Teacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RDA 2 Grade 4

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1 Teacher Guide Teacher Answer Key and Kentucky Core Academic Standards for RDA 2 Grade 4 The Reading Diagnostic Assessment consists of twelve Multiple Choice Questions, one Short Answer Question, and one Extended Response Question. Remind students that they are to record their answers on the Student Answer Sheet only, except for the Short Answer and Extended Response questions, which will be written on this packet. Before Administering the Assessment Print all Student Answer Sheets and test booklets according to CASCADE directions. Copy the student pages. IMPORTANT: Use photo setting or print and photo setting and do NOT make photocopies of photocopies so that the students will be able to see the pictures well enough to answer the questions. Arrange for accommodations for ECE and ESL students as indicated on the IEP or PSP. Note to teachers: Students will need to know that the word prose means that the story is not poetry. (see question 7) Directions for Administering the Assessment Explain to the students that this assessment will help you determine what they know at this point and encourage them to do their best. Remind students of appropriate test-taking procedures. They should answer EVERY question and leave no blanks. If they are unsure of an answer, they should determine a best guess. Review how to record answers on the scan form. Distribute assessment material and review directions. Monitor students during the assessment to make sure they are recording answers correctly. When finished, test booklets should be collected and students should work on other material until all have completed the assessment. Collect student answer sheets and check for stray marks before scanning. After Administering the Assessment Scan student answer sheets in the LEXMARK Scanner according to directions. Score the Short Answer and Extended Response questions and record in CASCADE. Analyze the data from the CASCADE reports. Results should be used to determine what next instructional steps are needed to move students toward attainment of reading standards. 4 th Grade RDA # Elementary English Language Arts

2 Grade 4 Reading Diagnostic Assessment 2 Answer Sheet Number Answer Kentucky Core Academic Standards 1 B RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific or 2 C 3 B 4 D RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in 5 A 6 B Extended Response technical text, including what happened and why, based on specific information in the text. charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 7 D RL.4.5 Explain major differences between poems, drama, and prose, and refer to 8 C 9 A 10 C RL.4.6 Compare and contrast the point of view from which different stories are 11 A narrated, including the difference between first- and third-person narrations. 12 D Short Answer Question the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. ERQ possible answer/look-fors: Note: Essential concepts underlined. Student may support his or her ideas differently. Artist Ed Hamilton followed a procedure for creating the Lincoln statue at Waterfront Park in Louisville, KY. Use the graph on page 3 and the text from the entire article to support your answer. A. Choose either Step 2 or Step 3 and describe exactly what happens in that step. B. Using the same step as in part A, explain why it must come between the step before it and the step after it. If the student chooses Step 2: A. Step 2 is The artist makes a small clay model. In this step, Ed Hamilton looks at the drawing he has made and then creates a model out of clay. He makes the model look just as good as he wants the big statue to look. He then makes a rubber mold from it. From the rubber mold he casts a plaster model, and from that he makes a wax model. Finally he can cast the bronze statue based on the wax model. If it is just the way he wants it to look, he sends the perfect plaster model to California to be enlarged. B. It is necessary for Ed Hamilton to complete Step 1, which is to make a drawing of what the statue will look like, before he can go to Step 2 and make the model. In Step 1 he may make many drawings before he has the exact one he will use. He has to see how the ideas in his mind will look on paper. Once he is sure of how he wants the statue to look, including the pose, the clothing, the expression, and the objects around it, he goes on to Step 2. When he completes Step 2 and receives the large foam model back from California, he then applies clay to the foam model. If the student chooses Step 3: A. Step 3 is The artist sculpts the clay on the enlarged foam model. In this step, Ed Hamilton sculpts clay over the foam model that was created in California. The foam model is exactly like the small plaster statue that he made only it is much bigger. In order to complete this step, Hamilton took Lincoln s arm off to be able to more easily reach it. The clay that Hamilton sculpted on the statue made it look more realistic. B. In order to do Step 3, there had to be a perfect small plaster model to use for enlargement, which is what he did in Step 2. Once he was finished with the full-sized clay statue in Step 3, he was able to make the wax mold from which to cast the full-sized bronze statue for the park, Step 4. 4 th Grade RDA # Elementary English Language Arts

