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									                Guide to State Tested
                 Reading Standards

                     4th Grade




                                                   Curriculum & Instruction
October, 2010                Bullis Regional Center for Teaching & Learning
                                       775-861-1265 or 775-861-1200
Table of Contents


Introduction ........................................................................................................................................................ 3


Pathway To Excellence ......................................................................................................................................... 4


Instructional Core ................................................................................................................................................ 5


Assessment Data Use Matrix ............................................................................................................................... 6


Reading Item Specifications.................................................................................................................................. 7


Test Matrix ........................................................................................................................................................ 10


ELA Sample Stems .............................................................................................................................................. 12


State Tested Reading Standards ......................................................................................................................... 21



Language Progressive Skills, by Grade ................................................................................................................. 53




Guide to State Tested Standards                                                                                                                      Page 2
The purpose of this guide is to give educators the helpful resources to navigate
the state-tested reading standards. Included you will find copies of your grade’s
item specifications, text matrix, sample question stems, and an overview of the
expectations for ELA standards one, three and four.

Each resource has been carefully selected because of its utility and potential
impact on student learning. The materials work with each other to give
teachers an understanding of what students need to know and be able to do in
order to demonstrate proficiency on the state CRT.

These resources can be used to facilitate vertical articulation across grades and
sites, build formative and summative assessments, audit instructional materials,
and guide professional development. Likewise, these resources can be used to
refine instructional practices, questioning techniques, and higher level thinking
strategies.




Curriculum and Instruction                                         October, 2010
Guide to State Tested Standards                                          Page 3
     The Pathway To Excellence
     The Pathway to College and Highly-Skilled Career Readiness




Guide to State Tested Standards                                   Page 4
At the center of all our work is student performance guided
by the strategic plan as the Pathway’s roadmap to college
and highly-skilled career readiness.

The five strategic plan goals have a clear focus on the three
essential components that support the Instructional Core,
the interactions and relationships among students, teachers,
and curriculum that ensure student performance. This
Instructional Core and the means to support it are at the
center of all our goals and strategic efforts.




Curriculum consists of purposes, plans, and activities for teaching and learning, including programs of study. Educators,
students, and families need a consistent, clear understanding of what students are expected to learn so they can provide the
materials, tools, and instruction to help students be successful in their learning.

Strategies in the plan include the adoption of common core standards that are designed to reflect 21st century knowledge and
skills needed for students to be successful in college and careers. Rigorous, relevant curriculum, guided by state and national
standards, will be designed and updated to provide educators and families with grade-level expectations for content literacy in
all core subjects.



Research clearly shows that a high quality teacher is the most important factor in closing the achievement gap. To be a highly-
skilled teacher, one must have an extensive understanding of the content being taught, thorough knowledge of students’
cognitive, social, and psychological developmental processes, and also be proficient in providing productive, engaging learning
experiences and environments.

The strategic plan includes provisions for professional development in content knowledge, teaching methods, and relationship
building. A new professional growth system tied to performance will ensure support for teachers in providing the best possible
education experience for every student. Professional learning teams will support collaborative professional growth through
shared responsibility for student performance and quality teaching.



Students bring individual background knowledge as well as particular learning styles and personal motivation to every learning
situation. In order to make meaning of new content, they must connect new information with existing understandings to
expand their base of knowledge and develop increasingly more mature thinking processes and skills.

Strategic systems will identify and track student progress and be used in making instructional decisions to ensure every student
has essential background knowledge and understanding to succeed in progressively more rigorous academic content. Systems
will be in place to ensure a positive, district-wide culture with high expectations for all students



Guide to State Tested Standards                                                                                    Page 5
                    ASSESSMENT DATA USE MATRIX, GRADE BAND 3-5
                                                                    2010 – 2011 Washoe County School District
              Grade                Universal Screening                             Diagnosis                          Monitoring Instruction             Monitoring Intervention Tiers 2
              Band                                                                                                            Tier 1                                 and 3
Literacy,     3-5         MANDATORY:                                MANDATORY:                                                                           MANDATORY:
ELA                       o        MAP                              o     MAP                                                                            o     CBM
                          o        Previous Assessment              o     BMA*
                          Period Data
                          o        BMA*                             Recommended:                                Recommended:
                                                                    o       Standards Based Local               o       Standards Based Local
                          Recommended:                              Assessments                                 Assessments
                          o      CBM                                o       QSI†                                o       Running Records†
                                                                    o       Running Records†
                                                                    o       IRI†
Math          3-5         MANDATORY:                                MANDATORY:                                                                           MANDATORY:
                          o        MAP                              o     MAP                                                                            o     CBM
                          o        Previous Assessment              o     BMA*
                          Period Data                                                                           Recommended:
                          o        BMA*                             Recommended:                                o       Standards Based Local
                                                                    o       Standards Based Local               Assessments
                          Recommended:                              Assessments
                          o      CBM
ELL           3-5         **                                        MANDATORY:                                  MANDATORY:                               **
                                                                    o       Student Oral Proficiency
                                                                    Assessment (SOPA)                           o       Student Oral Proficiency
                                                                                                                Assessment (SOPA)
                                                                    Recommended:
                                                                    o        Oral Proficiency and Word
                                                                    Study (OPAWS)
                                     *Schools not designated as early MAP implementers will administer the WCSD Interim Benchmark Assessments (BMA).
                                       **It is expected that ELL students will participate on all district assessments listed in the ELA and Math cells.
                                      Mandatory – All students must participate on this assessment on dates listed on the WCSD Assessment Calendar.
                                 Recommended – Use of this assessment is highly recommended and is judged as adding value to a school’s assessment program.
                                                                                  † for below grade-level students
                       All assessments are supported in Edusoft with the exception of MAP (NWEA website) and CBMs for monitoring intervention (AimsWeb)

