benchmarks - measured progress...benchmarks reading | grade 4 ... (key concepts/skills to be...

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BenchmarksReading | Grade 4

Includes Standards Pacing Guide

2©2013 Measured Progress. All rights reserved. Measured Progress is a registered trademark and Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc.

Table of Contents

Benchmarks Reading Grade 4

Blueprint . . . . . . . . . . . 3

Student Test Form . . . . . . . 4

Scoring Guide . . . . . . . . . 18

Pacing Guide . . . . . . . . . . 29

BlueprintBlueprint

©2013 Measured Progress. All rights reserved. Measured Progress is a registered trademark and Measured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc. 3

©2013 Measured Progress. All rights reserved. | Web: MeasuredProgress.org

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CCBR1ELA_G4_FBMeasured Progress COMMON CORE and its logo are trademarks of Measured Progress, Inc.

Reading Benchmark AssessmentGrade 4 – Form BPurpose of Assessment: To monitor student understanding and to inform instruction.

Literary Item Specifi cations: At First Sight/The Desert

Anchor Standards

(Clusters)

Target Standards(Key concepts/skills to be assessed)

Item Type*(MC/EBSR/CR)

Depth of Knowledge

(DOK)

# ofItems

ItemPosition

Key Ideas and Details

RL.04.01: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

MC 2 2 1, 6

RL.04.02: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

MC 2 2 5, 7

RL.04.03: Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text.

MC 2 1 3

EBSR 2 1 9

CR 2 1 10

Craft and Structure

RL.04.04: Determine the meaning of words and phrases as they are used in a text.

MC 2 1 2

RL.04.05: Explain major diff erences between poems, drama, and prose, and refer to the structural elements of poems when writing or speaking about a text.

MC 2 1 8

Integration of Knowledge

and Ideas

RL.04.07: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version refl ects specifi c descriptions and directions in the text.

MC 2 1 4

* MC = Multiple Choice, EBSR = Evidence-Based Selected Response, CR = Constructed Response

TOTAL SCORE

26POINTS

TIME NEEDED FOR ADMINISTRATION

45–50MINUTES

Student Test Form


Student Test Form

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A2

Informational Item Specifi cations: When I Was a Kid/How Things Have Changed

Anchor Standards

(Clusters)

Target Standards(Key concepts/skills to be assessed)

Item Type*(MC/CR)

Depth of Knowledge

(DOK)

# ofItems

ItemPosition

Key Ideas and Details

RI.04.01: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

MC 2 2 12, 14

RI.04.02: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

MC 2 1 16

RI.04.03: Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c information in the text.

MC 2 1 11

Craft and Structure

RI.04.04: Determine the meaning of general academic and domain-specifi c words or phrases in a text relevant to a grade 4 topic or subject area.

MC 2 1 13

RI.04.05: Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

MC 2 1 15

RI.04.06: Compare and contrast a fi rsthand and secondhand account of the same event or topic; describe the diff erences in focus and the information provided.

MC 2 1 17

RI.04.07: Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

MC 2 1 18

Integration of Knowledge

and Ideas

RI.04.09: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

CR 3 1 19

* MC = Multiple Choice, CR = Constructed Response


Student Test Form

1 Go On©2013 Measured Progress. All rights reserved.

Student Test Form

Grade 4 Reading Benchmark – Form B

107475A Passage

Read Selection 1, a story about a boy seeing the desert landscape for the fi rst time.

SELECTION 1

At First Sight

The plane bringing Ryan and his Aunt Karen to the Southwest was about to land at Phoenix International Airport in Arizona. The two of them were traveling from Vermont to visit Ryan’s sister Julia in New Mexico.

Aunt Karen tapped Ryan on the shoulder and pointed out the window of the plane. “Look, Ryan,” she said.

The view took Ryan’s breath away. At fi rst sight of the desert landscape, Ryan could see how different the Southwest was from Vermont.

The differences were striking, even from thousands of feet in the air. In Vermont, the land was covered with trees. Standing on top of a mountain peak in Vermont on a clear day, you saw nothing but green forests, rivers, lakes, ponds, and wetlands for dozens and dozens of miles.

But the desert was so dry, and it spread far and wide in every direction toward giant mountains that jutted into the sky. Seeing the desert for the fi rst time, Ryan got a sense of how big the world actually was.

After the plane landed, Ryan and Aunt Karen walked through the gate into the airport, where Julia was waiting for them.

“I’m so glad you’re here! I’m so glad to see you!” Julia said, excitedly, in one long breath, on their way to the parking lot. “What do you think of the Southwest so far, Ryan?”

