formative assessment - pottsgrove school district€¦ · formative assessment 1 point of view...

formative assessment

1 Point of View The Finest Present/The Photograph

RL 4.1, 4.2, 4.4, 4.5, 4.6, 4.9

2 Traditional Stories Trickster

Tales

Deer Mouse and Tiger: RL 4.3, 4.4, 4.7 The Hare and Lion: RL 4.3, 4.4, 4.7

Both: RL 4.2, 4.3, 4.6, 4.9

3 Evergreen

Trees OPTIONAL

Why Evergreen Trees Never Lose Their Leaves RL 4.1, 4.2, 4.9

This is an opIonal extra assessment if you feel you need more evidence of standard mastery.

Unit 4 Assessment Passage 1A

The Finest Present by David R. Collins “Get away from here, you liTle pest! Shoo!” “How’s the picture coming along, boy? Think you can finish it before the holidays?” “Sure hope so, Doc. I’d work a lot faster if this silly rooster of mine would stop pecking at my drawing stand.” “Maybe he thinks he’s a woodpecker,” the old man laughed back. “Let’s take a rest for a minute. This horse of mine doesn’t get Ired of standing up, but I sure do.” “Ma fixed us a special batch of lemonade. I’ll go get it.” As the slim, barefooted boy scampered across the barnyard, ducks, chickens, and two spoTed cats dashed out of his way. The old man sat down on the back porch. In a few moments the boy came out carrying two tall glasses of lemonade. “This’ll make you feel sassy,” the boy beamed. “That’s what Pa always says about Ma’s lemonade since she makes it so sour.” “Well, I think this lemonade has a fine taste to it.” The boy and the man sat and drank their lemonade. “I have never seen such a warm November here in Missouri,” Doc said. “There’s not a speck of snow.” “I’m glad there hasn’t been any. Gives me more Ime to draw outside.” “You sure do like to draw, don’t you? Well, I think it’s a fine way for a young boy to keep out of mischief. Yes, we’re all glad that you moved out here from Chicago. Your pa’s a fine contractor; he builds a good, sturdy building. And your ma, she makes awful sassy lemonade.” “Want some more?” “No, let’s get the picture done. Mrs. Sherwood would love to see that picture. She hasn’t been feeling too well lately, but I think seeing that horse sketched out-‐well, that might be just the medicine she needs. She loves that animal as much as I do.” The boy worked faster now. Time was running out. The winter snowstorms would soon arrive. Oden the snow made prisoners of the farmers, shueng them off from the rest of the world. “I’ll be headed home now,” the old man said. “The sun’s almost gone, anyway.” “OK, Doc. I think one more session will do it.” The boy nodded. “I just have to finish a few more shadows and do the horse’s eyes.” “Glad to hear it, boy. Thank your ma for the tasty lemonade. See you tomorrow.” But the mild days had run out. During the night, a freezing rain smothered the countryside. On top of that came giant drids of snow. Days became weeks as the boy waited impaIently for a warm sun to thaw the frozen earth. But the thaw didn’t come.

As the holidays approached, the boy grew more and more worried. He begged his parents to let him go to Doc’s farmhouse. “He wants the drawing for a present for his wife because he thinks it might make her feel beTer. I would just need one session.” “We can’t let you go,” his mother answered. “Some of these drids are over your head.” Sadly the boy returned to his room, gazing hopelessly at the unfinished sketch. It wasn’t unIl a week before Christmas that the snow began to melt. By Christmas Eve, much of the snow had melted, but a biTer wind blew fiercely against the farmhouse. “Let me try to make it to Doc’s house,” the boy begged. “I have to finish the picture for Doc. He’s got to have it tomorrow.” “But this wind will blow you away,” his mother argued. “Please may I try?” The boy’s father and mother looked at each other. “Well, go ahead, but bundle up,” the boy’s father finally nodded, “and if the wind is too fierce...” “I’ll come back if I can’t get through. I promise.” Quickly the boy hurried to his room and put on his heaviest clothes. With great care, he wrapped the picture and put his best sketching pencils in a wooden box. Bravely he plunged out into the driving wind. Flakes of snow stung his skin as the boy crossed the barnyard. His eyes watered and his feet could scarcely be pulled from the ground. He paused for a moment against the barn, regripped his picture and box of pencils, and started again. He had only gone a few steps when a violent gust of wind grabbed his box of pencils and hurled them through the air. Another gust of air threw him back against the side of the barn. He remembered his promise. Sadly, he stumbled back to the farmhouse. That evening was a happy Ime for the rest of the family. They sang, popped corn, and played games. The boy tried to be happy, but he could not forget the drawing. Sensing their son’s disappointment, his mother and father tried to cheer him up. “You mustn’t be this unhappy. Doc Sherwood will understand.” “But I only had the eyes of the horse and a few shadows led. Just one more day and I would have finished.” “Couldn’t you add those things with what you remember?” his father asked. In his mind, the boy tried to recall the scene. “I don’t know if I could or not.” “You won’t know unless you try,” his father suggested. Eagerly, the boy ran to his room and took out the picture. He closed his eyes and tried to recreate the horse standing before him. Digging a lone sketching pencil from beneath his bed, he slowly added the shadows to the picture. “But how did the eyes look?” he wondered. He just couldn’t remember. Finally, he put his pencil down and joined the rest of the family. “It’s no use,” he said. “I just have to see those eyes to be able to draw them.”

