AVONDALE SCHOOL DISTRICTPre/Post Assessment

Arizona Common Core Standards Performance Assessment

ELA

4TH GRADE

STUDENT COPY

Name: __________________________________________________

Date: ___________________________________________________

School: _________________________________________________

Teacher Name: ________________________________________

Student Directions

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Read each passage. Read each question about the passage carefully.Look back at the passage as often as you need. Choose the answer that you think is best.

Fingerprints

Have you ever wondered what things make you different from everybody else? One thing is your fingerprint. The little lines on your fingertips are arranged in a pattern. No two people have the same patterns. Because of this, fingerprints are a good way of locating people.

Fingerprints are taken of people who work in banks or for the government. People who break laws are also fingerprinted. Some people are fingerprinted so they can be recognized if an accident happens.

To take fingerprints, ink is spread on a smooth glass. The fingertips are placed on the ink. Then they are pressed onto a piece of paper. People leave marks on everything they touch, even if the marks can't be seen. When there has been a crime, police can sometimes find who did it by "dusting" for these marks. Special powder is gently brushed where the marks might be.

Then a picture is taken, or the dust is picked up on tape. These marks are checked against fingerprints that have been grouped by shape. Because of these groups, a set of fingerprints can be found from among millions in just a few minutes.

You can see your own fingerprints by looking carefully at the tips of your fingers. If you press your fingers very lightly on some clear, sticky tape, you can see your prints on the tape. If a friend does this too, you can compare prints and see that yours and your friend's really are not alike.

1. According to the passage, fingerprints are often taken from all of the following people EXCEPT:

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A. friendsB. bank workersC. law breakersD. accident victims

2. The main idea of the passage explains how fingerprints are taken and used to help identify people. Which of the following details support the main idea?

1. Fingerprints are a good way of locating people. 2. A set of fingerprints can be difficult to match exactly.

3. If you press your finger very lightly on some clear sticky tape, you can see your fingerprints.

4. When there has been a crime, police can sometimes find who did it by “dusting” for fingerprints.

A. 1,2,3B. 2,3,4C. 1,2,4D. 1,3,4

3. Why do police use powder when collecting fingerprints from a crime scene?

A. It helps police solve the crime.B. It makes the fingerprints visible.C. It compares the fingerprints with a friend.D. It groups the fingerprints by shape.

Rachel Carson

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Rachel Carson grew up on a farm in Pennsylvania. When Rachel was a child, she and her dog Candy took long walks through the woods and fields near the farm. They looked at the plants and listened to the sounds of birds and other small animals. Rachel's mother, Maria Carson, encouraged her daughter's curiosity and love of nature. She helped Rachel to understand that people were a part of nature, not separate from it.

Years later Rachel wanted to learn more about nature. She took classes in biology to study plant and animal life. She spent many hours walking through forests and fields with her teacher, Mary Scott Skinker. Before long, Rachel Carson knew that she wanted to be a scientist.

Soon Rachel Carson's work led her to the Massachusetts coast. She had never before seen the ocean. The movement of the sea birds and the fish filled Rachel Carson with wonder. She spent many weeks near the tide pools. There were so many things to see, smell, and touch.

Later, on trips to the Maine coast, Rachel Carson began to write a book about the sea. A friend of hers, Bob Hines, drew beautiful pictures for the book. Rachel Carson wanted to help people learn about the sea. She wanted them to understand its beauty and the life it sheltered.

Rachel Carson wanted people to know that life on land depended on the sea. All through her life, Rachel Carson helped people to understand that they should work with nature, not against it.

4. Why did Rachel Carson spend time in Massachusetts?

A. to write her book

B. to visit her mother

C. to learn more about the sea

D. to draw pictures of the ocean birds

Look at the following tree map.

Rachel Carson’s Life

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5. Which of the following phrases from the passage would help support the main idea and complete the tree map?

A. Wrote a book about the oceanB. Took walks on the beach with her dogC. Learned about nature from Bob HinesD. Drew beautiful pictures from her book

6. How did Rachel Carson’s work impact the way people see nature?

A. People could read a book about the sea.B. It helped people learn more about the sea.C. It helped people understand that they should work with nature, not

against it.D. People could travel between Maine & Massachusetts.

