Introduction

 

 

The New York State Board of Regents has set higher learning standards for all students. To help students reach these standards, the New York State Testing Program’s elementary English Language Arts Test will challenge students to demonstrate their ability to listen attentively, read a range of material, and respond in writing to a variety of literary and informational passages.

 

This Test Sampler Draft for Grade 4 English Language Arts provides examples of the format and types of questions that are now being field-tested in preparation for the first administration of the actual test in 1999. Over the past few months, hundreds of individuals have worked with the State Education Department and CTB/McGraw-Hill staff in the development process. Committees of New York teachers and school administrators have reviewed the content of proposed test items; committees of parents, business and community representatives, and members of professional organizations have also reviewed the questions. A panel of experts in English Language Arts is now reviewing the draft materials. You will be able to provide feedback through a Comment Sheet in the back of this booklet. All of this work has one goal to ensure that the tests will be appropriate measures of student achievement of the learning standards in English Language Arts. Any further revisions will be based on all the information received. Beginning with the 1999 test administration, test results will provide the student, teacher, and parent/guardian with a report of individual student strengths and weaknesses.

 

The test includes

· reading passages and multiple choice questions

· a listening passage and open ended questions

· an independent writing prompt

 

How To Use The Sample Test

The sample test of Grade 4 English Language Arts may be administered in the classroom to familiarize students with the test format and the types of questions that are being planned. For the sample test, students may mark answers directly in the test book. For the test beginning in 1999, students will use an answer sheet for multiple choice questions but will continue to write the answers to the open ended questions in the test book. The test will be administered in three timed sessions over three days. Ample time has been provided for students to answer the questions.

Teachers and students can also review the scoring guide. Answer keys are provided for the multiple choice questions. A scoring guide is provided for the short response questions and extended response questions. The short response questions and extended response questions will be scored for listening comprehension or reading comprehension. The extended response questions will also be scored for writing. Those test questions scored for writing are indicated by the symbol / next to the question. The scoring guide for the operational test will provide examples of student response papers at each score point.

 

After administering the practice test, teachers may discuss their students’ performance with them. Students should consider how they might have responded differently or which specific methods they might use to improve their performance, such as establishing and maintaining a clear focus, or providing additional supporting details from the text.

 

Directions for Administering the Sample Test

 

Please read these directions carefully before administering the test. ‘When you administer the test, read aloud to the students the boldface directions preceded by SAY.

 

Materials needed:

· Sample Test Books (1 for each student and 1 for the teacher)

· listening selection (for the teacher only)

· extra Number 2 pencils and paper

This test will be administered in three consecutive daily sessions. The Sample Test Book is divided into Session 1, Session 2, and Session 3. Administer Session 1 on the first day, Session 2 on the second day, and Session 3 on the third day.

 

Session 1

 

Distribute one Sample Test Book to each student. Make sure each student has a Number 2 pencil.

 

SAY This is your Sample Test Book. Do not open your book until I tell you to do so. First, please write your name on the cover of your Sample Test Book.

 

Pause for the students to write their names.

SAY Now let’s read the Tips for Taking the Test.

 

Read "Tips for Taking the Test" aloud to the students. Then ask if anyone has questions before moving on to the next instruction.

 

SAY The test is divided into Session 1, Session 2, and Session 3. Today you will take Session 1. Tomorrow you will take Session 2, and the next day you will take Session 3.

 

This first session of the test is a multiple choice test. Read each selection carefully, including any definitions you see at the bottom of the page. Then answer the questions about the selection. Circle the letter next to the answer you choose for each question. When you see the word STOP at the bottom of the page, you have finished the first session. When you finish, please close your books, sit quietly, and do not disturb other students. You will have 45 minutes to complete this part of the test.

 

When you are sure that everyone understands,

SAY You may open your Sample Test Book to Page T-3 and begin.

When the session is over,

 

SAY This is the end of Session 1. Please close your books. Now I will collect the Sample Test Books.

 

This is the end of Session 1. Collect the Sample Test Books and keep them in a safe location until you administer Session 2.

 

Session 2

 

Distribute the Sample Test Books. Make sure the students have pencils and their own Sample Test Book.

 

SAY Today you are going to take Session 2 of the test. Turn to the inside front cover in your Sample Test Book. Look at the information in the box. Please follow along while I read what is in the box.

 

Point to the box. Read the information in the box aloud to the students.

 

After you have read the information in the box,

 

SAY You may print your answers or write in cursive. Be sure to write clearly and legibly. When you see the words GO ON at the bottom of a page, keep going. When you come to the word STOP, do not go on until you are told to do so. You may go back and check today’s work Do not go back to Session 1. Now turn to Page T-17. Let’s read the directions together.

 

Read the directions aloud as the students follow along.

After you have read the directions on Page T-17,

SAY Now listen as I read the story to you.

 

Read the listening selection aloud to students twice, speaking slowly, clearly, and with expression. Remind the students that they may want to take notes when you read the selection the second time.

 

After you have read the listening selection twice,

 

SAY You have 50 minutes to complete this session. Are there any questions?

 

Pause for questions.

SAY You may turn the page and begin working.

 

After 40 minutes have passed,

SAY You have 10 more minutes to complete this session.

At the end of the session,

 

SAY Please stop working. This is the end of Session 2. We will take Session 3 tomorrow. Now I will collect the Sample Test Books.

 

Collect all Sample Test Books and keep them in a safe place until you administer Session 3.

Session 3

 

Distribute the Sample Test Books. Make sure the students have pencils and their own Sample Test Book.

 

SAY Today you are going to take Session 3 of the test. Turn to the inside front cover in your Sample Test Book. Look at the information in the box that we looked at when you took Session 2. Please follow along while I read what is in the box.

 

Read the information in the box.