“Well, why can’t you make the eyes of the horse as you think Doc would like them to be? You want the picture to make him happy and please his wife. You make happy eyes on so many of the animals you draw. Draw these eyes the way you feel they should be,” his mother replied. The boy thought about what his mother had said. He remembered all the wonderful adernoons with Doc-‐all the laughter. Even the horse seemed to be laughing with them. Slowly the boy began sketching. Finally, he put his pencil down and crawled into bed. A warm sunrise greeted the family the next morning. By midadernoon, the wind had died and the snow was fast turning into giant puddles. The boy wrapped his picture and made his way down the muddy road to Doc’s farmhouse. “Why, bless my soul!” the old mad shouted. “Martha, we have company.” He helped the boy with his boots and coat. A small woman with a dark blue shawl welcomed him into the parlor. “Sorry we had to postpone our sessions,” Doc Sherwood smiled. “And you were just about done with the picture.” “Well, I...I wanted to...to finish it myself-‐so you would have it today,” the boy stammered. “I tried to remember the eyes as best as I could. Ma said to sketch them the way I felt them. You...you probably won’t like the picture, but I brought it anyway.” “Well, by all means, let’s see it.” Doc grinned. As the boy unwrapped the picture, his face felt hot. He had a sudden urge to run from the room. But it was too late. He faced his picture, then turned it around so Doc and his wife could see. For several moments, there was no sound in the room. The boy stared blankly at the back of the picture, unable to face his hosts. “I...I can try again. I shouldn’t have tried to...” The boy stopped as he noIced the tears in Mrs. Sherwood’s eyes. “It’s so beauIful, so beauIful,” Mrs. Sherwood murmured. “How could such a small boy do something so perfect?” It’s the finest picture I’ve ever seen,” Doc Sherwood announced. “And the finest present we could have had.” “You really think it’s all right?” the boy quesIoned. “You think the eyes are all right?” “Oh, the eyes are so warm, so happy,” Mrs. Sherwood smiled. “Yes, you’ve done yourself proud, boy,” Doc Sherwood exclaimed, as he took the picture and placed it over the fireplace mantel. “But say, you forgot something here.” “I...I did?” “I’m no arIst, but I know one thing. An arIst signs his own work.” “But I...I’m no arIst,” the boy shook his head. “Oh, yes,” Mrs. Sherwood said sodly. “You’re an arIst with your hands, and more important, with your heart.” The boy knew he couldn’t refuse. With a trembling hand, he printed his name. Walt Disney.

The Finest Present

1 Who is telling the story? _________________________________

2. Which line from the story best shows that the story is told from a third person point of view? a.  “Get away from here, you

liTle pest! Shoo!” b.  “Maybe he thinks he’s a

woodpecker,” the old man laughed back.

c.  In a few moments the boy came out carrying two tall glasses of lemonade.

d.  I’m glad there hasn’t been any. Gives me more Ime to draw outside.”

3. How does the author organize, The Finest Present?

a.  phrases and stanzas b.  meter and rhyme c.  sentences and paragraphs d.  dialogue and state direcIons

4. Which answer choice best explains the meaning of the phrase “snow made prisoners of the farmers?” a.  The snow was fun for the

farmers. b.  The snow made it difficult for

the farmers to go outside. c.  The snow caused the farmers

to go to jail. d.  The snow was very deep and

cold.