The air outside was hotter than Ryan had ever experienced in Vermont. “It’s really hot!”


Student Test Form



Julia laughed and rumpled his hair, in a big sisterly-way. As they drove on the highway to New Mexico, Ryan observed several other differences. The

desert was dotted with cactuses and short, scrubby trees. There were no cactuses in Vermont, of course, and most of the trees there were tall with broad branches.

Why are the desert trees so short? Ryan wondered. Then it occurred to him that maybe their growth was stunted by the wind and weather, just like the plants and trees that grew near the tops of mountains in Vermont.

Suddenly, Ryan saw a strange-looking animal on the side of the road. “Pull over, Julia, so we can get a better look,” Aunt Karen said. “It’s a mule!” Ryan exclaimed. “It’s a mule deer,” Julia said. “A mule deer?” Ryan had never heard of it. The deer in Vermont were called white-tails and

they were quite different. “Mule deer are shorter and they have wider necks than white-tails. White-tails are reddish

brown, but mule deer’s coats are a darker brown,” Ryan mused, listing the differences. “Living things develop in ways that help them survive,” Aunt Karen explained. As Ryan watched the mule deer peacefully chewing on the desert fl owers, the meaning of the

expression “there are many kinds of beauty” suddenly became clear to him. For example, he believed that a snowy winter day was different from, but just as beautiful as, a warm summer day.

“We’ll be in New Mexico by sunset,” Julia announced. It would be Ryan’s fi rst southwestern sunset, and he knew it would be beautiful with

spectacular colors, for as far as the eye could see.

“At First Sight” and “The Desert.” Commissioned. © 2013 Measured Progress. All rights reserved.


Student Test Form



107476A Passage

Read Selection 2, a poem about the desert. Both selections were written by the same author. Then answer the questions that follow.

SELECTION 2

The Desert

As We Drive along, 5 We Can Feel The Heat10 From The Sun Beaming in through the window.

What15 Is Most Unusual Is In20 Front of me strange animals, trees, and fl owers.

What Other Mysteries Lie25 Out there waiting for me? I can only imagine.

Look now, the sun has30 already set as we approach the house in the desert, I know it will be a couple of hours until I fi nd out the answer to my question tomorrow.


Student Test Form



STUDENT NAME: TEACHER NAME: DATE:

Reading Literary Texts

At First Sight/The Desert

For each question, choose the correct answer. Then completely fi ll in the circle for the answer you chose.

108810A Multiple Choice D Field Test / Pilot

1. In Selection 1, which statement best supports the idea that Ryan likes the desert?

A “But the desert was so dry, and it spread far and wide in every direction”

B “‘Mule deer are shorter and they have wider necks than white-tails.’”

C “At fi rst sight of the desert landscape, Ryan could see how different the Southwest was from Vermont.”

D “For example, he believed that a snowy winter day was different from, but just as beautiful as, a warm summer day.”


2. In Selection 1, the author uses the phrase jutted into the sky to mean

A moved across.

B blended into.

C covered up.

D stuck out.


3. What conclusion does Ryan come to at the end of Selection 1?

A Ryan thinks the desert is hotter than anything he has experienced.

B Ryan wishes they could stay awhile before going to New Mexico.

C Ryan thinks the sunsets are not as colorful in Vermont.

D Ryan realizes that the desert is special in its own way.

108812A Multiple Choice C Field Test / Pilot

4. Which sentence from Selection 1 does the picture best represent?

A “‘Living things develop in ways that help them survive,’”

B “The differences were striking, even from thousands of feet in the air.”

C “‘there are many kinds of beauty’ suddenly became clear to him.”

D “would be Ryan’s fi rst southwestern sunset,”


Student Test Form



108814A Multiple Choice B Field Test / Pilot

5. Which phrase states the theme ofSelection 1?

A the need for patience

B the wonder of nature

C the fear of the unknown

D the importance of family


6. Which quote best describes the setting in Selection 2?

A “Beaming in through the window.”

B “Front of me strange animals, trees, and fl owers.”

C “Out there waiting for me? I can only imagine.”

D “as we approach the house in the desert,”


7. Which statement summarizes Selection 2?

A The desert sunset is exciting to see.

B The desert contains mysteries.

C The desert has many strange animals.

D The desert heat makes people confused.


8. What are the major differences between the structure of Selection 1 and 2?

A Selection 1 uses dialogue to move the plot.Selection 2 uses rhyme to setthe tone.

B Selection 1 uses stage directions to describe setting.Selection 2 uses shape to express setting.

C Selection 1 is written in paragraphs.Selection 2 is written in stanzas.

D Selection 1 is organized by events.Selection 2 is organized by scenes.


