NYS+ELA+Assessment+4th+Grade

=NYS ELA Assessment, 4th Grade (2010)=

**//Introduction to this Practice Assessment://**
This web-based practice test for the 4th Grade NYS ELA Assessment was created to help students prepare, independently or with others, for the types of questions they will encounter on future assessments. In this semi-interactive format, it provides opportunities for children to learn and practice a variety of active vocabulary and reading comprehension strategies, including self-monitoring, question-answer relationships, organizing information, sequencing, using context clues, etc. Links are provided to all of this information and more, as well as to printable versions of stories and graphic organizers. Technology is something that kids today understand and relate to; this gives students and exciting and motivating way to learn the literacy skills that are going to be necessary for them to succeed (Wells, 2007). As a teacher, I try to take advantage of the interests of students and of the resources available in order to enrich every educational experience, often in ways that just a few years ago would not have been possible. "Computers can extend and transform materials for children just as they do for adults, making it easier to organize and access information...Quite simply, they help children learn how to learn" (Freeman & Somerindyke, 2001, p. 205).

Freeman, N. & Somerindyke, J. (2001) SOCIAL PLAY AT THE COMPUTER: PRESCHOOLERS SCAFFOLD AND SUPPORT PEERS' COMPUTER COMPETENCE. Information Technology in Early Childhood Education.

Wells, L., Coulter, P., Draper, L., Lachman, A. L., MacBride, R., Dawson, K., Drexler, W., et al. (2007). BLOG IT: AN INNOVATIVE WAY TO IMPROVE LITERACY. Journal of Adolescent & Adult Literacy, 51(2).

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=Book 1=


 * Before we begin reading the first story, you might want to look at or print this chart, and think about these strategies:**
 * ---> //HINT:// [|Reading Comprehension Strategies]**
 * Click on this link to open up the first story. Print it, read it, and use it to answer questions 1 through 6.** [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://multimodalstudentlearning.wikispaces.com/file/view/Bellyflops+and+Gutterballs.docx"]] [|Bellyflops and Gutterballs.docx]

1.) This story is mostly about how

A. being good at sports takes practice B. playing sports with a friend can be fun C. being an athlete means trying many sports D. playing sports is better than watching sports

//**HINT:**// What is the most important thing the author trying to tell us in this story?


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

2.) Read this chart about the story:



Which statement **best** completes the chart?

A. He falls on the board and breaks it. B. He slips off the wet ladder. C. He hits the water with a smack. D. He climbs the ladder but just stands there.


 * //HINT://** Tips for Reading the Chart


 * CCLS: 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.

3.) What brings Lewis **closest** to his goal in the story?

A. trying sports with a friend B. listening to sports on the radio C. reading about sports in the newspaper D. watching sports programs on television


 * CCLS: 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.

4.) What statement about Lewis **best** tells what this story is about?

A. Lewis reads the newspaper. B. Lewis tries different sports. C. Lewis makes a diving mistake. D. Lewis holds a bowling ball.

//**PRACTICE MAIN IDEA:**// Finding the Main Idea


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

5.) Why does the author **most likely** include Kirby in the story?

A. to show Lewis how to follow rules B. to explain to Lewis the importance of exercise C. to help Lewis become an athlete D. to tell Lewis what sports mistakes to avoid


 * CCLS: 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).

6.) Read these sentences from the story:


 * Lewis hopped on a surfboard and caught the waves. He swerved to the left, leaned to the right, and tumbled off the board.**

The word "tumbled" in the second sentence **most likely** means

A. fell B. jumped C. stepped D. turned

//**PRACTICE:**// Practice Using Context Clues


 * CCLS:** **L.4.4. -** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.


 * Before we begin reading this article, you might want to think about these strategies:**
 * --->** PRINT THIS ORGANIZER: **[|Three Column Notes]**
 * --->** READ: Determing Meaning in Nonfiction
 * Click on this link to open up the article. Print it, read it, and use it to answer questions 7 through 12. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://multimodalstudentlearning.wikispaces.com/file/view/The+Dragon+Hunter.docx"]] [|The Dragon Hunter.docx]**

7.) What is this article **mostly** about?

A. the life of dragonflies B. how to protectdragonflies C. how to photograph dragonflies D. the colors of dragonflies


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

8.) According to the article, what can an adult dragonfly do?

A. live for years B. fly backward C. walk on legs D. swim in water


 * CCLS: 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.) Which fact from the article **best** describes how dragonflies are different from each other?

A. A dragonfly is built to hunt. B. The larva of a dragonfly lives in water. C. A dragonfly can fly up to thirty miles per hour. D. The smallest dragonfly is the size of a thumbnail.

//**HINT:**// You may want to do some **rereading**! As you reread, think, "How might I compare different dragonflies to each other? How might they be different?"


 * CCLS: 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.

10.) According to the article, what is the **best** way to keep dragonflies from disappearing?

A. Teach young dragonflies how to fly. B. Find an easier way to track dragonflies. C. Raise dragonflies that can walk on their legs. D. Stop cutting down forests where dragonflies live.


 * CCLS: 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.

11.) Which detail from the article **best** supports the idea that dragonflies are built to hunt?

A. They have six legs. B. They have compound eyes. C. They begin life underwater. D. They are colorful.


 * CCLS: 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.

12.) After reading this article, what could the reader concludeabout dragonflies?

A. Some dragonflies are in danger. B. Dragonflies are easy to find. C. Dragonflies look like tiny dragons. D. Some dragonflies can be pests.


