Grade 4 | Wit & Wisdom Student Assessments

Wit & Wisdom Student Assessments Grade 4

Assessment 5A: Focusing Question Task 1

Purpose: This task will give you a chance to show what you learned about a figurative great heart. Doing this task will also help you prepare for the End-of-Module Task, which you will complete when we finish our study of great heart.

Introduction: We have been learning about three famous women—Clara Barton, Anne Frank, and Helen Keller—by reading their biographies. What did they do that others admired? How did they show figurative great heart? For this task, you will write about one of these women.

Task: Write a well-developed paragraph in which you explain how Clara Barton, Anne Frank, or Helen Keller showed figurative great heart. Write for an audience who has read and studied the biographies as you have.

Begin your paragraph with your chosen woman’s quotation from Handout 2A.

Then develop your ideas with evidence and examples from the Evidence Organizer Chart (Handout 4A) and the biography you read.

• Clara Barton Biography, Biography.com (http://witeng.link/0664)

• Anne Frank Biography, Britannica Kids (http://witeng.link/0666)

• Helen Keller Biography, Helen Keller Kids Museum Online (http://witeng.link/0665)

Checklist for Success

Your paragraph should include the following:

An introduction that catches your readers’ attention with a quotation from Handout 2A. Correct punctuation for the quotation.

A focus statement that states the big idea and includes two points about how this woman showed great heart.

Evidence from this woman’s biography to support each point. Elaboration on how the evidence connects to each point.

A concluding statement that connects back to your big idea.

Assessment 14A: New-Read Assessment 1

Directions: Read the passage “Nowhere to Go but Up” on page 22 of The Circulatory Story by Mary K. Corcoran, beginning with “The red blood cell you’re on” and ending with “travels against gravity.” Look at the illustration on page 22. Then answer each item.

1. This item has two parts. Answer PART A; then answer PART B.

Read this sentence from the passage.

“Like the heart, many veins have a cool way of preventing blood from flowing back the wrong way—one-way venous valves.”

PART A: What does preventing mean?

a. supporting

b. moving

c. forming

d. stopping

PART B: What context best helps readers understand the meaning of preventing?

a. “ You’d better watch which way”

b. “keep blood from going backward”

c. “help blood ‘climb’ up”

d. “travels against gravity”

2. W hat is one purpose of venous valves?

a. They bring oxygen to the body from the heart.

b. They carry red blood cells back to the body’s cells.

c. They help blood flow against gravity to the heart.

d. They keep veins from becoming too thin or thick.

3. W hat is the main idea of this passage?

a. Veins carry blood from the body to the heart.

b. Veins, like arteries, are types of blood vessels.

c. Veins are thicker than capillaries.

d. Veins have venous valves that open and close.

4. How does the illustration on page 22 of The Circulatory Story help readers understand the ideas in this passage?

a. It shows what causes venous valves to open and close.

b. It shows what happens when blood reaches the heart.

c. It shows how valves in the veins keep blood from flowing backward.

d. It shows how red blood cells travel from different body cells into veins.

Assessment 17A: Focusing Question Task 2

Purpose: This task will give you a chance to show what you know about a literal great heart. Doing this task will also help you prepare for the End-of-Module Task, which you will complete when we finish our study of great heart.

Introduction: For the past several lessons, we have learned about the circulatory system and how the heart works. What is a literal great heart? What can people do to make their hearts great?

Task: Write an informative paragraph in which you explain what a literal great heart is. Write for an audience who has read and studied the book The Circulatory Story as you have.

Develop your ideas with evidence from the Evidence Organizer Chart (Handout 17A) and examples from the core text:

• The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Checklist for Success

Your paragraph should include the following:

An introduction that provides context.

A focus statement that states the big idea of the paragraph, or what a literal great heart is.

Two supporting points to show what a literal great heart is. Evidence from the text to support each point.

Elaboration on how the evidence relates to each point.

A concluding statement that connects back to your big idea.

At least one compound sentence that is punctuated correctly.

Vocabulary words that are specific and appropriate to the content.

Correct capitalization and punctuation. (Be sure to punctuate quotations correctly!)

Assessment 28A: Focusing Question Task 3

Purpose: This task will give you a chance to show your understanding of themes in Love That Dog by Sharon Creech. Doing this task will also help you prepare for the Endof-Module Task, which you will complete when we finish our study of great heart.

Introduction: We have been reading Love That Dog and learning how the main character, Jack, changes from the beginning to the end of the school year. We have also discussed themes in Jack’s poetry and in the book as a whole.

Task: Write an informative paragraph in which you identify one theme of Love That Dog and explain how the author develops this theme by showing a change in Jack from the beginning to the end of the school year. Write for an audience who has read and studied the book Love That Dog as you have.

Develop your ideas with evidence and examples from Love That Dog by Sharon Creech.

Checklist for Success

Your paragraph should include the following:

An introduction that provides context.

A focus statement that states the big idea, a theme of Love That Dog.

A supporting point that describes a change in Jack that relates to the theme.

Evidence from the text that shows the change in Jack. Elaboration on how the evidence connects to the theme.

A concluding statement that connects back to the big idea, the theme of Love That Dog and how Jack changes.

A pair of adjectives, ordered correctly.

Correct capitalization and punctuation. (Be sure to punctuate quotations correctly!)