 

After you have read the information to the students,

 

SAY You. will read two selections in this part of the test. Read the first selection and answer the questions, then read the second selection and answer the questions. Remember to write complete and thorough responses and include details and examples from the selection.

 

When you see the words GO ON at the bottom of a page, keep going When you come to the word STOP, you are at the end of the test. You may go back and check today’s work only. Do not go back to the previous sessions. You have 50 minutes to complete this-part of the test. Are there any questions?

 

Pause for questions.

 

SAY Now turn to Page T-25 in your Sample Test Book. Let’s read the directions together Read the directions aloud as the students follow along.

 

After you have read the directions on Page T-25,

 

SAY You may begin.

 

After 40 minutes have passed,

 

SAY You have 10 more minutes to complete the test session.

 

At the end of the session (approximately 50 minutes),

 

SAY Please stop working. This is the end of the test. Now I will collect the Sample Test Books.

 

Collect all Sample Test Books.

 

 

Session 2

Listening Selection:

 

 

 

TEACHING BABY CRAB

TO WALK

 

Father Crab was delighted that he had a baby, and hoped that his son would be the most correct and proper crab. Later, however, he was grieved to see Baby Crab sidling along instead of walking straight.

"My son," he said, "always remember that you should walk straight forward." But despite all the lessons and talk of his father, Baby Crab persisted in walking sideways.

For many, many days the two might be seen at the bottom of the stream, and each day Father Crab put more and more energy into teaching his son to walk straight. At last the little fellow became discouraged and saddened and said, "Father, just walk straight yourself and show me how it is done."

The father crab started proudly along the sand at the bottom of the stream, but though he tried hard to walk straight, he had been so accustomed to walking at a slant that nature was too strong for him, and he still went sideways.

The little crab cried out with glee, "If that is all that you want, I can walk like that too, Father," and ever since, the baby crab has grown up walking sideways, which shows how much stronger were his father’s actions than his words.

Sample Test Book

 

Tips For Taking The Test

 

Here are some suggestions to help you do your best:

 

 

 

o Plan your time. You may want to glance quickly through the entire session before you begin answering questions in order to budget your time.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Student Name

 

 

This test asks you to write about what you have listened to or read. Your writing will NOT be scored on your personal opinions. It WILL be scored on:

 

) Whenever you see this symbol, be sure to plan and check your writing.

 

 

 

 

 

 

 

 

 

 

Acknowledgments: CTB is indebted to the following for permission to use material in this book:

 

"Robby: A True Story" by Catherine B. Roberts, text copyright © 1992 by Catherine B. Roberts, art copyright © 1992 by Barbara Armata, published in Cricket Magazine’s September 1992 issue.

 

"One Little Can" by David LaRochelle from Cricket Magazine’s April 1997 issue, Vol. 24, No. 8, text copyright © 1997 by David LaRochelle, art copyright © 1997 by Annette LeBlanc Cate. Reprinted by permission of Cricket Magazine and the artist.

 

"Señor Coyote and the Cheese," a Mexican folktale retold by Marci Stillerman from Jack and Jill’s July/August 1995 issue, copyright © 1995 by Children’s Better Health Institute, Benjamin Franklin Literary & Medical Inc., Indianapolis, Indiana. Used by permission.

 

Adaptation of "Teaching Baby Crab to Walk" from The Magic Drum: Tales from Central Africa by W. F. P. Burton, copyright © 1961 by W. F. P. Burton. Used by permission of A. M. Heath & Company Ltd., agent for the author.

 

Excerpts from Toad Overload: A True Tale of Nature Knocked Off Balance in Australia by Patricia Seibert, text copyright © 1996 by Patricia Seibert, illustrations copyright © 1996 by Jan Davey Ellis.

 

Every effort has been made to trace the ownership of all copyrighted material and to secure the necessary permissions to reprint selections. In the event of any question arising as to the use of any material, the publisher expresses regrets for any inadvertent error and will make the necessary correction(s) in future printings.

 

CTB

McGraw-Hill

Published by CTB/McGraw-Hill, a division of the Educational and Professional Publishing Group of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 93940-5703. Copyright © 1998 by CTB/McGraw-Hill. All rights reserved. The contents, or parts thereof, may be reproduced for educational use with the New York State Testing Program provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without permission of the publisher.

Session 1

 

Directions

 

In this part of the test, you are going to read three stories: "Robby, A True Story," "One Little Can," and "Señor Coyote and the Cheese." After you read each story, you will answer questions about what you have read. You may look back at the stories as often as you like.

 

 

 

Now turn the page and begin.

 

Directions

 

 

"Robby, A True Story" is a story from Cricket magazine about a small horse who helps a new horse on the farm. Read the story. Then do Numbers 1 through 12.

 

 

 

 

 

Robby A TRUE STORY

by Catherine Roberts

Art by Barb Armata

 

 

HE LITTLE HORSE had a sweet disposition, and everyone liked him. But Robby was blind in one eye, and the other horses took advantage of him by coming up on his blind side and nipping him.

 

All groups of animals establish a "pecking order," and the horses on the farm were no exception. There was the boss, then the second in command, and so on down the line. They observed this ranking at the water tank and everywhere else, and woe to the horse who went ahead of turn. Robby, of course, was always last in line.

 

 

The horses were trained to come at the sound of a whistle. This saved the farmer long treks to the pasture, especially on cold days. Late every afternoon when the whistle blew, the horses would come galloping in for the oats and corn they knew were waiting for them.

 

One day a new horse joined the herd. He grazed at a discreet distance from the rest, waiting to learn his proper place. Beau had come from a farm with very poor pasture and was enjoying the long grass.

 

That first day when the whistle blew, the others came running as usual. But Beau, who didn’t know what the whistle meant, kept right on grazing.

 

When the herd got to the top of the hill, Robby looked back and saw Beau still eating. A certain amount of reasoning must have gone on in his little head. He knew Beau didn’t understand about the whistle, so turning away from the good supper he knew was waiting, Robby went back down the hill. He nipped at. Beau, getting him to run, and then herded him in after the others.

