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Grade 4 • Unit 6 • Week 1Weekly Assessment Name
Read the story “Charlie and Maude’s New Home” and then answer Numbers 1 through 3.
Charlie and Maude’s New Home
1 Saturday morning finally came. Elena cleared the desk in
her room. She was ready to start building a new cage for the
class hamsters. Earlier that week, the students in Elena’s class
had volunteered for different assignments that would make
the classroom nicer. Elena knew that it was hard for Charlie
and Maude to see out of their cardboard box. She volunteered
to build a cage for them.
2 Last night, she spent an hour drawing plans for the cage.
Today, she spent lots of time studying the plans. Finally, it
was time to start the work. She marked the lengths of wood
and screen she would need. Next, she would go outside and
cut all the pieces she would need for the cage. She looked
at the lines and realized she had a big problem. She was
unable to cut the round openings she wanted for a door.
394 — 394 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 1
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Grade 4 – Unit 6, Week 1
Her large saw would not work. How could she carry out her
project without the right tools? It simply wasn’t realistic to
even try.
3 She studied the wood. She was trying to figure out how
to solve her problem. Suddenly, she thought of her neighbor,
Mr. Tomaso. He had all kinds of tools in his workshop. He
was also very generous. Elena was sure he would help her if
she asked. The sensible thing to do was to go to see him.
4 Elena gathered her plans and materials and walked to
Mr. Tomaso’s house at the end of the street. As soon as Mr.
Tomaso heard her problem, he agreed to help her. Pushing a
button on the arm of his electric wheelchair, he led the way to
his workshop.
5 A few minutes later, they were working side by side. First,
Mr. Tomaso showed Elena how to use the jigsaw safely. They
worked together to cut out a door for Charlie and Maude’s
new cage. Then, Elena and Mr. Tomaso used a sanding tool
to smooth the edges of the wood. Next, Elena used nails
to attach the screen sides to the floor of the cage. Before
Elena knew it, the cage was completed. She was looking at a
comfortable new home for Charlie and Maude.
6 “We certainly make a good team,” said Elena. “But now
I have another problem. How will I haul this big cage
back home?”
— 395 — 395CA Progress Monitoring
Weekly Assessment • Grade 4Unit 6/Week 1
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Grade 4 – Unit 6, Week 1
7 “That’s easy,” said Mr. Tomaso, smiling. “I’ll balance it
across the arms of my wheel chair. Then we’ll roll it down the
street to your house!”
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Grade 4 – Unit 6, Week 1
1 Read this sentence from the story.
The sensiblesensible thing to do was to go to see him.
In this sentence, the word sensiblesensible means
A healthy.
B nice.
C polite.
D wise.
2 What is Elena’s main problem?
A She does not know how to
build the cage.
B She does not have enough time
to build the cage.
C She does not have the right
tools to build the cage.
D She does not know where to get
help to build the cage.
3 How does Elena solve her problem?
A She goes to a hardware store.
B She gets help from a neighbor.
C She finds the right tool in
her workshop.
D She makes a cage out of a
cardboard box.
— 397 — 397CA Progress Monitoring
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Grade 4 – Unit 6, Week 1
Read the story “A Golden Moment” and then answer Numbers 4 through 6.
A Golden Moment
1 Big Bob Benton was well known among the prospectors.
They said that where Big Bob went, gold followed. When he
heard that, Bob got annoyed. Any real prospector knew that
gold did not follow you. You had to hunt for it, and it took a
lot of hard work to find it. It also took a lot of luck.
2 Sure, he had struck it rich three times. But he did not give
up at the first disappointment, like a lot of other prospectors.
And he worked tirelessly on all of his gold claims. Other
prospectors would start out with big plans to strike it rich,
then quit when they didn’t find gold in a few days. Bob was
always prepared to work hard when he started a claim.
398 — 398 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 1
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3 Now he was going out a fourth time, and there were
murmurings among the prospectors of following him.
People wanted to set up diggings next to his new claim.
Bob knew this, so he took an exhausting circular route high
into the mountains to avoid other prospectors. He steered
his horse every which way for hours. Finally he decided
it was time to head for the mountain slope that was his
real destination.
4 He had just started to cross a stream when he heard a twig
snap. And there was Jokin’ Joe, the one prospector Big Bob
respected and admired.
5 “Howdy,” Joe said, greeting him with an outstretched
hand. “Find gold yet?”
6 “Nope,” Bob answered, wondering what Joe was
doing there.
7 “Too bad. I figured that if I followed you, you would lead
me right to it,” said Joe.
8 “I thought you were a better man than that,” Bob replied.
9 “Just jokin’,” Joe assured him. “That’s just the talk going
around town. We both know what people are saying about
following you. I am a better man than that. I’m going to try
my luck on the other side of the mountain and leave this side
to you. Good hunting!”
10 Big Bob remained still until Jokin’ Joe had vanished
around a curve up the mountain. When he was sure he was
alone again, he got back on his horse. He was about to
— 399 — 399CA Progress Monitoring
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Grade 4 – Unit 6, Week 1
continue when something caught his eye. Next to the stream,
a flash of yellow glinted in the sun. He got off his horse,
scooped up what appeared to be a pebble, and found himself
holding a shiny gold nugget.
400 — 400 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 1
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Grade 4 – Unit 6, Week 1
4 Read these sentences from the story.
They said that where Big Bob went, gold followed. When he heard that, Bob got annoyedannoyed.