 * //HINT:// Summarize.** What is the most important point the author was trying to make?


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


 * Before we begin reading the next story, you might want to think about these strategies for answering questions:**
 * ---> How to Look for Answers to Questions**
 * ---> //HINT://** If you read the following questions about this story BEFORE you actually read the story, you will know what kinds of questions to ask yourself as you read. This may make it easier to answer the test questions later.


 * Click on this link to open up this story. Print it, read it, and use it to answer questions 13 through 17. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://multimodalstudentlearning.wikispaces.com/file/view/Naming+Our+Puppy.docx"]] [|Naming Our Puppy.docx]**

13.) What is this story mostly about?

A. a brother and sister who argue over a puppy's name B. a family trying to think of a name for their puppy C. a brother who wants to rename the family's puppy D. a family looking through books for puppy names


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

14.) Why is it taking Tanya and Brian so long to name their puppy?

A. They like the name he already has. B. They cannot think of any names. C. They want their mother to name the puppy. D. They want the puppy to have the right name.


 * CCLS:** **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).

15.) Why does Brian run inside to get a book?

A. He remembers something he read. B. He wants to learn more about butterflies. C. He is going to read a story to his sister. D. He needs to finish his homework.


 * CCLS:** **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.

16.) Why does the author describe the deck as a “wooden ice rink”?

A. It is covered with ice. B. It is large like a rink. C. The puppy skates on it. D. The puppy slips on it.


 * CCLS:** **RL.4.4. -** Determine the meaning of words and phrases as they are used in a text.

17.) What will Tanya and Brian most likely do the next time they need to name a pet?

A. They will watch the pet for ideas. B. They will look in a book of names. C. They will ask their mother for help. D. They will choose a name quickly.


 * CCLS:** **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.

---> //**HINT:**// Be sure to **monitor** your own reading. The poem should make sense! If it doesn't, check the vocabulary and context clues, reread, or slow down.
 * Before we begin reading the following poem, you might want to think about using a chart, like a KWL chart:**
 * --->** PRINT THIS ORGANIZER: **[|KWL chart]**


 * You may want to know these vocabulary words:**
 * - courage**
 * - alarmed**
 * - unharmed**
 * Click on this link to open up the poem. Print it, read it, and use it to answer questions 18 through 22. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://multimodalstudentlearning.wikispaces.com/file/view/About+Abigail.docx"]] [|About Abigail.docx]**

18.) Which event happens **first** in the poem?

A. Abigail sees a jay. B. Abigail spies a stone. C. Abigail crosses the garden wall. D. Abigail creeps around a bush.


 * CCLS:** **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).

19.) Why does Abigail have to carry her home with her?

A. She is a brown snail. B. She is an explorer. C. She travels at night. D. She hides from birds.


 * CCLS:** **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.

20.) In the poem, what is Abigail most afraid of?

A. the bush B. the jay C. the garden wall D. the wide world


 * CCLS: 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).

21.) What will **most likely** happen if Abigail decides to go back to the garden?

A. She will get stuck in the bush. B. She will take a long time to get there. C. She will leave her shell behind because it is heavy. D. She will move fast because she knows the way.


 * CCLS: 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.

22.) Which event from the poem could not really happen?

A. A snail hides from a jay. B. A snail circles a bush. C. A snail crawls across a garden wall. D. A snail plans to roam the world.


 * CCLS: 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).

//**MORE POETRY PRACTICE:**// Sometimes we understand the details and events of a poem better when we visualize it, or make pictures in our mind. Using this poem and working with a partner, try practicing visualizing by following these steps: Mind Pictures


 * Before we begin reading the next article, you might want to think about how to make sense of information:**
 * --->** READ & PRINT (if you think it will be helpful) [|It Says, I Say, and So...]
 * ---> //HINT://** Headings can give you a lot of information about what you are going to read. Try reading the headings first, then going back and reading the whole piece.


 * You may need to know these vocabulary words:**
 * - [|stalk]**
 * - [|cross-section]**
 * Click on this link to open up the article. Print it, read it, and use it to answer questions 23 through 28. [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" link="http://multimodalstudentlearning.wikispaces.com/file/view/Where+Does+The+Water+Go%3F.docx"]] [|Where Does The Water Go?.docx]**

23.) What is this article **mostly** about?

A. how water protects plants B. how water can change colors C. how celery stalks grow in water D. how plants get water from the ground


 * CCLS: ?**

24.) What should you do **right after** filling the glass halfway with water?

A. Break the stalk in half. B. Place the stalk in the water. C. Stir in food coloring. D. Let the celery stand overnight.

//**PRACTICE PUTTING THINGS IN ORDER**//: Sequence of Events


 * CCLS: ?**

25.) Which of these items is needed for Step 1 of the [|experiment]?

A. water B. spoon C. celery stalk D. food coloring


 * CCLS: ?**

26.) What should you do **right before** letting the stalk stand overnight?

A. Place the stalk in the water. B. Make the water dark red. C. Ask an adult to help you. D. Break the stalk in half.


 * CCLS: ?**

27.) In which section of the article can you find how the water moves through plants?

A. “You Will Need” B. “You Will Do” C. “What Will Happen” D. “Why”


 * CCLS: ?**

28.) After reading the article, a reader could conclude that

A. plants grow faster in red food coloring B. water travels upward through plants C. most experiments require adult help D. many materials are needed for experiments


 * CCLS: ?**