5. Some of these dri:s are over your head? The word, dri:s, is describing:

a.  drawing b.  wind c.  horses d.  snow

Name:

The Finest Present

1 Who is telling the story? A narrator

2. Which line from the story best shows that the story is told from a third person point of view? a.  “Get away from here, you

liTle pest! Shoo!” b.  “Maybe he thinks he’s a

woodpecker,” the old man laughed back.

c.  In a few moments the boy came out carrying two tall glasses of lemonade.

d.  I’m glad there hasn’t been any. Gives me more Ime to draw outside.”

3. How does the author organize, The Finest Present?


4. Which answer choice best explains the meaning of the phrase “snow made prisoners of the farmers?” a.  The snow was fun for the

farmers. b.  The snow made it difficult for

the farmers to go outside. c.  The snow caused the farmers

to go to jail. d.  The snow was very deep and

cold.

5. Some of these dri:s are over your head? The word, dri:s, is describing:

a.  drawing b.  wind c.  horses d.  snow

Name: KEY

RL 4.6

RL 4.6 RL 4.5

RL 4.4 RL 4.4

Name:

The Finest Present

What is a theme of “The Finest Present”? Use two details from the story to support your answer. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

RL 4.1, 4.2

Create a graphic organizer on the back of this page or organize the events from the story. Then, summarize the story below. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________

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RL 4.2

Name:

The Finest Present

What is a theme of “The Finest Present”? Use two details from the story to support your answer. Example Answer: Trust Yourself In the story, Walt wanted to finish the drawing he was making for the Dr. He could not go back to the house to finish the horse because of the snow. His father told him to draw from memory, and his mother told him to just draw happy eyes. He was unsure of his ability to do that. When he gave the Dr. the picture, he regreTed it, but the Dr. and his wife loved it.

RL 4.1, 4.2

Create a graphic organizer on the back of this page or organize the events from the story. Then, summarize the story below. Sample: In the story, a boy is creaIng a drawing for a Dr.’s wife to cheer her up. It is to be a Christmas gid for her. However, the snow came, making it difficult to travel, and the boy was unable to go visit the Dr.’s house to finish the drawing. He ended up drawing the rest from memory, and his imaginaIon. He worried the Dr. and his wife would not like it at all, but they loved it. That boy was Walt Disney.

RL 4.2

Name: KEY

Unit 4 Assessment Passage 1B

Excerpt and poem from: My Name is Jorge: On Both Sides of the River Poems in English and Spanish by Jane Medina

“Jorge is trying to learn the ways of his new country. He wants to fit in at school, but he doesn’t want to forget his homeland, Mexico. His family is sEll doing things as if they were in the old country, but Jorge wants to find out everything he can about his new country-‐on the other side of the river. Told from the point of view of Jorge. Jane Medina’s moving poems vividly depict one boy’s struggle to make a new life in a new country.”

The Photograph

1 Who is telling the story? _________________________________

2. Pick a line from the story that shows this story is wriTen in 1st person:

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3. How does the author organize, The Photograph?


4. What does the author mean when he says he saw his mother become 15 again?

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Name:

The Finest Present

1 Who is telling the story? Jorge (a character in the story)

2. Pick a line from the story that shows this story is wriTen in 1st person:

Any line where Jorge is talking is

acceptable.

3. How does the author organize, The Photograph?


4. What does the author mean when he says he saw his mother become 15 again?

His mom was remembering her 15th birthday party. SomeImes when

people remember good memories, it takes them back to that Ime. It can

almost be like the are reliving the moment.

Name: KEY RL 4.6

RL 4.6 RL 4.5

RL 4.1

Unit 4 Formative Assessment Compare Point of View

The Finest Present and The Photograph are both pieces of literature narrated from a specific point of view. Compare the point of view of both texts. Use examples from both texts to support your answer.

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Name:

Unit 4 Formative Assessment Compare Point of View

The Finest Present and The Photograph are both pieces of literature narrated from a specific point of view. Compare the point of view of both texts. Use examples from both texts to support your answer.