In the second sentence, the word annoyedannoyed means
A amused.
B confused.
C bothered.
D frightened.
5 When other prospectors say that gold follows him, Bob becomes annoyed. This is Bob’s biggest problem because
A it makes him sound greedy.
B they are ignoring all his
hard work.
C it means they will try to steal
his gold.
D they are hinting that he will not
find gold again.
6 Why doesn’t Bob continue up the mountain after Joe leaves?
A His horse needs to eat and rest.
B He is waiting for Joe to
come back.
C He sees something shiny near
the stream.
D His friends are supposed to
meet him at the stream.
— 401 — 401CA Progress Monitoring
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Grade 4 – Unit 6, Week 1
Matt wrote this story. It contains errors. Read the story and then answer Numbers 7 through 9.
The Writing Race
(1) Tony is a good writer. (2) Sandra writes good, too.
(3) They are not as good as Brad, however. (4) The three writers
had a race to see who could write the best. (5) The race began.
(6) Sandra finished first. (7) She sat quietly and read a good
book until the others finished writing. (8) When everyone was
finished, they read one another’s writing. (9) They all agreed.
(10) Sandra was the most good writer of all!
402 — 402 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 1
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Grade 4 – Unit 6, Week 1
7 Read these sentences from the story.
Tony is a good writer. Sandra writes good, too.
What is the correct way to write the sentences?
A Tony is a well writer. Sandra
writes well, too.
B Tony is a good writer. Sandra
writes well, too.
C Tony is a well writer. Sandra
writes good, too.
D Tony is a good writer. Sandra
writes gooder, too.
8 Read this sentence from the story.
She sat quietlyquietly and read a goodgood book untiluntil the others finished writingwriting.
Which of the underlined words in the sentence is an adverb?
A quietly
B good
C until
D writing
9 Read this sentence from the story.
Sandra was the most good writer of all!
What is the correct way to write the sentence?
A Sandra was the goodest writer
of all!
B Sandra was the best writer
of all!
C Sandra was the wellest writer
of all!
D Sandra was the most well
writer of all!
— 403 — 403CA Progress Monitoring
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Grade 4 – Unit 6, Week 1
10 Which word is not spelled correctly?
A button
B penguin
C proven
D reasun
11 Which word is not spelled correctly?
A common
B elevin
C robin
D wooden
12 Read this sentence.
Before she goes to work, my cousincousin oftenoften eats a rasinrasin muffinmuffin with the rest of her breakfast.
Which underlined word from the sentence is not spelled correctly?
A cousin
B often
C rasin
D muffin
The following questions are not about a passage. Read and answer each question.
404 — 404 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 1
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Unit 6 • Week 1Student Evaluation Chart
Tested Skills NumberCorrect
PercentCorrect
Word Analysis
Context clues 1, 4 /2 %
Reading Comprehension
Cause and effect 6 /1 %
Literary Response and Analysis
Problem and solution 2, 3, 5 /3 %
Written Conventions
Spelling 10, 11, 12 Usage 7, 8, 9 /6 %
Total Weekly Test Score /12 %
Next Steps
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 • Unit 6 • Week 2Weekly Assessment Name
Read the story “Stage Secrets” and then answer Numbers 1 through 3.
Stage Secrets
1 The children clapped wildly as the curtain fell at the end
of Dr. Davis’s Code. The play had a happy ending. Quick-
thinking Dr. Davis had solved the mystery. This white-haired
doctor was a very smart person! The children were immedi-
ately impressed by the character and the play.
2 Ms. Sanchez shook her head in wonder. Her students, who
were often noisy and wiggly, had been glued to their seats.
Even Jasmine and Pedro had sat still this time! Toward the
end of the play, Lisa tried to say something to Pedro. He
quickly shook his head, waved her away, and kept his eyes on
the stage. Ms. Sanchez had never seen him do anything like
that before.
3 As a special treat, the class was invited backstage to meet
Dr. Davis. A stagehand named Joe, followed closely by Pedro
and Jasmine, led the way to the costume room.
406 — 406 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 2
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Grade 4 – Unit 6, Week 2
4 In the cluttered costume room, there seemed to be clothing
and props everywhere. The children first met Mrs. Elton,
who was fixing a ripped pocket. Behind Mrs. Elton, a brown-
haired young woman was hanging up Dr. Davis’s clothes.
Pedro’s dark eyes opened wide. “You’re not Dr. Davis, are
you?” he asked. He just couldn’t believe what he was seeing.
5 The young woman gave Pedro a friendly smile. “No, my
name is Jenny Webb. I play the part of Dr. Davis.”
6 Jasmine was full of questions. She asked, “How do you
make yourself look like someone else?”
7 “I’ll show you how I do it,” Jenny said. The class gathered
around and watched Ms. Webb grow old. First she sat down
at a table in front of a huge mirror. Then she took tubes and
bottles out of a box. Next she covered her face with pale
makeup and drew wrinkle lines over the makeup. Finally
she covered her hair with a white wig. Her disguise was
complete. In only a few minutes, she looked 40 years older.
8 “That’s amazing!” Pedro shouted. “You look exactly like
Dr. Davis!”
9 “Yes, I’m in costume now,” said Ms. Webb.
10 All the students started asking questions. They wanted to
know everything about putting on a play. Ms. Webb patiently
answered every question they had. Finally it was time to leave.