 

Beau got his share of the oats and corn that night. And from that day on, he came with the rest at the sound of the whistle.

 

Robby, the little horse at the end of the line, the one who was pestered and pushed around and knew what it meant to be left out, had taken the trouble to help a newcomer learn the ways of his new home.

 

 

 

1 What is this story mostly about?

 

A a farmer finding a lonely horse

B one horse treating another horse kindly

C a new horse learning to get his supper

D a farmer making friends with his horses

 

2 Which word would best fit in Box 1?

 

F helpful

G playful

H young

J fast

 

 

 

 

 

 

3 Why is Robby always last in line?

 

A He likes being last.

B He is not as smart as the other horses.

C The other horses are better able to hear the whistle.

D The other horses are above him in the pecking order.

 

 

 

4 The farmer avoids going to the pasture by teaching the horses to

 

F stay in a herd

G follow Robby home

H line up at the water tank

J return when a whistle blows

 

 

5 Why does Beau graze at a distance from the other horses?

 

A He is waiting to learn his place in the herd.

B There is more grass away from the other horses.

C He wants to stay close to the farm.

D The other horses in the herd had pushed him away.

 

 

6 What happens right after Robby and the rest of the herd start to return to the farm?

 

F A new horse joins the herd.

G Robby sees that Beau is still grazing.

H Beau follows the herd to get his supper.

J The farmer blows the whistle.

 

 

7 Beau stays in the pasture when the whistle blows because he

 

A cannot hear the whistle

B dislikes following the other horses

C does not know what the whistle is for

D likes grass better than oats and corn

 

 

8 Why does Robby nip at Beau?

 

F to tell Beau who is boss

G to guide Beau toward supper

H to show Beau how the other horses play

J to make Beau leave the herd

 

 

9 Robby helps Beau because Robby

 

A understands what it is like to be left out

B does not want the farmer to get angry at Beau

C thinks Beau might starve without oats and corn

D knows what it is like to be homesick

 

 

10 The next time a new horse joins the herd, Robby will most likely

 

F ignore the new horse

G let the new horse eat first

H help the new horse the way he helped Beau

J nip at the new horse the way the other horses nip at him

 

 

11 The farmer does not like the long treks to the pasture. What does treks mean?

 

A gallops

B trails

C visits

D walks

 

 

12 In the story, Robby is always pestered by the other horses. What does pestered mean?

 

F bothered

G harmed

H herded

J tripped

 

Directions

"One little Can" is a story from Cricket magazine about a girl who makes a difference in her neighborhood. Read the story. Then do Numbers 13 through 20.

 

 

One Little Can

by David LaRochelle

 

RACHEL SCOWLED IN DISGUST as she walked to the school bus stop. Her neighborhood looked like a junkyard. The sidewalk was littered with newspapers and candy wrappers. The front door to Lee’s Grocery was covered with ugly graffiti. It was spring, but instead of green grass and flowers, the yards seemed to be sprouting broken branches and trash.

 

"Yuck!" Rachel said as she brought her foot back to kick a soda can off the curb. Then she changed her mind, picked the can up, and tossed it into a litter basket on the corner. She hurried to meet her friends at the bus stop.

 

Mr. Lee scowled as he looked out his grocery store window. "Hmph," he said as the girl passed by. She’s probably another troublemaker, he thought. One of those kids who spray-painted graffiti all over my door. Kids today are just no good.

 

To confirm his suspicion, the girl stepped back to kick a piece of garbage into the street. What she did next, though, surprised him. She bent down, picked up the old can, and dropped it into a trash can.

 

That’s a switch, thought Mr. Lee.

 

All morning as he unboxed soup cans and cereal boxes, he kept picturing that girl. At noon, when he walked to the corner to mail a letter, he noticed the litter that had piled up in front of his store. He thought of that girl again, then got a broom and started sweeping the walk.

 

 

Mrs. Polansky peered out from between the window blinds in her living room. A crumpled sheet of newspaper blew into her yard and got snagged on a rosebush. she hated living across the street from Lee’s Grocery. Customers were always dropping their trash in front of the store, and invariably it would blow into her yard.

 

Maybe I should write a letter to the city council, she thought, or call the mayor. If Mr. Lee is going to let his store be such an eyesore, maybe it should be shut down.

 

Just then Mr. Lee walked out his door. Mrs. Polansky quickly shut the blinds, but when she peeked out again, he was sweeping up the trash on his sidewalk.

 

That’s a change, thought Mrs. Polansky.

 

A few minutes later, when she went to let her cat out, she noticed that the stray newspaper had unsnagged itself from her rosebush and was tumbling into the next yard. She caught a glimpse of Ms. Sinclaire, her neighbor, frowning at her from the porch.

 

Mrs. Polansky looked around at her own unkempt yard.

 

"Well, fluffy" she said to her cat, "Mr. Lee isn’t the only one who can do a bit of outdoor spring cleaning."

 

She went inside and got her work gloves and a trash bag.

 

When Rachel got off the school bus that afternoon, the first thing she noticed was the woman planting geraniums around the edges of her front walk. A fat gray cat was swatting at a butterfly that flitted among the bright red blossoms. Hadn’t that yard been strewn with dead branches and soggy newspapers this morning? Several other yards looked tidier, too. She even spotted a pair of crocuses peeking up from a freshly raked garden.

 

When she passed Lee’s Grocery, Mr. Lee was out front painting his door the color of a spring sky. He smiled at her as she walked by.

 

Maybe my neighborhood doesn’t look so bad after all, Rachel thought. She knelt down and picked up a lone candy bar wrapper, slam-dunked it into the litter basket, and sang out loud the rest of the way home.

