

1 Part A: What does the word amateur mean as it is used in paragraph 2?

A judge

B spectator

C beginner

D painter

Part B: Which phrase from the article helps the reader understand the meaning of amateur?

A “. . . people who . . . build sculptures of sand as their job!” (Paragraph 2)

B “. . . other people with little or no . . . experience.” (Paragraph 2)

C “. . . extremely small grains pack together . . .” (Paragraph 3)

D “. . . spectators can take lessons. . . .” (Paragraph 5)

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Name: Date:

2 Part A: Which word best describes the sand-sculpting competition that takes place at Fort Myers Beach every year?

A amateur

B international

C small

D formal

Part B: Which phrase from the article supports the answer to Part A?

A “. . . 65,000 artists and fans travel . . .” (Paragraph 1)

B “. . . nine U.S. states and ten countries.” (Paragraph 2)

C “By the end of the festival . . .” (Paragraph 3)

D “. . . titled ‘Old Man Winter’ . . .” (Paragraph 4)

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Name: Date:

3 Part A: What type of evidence does the author provide to support the point that the sand at Fort Myers Beach is “perfect” for sculpting?

A interviews with judges of the competition

B statistics about the size of the sand grains

C opinions from professional sand sculptors

D experiences of visitors to the competition

Part B: Which phrase from paragraph 3 best supports the answer to Part A?

A “According to the artists . . .”

B “. . . because it is very fine.”

C “. . . hold wetness well.”

D “. . . more than a thousand tons . . .”

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Name: Date:

4 Part A: What is the overall structure of most paragraphs in the article?

A general statement followed by examples

B problem and several possible solutions

C chronological list of events

D causes and their effects

Part B: Which sentence from the article supports the answer to Part A?

A “This makes it one of the world’s longest-running sand-sculpting competitions.” (Paragraph 1)

B “According to the artists, Fort Myers Beach has perfect sand for sculpting because it is very fine.” (Paragraph 3)

C “One past award winner is a sculpture of the human brain called ‘Minded.’” (Paragraph 4)

D “For instance, spectators can take lessons in sand sculpting.” (Paragraph 5)

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Name: Date:

5 Underline the two sentences from paragraph 2 that best support the idea that a wide range of people can enjoy the American Sand Sculpting Championship.

Anyone can enter the competition. One division is for professional sand sculptors. That’s right—there are actually people who travel around the world and build sculptures of sand as their job! In 2013, the professionals at the festival will come from nine U.S. states and ten countries. There are also amateur divisions for kids, families, and other people with little or no sculpting experience.

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STOP


Name: Date:

6 A class is researching the topic “Family-friendly events in the United States.” The goal is to study regular events that are enjoyable for people of all ages to experience. You are assigned to narrate and describe the American Sand Sculpting Championship.

Use the article “A World of Sand” to write a narrative. Share what it is like to experience this competition as a family. To create a well-written narrative:

• Use details from the article to support your description of the American Sand Sculpting Championship. Any inferences you draw should be supported by text evidence.

• Organize the narrative to make important connections between the activities at the festival and the descriptive details you include.

• Use narrative techniques where appropriate, such as point of view and suspense, to make sure readers understand the excitement of the activities at the competition.

Use the space below to plan your writing. Write your narrative on a separate sheet of paper.

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Grade 4 • Performance-Based Assessment Answer Key 89


Vendor: Laserwords

Literary Analysis Task 1 Answer KeyItem Type Answer CCSS Score

1ATECR

C RL.4.4, L.4.4a/2

1B“the broad sweep of flat country that reached to the edge of the sky in all directions”

RL.4.4, L.4.4a

2AEBSR

D RL.4.1, RL.4.3/2

2B C, D RL.4.1, RL.4.33A

EBSRC RL.4.1, RL.4.2

/23B A RL.4.1, RL.4.24A

TECR

B RL.4.4, L.4.4a

/24B

sunrise – red, red joymorning – smouldering firenoon – golden horns

RL.4.4, L.4.4a, L.4.5a

5AEBSR

C RL.4.1, RL.4.5, L.4.5a/2

5B A RL.4.1, RL.4.56A

EBSRD RL.4.1, RL.4.3, RL.4.5

/26B B, F RL.4.1, RL.4.2

7 PCR See belowRL.4.1, RL.4.3, RL.4.5W.4.2, W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /28

7 A top response will include a discussion of the following key points:

• Both texts use color words to connect their settings and characters.