The children said good-bye to Jenny Webb, thanked Mrs. Elton
and Joe, the stagehand, and filed out of the costume room.
— 407 — 407CA Progress Monitoring
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Grade 4 – Unit 6, Week 2
11 As they started back to school, the children were all talking
at once. They wanted to put on their own play, and everyone
was shouting out their ideas.
12 “Hold on a minute,” said a smiling Ms. Sanchez. “Please,
just tell me one idea at a time.”
408 — 408 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 2
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Grade 4 – Unit 6, Week 2
Read this sentence fromthe story.
Which of the followingphrases from paragraph 7 helpyou figure out the meaningof disguise?
A In only a few minutes
B “I’ll show you how I do it,”
C she covered her hair with a
white wig
D The class gathered around
and watched
Which reason best explains whyPedro asked Jenny Webb if shewas Dr. Davis?
A She was in the costume.
B She was repairing Dr. Davis’s
clothes.
C She was wearing Dr. Davis’s
makeup.
D She was hanging up Dr. Davis’s
clothes.
The author’s purpose forwriting “Stage Secrets” wasmainly to
A describe an exciting play.
B entertain readers with a
good story.
C explain what makes
children restless.
D persuade teachers to put on
school plays.
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 – Unit 6, Week 2
Read the passage “Ballooning” and then answer Numbers 4 through 6.
Ballooning
1 The first balloon was made
in 1709. This balloon was filled
with hot air. But it rose only a few
feet off the ground. Later, two
French brothers, Jacques and
Joseph Montgolfier, made some
balloons out of paper and cloth.
In 1783 they sent up a duck, a
rooster, and a sheep in the balloon
they made. The balloon stayed in
the air! This gave the two brothers
an idea. Why not send up a man?
They were careful, though. They
tied the balloon to a tree with a long
rope. The man floated 80 feet in the
balloon. Then the brothers sent the
man up without the rope. This time,
the balloon rose 300 feet.
2 During the same year, Jacques
Charles and Nicholas Robert
made a balloon of silk. They
filled it with a light gas called
hydrogen. It rose nearly 3,000
feet. Then it descended and
landed in a field. Some French
farmers saw the balloon land.
They had never seen a balloon
before. They were frightened by
it. They cut the balloon to pieces.
After that, Jacques and Nicholas
built another silk balloon.
They rode up in it themselves.
They went up 2,000 feet. Then
the balloon landed. Jacques
wondered what would happen
with just one man in the balloon.
410 — 410 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 2
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Grade 4 – Unit 6, Week 2
So Nicholas stepped out. The
balloon shot up over 9,000 feet in
the air.
3 People started getting bolder.
In 1785 Jean-Pierre Blanchard
and John Jeffries flew across the
English Channel in a balloon.
Much later, in 1859, John Wise,
an American, flew from St. Louis,
Missouri, to Henderson, New
York. This was a distance of over
1,000 miles.
4 Balloons have also been used in
war. In 1794 France used balloons
to look for enemy soldiers. During
the Civil War in the United States,
the Union Army used balloons
to fire at Confederate targets. In
1870 France used balloons to send
mail out of Paris over the heads of
enemy German soldiers. During
World Wars I and II, England hung
cables from balloons as an obstacle
to enemy planes. And finally,
during World War II, the Japanese
filled thousands of balloons with
bombs and let them drift toward
the United States. They did little
damage, however. Most of them
sank in the Pacific Ocean before
reaching the California coast.
5 Today, people use balloons
for several purposes. Scientists
use them to study weather. The
army uses them to test new types
of parachutes. And of course,
people use balloons for racing
and sometimes for just plain fun.
— 411 — 411CA Progress Monitoring
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Grade 4 – Unit 6, Week 2
Read this sentence fromthe passage.
Based on its use in this sentence,an obstacle is
A a firm warning.
B an important choice.
C something that can attack.
D something that gets in the way.
What happened when JacquesCharles and Nicholas Robert’sfirst balloon landed in aFrench field?
A French farmers greeted them.
B French farmers shot at
the balloon.
C French farmers attacked
the balloon.
D French farmers warned
their neighbors.
Which best describes theprimary organization ofthe passage?
A cause and effect
B chronological order
C comparison and contrast
D proposition and support
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 – Unit 6, Week 2
Frieda wrote this story. It contains errors. Read the story and then answer Numbers 7 through 9.
Speedy Roy
(1) Roy spoke more faster than anyone else in class.
(2) He said a lot all at once, but he was not very good at giving
speeches. (3) Ms. Kamaguchi challenged him to speak slowest
than everyone else. (4) When he gave his next report, he spoke the
slowest of everyone in class. (5) That was the best speech he had
ever given. (6) Roy kept practicing. (7) By the end of the year, he
spoke the most clearly than anyone.
— 413 — 413CA Progress Monitoring
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Grade 4 – Unit 6, Week 2
7 Read this sentence from the story.
Roy spoke more fastermore faster than anyone else in class.
What is the correct way to write the underlined words in the sentence?
A faster
B fastest
C more fast
D more fastest
8 Read this sentence from the story.
Ms. Kamaguchi challenged him to speak slowestslowest than everyone else.
What is the correct way to write the underlined word in the sentence?
A more slow
B more slowly
C more slowest
D slow
9 Read this sentence from the story.
By the end of the year, he spoke the most clearly than anyone.
What is the correct way to write the sentence?
