Department of Education

English Program

PREPARED AND ADAPTED BY

Maribel ArroyoYauco English Supervisor

Sandra BlondetPonce III English Supervisor

Jo - Ann FeblesJuana Diaz English Supervisor

Tulidania GonzalezGuayanilla English Supervisor

Ivelisse LeónPonce II English Supervisor

Dr. Iris LugoPonce I English Supervisor

Carmen MartínezSanta Isabel English Supervisor

Lina Pérez Adjuntas English Supervisor

Pat RiosPeñuelas English Supervisor

Inés RosadoGuanica English Supervisor

Olga HernandezSanta Isabel English Teacher

CONTRIBUTING EDUCATORS

Prof. Iviana DelgadoPonce I English Teacher

Barbara González CamachoGuánica English Teacher

Prof. Olga HernándezSanta Isabel English Teacher

Brenda E. Serrano SantosGuánica English Teacher

EDITORS

Dr. Evelyn VeguillaEnglish Program Director

Prof. Alvin RíosJayuya English Supervisor

Prof. Luz Selenia GarcíaVillaba English Supervisor

Prof. Aidita Vélez OrtizCidra English Supervisor

Prof. María V. MartínezBayamón I English Supervisor

Luz Magali Ramos MatosNaguabo English Supervisor

Patricia Nieves SánchezCaguas II English Supervisor

Pre-Post Test 4th Grade

Listening/Speaking

Content StandardThe student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and express ideas effectively in a variety of personal, social, and academic contexts.

Expectations: L/S 4.1, 4.2, 4.3, 4.4, 4.5

Part I. ListeningListen to the story, and answer the questions below.

A Nice Day

Carmen made a chocolate cake in her mother’s kitchen. First, she gathered all the ingredients. Then, she mixed the ingredients according to the recipe. Carmen made a big cake, and she decorated it with vanilla frosting. It tasted like a fancy, fresh chocolate pudding.

Carmen called her friends that afternoon. She invited them to share her baked chocolate cake with them. After eating a piece of cake and having some soft drinks, they went to the movies.

Once they arrived at the cinema, they decided to watch “Richie and his Dog Rocco”. They really had fun at the movies eating popcorn and candies. It was a great ending for a wonderful day.

1. Who is the main character in the story?

A. Richie

B. Mother

C. Carmen

D. Rocco

2. Where does the story take place? In___________________.

A. Carmen’s kitchen and the cinema

B. Richie’s kitchen and the cinema

C. Rocco’s kitchen and the cinema

D. Mother’s kitchen and the cinema

3. By the end of the day, Carmen invited her friends to the movies.

After she invited her friends, she _________ they were going to have fun.

A. knew

B. new

C. now

D. know

4. When Carmen ran out to the movies, she forgot to __________ the door.

A. clothes

B. close

C. claw

D. clause

5. Where did Carmen and her friends go? They went

to__________.

A. the kitchen

B. the door

C. the movies

D. the pizza parlor

6. When did Carmen and her friends go to the movies?

A. in the afternoon

B. last night

C. yesterday

D. the day before

7. How did Carmen and her friends find the movie? It was a _______

one.

A. sad

B. silly

C. mysterious

D. great

8. What did Carmen and her friends eat during that day?

A. cake, candies, soft drinks, and cotton candy

B. soft drinks, cake, peanuts, and candies

C. cake, soft drinks, popcorn, and candies

D. popcorn, candies, soft drinks, and cotton candy

9. What happened first in the story?

A. Carmen invited her friends to eat cake.

B. Carmen and her friends went to the movies.

C. Carmen baked a chocolate cake.

D. Carmen and her friends ate popcorn and candies.

10. The following sentence: It tasted like a fancy, fresh chocolate pudding. Is an example of:

A. metaphor

B. simile

C. personification

D. onomatopoeia

Part II. Speaking

Answer the following question orally.

How do you share with your family?

Part III. Oral Proficiency Rubric

Student’s Name: ___________________________________________

Fluency

Speaks Fluently.

6

Speaks with near native-like fluency. Any hesitation dos not interfere with communication.

5

Speaks with occasional hesitation.

4

Speaks hesitantly because of rephrasing and searching for words.

3

Speaks with a single word utterance and short patterns.

2

Repeats words and phrases.

1

Structure

Masters a variety of grammatical structures.

6

Uses a variety of structures with occasionalgrammatical errors.

5

Uses complex sentences. Applies rules of grammar but lacks control or irregular forms( eg. runned, mans, not never, more higher)

4

Uses predominantlypresent tenseverbs. Demonstrates errors of omission leaves words out, leaves ending offs).