• In the passage from The Wizard of Oz, the author uses “gray” to describe the dusty, dreary prairie. “Gray” also describes the way Aunt Em and Uncle Henry have grown to look and act like their surroundings. Toto is an active, playful dog with silky black hair and twinkling black eyes. Toto keeps Dorothy cheerful and saves her from becoming as gray as everything that surrounds her.

• “An Indian Summer Day on the Prairie” uses color as a metaphor to describe how the prairie changes from sunrise to sunset. The poet also uses the sun as a character to compare these changes to the changes a person experiences while moving from childhood to old age.

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089-097_CR14_PARC_G4_PBA_AK_114244.indd 89089-097_CR14_PARC_G4_PBA_AK_114244.indd 89 10/3/13 12:50 PM10/3/13 12:50 PM

90 Grade 4 • Performance-Based Assessment Answer Key


Vendor: Laserwords

Research Simulation Task 1 Answer KeyItem Type Answer CCSS Score

1AEBSR

B RI.4.4, L.4.4a, L.4.6/2

1B C RI.4.4, L.4.4a, L.4.62A

EBSRD RI.4.1, RI.4.2

/22B A RI.4.1, RI.4.23A

TECR

C RI.4.1, RI.4.3

/23B

These sentences should be selected: “The remains of dams and canals have been found” and “The ruins of what appears to be a large reservoir can still be seen in Mesa Verde National Park, Colorado.”

RI.4.1, RI.4.3

4 PCR See belowRI.4.1, RI.4.2, RI.4.3W.4.2, W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

5AEBSR

C RI.4.4, L.4.4a, L.4.6/2

5B A RI.4.4, L.4.4a, L.4.66A

EBSRB RI.4.1, RI.4.7, RI.4.8

/26B D RI.4.1, RI.4.7, RI.4.87A

EBSRA, D RI.4.1, RI.4.7

/27B D RI.4.1, RI.4.78A

EBSRB RI.4.4, L.4.4a, L.4.6

/28B A RI.4.4, L.4.4a, L.4.69A

EBSRC RI.4.1, RI.4.8

/29B A RI.4.1, RI.4.810A

TECRB RI.4.1, RI.4.3

/210B

The Anasazi grew crops to feed their communities and built amazing dwellings.

RI.4.1, RI.4.3

11 PCR See below

RI.4.1, RI.4.7, RI.4.9W.4.1, W.4.4, W.4.6, W.4.7, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /50

4 A top response will include an informative/explanatory text with the following key points:

• The main idea is clearly identified and developed with facts and details gathered from the print source “The Anasazi.”

• Domain-specific vocabulary is included about the Anasazi.

11 A top response will include an opinion piece with the following key points:

• The opinion about the Anasazi is presented with logically ordered reasons supported by facts and evidence gathered from the print and digital sources.

• Precise vocabulary supports the observations the student has made about the Anasazi.

• The student shows that he or she has considered all the arguments presented during their research.

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Narrative Writing Task 1 Answer KeyItem Type Answer CCSS Score

1AEBSR

A RL.4.4, L.4.4a/2

1B D RL.4.4, L.4.4a2A

EBSRB RL.4.1, RL.4.3

/22B A RL.4.1, RL.4.33A


/23B B RL.4.1, RL.4.24A


/24B D RL.4.1, RL.4.3

5ATECR

“We need to get ready.” and Mama had a list for every occasion.

RL.4.1, RL.4.3/2

5B C RL.4.1, RL.4.3

6 PCR See belowRL.4.1, RL.4.2, RL.4.3W.4.3, W.4.4, W.4.8, W.4.9aL.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /26

6 A top response will include a narrative story with the following key points:

• Carla and her family find a solution to the problems caused by the storm.

• The story ends in a reasonable way that is consistent with the descriptions of plot events and characters found in the beginning of the story.

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1 TECR

The following details should be included:“. . . something I caught, just like a cold . . .”“‘. . . worried I’ll never recover.’”“. . . afraid that the ‘illness’ she’d caught would never heal.”

RL.4.4, L.4.4a /2

2AEBSR

A RL.4.1, RL.4.3/2

2B D RL.4.1, RL.4.33A


/23B C RL.4.1, RL.4.24A

EBSRC RL.4.4, L.4.4a

/24B B, D RL.4.4, L.4.4a

5 TECR

The boxes should have the following details:Elements of Poetry• The words at the ends of the lines rhyme.• Each line has the same rhythm.• The two lines are part of a stanza.Elements of Both Poetry and Prose• The lines are spoken by a character.• Each line talks about a color.• Both lines are about a type of flower.