3 SAQ possible answer/look-for: Identify the narrative point of view for either Old Peter or Held Captive on a Pirate Ship. Give an example from the text to support your answer. Possible answer using Old Peter Old Peter is written from the first person narrative point of view. This means that a character in the story is telling the story in her words. It is the little girl who is speaking. For example, the first sentence says, From here in bed I just can see A little star Peep in at me. Another possible answer using Old Peter The words I and me tell me that it is a character who is talking, making the narrative point of view first person. I know it is the little girl both by the pictures and also because it can t be the other human character, Peter, because when the narrator starts talking about Peter she uses the words he and him. The second stanza is an example of this: It once was sad To hear him go Tap-tap-tapping On the street below. And I'd wonder how It would seem to be As old and lonely And blind as he. Possible Answer using Held Captive on a Pirate Ship. The narrative point of view for Held Captive on a Pirate Ship is third person. This means that the narrator is NOT a character in the story. I know this because the word I is not used in the narration. Sometimes it is used in dialogue, but that doesn t make it first person. Each person the narrator talks about is either he or she, never I. Here is an example: Tie her up! he shouted. 4 th Grade RDA # Elementary English Language Arts

4 Reading Assessment Teacher Analysis Sheet Grade 4 RDA #2 Teacher Name: Standard RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific or technical text, including what happened and why, based on specific information in the text. Question # # of Students Successful Date: # of Students Needing Review My Action Plan RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations ERQ SAQ 4 th Grade RDA # Elementary English Language Arts

5 Student Analysis Sheet Grade 4 RDA # 2 Name Date Question Number My Initial Answer My New Answer Learning Targets for Mastery Evidence: How I know my new answer is correct. I need a review of 1 RI.4.3 I can explain events, procedures, ideas, or concepts in a historical, 2 scientific or technical text, including what happened and why, based on specific 3 information in the text. 4 RI.4.7 I can interpret information presented visually, orally, or 5 quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or 6 interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which Extended Response it appears. 7 RL.4.5 I can explain major differences between poems, drama, and prose, and 8 refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, 9 descriptions, dialogue, stage directions) when writing or speaking about a text. 10 RL.4.6 I can compare and contrast the point of view from which different 11 stories are narrated, including the 12 difference between first- and thirdperson narrations. Short Answer Question How many are correct? Incorrect? Which Learning Targets do I need to review? My Plan: 4 th Grade RDA # Elementary English Language Arts

6 Terms to know: bronze - a brownish-gold metal mixture; copper gives it its beautiful color cast - pouring liquid material into a mold where the liquid then becomes solid Making Lincoln s Statue How Artist Ed Hamilton Created It enlargement - something made much larger plaster - a mixture of materials that hardens, often used for walls rubber - a stretchy material (like a rubber band) sculpt - using tools to form an object out of either a soft or hard material Waterfront Park - a public park along the Ohio River in downtown Louisville wax - a solid or almost solid material that candles are made of Ed Hamilton is from Louisville, KY. He is an artist. An artist creates his or her own ideas for projects. Kentucky asked Hamilton to make a bronze statue for the 200th birthday celebration of our 16th president, Abraham Lincoln. Hamilton awoke in the middle of the night with an idea for how the statue should look. He thought President Lincoln should look friendly and ready to greet people.

7 His first idea was to show Lincoln sitting behind a desk. Then he thought more about Waterfront Park, where the statue would sit. The park had open, rolling land. Hamilton s new idea was to place this great president on a big rock. This is one of his first drawings. What is he trying to show? Hamilton imagined President Lincoln walking to work. He sees a nice rock and stops to rest. He takes off his top hat, sets it down, and puts two of his books on the rock. Someone walks up to him. The friendly president welcomes the visitor to sit and talk with him. Once the idea for the statue was finished, Hamilton created a small clay model. He made it so he could see how the design would look in bronze. After making the clay model, he made a rubber mold. With the mold, he made small plaster models. When he had one that was perfect, he used it to create a wax model. Next, he cast the bronze from the wax model. Bronze is the brownish-gold metal Hamilton used for the finished statue. Above is a small clay model that Hamilton made before creating the full-size statue.

