SAMPLE TEST - · PDF fileOffice of Assessment and Information Services 2004- 2006 Sample Test, Grade 4 Oregon Department of Education i August 2004 INTRODUCTION TO READING AND

READING/LITERATURE

SAMPLE TEST

GRADE 4

2004-2006

Vocabulary

Read to Perform a Task

Demonstrate General Understanding

Develop an Interpretation

Examine Content and Structure: Informational Text

It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Office of Assessment and Information Services

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203 (503) 378-3600

Susan Castillo, State Superintendent of Public Instruction Ken Hermens, Language Arts Specialist, Assessment

Elaine Hultengren, English Language Proficiency Specialist, Assessment Doug Kosty, Assistant Superintendent, Office of Assessment and Information Services Aaron Persons, Science Specialist, Assessment Phyllis Rock, Director, Assessment Leslie Phillips, Social Sciences Specialist, Assessment Steve Slater, Coordinator, Assessment Sheila Somerville, Electronic Publishing Specialist, Assessment Cathy Brown, Mathematics Specialist, Assessment

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 4 Oregon Department of Education i August 2004

INTRODUCTION TO READING AND LITERATURE SAMPLE TESTS

The Oregon Department of Education provides sample tests to demonstrate the types of reading selections and questions students at grades 3, 4, 5, 6, 7, 8 and 10 might encounter on the Oregon Statewide Assessments. Passages on the test represent literary, informative and practical reading selections students might see both in school and other daily reading activities. These sample questions were taken from previous years’ tests. They were designed to assess students’ abilities to: understand word meaning within the context of a

selection (Vocabulary); locate information in common resources (Read to

Perform a Task); understand information that is directly stated

(Demonstrate General Understanding); understand ideas which are not directly stated but

are implied (Develop an Interpretation); analyze informative reading selections and form

conclusions about the information (Examine Content and Structure of Informational Text); analyze the use of literary elements and devices

such as plot, theme, setting, personification and metaphor in literature (Examine Content and Structure of Literary Text).

WHY PROVIDE STUDENTS WITH A SAMPLE TEST?

Most students feel some anxiety when they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they will feel. It also may help students feel less anxious if they are familiar with the types of reading selections and questions they will encounter on the test. It is important that students feel comfortable with the test format and have some test-taking strategies to help them achieve the best possible score.

HOW TO USE THE SAMPLE TEST

The Oregon Department of Education has provided sample tests periodically beginning in 1997. The latest—Grade 4 Sample Test 2004-2006—appears in the student test booklet here. Students my take this sample test as a practice activity to prepare for the actual test.

A list of test-taking strategies and tips follows this introduction. Teachers may use the tips to: generate individual and class discussion; call attention to helpful strategies students can use to

prepare for and take the test; and share ideas with parents of ways to help reduce test

anxiety and promote good study habits at home. In addition to gaining practice in reading and answering test questions, some students also may benefit from practice in marking bubbles on a separate answer sheet, as required on the actual test. An answer sheet for students to mark is provided at the end of each student test booklet. An answer key for this test is provided at the end of this introduction. In addition to the correct answer, the key also identifies which reporting category each question is designed to assess (the bolded titles in the left column of this introduction indicate the reporting categories adopted in 2003 with student accountability starting in 2005-2006). A table below the answer key converts the number of items correct on the sample test to a score similar to the scores students will receive on the Oregon Statewide Assessment (called a RIT score). However, this test is only a practice test. Scores on this sample test may not be substituted for the actual Oregon Statewide Assessment. In using the sample test, teachers may wish to have students take the entire sample test, or complete a passage and its questions and then discuss it in class before proceeding to the next selection. Students may benefit from re-reading the passages and analyzing both the correct and incorrect answers. Sample tests also may be shared with parents to help them understand the types of questions their child will encounter on the test and to practice with their child. Sample questions may be reprinted in newsletters or shared at community meetings to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the actual tests, they do provide examples of the subject area content and difficulty level students will encounter as part of Oregon’s high academic standards.