RL.4.1, RL.4.5 /2

6AEBSR

D RL.4.1, RL.4.2/2

6B A RL.4.1, RL.4.2

7 PCR See belowRL.4.1, RL.4.2, RL.4.9W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /28

7 A top response will include the following key points:

• Both passages have the theme that even when things seem bleak, dark, or disappointing, there is always a positive side, an advantage, or something to look forward to.

• “Life After the Epidemic” is about events that people can sometimes control. For Sandra, finding a positive side to disappointment means looking at those events in a different way. Also, it is a person—John—who helps to point out the positive.

• “The Bluebird’s Song” is about the beauty of nature and its patterns. Even when it is dark and wintry outside, there are always flowers ready to grow under the snow. In this text, it is an animal’s pure joy—the song of the bluebird—that helps to bring out the positive.

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1AEBSR

B RI.4.1, RI.4.4, L.4.4a/2

1B C RI.4.1, RI.4.4, L.4.5c

2 TECR

The following details should be included:Main Idea: Neptune balls are a helpful, useful material.Detail 1: Neptune balls keep heat from escaping.Detail 2: Neptune balls do not rot or grow mold.Detail 3: Neptune balls do not catch on fire.Detail 4: Neptune balls are easily found in nature.

RI.4.1, RI.4.5 /2

3AEBSR

A RI.4.1, RI.4.8/2

3B D RI.4.1, RI.4.8

4 PCR See below

RI.4.1, RI.4.2W.4.2, W.4.4, W.4.7, W.4.8, W.4.9aL.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

5AEBSR

D RI.4.4, L.4.4a/2

5B C RI.4.4, L.4.4a6A

EBSRB RI.4.1, RI.4.3

/26B B RI.4.1, RI.4.37 TECR 1: D; 2: C; 3: E; 4: B; 5: A RI.4.1, RI.4.2 /2

8 PCR See below

RI.4.1, RI.4.3, RI.4.9 W.4.2, W.4.4, W.4.7, W.4.8, W.4.9aL.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /44


• The article’s main idea is that two of the future’s most useful materials might come from unexpected places—Neptune balls and spider silk.

• Neptune balls may just be balls of seaweed, but they are useful, cheap, resistant to fire, easily found, and environmentally friendly.

• Spider silk may be hard to gather in large amounts, but it is very strong, lightweight, and flexible.

• The essay will include text evidence to support all points.


• The essay will accurately describe, compare, and contrast the sources and uses of two or three of the following materials: Neptune balls, spider silk, and concrete.

• The essay will include text evidence to support all points.

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1AEBSR

C RL.4.4, L.4.4a/2

1B D RL.4.4, L.4.4a2A

EBSRA RL.4.1, RL.4.3

/22B C RL.4.1, RL.4.33A


/23B C RL.4.1, RL.4.3

4 TECR

Two of the following five details should be selected:• “. . . it made him hurry forward.”• “. . . made him hesitate and want to go

back.” • “. . . halted in indecision. . .”• “. . . was alone, and unarmed, and far from

any help”• “. . . the night was closing in.”

RL.4.1, RL.4.3 /2

5AEBSR

A RL.4.1, RL.4.2/2

5B D RL.4.1, RL.4.2

6 PCR See belowRL.4.1, RL.4.3W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /26

6 A top response will be a narrative story with the following key points:

• Mole meets Mr. Badger for the first time.

• Mole behaves in ways similar to how he is described in the passage (nervous and unsure of himself).

• The story is compatible with the details in the excerpt from The Wind in the Willows.

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1A

TECR

C RL.4.4, L.4.4a

/21B

Two of the following phrases should be selected: “. . . going to have to be patient . . .”“. . . I need to know now . . .”“. . . waiting all week to get here and find out . . .”

RL.4.4, L.4.4a

2AEBSR

B RL.4.1, RL.4.3/2

2B D, E RL.4.1, RL.4.33A

EBSRA RL.4.1, RL.4.2

/23B A RL.4.1, RL.4.24A

EBSRC RL.4.4, L.4.4a

/24B B RL.4.4, L.4.4a

5 TECR

The Venn diagram should be completed as follows:Written Version: “SETTING: The back porch . . .”; “. . . smiles when she has an idea . . .”Audio Version: Lucy’s excited tone; the sound of music playingBoth: “. . . underneath the purple box, with the sparkly paper.”; “. . . I want it to be a surprise to everyone.”