Student Test Form



108819A Evidence Based Selected Response C, A Field Test / Pilot

This question has two parts. Make sure to answer both parts of the question.

9. In Selection 1, Ryan’s character can be described as a boy who

A likes his home state better than the one he is in.

B has always feared animals in the wild.

C has never traveled to a place like the desert.

D wants nothing more than to live in the Southwest.

Which evidence supports the answer above?

A “Seeing the desert for the fi rst time, Ryan got a sense of how big the world actually was.”

B “Suddenly, Ryan saw a strange-looking animal on the side of the road.”

C “The deer in Vermont were called white-tails and they were quite different.”

D “you saw nothing but green forests, rivers, lakes, ponds, and wetlands for dozens and dozens of miles.”


Student Test Form



107478A Constructed Response Field Test / Pilot

10. Describe how the desert setting in Selection 1 is different from what Ryan is used to in Vermont. Refer to details and examples from the selection to support your answer.

For this question, write your answer in the box provided. Be sure to support your answer with details.


Student Test Form



107485A Passage

Read Selection 3, an article about what it was like to grow up sixty years ago.

SELECTION 3

When I Was a Kid

I was born in 1935, but the 1940s are when I remember being a kid. It seemed like the world was moving very fast. My family did not own a car, but many families did, and I had ridden in one. My father actually got to fl y in an airplane once. He only fl ew a short distance, but it was possible for people to fl y across the ocean. We could listen to people from other countries give speeches on the radio, but most of these things did not affect my everyday life. It was the things that were closer to home that I remember best.

There were always people coming and going at our house. Mr. Carter, the milkman, delivered milk every morning in a wagon pulled by a horse. We knew when he arrived because we heard the bell on his wagon. He would leave the milk on the front steps and we would bring it inside.

We kept our food in an icebox to keep it cold because we did not have a refrigerator. Every few days, Mr. Lewis would deliver a block of ice to our house that we would put in the icebox. When it was really hot in the summer, sometimes he would chip off some pieces of ice for us to eat. He did not use a wagon to bring the ice to his customers. He drove a truck to make his deliveries.

A man selling vegetables would drive his wagon down the streets, calling to people as he drove by. The food he sold came from the farms nearby.

We spent many hours listening to shows on the radio. Some of my favorites were about cowboys, such as the Roy Rogers Show. I could hardly wait each week to hear about Roy Rogers’s next adventure. There was also The Abbott and Costello Show. My whole family would listen because it always made us laugh. We even listened to the president on the radio. President Roosevelt had what he called “fi reside chats” with the American people. He always talked in a calm voice and called the audience his “dear friends.” He told people about what was going on in the country.

We did not have a television set, but I had seen them for sale at a store. Hardly anyone had televisions because they were so new. The fi rst ones were only just starting to be sold in 1946. Even though the pictures were in black and white, we all still wanted to have one.

Sometimes we would go to the movie theater, and that was always a real treat. Many of our favorite radio shows were also movies. When we went to the movies, we did not have to imagine how Roy Rogers looked riding his horse. He was right there on the screen, biggerthan life.

Sometimes I talk about my childhood to my children or my grandchildren. They feel bad that I did not have all of the modern inventions that there are today. It is true that a refrigerator is more convenient than an icebox. But I would not trade my memories for anything.


Student Test Form



107486A Passage

Read Selection 4, an article about what life was like seventy years ago. Then answer the questions that follow.

SELECTION 4

How Things Have Changed

Photograph 1

A man adjusts the settings on his radio.

Only 70 years ago, the world was a very different place. People now have many more choices about how to travel. There are also many more ways to communicate. Even many things that were available back then have since been improved. It is easier to see the changes than it is to see the things that have stayed the same.

Some people drove cars back then, but not as many people as drive them today. Traveling with a horse and wagon was still very common. People often rode bicycles when they needed to travel places that were too far to walk. Today, many people ride bicycles just for fun. But even now, bicycles are an important way of getting around, especially in bigger cities. Airplane travel was very rare. It wasn’t until 1945 that airlines started fl ying people across the ocean. This was very expensive, and most people could not afford it. To cross the sea, people relied on boats. Sea travel could take weeks or even months. Though it can still be expensive, people today commonly travel the skies to visit other lands.

Seventy years ago, the fastest way for people to get news was to listen to the radio. Most people did not have a television. Some people did not even have a telephone. It took a long time for people to get information, whether it was news of the world or news from a friend.