Name: RL 4.9 KEY


Deer Mouse and Tiger a Southeast Asian tale Retold by A. J. Fowler

Deer Mouse was a small animal, but he was very clever and quick-‐wiTed. He was walking through the woods one day looking for some roots to eat. Just then, Tiger came up to him and declared he was going to eat him for lunch. Deer Mouse was a liTle frightened, but he quickly came up with a plan. “I’m sorry, Tiger, you cannot eat me because I have to guard the king’s pudding,” Deer Mouse said as he pointed to a puddle of mud nearby. “It is the best in the world, and I must protect it.” Tiger became very curious. He wanted to know what the king’s pudding was like. Finally Tiger convinced Deer Mouse to let him have one taste. “Well, okay, Tiger. But let me run away from here so I will not be blamed,” said Deer Mouse. And with that, Deer Mouse scurried off into the woods. Tiger excitedly took a big bite of the pudding. “Yuck! Ick! Bleck! This is nothing but mud! Roooooooar!” Tiger was furious and caught up with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.” “But I cannot be your lunch, Tiger, for I have been ordered to watch the king’s drum,” Deer Mouse said, looking at a large wasp nest in a tree. “It makes the most fantasIc sound in the world.” “I wish I could hit the king’s drum,” said Tiger. “Oh, no, that would make the king very angry,” replied Deer Mouse.

“Just one hit, please? No one will know,” pleaded Tiger. “Well, okay, but let me run away from here so I will not be blamed,” said Deer Mouse. And with that, Deer Mouse hurried away into the woods again. Tiger could not wait to try the drum. He took a big swing–POW! The buzzing grew louder and louder as the wasps circled around and started sInging Tiger. Tiger jumped in a stream and hid under the water unIl the wasps went away. Even angrier now, Tiger found Deer Mouse again.


“You tricked me twice, but now you will be my lunch!” roared Tiger. Again, Deer Mouse used his quick wits. “I can’t be your lunch. The king has ordered me to watch his belt,” Deer Mouse said when he saw a large snake sleeping near his feet. “His belt?” asked Tiger. “Oh yes, it is the best belt in the world,” said Deer Mouse. “I want to try on the king’s belt!” demanded Tiger. “Well, okay, but let me run away from here so I will not be blamed,” said Deer Mouse. And with that, Deer Mouse ran away into the woods again. Tiger started to wrap the belt around his waist. Suddenly the snake awoke and hissed very angrily. The snake started to wind himself around Tiger–very Ightly! “Yow!” cried Tiger. “It’s a snake! Come back here, Deer Mouse!” But Deer Mouse was already far away, happily looking for food once again.

Deer Mouse and the Tiger Assessment 2A

1. Which text best matches the picture in Deer Mouse and Tiger? a.  Tiger was furious and quickly caught up

with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.”

b.  Deer Mouse said, looking at a large wasp

nest in a tree. “It makes the most fantasIc sound in the world.”

c.  The buzzing grew louder and louder as

the wasps circled around and started sInging Tiger.

d.  Tiger started to wrap the belt around his waist. Suddenly, the snake awoke and hissed quite angrily.

2. How did Deer Mouse trick Tiger into geeng stung by wasps? a.  He hid so well from Tiger that Tiger

couldn’t find him. Tiger had a tantrum

and knocked into the wasps’ nest.

b.  He told Tiger he couldn’t be blamed if Tiger stole the king’s dinner. Tiger got

scared and ran right into the wasps’

nest.

c.  He hid Tiger’s walking sIck behind the bushes. Tiger used his tail to whack the

wasps’ nest and got stung.

d.  He told Tiger he was guarding the king’s drum, but it was really a wasps’ nest.

Tiger was curious and hit it hard.

Name:

3. Why was Deer Mouse described as “clever”? a.  He was able to think of ways to distract

Tiger in order to get away. b.  HE was able to think of running up a tree

to hide from Tiger.

c.  He was able to think of giving Tiger a snake and some pudding so Tiger wouldn’t be hungry anymore.

d.  He was able to think of making Tiger

believe he would taste awful so Tiger wouldn’t want to eat him.

4. Did Deer Mouse need to convince Tiger to eat the king’s pudding? Why or why not? a.  No, because Tiger tried the pudding

before they even talked about it. b.  No, because Deer Mouse tricked Tiger

into begging to try the king’s pudding.

c.  Yes, because Tiger knew right away that the pudding was really mud.

d.  Yes, because Tiger turned up his nose at

the pudding and didn’t want to try it.

Deer Mouse and the Tiger Assessment 2A

1. Which text best matches the picture in Deer Mouse and Tiger? a.  Tiger was furious and quickly caught up

with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.”

b.  Deer Mouse said, looking at a large wasp

nest in a tree. “It makes the most fantasIc sound in the world.”

c.  The buzzing grew louder and louder as

the wasps circled around and started sInging Tiger.

d.  Tiger started to wrap the belt around his waist. Suddenly, the snake awoke and hissed quite angrily.