Public Policy Accountability & Assessment - WCSD

Guide to State Tested Standards                                                                                                        Page 6
                                      Nevada Grade 4 Reading Item Specifications
                                                     Grade 4 CRT Item Specifications – Word Analysis
Content Standard 1.0 Students know and use word analysis skills and strategies to comprehend new words encountered in text and to develop vocabulary.
Assessed Indicators                             Depth of Knowledge Item Specifications and Assessment Development Notes
                                                Essence (*)
1.4.4 Vocabulary Development                    DOK 1                      Items may require students to identify homophones and homographs and their
Build and extend vocabulary using                                          correct use within sentences.
a. homophones
b. homographs                                                              Items may focus on meaning created by structural elements (prefixes, suffixes, and
c. prefixes (e.g., un, re, bi)                                             base/root words) of words, including meanings of unknown words. Items must go
d. suffixes (e.g., ing, less, ness)                                        beyond identification of structural elements. Base words must be on grade level.

e. Use text to determine the meaning of a multiple                          Homophone, homograph, prefix, and suffix items will be stand-alones only.
meaning word.
                                                                            Items may require students to determine which meaning of a multiple-meaning
                                                                            word is used in a passage. The target term may be below, at, or above grade level
                                                                            (with sufficient context). Items will not appear as dictionary entries, but will have
                                                                            the four meanings presented in the answer choices.

                                                                            Multiple-meaning items are passage-based only.


(*) = 50% of the assessed items must be at or above the Depth of Knowledge Essence

2009-2010 Grade 4 Assessment Item Specifications                                                                                                August 6, 2010
Nevada Department of Education - APAC




Guide to State Tested Standards                                                                                    Page 7
                                       Nevada Grade 4 Reading Item Specifications
                                                    Grade 4 CRT Item Specifications – Word Analysis
Content Standard 3.0 Students read literary text to comprehend, interpret, and evaluate authors, cultures, and times.

Assessed Indicators                                    Depth of Knowledge    Item Specifications and Assessment Development Notes
                                                       Essence (*)
**3.4.1 Setting and Plot                               DOK 2                 Items will require students to recognize, describe, make inferences about, or
Describe elements of plot in text with a focus on                            draw conclusions related to external conflict or resolution. This may include
a. external conflict                                                         making predictions about how the external conflict or the resolution of the plot
b. resolution                                                                might have been different if some element of the plot were changed.

                                                                             Students are responsible for recognizing these terms.

**3.4.2 Characterization                               DOK 2                 Items will require students to show understanding of the reasons for a
Describe the motivation for a character’s actions                            character’s actions or interactions. Some items may require students to make a
in text.                                                                     more sophisticated connection between a character’s traits and a character’s
                                                                             actions or interactions.

                                                                             This indicator includes both literal and inferential items. Literal items align, but
                                                                             are below the intent of the indicator.
**3.4.3 Theme                                          DOK 2                 Items will require students to make inferences, draw conclusions, or make
Explain the main idea supported by text.                                     predictions based on the main idea of the passage.

                                                                             This indicator includes both literal and inferential items. Literal items align, but
                                                                             are below the intent of the indicator.

3.4.5 Language                                         DOK 1                 Items will require students to identify simile, hyperbole, and personification in
a. Identify similes in text.                                                 passages.
b. Identify hyperbole in text.
c. Identify personification in text.                                         Students are responsible for recognizing these terms.




(*) = 50% of the assessed items must be at or above the Depth of Knowledge Essence
2009-2010 Grade 4 Assessment Item Specifications                                                                                                  August 6, 2010
 Nevada Department of Education - APAC

Guide to State Tested Standards                                                                                      Page 8
                                        Nevada Grade 4 Reading Item Specifications
                                               Grade 4 CRT Item Specifications - Expository Text
Content Standard 4.0 Students read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
Assessed Indicators                              Depth of Knowledge Item Specifications and Assessment Development Notes
                                                 Essence (*)
**4.4.1 Text Features                            DOK 2                    Items will require students to gain information from, show understanding of
Explain the purpose of and/or gain information                            the purpose of, draw conclusions from, or make predictions based upon the
from text using                                                           indicated text features.
a. charts
b. graphs                                                                 Items may require students to go beyond the text to project which kind of text
c. bold-faced words                                                       feature would best support the reader’s understanding of the passage.
d. underlined words

4.4.2 Language                                      DOK 1                   Items will require students to identify simile, hyperbole, and personification
a. Identify similes in text.                                                in passages.
b. Identify hyperbole in text.
c. Identify personification in text.                                        Students are responsible for recognizing these terms.