 

13 What is this story mostly about?

 

A how a group of people learn to be friends

B a neighborhood that learns to recycle cans

C how one person’s actions can lead to change

D neighbors working together to do their spring cleaning

 

 

14 Why is "One Little Can" a good title for this story?

 

F One can is the only thing Rachel picks up.

G Rachel proves that small cans should be cleaned up first.

H Rachel shows that cleaning up one can could make a difference.

J One little can on the street makes the whole neighborhood look messy.

 

 

15 What happens right after Rachel sees the litter and graffiti in front of Mr. Lee’s Grocery?

 

A Mr. Lee paints the door.

B Rachel kicks a can off the curb.

C Mr. Lee sweeps the sidewalk.

D Rachel drops a can into the trash.

 

 

16 Why does Mrs. Polansky dislike living where she does?

 

F Dead branches fall into her yard.

G The school kids are noisy at the bus stop.

H Trash from Mr. Lee’s customers litters her yard.

J Her neighbors are unfriendly.

 

 

17 What makes Mrs. Polansky decide to clean up her yard?

 

A Customers from Mr. Lee’s store drop their trash in her yard.

B The new blossoms show her that it is time for spring cleaning.

C She sees Mr. Lee sweeping the sidewalk in front of his store.

D Ms. Sinclaire frowns at her because her yard is messy.

 

 

18 Rachel sings at the end of the story because she

 

F is happy to see Mr. Lee

G had a good day at school

H is glad that spring has arrived

J is proud of her neighborhood

 

 

19 The story says that Mr. Lee scowled when he looked out the window.

 

What does scowl mean?

 

A cry

B frown

C shout

D shiver

 

 

20 The story says that Mrs. Polansky caught a glimpse of Ms. Sinclaire, her neighbor, frowning at her from the porch.

 

What does glimpse mean?

 

 

F brief look

G clear vision

H complete view

J fuzzy picture

Directions

"Señor Coyote and the Cheese" is a Mexican folktale from Jack and Jill magazine about a coyote and a rabbit. Read the folktale. Then do Numbers 21 through 28.

 

 

One night, when a full moon was shining brightly in the sky, Señor Coyote crept up to Conejo (kone-A-hoh), the rabbit. Conejo was sitting at the edge of a pond.

 

Señor Coyote said, "Conejo, I have you, and I’m going to eat you, pronto!"

 

"Wait," said Conejo. "Do you see this fine cheese in the pond?"

 

There, gleaming in the black pond, was something that looked like a big, round, delicious, yellow cheese.

 

"Do you like cheese?" asked Conejo.

 

"Oh, I love cheese," said coyote as his mouth watered.

 

"Swim out then and get it," Conejo said. "I’d go myself, but I can’t swim. While you get the cheese, I’ll get some tortillas, and we’ll have a fiesta."

 

"How do I know you’ll be here when I come out of the pond?" Coyote asked.

 

"I’ve been watching this cheese for hours, Conejo said. "Do you think I’d leave it all for you? Hurry, I’m hungry."

 

Señor Coyote jumped into the pond and swam toward the cheese. But the cheese stayed always ahead of him. Every time he lunged for it and snapped his jaws to catch it, pond water rushed into his mouth, and he coughed and spluttered. Señor Coyote’s eyes filled with water, and he had to blink them many times to see the cheese. His heart pounded from the effort of swimming. Finally, disgusted, he gave up and swam to shore and shook the water from his fur.

 

Conejo was gone. He had tricked Señor Coyote.

 

Señor Coyote lifted his head to the big, round, yellow moon in the sky and howled in anger and humiliation.

 

He went hungry that night.

21 What lesson can Señor Coyote learn from Conejo?

 

A to work hard for what he wants

B that being too greedy can cost everything

C to keep his mouth closed while swimming

D that cheese makes a better meal than rabbits do

 

 

22 How does Señor Coyote change in the folktale?

 

F He changes from being afraid to being brave.

G First he feels powerful; then he feels weak.

H First he is hungry; then he is satisfied

J He changes from feeling pleased to feeling ashamed.

 

 

23 Why does the rabbit tell Señor Coyote about the cheese?

 

A He wants Coyote to have the cheese.

B He wants to save himself from Coyote.

C He wants to share the cheese with Coyote.

D He wants Coyote to cool himself in the pond.

 

24 Why does Señor Coyote believe what Conejo tells him about the cheese?

 

F He would rather eat cheese than rabbit.

G He knows that Conejo would not lie.

H He sees something in the water that looks like cheese.

J He thinks that Conejo cannot swim well enough to get the cheese.

 

 

 

25 What does Señor Coyote really see in the water?

 

A a round, yellow cheese

B the reflection of the moon

C a rabbit in disguise

D a stack of tortillas

 

 

26 If Señor Coyote catches a rabbit again, he will most likely

 

F make sure the rabbit does not fool him

G let the rabbit go free

H believe what the rabbit tells him

J invite the rabbit to eat a meal with him

 

 

27 In the story, something was gleaming in the pond.

 

Which word means the same as gleaming?

 

A fading

B rising

C shining

D swimming

 

 

28 In the story, every time the coyote lunged for the cheese he got water in his mouth.

 

What does lunge mean?

 

F hope

G reach

H ask

J cry

 

 

STOP

 

 

Session 2

 

Directions

In this part of the test, you are going to listen to an African folktale called "Teaching Baby Crab to Walk." Then you will answer some questions about this story.

 

You will listen to the story twice. The first time you hear the story, listen carefully but do not take notes. As you listen to the story the second time, you may use the space below for your notes. You may use these notes to answer the questions that follow. Your notes on this page will NOT count toward your final score.

 

Here is a word you will need to know as you listen to the folktale:

 

 

Notes

 

 

 

 

 

 

 

 

STOP

 

 

29 Explain what these two quotations from the folktale mean.

 

Quotation

Meaning
 

 

 

"Though he tried hard to walk straight, … nature was too strong for him…"

 

 

 

 

 

 

    
 
 

 

 

 

"The baby crab has grown up walking sideways, which shows how much stronger were his father’s actions than his words."