A By the end of the year, he spoke
most clear than anyone.
B By the end of the year, he spoke
more clearest than anyone.
C By the end of the year, he spoke
more clearly than anyone.
D By the end of the year,
he spoke the most clearer
than anyone.
414 — 414 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 2
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Grade 4 – Unit 6, Week 2
10 Which word is not spelled correctly?
A bolder
B bowlder
C root
D route
11 Read this sentence.
This is a taletale about a doedoe who got her tailtail stuck in cookie doghdogh.
Which underlined word from the sentence is not spelled correctly?
A tale
B doe
C tail
D dogh
12 Which word is not spelled correctly?
A prince
B prints
C whos
D whose
The following questions are not about a passage. Read and answer each question.
— 415 — 415CA Progress Monitoring
Weekly Assessment • Grade 4Unit 6/Week 2
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Unit 6 • Week 2Student Evaluation Chart
Tested Skills NumberCorrect
PercentCorrect
Word Analysis
Context clues 1, 4 /2 %
Reading Comprehension
Author’s purpose 3 Cause and effect 2, 5 Passage structure 6 /4 %
Written Conventions
Spelling 10, 11, 12 Usage 7, 8, 9 /6 %
Total Weekly Test Score /12 %
Next Steps
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 • Unit 6 • Week 3Weekly Assessment Name
Read the passage “Water from the Sky” and then answer Numbers 1 through 3.
Water from the Sky
1 There are several kinds of
precipitation. Two well-known
forms are rain and snow. Rain
is precipitation made of drops
of water. These drops start out
very small. You would need
to magnify these drops with a
microscope to see them. In the
clouds, they get bigger until you
can see them without any help.
2 Rain is part of a cycle. This
cycle begins when water from
the surface of Earth begins to
evaporate. This water usually
comes from oceans, rivers, and
lakes. Then the water turns into
vapor. It rises into the sky and
forms clouds of liquid drops.
Eventually, the drops fall back
to the surface as rain. Much of
the rain falls in oceans, rivers,
and lakes. Then the process
begins again.
3 In the clouds, some of the
water vapor may freeze. This
freezing water forms tiny snow
crystals. The crystals may stick
together and form snowflakes.
A snowflake consists of up to
100 snow crystals stuck together.
If the temperature is right,
this precipitation falls as snow
— 417 — 417CA Progress Monitoring
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Grade 4 – Unit 6, Week 3
instead of rain. Snow is a major
source of water in many places.
In mountain areas, melting snow
feeds rivers and streams.
4 Precipitation provides us with
water. It also cleans the air. Too
much precipitation, however, can
have a negative effect. It poses
many kinds of problems. Too
much rain can cause floods. These
floods can destroy property and
put lives at risk. Towns and cities
that experience bad flooding
often have big problems. People
cannot drive on roads or walk on
streets. These problems usually
are solved after the water drains
away. Outside of cities, however,
the problems may last a lot longer.
Heavy rainfall can damage crops.
It can also speed up the loss of
soil. These problems are not
always solved when the water
drains away.
5 Snow can be a pretty sight.
Too much snow, however, can
be a serious problem. Heavy
snow can block roads and bring
cities to a complete stop. One
technique that helps people walk
in deep snow is using snowshoes.
Most people who live in cities,
however, do not have snowshoes.
6 Heavy snow and strong winds
can combine to create a blizzard.
In a blizzard, roads close, schools
shut down, and airports cancel
flights. Anyone who has seen a
blizzard in person or on television
knows just how powerful these
storms are. In fact, going out in a
blizzard can be a dangerous thing
to do.
418 — 418 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 3
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Grade 4 – Unit 6, Week 3
1 Read this sentence from the passage.
You would need to magnifymagnify these drops with a microscope to see them.
In this sentence, what does the word magnifymagnify mean?
A make wet
B make large
C make small
D make smooth
2 Based on information in paragraph 2, what generalization can be made about rain?
A Rain happens only when the
temperature is right.
B Our rain rarely falls in oceans,
rivers, and lakes.
C Rain is created by a cycle that
keeps repeating itself.
D Most rain starts as ice cold
water from oceans, rivers, and
lakes.
3 What is the main idea of paragraph 5?
A Heavy snow can block roads.
B Too much snow can cause
big problems.
C Snowshoes can help people
walk in snow.
D Heavy snow brings entire cities
to a complete stop.
— 419 — 419CA Progress Monitoring
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Grade 4 – Unit 6, Week 3
Read the passage “The Real McCoy” and then answer Numbers 4 through 6.
The Real McCoy
1 Have you ever heard anyone
say that something is “the real
McCoy”? That means it is the
“real thing.” When you want “the
real McCoy,” you are saying that
you want something good. This
saying came about because of
an African American inventor
named Elijah McCoy.
2 Elijah McCoy was born in
Canada in 1843. His parents
were former slaves. They had
fled Kentucky for Canada.
3 When Elijah was three years
old, his family moved back to
the United States. They lived
in Michigan. Elijah’s parents
knew that he was very smart.
He liked working with engines.
They wanted him to get a good
education. He was able to study
engineering in Scotland. He was
15 years old at the time.
4 He returned to the United
States to look for a job in his
field. He knew he was ready.
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Grade 4 – Unit 6, Week 3
He had learned much. He had
dreamed of being in charge of
a powerful train. Unfortunately,
the only job he could get was
feeding wood into train furnaces.
