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4New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideEnglish Language Arts

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

English Language Arts Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 10

Ready™ New York CCLS Practice Answer Key and Correlations 12

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for English Language Arts. By completing this book, students develop mastery of the Common Core Learning Standards for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the Common Core Learning Standards.

How does Ready New York CCLS Practice correlate to the Common Core Learning Standards for English Language Arts?

The test has 47 questions (37 multiple choice, 8 short response, and 2 extended response) that address the Reading for Literature and Reading for Information standards, which comprise the Reading strand of the CCLS. Extended-response questions correlate to standards from the Reading, Writing, and Language strands of the CCLS.

Ready New York CCLS Practice includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Practice is consistent with the complexity and rigor that the CCLS requires of literary and informational texts.

How should I use Ready New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide English Language Arts assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day One Book 1 (questions 1–30) 50* minutes

Day TwoBooks 2 & 3

(questions 31–41)50* minutes

Day Three Book 4 (questions 42–47) 50* minutes

* Each Testing Day will be scheduled to allow 70 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 7) to score the short-response questions. Use the New York State Grade 4–5 Expository Writing Evaluation Rubric (pages 8 and 9) to score the extended-response questions (questions 41 and 47).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Practice?

Ready New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Key and Correlations, beginning on page 12, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 10.


Ready™ New York CCLS ELA Practice, Grade 4 Answer Form

Name

Teacher Grade

School City

1. A B C ● 2. A ● C D

3. A B C ● 4. ● B C D

5. A B ● D

6. A ● C D

7. A ● C D

8. A B ● D

9. ● B C D

10. ● B C D

11. A B ● D

12. A B C ● 13. A B ● D

14. A ● C D

15. A B C ● 16. A B ● D

17. ● B C D

18. A B C ● 19. A ● C D

20. A ● C D

21. ● B C D

22. ● B C D

23. A B ● D

24. A B C ● 25. A B ● D

26. A B C ● 27. A B ● D

28. A B C ● 29. A ● C D

30. A B ● D

31. A B C ● 32. ● B C D

33. A ● C D

34. A ● C D

35. A B ● D

36. A B ● D

37. ● B C D

For numbers 38 through 41, write your answers in the book.

38. See page 5. 39. See page 5. 40. See page 5. 41. See page 5.

For numbers 42 through 47, write your answers in the book.

42. See page 5. 43. See page 5. 44. See page 5. 45. See page 6. 46. See page 6. 47. See page 6.

Book 1 Book 2 Book 4Book 3


Book 3 pages 25–31

Sample Short-Response Answers

38. Student book page 27

Life was not easy for people who moved out West. There were not enough jobs for everyone. And many people had to live in camps and build their own shelters.


Farmers had overworked the soil to “plant as much as possible.” Therefore, there was nothing to hold the soil down when drought and winds came, so the dust “blew across the plains” in dust storms in what became known as the Dust Bowl.


Roany is probably the writer’s horse. She says that no one was taking automobiles out in the dust “for fear of ruining the motor,” so the name Roany probably doesn’t refer to her car. Also, she rode Roany “right beside the fence.” She could ride a horse right beside a fence, to get where she was going. So, Roany is probably Ann Marie Low’s horse.

Sample Extended-Response Answer


“Dust Bowl Migration” talks about how the dust storm affected millions of people who lived in the plains. It says that dust covered everything, and that dust storms made people cough and sneeze. The lack of rain kept crops from growing. Two million people whose lives depended on crops left their homes and went West in search of jobs and new homes.

Dust Bowl Diary was written by Ann Marie Low. She lived through the dust storms and drought. The diary entries talk about how the dust and drought affected her and her family’s life. She says that dust got into everything, and things that were just washed needed to be washed again. Low also explains that the drought made things tough on her brother who had been hoping to sell his livestock to pay for college. The cattle had too little to eat on the farm, and her brother Bud didn’t have enough money to buy feed.