 

 

 

 

    
 

 

30 Explain why the baby crab says to his father, "Father, just walk straight yourself, and show me how it is done." Use details from the folktale in your answer.

 

 

 

Planning Page

 

 

You may PLAN your writing for Number 31 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page.

 

 

 

31 Which lesson does the folktale teach best?

 

Circle one:

    • Actions speak louder than words.
    • Don’t try to be something you are not.

Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

 

Planning Page

 

 

You may PLAN your writing for Number 32 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page.

 

 

32 Write about a time when someone taught you how to do something, or a time when you taught someone else. In your story, be sure to include
  • what lesson was taught
  • who taught the lesson
  • what happened
  • specific details and examples

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

 

STOP

 

 

Session 3

 

Directions

In this part of the test, you are going to read an article called "Toad Overload" and another article called "More About Australia’s Cane Toads." You will answer questions and write about what you have read. You may look back at the articles as often as you like.

 

Now begin.

 

Toad Overload

 

First there were 101. Now there are millions. They were supposed to be a solution to a problem. Now they are a problem. what are they? Very big toads. What happened? Here is the strange story.

 

Back in the early 1900s in Australia, farmers who grew sugarcane were facing some big problems. Beetles loved eating the leaves of sugarcane plants. Beetle babies, called grubs, loved eating the roots.

 

The Australian sugarcane growers were angry. They wanted to stop the beetles and nothing they tried was working.

 

 

 

In some other places around the world, sugarcane growers had been fighting off beetles and grubs, too. Scientists and growers had found a weapon that they thought might work — big , fat, hungry toads that loved to eat insects.

 

How big were the toads? As big as dinner plates. In fact, this kind of toad is one of the biggest toads on earth.

 

Originally, the toads only lived on Central and South America, where it is wet and warm. Warm, wet weather is the kind the toads like best.

 

Some scientists and growers decided to put these giant toads with the giant appetites into the Australian sugarcane fields.

 

The plan was for the toads to eat lots and lots of beetles.

 

In 1935, 102 toads were packed into crates and shipped to Australia. One died on the trip, but the 101 survivors were put into a pond in northeast Australia.

 

Before too long, the females laid long, necklace-like strings of eggs. Each string contained thousands of tiny eggs.

 

The eggs hatched. The pond was filled with squirming, wriggling tadpoles.

 

The tadpoles grew into toadlets — baby toads. Then the toadlets were taken to cane fields and turned loose.

 

Would these newcomers eat the sugarcane pests, as they were brought to Australia to do? Yes and no. Some of the toads did eat some of the beetles and beetle grubs. But it was work for the toads to try and catch the beetles, which could fly away.

Also, the toads like to rest during the day and eat all night. The Australian cane fields were too sunny and dry. The toads like to snooze where it is shady and wet.

 

Soon, the toads found their way from field to town. The townspeople’s lush gardens and watered lawns were very inviting.

 

The toads were much happier in town, where it was easy to find a satisfying meal. At night, in the circles of light shed by the lampposts, toads gathered. With almost no effort at all, they could gulp down the bugs that dropped to the ground after coming too close to the light.

 

Dazed bugs were not the only easy meals that the toads found. They also enjoyed eating from bowls of food left outside for pet dogs and cats.

 

It was a disappointment, of course, that the toads did not bother much with the grubs and beetles. But the real problem with the toads was something else — as time passed, more and more toads were appearing.

 

In Queensland, the state in Australia where the toads were first released, they could be found EVERYWHERE. They were all over the lawns and all through the gardens.

 

They slept under flowerpots and inside boots left on back porches. Sometimes the roads were covered with toads — which was a very dangerous situation for the toads.

 

 

Australia seems to be an ideal home for the toads. They are not killed off by any diseases. They find plenty to eat. When it comes to laying eggs, a mud puddle will do. Millions and millions of toads are living where once there were none.

 

Are the toads causing bad problems in Australia? Scientists are trying to find out.

 

As this strange story shows, when a plant or an animal is moved to a new habitat, no one can know for sure what might happen. The people who brought the toads to Australia hoped that after a while most of the beetles would be gone. Instead, before too many years had passed, there were giant toads everywhere.

 

Once those big toads came, they conquered!

 

Well…almost.

 

33 Use details from the article to show the difference for a toad between life in the fields and life in the town.

 

 

 

Life in the Fields

 

 

 

Life in Town

 

 

34 Read this sentence from the article.

 

When a plant or an animal is moved to a new habitat, no one can know for sure WHAT might happen.

 

How does the story of the cane toad show that this statement is true?

 

MORE ABOUT

AUSTRALIA’S CANE TOADS

 

 

DO THE TOADS MAKE ANY SOUND?

Yes, they make a low, thrilling sound. Some people say the sound is like the engine of a car or tractor off in the distance. Because there are so many toads in Australia, sometimes the sound can be quite loud.

 

WHAT HAPPENED TO THE SUGARCANE CROPS WHEN THE TOADS DID NOT EAT THE BEETLES AND GRUBS THAT WERE DESTROYING THE CROPS?

A chemical was developed that killed the beetles. Sugarcane is still a major crop in Australia.

 

 

HOW MUCH OF AUSTRALIA HAVE THE TOADS MOVED INTO?

 

 

 

 

 

 

 

 

 

This map shows the location where the toads were first released in the country of Australia.

 

This map shows all the places where cane toads were living in Australia by the 1990s, just a little more than 50 years after the first 101 toads were put into the pond in northeast Australia..

 

35 Look at the two maps. What facts can you tell about the cane toad population by looking at these maps?

 

 

 

 

Planning Page

 

 

You may PLAN your writing for Number 36 here if you wish, but do NOT write your final answer on this page. Your writing on this Planning Page will NOT count toward your final score. Write your final answer on the next page.