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 4 Oregon Department of Education ii August 2004

Test-Taking Tips Students: Use these tips to help you prepare for the test.

Before the test Develop a positive attitude. Tell

yourself, “I will do my best on this test.”

Get a good night’s sleep the night before the test.

Get up early enough to avoid hurrying to get ready for school.

Eat a good breakfast (and lunch, if your test is in the afternoon).

During the test Stay calm.

Listen carefully to the directions the teacher gives. Ask questions if you don’t understand

what to do. Before you read a selection on the test,

preview the questions that follow it to help focus your reading. After reading a selection, read the entire

question and all the answer choices. Stop and think of an answer. Look to see if your answer is similar to one of the choices given. Read each test question carefully.

Try to analyze what the question is really asking.

Slow down and check your answers.

Pace yourself. If you come to a difficult passage or set of questions, it may be better to skip it and go on, then come back and really focus on the difficult section.

This is not a timed test. If you need more time to finish the test, notify your teacher.

If you are not sure of an answer to a question try these tips:

- Get rid of the answers that you know are not correct and choose among the rest.

- Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have been given to choose from.

- Go back and skim the story or article to see if you can find information to answer the question. (Sometimes a word or sentence will be underlined to help you.)

- If you get stuck on a question, skip it and come back later.

- It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions.

After the test Before you turn your test in, check it

over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice. Make sure you have marked an answer for

every question, even if you had to guess.

Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks. Don’t worry about the test once it is

finished. Go on to do your best work on your other school assignments.

Reading and Literature

Office of Assessment and Information Services 2004- 2006 Sample Test, Grade 4 Oregon Department of Education 1 August 2004

DIRECTIONS Read each of the passages. Then read the questions that follow and decide on the BEST answer. There are a lot of different kinds of questions, so read each question carefully before marking an answer on your answer sheet.

WALKING JOSHUA Willa was lonely since she moved to a new town. To make matters worse, she thought she saw a ghost! Read this story from WILLA AND OLD MISS ANNIE by Berlie Doherty to find out what she really saw.

OLD MISS ANNIE held out her hand. It was full of bumps, just like a twig that’s all twisted. Even though Willa was afraid of Old Miss Annie, she liked the way her eyes looked sad and smiling at the same time.

“You go and see Joshua,” said Mum, “and I’ll call for you when I come back from the shops.”

So Willa let go of Mum’s hand and followed Old Miss Annie up her path and around to the garden at the back. And that was how she met Joshua.

Joshua had yellow eyes and a beard like white silk. He had horns that twisted around themselves and a big mouth like a saucer. He was tied by a rope to a post under the trees in Miss Annie’s little garden, and when he tried to move away from it, he jumped in the air. It was just as if he were dancing. And then he gave his sad cry, and Willa felt as if she was crying too.

“Poor ghost,” she said. Old Miss Annie went

over to Joshua and patted him and slipped the rope off the stick.



“I’ll move the tether pin,” she said. “Then he can have some fresh grass.”

“Why is he tied up?” asked Willa. “Because he’d eat everything in my garden.” Old Miss Annie

chuckled. “And he’d have hiccups.” Joshua cried again, and Willa put her hands over her ears.

“Why does he cry so much?” she shouted. “I think he’s lonely,” Old Miss Annie said. “And this garden is

too small for him.” Willa thought that Joshua didn’t look like a ghost at all. He

looked like a small white horse, or a big white dog, or a sheep. “He doesn’t look like a ghost,” she said.

Old Miss Annie put her head a little to one side as if she couldn’t hear Willa properly. “We could take him for a walk, if you like,” she said.

They both had to hold on to Joshua’s rope. He skipped in front of them, tucking his head down and kicking his legs out. Willa and Old Miss Annie hung on to his rope and laughed all the way up the road. His feet made little scratching noises on the pavement. Everyone they passed smiled at them and said, “Hello, Miss Annie,” and “Hello, Joshua,” and when Old Miss Annie introduced them to Willa they said, “Hello, Willa,” too, and smiled. Some of them were children.