Assessment 29A: Vocabulary Assessment 1

Directions: Read each sentence. Write a short definition for each bold term. If you come to a word you cannot read or write, ask for help.

1. Sandra was courageous during the great storm.

2. It is important to concentrate when you work.

3. All who knew her agreed she was an honorable person.

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4. The doctor brought a model of the circulatory system to school.

5. Dad built a circular swing in the backyard.

6. The machine had two chambers.

7. Greeks believed in immortal gods in this world.

8. He received an anonymous letter.

9. We studied synonyms this week in our language lesson.

10. Mr. Jones inferred from Kim’s excuse that she had other plans.

11. He went to the cardiac unit of the hospital.

12. We will synthesize all of the requests and come up with a plan.

Assessment 30A: New-Read Assessment 2

Directions: Read the poem “Heart to Heart” by Rita Dove (http://witeng.link/0786). Then, answer the questions.

1. How is this poem different from prose?

a. It ends each line with a rhyming word.

b. It repeats a refrain or a chorus.

c. It uses line breaks to emphasize ideas.

d. It explores a main idea or topic.

2. How can you tell when a new stanza starts?

a. Each stanza ends with a period.

b. Each stanza makes a complete sentence.

c. A rhyming word ends each stanza.

d. A line break with a blank line separates each stanza.

3. What is the focus of the first stanza?

a. Dove shares her own feelings.

b. Dove tells what a heart cannot do.

c. Dove describes what a heart looks like.

d. Dove lists what a heart does in the body.

4. Which is the best summary of this poem’s purpose?

a. to ask a question and give an answer

b. to describe a place or a scene

c. to discuss an idea

d. to tell a story

5. Read this metaphor from the poem:

“I feel it inside its cage sounding a dull tattoo”

This metaphor means that the speaker feels

a. her heart beating in her ribs.

b. constant love for her partner.

c. how much pain she has had.

a. trapped in old feelings.

6. Choose the answer with the quotation that is correctly punctuated.

a. In her poem, Dove writes that the heart is “just a thick clutch / of muscle.”

b. In her “poem,” Dove writes that the heart is “just a thick clutch / of muscle.”

c. In her poem, Dove writes ‘that the heart is just a thick clutch / of muscle.’

d. In her poem, Dove writes that the heart is just a thick clutch / of muscle.

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7. Poems can be described as dramatic, lyric, or narrative.

• A dramatic poem is like a little play, with speaking characters.

• A lyric poem expresses personal thoughts and feelings.

• A narrative poem tells a story.

Which kind of poem is “Heart to Heart”? How do you know?

8. In the poem “Heart to Heart,” does Rita Dove describe a literal heart, a figurative heart, or both? Use evidence from the poem to support your answer. Be sure to use the correct punctuation when quoting directly from the poem.

Assessment 30B: Vocabulary Assessment 2

Directions: Read each sentence. Write a short definition for each bold word. If you come to a word you cannot read or write, ask for help.

1. She was infinitely better at bowling than I was.

2. When an organ in a person’s body stops working, a doctor might try to transplant it with an organ from another person.

3. After a long morning hike, we devoured our lunch.

4. The teacher gave the literal meaning of the word heart.

5. We then discussed the figurative meaning of heart.

6. She gave me a sympathetic look when I told her I had been sick.

7. Does that word rhyme with fame?

8. We need to find a way to transport the package.

9. The meter of the poem reminded her of a horse running.

10. The valve was not working properly, which caused a problem.

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11. The crowd was enjoying the rhythm of the music.

12. Poets often use imagery to convey ideas.

Assessment 32A: End-of-Module Task

Purpose: This task will give you the chance to express your understanding of the module’s Essential Question: “What does it mean to have a great heart, literally and figuratively?” You will demonstrate what you learned in an informative essay that uses text evidence.

Introduction: Throughout the module, you thought about how people show a figurative great heart and what makes a literal great heart. You studied many texts to learn what makes a great heart.

Task: Write a four-paragraph informative essay that tells what it means to have a great heart, literally and figuratively. Write for an audience who has studied the topic as you have.

Develop your ideas with evidence from the module’s two core texts, The Circulatory Story by Mary K.

Corcoran

and Love That Dog by Sharon Creech, and the Evidence Organizer Charts (Handout 17A and Handout 29A).

Checklist for Success

Your informative essay should include the following:

An introduction that presents the topic and provides context. A clear focus statement that includes the two points you will explain in your essay. Two supporting paragraphs—one that explains a literal great heart and one that explains a figurative great heart.

In each supporting paragraph, evidence from the text to support the focus. In each supporting paragraph, elaboration to explain how the evidence supports the focus.

A concluding statement that reinforces and reflects on your focus statement. Specific and appropriate vocabulary. Correct capitalization and punctuation. (Be sure to punctuate any quotations correctly!)

Assessment 15A: New-Read Assessment 1

Directions: Read the excerpt from the SAS Survival Handbook titled “Testing New Plants” on Handout 15A. Use the text to help you answer the questions below.

1. What text feature helps you understand how the information is organized?

a. the bold-faced words at the beginning of each section

b. the first sentence of each paragraph

c. the heading “Testing New Plants”

d. the dashes before some phrases

2. Which piece of evidence explains the meaning of the word emetic in the first paragraph?

a. “drinking plenty of hot water”

b. “do not eat again until the pain goes”

c. “Swallowing some will induce vomiting”

d. “Added mint provides a good intestinal sedative.”