3

Vocabulary

Uses extensive vocabulary but may lag behind native speaking peers in vocabulary development.

6

Uses varied vocabulary.

5

Uses adequate vocabulary.

4

Uses limited vocabulary.

3

Pre-Post Test 4th Grade

Answer Key

Listening /Speaking

1. C

2. D

3. A

4. B

5. C

6. A

7. D

8. C

9. C

10. C

Expectation(s)L/S 4.1 – 4.5

Listening/Speaking

The student:

DOKDepth of

Knowledge

Thinking LevelBloom’s

Taxonomy

Type of Item

Total Points

PMAPoints of Minimal

Achievement(70%)

Part IListening-Listens to and responds during a read aloud from a variety of narrative texts to comprehend and identify main character and setting.

-Recognizes simple homophones and figurative language.

- Listens and responds to Wh questions as well as How in formal and informal discussions.

-Organizes events from read alouds of narrative texts.

- Identifies the main idea and details from read alouds.

Level 1

Level 2-3

Level 2

Level 2

Level 2

Knowledge

Analysis

Comprehension

Comprehension

Comprehension

Multiple Choice

10 7

Part IISpeaking- Responds to questionsin formal in informal discussion.

- Uses acquired vocabulary and appropriate language structure.

Level 1-3

Level 1-3

ApplicationAnalysisSynthesis

ApplicationAnalysisSynthesis

Oral 18 13

TOTAL… 28 20Table of Specifications - Pre-Post Test 4th Grade

Pre-Post Test 4th Grade Answer Sheet

Student’s Name __________________________Date: ______________

1. A. Richie B. Mother C. Carmen D. Rocco

2. A. Carmen’s kitchen and the cinemaB. Richie’s kitchen and the cinemaC. Rocco’s kitchen and the cinemaD. Mother’s kitchen and the cinema

3. A. knew B. newC. nowD. know

4. A. clothes B. closeC. clawD. clause

5. A. the kitchenB. the doorC. the moviesD. the pizza parlor

6. A. in the afternoon B. last night

C. yesterdayD. the day before

7. A. sad B. silly C. mysterious D. great

8. A. cake, candies, soft drinks, and cotton candy B. soft drinks, cake, peanuts, and candiesC. candies, cake, soft drinks, and popcorn

D. popcorn, candies, soft drinks, and cotton candy

9. A. Carmen invited her friends to eat cake.B. Carmen and her friends went to the movies.C. Carmen baked a chocolate cake.D. Carmen and her friends ate popcorn and candies.

10. A. metaphor B. simileC. personificationD. onomatopoeia

Pre-Post Test 4th Grade

Reading

Content Standard

The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction

Expectations: R. 4.1, 4.2, 4.3, 4.4, 4.5, 4.6,

Part IV.Read the following passage and select the correct answer for the questions below.

At the Farm

When María visited her aunt and uncle's farm, her favorite friend

was a soft, furry little animal. Its mother would not feed it, so María

fed it milk from a bottle. One afternoon, the little creature strayed

from the rest of the flock. María searched for it for a long time.

Finally, María heard a tiny bleat and found the small animal. She was

able to lead it home by holding out a bottle of milk.

11. This passage is mainly about:A. a farmB. a feedingC. an animalD. a friend

12. Why did María feed the furry little animal? Because____________.A. it was very smallB. its mother would not feed itC. it was away from the rest of the flockD. it made a tiny bleat

13. What is the main idea of the passage?A. Visiting aunt and uncleB. Hearing animal soundsC. Helping on a farmD. Caring for an animal

14. In this passage the word flock means:A. animals running

B. group of animalsC. crowd of peopleD. farm animals

15. The soft, little animal strayed away from the flock during the _________________.

A. morningB. eveningC. afternoonD. night

16. By strayed, the writer means that the little animal _____________.A. moved awayB. drank milkC. ran with the flockD. went home

17. A bleat is ___________.A. a bottleB. a sheepC. a goatD. a sound

18. Which of the following sentences is an opinion?A. María visited her aunt and uncle.B. The little animal was the prettiest.C. María fed the little animal.D. The animal made a tiny bleat.

19. According to the selection, the soft, furry, little animal is a_______. A. calf

B. puppyC. lambD. kitten

20. What happened last in the story?A. María led the little animal home.B. María fed the animal milk in a bowl.C. María heard the little animal bleat.D. María visited her uncle’s farm.

Part V. Reading OrallyRead the following story out loud.

Our class had fun with the paper-bag masks we made. One lunch

hour we put on our masks and marched around the yard. The other

students loved it. Then we displayed the masks in the school library.

