III.

English Language Arts, Grade 4

A. Composition B. Reading Comprehension

Grade 4 English Language Arts Test

Test Structure
The grade 4 MCAS English Language Arts test was presented in the following two parts:  the ELA Composition test, which used a writing prompt to assess learning standards from the Massachusetts English Language Arts Curriculum Frameworks Composition strand  the ELA Reading Comprehension test, which used multiple-choice and open-response questions to assess learning standards from the Curriculum Frameworks Language and Reading and Literature strands

A. Composition
The spring 2008 grade 4 MCAS English Language Arts Composition test and Composition Make-Up test were based on learning standards in the Composition strand of the Massachusetts English Language Arts Curriculum Framework (2001). The learning standards for the Composition strand appear on pages 72 83 of the Framework, which is available on the Department Web site at www.doe.mass.edu/frameworks/ current.html. In Test Item Analysis Reports and on the Subject Area Subscore pages of the MCAS School Reports and District Reports, ELA Composition test results are reported under the reporting categories Composition: Topic Development and Composition: Standard English Conventions.

Test Sessions and Content Overview

The MCAS ELA Composition test included two separate test sessions, administered on the same day with a short break between sessions. During the first session, each student wrote an initial draft of a composition in response to the appropriate writing prompt on the next two pages. During the second session, each student revised his or her draft and submitted a final composition, which was scored in the areas of Topic Development and Standard English Conventions. The Scoring Guides for the MCAS English Language Arts Composition are available at www.doe.mass.edu/mcas/student/elacomp_scoreguide.html.

Reference Materials and Tools

At least one English-language dictionary per classroom was provided for student use during ELA Composition test sessions. The use of bilingual dictionaries was allowed for current and former limited English proficient students only. No other reference materials or tools were allowed during either ELA Composition test session.

Cross-Reference Information
Framework general standards 1922 are assessed by the ELA Composition.

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English Language Arts Composition, Grade 4 Grade 4 Writing Prompt

Writing Prompt

Think about a tradition or an experience that is important to you. For example, maybe you have a special meal that you eat, a holiday that you celebrate, or a certain place that you go each year on vacation. Write a story about a tradition or an experience that is important to you. Give enough details for readers to understand why it is important to you.

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English Language Arts Composition, Grade 4 Grade 4 Make-Up Writing Prompt

Writing Prompt

There are many fun activities to do outside. Maybe you like to fly a kite, play outside at school, go camping, or build a snowman. Maybe there is something else you like to do outside. Write a story about a time you had fun doing an outside activity. Give enough details to show readers what you did and why the activity was so much fun.

42

B. Reading Comprehension
The spring 2008 grade 4 MCAS English Language Arts Reading Comprehension test was based on learning standards in the two content strands of the Massachusetts English Language Arts Curriculum Framework (2001) listed below. Page numbers for the learning standards appear in parentheses.  Language (Framework, pages 1926)  Reading and Literature (Framework, pages 3564) The English Language Arts Curriculum Framework is available on the Department Web site at www.doe.mass.edu/frameworks/current.html. In Test Item Analysis Reports and on the Subject Area Subscore pages of the MCAS School Reports and District Reports, ELA Reading Comprehension test results are reported under two MCAS reporting categories: Language and Reading and Literature, which are identical to the two Framework content strands listed above.

Test Sessions and Content Overview

The MCAS grade 4 ELA Reading Comprehension test included three separate test sessions. Each session included selected readings, followed by multiple-choice and open-response questions. Common reading passages and test items are shown on the following pages as they appeared in test booklets. Due to copyright restrictions, certain reading passages cannot be released to the public on the Web site. For further information, contact Student Assessment Services at 781-338-3625.

Reference Materials and Tools

The use of bilingual word-to-word dictionaries was allowed for current and former limited English proficient students only, during all three ELA Reading Comprehension test sessions. No other reference materials were allowed during any ELA Reading Comprehension test session.

Cross-Reference Information
The table at the conclusion of this chapter indicates each items reporting category and the Framework general standard it assesses. The correct answers for multiple-choice questions are also displayed in the table.

43

English Language Arts

Reading Comprehension: Session 1
DIRECTIONS This session contains three reading selections with fifteen multiple-choice questions and two open-response questions. Mark your answers to these questions in the spaces provided in your Student Answer Booklet. It takes more than just baseball players to make Fenway Park exciting for Boston Red Sox fans. Read Fenway Park, Behind the Scenes to find out more, and answer the questions that follow.