He also oiled the engine, the
wheels, and many other train
parts. He didn’t mind performing
these tasks. He just loved
working around trains.
5 Like all machines, train
parts have to be oiled to prevent
overheating. In the middle of the
1800s, trains had to be stopped
whenever their parts needed
oiling. This oiling had to be done
by hand. And it had to take place
several times a day. A lot of time
and money was wasted because
of all these “oil stops.” Moreover,
if too much oil was used, the
machine would stall. McCoy
knew there had to be a way to
feed oil to a machine while it was
still running.
6 McCoy began thinking about
this problem. He made the most
of his training. After a few years,
he was able to identify and solve
the problems of engine lubrica-
tion and overheating. He invented
the first locomotive lubricator.
It was ready in June 1872.
McCoy’s invention was fairly
simple. He made a small cup
with a valve attached to it. Oil
slipped slowly from the cup onto
the surface of moving parts. He
showed railroad workers how to
use the cups. McCoy’s invention
proved to be very useful. The
cups were used on many parts in
many places. When a worker saw
a new piece of machinery, the
worker would ask if it was a “real
McCoy.” Soon, people every-
where were using these words.
7 Elijah McCoy went on to
invent many other things. His
first invention, however, proved
to be his most famous. McCoy
didn’t think he was special in
any way. Until his death in 1929,
he encouraged young people to
use their imagination to solve
problems. The world of rail-
roading in particular is grateful
for the work of Elijah McCoy.
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 – Unit 6, Week 3
Read this sentence fromthe passage.
Based on information inparagraph 6, the wordlubrication means
A a cool surface.
B a moving surface.
C act of moving parts.
D act of making smooth.
What caused train partsto overheat?
A The parts were old.
B The parts were not well made.
C The parts rubbed against
each other.
D The parts were used for too
many hours.
What problem didMcCoy solve?
A how to use oil cups
B how to oil a running machine
C how to become a train engineer
D how to avoid overheating
train parts
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 – Unit 6, Week 3
Ralph wrote this story. It contains errors. Read the story and then answer Numbers 7 through 9.
When Ling Left
(1) When Ling left, she did not say anything to none of us.
(2) The day before she moved, she didn’t say a word in class.
(3) She just silently sat at her desk. (4) Her friends hadn’t never
seen her so quiet. (5) They didn’t know what to say. (6) None of
them believed that she would not be in school with them the next
day. (7) The day after Ling moved, everyone in class was quiet.
(8) They were too sad to say nothing.
— 423 — 423
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Unit 6/Week 3
Grade 4 – Unit 6, Week 3
7 Read this sentence from the story.
When Ling left, she did not say anything to none of usnone of us.
What is the correct way to write the underlined words in the sentence?
A anybody
B nobody
C none of we
D anybody of us
8 Read this sentence from the story.
Her friends hadn’t neverhadn’t never seen her so quiet.
What is the correct way to write the underlined words in the sentence?
A hasn’t ever
B had never
C hasn’t never
D had not never
9 Read this sentence from the story.
They were too sad to say nothing.
What is the correct way to write the sentence?
A They was too sad to
say nothing.
B They was too sad to
say anything.
C They were too sad to
say anything.
D Leave as is.
424 — 424 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 3
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Grade 4 – Unit 6, Week 3
10 Read this sentence.
I am oncomfortableoncomfortable with the preapprovedpreapproved loan, but I do not want to misleadmislead you or discouragediscourage you.
Which underlined word from the sentence is not spelled correctly?
A oncomfortable
B preapproved
C mislead
D discourage
11 Which word is not spelled correctly?
A distrust
B mistep
C nonstop
D uncertain
12 Which word is not spelled correctly?
A dysappoint
B nonfat
C unable
D unplug
The following questions are not about a passage. Read and answer each question.
— 425 — 425CA Progress Monitoring
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Unit 6 • Week 3Student Evaluation Chart
Tested Skills NumberCorrect
PercentCorrect
Word Analysis
Context clues 1, 4 /2 %
Reading Comprehension
Cause and effect 5Generalization 2, 3Problem 6 /4 %
Written Conventions
Spelling 10, 11, 12Usage 7, 8, 9 /6 %
Total Weekly Test Score /12 %
Next Steps
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 • Unit 6 • Week 4Weekly Assessment Name
Read the story “The Missing Statue” and then answer Numbers 1 through 3.
The Missing Statue
1 “I am exhausted and my feet are soaking wet!” shouted
Mr. Jones. “I do not want to be questioned by a suspicious
know-it-all!”
2 Mr. Green and Mrs. Smith also were upset. Simon Wise
had awakened them early in the morning on one of his
first assignments as a detective. Meanwhile, a huge storm
raged outside.
3 Five minutes earlier, Mrs. Majors had said to Simon, “The
statue in the living room is gone. Please help me. But please
take into consideration that these people are my guests. I do
not want anyone to feel insulted.”
4 Now Simon turned to Mr. Green. “Why did you go down-
stairs?” he asked.
Simon Wise watched the guests carefully as he talked to them.
— 427 — 427CA Progress Monitoring
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Grade 4 – Unit 6, Week 4
5 “The storm woke me,” Mr. Green answered. “I was hungry,
and so I went to the kitchen to eat a piece of cake.”
6 “And you, Mrs. Smith?” asked Simon.