Student Test Form



Now, computers have changed that. Computers were actually invented in the 1930s, but at fi rst they were huge and could barely fi t in one room. Smaller ones were made in the 1950s. People fi rst started using computers in their homes in the 1970s, but those computers were much slower than today’s computers. Since the Internet became available in the 1990s, computers have gotten faster and smaller. Now people use them to get news, talk to friends, and watch television. They have become a convenience that it would be hard to do without. Some people miss the days when the mailbox might have held an actual letter with big news from a friend. But even today, people like to send letters in the form of e-mails.

Many things were harder in the 1940s than they are today, but people still found time for fun. They liked to go to the movies. Most movies were in black and white. The fi rst movie theaters had opened 25 years earlier. They were called “nickelodeons,” because it cost a nickel to see a movie. People still go to movie theaters today, but it is probably not quite as exciting as it was then, since movies can now be seen at home too. With a hand-held screen, movies can be seen almost anywhere and anytime.

It is hard to imagine what life will be like in another 70 years. What new invention will come along and change everything? And what will people think when they look back at life today?

Photograph 2Bicycles were often used as transportation.

“When I Was a Kid” and “How Things Have Changed.” Commissioned. © 2013 Measured Progress. All rights reserved.


Student Test Form



Reading Informational Texts

When I Was a Kid/How Things Have Changed

For each question, choose the correct answer. Then completely fi ll in the circle for the answer you chose.

109355A Multiple Choice A Field Test / Pilot

11. According to Selection 3, why was going to the movies such a treat for the author in the 1940s?

A He could see radio shows come to life in movies.

B It was very expensive to go out to the movies.

C Movie theaters had just opened in most towns.

D Movie screens were so much larger than televisions.


12. The author of Selection 3 best supports the comment “I would not trade my memories for anything” by

A making the point that many families drove around in cars but “my family did not own a car.”

B describing time spent with family listening to the radio because “it always made us laugh.”

C describing how a man selling vegetables would call out “to people as he drove by.”

D explaining how televisions of the time showed black-and-white images but “we all still wanted to have one.”


13. In Selection 4, the author uses the word communicate to mean

A “see the changes.”

B “get information.”

C “listen to the radio.”

D “held an actual letter.”


14. Which sentence from Selection 4 supports the idea that computers have made it easier to stay connected?

A “took a long time for people to get information,”

B “but those computers were much slower than today’s computers.”

C “Now people use them to get news, talk to friends, and watch television.”

D “With a hand-held screen, movies can be seen almost anywhere”


Student Test Form




17. Which statement tells how Selection 3 is different from Selection 4?

A The ideas in Selection 3 come from just one person, while the ideas in Selection 4 come from many people.

B Selection 3 shares the author’s memories, while Selection 4 tells about the world in general.

C Selection 3 tells about one event, while Selection 4 tells the dates when certain events happened.

D The information in Selection 3 is true, while the information in Selection 4 is made up.


18. Which question is answered by Photograph 1 in Selection 4?

A Why did people use radios in their homes?

B How did a radio play programs?

C What did a radio look like in the 1940s?

D Which programs played on the radio in the 1940s?

109358A Multiple Choice A Field Test / Pilot

15. How does the author structure the information in Selection 4?

A by comparing one time period with another

B by explaining how a problem was solved over time

C by asking a question about the past and then answering it

D by showing how one past event caused another one


16. Which statement best summarizesSelection 4?

A People of the future will probably have even easier lives than people of today.

B Some people think the world of the 1940s was better than today’s world in many ways.

C Most big improvements in the last 70 years have been because of computers.

D Although a few things are the same, daily life has changed a great deal in the last 70 years.


Student Test Form


13©2013 Measured Progress. All rights reserved.

107488A Constructed Response Field Test / Pilot

19. Explain the challenges of living in the 1940s. Refer to details and examples from both selections to support your answer.

For this question, write your answer in the box provided. Be sure to support your answer with details.

Scoring Guide


Scoring Guide


B1

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CCSS Alignment CLUSTER: Key Ideas and Details

STANDARD: RL.04.01Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.DOK: 2

1. In Selection 1, which statement best supports the idea that Ryan likes the desert?

A “But the desert was so dry, and it spread far and wide in every direction”

B “‘Mule deer are shorter and they have wider necks than white-tails.’”

C “At fi rst sight of the desert landscape, Ryan could see how different the Southwest was from Vermont.”

D “For example, he believed that a snowy winter day was different from, but just as beautiful as, a warm summer day.”

Distractor Rationales

A This statement shows that Ryan realizes there is more to the world than just Vermont, but the reader cannot infer that he likes the desert based on the size.

B This statement describes what a mule deer looks like, but the reader cannot infer that Ryan likes the desert.