2. How did Deer Mouse trick Tiger into geeng stung by wasps? a.  He hid so well from Tiger that Tiger

couldn’t find him. Tiger had a tantrum

and knocked into the wasps’ nest.

b.  He told Tiger he couldn’t be blamed if Tiger stole the king’s dinner. Tiger got

scared and ran right into the wasps’

nest.

c.  He hid Tiger’s walking sIck behind the bushes. Tiger used his tail to whack the

wasps’ nest and got stung.

d.  He told Tiger he was guarding the king’s drum, but it was really a wasps’ nest.

Tiger was curious and hit it hard.

Name:

3. Why was Deer Mouse described as “clever”? a.  He was able to think of ways to distract


to hide from Tiger.




4. Did Deer Mouse need to convince Tiger to eat the king’s pudding? Why or why not? a.  No, because Tiger tried the pudding

before they even talked about it. b.  No, because Deer Mouse tricked Tiger

into begging to try the king’s pudding.

c.  Yes, because Tiger knew right away that the pudding was really mud.

d.  Yes, because Tiger turned up his nose at

the pudding and didn’t want to try it.

KEY RL 4.7 RL 4.3

RL 4.3, 4.4 RL 4.4

Unit 4 Assessment Passage 2B

A lion wanted to eat all the other animals in the forest. He made them come to his den to be meals for him. This story tells how a li7le hare avoided being eaten and kept the lion from ea

Unit 4 Assessment Passage 2B “Ha!” roared the lion. “Where is he? Show him to me! I’ll teach him who rules the forest!” “Follow me,” said the hare. He raced off through the woods with the lion following close behind. Ader a Ime, they came to a well. “Careful my lord,” the hare began, “he is down there,” he conInued, poinIng to the well. The lion let out a violent roar and puffed up his chest to appear stronger and more regal. “I will show this imposter who is the king of this forest!” The lion charged up to the well. He looked down into the water. He saw a fierce lion looking back at him. Angrily, he shook his mane and roared; the other lion opened his mouth to roar, challenging the king. Enraged, the lion exclaimed, “Let me at him! I’ll show him who is Master.” And with a powerful roar, the king reared up on his hind paws and jumped over the wall of the well. A large splash ended the lion’s reign of terror. Then the animals in the forest lived in peace. The hare had set them free from the lion. Every morning, the birds of the forest sIll sing songs in honor of the hare.

2

The Lion and the Hare Assessment 2B

5. In what way did lion abuse his power? a.  He gave his subjects a fair chase before

making them meals. b.  He led his subjects alone unIl it was their

turn to come to him. c.  He ordered his subjects to come to him so

he could eat them. d.  He only ate one animal at a Ime.

6. Why did the hare take the longest way through the forest and then run toward the lion’s den? a.  He wanted the lion to chase him and

find another, bigger animal to eat.

b.  He wanted to see all of his favorite places one last Ime.

c.  He wanted the lion to think he had been chased by another lion.

d.  He wanted to stay alive as long as he could before Lion was to eat him.

Name:

7. Why was lion so easily fooled by the hare? a.  He was able to think of ways to distract


to hide from Tiger.




8. Which text best matches the picture in The Hare and the Lion? a.  He angrily paced back and forth growling

and roaring in frustraIon. b.  The lion spoTed the hare racing toward

him and let out an irritated roar...

c.  The lion let out a violent roar and puffed up his chest to appear more regal.

d.  He looked down into the well. He saw a

fierce lion looking at him.

The Lion and the Hare Assessment 2B

5. In what way did lion abuse his power? a.  He gave his subjects a fair chase before

making them meals. b.  He led his subjects alone unIl it was their

turn to come to him. c.  He ordered his subjects to come to him so

he could eat them. d.  He only ate one animal at a Ime.

6. Why did the hare take the longest way through the forest and then run toward the lion’s den? a.  He wanted the lion to chase him and

find another, bigger animal to eat.

b.  He wanted to see all of his favorite places one last Ime.

c.  He wanted the lion to think he had been chased by another lion.

d.  He wanted to stay alive as long as he could before Lion was to eat him.

Name:

7. Why was lion so easily fooled by the hare? a.  He was able to think of ways to distract


to hide from Tiger.




8. Which text best matches the picture in The Hare and the Lion? a.  He angrily paced back and forth growling

and roaring in frustraIon. b.  The lion spoTed the hare racing toward

him and let out an irritated roar...

c.  The lion let out a violent roar and puffed up his chest to appear more regal.

d.  He looked down into the well. He saw a

fierce lion looking at him.