Willa felt proud to be the one taking Joshua for a walk.

1 Where did Willa’s Mum go?

A. To the garden B. Dancing C. On a hike D. Shopping



2 Why is Joshua tied up?

A. So he won’t run away B. So he won’t step on flowers in the garden C. So he won’t get sick D. So he won’t eat things in the garden

3 Willa probably thought Joshua was a ghost because he

A. was tied by the laundry. B. was white. C. tried to catch her. D. lived behind the house.

4 What do you think will probably happen after the walk?

A. Willa will make friends with some of the children she met. B. Miss Annie will get sick because she pulled so hard on the rope. C. Miss Annie will be much happier with Joshua out of the yard. D. Joshua will get in trouble because he scratched the pavement with his feet.

5 Which statement from the story best shows that Willa is feeling better about her new town?

A. Willa thought that Joshua didn’t look like a ghost at all. B. “Poor ghost,” she said. C. “Because he’d eat everything in my garden. And he’d have hiccups.” D. Willa felt proud to be the one taking Joshua for a walk.

CONTINUE ON TO THE NEXT PAGE



ROLLER COASTERS Have you ever ridden on a roller coaster? Read this selection from the book I WONDER...? MACHINES by Jaap Tuinman to find out more about roller coasters.

WHAT MAKES A ROLLER COASTER GO? Gravity—the force that makes things fall toward the

ground. Roller coasters are powered by gravity, except at the very beginning of the ride. To get started, the roller-coaster cars hook on to a chain. It pulls them to the top of the first hill. The chain can pull the cars because gears connect it to a motor on the ground. When the cars get to the top of the first hill, the hooks let go. Then the cars roll down. They go faster and faster until they reach the bottom.

As the cars go up the next hill, they slow down. The same force of gravity that makes the cars go faster when they are coasting down makes them go slower when they are coasting up. Each hill that the cars go up is a little lower than the hill that the cars just rolled down. This is because gravity does not let the cars roll to a place that is as high as the hill they just came from.

6 What is the hook on the chain used for?

A. To connect several cars together B. To push the cars down the last hill C. To make the cars slow down D. To pull the cars up the first hill

7 Why are the hooks not needed for most of the ride?

A. The cars never go up again. B. The cars have their own motors. C. The cars use gravity to travel. D. The cars are connected to a chain.



8 Toward the end of the selection, the word coasting means to

A. be near the beach. B. keep moving without power. C. go faster and faster. D. reach the bottom.

9 How do roller-coaster cars get started?

A. They are hooked to a chain. B. They are powered by gravity. C. The gears connect it to the ground. D. They are pushed by people on the ground.

10 The author probably wrote this selection

A. to teach you how to be safe on roller coasters. B. so you will learn what makes a roller coaster move. C. so everyone will have a good time on a roller coaster. D. to tell how useful roller coasters can be.




THE WINDY WORLD The chart that follows is from the book IT’S RAINING CATS AND DOGS by Franklin M. Branley. It is called a wind scale. Look at it to see what happens when the wind blows at different miles per hour.



11 The wind scale chart tells you that smoke drifts when wind blows at 1 to 3 miles per hour. What does the word drifts mean? It means that

A. the smoke will go straight up. B. the smoke will get in everyone’s eyes. C. the smoke will blow sideways. D. there might be a chimney fire.

12 At what wind speed does the wind scale tell you that flags flap?

A. 13-18 m.p.h. B. 19-24 m.p.h. C. 25-31 m.p.h. D. 32-38 m.p.h.

13 At what wind speed do twigs break?

A. 8-12 m.p.h. B. 13-18 m.p.h. C. 25-31 m.p.h. D. 39-46 m.p.h.

14 If the wind were blowing at 6 m.p.h., which of these would probably happen?

A. Branches would move. B. Leaves would rustle. C. Walking would be difficult. D. Trees would fall over.




MISHKA Miska learns to play the fiddle from his grandfather. He then joins a circus and finds a way to entertain audiences.