C This statement shows that Ryan recognizes that states look diff erent, but the reader cannot infer that Ryan likes the desert based on this fact.

D Key: The reader can infer that Ryan likes the desert because he recognizes its beauty, even though it is diff erent than a snowy day.

CCSS Alignment CLUSTER: Craft and Structure

STANDARD: RL.04.04Determine the meaning of words and phrases as they are used in a text.

DOK: 2

2. In Selection 1, the author uses the phrase jutted into the sky to mean

A moved across.

B blended into.

C covered up.

D stuck out.


A The author uses the words jutted into the sky to mean an upward movement, not a horizontal one.

B “Blending in” means the opposite of the phrase jutted into the sky as the author uses it.

C The clouds may have been covered by the mountains as they jutted into the sky, but this is not the meaning of the phrase as used by the author.

D Key: The author uses the words jutted into the sky to mean “stuck out.”

Reading Scoring Guide Grade 4 – Form B


Scoring Guide


B2

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Scoring Guide


STANDARD: RL.04.03Describe in depth a character, setting, or event in a story or drama, drawing on specifi c details in the text.

DOK: 2

3. What conclusion does Ryan come to at the end of Selection 1?

A Ryan thinks the desert is hotter than anything he has experienced.

B Ryan wishes they could stay awhile before going to New Mexico.

C Ryan thinks the sunsets are not as colorful in Vermont.

D Ryan realizes that the desert is special in its own way.


A In the middle of the selection, Ryan mentions the heat, but this is not his conclusion.

B Ryan does not mention wanting to stay in the southwest.

C Ryan expects the sunset to be spectacular, but he does not compare it to those in Vermont.

D Key: Ryan concludes that the desert is beautiful even though it is diff erent from Vermont.

CCSS Alignment CLUSTER: Integration of Knowledge and Ideas

STANDARD: RL.04.07Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version refl ects specifi c descriptions and directions in the text.

DOK: 2

4. Which sentence from Selection 1 does the picture best represent?

A “‘Living things develop in ways that help them survive,’”

B “The differences were striking, even from thousands of feet in the air.”

C “‘there are many kinds of beauty’ suddenly became clear to him.”

D “would be Ryan’s fi rst southwestern sunset,”


A This is a general statement made while they were looking at the mule deer, but it does not represent the picture.

B The picture shows a view from the perspective of someone on the ground; this sentence refers to the view from the airplane.

C Key: Since the picture shows the sunset, the mule deer, and the desert fl ower, it represents the beauty of the desert.

D This sentence only represents the sunset.


Scoring Guide


B3

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Scoring Guide


STANDARD: RL.04.02Determine a theme of a story, drama, or poem from details in the text; summarize the text.

DOK: 2

5. Which phrase states the theme ofSelection 1?

A the need for patience

B the wonder of nature

C the fear of the unknown

D the importance of family


A The selection implies that the main character must be patient as he/she waits to discover the mysteries to come, but this is not the theme.

B Key: The selection focuses on the beauty of the world outside.

C The main character wonders about the mysteries that lie ahead, but this is not the theme.

D Selection 1 mentions family, and a student might imply that the main character in Selection 2 is traveling to visit family as well, but this is not mentioned.


STANDARD: RL.04.01Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK: 2

6. Which quote best describes the setting in Selection 2?

A “Beaming in through the window.”

B “Front of me strange animals, trees, and fl owers.”

C “Out there waiting for me? I can only imagine.”

D “as we approach the house in the desert,”


A This quote refers to the sun, which relates to the setting but does not describe it.

B Key: The setting is best described by the animals, trees, and fl owers seen out the window.

C This option refers to “out there,” which is the setting, but it does not describe it.

D This option mentions approaching the fi nal destination, but it does not describe the setting.


Scoring Guide


B4

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Scoring Guide


STANDARD: RL.04.02Determine a theme of a story, drama, or poem from details in the text; summarize the text.

DOK: 2

7. Which statement summarizes Selection 2?

A The desert sunset is exciting to see.

B The desert contains mysteries.

C The desert has many strange animals.

D The desert heat makes people confused.


A A sunset is mentioned as a key detail, but it does not belong in a summary of the poem.

B Key: The narrator of Selection 2 marvels at the landscape and wonders what other mysteries are out there waiting.

C The strangeness of the animals summarizes one stanza, but not the entire poem.

D This option represents a misunderstanding of the questioning in the poem.


STANDARD: RL.04.05Explain major diff erences between poems, drama, and prose, and refer to the structural elements of poems when writing or speaking about a text.

DOK: 2

8. What are the major differences between the structure of Selection 1 and 2?

A Selection 1 uses dialogue to move the plot.Selection 2 uses rhyme to setthe tone.