FENWAY PARK
Behind the Scenes
by Elizabeth Carpentiere
1

he bases are loaded with two outs in the bottom of the ninth. The home team is down by one run. The pitcher looks in at his catcher for the sign. The batter digs his back foot in the dirt in the batters box. All eyes are on the field. But while the fans focus on the players, the action on the field isnt the only action happening in the park. Behind the scenes, another team is at work. Although these players dont wear uniforms, their play is almost as important to the atmosphere of the game as that of the slugger who comes up with the gamewinning hit. Hours before the game, the parks second team is busy preparing for game time. Grass needs to be cut, highlights from the previous nights game need to be prepared, and Fenway Franks (hot dogs) need to be steamed and made ready to eat. Throughout the night, it is the support staffs job to keep the fans informed and entertained. Most Red Sox fans agree that Fenway Park, built in 1912 and one of the oldest parks in the country, is an exciting place to watch the game. Its small size (it takes only about 35,000 people to fill the seats) gives fans the feeling of being right on top of the game. However, the play of their beloved team is only one reason that fans keep filing into the park. The entire park experience makes a trip to Fenway Park a special event. The first thing most fans notice when they enter Fenway Park is the towering left-field wall known as the Green Monster. At 37 feet high, the wall can be either a hitters best friend (by turning a routine fly ball out into a hit) or his nemesis (turning a sure home run into a long single). A manual scoreboard takes up much of the face of the Green Monster. While most of todays ballparks rely on only computer-operated scoreboards, Fenways manual scoreboard is part of Fenways charm.

44

Reading Comprehension

Session 1

10

11

Its the first thing most fans look at, says Chris Elias, who has been in charge behind the Green Monster for more than 14 seasons. Which means that Elias and his two helpers must stay on their toes. If one of them puts up the wrong number, the crowd is quick to let them know. Although keeping score of one baseball game might seem easy, consider that the men also continually need to update the out-of-town scores for all other games going on in both the National and American Leagues. (They keep track of the other games via a laptop with Internet access.) Most Sox Another scoreless inning. Chris Elias grabs a 0 from the fans would consider the manual scoreboard rack of numbers during a September 2004 game. job a dream job. However, like any job, it can get tedious. Rain delays are the worstthe guys just hope that someone brought a newspaper. Inside the cramped Monster, it can get very hot on summer days. And a bathroom? Not in the Green Monster. However, all it takes is one great play or a clutch hit to remind the men that they are lucky to be part of the Fenway team. This is the best summer job I ever had, says Garrett Tingle, who began working the scoreboard during the 2003 season. We get to see things that fans watching on TV dont get to see. For the most part, the players are nice, the men say. A few, usually the left fielder, will come to the scoreboard and talk to them through the holes in the wall. The walls inside the Monster are covered with autographs of players, reporters, and fans who have been lucky enough to get a peek inside the wall. Most of todays fans, however, need more than the manual 12 scoreboard to entertain them throughout the game. When there is a lull in action or the game is between innings, most fans eyes will shift to the huge Jumbo-tron-screen located above the bleacher seats in center and right field.

Fenway Ambassador Kelly Barons says that one of the favorite parts of her job is selecting the honorary batgirl and batboy for the nights game. Barons was featured on ESPNs Plays of the Night for a great snag of a foul ball during a 2004 game.

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Reading Comprehension

Session 1

13

14

15

16

Throughout the game, the fans can watch replays from the current game (although controversial plays are avoided so as to not show up the umpires), play trivia games (one of the most popular is guessing the nights attendance), or even catch a glimpse of themselves as the camera scans the stands for enthusiastic fans. Closely related to the Jumbo-tron is the music. It is the job of the ballpark DJ to keep the crowd upbeat and into the game, even if the home team is losing. Fans who visit the ballpark regularly know when to expect Sweet Caroline by Neil Diamond to come blasting out of the speakers (the middle of the eighth inning). Fans will also start to realize that they can tell who is next to come to bat by the music playing. Megan Kaiser, who controlled the music for most of the teams 2004 season, says that most players pick their own songs. That right is reserved for members of the Red Sox onlyvisiting players get whatever Kaiser feels like playingwho call it part of home field advantage. Fenway Park has seen many changes in its 90-plus years, but one thing remains DJ Megan Kaiser prepares her playlist. Fans expect the same: Fans continue to visit the certain songs, but Kaiser says that she tries to introduce historic ballpark to cheer on the old different songs throughout the season. town team.

From FACES September 2005 issue: New EnglandWhere Life Is Wicked Good!, 2005, Carus Publishing Company, published by Cobblestone Publishing, 30 Grove Street, Suite C, Peterborough, NH 03458. All Rights Reserved. Used by permission of the publisher.