RL 4.4 KEY RL 4.3

RL 4.3 RL 4.7

Deer Mouse and Tiger and The Lion and the Hare Assessment 2C

9. How are the paTerns of events in the passages similar? a.  Both passages have a large animal who

defeats a smaller animal. b.  Both passages have a small animal who

tricks a larger animal. c.  Both passages have several animals who

learn lessons. d.  Both passages have kings who decide

what will happen.

10. How are the topics of the passages similar? a.  Both are tradiIonal tales including a

tricky animal.

b.  Both are tradiIonal tales including kings and queens.

c.  Both are tradiIonal tales including magic.

d.  Both are tradiIonal tales including human characters.

Name:

11. How do the points of view from the two stories compare? a.  Deer Mouse and Tiger is wriTen in first-‐

person, but The Hare and the Lion is wriTen in third-‐person.

b.  Deer Mouse and Tiger is wriTen in third-‐person, but The Hare and the Lion is wriTen in first-‐person.

c.  Both stories are wriTen from a first-‐

person point of view. d.  Both stories are wriTen from a third-‐

person point of view.

12. What lesson do BOTH Deer Mouse and the hare learn? a.  You cannot trust every creature, so you

should learn to live without friends. b.  It is important to share and be friendly so

in Imes of danger there is help. c.  A happy ending is possible if a creature is

paIent and waits for someone else to get him out of trouble.

d.  A small creature can succeed against a

powerful one using clever thinking.


9. How are the paTerns of events in the passages similar? a.  Both passages have a large animal who

defeats a smaller animal. b.  Both passages have a small animal who

tricks a larger animal. c.  Both passages have several animals who

learn lessons. d.  Both passages have kings who decide

what will happen.

10. How are the topics of the passages similar? a.  Both are tradiIonal tales including a

tricky animal.

b.  Both are tradiIonal tales including kings and queens.

c.  Both are tradiIonal tales including magic.

d.  Both are tradiIonal tales including human characters.

Name:

11. How do the points of view from the two stories compare? a.  Deer Mouse and Tiger is wriTen in first-‐

person, but The Hare and the Lion is wriTen in third-‐person.

b.  Deer Mouse and Tiger is wriTen in third-‐person, but The Hare and the Lion is wriTen in first-‐person.

c.  Both stories are wriTen from a first-‐

person point of view. d.  Both stories are wriTen from a third-‐

person point of view.

12. What lesson do BOTH Deer Mouse and the hare learn? a.  You cannot trust every creature, so you

should learn to live without friends. b.  It is important to share and be friendly so

in Imes of danger there is help. c.  A happy ending is possible if a creature is

paIent and waits for someone else to get him out of trouble.

d.  A small creature can succeed against a

powerful one using clever thinking.

RL 4.9 KEY RL 4.9

RL 4.6 RL 4.2


13. Which theme is found in BOTH passages? a.  Quick thinking can be life-‐saving. b.  Hungry animals are easily fooled. c.  The bigger an animal is, the more

powerful. d.  Small animals should stay close to home.

14. Which character traits in both Lion and Tiger cause them to fail? a.  Cleverness and calmness.

b.  Meanness and jealousy.

c.  Curiosity and pride

d.  Talent and speed

Name:


13. Which theme is found in BOTH passages? a.  Quick thinking can be life-‐saving. b.  Hungry animals are easily fooled. c.  The bigger an animal is, the more

powerful. d.  Small animals should stay close to home.

14. Which character traits in both Lion and Tiger cause them to fail? a.  Cleverness and calmness.

b.  Meanness and jealousy.

c.  Curiosity and pride

d.  Talent and speed

Name: RL 4.3 RL 4.9 KEY

Deer Mouse and Tiger and The Lion and the Hare Assessment 2D

15. Describe how the paTern of events in Deer Mouse and Tiger is different from the paTern of events in The Hare and the Lion.