RL.4.1, RL.4.7 /2

6AEBSR

D RL.4.1, RL.4.7/2

6B A RL.4.1, RL.4.7

7 PCR See belowRL.4.1, RL.4.7W.4.2, W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /28


• The written version of the scene allows the reader to see all the stage directions, which give meaningful details about the setting and the characters’ actions. It also suggests that Cecilia is the main character because we can see that she gets the longest speech.

• The oral version of the scene communicates the excitement of the party because we can hear the music. The actors’ tone and emphasis of certain words help the audience connect with the characters and show Lucy’s impatience and Cecilia’s excitement about her gift. We also get a better sense of Lucy and Cecilia’s loving yet slightly competitive relationship.

• The response provides sufficient text evidence in support of the above points.

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1A

TECR

A RI.4.4, L.4.4a

/21B

The following words should be selected:• last• final

RI.4.4, L.4.4a

2AEBSR

D RI.4.1, RI.4.3/2

2B C RI.4.1, RI.4.33A


/23B D, F RI.4.1, RI.4.2

4 PCR See below

RI.4.1, RI.4.2W.4.2, W.4.4, W.4.7, W.4.8, W.4.9aL.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

5AEBSR

B RI.4.1, RI.4.4, L.4.4a/2

5B D RI.4.1, RI.4.4, L.4.4a6A

EBSRA RI.4.1, RI.4.2

/26B B RI.4.1, RI.4.2

7 TECR

The following sentence should be selected in paragraph 5:“It gives money to support children in need and to spread the love of music.”

RI.4.1, RI.4.8 /2

8AEBSR

D RI.4.4, L.4.4a/2

8B C RI.4.4, L.4.4a9A


/29B C RI.4.1, RI.4.210A


/210B B RI.4.1, RI.4.5

11 PCR See below

RI.4.1, RI.4.3, RI.4.9 W.4.2, W.4.4, W.4.7, W.4.8, W.4.9aL.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /50

4 A top response will include a description of one of the following key points:

• One main idea is that Ella Fitzgerald’s life had a rocky beginning, but she found a way to use her talent and to be very successful. The response supports this idea with appropriate text evidence.

• Another main idea is that Ella Fitzgerald had an amazingly successful career as a jazz singer. The response supports this idea with appropriate text evidence.

• Another main idea is that Ella Fitzgerald worked together with other important artists. The response supports this idea with appropriate text evidence.

11 A top response will include a description of two of the following key points:

• In “Just Stand There and Sing,” the author shows that Ella is important because of her long career, her popularity and success, her awards, and her collaboration with other great jazz artists.

• In “Ella Lives On,” the author shows that Ella is important because of her recorded music, her influence on other musicians, her contributions to jazz, and her concern for the welfare of children.

• In “The Voice in Jazz,” the author shows that Ella is important because of her incredible voice, scatting ability, and passion for singing.

• The essay will include textual evidence to support all points.

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1AEBSR

C RI.4.4, L.4.4a/2

1B B RI.4.4, L.4.4a2A


/22B B RI.4.1, RI.4.33A

EBSRC RI.4.1, RI.4.8

/23B A RI.4.1, RI.4.84A


/24B D RI.4.1, RI.4.5

5 TECR

The following sentences should be selected.“Anyone can enter the competition.”“There are also amateur divisions for kids, families, and other people with little or no sculpting experience.”

RI.4.1, RI.4.2 /2

6 PCR See belowRI.4.1, RI.4.3W.4.3, W.4.4, W.4.8, W.4.9L.4.1, L.4.2, L.4.3, L.4.6

/3 [R]/9 [W]/4 [L]

Total Score /26


• People of any age can enter the competition, including family teams.

• There are several activities available for both viewing and competition.

• The setting of a beach with lovely sand is enjoyable and fun for all.

• The narrative uses details from the article and includes techniques that make the description compelling and illustrative of the creative and enjoyable scene at the competition.