46

Reading Comprehension
ID:255217 D Common

Session 1
ID:255233 A Common

In paragraph 3, why are the Fenway Park workers called the parks second team? A. because many of them work at other ballparks B. because many of them are hoping to become Red Sox players C. because they can take the place of Red Sox players D. because they play an important role in operating the ballpark

What are paragraphs 13 and 14 mostly about? A. things that keep fans amused during a game B. types of problems experienced during a game C. reasons workers enjoy working at the ballpark D. ways in which the giant television screen helps players

ID:255237 A Common ID:255218 A Common

According to the article, what makes the scoreboard at Fenway Park different from scoreboards at other major league ballparks? A. The scores are changed by hand. B. The scores are always kept current. C. The scoreboard has a giant television screen. D. The scoreboard shows scores for all the baseball games.

Read the sentence from paragraph 14 in the box below. Fans who visit the ballpark regularly know when to expect Sweet Caroline by Neil Diamond to come blasting out of the speakers (the middle of the eighth inning).

Why does the author use the word blasting in the sentence? A. to show how loud the song is B. to show how popular the song is C. to show how long the song plays D. to show how often the song plays

ID:255223 D Common

Based on information in the article, what helps the scoreboard workers feel fortunate to be part of the staff at Fenway Park? A. the chance to track other games being played B. the chance to watch replays before the fans do C. the chance to watch the game on a laptop computer D. the chance to experience the ballpark differently than the fans do

47

Reading Comprehension
ID:255251 B Common

Session 1
ID:255256 C Common

Read the sentence from paragraph 5 in the box below. At 37 feet high, the wall can be either a hitters best friend (by turning a routine fly ball out into a hit) or his nemesis (turning a sure home run into a long single).

In paragraph 8, what does the author mean when she writes that the scoreboard helpers must stay on their toes? A. The helpers must be able to see. B. The helpers must work together. C. The helpers must always pay attention. D. The helpers must always work quietly.

Which of the following words means the same as nemesis? A. team B. enemy C. ballpark D. scoreboard

Question 8 is an open-response question. Read the question carefully.  Explain your answer.  Add supporting details.  Double-check your work. Write your answer to question 8 in the space provided in your Student Answer Booklet.
ID:255263 Common

Based on the article, what do Fenway Park workers do to help fans have an enjoyable experience at the ballpark? Support your answer with important details from the article.

48

Reading Comprehension
Read the following poems about friendship and answer the questions that follow.

Session 1

What Johnny Told Me

I went to play with Billy. He Threw my cap into a tree. I threw his glasses in the ditch. He dipped my shirt in a bucket of pitch. I hid his shoes in the garbage can. And then we heard the ice cream man. So I bought him a cone. He bought me one. A true good friend is a lot of fun! John Ciardi
What Johnny Told Me, from Fast and Slow by John Ciardi, illustrated by Becky Garver. Copyright 1975 by John Ciardi. Reprinted by permission of Houghton Mifflin Company. All rights reserved.

49

Reading Comprehension

Session 1

Summertime Sharing

In addition to What Johnny Told Me, students read a selection titled Summertime Sharing and then answered questions 9 through 12 that follow on page 51 of this document. Due to copyright restrictions, the selection cannot be released to the public over the Internet. For more information, see the copyright citation below. TEXT COPYRIGHT 1994 BY NIKKI GRIMES. Used by permission of HarperCollins Publishers.

50

Reading Comprehension
ID:256234 C Common

Session 1
ID:256247 D Common

In the poem What Johnny Told Me, why do the boys stop playing? A. a friend shows up B. a cap gets thrown in a tree C. the ice cream man comes by D. some shoes are put in the garbage

11

How are the speakers in the two poems alike? A. Both are unhappy. B. Both are fast runners. C. Both play tricks on a friend. D. Both do nice things for a friend.

ID:256239 C Common

10

ID:256251 C Common

Based on information in the poem What Johnny Told Me, which of the following would Billy most likely do to his friend? A. sing him a song B. read him a book C. put his socks in a puddle of mud D. make sure his pants are on straight

12

Read line 11 from Summertime Sharing in the box below. Her teeth flash in one humongous grin,

Which word is an adjective as it is used in the line? A. teeth B. flash C. humongous D. grin

51

Reading Comprehension

Session 1

In this folktale, a Chinese emperor creates an unusual challenge for the townsmen to help him choose the next emperor. Read The Seed and answer the questions that follow.