**4.4.3 Organizational and Structural               DOK 2                   Items may require students to distinguish between the main idea and
Patterns                                                                    supporting details in a passage or a portion of a passage. The answer must be
a. Distinguish the main idea and supporting                                 the main idea, and the three distracters must be supporting details from the
details in text.                                                            passage or from the targeted portion of the passage.

b. Identify cause and effect in text.                                       Items may require students to identify causal relationships in passages. Some
                                                                            items may require students to make more sophisticated connections by
                                                                            making inferences, drawing conclusions, or making predictions.

c. Describe problem and solution in text.                                   Items may require students to make inferences, draw conclusions, or make
                                                                            predictions related to problems and/or solutions found in passages. Items
                                                                            related to stated problems and/or solutions align, but are below the intent of
                                                                            the indicator.

d. Identify important information in text.                                 Items may require students to show understanding of important information
                                                                           from a passage. These items may relate to information that is explicit in the
                                                                           passage, or they may require students to make inferences, draw conclusions,
                                                                           or make predictions.
(*) = 50% of the assessed items must be at or above the Depth of Knowledge Essence
 2009-2010 Grade 4 Assessment Item Specifications                                                                                  August 6, 2010
 Nevada Department of Education – APAC

Guide to State Tested Standards                                                                                    Page 9
                                      Nevada Reading Assessment Matrix
                                                  Grade 4
               C1 – Word Analysis C2 – Literary Text       C3 – Expository Text                  Total           % of Items
 DOK 1                  6                      3                       6                          15                34%
 DOK 2                  5                     13                       9                          27                61%
 DOK 3 *                0                      1                       1                           2                 5%
 Total                 11                     17                      16                          44               100%
 % of Items           25%                    39%                    36 %                         100%
* DOK 3 items are Constructed Response items each worth 3 points.

 Content Clusters:
         The content clusters represent three of the eight English Language Arts content standards that focus primarily on
reading which students should acquire and apply for use in their everyday life. The strands listed below the content standard
definition are those measured by the Nevada state assessment program at each specific grade level. See the grade specific
Reading CRT Item Specifications at http://nde.doe.nv.gov/Assessment_CRT.htm for more details concerning each strand
assessed.

C1- Word Analysis
      Students will know and use word analysis skills and strategies to comprehend new words encountered in text and to
develop vocabulary. Students in 4th grade will be assessed in the following areas:
      Vocabulary Development

C 2 – Literary Text
Students will read literary text to comprehend, interpret, and evaluate authors, cultures, and times. Students in 4th grade will be
assessed in the following areas:
       Setting and Plot
       Characterization
       Theme
       Language

Nevada Reading Assessment Matrix – Grade 4                                                                          10/14/2009

Guide to State Tested Standards                                                              Page 10
C 3 – Expository Text
       Students will read expository and persuasive texts to comprehend, interpret, and evaluate for specific purposes.
Students in 4th grade will be assessed in the following areas:
       Text Features
       Language
       Organizational and Structural Patterns

Depth of Knowledge (DOK)
        The DOK levels represent a hierarchy based on complexity (rather than difficulty). The hierarchy is based on two main
factors: 1) sophistication and complexity, and 2) the likelihood that students at the grade level tested would have received prior
instruction or would have had an opportunity to learn the content. Some tasks have a low depth-of-knowledge level because
the knowledge required is commonly known and students with normal instruction at that grade level should have had the
opportunity to learn how to routinely perform what is being asked.

DOK Level 1: Recall
       Level 1 requires the recall of facts or use of basic skills. A level 1 item consists of literal recall from text, paraphrasing, or
simple understanding of a single word or phrase. A level 1 item requires simple connection between sentences, which may be
considered a very basic inference. Concepts that correspond to some of these tasks include locate and define.

DOK Level 2: Use of Concepts and Skills
        Level 2 requires comprehension and mental processing of text or portions of text. A level 2 item includes the
engagement of some mental processing beyond recalling or reproducing a response. A level 2 item requires the application of
skills and concepts. Some important concepts are covered but not in a deeply complex way. Concepts that correspond to some
of the tasks at this level include summarize, interpret, and infer.

DOK Level 3: Strategic Thinking and Problem Solving
     Level 3 requires abstract reasoning, critical thinking, and/or the application of abstract concepts to new situations.
Concepts that correspond to some of the tasks at this level include generalize, evaluate, and justify.




Nevada Reading Assessment Matrix – Grade 4                                                                                10/14/2009

Guide to State Tested Standards                                                                  Page 11
4th Grade ELA Sample Stems
To be used with Nevada Department of Education CRT Item Specification at
http://nde.doe.nv.gov/Assessment/CRT/Grade_4_Reading_Item_Specifications_2010-2011.pdf

Words in [ ] indicate a selected option in the stem, not one of the four selected responses.

Note: The purpose of these stems is to help you get started with item writing; however, they are not the only appropriate
questions to use.

[SR] Selected Response
[CR] Constructed Response ** Indicates possible constructed response item.

Selected response items require four choices, one correct answer and three plausible, but incorrect answers.
Constructed response items may require two part responses.

Standard 1
Vocabulary Development 1.4.4 (DOK 1)
1.     Which two words are homophones?
    A sit, sat
    B pat, bat
    C red, reed
    D through, threw
2.       Which pair of homophones correctly completes the sentence?
         EX: There were ____ choices from which ___ select.
     A   too, to
     B   two, to
     C   to, two
     D   too, two

3.       Read the sentence below
         [Bold sentence from passage]
         Which meaning of the [homograph/homophone] [grade level homograph] is used in the sentence?

4.       Which sentence uses the underlined word correctly? [choices include sentences with different homophones]

5.       Read this sentence.
         [Bold sentence with prefix/suffix word]
             The prefix [prefix/suffix for word] helps you to know that [underlined grade level word] most likely means

6.       The suffix [-tion/ -ous/ -logy] in the word [underlined grade level word with suffix], means

7.       The prefix [non-/ mis-/ dis-] tells the reader that the word [underlined grade level word with prefix] means
              EX: The prefix dis- tells the reader that the word disjointed means
A        not joined
B        joined now
C        joined again
D        almost joined

8.       Read the sentence below from the passage.
         [Bold sentence from passage]
         Which meaning of the word [grade level or above grade level underlined word] is used in the sentence?