B Selection 1 uses stage directions to describe setting.Selection 2 uses shape to express setting.

C Selection 1 is written in paragraphs.Selection 2 is written in stanzas.

D Selection 1 is organized by events.Selection 2 is organized by scenes.


A Selection 1 does use dialogue; although Selection 2 is a poem, it does not rhyme.

B Selection 2 is in a shape, but Selection 1 does not use stage directions.

C Key: Selection 1 is fi ction and Selection 2 is a poem.

D Selection 1 describes a series of events intermingled with impressions; Selection 2 is organized as a picture.


Scoring Guide


B5

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Scoring Guide



DOK: 2

9. In Selection 1, Ryan’s character can be described as a boy who

A likes his home state better than the one he is in.

B has always feared animals in the wild.

C has never traveled to a place like the desert.

D wants nothing more than to live in the Southwest.


A Ryan mentions Vermont, but he does not say that he likes it better.

B Ryan is not fearful when he sees the mule-deer, but this is a minor detail.

C Key: The trip did reveal a new and unusual environment for Ryan.

D Ryan does not mention or imply that he would like to live in the Southwest.

Which evidence supports the answer above?

A “Seeing the desert for the fi rst time, Ryan got a sense of how big the world actually was.”

B “Suddenly, Ryan saw a strange-looking animal on the side of the road.”

C “The deer in Vermont were called white-tails and they were quite different.”

D “you saw nothing but green forests, rivers, lakes, ponds, and wetlands for dozens and dozens of miles.”


A Key: Ryan had never seen such a diff erent landscape, and his worldview expanded when he saw the desert.

B Ryan did see a strange-looking animal, but this is a minor detail.

C Ryan notices diff erences between mule-deer and white-tail deer, but this is a minor detail.

D This description of Vermont supports the idea that Ryan would like to live in the Southwest, but this is not the correct description of his character.


Scoring Guide


B6

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Scoring Guide



DOK: 2

10. Describe how the desert setting in Selection 1 is different from what Ryan is used to in Vermont. Refer to details and examples from the selection to support your answer.

Constructed-Response Rubric

SCORE DESCRIPTION

4Response is accurate, complete; describes in depth the settings, drawing on specifi c details from the text. Text references strongly support the task and demonstrate understanding of the text. The writing is clearly articulated, focused, and demonstrates strong control of conventions; a few minor errors may be present.

3Response is mostly accurate, somewhat complete; describes in depth the settings, drawing on specifi c details from the text. Text references support the task and demonstrate understanding of the text. The writing is focused and demonstrates control of conventions; some minor errors may be present.

2

Response is partially accurate, inconsistent, or fl awed. It attempts to describe in depth the settings, drawing on specifi c details from the text. Text references provided to support the task may be general, used incorrectly, or used with limited success. The writing may exhibit issues with organization, focus, and/or control of standard English grammar.

1Response is incomplete, provides minimal understanding of the task or a minimal response to the task. Text references provided to support the task may be vague or lacking. The writing may exhibit major issues with organization, focus, and/or control of standard English grammar.

0 Response is inaccurate, irrelevant, contains insuffi cient evidence to demonstrate understanding of the task, or the student has failed to respond to the task.

Blank No response

Constructed-Response Scoring Notes:The response may include, but is not limited to, the following:

The desert is vast, hot, and dry; Vermont has green forests, rivers, lakes, ponds, and wetlands. The dry desert landscape has short, scrubby trees and cacti. Vermont’s trees have broad branches.


Scoring Guide


B7

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Scoring Guide


STANDARD: RI.04.03Explain events, procedures, ideas, or concepts in a historical, scientifi c, or technical text, including what happened and why, based on specifi c information in the text.

DOK: 2

11. According to Selection 3, why was going to the movies such a treat for the author in the 1940s?

A He could see radio shows come to life in movies.

B It was very expensive to go out to the movies.

C Movie theaters had just opened in most towns.

D Movie screens were so much larger than televisions.


A Key: The author notes the treat of seeing a movie in the age of radio shows.

B Neither passage mentions that seeing a movie cost a lot. Selection 4 states that it cost a nickel but doesn’t correlate that to living expenses at the time.

C Movie theaters had been open for 25 years at this time.

D Most people didn’t have televisions at this time. Movies were more accessible.


STANDARD: RI.04.01Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK: 2

12. The author of Selection 3 best supports the comment “I would not trade my memories for anything” by

A making the point that many families drove around in cars but “my family did not own a car.”

B describing time spent with family listening to the radio because “it always made us laugh.”