The two explanations are different for several reasons. Unlike Dust Bowl Diary, “Dust Bowl Migration” was not written by someone who experienced life in the Dust Bowl. Another way the explanations are different is that “Dust Bowl Migration” tells about what millions of people experienced, but Dust Bowl Diary talks about one person’s life. Finally, “Dust Bowl Migration” covers all the years of the dust storms, but Dust Bowl Diary covers only several months.

Finally, both explanations talk about the fact that dust covered everything and affected people’s health. And both explanations talk about the hardships that people experienced from the drought.

Book 4 pages 32–41

Sample Short-Response Answers


In the passage, the author states that Pliny the Elder wrongly believed that earwigs lay eggs in people’s ears. The ancient Roman also believed that caterpillars come from the dew on leaves. These details show that ancient people might not have understood nature as well as we do today.


In the passage, the author says that earwigs have what look like “two grabby stingers” but that these stingers are harmless forceps. The author also says that earwigs have things like creepy antennae that might scare people. But earwigs really only want to be left alone.


When Beaver was being chased by the Pine Trees, sometimes he ran straight, and sometimes he zigzagged. These two ways of running caused the Grande Ronde River to follow the same kind of course, both straight and zig-zagged. Also, when Beaver was running, Cedar said he would run to the top of the hill to see how far ahead he was. Cedar stopped there, and he still stands there, alone.

ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS



In the myth, Prometheus performs a good act when he gives fire to people who need it. Even though Zeus punishes Prometheus by chaining him to a mountain, Heracles sets Prometheus free. Also, people end up being able to cook and stay warm, which would make Prometheus happy. So his good actions and behavior are rewarded. He is set free, and he would have been happy to know that people can cook and stay warm.


In “How Beaver Stole Fire,” the author uses the third-person point of view. A narrator outside of the story tells what happens between Beaver and the Pine Trees. In “Stealing Fire from Zeus,” the main character tells the story. Lines like “I should first tell you that my name is Prometheus” show that the author uses the first-person point of view.

Sample Extended-Response Answer


In “How Beaver Stole Fire” and in “Stealing Fire from Zeus,” fire was originally owned by only one person or group who did not want to share it. In both myths, a main character has to steal fire in order to share it with others. In “How Beaver Stole Fire,” Beaver steals fire for people and animals who need it. In “Stealing Fire from Zeus,” Prometheus steals fire for humans, who need it.

The myths are different because “How Beaver Stole Fire” has animals and trees as main characters, but “Stealing Fire from Zeus” has Greek gods as main characters. Also, Prometheus, unlike Beaver, teaches others how to make fire and what to do with it (cook, etc.)


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • No response (blank answer) • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 4–5 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that follows logically from the task and purpose

• demonstrate insightful comprehension and analysis of the text(s)

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate comprehension of the text(s)

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

• sustain the use of varied, relevant evidence

• develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s)

• sustain the use of relevant evidence, with some lack of variety

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit clear, purposeful organization • skillfully link ideas using grade-appropriate

words and phrases • use grade-appropriate, stylistically

sophisticated language and domain-specific vocabulary

• provide a concluding statement that follows clearly from the topic and information presented

• exhibit clear organization• link ideas using grade-appropriate

words and phrases • use grade-appropriate precise language

and domain-specific vocabulary• provide a concluding statement or

section that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension



New York State Grade 4–5 Expository Writing Evaluation Rubric (continued)

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a literal comprehension of the text(s)

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text(s)

• demonstrate a lack of comprehension of the text(s) or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• use relevant evidence inconsistently

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt at organization

• inconsistently link ideas using words and phrases

• inconsistently use appropriate language and domain-specific vocabulary

• provide a concluding statement or section that follows generally from the topic and information presented

• exhibit little attempt at organization, or attempts to organize are irrelevant to the task

• lack the use of linking words and phrases

• use language that is imprecise or inappropriate for the text(s) and task

• provide a concluding statement or section that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• exhibit no use of linking words and phrases

• use language that is predominantly incoherent or copied directly from the text(s)

• do not provide a concluding statement

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation Charts

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items correlate to standards in the Reading, Writing, and Language strands.)