3. Why should you inspect a plant first? Choose the two best answers.

a. You can identify the type of plant to know if it is safe to eat.

b. Some plants become toxic when they are old.

c. You can see how much is available.

d. Some plants are food for worms.

4. What does the word discard mean in the text?

a. eat

b. save for later

c. smell

d. throw away

5. What is the purpose of the text called “Testing New Plants”?

a. The purpose of the text is to identify plants that are safe to eat.

b. The purpose of the text is to test plants for their strength.

c. The purpose of the text is to try to make a person get sick.

d. The purpose of the text is to discard plants in the woods.

6. How many tests should a person do on a plant before it is eaten?

a. three

b. nine

c. twenty

d. none

7. In the section called “Lips, Tongue, Mouth,” why are the steps to test a plant listed in that particular order?

a. The order of the tests increase in danger if the plant is poisonous.

b. The plants taste badly.

c. The plants cause irritation.

d. The skin is tougher than the mouth.

8. Why should you wait five hours after swallowing a small amount of a plant?

a. You will not be hungry.

b. You will know if you have a reaction.

c. If the plant makes you sick, you know it is dangerous to eat.

d. Others will want to eat the plant.

Respond to the following question with a short answer (three to five sentences). Use complete sentences and provide relevant textual evidence to support your explanation.

9. How do you know a wild plant is safe to eat?

Assessment 24A: New-Read Assessment 2

Directions: Read chapter 11 in Hatchet. Use evidence from the text to help you answer the questions below. Be sure your answer has a clear, focusing statement.

1. This chapter begins and ends with the same sentence, “There were these things to do.” What are the things Brian needs to do and why does he do them?

2. On page 100, Brian thinks that he is “not the same.” Explain how Brian has changed since the plane crash.

3. How does Brian feel about the Canadian wilderness? Why is this important for us to know?

4. On page 102, the text says “a kingfisher … left the branch … and dove into the water. It emerged a split part of a second later. In its mouth was a small fish.” What does the word emerged mean?

5. Identify two or three thought shots and use them to analyze Brian’s overall mood in this chapter.

Assessment 33A: Vocabulary Assessment, Part 1

Directions: Read each sentence. Write a short definition for each bold word, being sure to explain what the word means to the best of your ability. If you come to a word you cannot read, ask for help.

1. Grandfather looked small and frail, but he could walk for miles.

2. There are many things about Native American civilizations that are not understood.

3. It is vital that you complete your test before the bell rings.

4. The fact that she missed the deadline was of little consequence.

5. The first stanza created an unmistakable mood in the poem.

6. The teacher asked the class to find the theme to the book Peter Pan.

7. It was interesting to hear a parent’s perspective about wearing uniforms to school.

8. The extreme setting caused other problems for the boaters.

9. Mr. Thoreau lived a solitary life, which he enjoyed.

10. The top of the car was exposed to the sun in the parking lot.

11. The fireworks in New York City were spectacular.

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12. He built a shelter behind a cave.

13. Her letter was scarcely finished, but she had to get it mailed that day.

Assessment 34B: End-of-Module Task

Purpose: The purpose of your writing is to create an engaging survival story. Write for an audience of peers who have studied the same module texts, have knowledge about a mountainous setting and what makes it extreme, and understand wilderness survival techniques. This story is your opportunity to apply your new knowledge to create an engaging and exciting narrative about the challenges of surviving in the wilderness.

Introduction: Throughout Module 2, you studied many texts that reveal how setting and environment affect people. You learned that the ways characters react to a challenge or obstacle reveal how they feel. You also learned effective narrative writing techniques, such as including sensory details, writing snap shots and thought shots, and writing exploded moments to captivate your readers. Now is your chance to use all of this knowledge to create a tale of your own survival.

Texts:

ƒ SAS Survival Handbook

ƒ Mountains

ƒ Hatchet

ƒ “Dust of Snow”

ƒ “Stopping by Woods on a Snowy Evening”

ƒ “All Summer in a Day”

Task: Imagine you are lost on a mountain and write a story about your survival. Follow the steps in the acronym ESCAPE to plan out your story. Include specific sensory details, descriptive snap shots, and thought shots to help your story come alive for the reader. Bring your story to a natural conclusion that makes sense for the reader.

Checklist for Success:

ƒ Write a narrative about an imagined situation based in a mountainous setting that includes all story elements in ESCAPE.

ƒ Include two exploded moments with detailed description that has sensory details, thought shots, and snap shots.

ƒ Incorporate three facts about a mountainous environment or survival techniques you learned from reading the texts in the module.

ƒ Incorporate sensory details throughout the story to make it seem believable.

ƒ Incorporate and correctly punctuate dialogue to reveal the attitude of a character.

ƒ Use relative pronouns and adverbs to expand sentences.

ƒ Form and use progressive verb tenses correctly.

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ƒ Form and use prepositional phrases to expand sentences.

ƒ Incorporate vocabulary from the module.

ƒ Revise and edit writing for proper use of Grade 4 language standards.

Assessment 34A: Vocabulary Assessment, Part 2

Directions: Read each sentence. Write a short definition for each bold word, being sure to explain what the word means to the best of your ability. If you come to a word you cannot read, ask for help.