7 “The storm woke me, too,” said Mrs. Smith. “Then I
remembered that I had forgotten to take my allergy pill.
I came downstairs to get a glass of water.”
8 “And you, Mr. Jones?”
9 “I heard a noise,” Mr. Jones replied. “I came downstairs
to see what it was. Then I thought I heard someone outside,
so I opened the door to see if anyone was there. That’s how I
got wet.”
10 Simon studied their faces. “One of you is not telling the
truth, and guilt will consume the liar.”
11 “I am not a liar!” cried Mrs. Smith. As she stood, a small
piece of silver foil tumbled out of her pocket.
12 “I know who took the statue,” Simon told them.
13 He walked over to Mrs. Smith and picked up the foil.
“This is the wrapper from your pill. You are telling the truth.”
14 Simon turned to Mr. Green and asked, “Did you enjoy your
carrot cake?”
15 Mr. Green’s eyes opened wide. “How did you know it was
carrot cake?”
428 — 428 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 – Unit 6, Week 4
16 Simon pointed to the brown crumbs that were still on
Mr. Green’s robe. Then he turned to Mr. Jones. “You took
the statue.”
17 “What a ridiculous statement! You cannot be serious,
sir. You cannot accuse me of anything without sufficient
evidence!” Mr. Jones roared.
18 “Then tell me, how did you get wet?” Simon asked.
19 “I already told you! When I opened the door to look
outside, the wind blew rain on me.”
20 Simon shook his head and pointed to Mr. Jones’s soaked
slippers. “If you had merely opened the door, your slippers
would not be wet. They are wet because you were walking
outside, looking for a place to hide the statue.”
It did not take Simon long to uncover the thief.
— 429 — 429CA Progress Monitoring
Weekly Assessment • Grade Unit 6/Week 4
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Grade 6 – Unit 6, Week 4
1 Read this sentence from the passage.
“ ... You cannot accuseaccuse me of anything without sufficient evidence!” Mr. Jones roared.
What does the word accuseaccuse mean?
A obey
B bring
C blame
D ignore
2 What is Simon Wise’s main problem?
A He must figure out who took
the statue.
B He must figure out who
went downstairs.
C He must figure out who ate the
carrot cake.
D He must figure out who opened
the front door.
3 What evidence best led to Simon’s conclusion about the identity of the thief?
A a huge, raging storm
B a silver-foil wrapper
C a robe with cake crumbs
D a pair of soaked slippers
430 — 430 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 – Unit 6, Week 4
Read the passage “How Animals Use Tools” and then answer Numbers 4 through 6.
How Animals Use Tools
1 Many animals use tools. Like
people, animals use tools to solve
problems. Tools help animals
find food and water.
2 Animals use tools in different
ways. The chimpanzee is one
animal that uses tools. It uses
grass sticks to catch termites.
This smart animal knows where
the insects live. It pokes a stick
into the termites’ nest. Then
it waits. Inside the nest, the
termites crawl all over the stick.
Then the chimpanzee pulls out
the stick and licks it clean. That
is a good meal for a chimpanzee.
3 When a chimpanzee has
trouble reaching water, it uses
leaves as a tool. The chimpanzee
places leaves in spots that it can’t
easily reach. The leaves soak
up the water from these areas.
Then the chimpanzee chews on
the leaves. The chimpanzee has
also been known to use sticks as
digging tools for finding roots.
— 431 — 431CA Progress Monitoring
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Grade 4 – Unit 6, Week 4
4 The woodpecker finch is
another animal that uses tools. It
uses small sticks to pick insects
out of tree bark. Yet another
animal that uses tools is the
California sea otter. This smart
animal uses a rock as a tool if it
has trouble opening a shellfish. It
will dive for a rock and place the
rock on its chest. Then the otter
will use the rock to crack open
the shell.
5 The green heron uses bait to
catch fish. It does this by picking
up a small object in its beak.
Then it flies over water and
drops the object onto the water.
Beneath the water, a fish sees the
object and swims toward it. The
heron waits for the fish to swim
to the surface. Then the heron
snaps it up.
6 Some animals have other
uses for tools besides gathering
food and water. Some use leaves
for dabbing at wounds and for
cleaning purposes. Some use
twigs as toothpicks.
7 A scientist once learned that
crows are very good at solving
problems. A crow lived in the
scientist’s lab. The bird ate dry
food moistened with a little
water. When people forgot to
add water to the bird’s food, the
clever animal used a cup and
added its own water!
8 These are a few of the animals
that use tools. As scientists
continue to study animals, they
may discover other ways that
animals use tools.
432 — 432 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 – Unit 6, Week 4
4 Read these sentences from the passage.
The heron waits for the fish to swim to the surface. Then the heron snapssnaps it up.
In which sentence does the word snapssnaps have the same meaning that it has in the second sentence above?
A In an instant a fish snaps at
the bait.
B A tree limb often snaps during
a storm.
C He snaps each button into place
before folding the shirt.
D The store clerk seldom snaps at
customers even if she is tired.
5 What conclusion can you draw about chimpanzees and woodpecker finches?
A They both dig.
B They both use sticks.
C They both use rocks.
D They both crack shells open.
6 Which statement gives the correct sequence of events?
A The California sea otter dives
for a rock, places the rock
on its chest, and cracks open
a shell.
B The California sea otter cracks
open a shell, places the rock on
its chest, and dives for a rock.
C The California sea otter places
the rock on its chest, dives for a
rock, and cracks open a shell.