 

 

36 How has life in Australia changed since the cane toads were brought to that country? Use information from BOTH articles in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

STOP

 

Scoring Guide

 

Scoring Information

In the operational test, the multiple choice questions will be scored using an answer key. The open ended items will be clustered together and scored using four rubrics:

 

You will be unable to accurately "score" the sample test items because you will not have all the necessary tools such as final rubrics, range finders, and student anchor papers. We recommend instead that you sort your student papers according to the rubrics presented here into three groups — high, medium, and low.

 

Reviewing Student Responses

 

Reading—Session 1

Using the Answer Key, determine the number of correct responses to the multiple choice questions.

 

 

Listening/Writing—Session 2

Using the listening/Writing rubric, review Numbers 29, 30, and 31 (the graphic organizer, the short response question, and the extended response question) together.

 

 

 

Independent Writing—Session 2

Using the Independent Writing rubric, review Number 32 (the independent writing extended response) alone.

 

 

 

Reading/Writing—Session 3

Using the Reading/Writing rubric, review Numbers 33, 34, 35, and 36 (the graphic organizer, the two short response questions, and the extended response question) together.

 

 

 

 

Writing Mechanics—Sessions 2 and 3

Using the Writing Mechanics rubric, review Numbers 31, 32, and 36 (all three extended responses, including the independent writing extended response) together.

 

 

 

About the Rubrics and Sample Responses

 

Listening/Writing and Reading/Writing Rubrics

The top part of the Listening/Writing and the Reading/Writing rubrics is a general rubric that can be used to assess any written response to literature. The boxed text is a specific rubric about the individual passage or set of passages to which the student is responding.

 

Independent Writing Rubric

The general rubric for independent writing is used to assess the independent writing extended response for writing style and content.

 

Writing Mechanics Rubric

The general rubric for writing mechanics is used to assess all three extended response questions for writing mechanics only.

 

Sample Responses

Sample student responses follow each rubric. The sample responses are annotated and illustrate the top score level of performance for each rubric.

 

Session 1: Reading

 

Use the Answer Key to determine the number of correct responses to the multiple choice questions.

 

 

Session 2: Listening/Writing; Independent Writing

 

Use the Listening/Writing rubric to review Numbers 29, 30, and 31 together.

 

Use the Independent Writing rubric to review Number 32 alone.

 

 

Session 3: Reading/Writing

 

Use the Reading/Writing rubric to review Numbers 33, 34, 35, and 36 together.

 

 

Session 2 and 3: Writing Mechanics

 

Use the Writing Mechanics rubric to review Numbers 31, 32, and 36 together.

 

 

Answer Key for Multiple Choice Questions

 

1. B

2. F

3. D

4. J

5. A

6. G

7. C

8. G

9. A

10. H

11. D

12. F

13. C

14. H

15. D

16. H

17. C

18. J

19. B

20. F

21. B

22. J

23. B

24. H

25. B

26. F

27. C

28. G

 

Rubrics and Sample Top Score Responses

 

Listening/Writing Rubric for Numbers 29, 30, 31

 

4

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

The 4-point responses demonstrate a thorough understanding of the folktale, as well as an insightful interpretation of the message, supporting the understanding with details from the folktale; the student understands that "actions speak louder than words," that the father crab was trying to force the baby crab to "do as he said, not as he did," or that the father crab found it impossible to be something he was not (an animal that could walk straight). The graphic organizer is complete and accurate, with specific details to show the meaning of the two quotations. The short response reinforces the message by emphasizing that the baby crab was not capable of following his father’s directions but wanted his father to show him how to walk straight. In the extended response, the student’s choice of the lesson the folktale teaches best is clear, with elaboration and text-based support explaining the choice.

 

 

3

 

Taken as a whole, the responses

 

 

 

The 3-point responses demonstrate a clear understanding of the folktale, and will mention or otherwise address the message, but stop short of providing supporting details or a thorough explanation. For example, a student may write that the father crab wanted the baby crab to do something that he, the father, could not do, without providing further elaboration. The graphic organizer may be brief but shows that the student understands the meaning of the quotations. The short response may simply and accurately retell what happens, without explicitly making the connection between the events of the folktale and the message. In the extended response, the student's choice of the lesson the folktale teaches best is clear, but the response contains less elaboration or text-based support than the 4-point response.

 

2

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

The 2-point responses show partial understanding, with responses that remain on a superficial and solely literal level. The responses may attempt to retell the folktale, but with some inaccuracies. The graphic organizer may be incomplete and may show that the student did not fully understand the meaning of the quotations, nor recognize the connection of the quotations to the message. In the short response and the extended response, the student may provide related details from the folktale without synthesizing the details or explaining how the details fit together to support the message.

 

1

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

The 1-point responses are often quite brief or repetitive, indicating that the student has understood only parts of the folktale. The graphic organizer is inaccurate or incomplete. The short responses show some confusion, and the extended response is unfocused or focuses solely on minor details.

 

 

0

 

The responses are incorrect, irrelevant, or incoherent.

Sample Top Score Responses

 

 

29 Explain what these two quotations from the folktale mean.

 

Quotation

Meaning
 

 

 

"Though he tried hard to walk straight, … nature was too strong for him…"

 

 

 

 

 

 

 

It means he has learned to walk sideways so he is used to walking sideways and he can’t help it.

  
 
 

 

 

 

"The baby crab has grown up walking sideways, which shows how much stronger were his father’s actions than his words."

 

 

 

 

 

 

It means that baby crab’s dad’s words didn’t mean anything to him, but when his father showed him how he walks then baby crab followed in his footsteps and learned like his dad!

 

  
 

 

30 Explain why the baby crab says to his father, "Father, just walk straight yourself, and show me how it is done." Use details from the folktale in your answer.