Our masks showed great variety. Sandra’s mask had a wide

mouth and no hair. Roberto’s mask had slanting eyes. Wanda’s mask

looked like a girl wearing a headband, and José’s mask looked sad.

Pre- Post Test4th Grade

Answer SheetReading

11. C

12. B

13. D

14. B

15. C

16. A

17. D

18. B

19. C

20. A

V. Reading Rubric

Student’s Name: _________________________________________

Date: _________________________________Smoothness/

PacingConfidence Accuracy Expression

4

Student reads all of the familiar text smoothly and continuously. The student pays attention to punctuation marks, and understands how to break text up into meaningful groups of words.

Student appearsrelaxed/confident and recovers quickly if amistake is made.

Student self-corrects, or does not make errors when reading familiartext.

Student reads familiartext with appropriatechanges in voice pitch/expression thatreflect comprehension of the text and add dramatic emphasis to the text.

3

Student reads most of the familiar text smoothly and pays some attention to punctuation marks.

Student appearsrelaxed/confident, but is slightly flustered bymistakes.

Student makesoccasional errors that do not affect the content of the text (e.g., mispronouncing character names).

Student reads familiartext with appropriatechanges in voice pitch/expression thatreflect comprehensionof the text.

2

Student reads familiar text either too quickly or with awkward pauses.

Student appearssomewhat nervous and is flustered by mistakes.

Student makes occasional errors thataffect the content of the text (e.g., reads “can” for “car”).

Student reads familiartext with changes in voice pitch/expression that may not match the text meaning.

1

Student reads familiartext with long extended pauses or by slowly sounding out each word.

Student appears nervous and cannot concentrate to read.

Student makes frequenterrors when readingfamiliar text and textappears to be above student’s comfortablereading level.

Student reads familiartext in a monotone voice.

Expectation(s)R. 4.1 – 4.6

ReadingThe student:

DOKDepth of

Knowledge

Thinking LevelBloom’s

Taxonomy

Type of Item

Total Points

PMAPoints of Minimal

Achievement(70%)

Part VIReading-Decodes words and phrases; reads fluently.

-Analyzes the text and identifies text features to enhance comprehension.

- Uses context clues and resources to build vocabulary, verify meaning, determine the meaning of unfamiliar words,

-Identifies main character, and identifies setting with in an expository text.

-Uses story organization to identify sequence within an expository text.

-Identifies main idea or topic and fact and opinion in informational text.

Level 1

Level 4

Level 3

Level 1

Level 3

Level 2

Knowledge

Analysis

Application

Knowledge

Application

Comprehension

Multiple Choice

10 7

Part V.Oral Reading

-Decodes words and phrases; reads fluently.

Level 3 Application 4 3

Total … 14 10

Specification Chart Pre-Post Test 4th Grade

Pre-Post Test 4th grade

Writing

Content Standard

The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.

Expectations: W.4.1, 4.2, 4.3, 4.4, 4.5

Instructions. Read the questions below and select the correct answer.

VI. Which of the groups of words below are arranged in the correct alphabetical order?

21. A. indian, inability, insert, interestB. insert, indian, interest, inability,C. inability, indian, insert, interestD. interest, indian, insert, inability

22. A. pass, pearl, point, productB. point, pass, pearl, productC. product, pearl, pass, pointD. pass, pearl, product, point

23. A. comedian, commercial, competition, comfortableB. comedian, comfortable, commercial, competitionC. comfortable, comedian, commercial, competitionD. commercial, comfortable, competition, comedian