The Seed
by Carolyn Han
1

ONG, LONG AGO in China, there lived a wise emperor whose once-dark braid had turned the color of new-fallen snow. He was old, and it was time for him to choose a successor. Although he had many sons and grandsons to choose from, the emperor felt that power and wealth had made his heirs lazy. He wanted to appoint someone outside the family. Loud drums called a gathering of young men to the temple at the top of the mountain. When they arrived, the emperor, seated on a magnificent throne, announced, It is time to choose the next emperor. The shocked townsmen whispered among themselves, Nothing like this has ever happened before! The emperor continued, Today, each of you will take a seed. In one year you will bring your plant to the temple. A golden bowl filled with seeds was set before the crowd. Each person took just one seed. A young man named Chun was last in line. He chose his seed carefully. Holding it tightly in his fist, he ran home to tell his mother. She listened to the story and gave him a beautiful blue-and-white porcelain bowl. Chun placed pebbles and then soil in the bowl, and tenderly planted his seed. Each day Chun carefully watered the seed. He watched. He waited. But nothing happened. The others talked about their plants that were pushing up through the soil. Weeks passed and still nothing. Somethings wrong, Chun thought. But he did not give up and kept watering his seed. Other men in the village were transplanting their original plants into bigger containers. Chun thought he must have done something wrong. He prayed at the temple for a miracle.

52

Reading Comprehension

Session 1

10

11

12

13

14

Six months went by, and still nothing grew in his blue-and-white bowl. Could I have killed my seed with too much water? he wondered. All around the village there were containers filled with wonderful-looking plants. But Chuns seed had not yet sprouted. The one-year mark arrived, and it was time to carry the plants up the mountain to the temple. Im not taking my empty bowl to the temple, Chun said to his mother. You must go, she encouraged. You have done your best and must keep your promise. Although Chun felt sad and a little embarrassed, he carried his empty bowl up the steep stone steps that led to the temple. When he arrived at the top, there were so many plants that it was easy to hide his empty bowl among them. These are the most beautiful plants Ive ever seen! exclaimed the emperor as he sat on his throne.

15

16 17 18 19

As he stood up and walked around, he noticed the empty blue-and-white porcelain bowl behind a big plant. Whats this? he questioned, holding the bowl in his hands. Chun tried to hide, but those near him laughed and pushed him forward. What is your name? the emperor asked. My name is Chun, he whispered without looking up. Why did you bring me an empty bowl? he questioned.

53

Reading Comprehension

Session 1

20 21

22

My seed didnt grow, Chun replied. I failed. You did not fail, the emperor said. Last year, I passed out seeds and told you all to plant them. But the seeds I gave you had been boiled; none of them could have possibly grown. He raised his voice and spoke to the crowd. When you found out that your seeds would not sprout, you substituted other seeds. Only one person had enough honesty and courage to bring me the original seed. That is why Chun will be the next emperor.

Text reprinted by permission of SPIDER, May 2005, copyright, 2005 by Carolyn Han. Illustrations reprinted by permission of SPIDER, May 2005, copyright, 2005 by Woojung Ahn.

ID:255654 B Common

13

ID:255665 C Common

Based on the folktale, why does a year most likely have to pass before a new emperor is chosen? A. The emperor wants to teach someone to be the ruler. B. The emperor wants to be sure the new ruler is honest. C. The emperor wants to rule the townspeople for another year. D. The emperor wants to give his family a chance to rule the land.

14

In the folktale, which event happens after Chun receives his seed from the emperor? A. Loud drums call the townsmen to the temple. B. Chun goes to the back of the line at the temple. C. Chun receives a special porcelain bowl from his mother. D. The emperor decides to choose an emperor from outside his family.

54

Reading Comprehension
ID:255661 A Common

Session 1
ID:272967 D Common

15

In paragraph 18, Chun whispers and will not look at the emperor. What does this show about Chun? A. He is ashamed of himself. B. He does not trust the emperor. C. He is afraid he will be punished. D. He does not want to become emperor.

16

Based on the folktale, what lesson does Chun learn from the emperor? A. Always listen to your parents. B. Continue trying until you succeed. C. Patience helps you reach your goals. D. It is always best for you to be truthful.

Question 17 is an open-response question. Read the question carefully.  Explain your answer.  Add supporting details.  Double-check your work. Write your answer to question 17 in the space provided in your Student Answer Booklet.
ID:255674 Common

17

According to the folktale, explain how the emperor chooses the next emperor. Support your answer with important details from the folktale.