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98 Grade 4 • Performance-Based Assessment Scoring Rubric


Vendor: Laserwords

PRO

SE C

ON

STRU

CTE

D R

ESPO

NSE

SCO

RIN

G R

UBRI

C

Scor

eRE

ADIN

GCom

preh

ensi

on

WRI

TIN

GDev

elop

men

t of

Ide

asW

RITI

NG

Org

aniz

atio

nW

RITI

NG

Cla

rity

WRI

TIN

GLa

ngua

ge a

nd C

onve

ntio

ns

4[n

ot

applic

able

][n

ot

applic

able

][n

ot

applic

able

][n

ot

applic

able

]

The

resp

ons

e sh

ows

stro

ng

com

mand

of

stand

ard

Eng

lish

conv

enti

ons

wit

h m

inor

erro

rs

that

do n

ot

impac

t m

eani

ng.

3

The

resp

ons

e us

es t

ext

evid

ence

to s

upport

an

accu

rate

ana

lysi

s of

the

text

and

sho

ws

a f

ull

under

stand

ing o

f th

e id

eas

in

the

text

.

The

resp

ons

e addre

sses

the

pro

mpt

eff

ecti

vely

, dev

elops

the

topi

c or

narr

ati

ve

logic

ally

, and

is a

ppro

pri

ate

to

the

task

and

aud

ienc

e.

The

resp

ons

e is

cle

ar

and

co

hesi

ve a

nd h

as

a s

trong

in

trod

ucti

on

and

conc

lusi

on.

The

resp

ons

e us

es la

ngua

ge

wel

l. It

fea

ture

s se

nsory

det

ails

, co

ncre

te w

ord

s,

trans

itio

ns, and

appro

pri

ate

vo

cabul

ary

.

The

resp

ons

e sh

ows

com

mand

of

stand

ard

Eng

lish

conv

enti

ons

wit

h a f

ew e

rrors

th

at

may

impac

t m

eani

ng.

2

The

resp

ons

e us

es t

ext

evid

ence

to s

upport

a m

ost

ly

accu

rate

ana

lysi

s of

the

text

and

sho

ws

a b

road

under

stand

ing o

f th

e id

eas

in

the

text

.

The

resp

ons

e addre

sses

the

pro

mpt

, dev

elops

the

topi

c or

narr

ati

ve, and

is m

ost

ly

appro

pri

ate

to t

he t

ask

and

aud

ienc

e.

The

resp

ons

e is

most

ly c

lear

and

cohe

sive

and

has

an

intr

oduc

tion

and

conc

lusi

on.

The

resp

ons

e in

clud

es

conc

rete

word

s, s

enso

ry

det

ails

, tr

ans

itio

ns, and

/or

dom

ain

-spec

ific

voc

abul

ary

.

The

resp

ons

e sh

ows

inco

nsis

tent

com

mand

of

stand

ard

Eng

lish

conv

enti

ons

w

ith

erro

rs t

hat

inte

rfer

e w

ith

mea

ning

.

1

The

resp

ons

e ana

lyze

s lit

tle

of

the

text

acc

urate

ly

and

sho

ws

a li

mited

un

der

stand

ing o

f th

e id

eas

in

the

text

.

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resp

ons

e m

inim

ally

addre

sses

the

pro

mpt

, do

es

not

dev

elop t

he t

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c or

narr

ati

ve lo

gic

ally

, and

may

not

be

appro

pri

ate

to t

he

task

and

aud

ienc

e.

The

resp

ons

e is

som

etim

es

uncl

ear

and

lack

s a r

eal

intr

oduc

tion

and

conc

lusi

on.

The

resp

ons

e us

es la

ngua

ge

poo

rly,

wit

h lim

ited

det

ails

, tr

ans

itio

ns, and

/or

dom

ain

-sp

ecific

voc

abul

ary

.

The

resp

ons

e sh

ows

slig

ht

com

mand

of

stand

ard

Eng

lish

conv

enti

ons

wit

h nu

mer

ous

er

rors

tha

t in

terf

ere

wit

h m

eani

ng.

0Th

e re

spons

e ana

lyze

s th

e te

xt in

accu

rate

ly o

r no

t at

all

and

sho

ws

littl

e to

no

under

stand

ing.

The

resp

ons

e do

es n

ot

addre

ss t

he p

rom

pt.

The

resp

ons

e is

unc

lear

and

in

cohe

rent

. Th

e re

spons

e la

cks

det

ails

, tr

ans

itio

ns, and

/or

dom

ain

-sp

ecific

voc

abul

ary

.

The

resp

ons

e sh

ows

littl

e or

no c

om

mand

of

stand

ard

En

glis

h co

nven

tions

wit

h co

nsis

tent

err

ors

.

Copyrig

ht © M

cGra

w-H

ill Educa

tion

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