1. The eruption in the crowd happened suddenly.

2. Survival is important to people who do not have a safe place to live.

3. The Canadian wilderness is very spread out.

4. The family faced many challenges after their house burned down.

5. The soccer team will have to overcome a bad season with a good one.

6. The gymnast made a perfect score and did so effortlessly.

7. The disappointment was written all over her face.

8. The discovery of penicillin was a major medical breakthrough.

9. Having to pay for the broken window was a real setback for Bob.

10. After retrieving his ball, the dog quickly emerged from the cold water.

11. Many people show great resilience during tough times.

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Assessment 7A: Focusing Question Task 1

Purpose: Your purpose for writing is to demonstrate what you have learned so far in the module about the American Revolution. Use your knowledge about the two main sides of the revolution and how their perspectives developed. This essay helps you solidify your understanding of the perspectives about the conflict between the Americans and the British government so that you are better prepared to write about your opinion on the conflict in the End-of-Module Task. Your audience is a group of your peers who have read the same texts as you.

Task: Write an explanatory essay to respond to the following prompt: What were the perspectives of the two main sides of the American Revolution? Use the Painted Essay format to organize your information.

Support your response using evidence from the following texts:

ƒ “Massacre in King Street,” Mark Clemens

ƒ George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer

Checklist for Success:

Be sure to include all of the following in your response:

Use the Painted Essay format of an introduction, two supporting paragraphs, and a conclusion.

Write an introduction that explains the context for the focus.

Include a focus statement that includes two supporting points.

Develop each supporting point into a supporting paragraph using explanations and textual evidence.

Write a conclusion that gives the reader something to ponder.

Use complete, detailed sentences, correcting run-ons and fragments.

Include at least three of these vocabulary words, using each word appropriately to enhance your writing: revolution, convinced, liberty, taunted, independence/independent, perspective, conflict, massacre, propaganda. Underline each word.

Use correct spelling, capitalization, and punctuation.

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Assessment 11A: Focusing Question Task 2

Task: Write a letter to the Sons of Liberty as one of the following characters from the story, Colonial Voices: Hear Them Speak.

In the letter, state your opinion and perspective on the Boston Tea Party. Defend your opinion with evidence that shows how your job and family have influenced your perspective. Use textual evidence from Colonial Voices: Hear Them Speak and one of these two informational texts:

ƒ “Detested Tea,” Andrew Matthews

ƒ George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer

Checklist for Success:

Be sure to include all of the following in your response:

Form an opinion and support it with two reasons.

Use evidence from two texts to support reasons for the opinion. Record

The Errand Boy The Printer The Baker The Mistress of the Dame School The Shoemaker

The Milliner The Basket Trader The Tavern Keeper The Midwife The Barber/ Wigmaker

The Blacksmith’s Slave The Clockmaker The Silversmith’s Apprentice

Use vocabulary from your Vocabulary Journal to enhance your writing. Underline the words.

Use complete, detailed sentences, correcting run-ons and fragments.

Use formal English when writing your letter.

Use the Painted Essay format of an introductory paragraph to state your opinion, two supporting paragraphs, and a concluding paragraph.

Use correct spelling, capitalization, and punctuation.

Assessment 13A: New-Read Assessment 1

“Detested Tea,” Andrew Matthews

Directions: Read the article called “Detested Tea.” Use the article to help you answer the questions below.

1. Use a dictionary to determine the best definition for the word disguised as it is used in this sentence:

“Disguised as Native Americans, a group of Boston men boarded three ships stuck in Boston Harbor and destroyed their shipments of tea.”

Write a synonym for disguised.

Write an antonym for disguised.

2. According to the information in the first two paragraphs, what are the two perspectives on the conflict in this article?

One side:

The other side:

3. What point does the author make about taxes imposed on the colonies according to the British perspective?

4. Which reason does the author use to support this point?

a. The taxes had to be paid.

b. The colonists refused to pay the tax.

c. If colonists paid the tea tax, they had to accept the right of the British Parliament to tax them.

5. What evidence does the author give to support this reason?

a. The colonists refused to pay the tax.

b. They passed a law called the Tea Act of 1773.

c. They wanted to rule themselves.

6. What was the cause of the standoff in Boston between the citizens and Governor Hutchinson?

7. Name three punishments that Boston received from Britain for dumping the tea in the harbor.

8. Why did the other colonies support Boston by sending supplies after the Boston Tea Party?

a. The other colonies had a surplus of supplies.

b. The other colonies were afraid of Britain.

c. The other colonies wanted British oppression.

d. The other colonies were unified in stopping British oppression.

Complete the chart below following the directions.

9. Explain what Thomas Hutchinson, governor of Massachusetts, means in this firsthand account of the situation in Boston. Record your answer in the box in the first row of the chart.

10. Find an example in the article (a secondhand account) that is related to what Thomas Hutchinson was saying in his quotation. Write down the example in the second row of the chart, and explain what it means.

Context

Firsthand account by Governor Thomas Hutchinson

Text Evidence

“I doubt whether it is possible to project a system of government in which a colony 3,000 miles distant from the parent company shall enjoy all the liberty of the parent state.”

This evidence means

11. Explain how the two accounts of the British perspective are similar and different.

How are the two accounts similar?