WHEN MISHKA WAS EIGHT, HIS GRANDFATHER made him a fiddle and taught him to play “The Blue Danube.” Mishka played to the two goats, the three hens, and the four ducks, but he soon became bored with such a small audience and set out to find fame elsewhere.

He had not gone far when he came to a circus—Hoffman’s Circus. “Surely I can find fame here!” thought Mishka, and he went inside.

He went to the Ringmaster and asked if he needed a good fiddler to play “The Blue Danube” in his show. The circus people laughed, and the Ringmaster said he could not be bothered with fiddlers, but he did need an odd-job man.

“Better than nothing,” said Mishka. And the first job the Ringmaster told him to do was to muck out the elephants.

When he had finished with the elephants, the Ravioli Brothers took him up on the trapeze and threw him around for a bit of practice.

After that, he lent a hand to Colonel Goulash, who could not cope with his lions—they kept taking bites out of his uniform and didn’t show him any respect. Mishka just played them a few bars of “The Blue Danube.” It calmed them down beautifully.

Then the two Pretzels tried Mishka out on the horses, but he felt sick and could not wait to get off.

Then the Ringmaster took Mishka along to help the clowns, who threw buckets of water over him—but Mishka did not think that was funny.

Running Water, the knife-thrower, used him for target practice—but Mishka was the wrong shape for it. Then he had to give the brown bear a bath and feed the sea lion with fish.



All this was not Mishka’s idea of fame. Then one day the elephant trainer caught a cold, and

Mishka offered to take his place. He brought out Mr. Hoffman’s largest elephant, climbed on to its head, stood upside down, and played “The Blue Danube.”

The people went wild, cheering and clapping, while the Ringmaster scowled in a corner.

Mishka became the star of the circus, and people flocked to hear him play “The Blue Danube” on the head of the elephant.

Mr. Hoffman was kept busy selling tickets. He collected so much money that he decided to save up for an even bigger elephant.

As Mishka was now too busy and famous to do it—the Ringmaster had to muck out the elephants himself. “Somebody’s got to do it,” said Mishka. And with that he went on practicing a new piece, the “Radetzky March.”

15 In the statement “…and people flocked to hear him play…” flocked means

A. flew. B. gathered together. C. became quiet. D. didn’t like.

16 What was the first job Mishka was given at the circus?

A. Helping the lion tamer B. Mucking out the elephants C. Target practice for the knife-thrower D. Feeding the sea lion

17 Based on this story, what do you think will happen later? Mishka will

A. become the ringmaster. B. return home to his grandfather. C. continue to play his fiddle at the circus. D. practice to become a trapeze artist.



18 While Mishka played his fiddle, the Ringmaster “…scowled in the corner.” He was probably scowling because

A. the audience was booing. B. the elephant was in danger. C. nobody came to the circus. D. Mishka was getting all the attention.

19 People enjoyed watching Mishka play the fiddle on the elephant because

A. it was dangerous. B. they liked hearing “The Blue Danube.” C. they thought the elephant was big. D. they had never seen anything like it.

AMANDA CLEMENT: THE UMPIRE IN A SKIRT In a day and age when opportunities for women in sports were limited, Marilyn Kratz tells about a young woman who bravely challenged this practice and earned respect for her efforts and ability.

IT WAS A HOT SUNDAY AFTERNOON in Hawarden, a small town in western Iowa. Amanda Clement was sixteen years old. She sat quietly in the grandstand with her mother but she imagined herself right out there on the baseball diamond with the players. Back home in Hudson, South Dakota, her brother Hank and his friends often asked her to umpire games. Sometimes, she was even allowed to play first base.

Today, Mandy, as she was called, could only sit and watch Hank pitch for Renville against Hawarden. The year was 1904, and girls were not supposed to participate in sports. But when the umpire for the preliminary game between two local teams didn’t arrive, Hank asked Mandy to make the calls.