D The California sea otter dives
for a rock, cracks open a shell,
and places the shell on its chest.
— 433 — 433CA Progress Monitoring
Weekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 – Unit 6, Week 4
Olive wrote this story. It contains errors. Read the story and then answer Numbers 7 through 9.
Another Day, Another Book
(1) Reading is Norman’s favorite activity. (2) He loves
reading books for school, and he loves reading books on his
own. (3) When he wakes up at the morning, he selects a book
for the day.
(4) Each day, “his father greets him with a smile and asks
“What are you doing today, Norman?” (5) He knows what the
answer will be.
(6) “Oh, Dad, you know what I’m going to do,” Norman
answers. (7) “Read a book!”
(8) During the day, he reads as much of the book as he can.
(9) After school each Friday, he meets his friends by the play-
ground. (10) They walk at the library, and Norman selects more
books. (11) At home, he decides which books he will read during
the next week.
434 — 434 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 – Unit 6, Week 4
7 Read this sentence from the story.
When he wakes up at the at the morningmorning, he selects a book for the day.
What is the correct way to write the underlined words in the sentence?
A on the morning
B to the morning
C in the morning
D under the morning
8 Read this sentence from the story.
They walk at the libraryat the library, and Norman selects more books.
What is the correct way to write the underlined words in the sentence?
A on the library
B to the library
C out the library
D under the library
9 Read this sentence from the story.
Each day, “his father greets him with a smile and asks “What are you doing today, Norman?”
What is the correct way to punctuate the sentence?
A Each day, his father greets him,
“with a smile and asks What
are you doing today, Norman?”
B Each day, his father greets him,
with a smile, and asks, “What
are you doing today, Norman?”
C Each day, his father greets him
with a smile, “and asks “What
are you doing today, Norman?”
D Each day, his father greets him
with a smile and asks, “What
are you doing today, Norman?”
— 435 — 435CA Progress Monitoring
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Grade 4 – Unit 6, Week 4
10 Which word is not spelled correctly?
A certainly
B hairy
C hopefulley
D lifeless
11 Which word is not spelled correctly?
A furry
B goodness
C joyfully
D pureley
12 Read this sentence.
Pablo was not sorrowfulsorrowful; he was just so breathlessbreathless with happineshappines that we could barelybarely hear him laughing.
Which underlined word from the sentence is not spelled correctly?
A sorrrowful
B breathless
C happines
D barely
The following questions are not about a passage. Read and answer each question.
436 — 436 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 4
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Student Name
4G R A D E
Unit 6 • Week 4Student Evaluation Chart
Tested Skills Number Correct
Percent Correct
Word Analysis
Context clues 1Multiple meanings 4 /2 %
Reading Comprehension
Conclusions 3, 5Sequence 6 /3
%
Literary Response and Analysis
Problem 2 /1 %
Written Conventions
Punctuation 8Spelling 10, 11, 12Usage 7, 9 /6 %
Total Weekly Test Score /12 %
Next Steps
— 437 — 437CA Progress Monitoring
Weekly Assessment • Grade 4Unit 6/Week 4
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Grade 4 • Unit 6 • Week 5Weekly Assessment Name
Read the story “Stopped in Space” and then answer Numbers 1 through 3.
Stopped in Space
1 They were three weeks into their mission when it
happened. A loud crash shook the spaceship. The entire ship
went dark as they lost power. Minutes before, they were
gliding smoothly forward. Now their speed was getting
slower and slower. Soon the sleek spaceship was little more
than a hulk of metal floating in endless space.
2 Trevino called a meeting to talk about the situation.
“We’ve been hit by a meteor,” he told Nuyiko. “It punched a
hole in our main fuel tank. We’ve lost all the fuel from that
tank. We cannot operate the ship. We’re paralyzed.”
3 “That’s not our only problem,” Ahmed reported. “We
also have an electrical short. That’s why we lost power. I’ve
restored power, but we have no communications. We can’t
call for help.”
4 “We haven’t lost the fuel in our spare tank,” said Trevino.
“Let’s try to get to the nearest base. The spare tank doesn’t
have a lot of fuel, but I think we have enough to make it.”
438 — 438 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 5
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Grade 4 – Unit 6, Week 5
5 “I don’t think we should do that,” protested Ahmed. “The
electrical short might have affected the spare tank. If there’s
still a short, turning on the engine could cause an explosion.”
6 “I’m not sure we have much of a choice,” Trevino answered.
“We can’t just sit here.”
7 “No, we can’t,” Ahmed agreed. “But we need to be sensible
about this. Starting the engine is risky. When we don’t report
in, they’ll send a rescue ship. Let’s wait.”
8 “We do have to be sensible,” replied Trevino. “But we also
need to be realistic. We’re floating in space. We’re off course.
Let’s say they do send a rescue ship. By the time it gets to our
last location, we could be halfway to the end of the universe.
We’ll test for an electrical short before we turn on the engine.”
9 “What if we don’t find the short because our equipment
isn’t working?” said Ahmed. “We’ll think it’s safe to turn on
the engine. If it isn’t, we’ll have a much bigger problem than
being off course.”
10 Trevino thought it over. “I’ve made my decision. We’re
going to use the spare tank.”
11 An hour later, each astronaut waited anxiously as Trevino
turned on the engine. There was a loud hum and a crackle.