Common Core Learning Standards for Grade 4 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for LiteratureKey Ideas and Details

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

2, 3, 5, 33, 37 12 7–11, 19–21

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 30, 36, 45 9–11

7, 8, 11, 12, 17–19,

21, 25, 26

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

1, 4, 6, 26, 44 7, 8 9, 11, 12, 18, 21, 26

Craft and Structure

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

28, 32, 34 17 7–12, 18–21, 25, 26

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

27, 29, 31, 35 19–21 7, 9, 10, 17, 18, 20, 25

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

46 18 17, 18

Integration of Knowledge and Ideas

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

47* 25, 26 11

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy.


Common Core Learning Standards for Grade 4 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for Informational TextKey Ideas and Details

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

7, 24, 38, 40, 42 6 1–5, 13–16, 22–24

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 13, 14, 25 1, 5 4, 6, 13–16, 23, 24

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

9, 16, 21, 39 2–4 5, 6, 14, 15, 22–24

Craft and Structure

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

10, 19 13 1–6, 14–16, 22–24

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

17, 22, 23 14, 15 1–3, 5, 22, 24

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

41* 16 2

Integration of Knowledge and Ideas

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

11, 12, 18 22 3, 4, 6, 13, 22, 23, 24

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. 8, 15, 20, 43 23 1, 2, 13, 22

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 41* 24 16

Writing StandardsText Types and Purposes

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 41*, 47* 28, 29

1, 3, 12, 13, 15,18, 24, 26

Research to Build and Present Knowledge

W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 41*, 47* 28 19, 21, 25, 26

Language StandardsConventions of Standard English

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 41*, 47* 27

1, 5, 8, 9, 12–14,16, 18, 25, 26

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

41*, 47* 27 1, 6


Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready™ New York CCLS Instruction lesson(s) for every item.

Practice Test

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)Book 1

1 D 2 RL.4.3 7

2 B 2 RL.4.1 12

3 D 1 RL.4.1 12

4 A 2 RL.4.3 8

5 C 2 RL.4.1 12

6 B 2 RL.4.3 7

7 B 1 RI.4.1 4

8 C 2 RI.4.8 23

9 A 2 RI.4.3 6

10 A 1 RI.4.4 13

11 C 2 RI.4.7 22

12 D 2 RI.4.7 22

13 C 2 RI.4.2 1

14 B 2 RI.4.2 1

15 D 2 RI.4.8 23

16 C 2 RI.4.3 3

17 A 2 RI.4.5 14, 15

18 D 2 RI.4.7 22

19 B 1 RI.4.4 13

20 B 2 RI.4.8 23

21 A 1 RI.4.3 4

22 A 1 RI.4.5 14, 15

23 C 2 RI.4.5 14, 15

24 D 2 RI.4.1 6

25 C 2 RI.4.2 5

26 D 2 RL.4.3 7

27 C 2 RL.4.5 15

28 D 2 RL.4.4 17

29 B 1 RL.4.5 20

30 C 3 RL.4.2 9

Book 2

31 D 2 RL.4.5 19

32 A 2 RL.4.4 17

33 B 2 RL.4.1 12

34 B 2 RL.4.4 17

35 C 1 RL.4.5 19

36 C 2 RL.4.2 10

37 A 1 RL.4.1 12


Practice Test (continued)

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 3

38 See page 5. 2 RI.4.1 6

39 See page 5. 2 RI.4.3 2

40 See page 5. 2 RI.4.1 6

41 See page 5. 3 RI.4.6, RI.4.9, W.2, W.9, L.1, L.2 16, 24, 27–29

Book 4

42 See page 5. 2 RI.4.1. 6

43 See page 5. 2 RI.4.8 23

44 See page 5. 2 RL.4.3 8

45 See page 6. 3 RL.4.2 9

46 See page 6. 3 RL.4.6 18

47 See page 6. 3 RL.4.9, W.2, W.9, L.1, L.2 25, 26, 27–29

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