Guide to State Tested Standards                                                                                     Page 12
Standard 3
Setting and Plot 3.4.1** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])

9.     Which meaning of the word [grade level or above grade level underlined word] is used in paragraph
       [number]?

10.    What is the main setting of the passage?

11.    In which kind of [weather/season/country] does this passage mostly take place?

12.    Where does the passage take place at the [beginning/end] of the passage?

13.    How would the passage be different if the setting was [insert alternate setting]?

14.    Which of the following events takes place [first/last] in the passage?

15.    At the [end/beginning] of the passage why does [character action based on plot]?

16.    According to the passage, what causes [effect]?

17.    What is the most important turning point in the passage?

18.    Based on the passage, what would happen if [cause]?

19.    How would the resolution to the passage be different if [plot specific action]?

20.    Which effect occurs because [cause]?

21.    Which event [insert cause] because [effect]?

Plot/Conflict/Resolution 3.4.1** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
22.    What is the [main problem/external conflict] in the passage?

23.    What is the resolution of the conflict in the passage?

24.    Who solved the problem/conflict in this passage?

25.    Who created the problem/conflict in this passage?

32.    Why does [character] help/not help [character]?

33.    What could have prevented the problem that [character name] faced?

26.    Paragraphs 1 through 5 mainly describe the external conflict between…

27.    Which sentence best describes the [climax/ main problem/ most important conflict/ most important
       turning point/ resolution] of the passage?

28.    CR: How would the [resolution/conflict] of the passage change if [resolution/conflict] was changed to
       [plot specific action]?

Guide to State Tested Standards                                                                      Page 13
Plot/Characterization 3.4.1** & 3.4.2** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])

29.    Why does [character name] [plot specific action]?

30.    What does [character #1] do when [character #2] [plot-specific action]?

31.    Why does [character name] become [angry/sad/worried/curious] after [plot specific action]?

32.    How does [character name] get the idea to [plot specific action]?

33.    In paragraph [number], why does [character name] [plot-specific action]?

34.    Which statement best describes why [character’s name] did [plot-specific action]?

35.    Based on the passage, what will [character name] most likely do the next time [plot-specific action]?

36.    If [character’s name] had not [plot-specific action], what most likely would have happened?

37.    Why is [character name] worried at the [beginning/end] of the passage?

38.    Which of the following best explains how [character name] feels about [plot specific event]?

39.    What is the most likely reason why [character name] does not want [plot specific detail]?

40.    Why does [character name] [like/think/believe/hope/realize] [plot-specific action]?

41.    [Paragraph number] most clearly shows that [character name] was/is…

42.    What words best describe [character name]?

43.    Based on details from the passage, what do [character name]’s actions show about [character]?

44.    Based on the passage, which of the following is true of [character name]?

45.    What is the most likely reason [character name] says…?

46.    Why does [character #1] say [quote from passage] to [character #2]?

47.    What is one problem [character name] must solve?

48.    CR: In the passage the characters must make choices. How are the choices [character name and
       character name] alike?

49.    CR: The characters resolve the main conflict in the passage.
       A       Describe the main conflict and how the characters resolve it.
       B       Explain what might have happened if the characters had not been able to resolve the conflict.
       Use details from the passage to support your answer.
50.    CR: The characters work to solve a problem in the passage.
       A       Explain how you would solve the problem
       B       Explain why you think your solution would work.
       Use details from the passage to support your answer.
Guide to State Tested Standards                                                                        Page 14
51.    CR: In the passage, [character #1] tells [character #2]. If you were there, what else might you have told
       the characters?
       A       Explain what you would say.
       B       Use details from the passage to explain why you would say this.

Theme and Main Idea 3.4.3** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
52.   What is the main idea of this passage?

53.    What is this passage mainly about?

54.    This passage is mostly about

55.    Which [question/problem/event] is most important to the main idea of the passage?

56.    Which would be the best new title for this passage?

57.    Why is [passage title] a good title for this passage?

58.    This passage is mostly about [main idea/lesson]

59.    What is the most important lesson learned in this passage?

60.    What was one important [lesson/discovery] learned by [character name]?

61.    Which of these best describes the main idea of the passage?

62.    CR: What important lessons were learned in the passage? Use details from the passage to support your
       answer.

Language 3.4.5 and Language 4.4.2 (DOK 1)

63.    Which of the following is an example of [personification/simile/hyperbole]?

64.    Which words from the passage show [personification/simile/hyperbole]?

65.    Read the sentence from the passage.
       [Bold sentence from passage]
          This is an example of [personification/simile/hyperbole]

66.    Which phrase from paragraph [paragraph number] includes [personification/simile/hyperbole]?

67.    Read the sentence below from the passage.
       [Bold sentence with personification/simile/hyperbole].
           The sentence contains what can best be described as

68.    The author uses the [personification/simile/hyperbole] to describe what about the [insert the compared
       form from the passage].

69.    Which sentence below from the passage contains the best example of
       [personification/simile/hyperbole]?

Guide to State Tested Standards                                                                         Page 15
Standard 4
Text Features 4.4.1** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
70.    Using the [graph/chart] from the passage, when would be the best time to [insert content that requires
       some inference]?