55

English Language Arts

Reading Comprehension: Session 2
DIRECTIONS This session contains one reading selection with eight multiple-choice questions and one open-response question. Mark your answers to these questions in the spaces provided in your Student Answer Booklet. Tom is not happy to be spending the summer with his aunt and uncle while his parents are on vacation. However, he makes a discovery that may change his mind about life on the farm. Read the selection from The Midnight Fox and answer the questions that follow. from

The Midnight Fox

by Betsy Byars

Students read a selection titled The Midnight Fox and then answered questions 18 through 26 that follow on pages 60 through 62 of this document. Due to copyright restrictions, the selection cannot be released to the public over the Internet. For more information, see the copyright citation below. From THE MIDNIGHT FOX by Betsy Byars, copyright 1968 by Betsy Byars, text. Used by permission of Viking Penguin, A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.

56

Reading Comprehension

Session 2

Due to copyright restrictions, the selection that appeared on this page cannot be released to the public over the Internet. For more information, see the citation on the previous page.

57

Reading Comprehension

Session 2

Due to copyright restrictions, the selection that appeared on this page cannot be released to the public over the Internet. For more information, see the citation on page 56.

58

Reading Comprehension

Session 2

Due to copyright restrictions, the selection that appeared on this page cannot be released to the public over the Internet. For more information, see the citation on page 56.

59

Reading Comprehension
ID:255135 B Common

Session 2
ID:255175 A Common

18

In paragraph 1, what does the cloud of dust mostly show about Tom? A. He is rushing to finish his chores. B. He is excited to pick up the mail. C. He is frightened by the honk of the truck. D. He is angry with his mother for going on a trip.

20

In paragraph 19, why does Tom most likely remain still when he sees the fox? A. He does not want to frighten the fox. B. He is in the best place to watch the fox. C. He is scared and wants to hide from the fox. D. He does not want his aunt and uncle to notice the fox.

ID:255137 B Common

19

Read the sentence from paragraph 2 in the box below. And I thought that when I was a hundred years old, sitting in a chair with a rug over my knees, and my mail was brought in on a silver tray, if there was a letter from Petie Burkis on that tray, I would snatch it up and rip it open just like this.

ID:255177 A Common

21

Read the sentence from paragraph 20 in the box below. It was as if it were midnight and the moon were shining on her fur, frosting it.

The purpose of the comparison in the sentence is to describe the furs A. color. B. length. C. softness. D. thickness.

What does the sentence mostly suggest about the relationship between Tom and Petie? A. Tom feels he and Petie should live far apart. B. Tom feels he and Petie will always be friends. C. Tom thinks he and Petie may write for the same newspaper. D. Tom thinks he and Petie might stop writing to each other.

60

Reading Comprehension
ID:255185 C Common

Session 2
ID:255194 A Common

22

Based on the selection, why does Tom feel differently about the fox on the farm than he does about foxes at the zoo? A. Tom thinks the fox seems helpless because it is alone. B. Tom thinks the fox seems livelier because it is running. C. Tom thinks the fox seems more interesting because it is wild. D. Tom thinks the fox seems more dangerous because it is hiding.

24

Reread paragraph 6. Which of the following words is a synonym for ill-mannered as it is used in the paragraph? A. rude B. helpful C. clumsy D. supportive

ID:255197 A Common

25

Read the sentence from paragraph 14 in the box below. My farm chores are feeding the pigs, feeding the chickens, weeding the flowers, getting the mail, things like that.

ID:255193 A Common

23

In the selection, what feeling does Tom mostly have for the fox? A. respect B. jealousy C. impatience D. playfulness

The commas in the sentence are used to show that each job is A. part of a list. B. part of a question. C. in alphabetical order. D. in order of importance.

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Reading Comprehension
Question 26 is an open-response question. Read the question carefully.  Explain your answer.  Add supporting details.  Double-check your work. Write your answer to question 26 in the space provided in your Student Answer Booklet.
ID:255203 Common

Session 2

26

Explain how Toms feelings change from the beginning to the end of the selection. Support your answer with important details from the selection.

62

English Language Arts

Reading Comprehension: Session 3
DIRECTIONS This session contains two reading selections with thirteen multiple-choice questions and one open-response question. Mark your answers to these questions in the spaces provided in your Student Answer Booklet. Annie Smith Peck lived at a time when women were told they couldnt do many of the things that men could do. She refused to accept this, however, and went on to become one of the first accomplished women mountain climbers. Read the article to find out more about her life, and answer the questions that follow.