7. Which sentence BEST summarizes the text?

A. Rachel Carson grew up on a farm in Pennsylvania.B. Rachel Carson wanted people to know that life on land depended on the

sea.C. Rachel Carson knew that she wanted to be a scientist.D. Rachel Carson wanted people to understand nature’s beauty and the life

it sheltered.

Square OneBy Susan Milord

Grew up on a farm

Took classes in biology ? Helped others see

beauty of nature

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Mosaics are pictures or patterns made by putting together small pieces of different colored materials. They originated in the Middle East as early as 3000 B.C. Around 300 B.C. they became very popular, especially as floor designs.

The first mosaics were made with pebbles. Later, marble chips and glass were used. Still later, square tiles were made from clay and glazed in every color of the rainbow.

Mosaics are still made today. You, too, can create a dazzling mosaic with tiny colored-paper squares.

What You'll Need: construction paper in assorted colors or paint-sample cards from hardware store

ruler

pencil

scissors

white glue

black paper or cardboard (5 inches by 7 inches)

clear varnish

What to Do:

1. Stack a few sheets of paper together. Mark lines 1/4 inch apart on top sheet. Holding sheets together, cut along each line with scissors. Gather strips that are the same color and cut them into squares. Put each color in a separate pile.

2. Draw a simple design on black paper.

3. Cover outlines of design with paper squares. Glue squares down one by one, leaving a little space around each. (TIP: Squirt glue on scrap of paper. Dip fingertip into glue and place on a square to lift. Use other hand to flip square over and position on paper.)

4. Fill in design and background by following curves of your outline. Cut squares into smaller pieces to fit tight, irregular spots. (TIP: To help your design stand out, make background much lighter or darker than the design itself. You can also suggest depth by using several shades of the main colors in your picture. Darker shades will give the illusion of shadow.)

5. When glue dries, brush or spray mosaic with a couple of coats of clear varnish.

"Square One" from ADVENTURES IN ART by Susan Milord, copyright (c) 1990 by Susan Milord. Used by permission of Williamson Publishing Co.

8. What does the word mosaic mean?

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A. Square tiles from clay in every color of the rainbowB. Very popular floor designsC. Brush or spray with a couple of coats of clear varnishD. Picture or patterns made by putting together small pieces of different colored

materials

9. What would happen if you did not draw your design on the black paper first?

A. It will be easier to complete the mosaic.B. It will be difficult to know where to put the titles to fill in the design.C. It will allow you to use only squares.D. It will speed up the process of making the mosaic.

Kite Weather

To the South the geese are going.Across the world a breeze is blowing –Blowing leaves from every tree,

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Blowing ships upon the sea,Blowing hats off people’s heads,Blowing chimney smoke to threads,Blowing till the curtain flutters,Slamming doors, and shaking shutters.Then’s the time to fly your kite,But you have to hold it tight.

Blow, breeze, blow!And lift your kite along.Blow, breeze, blow!The string is stout and strong.Just a little harder blow,Up and up we, too, would go.People would look up and stare,Seeing children in the air.

From Texas Assessments, EducAide Software catalog, 2003

10. Which of the following is the BEST example of the poet’s imagination?

A. Blowing leaves from every tree

B. Blowing till the curtain flutters

C. The string is stout and strong

D. Up and up we, too, would go

11. Which of the following is the main idea of this poem?

A. Children should hold on tightly to the kite string.

B. If the wind is strong enough, you can fly with your kite.

C. Flying kites brings out the fun and joy of childhood.

D. Children should let the kite go if there is too much wind.

The Wind

I saw you toss the kites on highAnd blow the birds about the sky; And all around I hear you pass,Like ladies' skirts across the grass –

O wind, a-blowing all day long,O wind, that sings so loud a song!

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I saw the different things you did. But always you yourself you hid. I felt you push, I heard you call, I could not see yourself at all –

O wind, a-blowing all day long,O wind, that sings so loud a song!

O you that are so strong and cold, O blower, are you young or old? Are you a beast of field and tree, Or just a stronger child than me?