8 When the small bronze statue looked the way Hamilton wanted it to look, he could continue his work on the large statue. He took that one small, perfect plaster model and sent it to California for enlargement. Helpers made the model the size it needed to be for Waterfront Park with a computer. A year later, Hamilton received a big crate from California with seven full-size foam pieces for the statue. The picture to the left shows the foam enlargement pieced together. Hamilton would now apply the layers of clay to make Lincoln look lifelike. In the picture on the right, Hamilton took off Lincoln s arm so that he could sculpt it with clay more easily. Finally, the wax model of the full-size Lincoln statue was cast in bronze and placed in the park. Now people visiting Waterfront Park can see the statue of the friendly president The artist gets an idea and makes a drawing. The artist makes a small clay model. The artist sculpts the clay on the enlarged foam model. The statue is cast in bronze and placed in Waterfront park.

9 1. Read this sentence from the passage: Next, he cast the bronze based on the wax model. This means the artist A. made the bronze model harder than the wax one. B. poured bronze into a mold. C. made the bronze model larger than the wax one. D. mixed the bronze with copper. 2. Hamilton decided not to put Lincoln behind a desk because he A. knew that Lincoln never sat behind a desk in the White House. B. thought a desk of that size would be too hard to sculpt. C. wanted Lincoln to look open for people to come up and talk. D. felt that the statute would be stronger if Lincoln sat on a rock. 3. What is the purpose of the small statue? A. It is for Hamilton to keep as a souvenir of his hard work on the Lincoln statue. B. It is to be enlarged by computer to make the model for the full-size statue. C. It is made smaller so that Hamilton could more easily photograph it. D. It is for another artist to look at and copy for the full-size statue. 4. The main purpose for the drawings and photographs in this article is to show A. the clothing an artist wears. B. how Abraham Lincoln looked. C. Waterfront Park in Louisville, KY. D. how the artist created Lincoln s statue. 5. The photograph on page 3 of the artist with the statue gives the reader an idea of A. the size of the statue. B. the final color of the statue. C. the position of the statue s legs. D. how the artist sculpted Lincoln s hair.

10 6. How does the timeline at the end of the article help the reader? A. It adds information the article did not include. B. It simplifies the steps in creating the statue of Lincoln. C. It shows the reader how easy it was to create the statue. D. It lets the reader know exactly how long it took to create the statue. Extended Response Answer the extended response in the box on the next page. Artist Ed Hamilton followed a procedure for creating the Lincoln statue at Waterfront Park in Louisville, KY. Use the graph on page 3 and the text from the entire article to support your answer. A. Choose either Step 2 or Step 3 and describe exactly what happens in that step. B. Using the same step as in part A, explain why it must come between the step before it and the step after it.

11 DO NOT WRITE OUTSIDE THIS BOX

12 Old Peter by Alice Higgins illustrated by Tom Lamb From here in bed I just can see A little star Peep in at me. And in the dusk Of the street below I hear old Peter Tap-tapping go. It once was sad To hear him go Tap-tap-tapping On the street below. And I'd wonder how It would seem to be As old and lonely And blind as he.

13 But just today Out in the park I talked with him Till early dark. I told him of things That he couldn't see, Like the red of the buds But best of all, Before I saw a robin, He heard it call. And we felt so happy That we laughed all three, My friend Peter, The robin and me. On the maple tree. So, I'm not sad When I hear him go Tap-tap-tapping On the street below. For he's not lonely, But happy as can be, For he has a friend, And that friend is me.