 

The baby crab asks his father to show him how to walk straight because he thinks that he can see how his father is asking him to do it and so he could understand how to walk straight better.

 

 

31 Which lesson does the folktale teach best?

 

Circle one:

    • Actions speak louder than words.
    • Don’t try to be something you are not.

Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

Baby crab’s father wants his son to be something baby crab isn’t. He shouldn’t because everyone isn’t perfect and crabs don’t walk very straight. The folktale teaches that lesson because when the baby crab asked his father to walk straight and he tried he walked sideways like the way nature gave crabs how to walk.

 

The responses demonstrate a thorough understanding of the folktale, as well as an insightful interpretation of the message, supporting the understanding with details from the folktale. The graphic organizer is complete and accurate and makes connections beyond the text: "Then baby crab followed in his footsteps and learned like his dad." The short response contains a relevant example and demonstrates insight beyond the text by suggesting the baby crab’s motivation: "So he could understand." In the extended response, the student’s choice of the lesson the folktale teaches best is clear, with elaboration and text-based support explaining the choice. The response makes connections beyond the text: "Everyone isn’t perfect." Taken as a whole, the responses maintain a clear focus and show continuity of thought and logical sequence of ideas.

 

NOTE: This set of responses represents a high-level score for the Listening/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics.

 

Independent Writing Rubric for Number 32

 

3

 

The response

 

 

 

 

 

2

 

The response

 

 

 

 

 

1

 

The response

 

 

 

 

0

 

The response is irrelevant or incoherent.

 

 

Sample Top Score Response

 

32 Write about a time when someone taught you how to do something, or a time when you taught someone else. In your story, be sure to include
  • what lesson was taught
  • who taught the lesson
  • what happened
  • specific details and examples

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

Once my Mom was teaching me how to ride a bike. She brought out a new purple bike with training wheels and a white basket. She told me to hop on, but I was too afraid. So she said, "It will be fun. I’ll be right behind you." At last I got on. When she pushed to go I started to smile, but soon I was on the driveway bleeding. It went on like that for awhile – get on, fall. Every time I’d stay on a little longer. I kept on trying for two weeks. Then one day while we were waiting for someone to pick us up to go somewhere, my Mom suggested that I try the bike again. So I got on. Feet on the pedals, hands on the bars. She gave me a push and off I went! I rode all around the driveway. My smile a mile wide. I could ride! We still have that one bike to this day. That bike I’ll give to my daughter and teach her to ride just like my mom taught me!

The response clearly focuses on a time when this student was taught how to do something. The student demonstrates insight by connecting the experience of learning to ride a bicycle with the relationship with her mother: "That bike I’ll give to my daughter and teach her to ride just like my mom taught me!" Throughout the response, the student makes effective use of specific, relevant details: "So she said, ‘It will be fun. I’ll be right behind you."’ The student develops the response fully, progressing smoothly through a chronological sequence of events. Throughout the response, the student demonstrates an effortless control of the story elements. The student’s use of vivid language engages the reader and establishes a strong sense of voice: "Feet on the pedals, hands on the bars. She gave me a push and off I went!" "My smile a mile wide, I could ride!"

 

NOTE: This represents a high-level response for the Independent Writing rubric, and might not be selected as a top response for writing mechanics.

 

Reading/Writing Rubric for Numbers 33, 34, 35, 36

 

4

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

The 4-point responses demonstrate a thorough understanding of both articles; the student’s focus is on comparing and contrasting different elements of the texts, and especially shows an understanding that life in Australia underwent a great deal of change after the arrival of the toads. The understanding is supported with details from the articles. The graphic organizer (Number 33) is complete and accurate, identifying major differences between the toads’ life in the fields and life in town. The response to Number 34 reinforces the student’s interpretation of the problem by identifying specific problems that occurred after the toads were brought to Australia and connecting these problems to the quotation. In the response to Number 35, the student understands that the toad population underwent tremendous growth. In the extended response, the student uses the facts from both articles to compare and contrast life in Australia before and after the arrival of the toads, providing specific examples from the text.

 

 

3

 

Taken as a whole, the responses

 

 

 

The 3-point responses demonstrate a clear understanding of both articles. The student understands that life in Australia underwent a great deal of change after the arrival of the toads. The graphic organizer is accurate but may be brief; for example, a student may write only a descriptive word or phrase from the article under each heading to show a difference, such as "sunny and dry" and "watered lawns." The response to Number 34 may identify problems that occurred after the toads were brought to Australia, without relating the problems to the quotation. The response to Number 35 will correctly identify at least one change in the toad population. In the extended response, the student may identify information from the articles but may not fully compare and contrast life in Australia before and after the arrival of the toads. There will be less elaboration and text-based support than appears in a 4-point response.

 

2

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

 

The 2-point responses show only partial understanding, with responses that remain on a superficial and solely literal level. The responses may attempt to summarize the articles, but with inaccuracies that show significant misunderstandings. The graphic organizer may be incomplete or contain some inaccurate information. In both short responses, the student may provide appropriate details from the articles without explaining how the details fit together to answer the questions. The extended response may consist of the student’s opinion ("It was better before the toads came"), with inaccurate or little supporting information.

 

1

 

Taken as a whole, the responses

 

 

In addition, the extended response

 

 

The 1-point responses are often quite brief or repetitive, indicating that the student has understood only parts of one or both articles. The graphic organizer is inaccurate or incomplete. The short responses show some confusion, and the extended response is unfocused or focuses solely on minor details: "There are cane toads that live in Australia."

 

 

0

 

The responses are incorrect, irrelevant, or incoherent.

Sample Top Score Responses

 

33 Use details from the article to show the difference for a toad between life in the fields and life in the town.

 

Life in the Fields

 

The Australian Cane Fields were too sunny and dry to snooze in. They like to snooze in shady and wet places. The toads also had trouble finding food. Finding food was a problem because the beetles are hard to catch.