71.     What question below is answered in the [graph/chart]?

72.     Which text feature would best support your understanding of [information from passage]

73.     Based on the [graph/chart], which one of the following sentences is true?

74.     The author of the passage uses [bold-faced words/underlined words/charts/graphs] in order to [purpose
        of text feature].

75.     How are the [bold-faced words/underlined words] used in the passage?

76.     What is the purpose of the [graph/chart]?

77.     Why the [graph/chart] included with this passage?

78.     How does the [graph/chart] help the reader?

79.     Based on the [graph/chart], how would [fact] compare with [fact]?

80.     Why are some words [bold/underlined] in this passage?

81.     In the [graph/chart], [specific detail] is shown because

82.     CR: The author includes the [graph/chart][title] to help the reader better understand the passage.
        Explain whether you believe the [graph/chart] helps the reader understand the passage better and why.
        Use details from the [graph/chart] and the passage to support your response.

Language 4.4.2 see Language 3.4.5

Organizational and Structural Patterns 4.4.3** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
Main Idea/Theme 4.4.3** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
83.    What would be the best new title for this passage?

84.     What is the passage mainly about?

85.     The author most likely wrote this passage for which of the following audiences?

86.     According to the passage, why is it important for [passage specific feature]?

87.     What is the main reason why [passage specific effect]?

88.     The main purpose of this passage is to
89.     What is the purpose of the last section of the passage?
90.     Which of these statements are best supported by the passage?

Guide to State Tested Standards                                                                        Page 16
91.    Which of these sentences best describes the main idea?
92.    Based on information in the passage, in which of the following [causes/jobs/issues] might the author also be
       involved?
93.    CR:
       A What is the main idea in the [number] paragraph?
       B How does this paragraph’s main idea support the main idea of the passage?
       Use details from the passage to support your response.


Cause/Effect & Problem-Solution 4.4.3** (DOK 1 & DOK 2 [SR] & DOK 3 [CR])
94.    What is the main reason why [passage specific effect]?
95.    What is the most important problem in the passage for [central figure(s) name(s)]?
96.    According to the passage, why is it important for [people involved in action] to [passage-specific action]?
97.    Based on the passage, what would most likely happen if [cause]?
98.    Which effect occurs because [cause]?
99.    Which event [insert cause] because [effect]?
100.   What is the main reason why [passage specific effect]?
101.   According to the passage, what causes [effect]?
102.   According to the passage, what is the most likely solution to the problem?
103.   Which of these first showed [first event in a sequence]?
104.   According to the passage, what is the first step in [passage specific feature]?
105.   What would most likely happen if [omission of step in directions]?
106.   According to the passage, why should you [provide directions with context for reason]?
107.   Based on the passage, how can you tell when [passage specific detail]?
108.   What does the information in paragraph [number] help the reader to do?
109.   What does the author suggest you do when [passage specific action]?
110.   What should you do if [passage specific action]?
111.   CR: The author says [event occurred].
       A Describe how [event occurred].
       B Explain how and why it can be considered [unique/difficult/dangerous]
112.   CR: Based on the passage, what would you do if [conflict/problem from passage]? Explain why and use details
       from the passage to support your actions.
113.   CR: In the passage the problem was solved.
       How would the solution have changed if [alternate passage specific action]? Use details from the passage to
       support your response.




Guide to State Tested Standards                                                                                      Page 17
                                     Common 4th Grade Homographs
                           bow                     read
                           close                   record
                           house                   tear
                           lead                    tears
                           leave                   use
                           live                    wind
                           lives                   wound
                           present


                Common 1st-4th Grade Compound Words – 4th Grade Words have a (*)

      Afternoon                                    Landlord*
      Airport                                      Maybe
      Ant hill                                     Myself
      Anyone                                       Newspaper*
      Anything                                     Nobody
      Baseball                                     Oatmeal*
      Basketball                                   Outdoors
      Bathroom*                                    Overhead*
      Bathtub*                                     Playground*
      Bedroom                                      Policeman
      Beehive                                      Postman*
      Blueberry                                    Popcorn
      Butterfly                                    Railroad
      Cardboard                                    Seaport*
      Cupboard*                                    Sidewalk
      Downstairs                                   Snowstorm
      Earthquake*                                  Somebody
      Eyebrow*                                     Somehow
      Eyelash*                                     Someone
      Everybody                                    Somewhere
      Everyone                                     Suitcase*
      Everything                                   Themselves
      Everywhere                                   Toothpaste*
      Fireman                                      Touchdown*
      Fisherman                                    Typewriter*
      Flashlight                                   Understand
      Football                                     Understood
      Forehead*                                    Upstairs
      Gentleman*                                   Watermelon*
      Grandfather                                  Wheelbarrow*
      Grandmother                                  Without
      Highway                                      Woodpecker*
      Ice cream




Guide to State Tested Standards                                                    Page 18
                   Common 1st-4th Grade Homophones – 4th Grade Words have a (*)