C describing how a man selling vegetables would call out “to people as he drove by.”

D explaining how televisions of the time showed black-and-white images but “we all still wanted to have one.”


A The fact that the author’s family did not own a car is not the best support for memories that would not be traded.

B Key: The memory of family time spent together and how it caused the author to laugh is the best support for memories that would not be traded.

C The author recalls the vegetable seller, but this is not the best support for memories that would not be traded.

D The author recalls the televisions of the 1940s, but this is not the best support for memories that would not be traded.


Scoring Guide


B8

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Scoring Guide


STANDARD: RI.04.04Determine the meaning of general academic and domain-specifi c words or phrases in a text relevant to a grade 4 topic or subject area.

DOK: 2

13. In Selection 4, the author uses the word communicate to mean

A “see the changes.”

B “get information.”

C “listen to the radio.”

D “held an actual letter.”


A The author mentions many of the changes taking place in the ways people communicate, but this is not the meaning of the word as used in the selection.

B Key: There are many ways to communicate, and the author uses the word to mean the ways that humans get information.

C The radio is one way that people get information, but this is not the way the author uses the word communicate in the selection.

D The author refers to the mailbox holding an actual letter, and letters are one way people communicate, but this is not the meaning of the word as used in the selection.


STANDARD: RI.04.01Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

DOK: 2

14. Which sentence from Selection 4 supports the idea that computers have made it easier to stay connected?

A “took a long time for people to get information,”

B “but those computers were much slower than today’s computers.”

C “Now people use them to get news, talk to friends, and watch television.”

D “With a hand-held screen, movies can be seen almost anywhere”


A This sentence shows a diffi culty people had with the ease of getting information, not how computers have improved that.

B This sentence compares the speed of computers then and now but doesn’t shed light on communication.

C Key: This sentence describes how people use computers to communicate.

D This is an application of hand-held devices, not computers.


Scoring Guide


B9

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Scoring Guide


STANDARD: RI.04.05Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

DOK: 2

15. How does the author structure the information in Selection 4?

A by comparing one time period with another

B by explaining how a problem was solved over time

C by asking a question about the past and then answering it

D by showing how one past event caused another one


A Key: By noting the diff erences in time periods, the author is better able to describe the era to the reader.

B The author explains how life was diff erent, which might be interpreted as a problem, but this is not the structure of the information in Selection 4.

C The author does ask a question at the end of Selection 4, but the structure of the selection is not based on asking a question and answering it.

D The author does not base the structure of the selection on showing how one event caused another.


STANDARD: RI.04.02Determine the main idea of a text and explain how it is supported by key details; summarize the text.

DOK: 2

16. Which statement best summarizesSelection 4?

A People of the future will probably have even easier lives than people of today.

B Some people think the world of the 1940s was better than today’s world in many ways.

C Most big improvements in the last 70 years have been because of computers.

D Although a few things are the same, daily life has changed a great deal in the last 70 years.


A The passage does not, on the whole, convey this idea.

B This answer relies on the point of view advanced in the passage, but hypothesizes beyond the text.

C This is a key idea, but it does not summarize the whole text.

D Key: The selection is about how various aspects of daily life (communication, travel, entertainment, etc.) have changed in the past 70 years.


Scoring Guide


B10

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Scoring Guide


STANDARD: RI.04.06Compare and contrast a fi rsthand and secondhand account of the same event or topic; describe the diff erences in focus and the information provided.

DOK: 2

17. Which statement tells how Selection 3 is different from Selection 4?

A The ideas in Selection 3 come from just one person, while the ideas in Selection 4 come from many people.

B Selection 3 shares the author’s memories, while Selection 4 tells about the world in general.

C Selection 3 tells about one event, while Selection 4 tells the dates when certain events happened.

D The information in Selection 3 is true, while the information in Selection 4 is made up.


A Selection 4 does not share ideas from many diff erent people; it’s a general overview of the time period.

B Key: Personal details are off ered in Selection 3, as it is a fi rsthand account; Selection 4 is a secondhand account.

C Both selections mention dates, but Selection 4 refers to more dates than Selection 3 does.

D Both selections share information that is true, but Selection 4 is more general and not a fi rst-person account.


STANDARD: RI.04.07Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

DOK: 2

18. Which question is answered by Photograph 1 in Selection 4?

A Why did people use radios in their homes?

B How did a radio play programs?

C What did a radio look like in the 1940s?

D Which programs played on the radio in the 1940s?


A This illustration appears to show a man turning on the radio, but it does not provide specifi c information about why people used radios.

B Although the man in this illustration is adjusting a button on the radio, this illustration does not explain how a radio plays programs.

