Teacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RPA 1 Grade 4

The Grade 4 Reading Proficiency Assessment consists of twelve Multiple Choice Questions, one Short Answer Question and one Extended Response Question. Remind students that they are to record their answers on the Student Answer Sheet only, except for the Short Answer Question, which will be written on this packet. Before Administering the Assessment • Print all Student Answer Sheets and test booklets according to CASCADE directions. • Copy the student pages. IMPORTANT: Use “photo” setting or “print and photo” setting and do NOT make photocopies of photocopies so that the students will be able to see the pictures clearly enough to answer questions. • Arrange for accommodations for ECE and ESL students as indicated on the IEP or PSP. Directions for Administering the Assessment • Explain to the students that this assessment will help determine what they know now. • Encourage students to do their best. • Remind students of appropriate test-taking procedures. They should answer EVERY question and leave no blanks. If they are unsure of an answer, they should determine a best guess. • Review how to record answers on the scan form. • Distribute assessment material and review directions. • Monitor students during the assessment. • When finished, test booklets should be collected and students should work on other material until all have completed the assessment. • Collect student answer sheets and check for stray marks before scanning. After Administering the Assessment • Score the Short Answer and Extended Response Questions. • Scan student answer sheets in the LEXMARK Scanner according to directions. • Analyze the data from the CASCADE reports. Results should be used to determine what next instructional steps are needed to move students toward attainment of reading standards. • Student assessment materials should be collected and not sent home. The assessment materials must be kept secure in order to be used for future assessments.

4th Grade RPA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

1

Teacher Guide

RPA 1: Grade 4

Grade 4 Reading Proficiency Assessment 1 Answer Sheet Number

Answer

1 2 3 4 5

B A C D C D

6

Extended Response 7

A

8 B 9 C 10 D 11 B 12 A Short Answer

Kentucky Core Academic Standards RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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., character’s thoughts, words, or actions). 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). 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., character’s thoughts, words, or actions). RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 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. 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. RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

ERQ possible answer/look-fors: At the beginning of the story Eddie did not want black-eyed peas and did not understand why Grandmother Emma made them every year on New Year’s Day. He really did not want to eat them. He hoped his parents wouldn’t make him. At the end of the story Eddie thought black-eyed peas were a special treat because they were an important family tradition. This was a big change, so the story is mostly about how the change came about. When Eddie went into the kitchen to help his grandmother, he learned from her about the Hopping Jack tradition. He must have become convinced that it was special to eat black-eyed peas because by the end he was enjoying the smell of them. He also asked his grandmother if he could be the one to serve them.

SAQ possible answer/look-for: E.B. White couldn’t explain where his story ideas came from. They seemed to come out of nowhere, like a sneeze. That is why he said, “a book is a sneeze.” One of his books, Stuart Little, came from a dream about a tiny boy who acted like a mouse. Another of his famous books, Charlotte’s Web, came when he wondered if his pig had a friend and then he saw a pretty spider web nearby.

2012-2013 Jefferson County Public Schools Elementary English Language Arts 4th Grade RPA #1

KENTUCKY FOURTH AND FIFTH GRADE EXTENDED-RESPONSE SCORING GUIDE

© 2011, KASC

Constructed Response Resource Booklet

© 2011, KASC

Constructed Response Resource Booklet

Page 7

2012-2013 Reading Assessment Teacher Analysis Sheet Grade 4 – RPA #1 Teacher Name:__________________________________ Standard

Question #

RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

1,2

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

7,SAQ

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., character’s thoughts, words, or actions).

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). 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. 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.

Date:_______________________

# of Students Successful

# of Students Needing Review

My Action Plan What specifically will I do to support the individual needs of each student? What tools are available to support the learning that will move students to proficiency? What is my timeline?

3,4,5 ERQ

6

8,9

10, 11, 12

4th Grade RPA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

2012-2013 Student Analysis Sheet Grade 4 – RPA # 1 Name Question Number

Date My Initial Answer

Learning Targets for Mastery

My New Answer

1 2 3 4

Evidence: How I know my new answer is correct.

I need a review of…

RL.4.2: I can determine a theme of a story, drama, or poem from details in the text; I can summarize the text. RL.4.3: I can describe a character, setting, or event in a story or drama, using specific details in the text (e.g., character’s thoughts, words, or actions).

5 6

Extended Response Question

7 8 9 10 11

R L.4.4: I can 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). RL.4.3: I can describe a character, setting, or event in a story or drama, using specific details in the text (e.g., character’s thoughts, words, or actions). RI.4.2: I can determine the main idea of a text and explain how it is supported by key details; I can summarize the text. RI.4.4: I can 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.4.5: I can 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.

12 Short Answer Question

RI.4.2: I can determine the main idea of a text and explain how it is supported by key details; I can summarize the text.

How many are correct? ______

Incorrect?

Which Learning Targets do I need to review?