O wind, a-blowing, all day long,O wind, that sings so loud a song!

"The Wind" by Robert Louis Stevenson, Copyright by Robert Louis Stevenson

12. Which of the following BEST describes the theme of this poem?

A. The wind blows the birds about the sky.

B. The wind does different things.

C. The wind is like a living thing.

D. The wind is dangerous.

13. Which structural element is NOT represented in these two poems?

A. Meter

B. Rhyme

C. Metaphor

D. Verse

14. Read Kite Weather and The Wind again. What is the point of view of each poem?

A. Kite Weather is first person and The Wind is third person.

B. Kite Weather is third person and The Wind is first person.

C. Kite Weather is first person and The Wind is first person.

D. Kite Weather is third person and The Wind is third person.

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15. In the poem The Wind the poet uses “I” to show that he is…

A. talking to the wind

B. observing the wind

C. thinking about the wind

D. seeing what the wind does

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Look at the following Multi-flow Map.

16. In Taking a Stand: The Civil Rights Movement, what was the effect of Rosa Parks’

refusal to give up her seat on the bus?

A. Rosa met Dr. Martin Luther King, Jr.

B. The court ordered desegregation.

C. Rosa Parks went back to work for NAACP.

D. Rosa Parks met Rev. Jesse Jackson.

segregation

Laws stated that African-Americans had to sit in the back of the bus and give their seat up to a white person.

Rosa Parks refused to give up her seat to a white person on the bus.

African-Americans boycotted the Montgomery city buses.

?

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17. In Rosa Parks’ response to Elizabeth’s letter, she talked about hope. What did hope mean to Rosa Parks?

A. Hope is a wish.

B. Hope is believing in yourself.

C. Hope is wanting to be somebody else.

D. Hope is wanting something that means a lot to you.

18. After reading both articles about Rosa Parks, which statement is true?

A. The end of racial segregation was important to Rosa Parks?

B. Rosa Parks believed boycotts were the only way to get people to change.

C. You must hope to make a change.

D. The civil rights movement is still active today.

19. According to the two passages, what words would Rosa Parks use to describe the BEST

way to bring about changes?

A. boycott and get arrested

B. scream and shout

C. do nothing

D. words and actions

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Deena and Chester

Deena finished the last chord of the piano composition. She was just as nervous now as if she were playing in front of an audience. "If I'm this nervous at the recital Sunday," she thought, "I'm sure to make a mistake." Trying to calm down, Deena turned back to the piano to play the piece once more. Suddenly, alerted by the pleasant chirping of Chester, her blue parakeet, she stopped. Chester stopped. She played another measure. Chester chirped right along, in obvious enjoyment. Then Deena played the first few measures of a gypsy song she had not yet learned to play perfectly. Chester squawked wildly and jumped up and down on his perch. As soon as Deena changed back to the piece she knew well, Chester calmed down, chirping softly and contentedly.

"Chester, my favorite critic, you deserve an extra treat," Deena cried as she confidently returned to her practicing. She thought, "I don't have to worry about other audiences. I've been prepared by my toughest audience right here at home!"

20. What did Deena play that made Chester jump up and down? A. a love songB. a piano duetC. a gypsy songD. a recital piece

21. In the passage, what does the word recital mean? A. performanceB. piano lessonC. bird songD. piano practice

22. When looking at the poem The Wind and Deena and Chester, you know that Deena and Chester is prose because…

A. “Deena and Chester” uses third person and The Wind uses first person.B. “Deena and Chester” uses complete sentences and The Wind uses stanzas.C. “Deena and Chester” use colorful vocabulary words and The Wind uses difficult

vocabulary words.D. “Deena and Chester” is long and The Wind is short.

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23. In the passage, the word measure refers to –

A. lengthB. capacityC. musicD. pianos

24. At the beginning of the passage Deena was nervous. By the end of the passage Deena was A. nervous B. calm & confident C. anxious D. excited

25. By chirping, Chester reacted to Deena’s piano playing. Which song did Chester like better?

A. the recital piece B. Gypsy song C. Old MacDonald D. jazz

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