C Key: This illustration shows what a radio looked like in the 1940s.

D Although this illustration shows a man listening to the radio, it does not indicate to which program the man is listening.


Scoring Guide


B11

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Scoring Guide

CCSS Alignment CLUSTER: Integration of Knowledge and Ideas

STANDARD: RI.04.09Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

DOK: 3

19. Explain the challenges of living in the 1940s. Refer to details and examples from both selections to support your answer.

Constructed-Response Rubric

SCORE DESCRIPTION

4

Response is accurate, complete; integrates information from two texts on the same topic in order to write about the subject knowledgeably. Text references strongly support the task and demonstrate understanding of the text. The writing is clearly articulated, focused, and demonstrates strong control of conventions; a few minor errors may be present.

3Response is mostly accurate, somewhat complete; integrates information from two texts on the same topic in order to write about the subject knowledgeably. Text references support the task and demonstrate understanding of the text. The writing is focused and demonstrates control of conventions; some minor errors may be present.

2

Response is partially accurate, inconsistent, or fl awed. It attempts to integrate information from two texts on the same topic in order to write about the subject knowledgeably. Text references provided to support the task may be general, used incorrectly, or used with limited success. The writing may exhibit issues with organization, focus, and/or control of standard English grammar.

1Response is incomplete, provides minimal understanding of the task, or a minimal response to the task. Text references provided to support the task may be vague or lacking. The writing may exhibit major issues with organization, focus, and/or control of standard English grammar.

0 Response is inaccurate, irrelevant, contains insuffi cient evidence to demonstrate understanding of the task, or the student has failed to respond to the task.

Blank No response

Constructed-Response Scoring Notes:The response may include, but is not limited to, the following:

Many families did not own cars. Traveling with a horse and wagon was common. Some people used bicycles to get from place to place. Very few people fl ew on airplanes. Boats were used for travel across the sea since air travel was expensive. Food was kept in an icebox because there were no refrigerators. People got their information from the radio. Most people did not have televisions, because they were so new. The fi rst computers were very large and were not used by people at home.

Pacing Guide


Pacing Guide

Council of Chief State School Officers. “Common Core State Standards: Implementation Tools and Resources.” January 2013. http://www.ccsso.org/Documents/2012/Common_Core_Resources.pdf.

Standards Pacing GuideThe Measured Progress COMMON CORE Benchmarks and Standards Pacing Guide serve as valuable tools for integrating the Common Core State Standards into your local assessment system.

The Standards Pacing Guide provides a recommended scope and sequence of the standards to help inform curriculum mapping and instructional planning. The guide identifies the Common Core State Standards represented in each of the Benchmarks. Standards addressed are listed in in each Math and Reading form, for grades 3 through 8.

How were Benchmarks and the Standards Pacing Guide developed? Created by our content experts using nationally recognized research and publishers’ criteria, the Standards Pacing Guide provides a strong foundation for informing and validating the development of the Measured Progress COMMON CORE Benchmarks.

The Standards Pacing Guide was influenced by our experience with the Common Core consortia, including an analysis of Partnership for Assessment of Readiness for College and Careers and Smarter Balanced test blueprints, and our own content expertise. In addition, the pacing guide draws from research included in the Council of Chief State School Officers’ Common Core Implementation Tools and Resources.

Key Design Considerations for Reading:�� Following a key shift in how the Common Core Reading standards should be assessed, standards are grouped holistically across both literary and informational texts.

�� Standards from the key anchor clusters of Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas are integrated throughout each of the four forms in a grade level.

�� Reader tasks and text complexity increase throughout the four forms.


Pacing Guide

Form A

ID Standard

RL.04.01 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.04.02 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.04.03 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.

RL.04.04 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology.

RL.04.07 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RI.04.01 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.04.02 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.04.03 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.04.04 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.04.05 Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

RI.04.07 Interpret information presented visually, orally, or quantitatively.

RI.04.09 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Form B

ID Standard




RL.04.04 Determine the meaning of words and phrases as they are used in a text.

RL.04.05 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems when writing or speaking about a text.







RI.04.06 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.04.07 Interpret information presented visually, orally, or quantitatively.



Pacing Guide

Form C

ID Standard






RL.04.09 Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures.





RI.04.05 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.04.07Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

RI.04.08 Explain how an author uses reasons and evidence to support particular points in a text.


Form D

ID Standard




RL.04.06 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.


RL.04.09 Compare and contrast the treatment of similar themes and topics in stories, myths, and traditional literature from different cultures.






RI.04.08 Explain how an author uses reasons and evidence to support particular points in a text.


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