Annie Smith Peck

American Mountain Climber 18501935

Early Years
1

o away and play with your dolls! Annies brothers used to tell her. They would not let her play baseball with them. They said sports were only for boys. This made Annie angry. She had three brothers, and they always left her out of their adventures. Annie decided that one day she would have adventures of her own. She promised herself to do many brave things when she grew up. Annie and her brothers lived in Providence, Rhode Island. Their father was a lawyer. He and Annies mother made sure that Annie was given a good education. She went to Providence High School and then trained as a teacher at Rhode Island State Normal School. Annie studied Greek, Latin, and other subjects that her brothers were learning. She was determined to be as good as they were at everything. ...

Developing Skills
3

nnie received her masters degree in 1881 and became a full-time teacher. Teaching was one of the few careers a woman could have in the 1880s. She taught Latin, Greek, and math, but she wanted to learn more, so in 1884 she went to Germany to study music. The next year, she traveled to Greece to take a course. The journey from Germany to Greece changed Annies life. On her way, she passed the Matterhorn, a famous mountain in the

The Matterhorn, on the border between Switzerland and Italy, is 14,692 feet (4,897 meters) high. Snow always covers its peak.

63
Image Source: Corbis, rights managed image, ILA020 MCAS\06-07\Gr04\ELA\Matterhorn_ILA020.ai (12/01/2006, 08:14 am)

Reading Comprehension

Session 3

Swiss Alps. Looking up at its Backgrounder massive, snow-covered slopes, Annie longed to climb it. All the Mountaineering great mountaineers had been up When Annie was alive, mountaineering was the Matterhorn. far more difficult than it is today. People had Annie had never climbed trouble breathing when they climbed high. anything as high as a mountain, The air gets thin at great heights, meaning but she was soon doing so. Her there is not enough oxygen. Today, climbers first attempt was on a small take tanks of oxygen with them. Annie could mountain in Europe. She learned a lot on that climb. From then on, not do so. Nor did she have other modern equipment to help her. Worst of all, she each mountain seemed easier. Her did not have lightweight parkas and other first big climb was in 1888, when modern clothing. Her warmest garment was she reached the top of Mount a snowsuit made of animal skins. It had Shasta in California. In 1895, she been given to her by Robert Peary, the Arctic stood proudly on the peak of the explorer. She lost it, along with much of her Matterhorn. equipment, when climbing Mount Huascarn By this time, Annie had given in 1908. up teaching. She found she could earn a good living by giving lectures. Her climb up the Matterhorn had made her famous. Only two women had ever reached the summit before her. People wanted to see Annie and hear of her adventures. Two years later, Annie climbed Mount Orizaba. At 18,700 feet (5,700 meters), it is the highest mountain in Mexico. Annie was the first woman to reach its summit. Even this did not satisfy her. Being the first woman was not enough. She wanted to be the first person to conquer a high and difficult mountain. Annie knew that it would be difficult to achieve this goal in Europe. Too many people had already climbed Europes mountains. In South America, though, there were some mountains that had not Annie, in 1911, posing with her climbing gear for a photograph. been explored.

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Reading Comprehension

Session 3

Accomplishments
9

10

11

12

13

nnie was more than fifty years old when she climbed Mount Illampu in Bolivia. It is in the Andes mountain range and was thought to be the tallest mountain in South America. In fact, Aconcagua in Argentina is the tallest. It is Quick Notes 22,835 feet (6,960 meters) high. Illampu is  In 1927, the north peak 21,300 feet (6,492 meters) high which is still of Mount Huascarn was a long and dangerous climb. Annie did not get named Cumbre Aa Peck in to the top. An American professor who was Annies honor. climbing with her became ill, and they had to turn back.  Annie received many awards Her next challenge was Mount Huascarn for her mountaineering. The in Peru. At 22,205 feet (6,768 meters), it is the government of Peru gave her second tallest mountain in South America. It had a gold medal, and the Lima never been climbed, and Annie thought it might Geographical Society gave her be even higher. She thought she could prove it a silver slipper. was the highest mountain on the continent. She started the climb with a man she had met at the foot of the mountain. When they argued over which route to take, Annie went on alone. It is very dangerous to climb a mountain alone. Climbers usually rope themselves to someone in case they slip. Even so, Annie reached 19,000 feet (5,791 meters) before she had to turn back. Soon afterwards, she tried again by another route. This time she took local guides with her, but again she had to turn back. By this time, Annie was running short of money. Fortunately, a New York magazine offered her $600 if she would write a story about her climbing. That was a big sum in those days. Annie tried twice more to climb Huascarn. Each time, she failed to reach the summit. She finally made it in 1908. She had hired two Swiss guides to climb with her. They had a dreadful time. The snow was heavy, and they lost much of their equipment, but at last they were almost at the summit. Annie felt triumphant. She would be the first personman or womanto reach the top of this difficult mountain. But then a terrible thing happened. One of the Swiss guides pushed past her and ran to the summit. After her years of effort, she could not claim to be the first person. She could only claim to be the first woman and the first American to reach the summit.