How are the two accounts different?

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Assessment 20A: Focusing Question Task 3

Purpose: The purpose of this essay is for you to explain how Maddy Rose’s beliefs about the American Revolution caused her to take specific actions. Writing this essay helps you prepare to write the End-of-Module Task where you will share your opinion about the actions of the colonists in the American Revolution.

Task: Write an essay to explain Maddy Rose’s perspective on the American Revolution and how it influences her actions in the story. Write for an audience who is unfamiliar with the story The Scarlet Stockings Spy.

Use evidence from The Scarlet Stockings Spy to support your explanation. You may also use evidence from George vs. George to support your explanation.

Compose your essay on a computer using the program chosen by your teacher. After we have read and responded to each other’s essays online, revise yours to include the feedback you received from your peers.

Checklist for Success:

Be sure to include all of the following in your response:

Use a collaborative computer program to compose your essay.

Create a strong focus statement that identifies your two supporting points.

Use the Painted Essay format to write an introduction, two supporting paragraphs, and a conclusion.

Support your explanations for Maddy Rose’s perspective and actions with evidence from The Scarlet Stockings Spy.

Include a properly punctuated compound sentence. Underline the sentence and draw a box around the conjunction.

Include three vocabulary words in your essay from your Vocabulary Journal. Underline each word.

Use correct spelling, capitalization, and punctuation.

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Assessment 28A: New-Read Assessment 2

Woods Runner, Chapter 12

Directions: Read chapter 12 in Woods Runner. Answer each question using complete, detailed sentences.

1. Summarize what happens in chapter 12.

2. On page 90, Annie says, “We jump into the woods every time we see somebody ... They can’t all be bad.” Samuel replies, “Every single one of them can be bad. So we hide.” In your opinion, who do you think is right, Annie or Sam? Explain your reasons for your opinion, and include text evidence to support your reasons.

3. Page 89 describes how Samuel feels after the Hessians attack the Clarks. Reread the second half of page 89, and describe how Samuel feels. How do these feelings affect him?

4. On page 89, Paulsen writes, “The jolt from what his [Samuel’s] life had been just short weeks ago to what it was now had been so sudden, the gulf so vast, that he felt he was in a completely different world, one dominated by violence and insanity.” What theme, or important idea, might the author want readers to understand with this quote?

5. Reread page 92 beginning with “All gone.” Rewrite the section as if Samuel is talking to Annie about his concerns. Write in first-person narration, and then explain how your account is similar and different from Paulsen’s third-person narration.

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Woods Runner, Gary Paulsen

Assessment 30A: Focusing Question Task 4

Purpose: The purpose of this essay is to demonstrate what you learned about opinion writing as well as the knowledge you gained by reading Woods Runner. It is also preparation for the End-of-Module Task, which is an opinion essay. This essay will give you practice writing to convey a strong opinion that is supported by clear reasons and textual evidence.

Task: In Woods Runner, Gary Paulsen writes about the American Spirit and how it drove the Patriots to continue fighting despite devastating odds. In your opinion, who best demonstrates American Spirit in Woods Runner? Write an essay that presents a strong opinion about one character in Woods Runner who best demonstrates American Spirit.

Support your response using evidence from Woods Runner by Gary Paulsen.

Checklist for Success:

Be sure to include all of the following in your response:

State an opinion and support it with two reasons.

Write an opinion essay using the Painted Essay format that includes an introduction, two supporting paragraphs, and a conclusion.

Use vocabulary in your Vocabulary Journal effectively in your writing. Highlight the words.

Use at least one relative pronoun to be more specific in your writing. Underline each one.

Use at least one relative adverb to be more specific in your writing. Circle each one.

Use the progressive form of verb tenses correctly.

Use complete, detailed sentences, correcting run-ons and fragments.

Use correct spelling, capitalization, and punctuation.

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Assessment 31A: Vocabulary Assessment 1

Directions: Read each sentence. Write a short definition for each bold word, being sure to explain what the word means to the best of your ability. If you come to a word you cannot read, ask for help.

1. The colonists came together to force a revolution.

2. The Loyalist was convinced her business was more important than her views.

3. There were differing perspectives in Boston prior to the Tea Party.

4. The Boston Massacre was a terrible incident that happened between the colonists and the British soldiers.

5. It is always good to try to find some firsthand accounts when doing research about a historical event.

6. The teacher gave students the liberty to select their own topic.

7. Most of the texts we read are secondhand sources.

8. The Patriots united in their fight for independence.

9. Paul Revere’s engraving was propaganda because it tried to persuade the colonists to see the British in a certain way.

10. There was an atmosphere of rebellion after the game.

11. The school was well known for its diversity.

12. The Sons of Liberty showed their defiance when refusing to buy British tea.

13. The Patriots met to discuss whether to pay the tea tax to open the Boston Harbor.

14. The Loyalists had already decided that they should pay the tea tax.

Assessment 32A: Vocabulary Assessment 2

Directions: Read each sentence. Write a short definition for each bold word, being sure to explain what the word means to the best of your ability. If you come to a word you cannot read, ask for help.