Use examples from both texts to support your answer. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: RL 4.9

Deer Mouse and Tiger and The Lion and the Hare Assessment 2D

16. Summarize one of the two tradiIonal stories. Include ONLY the key details required to understand the problem and soluIon of the story and the central message. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: RL 4.2

Unit 4 Assessment Passage 3

Why the Evergreen Trees Never Lose Their Leaves by Florence Holbrook

Winter was coming, and the birds had flown far to the south, where the air was warm and they could find berries to eat. One liTle bird had broken its wing and could not fly with the others. It was alone in the cold world of frost and snow. The forest looked warm, and it made its way to the trees as well as it could, to ask for help. First, it came to a birch-‐tree. “BeauIful birch-‐tree,” it said, “my wing is broken, and my friends have flown away. May I live among your branches Ill they come back to me?” “No, indeed,” answered the birch-‐tree, drawing her fair green leaves away. “We of the great forest have our own birds to help. I can do nothing for you.” “The birch is not very strong,” said the liTle bird to itself, “and it might be that she could not hold me easily. I will ask the oak.” So the bird said, “Great oak-‐ tree, you are so strong, will you not let me live on your boughs Ill my friends come back in the springIme?” “In the springIme!” cried the oak. “That is a long way off. How do I know what you might do in all that Ime? Birds are always looking for something to eat, and you might even eat up some of my acorns.” “It may be that the willow will be kind to me,” thought the bird, and it said, “Gentle willow, my wing is broken, and I could not fly to the south with the other birds. May I live on your branches Ill the springIme?” The willow did not look gentle then, for she drew herself up proudly and said, “Indeed, I do not know you, and we willows never talk to people whom we do not know. Very likely, there are trees somewhere that will take in strange birds. Leave me at once.” The poor liTle bird did not know what to do. Its wing was not yet strong, but it began to fly away as well as it could. Before it had gone far, a voice was heard. “LiTle bird,” it said, “where are you going?” “Indeed, I do not know,” answered the bird sadly. “I am very cold.” “Come right here, then,” said the friendly spruce-‐tree, for it was her voice that had called. “You shall live on my warmest branch all winter if you choose.”

Will you really let me?” asked the liTle bird eagerly. “Indeed, I will,” answered the kind-‐hearted spruce-‐tree. “If your friends have flown away, it is Ime for the trees to help you. Here is the branch where my leaves are thickest and sodest.” “My branches are not very thick,” said the friendly pine-‐tree, “but I am big and strong, and I can keep the north wind from you and the spruce.” “I can help too,” said a liTle juniper-‐tree. “I can give you berries all winter long, and every bird knows that juniper berries are good.” So the spruce gave the lonely liTle bird a home, the pine kept the cold north wind away from it, and the juniper gave it berries to eat. The other trees looked on and talked together scornfully. “I would not have strange birds on my boughs,” said the birch. “I shall not give my acorns away for any one,” said the oak. “I never have anything to do with strangers,” said the willow, and the three trees drew their leaves closely about them. In the morning all those shining green leaves lay on the ground, for the cold north wind had come in the night, and every leaf that it touched fell from the tree. “May I touch every leaf in the forest?” asked the wind in its frolic. “No,” said the forest king. “The trees that have been kind to the liTle bird with the broken wing may keep their leaves.” This is why the leaves of the spruce, the pine, and the juniper are always green.

scornfully = With disgust or distaste

Why the Evergreen Tree Never Loses its Leaves

What is a theme of the myth “Why the Evergreen Trees Never Lose Their Leaves”? Use two details from the myth to support your answer. _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Summarize the myth in a few sentences. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List two details you would not include in a summary of the passage: _____________________________________________________________________________________________________________________________________________________________________ Why would you leave these details out? _____________________________________________________________________________________________________________________________________________________________________

Why the Evergreen Tree Never Loses its Leaves

What is a theme of the myth “Why the Evergreen Trees Never Lose Their Leaves”? Use two details from the myth to support your answer.

RL 4.1, 4.2

Summarize the myth in a few sentences. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

List two details you would not include in a summary of the passage: _____________________________________________________________________________________________________________________________________________________________________ Why would you leave these details out? _____________________________________________________________________________________________________________________________________________________________________

RL 4.2

KEY

formative assessments - Exit slips

1 Theme Assessment RL 4.2 This assessment can be given more than once, in mulIple ways.

1.  Read students a picture book or another short story. Have students fill out the exit slip based on that text.

2.  Have students fill out the exit slip based on a ficIon book they are reading during independent reading.

2 Summarizing Assessment

RL 4.2

There are two different opIons for the summarizing assessment. One allows for a story with mulIple problems. This again can be done with a

story read by the whole class, or a story read during independent reading.

3 Writing A Summary

Assessment RL 4.2

Students should use their summarizing graphic organizer to compose a wriTen summary.