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Reading Comprehension During the years that followed, Annie climbed many more mountains. She wrote three books about her experiences and was one of the founders of the American Alpine Club. She climbed her last mountain when she was eighty-two years old.

Session 3

14

Key Events
1881 Receives her masters degree 1885 Becomes first woman student at the  American School of Classical Studies in Athens, Greece 1888 Climbs Mount Shasta in California 1895 Climbs the Matterhorn in Switzerland 1897 Climbs Mount Orizaba and the live  volcano Mount Popocatpetl, both in Mexico 1900 Is United States delegate to the  International Congress on Alpinism, in France 1902 Helps found the American Alpine Club 1904 Climbs Mount Illampu in Bolivia and attempts Mount Huascarn in Peru 1908 Succeeds in climbing Huascarn 1911 Becomes first person to climb Mount Coropuna in Peru 1917 Is made a fellow of the Royal Geographical Society 1928 Becomes a member of the Society of Women Geographers

WEIGL EDUCATIONAL PUBLISHERS LIMITED COPYRIGHT 1998. Photograph of Annie Smith Peck in the public domain.

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Reading Comprehension
ID:255026 B Common

Session 3
ID:255452 A Common

27

According to the Developing Skills section, which event led to Annie becoming a mountain climber? A. She joined the American Alpine Club. B. She traveled from Germany to Greece. C. She studied Greek and Latin in school. D. She visited Mount Shasta in California.

30

Based on the section Backgrounder, what is one difference between modern climbers and climbers of the past? A. Modern climbers use items that make climbing easier. B. Modern climbers study and know more about the mountains. C. Modern climbers are experienced with many types of weather. D. Modern climbers are healthier and can climb mountains faster.

ID:255030 B Common

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ID:255459 A Common

Reread paragraph 7. Based on the paragraph, which of the following statements best describes Annie? A. She believed in teamwork. B. She set high goals for herself. C. She felt her adventures were limited because she was a woman. D. She took on challenges only when she knew she could succeed.

31

Based on the article, what disappointment did Annie face when she reached the summit of Mount Huascarn? A. She was not the first climber to reach the summit. B. The climb was not as difficult as she expected it to be. C. The mountain was higher than she thought it would be. D. She had taken longer to reach the summit than expected.

ID:255449 D Common

29

According to paragraph 8, why did Annie travel to South America? A. to explore a new culture B. to test new climbing equipment C. to climb a mountain on every continent D. to reach summits no one had reached before

ID:255471 A Common

32

Based on the Key Events section, which event happened after Annie started the American Alpine Club? A. She climbed Mount Illampu in Bolivia. B. She climbed Mount Shasta in California. C. She traveled to Mexico to climb two mountains. D. She became the first female student at a school in Greece.

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Reading Comprehension
ID:255479 D Common

Session 3
ID:255484 B Common

33

What is the main idea of the article? A. Annie Smith Peck received many awards for her climbing skills. B. Annie Smith Peck studied the same subjects in school as her brothers. C. Annie Smith Peck was a teacher before she began climbing mountains. D. Annie Smith Peck was a woman who worked hard to succeed at her goals.

34

Read the sentence from paragraph 6 in the box below. Only two women had ever reached the summit before her.

What does the word summit mean as it is used in the sentence? A. meeting spot B. highest point C. level of difficulty D. time of completion

Question 35 is an open-response question. Read the question carefully.  Explain your answer.  Add supporting details.  Double-check your work. Write your answer to question 35 in the space provided in your Student Answer Booklet.
ID:255525 Common

35

Based on the article, describe the challenges Annie Smith Peck faced throughout her life. Support your answer with important details from the article.

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Reading Comprehension

Session 3

Before becoming the award-winning author of books such as Wringer and Maniac Magee, Jerry Spinelli loved to run races. Read Never the Monkey and answer the questions that follow.