1. Please tell your partner what the theme of this chapter is from Woods Runner.

2. Patriotism is a quality that the coach values.

3. The settlement was south of Boston by the shore of Connecticut.

4. The West was known as a frontier by many Europeans.

5. There were two hundred captives in the warehouse in New York.

6. The teacher wants to defend her position on school uniforms.

7. American Spirit is one of the themes of this book.

8. The intelligence used during the American Revolution is interesting to study.

9. The boy wanted his communication to be clear during the assembly.

10. The survivors had a resilience that was worthy of respect.

11. The painting has a balanced composition.

Assessment 35A: End-of-Module Task

Task: Write a well-developed essay to respond to the following question: “In your opinion, were the American Patriots justified in fighting for their independence from Britain?”

Purpose: Your purpose for writing is to convince a friend that your opinion is the strongest. Your friend is unfamiliar with the topic and the texts you have read, so you need to provide information to help them understand the context for your opinion.

Use information from two or more of the module texts to support your reasons for your opinion:

ƒ George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer

ƒ “Massacre in King Street,” Mark Clemens

ƒ “Detested Tea,” Andrew Matthews

ƒ Woods Runner (information sections), Gary Paulsen

Checklist for Success:

Be sure to include all of the following in your response:

Include an introduction that provides necessary context.

Include a clear opinion statement and two supporting reasons.

Include two supporting paragraphs that support and explain each reason.

Include specific evidence from the texts, citing each source.

Elaborate on how the textual evidence connects to each paragraph’s focus.

Write a conclusion that restates the opinion and provides a reflection on the topic.

Correctly use a minimum of three module vocabulary words. Highlight each word.

Uses at least one compound sentence, punctuating it correctly. Circle each compound sentence.

Use complete sentences, and correct fragments and run-ons.

Use relative adverbs to be more specific in your writing.

Use transitional words and phrases to connect ideas.

Use correct spelling, capitalization, and punctuation.

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Assessment 6A: Focusing Question Task 1

Purpose: This task will give you an opportunity to express your understanding about why the ancient Greeks created myths. Writing about this topic and practicing your explanatory writing skills in a smaller, focused piece will help prepare you to write a longer essay for the End-of-Module Task.

Introduction: For the past several lessons, we have been learning about the ancient Greeks and mythology. What did they believe? How did they share those beliefs?

Task: Write a well-developed paragraph in which you explain what a myth is and why the Greeks created them. Write for an audience who might be interested in learning more about myths and why people created them.

Develop your ideas with evidence and examples from these texts:

ƒ Understanding Greek Myths, Natalie Hyde, pages 6–23

ƒ Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology, Lise Lunge-Larsen

Criteria for Success

Your paragraph should include:

an introductory statement that provides context

a topic statement that states the essential idea of the paragraph

t wo supporting points to show why the ancient Greeks created myths

evidence/examples from Understanding Greek Myths and the Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology to support each of your points

elaboration on how the evidence/examples relate to the essential idea transitions to connect ideas

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a concluding statement that reinforces your essential idea correct spelling, punctuation, and capitalization

Assessment 13A: Focusing Question Task 2

Purpose: This task will give you the opportunity to express your understanding of myths from different cultures and what they have in common. Understanding myths will prepare you to analyze the module’s Essential Question: What can we learn from myths and stories?

Introduction: You read many myths from both the ancient Greeks and Native Americans as well as informational texts to build your knowledge of mythology. You analyzed the purpose of these stories, determined the lessons they teach, and identified similarities in myths from different cultures.

Task: Choose two myths or stories that come from different cultures and share a similar theme. Write a well-developed essay to describe each story and compare how the myths convey the theme. Write for an audience of peers that are familiar with the myths.

Use evidence from two different texts listed below:

ƒ Understanding Greek Myths, Natalie Hyde

ƒ Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology, Lise Lunge-Larsen

ƒ Pushing Up the Sky: Seven Native American Plays for Children, Joseph Bruchac

Criteria for Success

Your essay should include:

an introductory paragraph that provides context and states the focus of your essay

a one-paragraph summary of each myth

evidence/examples from the texts to support each of your points

elaboration on how the evidence/examples relate to the focus

a paragraph that compares the themes of the stories transitions to connect ideas

t wo modal auxiliary helping verbs (can, could, may, might, must, etc.)

a concluding paragraph that restates your focus and explains why it is important correct spelling, punctuation, and capitalization

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Assessment 14A: New-Read Assessment 1

Directions: Read the Native American myth “When Raven Soared,” and then answer the questions.

1. Choose the two definitions for trickster according to paragraph 2.

a. someone who tries to fool others by misleading them

b. someone who is mean

c. someone who is kind-hearted

d. someone who is a mischief-maker

e. someone who likes the sun

f. someone who is greedy

2. Read the description of Raven from paragraph 2. In one sentence, explain its meaning. Refer to the story if you need more context.

“He was as vain as he was wise.”

3. Why were people living in darkness? Write a few sentences to answer the question and use evidence from the text to explain your answer.

4. How was Raven able to get to the chief’s boxes? Use evidence from the text to explain your answer.

5. Read paragraphs 9 and 10. Use the information to help you explain the theme of this myth.

6. Compare the image on display to the myth. Complete the chart to identify similarities and differences between the image and the text.

In the image, I see .

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In the text, it says .

7. Complete the chart below to compare “When Raven Soared” to “Pandora’s Box” in Understanding Greek Myths, page 27.

“When Raven Soared” “Pandora’s Box”

What does this myth explain?