14 Held Captive on a Pirate Ship A passage from Peter Pan They were only boys and they turned white as paper when they saw the pirates preparing the plank. However, the lost boys tried to look brave when Smee the pirate brought Wendy, their Neverland Mother, up on deck. Wendy looked around at the messy floor piled with broken and useless junk. She reached out with her finger and scribbled Dirty Pirate on a grimy glass window. As soon as she saw the pale faces of her boys, though, she quickly forgot the dirty ship. So, my beauty, said Captain Hook in a syrupy sweet voice, you are to see your children walk the plank. earth or sea. Are they to die? asked Wendy. She looked at Hook as if he was the ugliest, meanest man on They are... Silence everyone for a mother s last words to her children, he snarled. At this moment, Wendy was grand. These are my last words, dear boys, she said. I feel that I have a message to you from your real mothers, and it is this: We hope our sons will die like brave Englishmen. The lost boys began to cry out with great feeling. I am going to do what my mother hopes, said Tootles. What are you to do, Nibs? do, Hank? What my mother hopes. What are you to What my mother hopes. John, what are?

15 Suddenly Hook had heard enough. Tie her up! he shouted. If only Peter Pan were here, thought Wendy. Not one boy was looking at Wendy as Smee tied her to the mast. The eyes of all were on the plank, their minds busy thinking about their death march. Their brave thoughts of walking the plank like a man were gone. Instead they could only shiver and stare. Hook looked down at the frightened boys with an evil smile and took a step toward Wendy. He reached to turn her face so that she d be forced to see the boys falling into the ocean one by one. However, he never touched her nor heard the scream he wished to hear. He heard something else instead. It was the terrible tick-tock of the crocodile that had swallowed Captain Hook s clock. They all heard it pirates, boys, Wendy and immediately every head whipped around in one direction. They didn t look toward the sound, but directly at Hook. They all knew that the crocodile wanted Hook and no one else. Hook fell into a little heap. The sound grew louder with each passing second. Everyone thought the same dreadful thought. The crocodile is coming aboard the ship! Hook crawled on his knees along the deck as far from the sound as he could go. Hide me! he cried hoarsely when he reached the end. They gathered around him, all eyes turned away from the thing that was coming aboard. No one even thought about fighting it. When the boys saw that Hook had forgotten about them, they rushed to the ship s side to see the crocodile climbing up. It was then that they were caught by the strangest surprise of the night. It was not a crocodile that was coming aboard the ship. It was Peter Pan! Peter placed his finger on his lips to keep them from shouting out. Then he went right on ticking.

16 7. How are stanzas in the poem Old Peter different from the paragraphs in the prose story Held Captive on a Pirate s Ship? A. The poem s stanzas do not tell a story. B. Stanzas have commas at the end of each line. C. There is a rhyming word at the end of each stanza. D. Sentences are broken up with line breaks within a stanza. 8. What does the poem Old Peter have that the prose story Held Captive on a Pirate Ship does not have? A. It has a plot and characters. B. It has a beginning, middle, and end. C. It has rhythm created by rhyme and beats. D. It has pictures to help you understand what it means. 9. What does the prose story Held Captive on a Pirate Ship have that the poem Old Peter does not have? A. dialogue B. theme C. scenes D. point of view 10. Held Captive on a Pirate Ship is told from one narrative point of view and Old Peter is told from another narrative point of view. From which narrative point of view is Held Captive on a Pirate Ship told? A. first person B. second person C. third person D. first and third person

17 11. How does the reader know that Old Peter is told from a different narrative point of view than Held Captive on a Pirate Ship? A. The narrator in Old Peter uses the words I and me. B. The narrator Old Peter uses the words old and friend. C. The narrator in Held Captive on a Pirate s Ship uses the words dirty old pirate. D. The narrator in Held Captive on a Pirate s Ship uses the words you and yours. 12. From which line do we first learn that the author wrote Old Peter in first person narrative point of view? A. "A little star" B. Peep in at me. C. "From here in bed" D. "I just can see" Short Answer Question Answer the short answer question in the box below. Identify the narrative point of view for either Old Peter or Held Captive on a Pirate Ship. Give an example from the text to support your answer.