      Accept* – Except                            Pair – Pear*
      Ad – Add                                    Pale – Pail
      Ant – Aunt                                  Peace* – Piece
      Ate – Eight                                 Plain – Plane
      Bare* – Bear                                Praise* – Prays*
      Be – Bee                                    Prince* – Prints
      Blew – Blue                                 Pause* – Paws
      Board – Bored                               Rain – Rein*
      Buy – By – Bye                              Red – Read
      Cent – Sent – Scent                         Right – Write
      Cents - Sense                               Road – Rowed – Rode
      Creak* – Creek                              Sail – Sale
      Clothes – Close                             Scene – Seen
      Deer – Dear                                 See – Sea
      Eye – I                                     Sees – Seas – Seize
      Flour – Flower                              Sew* – So
      Four – For                                  Shone* – Shown
      Grate* – Great                              Side – Sighed
      Hay – Hey                                   Sighs – Size
      Hear – Here                                 Soar* – Sore*
      Herd – Heard                                Some – Sum*
      High – Hi                                   Son – Sun
      Hoarse* – Horse                             Stare – Stair
      Hole – Whole                                Steal – Steel*
      Hour – Our                                  Tail – Tale*
      Inn – In                                    Their – There – They’re
      It’s – Its                                  Threw – Through
      Knight – Night                              Tide* – Tied
      Knot* – Not                                 To – Too – Two
      Know – No                                   Wail* – Whale
      Knew – New                                  Waist* – Waste
      Knows – Nose                                Wait – Weight
      Lead – Led                                  War – Wore
      Maid* – Made                                Way – Weigh
      Main – Mane*                                We – Wee*
      Meat – Meet                                 We’ll – Wheel
      Oar* – Or                                   We’ve – Weave*
      One – Won                                   Weak – Week
      Owe* – Oh                                   Wear – Where
                                                  Whether* – Weather
                                                  Which – Witch*
                                                  Whine* – Wine*
                                                  Your – You’re




Guide to State Tested Standards                                                   Page 19
                                                  Common 4th Grade Prefixes

Prefix        Meaning                            Base/root    Meaning                New word        Meaning
bi-           two                                annual       yearly                 biannual        occurring twice a year
dis-          away / not / negative / opposite   appear       seen / visible         disappear       not visible
              of / separate
in- / im-     not / in / into / toward           active       busy                   inactive        not active / not busy
mis-          wrong / bad / badly                count        adding/                miscount        to count incorrectly
                                                              numbering
non-          not / without                      negotiable   open to                nonnegotiable   not open to discussion
                                                              discussion
pre- /        before                             test         exam or trial          pretest         to test before the test
pur-
re-           back / again                       gain         to acquire             regain          to get something back
                                                              something
un-           not / opposite / against           usual        ordinary               unusual         not usual/ out of the
                                                                                                     ordinary
                                                  Common 4th Grade Suffixes
Suffix        Meaning                            Base/root    Meaning                New word        Meaning
-er           comparing two things               bright       giving off light       brighter        between two, having
              (comparative)                                                                          more brightness
-est          comparing three or more            bright       giving off light       brightest       most bright of all
              things                                                                                 compared
              (superlative)
-ful (n)      an amount or quaintly              cup          a small container      cupful          the amount a cup can
                                                                                                     hold
-ful (v)      having / full of                   thank        gratitude              thankful        having gratitude
-ing          material made for / activity /     floor        part of a room to      flooring        the material from which
              result of an activity                           walk on                                a floor is made
-less         without / missing                  sugar        sweet substance        sugarless       without sugar
-logy         study of                           geo          earth                  geology         study of the earth
-ly           like / in a manner of              light        slight / not           lightly         with little weight/
                                                              difficult                              importance
-ment         action / process / result          arrange      prepare for            arrangement     process of preparation
                                                              something
-ness         quality / state of / condition     dark         without light          darkness        a state without light
-ous          having / full of / relating to     danger       something that         dangerous       full of danger
                                                              may cause harm
-tion /       action or process                  protect      shield or cover        protection      the act of preventing
-ion /                                                        from harm                              harm
-ation /
-ition
-y            having / full of                   health       not ill / not sickly   healthy         full of health




       Guide to State Tested Standards                                                                           Page 20
         Washoe County School District
     Guide to State Tested Reading Standards
                     th
                 4 Grade Language Arts/Reading
                                  (Standards 1.0, 3.0, 4.0)




Guide to State Tested Standards                               Page 21
                                                      Overview of Document
The purpose of this document is to highlight the expected mastery of grade-level indicators within reading
standards 1.0, 3.0, and 4.0, and possible targets for the state test, and to preview skills that will be assessed in
upcoming grades. Because ELA/reading standards are addressed throughout reading rather than incrementally,
pacing is not handled in the same way it is with math standards; most skills are introduced in the first time frame.

Making inferences, drawing conclusions, and making predictions, formerly separate indicators in the standards
document, are not included in the clarification document of grade-level expectations but are used as ways to
assess the clarified skills. Thus, these important skills should not be ignored just because they are no longer
spelled out by the state ELA Clarification Document.

The footer for this guide provides a code to alert teachers to the following:
    which standards will be tested for the specified grade level
    which standards have already been tested, but might appear in some form again on a state item or be
      tested with classroom based assessment
    which skills will be tested in an upcoming grade


Thanks to Abby Kirst, PPA&A for providing the following information.