What is the theme of this myth?

How are these themes similar?

8. Read the section of the tale below that was rewritten as a drama. How does this compare to the prose version of the tale? Use the proper words to describe the structural elements of a drama.

Scene 2: Raven tricks the Chief

The boy (Raven) and the grandfather sit near the fire inside the lodge. Three beautiful boxes sit nearby.

Raven: (Points to one of the beautiful boxes) Ga-a! Ga-a! Ga-a!

Grandfather: No, my Grandson, you may not have that box. It contains my precious treasure.

Raven: (even louder) Ga-a! Ga-a! Ga-a!

Grandfather: Okay, you may hold my beautiful box, but be very careful. (Grandfather hands the first box to the boy.)

Raven opens the box and lets the stars out.

Grandfather: What are you doing?! (Speaks with anger) You have released my precious stars into the world!

9. Read the Mohawk saying below. In one paragraph, explain what it means and how it relates to the myth “When Raven Soared”:

“A good chief gives, he does not take.”

Scene adapted from Anderson, Leigh. “When Raven Soared.” Appleseeds, Mar. 2008. Cricket Media, Carus Publishing Company.

Assessment 21A: Focusing Question Task 3

Purpose: These tasks will give you the opportunity to express your understanding of the connections between the main characters in Walk Two Moons. Understanding how Salamanca’s story and Phoebe’s story connect will prepare you with the knowledge necessary to analyze the module’s Essential Question: What can we learn from myths and stories?

Introduction: You read the first part of the story, Walk Two Moons and learned about Salamanca and Phoebe. As Salamanca tells Phoebe’s story to her grandparents, you are discovering how their stories are connected.

Task 1: Participate in a Socratic Seminar with your classmates in which you discuss the questions: “How are Sal’s and Phoebe’s stories connected? What is the main way they are connected?” Refer to specific details in the story to support your points. State at least three ways Sal and Phoebe are connected. Include their main connection. Use vocabulary and linking words in your discussion Listen to your classmates and build on their ideas.

Task 2: Write a well-developed paragraph in which you explain how Sal’s and Phoebe’s stories are connected. State at least thee connections. Include the most important connection. Use your notes from the discussion and include at least three vocabulary words and three linking words. Write for your teacher and classmates.

Support your response using evidence from the text:

ƒ Walk Two Moons, Sharon Creech

Criteria for Success for Task 2

Your paragraph should include:

a topic sentence that provides context for the paragraph

three ways the characters in the story are connected

text evidence and elaboration to explain the points

three vocabulary words learned in the module

three linking words to connect ideas

a concluding sentence

correct spelling, capitalization, and punctuation

Assessment 26A: New-Read Assessment 2

Directions: Read chapter 33 in Walk Two Moons and then answer the questions.

1. Write a summary to explain what happens in chapter 33.

(Items 2–6) Match each adage/proverb in Walk Two Moons to its meaning.

Adage/Proverb

2. “Don’t judge a man until you’ve walked two moons in his moccasins.”

3. “Everyone has his own agenda.”

4. “In the course of a lifetime, what does it matter?”

5. “You can’t keep the birds of sadness from flying over your head, but you can keep them from nesting in your hair.”

6. “We never know the worth of water until the well is dry.”

Meaning

A. Our reactions should match the importance of a situation when considered as part of an entire life.

B. We can’t stop bad things from happening, but hope and bravery can help us through the hard times.

C. Sometimes we don’t understand the value of something until it is gone.

D. We are each on our own journey through life and have our own plans and reasons.

E. We shouldn’t criticize others but instead try to spend some time in their place and understand things from their perspective.

7. In a brief paragraph, explain Sal’s thoughts in chapter 33 about the messages left on the porch. Explain how at least one of these adages/proverbs demonstrates a theme in this story.

8. How is Salamanca’s journey with her grandparents like a hero’s journey or quest in a Greek myth? Compare her story to a myth from Understanding Greek Myths or Gifts from the Gods: Ancient Words & Wisdom from Greek & Roman Mythology. Identify the myth and explain how the pattern of events and themes are similar and different from those in Salamanca’s journey.

For items 9–11, use your knowledge of Greek and Latin word parts and the context of the sentence to explain the meaning of each underlined word.

9. Phoebe prejudged Mrs. Cadaver when she thought she was a murderer.

Pre- means “before” and –judge means “to make a decision about something.” Prejudge means “to make a decision about something before you have all the facts.” Phoebe decided she did not like Mrs. Cadaver before she really knew her.

10. Salamanca mournfully considered all the messages and how they applied to Mrs. Cadaver’s life.

11. The birds of sadness were invisible to Sal, but she wondered if they nested in Mrs. Cadaver’s hair.

Adages and proverbs drawn from Creech, Sharon. Walk Two Moons. 1994. HarperCollins, 2011.

Assessment 28A: Focusing Question Task 4

Purpose: This task will give you the opportunity to express your understanding of the lessons Sal learns in Walk Two Moons and how they relate to the messages on Phoebe’s porch. Understanding how themes can be represented in idioms and proverbs (referred to as messages in the story) will prepare you to analyze the module’s Essential Question: What can we learn from myths and stories?