Never the Monkey

by Jerry Spinelli
1

3 4 5 6

In a green metal box in a bedroom closet, tucked into a fuzzy gray cotton pouch, lies the most cherished memento* of my gradeschool days. It is a gold-plated medal no bigger than a postage stamp. Inscribed on the back are the words 50-YARD DASH CHAMPION. The medal came from the only official race I ever participated in. There were many unofficial ones... Race you to the store! Last one ins a monkey! Ready...Set...Go! Like kids the world over, we raced to determine the fastest. In the early 1950s on the 800 block of George Street in the West End of Norristown, Pennsylvania, that was me. I was usually the winner, and never the monkey. I reached my peak at the age of twelve. That summer I led the Norristown Little League in stolen bases. In an all-star playoff game I did something practically unheard of: I was safe at first base on a ground ball to the pitcher. Some days I pulled my sneaker laces extra tight and went down to the railroad tracks. The cinders there had the feel of a running track. I measured off fifty or a hundred yards and sprinted the distance, timing myself with my fathers stopwatch. Sometimes, heading back to the starting line, I tried to see how fast I could run on the railroad ties. Sometimes I ran on the rail. It was during that year that I won my medal. I represented Hartranft in the fifty-yard dash at the annual track-and-field meet for

* memento a small item kept to remember an experience

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Reading Comprehension

Session 3

10

11

12

13 14

the Norristown grade schools. The meet was held at Roosevelt Field, where the high school track and football teams played. Favored to win the race was Laverne Dixon of Gotwals Elementary. Froggy, as he was known to everyone but his teachers, had won the fifty-yard dash the year before as a mere fifth grader. Surely he would win again. My goal was to place second. When the starter barked, Ready! I got into position: one knee and ten fingertips on the cinder track. I knew what to do from the many meets I had attended with my father. I glanced to my left and right and saw nothing but shinseveryone else was standing. I could not have known it then, but the race was already mine. I was off with the gun. My memory of those fifty yards has nothing to do with sprinting but rather with two sensations. The first was surprise that I could not see any other runners. This led to a startling conclusion: I must be ahead! Which led to the second sensation: an anxious expectation, a waiting to be overtaken. I never was. I won. Froggy Dixon didnt even come in second. That went to Billy Steinberg, a stranger then, who would become my best friend in junior high school. He would also grow to be faster than I, as would many of my schoolmates. But that was yet to come. For the moment, as I slowed down and trotted into a sun the color and dazzle of the medal I was about to receive, I knew only the wonder of seven astounding seconds when no one was ahead of me. The fifty-yard-dash champion for Hartranft Elementary
(age 12, 1953).

From Knots In My Yo-Yo String by Jerry Spinelli, copyright 1998 by Jerry Spinelli. Used by permission of Alfred A. Knopf, an imprint of Random House Childrens Books, a division of Random House, Inc.

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Reading Comprehension
ID:260343 C Common ID:260358 C Common

Session 3
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36

Based on the passage, what is the most likely reason the author has kept his medal for so long? A. because it is expensive B. because he forgot he had it C. because it is important to him D. because he wants to prove he won

In paragraph 14, the author compares the sun to his A. race. B. friend. C. medal. D. feelings.

ID:260367 B Common ID:260345 A Common

37

Based on the passage, what does the author mean when he says he was never the monkey? A. He was good at running. B. He acted quiet and calm. C. He always obeyed his parents. D. He liked playing and climbing.

40

Why is the passage an example of an autobiography? A. It describes the authors writing style. B. It is about real events in the authors life. C. It explains how the author became a writer. D. It is based on stories the author read as a boy.

ID:260347 B Common

38

Reread paragraph 8. What does the paragraph most show about the author? A. He wanted to be able to race a railroad train. B. He tried to improve his running by practicing. C. He ran alone to avoid embarrassing himself. D. He ran faster than any other student in school.

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Grade 4 English Language Arts Reading Comprehension Spring 2008 Released Items: Reporting Categories, Standards, and Correct Answers*
Item No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Page No. 47 47 47 47 47 48 48 48 51 51 51 51 54 54 55 55 55 60 60 60 60 61 61 61 61 62 67 67 67 67 67 67 68 68 68 71 71 71 71 71 Reporting Category Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Language Language Reading and Literature Reading and Literature Reading and Literature Reading and Literature Language Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Language Language Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Language Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Reading and Literature Standard 13 13 8 8 15 4 4 13 14 14 14 5 16 16 16 11 16 15 12 12 15 12 12 4 5 12 8 13 13 13 13 8 8 4 13 12 15 12 15 10 C A B C B B B D A A A D B B B A A C A A A C C D C B C A D Correct Answer (MC)* D A D A A B C

* Answers are provided here for multiple-choice items only. Sample responses and scoring guidelines for open-response items, which are indicated by shaded cells, will be posted to the Departments Web site later this year.

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