My Action Plan:

4th Grade RPA #1 2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

Black-Eyed Peas for New Year’s Day Adapted from a story by Heidi Chang

“Are we almost there?” asked Eddie. He squirmed in his seat at the back of the car. Eddie’s dad stopped whistling, but his jazz music continued to beat on. “Almost, son, what’s the hurry?” “I’m hungry, and I can’t wait to see Grandma.” Eddie rubbed his stomach. He was thinking of his Grandma’s hot buttermilk biscuits. The family pulled into Grandma Emma’s driveway ten minutes later. Set in the cold January landscape, the house looked inviting and warm. Eddie sprang from the car and slid across the icy driveway into his grandmother’s open arms. “Hi Grandma, what’s cooking?” “Why black-eyed peas, of course,” she said as she turned back toward the house. “Come on in and make yourselves to home.” Grandma Emma motioned the family forward as she disappeared into the kitchen. “Why the long face, son?” his father asked as they sat down at the table. Eddie’s face turned a little bit red. Eddie leaned forward in his chair so that he could whisper to his dad. “Will Grandmother Emma make me eat those black-eyed peas?” “Well, you know that's what we eat on special days,” his father said. “Besides, there will be other things to eat—collard greens with pork, yams, and plenty of sweet potato and apple pie.” “Why can't we just have hamburgers, or even chicken?” Eddie frowned and looked away from his father’s gaze. “Eddie!” his mother said. “Grandmother Emma made special food for today. It’s a tradition, our family always eats black-eyed peas on New Year’s Day. They’re an important part of this day and you’d better not let your grandmother hear you complain.” “Why are they special?” Eddie was beginning to believe that his choices for dinner were very limited, and he wasn’t going to be able to do anything about it. “Why don't you go into the kitchen and ask her about it?” said Eddie’s father. Eddie went to the kitchen door and saw Grandma Emma standing over a big iron pot. She lifted the lid and took a long whiff. “Mmm… mmm….,” she said.

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

“Grandma,” said Eddie. He looked over her shoulder into the pot, “Momma says black-eyed peas are special, and that's why we eat them at the beginning of the year.” “Oh, they are, Eddie, they’re special alright. They bring good luck.” “What? That sounds silly to me.” “No, it isn’t, not at all. I’m gonna tell you why. Your ancestors brought those black-eyed peas to America from Africa. Black-eyed peas are a part of our African-American history. I learned how to make them from my momma, who learned how to make them from her momma." Grandma Emma smiled. “They have brought plenty of good luck to this family. My father believed in them, too.” “He did? Really?” “Yes.” Grandma Emma let her eyes get big as she nodded. “I grew up on a farm. It was important for us to have a good harvest. We ate a dish called Hopping Jack, which is another name for black-eyed peas and rice. It was the good-luck dish we ate at the beginning of each year. The black-eyed peas represented coins, or the money we would earn from a good harvest. Sometimes my father would drop a real coin in the pot. If I found it in my dish, I was extra lucky!” “Hopping Jack? How did it get such a funny name?” “Well, there are many tales." Grandma Emma chuckled and wiped her hot brow with the back of her sleeve. “My momma told me that a long time ago, children would celebrate the beginning of the year by singing and dancing a little jig around the table. I guess you could say that the delicious beans made Jack hop.” Grandma winked at her curious little grandson. “Say, Grandma?” Eddie looked directly at her. “Yes, Eddie?” “May I help you bring out the food tonight? I want to serve the Hopping Jack.” “Why sure you can, if you’re careful. I would like that. Having a young one like you serve it will bring extra good luck.” Eddie put on some kitchen mitts and brought the steaming bowls of black-eyed peas out one by one. Each time he picked up a bowl he took a long whiff. “Mmm…mmm….”

Now, answer the multiple choice questions based on this story on the next page. → → → → → →

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

1. Which detail from the text helps the reader understand the theme? A. B. C. D.

Eddie rubbed his stomach. He was thinking of his Grandma’s hot buttermilk biscuits. “May I help you bring out the food tonight? I want to serve the Hopping Jack.” “Oh, they are, Eddie, they’re special alright. They bring good luck.” “I grew up on a farm. It was important for us to have a good harvest.”

2. What is the theme of this story? A. B. C. D.

Meaningful traditions are important to families. Nobody can make you eat something you don’t want. Following traditions always brings good luck. Eating black-eyed peas will make you rich.

3. How does Grandma Emma help to make Eddie excited about Hopping Jack? A. B. C. D.

She tells him the food will bring him coins when he eats it. She tells him he can dance and sing when he serves it. She tells him the history of the food they will eat. She tells him a story about growing up on a farm.

4. Read the sentences from the passage. “Why can’t we just have hamburgers or even chicken?” Eddie frowned and looked away from his father’s gaze. Why did Eddie look away from his father’s gaze? A. B. C. D.

He didn’t want his father to see him cry. He knew he was not using good manners. He wanted to ask his mother for a hamburger. He was angry about having to eat black-eyed peas.

5. Read the sentences from the passage. “May I help you bring out the food tonight? I want to serve the Hopping Jack.” What is the importance of what Eddie said? A. B. C. D.