                                                                              Clarification Codes
 Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is
                                                                             noted in brackets [ ]


Guide to State Tested Standards                                                                                         Page 22
                                                                        Washoe County School District
                                    4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
1.0 Word Analysis
2007 NV Standards        First Time Frame                              Second Time Frame                        Third Time Frame                         Sample Items to DOK:
1.4.4                    ^(Comprehend) Build, and extend                                                                                                 DOK 2: Which definition below is best
                         vocabulary using                                                                                                                for the underlined word?
                                syntax                                                                                                                  George Washington went on a long
                                parts of speech [5]                                                                                                     journey to survey the wilderness.
                                homographs
                                homophones                                                                                                              DOK 1: Which of the following is not a
                                                                                                                                     
                                synonyms                                                                                                               homophone?
                                antonyms
                                context clues[5]
                                                                                                                                                         DOK 1: The prefix [non-/ mis-/ dis-] tells
                                structural analysis [6]
                                prefixes (e.g., non-, mis-, dis-)                                                                                       the reader that the word [underlined
                               suffixes (e.g., -tion, -ous, -logy, -                                                                                     grade level word with prefix] means
                               ment)                                                                                                                           EX: The prefix dis- tells the reader
                                                                                                                                                        that the word disjointed means
                         ^Apply alphabetic order to locate words in                                                                                                A. not joined
                         resources.                                                                                                                                 B. joined now
                                                                                                                                                                    C. joined again
                                                                                                                                     
                                                                                                                                                                   D. almost joined
                         ^Use (dictionaries and/or) text to
                         determine the meaning of a multiple                                                    ^With assistance, use resources to       DOK 2: Read the sentence below from
                         meaning word.                                                                          confirm word origins.                    the passage.
                                                                                                                                                              [Bold sentence from passage]
                                                                                                                ^Identify connotative and                     Which meaning of the word [grade
                                                                                                                denotative meaning in text.[7]                level or above grade level
                                                                                                                                                              underlined word] is used in the
                                                                                                                                                              sentence?

                                                                                                                                                         DOK 2: In the fourth paragraph, what
                                                                                                                                                         does the word clumsy mean?




Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                          Page 23
                                                                        Washoe County School District
                                        rd
                                   4 Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)

                         ^Build vocabulary using                                                                                                        DOK 3: In the fourth paragraph the
                             pictures                                                                                                                    author uses the word clumsy to describe
                             symbols                                                                                                                     the boy. Write a paragraph about what
                                                                                                                                                          might happen if the boy was washing
                                                                                                                                                          dishes. (CR)

1.4.5                    ^Read aloud with a focus on                                                                                

                                            prosody
                                            accuracy
                                            automaticity
                                            reading rate




Clarification Codes: Red Big Bold: expected mastery & possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                           Page 24
                                                                            Washoe County School District
                                   rd
                                4 Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
3.0 Literary Text
2007 NV Standards           First Time Frame                                   Second Time Frame                      Third Time Frame                      Sample Items to DOK:
3.4.1                       ^ (Explain) Describe elements of plot in text                                                                                   DOK 1: Which of the following
                            with a focus on                                                                                                               incidents from the story affected the
                                  setting                                                                                                                  way ____ and ____ got along?
                                  sequence of events
                                  conflict                                                                                                                 DOK 3: What do you think [character]
                                  climax [8]                                                                                                               would have done if [different events]
                                  resolution                                                                                                               happened instead of [story events]?
                                  internal conflict [5]
                                                                                                                                                            (CR)
                                  external conflict
                                                                                                                      ^With assistance, identify and
                                                                                                                      discuss main plot and subplots. [8]   DOK 3: Write an ending to the story
                            ^Identify how one event may cause another                                                                                       that has a solution to the problem.
                            event. [5]                                                                                                                      Use what you have learned about the
                                                                                                                                                           characters to plan what you write.
                                                                                               
3.4.2                       ^Describe physical and personality traits.                                                                                      DOK 1: According to paragraph 1,
                                                                                                                                                            [character] could be described as ___

                                                                                                                                                            DOK 2: Based on this passage only,
                            ^Describe the motivation for a character’s                                                                                      what will [character] do to solve his
                            actions in text.                                                                                                              problem?

                                                                                                                                                            DOK 3: What do you think [character]
                                                                                                                                                            would have done if [different events]
                                                                                                                      ^With assistance, identify the        happened instead of [story events]?
                                                                                                                      protagonist and antagonist. [6]
                                                                                                                                                            DOK 2: Using events from the story,
                                                                                                                                                            explain why [character] decided to
                                                                                                                                                            ___.
Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                           Page 25
                                                                         Washoe County School District
                                4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
3.4.3                       ^Explain the main idea supported (by                                                                                        DOK 1: This passage is mostly about
                            evidence) by text.                                                                                                            ___

                            ^Identify theme. [6]                                                                                                        DOK 2: What is the theme of the
                                                                                                                                                          following two passages?
                            ^Identify a lesson learned based on events
                            and/or a character’s actions. [5]                                                                                           DOK 3: Write a paragraph that talks
                                                                                                                                                          about the theme of this story. Include
                                                                                                                                                          what the characters do that helped
                                                                                                                                                          you determine the theme.
3.4.4                                                                                                                 ^Identify first person point of
                                                                                                                      view. [6]

                                                                                                                      ^Identify third person limited
                                                                                                                      point of view.[6]

                                                                                                                           ^With assistance, identify
                                                                                                                               third person
                                                                                                                               omniscient point of
                                                                                                                               view.[6]

3.4.5                       ^(Explain how the author uses) Identify                                                                                     DOK 1: Which of the following
                                      imagery [5]                                                                                                        sentences from the passage is an
                                      similes                                                                                                            example of hyperbole?
                                      personification
                                      metaphor [6]                                                                                                     DOK 2: What does the simile in
                                      idioms                                                                                                             paragraph 2 say about thunder?
                                      alliteration                                                                   Identify
                                      sensory words
                                                                                                                                dialect [7]              DOK 3: Write a new simile for “My
                                      hyperbole
                                                                                                                                slang [7]                room is like a clothing store after a
                                      formal language/informal language
                                       in text.                                                                                                           tornado.” (CR)



Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                            Page 26
                                                                           Washoe County School District
                                   rd
                                4 Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
3.4.5 cont.                 ^Identify the effects of rhythm and rhyme on
                            text.