Introduction: You read the second part of the story, Walk Two Moons, and learned how Salamanca has grown and changed. You analyzed her thoughts and actions and determined some of the lessons she has learned.

Task: Write a well-developed essay to answer the question: “What does Sal learn in Walk Two Moons?” Identify two main lessons Sal learns, one for each supporting paragraph. Choose at least one message from Phoebe’s porch for each lesson. Explain what each message means and how it connects to the lesson Sal learned. You may also choose to include evidence of one related thing Sal learns from the myth “Pandora’s Box.” Write for an audience familiar with the texts in this module.

Text(s):

ƒ Walk Two Moons, Sharon Creech

ƒ “Pandora’s Box” (optional)

Criteria for Success

Your essay should include:

an introductory paragraph that provides context and states the focus statement (thesis) of your essay

in each supporting paragraph, a lesson Sal learns, a message from Phoebe’s porch that is connected to that lesson, and an explanation of the message’s meaning

evidence/examples from Walk Two Moons to support each point

elaboration on how the evidence/examples relate to the focus statement (thesis)

transitions to connect ideas

a concluding paragraph that restates the focus statement (thesis) and reflects on its significance

correct spelling, punctuation, and capitalization

Assessment 33A: Vocabulary Assessment 1

Directions: Read each sentence. Write a short definition for each bold word. If you come to a word you cannot read, ask for help. For question 8, use the context and your knowledge of the idiom to define the meaning of the sentence. For question 13, use the context and your knowledge of the prefix to define the word.

1. Many myths are written to teach morality.

2. It was fate that the picnic would not take place, after the rain.

3. There was a peculiar odor coming from the kitchen.

4. The author uses foreshadowing to keep the reader interested.

5. “Everyone has his own agenda” (Creech 56).

6. The child looked pitiful after the hurricane.

7. The lunatic created a disturbance in the grocery store.

8. Winning the lottery turned out to be a Pandora’s box.

9. Ever since the camping trip, she has had a fear of arachnids.

10. At the top of the mountain peaks, we shouted and waited for the echo.

11. No one wanted to be around him because he was such a narcissist.

12. The main character was on a quest to see good overcome evil.

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13. Sal’s father had the foresight to move to a new town for a time. Quotations drawn from Creech, Sharon. Walk Two Moons. 1994. HarperCollins, 2011.

Assessment 34A: End-of-Module Task

Purpose: This task will give you an opportunity to express your understanding of the Essential Question of Module 4: “What can we learn from myths and stories?” You will synthesize your understanding of myths and stories, while creating an organized essay that uses textual evidence.

Introduction: Throughout this module, you studied myths and tales from the ancient Greeks and Native American tribes. You read a work of fiction that told multiple stories to reveal what the characters learned by sharing stories. In all of these myths and stories, common themes were revealed. To prepare for next year, your teacher would like your help to explain this module to new students.

Your task: Write an essay to explain two themes that myths and stories can teach us. Write your essay for new Grade 4 students who want to know more about what they will learn in this module.

Use evidence from two informational texts to describe the ancient Greeks and Native American tribes:

ƒ Understanding Greek Myths, Natalie Hyde

ƒ Introductions in Pushing Up the Sky: Seven Native American Plays for Children, Joseph Bruchac

Use evidence from two literary texts to provide examples that help you explain what we can learn from myths and stories:

ƒ Pushing Up the Sky: Seven Native American Plays for Children, Joseph Bruchac

ƒ Walk Two Moons, Sharon Creech

ƒ

“When Raven Soared,” Leigh Anderson “Legend of the Moccasin Flower,” retold by Mary Morton Cowan

ƒ “The Sun, Moon, and Stars,” retold by Donna Henes

Be sure to include all of the following in your response:

Include an introduction that provides background using evidence from the informational texts to describe the people whose myths you studied.

Include a clear thesis that states two themes we can learn from reading myths and stories.

Include two supporting paragraphs—one that develops each theme you identified in your thesis.

In each supporting paragraph, include evidence from myths and stories that demonstrate the theme.

In each supporting paragraph, Include elaboration of evidence to explain how the examples demonstrate the theme.

Use transitions within and between paragraphs.

Include a conclusion that reinforces your thesis and reflects on its significance.

Use two modal auxiliaries (e.g., can, may, must) correctly. Underline them.

Use correct spelling, punctuation, and capitalization.

Use at least three vocabulary words from your Vocabulary Journal.

Assessment 34B: Vocabulary Assessment 2

Directions: Read each sentence. Write a short definition for each bold word. If you come to a word you cannot read, ask for help. For question 11 and question 12, use the context and your knowledge of the idiom to define the meaning of the sentence. For question 13, use the context and your knowledge of the prefix to define the word.

1. The woman next door had a cantankerous personality.

2. The children left the auditorium in pandemonium.

3. Phoebe had a vivid imagination.

4. The respectable family ate dinner together every evening.

5. Next week there will be a drama presented during the talent show.

6. The team expected a victory next Saturday.

7. The dancers’ performance was full of grace.

8. The drapery added color to the front living room.

9. The ancient Greeks practiced polytheism.

10. She preferred reading poetry to reading prose.

11. Getting up for school in the morning sometimes feels like a Herculean task.

12. Her Achilles’s heel surfaced when she had to speak in front of people.

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13. Leroy was known for his polysyllables when he played word games.