Mrs. Clement didn’t want her daughter to umpire a public event, but at last Hank and Mandy persuaded her to give her consent. Mandy eagerly took her position behind



the pitcher’s mound. Because only one umpire was used in those days, she had to call plays on the four bases as well as strikes and balls.

Mandy was five feet ten inches tall and looked very impressive as she accurately called the plays. She did so well that the players for the big game asked her to umpire for them—with pay!

Mrs. Clement was shocked at that idea. But Mandy finally persuaded her mother to allow her to do it. Amanda Clement became the first paid woman baseball umpire on record.

Mandy’s fame spread quickly. Before long, she was umpiring games in North and South Dakota, Iowa, Minnesota, and Nebraska. Flyers, sent out to announce upcoming games, called Mandy the “World Champion Woman Umpire.” Her uniform was a long blue skirt, a black necktie, and a white blouse with UMPS stenciled across the front. Mandy kept her long dark hair tucked inside a peaked cap. She commanded respect and attention—players never said, “Kill the umpire!” They argued more politely, asking, “Beg your pardon, Miss Umpire, but wasn’t

that one a bit high?” Mandy is recognized in the Baseball Hall of Fame in

Cooperstown, New York; the Women’s Sports Hall of Fame; and the Woman’s Sports Foundation in San Francisco, California. In 1912, she held the world record for a woman throwing a baseball: 279 feet.

Mandy’s earnings for her work as an umpire came in especially handy. She put herself through college and became a teacher and coach, organizing teams and encouraging athletes wherever she lived. Mandy died in 1971. People who knew her remember her for her work as an umpire, teacher, and coach, and because she loved helping people as much as she loved sports.



20 Which of the following was true in 1904?

A. Women were allowed only to umpire in baseball games. B. Women were allowed only to pitch in baseball games. C. Women were not supposed to sit in the grandstand. D. Women were not supposed to participate in sports.

21 Which best explains why Mrs. Clement did not want her daughter to umpire the game?

A. She thought that Mandy was too tall. B. She was afraid Mandy might get hurt. C. She was afraid of what other people would say. D. She thought one of the base umpires could do it.

22 How did Amanda Clement change the game of baseball?

A. She was the first paid umpire. B. She was the first woman umpire. C. She was the first to wear a peaked cap and black necktie. D. She was the first to be an umpire, a coach, and a teacher.

23 The story says that Mandy finally persuaded her mother. When used this way, the word persuaded means

A. convinced. B. told. C. helped. D. confused.

24 Mandy wore her hair tucked inside a cap. What does the word tucked mean in this article?

A. Long B. Hidden C. Rolled in a ball D. Hanging down from

Grade 4 Reading/Literature SAMPLE TEST KEY 2004-2006


Item Key Score Reporting Category 1 D Demonstrate General Understanding 2 D Demonstrate General Understanding 3 B Develop an Interpretation 4 A Develop an Interpretation 5 D Develop an Interpretation 6 D Demonstrate General Understanding 7 C Develop an Interpretation 8 B Vocabulary 9 A Demonstrate General Understanding 10 B Examine Content and Structure:

Informational Text 11 C Vocabulary 12 A Read to Perform a Task 13 D Read to Perform a Task 14 B Read to Perform a Task 15 B Vocabulary 16 B Demonstrate General Understanding 17 C Develop an Interpretation 18 D Develop an Interpretation 19 D Develop an Interpretation 20 D Demonstrate General Understanding 21 C Develop an Interpretation 22 B Demonstrate General Understanding 23 A Vocabulary 24 B Vocabulary

CONVERTING TO A RIT SCORE

Number correct RIT Score Number Correct RIT Score 1 171 13 207 2 179 14 209 3 184 15 211 4 187 16 213 5 190 17 215 6 193 18 218 7 195 19 221 8 198 20 224 9 200 21 227 10 202 22 232 11 203 23 240 12 205 24 248


Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 378-3600

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SAMPLE TEST - · PDF fileOffice of Assessment and Information Services 2004- 2006 Sample Test, Grade 4 Oregon Department of Education i August 2004 INTRODUCTION TO READING AND