Eddie wants to find the coin in the bowl. Eddie won’t serve himself black-eyed peas. Eddie now understands his family’s tradition. Eddie wants to dance a little jig around the table.

6. Which words from the passage help the reader understand what Hopping Jack means? A. B. C. D.

“such a funny name” “to have a good harvest” “would drop a real coin in the pot” “another name for black-eyed peas and rice”

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

Extended Response Question In this story, a young boy named Eddie changes. Use details from the text to A. describe how Eddie changes from the beginning of the story to the end. B. explain why Eddie has changed.

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

A Book Is a Sneeze by Claudia Cangilla McAdam 1 Why does a writer create a certain book? Writer E. B. White could never answer that question. He would say he really did not know why he wrote the things he wrote, just like he did not understand why he sneezed. It was something that just happened. A book, he said, is a sneeze.

The Word Collector White’s father told his children something important. He said that a happy person is someone who uses words in the right way. His son discovered that this was true. In grade school, White found that he liked to read the dictionary. He tried to find the perfect word to match what he wanted to say because he believed that there was something wonderful in the sound of words. 2

3 When he was twelve years old, White sent a story he had written to a children’s magazine. He was thrilled when it was published. In college he worked on the school newspaper. He even became its editor. He was sure that words would always be a part of his life. He knew he wanted to be a writer, but he did not know what kind of writer.

A Writing Career Begins As a young man, White worked as a newspaper reporter, but that kind of writing did not suit him. He also wrote ads to sell things, but that was not what he wanted to do, either. His heart was in writing poems and stories that would show what he was feeling inside. 4

In 1925, a new magazine for grownups came out. It was called The New Yorker. When White read it, he knew he had found his place in the writing world. The magazine had poems and stories that were the kinds of things he enjoyed writing, so he sent the magazine some of his work. Soon, it began appearing on the pages of the magazine. Then he got a full-time job at The New Yorker. 5

6 People liked White’s work, and the magazine became popular with grownups. Soon White’s writing would please children as well as their parents.

Stuart, Charlotte, and the Swan 7 For a long time, White had been telling stories to his son and other children. One idea came to him while he was asleep and dreaming. It was a story about a tiny boy who acts like a little mouse. White worked for many years writing this story. In 1945, Stuart Little was published. It is the story of a mouse that is born into a human family. Readers loved tiny Stuart, who was very brave and smart. They also would love the characters of White’s next book.

White owned a farm, and he liked the animals in his barn. One day when he fed the pig, he wondered if it had any friends. A big grey spider in the barn caught his attention. He thought the way she wove her web was interesting, and an idea for a story came to him. He would write about the friendship between a pig and a spider. And so his next book, Charlotte’s Web, was born. 8

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

His third children’s book was The Trumpet of the Swan. It tells the story of a swan that cannot make a noise. The swan gets help from a boy, and that boy learns something from the swan. Like White’s other books, this one came to him “like a sneeze.” The story just happened, White said, and he could not remember where he got the idea. 9

White did not ever try to stop his “sneezes.” He let them come, he wrote them down, and he shared them with the world. As a result, for many years millions of people have enjoyed reading E. B. White’s wonderful stories. 10

Now answer the multiple choice questions and the short answer question based on this passage. 7. What is the main idea of the section called “The Word Collector”? A. B. C. D.

Words were important to White since he was child. White's father made his son read the dictionary. White wrote his best stories when he was young. Other peoples' stories helped White in his writing.

8. Read the sentences from the passage. “In 1925, a new magazine for grownups came out. It was called The New Yorker. When White read it, he knew he had found his place in the writing world.” What does the underlined sentence mean? A. He decided to move to New York. B. He decided to write for The New Yorker. C. He decided to subscribe to The New Yorker. D. He decided to set his next story in New York. 9. Read this sentence from the passage. His heart was in writing poems and stories that would show what he was feeling inside. The phrase “his heart was in” means A. B. C. D.

he had a hard time. he was unsure of. it was his desire. it was his secret.

10. How does the author organize the information in the section A Writing Career Begins? A. B. C. D.

4th Grade RPA #1

compare/contrast problem/solution cause/effect chronology/sequence

2012-2013 Jefferson County Public Schools Elementary English Language Arts

RPA 1: Grade 4

11. Which sentence from the passage shows cause and effect? A. B. C. D.

For a long time, White had been telling stories to his son and other children. He thought the way she wove her web was interesting, and an idea for a story came to him. The story just happened, White said, and he could not remember where he got the idea. When he was twelve years old, White sent a story he had written to a children’s magazine.

12. The structure of the section Stuart, Charlotte, and the Swan is A. B. C. D.

chronology/sequence. problem/solution. cause/effect. compare/contrast.

Short Answer Question Write your answer in the box below. Explain how a book is a sneeze using an example from the passage.

4th Grade RPA #1

2012-2013 Jefferson County Public Schools Elementary English Language Arts