     3.4.6                                                                    ^Identify words and phrases that                 
                                                                              reveal tone [6]




                                                                                                                      ^With assistance, explain how
                                                                                                                      words and phrases create mood.
                                                                                                                      [6]




                                                                                                                      ^With assistance, identify
                                                                                                                      examples of irony.[6]

     3.4.7                                                                                                            Compare texts from different

                                                                                                                                cultures [8]
                                                                                                                                time periods[8]
     3.4.9                  ^Make connections from text to world (to self,                                                           
                            other text [5], and/or the world)

                            ^Use information to answer specific questions.

                            ^Summarize information.



Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                          Page 27
                                                                        Washoe County School District
                                4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
4.0 Expository Text
2007 NV Standards           First Time Frame                                  Second Time Frame                       Third Time Frame                       Sample Items to DOK:
     4.4.1                  ^(Identify) Explain the purpose of and/or gain                                                                                 DOK 1: According to the table of
                            information from text using                                                                                                      contents, Unit 1 is mostly about___
                                         illustrations
                                         graphs                                                                                                             DOK 1: Step 5 in the diagram tells
                                         charts                                                                                                             you to ___
                                         titles
                                         text boxes                                                                                                         DOK 1: The words in the passage are
                                        diagrams [5]
                                                                                                                                                             in bold in order to -
                                         headings
                                        maps [5]
                                         table of contents                                                                                                  DOK 2: Using the map of Great Basin
                                        glossaries [5]                                                                                                      National Park, make a list of what
                                        indices [5]                                                                                                         you would pass traveling from the
                                                                                                                                                             visitor center to Mather Overlook.
                            ^(Identify) Explain the purpose of and/or gain                                                                                   (CR)
                            information from text using                                                                               
                                       bold-faced words
                                       underlined words
                                       highlighted words                                      
                                       italicized words [5]
                                       parentheses [5]




Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                           Page 28
                                                                        Washoe County School District
                                4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
4.4.2                       ^Identify (Explain the use of)
                                    similes                                                                                           
                                    metaphors [6]                                                                                                            DOK 2: Which sentence below from
                                    personification                                                                  ^Identify (Explain the use of)          the passage contains the best
                                hyperbole                                                                                dialect [7]                        example of
                                alliteration                                                                             slang [7]                          [personification/simile/hyperbole]?
                                informal and formal
                                  language
                                idioms
                            in text.
                                                                                                                      ^With assistance, explain how
                                                                                                                      analogies are used. [6]



                                                                                                                                        
                                                                              ^Identify [words and phrases that
                                                                              reveal ] tone. [6]


                                                                                                                      ^Explain how language clarifies ideas
                                                                                                                      and concepts.

                                                                                                                      ^Identify persuasive and propaganda
                                                                                                                      techniques. [6]

                                                                                                                      ^With assistance, identify how
                                                                                                                      language creates
                                                                                                                           persuasion [6]
                                                                                                                           propaganda [6]




Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                             Page 29
                                                                               Washoe County School District
                                4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
4.4.3                       ^Identify important information in text.                                                                                        DOK 1: What is the main idea of the
                                                                                                                                                              passage?
                            ^Describe sequential and/or chronological             ^With assistance, describe the
                            order.                                                importance of sequential and/or                                             DOK 2: Make a list of important
                                                                                  chronological order.                                                        ideas that are found in both
                                                                                                                                                              paragraphs. (CR)
                                                                                                                      ^With assistance, (analyze) explain a
                                                                                                                      cause and its effect on events and/or   DOK 2: Which of the following set of
                            ^Identify (Explain a) [5] cause and (its) effect                                          relationships in text.                  details best supports the main idea?
                            (on events and/or relationships) in text.
                                                                                                                                       
                                                                                                  
                            ^Describe problem and solution in text.                                                   ^With assistance, compare events.
                                                                                                                                      
                            ^Distinguish the main idea and supporting
                            details in text.                                              
                                                                                                                                       


                            ^Describe a main idea based on evidence. [5]                          

                                                                                                                                       

                                                                                                                     ^With assistance, (trace the
                                                                                                                      development of) identify an author’s
                                                                                                                      argument, viewpoint, or perspective
                                                                                                                      and supporting evidence. [7]

4.4.4                                                                                                                 ^Compare text from different
                                                                                                                              cultures [8]
                                                                                                                              time periods [8]




Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                            Page 30
                                                                        Washoe County School District
                                4rd Grade Language Arts/Reading (Standards 1.0, 3.0, 4.0)
4.4.5                       ^Make connections (to self, other text, and/or
                            the world) from text to world.                                                                    

                            ^Use information to answer specific questions.                                            ^With assistance, develop
                                                                                                                      hypotheses based on information.
                            ^Summarize information.




Clarification Codes: Red Big Bold: expected mastery& possible target for state test; Black Plain Text: important standard that may have already been tested by the state and/or will be tested
with classroom based assessment; (Parentheses): original standards language v. bolded testing language; Green Underline: testable standard in the upcoming grade which is noted in brackets [ ]
Depth of Knowledge Codes: DOK Level 1 (Recall and Reproduction); DOK Level 2 (Basic application of Skills and Concepts); DOK Level 3 (Strategic Thinking); DOK Level 4 (Extended Thinking)
                     ^ = introduce standard                                                             = ongoing instruction and/or informal assessment

Guide to State Tested Standards                                                                                                          Page 31

								
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