VII. Which of the following words begin with the same consonant blend? Select the correct answer.

24. A. friction, freight, footB. clever, clown, clipC. train, treat, tookD. place, pinch, please

25. A. snail, soar, snowB. care, carol, chatC. grade, grammar, grape

D. usage, under, uncover

26. A. bamboo, boat, bananaB. citizen, chart, checkC. leaf, ledge, licenseD. also, alphabet, almond

VIII. Which of the following words completes each sentence correctly?

27. Gloria __________the school bus.A. taked

B. took C. tok

D. touk

28. These ___________ are very tall and have beautiful flowers.A. threes.B. tresC. treeD. trees

29. The teacher __________ on the board.A. rightsB. wrightsC. writesD. wrotes

30. Circus animals live in ________________.A. cagesB. chagesC. cavesD. cags

31. Basketball is my ______________ sport.A. favoritesB. phaboritC. favoriteD. phavorites

32. Mr. Torres ___________ very slowly.A. drivingB. driveC. drivesD. drove

33. The children _____________ to school yesterday.A. walking B. walkC. walkedD. walks

34. Gloria is ______________ milk.A. drinkingB. drinkC. drinksD. drank

IX. Read the sentences below and select the correct answer that identifies the type of sentence.

35. Don’t get too close to it.

A. interrogativeB. declarativeC. exclamatoryD. imperative

36. Wow, that dress looks nice!A. declarativeB. exclamatoryC. imperativeD. interrogative

37. Who is your best friend?A. imperativeB. declarativeC. interrogativeD. exclamatory

38. San Juan is a big city.A. declarativeB. imperativeC. exclamatoryD. interrogative

39. Susan likes to eat vanilla ice-creamA. ?B. !C. .D. ,

40. Do they work in schoolA. ;B. !C. .D. ?

41. Please, sit down and do your workA. !B. .C. ;D. ?

Read each sentence. Select the sentence that has the correct word order.

42. A. Carlos belongs to a swimming team.B. To a swimming team Carlos belongs.C. Swimming team a Carlos belongs to.D. Belongs Carlos to a swimming team.

43. A. Summer their vacation they enjoyed.B. Their summer vacation they enjoyed.C. They enjoyed their summer vacation. D. Enjoyed their summer vacation they.

44. A. Wild animal project Luis and Sonia will work on a.B. On a wild animal project Luis and Sonia will work.C. A wild animal project Luis and Sonia will work on.D. Luis and Sonia will work on a wild animal project.

X. Observe the pictures. Select one, and write a four (4) to five (5) sentence descriptive paragraph.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Pre-Post Test 4th gradeAnswer SheetWriting

21. C22. A23. B24. B25. C26. D27. B28. D29. C30. A31. C32. C33. C34. A35. D36. B37. C

38. A39. C40. D41. B42. A43. C44. D

Table of Specifications Pre-Post test 4th gradeExpectation(s)

W. 4.1 – 4.5Writing

The student:

DOKDepth of

Knowledge

Thinking LevelBloom’s

Taxonomy

Type of Item

Total Points

PMAPoints of Minimal

Achievement(70%)

Part VI.-Arranges words in alphabetical order using first, second, and third letter criteria. Part VII.-Applies phonemic awareness, phonics strategies and structural analysis to correctly spell words that have three clusters.Part VIII.-Applies structural analysis to correctly spell words, common spelling patterns and uncommon consonant patterns.- Uses appropriate grammar and mechanics to write complete declarative sentences.Part IX.-Uses appropriate, grammar and mechanics to write complete declarative, interrogative,

Level 1

Level 2

Level 2

Level 2

Level 2

Knowledge

Application

Application

Application

Analysis

Multiple Choice

Multiple Choice

Multiple Choice

Multiple Choice

Multiple Choice

3

3

5

6

7

2

2

3

4

5

imperative, and exclamatory sentences; identifies parts of speech correctly.Part X.-Follows the writing process; applies prewriting strategies to generate ideas; identifies spelling errors in writing.

Level 3 Application Writing 20 14

Total … 44 30

X. Rubric for Descriptive Writing Pre-Post Test 4th GradeStudent Name: _______________________________________Date: ______________________________________________

Attributes 1 point 2 points 3 points 4 points Three essential structural elements are present -- introduction, body text, and  conclusion

Lacks two of the essential elements.

Lacks one of the essential elements.

Has introduction, adequate body text and conclusion.

All elements are present at high level of skill – appropriate proportions; high comprehension.  

Interest level  

Simplistic in style and content -- uses simple sentence structures; not original in ideas nor execution.

Addresses the topic in cursory manner. Mixes simple and some compound sentences. Has adequate content.  

Intersperses higher level content with adequate content. Uses compound and complex sentences as appropriate.  

Excels in content and creative content with original ideas. Skillful use of sentence types.

Use of details and descriptive phrases  

Has only basic details – uses few descriptive terms, and they are mostly concrete.

Has basic details with some descriptive terms, a few descriptive phrases, and some abstract descriptive terms.  

Skillfully uses more descriptive terms and phrases and other modifiers.

Exceptional use of abstract and concrete modifiers, phrases and descriptive language.  

Use of transitions -- coherence  

Little flow of ideas. Blocky and disjointed. Relevance not always clear.

Ideas have some flow, and are mostly on topic.

Ideas flow with transitional words, yet organization remains evident. Included parts address the topic.  

Exceptional use of vivid transitions. Topical flow and organization are evident. All parts highly relevant.  

Spelling (this More than seven Four to six errors Two to three errors Error free, or one

may not be a graded element for some special need groups)

errors per 100 words.

per 100 words. per 100 words. error per 100 words.