 

 

Life in Town

 

The toads felt much happier in town because it was easier for them to find a satisfying meal. At night the toads just gather around the light shed, and gulp down the bugs that dropped to the ground.

 

34 Read this sentence from the article.

 

When a plant or an animal is moved to a new habitat, no one can know for sure WHAT might happen.

 

How does the story of the cane toad show that this statement is true?

 

Long before when Australia had no toads to help the farmers,

102 toads were shipped there but one died on the way. Instead

of helping the farmers, the toads went to town and stayed there.

Many years later, you can found giant toads everywhere in town.

 

35 Look at the maps on Page T-32. What facts can you tell about the cane toad population by looking at these maps?

 

 

First the toads were released in one spot, but as the years go by, the toads moved almost across the whole east coast of Australia. Their population has grown a lot after the first year that they were shipped to Australia.

 

36 How has life in Australia changed since the cane toads were brought to that country? Use information from BOTH articles in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

Life changed a lot since the cane toads were brought to Australia. Long ago, people live quietly planting gardens without lots of giant cane toads. After the cane toads went to town, the toads population grew.

At first, the toads just go around looking for a meal. After the females laid their eggs, then trouble began. The eggs hatched and became tapoles, tapoles became toadlets, and toadlets became toads. The population of the toads grew. In towns in the east coast, toads are everywhere. The sound they make is quite loud by now.

The responses demonstrate a thorough understanding of both articles; the student’s focus is on comparing and contrasting different elements in the text. The graphic organizer is complete, accurately using specific details from the text to contrast life in the fields with life in town. The first short response makes a connection between the quotation and what happens in the article; "Instead of helping the farmers, the toads went to town and stayed there." In the second short response, the student makes effective use of the maps to support the response: "The toads moved almost across the whole east coast of Australia." In the extended response, the student focuses on how life in Australia has changed as a result of the cane toads. The comparison is strengthened by use of accurate information from both articles. The response is well organized, with skillful use of transitions. Taken as a whole, the responses show a strong sense of voice: "Long ago, people live quietly planting gardens without lots of giant cane toads."

 

NOTE: This set of responses represents a high-level score for the Reading/Writing rubric only, and might not be selected as top responses for either writing or writing mechanics.

 

 

Writing Mechanics Rubric for Numbers 31, 32, 36

 

 

3

 

The writing demonstrates control of the conventions of written English. There are few if any errors and none that interfere with comprehension. Grammar, syntax, capitalization, punctuation, and use of paragraphs are essentially correct. Any misspellings are trivial or repetitive; they occur primarily when a student takes risks with sophisticated vocabulary.

 

 

2

 

The writing demonstrates partial control of the conventions of written English. It contains errors that may interfere somewhat with readability but do not substantially interfere with comprehension. There may be some errors of grammar and syntax; however, capitalization, punctuation, spelling of grade-level words, and use of paragraphs are mostly correct.

 

 

1

 

The writing demonstrates minimal control of the conventions of written English. There may be errors of grammar, syntax, capitalizations, punctuation, and spelling.

 

 

0

 

The writing demonstrates a lack of control of the conventions of written English. The errors make comprehension difficult; the writing may even be unintelligible.

 

 

Sample Top Score Responses

 

31 Which lesson does the folktale teach best?

 

Circle one:

    • Actions speak louder than words.
    • Don’t try to be something you are not.

Then explain how the folktale teaches that lesson. Use examples from the folktale in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

The folktale teaches a lesson because the father crab had a baby and he wanted him to be perfect. But the baby walked sideways. The father told him to walk straight. The baby told the father "then why don’t you show me how." So the father tried. But he could not walk straight either, so that is the lesson – don’t say anything unless you know what you are talking about.

 

32 Write about a time when someone taught you how to do something, or a time when you taught someone else. In your story, be sure to include
  • what lesson was taught
  • who taught the lesson
  • what happened
  • specific details and examples

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

When I was about five years old and in kindergarten, I didn’t know how to tie my shoes. So my big brother Mike showed me how.

First he tied his own shoes and made me watch. Then I tried to tie my shoes. It was hard at first, but then I got used to it.

I learned that sometimes you need help doing things that you’ve never done before.

 

 

36 How has life in Australia changed since the cane toads were brought to that country? Use information from BOTH articles in your answer.

 

/ Check your writing for correct spelling, grammar, capitalization, and punctuation.

 

Life has really changed in Australia since the toads were brought there. At first there were only 101 of them. Now there are millions and millions of them. Australia used to be a place without toads and now that there are so many, they cannot get rid of them.

It is very annoying to the townspeople because when they put their boots out, the toads will hop in the boots. The townspeople will also be annoyed because when they go out to their gardens, they will find a lot of toads hiding. that’s very annoying.

Taken as a whole, these responses are nearly error-free; grammar, syntax, capitalization, and punctuation are essentially correct.

New York State Testing Program

New York State Education Department, Room 671 EBA, Albany, NY 12234

 

Sample Test Comment Sheet

Grade 4 English Language Arts

 

 

  1. Content Are the Questions generally appropriate in content?

    2. Comments:

     

     

     

     

  2. Difficulty Are the questions generally appropriate in difficulty?

    3. Comments :

     

     

     

     

  3. Directions Are the directions in the Sample Test Book clear

    4. and easy for students to follow?

    Comments:

     

     

     

     

  4. Format Is the format of the Sample Test Book satisfactory

    5. in terms of type size, space, arrangement of

    questions, etc.?

    Comments :

     

     

     

  5. Time Were most of the students able to complete

    6. the sample test within the time allotted?

    Comments:

     

     

     

  6. Additional Comments:

Please fax Comment Sheets to (518) 486-1385 or mail this form to the New York State Education Department at the above address.