Then fuel started flowing from the spare tank. They turned the
ship and headed for the base.
— 439 — 439CA Progress Monitoring
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Grade 4 – Unit 6, Week 5
Read this sentence fromthe passage.
Which definition best reflects themeaning of operate as it is usedin the sentence above?
A direct a project
B perform surgery
C make something work
D produce a desired effect
What is Trevino’smain problem?
A figuring out how to get his crew
to obey him
B figuring out how to restore
power to the ship
C figuring out how to tell his
crew his decision
D figuring out how to correct the
ship’s problems
Why can’t Trevino and Ahmedcall for help?
A They are too busy arguing
about what to do.
B There is an electrical short.
C The rescue ship wouldn’t help
them.
D They want to solve their own
problem.
CA Progress MonitoringWeekly Assessment • Grade 4
Grade 4 – Unit 6, Week 5
Read the passage “Lee Brody Remembered” and then answer Numbers 4 through 6.
Lee Brody Remembered
1 One day, Lee Brody took a
hike in the woods. He fell on
some slippery, wet rocks. He was
hurt badly from the fall.
2 When he finally arrived home
several hours later, he was in
a great deal of pain. Neither
he nor his wife could call the
doctor. They were hearing
impaired. One time, Lee heard
about a hearing impaired man
who had a heart attack. That
man was unable to get help for
the same reason.
3 These two incidents made Lee
Brody think about the problem
hearing-impaired people face
when events like this take place.
He did some more thinking.
Then he found some machines
that were used by the telephone
company for sending telegrams.
4 Mr. Brody and a group of 20
other people learned to rebuild
these machines. He sold them to
other hearing-impaired people.
He also started a weekly news
service that used machines like
these. People could call in to
receive news about events taking
place from coast to coast. The
idea spread like greased lightning
all over the country.
5 The old machines have
since been replaced by smaller
machines. These smaller
machines can be carried from
place to place. They are called
Telecommunication Devices for
the Deaf (TDDs).
6 Lee Brody did a lot of work to
help people who could not hear.
He will always be remembered for
his quick thinking and hard work.
— 441 — 441CA Progress Monitoring
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Grade 4 – Unit 6, Week 5
4 Read this sentence from the passage.
The idea spread like greased lightning all over the country.
The author says that Brody’s idea spread “like greased lightning.” What is the meaning of this expression?
A brightly
B very rapidly
C in a light way
D in a slippery way
5 Brody’s biggest problem is figuring out how to
A set up a weekly news service.
B get deaf people to hike in
safe places.
C get machines from
telephone companies.
D help deaf people communicate
in emergency situations.
6 What conclusion can you draw about Lee Brody?
A He is a great hiker.
B He is a caring person.
C He is a good businessperson.
D He is a worker at a
telephone company.
442 — 442 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 5
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Grade 4 – Unit 6, Week 5
Matt wrote this story. It contains errors. Read the story and then answer Numbers 7 through 9.
On the Slopes
(1) When the bus stopped, Jamie walked to the ski lodge
faster than her brother Anton. (2) Jamie was excited. (3) She had
read an article about the ski lodge in the magazine Ski lodges of the west. (4) She liked almost any sport, but she had never
tried skiing before. (5) She was so eager to ski for the first time
that the next day she woke up very early at the morning. (6) She
listened carefully to her instructor. (7) She stayed to the slopes
until the sun went down. (8) Anton went back to the lodge, but it
was dark by the time Jamie stopped skiing.
— 443 — 443CA Progress Monitoring
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Grade 4 – Unit 6, Week 5
7 Read this sentence from the passage.
She had read an article about the ski lodge in the magazine Ski lodges of the west.
What is the correct way to capitalize the name of the magazine in the sentence?
A ski lodges of the westski lodges of the west
B ski Lodges of the Westski Lodges of the West
C Ski Lodges of the WestSki Lodges of the West
D Ski Lodges of The westSki Lodges of The west
8 Read this sentence from the passage.
She was so eager to ski for the first time that the next day she woke up very early at early at thethe morningmorning.
What is the correct way to write the underlined words in the sentence?
A early in the morning
B early to the morning
C early on the morning
D early about the morning
9 Read this sentence from the passage.
She stayed to the slopesto the slopes until the sun went down.
What is the correct way to write the underlined words in the sentence?
A in the slopes
B on the slopes
C for the slopes
D under the slopes
444 — 444 —CA Progress MonitoringWeekly Assessment • Grade 4Unit 6/Week 5
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Grade 4 – Unit 6, Week 5
Which word is notspelled correctly?
A descourage
B misfortune
C reappear
D unsuspecting
Which word is notspelled correctly?
A glorious
B leadersship
C persistence
D scornful
Read this sentence.
Which underlined word from thesentence is not spelled correctly?
A actor
B hopeless
C recreate
D performence
The following questions are not about a passage. Read and answer each question.
CA Progress MonitoringWeekly Assessment • Grade 4
Unit 6 • Week 5Student Evaluation Chart
Tested Skills NumberCorrect
PercentCorrect
Word Analysis
Idioms 4Multiple meanings 1 /2 %
Reading Comprehension
Draw conclusions 3, 6Problem and solution 2, 5 /4 %
Written Conventions
Capitalization 7Spelling 10, 11, 12Usage 8, 9 /6 %
Total Weekly Test Score /12 %
Next Steps
CA Progress MonitoringWeekly Assessment • Grade 4
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