4 Comparing Themes/Patterns of Events

RL 4.9

Students should use the graphic organizer to gather their thoughts to compare and contrast using two stories. They should then use those

thoughts to compose and open-‐ended response. You can have students use two texts that were not used as an example during lessons (i.e. two

different Cinderella stories) d

5 Mythological Terms RL 4.4 Show students this video for Midas:

hTp://www.youtube.com/watch?v=FntGiERMMKo They will need to use what they learned about the meaning of The Midas Touch to write about

why the company uses that slogan and what it means.

6 Short Summary RL 4.2 Exit slip

7 Theme—Character’s

Actions RL 4.2

How do the character’s acIons help support the theme?

8 Point of View RL 4.6 Determine if a text is 1st or 3rd person with an explanaIon.

9 Narrator Point of

View RL 4.6

Explain how the point of view of the narrator is different in similar stories.

10 Comparing Plots RL 4.9 Explain how the plots in different texts are similar or different.

11 Compare Events RL 4.9 Students will compare how events occur in similar stories.

12 Story vs. Myth How is a story different than a myth?

13 Compare Cinderella RL 4.9 Compare two different versions of Cinderella

Unit 4 Exit Slip

Theme FormaIve Assessment

Theme How I Know/ Evidence From the Text

Name: ___________________

Name: ___________________ Unit 4 Exit Slip

Theme FormaIve Assessment

Theme How I Know/ Evidence From the Text

RL 4.2

RL 4.2

Unit 4 Exit Slip Summarizing FormaIve Assessment Name: ____________________________

Somebody

THEN

Somebody

Wanted Wanted

But But

So So

My Summary of: ________________________ I’m summarizing a story

q read to me q  I read to myself

RL 4.2

Unit 4 Exit Slip Summarizing FormaIve Assessment Name: ____________________________

Somebody

Wanted

But

So



RL 4.2

Unit 4 Exit Slip WriIng a Summary FormaIve Assessment Name: ____________________________

__________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________



RL 4.2

_____________ _______________

How are they alike? ________________________________________________________________________________________________________________________________________________________________

How are they different?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare and Contrast Point of View RL 4.6

_____________ _______________



________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare and Contrast Text and Drama/or Visual Presentation of a Text RL 4.7

_____________ _______________



________________________________________________________________________________________________________

________________________________________________________________________________________________________

Compare and Contrast Themes or Events Unit 4 RL 4.9

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Compare and Contrast

Unit 4 Exit Slip Comparing/ContrasIng FormaIve Assessment

I’m comparing/contrasPng: q  the theme

q  the characters q  the plot

q  the seeng

We have read the story of King Midas. Watch the commercial for Midas, a auto service company. Their slogan is, “Trust the Midas Touch”. What does that mean? Why did they pick that for their slogan?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________

Unit 4 Exit Slip Greek FormaIve Assessment

Name: _______________________________

We have read the story of King Midas. Watch the commercial for Midas, a auto service company. Their slogan is, “Trust the Midas Touch”. What does that mean? Why did they pick that for their slogan?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________

Unit 4 Exit Slip Greek FormaIve Assessment

Name: _______________________________

RL 4.4

RL 4.4

Exit Slip

Summarize the story from beginning to end in a few sentences.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

Summarize the story from beginning to end in a few sentences.

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Exit Slip Name: Date:

Unit 4 RL 4.2

Unit 4 RL 4.2

Exit Slip How do the character’s actions help support the

theme?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

How do the character’s actions help support the theme?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Unit 4 RL 4.2

Unit 4 RL 4.2

Exit Slip

Is the selection you are reading written in first or third person? How do you know?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

Is the selection you are reading written in first or third person? How do you know?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Exit Slip Name: Date: Unit 4 RL 4.6

Unit 4 RL 4.6

Exit Slip How is the perspective of the narrator different in the

stories we read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

How is the perspective of the narrator different in the stories we read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Unit 4 RL 4.6

Unit 4 RL 4.6

Exit Slip

How are the plots the same or different across texts?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

How are the plots the same or different across texts?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Unit 4 RL 4.9

Unit 4 RL 4.9

Exit Slip Can you see any patterns in the events in this story

and other stories we have read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

Can you see any patterns in the events in this story and other stories we have read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Unit 4 RL 4.9

Unit 4 RL 4.9

Exit Slip

How is a myth different from a story?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

How is a myth different from a story?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Exit Slip

How is this version of Cinderella different from the traditional Cinderella story we read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Name: Date:

How is this version of Cinderella different from the traditional Cinderella story we read?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________


Unit 4 RL 4.9

Unit 4 RL 4.9

formative assessment - pottsgrove school district€¦ · formative assessment 1 point of view...

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